| Life Skills |
| | Self-Regulation |
| | | Standard 1. Sets and manages goals
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| | | | Level IV [Grade: K-12] |
| | | | | 1. | Sets explicit long-term goals and shorter range subgoals
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| | | | | 2. | Creates an action plan to achieve long-term goals that includes strategic, practical steps and that accounts for the resources needed to achieve these goals |
| | | | | 3. | Identifies and monitors resources necessary to achieve a goal
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| | | | | 4. | Identifies and ranks relevant options in terms of accomplishing a goal |
| | | | | 5. | Prepares and follows a schedule for carrying out options, including contingency plans in the event that the original goal changes or is not met
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| | | | | 6. | Maintains an awareness of proximity of a goal by establishing personal milestones
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| | | | | 8. | Makes a cumulative evaluation of a goal (e.g., determines how well the goal has been accomplished) according to explicit criteria |
| | | | | 9. | Sets routine goals for improving daily life |
| | | | | 10. | Understands personal wants and needs, and how goal-setting can help one achieve wants and needs
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| | | | | 11. | Displays a sense of personal direction and purpose |
| | | | | 12. | Understands the differences between various types of goals (e.g., goals to improve output, problem-solving goals, innovative goals, personal goals) |
| | | Standard 2. Performs self-appraisal
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| | | | Level IV [Grade: K-12] |
| | | | | 1. | Knows a variety of learning styles and preferred learning styles
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| | | | | 2. | Establishes learning goals based on one’s current and future learning needs |
| | | | | 3. | Monitors progress towards learning goal and modifies strategies as needed |
| | | | | 4. | Identifies basic values, and distinguishes values from personal preferences, needs, and wants
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| | | | | 5. | Determines appropriate behaviors that are used and should be adopted to obtain wants and/or needs |
| | | | | 6. | Knows personal strengths and weaknesses and techniques for overcoming weaknesses
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| | | | | 7. | Keeps a log documenting personal improvement |
| | | | | 8. | Understands how hobbies, personal interests, and aptitudes can lead to a career |
| | | | | 9. | Performs analysis of employability based on work history, knowledge, skills, interests, and market trends
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| | | | | 10. | Understands preferred working environments (e.g., self-employment versus working for others)
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| | | | | 11. | Determines personal career goals and establishes a plan to meet them
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| | | | | 12. | Summarizes personal educational background and work experience |
| | | | | 13. | Identifies personal motivational patterns, personality characteristics, and style. |
| | | | | 14. | Identifies desired future accomplishments and preferred lifestyle |
| | | | | 15. | Identifies significant life experiences, including key accomplishments, successes, and peak experiences |
| | | Standard 3. Considers risks
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| | | | Level IV [Grade: K-12] |
| | | | | 1. | Weighs risks in making decisions and solving problems |
| | | | | 2. | Knows potential safety hazards, and knows common strategies to avoid hazard or injury
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| | | | | 3. | Applies preventative measures (e.g., the proper use of safety equipment) prior to a task to minimize security or safety problems |
| | | | | 4. | Selects an appropriate course of action in an emergency |
| | | | | 5. | Knows emergency and safety procedures before undertaking hazardous procedures |
| | | | | 6. | Thinks clearly under stress |
| | | Standard 4. Demonstrates perseverance
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| | | | Level IV [Grade: K-12] |
| | | | | 1. | Demonstrates perseverance relative to personal goals |
| | | | | 2. | Maintains a high level of energy over a prolonged period of time when engaged in tasks |
| | | | | 3. | Persists in the face of difficulty |
| | | | | 4. | Concentrates mental and physical energies to meet the demands of the task
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| | | | | 5. | Knows strategies to focus attention (e.g., sitting up straight, maintaining eye contact, breathing deeply)
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| | | | | 6. | Knows strategies to deal with distractions (e.g., stopping during task to identify current thinking, setting aside important thought until task completed) |
| | | Standard 5. Maintains a healthy self-concept
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| | | | Level IV [Grade: K-12] |
| | | | | 1. | Has confidence in one’s own abilities, including the ability to succeed
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| | | | | 2. | Uses techniques (e.g., recalling positive things others have said about oneself) to remind self of strengths |
| | | | | 3. | Uses techniques to offset the negative effects of mistakes (e.g., sees mistakes as learning opportunities)
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| | | | | 4. | Demonstrates appropriate responses to criticisms (e.g., avoids overreacting, takes criticism in a dispassionate manner)
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| | | | | 5. | Uses positive affirmations and self-talk to improve sense of self, build confidence, and complete difficult tasks
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| | | | | 6. | Analyzes self-statements for their positive and negative effects |
| | | | | 7. | Examines "shoulds" to determine their negative and positive effects and revises “shoulds” to reflect the reality of personal needs |
| | | | | 8. | Understands that everyone makes mistakes, and that mistakes are a natural consequence of living and of limited resources |
| | | | | 9. | Analyzes criticisms to determine their accuracy and identifies useful lessons learned |
| | | | | 10. | Uses high self-esteem body language |
| | | Standard 6. Restrains impulsivity
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| | | | Level IV [Grade: K-12] |
| | | | | 1. | Keeps responses open as long as possible |
| | | | | 2. | Remains passive while assessing situation |
| | | | | 3. | Suspends judgment |
