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E

E.SEL

SEL logoWhat are the SEL Competencies?

Social and emotional learning (SEL) is the process through which you 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.

Self-Awareness

SeA Logo SeA Self-Awareness

The ability to accurately recognize one's own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one's strengths and limitations, with a well-grounded sense of confidence, optimism, and a "growth mindset."

Self-Management

S-M Logo SeM Self-Management

The ability to successfully regulate one's emotions, thoughts, and behaviors in different situations effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.

Responsible Decision-Making

RDM Logo RDM Responsible Decision-Making

The ability to make constructive choices about the personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others.

Relationship Skills

ReS Logo ReS Relationship Skills

The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.

Social Awareness

SoA Logo SoA Social Awareness

The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and support.

S

SEL-K2.RDM

RDM Logo RDM Responsible Decision-Making

Narrative

The ability to make constructive choices about the personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the wellbeing of oneself and others.

Indicators

  1. IP Identifying Problems Define a problem.
  2. AS Analyzing Situations Explain a problem solving process.
  3. SP Solving Problems Analyze potential consequences of choices.
  4. E&R Evaluating & Reflecting Explain the differences between safe and risky behaviors.
  5. ER Ethical Responsibility List age appropriate responsibilities at home and school.

Proficiency Scale

I can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • Needs help
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Skills:
  • define problem
  • list solutions to problems
  • define consequence
  • list unsafe behaviors
  • list safe behaviors
  • define responsibility
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • explain how to solve a problem.
  • understand that choices have consequences.
  • understand the difference between safe and unsafe behavior.
  • name my responsibilities.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • also learn from my choices.

Resources

Vocabulary

  • problem
  • solutions
  • consequence
  • responsibilities
  • safe behavior
  • unsafe behavior

Websites

  • Title of website with a URL to open in a new window

SEL-K2.RDM.1ip

RDM logo
K2.RDMResponsible Decision-Making Indicator
IP Identifying Problems
SEL-K2.RDM.1ip Define a problem.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • descriptors

SEL-K2.RDM.2as

RDM logo
K2.RDM Responsible Decision-Making Indicator
AS Analyzing Situations
SEL-K2.RDM.2as Analyze potential consequences of choices.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • descriptors

SEL-K2.RDM.3sp

RDM logo
K2.RDM Responsible Decision-Making Indicator
SP Solving Problems
SEL-K2.RDM.3sp Explain a problem solving process.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • descriptors

SEL-K2.RDM.4e&r

RDM logo
K2.RDM Responsible Decision-Making Indicator
E&R Evaluating & Reflecting
SEL-K2.RDM.4e&r Explain the differences between safe and risky behaviors.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • descriptors

SEL-K2.RDM.5er

RDM logo
K2.RDM Responsible Decision-Making Indicator
ER Ethical Responsibility
SEL-K2.RDM.5er List age appropriate responsibilities at home and school.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • descriptors

SEL-K2.ReS

ReS Logo ReS Relationship Skills

Narrative

The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.

Indicators

  1. C Communication Demonstrate verbal etiquette to foster better communication (e.g. please, thank you, excuse me, etc.).
  2. SE Social Engagement Identify opportunities for social participation at home, school and in the community (e.g. family meal time, free play, extracurricular activities, diverse peer groups, etc.).
  3. RB Relationship Building Demonstrate appropriate strategies for receiving feedback from others for self-improvement and to promote group effectiveness.
  4. TW Teamwork Describe approaches for making and keeping friends.
  5. CR Conflict Resolution Identify conflict in various situations.

Proficiency Scale

I can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
  • Needs help
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Skills:
  • communicate clearly
  • listen to others
  • cooperate with others
  • show appropriate manners
  • define conflict
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • communicate appropriately with others.
  • ask to play or join a group.
  • listen to suggestions from others.
  • make and keep friends.
  • recognize conflict.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • also find solutions to conflict.

Resources

Vocabulary

  • manners
  • communication
  • conflict
  • appropriate
  • inappropriate
  • relationships

Websites

  • Title of website with a URL to open in a new window

SEL-K2.RS.1c

RS logo
K2.RS Relationship Skills Indicator
C Communication
SEL-K2.RS.1c Demonstrate verbal etiquette to foster better communication. 
(e.g. please, thank you, excuse me, etc.)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • descriptors

SEL-K2.RS.2se

RS logo
K2.RS Relationship Skills Indicator
SE Social Engagement
SEL-K2.RS.2se Identify opportunities for social participation at home, school and in the community.
(e.g. family meal time, free play, extracurricular activities, diverse peer groups, etc.)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency Scale

The Student is able to...

(1) Beginning

  • descriptors

(2) Developing

  • descriptors

(3) Proficient

  • descriptors

(4) Advanced

  • descriptors

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