Social Skills – High School

Social Communication / 1 –Remembering / 2 - Understanding / 3 - Applying / 4 –Creating/Evaluating/Analyzing
Perspective Taking – Student will be able to demonstrate an understanding of the thoughts and feelings of someone else / Student will be able to identify the steps needed for conflict resolution. / Student will be able to take one perspective and verbally interpret and justify that position. / Student will be able to take two opposing perspectives and verbally interpret and justify each position. / Student will be able to examine two opposing perspectives in order to devise a plan toward a resolution.
Understanding Norms – Student will be able to understand and demonstrate expected behavior / Student will be able define expected and unexpected behavior. / Student will be able to explain and interpret expected behavior versus unexpected behavior when provided with a contrived scenario. / Student will be able to demonstrate expected behaviors appropriate to different settings. / Student will be able to judge the social impact of expected and unexpected behaviors across varying settings.
Social Pragmatics – Student will be able to engage in social interactions using expected verbal and non-verbal communication / Student will able to identify the components of a reciprocal 1:1 conversation including: appropriate body language, establishing a greeting, turn-taking, and providing appropriate responses. / Student will able to sustain a 1:1 conversation by utilizing appropriate body language, making relevant comments, and asking on-topic questions. / Student will able to apply both verbal and non-verbal conversation skills to sustain their role in a group conversation. / Student will be able to take responsibility to organize a conversation and encourage the engagement of others while appropriate non-verbal communication skills.
Self-Advocacy / 1 – Remembering / 2 - Understanding / 3 - Applying / 4 – Creating/Evaluating/Analyzing
Identify Needs—
Student can verbally identify own needs and demonstrate self-awareness / Student can identify and share his or her personal interests and preferences in threecontexts: academic, interpersonal and leisure / Student can identify and explain ways in which his interests and preferences are influenced by personal history, family/culture and personal beliefs / Student can apply knowledge of personal preferences, influences and personal strengths and weaknesses to a discussion about a real life situation / Student can self-identify a challenging life situation and create and present a personal needs assessment for that situation that considers personal preference and belief, strengths/weaknesses and personal responsibility
Identify Resources—Student 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 self-advocacy. / 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 internal feelings and emotions and their physiological responses. / SWBAT identify/ explain the connection between mind/ body/ thoughts/ behavior (using a CBT model). / SWBAT demonstrate understanding of their triggers for a range of emotions (e.g. using if/then statements, behavior mapping) / SWBAT apply the mind/ body connection to their own emotions by identifying triggers for their own emotions/ behaviors. / SWBAT analyze and predict the ways in which past experiences may impact the way they react to new emotional situations.
Self-Management: Student will be able to evaluate and use expected coping strategies. / Student canidentify/define what a coping strategy is. / Student can explain what a coping strategy is and give an example of when they would use one. / Student will be able to make a chart outlining their preferred coping strategies and when they will use them. / Student is able to judge a situation and decide which coping strategy they will use.
Problem Solving: Student will develop an action plan in response to triggers or conflicts. / Student canlist strategies they have used in response to triggers or conflicts. / Student will discuss how each of their strategies helped in response to triggers or conflicts. / Student can use their outlined strategies in response to triggers or conflicts. / Student will produce an action plan with outlined strategies in response to triggers or conflicts.