Social Skills – High School
Social Communication
Perspective Taking –
Student will be able to
demonstrate an
understanding of the
thoughts and feelings of
someone else
1 – Remembering
2 - Understanding
3 - Applying
4 – Creating/Evaluating/Analyzing
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 nonverbal 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
Identify Needs—
Student can verbally
identify own needs and
demonstrate selfawareness
1 – Remembering
2 - Understanding
3 - Applying
4 – Creating/Evaluating/Analyzing
Student can identify and
share his or her personal
interests and
preferences in three
contexts: 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 NeedStudent 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 selfadvocacy.
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
Self-Awareness: Student
will be able to identify
internal feelings and
emotions and their
physiological responses.
1 – Remembering
2 - Understanding
3 - Applying
4 – Creating/Evaluating/Analyzing
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 can
identify/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 can list
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.