- Georgetown Independent School District
- Social Emotional Learning
Social Emotional Learning
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Social-Emotional Learning (SEL) is the process of bringing the GISD Learner Profile to life within a safe and caring learning environment. In Georgetown ISD, we categorize SEL into three domains: (a) cognitive skills, (b) intrapersonal skills, and (c) interpersonal skills. When we look at our GISD Learner Profile Traits we can see how each Learner Profile Trait fits into one of these SEL domains.Cogntive Skills:
- Applies Critical Thinking
- Creates and Innovates
- Inquiry and Exploration
Intrapersonal Skills:- Self-Knowledge
- Personal Responsibility
- Adapts and Perserveres
Interpersonal Skills:- Respectful Relationships
- Collaborates and Communicates
Learner Profile & SEL Alignment
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Creates & Innovates
Students show Creates & Innovates skills in the classroom in the following ways:
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Produces new and useful ideas
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Recognizes connections between learning and out of school settings
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Reflects on one’s role and ways to contribute to self and others’ well being
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Takes risks and learns from failure
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Develops interactive work products
Challenges in this competency area may show up as:
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Bare minimum effort
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Using the same tools/strategies/products over and over again
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Taking ideas of others and passing them as their own
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Unable to connect ideas and work to out of school settings or to the problem they seek to resolve
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Difficulty recovering from setbacks
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Obtains Knowledge Through Inquiry & Exploration
Students show Obtains Knowledge Through Inquiry & Exploration skills in the classroom in the following ways:
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Demonstrates curiosity and open-mindedness
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Asks purposeful questions
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Takes logical steps towards goals
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Makes reasonable judgments after looking at facts and data
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Uses multiple sources of data
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Looks at problems in more than one way
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Anticipates likely outcomes
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Engages in problem-based learning
Challenges in this competency area may show up as:
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Cheats
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Rushes through work
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Head on desk/passive defiance
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Overfocus on barriers
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Respectful Relationships
Students show Respectful Relationship skills in the classroom in the following ways:
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Understands perspectives of others, even when different from theirs
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Understands emotions of others, even when different from theirs
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Cares about the perspectives and emotions of others
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Mindfully listens to others
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Resists interrupting
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Understands different expectations of different settings
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Stands up for others when necessary
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Shows appreciation
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Desires to contribute to the community
Challenges in this competency area may show up as:
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Makes fun of other students
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Gossips
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Argues
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Talks Back
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Shows little interest in the feelings of others
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Communicates, Collaborates, & Applies Critical Thinking
Students show Communication, Collaboration, & Critical Thinking skills in the classroom in the following ways:
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Participates meaningfully in conversations and projects
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Uses academic language in speaking and writing
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Encourages and compliments others
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Allows others think time and opportunity to focus
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Shares materials and takes care of materials shared
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Demonstrates leadership appropriately
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Demonstrates followership appropriately
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Identifies social problems and solves them accordingly
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Resists negative peer pressure
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Copes with negative comments from peers
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Gives and receives feedback appropriately
Challenges in this competency area may show up as:
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Ignores the ideas of some
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Talks over some
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Acts like a clown to get peer attention
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Follows inappropriate behaviors of peers
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Lets everyone else do the work
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Speaks too harshly in feedback situations
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Adapts and Perseveres
Students show Adapt and Persevere skills in the classroom in the following ways:
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Using a Growth Mindset
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Managing their emotions/using coping skills
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Reframing negative emotions with positive emotions (i.e. nervous vs. excited or down vs. need to recharge)
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Try their best
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Express high expectations for themselves
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Tolerance for task completion
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Continuing to try even with unexpected changes and/or setbacks
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Setting personal and collective goals and sticking with them
Challenges in this competency area may show up as:
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Profanity
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Tantrums
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Quitting easily
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Often avoids low preference tasks
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Self-Knowledge & Personal Responsibility
Students show Self-Knowledge and Personal Responsibility in the classroom in the following ways:
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Ability to identify their own emotions in the moment
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Ability to connect their emotions and feelings to behaviors
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Development of a sense of purpose
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Articulating personal values
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Trying something after observation/encouragement/imagination
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Self-motivation skills
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Carry themselves with confidence
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Overcoming self-doubt
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Asks for feedback
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Give an opinion when asked
Challenges in this competency area may show up as:
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Frequent somatic complaints (with no identified medical issue)
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Makes excuses to leave often
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Unable to identify personal strengths or passions
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Problems self-monitoring emotions
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Perfectionistic to point of inability to complete work
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Or - needs one to one support to complete all tasks, even simple ones
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The work of SEL
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The Relational Side
Relationships are key to student learning. The relational side of SEL includes understanding each unique learner in the following areas:
- Trauma-informed lens
- Perspective taking
- Academic Mindfulness
- Capturing Kids' Hearts Strategies
- Parent Engagement
- Co-regulation and self-regulation strategies
- Teacher Self-Care and SEL Skill Building
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Technical Side of SEL
The Technical and Academic compenents of SEL support academic mastery of student learning. The areas of focus on this side of SEL include:
- Unifying vocabulary around SEL
- Setting goals around SEL
- Surveying Students
- Using data to inform the work of SEL
- Academic Strategies for unit and lesson creation
- Integration of Learner Profile Traits into lessons
- Explicit instruction of Learner Profile Traits