1D. Demonstrate a sense of personal responsibility and advocacy.

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Standard Definition

Self-awareness is the ability to accurately recognize one’s emotions, thoughts, and values and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a grounded sense of confidence, optimism, and a “growth mindset.”

Development Indicators: 

  • Understands and follows school-wide expectations for safe and productive learning
  • Recognizes that there are positive and negative consequences of personal choices, behaviors, and actions
  • Demonstrates responsible use and care of personal and others’ belongings
  • Identifies attitudes and behaviors that lead to successful learning
  • Advocates for themselves by asking for help


  • Teach school-wide expectations using visual cues and connecting them to rules used in the classroom.
  • Invite students to participate in the development of classroom rules. Post rules visually, and conduct frequent review of rules.
  • Demonstrate application of school rules in all areas of the school.
  • Utilize children's literature to predict and discuss how choices affect the outcome of the story. Use questions such as, “What if the character did this instead…would the outcome be different?”
  • Provide a “check-in” at the beginning of the school day and a “check-out” at the end. Students can reflect on the choices they will make or did make for the day.
  • Discuss with students rules that a community helper must follow and the consequences of not following them.


Note: All social and personal competency (SPC) standards have developmental indicators that serve as milestones for age-appropriate progress, but they are inextricably linked to academic success. Think of SPC as weaving skills together to form a rope, in which the strands represent new social and personal skills woven tightly with academic skills to make students stronger. As students learn new social, personal, and academic skills, their brains weave these strands together and use them to solve problems, work with others, formulate and express ideas, and make and learn from mistakes. The success of students is a comprehensive approach, which is a framework we call multi-tiered systems of supports. It brings together several practices, programs, and interventions in order to meet the whole student’s needs in the classroom and beyond. Each child and adult may need some, all, or even different strategies than the ones listed and this should serve as an excellent, but not exhaustive, place to begin.