Linwood Elementary School

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Mrs. Jess Zimmerschied » SECD Model

SECD Model

If you have questions about the Social-Emotional Character Development (SECD) model, you can find the core principles listed below, along with what students should be able to recognize/accomplish in grades K-2 and 3-5.


Or you can review the actual PDF at the following link:

https://www.ksde.org/Portals/0/CSAS/Content%20Area%20(M-Z)/School%20Counseling/Soc_Emot_Char_Dev/SECD%20FINAL.pdf

 

SECD Standards:

“The purpose of the Social, Emotional, and Character Development Standards is to provide schools a framework for integrating social-emotional learning (SEL) with character development so that students will learn, practice and model essential personal life habits that contribute to academic, vocational, and personal success. It is about learning to be caring and civil, to make healthy decisions, to problem solve effectively, to value excellence, to be respectful and responsible, to be good citizens and to be empathic and ethical individuals.”


Character Development: Developing skills to help students identify, define and live in accordance with core principles that aid in effective problem solving and responsible decision-making

Core Principles

  • 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
    • K-2
      • Understands that core ethical and performance principles exist (for example, in classrooms, in the community, in homes)
      • Identify and apply core principles in everyday behavior
    • 3-5
      • Discuss and define developmentally appropriate core ethical and performance principles and their importance (for example, respect, fairness, kindness, honesty, treating others as they wish to be treated, giving their best effort)
      • Identify and apply personal core ethical and performance principles
  • Develop, implement, promote, and model core ethical and performance principles
    • K-2
      • Recognize and celebrate the natural, beneficial consequences of acts of character.
      • Identify community needs in the larger community, discuss effects on the community, and identify positive, responsible action.
      • Learn about ethical reasoning by giving examples of what makes some behaviors appropriate and inappropriate.
      • Exhibit clear and consistent expectations of good character throughout all school activities and in all areas of the school.
      • Learn about, receive, and accept feedback for responsible actions in academic and behavioral skills
    • 3-5
      • Assess community needs in the larger community, investigate effects on the community, assess positive, responsible action, and reflect on personal involvement.
      • Interpret ethical reasoning through discussions of individual and community rights and responsibilities.
      • Explain clear and consistent expectations of good character throughout all school activities and in all areas of the school.
  • Create a caring community
    • Consider it a high priority to foster caring attachments between fellow students, staff and the community
      • K-2
        • Recognize the characteristics of a caring relationship.
        • Recognize the characteristics of a hurtful relationship.
        • Identify relationships in their family, school, and community that are caring.
      • 3-5
        • Demonstrate and practice the characteristics of a caring relationship.
        • Illustrate the characteristics of a hurtful relationship.
        • Practice relationships in their family, school, and community that are caring.
    • Demonstrate mutual respect and utilize strategies to build a safe and supportive culture
      • K-2
        • Demonstrate caring and respect for others.
        • Describe “active listening”.
      • 3-5
        • Practice empathetic statements and questions.
        • Demonstrate active listening skills.
    • Take steps to prevent peer cruelty and violence and deal with it effectively when it occurs whether digitally, verbally, physically, and/or relationally
      • K-2
        • Recognize and define bullying and teasing.
        • Illustrate or demonstrate what “tattling” is and what “telling” or “reporting” is.
        • Model positive peer interactions.
      • 3-5
        • Differentiate between bullying, teasing, and harassment.
        • Explain how power, control, popularity, security, and fear play into bullying behavior towards others.
        • Describe the role of students in instances of bullying (bystanders, “upstanders”, students who bully, targets of bullying).
        • Recognize and model how a bystander can be part of the problem or part of the solution by becoming an “upstander” (someone who stands up against injustice).
        • Identify and demonstrate ways a target of bullying can be a part of the solution.

Responsible decision making and problem-solving

  • Develop, implement, and model responsible decision-making skills
    • Consider multiple factors in decision-making including ethical and safety factors, personal and community responsibilities and short-term and long-term goals
      • K-2
        • Identify and illustrate safe and unsafe situations.
        • State the difference between appropriate and inappropriate behaviors.
        • Explain the consequences and rewards of individual and community actions.
      • 3-5
        • Compare and contrast safe and unsafe situations.
        • Identify how responsible decision-making affects personal/social short-term and long-term goals.
        • Identify choices made and the consequences of those choices.
    • Organize personal time and manage personal responsibilities effectively
      • K-2
        • Identify what activities are scheduled for the day and how much time is spent on each.
        • Identify and perform the steps necessary to accomplish personal responsibilities in scheduled activities.
      • 3-5
        • Create a daily schedule of school work and activities.
        • Identify factors that will inhibit or advance the accomplishment of personal goals.
        • Recognize how and when to ask for help.
    • Play a developmentally appropriate role in classroom management and school governance
      • K-2
        • Participate in individual roles and responsibilities in the classroom and in school.
        • Recognize the various roles of the personnel that governs the school (all staff).
      • 3-5
        • Identify and organize what materials are needed to be prepared for class.
        • Understand personal relationships with personnel that govern the school.
        • Discuss and model appropriate classroom behavior individually and collectively.
  • Develop, implement and model effective problem-solving skills
    • K-2
      • Develop self-control skills, (for example, stop, take a deep breath, and relax).
      • Identify and illustrate the problem.
      • Identify the desired outcome.
      • Identify possible solutions and the pros and cons of each solution.
      • Identify and select the best solution.
      • Put the solution into action.
      • Reflect on the outcome of the solution.
    • 3-5
      • Apply self-control skills.
      • Identify the problem and understand the reason for the problem.
      • Identify and analyze the desired outcome.
      • Generate possible solutions and analyze the pros and cons of each solution.
      • Select and implement the best solution.
      • Analyze the outcome of the solution.


Personal Development: Developing skills that help students identify, understand and effectively manage their thoughts, feelings, and behaviors

Self-Awareness: Understanding and expressing personal thoughts and emotions in constructive ways

  • Understand and analyze thoughts and emotions
    • K-2
      • Identify and describe basic emotions.
      • Identify situations that might evoke emotional responses.
      • Identify positive and negative emotions.
    • 3-5
      • Critically reflect on behavioral responses depending on context or situation.
      • Identify the varying degrees of emotions one can experience in different situations.
      • Identify the positives and negatives of emotions that can be experienced with various communication forums.
      • Recognize reactions to emotions.
  • Identify and assess personal qualities and external supports
    • K-2
      • Identify personal likes and dislikes.
      • Identify personal strengths and weaknesses.
      • Identify the consequences of behavior.
      • Ask clarifying questions.
      • Identify positive responses to problems (for example, get help, try harder, use a different solution).
      • Identify people, places and other resources to go for help (parents, relatives, school personnel).
    • 3-5
      • Describe personal qualities (for example, personal strengths, weaknesses, interests, and abilities).
      • Identify the benefits of various personal qualities (for example, honesty, curiosity, and creativity).
      • Identify reliable self-help strategies (for example, positive self-talk, problem-solving, time management, self-monitoring).
      • Solicit the feedback of others and become an active listener.
      • Identify additional external supports (for example, friends, historical figures, media representations).

Self-Management: Understanding and practicing strategies for managing thoughts and behaviors, reflecting on perspective, and setting and monitoring goals

  • Understand and practice strategies for managing thoughts and behaviors
    • K-2
      • Identify and demonstrate techniques to manage common stress and emotions.
      • Identify and describe how feelings relate to thoughts and behaviors.
      • Describe and practice sending effective verbal and non-verbal messages.
      • Recognize behavior choices in response to situations.
    • 3-5
      • Identify and develop techniques to manage emotions.
      • Distinguish between facts and opinions
      • Describe cause/effect relationships.
      • Identify and demonstrate civic responsibilities in a variety of situations (for example, bullying, vandalism, violence)
      • Describe the consequences/outcomes of both honesty and dishonesty.
      • Describe and practice communication components (for example, listening, reflecting, responding).
      • Predict possible outcomes for behavioral choices.
  • Reflect on perspectives and emotional responses
    • K-2
      • Describe personal responsibilities to self and others.
      • Describe responsibilities in school, home, and communities.
      • Describe how they react to getting help from others (for example, surprise, appreciation, gratitude, indifference, resentment)
      • Describe common responses to failures and disappointments.
    • 3-5
      • Acknowledge personal responsibilities to self and others.
      • Recognize and demonstrate environmental and democratic responsibilities.
      • Examine the personal impact of helping others.
      • Understand the causes and effects of impulsive behavior.
  • Set, monitor, adapt and evaluate goals to achieve success in school and life
    • K-2
      • Define success and the process of goal setting.
      • Identify personal goals, school goals, and home goals (for example, dreams, aspirations, hopes).
      • Identify factors that lead to goal achievement and success (for example, confidence, motivation, understanding).
      • Identify specific steps for achieving a particular goal.
    • 3-5
      • Demonstrate factors that lead to goal achievement and success (for example, integrity, motivation, hard work).
      • Design action plans for achieving short-term and long-term goals and establish timelines.
      • Identify and utilize potential resources for achieving goals (for example, home, school, and community support).
      • Establish criteria for evaluating, monitoring and adjusting goal acquisition.
      • Establish criteria for evaluating personal and academic success.


Social Development: Developing skills that establish and maintain positive relationships and enable communication with others in various settings and situations

Social Awareness

  • Demonstrate awareness of the thoughts, feelings, and perspective of others
    • K-2
      • Identify a range of emotions in others (for example, identify “sad” by facial expression; identify “mad” by the tone of voice).
      • Identify possible causes for emotions (for example, losing a dog may make you “sad,” your birthday may make you “happy”).
      • Identify possible behaviors and anticipate reactions in response to a specific situation (for example, sharing candy may make your classmate smile; taking a pencil may make your classmate yell at you).
      • Identify healthy personal hygiene habits.
    • 3-5
      • Describe a range of emotions in others (for example, sadness could be frustration, loneliness, disappointment).
      • Describe possible causes for emotions (for example, there may be multiple reasons for one emotion).
      • Describe possible behaviors and reactions in response to a specific situation (for example, list behaviors that a classmate might show after getting in trouble at school).
      • Develop and practice responsibility for personal hygiene, and describe its impact on social interactions.
  • Demonstrate awareness of cultural issues and respect for human dignity and differences
    • K-2
      • Describe ways that people are similar and different.
      • Use respectful language and actions when dealing with conflict or differences of opinions.
    • 3-5
      • Recognize how culture (for example, ethnicity, SES, gender) affects similarities and differences.
      • Define and recognize examples of stereotyping, discrimination and prejudice.
      • Demonstrate empathy for the perspective of others. 4. Identify how historical events are related to respect for human dignity.

Interpersonal Skills

  • Demonstrate communication and social skills to interact effectively
    • K-2
      • Follow rules that respect classmates’ needs and use polite language (for example, wait for their turn, stand in line, let classmates finish speaking).
      • Use “I” statements.
      • Pay attention to others when they are speaking.
      • Understand the importance of respecting personal space.
      • Recognize how facial expressions, body language, and tone communicate feelings.
      • Take turns and practice sharing.
      • Practice sharing encouraging comments.
      • Identify and demonstrate good manners.
    • 3-5
      • Respond appropriately to social situations.
      • Use “I” statements with rationale.
      • Listen actively and listen for understanding.
      • React to feedback.
      • Recognize the needs of others and how those needs may differ from their own.
      • Recognize how facial expressions, body language, and tone impact interactions.
      • Recognize group dynamics.
      • Practice and evaluate good manners.
      • Recognize that some of the same norms and practices for face-to-face interactions apply to interactions through social and other media.
  • Develop and maintain positive relationships
    • K-2
      • Recognize how various relationships in life are different.
      • Identify and practice appropriate behaviors to maintain positive relationships (for example, personal space, voice volume)
    • 3-5
      • Recognize the characteristics of positive and negative relationships.
      • Understand how personality traits affect relationships.
      • Identify safe and risky behaviors in relationships.
      • Understand the positive and negative impact of peer pressure on self and others
  • Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts
    • K-2
      • Identify the conflict.
      • Identify what actions cause conflict.
      • Identify appropriate and inappropriate ways to resolve conflicts.
    • 3-5
      • Describe and utilize conflict resolution strategies.
      • Describe and apply ways to be proactive and prevent conflict.