Student can verbally interests and interests and preferences personal needs assessment for that situation that preferences in three are influenced by preferences, considers personal preference and belief, identify own needs and contexts: academic, personal history, influences and strengths/weaknesses and personal demonstrate interpersonal and family/culture and personal strengths responsibility leisure personal beliefs and weaknesses to a discussion about a real life situation Identify Student can identify Student demonstrates Student can identify Student can take responsibility for individuals in their life understanding of an area of personal personally seeking out and accessing needed will be able to who are potential personal rights and can need, and apply their resources for an identified problem, and identify and access the resources and supports, explain how these rights knowledge of afterward evaluating the effectiveness of person(s) and/or and state what potential guarantee access to personal and the accessed resources in discussion with support/areas of supports and resources community resources counselor and/or small group. appropriate resource or expertise are offered by across at least 2 areas of to explain which strategies to execute each individual (e.g., a life (e.g., people with resources are and/or implement their sister offers emotional disabilities have the right needed, available plan support, while a to receive an appropriate and how they would guidance counselor education; people have be accessed offers career and the right to be free from educational expertise) harm and harassment, etc.) Communicate Need- Student will be able to Student will be able to Student will be able Student will be able to execute and evaluate create an statement explain the 5 important to develop a plan to the developed plan to communicate their Student will be able to “I” to express a problem/ components of communicate an need. express their needs and need. identified need using evaluate options and take the 5 components of self-advocacy. expected action/ develop a plan to address the need. Self-Regulation 1 Remembering 2 - Understanding 3 - Applying 4 Creating/Evaluating/Analyzing – – Self-Awareness: Student SWBAT identify/ explain SWBAT demonstrate SWBAT apply the SWBAT analyze and predict the ways in the connection between understanding of their mind/ body which past experiences may impact the way will be able to identify mind/ body/ thoughts/ triggers for a range of connection to their they react to new emotional situations.
Student can verbally identify own needs and demonstrate interests and preferences in three contexts: academic, interpersonal and leisure interests and preferences are influenced by personal history, family/culture and personal beliefs personal preferences, influences and personal strengths and weaknesses to a discussion about a real life situation needs assessment for that situation that considers personal preference and belief, strengths/weaknesses and personal responsibility Identify will be able to identify and access the person(s) and/or appropriate resource or strategies to execute and/or implement their plan Student can identify individuals in their life who are potential resources and supports, and state what potential support/areas of expertise are offered by each individual (e.g., a sister offers emotional support, while a guidance counselor offers career and educational expertise) Student demonstrates understanding of personal rights and can explain how these rights guarantee access to supports and resources across at least 2 areas of life (e.g., people with disabilities have the right to receive an appropriate education; people have the right to be free from harm and harassment, etc.) Student can identify an area of personal need, and apply their knowledge of personal and community resources to explain which resources are needed, available and how they would be accessed Student can take responsibility for personally seeking out and accessing needed resources for an identified problem, and afterward evaluating the effectiveness of the accessed resources in discussion with counselor and/or small group. Communicate Need- Student will be able to express their needs and evaluate options and take expected action/ develop a plan to address the need. Student will be able to create an “I” statement to express a problem/ need. Student will be able to explain the 5 important components of Student will be able to develop a plan to communicate an identified need using the 5 components of self-advocacy. Student will be able to execute and evaluate the developed plan to communicate their need. Self-Regulation 1 – Remembering 2 - Understanding 3 - Applying 4 – Creating/Evaluating/Analyzing Self-Awareness: Student will be able to identify SWBAT identify/ explain the connection between mind/ body/ thoughts/ SWBAT demonstrate understanding of their triggers for a range of SWBAT apply the mind/ body connection to their SWBAT analyze and predict the ways in which past experiences may impact the way they react to new emotional situations.
CM-PE-Social-EmotionalHS-AppB.docx