Sel Standards And Benchmarks Anchorage School Dist-Books Pdf

SEL Standards and Benchmarks anchorage school dist
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SELF SOCIAL,AWARENESS I am I care,knowledgeable caring. I can I will,MANAGEMENT capable,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 self confidence, 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, Draft ASD SEL Standards Benchmarks draft 1 10 Page 2 of 24. Created by SEL Steering Committee September 2005,ASSET 5 SCHOOL PROVIDES A CARING ENVIRONMENT. 1 Self Awareness I am Recognizing who I am and how I am feeling relative to the world around me. 1A Students demonstrate awareness of their emotions. I am aware of what I am feeling, 1B Students demonstrate awareness of their personal traits. I am aware of my traits know what I do well and know what areas I can work on. 1C Students demonstrate awareness of their external supports. I am aware of the supports I have around me, 1D Students have a sense of personal responsibility. I am aware of my responsibilities, 2 Self Management I can Managing my behavior in effective constructive ways.
2A Students demonstrate ability to manage their emotions constructively. I can responsibly manage my emotions,2B Students demonstrate honesty integrity. I can act in an honest manner,2C Students use effective decision making skills. I can make good decisions, 2D Students demonstrate ability to set and achieve goals. I can set and achieve goals that will help me to be successful. 3 Social Awareness I care Demonstrating an awareness of the value of others in the greater. communities, 3A Students demonstrate awareness of other people s emotions and perspectives. I care about the feelings and viewpoints of others. 3B Students demonstrate consideration for others and a desire to positively contribute to their. I care about others and do my part to make my community better. 3C Students demonstrate an awareness of cultural issues and a respect for human dignity and. differences, I care about and respect the individual differences of others.
3D Students can read social cues, I care about how I perceive others and am being perceived by them. 4 Social Management I will Interacting in meaningful productive ways with others. 4A Students use positive communication and social skills to interact effectively with others. I will interact well with others,4B Students develop constructive relationships. I will work on having constructive relationships, 4C Students demonstrate the ability to prevent manage and resolve interpersonal conflicts in. constructive ways I will deal with interpersonal conflicts constructively. Draft ASD SEL Standards Benchmarks draft 1 10 Page 3 of 24. Created by SEL Steering Committee September 2005, Note for the reading of the Social and Emotional Learning. Goals Standards and Benchmarks, Many of the standards are attached to a correlating ASSET These are taken from the.
Search Institutes 40 Developmental Assets a strength based best practices. approach to the development of healthy young people. 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 following benchmarks 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 benchmark 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 benchmarks, Draft ASD SEL Standards Benchmarks draft 1 10 Page 4 of 24. Created by SEL Steering Committee September 2005,Goal 1 Students will demonstrate a strong. sense of self awareness,1 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 self. awareness consists of emotional awareness accurate self. assessment and self confidence and it serves as the foundation of. all socioemotional skills Goleman Boyatzis and McKee 2002. SELF SOCIAL,AWARENESS I am I care,knowledgeable,MANAGEMENT I can I will. Draft ASD SEL Standards Benchmarks draft 1 10 Page 5 of 24. Created by SEL Steering Committee September 2005, Students demonstrate an awareness of their emotions. AWARENESS I am aware of what I am feeling,Indicators Sample Activities. Recognize and label emotions feelings Students make a poster or draw a picture. Early Describe their emotions and the situations that depicts a range of emotions Discuss. Elementary that cause them triggers where the emotions are physically. experienced,Students role play and discuss situations.
that might trigger emotions, Distinguish among intensity levels of their Draw an anger thermometer and discuss. Late emotions physical responses as a person moves. Elementary Describe how they physically respond to higher on that thermometer. emotion Students name the emotions felt by, Recognize and label emotions and discuss characters in a story and discuss how they. how they are linked to behavior were affected by those emotions. Recognize negative emotions as indicators of Design analogies about emotions i e. situations in need of attention emotions are like the warning signals on the. Analyze emotional states that contribute to or dashboard. Middle detract from their ability to problem solve Discuss the objectivity of the scientist and. School Explain the possible outcomes associated with make connections to when it s useful to. the different forms of communicating show objectivity. emotions Look at ways in history that various,characters have communicated their. emotions and discuss the results, Distinguish their real feelings from how others Discuss a time in literature when the. expect them to feel character reacted or felt differently than the. Early High Describe the external event or internal reader thought they would. School cognition that triggered an emotion Listen to various types of music and discuss. Understand the effect of self talk on emotions 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 Students write a personal narrative. an event can alter how they feel about it discussing a time when they reassessed an. Use self reflection to make sure their emotions event and felt completely differently at the. are in line with the truth of a situation end, Acknowledge an emotion and determine the Discuss historic events and how. appropriate time and place to safely digest it misinterpretation triggered a negative event. Students write an advice column letter giving,advice on how to digest emotions. Draft ASD SEL Standards Benchmarks draft 1 10 Page 6 of 24. Created by SEL Steering Committee September 2005,ASSET 38 CHILD HAS HIGH SELF ESTEEM. Students demonstrate awareness of their personal traits. SELF I am aware of my traits know what I do well and know what areas I. can work on,Indicators Sample Activities, Early Identify their likes and dislikes Students design an All About Me book.
Elementary Describe things they do well Students do a show and tell presentation. Describe an activity task in which they may about a hobby or a skill. need help in order to be successful Use cooperative learning strategies. Describe the personal qualities they possess Students analyze what it is about school that. Late that make them successful members of their is hard or easy for them. Elementary school community Students draw portraits of themselves and. Describe and prioritize personal skills and label them with skills they possess. interests that they want to develop, Analyze how personal qualities and Administer school to work personality trait. temperaments influence choices and tests,successes Students make a curious cube For each. Apply self reflection techniques to recognize face of the cube they write a different side of. their strengths weaknesses and potential their personality strengths potential etc. Implement a plan to build on strengths meet a Assign final projects that are designed by. need or address a challenge students to build on their strengths. Identify things about themselves that they As a class design a movie set city street. cannot change and devote their energy to with different storefronts Each student. something they can change designs a storefront that shares. Recognize their personal learning characteristics of themselves that can and. Early High, style intelligence and find ways to employ those cannot be changed. styles Give Multiple Intelligence tests to students. Explore possible career and volunteer Students take part in a computerized skills. opportunities based on their identified interests and personalities assessment that matches. and strengths them to job and career choices i e AKCIS. Find and enhance an affinity Students do a comparative essay at the end. Identify the skills and credentials required to of a semester describing which literary. Late High enter a particular profession and begin to character they are most like. School prepare accordingly Students write a cover letter that shares their. Show self esteem based on accurate strengths but matches those strengths to a. assessment of self particular career or college, Draft ASD SEL Standards Benchmarks draft 1 10 Page 7 of 24. Created by SEL Steering Committee September 2005,ASSETS 1 6 SUPPORTS.
Students demonstrate awareness of their external supports. AWARENESS I am aware of the supports I have around me. Indicators Sample Activities, Identify an adult they trust Define trust and have students list qualities. Early Explain situations in which they need to seek of a person they would trust. Elementary adult help big problem small problem Go over Kelso s choices. Understand how and where to get help in an Students role play what if situations. emergency situation, Recognize qualities of positive role models Students write a letter to a role model telling. Identify positive adults in various facets of their why they consider them to be their role. lives model,Elementary, Identify peer home and school resources Students visit school resources e g nurse. they can access to help solve problems counselor mediators etc to find out what. services they provide, Have awareness of where to go for support Do a school scavenger hunt. when in need Students do a public service announcement. Evaluate the benefits of participating in extra advertising an extra curricular activity and. Middle curricular activities why people should join it. School Recognize outside influences on the Students make a collage showing those. development of personal characteristics and things that have influenced them. discern whether those influences are,supportive or non supportive.
Identify school support personnel and have Ensure school posters advertise school. Early High knowledge of when and how to use them support personnel and the roles they play. School Identify organizations in their community that Students make a community map showing. provide opportunities to develop their interests organizations that provide support services. or talents, Activate community resources to help them Students do an I Search or research project. achieve their goals about what community resources are. Access safety networks for self and others available and applicable in specific. Have constructive support systems in place situations. that contribute to school and life success Students write a letter to the people in their. support circle explaining how those people,can and do help them. Draft ASD SEL Standards Benchmarks draft 1 10 Page 8 of 24. Created by SEL Steering Committee September 2005,ASSET 30 CHILD VALUES RESPONSIBILITY. Students have a sense of personal responsibility, AWARENESS I am aware of and accept my responsibilities. Social and Emotional Learning SEL Standards and Benchmarks for the Anchorage School District 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

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