Common Planner
K–12 Standards

K-Grade 2

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

        Understand that core ethical and performance principles exist in classrooms, in the community and in homes.CD.I.A.1

      2. 2

        Identify and apply core principles in everyday behavior.CD.I.A.2

    2. B

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

      1. 1

        Recognize and celebrate the natural, beneficial consequences of acts of character.CD.I.B.1

      2. 2

        Identify community needs in the larger community; discuss effects on the community; and identify positive, responsible action.CD.I.B.2

      3. 3

        Learn about ethical reasoning by giving examples of what makes some behaviors appropriate and inappropriate.CD.I.B.3

      4. 4

        Exhibit clear and consistent expectations of good character throughout all school activities and in all areas of the school.CD.I.B.4

      5. 5

        Learn about, receive and accept feedback for responsible actions in academic and behavioral skills.CD.I.B.5

    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

          Recognize characteristics of a caring relationship. CD.I.C.1.a

        2. b

          Recognize characteristics of a hurtful relationship.CD.I.C.1.b

        3. c

          Identify 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

          Demonstrate caring and respect for others.CD.I.C.2.a

        2. b

          Describe “active listening.”CD.I.C.2.b

      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

          Recognize and define bullying and teasing.CD.I.C.3.a

        2. b

          Illustrate or demonstrate the definitions of what “tattling” is and what “telling” or “reporting” is.CD.I.C.3.b

        3. c

          Model positive peer interactions.CD.I.C.3.c

  • II

    RESPONSIBLE DECISION-MAKING AND PROBLEM-SOLVINGCD.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

          Identify and illustrate safe and unsafe situations.CD.II.A.1.a

        2. b

          State the difference between appropriate and inappropriate behaviors.CD.II.A.1.b

        3. c

          Explain the consequences and rewards of individual and community actions.CD.II.A.1.c

      2. 2

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

        1. a

          Identify what activities are scheduled for the day and how much time is spent on each.CD.II.A.2.a

        2. b

          Identify and perform steps necessary to accomplish personal responsibilities in scheduled activities.CD.II.A.2.b

      3. 3

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

        1. a

          Participate in individual roles and responsibilities in the classroom and in school.CD.II.A.3.a

        2. b

          Recognize the various roles of the personnel that govern the school (all staff).CD.II.A.3.b

    2. B

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

      1. 1

        Develop self-control skills (for example, stop, take a deep breath and relax).CD.II.B.1

      2. 2

        Identify and illustrate the problem.CD.II.B.2

      3. 3

        Identify desired outcome.CD.II.B.3

      4. 4

        Identify possible solutions and the pros and cons of each solution.CD.II.B.4

      5. 5

        Identify and select the best solution.CD.II.B.5

      6. 6

        Put the solution into action.CD.II.B.6

      7. 7

        Reflect on the outcome of the solution.CD.II.B.7

Personal DevelopmentPD

  • I

    SELF-AWARENESSPD.I

    1. A

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

      1. 1

        Identify and describe basic emotions.PD.I.A.1

      2. 2

        Identify a variety of emotions.PD.I.A.2

      3. 3

        Identify situations within my control that might evoke emotional responses. PD.I.A.3

      4. 4

        Identify my emotional responses to situations outside of my control.PD.I.A.4

    2. B

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

      1. 1

        Identify personal likes and dislikes.PD.I.B.1

      2. 2

        Identify personal strengths and weaknesses.PD.I.B.2

      3. 3

        Identify consequences of behavior.PD.I.B.3

      4. 4

        Ask clarifying questions.PD.I.B.4

      5. 5

        Identify positive responses to problems (for example, get help, try harder, use a different solution)PD.I.B.5

      6. 6

        Identify people, places and other resources to go for help (parents, relatives, school personnel).PD.I.B.6

  • II

    SELF-MANAGEMENTPD.II

    1. A

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

      1. 1

        Identify and demonstrate techniques to manage common stress and emotions.PD.II.A.1

      2. 2

        Identify and describe how feelings relate to thoughts and behaviors.PD.II.A.2

      3. 3

        Describe and practice sending effective verbal and nonverbal messages. PD.II.A.3

      4. 4

        Recognize behavior choices in response to situations.PD.II.A.4

      5. 5

        Identify healthy personal hygiene habits.PD.II.A.5

    2. B

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

      1. 1

        Describe personal responsibilities to self and others.PD.II.B.1

      2. 2

        Describe responsibilities in school, home and communities.PD.II.B.2

      3. 3

        Describe how they react to getting help from others (for example, surprise, appreciation, gratitude, indifference and resentment).PD.II.B.3

      4. 4

        Describe common responses to success, challenge, failure and disappointment.PD.II.B.4

    3. C

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

      1. 1

        Understand the process of setting and achieving goals.PD.II.C.1

      2. 2

        Identify personal goals, school goals and home goals (for example, hopes and dreams).PD.II.C.2

      3. 3

        Identify factors that lead to goal achievement and success.PD.II.C.3

      4. 4

        Identify specific steps for achieving a particular goal.PD.II.C.4

Social Development SD

  • I

    SOCIAL AWARENESSSD.I

    1. A

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

      1. 1

        Label others’ feelings based on verbal and nonverbal cues in different situations.SD.I.A.1

      2. 2

        Label possible sparks for emotions in others.SD.I.A.2

      3. 3

        Predict possible behaviors and reactions in response to a specific situation.SD.I.A.3

      4. 4

        Demonstrate an ability to listen to others. SD.I.A.4

      5. 5

        Demonstrate a capacity to care about the feelings of others.SD.I.A.5

    2. B

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

      1. 1

        Describe ways that people are similar and different.SD.I.B.1

      2. 2

        Use respectful language and actions when dealing with conflict or differences of opinions.SD.I.B.2

  • II

    INTERPERSONAL SKILLSSD.II

    1. A

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

      1. 1

        Initiate and engage in social interactions with peers, and respond and maintain conversations with peers and adults.SD.II.A.1

      2. 2

        Describe how words, voice tone and body language communicate and can impact relationships positively and negatively.SD.II.A.2

      3. 3

        Demonstrate active listening, sharing and responding skills to identify the feelings and perspectives of others.SD.II.A.3

      4. 4

        Understand the importance and demonstrate respect for personal space.SD.II.A.4

      5. 5

        Recognize the difference between helpful and harmful behaviors in relationships.SD.II.A.5

      6. 6

        Identify and report harmful behaviors in relationships for protection in unsafe situations.SD.II.A.6

      7. 7

        Practice sharing encouraging comments.SD.II.A.7

    2. B

      Develop and maintain positive relationships.SD.II.B

      1. 1

        Identify the multiple types of relationships in life.SD.II.B.1

      2. 2

        Identify and practice appropriate behaviors to maintain positive relationships.SD.II.B.2

      3. 3

        Develop self-regulation skills to prevent, manage and resolve interpersonal conflicts constructively with guidance from adults.SD.II.B.3

    3. C

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

      1. 1

        Identify conflict and the feelings associated with the conflict.SD.II.C.1

      2. 2

        Identify the feelings and behaviors contributing to the conflict. SD.II.C.2

      3. 3

        Identify and practice healthy conflict resolution.SD.II.C.3

      4. 4

        Develop self-regulatory skills to increasingly prevent, manage and resolve interpersonal conflicts constructively.SD.II.C.4

Frequently asked questions

What grade levels do these standards cover?
Kindergarten, Grade 1, and Grade 2
Where can I read the official document?
Social-Emotional Character Development Standards

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Keep exploring Social-Emotional Character Development standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

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Social-Emotional Character Development