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sel is an essential component of our pbis framework.
sel is an essential component of our pbis framework.
"Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions." - CASEL.org
SEL must be explicitly taught and modeled by all district staff. Davenport, as well as the Iowa Department of Education, use the competencies described in the Collaborative for Social and Emotional Learning (CASEL) as the foundation of learning and instruction in SEL.
self awareness
self awareness
The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.”
The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.”
- Identifying emotions
- Accurate self-perception
- Recognizing strengths
- Self-confidence
- Self-efficacy
self management
self management
The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.
The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.
- Impulse control
- Stress management
- Self-discipline
- Self-motivation
- Goal-setting
- Organizational skills
social awareness
social awareness
The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports.
The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school, and community resources and supports.
- Perspective-taking
- Empathy
- Appreciating diversity
- Respect for others
relationship skills
relationship skills
The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.
The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negotiate conflict constructively, and seek and offer help when needed.
- Communication
- Social engagement
- Relationship-building
- Teamwork
responsible decision making
responsible decision making
The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others.
The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns, and social norms. The realistic evaluation of consequences of various actions, and a consideration of the well-being of oneself and others.
- Identifying problems
- Analyzing situations
- Solving problems
- Evaluating
- Reflecting
- Ethical responsibility
Second step SEL Curriculum
Second step SEL Curriculum
Second Step is the SEL curriculum Davenport uses for students from K-8. Building counselors are your main point of contact for questions regarding Second Step curriculum.
At this time, we do not have a prescribed SEL curriculum for high school. To meet the needs of SEL for high school, and to enhance our SEL instruction from K-8, building PBIS teams write lessons to be implemented for explicit SEL instruction as well as to be implicitly embedded into all lessons. Many of these lessons were created during our Leadership Academy. See information below for lesson links.
SEL was the focus of Leadership Academy during the 2019-2020 school year. To the left you can review the Academy slides or you can Click Here to open in a new window.
Starting at approximately Slide 110 you will find content focused on SEL strategies created by building teams.
Slide 212 contains a link to a Social and Emotional Competencies Toolkit. This was created by building teams during the 2019-2020 Leadership Academy.
Social Emotional Learning: Family guides
Social Emotional Learning: Family guides
These learning guides, sponsored by the Davenport Community School District's Network for Community and School Partnerships, are provided for parents and families to support social emotional learning at home. Building teams can choose to post these on their building website, eblast to parents and families, have hard copies available in the office, and/or use as a resource for families during parent engagement events.
Additional suggestions for use include:
Teachers can review their grade level guide and know that it is available to have conversations with parents during conferences/etc.
Student Intervention Teams (SIT) and/or Family Involvement Liaisons (FILs) can use these as they consider how to communicate strategies for families to support students.
School-Based Therapists and AEA staff can use these as a tool to build a partnership with families in supporting students.
This can be a universal resource for all the grade levels who are doing the social emotional screener (see Strengths and Difficulties Questionnaire on "Assessments" page).
Can be provided to parents and/or reviewed at kindergarten round-up so parents are aware of SEL skills they can work on with their child and what the school will be working on when school starts
Other SEL Links from CASEL and the Iowa Department of Education
Other SEL Links from CASEL and the Iowa Department of Education
SEL Signature Practices Playbook: This link, created by CASEL, provides helpful K-12 strategies that can be incorporated into instruction for all levels.
Iowa K-12 SEL Competencies by Grade Band: This document is broken into grade bands K-2, 3-5, 6-8, and 9-12. For each grade band targets are provided for each of the 5 SEL competencies. The documents below are separated by grade band and contain the same information organized a bit differently for ease of viewing.
Iowa K-2 SEL Competencies, Learning Targets, and Developmental Indicators
Iowa 3-5 SEL Competencies, Learning Targets, and Developmental Indicators
Iowa 6-8 SEL Competencies, Learning Targets, and Developmental Indicators
Iowa 9-12 SEL Competencies, Learning Targets, and Developmental Indicators
Iowa Department of Education School Climate Transformation Site: This site contains a treasure of resources and other valuable links that can support your building SEL implementation.
This is a Social Emotional Competencies Checklist (created in Google Form) that teachers can take to assess their SEL competencies. This was created during the 2019-2020 school year.
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