- Georgetown Independent School District
- Social Emotional Learning
Social Emotional Learning
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Social-Emotional Learning (SEL) is the process of supporting the GISD Learner Profile within a safe and caring learning environment. SEL develops our capacity for compassionate empathy, self-management, social and cultural humility, and responsible decision-making. While Collaborative of Academic Social and Emotional Learning (CASEL) does provide competencies, each of these competencies aligns closely with our current GISD Learner Profile Traits.
Learner Profile & CASEL Competencies
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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