Kindergarten–Grade 8 · Ohio Social-Emotional Learning Standards 7 Ohio Social-Emotional Learning Standards (cont.) E2. 1.a Identify factors that can make it hard for a person to

The Importance of Social-Emotional LearningSocial-emotional learning (SEL) is recognized as a key ingredient for school and life success. A 2011 meta-analysis* found that students participating in SEL programs showed significant gains in social-emotional skills, attitudes, and behaviors, as well as academic achievement.

Specific gains include:

• 11 percentile-point gain in overall academic achievement• 23 percent improvement in social-emotional skills• 9 percent improvement in attitudes about self, others,

and school• 9 percent improvement in school and classroom behavior• 9 percent decrease in conduct problems, such as

disruptive classroom behavior and aggression

Educators across the nation acknowledge the benefits of SEL in schools and agree that teaching students social-emotional skills is a necessary and valuable component of their education.

About the Second Step Program Evidence-based Second Step is the premier SEL program in the United States, reaching more than 15 million school children every year. The universal, classroom-based program promotes development of students’ social-emotional competence and self-regulation skills. Students with these skills are better able to maintain healthy relationships with peers and adults and have more coping strategies to manage stressful situations. They’re also more likely to benefit from academic instruction.

Second Step Key Concepts• Skills for learning• Empathy• Emotion management• Problem solving

Core Learning Strategies• Brain Builders• Story and discussion• Activity/skill practice• Reinforcing skills

Teaching the social-emotional and self-regulation skills in the Second Step program need not be confined to the lessons! Students can practice their Second Step skills while learning about literature, math, science, health, and more. In fact, while applying their Second Step skills to academics, students can also boost their academic achievement!

This alignment chart illustrates how Second Step and Ohio Social-Emotional Learning Standards complement and support each other across key social-emotional concepts.

®

ALIGNMENT CHART: Ohio Social-Emotional Learning Standards Alignment with Second Step SEL

Kindergarten–Grade 8

BROUGHT TO YOU BY

®

©2019 Committee for Children | SecondStep.org

* Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1): 405–432.

Kindergarten–Grade 2

®

®

Ohio Social-Emotional Learning Standards 3

Ohio Social-Emotional Learning Standards

A1. 1

.a Id

entif

y bas

ic p

erso

nal e

mot

ions

A1. 2

.a R

ecog

nize

em

otio

ns a

s na

tura

l an

d im

port

ant

A1. 3

.a Id

entif

y app

ropr

iate

tim

e an

d pl

ace

to

safe

ly p

roce

ss e

mot

ions

, inde

pend

ently

or

with

the

guid

ance

of a

trus

ted

adul

t

A1. 4

.a R

ecog

nize

that

cur

rent

eve

nts

can

impa

ct e

mot

ions

A2. 1

.a Id

entif

y per

sona

l inte

rest

s an

d qu

aliti

es

A2. 2

.a E

xplo

re o

ppor

tuni

ties

to d

evel

op s

kills

an

d ta

lent

s

A3. 1

.a Id

entif

y at l

east

one

trus

ted

adul

t at

scho

ol a

nd in

the

com

mun

ity, a

nd k

now

whe

n an

d ho

w to

acc

ess

them

A3. 2

.a S

eek

help

whe

n fa

ced

with

cha

lleng

es

or w

hen

frust

rate

d w

ith a

task

, ski

ll, or

situ

atio

n

A3. 3

.a D

escr

ibe

situ

atio

ns o

r loc

atio

ns th

at

feel

saf

e

A4. 1

.a D

escr

ibe

the

outc

omes

of b

oth

follo

win

g an

d br

eaki

ng ru

les

A4. 2

.a D

emon

stra

te c

onfid

ence

in th

e ab

ility

to

com

plet

e si

mpl

e ta

sks

and

chal

leng

es

inde

pend

ently

, whi

le e

xpre

ssin

g po

sitiv

e at

titud

es to

war

d se

lf

A4. 3

.a Id

entif

y way

s to

resp

ectfu

lly a

dvoc

ate

for b

asic

per

sona

l nee

ds

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention ✔ ✔

Listen with Attention ✔

Use Self-Talk ✔ ✔

Be Assertive ✔ ✔ ✔

Remember Directions ✔

Stay On Task ✔

Ignore Distractions ✔

Em

path

y

Identify and Understand Their Own, Others’ Feelings ✔ ✔ ✔

Build a Vocabulary of Feelings Words ✔ ✔

Begin to Take Others’ Perspectives

Listen to Others

Have Empathy ✔

Express Compassion

Em

otio

n M

anag

emen

t Understand Strong Feelings ✔ ✔ ✔ ✔ ✔ ✔

Recognize Strong Feelings ✔ ✔ ✔ ✔

Calm Strong Feelings Down ✔ ✔ ✔

Use the Ways to Calm Down ✔ ✔ ✔

Communication/Language Skills ✔ ✔ ✔

Pro

blem

Sol

ving

Calm Down Before Solving Problems ✔ ✔ ✔

Describe the Problem ✔ ✔

Think of Multiple Solutions to a Problem ✔ ✔

Explore Consequences of Solutions to Problems ✔ ✔ ✔

Pick the Best Solution to a Problem ✔ ✔

Friendship Skills ✔ ✔ ✔ ✔

Exe

cuti

ve-

Func

tion

Ski

lls Flexible Attention

Working Memory

Inhibitory Control

PAGE 1 OF 5

Alignment with Second Step SEL for Kindergarten–Grade 2


®


Ohio Social-Emotional Learning Standards (cont.)

B1. 1

.a Id

entif

y per

sona

l beh

avio

rs o

r rea

ctio

ns

whe

n ex

perie

ncin

g ba

sic

emot

ions

B1. 2

.a D

escr

ibe

verb

al a

nd n

onve

rbal

way

s to

ex

pres

s em

otio

ns in

diff

eren

t set

tings

B1. 3

.a Id

entif

y and

beg

in to

use

str

ateg

ies

to

regu

late

em

otio

ns a

nd m

anag

e be

havi

ors

B2. 1

.a Id

entif

y goa

ls fo

r cla

ssro

om b

ehav

ior

and

acad

emic

suc

cess

B2. 2

.a Id

entif

y how

adu

lts a

nd p

eers

can

hel

p w

ith a

goa

l

B2. 3

.a D

escr

ibe

wha

t act

ion

step

s ca

n be

ta

ken

to re

ach

a sh

ort-

term

goa

l

B2. 4

.a D

iscu

ss o

bsta

cles

that

can

get

in th

e w

ay o

f rea

chin

g a

goal

and

idea

s fo

r han

dlin

g th

ose

obst

acle

s

B3. 1

.a D

escr

ibe

a tim

e w

hen

you

kept

tryi

ng in

a

chal

leng

ing

situ

atio

n

B3. 2

.a E

xpla

in h

ow p

ract

ice

impr

oves

pe

rfor

man

ce o

f a s

kill a

nd c

an h

elp

in

over

com

ing

a ch

alle

nge

or s

etba

ck

C1.

1.a Id

entif

y fac

ial a

nd b

ody c

ues

repr

esen

ting

feel

ings

in o

ther

s

C1.

2.a

Iden

tify w

ords

and

act

ions

that

may

su

ppor

t or h

urt t

he fe

elin

gs o

f oth

ers

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention ✔

Listen with Attention ✔

Use Self-Talk ✔

Be Assertive

Remember Directions

Stay On Task

Ignore Distractions

Em

path

y

Identify and Understand Their Own, Others’ Feelings ✔ ✔ ✔ ✔

Build a Vocabulary of Feelings Words ✔ ✔ ✔

Begin to Take Others’ Perspectives ✔ ✔ ✔

Listen to Others ✔ ✔ ✔

Have Empathy ✔ ✔ ✔

Express Compassion ✔ ✔ ✔

Em

otio

n M

anag

emen

t Understand Strong Feelings ✔ ✔ ✔

Recognize Strong Feelings ✔ ✔ ✔



Communication/Language Skills ✔ ✔

Pro

blem

Sol

ving

Calm Down Before Solving Problems ✔ ✔

Describe the Problem ✔ ✔ ✔ ✔

Think of Multiple Solutions to a Problem ✔ ✔ ✔ ✔ ✔

Explore Consequences of Solutions to Problems ✔ ✔ ✔ ✔

Pick the Best Solution to a Problem ✔ ✔ ✔ ✔


Exe

cuti

ve-

Func

tion

Ski


Working Memory

Inhibitory Control ✔

PAGE 2 OF 5


®



C1.

3.a

Defi

ne e

mpa

thy,

and

iden

tify

empa

thet

ic re

actio

ns in

oth

ers

C2.

1.a

Iden

tify t

he p

urpo

se fo

r hav

ing

scho

ol-

wid

e ex

pect

atio

ns a

nd c

lass

room

rule

s

C2.

2.a

Iden

tify c

hara

cter

istic

s of

pos

itive

ci

tizen

ship

in th

e cl

assr

oom

and

sch

ool

C2.

3.a

Per

form

act

iviti

es th

at c

ontr

ibut

e to

cla

ssro

om, s

choo

l, and

hom

e, w

ith a

dult

invo

lvem

ent a

s ne

eded

C2.

4.a

Iden

tify a

nd p

artic

ipat

e in

act

iviti

es to

im

prov

e sc

hool

or h

ome

C3.

1.a

Dis

cuss

how

peo

ple

can

be th

e sa

me

or d

iffer

ent

C3.

2.a

Par

ticip

ate

in c

ross

-cul

tura

l act

iviti

es

and

disc

uss

diffe

renc

es, s

imila

ritie

s, a

nd

posi

tive

qual

ities

acr

oss

all c

ultu

res

and

grou

ps

C3.

3.a

Dis

cuss

the

conc

ept o

f, an

d pr

actic

e,

trea

ting

othe

rs th

e w

ay y

ou w

ould

wan

t to

be tr

eate

d

C4.

1.a

Reco

gnize

soc

ial c

ues

in d

iffer

ent

sett

ings

C4.

2.a

Iden

tify n

orm

s fo

r var

ious

fam

ily a

nd

soci

al s

ituat

ions

C4.

3.a

Rec

ogni

ze o

ther

s’ pe

rson

al s

pace

an

d bo

unda

ries

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention ✔ ✔ ✔ ✔ ✔ ✔

Listen with Attention ✔ ✔ ✔ ✔ ✔ ✔

Use Self-Talk

Be Assertive ✔

Remember Directions

Stay On Task

Ignore Distractions

Em

path

y


Build a Vocabulary of Feelings Words ✔

Begin to Take Others’ Perspectives ✔ ✔ ✔ ✔ ✔ ✔ ✔

Listen to Others ✔ ✔ ✔ ✔ ✔ ✔ ✔

Have Empathy ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔


Em

otio

n M

anag

emen

t Understand Strong Feelings

Recognize Strong Feelings

Calm Strong Feelings Down

Use the Ways to Calm Down

Communication/Language Skills

Pro

blem

Sol

ving

Calm Down Before Solving Problems

Describe the Problem ✔

Think of Multiple Solutions to a Problem ✔

Explore Consequences of Solutions to Problems ✔

Pick the Best Solution to a Problem ✔

Friendship Skills ✔ ✔ ✔ ✔ ✔ ✔ ✔

Exe

cuti

ve-

Func

tion

Ski


Working Memory

Inhibitory Control

PAGE 3 OF 5


®



D1.

1.a Id

entif

y and

eng

age

in p

ositi

ve

com

mun

icat

ion

skill

s

D1.

2.a

Prac

tice

givi

ng a

nd re

ceiv

ing

feed

back

in

a re

spec

tful w

ay

D1.

3.a

Dev

elop

an

awar

enes

s th

at p

eopl

e co

mm

unic

ate

thro

ugh

soci

al a

nd d

igita

l med

ia

D2.

1.a

Dem

onst

rate

an

awar

enes

s of

role

s in

va

rious

rela

tions

hips

D2.

2.a

Rec

ogni

ze th

e ne

ed fo

r inc

lusi

vene

ss

D2.

3.a

Rec

ogni

ze th

at p

eopl

e m

ay in

fluen

ce

each

oth

er w

ith w

ords

or a

ctio

ns

D3.

1.a

Iden

tify c

omm

on c

onfli

cts

and

desc

ribe

poss

ible

cau

ses

D3.

2.a

Rec

ogni

ze th

at th

ere

are

vario

us w

ays

to s

olve

con

flict

s, a

nd u

tilize

thes

e te

chni

ques

to

pra

ctic

e so

lvin

g pr

oble

ms

D3.

3.a

App

ly li

sten

ing

and

atte

ntio

n sk

ills

to

iden

tify t

he fe

elin

gs a

nd p

ersp

ectiv

es o

f oth

ers

E1. 1

.a Id

entif

y a p

robl

em o

r nee

ded

deci

sion

, an

d re

cogn

ize th

at th

ere

may

be

mul

tiple

re

spon

ses

E1. 2

.a Id

entif

y str

ateg

ies

to s

olve

a p

robl

em

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention ✔ ✔ ✔ ✔

Listen with Attention ✔ ✔ ✔ ✔

Use Self-Talk ✔



Stay On Task ✔

Ignore Distractions ✔ ✔

Em

path

y

Identify and Understand Their Own, Others’ Feelings ✔ ✔ ✔ ✔ ✔

Build a Vocabulary of Feelings Words ✔ ✔ ✔ ✔ ✔

Begin to Take Others’ Perspectives ✔ ✔ ✔ ✔ ✔

Listen to Others ✔ ✔ ✔ ✔ ✔

Have Empathy ✔ ✔ ✔ ✔ ✔

Express Compassion ✔ ✔ ✔ ✔ ✔

Em

otio

n M

anag

emen





Communication/Language Skills ✔ ✔ ✔ ✔

Pro

blem

Sol

ving

Calm Down Before Solving Problems ✔

Describe the Problem ✔ ✔ ✔ ✔




Friendship Skills ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Exe

cuti

ve-

Func

tion

Ski

lls Flexible Attention ✔

Working Memory ✔


PAGE 4 OF 5


®



E2. 1

.a Id

entif

y fac

tors

that

can

mak

e it

hard

fo

r a p

erso

n to

mak

e th

e be

st d

ecis

ion

in th

e cl

assr

oom

E2. 2

.a Id

entif

y rel

iabl

e so

urce

s of

adu

lt he

lp in

th

e im

med

iate

set

ting

E2. 3

.a Id

entif

y how

per

sona

l cho

ices

will

im

pact

the

outc

ome

of a

situ

atio

n

E3. 1

.a Id

entif

y how

cer

tain

act

ions

can

impa

ct

othe

rs

E3. 2

.a R

ecog

nize

saf

e pr

actic

es a

nd a

ctio

ns

E3. 3

.a R

ecog

nize

the

need

for g

roup

dec

isio

ns

that

sup

port

a c

omm

on g

oal

E4. 1

.a R

ecog

nize

that

new

opp

ortu

nitie

s m

ay

have

pos

itive

out

com

es

E4. 2

.a Id

entif

y phy

sica

l and

em

otio

nal

resp

onse

s to

unf

amili

ar s

ituat

ions

E4. 3

.a Id

entif

y exa

mpl

es o

f tra

nsiti

ons

and

how

they

are

a n

eces

sary

and

app

ropr

iate

par

t of

sch

ool a

nd li

fe

Key Concepts

Ski

lls fo

r Le

arni

ng


Listen with Attention ✔ ✔


Be Assertive ✔ ✔

Remember Directions ✔ ✔

Stay On Task ✔ ✔


Em

path

y

Identify and Understand Their Own, Others’ Feelings ✔ ✔

Build a Vocabulary of Feelings Words

Begin to Take Others’ Perspectives ✔ ✔ ✔

Listen to Others

Have Empathy ✔ ✔ ✔

Express Compassion

Em

otio

n M

anag

emen

t Understand Strong Feelings ✔ ✔

Recognize Strong Feelings ✔ ✔

Calm Strong Feelings Down ✔

Use the Ways to Calm Down ✔

Communication/Language Skills ✔

Pro

blem

Sol

ving




Explore Consequences of Solutions to Problems ✔ ✔ ✔ ✔ ✔


Friendship Skills ✔ ✔ ✔

Exe

cuti

ve-

Func

tion

Ski


Working Memory

Inhibitory Control

PAGE 5 OF 5

©2019 Committee for Children | Second Step is a registered trademark of Committee for Children | SecondStep.org


Grade 3

®

®


PAGE 1 OF 5

Alignment with Second Step SEL for Grade 3



A1. 1

.b Id

entif

y a ra

nge

of p

erso

nal e

mot

ions

A1. 2

.b Id

entif

y tha

t em

otio

ns a

re v

alid

, eve

n if

othe

rs fe

el d

iffer

ently

A1. 3

.b C

onsi

der w

hen

it is

nec

essa

ry

to p

roce

ss e

mot

ions

in a

saf

e pl

ace,

in

depe

nden

tly o

r with

the

guid

ance

of a

tr

uste

d ad

ult

A1. 4

.b D

escr

ibe

how

curr

ent e

vent

s tr

igge

r em

otio

ns

A2. 1

.b Id

entif

y per

sona

l str

engt

hs b

ased

on

inte

rest

s an

d qu

aliti

es

A2. 2

.b D

emon

stra

te a

ski

ll or t

alen

t tha

t bui

lds

on p

erso

nal s

tren

gths

A3. 1

.b D

escr

ibe

how

a tr

uste

d ad

ult c

an

prov

ide

acad

emic

, soc

ial, o

r em

otio

nal s

uppo

rt

or a

ssis

tanc

e fo

r sel

f and

oth

ers

A3. 2

.b S

eek

help

and

ack

now

ledg

e co

nstr

uctiv

e fe

edba

ck fr

om o

ther

s th

at

addr

esse

s ch

alle

nges

and

bui

lds

on s

tren

gths

A3. 3

.b U

tilize

str

ateg

ies

that

sup

port

saf

e pr

actic

es fo

r sel

f and

oth

ers

A4. 1

.b Id

entif

y and

des

crib

e ho

w pe

rson

al

choi

ces

and

beha

vior

impa

ct s

elf a

nd o

ther

s

A4. 2

.b D

emon

stra

te c

onfid

ence

in th

e ab

ility

to

com

plet

e a

rang

e of

task

s an

d ad

dres

s ch

alle

nges

whi

le e

xpre

ssin

g po

sitiv

e at

titud

es

tow

ard

self

A4. 3

.b Id

entif

y way

s to

resp

ectfu

lly a

dvoc

ate

for a

cade

mic

and

per

sona

l nee

ds

Key Concepts

Ski

lls fo

r Le

arni

ng




Be Assertive ✔ ✔ ✔ ✔ ✔ ✔

Remember Directions ✔ ✔

Stay On Task ✔ ✔


Em

path

y


Build a Vocabulary of Feelings Words ✔ ✔

Begin to Take Others’ Perspectives ✔

Listen to Others ✔

Have Empathy ✔ ✔

Express Compassion ✔

Em

otio

n M

anag

emen

t Understand Strong Feelings ✔ ✔ ✔ ✔



Use the Ways to Calm Down ✔ ✔ ✔ ✔

Communication/Language Skills ✔ ✔ ✔ ✔

Pro

blem

Sol

ving


Describe the Problem ✔ ✔

Think of Multiple Solutions to a Problem ✔ ✔ ✔


Pick the Best Solution to a Problem ✔ ✔ ✔

Friendship Skills ✔ ✔

Exe

cuti

ve-

Func

tion

Ski

lls Flexible Attention ✔

Working Memory ✔

Inhibitory Control ✔ ✔ ✔ ✔

®


PAGE 2 OF 5



B1. 1

.b D

emon

stra

te s

trat

egie

s to

exp

ress

a

rang

e of

em

otio

ns w

ithin

the

expe

ctat

ions

of

the

sett

ing

B1. 2

.b D

escr

ibe

poss

ible

out

com

es

asso

ciat

ed w

ith v

erba

l and

non

verb

al

expr

essi

on o

f em

otio

ns in

diff

eren

t set

tings

B1. 3

.b A

pply

str

ateg

ies

to re

gula

te e

mot

ions

an

d m

anag

e be

havi

ors

B2. 1

.b Id

entif

y goa

ls fo

r aca

dem

ic s

ucce

ss

and

pers

onal

gro

wth

B2. 2

.b Id

entif

y sch

ool, f

amily

, and

com

mun

ity

reso

urce

s, w

ith a

dult

supp

ort,

that

may

ass

ist

in a

chie

ving

a g

oal

B2. 3

.b P

lan

step

s ne

eded

to re

ach

a sh

ort-

term

goa

l

B2. 4

.b Id

entif

y alte

rnat

ive

stra

tegi

es w

ith

guid

ance

tow

ard

a sp

ecifi

ed g

oal

B3. 1

.b Id

entif

y str

ateg

ies

for p

erse

verin

g th

roug

h ch

alle

nges

and

set

back

s

B3. 2

.b Id

entif

y the

cau

se o

f a c

halle

nge

or

setb

ack

and,

with

ass

ista

nce,

dev

elop

a p

lan

of a

ctio

n

C1.

1.b Id

entif

y ver

bal a

nd n

onve

rbal

cue

s re

pres

entin

g fe

elin

gs in

oth

ers

C1.

2.b

Iden

tify a

nd a

ckno

wle

dge

othe

rs’

view

poin

ts, k

now

ing

that

bot

h si

des

do n

ot

have

to a

gree

but

can

stil

l be

resp

ectfu

l

C1.

3.b

Dem

onst

rate

em

path

etic

reac

tions

in

resp

onse

to o

ther

s’ fe

elin

gs a

nd e

mot

ions

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention ✔ ✔ ✔

Listen with Attention ✔ ✔ ✔

Use Self-Talk ✔



Stay On Task ✔


Em

path

y

Identify and Understand Their Own, Others’ Feelings ✔ ✔ ✔ ✔

Build a Vocabulary of Feelings Words ✔ ✔ ✔ ✔





Em

otio

n M

anag

emen



Calm Strong Feelings Down ✔ ✔ ✔ ✔


Communication/Language Skills ✔ ✔ ✔ ✔ ✔

Pro

blem

Sol

ving


Describe the Problem ✔ ✔ ✔




Friendship Skills ✔ ✔ ✔ ✔ ✔ ✔

Exe

cuti

ve-

Func

tion

Ski


Working Memory

Inhibitory Control ✔ ✔

®


PAGE 3 OF 5



C2.

1.b

Iden

tify r

easo

ns fo

r mak

ing

posi

tive

cont

ribut

ions

to th

e sc

hool

and

com

mun

ity

C2.

2.b

Dem

onst

rate

citi

zens

hip

in th

e cl

assr

oom

and

sch

ool c

omm

unity

C2.

3.b

Per

form

act

iviti

es th

at c

ontr

ibut

e to

cla

ssro

om, s

choo

l, hom

e, a

nd b

road

er

com

mun

ity

C2.

4.b

Iden

tify a

reas

of i

mpr

ovem

ent f

or

scho

ol o

r hom

e, a

nd d

evel

op a

n ac

tion

plan

to

addr

ess

thes

e ar

eas

C3.

1.b

Dis

cuss

pos

itive

and

neg

ativ

e op

inio

ns

peop

le m

ay h

ave

abou

t oth

er p

eopl

e or

gro

ups,

ev

en if

they

are

n’t a

lway

s tr

ue

C3.

2.b

Par

ticip

ate

in c

ross

-cul

tura

l act

iviti

es,

and

ackn

owle

dge

that

indi

vidu

al a

nd g

roup

di

ffere

nces

may

com

plem

ent e

ach

othe

r

C3.

3.b

Defi

ne a

nd p

ract

ice

civi

lity a

nd re

spec

t vi

rtua

lly a

nd in

per

son

C4.

1.b

Iden

tify o

ther

s’ re

actio

ns b

y ton

e of

vo

ice,

bod

y lan

guag

e, a

nd fa

cial

exp

ress

ions

C4.

2.b

Iden

tify w

ays

that

nor

ms

diffe

r am

ong

vario

us fa

mili

es, c

ultu

res,

and

soc

ial g

roup

s

C4.

3.b

Rec

ogni

ze th

at in

divi

dual

s’ ne

eds

for

priv

acy a

nd b

ound

arie

s di

ffer,

and

resp

ect

thos

e di

ffere

nces

D1.

1.b A

pply

act

ive

liste

ning

and

effe

ctiv

e co

mm

unic

atio

n sk

ills

to in

crea

se c

oope

ratio

n an

d re

latio

nshi

ps

D1.

2.b

Dem

onst

rate

the

abili

ty to

giv

e an

d re

ceiv

e fe

edba

ck in

a re

spec

tful w

ay

Key Concepts

Ski

lls fo

r Le

arni

ng

Focus Attention ✔ ✔ ✔ ✔ ✔ ✔

Listen with Attention ✔ ✔ ✔ ✔ ✔ ✔

Use Self-Talk ✔

Be Assertive ✔ ✔ ✔ ✔

Remember Directions ✔ ✔ ✔

Stay On Task ✔ ✔ ✔

Ignore Distractions ✔ ✔ ✔ ✔

Em

path

y

Identify and Understand Their Own, Others’ Feelings ✔ ✔ ✔ ✔ ✔

Build a Vocabulary of Feelings Words ✔ ✔ ✔ ✔ ✔

Begin to Take Others’ Perspectives ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Listen to Others ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Have Empathy ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔


Em

otio

n M

anag

emen






Pro

blem

Sol

ving






Friendship Skills ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Exe

cuti

ve-

Func

tion

Ski

lls Flexible Attention ✔ ✔ ✔

Working Memory ✔ ✔ ✔

Inhibitory Control ✔ ✔ ✔

®


PAGE 4 OF 5



D1.

3.b

Des

crib

e th

e po

sitiv

e an

d ne

gativ

e im

pact

of c

omm

unic

atin

g th

roug

h so

cial

and

di

gita

l med

ia

D2.

1.b

Iden

tify w

hat c

reat

es a

feel

ing

of

belo

ngin

g in

var

ious

rela

tions

hips

D2.

2.b

Dem

onst

rate

beh

avio

rs a

ssoc

iate

d w

ith in

clus

iven

ess

in a

var

iety

of r

elat

ions

hips

D2.

3.b

Dis

tingu

ish

the

help

ful a

nd h

arm

ful

impa

cts

of p

eer p

ress

ure

on s

elf a

nd o

ther

s

D3.

1.b

Iden

tify a

nd d

emon

stra

te p

erso

nal

beha

vior

s to

pre

vent

con

flict

D3.

2.b

App

ly c

onfli

ct re

solu

tion

skill

s to

m

anag

e di

sagr

eem

ents

and

mai

ntai

n pe

rson

al

safe

ty

D3.

3.b

Gen

erat

e id

eas

to re

ach

a co

mpr

omis

e an

d fin

d re

solu

tion

durin

g co

nflic

t

E1. 1

.b G

ener

ate

poss

ible

sol

utio

ns o

r re

spon

ses

to a

pro

blem

or n

eede

d de

cisi

on,

reco

gnizi

ng th

at th

ere

may

be

mor

e th

an o

ne

pers

pect

ive

E1. 2

.b Im

plem

ent s

trat

egie

s to

sol

ve a

pr

oble

m

E2. 1

.b Id

entif

y fac

tors

that

can

mak

e it

hard

to

mak

e th

e be

st d

ecis

ions

at h

ome

or a

t sch

ool

E2. 2

.b Id

entif

y rel

iabl

e so

urce

s of

adu

lt he

lp in

va

rious

set

tings

E2. 3

.b P

redi

ct p

ossi

ble

futu

re o

utco

mes

of

pers

onal

act

ions

in v

ario

us s

ettin

gs

Key Concepts

Ski

lls fo

r Le

arni

ng




Be Assertive ✔ ✔


Stay On Task ✔


Em

path

y


Build a Vocabulary of Feelings Words ✔ ✔ ✔




Express Compassion ✔ ✔ ✔ ✔

Em

otio

n M

anag

emen






Pro

blem

Sol

ving


Describe the Problem ✔ ✔ ✔

Think of Multiple Solutions to a Problem ✔ ✔ ✔ ✔ ✔ ✔

Explore Consequences of Solutions to Problems ✔ ✔ ✔ ✔ ✔ ✔

Pick the Best Solution to a Problem ✔ ✔ ✔ ✔ ✔ ✔

Friendship Skills ✔ ✔ ✔ ✔ ✔

Exe

cuti

ve-

Func

tion

Ski


Working Memory


®


PAGE 5 OF 5




E3. 1

.b D

emon

stra

te th

e ab

ility

to re

spec

t the

rig

hts

of s

elf a

nd o

ther

s

E3. 2

.b D

emon

stra

te s

afe

prac

tices

to g

uide

ac

tions

E3. 3

.b C

onsi

der v

ario

us p

ersp

ectiv

es a

nd

sour

ces

of in

form

atio

n w

hen

part

icip

atin

g in

gr

oup

deci

sion

-mak

ing

E4. 1

.b E

xplo

re n

ew o

ppor

tuni

ties

to e

xpan

d on

e’s

know

ledg

e an

d ex

perie

nces

E4. 2

.b D

evel

op a

nd p

ract

ice

stra

tegi

es to

ap

prop

riate

ly re

spon

d in

unf

amili

ar s

ituat

ions

E4. 3

.b P

ract

ice

the

abili

ty to

man

age

tran

sitio

ns a

nd a

dapt

to c

hang

ing

situ

atio

ns

and

resp

onsi

bilit

ies

in s

choo

l and

life

Key Concepts

Ski

lls fo

r Le

arni

ng


Listen with Attention ✔ ✔ ✔ ✔

Use Self-Talk ✔

Be Assertive ✔ ✔ ✔ ✔


Stay On Task ✔


Em

path

y

Identify and Understand Their Own, Others’ Feelings ✔ ✔

Build a Vocabulary of Feelings Words

Begin to Take Others’ Perspectives ✔

Listen to Others ✔ ✔

Have Empathy ✔ ✔


Em

otio

n M

anag

emen





Communication/Language Skills ✔ ✔ ✔ ✔ ✔

Pro

blem

Sol

ving



Think of Multiple Solutions to a Problem ✔ ✔

Explore Consequences of Solutions to Problems ✔ ✔


Friendship Skills ✔ ✔

Exe

cuti

ve-

Func

tion

Ski

lls Flexible Attention ✔ ✔

Working Memory ✔ ✔

Inhibitory Control ✔ ✔

Grades 4–5

®

®



A1. 1

.b Id

entif

y a ra

nge

of p

erso

nal e

mot

ions

A1. 2

.b Id

entif

y tha

t em

otio

ns a

re v

alid

, eve

n if

othe

rs fe

el d

iffer

ently

A1. 3

.b C

onsi

der w

hen

it is

nec

essa

ry

to p

roce

ss e

mot

ions

in a

saf

e pl

ace,

in

depe

nden

tly o

r with

the

guid

ance

of a

tr

uste

d ad

ult

A1. 4

.b D

escr

ibe

how

curr

ent e

vent

s tr

igge

r em

otio

ns

A2. 1

.b Id

entif

y per

sona

l str

engt

hs b

ased

on

inte

rest

s an

d qu

aliti

es

A2. 2

.b D

emon

stra

te a

ski

ll or t

alen

t tha

t bui

lds

on p

erso

nal s

tren

gths

A3. 1

.b D

escr

ibe

how

a tr

uste

d ad

ult c

an

prov

ide

acad

emic

, soc

ial, o

r em

otio

nal s

uppo

rt

or a

ssis

tanc

e fo

r sel

f and

oth

ers

A3. 2

.b S

eek

help

and

ack

now

ledg

e co

nstr

uctiv

e fe

edba

ck fr

om o

ther

s th

at

addr

esse

s ch

alle

nges

and

bui

lds

on s

tren

gths

A3. 3

.b U

tilize

str

ateg

ies

that

sup

port

saf

e pr

actic

es fo

r sel

f and

oth

ers

A4. 1

.b Id

entif

y and

des

crib

e ho

w pe

rson

al

choi

ces

and

beha

vior

impa

ct s

elf a

nd o

ther

s

A4. 2

.b D

emon

stra

te c

onfid

ence

in th

e ab

ility

to

com

plet

e a

rang

e of

task

s an

d ad

dres

s ch

alle

nges

whi

le e

xpre

ssin

g po

sitiv

e at

titud

es

tow

ards

sel

f

A4. 3

.b Id

entif

y way

s to

resp

ectfu

lly a

dvoc

ate

for a

cade

mic

and

per

sona

l nee

ds

Key Concepts

Em

path

y an

d S

kills

for

Lear

ning

Identify and Understand Their Own, Others' Feelings ✔ ✔ ✔ ✔

Take Others' Perspectives ✔ ✔ ✔ ✔


Assertiveness Skills ✔ ✔ ✔


Empathy Skills ✔ ✔ ✔ ✔ ✔


Em

otio

n M

anag

emen

t

Recognize How Strong Feelings Affect Brain and Body ✔ ✔ ✔

Focus Attention ✔ ✔ ✔

Calm Strong Feelings Down Using Steps ✔ ✔

Use Calming-Down Strategies ✔ ✔ ✔

Manage Strong Feelings ✔ ✔

Practice Assertive Communication Skills ✔ ✔ ✔

Use Positive Self-Talk ✔

Pro

blem

Sol

ving


State a Problem Using Non-Blaming Language ✔ ✔

Think of Multiple Solutions to a Problem ✔ ✔ ✔

Explore Consequences of Solutions to Problems ✔ ✔


Make a Plan ✔ ✔

Apply Problem-Solving Steps to Age-Typical Problems ✔ ✔

PAGE 1 OF 5

Alignment with Second Step SEL for Grades 4–5


®



B1. 1

.b D

emon

stra

te s

trat

egie

s to

exp

ress

a

rang

e of

em

otio

ns w

ithin

the

expe

ctat

ions

of

the

sett

ing

B1. 2

.b D

escr

ibe

poss

ible

out

com

es

asso

ciat

ed w

ith v

erba

l and

non

verb

al

expr

essi

on o

f em

otio

ns in

diff

eren

t set

tings

B1. 3

.b A

pply

str

ateg

ies

to re

gula

te e

mot

ions

an

d m

anag

e be

havi

ors

B2. 1

.b Id

entif

y goa

ls fo

r aca

dem

ic s

ucce

ss

and

pers

onal

gro

wth

B2. 2

.b Id

entif

y sch

ool, f

amily

, and

com

mun

ity

reso

urce

s, w

ith a

dult

supp

ort,

that

may

ass

ist

in a

chie

ving

a g

oal

B2. 3

.b P

lan

step

s ne

eded

to re

ach

a sh

ort-

term

goa

l

B2. 4

.b Id

entif

y alte

rnat

ive

stra

tegi

es, w

ith

guid

ance

, tow

ard

a sp

ecifi

ed g

oal

B3. 1

.b Id

entif

y str

ateg

ies

for p

erse

verin

g th

roug

h ch

alle

nges

and

set

back

s

B3. 2

.b Id

entif

y the

cau

se o

f a c

halle

nge

or

setb

ack

and,

with

ass

ista

nce,

dev

elop

a p

lan

of a

ctio

n

C1.

1.b Id

entif

y ver

bal a

nd n

onve

rbal

cue

s re

pres

entin

g fe

elin

gs in

oth

ers

C1.

2.b

Iden

tify a

nd a

ckno

wle

dge

othe

rs’

view

poin

ts, k

now

ing

that

bot

h si

des

do n

ot

have

to a

gree

but

can

stil

l be

resp

ectfu

l

C1.

3.b

Dem

onst

rate

em

path

etic

reac

tions

in

resp

onse

to o

ther

s’ fe

elin

gs a

nd e

mot

ions

Key Concepts

Em

path

y an

d S

kills

for

Lear

ning

Identify and Understand Their Own, Others' Feelings ✔ ✔

Take Others' Perspectives ✔ ✔ ✔ ✔ ✔

Listen with Attention ✔ ✔ ✔ ✔ ✔

Assertiveness Skills ✔ ✔ ✔ ✔


Empathy Skills ✔ ✔ ✔ ✔ ✔ ✔


Em

otio

n M

anag

emen

t

Recognize How Strong Feelings Affect Brain and Body ✔ ✔


Calm Strong Feelings Down Using Steps ✔ ✔ ✔


Manage Strong Feelings ✔ ✔ ✔

Practice Assertive Communication Skills ✔ ✔ ✔ ✔

Use Positive Self-Talk ✔ ✔

Pro

blem

Sol

ving


State a Problem Using Non-Blaming Language ✔ ✔ ✔ ✔ ✔ ✔ ✔

Think of Multiple Solutions to a Problem ✔ ✔ ✔ ✔ ✔ ✔ ✔

Explore Consequences of Solutions to Problems ✔ ✔ ✔ ✔ ✔ ✔

Pick the Best Solution to a Problem ✔ ✔ ✔ ✔ ✔

Make a Plan ✔ ✔ ✔ ✔ ✔ ✔

Apply Problem-Solving Steps to Age-Typical Problems ✔ ✔ ✔ ✔ ✔ ✔ ✔

PAGE 2 OF 5


®



C2.

1.b

Iden

tify r

easo

ns fo

r mak

ing

posi

tive

cont

ribut

ions

to th

e sc

hool

and

com

mun

ity

C2.

2.b

Dem

onst

rate

citi

zens

hip

in th

e cl

assr

oom

and

sch

ool c

omm

unity

C2.

3.b

Per

form

act

iviti

es th

at c

ontr

ibut

e to

cla

ssro

om, s

choo

l, hom

e, a

nd b

road

er

com

mun

ity

C2.

4.b

Iden

tify a

reas

of i

mpr

ovem

ent f

or

scho

ol o

r hom

e, a

nd d

evel

op a

n ac

tion

plan

to

addr

ess

thes

e ar

eas

C3.

1.b

Dis

cuss

pos

itive

and

neg

ativ

e op

inio

ns

peop

le m

ay h

ave

abou

t oth

er p

eopl

e or

gro

ups,

ev

en if

they

are

n’t a

lway

s tr

ue

C3.

2.b

Par

ticip

ate

in c

ross

-cul

tura

l act

iviti

es,

and

ackn

owle

dge

that

indi

vidu

al a

nd g

roup

di

ffere

nces

may

com

plem

ent e

ach

othe

r

C3.

3.b

Defi

ne a

nd p

ract

ice

civi

lity a

nd re

spec

t vi

rtua

lly a

nd in

per

son

C4.

1.b

Iden

tify o

ther

s’ re

actio

ns b

y ton

e of

vo

ice,

bod

y lan

guag

e, a

nd fa

cial

exp

ress

ions

C4.

2.b

Iden

tify w

ays

that

nor

ms

diffe

r am

ong

vario

us fa

mili

es, c

ultu

res,

and

soc

ial g

roup

s

C4.

3.b

Rec

ogni

ze th

at in

divi

dual

s’ ne

eds

for

priv

acy a

nd b

ound

arie

s di

ffer,

and

resp

ect

thos

e di

ffere

nces

D1.

1.b A

pply

act

ive

liste

ning

and

effe

ctiv

e co

mm

unic

atio

n sk

ills

to in

crea

se c

oope

ratio

n an

d re

latio

nshi

ps

D1.

2.b

Dem

onst

rate

the

abili

ty to

giv

e an

d re

ceiv

e fe

edba

ck in

a re

spec

tful w

ay

Key Concepts

Em

path

y an

d S

kills

for

Lear

ning

Identify and Understand Their Own, Others' Feelings ✔ ✔ ✔ ✔

Take Others' Perspectives ✔ ✔ ✔ ✔ ✔ ✔

Listen with Attention ✔ ✔ ✔ ✔ ✔

Assertiveness Skills ✔ ✔ ✔ ✔ ✔


Empathy Skills ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Express Compassion ✔ ✔

Em

otio

n M

anag

emen

t




Use Calming-Down Strategies ✔ ✔




Pro

blem

Sol

ving


State a Problem Using Non-Blaming Language ✔ ✔




Make a Plan ✔ ✔

Apply Problem-Solving Steps to Age-Typical Problems ✔ ✔ ✔ ✔

PAGE 3 OF 5


®



D1.

3.b

Des

crib

e th

e po

sitiv

e an

d ne

gativ

e im

pact

of c

omm

unic

atin

g th

roug

h so

cial

and

di

gita

l med

ia

D2.

1.b

Iden

tify w

hat c

reat

es a

feel

ing

of

belo

ngin

g in

var

ious

rela

tions

hips

D2.

2.b

Dem

onst

rate

beh

avio

rs a

ssoc

iate

d w

ith in

clus

iven

ess

in a

var

iety

of r

elat

ions

hips

D2.

3.b

Dis

tingu

ish

the

help

ful a

nd h

arm

ful

impa

cts

of p

eer p

ress

ure

on s

elf a

nd o

ther

s

D3.

1.b

Iden

tify a

nd d

emon

stra

te p

erso

nal

beha

vior

s to

pre

vent

con

flict

D3.

2.b

App

ly c

onfli

ct re

solu

tion

skill

s to

m

anag

e di

sagr

eem

ents

and

mai

ntai

n pe

rson

al

safe

ty

D3.

3.b

Gen

erat

e id

eas

to re

ach

a co

mpr

omis

e an

d fin

d re

solu

tion

durin

g co

nflic

t

E1. 1

.b G

ener

ate

poss

ible

sol

utio

ns o

r re

spon

ses

to a

pro

blem

or n

eede

d de

cisi

on,

reco

gnizi

ng th

at th

ere

may

be

mor

e th

an o

ne

pers

pect

ive

E1. 2

.b Im

plem

ent s

trat

egie

s to

sol

ve a

pr

oble

m

E2. 1

.b Id

entif

y fac

tors

that

can

mak

e it

hard

to

mak

e th

e be

st d

ecis

ions

at h

ome

or a

t sch

ool

E2. 2

.b Id

entif

y rel

iabl

e so

urce

s of

adu

lt he

lp in

va

rious

set

tings

E2. 3

.b P

redi

ct p

ossi

ble

futu

re o

utco

mes

of

pers

onal

act

ions

in v

ario

us s

ettin

gs

Key Concepts

Em

path

y an

d S

kills

for

Lear

ning

Identify and Understand Their Own, Others' Feelings ✔ ✔ ✔

Take Others' Perspectives ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔



Friendship Skills ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Empathy Skills ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Express Compassion ✔ ✔

Em

otio

n M

anag

emen

t

Recognize How Strong Feelings Affect Brain and Body ✔ ✔ ✔



Use Calming-Down Strategies ✔ ✔


Practice Assertive Communication Skills ✔ ✔ ✔


Pro

blem

Sol

ving


State a Problem Using Non-Blaming Language ✔ ✔ ✔ ✔ ✔ ✔

Think of Multiple Solutions to a Problem ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Explore Consequences of Solutions to Problems ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Pick the Best Solution to a Problem ✔ ✔ ✔ ✔ ✔ ✔

Make a Plan ✔ ✔ ✔ ✔ ✔ ✔

Apply Problem-Solving Steps to Age-Typical Problems ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

PAGE 4 OF 5


®



E3. 1

.b D

emon

stra

te th

e ab

ility

to re

spec

t the

rig

hts

of s

elf a

nd o

ther

s

E3. 2

.b D

emon

stra

te s

afe

prac

tices

to g

uide

ac

tions

E3. 3

.b C

onsi

der v

ario

us p

ersp

ectiv

es a

nd

sour

ces

of in

form

atio

n w

hen

part

icip

atin

g in

gr

oup

deci

sion

-mak

ing

E4. 1

.b E

xplo

re n

ew o

ppor

tuni

ties

to e

xpan

d on

e’s

know

ledg

e an

d ex

perie

nces

E4. 2

.b D

evel

op a

nd p

ract

ice

stra

tegi

es to

ap

prop

riate

ly re

spon

d in

unf

amili

ar s

ituat

ions

E4. 3

.b P

ract

ice

the

abili

ty to

man

age

tran

sitio

ns a

nd a

dapt

to c

hang

ing

situ

atio

ns

and

resp

onsi

bilit

ies

in s

choo

l and

life

Key Concepts

Em

path

y an

d S

kills

for

Lear

ning

Identify and Understand Their Own, Others' Feelings

Take Others' Perspectives ✔ ✔ ✔



Friendship Skills ✔ ✔ ✔

Empathy Skills ✔ ✔ ✔ ✔

Express Compassion

Em

otio

n M

anag

emen

t



Calm Strong Feelings Down Using Steps ✔ ✔ ✔


Manage Strong Feelings ✔ ✔ ✔


Use Positive Self-Talk ✔ ✔ ✔

Pro

blem

Sol

ving


State a Problem Using Non-Blaming Language ✔ ✔ ✔ ✔ ✔

Think of Multiple Solutions to a Problem ✔ ✔ ✔ ✔


Pick the Best Solution to a Problem ✔ ✔ ✔

Make a Plan ✔ ✔ ✔

Apply Problem-Solving Steps to Age-Typical Problems ✔ ✔ ✔ ✔ ✔

PAGE 5 OF 5



Grades 6–8

®

®



A1. 1

.c Id

entif

y, re

cogn

ize, a

nd n

ame

pers

onal

co

mpl

ex e

mot

ions

A1. 2

.c E

xpla

in th

at e

mot

ions

may

var

y bas

ed

on th

e si

tuat

ion,

incl

udin

g pe

ople

and

pla

ces

A1. 3

.c U

tilize

app

ropr

iate

tim

e an

d pl

ace

to

safe

ly p

roce

ss e

mot

ions

, inde

pend

ently

, with

a

trus

ted

adul

t or w

ith p

eers

A1. 4

.c E

xpla

in h

ow o

ther

s’ re

spon

ses

to

curr

ent e

vent

s ca

n im

pact

em

otio

ns

A2. 1

.c D

escr

ibe

how

pers

onal

inte

rest

s,

qual

ities

, and

str

engt

hs m

ay h

elp

with

dec

isio

n m

akin

g to

acc

ompl

ish

pers

onal

goa

ls

A2. 2

.c In

vest

igat

e a

pote

ntia

l car

eer p

ath

that

bu

ilds

on p

erso

nal s

tren

gths

and

add

ress

es

chal

leng

es

A3. 1

.c S

eek

appr

opria

te s

uppo

rt fr

om

a tr

uste

d ad

ult w

hen

help

is n

eede

d ac

adem

ical

ly, s

ocia

lly, o

r em

otio

nally

A3. 2

.c D

evel

op a

nd im

plem

ent a

pla

n of

ac

tion,

bas

ed o

n su

ppor

t or c

onst

ruct

ive

feed

back

, tha

t add

ress

es c

halle

nges

and

bu

ilds

on s

tren

gths

A3. 3

.c Id

entif

y and

util

ize a

ppro

pria

te

proc

esse

s fo

r rep

ortin

g un

safe

beh

avio

rs o

r si

tuat

ions

for s

elf a

nd o

ther

s

A4. 1

.c D

escr

ibe

how

pers

onal

resp

onsi

bilit

y is

linke

d to

bei

ng a

ccou

ntab

le fo

r one

’s ch

oice

s an

d be

havi

or

A4. 2

.c R

ecog

nize

the

impo

rtan

ce o

f co

nfide

ntly

han

dlin

g ta

sks

and

chal

leng

es,

whi

le re

fram

ing

nega

tive

thou

ghts

and

en

gagi

ng in

pos

itive

sel

f-ta

lk

Key Concepts

Sec

ond

Ste

p: K

ey C

once

pts

Growth Mindset: Your Brain Can Grow and Change ✔ ✔ ✔ ✔

Setting and Achieving Goals ✔ ✔ ✔ ✔

Planning Ahead for Difficult Situations ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Identifying Personal Values ✔ ✔ ✔ ✔

Using Personal Values to Make Good Decisions ✔ ✔ ✔ ✔

Making Friends and Strengthening Friendships ✔ ✔

Recognizing Negative Relationships ✔ ✔

The Role of Emotions ✔ ✔ ✔ ✔ ✔ ✔

Handling Unhelpful Thoughts and Strong Emotions ✔ ✔ ✔ ✔ ✔ ✔

Calming-Down Strategies ✔ ✔ ✔ ✔ ✔

Recognizing Different Perspectives ✔ ✔

Recognizing and Avoiding Serious Conflicts ✔ ✔ ✔ ✔ ✔

Resolving Serious Conflicts ✔ ✔ ✔ ✔ ✔ ✔ ✔

Repairing Relationships ✔ ✔ ✔ ✔ ✔ ✔

Helping Prevent Bullying and Harassment ✔ ✔ ✔ ✔

PAGE 1 OF 5



®



A4. 3

.c D

emon

stra

te b

asic

sel

f-ad

voca

cy,

acad

emic

ally

and

soc

ially

B1. 1

.c D

escr

ibe

the

rela

tions

hip

betw

een

thou

ghts

, em

otio

ns, a

nd b

ehav

ior,

and

appl

y st

rate

gies

to re

gula

te re

spon

se

B1. 2

.c A

naly

ze p

ositi

ve a

nd n

egat

ive

cons

eque

nces

of e

xpre

ssin

g em

otio

ns in

di

ffere

nt s

ettin

gs

B1. 3

.c A

pply

pro

duct

ive

self-

mon

itorin

g st

rate

gies

to re

fram

e th

ough

ts a

nd b

ehav

iors

B2. 1

.c R

ecog

nize

the

impo

rtan

ce o

f sho

rt- a

nd

long

-ter

m g

oals

for s

ucce

ss in

sch

ool a

nd li

fe

B2. 2

.c Id

entif

y sch

ool, f

amily

, and

com

mun

ity

reso

urce

s th

at m

ay a

ssis

t in

achi

evin

g a

goal

B2. 3

.c S

et a

sho

rt-t

erm

sch

ool o

r life

goa

l with

ac

tion

step

s to

ach

ieve

suc

cess

B2. 4

.c M

onito

r pro

gres

s to

war

d a

spec

ified

go

al b

y dev

elop

ing

chec

kpoi

nts

and

adju

stin

g th

e pl

an o

r act

ion

step

s as

nee

ded

B3. 1

.c U

tilize

str

ateg

ies

for p

erse

verin

g th

roug

h ch

alle

nges

and

set

back

s

B3. 2

.c R

efra

me

a ch

alle

nge

or s

etba

ck in

to a

n op

port

unity

, with

ass

ista

nce

C1.

1.c D

eter

min

e if

verb

al a

nd n

onve

rbal

cu

es c

orre

spon

d to

the

feel

ings

exp

ress

ed

by o

ther

s

Key Concepts

Sec

ond

Ste

p: K

ey C

once

pts

Growth Mindset: Your Brain Can Grow and Change ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Setting and Achieving Goals ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Planning Ahead for Difficult Situations ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔



Making Friends and Strengthening Friendships ✔ ✔ ✔

Recognizing Negative Relationships ✔ ✔

The Role of Emotions ✔ ✔ ✔ ✔ ✔ ✔


Calming-Down Strategies ✔ ✔ ✔ ✔ ✔ ✔ ✔

Recognizing Different Perspectives ✔ ✔

Recognizing and Avoiding Serious Conflicts ✔ ✔ ✔ ✔ ✔ ✔

Resolving Serious Conflicts ✔ ✔ ✔ ✔ ✔ ✔


Helping Prevent Bullying and Harassment ✔ ✔ ✔ ✔

PAGE 2 OF 5


®



C1.

2.c

Dem

onst

rate

resp

ect a

cros

s sc

hool

, co

mm

unity

, fac

e-to

-fac

e, a

nd v

irtua

l set

tings

, w

hen

view

poin

ts o

r per

cept

ions

diff

er

C1.

3.c

Dem

onst

rate

em

path

y thr

ough

un

ders

tand

ing

of o

ther

s’ fe

elin

gs a

nd

ackn

owle

dgm

ent o

f the

ir pe

rspe

ctiv

e

C2.

1.c

Expl

ain

the

impo

rtan

ce o

f civ

ic-

min

dedn

ess

C2.

2.c

Pur

sue

oppo

rtun

ities

to c

ontr

ibut

e to

sc

hool

or t

he b

road

er c

omm

unity

C2.

3.c

Exp

lore

a s

choo

l or c

omm

unity

nee

d,

and

gene

rate

pos

sibl

e so

lutio

ns

C2.

4.c

Eng

age

in a

n ac

tivity

to im

prov

e sc

hool

, ho

me,

or c

omm

unity

C3.

1.c

Dis

cuss

how

pos

itive

or n

egat

ive

ster

eoty

pes

of a

n in

divi

dual

or g

roup

can

be

unco

nsci

ous

and

may

lead

to d

iscr

imin

atio

n an

d pr

ejud

ice

C3.

2.c

Par

ticip

ate

in c

ross

-cul

tura

l act

iviti

es,

and

dem

onst

rate

resp

ect f

or in

divi

dual

s fro

m

diffe

rent

soc

ial a

nd c

ultu

ral g

roup

s

C3.

3.c

Dem

onst

rate

resp

ect f

or h

uman

di

gnity

virt

ually

and

in p

erso

n

C4.

1.c

Gen

erat

e po

sitiv

e re

spon

ses

to v

ario

us

soci

al s

ituat

ions

C4.

2.c

Rec

ogni

ze th

at s

ocia

l cue

s ar

e ba

sed

on ru

les

and

expe

ctat

ions

and

can

cha

nge

base

d up

on c

onte

xt

C4.

3.c

Rec

ogni

ze th

at p

erso

nal a

nd g

roup

ne

eds

can

diffe

r, an

d id

entif

y pos

itive

act

ions

to

bal

ance

the

need

s of

all

Key Concepts

Sec

ond

Ste

p: K

ey C

once

pts

Growth Mindset: Your Brain Can Grow and Change ✔

Setting and Achieving Goals

Planning Ahead for Difficult Situations ✔ ✔ ✔ ✔



Making Friends and Strengthening Friendships ✔ ✔ ✔ ✔

Recognizing Negative Relationships ✔ ✔ ✔

The Role of Emotions ✔ ✔

Handling Unhelpful Thoughts and Strong Emotions ✔ ✔ ✔ ✔ ✔

Calming-Down Strategies ✔ ✔ ✔

Recognizing Different Perspectives ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Recognizing and Avoiding Serious Conflicts ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Resolving Serious Conflicts ✔ ✔ ✔ ✔ ✔ ✔ ✔


Helping Prevent Bullying and Harassment ✔ ✔ ✔ ✔ ✔

PAGE 3 OF 5


®


PAGE 4 OF 5


D1.

1.c D

emon

stra

te th

e ab

ility

to a

ctiv

ely l

iste

n an

d un

ders

tand

mul

tiple

per

spec

tives

D1.

2.c

Offe

r and

ack

now

ledg

e co

nstr

uctiv

e fe

edba

ck to

str

engt

hen

conn

ectio

ns a

nd

impr

ove

com

mun

icat

ion

outc

omes

with

oth

ers

D1.

3.c

Inte

ract

on

soci

al a

nd d

igita

l med

ia

resp

onsi

bly,

and

unde

rsta

nd th

e po

tent

ial

impa

ct o

n re

puta

tion

and

rela

tions

hips

D2.

1.c

Part

icip

ate

in a

hea

lthy n

etw

ork

of

pers

onal

and

sch

ool r

elat

ions

hips

D2.

2.c

Dem

onst

rate

incl

usiv

enes

s in

re

latio

nshi

p bu

ildin

g

D2.

3.c

Util

ize s

trat

egie

s to

man

age

soci

al

pres

sure

s

D3.

1.c

Reco

gnize

and

ack

now

ledg

e di

ffere

nt

pers

pect

ives

of o

ther

s to

pre

vent

con

flict

D3.

2.c

Use

a n

onju

dgm

enta

l voi

ce

durin

g co

nflic

t res

olut

ion

to m

aint

ain

safe

re

latio

nshi

ps

D3.

3.c

Exc

hang

e id

eas

and

nego

tiate

so

lutio

ns to

reso

lve

confl

icts

, see

king

sup

port

w

hen

need

ed

E1. 1

.c D

emon

stra

te c

ritic

al th

inki

ng s

kills

w

hen

solv

ing

prob

lem

s or

mak

ing

deci

sion

s,

reco

gnizi

ng th

ere

may

be

mor

e th

an o

ne

pers

pect

ive

E1. 2

.c G

athe

r evi

denc

e to

sup

port

and

sol

ve

acad

emic

and

soc

ial c

halle

nges

E2 .1

.c G

ener

ate

idea

s fo

r rec

ogni

zing

whe

n so

met

hing

may

be

gett

ing

in th

e w

ay o

f mak

ing

a re

spon

sibl

e de

cisi

on a

nd w

ays

to p

ossi

bly

redu

ce o

r lim

it its

influ

ence

Key Concepts

Sec

ond

Ste

p: K

ey C

once

pts

Growth Mindset: Your Brain Can Grow and Change ✔ ✔

Setting and Achieving Goals

Planning Ahead for Difficult Situations ✔ ✔ ✔ ✔ ✔ ✔

Identifying Personal Values ✔ ✔ ✔ ✔ ✔ ✔ ✔

Using Personal Values to Make Good Decisions ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Making Friends and Strengthening Friendships ✔ ✔ ✔ ✔ ✔ ✔

Recognizing Negative Relationships ✔ ✔ ✔ ✔

The Role of Emotions ✔


Calming-Down Strategies ✔ ✔ ✔ ✔

Recognizing Different Perspectives ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Recognizing and Avoiding Serious Conflicts ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

Resolving Serious Conflicts ✔ ✔ ✔ ✔ ✔ ✔

Repairing Relationships ✔ ✔ ✔ ✔ ✔

Helping Prevent Bullying and Harassment ✔ ✔ ✔ ✔ ✔ ✔ ✔


®


PAGE 5 OF 5


E2. 2

.c Id

entif

y rel

iabl

e so

urce

s of

adu

lt he

lp

in v

ario

us s

ettin

gs a

nd a

ctiv

ely s

eek

adul

ts

for s

uppo

rt

E2. 3

.c U

tilize

kno

wle

dge

of o

utco

mes

to

info

rm fu

ture

dec

isio

ns

E3. 1

.c A

pply

hon

esty

, res

pect

, and

co

mpa

ssio

n to

the

deci

sion

-mak

ing

proc

ess

E3. 2

.c D

emon

stra

te s

afe

prac

tices

to g

uide

ac

tions

for s

elf a

nd to

war

d ot

hers

E3. 3

.c R

esea

rch

oppo

rtun

ities

for

part

icip

atio

n in

civ

ic-m

inde

d ac

tiviti

es th

at

cont

ribut

e to

the

larg

er c

omm

unity

E4. 1

.c E

ngag

e in

new

opp

ortu

nitie

s to

exp

and

one’

s kn

owle

dge

and

expe

rienc

es

E4. 2

.c R

ecog

nize

that

new

opp

ortu

nitie

s or

un

fam

iliar

situ

atio

ns m

ay re

quire

pro

duct

ive

stru

ggle

E4. 3

.c D

emon

stra

te a

bilit

y to

man

age

tran

sitio

ns a

nd a

dapt

to c

hang

ing

situ

atio

ns

and

resp

onsi

bilit

ies

in s

choo

l and

life

Key Concepts

Sec

ond

Ste

p: K

ey C

once

pts

Growth Mindset: Your Brain Can Grow and Change ✔ ✔ ✔ ✔ ✔

Setting and Achieving Goals ✔ ✔ ✔ ✔ ✔ ✔

Planning Ahead for Difficult Situations ✔ ✔ ✔ ✔ ✔ ✔

Identifying Personal Values ✔ ✔ ✔

Using Personal Values to Make Good Decisions ✔ ✔ ✔

Making Friends and Strengthening Friendships

Recognizing Negative Relationships

The Role of Emotions ✔

Handling Unhelpful Thoughts and Strong Emotions ✔ ✔

Calming-Down Strategies ✔ ✔

Recognizing Different Perspectives

Recognizing and Avoiding Serious Conflicts ✔ ✔ ✔

Resolving Serious Conflicts ✔ ✔

Repairing Relationships ✔

Helping Prevent Bullying and Harassment ✔ ✔ ✔



Second Step, a program rooted in social-emotional learning (SEL), helps transform schools into supportive, successful learning environments uniquely equipped to encourage children to thrive.

By developing Second Step’s research-based SEL curriculum for Preschool through Grade 8 in combination with our Bullying Prevention and Child Protection Units, we’ve formed an integrated, comprehensive program that makes a difference. It’s a difference you can feel the moment you open the doors to a Second Step school—a sense of safety and respect grounded in the social-emotional health and well-being of the entire school community.

Learn more at SecondStep.org or call us at 800-634-4449, ext. 1.

®

©2019 Committee for Children | Second Step is a registered trademark of Committee for Children | SecondStep.org | #0957A

Documents

Kindergarten–Grade 8 · Ohio Social-Emotional Learning Standards 7 Ohio Social-Emotional Learning Standards (cont.) E2. 1.a Identify factors that can make it hard for a person to