Common Planner
K–12 Standards

Grades 6-8

Other Kansas Social-Emotional Character Development sets

Character DevelopmentCD

  • I

    CORE PRINCIPLESCD.I

    1. A

      Recognize, select and ascribe to a set of core ethical and performance principles as a foundation of good character and be able to define character comprehensively to include thinking, feeling and doing.CD.I.A

      1. 1

        Compare and contrast personal core principles with personal behavior.CD.I.A.1

      2. 2

        Illustrate and discuss personal core principles in the context of relationships and of classroom work.CD.I.A.2

    2. B

      Develop, implement, promote and model core ethical and performance principles.CD.I.B

      1. 1

        Analyze community needs in the larger community; analyze effects on the community; design positive, responsible action; and reflect on personal involvement. CD.I.B.1

      2. 2

        Develop ethical reasoning through discussions of ethical issues in content areas. CD.I.B.2

      3. 3

        Create clear and consistent expectations of good character throughout all school activities and in all areas of the school.CD.I.B.3

      4. 4

        Practice and receive feedback on responsible actions, including academic and behavioral skills.CD.I.B.4

    3. C

      Create a caring community.CD.I.C

      1. 1

        Consider it a high priority to foster caring attachments between fellow students, staff and the community.CD.I.C.1

        1. a

          Analyze characteristics of a caring relationship and hurtful relationship.CD.I.C.1.a

        2. b

          Compare and contrast characteristics of a caring relationship and hurtful relationship. CD.I.C.1.b

        3. c

          Engage in and model relationships in their family, school and community that are caring.CD.I.C.1.c

      2. 2

        Demonstrate mutual respect and utilize strategies to build a safe and supportive culture. CD.I.C.2

        1. a

          Compare and contrast different points of view respectfully.CD.I.C.2.a

        2. b

          Practice effective listening skills to understand values, attitudes and intentions.CD.I.C.2.b

        3. c

          Model respectful ways to respond to others’ points of views.CD.I.C.2.c

        4. d

          Utilize multiple media and technologies ethically and respectfully, evaluate its effectiveness and assess its impact.CD.I.C.2.d

      3. 3

        Take steps to prevent peer cruelty or violence and deal with it effectively when it occurs digitally, verbally, physically and/or relationally.CD.I.C.3

        1. a

          Differentiate behavior as bullying or not, based on the power of the individuals who are involved.CD.I.C.3.a

        2. b

          Model positive peer interactions that are void of bullying behaviors.CD.I.C.3.b

        3. c

          Compare and contrast how bullying affects the targets of bullying, bystanders and the student who bullies.CD.I.C.3.c

        4. d

          Practice effective strategies to use when bullied, including how to identify and advocate for personal rights.CD.I.C.3.d

        5. e

          Analyze how a bystander can be part of the problem or part of the solution by becoming an “up stander” (someone who stands up against injustice).CD.I.C.3.e

        6. f

          Apply empathic concern and try to understand the perspective or point of view of others.CD.I.C.3.f

  • II

    RESPONSIBLE DECISION-MAKING AND PROBLEM-SOLVING CD.II

    1. A

      Develop, implement and model responsible decision-making skills.CD.II.A

      1. 1

        Consider multiple factors in decision-making, including ethical and safety factors, personal and community responsibilities, and short-term and long-term goals. CD.II.A.1

        1. a

          Manage safe and unsafe situations.CD.II.A.1.a

        2. b

          Monitor how responsible decision-making affects progress toward achieving a goal.CD.II.A.1.b

        3. c

          Students recognize consequences of sexual behavior, including sexual consent and the inability of minors to give consent.CD.II.A.1.c

      2. 2

        Organize personal time and manage personal responsibilities effectively.CD.II.A.2

        1. a

          Analyze daily schedule of school work and activities for effectiveness and efficiency.CD.II.A.2.a

        2. b.

          Recognize how, when and who to ask for help and utilize the resources available.CD.II.A.2.b

        3. c

          Monitor factors that will inhibit or advance effective time management. CD.II.A.2.c

      3. 3

        Play a developmentally appropriate role in classroom management and school governance.CD.II.A.3

        1. a

          Construct and model classroom expectations and routines.CD.II.A.3.a

        2. b

          Compare and contrast behaviors that do or do not support classroom management.CD.II.A.3.b

    2. B

      Develop, implement and model effective problem-solving skills.CD.II.B

      1. 1

        Identify specific feelings about the problem and apply appropriate self-regulation skills.CD.II.B.1

      2. 2

        State what the problem is, and identify the perspectives of those involved. CD.II.B.2

      3. 3

        Identify desired outcome and discuss if it is attainable.CD.II.B.3

      4. 4

        Use creativity and innovation to generate multiple possible solutions and discuss each option in relation to resources, situation and personal principles.CD.II.B.4

      5. 5

        Identify best solution and analyze if it is likely to work. CD.II.B.5

      6. 6

        Generate a plan for carrying out the chosen option.CD.II.B.6

      7. 7

        Evaluate the effects of the solution. CD.II.B.7

      8. 8

        Understand resiliency and how to make adjustments and amendments to the plan.CD.II.B.8

Personal DevelopmentPD

  • I

    SELF-AWARENESSPD.I

    1. A

      Understand and analyze thoughts, mindsets and emotions.PD.I.A

      1. 1

        Describe common emotions and effective behavioral responses.PD.I.A.1

      2. 2

        Recognize common stressors and the degree of emotion experienced.PD.I.A.2

      3. 3

        Analyze and assess reactions to emotions in multiple domains (for example, in face-to-face or electronic communication).PD.I.A.3

    2. B

      Identify and assess personal qualities and external supports. PD.I.B

      1. 1

        Analyze personality traits, personal strengths, weaknesses, interests, and abilities. PD.I.B.1

      2. 2

        Inventory personal preferences.PD.I.B.2

      3. 3

        Describe benefits of various personal qualities, (for example, honesty, curiosity and creativity).PD.I.B.3

      4. 4

        Describe benefits of reflecting on personal thoughts, feelings and actions.PD.I.B.4

      5. 5

        Identify self-enhancement/self-preservation strategies.PD.I.B.5

      6. 6

        Identify common resources and role models for problem-solving.PD.I.B.6

      7. 7

        Recognize how behavioral choices impact success.PD.I.B.7

      8. 8

        Identify additional external supports (for example, friends, inspirational characters in literature, historical figures and media representations).PD.I.B.8

  • II

    SELF-MANAGEMENTPD.II

    1. A

      Understand and practice strategies for managing and regulating thoughts and behaviors.PD.II.A

      1. 1

        Identify multiple techniques to manage stress and maintain confidence.PD.II.A.1

      2. 2

        Distinguish between facts and opinions, as well as logical and emotional appeals.PD.II.A.2

      3. 3

        Recognize effective behavioral responses to strong emotional situations. PD.II.A.3

      4. 4

        Recognize different models of decision-making (for example, authoritative, consensus, democratic, individual).PD.II.A.4

      5. 5

        Recognize cause and effect relationships.PD.II.A.5

      6. 6

        Recognize logical fallacies, bias, hypocrisy, contradiction, distortion and rationalization.PD.II.A.6

      7. 7

        Practice effective communication (for example, listening, reflecting and responding).PD.II.A.7

      8. 8

        Recognizing the impact of personal care.PD.II.A.8

    2. B

      Reflect on perspectives and emotional responses. PD.II.B

      1. 1

        Demonstrate personal responsibilities to self and others (for example, friends, family, school, community, state, country, culture and world).PD.II.B.1

      2. 2

        Practice environmental responsibilities.PD.II.B.2

      3. 3

        Practice and reflect on democratic responsibilities.PD.II.B.3

      4. 4

        Describe positive and negative experiences that shape personal perspectives. PD.II.B.4

      5. 5

        Demonstrate empathy in a variety of settings and situations.PD.II.B.5

      6. 6

        Evaluate causes and effects of impulsive behavior.PD.II.B.6

    3. C

      Set, monitor, adapt and evaluate personal goals to achieve in school and life.PD.II.C

      1. 1

        Analyze factors that lead to the achievement of goals.PD.II.C.1

      2. 2

        Describe the effect personal habits have on school and personal goals.PD.II.C.2

      3. 3

        Identify factors that may negatively affect personal success.PD.II.C.3

      4. 4

        Describe common and creative strategies for overcoming or mitigating obstacles.PD.II.C.4

      5. 5

        Explain the role of meaningful practice in skill development.PD.II.C.5

      6. 6

        Design action plans for achieving short-term and long-term goals.PD.II.C.6

      7. 7

        Utilize school, family, community and other external supports.PD.II.C.7

      8. 8

        Establish criteria for evaluating goals.PD.II.C.8

Social DevelopmentSD

  • I

    SOCIAL AWARENESS SD.I

    1. A

      Recognize the thoughts, feelings and perspectives of others.SD.I.A

      1. 1

        Identify ways to express empathy.SD.I.A.1

      2. 2

        Recognize nonverbal cues in the behaviors of others.SD.I.A.2

      3. 3

        Demonstrate respect for other people’s perspectives.SD.I.A.3

      4. 4

        Recognize how behaviors impact others’ perceptions of oneself.SD.I.A.4

    2. B

      Demonstrate awareness of cultural development and a respect for human dignity and differences.SD.I.B

      1. 1

        Analyze the impact of stereotyping, discrimination and prejudice.SD.I.B.1

      2. 2

        Practice strategies for accepting and respecting similarities and differences.SD.I.B.2

      3. 3

        Practice “perspective taking” as a strategy to increase acceptance of others.SD.I.B.3

      4. 4

        Demonstrate a growth mindset and willingness to integrate diverse points of view.SD.I.B.4

      5. 5

        Analyze how culture impacts historical events.SD.I.B.5

  • II

    INTERPERSONAL SKILLSSD.II

    1. A

      Demonstrate communication and social skills to interact effectively.SD.II.A

      1. 1

        Determine when and how to respond to the needs of others demonstrating empathy, respect and compassion.SD.II.A.1

      2. 2

        Monitor how facial expressions, body language and tone impact interactions.SD.II.A.2

      3. 3

        Engage in advocacy and/or refusal skills during times of bullying, harassment, intimidation or abusive behavior.SD.II.A.3

      4. 4

        Engage and respond in personal and social discourse and receive feedback to make decisions that will lead to personal and social change. SD.II.A.4

      5. 5

        Understand group dynamics and respond appropriately.SD.II.A.5

      6. 6

        Appraise and demonstrate professionalism and proper etiquette.SD.II.A.6

      7. 7

        Identify appropriate and inappropriate uses of social and other media and the potential repercussions and implications.SD.II.A.7

    2. B

      Develop and maintain positive relationships.SD.II.B

      1. 1

        Evaluate how self-regulation and relationships impact your life. SD.II.B.1

      2. 2

        Understand how safe and risky behaviors affect relationships and one’s health and well-being.SD.II.B.2

      3. 3

        Respond in a healthy manner to peer pressure against self and others.SD.II.B.3

      4. 4

        Identify the impact of social media in relationships.SD.II.B.4

      5. 5

        Identify the difference between safe and risky behaviors and understand effective responses.SD.II.B.5

    3. C

      Demonstrate an ability to prevent, manage and resolve interpersonal conflicts.SD.II.C

      1. 1

        To resolve differences apply conflict resolution skills while being encouraging and affirming.SD.II.C.1

      2. 2

        Practice greater active listening and respectful communication skills. SD.II.C.2

      3. 3

        Identify role in managing and resolving conflict (for example, staying calm, listening to all sides, being open to different solutions).SD.II.C.3

      4. 4

        Reflect on previous experiences to gain conflict management skills.SD.II.C.4

Frequently asked questions

What grade levels do these standards cover?
Grade 6, Grade 7, and Grade 8
Where can I read the official document?
Social-Emotional Character Development Standards

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Keep exploring Social-Emotional Character Development standards

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Social-Emotional Character Development