USER GUIDESOCIAL-EMOTIONAL LEARNINGPANORAMA EDUCATIONNovember 2015
ABOUT SOCIAL-EMOTIONAL LEARNINGOverviewSocial-emotional learning (SEL) describes the mindsets, skills, attitudes, and feelings that help students succeed inschool, career, and life, such as as growth mindset, grit, and sense of belonging at school. Educators use manynames for these skills, such as “non-cognitive skills”, “soft skills”, “21st century skills”, “character strengths,” and“whole child.”Social-emotional learning is an important part of a well-rounded education. Research shows that SEL is animportant lever for boosting academic achievement. Positive social-emotional skills are also correlated withimproved attendance and reduced disciplinary incidents.When looking at SEL in a school setting, we encourage schools to focus measurement and improvement efforts onthree general areas: student competencies (or skills), student supports and environment, and teacher skills andperspectives:1.Student competencies involves the social, emotional, and motivational skills that help students succeed atschool, in their careers, and in life. Examples of student competencies include Grit and Growth Mindset.2.Student supports and environment involves the environment in which students are learning, which influencestheir academic success, their social-emotional development, and their growth as human beings. Measures ofstudent supports and the school environment include Teacher-Student Relationships, Sense of Belonging (atschool), and School Safety.3.Teacher skills and perspectives captures teachers’ readiness and preparation to support SEL on campus. Thisarea looks at whether teachers feel that they have the skills, knowledge, and resources to support students’social-emotional outcomes. Examples of these measures include: Professional Learning About SEL andSchool Climate.Within each of the three broad areas, Panorama offers a set of measures, each focused on a particular sub-topic.Schools can choose to use the measures that are most appropriate for their community, and match their school ordistrict SEL framework, while retaining the validity of each measure.We hope these SEL measures help your school, network or district to understand and support student developmentin these critically important areas.2
Who should use Panorama’s SEL measures?Panorama’s SEL measures are designed help educators understand students’ social-emotional competencies andtheir perceptions of how supported they are in their school environment. The questions and prompts are created tobe broadly applicable and can be used in many types of school settings, including public, independent, and charterschools. These SEL measures are appropriate for school communities serving students from a range of socioeconomic backgrounds.Questions and prompts are designed for two separate groups: students in grades 3-5 and students in grades 6-12.There are also optional questions for teachers of these students.Research ProcessThese SEL measures have been used in thousands of schools across the United States and are regularly checked forvalidity and reliability. Many schools and districts have found positive correlations between these SEL measuresand important student outcomes, including GPA, test scores, and attendance.Many of the SEL measures were created by Dr. Hunter Gehlbach, Associate Professor at the Gevirtz GraduateSchool of Education at the University of California, Santa Barbara (UCSB) and Director of Research at PanoramaEducation. Some measures have been adapted from work developed by the CORE Districts, TransformingEducation, and their research partners, as well as work developed at Harvard University by Dr. Hunter Gehlbachand his research team at the Harvard Graduate School of Education. We are grateful for the support andcontributions of our partners.Using the MeasuresTo meet the needs of your school communities, we encourage you to choose which SEL measures to use byselecting the scales that seem most important in your community. The scales are grouped into three categories:student competencies, student supports and environment, and teacher skills and perspectives. Within categories, wehave also divided the scales into “recommended” and “supplemental” scales, as an indication of which scales many ofour partners have chosen to measure.At Panorama, we believe that all educators deserve access to the best tools available, which means that we arecommitted to offering Panorama’s SEL measures for free. The measures are “free” in that we invite educatorseverywhere to use them at no cost. We only ask that you identify the measures as “Panorama Education SocialEmotional Learning Measures” so that others may find them as well. If you have any feedback about the measures,contact us at research@panoramaed.com.3
WHAT IT MEASURESStudent CompetenciesThe social, emotional, and motivational skills that help students succeedat school, in their careers, and in life.Grit — Recommended p. 8How well students are able to persevere through setbacks to achieve important long-term goals.Example Question: How often do you stay focused on the same goal for several months at a time?Growth Mindset — Recommended p. 9-10Student perceptions of whether they have the potential to change those factors that are central to theirperformance in school.Example Question: In school, how possible is it for you to change how easily you give up?Self-Management — Recommended p. 11-12How well students manage their emotions, thoughts, and behaviors in different situations.Example Question: During the past 30 days how often did you come to class prepared?Social Awareness — Recommended p. 13-14How well students consider the perspectives of others and empathize with them.Example Question: During the past 30 days how carefully did you listen to other people’s points of view?Self-Efficacy — Recommended p. 15How much students believe they can succeed in achieving academic outcomes.Example Question: When complicated ideas are presented in class, how confident are you that you can understand them?Learning Strategies — Supplemental p. 16How well students deliberately use strategies to manage their own learning processes generally.Example Question: How often do you use strategies to learn more effectively?Classroom Effort — Supplemental p. 17How much effort students put into school and learning.Example Question: How much effort do you put into your homework for this class?4
Social Perspective-Taking — Supplemental p. 18The extent to which students consider the perspectives of their teachers. Only for students in grades 6-12.Example Question: How much effort have you put into figuring out what your teachers' goals are?Self-Efficacy About Specific Subjects — Supplemental p. 19How much students believe they can succeed in achieving academic outcomes in specific subjects.Example Question: How confident are you that you can learn all the material presented in your [SUBJECT] class?Emotion Regulation — Supplemental p. 20How well students regulate their emotions.Example Question: How often are you able to control your emotions when you need to?Background Questions — Recommended p. 33Demographic questions about respondents that could be included and may be of interest to many schools.Example Question: What is your race or ethnicity?5
Student Supports and EnvironmentThe extent to which the environment in which students are learning influences theiracademic success, their social-emotional development, and their growth.Teacher-Student Relationships — Recommended p. 21How strong the social connection is between teachers and students within and beyond the school.Example Question: How many of your teachers are respectful towards you?Sense of Belonging — Recommended p. 22How much students feel that they are valued members of the school community.Example Question: How connected do you feel to the adults at your school?School Safety — Recommended p. 23Perceptions of student physical and psychological safety while at school.Example Question: How often do you worry about violence at your school?Engagement — Supplemental p. 24How attentive and invested students are in school.Example Question: In your classes, how eager are you to participate?Rigorous Expectations — Supplemental p. 25How much students feel that their teachers hold them to high expectations around effort, understanding,persistence, and performance in class.Example Question: How often do your teachers take time to make sure you understand the material?Valuing of Specific Subjects — Supplemental p. 26How much students feel that an academic subject is interesting, important, and useful.Example Question: How often do you use ideas from [SUBJECT] class in your daily life?Valuing of School — Supplemental p. 27How much students feel that school is interesting, important, and useful.Example Question: How important is it to you to do well in your classes?6
Teacher Skills and PerceptionsThe readiness and preparation of teachers to support SEL on campus.Teacher Self-Reflection — Recommended p. 28Faculty perceptions of their professional strengths and areas for growth related to social-emotional learning.Example Question: How confident are you that you can engage students who typically are not motivated?Professional Learning About SEL — Recommended p. 29Perceptions of the amount and quality of professional growth and learning opportunities available to faculty relatedto social-emotional learning.Example Question: At your school, how valuable are the social-emotional learning (SEL) professional developmentopportunities?School Climate — Recommended p. 30Perceptions of the overall social and learning climate of the school.Example Question: How positive are the attitudes of your colleagues?Resources for Student Support — Recommended p. 31Perceptions of the adequacy of the school’s resources for student support.Example Question: When students need help from an adult, how often do they have to wait to get that help?Educating All Students — Supplemental p. 32Faculty perceptions of their readiness to address issues of diversity.Example Question: How comfortable would you be incorporating new material about people from different backgroundsinto your curriculum?7
STUDENT COMPETENCIESGrit — RecommendedHow well students are able to persevere through setbacks to achieve important long-term goals.Grades 6-12ItemResponsesHow often do you stay focused on the same goalfor several months at a time?Almost neverOnce in a whileSometimesFrequentlyAlmost alwaysIf you fail to reach an important goal, how likelyare you to try again?Not at all likelySlightly likelySomewhat likelyQuite likelyExtremely likelyWhen you are working on a project that mattersa lot to you, how focused can you stay whenthere are lots of distractions?Not at all focusedSlightly focusedSomewhat focusedQuite focusedExtremely focusedIf you have a problem while working towards animportant goal, how well can you keep working?Not well at allSlightly wellSomewhat wellQuite wellExtremely wellSome people pursue some of their goals for along time, and others change their goalsfrequently. Over the next several years, howlikely are you to continue to pursue one of yourcurrent goals?Not at all likelySlightly likelySomewhat likelyQuite likelyExtremely likelyGrades 3-5ItemResponsesHow often do you stay focused on the same goalfor more than 3 months at a time?Almost neverOnce in a whileSometimesFrequentlyAlmost alwaysIf you fail to reach an important goal, how likelyare you to try again?Not at all likelySlightly likelySomewhat likelyQuite likelyExtremely likelyWhen you are working on a project that mattersa lot to you, how focused can you stay whenthere are lots of distractions?Not at all focusedSlightly focusedSomewhat focusedQuite focusedExtremely focusedIf you have a problem while working towards animportant goal, how well can you keep working?Not well at allSlightly wellSomewhat wellQuite wellExtremely well8
STUDENT COMPETENCIESGrowth Mindset — RecommendedStudent perceptions of whether they have the potential to change those factors that are central to theirperformance in school.Grades 6-12ItemResponsesWhether a person does well or poorly in school may depend on a lot of different things. You may feel that some of these things are easierfor you to change than others. In school, how possible is it for you to change:Dispositional MindsetBeing talentedNot at all possibleto changeA little possible tochangeSomewhatpossible to changeQuite possible tochangeCompletelypossible to changeLiking the subjects you are studyingNot at all possibleto changeA little possible tochangeSomewhatpossible to changeQuite possible tochangeCompletelypossible to changeYour level of intelligenceNot at all possibleto changeA little possible tochangeSomewhatpossible to changeQuite possible tochangeCompletelypossible to changePutting forth a lot of effortNot at all possibleto changeA little possible tochangeSomewhatpossible to changeQuite possible tochangeCompletelypossible to changeBehaving well in classNot at all possibleto changeA little possible tochangeSomewhatpossible to changeQuite possible tochangeCompletelypossible to changeHow easily you give upNot at all possibleto changeA little possible tochangeSomewhatpossible to changeQuite possible tochangeCompletelypossible to changeBehavioral Mindset9
STUDENT COMPETENCIESGrowth Mindset — Recommended (cont.)Student perceptions of whether they have the potential to change those factors that are central to theirperformance in school.Grades 3-5ItemResponsesWhether a person does well or poorly in school may depend on a lot of different things. You may feel that some of these things are easierfor you to change than others. In school, how possible is it for you to change:Dispositional MindsetBeing talentedNot at all possibleto changeA little possible tochangeSomewhatpossible to changeQuite possible tochangeCompletelypossible to changeLiking the subjects you are studyingNot at all possibleto changeA little possible tochangeSomewhatpossible to changeQuite possible tochangeCompletelypossible to changeYour level of intelligenceNot at all possibleto changeA little possible tochangeSomewhatpossible to changeQuite possible tochangeCompletelypossible to changeGiving a lot of effortNot at all possibleto changeA little possible tochangeSomewhatpossible to changeQuite possible tochangeCompletelypossible to changeBehaving well in classNot at all possibleto changeA little possible tochangeSomewhatpossible to changeQuite possible tochangeCompletelypossible to changeHow easily you give upNot at all possibleto changeA little possible tochangeSomewhatpossible to changeQuite possible tochangeCompletelypossible to changeBehavioral Mindset10
STUDENT COMPETENCIESSelf-Management — RecommendedHow well students manage their emotions, thoughts, and behaviors in different situations.Grades 6-12ItemResponsesDuring the past 30 days How often did you come to class prepared?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetimeHow often did you follow directions in class?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetimeHow often did you get your work done rightaway, instead of waiting until the last minute?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetimeHow often did you pay attention and resistdistractions?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetimeWhen you were working independently, howoften did you stay focused?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetimeHow often did you remain calm, even whensomeone was bothering you or saying badthings?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetimeHow often did you allow others to speakwithout interruption?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetimeHow often were you polite to adults?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetimeHow often were you polite to other students?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetimeHow often did you keep your temper in check?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetime11
STUDENT COMPETENCIESSelf-Management — Recommended (cont.)How well students manage their emotions, thoughts, and behaviors in different situations.Grades 3-5ItemResponsesDuring the past 30 days How often did you come to class prepared?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetimeHow often did you follow directions in class?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetimeHow often did you get your work done rightaway, instead of waiting until the last minute?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetimeHow often did you pay attention and ignoredistractions?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetimeWhen you were working independently, howoften did you stay focused?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetimeHow often did you remain calm, even whensomeone was bothering you or saying badthings?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetimeHow often did you allow others to speakwithout interrupting them?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetimeHow often were you polite to adults?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetimeHow often were you polite to other students?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetimeHow often did you keep your temper undercontrol?Almost neverOnce in a whileSometimesFrequentlyAlmost all thetime12
STUDENT COMPETENCIESSocial Awareness — RecommendedHow well students consider the perspectives of others and empathize with them.Grades 6-12ItemResponsesDuring the past 30 days How carefully did you listen to other people'spoints of view?Not carefully at allSlightly carefullySomewhatcarefullyQuite carefullyExtremelycarefullyHow much did you care about other people'sfeelings?Did not care at allCared a little bitCared somewhatCared quite a bitCared atremendousamountAlmost neverOnce in a whileSometimesOftenAlmost all thetimeHow well did you get along with students whoare different from you?Did not get alongat allGot along a littlebitGot alongsomewhatGot along prettywellGot alongextremely wellHow clearly were you able to describe yourfeelings?Not at all clearlySlightly clearlySomewhat clearlyQuite clearlyExtremely clearlyWhen others disagreed with you, how respectfulwere you of their views?Not at allrespectfulSlightly respectfulSomewhatrespectfulQuite respectfulExtremelyrespectfulTo what extent were you able to stand up foryourself without putting others down?Not at allA little bitSomewhatQuite a bitA tremendousamountTo what extent were you able to disagree withothers without starting an argument?Not at allA little bitSomewhatQuite a bitA tremendousamountHow often did you compliment others'accomplishments?13
STUDENT COMPETENCIESSocial Awareness — RecommendedHow well students consider the perspectives of others and empathize with them.Grades 3-5ItemResponsesDuring the past 30 days How carefully did you listen to other people'spoints of view?Not carefully at allSlightly carefullySomewhatcarefullyQuite carefullyExtremelycarefullyHow much did you care about other people'sfeelings?Did not care at allCared a little bitCared somewhatCared quite a bitCared atremendousamountAlmost neverOnce in a whileSometimesOftenAlmost all thetimeHow well did you get along with students whoare different from you?Did not get alongat allGot along a littlebitGot alongsomewhatGot along prettywellGot alongextremely wellHow clearly were you able to describe yourfeelings?Not at all clearlySlightly clearlySomewhat clearlyQuite clearlyExtremely clearlyWhen others disagreed with you, how respectfulwere you of their views?Not at allrespectfulSlightly respectfulSomewhatrespectfulQuite respectfulExtremelyrespectfulTo what extent were you able to stand up foryourself without putting others down?Not at allA little bitSomewhatQuite a bitA tremendousamountTo what extent were you able to disagree withothers without starting an argument?Not at allA little bitSomewhatQuite a bitA tremendousamountHow often did you compliment others'accomplishments?14
STUDENT COMPETENCIESSelf-Efficacy — RecommendedHow much students believe they can succeed in achieving academic outcomes.Grades 6-12ItemResponsesHow confident are you that you can complete allthe work that is assigned in your classes?Not at allconfidentSlightly confidentSomewhatconfidentQuite confidentExtremelyconfidentWhen complicated ideas are presented in class,how confident are you that you can understandthem?Not at allconfidentSlightly confidentSomewhatconfidentQuite confidentExtremelyconfidentHow confident are you that you can learn all thematerial presented in your classes?Not at allconfidentSlightly confidentSomewhatconfidentQuite confidentExtremelyconfidentHow confident are you that you can do thehardest work that is assigned in your classes?Not at allconfidentSlightly confidentSomewhatconfidentQuite confidentExtremelyconfidentHow confident are you that you will rememberwhat you learned in your current classes, nextyear?Not at allconfidentSlightly confidentSomewhatconfidentQuite confidentExtremelyconfidentGrades 3-5ItemResponsesHow sure are you that you can complete all thework that is assigned in your class?Not at all sureSlightly sureSomewhat sureQuite sureExtremely sureWhen complicated ideas are discussed in class,how sure are you that you can understand them?Not at all sureSlightly sureSomewhat sureQuite sureExtremely sureHow sure are you that you can learn all thetopics taught in your class?Not at all sureSlightly sureSomewhat sureQuite sureExtremely sureHow sure are you that you can do the hardestwork that is assigned in your class?Not at all sureSlightly sureSomewhat sureQuite sureExtremely sureHow sure are you that you will remember whatyou learned in your current class, next year?Not at all sureSlightly sureSomewhat sureQuite sureExtremely sure15
STUDENT COMPETENCIESLearning Strategies — SupplementalHow well students deliberately use strategies to manage their own learning processes generally.Grades 6-12ItemResponsesWhen you get stuck while learning somethingnew, how likely are you to try a differentstrategy?Not at all likelySlightly likelySomewhat likelyQuite likelyExtremely likelyHow confident are you that you can choose aneffective strategy to get your schoolwork donewell?Not at allconfidentSlightly confidentSomewhatconfidentQuite confidentExtremelyconfidentBefore you start on a challenging project, howoften do you think about the best way toapproach the project?Almost neverOnce in a whileSometimesFrequentlyAlmost alwaysOverall, how well do your learning strategieshelp you learn more effectively?Not well at allSlightly wellSomewhat wellQuite wellExtremely wellHow often do you use strategies to learn moreeffectively?Almost neverOnce in a whileSometimesFrequentlyAlmost alwaysGrades 3-5ItemResponsesWhen you get stuck while learning somethingnew, how likely are you to try to learn it in adifferent way?Not at all likelySlightly likelySomewhat likelyQuite likelyExtremely likelyHow sure are you that you can figure out a goodway to get your schoolwork done well?Not at all sureSlightly sureSomewhat sureQuite sureExtremely sureBefore you start on a challenging project, howoften do you think about the best way to do it?Almost neverOnce in a whileSometimesFrequentlyAlmost alwaysOverall, how well can you figure out how tolearn things?Not well at allSlightly wellSomewhat wellQuite wellExtremely well16
STUDENT COMPETENCIESClassroom Effort — SupplementalHow much effort students put into school and learning.Grades 6-12ItemResponsesHow much effort do you put into gettinginvolved in discussions during class?Almost no effortA little bit of effortSome effortQuite a bit ofeffortA great deal ofeffortWhen your teacher is speaking, how mucheffort do you put into trying to pay attention?Almost no effortA little bit of effortSome effortQuite a bit ofeffortA great deal ofeffortHow much effort do you put into yourhomework for this class?Almost no effortA little bit of effortSome effortQuite a bit ofeffortA great deal ofeffortOverall, how much effort do you put forthduring this class?Almost no effortA little bit of effortSome effortQuite a bit ofeffortA great deal ofeffortHow much effort do you put into learning allthe material for this class?Almost no effortA little bit of effortSome effortQuite a bit ofeffortA great deal ofeffortGrades 3-5ItemResponsesHow hard do you try to get involved indiscussions during class?Not hard at allSlightly hardSomewhat hardQuite hardExtremely hardWhen your teacher is speaking, how hard doyou try to pay attention?Not hard at allSlightly hardSomewhat hardQuite hardExtremely hardHow much effort do you put into yourhomework for this class?Almost no effortA little bit of effortSome effortQuite a bit ofeffortA tremendousamount of effortOverall, how hard do you try in class?Not hard at allSlightly hardSomewhat hardQuite hardExtremely hardAlmost no effortA little bit of effortSome effortQuite a bit ofeffortA tremendousamount of effortHow much effort do you put into learning allthe material for this class?17
STUDENT COMPETENCIESSocial Perspective-Taking — SupplementalThe extent to which students consider the perspectives of their teachers. Please note that this measure is onlyavailable for students in Grades 6-12.Grades 6-12ItemResponsesHow hard do you try to understand yourteachers' point of view?Not hard at allSlightly hardSomewhat hardQuite hardExtremely hardDuring class, how hard do you try tounderstand what your teachers are feeling?Not hard at allSlightly hardSomewhat hardQuite hardExtremely hardOverall, how much effort do you put intofiguring out what your teachers are thinking?Almost no effortA small amount ofeffortSome effortQuite a bit ofeffortA tremendousamount of effortHow much effort have you put into figuring outwhat your teachers' goals are?Almost no effortA small amount ofeffortSome effortQuite a bit ofeffortA tremendousamount of effortNot at allA little bitSomewhatQuite a bitA tremendousamountNot hard at allSlightly hardSomewhat hardQuite hardExtremely hardHow much do you try to understand yourteachers' motivation for doing differentclassroom activities?When your teachers seem to be in a worse moodthan usual, how hard do you try to understandthe reasons why?18
STUDENT COMPETENCIESSelf-Efficacy About Specific Subjects — SupplementalHow much students believe they can succeed in achieving academic outcomes in specific subjects. We suggeststudents take this measure about their core classes in ELA, Math, Social Studies, and Science.Grades 6-12ItemResponsesHow confident are you that you can complete allthe work that is assigned in your [SUBJECT]class?Not at allconfidentSlightly confidentSomewhatconfidentQuite confidentExtremelyconfidentWhen complicated ideas are presented in your[SUBJECT] class, how confident are you thatyou can understand them?Not at allconfidentSlightly confidentSomewhatconfidentQuite confidentExtremelyconfidentHow confident are you that you can learn all thematerial presented in your [SUBJECT] class?Not at allconfidentSlightly confidentSomewhatconfidentQuite confidentExtremelyconfidentHow confident are you that you can do thehardest work that is assigned in your[SUBJECT] class?Not at allconfidentSlightly confidentSomewhatconfidentQuite confidentExtremelyconfidentHow confident are you that you will rememberwhat you learned in your current [SUBJECT]class, next year?Not at allconfidentSlightly confidentSomewhatconfidentQuite confidentExtremelyconfidentGrades 3-5ItemResponsesHow sure are you that you can complete all thework that is assigned in your [SUBJECT] class?Not at all sureSlightly sureSomewhat sureQuite sureExtremely sureWhen complicated ideas are discussed in your[SUBJECT] class, how sure are you that youcan understand them?Not at all sureSlightly sureSomewhat sureQuite sureExtremely sureHow sure are you that you can learn all thetopics taught in your [SUBJECT] class?Not at all sureSlightly sureSomewhat sureQuite sureExtremely sureHow sure are you that you can do the hardestwork that is assigned in your [SUBJECT] class?Not at all sureSlightly sureSomewhat sureQuite sureExtremely sureHow sure are you that you will remember whatyou learned in your current [SUBJECT] class,next year?Not at all sureSlightly sureSomewhat sureQuite sureExtremely sure19
STUDENT COMPETENCIESEmotion Regulation — SupplementalHow well students regulate their emotions.Grades 6-12ItemResponsesWhen you are feeling pressured, how easily canyou stay in control?Not easily at allSlightly easilySomewhat easilyQuite easilyExtremely easilyHow often are you able to pull yourself out of abad mood?Almost neverOnce in a whileSometimesFrequentlyAlmost alwaysNot relaxed at allSlightly relaxedSomewhat relaxedQuite relaxedExtremely relaxedHow often are you able to control youremotions when you need to?Almost neverOnce in a whileSometimesFrequentlyAlmost alwaysOnce you get upset, how often can you getyourself to relax?Almost neverOnce in a whileSometimesFrequentlyAlmost alwaysWhen things go wrong for you, how calm areyou able to remain?Not calm at allSlightly calmSomewhat calmQuite calmExtremely calmWhen everybody around you gets angry, howrelaxed can you stay?Grades 3-5ItemHow often are you able to pull yourself out of abad mood?ResponsesAlmost neverOnce in a whileSometimesFrequentlyAlmost alwaysNot relaxed at allSlightly relaxedSomewhat relaxedQuite relaxedExtremely relaxedHow often are you able to control youremotions when you need to?Almost neverOnce in a whileSometimesFrequentlyAlmost alwaysOnce you get upset, how often can you getyourself to relax?Almost neverOnce in a whileSometimesFrequentlyAlmost alwaysWhen things go wrong for you, how calm areyou able to stay?Not calm at allSlightly calmSomewhat calmQuite calmExtremely calmWhen everybody around you gets angry, howrelaxed can you
school, career, and life, such as as growth mindset, grit, and sense of belonging at school. Educators use many names for these skills, such as “non-cognitive skills”, “soft skills”, “21st century skills”, “character strengths,” and “whole child.” Social-emotional learning
to Social-Emotional Learning Communities can strengthen children's social-emotional skills by taking a comprehensive approach to social-emotional learning (SEL). A wealth of evidence reveals the positive effects of universal, classroom-based social-emotional learning (SEL) programs for children. Alongside this evidence is broad recognition among
Learning Objectives Learn how social emotional learning works. Learn how social emotional learning is connected to preventing onset of serious emotional problems and mental illnesses in later life. Identify best practices for implementing social emotional learning programs from preschool through high school.
Emotional Learning (SEL) curricula to address the social and emotional needs of their students. Social-Emotional Learning programs for elementary and middle school youth seek to promote various social and emotional skills a
2.6.1 Emotional and Social Competency Inventory 51 2.6.2 Emotional Quotient Inventory 52 2.6.3 Mayer-Salovey-Caruso Emotional Intelligence Test 53 2.6.4 Trait Emotional Intelligence Questionnaire 54 2.7 EMOTIONAL INTELLIGENCE- RELATED STUDIES 55 2.8 EMOTIONAL INTELLIGENCE IN EDUCATION 58
Wisconsin Arrowhead Union High School District Wisconsin School District of eloit‡ Wisconsin D C Everest School District Wisconsin Diocese of Green Bay Wisconsin Green Bay Area Public School District Wisconsin Greendale School District Wisconsin Hamilton School District
IRC LEBANON SEL FACILITATOR TRAINING GUIDE SOCIAL EMOTIONAL LEARNING FACILITATOR TRAINING TRAINING OBJECTIVES Upon completing the facilitator training, facilitators will be able to: 1) Understand the importance of social emotional learning for children affected by crisis 2) Use the social emotional learning tools effectively.
The impact of social emotional learning on student outcomes and future life success becomes essential; therefore, more district’s across the country are implementing a variety of initiatives and programs focused on social emotional learning. Planning for how we can engage families in social emotional learning is critical.
Social, and Emotional Learning (CASEL), and a group of stakeholders to discuss and detail the core elements of social and emotional learning. In January 2019, that team published the . PK-12 Social-Emotional Learning Competencies (Desautels &