YourStateStandards

West Virginia K–6 social-emotional learning standards

West Virginia writes its own social-emotional learning standards. They are published as West Virginia Student Success (2017-), adopted 2017 and are not a version of a national framework. 93 of 134 are matched to a national standard.

Framework
West Virginia Student Success (2017-)
Adopted
2017
Source last checked
August 2, 2026
Read the official document

134 standards, kindergarten through 6th grade

  • DSS.K-2.1.I.aK–2
    Relate self to others.
  • DSS.K-2.1.I.bK–2
    Develop positive relationships with other children and adults.
  • DSS.K-2.2.II.aK–2
    Use appropriate communication skills to initiate or join classroom activities.
  • DSS.K-2.2.II.bK–2
    Begin to use and accept negotiation, compromise, and discussion to resolve conflicts.
  • DSS.K-2.3.III.aK–2
    Show respect and caring behavior toward others.
  • DSS.K-2.4.IV.aK–2
    Set goals, develop a plan, and follow it through to completion.
  • DSS.K-2.5.V.aK–2
    Exhibit respect for physical boundaries, rights, and personal privacy in relation to personal safety.
  • DSS.K-2.5.V.bK–2
    Express needs, wants, and feelings appropriately.
  • DSS.K-2.5.V.cK–2
    Demonstrate appropriate use of 911 and knowledge of parents’/guardians’ names, phone number, and address.
  • DSS.K-2.6.VI.aK–2
    Identify personal skills, interest, and accomplishments.
  • DSS.K-2.6.VI.bK–2
    Participate in a variety of classroom experiences and tasks.
  • DSS.K-2.6.VI.cK–2
    Approach tasks and activities with flexibility, imagination, and inventiveness.
  • DSS.K-2.6.VI.dK–2
    Demonstrate growing confidence in a range of abilities and express pride in accomplishments.
  • DSS.K-2.6.VI.eK–2
    Demonstrate the ability to manage and adapt to changing situations and responsibilities
  • DSS.K-2.7.VII.aK–2
    Engage in cooperative group play.
  • DSS.K-2.7.VII.bK–2
    Maintain increasing amounts of concentration over a reasonable amount of time despite distractions and interruptions.
  • DSS.K-2.7.VII.cK–2
    Increase capacity for independence in a range of activities, routines, and tasks.
  • DSS.K-2.8.VIII.aK–2
    Accept guidance and direction from a variety of familiar adults.
  • DSS.K-2.8.VIII.BK–2
    Develop increased ability to make choices from identified options.
  • DSS.K-2.9.IX.aK–2
    Develop an appreciation for learning.
  • DSS.K-2.9.IX.bK–2
    Develop an awareness of the roles of familiar community members and adults.
  • DSS.K-2.10.X.aK–2
    Explore the steps used in developing a plan.
  • DSS.K-2.10.X.bK–2
    Make short-term and long-term plans, as appropriate.
  • DSS.K-2.10.X.cK–2
    Persist in activities to achieve goals.
  • DSS.K-2.11.XI.aK–2
    Identify and describe roles and relationships among community members.
  • DSS.K-2.12.XII.bK–2
    Identify various careers in the community.
  • DSS.K-2.13.XIII.aK–2
    Identify and begin using expected dispositions, skills, and behaviors in school and community (e.g., attendance, punctuality, communication, relationships, attitudes, perseverance, collaboration, critical thinking and leadership).
  • DSS.K-2.14.XIV.aK–2
    Understand and describe the interactive roles and relationships among family members and classroom community.
  • DSS.K-2.15.XV.aK–2
    Identify self as a member of groups within a community.
  • DSS.K-2.15.XV.bK–2
    Understand similarities and respect differences among people, such as gender, race, disability, culture, language, and family structure.
  • DSS.K-2.16.XVI.aK–2
    Demonstrate increasing capacity to follow rules and routines and use materials purposefully and respectfully.
  • DSS.K-2.17.XVII.aK–2
    Demonstrate an increasing ability to provide leadership during collaborative tasks.
  • DSS.K-2.18.XVIII.aK–2
    Understand that items have value
  • DSS.3-5.1.13–5
    Demonstrate an awareness as to how their words impact others.
  • DSS.3-5.1.23–5
    Develop positive relationships with peers, other children and adults.
  • DSS.3-5.2.13–5
    Show respectful and caring behavior toward others.
  • DSS.3-5.2.23–5
    Use appropriate communication skills to initiate and join activities and complete varied learning tasks.
  • DSS.3-5.3.13–5
    Use and accept negotiation and compromise to resolve conflicts.
  • DSS.3-5.4.13–5
    Set goals, develop a plan, and follow it through to completion.
  • DSS.3-5.5.13–5
    Express needs, wants, and feelings appropriately.
  • DSS.3-5.5.23–5
    Describe how situations such as teasing, bullying, harassment, breaking rules, threats, intimidation, and damaging other's property impact emotional safety.
  • DSS.3-5.5.33–5
    Exhibit respect for physical boundaries, rights, and personal privacy in relation to personal safety.
  • DSS.3-5.5.43–5
    Demonstrate knowledge of emergency contact information (e.g., emergency [police, fire, medical, 911], and family phone numbers, addresses, contact names).
  • DSS.3-5.6.13–5
    Use personal skills, interest, and accomplishments to support learning.
  • DSS.3-5.6.23–5
    Independently and collaboratively approach tasks and activities with flexibility and creativity.
  • DSS.3-5.6.33–5
    Use abilities and accomplishments to maximize learning opportunities.
  • DSS.3-5.7.13–5
    Work collaboratively to solve problems, complete tasks, and/or investigate topics of interest.
  • DSS.3-5.7.23–5
    Explore a variety of learning opportunities within the classroom and home environment.
  • DSS.3-5.7.33–5
    Maintain concentration over a reasonable amount of time despite distractions and interruptions.
  • DSS.3-5.7.43–5
    Independently complete routines and learning tasks.
  • DSS.3-5.8.13–5
    Accept guidance and direction from a variety of peers and adults.
  • DSS.3-5.8.23–5
    Develop increased ability to make choices from identified options.
  • DSS.3-5.9.13–5
    Develop an appreciation for and articulate the benefits of learning.
  • DSS.3-5.9.23–5
    Interact with varied community members.
  • DSS.3-5.10.13–5
    Demonstrate an understanding of the steps used in developing a plan.
  • DSS.3-5.10.23–5
    Make short-term and long-term plans, as appropriate.
  • DSS.3-5.10.33–5
    Persist in activities to achieve goals.
  • DSS.3-5.10.43–5
    Investigate the importance of early academic planning to prepare for postsecondary success and reaching career goals.
  • DSS.3-5.11.13–5
    Interact with a variety of community members.
  • DSS.3-5.11.23–5
    Investigate career paths.
  • DSS.3-5.12.13–5
    Interact with local and national professional and/or experts to extend personal knowledge to a variety of careers.
  • DSS.3-5.13.13–5
    Use expected workplace dispositions, skills, and behaviors in the school and community (e.g., attendance, punctuality, communication, relationships, attitudes, perseverance, collaboration, critical thinking, and leadership).
  • DSS.3-5.14.13–5
    Investigate and respect aspects of various communities and discuss how these contribute to each individual's perspective of local, state, and world events.
  • DSS.3-5.14.23–5
    Identify themselves as members of varied groups within the local, state, national, and international community.
  • DSS.3-5.15.13–5
    Interact respectfully with all individuals regardless of gender, race, disability, culture, language, and family structure.
  • DSS.3-5.16.13–5
    Follow rules and routines and use materials purposefully and respectfully.
  • DSS.3-5.17.13–5
    Assume leadership roles in collaborative tasks within the classroom and school community.
  • DSS.3-5.18.13–5
    Evaluate financial choices based on needs and wants.
  • DSS.3-5.18.23–5
    Create a budget with income from incidental funds to save for goals.
  • DSS.6-8.1.16
    Discuss how thoughts, feelings, attitudes, values, and beliefs affect decision making and behavior.
  • DSS.6-8.1.26
    Practice using listening skills to identify and understand the feelings and perspectives of others.
  • DSS.6-8.1.36
    Use mistakes as opportunities to grow personally and socially, not to define self or others as a failure.
  • DSS.6-8.1.46
    Recognize signs of anger and practice safe, respectful anger management skills.
  • DSS.6-8.2.16
    Develop positive relationships with peers and adults.
  • DSS.6-8.2.26
    Acquire and use effective conflict resolution techniques.
  • DSS.6-8.2.36
    Demonstrate self-control by minimizing words and actions that hurt self and others.
  • DSS.6-8.2.46
    Model safe and effective ways to address peer pressure.
  • DSS.6-8.2.56
    Describe bullying and use effective practices to address it.
  • DSS.6-8.3.16
    Identify and respect personal boundaries and privacy needs of all self and others.
  • DSS.6-8.3.26
    Respect all individuals as unique and worthy regardless of differences.
  • DSS.6-8.3.36
    use social and communication skills, dispositions, and character traits appropriate for various situations and audiences.
  • DSS.6-8.4.16
    Make decisions, set goals and take necessary actions to attain goals.
  • DSS.6-8.4.26
    Analyze situations by comparing and contrasting various behaviors and choices in relation to possible short- and long-term consequences and discuss how to improve choices.
  • DSS.6-8.4.36
    Describe how peer pressure influences personal decisions; create and follow a plan to minimize negative peer pressure.
  • DSS.6-8.4.46
    Describe how peer pressure influences personal decisions; create and follow a plan to minimize negative peer pressure.
  • DSS.6-8.4.56
    Establish action steps to attain school, home, and civic goals.
  • DSS.6-8.4.66
    Apply problem solving techniques to identify and address challenges to goal attainment.
  • DSS.6-8.4.76
    Describe how current decisions have long term consequences and ways to achieve desired outcomes.
  • DSS.6-8.5.16
    Identify and apply strategies to reduce stress and protect safety, differentiating between situations requiring self-help, peer support, adult or professional help.
  • DSS.6-8.5.26
    Develop and implement plans for situations such as teasing, bullying, harassment, threats, intimidation, and other violent acts or dangerous situations.
  • DSS.6-8.5.36
    Identify and utilize communication skills and strategies to participate in only safe and healthy activities.
  • DSS.6-8.5.46
    Know emergency contact information; identify and utilize school and community resources to protect personal safety.
  • DSS.6-8.6.16
    Identify and develop competence in areas of interest.
  • DSS.6-8.6.26
    Apply multiple intelligence Principles to identify personal strengths and improve school focus.
  • DSS.6-8.6.36
    Understand the relationship between school success, academic achievement and future career success.
  • DSS.6-8.7.16
    Improve executive function skills (e.g., effort, paying attention, flexibility, memory, self-control, communication, focus and perseverance).
  • DSS.6-8.7.26
    Identify personal learning style(s) and establish habits that enhance personalized learning.
  • DSS.6-8.7.36
    Work collaboratively in groups or independently, as appropriate.
  • DSS.6-8.8.16
    Exhibit personal responsibility.
  • DSS.6-8.8.26
    Evaluate the impact of positive and negative choices on school success and implement a plan to improve outcomes.
  • DSS.6-8.8.36
    Apply goal setting techniques to develop self-direction and improve school performance.
  • DSS.6-8.8.46
    Identify and utilize school and community resources and support services when needed.
  • DSS.6-8.9.16
    Identify how performance and course selections in middle school impacts high school course readiness and post-secondary choices.
  • DSS.6-8.9.26
    Explore requirements for success in a variety of post-secondary options and for securing scholarships.
  • DSS.6-8.9.36
    Analyze how personal choices negatively or positively influence high school and post-secondary options and preparedness for success.
  • DSS.6-8.10.16
    Use a variety of assessments and inventories to identify skills, interest and aptitudes for post-secondary planning.
  • DSS.6-8.10.26
    Use personal data and goals to establish challenging academic, personal and post-secondary plans.
  • DSS.6-8.10.36
    Seek co-curricular and community experiences to enhance the school experience and post-secondary readiness.
  • DSS.6-8.10.46
    Analyze assets and barriers to academic goal attainment and utilize school and community resources to overcome barriers and strengthen assets.
  • DSS.6-8.10.56
    Explore eligibility requirements and funding opportunities for various postsecondary options.
  • DSS.6-8.11.16
    Explore how personal abilities, skills, interest, and values relate to workplace.
  • DSS.6-8.11.26
    Use a variety of resources and methods to explore career options.
  • DSS.6-8.11.36
    Examine specific job requirements and opportunities for progressions of career levels from entry level to advanced leadership and develop a personal career growth vision.
  • DSS.6-8.11.46
    Explore career options in relation to selecting a career cluster.
  • DSS.6-8.12.16
    Describe lifestyle dreams and possible career options and evaluate the likelihood of attaining goals.
  • DSS.6-8.12.26
    Begin to develop a possible career/life plan that explores educational credentials, skills and career progressions.
  • DSS.6-8.13.16
    Explore how identified career choices impact lifestyles and opportunities.
  • DSS.6-8.13.26
    Practice expected workplace dispositions and behaviors.
  • DSS.6-8.13.36
    Explore the need for lifelong learning as situations and responsibilities change, requiring new knowledge and skills.
  • DSS.6-8.14.16
    Compare and contrast aspects of various communities and describe how these contribute to each individual's perspective and world view.
  • DSS.6-8.14.26
    Analyze factors that contribute to different social and world views (e.g., ethnicity, race, culture, gender, sexual orientation, family composition, lifestyle, religion, economic status and nationality).
  • DSS.6-8.15.16
    Apply an inter-culturally sensitive perspective to social interactions.
  • DSS.6-8.15.26
    Describe global issues and events from perspectives of various individuals and groups to understand viewpoints other than one's own.
  • DSS.6-8.15.36
    Investigate methods for enhancing language proficiency and the ability to communicate effectively across cultural and linguistic boundaries.
  • DSS.6-8.15.46
    Describe how stereotyping and prejudices impact interpersonal relationships.
  • DSS.6-8.16.16
    Adhere to classroom and school rules and community laws to protect individual rights and property.
  • DSS.6-8.16.26
    Identify and discuss issues of social justice.
  • DSS.6-8.16.36
    Investigate programs for advocacy and promotion of social justice.
  • DSS.6-8.17.16
    Identify the qualities of successful leaders.
  • DSS.6-8.17.26
    Exhibit leadership to improve school and the local community.
  • DSS.6-8.18.16
    Evaluate financial choices based on one's own needs, wants and values and how they guide spending, saving, credit and implications for the family budget.
  • DSS.6-8.18.26
    Create a personal budget with income from incidental funds (birthday and other gifts, allowance, chores, entrepreneurial endeavors, part-time jobs, etc.) and track spending and payments.
  • DSS.6-8.18.36
    Discuss concepts of consumer protection (e.g., laws, identify theft and predatory scams).
  • DSS.6-8.18.46
    Discuss concepts related to financial institutions (e.g.,laws, banks, credit unions and check cashing services).

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