IowasSocial EmotionalLearningCompetencies

November 2019 v.
Iowa’s
Social-Emotional Learning
Competencies
Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 1

Contents
Introduction........................................................................................................................................................ 3
Purpose and Use of Competencies ................................................................................................................... 4
Iowa Social-Emotional Learning Development Process ..................................................................................... 5
Initial Research and Recommendations Work Group 2017 ............................................................................ 5
SEL Competencies Stakeholder Group 2018 ................................................................................................. 5
State Social-Emotional Learning Advisory Team............................................................................................ 6
Iowa Department of Education SEL Internal Team 2017-2019 ....................................................................... 6
Next Steps through Collaborating for Iowa’s Kids (C4K) ................................................................................ 6
Organization of the Social-Emotional Competencies ......................................................................................... 7
Competencies and Learning Targets Across all Grade Levels ....................................................................... 7
Foundational Principles: Using the Iowa Competencies, Learning Targets and Developmental Indicators ..... 8
Social-Emotional Learning Competencies: K-2 ................................................................................................ 10
Self-Awareness ............................................................................................................................................ 11
Self-Management......................................................................................................................................... 14
Social Awareness ........................................................................................................................................ 18
Relationship Skills ........................................................................................................................................ 21
Responsible Decision-Making ...................................................................................................................... 25
Social-Emotional Learning Competencies: 3-5 ................................................................................................ 29
Self-Awareness ............................................................................................................................................ 30
Self-Management......................................................................................................................................... 32
Social-Emotional Learning Competencies: 6-8 ................................................................................................ 42
Self-Awareness ............................................................................................................................................ 43
Self-Management......................................................................................................................................... 46
Social-Emotional Competencies: 9-12 ............................................................................................................. 58
Self-Awareness ............................................................................................................................................ 59
Self-Management......................................................................................................................................... 61
Resources ....................................................................................................................................................... 74

Introduction
Learners in Iowa, including children, youth, and adults are the central focus of the Iowa Department of
Education (Department). Through collaboration with Area Education Agencies, local school districts,
professional education organizations, and youth, as well as state agencies and organizations, the Department
works toward the following vision and mission:
Vision
Iowa learners experience high levels of success and develop the capacity to continually grow as
successful, healthy, and productive citizens in a global community.
Mission
Creating excellence in education through leadership and service.
In order to reach this goal, educators across the state are recognizing the need for addressing the whole child
and implementing multi-tiered systems of support (MTSS) in collaboration with families, and community
partners to meet the dynamic and diverse needs of all learners. In concert with the advances educators have
made in supporting academics, it is essential to address the social, emotional, behavioral, and mental health
needs of Iowa learners. This is achieved, in part, by a focus on Social-Emotional Learning (SEL).
“Social and emotional learning (SEL) is the

process through which children and adults acquire
and effectively apply the knowledge, attitudes, and
skills necessary to understand and manage
emotions, set and achieve positive goals, feel and
show empathy for others, establish and maintain
positive relationships, and make responsible
decisions.” (Collaborative for Academic, Social, and
Emotional Learning, 2018)
As seen in Figure 1, the five Competencies are: Self-

Awareness, Self-Management, Social Awareness,
Relationship Skills, and Responsible Decision-making.
Social and emotional (SE) competencies are important

for whole-student development and well-being. We
know that “brain function is hierarchical. We feel and
then we think.” (Blodgett, 2015, Perry, 2006). A
Fig. 1 The above multi-section wheel represents the 5 social-
purposeful focus on implementing strong SE
emotional competencies in the center. In a sequence of circles competencies fosters an environment where all
around the competencies include: Classroom Curriculum & individuals feel supported and can thrive.
Instruction, School-wide Practices & Policies, Homes and
Communities, and Family & Community Partnerships.
Based on research and recommendations from stakeholders, the decision was made to use the CASEL
framework of the five Competencies as the focus for providing resources in Iowa. Use of this framework and
these resources are completely voluntary and not required. School districts, should they choose to establish an
SEL framework, are encouraged to research and select an SEL framework that works best in their context.

Purpose and Use of Competencies
The purpose of providing these Competencies, Learning Targets, Developmental Indicators, with Adult
Examples for Instruction and Learner Examples (IASEL Competencies) is to provide districts, schools, and
those that partner with them, a set of information and resources that can be used to implement social-
emotional learning. These resources are provided as tools to encourage focused and comprehensive planning,
based on implementation science, to lend breadth, depth, and scope to the process of implementing SEL. It’s
important to remember that the ultimate goal is for all learners to grow in their desire and ability to embrace
and demonstrate SE competencies.
Some important considerations for implementing the IASEL Competencies include:
• Development Matters (Osher, Cantor, Berg, Steyer, & Rose, 2017)

o Individuals develop and grow their social-emotional competencies over time
o Certain skills serve as building blocks
o Development of social-emotional skills depends on the age and context of the individual
• Context Matters (Osher et al., 2017):
o Development depends on biology and environment
o Context include multiple factors such as: culture, characteristics of the learner, and the
environment in which the learner is situated
• Culture Matters (Hecht & Shin, 2015):
o There are multiple ways to express social-emotional skills
o Expression of social-emotional skills varies by culture
o It is important to reflect on our own cultural assumptions
A comprehensive plan to foster social and emotional learning at the same time it creates positive classroom
conditions and school climate (Dusenbury, Calin, Domitrovich, & Weissberg, 2015) includes:
1. Free-standing lessons that provide explicit, step-by- step instructions to teach social and emotional
competencies across the five core competency clusters, on age-appropriate topics.
2. General teaching practices that create classroom and schoolwide conditions that facilitate and support
social and emotional development in students.
3. Integration of skill instruction and practices that support SEL within the context of an academic
curriculum.
4. Guidance to administrators and school leaders on how to facilitate SEL as a schoolwide initiative by
restructuring the school’s organizational structures, operations, and academic, social, and emotional
learning goals.
Culture and equity are important in the process and approaches for SEL. In addition, with the growing focus on
trauma-informed practices and behavioral health supports, SEL can help create caring, just, inclusive and
healthy communities that support all learners in reaching their fullest potential.
As demonstrated through tools being developed through Collaborating for Iowa’s Kids (C4K), such as the Self-
Assessment on Multi-tiered Systems of Support (SAMI), schools are being asked to consider social-emotional-
behavioral health (SEBH) in concert with literacy and math. When learners are competent in these areas: self-
awareness, self-management, social awareness, relationship skills, and responsible decision-making; they not
only do better academically, but also in college, career, and life in general.

Iowa Social-Emotional Learning Development Process
The Iowa Department of Education (Department) used a Quality Review Process that engaged national
experts, as well as a broad range of stakeholders from the Department, Area Education Agencies (AEA), Local
Districts/Schools (LEA), government agencies, higher education, state and local nonprofit organizations, and
youth.
The Iowa School Climate Transformation Grant (2014-2020) was the catalyst for the focus on Social-Emotional
Learning. Through a sequential and comprehensive process, with national representatives from the American
Institutes for Research (AIR) and the Collaborative for Academic, Social, and Emotional Learning (CASEL), the
Department engaged a broad representation of agencies, organizations, and individuals who care deeply
about the children and youth in Iowa. Representation was included across early childhood, K-12, out-of-school
time, researchers, higher education, youth-serving organizations, children, and youth.
Initial Research and Recommendations Work Group 2017

The stakeholder group completed a literature review, researched SEL initiatives throughout the United States,
reviewed various frameworks for SEL, and made recommendations to the Department regarding a process
and timeline to move forward. Based on the work of this stakeholder group, the Department made the decision
to use the CASEL definition of SEL and framework found to be grounded in solid social-emotional research. In
addition, the Department responded to the recommendation to move to Competencies, Learning Targets, and
Developmental Indicators rather than standards. The Department also acted on the C4K recommended
process by selecting a national expert advisor and a second group of stakeholders to move the work forward.
The members of the 2017 work group included:
Kay A. Augustine, IA Dept. of Education Elizabeth Cox, Prevent Child Abuse Iowa Brenda Jenkins, Northwest AEA
Jenny Barnett, Green Hills AEA Jaclyn Dehner, Iowa School Counselors’ Scott Jeske, Eagle Grove CSD
Kathy Bertsch, IA Dept. of Education Kristi Eckard, Des Moines Independent Andrea Matheson, Heartland AEA
Jennifer Best, Scott County Kids Tron England, Johnston CSD Jadie Meyer, Mason City CSD
Shari Blake, Charter Oak-Ute CSD Jackie Fober, Central Rivers AEA Lillian Ortiz, West Liberty CSD
Susan Bruce, IA Dept. of Education Megan Foley-Nicpon, University of Iowa Jaymie Randel, Prairie Lakes AEA
Sarah Bruch, University of Iowa Paul Hayes, Cedar Rapids CSD Melanie Reese, Grant Wood AEA
Jennifer Collins, Northwest AEA Jennifer Jansen, Mississippi Bend AEA Nicole Skaar, University of Northern Iowa
Jennifer Ulie-Wells, Please Pass the Love
SEL Competencies Stakeholder Group 2018

This Stakeholder group worked with American Institutes for Research (AIR) and CASEL, who assisted the
Department in designing the process and providing resources and research as the work groups each tackled
their specific area. Building from the Iowa Early Learning social-emotional standards, work groups did
additional research and provided recommendations for Competencies, Learning Targets, Developmental
Indicators and Adult/Learner examples for K-2, 3-5, 6-8, and 9-12. Other work groups focused on
recommendations for: Guidelines and Rationale, Vertical Articulation, and Youth Voice. Members of the 2018
work group included:
Amy Abler, Des Moines Schools Brenda Jenkins, Northwest AEA Seth A PIro, Northwest AEA
Kim Bodholdt, Ft. Dodge CSD Cory C. Johnson, Burlington CSD Melanie Seier, St. Mark Youth
Brenda Allen, Iowa State University Pamela Kirsch, Davenport CSD Susan Selby, IA Dept. of Ed
Nancy Ankeny-Hunt, IA Dept. of Education Heather Korte, Des Moines Schools Jessie Stoffel, Council Bluff CSD
Kay A. Augustine, IA Dept. of Education Emily Kruse, Nevada CSD Allison Bruhn, University of Iowa
Jenny Barnett, Green Hills AEAA Janel Lesan, Grant Wood AEA Susan Bruce, IA Dept. of Education
Jeremy Braden, Ankeny CSD Amy Moines, Central Rivers AEA Elizabeth Cox, Prevent Child Abuse Iowa
Heidi Brown, Des Moines Out-of-school Time Stephanie Oppel, Ray Center, Drake University Amy Croll, Community Youth Concepts
Brenda Gerdes, Heartland AEA Jordan Ottenbacher, Southeast Polk CSD Suzie Maas, Keystone AEA
Jackie Fober, Central Rivers AEA Kathleen Lockard, Iowa Olweus Dana Miller, Central Rivers AEA
Andrea Matheson, Heartland AEA Toni Fuller Merfeld, Metro West Learning Susan Walkup, IA Dept. of Education
Corey Trainer, Oskaloosa CSD Wendy Trotter, IA Dept. of Education Amanda Winslow, IA Dept. of Education
Joel Pedersen, Cardinal CSD Nick Yoder, AIR

State Social-Emotional Learning Advisory Team
This team provided their feedback and recommendations at critical points in the process. They provided
another level of stakeholder engagement and helped the Department by sharing the status of SEL across
Iowa, asking probing questions, encouraging greater emphasis on equity, and providing information on
important crosswalks needed with existing standards and strategies. Members of the State Advisory Team
included:
Barb Anderson, IA Dept. of Education Carlos Casanova, Iowa State University Dana Miller, Central Rivers AEA
Kay A. Augustine, IA Dept. of Education Bengu Erguner-Tekinalp, Drake University Brad Niebling, IA Dept. of Education
Abmadu Bab-Singhri, Grandview University Jeff Herzberg, Prairie Lakes AEA Sue Schirmer, Heartland AEA
Jason Blietz, Cedar Rapids CSD Aimee Hospodarsky, Iowa School Counselors’ Assoc. Julie Trepa, West Monona CSD
Jadie Boens, Heartland AEA Terese Jurgensen, IA Dept. of Education Jake Troja, Des Moines Schools
Susan Bruce, IA Dept. of Education Sam Miller, Central Rivers AEA David VanHorn, Green Hills AEA
Greg Carenza, Waukee CSD
Iowa Department of Education SEL Internal Team 2017-2019

The Department’s Internal SEL Coordinating Team represented cross-bureau engagement. This team first met
every two weeks beginning in the fall of 2017 which continued into 2019 moving to once per month. The Team
was responsible for managing the process, refining materials based on feedback, aligning the process and
working with other Department initiatives such as PBIS, Bullying Prevention, Career and Technical Education
(CTE), and Project AWARE. Although this specific work was focused on SEL, the team addressed SEBH
throughout to ensure that the SEL foundational resources and practices support trauma-informed strategies
and work within the MTSS framework that includes a focus on mental health. Members of this team
participated in the national meetings of CASEL’s Collaborative of the States, CASEL Institutes and
Conferences, national conferences on PBIS, Mental Health, Neuroscience, and Student Engagement and
Voice, bringing back new learning to share with the team. The School Climate Transformation Grant hosted
opportunities for schools and organizations to learn more about SEL foundations. Several professional
development opportunities focusing on SEL were planned and delivered including: Social-Emotional-
Behavioral Classroom Strategies workshop (2017), Learning Supports Conference (2018), conference
presentations at partner organization events, and two statewide Coaches’ Forums for instructional, behavior,
and special education coaches (2018, 2019). Members of this team included:
Barb Anderson, Project AWARE Brad Niebling, Bureau Chief, LS&S Bureau Wendy Trotter, Consultant, Autism
Kay Augustine, School Climate Transformation Barbara Ohlund, Administrative Consultant Angie VanPolen, Consultant, Early Childhood
Susan Bruce, School Climate Transformation Susan Selby, Consultant, Parents & Families Stefanie Wager, Consultant, Social Studies
Lyn Jenkins, Consultant, Health and PE Lisa Stange, Consultant, Career & Technical Susan Walkup, Consultant, Alternative
Next Steps through Collaborating for Iowa’s Kids (C4K)

Within the review and refinement process, drafts of IASEL Competencies were reviewed by national experts
from CASEL and AIR including: Nick Yoder, Ruth Cross, and Linda Dusenbury. The IASEL Competencies
were refined based on comments and suggestions from those who reviewed the drafts. Once all refinements
were made, the current document was made available on the Iowa Department of Education School Climate
Transformation webpage.
Future work will include crosswalks with Iowa’s content standards. In addition, through C4K, individuals will be
invited to serve on task teams to develop additional supports including: training on the foundations of SEL,
social and instructional practices, alignment with existing initiatives, and guidance on assessment and
evaluation.

Organization of the Social-Emotional Competencies
Iowa’s Social-Emotional Competencies have been organized around five core Competencies identified by
CASEL. Each Competency includes three to five Learning Targets that further organize essential skills,
abilities, behaviors and attitudes. The five Competencies and Learning Targets are consistent across grade
bands that include K-2nd, 3rd-5th, 6th-8th, and 9th-12th. Although Learning Targets are consistent across
grade bands, Adult Examples for Instruction were developed considering the important changes in learners’
social and emotional development as they mature.
Competencies and Learning Targets Across all Grade Levels
Competency Learning Targets
● Identifying Emotions
Self-Awareness
● Accurate Self-Perception
● Self-Confidence
● Impulse Control
● Stress Management
Self-Management ● Self-Discipline and Self-Motivation,
● Goal Setting
● Organizational Skills
● Perspective Taking and Empathy

Social Awareness
● Appreciating Diversity and Respect for Others
● Civic Engagement
● Communication
● Social Engagement
Relationship Skills
● Relationship Building
● Teamwork
● Identifying Problems
Responsible Decision-Making ● Analyzing Situations and Solving Problems
● Evaluating and Reflecting
● Ethical Responsibility
To promote the SEL process and growth of all learners, universal instructional examples are provided for
adults who are teaching, modeling and reinforcing the skill sets. In the following diagram, the instructional
examples column refers to the way adults organize the learner’s environment and interact with them to
facilitate the development of SE competencies. The included examples may be classified as classroom
management strategies, instructional tasks and delivery, academic integration, communication and feedback,
and the types of academic, social and emotional support that may be provided school-wide and in the
classroom. It is important to note that The Adult Examples for Instruction are not a comprehensive list of
instructional activities. Learner examples are provided for adults to recognize learners’ progress toward the
competency. The expectation is for learners to demonstrate age-appropriate skills and not final mastery of any
competency as all learners, including children, youth, and adults continue to grow and evolve.

Foundational Principles: Using the Iowa Competencies, Learning Targets and
Developmental Indicators
Social-Emotional Foundational Principles were developed collaboratively by contributors and represent 4
overarching ideas for integrating SEL in a Multi-Tiered System of Supports (MTSS). These principles
emphasize establishing an SEL process in which all caring adults who support learners: model competencies,
promote equity, address the needs of the whole child, create partnerships with families and community
stakeholders, and engage in self-care practices to support their own well-being. These principles focus on
creating a rich, social learning community in which all learners feel connected and capable, and one in which
learners are engaged, have the opportunity to communicate their beliefs, opinions and perspectives, and
develop SE competencies that will enable them to be contributing members of a global community. Based on
research, the following foundational principles are of key importance as we work together to use the IASEL
Competencies for learners (children, youth, and adults):
 Social-emotional learning is the process of acquiring and applying knowledge, attitudes and skills
throughout life, in predictable and unpredictable situations.
The purpose of this foundational principle is to emphasize Key Ideas:

that SE competencies are required to succeed in school,
relationships, community, and workplace. From developing a ● SEL is a process that focuses on
sense of basic trust in infancy; to exercising independence in acquiring age-appropriate,
preschool; to refining a sense of self and testing roles in developmental skills as opposed to
adolescence; to reflecting on a lifetime of experiences, being used as a diagnostic tool.
relationships, successes and failures in late adulthood; SE ● SEL is more than behavior, and
skills are ever developing with each experience and context. encompasses attitudes, habits,
SE competencies extend beyond overt behavior; applying thoughts, etc. that may not manifest as
knowledge and adopting healthy habits requires the unseen observable behavior.
thought processes and attitudes that precede actions and ● Mastery of competencies is not
decisions, and support wellness. The expectation is for expected. Skills are developed and
learners to develop and apply social-skills, and engage in the applied in predictable and unpredictable
life-long process of reflection and self-assessment to ensure situations, with the expectation that
their actions produce positive results for themselves and learners continue to grow with each
others. experience and context.

 Social-emotional learning involves all adults, as teachers and life-long learners.
SEL begins with adults. In the home, school, and Key Ideas:
community, key adults in learners’ lives influence the
development of essential SE competencies. This principle ● Focusing on adult SE Competencies is
emphasizes that key adults teach and model competencies, a critical first step prior to
expectations and routines. Adults provide multiple implementation.
opportunities for learners to practice competencies, ● SE Competencies, Learning Targets,
acknowledge the use of competencies when observed and and Developmental Indicators are
give positive and/or corrective feedback to support learning. taught, modeled, acknowledged and
Research shows that to be effective, adults teaching and supported by caring adults.
modeling SEL must develop their own social-emotional ● Adults embrace self-care to ensure
competencies, practice self-care and establish healthy their well-being.
habits to promote their own wellness. When systems
support adults to take care of themselves, a positive cycle of
SEL develops.
 Social-emotional learning helps to create safe, healthy and supportive environments that extend
beyond the classroom to the whole school, home and community.
This principle reflects the research that shows that learners Key Ideas:
need to feel safe, engaged, connected and supported in
order to thrive. These factors are also considered to be ● SEL occurs all day, every day,
“Conditions for Learning” and contribute to academic everywhere.
success, positive relationships, good attendance and fewer ● SEL is focused on the “whole child”
problem behaviors. Caring, supportive, respectful and extends beyond school to home
relationships develop among learners (children, youth, and community through teaching,
parents, teachers, other school personnel) who recognize modeling, practice and application.
and appreciate similarities and differences, are culturally and ● SEL is a lever for Equity and promotes
ethnically responsive, show empathy and engage in ethically the conditions that enable all learners
responsible decision-making. Instructional tasks and to build on their unique skills, qualities,
experiences are created to encourage responsibility and heritage, etc.
choice, collaborative learning, self-reflection, and reciprocal
communication. Caring adults recognize a learner’s need for
academic, social and emotional support and teach essential
SE skills related to self-advocacy, self-regulation, stress
management and problem-solving.
 Social-emotional learning promotes learner voice and provides opportunities to encourage, engage, and
empower learners to direct their choices, interests, and experiences in multiple contexts.
This principle emphasizes the idea that learner voice Key Ideas:
increases the feeling of being connected, capable and valued
as a contributing individual. Adults provide multiple ● SEL promotes learner voice and creates
opportunities and avenues for self-expression, participation, opportunities for learners to participate
and task completion. Learners are encouraged to apply skills in decisions about behavior
and processes learned in and out of school, as well as draw expectations, instruction, response
from their experiences as they navigate the world around preferences, policies, and other areas of
them. As a strength-based approach, the SE learning process their education.
helps all children, youth, and adults recognize, affirm and ● SEL is a strengths-based approach that
apply their strengths in multiple contexts. recognizes and affirms the strengths of
children, youth, and adults.

Social-Emotional Learning Competencies: K-2
There are five (5) Social-Emotional Learning Competencies at the K-2 level:
1. Self-Awareness is the ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior.
It is the ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a
“growth mindset”. There are three (3) Learning Targets within this competency: Identifying Emotions, Accurate Self Perception, and
Self-Confidence.
2. Self-Management includes regulating one’s emotions, stress management, self-control, self-motivation, and setting and achieving
goals. There are five (5) Learning Targets within this competency: Impulse Control, Stress Management, Self-Discipline and Self-
Motivation, Goal Setting, Organizational Skills.
3. Social Awareness connotes perspective-taking; empathy; respecting diversity; understanding social and ethical norms of
behavior; and recognizing family, school, and community supports. There are three (3) Learning Targets within this competency:
Perspective Taking and Empathy, Appreciating Diversity and Respect for Others, Civic Engagement.
4. Relationship Skills connote building relationships with diverse individuals and groups, communicating clearly, working
cooperatively, resolving conflicts, and seeking help. There are four (4) Learning Targets within this competency: Communication,
Social Engagement, Relationship Building, Teamwork.
5. Responsible Decision-Making refers to considering the well-being of self and others; recognizing one’s responsibility to behave
ethically; basing decisions on safety, social, and ethical considerations; evaluating realistic consequences of various actions; and
making constructive, safe choices for self, relationships, and school. There are four (4) Learning Targets within this competency:
Identifying Problems, Analyzing Situations and Solving Problems, Evaluating and Reflecting, Ethical Responsibility

Self-Awareness
Involves understanding one’s emotions, personal identity, goals and values. This includes accurately assessing one’s strengths and limitations,
having positive mindsets, possessing a well-grounded sense of self-efficacy and optimism. High levels of self-awareness require the ability to
understand the links between one’s personal and sociocultural identities and to recognize how thoughts, feelings, and actions are interconnected.
Learning Targets K-2 Indicators Adult Examples for Instruction Learner Examples
With the support of caring adults, Caring adults may… With the support of caring adults, learners
learners will be able to: may…
Identifying Identify and name their own basic • Name learners’ feelings to help them • Name the emotions felt by the characters in
Emotions emotions/feelings. identify and understand their emotions. children’s literature and describe a time
(Ex: “Sam, with your arms crossed, it looks when the learners personally felt that way.
Identify situations that might elicit like you are feeling frustrated that it is time • Identify own emotions in various
emotions/feelings. to pick up and come to the carpet”. “Riana, contexts using visual examples such as
you look eager to start your work with all drawing a picture or making a poster, using
your materials ready to go”.) “feeling faces”, viewing photographs, etc.
• Model naming their feelings and the
feelings of others throughout the day (Use
words like “I feel confused,” or “It looks like
Mary feels excited. She is smiling and
jumping up and down” etc.)
• Give learners multiple opportunities to
practice identifying emotions/feelings
through role-plays, stories, journaling,
watching video clips, music, art, etc.

Accurate Self Identify likes and dislikes • Recognize and celebrate the different • Present their self-perception (e.g.,
Perception 1 strengths/challenges, cultures, and likes/dislikes, strengths, characteristics,
Describe things they do well. hobbies of everyone in and outside the cultural traditions, etc.) through a creative
classroom. process such as:
Describe an activity/task in which they • Provide opportunities for learners to share o drawing a picture
may need help in order to be their strengths through multiple means, o writing a story
successful. such as: o creating a mural or collage
o creating an All About Me book o sharing in community circle
o creating an All About Us book for the • Identify academic and/or social skills with
classroom which learners struggle and someone who
o create a collage of photos can help them grow.
o demonstrate a cultural tradition from • Demonstrates ability to use routines and
their family strategies when asking for help.
• Recognize the learners’ effort in their
personal areas for improvement, and
support learners as they make their plans
for growth.
• Teach learners how to recognize when
they need help and strategies to ask for
help. (e.g., raise hand or use other
signals, classroom routines for
asking/waiting for help)
Self- Confidence 2 Demonstrate positive self-talk when • Encourage learners to consider • Be heard making statements such as “I can
participating in challenging tasks. skills/strengths/strategies from past do this”, “I’ll keep trying”, etc.
experiences that will help them accomplish • Accept invitations to try new activities,
Demonstrate willingness to try new a new task. responsibilities, and interactions such as:
things. • Model their own positive self-talk when o classroom jobs
o doing something well o leading an activity
Actively participate in, question, and o faced with a challenging task o play with someone new
contribute to the learning process. o making a mistake • Demonstrate active engagement in the
learning process by such things as:
o expressing their thoughts and feelings
1 Recognizing strengths as its own target was combined with accurate self-perception since the ability to recognize one’s strengths is part of accurate self-
perception.
2 Specific self-efficacy refers to beliefs about one's ability to perform specific tasks (e.g., driving, public speaking, studying, etc.) Self-confidence refers to belief in
one's personal worth and likelihood of succeeding. Self-confidence is a combination of self-esteem and general self-efficacy.
• Encourage learners to try even if they o working independently

make mistakes, and teach learners the o initiating and asking questions when
value of learning from mistakes. they don’t understand
• Promote a classroom culture where
mistakes are seen as learning
opportunities.

Self-Management
Requires skills and attitudes that facilitate the ability to regulate emotions and behaviors. This includes the ability to delay gratification, manage stress, control
impulses, and persevere through personal and group-level challenges in order to achieve personal and educational goals.
Impulse Control 3 Identify productive self-regulating • Create individual and class calming • Identify a calming strategy when asked.
strategies to process emotions and strategies to display in your classroom • Use calming or self-regulating strategies
reframe thoughts and behaviors. such as: such as: deep breathing, drawing, going
o social stories to a calming area, mindfulness, self-talk,
Demonstrate productive self- o visuals on wall or walking away.
regulating strategies to process o tabletop/desktop visual supports • Name classroom/building expectations
emotions and reframe thoughts and o break cards and various ways to meet them.
behaviors. • Provide calming area in the classroom for • Demonstrate waiting their turn.
learners to use when they need it. (To be
used as a support and not a punishment.)
• Teach expectations and maintain and
promote those expectations throughout
the year.
• Capitalize on opportunities to model,
teach, and reinforce self-regulating
strategies when responding to learners
• Point out examples in literature (or other
curriculum content) when characters do or
do not display impulse control and discuss
outcomes and consequences.
• Provide multiple opportunities to practice
waiting for turn, obtaining an object, or
accessing an activity. (Play games such
as “Mother May I”, use waiting list)
3 Indicators include more than managing strong emotions. Ex: not blurting out, not having negative self-talk before you make a mistake, etc. Impulse control - more
in the moment/immediate vs Self-Discipline - more long term and/or goal oriented.
Stress Identify stressors that result in • Provide multiple methods for learners to • Use multiple means to name how they are
Management physical or emotional responses. be able to communicate their ability to feeling and communicate what is causing
regulate and identify intensity level: them stress (for example using an “I”
Identify healthy practices to manage o feelings scale statement, feeling scale)
response to stressful situations. o thermometer • Identify physical cues/body clues (e.g.,
o feelings chart hands trembling, heart beating fast, etc.)
Apply healthy practices to handle • Support learners in identifying possible that indicate increasing stress levels when
situations that cause stress. physical reactions to stress. reflecting on a situation.
• Provide opportunities for brain breaks, • Ask for help when needed.
Communicate the need for yoga, breathing exercises, physical
assistance to manage stress as activity, etc.
needed. • Model stress management skills using
self-talk.
• Reinforce your authentic assurance that
you are available for assistance if needed
by learners.

Self-Discipline and Demonstrate the ability to stay • Anticipate and minimize distractions, • Engage and stay on task given a
Self-Motivation actively engaged and persist in make accommodations when needed, and supportive learning environment.
activities. model and teach what to do when they • Demonstrate a positive attitude towards
occur. self and others when given new or
Demonstrate ability to delay • Create a supportive learning environment challenging situation.
immediate gratification. that promotes independence and risk- • Demonstrate the ability to delay preferred
taking (e.g. visual and auditory supports, activity in order to complete non-preferred
classroom routines, time for self-reflection, activity.
trying new things, celebrating efforts and
accomplishments, etc.)
• Implement strategies to engage learners
in delaying gratification including such as:
o first/then
o daily schedules
o use of peers
o modifying schedule to meet the needs
of learners
o individualized learner accommodation
• Discuss expectations regularly and have
learners reflect on their choices.
• Reteach expectations and provide
opportunities to practice when problem
behaviors occur.

Goal Setting Demonstrate the ability to identify a • Explore goals and strategies (e.g., • Share their goal with another person.
simple goal. SMART, SMARTIE) with learners and • Identify a variety of strategies to complete
model breaking a goal into smaller steps. a goal, then choose one to try.
Implement steps toward a goal (e.g., Goal: I will use kind words, by Sept • Reflect on strategies tried and describe
including identifying resources 5th, I will say thank you, you’re welcome, their effectiveness.
needed. and hello to meet my goal) • Describe and celebrate something they
• Provide positive feedback when learners have accomplished with or without having
Monitor progress toward a goal and make progress towards goals and when to overcome obstacles.
adjust as needed. they demonstrate perseverance and
initiative.
• Establish a community of learners where
perseverance, initiative, and
accomplishments are celebrated in
relation to goals within a classroom.
• Provide learners with opportunities to use
graphic organizers, worksheets, digital
monitoring, or other tools for setting and
monitoring progress toward goals.
Organizational Demonstrate skills that keep • Have a system for organizing and explain • Gather materials needed for
Skills personal items organized. the rationale behind it. (e.g., red folders tasks/activities.
for reading, folder to communicate with • Keep work space, locker, cubby, etc.,
Demonstrate ability to manage time home, etc.) clean and organized. (papers in folders,
and tasks. • Keep their own work space organized and not crumbled in desk)
“self-talk” reasons for doing so. • Complete classroom routines.
• Teach learners mental organization
strategies for being on task like checking
the board, asking a peer, reading the
room.
• Ask learners to identify items that might
be needed to complete a specific activity.
• Have a predictable and consistent daily
classroom routine that may include the
use of visual supports.

Social Awareness
Involves the ability to take the perspective of those with the same and different backgrounds and cultures and to empathize and feel compassion. It
also involves understanding social norms for behavior in diverse settings and recognizing family, school, and community resources.
Perspective-Taking Demonstrate awareness that others • Model and teach how to read social cues • State what others’ might be feeling based
and Empathy may have different thoughts or with special attention to cultural norms. on verbal and non-verbal cues in different
feelings from oneself. • Give learners work that has more than situations.
one right answer and ask them to share • Recognize that words, actions, and
Identify and interpret social cues and defend their answers to peers. personal space can affect others.
(verbal and nonverbal) to determine • Model how to validate others’ feelings • Show concern for others in a difficult
how others feel. such as using think aloud to model situation. (e.g., learner sees classmate
empathic thoughts and behavior. (“I see hurt on the ground, walks up to him/her
Identify and connect with the Sue dropped her tray. I’ve dropped my and asks if they are okay or helps them in
feelings of others without judgement. tray before and I felt embarrassed some way.)
because everyone was looking at me. I’m
going to ask her if she needs help.”)
• Recognize and acknowledge when
learners demonstrate perspective taking
or compassion.
• Provide a variety of opportunities for
learners to share their perspective and
compare/contrast how they differ from
their peers without judgement:
o arts pieces
o music clips
o videos
o TV shows
• Provide a variety of opportunities for
learners to identify how characters are
feeling and/or how their choices affect
others (empathy); such as:
o children’s Literature
o videos
o historical figures
o other contexts from existing
curriculum

Appreciating Identify ways that people are alike • Create a safe and welcoming classroom • Describe family/community traditions and
Diversity and and different from self. for all by: how they are the same or different from
Respect for Others o welcoming learners at door peers.
Demonstrate consideration for the o addressing learners by name • Work respectfully with others who are
feelings, wishes, rights, and o recognizing and celebrating learners’ similar and different from oneself.
traditions of others. strengths and abilities • Seek out opportunities to make others
o using trauma-informed strategies feel welcome.
Interact effectively with those who • Honor a broad variety of traditions, • Listen attentively when others are
are similar and different from cultures, backgrounds, and experiences. speaking.
oneself. • Ensure that world traditions and cultures • Demonstrate turn taking.
of are given equitable attention. (e.g., • Respect others’ belongings and
make sure a variety of traditions are school/classroom materials and
discussed/given time and attention resources.
throughout the entire school year)
• Include stories, books, videos, and other
mediums that reflect a wide range of
global diversity throughout the entire
school year.
• Provide learners with multiple options to
demonstrate their understanding of
respect; such as:
o respond to writing prompt
o draw a picture
o create a song
• Invite parents/families to the classroom to
share interests, hobbies, cultures.

Civic Engagement 4 Perform roles that contribute to the • Facilitate service-learning processes to fill • Actively participate in service-learning
overall functioning and age-appropriate needs in school and/or processes.
enhancement of their classroom and community • Seek out opportunities to help with
school. • Provide learners with opportunities to classroom functions (pass out
volunteer to help in the classroom/school. papers/tablets, take messages to other
Recognize the definition of a • Model volunteering to help other teachers. rooms/office, help learners on the
community and that you have a role • Invite various civic leaders to the playground, put up chairs, etc.)
in that community. classroom to share their roles, and how • Contribute in an appropriate way to
children and the school are all part of the school-wide community service projects.
community. (e.g., help sort or bag food if not able to
• Provide learners with opportunities to bring food to school-wide food drive)
identify and discuss the various • Identify their role in communities
communities within which they have a including: classroom, grade level,
role. building, district, city and state.
• Provide opportunities for learners to voice • Share their ideas and opinions in
their ideas and opinions on topics that discussions on topics that impact their
impact their classroom, school, and/or classroom, school and/or community.
community.
4Civic engagement means working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and
motivation to make that difference. It means promoting the quality of life in a community, through both political and non-political processes.
Relationship Skills
Includes the tools needed to establish and maintain healthy and rewarding relationships, and to effectively navigate settings with differing social
norms and demands. It involves communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict
constructively and seeking help when needed.
Communication Recognize facial expressions, body • Address communication accommodations • Demonstrate the use of manners (use
language, gestures, and tone of for learners with appropriate support (e.g., please, thank you, excuse me, etc.).
voice to understand others' thoughts non-verbal, hearing impaired, etc.) • Demonstrate active listening skills like eye
and feelings. • Assist learners to identify and infer contact (if culturally appropriate), nodding
thoughts and feelings from the characters’ head, staying on topic, taking turns
Use facial expressions, body body language, facial expressions, words, speaking
language, gestures, words, and tone etc. in multiple ways such as: • Identify multiple modes of expression and
to effectively communicate thoughts, o children’s literature interpret how they may represent the
feelings, wants, needs, and ideas to o videos feelings, wants, needs, and ideas of self
others. o photographs and others.
o demonstration • Express understanding of others feelings
Attentively listens and responds to • Model and provide opportunities for toward others
the feelings, ideas, and requests of learners to practice listening and speaking • Deliver and receive compliments,
others. skills feedback, and respond appropriately.
• Use various mediums to point out
Respond attentively and/or with examples of communication and discuss
empathy to others. how communication/lack of
communication affected the characters
and outcome.
• Prompt learners to elaborate on their
thinking and points of view.
• Provide opportunities for learners to
create projects (e.g., Web pages, skits, or
posters) that are meant to be shared with
multiple audiences (e.g., parents,
community members).

Social Initiate and engage in social • Assist the class in determining a service • Demonstrate courage to speak up even
Engagement 5 interactions with peers and adults. project and following through to complete when no one else does.
the project. • Ask someone to play or to join into a
Demonstrate social behaviors that • Provide strategies and feedback to group
are appropriate to the situation and learners on interactions with others within • Volunteer for various classroom roles/jobs
environment various contexts; such as: cooperative • Change approach with others as needed
learning, playground, within the context of the interaction which
• Brainstorm as a class how to work may include reporting to an adult (e.g.,
together as a community including class situation, environment, inclusion, respond
norms and addressing a classroom or to others’ emotions, safety).
individual concern. (e.g., difference
between teasing and bullying, difference
between telling on someone to get them in
trouble or to make self look good vs telling
in order to help someone who is struggling
or being hurt; list ways to help the class
run more smoothly, ways to help in the
classroom, etc.)
• Use evidence-based service-learning
processes/practices to create an
opportunity for learners to raise
awareness on an identified community
issue, such as: (writing a letter to the
editor, develop Public Service
Announcement, present to School Board,
etc.)
5 Social Engagement is working together for the greater good, even if it doesn’t directly benefit the individual.
Relationship Identify and demonstrate traits of • Discuss healthy and unhealthy • Help another in need (for example:
Building healthy friendships. relationship traits with learners including helping others pick up, getting help for
identifying healthy boundaries. someone who is hurt and/or sad, etc.)
Identify and recognize behaviors that • When conflict arises, help learners reflect • Describe the traits of a healthy friendship
are hurtful and/or not safe on their role (e.g., were they displaying including maintaining healthy boundaries.
traits of a healthy relationship? Were • Take turns, shares, trades fairly
Demonstrate skills to maintain safety others?)
of self and others • Have a “greeter” for a classroom job to
welcome guests or new learners to the
classroom.
• Provide a regular choice time/free play
time so learners can develop relationships
with peers and practice relationship skills.

Teamwork 6 Cooperate with others in group • Use instructional strategies that routinely • Acknowledge efforts/contributions of
activities (shares and takes turns). foster community in learning including others (e.g. “Nice job Sammy!” “You
such things as: helped us win!” “You worked really hard
Demonstrate flexibility and o Purposefully plan, teach, and reinforce on that picture, thanks!”).
willingness to be helpful in group skills needed to work in a group that • Cooperate with others such as:
decisions even when one doesn't get are consistently used; including such • Pays attention to others when they are
their way. things as: establishing group roles and speaking
routines, teach and establish norms • Takes turns
Demonstrate graciousness in for working with others (reference • Shares with others
winning and losing. Cooperative Learning) • Plays a game fairly
o Use think alouds to model flexibility • Exhibits good sportsmanship
and teamwork skills. (e.g., “I really • Accepts group decision even when they
want to draw the picture for our don’t agree
poster, but I know Bob likes to draw
• Contributes his/her fair share to group
too. Maybe we can take turns.”)
goal or project
o Create learning opportunities in which
learners depend on each other.
o Learners reflect on their interactions of
their group work (what worked/didn’t
work/could do better next time)
o Hold individuals and groups
accountable for their part during
cooperative learning.
• Encourage learners to work with other
learners when they have trouble with an
assignment.
6Teamwork is when a group of people work together cohesively, towards a common goal, creating a positive working atmosphere, and supporting each other to
combine individual strengths to enhance team performance.
Responsible Decision-Making
Requires the knowledge, skills, and attitudes to make caring, constructive choices about personal behavior and social interactions across diverse
settings. It requires the ability to critically examine ethical standards, safety concerns, and behavioral norms for risky behavior; to make realistic
evaluations of consequences of various interpersonal and institutional actions; and to take the health and well-being of self and others into
consideration.
Identifying Identify choices and decisions that • Teach a clear problem-solving process that • Identify feelings and/or perspectives
Problems one makes in daily life. includes the following steps: Identify the of self and others from real life or
Problem; Generate Solutions; Select a through various media (print, videos,
Identify choices that may result in a solution; Make a plan; Take action and demonstrating), and clearly describe
problem. Accept Responsibility for the outcome; each problem.
Evaluate. • Differentiate between safe/unsafe and
Recognize when a situation is a • Share appropriate personal situations in healthy/unhealthy behaviors.
problem and what makes it a which they had a social problem and how it • Demonstrate use of a problem-solving
problem. made them feel. model.
• Use various methods (print, role plays,
videos, etc.) to expose the learners to
different problems and help them identify
why this was a problem for the characters.
(Note: make sure learners are in roles that
are not directly related to any traumatic
experience including bullying.

Analyzing Identify possible choices that one Examples for Analyzing Situations Examples for Analyzing Situations
Situations and has and how to respond.
Solving Problems • Use various media (print, videos, and • Identify if the consequences of a choice
Identify the possible positive and demonstration) where a choice or decision might lead to a problem for themselves or
negative consequences a decision has been made and discuss the others.
could have on themselves and consequences, both positive and negative. • Demonstrate choices that are safe for self
others. • Model thinking process as learners and others.
consider who will be impacted by their • Recognize when learner can solve a
Identify situations that require choices and how they will impact the problem themselves and when they need
assistance from an adult. learner and others. to ask an adult for help.
• Provide opportunities to learn strategies to • Recognize there are many ways to solve
Apply choice and accept identify when they can solve a problem and conflicts and practice using a problem-
responsibility for outcome. when they need to ask an adult for help; solving model.
ex. "kid sized" vs "adult sized" problems,
safety concerns Examples for Solving Problems:
• Teachers will follow school protocol and
professional process when learners report • Follow a classroom or school-wide
bullying or safety issues. problem-solving model with adult support.
• Consider the well-being of self and others
Examples for Solving Problems: when making decisions.
• Provide a school wide problem-solving • Implement stop, think, and act strategies
model that is taught in every classroom and in solving problems
regularly referred to by all adults. • Make compromises when problem solving
• Model compromise, win-win, trading, (each learner gets something, but not
sharing, taking turns, etc. in daily everything they want)
interactions with learners and staff, • Look for win-win ways to solve a problem
explaining as they model. or conflict.
• Help learners work through problem solving • Demonstrate sharing, taking turns, and
steps rather than make a decision or trading during work or play.
solving the problem for them. • Try multiple strategies to solve the
problem if it doesn’t work the first time.
(e.g., I tried walking away, I tried ignoring.)

Evaluating and Reflect on the effect of choices on • Model evaluating problems in daily • With adult support, think about past
Reflecting self and others (Did it work? Was it interactions with learners and staff, decisions and reflect on how they affected
fair? How was each individual explaining as they model. (Hmm that didn’t self and others and what they might do
affected?) work, I wonder if this will) differently next time.
• Have learners reflect on their personal and • Discuss the pros and cons of either a
Identify new thinking as a result of academic choices. personal decision or a classroom/school
the problem-solving process (What • Provide learners strategies to analyze their decision.
would you change, if anything, for work (e.g., peer reviews, circling best work,
next time?). and success criteria).
• Create opportunities for learners to monitor
and reflect on their progress toward their
academic and social learning goals.
• Provide learners opportunities to reflect on
their thinking and learning processes (e.g.,
using graphic organizers or journals).
• Ask learners to think together to provide
feedback on the effectiveness of learning
activities (e.g., debriefing tool, feedback
form, simple survey).

Ethical Demonstrate awareness of equity, • Create a safe and supportive environment • Follow classroom, school and community
Responsibility fairness and respect that positively to encourage accepting differences, open rules.
impact the greater good. mindedness, and courageous • Demonstrate helpful behavior in
conversations. maintaining the classroom (picking up
Accept ownership for actions. • Discuss ethical behavior by characters in trash, puts objects where they belong,
stories (fairness, honesty, respect, etc.).
compassion). • Identify examples of ethical behavior by
• Model classroom, school and community characters in stories (e.g., fairness,
rules. honesty, respect, compassion).
• Teach and review frequently what • Depict ways to help others (e.g., list, draw,
responsible and respectful behavior looks cartoons).
like in different settings.
• Have learners identify ways they can help
their class run more smoothly.
• Create classroom expectations with learner
input and group discussion to allow
learners to have ownership. Refer to this
document daily. Use to guide discussions
proactively and reactively. (i.e. All learners
help create and then sign a class contract.)
• Be consistent in implementing classroom
rules and consequences.
• Discuss importance of each person doing
their job (classroom role) and how it affects
the functioning of the classroom.

Social-Emotional Learning Competencies: 3-5
There are five (5) Social-Emotional Learning Competencies at the 3-5 level:
Self-Confidence.
Motivation, Goal Setting, Organizational Skills.
Perspective Taking and Empathy, Appreciating Diversity and Respect for Others, Civic Engagement.
Social Engagement, Relationship Building, Teamwork.
making constructive, safe choices for self, relationships, and school. There are five (4) Learning Targets within this competency:
Identifying Problems, Analyzing Situations and Solving Problems, Evaluating and Reflecting, Ethical Responsibility

Self-Awareness
Involves understanding one’s emotions, personal identity, goals and values. This includes accurately assessing one’s strengths and
limitations, having positive mindsets, possessing a well-grounded sense of self-efficacy and optimism. High levels of self-awareness require
the ability to understand the links between one’s personal and sociocultural identities and to recognize how thoughts, feelings, and actions
are interconnected.
Learning Targets 3-5 Indicators Adult Examples for Instruction Learner Examples
Identifying Recognize differing intensity levels • Provide the opportunity in the classroom • Practice coping strategies and identify
Emotions of their emotions. for calming down or taking a break when and reflect on their emotions.
needed. • Describe physical responses to a range
Identify how thoughts and • Provide opportunities for learners to reflect of emotions.
emotions influence behavior. on physical clues their bodies give them • Recognize their own emotions and
when experiencing various emotions. intensity of their emotions verbally or
Describe a range of emotions and (mindfulness practices, body outline maps, using a tool such as a scale or
the situations that cause those “in the moment” situations when thermometer.
emotions. appropriate) • Describe situations that trigger various
• Discuss range of emotions that learners emotions. (e.g., listening to music,
experience. Use visuals such as a talking to a friend, taking a test, being
thermometer, scale, paint sample strips scolded)
with differing shades, etc.
• Use characters in stories/multi-media to
discuss emotions and how a character’s
behaviors are tied to their emotions.

Accurate Self Identify personal traits, strengths, • Provide multiple opportunities for learners • Describe personal strengths and
Perception 7 and challenges that help or hinder to create self-portraits and explain them. challenges in home/school/community
academics, social situations, • Recognize and affirm a wide variety of settings.
and/or emotional regulation. personal strengths in learners when • Identify the skills used to contribute to
observed in academic and social personal accomplishment across a
Describe the personal qualities situations. variety of school settings.
they possess that make them • (Includes the interests and experiences of • Show interest in and takes initiative in
successful members of their school learners when teaching school-wide learning and trying new or challenging
community. expectations/routines.) things.
• Provide opportunity for learners to
Describe personal skills and research a career/occupation and share
interests that they want to develop. what they liked and disliked about it, and
what traits they have that would or
wouldn’t make them a good fit for the
occupation.
Self-Confidence 8 Identify positive qualities about • Provide specific positive reinforcement and • Communicate positive qualities about
themselves. relevant feedback for improvement. themselves in a variety of settings.
• Set up a classroom environment where • Demonstrate a positive attitude when
Express positive beliefs in one’s learners have the opportunity to challenge faced with challenges.
ability to achieve. themselves, take risks and benefit from the • Collaborate with peers to accomplish a
experience. common goal.
Actively participate, question, and • Utilize cooperative learning strategies in
contribute. which learners need to depend on each
other’s strengths.
7 Recognizing strengths as its own target was combined with accurate self-perception since the ability to recognize one’s strengths is part of accurate self-
perception.
8 Specific self-efficacy refers to beliefs about one's ability to perform specific tasks (e.g., driving, public speaking, studying, etc.) Self-confidence: Self-confidence
refers to belief in one's personal worth and likelihood of succeeding. Self-confidence is a combination of self-esteem and general self-efficacy.
Self-Management
Requires skills and attitudes that facilitate the ability to regulate emotions and behaviors. This includes the ability to delay gratification, manage
stress, control impulses, and persevere through personal and group-level challenges in order to achieve personal and educational goals.
Impulse Control Identify productive self-regulating • Teach and model strategies that will help • Identify strategies to cope with stressors
strategies to process emotions and learners to monitor and regulate their such as deep breathing, taking a walk,
reframe thoughts and behaviors. behavior (e.g., stress, frustration, anxiety). talking it out, watching a glitter bottle until
• Provide opportunities for self-monitoring all the glitter settles, asking for help.
Demonstrate productive self- and discuss consequences of • Apply strategies and choose actions that
regulating strategies to process behaviors/choices. considers impact of those actions on self
emotions and reframe thoughts and and others. (e.g., Raising hand instead of
behaviors. blurting, asking for help instead of saying
or doing something negative, etc.)
Stress Identify stressors that result in physical • With learner input, create an environment • Identify environmental stressors across
Management or emotional responses. with consistent and proactive expectations, school settings that may cause an
procedures and established routines. emotional/physical response (e.g. fire
Identify healthy practices that can • Model multiple strategies when having a alarms, task deadlines, competition,
minimize response to stress and strong emotional reaction in the classroom. testing).
promote physical and mental (e.g., “I’m starting to feel frustrated with all • Communicate coping skills and discuss
wellness. the blurting going on. I’m going to take a healthy and unhealthy choices.
deep breath and then let’s talk about how to • Request access to and utilize school
Communicate the need for assistance do better.”) resources (nurse, counselor, mediator,
to manage stress as needed. • Provide opportunities for learners to identify etc.) when needed for appropriate reasons.
potential needs and create a list with a • Independently use strategies in the
Demonstrate constructive ways to variety of available school resources to classroom and across all school settings
handle situations that cause stress. meet those needs. when experiencing stress.
• Acknowledge when a learner uses
constructive strategies to manage stressful
situations.

Self-Discipline Demonstrate the ability to stay • Creates a supportive learning environment • Demonstrate on-task behavior, without
and Self- actively engaged and persist in that limits distractions and provides needing multiple redirections, when
Motivation activities. meaningful, active learning and working independently or in a group.
encouragement when the work is hard. • Use strategies for completing tasks in
Demonstrate ability to delay • Model strategies of breaking a goal into steps.
immediate gratification. smaller steps. • Accept mistakes as part of the learning
• Provides support and relevant feedback process.
Accept mistakes as part of learning. for improvement. • Create a plan to get their work started
• Develops learning experiences where and follow through to completion.
Demonstrate the ability to take inquiry, curiosity, and exploration are • Choose ways to make his/her work
initiative. valued. environment productive.
• Reinforce consistent on-task behaviors
Demonstrate ability to work and teach strategies for continuing work
independently. unaided.
Goal Setting Demonstrate the ability to identify a • Create a classroom culture that • Distinguish between long term and short-
simple goal. encourages the practice of setting and term goals.
monitoring goals. • Develop a strategy to accomplish a goal
Implement steps toward a goal • Teach learners about the process of goal that takes into account potential obstacles
including identifying resources setting and have them set a personal, to overcome and tools/resources to help
needed, monitoring progress, and social, and/or academic goal (for a you be successful.
make changes as needed. specific activity, for the day, or week.) • Communicate satisfaction with task
Build in time to monitor and self-reflect on completion and state what they did well
Reflect on process and outcome of their progress. and what they might have done differently
goal setting. • Celebrate/provide positive feedback when in accomplishing a goal or project.
learners make progress towards goals
and demonstrate perseverance and
initiative.
Organizational Demonstrate skills that keep personal • Design classroom routines, including • Use binders/folders/notebooks/
Skills items organized. transitions, and teach expectations that • planners as a designated place for tasks
encourage organization. (e.g., allowing time and school work. (e.g., handouts, notes,
Demonstrate ability to manage time at the start of each day and during homework, take home forms)
and tasks. transition periods to have learners organize • Complete work within assigned time frame.
themselves as well as their materials)
• Teach learners how to prioritize and
organize multiple assignments using tools
such as calendars and checklists.

Social Awareness
Perspective Recognize differing points of view • Create a culture of safety and trust so that • Analyze the various points of view on a
Taking and and perspectives. differing perspectives are encouraged and topic the learners can relate to.
Empathy respected. They routinely talk with learners • Interpret facial expressions, body
Identify and interpret social cues about how others (e.g., parents, classmates, language and tone to identify the
(verbal and nonverbal) to determine and literary characters) feel in different feelings and perspectives of others.
how others feel. situations. (using literature, media, or real life)
• Use a variety of instructional methods to • Recognize how a situation would make
Recognize when one's feelings are help learners clarify the verbal, non-verbal, him/her feel and treat others accordingly.
affected by/match the way someone physical, or situational cues that indicate Demonstrates empathy towards others.
else is feeling (experiences how others may feel.
empathy). • Give opportunities for learners to
demonstrate understanding and caring
about another person’s feelings through
taking action to share joy, helping, showing
kindness, or simply listening.
Appreciating Identify ways that people are alike • Cultivate learners’ understanding of different • Identify ways that people are alike and
Diversity and and different from self. social groups and cultures by embedding different from self.
Respect for diverse perspectives and issues throughout • Recognize the impact of different
Others Identify contributions of various the school. (curriculum, physical cultures and social groups upon the
social and cultural groups. environment and activities) global community.
• Provide opportunities to research and share • Treat others with respect.
Demonstrate consideration for the historical events or topics in the news where • Positively interacts with others and
feelings, wishes, rights, and different perspectives are represented. knows how to communicate, work and
traditions of others. • Create a culture of safety and trust so that play with others even when they are
differing perspectives are encouraged and different or when they disagree
Work/interact effectively with those respected by including cross-cultural
who are similar and different from learning activities that celebrate ethnicity.
oneself. • Structure cooperative learning opportunities
by selecting diverse groups (interests, skills,
gender, ethnicity, etc.) of learners to help
learners effectively problem solve, adapt
and include others.

Civic Identify and perform roles that • Facilitate service-learning processes to fill • Seek out opportunities to help with
Engagement contribute to one's family, school and age-appropriate needs in school and/or classroom functions (pass out
community. community papers/tablets, take messages to other
• Provide learners with opportunities to rooms/office, help learners on the
Recognize each individual is part of volunteer to help other learners in their playground, put up chairs, etc.)
numerous communities. Identify school. (e.g., reading to younger learners, • Actively participate in service-learning
strategies for improving those helping younger learners on the playground, processes.
communities. assisting teachers in other classrooms, etc.) • Identify their role in various communities
• Model volunteering to help other teachers/ in which they are a part.
learners. • Demonstrate knowledge of people
• Create opportunities for learners to identify throughout history and in current times
their role in a variety of communities such make a difference for people within their
as mapping through varied media (painting, communities.
drawing, graphic done on computer, etc.) • Share their ideas and opinions in
the different communities in which they are discussions on topics that impact the
a part, including such things as: family, communities in which they have a role.
culture, classroom, building, district, city,
state, country, world.
• Use characters in stories/multimedia/
curriculum content to discuss how others
from various cultures have contributed to
change throughout the world.
• Provide opportunities for learners to voice
their ideas and opinions on topics that
impact the communities in which they have
a role.

Relationship Skills
learners will be able to: may...
Communication Recognize facial expressions, body • Use a variety of instructional methods to • Interpret facial expressions, body
language, gestures, and tone of help learners interpret verbal, non-verbal, language, looking at the situation and tone
others to understand others' thoughts physical, or situational cues and to understand communication with others
and feelings. boundaries to understand communication and respond appropriately.
with others. • Describe how tone, body language, and
Use facial expressions, body • Provide opportunities for learners to facial expressions impact communication
language, gestures, words, and tone demonstrate and practice communication with others.
to interact effectively with others in a with others in a variety of ways. • Modify voice volume and physical
variety of ways (e.g., writing, • Teach and practice conversation skills proximity when interacting with others.
speaking, visuals, and technology). including active listening, taking turns, • Demonstrate active listening skills (eyes
clarifying, asking questions, and seeking watching, ears listening, body calm, voice
Attentively listen and respond to the feedback with others. off) and balances listening and speaking in
needs, wants, and ideas of others. • Mode land provide learner practice for a way that’s fair and respectful.
giving and receiving compliments and • Give and receive compliments.
Deliver and receive compliments, feedback using “I” messages.
feedback, and respond appropriately.

Social Initiate and engage in social • Brainstorm with learners ways they can • Work with other learners to plan and
Engagement 9 interactions with peers and adults. contribute to their community (help a implement a service project in your school
neighbor, clean up a block, community or community.
Demonstrate social behaviors that safety). • Adjust language, behavior, and
are appropriate to the situation and • Provide opportunities to compare interactions to reflect expectations in the
environment. language, behaviors, interactions and school setting.
expectations that are acceptable/not • Identify social behaviors that are
Recognize that the same norms and acceptable in different social situations appropriate to use of technology.
behaviors for face-to-face interactions and contexts. (e.g., code switching 102)
apply to interactions through social • Aligns lessons in face-to-face and social
media. media communication so learners know
the same rules apply. Discuss
responsibilities associated with dangers
and threats they may encounter.
Relationship Identify and demonstrate personal • Encourage and facilitate opportunities for • Demonstrate strategies for getting to know
Building qualities and decisions that contribute learners to participate in positive peer others. (introduce self and others, shaking
to a healthy relationship. socialization (e.g., cooperative learning hands, inviting others to play).
groups, and school-sponsored activities). • Identify a problem in a relationship and
Identify and apply strategies for • Teach learners problem-solving skills in determines the appropriate means of
handling relationships that are not dealing with relationships and provide resolution (e.g., problem solving process,
safe, healthy, or positive. support and resources as needed when peer mediation, adult assistance, reporting
they are working to resolve a conflict or threats and unsafe practices.)
Express interest and appreciation for issue. • Communicate interest in others. Gives and
others. • Model, provide learner practice, and give receives compliments in a genuine
feedback for interactions that show manner.
interest, appreciation and caring.
9The ability to work constructively within and between social groups to create more resilient and sustainable communities.
10Code switching is formally defined by Webster’s Dictionary as “the switching from the linguistic system of one language or dialect to that of another.” Code
switching has been used to describe the changing of a style of speaking/acting based on a change in a social situation.
Teamwork Demonstrate cooperative behaviors • Teach the process of developing • Participate in activities that involve
with others (listen, encourage, rules/norms for cooperative learning and cooperation and problem-solving with
acknowledge opinions, compromise, reflection. Utilize them in all cooperative others to complete a task.
reach consensus) learning activities. • Demonstrate ways to include everyone in
• Provide opportunities for true cooperative group activities and encourages others
Recognize and supports others with activities that require positive throughout the project.
different abilities in group activities interdependence to complete a task (e.g.,
teams, games, and tournaments,
projects, presentations).
• Remain vigilant to address problems if
learners have trouble working together
and step in if group does not resolve the
issue on their own.

consideration.
With the support of caring Caring adults may… With the support of caring adults, learners
adults, learners will be able to: may…
Identifying Problems Recognize when a situation is • Use a variety of activities/media to present • Recognize situations that are problematic,
a problem and what makes it a problems and have learners identify the describe what is happening and create a
problem (ex. safe vs unsafe; problem and describe what makes the clear problem statement for the situation.
healthy/unhealthy, legal/illegal, situation problematic. • Demonstrate use of a problem-solving
etc. • Provide a school-wide or classroom model.
problem-solving model that includes • Identify solutions to problems that avoid a
Identify choices that may result identifying problems. negative outcome
in a problem. • Model and practice the process of
evaluating possible actions in solving a
problem in determining a possible solution.

Analyzing Situations Identify the possible positive Examples for Analyzing Situations Examples for Analyzing Situations
and Solving Problems and negative effects a decision
could have on themselves and • Provide multiple methods for learners to • State the point of view of themselves and
others. respond to problematic situations and the possible point of view of others when
identify the points of view that led to the problems with others occur.
Identify situations that require problems, such as: scenarios from books • Articulate how decision-making affects
assistance from an adult. they are reading or instances that arise in progress toward their goals. (e.g., if you
the classroom (drawing, discussing, role decide to go to a sleepover tonight, how
Identify situations when peer play, etc.) will that affect your goal of getting a good
pressure influences decisions • Have learners create a chart of the pros grade on the test tomorrow? Or ask how
and cons of either a personal decision or a and why they might do things differently, if
Apply choice and accept classroom/school decision. given the chance)
responsibility for outcome • Have learners identify various influences • Reflect on the pros/cons of choices
that may impact their decisions. (e.g., peer considered.
pressure).
Examples for Solving Problems
Examples for Solving Problems
• Use a classroom or school-wide problem-
• Explicitly discuss and present/model a solving model across multiple contexts
variety of strategies that can be used to inside and outside of the classroom.
solve problems (e.g., using materials in • Attempt to complete a task in more than
new ways, trial and error, breaking tasks one way (e.g., using materials in new
into steps, asking for help from a peer or ways, trial and error, breaking tasks into
adult) steps) before asking for help or stopping
• Engage learners in interactions that use due to frustration.
known strategies in new situations. • Recall and use a previously successful
• Ask open-ended questions that require strategy.
thought and creative thinking (e.g., “What • Change a plan if a better strategy
is another way you could solve this presents itself.
problem?”) to facilitate problem-solving.

Evaluating and Reflect on the effect of choices • Provide a school-wide or classroom • Reflect on consequences (positive or
Reflecting on self and others (Did it work? problem-solving model that includes negative) of decisions or choices made.
Was it fair? How was each reflection and evaluation and refer to it • Articulate how their choices have
individual affected?) regularly. impacted them and others.
• Discuss with learners the outcome of a • Discuss the different ways used to
Identify new thinking as a decision on self and others. accomplish a task or to solve a problem.
result of the problem-solving • Build in opportunities to reflect on
process (What would you personal, social, and academic situations
change, if anything, for next in which a decision-making process was
time)? used.
• Create a climate where making mistakes is
viewed as a learning opportunity and
discussed frequently.
• Have learners journal about a time when
they made a decision and describe the
outcome. (Prompt examples: Was it what
you wanted? What were the
consequences? What would you do
differently?)
Ethical Responsibility Demonstrate awareness of • Explain clear and consistent expectations • Work towards resolving personal, social,
equity, fairness and respect throughout all school activities and in all and academic concerns with others.
that positively impact the areas of the school. • Accept responsibility for his/her own
greater good • Consider cultural norms and values of actions and mistakes.
each of their learners and ensure that • Analyze your rights and responsibilities as
Accept ownership for actions norms, rules, expectations demonstrate a member of your school community.
equity and appreciation for all learners. • Stand up for the rights of others even if it
• Adults engage in professional means disagreeing with a friend’s actions.
development that fosters cultural • Shows respect for the school
proficiency and recognize that implicit bias environment.
is a factor.

Social-Emotional Learning Competencies: 6-8
Self-Confidence.
Motivation, Goal Setting, and Organizational Skills.
Perspective Taking and Empathy, Appreciating Diversity and Respect for Others, and Civic Engagement.
Social Engagement, Relationship Building, and Teamwork.
Identifying Problems, Analyzing Situations and Solving Problems, Evaluating and Reflecting, and Ethical Responsibility

Self-Awareness
Identifying Recognize and communicate one’s • Provide opportunities for learners to • Utilize an expanded vocabulary to
Emotions emotions to others in a healthy way. identify emotions within the context of: describe complex emotions.
existing curriculum (social studies, • Identify emotions of real and fictional
Identify emotional stressors. literature, art, science, etc.), social media characters encountered in their learning.
interpretation, body language, vocal tone, • Compare and contrast emotional
Summarize how thoughts and emotions etc. responses to different contexts.
affect behavior. • Facilitate discussion regarding emotional • Identify physical cues and situations that
well-being. put self at risk for fight-flight-freeze
• Provide opportunities for learners to response.
identify the relationship of physical • Identify strategy that may be effective for
responses with emotion. gaining self-control.
• Provide opportunities to practice
techniques used to regulate emotions in
varied contexts (internal and external).

Accurate Self- Identify how personal qualities and • Model critique, deliver descriptive • Reflect upon and evaluate their behavior
Perception interests affect decision-making. feedback and provide ongoing follow up and emotional state both in and out of
with learners. school.
Examine how personal emotional • Support learners to critique and adapt • Reflect upon and evaluate decision
states contribute to or detract from the where necessary. making in relationship to behavior.
ability to problem solve. • Identify personal role model and share • Identify positive adult/peer role models
the connection to self. and connect characteristics to self.
Categorize personal skills, strengths • Provide opportunities for learners to • Develop and implement a plan that builds
and interests the learner wants to share their strengths. on strengths, meets a need, and
develop. • Provide opportunities for learners to plan addresses a challenge.
and evaluate a personal project or • Analyze the outcome of the plan.
Select priorities for personal assignment that is tied to their perceived • Identify academic and/or social skills they
improvement that builds on strengths. strengths, (e.g., a time when they struggle with and someone who can help
excelled). them grow.
Differentiate how personal qualities • Provide a forum for learners to share
influences choices and success. perceptions.
Select priorities and build on strengths

and identify areas for improvement.
Discover the abilities needed to

achieve high quality results and
outcomes.

Self-Confidence 11 Express positive beliefs in one’s ability • Guide learners to create and display • Reflect on actions and state personal
to achieve and contribute. artifacts that promote self-confidence. affirmations.
• Provides specific positive feedback • Choose a format to express personal,
Examine conditions that influence connecting learners’ characteristics and positive attributes in relationship to efforts
confidence in oneself. their products, achievements, and accomplishments.
participation, and/or performance. • As a group member, develop a “We are”
Critique his/her abilities that lead to • Set up a healthy school/classroom family list that defines positive aspects and
high quality results and outcomes. environment where each learner feels commonalities within a group.
safe and connected. • Provides support to others or accepts
• Share personal challenges and factors support from others when faced with
that contributed to perseverance. challenging tasks.
• Provide opportunities for learners to
analyze the differences between self-
confidence, bragging, popularity, and
humility.
11Specific self-efficacy refers to beliefs about one's ability to perform specific tasks (e.g., driving, public speaking, studying, etc.) Self-confidence: Self-confidence
refers to belief in one's personal worth and likelihood of succeeding. Self-confidence is a combination of self-esteem and general self-efficacy.
Self-Management
Impulse Control Identify productive self-regulating • Model and discuss positive self-talk • Identify their feelings and causation.
strategies to process emotions and strategies. • Choose a format to compare and contrast
reframe thoughts and behaviors. • Assist learners in identifying impulsive reaction to emotions.
behaviors. • Create product (e.g. drawing, story) about
Demonstrate productive self- • Model and discuss strategies for impulse managing feelings in healthy ways.
regulating strategies to manage control. • Design strategies to assist oneself/peers.
emotions and reframe thoughts and • Provide ongoing support for learners. • Describe an impulsive behavior and
behaviors. • Create opportunities for learners to healthy strategies to use to achieve
identify how stereotyping may influence positive results.
impulse control.
Stress Management Identify stressors that result in • Engage the school nurse/school • Identify factors that cause stress both
physical or emotional responses. counselor or outside professional to mentally and physically.
facilitate a roundtable discussion on the • Analyze different approaches to deal with
Identify healthy practices that can topic of stress. stress.
minimize response to stress and • Provide awareness of community • Apply strategies, or request assistance, to
promote physical and mental resources that promote learners’ success. manage stress for successful resolve.
wellness. • Provide media resources on topics that • Explain the connection between poor
deal with stress management. decisions and stress.
Communicate the need for • Analyze how making a thoughtful decision
assistance to manage stress as reduces stress and promotes successful
needed. performance.

Self-Discipline and Demonstrate the ability to stay • Nurture strong characteristics of sense of • Discuss choices and the effects those
Self-Motivation actively engaged and persist in self control/discipline. choices have/had on the outcome of
activities. • Cultivate examples of positive outcomes situations.
of self-discipline. • Work independently or in a group on a
Demonstrate ability to delay • Provide opportunities for learners to task without needing multiple redirection.
immediate gratification. become skill based in self-discipline • Create a project (essay, play, podcast,
• When learners face challenges, presentation, etc.) about their ethical
Adapt for and overcome obstacles brainstorm ways to become motivated values and how those values influence
by demonstrating perseverance. and overcome obstacles. the way they behave toward others.
• Model positive attitude towards work and • Create a presentation on the topic of how
Demonstrate the ability to take learning. learner overcame obstacles to achieve a
initiative. goal by demonstrating perseverance.
• Discuss challenges, problem solve, and
Demonstrate ability to work use healthy coping skills when challenges
independently. become frustrating.
• Demonstrate characteristics of a growth
mindset.
Goal Setting Create, monitor, adapt, and evaluate • Teach and demonstrate a goal-setting • Analyze their work and determine areas
goals to achieve success in school model. (e.g., SMARTIE goals: Specific, of improvement.
and life. Measurable, Attainable, Relevant, Time- • Chart daily and weekly goals.
bound, Inclusive, Equitable) • Examine why participating in education is
Identify internal and external • Provide multiple opportunities for learners important for learners to achieve goals.
resources necessary to overcome to set individual and group goals, develop • Describe the steps in setting and working
obstacles in meeting goals. actions, monitor progress and reflect on toward goal achievement.
attainment of the goal. • Evaluate what might have been done
Reflect on process and outcome of • Create opportunities that enable learners differently to achieve greater success on
goal setting. to recognize and celebrate their a recent goal.
successes as they work toward a goal.
• Celebrate learners’ efforts, progress and
success, to build upon self-confidence
and instill comfort in seeking out solutions
when adversity occurs.

Organizational Manage materials, space, time and • Teach and support the use of an • Self-assess preparation for class.
Skills responsibilities effectively. organizational system to manage • Use class planners or homework
materials, locker, etc. notebooks or organizational software.
• Support achievement by focusing on • Demonstrate effective characteristics
strategies to complete projects and required for learning readiness.
assignments. • Provide self-direction when embarking on
• Have a check in meeting at a mid-point short/long term goals.
when monitoring a long-term goals • Monitor their own time management, and
process. use strategies to complete projects and
• Create a simple series of expectations for assignments.
learners. Periodically, have learners rate
themselves and record their results.

Social Awareness
Perspective-Taking Demonstrate awareness of other • Stop periodically to ask learners what a • Discuss the variety of emotions that may
and Empathy people's emotions, experiences and character may be feeling and why, be experienced.
perspectives through a cross-cultural during classroom read alouds, videos, • Discuss emotions and predict how others
lens. podcasts, etc. may feel in various situations.
• When watching a video, podcast, • Recount a story from a completely
Identify and interpret social cues for reading, etc., invite learners to share different perspective and discuss.
how others feel and respond similar feelings. • Compare and contrast an experience or
constructively. • Facilitate discussion with learners on example from different perspectives and
how recognizing different points of view how perspective impacts choices.
Predict others’ feelings and is important for different jobs. (e.g., (including studies of other cultures, social
reactions. judge, teacher, police officer, reporter, media, etc.)
teacher, etc.). • Record personal behaviors that positively
Recognize and validate another • Model how to acknowledge the feelings or negatively affected someone.
person's feelings and perspective. of others based on their facial • Discuss non-verbal cues observed in their
expressions and body language. own life.
• Routinely use circumstances within the • Identify verbal, physical and situational
school, classroom settings, and/or social cues that indicate how others may feel
media to discuss the perceived feelings and describe the expressed feelings and
of others. (verbal, nonverbal, physical perspectives of others.
and situational cues, cultural traditions,
traditions, etc.)

Appreciating Demonstrate an awareness of • Invite guest speakers from other cultures • Analyze media literacy and focus on who
Diversity and differences and respect for human to share experiences. is featured in commercials, shows, etc.
Respect for Others dignity. • Enlist a panel of learners to discuss and whether that is leading to
stereotyping and discrimination. stereotyping.
Identify contributions of various • Select materials that enhances learners’ • Read current affair articles about
social and cultural groups. appreciation of cultural diversity. prejudice and evaluate the response of
• Develop awareness that social cues may the community and/or state suggestions
Demonstrate willingness to integrate be different among various groups. for improvement.
diverse points of view. • Analyze how people of different groups
can help one another and enjoy each
Demonstrate consideration for the other’s company.
feelings, wishes, rights, and • Recognize individual differences and
traditions of others. demonstrate a respect for others.
• Analyze how personal behavior may
Work effectively with those who are affect the feelings of others and adjust
similar and different from oneself. accordingly.

Civic Engagement 12 Recognize the role of volunteerism • Facilitate authentic service-learning • Identify how voluntary engagement in
in the functioning of our society. processes to fill age-appropriate needs in civic issues has impacted current society.
school and/or community. (Remember, to • Demonstrate advocacy skills appropriate
Identify strategies to improve the be service-learning it must connect with for a variety of situations. (e.g., asking to
community. your existing curriculum content). have a personal need met, participation in
• Provide varied opportunities for learners school data review and problem-solving,
Demonstrate advocacy skills. to analyze personal assets and skills that approaching community leaders for
provide service to the community. needs for a service-learning project,
Model active engagement in family, • Provide varied opportunities for learners addressing larger societal needs through
school, and community projects and to review the effects of federal, state, and engagement in writing, speaking, rallies,
events. local public policies, agencies, and etc.).
institutions on individuals and the • Work independently and/or collectively to
community. identify problems at the local, state,
• Identify ways individuals can influence national, or international level, develop
change in policies, agencies, and potential solutions, and work toward
institutions that affect individuals and the solving selected problems.
community. (e.g., provide authentic • Reflect on a Service-learning opportunity
opportunities for learners to participate in and indicate how the experience
decision-making within the school and/or impacted self-awareness, social-
community; create a student team to awareness, self-management,
review “Conditions for Learning” data relationship skills, and responsible
with the adults and problem-solve decision-making.
strategies for meeting needs.)
• Provide access to opportunities for
learners to volunteer in their school or
community.
Civic engagement means working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and
12
Relationship Skills
Communication Interpret and infer how facial • Support learners in developing class • Create anchor charts that display
expressions, body language, norms to maintain healthy and rewarding positive behaviors and language to
gestures, and tone impact relationships. use as reference.
interactions. • Model and encourage the use of I- • Communicate needs effectively.
Messages (I feel ____ when ____. I • Recognize and respond appropriately
Use facial expressions, body need ____.). to constructive feedback.
language, gestures, words, and tone • Establish class meetings where learners • Use effective speaking and listening
to interact effectively with others in a are given the opportunity to interact with skills when engaged with others
variety of ways (e.g., writing, each other and practice speaking and individually or in a group.
speaking, visuals, and technology). listening skills. • Work cooperatively and productively
• Teach learners how to engage in in a group and overcome setbacks/
Attentively listen and respond to the reciprocal conversation and discussion. disagreements.
needs, wants, and ideas of others. • Provide opportunities for learners to • Recognize group member’s skills and
analyze the impact of cell phone use on encourage contributions towards
Deliver and receive compliments, the quality of relationships and group goals.
feedback, and constructive critique, interaction in current society. • Uses verbal and non-verbal
and respond appropriately. • Teach learners how to give and receive techniques to share ideas, ask
compliments as well as how to questions and express feelings.
Recognize impact of cell phone/tablet authentically apologize and receive • Share how cell phone/tablet or other
or other electronic forms on social apologies. electronic forms of communication
interactions. • Use team based, collaborative teaching has positively and/or negatively
practices such as cooperative learning impacted relationships with others.
and project based learning to provide
learners with opportunities to develop
and routinely practice communication
skills.

Social Initiate and engage in social • Facilitate discussion about situations that • Construct guidelines for using appropriate
Engagement 13 interactions with peers and adults. would support the need to advocate for manners in social and classroom settings.
self or another. • Model appropriate manners in classroom
Analyze social situations and • Encourage and facilitate opportunities for settings.
environments and respond learners to participate in positive peer • Utilize strategies to support others who
appropriately. socialization (e.g., cooperative learning are left out or bullied.
groups, and school-sponsored activities, • Uses social media and technology
Recognize that the same norms and project-based learning) responsibly.
behaviors for face-to-face • Schedule class meetings or advisory
interactions apply to interactions times where activities are designed to
through social media. build class unity and empowerment.
• Participate in “mix-it-up” lunch.
Relationship Identify and demonstrate personal • Allow learners the opportunity to make • Explain social behaviors that promote
Building qualities and decisions that decisions about appropriate class rules positive relationships in the home, school
contribute to a healthy relationship and identify the consequences when and community.
rules are broken. • Demonstrate strategies for getting to
Identify and apply strategies for • Encourage and facilitate opportunities for know others. (Introducing oneself and
handling relationships that are not learners to participate in positive peer others etc.)
safe, healthy, or positive. socialization (e.g., cooperative learning • Offer and receive compliments in a
groups, and school-sponsored activities). genuine manner.
Express interest and appreciation for • Teach learners problem-solving skills, • Describe and discuss the characteristics
others. and provide support as needed when of a good friend.
they are working to resolve a conflict. • Demonstrate actions that contribute to
Create and maintain positive and friendships and collaborative working
supportive relationships with adults relationships.
and learners. • Advocates for self and others.
Demonstrate advocacy skills for self

and others when necessary.
13The ability to work constructively within and between social groups to create more resilient and sustainable communities. One’s degree of participation in a
community or society. http://www.parenttoolkit.com/
Teamwork 14 Demonstrate collaborative skills with • Lead a lesson on how to give and • Participate in small group opportunities
others (listen, encourage, receive feedback appropriately. that involve cooperating and problem
acknowledge opinions, compromise, • Model and routinely invite learners to solving with others to complete a task.
reach consensus). provide feedback to one another. • Collaborate effectively with others.
• Routinely provide authentic feedback • Create strategies to incorporate the
Acknowledge others' diverse when observing learners giving or involvement of everyone one in group
strengths and contributions to a receiving feedback. activities.
group/team effort. • Provide multiple cooperative learning • Display the act of graciousness when
opportunities that allow learners to winning and losing.
Demonstrate collaborative skills with participate in different roles to • Evaluate group process following a
others (listen, encourage, accomplish a task (e.g., leader, recorder, cooperative learning activity (e.g., what
acknowledge opinions, compromise, reporter, time keeper) and did/didn’t work well, leadership qualities,
reach consensus). develop/practice collaboration skills. suggestions for improvement, fulfillment
of team member roles/responsibilities,
Acknowledge others' diverse etc.).
strengths and contributions to a
group/team effort.
Demonstrate graciousness in winning

and losing.
14Teamwork is when a group of people work together cohesively, towards a common goal, creating a positive working atmosphere, and supporting each other to
combine individual strengths to enhance team performance.
consideration.
Identifying Identify a variety of problems and • Provide awareness of the differences in • Read stories or news articles, identify
Problems decisions that affect learners’ lives. the meaning of bullying, teasing, and feelings of the characters, describe what
harassment. is happening, and create a clear problem
Define characteristics of safe and • Assist learners to identify feelings that statement.
unsafe situations, including online may result from bullying, teasing and • Create lists of behaviors that represent
safety. harassment. bullying, teasing, and harassment, and
• Invite outside resources to speak about discuss how these may occur based on
the effects of bullying, harassment, and social groups.
teasing. • Identify character roles when viewing
• Teach and promote the use of a school- media presentation depicting bullying.
wide problem-solving model that (e.g., up-stander, target and offender)
encompasses all the decision-making
steps.

Analyzing Generate multiple solutions for Examples for Analyzing a Problem Examples for Analyzing a Problem
Situations and solving problems in a variety of
Solving Problems situations. • Create a culture of safety and trust so that • Consider the point of view of others in a
differing perspectives are encouraged and variety of situations when making
Consider the well-being of self and respected. decisions or when conflict arises.
others when making decisions. • Discuss varying points of view from • Consider any personal biases that may
literature and have learners identify the impact a decision.
Differentiate between situations problem and describe what makes the • Identify factors that contribute to a
where the learner can problem situation problematic. problematic situation or interaction.
solve without assistance and • Consider past experiences that may be
situations that require assistance. Examples for Solving Problems similar to the current situation when
identifying a problem.
Identify when pressure peer, social, • Explicitly teach, post and refer to the
and cultural norms affect decision steps of the problem-solving process for Examples for Solving Problems
making. learners to become comfortable applying
to their own situations. • Effectively participate in group decision-
Apply choice and accept • Encourage discussion when learners making processes.
responsibility for outcome. disagree on different ways to solve a • Reflect on past decisions and examine the
problem. process in reaching the decision.
• Discuss with learners the consequences • Apply problem-solving process as
of a decision for self and others that may necessary, with or without prompt,
occur now and in the future. considering the consequences that may
• Instruct learners to use “when-then” and occur now or in the future.
“either-or” statements to determine • Respects point of view and accepts
consequences of their actions in a variety compromise to resolve conflict.
of settings. • Discuss possible responses to peer
pressure that take place in and outside of
school

Evaluating and Reflect on the positive and negative • Encourage discussion when learners • Discuss consequences of making both
Reflecting consequences of decisions for disagree on different ways to solve a good and poor choices in home, school
oneself and others. problem. and community.
• Discuss with learners the consequences • Create a chart of the pros and cons of
Reflect on past decisions, apply of a decision on self and others. personal decisions.
learning to new situations. • Instruct learners to use “when-then” and • Discuss and examine reasons why
“either-or” statements to determine bullying takes place, what makes one
Reflect on choices and decisions consequences of their actions in a variety person popular and another not.
and possible impact on the future. of settings. • Discuss how popularity affects power,
• Provide opportunities to reflect on control, fear, and security.
academic and social situations in which a • Keep a personal problem-solving journal
decision-making process was used. to record and reflect on experiences, and
• Create a climate where making mistakes impact on future decisions.
are discussed and viewed as a learning • Describe a time they had a disagreement
opportunity. with someone, what happened, and how
might they have acted differently.
• Reflect on how decision-making affects
progress toward their goals both currently
and in the future.
Ethical Demonstrate equity, fairness, and • Explain clear and consistent expectations • Describe ethical issues that impact
Responsibility respect, in actions that positively of contributing members of society. personal, career, and societal decisions.
impact the greater good. • Introduce ethics vocabulary and provide • Discuss individual and community rights,
opportunities for learners to use the and responsibilities of characters or
Accept ownership for actions. vocabulary (e.g., discussions about figures in literature or historical events.
historical topics and current events.) • Identify how to apply personal ethical and
• Provide instruction on responsibility of performance principles in school, home,
digital citizens and enforce technology and community.
policies and practices. • Refrains from cyber-bullying and applies
• Implement restorative justice practices response strategies if self and/or others
and/or peer mediation program. are targets.
• Organize and carry out a service learning
project based upon community and/or
school needs then reflect on the outcome.
• Engages in process to build community
and/or restore relationships.

Social-Emotional Competencies: 9-12
Self-Confidence.
Motivation, Goal Setting, and Organizational Skills.
Perspective Taking and Empathy, Appreciating Diversity and Respect for Others, and Civic Engagement.
Social Engagement, Relationship Building, and Teamwork.
Identifying Problems, Analyzing Situations and Solving Problems, Evaluating and Reflecting, and Ethical Responsibility

Self-Awareness
Identifying Recognize emotions as personal • Guide learners in the development of • Analyze how thoughts and emotions
Emotions indicators of response to emotional awareness (self and others). affect decision making and responsible
situations. • Provide terminology and definitions of behavior.
emotions and emotional states. • Evaluate how expressing one’s
Analyze emotional states that • Facilitate discussions on factors that contribute emotions in different situations affects
contribute to or detract from the to or detract from emotional well-being. 15 others.
learner’s ability to make decisions. • Provide multiple opportunities for learners to • Evaluate how attitudes and emotions
demonstrate how varied situations evoke influence others in home, school,
Summarize how thoughts and emotions and impact thoughts and actions. career, and community.
emotions affect behavior. (use variety of formats such as: discussion, • Identify situations and possible
writing, arts, graphics, etc.) methods/techniques to regulate
emotions.
15Emotional well-being has been defined as an overall positive state of one’s emotions, life satisfaction, sense of meaning, and purpose, and ability to pursue self-
defined goals. Elements of emotional well-being include a sense of balance in emotion, thoughts, social relationships, and pursuits.” (National Center for
Complementary and Integrative Health)
Accurate Self- Identify personal qualities and • Engage the learner through varied • Identify their own personal strengths
Perception interests. opportunities and experiences to identify and weaknesses they would like to work
personal skills, strengths, and interests. on using multiple means.
Categorize personal skills, • Connect the importance of recognizing • Participate in a process which will result
strengths and interests the learner strengths to real-world predictable and in the identification of areas of
wants to develop. unpredictable situations. improvement, setting priorities and
• Routinely provide authentic feedback and ask creating a plan for building on strengths.
Select priorities for personal questions that help the learner reflect on their • Analyze factors/experiences where
improvement that builds on own strengths and interests. others have helped the learner clarify
strengths. • Support the learner to identify personal role how they see themselves and others.
model(s) and the connection to self. • Identify positive adult/peer role models
Differentiate how personal • Utilize multiple means for learners to explore and connect characteristics to self.
qualities influence choices and the categories of bias/stereotypes (personal,
success. institutional, societal) and how they may
positively and/or negatively impact individuals’
perception of themselves and others.
Self-Confidence 16 Express positive beliefs in one’s • Guide the learner to create and display • Reflect on affirmations of self.
ability to achieve and contribute. artifacts that promote self-confidence. • Compare and contrast characteristics of
• Provide learner/s with multiple opportunities to individuals they believe exhibit high self-
Examine conditions that influence explore various scenarios that challenge confidence. (e.g., current and historical
self-efficacy. learners’ confidence and explore/practice figures)
appropriate responses. (e.g., peer pressure, • Demonstrate growth mindset through
Critique their abilities that lead to self/other-advocacy, upstander, presenting in using strategies, such as: welcoming
high quality results and outcomes. front of people, etc.) feedback, using constructive criticism,
• Provide opportunities for the learner to engage and persevering to desired result.
Create strategies focusing on in healthy conflict resolution. • Explain perseverance and describe its
positive affirmations. • Empower the learner to develop a growth impact on home, school, career, and
mindset. community life events.
• Provide opportunities for learners to mentor
other learners.
16Self-confidence refers to belief in one's personal worth and likelihood of succeeding. Self-confidence is a combination of self-esteem and general self-efficacy.
Specific self-efficacy refers to beliefs about one's ability to perform specific tasks (e.g., driving, public speaking, studying, etc.)
Self-Management
Impulse Control Identify productive self-regulating • Model and discuss positive self-talk strategies. • Practice refusal skills and responsible
strategies to process emotions • Assist the learner in identifying impulsive behavior.
and reframe thoughts and behaviors and their cause. • Engage in healthy conflict resolution.
behaviors. • Model and provide opportunities for learners to • Apply self-regulating strategies.
practice strategies for impulse control. (e.g., • Create representation that compares
Demonstrate productive self- self-regulating strategies, conflict resolution and contrasts scenario outcomes with
regulating strategies to manage processes, restorative justice practices) and without self-regulating behaviors.
emotions and reframe thoughts • Create opportunities for learners to identify (e.g., T-chart, poster, art, computer
and behaviors. how stereotyping may influence impulse graphic, skit, etc.)
control.
Stress Identify stressors that result in • Engage school nurse/or outside professional • Identify factors that cause stress both
Management physical or emotional responses. to facilitate a roundtable discussion on the mentally and physically.
topic of stress including the positive and • Analyze different approaches to deal
Demonstrate healthy practices negative impact. with stress. (both when it motivates
that can minimize or utilize stress • Create opportunities for learners to explore and/or hinders outcomes)
and promote physical and mental how the brain responds to stress (including • Apply strategies to manage stress for
wellness. flight, fight, and freeze reactions). successful resolve.
• Provide resources available to learners and • Explain the connection between poor
Communicate the need for their families through the school and decisions and stress.
assistance to manage stress as community that focus on stress management. • Analyze how healthy decisions reduce
needed. • Create opportunities for learners to reflect on stress and promote successful
what stressors they are feeling and identify performance.
healthy practices for coping.
• Instruct learners on self-management
techniques such as belly breathing, yoga
positions, counting to ten, self-talk, relaxation
exercises and/or mental rehearsal.

Self-Discipline Demonstrate the ability to stay • Nurture/model the characteristics of self- • Work independently or in a group on a
and Self- actively engaged and persist in control/ discipline. task without needing multiple
Motivation activities. • Cultivate and provide examples of self- redirection.
discipline skills. • Identify strategies for self-motivation
Demonstrate the ability to delay • Routinely ask learners to reflect on barriers across varied contexts.
immediate gratification. they encounter, assist with problem solving if • Demonstrate characteristics of a growth
needed, and implement strategies mindset.
Model the ability to adapt and • Brainstorm ways to become motivated and • Discuss challenges, problem solve, and
overcome obstacles. overcome obstacles, when learners face use healthy coping skills when
challenges. challenges become frustrating.
Demonstrate the ability to take • Reflect and take initiative on what might
initiative. need to be done in context of
surroundings without being asked.
Demonstrate the ability to work
independently.
Goal Setting Create, monitor, adapt, and • Teach and demonstrate a goal-setting model. • Utilize a goal-setting model to establish
evaluate goals to achieve success (e.g., SMARTIE goals) short term goal/s for monitoring, self-
in school and life. • Create opportunities which enables the learner assessing and sustaining progress
to use the goal-setting model, identify needed towards goal achievement.
Identify internal and external resources, and monitor their progress toward • Anticipate possible barriers to the
resources necessary to overcome goals. achievement of a goal and identify ways
obstacles in meeting goals. • Provide opportunities for reflection and to overcome.
feedback on established goals. • Articulate how learning/education is
Reflect on process and outcome • Assist students to work through struggles and related to achieving goals.
of goal setting. barriers to accomplishing their goals. • Evaluate what worked or might have
• Celebrate learners’ efforts and been done differently in response to
accomplishments. feedback on a recent goal.

Organizational Select the appropriate supplies • Model effective organizational skills. • Be prepared and on-time for school and
Skills and tools needed for completion • Support use of organizational strategies to classes.
of tasks and/or projects. complete projects and assignments. • Use an organizational system (e.g.,
• Provide opportunities for learners to correlate class planners, homework notebooks,
Manage materials, space, time organizational skills with personal, college, digital task list, and calendar).
and responsibilities effectively. career, and life success. • Demonstrate the effective
• Provide varied opportunities for learners to characteristics of organization required
identify and share strategies for balancing their to fulfill their responsibilities.
time and responsibilities. • Share strategies for managing materials
and monitoring time.

Social Awareness
Learning Targets 9 - 12 Indicators Adult Examples for Instruction Learner Examples
Perspective- Demonstrate awareness of other • Provide a variety of opportunities across • Discuss emotions, in context of self and
Taking and people's emotions, life content areas and experiences (e.g., others, as experienced in a variety of
Empathy experiences and perspectives literature, social studies, history, service- situations.
through a cross-cultural lens. learning, sociology, etc.) for learners to • Evaluate one character’s actions, discuss
explore emotional responses, perspectives of emotions and predict how the other
Evaluate and interpret social cues characters/people/cultures involved, and how characters might feel (ex. video, reading
for how others feel and respond emotional responses and perspectives impact in text, literature, podcasts, etc.)
constructively. choices. • Compare and contrast an experience or
• Pause periodically during existing curriculum example from different perspectives and
Recognize and validate the other lessons (read alouds, videos, podcasts, how perspective impacts choices.
person's feelings and perspective. discussions, etc.) to ask learners what a (including studies of other cultures, social
character is feeling with cited reasons to media, etc.)
Demonstrate awareness of support their answers. • Select examples from literature or video
different cultures and a respect for • Provide multiple opportunities for learners to clips which display social cues and
human dignity. identify (discuss, write, debate, etc.) how indicate how others may feel.
recognizing different points of view are • Describe verbal, nonverbal, physical and
important for occupations and roles (e.g., situational cues that are indicators of how
judge, teacher, police officer, reporter, others may feel or react.
teacher, parents, youth/adult relationships, • Demonstrate that they can accept and
etc.). honor another’s perspective even if they
• Routinely use circumstances within the school do not agree.
and classroom settings to discuss the feelings
of others as indicated by social cues. (verbal,
nonverbal, physical and situational cues,
cultural traditions, traditions, etc.)

Appreciating Demonstrate an awareness of • Invite guest speakers (including students) • Analyze various media and how context
Diversity and differences and respect for human from other cultures to share experiences. and participation featured in commercials,
Respect for dignity. • Through multiple means, provide opportunities shows, movies, print ads, etc. may shift or
Others for learners to explore stereotyping and perpetuate stereotyping and prejudice.
Articulate contributions of various discrimination. • Review current affairs articles/posts/
social and cultural groups. • Select instructional materials and activities newscasts and evaluate messaging and
throughout the year that enhance learner intent to influence
Demonstrate willingness to honor appreciation of social and cultural diversity interpretations/perspectives of the
diverse points of view. including: feelings, wishes, contributions, intended audience.
languages, histories, rights, and traditions of • Analyze diverse social and cultural
Demonstrate consideration for the others. contributions to society and the global
feelings, wishes, cultures, • Provide varied opportunities for learners to community over time.
languages, histories, rights, and build awareness and learn from the similarities • Analyze how people of different
traditions of others. and differences of others in the class, school, backgrounds can help one another and
community, etc. enjoy each other’s company.
Work effectively with those who • Provide authentic feedback when the learner/s • Evaluate how advocacy for the rights of
are similar and different from are respectful to others. others contributes to the common good.
oneself. • Encourage the learner to identify how they felt • Demonstrate respect for the property of
when respectful or supportive of another. others.

Civic Recognize the role of • Facilitate authentic service-learning processes • Identify how voluntary engagement in
Engagement 17 volunteerism in the functioning of to fill age-appropriate needs in school and/or civic issues has impacted current society.
our society. community. (Remember, to be service- • Demonstrate advocacy skills appropriate
learning it must connect with your existing for a variety of situations. (e.g., asking to
Identify strategies to improve the curriculum content) have a personal need met, participation in
community. • Provide varied opportunities for learners to school data review and problem-solving,
analyze personal assets and skills that approaching community leaders for
Demonstrate advocacy skills. provide service to the community. needs for a service-learning project,
• Provide varied opportunities for learners to addressing larger societal needs through
Model active engagement in review the effects of federal, state, and local engagement in writing, speaking, rallies,
family, school, and community public policies, agencies and institutions on voting, etc.)
projects and events. individuals and the community. • Work independently and/or collectively to
• Identify ways individuals can influence change identify problems at the local, state,
in policies, agencies, and institutions that national, or international level, develop
affect individuals and the community. (e.g., potential solutions, and work toward
provide authentic opportunities for learners to solving selected problems.
participate in decision-making within the • Reflect on a Service-learning opportunity
school and/or community; create a student and indicate how the experience
team to review Conditions for Learning data impacted self-awareness, social-
with the adults and problem-solve strategies awareness, self-management,
for meeting needs) relationship skills, and responsible
decision-making.
Civic engagement means working to make a difference in the civic life of our communities and developing the combination of knowledge, skills, values and
17
Relationship Skills
Communication Interpret and infer how facial • Support learners in developing class • Engage using socially acceptable forms
expressions, body language, commitments that establish communication (e.g., conversing, speaking, writing,
gestures, and tone impact guidelines that maintain healthy and rewarding technology-based, visual
interactions. relationships. representations, body language, etc.) of
• Establish class meetings where learners are communication with others formally and
Use facial expressions, body given the opportunity to interact with each informally within a variety of contexts.
language, gestures, words, and other and practice speaking and listening (e.g., face-to-face, in a group, social
vocal tone to interact effectively skills. (e.g., I messages: I feel ____ when media, etc.)
with others in a variety of ways. ____. I need ____.) • Utilize speaking and listening skills that
(e.g., writing, speaking, visuals, • Provide numerous and varied opportunities for demonstrate qualities that build and/or
and technology) learners to learn and practice varied strengthen healthy relationships.
communication skills needed in varied • Recognize and respond appropriately
Demonstrate attentive listening contexts. (e.g., for formal and informal to compliments and constructive
and responding to the needs, conversations, giving and receiving feedback.
wants, and ideas of others. compliments, apologizing and accepting an • Work cooperatively and productively in
apology, etc.) a group.
Demonstrate ability to adapt to • Provide opportunities for learners to analyze • Evaluate the effects of requesting
various forms of communication the impact of cell phone use on the quality of support from and providing support to
in formal and informal contexts. relationships and interaction in current society. others.
• Use team based, collaborative teaching • Analyze what has been learned
Deliver and receive compliments, practices such as cooperative learning and regarding communication skills.
feedback, and constructive project-based learning to provide learners with • Share how cell phone/tablet or other
critique, responding appropriately. opportunities to develop and routinely practice electronic forms of communication has
communication skills. positively and/or negatively impacted
Demonstrate cooperative • Invite a business/industry representative to relationships with others.
behaviors in a group (e.g., speak to the class about his/her job.
encourage, acknowledge other Encourage learners to listen for specific skills,
perspectives and opinions, education, or training required, rewards and
compromise, reach consensus). challenges of the job, and ask appropriate
questions.

Recognize impact of cell

phone/tablet or other electronic
forms on social interactions.
Social Initiate and engage in social • Provide learners with opportunities to explore • Construct and follow guidelines for
Engagement interactions with peers and adults. situations that would support the need to positive interaction in social and
advocate for self or another. classroom settings. (including social
Analyze social situations and • Encourage and facilitate opportunities for the media)
environments, including social learner to participate in positive peer • Demonstrate and apply social norms
media, and respond in ways that socialization (e.g., cooperative learning and behaviors across school and
build/sustain healthy groups, school-sponsored activities, project- community to build/sustain healthy
relationships. based learning, cultural festivals) relationships.
• Facilitate leadership and teamwork • Demonstrate strategies to support
Recognize that the same norms opportunities to create positive and supportive students who are left out or bullied.
and behaviors for face-to-face social interaction. • Apply effective collaboration and
interactions apply to interactions • Invite speaker(s) and/or student presentations cooperation skills to high standards of
through social media. on the safe and responsible use of social quality.
media.
Demonstrate consideration for
social norms of other cultures and
traditions.

Relationship Demonstrate personal qualities • Utilize best practices to promote positive • Demonstrate strategies for getting to
Building and decisions that contribute to a adult/student relationships. (e.g., greet know others. (e.g., introducing oneself,
healthy relationship. students at the door, active supervision in recognizing and including others who
hallways, acknowledging prosocial behavior 4- may be isolated, etc.)
Identify and apply strategies for 5 times more than correcting behavior; using • Establish and main healthy and
handling relationships that are not re-teaching, using corrective consequences, rewarding connections with individuals
safe, healthy, or positive. calling learners by name that is pronounced and groups.
correctly, using learner-preferred pronouns, • Recognize and respect boundaries that
Express interest and appreciation etc.) promote healthy relationships.
for others. • Allow the learner/s the opportunity to • Maintain healthy relationships with
contribute to decisions about appropriate class adults and peers, including those with
Create and maintain positive and norms and responsibilities. diverse perspectives and backgrounds.
supportive relationships with • Encourage learners to create a web of support • Use strategies for keeping self and/or
adults and students of diverse by building relationships with key adults in their others safe (physically, socially, and
backgrounds and cultures. lives that do/can provide care and support. emotionally) and seek help when
• Create opportunities for learners to build needed.
relationships with younger students, students
with disabilities, and/or older adults. (e.g.,
service-learning, PAL PE, reading buddy, etc.)
Teamwork Demonstrate collaborative skills • Provide a variety of opportunities for learners • Collaborate effectively in small group
with others. (listen, encourage, to complete projects as a group using opportunities that involve cooperating
acknowledge opinions, evidence-based practices such as cooperative and problem solving with others to
compromise, reach consensus) learning, service-learning, project-based complete a task.
learning, etc. • Initiate strategies to incorporate the
Acknowledge others' diverse • Create scenarios where learners must involvement of everyone in group
strengths and contributions to a problem-solve as a team to meet the outcome. projects in active roles.
group/team effort. (, ropes course, team-building activities, • Evaluate group process following a
Olympiad based on core curriculum content, group learning activity (i.e. what
Present multiple techniques when etc.) did/didn’t work well, leadership
providing feedback to others. • Provide varied opportunities for learners to use qualities, suggestions for improvement,
constructive feedback strategies. fulfillment of team member
Demonstrate graciousness in roles/responsibilities, etc.)
winning and losing. • Discuss the benefits of team
competitions including characteristics
appropriate when winning or losing.

consideration.
With the support of caring adults, Caring adults may… With the support of caring adults,
learners will be able to: learners may…
Identifying Identify a variety of problems • Provide varied opportunities for learners to • Effectively use a problem-solving model
Problems and decisions that affect review scenarios and clearly identify the including: select of a problem, analyze
learners’ lives. specific problem that needs to be solved. and decide on solutions, anticipate the
• Create opportunities for students to review consequences of the decision and
Define characteristics of safe data and determine underlying causes. (school evaluate the decision.
and unsafe situations, including climate, discipline data, graduation rates, • Demonstrate ability to identify feelings
online safety. absenteeism rates, and/or community/county of others (in existing curriculum
data such as: underage drinking, content), describe what is happening,
smoking/vaping, use of illegal drugs, etc.) and create a clear problem statement.
• Invite outside resources to speak about the • Create lists of behaviors that represent
effects of bullying, harassment, and teasing bullying, teasing, and harassment.
and how to respond and reach out to Discuss how these may occur based on
resources for assistance. social groups.
• Provide a school-wide Problem-solving model • Analyze data to determine specific
that encompasses all the decision-making problems in school/community.
steps.

Analyzing Consider multiple perspectives Examples for Analyzing a Problem Examples for Analyzing a Problem
Situations and and views upon identifying a
Solving Problems problem. • Create a culture of safety and trust so that • State the point of view of others
differing perspectives are encouraged and (including examples within existing
Generate multiple solutions for respected. curriculum content) and brainstorm a list
solving problems in a variety of • Discuss varying points of view from multiple of possible solutions when conflicts
situations. venues requiring the learners to identify the arise.
problem and describe what makes the • Consider any personal biases that may
Consider the well-being of self situation problematic. impact a decision.
and others when making • Design a systematic process (problem-solving
decisions. model) with the learners to use when making Examples for Solving Problems
decisions and choices.
Differentiate between situations • Effectively use a problem-solving model
where the learner can problem Examples for Solving Problems including: select of a problem, analyze
solve without assistance and and decide on solutions, anticipate the
situations that require • Construct strategies for the learner to consider consequences of the decision and
assistance. to make ethical, legal and safe decisions. evaluate the decision.
• Use existing content curriculum for students to • Examine how different traditions,
Identify when peer-pressure, unpack the problem-solving processes that mindsets, societies and cultures
social, and/or cultural norms may have been used or could have been influence decisions and behaviors.
affect decision making. used. • Reflect on how decision-making affects
• Introduce conflict resolution techniques for the progress toward their goals.
learners to use when making responsible • Evaluate the difference in outcomes
decisions. when making ethical decisions vs non-
ethical decisions.

Evaluating and Reflect on the positive and • Create varied experiences for learners to • Examine how different traditions,
Reflecting negative consequences of represent/outline steps in a problem-solving mindsets, societies, and cultures
decisions for oneself and others. model including reflection as a vital step. (e.g., influence decisions and behaviors.
written, presentation, graphic, visual arts, • Identify consequences of making both
Reflect on past decisions and mixed media) good and poor choices in a workplace
apply learning to new situations. • Encourage discussion when learners disagree setting.
on different ways to solve a problem. • Evaluate a decision using critical
Demonstrate consideration of • Facilitate opportunities to individually and thinking skills.
the impact of traditions, collectively analyze consequences of various • Critique how responsible decision
experiences, and cultures of decisions on self and others. (e.g., within making affects interpersonal groups and
others in their decisions and existing curriculum content how might relationships.
outcomes. outcomes have been different with a different • Discuss how popularity affects power,
decision; what biases may have impacted the control, fear, and security.
decisions, etc.)
• Create opportunities for learners to hear and
process how decisions feel to others based on
their experiences, traditions, cultural context,
etc.
• Have learners create a project (power point,
podcast, poster, etc.) where they detail the
pros and cons of a decision they made,
including how awareness of their own
contextual lens impacted their decision and
the perceived outcome for self and others.

Ethical Demonstrate awareness of • Facilitate opportunities for learners to research • Participate in opportunities for personal
Responsibility equity, fairness and respect that and discuss their perception of expectations and collective consideration of societal
positively impact the greater for contributing members of society. expectations for ethical processes and
good. • Create a variety of opportunities for learners to practices.
investigate and respond to examples of • Discuss individual and community rights
Accept ownership for actions. historical, societal, cultural, and situational and responsibilities of characters or
ethics. (within existing curriculum content as historical figures in literature, historical
Demonstrate decisions based on well as in current situations). and/or current events.
greater good even if not good for • Provide opportunities for students to struggle • Identify how they apply their personal
them individually. with ethical dilemmas. (e.g., within existing core ethical and performance principles
curriculum, current events, school/classroom at school, home, and/or the community.
circumstances, workplace expectations, etc.). • Explain, using examples from course
• Implement a restorative justice or peer content, current events, and/or personal
mediation program. experience, the impact of ethical or
unethical decision-making on self,
family, friends, community, or country.

Resources
Thank you to the following members of CASEL’s Collaborating Districts Initiative for generously and graciously sharing your SEL work with Iowa’s
stakeholder groups: Anchorage, AL; Austin, TX; Cleveland, OH; Nashville, TN; Oakland, CA; and Washoe, WA.
Thank you to the following members of CASEL’s Collaboration of the States, State Education Agencies, for sharing the work with Iowa’s
stakeholder groups: Alaska, Illinois, Kansas, Michigan, Minnesota, New Jersey, North Dakota, Tennessee, Texas, Washington, Wisconsin, and
West Virginia.
Belfield, C., Bowden, B., Klapp, A., Levin, H., Shand, R., & Zander, S. (2015). The Economic Value of Social and Emotional Learning. New York:
Center for Benefit-Cost Studies in Education.
Blodgett, C. (2015, October). ACE’s, Complex Trauma and Resilience. Presentation at Seattle Job’s Initiative Annual Conference.
Botvin, G.J., Baker, E., Dusenbury, L., Botvin, E.M., Diaz, T. (1995). Long-term follow-up results of a randomized drug abuse prevention trial in a
white middle-class population. Journal of the American Medical Association, 273, 1106- 1112.
CASEL—See Collaborative for Academic, Social, and Emotional Learning.
Collaborative for Academic, Social, and Emotional Learning (2013). 2013 CASEL Guide: Preschool and Elementary Edition. [PDF file]. Retrieved
from http://casel.org/wp-content/uploads/2016/01/2013-casel-guide-1.pdf
Collaborative for Academic, Social, and Emotional Learning (2014). CASEL Guide to Schoolwide Social and Emotional Learning. [PDF file].
Retrieved from http://selreports.casel.org/School%20Guide--Narrative--CDI%20Version--November%202014.pdf
Collaborative for Academic, Social, and Emotional Learning. (2015). 2015 CASEL Guide: Effective Social and Emotional Learning Programs—
Middle and High School Edition. [PDF file]. Retrieved from http://secondaryguide.casel.org/casel- secondary-guide.pdf
Collaborative for Academic, Social, and Emotional Learning (2019). CASEL District Resource Center. Retrieved from https://drc.casel.org
Collaborative for Academic, Social, and Emotional Learning (2019). Core SEL Competencies. Retrieved from https://casel.org/core-competencies
Collaborative for Academic, Social, and Emotional Learning (2019). Measuring SEL: Using Data to Inspire Practice. Retrieved from
https://measuringsel.casel.org/access-assessment-guide
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional
Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. doi:10.1111/j.1467-8624.2010.01564.
Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Gullotta, T. P. (Eds.). (2015). Handbook of social and emotional learning: Research and
practice. New York, NY, US: The Guilford Press.

Dusenbury, L., Calin, S., Domitrovich, C., & Weissberg, R. (2015). What Does Evidence-based Instruction in Social and Emotional Learning Actually
Look Like in Practice. [PDF File]. Retrieved from https://www.casel.org/wp-content/uploads/2016/08/PDF-25-CASEL-Brief-What-Does-SEL-Look-
Like-in-Practice-11-1-15.pdf
Elias, M. J., Ferrito, J. J., & Moceri, D. C. (2016). The other side of the report card: Assessing students’ social, emotional, and character
development. Thousand Oaks, CA: Corwin.
Elias, M. J. (2019) What If the Doors of Every Schoolhouse Opened to Social-Emotional Learning Tomorrow: Reflections on How to Feasibly Scale
Up High-Quality SEL, Educational Psychologist, 54(3), 233-245. doi: 10.1080/00461520.2019.1636655
Farrell, A. D., Meyer, A. L., & White, K. S. (2001). Evaluation of Responding in Peaceful and Positive Ways (RIPP): A school-based prevention
program for reducing violence among urban adolescents. Journal of Clinical Child Psychology, 30(4), 451-463.
Frey, N., Fisher, D., & Smith, D. (2019). All learning is social and emotional: Helping students develop essential skills for the classroom and beyond.
Alexandria, VA: Association for Supervision and Curriculum.
Future Ready Iowa. (n.d.). Retrieved from https://www.futurereadyiowa.gov
Hamedani, M. G., Zheng, X., Darling-Hammond, L., Andree, A., & Quinn, B. (2015). Social emotional learning in high school: How three urban high
schools engage, educate, and empower youth—Cross-case analysis. Stanford, CA: Stanford Center for Opportunity Policy in Education.
Hecht, M. L., & Shin, Y. (2015). Culture and social and emotional competencies. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta
(Eds.), Handbook of social and emotional learning: Research and practice (pp. 50-64). New York, NY, US: The Guilford Press.
Iowa Core 21st Century Employability Skills. (n.d.). Retrieved from https://iowacore.gov/iowa-core/subject/21st-century-skills/9/employability-skills
Jagers, R., Rivas-Drake, D. & Williams, B. (2019) Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational
Equity and Excellence, Educational Psychologist, 54:3, 162-184, DOI: 10.1080/00461520.2019.1623032
Jagers, R.., Rivas-Drake, D. & Borowski, T. (2018). Equity and Social and Emotional Learning: A Cultural Analysis, Chicago: Collaborative for
Academic, Social, and Emotional Learning, 2018. As of January 23, 2019: https://measuringsel.casel.org/wp-content/uploads/2018/11/
Frameworks-Equity.pdf
Kendziora, K., & Yoder, N. (2016). When Districts Support and Integrate Social and Emotional Learning (SEL): Findings from an Ongoing
Evaluation of District-wide Implementation of SEL. Washington, DC: American Institutes for Research.
Mahoney, J.L., Durlak, J.A., & Weissberg, R.P. (2018). An update on social and emotional learning outcome research. Phi Delta Kappan, 100 (4),
18-23.
The Center on Standards & Assessment Implementation. (nd.). Measuring Social-emotional learning. Retrieved from https://www.csai-
online.org/collection/2799

Merrell, K., & Gueldner, B. (2010). Social and Emotional Learning in the Classroom: Promoting Mental Health and Academic Success. New York,
NY, US: The Guilford Press.
National Education Association. (2017). Backgrounder: The Importance of Social Emotional Learning for all Students across all Grades. NEA
Education Policy and Practice Department. Retrieved from
https://www.nea.org/assets/docs/Social%20and%20Emotional%20Learning%20Response_Bkgdr%20v3.pdf
Osher, D., Cantor, P., Berg, J., Rose, T., & Steyer, L. (2017). The Science of Learning and Development. Washington, DC: American Institutes for
Research, Turnaround for Children, The Opportunity Institute, The Learning Policy Institutes, Education Counsel.
Perry, B. D. (2006). Applying Principles of Neurodevelopment to Clinical Work with Maltreated and Traumatized Children: The Neurosequential
Model of Therapeutics. In N. B. Webb (Ed.), Social Work Practice with Children and Families. Working with traumatized youth in child welfare (pp.
27-52). New York, NY, US: Guilford Press.
Schonert-Reichl, K., Stewart Lawlor, M., Oberle, E. & Thomson, K. (2009). Indicators of Social and Emotional Healthy Living, Children Ages 5-12
Years. University of British Columbia, Vancouver, BC.
Smith, D., Frey, N., Pumpian, I., & Fisher. D. (2017). Building Equity: Policies and Practices to Empower all Learners. Alexandria, VA: Association
for Supervision and Curriculum.
Smith, D., Fisher, D., & Frey, N. (2015). Better than Carrots or Sticks: Restorative Practices for Positive Classroom Management. Alexandria,
VA; Association for Supervision and Curriculum.
Zacarian, D., Alvarez-Ortiz, L., & Haynes, J. (2017). Teaching to Strengths: Supporting Students Living with Trauma, Violence, and Chronic Stress.
Alexandria, VA: Association for Supervision and Curriculum.

IowasSocial EmotionalLearningCompetencies

Uploaded by

Copyright:

Available Formats

You might also like

IowasSocial EmotionalLearningCompetencies

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

IowasSocial EmotionalLearningCompetencies

Uploaded by

Copyright:

Available Formats

November 2019 v.

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 1

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 2

“Social and emotional learning (SEL) is the

As seen in Figure 1, the five Competencies are: Self-

Social and emotional (SE) competencies are important

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 3

Some important considerations for implementing the IASEL Competencies include:

• Development Matters (Osher, Cantor, Berg, Steyer, & Rose, 2017)

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 4

Initial Research and Recommendations Work Group 2017

SEL Competencies Stakeholder Group 2018

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 5

Iowa Department of Education SEL Internal Team 2017-2019

Next Steps through Collaborating for Iowa’s Kids (C4K)

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 6

Competencies and Learning Targets Across all Grade Levels

Competency Learning Targets

● Perspective Taking and Empathy

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 7

The purpose of this foundational principle is to emphasize Key Ideas:

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 8

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 9

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 10

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 11

• Encourage learners to try even if they o working independently

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 13

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 15

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 16

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 17

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 18

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 19

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 21

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 23

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 25

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 26

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 27

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 28

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 29

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 30

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 32

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 33

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 34

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 35

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 36

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 38

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 39

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 40

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 41

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 42

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 43

Select priorities and build on strengths

Discover the abilities needed to

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 44

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 46

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 47

Iowa’s Social-Emotional Learning Competencies v. 1 November 2019 48