Social & Emotional Learning
Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.
SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.
|
CASEL Domain |
4K & Kindergarten Anchor Standards |
Grades 1 & 2 Anchor Standards |
Self-Awareness |
Learners will be able to demonstrate awareness of their emotions and how they may be the same or different from others |
Learners will be able to recognize and label a variety of their own basic emotions. |
Focus Attention |
Learners will be able to focus with adult guidance and engaging activities, attend for longer periods of time, and show preference for some activities. |
Learners will begin to be able to, with adult guidance, focus their attention by demonstrating a variety of strategies to tolerate distractions. |
Social Awareness |
Learners will be able to recognize the feeling of another child and respond with basic comfort and empathy. |
Learners will be able to, with adult guidance, identify how others are feeling, based on their verbal and nonverbal cues, and respond with compassion. |
Social Awareness |
Learners will be able to associate words and gestures with a variety of emotions expressed by others. |
Learners will be able to predict how someone else may feel in a variety of situations. |
Relationship Skills |
Learners will be able to, with adult guidance, initiate conversations, listen attentively, respond to conversations, and stay on topic for multiple exchanges (especially with adults). |
Learners will be able to describe in simple terms how words, tone, and body language are used to communicate with others. |
Relationship Skills |
Learners will be able to adapt behavior based on adult directives. |
Learners will be able to, with adult guidance, adapt behavior based upon peer feedback and environment cues. |
Decision Making Relationship Skills |
Learners will be able to demonstrate understanding of simple rules related primarily to personal health and safety. |
Learners will be able to describe ways to promote personal safety. |
CASEL Domain |
Grades 3 - 5 Anchor Standards |
Self-Management |
Learners will be able to express their emotions to self and others in respectful ways. |
Social Awareness |
Learners will be able to use perspective-taking to predict how their own behavior affects the emotions of others. |
Decision Making |
Learners will be able to make constructive choices about personal behavior and social interaction to evaluate the consequences of various actions with consideration for well-being for oneself and others. |
Social Awareness & Relationship Skills |
Learners will be able to identify when and how to offer help to others. |
Relationship Skills |
Learners will be able to, with adult guidance, recognize, establish, and maintain healthy and rewarding relationships. |
Self-Awareness |
Learners will be able to identify strategies to persist and maintain motivation when working toward short- and long-term goals. |
CASEL Domain |
Grades 6 - 8 Anchor Standards |
Self-Management |
Learners will be able to express their emotions in an appropriate and respectful manner using a variety of modalities (e.g., verbal and nonverbal). |
Self-Management |
Learners will be able to identify what triggers a strong emotion and apply an appropriate calming or coping strategy to defuse the emotional trigger. |
Focus Attention |
Learners will be able to independently use organizational skills and strategies to focus attention in order to work toward short-term personal and academic goals. |
Social Awareness |
Learners will be able to provide support and encouragement to others through perspective taking, empathy, and appreciation for diversity. |
Self-Awareness |
Learners will be able to self-reflect on their values and beliefs and how their behaviors relate to those values and beliefs. |
Self-Management |
Learners will be able to consistently set attainable, realistic goals, and persist until their goals are achieved. |
Self-Awareness Self-Management |
Learners will be able to identify successes and challenges, and how they can learn from them. |
Relationship Skills |
Learners will be able to recognize the emotional, physical, social, and other costs of negative relationships. |
Relationship Skills |
Learners will be able to use active listening and assertive, clear communication when expressing thoughts and ideas. |
Decision Making Relationship Skills |
Learners will be able to identify the impact of their decisions on personal safety and relationships. |
Social Awareness Relationship Skills |
Learners will be able to advocate for themselves. |
CASEL Domain |
Grades 9 & 10 Anchor Standards |
Grades 11 & 12 Anchor Standards |
Self-Awareness |
Learners will be able to express their emotions in an appropriate and respectful manner in different environments, with different audiences, using a variety of modalities (e.g. verbal and nonverbal). |
Learners will be able to understand and explain how their expression of emotions can influence how others respond to them. |
Focus Attention |
Learners will be able to independently use organizational skills and strategies to focus attention by working toward long-term personal and academic goals. |
Learners will employ focusing skills independently and understand their importance in achieving important goals in times of adversity. |
Self-Awareness |
Learners will be able to set priorities to build personal strengths, grow in their learning, recognize barriers, and employ solutions. |
Learners will be able to maintain a “growth mind set” about their abilities to succeed and grow and will persist through challenges. |
Social Awareness |
Learners will be able to identify positive ways to express understanding of differing perspectives. |
Learners will be able to demonstrate conversational skills to determine the perspective of others. |
Relationship Skills |
Learners will be able to independently seek and sustain positive, supportive relationships. |
Learners will be able to maintain positive relationships and use effective strategies (e.g. boundary setting, stating your needs, and recognizing warning signs) to avoid negative relationships. |
Secondary Power Standards |
Self-Awareness |
Learners will be able to use self-reflection to determine if their behavior is reflective of their personal values and modify behavior to match their beliefs. |
Learners will be able to use self-reflection to assess their behavior for authenticity, honesty, and respect, and articulate how this impacts their greater community. |
Self-Management |
Learners will be able to reflect on the progress of personal goals to adjust action steps and timeframes as necessary. |
Learners will be able to set short- and long-term group goals and create a plan to execute those goals. They will be able to analyze progress and collaborate to adjust goals when needed. |
Relationship Skills |
Learners will be able to formulate group goals and work through an agreed upon plan. |
Learners will be able to recognize how each group member’s skills contribute toward group goals. |
Decision Making |
Learners will be able to apply steps of systemic decision making with consideration of well-being for oneself and others. |
Learners will be able to consider a variety of factors (e.g. ethical, safety, and societal factors) to make decisions that promote productive social and work relations. |
Social Awareness & Relationship Skills |
Learners will be able to advocate for their needs and the needs of others by utilizing educational and community support networks. |
Learners will be able to generate positive choices and proactively advocate for themselves and others across settings (e.g. school, community, work, and personal relationships). |
|
|
|
Social & Emotional Learning
Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.
SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.