1. (a) Introduction.

   1. (1) Character education introduces students to character traits that empower them to be good citizens who are trustworthy, responsible, and caring. The character traits reflect positive beliefs, attitudes, and mindsets; provide opportunities for self-reflection; and permit students to apply effective strategies to make decisions, solve problems, and behave responsibly.

   2. (2) The standards for positive character traits are comprised of four strands: trustworthiness, responsibility, caring, and citizenship. Each strand consists of the following character traits.

      1. (A) Trustworthiness: loyalty, integrity, reliability, and punctuality.
      2. (B) Responsibility: accountability, perseverance, diligence, and self-control.
      3. (C) Caring: kindness, empathy, charity, generosity, patience, consideration, and compassion.
      4. (D) Citizenship: respect, courtesy, concern for the common good and the community, fairness, freedom from prejudice, justice, patriotism, school pride, respect for authority and law, and gratitude.
   3. (3) Students are expected to develop an awareness of self-identity as well as recognize multiple perspectives, difference and diversity, biases, and the social and cultural context in which they live.
   4. (4) The knowledge and skills for positive character traits are organized in the following grade bands: Kindergarten-Grade 2, Grades 3-5, Grades 6-8, and Grades 9-12. However, due to the complexity of the concepts, student expectations and knowledge and skills statements cannot be taught, discussed, or viewed in isolation.
   5. (5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

2. (b) Knowledge and skills.

   1. (1) Trustworthiness. The student understands how personal choices and actions build trustworthiness. The student is expected to:

      1. (A) describe what it means to be reliable and loyal;
      2. (B) define and give examples of integrity;
      3. (C) examine the benefits of being trustworthy; and
      4. (D) describe personal actions that demonstrate trustworthiness at school, home, with peers, and within the community.

   2. (2) Responsibility. The student understands how personal beliefs and feelings influence our sense of responsibility. The student is expected to:

      1. (A) examine how personal beliefs, thoughts, and feelings about self can build responsibility;
      2. (B) identify and describe personal role models who demonstrate what it means to be accountable for words and actions;
      3. (C) discuss the benefits of practicing self-control; and
      4. (D) compare the benefits of responsible behavior with the consequences of irresponsible behavior.

   3. (3) Caring. The student understands how characteristics of caring impact personal relationships. The student is expected to:

      1. (A) evaluate one's personal attitudes and mindsets about self and others;
      2. (B) discuss how feelings, decision making, and personal behaviors can influence relationships with others; and
      3. (C) explain and identify examples of how a person can demonstrate empathy through kindness, charity, generosity, and courtesy.

   4. (4) Citizenship. The student understands how the character trait of citizenship impacts personal relationships. The student is expected to:

      1. (A) discuss the roles and responsibilities of citizens;
      2. (B) explain how one's personal actions can impact the perception of others;
      3. (C) describe how justice, fairness, and freedom are related; and
      4. (D) identify and practice a variety of conflict-resolution skills and strategies.

Source Note:The provisions of this §120.7 adopted to be effective August 1, 2021, 45 TexReg 7423.