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RESPONSIBLE DECISION-MAKING 9th-12th GRADES
Responsible Decision-Making Competencies
9th-12th Grades Indicators of Responsible Decision-Making
1. Consider and use multiple factors in decision-making, including ethical and safety factors, personal and community responsibilities, and short-term and long-term goals.
● Considers ethical, safety, and societal factors and consequences when making decisions.
● Understands how decisions made now can impact long and short-term goals.
● Demonstrates the ability to consider personal factors during the decision- making process.
● Evaluates how external influences (e.g., media, peers, social and cultural norms, and expectations of authority) affect one’s decision making.
2. Develop, implement, and model effective decision-making skills to deal responsibly with academic and social situations.
● Applies decision-making skills to foster responsible social and work relations and make healthy life-long choices.
● Considers feedback from others on the decision-making process and incorporates it if applicable.
● Evaluates decisions and processes and modifies if necessary.
● Reflects on lessons learned from experiences.
SEL Academic Integrated Strategies for Responsible Decision-Making
9th-12th Grades
● Invite students to keep a personal journal.
● Ask students to participate in an integrity analysis to help determine if behavior aligns with their personal core principles. Reflect on results and how they will influence career choices.
● Have students review three different current news reports about the same event, comparing and contrasting the perspective each report brings to the story.
● Have students write an advice column about the influence of media and peers on one’s decisions.
● Teach students a formula for making good decisions (e.g., stop, calm down, identify the problem, consider the alternatives, make a choice, try it out, re-evaluate).
● Discuss with students the connection between their academic and future life goals. Evaluate their postsecondary plan to align to postsecondary and career goals.
● Provide planners for students to meet deadlines, goals, etc.
● Have students interview professionals in a field of interest for a short paper on why they entered that profession and what decisions they must make daily.
SEL Direct Instruction Resources for Responsible Decision Making
Curriculum Resources
9th-12th Grades
Strand 1: Health Foundations and Protective Factors of Healthy Self
Standard HII.HF.1
Standard HII.HF.2
Standard HII.HF.3
Standard HII.HF.4
Standard HII.HF.5
Strand 2: Mental and Emotional Health
Links
Standard HII.MEH.1
Standard HII.MEH.2
Standard HII.MEH.3
Standard HII.MEH.4
Standard HII.MEH.5
Strand 3: Safety and Disease Prevention
Links
Standard HII.SDP.1
Standard HII.SDP.2
Standard HII.SDP.3
Standard HII.SDP.4
Standard HII.SDP.5
Standard HII.SDP.6
Strand 4: Substance Abuse Prevention
Links
Standard HII.SAP.1
Standard HII.SAP.2
Standard HII.SAP.3
Standard HII. SAP.4
Standard HII. SAP.5
SEL
- “I” Messages
- My Support Network
- Evaluating Relationships
- Active Listening
- Respectful Disagreements
- Becoming an Active Listener
- Setting Up Teams for Success
- Introduction to Growth Mindset
- Pre-Assessment
- Asking Questions
- Persistence
- Thinking Flexibility
- Metacognition
- Taking Responsible Risks
- Project-based Learning Activity (Growth Mindset)
Health Lessons
9th Grade
- Assertiveness
- Resolving Conflicts
Pure Edge Brain Breaks
Training Manual
Pure Edge Brain Breaks Training Manual
Strategies for educators and learners to support social, emotional, and academic development through mindful movement and rest.
● Arrival: Engaging in a Mindful Minute offers learners a chance to check in with themselves at the start of the day.
● Large Group/Circle Time: Simple breathing exercises will visually hold attention in the large group setting.
● Small Group: Small group offers time to give feedback and answer questions.
● Refocus Between Lessons: Bring in a little movement and breathing as a brain break to re-energize learners.
● Before Testing: Use mindful breathing exercises to help learners focus and relieve testing-related stress.
● Lining Up: Help learners stay calm during the transition to and from the classroom.
● Recess: Refocus and calm down after recess.
● Create a Calming Center: Have a Breathing Ball available for learners to access in a quiet area.
● Departure: A gratitude activity is a great way to start off or wrap up the day.
- B-Body: Listen, your body is trying to tell you something.
- R- Reflections and Thoughts: Thoughts are just thoughts.
- E- Emotions: Surf the Waves of your emotions.
- A- Attention: Attention to body, thoughts, and feelings is good stress reduction.
- T- Tenderness: Take it as it is. Learn to be kind to yourself.
- H- Healthy Habits of Mind: Finding ways to practice mindfulness in your life reduces stress and increases inner strength.
- E- Empowerment: Gain the inner edge.
