Sel standards w:append by ASD Test

Anchorage School District K-12 Social and Emotional Learning (SEL) Standards and Indicators KNOWLEDGEABLE. CAPABLE. CARING. RESPONSIBLE. (I am, I can, I care, I will) Rationale: Behind each word is an educational challenge. For children to become knowledgeable, they must be ready and motivated to learn, and capable of integrating new information into their lives. For children to become responsible, they must be able to understand risks and opportunities, and be motivated to choose actions and behaviors that serve not only their own interests, but also those of others. For children to become caring, they must be able to see beyond themselves and appreciate the concerns of others. The challenge of raising knowledgeable, capable, caring, and responsible children is recognized by nearly everyone. Each element of this challenge can be enhanced by thoughtful, sustained, and systematic attention to childrenâ&#x20AC;&#x2122;s social and emotional learning (SEL). When schools attend systematically to studentsâ&#x20AC;&#x2122; social and emotional skills, the academic achievement of children increases, the incidence of problem behaviors decreases, and the quality of relationships surrounding each child improves (from Promoting Social and Emotional Learning: Guidelines for Educators).

Definition: Social and Emotional Learning (SEL) is the process through which we learn to recognize and manage emotions, care about others, make good decisions, behave ethically and responsibly, develop positive relationships, and avoid negative behaviors. It is the process through which students enhance their ability to integrate thinking, feeling, and behaving in order to achieve important life tasks. Within the school setting, SEL can best be accomplished through a layered approach of skills lessons, infusion into the curricula and classroom practices, and an environment of safety, respect, and caring which models SEL skills.

For more information about social and emotional learning (SEL) in the Anchorage School District, contact the ASD Professional Learning Department, Social & Emotional Learning Team at 742-4261.

SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) Document revised by the Anchorage School District SEL Team (2013)

ASD K-12 SEL Competencies

SELF

SOCIAL

AWARENESS

MANAGEMENT

I am…

I can…

knowledgeable

capable

I care… caring

I will… responsible

Self-Awareness: Knowing what we are feeling in the moment: having a realistic assessment of our own abilities and a well-grounded sense of selfconfidence. Self-Management: Handling our emotions so they facilitate rather than interfere with the task at hand; being conscientious and delaying gratification to pursue goals; persevering in the face of setbacks and frustrations. Social Awareness: Understanding what others are feeling; being able to take their perspective; appreciating and interacting positively with diverse groups. Social Management: Handling emotions in relationships effectively; establishing and maintaining healthy and rewarding relationships based on cooperation, resistance to inappropriate social pressure, negotiating solutions to conflict, and seeking help when needed.

SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) Document revised by the Anchorage School District SEL Team (2013)

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1A. !,-."*,/."01*+,)(,"+/('()"*"++/1$/23+42")/"01,31*+5 “I am able to identify and communicate how I am feeling.”

675/!,-."*,/."01*+,)(,"+/('()"*"++/1$/23+42")/8")+1*(#/,)(3,+5/ “I am aware of what I like and dislike as well as my strengths and challenges.”

695/!,-."*,/."01*+,)(,"+/('()"*"++/1$/23+42")/":,")*(#/+-881),+5/ “I am aware of where I can find help and support.”

6;5/!,-."*,/2(+/(/+"*+"/1$/8")+1*(#/)"+81*+3<3#3,=5/ “I am aware of my responsibilities at school.”

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@&5/!,-."*,/."01*+,)(,"+/(<3#3,=/,1/0(*(?"/"01,31*+/A1*+,)-A,3B"#=5/ “I can appropriately handle my feelings.”

@75/!,-."*,/."01*+,)(,"+/21*"+,=/(*./3*,"?)3,=5/ “I can act in an honest manner.”

@95/!,-."*,/-+"+/"$$"A,3B"/."A3+31*%0(C3*?/+C3##+5/ “I can make appropriate decisions.”

@;5/!,-."*,/."01*+,)(,"+/(<3#3,=/,1/+",/(*./(A23"B"/?1(#+5/ “I can set and achieve goals that will make me more successful.”

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D&5/!,-."*,/."01*+,)(,"+/('()"*"++/1$/1,2")/8"18#"E+/"01,31*+/(*./8")+8"A,3B"+5/ “I care about the feelings and opinions of others.”

D75/!,-."*,/."01*+,)(,"+/A1*+3.")(,31*/$1)/1,2")+/(*./(/."+3)"/,1/81+3,3B"#=// /////////A1*,)3<-,"/,1/,2"/A100-*3,=5/ “I care about others and do my part to make my school community better.”

D95/!,-."*,/."01*+,)(,"+/(*/('()"*"++/1$/A-#,-)(#/3++-"+/(*./(/)"+8"A,/$1)/2-0(*// ////////.3?*3,=/(*./.3$$")"*A"+5/ “I care about and respect the individual differences of others.”

D;5/!,-."*,/A(*/)"(./+1A3(#/A-"+5/ “I care about how I read others and how they read me.”

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F75/!,-."*,/."B"#18+/A1*+,)-A,3B"/)"#(,31*+238+5/ “I will work on having positive relationships.”

F95/!,-."*,/."01*+,)(,"+/,2"/(<3#3,=/,1/8)"B"*,/(*./)"+1#B"/3*,")8")+1*(#/A1*$#3A,+/3*/ A1*+,)-A,3B"/'(=+5/ “I will learn to handle conflicts in constructive ways.” SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) Document revised by the Anchorage School District SEL Team (2013)

Reading the ASD K-12 SEL Competencies, Standards, and Indicators The standards are written in two formats: one for adults, one for children. The adult version begins with the word “Students!” the children’s version is written as a sentence beginning with one of the phrases, “I am!” “I can!” “I care!” “I will!” These standards are meant to be approachable for young people. The phrases provide an easily remembered pneumonic to use when working with Social and Emotional Learning: “I am, I can, I care, I will.” The indicators are meant to cover an age range in order to support the natural development of children. Early elementary corresponds with K-3rd grade; late elementary, 4th-6th grade; middle school, 7th-8th grade; early high school, 9th-10th grade; and late high school, 11th-12th grade. Students are intended to reach mastery in the indicator by the end of the grade range; however, teachers may want to revisit the earlier skills periodically. The sample activities are suggestions and not meant as the only lessons that can be used to teach to the indicators.

Appendix A: SEL Teaching Practices Inventory Social and emotional learning (SEL) can be infused into teaching practice through planning and preparation, the classroom environment, instruction and professional responsibilities (Danielson Framework for Teaching). The “SEL Teaching Practices Inventory” is a list of classroom practices connected to the ASD K-12 SEL Standards. These practices support students in developing and practicing the skills embedded in the SEL standards.

Appendix B: Steps to SEL Infusion “Steps to SEL Infusion” outlines the three steps necessary for infusing SEL into a lesson plan and other aspects of teaching practice. The first step is identifying the ASD K-12 SEL standards embedded in the content and then creating questions and/or statements that directly connect the academic content to the SEL standards/skills and to real life. Step 3 is infusing SEL instructional strategies that maximize learning and student engagement.

Appendix C: Infusing SEL into the Common Core: Discussion Guide According to the Common Core State Standards (CCSS) initiative, the Standards are “designed to be relevant to the real world, reflecting the knowledge and skills that our young people need for success in college, careers and in life.” The Standards do not define how teachers should teach so teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.” One tool available in the Anchorage School District is the ASD K-12 SEL Standards. The K-12 SEL Standards are the underlying skills students need to meet the Common Core State Standards. “Infusing SEL into the Common Core: Discussion Guide” is a professional development tool designed to guide exploration of the connection between the ASD K-12 SEL Standards and the Common Core State Standards for any academic content. The module is designed to facilitate group discussion on instructional practices that foster practicing the SEL skills while meeting the expectations of the Common Core State Standards. SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) Document revised by the Anchorage School District SEL Team (2013)

Self-Awareness (I am) Recognizing who I am and how I am feeling relative to the world around me. Rationale: “Self-Awareness is the keystone of emotional intelligence. The ability to monitor feelings from moment to moment is also crucial to psychological insight and self-understanding. An inability to notice our true feelings leaves us at their mercy. People with greater certainty about their feelings are better pilots of their lives.” (Goleman, 1995) “The personal competency of selfawareness consists of emotional awareness, accurate selfassessment, and self-confidence and it serves as the foundation of all socioemotional skills.” (Goleman, Boyatzis, and McKee, 2002)

G o a l 1 : SELF SOCIAL A s t I am… AWARENESS I care… u knowledgeable d e n I will… t I can… MANAGEMENT s h o u l d h a v e a SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) s revised by the Anchorage School District SEL Team (2013) Document t r

SELF-AWARENESS

Students demonstrate an awareness of their emotions. I am aware of what I am feeling. ! Indicators

Early Elementary

" "

Recognize and label emotions/feelings. Describe their emotions and the situations that cause them (triggers).

! Sample Activities "

" " Late Elementary

" " " "

Middle School

" Early High School

" "

" " Late High School

Students make a poster or draw a picture that depicts a range of emotions. Discuss where the emotions are physically experienced. Students role-play and discuss situations that might trigger emotions.

Distinguish among intensity levels of their emotions. Describe how they physically respond to emotion. Recognize and label emotions and discuss how they are linked to behavior.

Recognize negative emotions as indicators of situations in need of attention. Analyze emotional states that contribute to or detract from their ability to problem solve. Explain the possible outcomes associated with the different forms of communicating emotions.

" Design analogies about emotions (i.e. emotions are like the warning signals on the dashboard.) " Discuss the objectivity of the scientist and make connections to when itâ&#x20AC;&#x2122;s useful to show objectivity. " Look at ways in history that various characters have communicated their emotions and discuss the results.

Distinguish their real feelings from how others expect them to feel. Describe the external event or internal cognition that triggered an emotion. Understand the effect of self-talk on emotions.

" Discuss a time in literature when the character reacted or felt differently than the reader thought they would. " Listen to various types of music and discuss the emotion each type triggers. " Students do a stream of consciousness writing project and then discuss the self-talk that went along with the writing.

Describe how changing their interpretation of an event can alter how they feel about it. Use self-reflection to make sure their emotions are in line with the truth of a situation. Acknowledge an emotion and determine the appropriate time and place to safely digest it.

" "

SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) Document revised by the Anchorage School District SEL Team (2013)

Draw an â&#x20AC;&#x2DC;anger thermometerâ&#x20AC;&#x2122; and discuss physical responses as a person moves higher on that thermometer. Students name the emotions felt by characters in a story, and discuss how they were affected by those emotions.

Students write a personal narrative discussing a time when they reassessed an event and felt completely differently at the end. Discuss historic events and how misinterpretation triggered a negative event. Students write an advice column letter giving advice on how to digest emotions. 6

SELF-AWARENESS Students demonstrate awareness of their personal traits. I am aware of my traits, know what I do well, and know wh at areas I can work on.

! Indicators Early Elementary

" " "

Identify their likes and dislikes. Describe things they do well. Describe an activity/task in which they may need help in order to be successful.

! Sample Activities " " "

" Describe the personal qualities they possess that " Goal make them successful members of their school Late 1: A community. " Elementary " Describe and prioritize personal skills and stude interests that they want to develop. nt shoul " Analyze how personal qualities and " temperaments influence choices and successes. d " Apply self-reflection techniques to recognize their " Middle have strengths, weaknesses, and potential. School " Implement a plan to build on strengths, meet a a need, or address a challenge. stron " g sense " Identify things about themselves that they cannot " of change and devote their energy to something they can change. self" Recognize their personal learning awar Early High style/intelligence and find ways to employ those School styles. " eness " Explore possible career and volunteer " . opportunities based on their identified interests and strengths. (I am) Reco gnizin " Find and enhance an affinity. " g who " Identify the skills and credentials required to enter a particular profession and begin to prepare Late I Higham accordingly. " School relati " Show self-esteem based on accurate assessment of self. ve to my relati onshi SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) p revisedin Document by the Anchorage School District SEL Team (2013) the world

Students design an All About Me book. Students do a “show and tell” presentation about a hobby or a skill. Use cooperative learning strategies. Students analyze what it is about school that is hard or easy for them. Students draw portraits of themselves and label them with skills they possess.

Administer school-to-work personality trait tests. Students make a ‘curious cube’. For each face of the cube, they write a different side of their personality: strengths, potential, etc. Assign final projects that are designed by students to build on their strengths. As a class, design a ‘movie set’ city street with different storefronts. Each student designs a storefront that shares characteristics of themselves that can and cannot be changed. Give Multiple Intelligence tests to students. Students take part in a computerized skills and personalities assessment that matches them to job and career choices. (i.e. AKCIS) Students do a comparative essay at the end of a semester describing which literary character they are most like. Students write a cover letter that shares their strengths, but matches those strengths to a particular career or college.

SELF-AWARENESS

Students demonstrate awareness of their external supports. I am aware of the supports I have around me. ! Indicators

Early Elementary

" " "

Identify an adult they trust. Explain situations in which they need to seek adult help (big problem/small problem). Understand how and where to get help in an emergency situation.

! Sample Activities " " "

Goal " Recognize qualities of positive role models. " " Identify positive adults in various facets of their 1: A Late lives. Elementary stude " Identify peer, home, and school resources they " can access to help solve problems. nt shoul d " Have awareness of where to go for support " when in need. " have " Evaluate the benefits of participating in extra a Middle curricular activities. School " Recognize outside influences on the stron development of personal characteristics and " g discern whether those influences are supportive or non-supportive. sense of " Identify school support personnel and have " selfEarly High knowledge of when and how to use them. awar School " Identify organizations in their community that " provide opportunities to develop their interests eness or talents. . (I am) " Activate community resources to help them " Reco achieve their goals. gnizin " Access safety networks for self and others. Late High " Have constructive support systems in place that g who School contribute to school and life success. " I am relati ve to my relati onshi SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) Document revised by the Anchorage School District SEL Team (2013) p in the

Define trust and have students list qualities of a person they would trust. Go over Kelsoâ&#x20AC;&#x2122;s choices. Students role-play â&#x20AC;&#x2DC;what if..â&#x20AC;&#x2122; situations.

Students write a letter to a role model telling why they consider them to be their role model. Students visit school resources (e.g. nurse, counselor, mediators, etc.) to find out what services they provide. Do a school scavenger hunt. Students do a public service announcement advertising an extracurricular activity and why people should join it. Students make a collage showing those things that have influenced them.

Ensure school posters advertise school support personnel and the roles they play. Students make a community map showing organizations that provide support services.

Students do an I-Search or research project about what community resources are available and applicable in specific situations. Students write a letter to the people in their support circle explaining how those people can and do help them.

SELF-AWARENESS Students have a sense of personal responsibilit y. I am aware of and accept my responsibilities.

! Indicators " Early Elementary

" "

Understand that school-wide expectations and responsibilities promote a safe and productive environment. Accept that there are positive and negative consequences for their choices and actions. Acts responsibly when using other peopleâ&#x20AC;&#x2122;s property.

! Sample Activities " " "

Goal 1: A " Choose to do school work/chores without being " stude reminded. " Late nt " Define what it means to be responsible and can Elementary identify things for which they are responsible. " shoul " Explain the benefits of being responsible. d have " Identify the areas of school and life that are " a within their control. " Analyze the short and long term outcomes of " stron safe, risky, and harmful behaviors. Middle g " Define their responsibility for the outcomes School involved in safe, risky, and harmful behaviors. " sense of selfawar eness " Analyze the effect taking responsibility or not " taking responsibility can have on themselves and . Early High others. " (I am) School " Describe how taking personal responsibility can lead to success. Reco " Demonstrate an ability to take responsibility for gnizin their choices. g who I am " Realize the level of control they have over their " own lives and act accordingly. relati Late High " Take the role of a personally responsible citizen School ve to promoting the betterment of the community. " my relati onshi SEL standards p andinindicators developed by the Anchorage School District SEL Steering Committee (2004) Document revised by the Anchorage School District SEL Team (2013) the world

Use picture cues to discuss school-wide expectations and practice what that would look like. Students participate in the development of classroom rules. Students predict outcomes for characters in a story based on their actions in the story. Assign students class jobs. Students write newspaper articles about things they are responsible for. Demonstrate a responsible act through a creative medium (comic strip, video, poetry, song, etc.) Class brainstorms a list of areas that students can control. Students design a brochure detailing safety issues and procedures regarding common scenarios and behaviors. Students write their own â&#x20AC;&#x2DC;report cardâ&#x20AC;&#x2122; where they grade themselves on how well they are following through with their responsibilities, adding comments that defend the grade. Assign student planners where students track their responsibilities each week. Students interview an adult whom they admire and find out how that person feels about their personal responsibilities and success.

Students design a public service announcement to inform others of a way to promote community wellness. Imagine a world with no responsibilities. Students write a story describing life in that world.

Self-Management (I can) Managing my behavior in effective, constructive ways. Rationale: Several key sets of skills provide a strong foundation for achieving school and life success. One is knowing how to manage and express your emotions constructively. This enables one to handle stress, control impulses, and motivate oneself to persevere in overcoming obstacles to goal achievement. Another is using good decision making skills, thus promoting one’s own health, avoiding risky behaviors, dealing fairly and honestly with others, and working to set and achieve goals for success in school and life.

G o a l 1 : SELF SOCIAL A s t AWARENESS I am… I care… u d e I can… n I will… MANAGEMENT capable t s h o u l d h a v e a SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) Document s revised by the Anchorage School District SEL Team (2013) t

SELF-MANAGEMENT

Students demonstrate ability to manage their emotions constructively. I can manage my emotions in a way that is constructive and appropriate. ! Indicators

Early Elementary

" " "

Identify ways to calm themselves. Demonstrate constructive ways to deal with upsetting emotions. Walk away/remove themselves from a triggering event.

! Sample Activities " "

Goal " Use self-monitoring strategies (self-talk) to " 1: A regulate emotions. " Show skills in handling pressure situations (e.g. " stude Late calm down, walk away, seek help or mediation). nt Elementary " Demonstrate an ability to present their own perspective (I-messages). shoul " d have a " Apply strategies to manage stress and to " stron motivate successful performance. Middle " Reflect on possible consequences, both positive " g School and negative, before expressing an emotion. sense " Generate ways to develop positive attitudes (optimism). of self" Demonstrate control of their behavior so as not " to behave impulsively. awar Early High " Evaluate the role attitude plays in success (i.e. School eness pessimism vs. optimism) " " Practice strategies for coping with and . overcoming feelings of rejection, social isolation, (I am) and other forms of stress. Reco " Demonstrate reframing skills to promote " gnizin resiliency and optimism. g High who Late " Incorporate personal management skills on a School daily basis and demonstrate effective emotional I am management as a way of being. " relati ve to my relati onshi SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) Document revised by the Anchorage School District SEL Team (2013) p in the

Read Simon’s Hook or a similar story and discuss the ways the character was taught to deal with triggers. Show how a balloon deflates and see if students can copy that in their bodies for when they feel stressed. As an adult, model self-talk and then discuss how you are using it. Students write a story showing positive choices. Be sure the story shows the characters’ thoughts as they are making the choices. Use fill-in-the-blank “I messages” as a practice tool. Discuss the strategies literary characters used to handle their stressors. Students develop a graphic organizer that compares and contrasts ways to express feelings. Students watch or read Outsiders and discuss the results of the characters’ impulsive actions. Trace the feet of students. On each footprint, students write a strategy for coping. Display as “steps to overcoming”. Demonstrate in a science class or in a math problem ways to reframe the problem, and compare that to ways to reframe life problems. Read scenarios that would cause an emotional reaction. Each student should write a “Good”, “Bad”, and “Ugly” response.

SELF-MANAGEMENT Students demonstrate honesty/integrity. I can act in an honest manner.

! Indicators Early Elementary

" "

Distinguish between a truth and a lie. Analyze the consequences of lying and/or breaking classroom/school rules. Understand the importance of telling the truth.

! Sample Activities " "

" Show willingness to tell the truth in a difficult " Goal situation, while honoring personal boundaries. Late 1: A " Identify reasons why honesty is a valued trait. Elementary " Analyze the outcomes of dishonesty. stude " nt shoul " Activate personal integrity as a tool to resist " d negative peer pressure. " Evaluate how honesty contributes to lifelong have Middle success and relationship building. School a " stron g sense " " Analyze their behavior to determine whether or of not they are being authentic. selfEarly High " Analyze whether they are behaving in an honest School manner and adjust accordingly. " awar eness . (I am) " Show authenticity in their behaviors. " Reco Late High " Act with a correlation between their words and gnizin School their actions (walk the talk). " g who I am relati ve to my relati SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) onshi Document revised by the Anchorage School District SEL Team (2013) p in the

Students do a puppet show or write a story about a child not telling the truth. Students help in the development of classroom procedures and consequences. Students role-play scenarios where telling the truth would be hard and discuss strategies and reasons why they would want to tell the truth anyway. Identify historical characters whose integrity improved a situation. Read a story (for example The Chocolate War) and discuss the characterâ&#x20AC;&#x2122;s response to peer pressure. Students do a comparison to how they would respond. Students write about a time when it would have been easy to lie, but they chose to be honest instead. Students write a proposal for a TV program about them. If cameras follow them around, will they see authentic behaviors? Students keep track of their activities for one week. Looking at the list, highlight all behaviors that were done with honest actions and motives. Teachers model authenticity in their behaviors. Offer real-life scenarios and ask students what they would do in those tough situations.

SELF-MANAGEMENT Students use effective decision - making skills. I can make good decisions.

! Indicators Early Elementary

" " "

Describe ways to promote the safety of themselves and others. Recognize that they have choices in how to respond to situations. Implement stop, think, and act strategies in solving problems.

! Sample Activities " " "

Goal " Describe the steps of a decision-making model. " 1: A " Generate alternative solutions to problems and stude predict possible outcomes. Late " Effectively participate in group decision-making " nt Elementary processes. shoul " d have " Identify and apply the steps of systematic " a Middle decision-making. stron School " Evaluate strategies for avoiding risky behavior. " g " sense of " Evaluate how external influences (e.g. media, " selfpeer, cultural norms) affect their decisionmaking. awar Early High " Consider ethical, safety, and societal factors " eness School when making their decisions. . (I am) " Reco gnizin " Apply decision-making skills to foster " g who responsible social and work relations and to make healthy life-long choices. I Higham Late School relati " ve to my relati onshi SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) Document revised by the Anchorage School District SEL Team (2013) p in the

Students compose a list of playground safety rules and ways to help themselves and others follow those rules. Discuss Kelso’s choices. Go over a stop sign and connect it to stop, think, and act behaviors. Read the ‘Choose your own Ending’ books as a class and brainstorm the possible endings. Practice win-win problem solving strategies (i.e. RCCP). Assign group work and ensure that all students are active participants (see Kagan’s Cooperative Learning strategies.) Students think about past decisions and break down the steps that they took to reach that decision. Students write “If only” papers. Students role-play possible responses to peer pressure and other scenarios. Students design a media campaign advertising why a person should or should not listen to external influences. Teachers model their own decision-making process, and then ask students to determine which steps and motivations they might use in decision-making. Analyze the decisions made by characters in novels and short stories. In all subject areas, have students discuss the steps they take to come to a successful conclusion of the problem at hand, to practice responsible decisionmaking. Students do a Consumer Ed. business plan and discuss the importance of decision-making in that plan.

SELF-MANAGEMENT

Students de monstrate ability to set and achieve goals. I can set and achieve goals that will help me to be successful. ! Indicators

Early Elementary

" " "

Identify a goal (wish, dream). Identify the steps needed to perform a routine task or accomplish a goal. Describe something they have accomplished.

! Sample Activities " Students write or draw their own “I have a dream”. " Students do a step-by-step art project or baking project. " Do a classroom collage; one side is a celebration of something they’ve accomplished, and one side is something they are working on accomplishing.

Goal " Describe why participating in their education is important in helping them achieve personal " 1: A goals. stude " Describe the steps in setting and working toward Late goal achievement. " nt Elementary " Evaluate what they might have done differently to shoul achieve greater success on a recent goal. " Distinguish between long term and short term " d goals. have " a " Apply goal-setting skills to promote academic success. stron " Set a positive social interaction goal. " Middle g " Demonstrate goal-setting skills relating to School potential career paths. sense of " self" awar " Monitor progress toward achieving a goal, and make adjustments in their plan as needed. eness Early High " Identify outside resources that can help in . School achieving a goal. " Set a positive academic goal. " (I am) Reco gnizin " g who " Set a post-secondary goal with action steps, I am timeframes, and criteria for evaluating Late High achievement. relati School " Demonstrate an understanding that goal setting " ve to promotes life long success. my relati SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) onshi Document revised by the Anchorage School District SEL Team (2013) p in the

Students write a dialogue between a teacher and a reluctant student, explaining why school is important. At the end of a project, students think of one thing they could have done differently to make the project even more successful. Chart daily and weekly goals. Students use class planners to set academic goals per week/quarter/semester. Show a video or read a story where the main character makes poor social choices (i.e. The Girls) and have students determine what they would do differently for themselves. Design school to work portfolios. Students write a projected schedule for one week. Write a reflection paper on their strengths and weaknesses as they are working toward a goal and write suggestions for improvements. Students conduct interviews with people they feel could help them meet a goal to determine what those people or their organizations could do. Students draw a ‘map’ with steps to reach their post-secondary goals. For each step, write criteria to determine when they can successfully move to the next step. Discuss how professionals working within a particular subject area (mathematicians, historians, artists, etc.) use goal setting.

Social Awareness (I care) Demonstrating an awareness of the value of others in the greater communities. Rationale: “Today’s youth are growing up in a multicultural world that requires them to have knowledge and skills to question, problem solve, listen to diverse perspectives, make decisions and act as socially responsible participants in our democracy.” (Patti and Tobin, 2003) Social awareness is the first step in acquiring that knowledge.

G o a l SELF SOCIAL 1 : A I care… AWARENESS I am… s caring t u d I will… e I can… MANAGEMENT n t s h o u l d h a v e SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) Document a revised by the Anchorage School District SEL Team (2013) s

SOCIAL AWARENESS Students demonstrate awareness of other people’s emotions and perspectives. I care about the feelings and viewpoints of others.

! Indicators Early Elementary

1 Goal

Late 1: A Elementary

! Sample Activities "

" "

Predict how others are feeling based on their facial expressions and body language. Recognize words and actions that hurt others.

" "

" " "

Predict how their own behavior affects the emotions of others. Define the terms perspective/point of view. Use listening skills to identify the feelings/ perspectives of others.

" stude nt shoul " d " Analyze ways their behavior may affect the feelings of others and adjust accordingly. have " Provide support and encouragement to others in " a need. Middle stron " Show respect for other people’s perspectives. School " g sense of self" " Identify verbal, physical, and situational cues that awar indicate how others may feel. eness " Use conversational skills to understand the Early High perspective of others. . School " Demonstrate ways to express understanding of (I am) those who hold different opinions. " " Demonstrate ways to express empathy for Reco others. " gnizin g who " " Differentiate between the factual and emotional I am content of what a person says. relati " Express empathy towards others. " Late High " Value and learn from the perspectives of others. ve to School " my relati onshi SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) Document revised by the Anchorage School District SEL Team (2013) p in the

Students play a game of ‘Feelings Charades’. Students brainstorm a list of behaviors they feel would hurt others. Read the first half of a story. After one character’s actions, students predict how the other characters will feel. Tell a story from a completely different perspective and discuss (example, Two Bad Ants, by Chris Van Allsburg). Give teams a list of emotions. They must design skits showing all of the emotions. The opposite team tries to guess what was on their list. Students write alternate endings to stories through changing the behavior of one character. Hold class meetings where students are given the opportunity to support one another. On the outside of a paper bag, students make a collage of how they think others feel about an issue, on the inside they put pictures/words of how they feel about that issue. Discuss. Students play a version of ‘Freeze’ where words can’t be used, but in order to successfully freeze a player and get into the scene, the audience member must guess the original character’s portrayed feelings. Do pair-shares where one student must tell their partner’s perspective on an issue. Hold formal debates where the winners are those who showed the most respect. Students view three different news reports and note the slants each report brings to the same story. Students get involved in a communitygiving situation where they help others. Do Socratic seminars and have students write reflection papers about how their viewpoints changed when listening to others. 16

SOCIAL AWARENESS Students demonstrate consideration for others and a desire to positively contribute to their community.

I care about others and do m y part to m ake m y com m unity better. ! "

Early Elementary

" "

Indicators

Recognize and name how others within their school, home, and greater community help them. Identify how they help others (e.g. feed the dog, share, clean up when asked). Express how they feel about helping others.

! Sample Activities " "

Goal 1: A " Describe what they learned about themselves in " helping out others. stude " Identify roles they have that contribute to their Late nt school, home, and neighboring community. Elementary " Work together with peers to address a need. " shoul " d have a " Explain how their decisions and behaviors affect " the well being of their school and community. stron Middle " Explore a community or global need and g School generate possible solutions. " sense of self" Work cooperatively with others to implement a " awar strategy to address a need in the broader Early High eness community. School " Evaluate the impact of their involvement in an . activity to improve their school or community. (I am) Reco gnizin " Participate in activities that show they are " agents for positive change within their g who community/world. I Higham Late " Analyze their responsibilities as involved citizens School of a democratic society. " relati " ve to my relati SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) onshi Document revised by the Anchorage School District SEL Team (2013) p in the

Students create a collage of daily personal and family activities and circle examples of when they or others are helping. Give class jobs, and have discussion around how they are helpful for the group.

Students trace each other’s hands and write a role they have or a quality they learned about helping. Display around the room as the ‘helping hands’. Adopt a community service project. Play small group games that involve cooperating and problem solving with others to complete a task. Students draw an “Impact web” of how their actions could potentially affect others, or how a historical figure's actions affected society. Students look at global needs and do a class discussion on what they would do to help if they were president of the U.S.A. Students participate in a clothing drive, food drive, or other service, and then follow through with the story by seeing how their contribution made an impact. Write a follow up article discussing this impact and evaluating what they would do the same or what they could do differently. Review the Youth Risk Behavior Survey data for adolescents. Identify a pertinent issue and discuss strategies students could use to address the issue. Students get involved in the Youth Vote. Identify an issue pertinent to the community and write a persuasive letter to a leader to request assistance in meeting the need. 17

SOCIAL AWARENESS

Students demonstrate an awareness of cultural issues and a respec t for human dignity and differences. I care about and respect the individual differences of others. ! Indicators "

Early Elementary

Describe ways that people are similar and different. Name positive human qualities in others that cross all cultures and groups.

! Sample Activities " " "

Goal 1: A " Identify contributions of various social and " stude cultural groups. " Recognize that people from different cultural " nt Late and social groups share many things in shoul Elementary common. " " Define stereotyping, discrimination, and d prejudice. have " a stron " Analyze how people of different groups can help " one another and enjoy each other’s company. g Middle " Explain how individual, social, and cultural " School sense differences may increase vulnerability to stereotyping and identify ways to address this. of self" Demonstrate respect for individuals from " awar different social and cultural groups. eness Early High " Participate in cross-cultural activities and reflect School . on how they were responsive to the setting they " were in. (I am) Reco gnizin " Evaluate strategies for being respectful of " g who others and opposing stereotyping and prejudice. " Evaluate how advocacy for the rights of others I am Late High contributes to the common good. relati School " Show sensitivity to the cultural setting they are " in and a willingness to adapt as necessary. ve to my relati onshi SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) Document revised by the Anchorage School District SEL Team (2013) p in the

Students do a ‘show and tell’ about a family tradition. Teach very basic Venn diagrams using human qualities. Ask students to write a list of traits that they have. Then go around the room comparing traits with their classmates. Teach folksongs and discuss their meaning. Prepare a food that has cultural significance and share it with the class. Distribute magazines that reflect different cultural interests. Students work in small groups to look for commonalities. Identify the benefits and disadvantages of pre-judging people and situations. Do an activity around the “Flash Judgments” video. Teach a unit on media literacy and have students analyze media for who is being featured in commercials, shows, etc. and whether that is leading to stereotyping. Students design and participate in a miniOlympics competition. Include activities with clear cultural backgrounds and give the history of those activities. Students review newspapers for announcements of upcoming events. Cut them out for a poster of cultural activities. Students read current affair articles about prejudice and evaluate the response of the community –giving suggestions for improvement where appropriate. Students select a topic of interest or concern in the local community. Compare this to concerns on the national level, considering community reaction and involvement. 18

SOCIAL AWARENESS Students can read social cues. I care about how I perceive others and how they perceive me.

! Indicators " Early Elementary

" "

Understand the importance of respecting personal space. Appropriately engage in play with others (i.e. introduce self, ask permission, join in, and invite others to join in). Wait their turn, observe the situation, and know when it’s appropriate to respond.

! Sample Activities " " "

Goal 1: A " Describe tone and how it is used to " stude communicate to others. nt " Describe the impact of body language and facial Late expressions in communication. shoul Elementary " Develop awareness that social cues may be " d different among various groups. have a stron " Analyze social situations and appropriate " responses to those situations (e.g. school g dance, peer pressure situations, cliques, public Middle sense speaking). " School " Recognize the personal boundaries of of themselves and others (friends, family selfmembers, teachers). awar eness " Evaluate how society and cultural norms and " Early High mores have an effect on personal interactions. . School " Read social cues and recognize the impact of (I am) their reactions to those cues. Reco gnizin " Recognize and respond to social cues in a " gHigh who Late manner that contributes to their life-long School success. I am relati ve to my relati SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) Document revised by the Anchorage School District SEL Team (2013) onshi p in the

Use puppets to go over rules like personal space, respecting others property, etc. Students tell what activities they did on the playground and rate their behavior during those activities. Use skills-streaming exercises to teach kids the steps involved in ‘joining in’. Students identify the verbal and nonverbal cues that make a teacher-told story interesting. Discuss how different classmates might tell the story differently. Students are given a list of simple tasks they must complete. In pairs they must get their partner to complete that task using only nonverbal communication. Students write a ‘how to’ list describing to a newcomer the appropriate behavior in various situations. Discuss the importance of land boundaries in world politics. Apply that logic to personal boundaries. Why is it important to honor those? One student is “It” and must leave the room while the class designs a list of social mores. The student returns and must use the groups’ social cues to determine ‘proper’ behavior. Students role- play interview situations where they must respond to the social cues of the interviewer.

Social Management (I will) Interacting in meaningful, productive ways with others. Rationale: Social management enables people to communicate, to teach and learn, share ideas and feelings, address needs and solve conflicts. Providing children with social management skills will enable them to develop healthy relationships and to meet the needs of the community both personally and professionally. “Business of all sizes has come to realize that productivity depends on a work force that is socially and emotionally competent.” (Adams and Hamm, 1994)

G o a l 1 : SELF SOCIAL A s t AWARENESS I am… I care… u d e n I will… I can… MANAGEMENT responsible t s h o u l d h a v e a SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) Document s revised by the Anchorage School District SEL Team (2013) t

SOCIAL MANAGEMENT

Students use positive communication and social skills to interact effectively with ot hers. I will interact well with others.

! Indicators Early Elementary

" " "

Pay attention to others when they are speaking. Demonstrate the use of verbal etiquette (use please, thank you, excuse me, etc.). Take turns and share with others.

! Sample Activities "

" Goal " Give and receive compliments in a genuine 1: A manner. " Use attentive listening skills to foster better stude communication. nt " Demonstrate good sportsmanship. Late " " Demonstrate cooperative behaviors in a group shoul Elementary (e.g. listen, encourage, acknowledge opinions, d compromise, reach consensus). have " a stron " " Demonstrate an ability to both assume g leadership and be a team player in achieving Middle sense group goals. School " Differentiate between passive, assertive, and " of aggressive responses. self" Practice reflective listening. awar " Demonstrate strategies for collaborating with " eness peers, adults, and others in the community to Early High move group efforts forward. . School " Offer and accept constructive criticism in order (I am) to make improvements. " Reco " Work to maintain an objective, non-judgmental tone during disagreements. gnizin " " Use assertive communication to get their g who needs met without negatively impacting others. I am " Empower, encourage, and affirm themselves Late High " and others through their interactions. relati School " ve to my relati SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) Document revised by the Anchorage School District SEL Team (2013) onshi p in

Divide class into two teams. Read directions to the teams one time and have the teams follow the directions, practicing listening. Do a ‘word of the day’ and give students little prizes when you hear them genuinely use that word. Students design a flower, with cut out petals. Classmates write one compliment for that person on their petal. When the petals are all filled out, glue the flower together and thank those who added to it. The student who is ‘IT’ calls out animals who fly (or jump, crawl, etc.) Students flap, if the animal called really flies. If it doesn’t and they are still flapping, they’re eliminated. In groups, students build ‘towers’ using only the provided material. After, discuss how they worked as a group. Design group activities that take multiple talents. Discuss how the team could best work together by using each other’s strengths. Pairs share complex stories or opinions and practice reflective listening while the audience takes note. Given a real life scenario, students design the ‘teams’ they would assemble to best meet the need given – and explain why and how that group would meet the need. In class debates, students are evaluated on their use of tone. Students write scripts that they could use in order to make a request. Then do a peer editing to evaluate effectiveness. Hold class meetings designed to build class unity and empowerment. Students write a report on the great leaders of the world and analyze their communication skills. 21

SOCIAL MANAGEMENT Students develop constructive relationships. I will work on having constructive relationships.

! Indicators

! Sample Activities "

Early Elementary

" " "

Identify relationships they have with others. List traits of a good friend. Design a plan for making friends.

Goal 1: A stude " Recognize the difference between positive and " negative relationships. nt Late " Understand the difference between safe and Elementary shoul risky behaviors in a relationship. " " Identify a problem in a relationship and seek d appropriate assistance. have " " Distinguish between positive and negative peer a pressure and demonstrate strategies for stron Middle resisting negative peer pressure. " g School " Involve themselves in positive activities with their peer group. sense " Demonstrate ability to be true to personal of values when choosing friendships. " self" Understand the benefits of setting limits for awar themselves and others (boundaries). " Practice strategies for maintaining positive " eness Early High relationships (e.g. pursue shared interests and School . activities, spend time together, give and receive help, practice forgiveness.) " (I am) " Understand the value of mentors. Reco gnizin g who " Actively participate in a healthy support network " I am of valued relationships. Late High " Independently seek out relationships that relati School support their development through life. ve to " my relati SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) Document revised by the Anchorage School District SEL Team (2013) onshi p in

Students draw a picture of their closest friends and family and label the relationship. Students draw a picture of themselves then rotate the picture around the room. As it stops, other students write one thing about them that makes them a good friend. Bring in a stuffed animal and ask the class what they could do to make that animal their friend. Read a story, students list the traits they heard in the characters’ relationships that were negative and those that were positive. Students discuss appropriate times to use peer mediators or other outside help. In groups, make a cartoon strip that shows strategies for resisting negative peer pressure. Hold an “Activity Fair” aimed at encouraging students to participate in extracurricular activities. Students draw a fence and label it with behaviors that fit within and without their personal boundaries. Students give advice to fictitious characters about how they could better maintain positive relationships. Students pick a mentor and write a letter asking them for their help and explaining what they hope to get out of the relationship. Students draw a web of support. Next to each person’s name on the web, write one strategy they could use to maintain or activate that friendship or support. In groups, students write radio broadcasts advertising the importance of constructive relationships. 22

SOCIAL MANAGEMENT Students demonstrate the ability to prevent, manage, and resolve interpersonal conflicts in constructive ways. I will deal with interpersonal conflicts constructively.

! Indicators " Early Elementary

Identify interpersonal problems they need adult help to resolve. Recognize there are many ways to solve conflicts and practice solving problems using a menu of choices.

! Sample Activities "

Students work in pairs using puppets to identify conflicts and show responses. Use class discussion to determine whether the conflict needs an adult helper. Select magazine cutouts of different responses to conflict and students identify whether the responses are negative or positive.

Goal " Show an understanding of conflict as a natural 1: A part of life. " Students watch their peers on the " Describe causes and effects of conflicts. playground and then list the conflicts they stude " Distinguish between destructive and saw and how they were handled. If the Late nt constructive ways of dealing with conflict. conflict was poorly handled, students list Elementary " Activate the steps of a conflict resolution suggestions as to how they could modify the shoul process (listen, express feelings, discuss response. d solutions, make amends, etc.) " Have peer mediators discuss the steps of conflict resolution in a class presentation. have " Identify the roles of individuals in conflict and a understand their responsibility in reaching " As students role-play particular conflict roles resolution. (i.e. aggressors, victims, bystanders, stron " Apply conflict resolution skills to de-escalate, peacemakers) observers record how the Middle g defuse, and resolve differences. behaviors helped or hindered resolution. School sense " Identify how all parties in conflict might get " Hold class debates over a particular issue their needs met (win-win). that must end in a win-win for the class to be of " Identify positive supports to go to in a conflict successful. selfsituation/crisis. " Analyze how listening and talking accurately " Play ‘Telephone’ and then discuss how awar help in preventing and resolving conflicts. messages can so easily get misconstrued eness " Apply skills and strategies needed to manage when someone doesn’t listen or talk Early intimidation, avoid and escape violence, and carefully. . High School maintain personal safety. " In small groups have teams determine (I am) " Access conflict resolution and problem-solving strategies they could use to manage various resources (i.e. security, trusted adults, peer situations. Act them out and evaluate their Reco mediators, counselors). usefulness. gnizin " Demonstrate an ability to co-exist in civility in " Play a game where the rules are unfair in the face of unresolved conflict. someway. Discuss students’ behaviors and g who " Use prevention, management, and resolution feelings in the midst of the game. I Higham Late skills to resolve interpersonal conflicts " Students write their own ‘self-help’ manuals School constructively. to show conflict resolutions skills. Include at relati " Evaluate and reflect on their role in a conflict least one true story where another response ve to and utilize this information to better their would have been more beneficial. my behavior in future conflicts. relati onshi SEL standards and indicators developed by the Anchorage School District SEL Steering Committee (2004) 23 Document revised by the Anchorage School District SEL Team (2013) p in the

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Social & Emotional Learning and Destination 2020 ASD K-12 SEL Team, Professional Learning Department Heather Coulehan, Jan Davis, Clare Morrison, Gavin Vaughan

October 28, 2013

Infusing the ASD K-12 SEL Standards into the Common Core Greetings from the ASD’s SEL Team and welcome to the second edition of the ASD SEL academic journal. This year, the impetus is on explicitly stating SEL is the way the ASD does business through the lens of Destination 2020 and the six goals – 90% achievement in reading, writing and math; 90% graduation rate; every student will attend school at least 90% of the time; 90% of parents recommend their child’s school; 100% of staff and students feeling safe at school; and operational efficiency. Actively promoting the ASD’s commitment to SEL in alignment with Destination 2020 and the Common Core State Standards is a priority. Destination 2020 is the Anchorage School District’s comprehensive strategic plan to focus on the mission, which is “to educate all students for success in life” with the vision being that “all students will graduate prepared for post-secondary educational and employment opportunities.” The Common Core State Standards are a set of rigorous, evidence-based standards that are clear, consistent and aligned with college and career expectations. In a transient community like the ASD, the adoption of the Common Core State Standards ensures students have cohesive and consistent performance standards.

Contents: ASD Destination 2020 SEL Infusion into the Common Core K-12 SEL Instructional Practice Exploring the Connections Between SEL and the CCSS: Instructional Practices Table

Common Core State Standards According to the Common Core State Standards initiative, the Standards “provide a consistent, clear understanding of what students are expected to learn. The Standards are designed to be relevant to the real world, reflecting the knowledge and skills that our young people need for success in college, careers and in life.” The Standards “define what all students are expected to know and be able to do, not how teachers should teach. Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.”

ASD K-12 SEL Standards One tool available in the Anchorage School District is the ASD K-12 SEL Standards. The K-12 SEL Standards are the underlying skills students need to meet the Common Core State Standards. They are the skills students need to listen to perspectives of others, use positive communication, be aware of cultural issues and differences, read social cues, set and achieve goals, and take personal responsibility for their learning. What students are asked to do in the Common Core State Standards gives them the opportunity to practice these SEL skills during instruction.

Both the ASD K-12 SEL Standards and the Common Core Standards are skills and understandings that have wide applicability outside the classroom or workplace. What follows is a professional development tool designed to guide exploration of the connection between the ASD K-12 SEL Standards and the Common Core State Standards for any academic content. This tool, Infusing SEL into the Common Core: Discussion Guide, is designed to facilitate group discussion on instructional practices that foster practicing the SEL skills while meeting the expectations of the Common Core State Standards.

Getting Started Materials: ! Infusing SEL into the Common Core: Discussion Guide ! Common Core State Standards for your content area and grade level ! Social and Emotional Learning (SEL) Standards and Indicators for the Anchorage School District ! Exploring the Connections Between SEL and the CCSS (note-taking table) Directions: - Read through the ASD K-12 SEL Standards and indicators for your grade level. - Read through the Common Core State Standards for your academic content area. - As a group, begin with one Common Core State Standard to focus on. - Look back at the 15 ASD K-12 SEL Standards and indicators and select one standard that connects the SEL skill students will need to meet the CCSS you chose to focus on. - Write both the CCSS and the SEL standard into the table attached to this document. 2

The Common Core allows freedom in how teachers deliver their instruction and reflect on instructional practices that foster practicing the SEL skills while meeting the expectations of the Common Core Standards: Thinking about both the SEL standard and the CCSS you selected, reflect and discuss – 1. What instructional practices do you use, or could you use that provide the opportunity for students to practice this skill? Write the instructional practices in the table. 2. What questions and/or statements could you say to make students aware of the skills they are practicing? Exploring the Connections Between the ASD Social and Emotional Learning K-12 Standards and the Common Core State Standards Use this table to capture your thinking and reflect on the connections you make between the ASD K-12 SEL Standards and the Common Core State Standards. Common Core State Standard:

ASD K-12 SEL Standard:

Description:

Indicator:

What instructional practices do you use, or could you use that provide the opportunity for students to practice these skills?

What questions and/or statements could you say to make students aware of the skills they are practicing?

This connection between the CCSS and the ASD K-12 SEL Standards demonstrates how SEL skills are REAL, and that they are needed and used throughout academic content and beyond.

The way we teach is as important as what we teach.

K-12 SEL Instructional Practice: Guided Discussion

Please don’t hesitate to contact the SEL Team – Heather Coulehan, Jan Davis, Clare Morrison, and Gavin Vaughan - with questions or inquires. We look forward to working with you. Reference: National Governors Association Center for Best Practices, Council of Chief State School Officers.

Exploring the Connections Between the ASD Social and Emotional Learning K-12 Standards and the Common Core State Standards Use this table to capture your thinking and reflect on the connections you make between the ASD K-12 SEL Standards and the Common Core State Standards. Common Core State Standard:

ASD K-12 SEL Standard:

Description:

Indicator:

What instructional practices do you use, or could you use that provide the opportunity for students to practice these skills?

What questions and/or statements could you say to make students aware of the skills they are practicing?