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Choose three competencies that would support student transition to adult life.

To annotate:

Click the dropdown arrow next to View options and click Annotate.
On the Annotate bar that appears, click Stamp.
Choose a stamp and click on the screen

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Why learn about this today?

Pre-K through 12 SEL curriculum that focuses not only on explicit instruction, but also embedded practice with feedback
Incorporates measures to show growth in SEL knowledge (State Board goal)
Schoolwide approach [Interdepartmental/interdisciplinary effort]
Aligned with CASEL program guide criteria
Promotes skill-building [Success Skills] foundation for Personalized learning
Addresses Kansas SECD Standards; Considered a Kansas MTSS Tier 1 SEL curriculum
Professional development and coaching available online and face-to-face in Kansas
It is challenging/rigorous, but shows student impact/outcomes

Kansans Can Competency Framework

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Kansans Can Competency Framework

Interpersonal

Self-Efficacy
Self-Regulation
Self-Awareness (integrated)

Intrapersonal

Assertiveness
Conflict Management
Empathy (integrated)

Research-based
Shown to improve in-school & post-school outcomes
Distinct
Teachable
Measurable
Generalizable

Self-Awareness

Self-Regulation

Self-Efficacy

Assertiveness

Empathy

Conflict Management

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Highest Need Competencies�Identified by Over 11,800 Kansas Students

Source: Competency Student Needs Assessment �(available free at CCCFramework.org)

Overall Rank by Highest Need	Males	Females	6^th Grade	9^th Grade	12^th Grade
Sustained Attention Self-Regulation Initiative	Sustained Attention Self-Regulation Initiative	Sustained Attention Self-Regulation	Sustained Attention Self-Regulation Initiative	Sustained Attention Self-Regulation Initiative	Sustained Attention Self-Regulation
Assertiveness	Conflict Management	Assertiveness	Conflict Management	Assertiveness Communication	Assertiveness
Conflict Management	Assertiveness Communication	Conflict Management	Assertiveness	Conflict Management	Communication Networking
Goal Setting Communication	Goal Setting	Initiative Goal Setting	Goal Setting	Curiosity	Conflict Management
Curiosity Self-Efficacy	Curiosity	Self-Efficacy	Curiosity	Goal Setting	Self-Efficacy

(updated June 2021)

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Why focus on…

COGNITIVE competencies	INTERPERSONAL competencies	INTRAPERSONAL competencies
Effectively solve real-life problems. Understand more course content and retain more information. Generalize information to apply in multiple contexts.	Better physical and mental wellness and social functioning. Improved school attendance. Feel more engaged in school. Spend more time studying. Higher employment rates. Earn better grades and achievement scores. Better able to effectively overcome stressors.	Sustain attention in class better. Improved retention of subject matter. Earn higher salaries and advance further in careers. Better able to avoid drug use. Reduced bullying and victimization.
(Brewer, 2000; Chang, Wu, Weng, & Sung, 2012; English & Sriraman, 2010; Kuo, Hwang, & Lee, 2012).	(Davidson & Demaray, 2007; Malecki & Demaray, 2002; Opengart, 2007; Rosenfeld, Richman, & Bowen, 2000; Sabo, Miller, Melnick, Farrell, & Barnes, 2005; Schwab, 2013).	(Dignath, Buettner, & Langfeldt, 2008; Duckworth, Peterson, Matthews, & Kelly, 2007; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Eskreis-Winkler, Shulman, Beal, & Duckworth, 2014; Nota, Soresi, & Zimmerman, 2004; Ursache, Blair, & Raver, 2012).

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Competency-Specific Resources

Questionnaires

Research Guides

Posters

Padlets

Lesson Plans

Knowledge Tests

Videos

Sequence

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Free 22-23 Instructional Materials [8 PDFs]

[

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Systematic Instruction & Application

The competencies are not new.
Educators are already supporting students to learn many of the competencies.
School initiatives support development of many of the competencies.

The Challenge: Systematically providing instruction and application of the competencies for all students, focusing on the aspects that current research has identified as most important.

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The Kansans Can Competency Framework

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Assertiveness, Self-Efficacy, Self Regulation

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Self-Regulation

Self-Regulation: a proactive, self-directed process for attaining goals, learning skills, managing emotional reactions, and accomplishing tasks.

(Noonan & Gaumer Erickson, 2018, p. 51).

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Teaching Self-Regulation

Teaching Self-Regulation:

Seventy-Five Instructional Activities to Foster Independent, Proactive Students, Grades 6–12

https://cccframework.org/

Amy Gaumer Erickson, Ph.D.

agaumer@ku.edu

Pattie Noonan, Ph.D.

pnoonan@ku.edu

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Clip 1: Izzy Defines Self-Regulation

https://youtu.be/4KIeQUZDMWE

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Activity 6: Is This Self-Regulation?

Put a if the statement is self-regulation. Put an if the statement is not self-regulation.

You realize that you forgot to study for a test, �so you cram five minutes before it starts.
You have a big project that will be due in one month. Your friend says that she’s not going to worry about it until next week, so you decide �to do the same.
You write down all of the homework that you need to complete and check it off your list as you finish it.

Teaching Self-Regulation pp. 21-22

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Activity 21: Olivia Needs a Homework Plan—Planning for Academic Success

Scenario: Your younger sister, Olivia, who is in 5th grade, has been having problems finishing her homework. She knows that lately you’ve been doing a lot better at turning things in on time than you used to, so she asks you to help her figure out how she can improve. You’ve been using self-regulation to increase your success, and you know that in general, students who use self-regulation are more likely to complete their homework on time. You decide that the best way to support your sister is by helping her brainstorm a self-regulation plan for her homework completion.

Teaching Self-Regulation pp. 44-46

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Activity 21: Olivia Needs a Homework Plan—Planning for Academic Success

Create a plan for homework completion (with the steps in the order that they need to be completed):

1. _____________________

2. _____________________

3. _____________________

Switch from “doing for” to “coaching.”

What homework do you have?
How long do you think it will take to finish your homework?
What else do you have planned for today?
When will you start working on your homework?
Where will you work on it?
What distractions are likely to get in your way?
When will you take these breaks; how long will they last?
Will you need help? If yes, how will you get this assistance?

Teaching Self-Regulation pp. 44-46

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Activity 22: Levi’s Anxiety Over Public Speaking—Strategies for Physiological Reactions

Scenario: Your friend, Levi, is taking a public speaking class. He knows that he will be expected to speak in front of groups in the career he plans to pursue. The only problem is that Levi gets very anxious when speaking in front of a group. His palms sweat and his mouth gets very dry. He ends up talking too fast and with no feeling. Help Levi make a plan for reducing his anxiety and effectively conveying his ideas to a group.

What emotions might Levi be feeling?
What physiological reactions do you think Levi may be experiencing?
What could Levi do in advance of the speech to feel more confident?
How might Levi reframe the situations to be less stress inducing?

What calming strategies might he use right before the speech?
What might Levi monitor and adjust while giving the speech?
How might Levi reflect on this speech to continue to improve the next speech?

Teaching Self-Regulation pp. 46-48

Create a plan for emotional regulation (with the steps in order that they need to be completed)

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Impacts of Self-Regulation Instruction

Improved student responsibility
Improved ability to set realistic goals, monitor progress, and evaluate results
Improved understanding of relationship between specific actions and progress
Increased sense of control and awareness of their academics

Improved academic achievement
Increased reflection on successes and areas for improvement
Improved homework completion
Improved time management/organization
Improved social interactions
Increased engagement in �course content

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Self-Regulation Performance-Based Observation

Based on observations across time or in specific situations, evaluate each student’s performance. Beginning: Not yet able to demonstrate without scaffolding. Emerging: Minimal or superficial demonstration; prompting likely required. Proficient: Sufficient demonstration including self-appraisal and detailed, personalized application. Advanced: Independent and consistent demonstration; teaches/prompts others. Not observed is documented if there has not been the opportunity to observe the behavior performed by an individual student.
Self-Regulation Sequence Indicators	Beginning	Emerging	Proficient	Advanced	Not Observed
1. Demonstrates the ability to create a plan to accomplish a task or set of tasks.
2. Identifies potential barriers to plan completion using if–then statements.
3. Monitors progress of efforts over time.
4. Plans and practices ignoring some distractions during a task, resulting in increased focus.
5. Reflects on strengths, challenges, effort, and outcomes related to self-regulation in specific situations.

Teaching Self-Regulation pp. 134-135

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Assertiveness

Assertiveness: the ability to express your beliefs, wants, or feelings in a self-assured and direct manner while respecting others (Noonan & Gaumer Erickson, 2018, p. 105).

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Clip 1: McKenzie Explains Assertiveness Components�

https://youtu.be/Ew60Kd_bJTg

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Impacts of Assertiveness Instruction

Improved communication
Increased ability to seek assistance and supports
Increased abilities to express themselves

Improved confidence in their own abilities
Improved self-regulation
Improved teamwork/group work

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Assertiveness Lessons

Assessing Your Assertiveness (Pre-Test)
Lesson 1: Defining Assertiveness
Lesson 2: Understanding Your Ability to Be Assertive
Lesson 3: Understanding Yourself
Lesson 4: Understanding Others
Lesson 5: Showing That You Understand Others
Lesson 6: Developing Assertiveness Statements
Lesson 7: Is It Assertive?
Lesson 8: Assertiveness - Putting It All Together

Available for purchase ($16/school) from http://cccframework.org/

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Assertiveness

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Behaviors: Passive, Assertive, Aggressive

Passive Behaviors	Assertive Behaviors	Aggressive Behaviors
Being afraid to speak up	Speaking openly, but without interrupting or disrespecting others	Interrupting and talking over others
Speaking softly	Using a conversational tone	Speaking loudly
Avoiding looking at people	Making good eye contact	Glaring and staring at others
Showing little or no expression	Showing expressions that match the message (honest and direct, but still respectful and not intimidating)	Intimidating others through use of expressions
Slouching and withdrawing	Relaxing and adopting an open stance and expressions; not invading others’ personal space, but demonstrating engagement rather than withdrawal from the interaction	Standing rigidly, crossing arms, invading the personal space of others
Isolating yourself from groups	Participating in groups	Controlling groups
Agreeing with others despite your personal feelings	Expressing your feelings honestly but respectfully, and considering the feelings of others; keeping to the point	Considering only your own feelings and/or making demands of others
Valuing yourself less than others	Valuing yourself equal to others	Valuing yourself more than others
Hurting yourself to avoid hurting others	Trying to hurt no one (including yourself)	Hurting others to avoid being hurt
Not reaching goals for fear of hurting/inconveniencing others; perhaps not even having goals, and simply doing as others suggest	Having goals of your own, and generally reaching those goals without hurting others	Reaching goals, but hurting others in the process

Adapted from Counselling Service in France (2012) counsellingservice.eu/tell-the-difference-between-assertive-passive-and-aggressive-behaviour

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Feeling Words Wheel

Reproduced with permission from the publisher, Thinkmap, Inc. Copyright ©1998-2018 All rights reserved. Further reproduction is prohibited without Thinkmap, Inc.’s written consent. For more information, visit https://www.vocabulary.com.

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Protective Assertion (Boundaries)

People may not:_____________ (e.g., gossip about others, call me names, touch me unless I say it’s okay, take my things)
If I don’t want to, it’s okay for me to:___________ (e.g., leave the uncomfortable situation, skip a party, choose someone else to ride home with, not be friends with someone anymore, etc.)

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Rules for Speakers & �Guidelines for Paraphrasing (Listener)

Speakers:

Explain a real dilemma—possibly with a student or parent.
Relate events, results, and feelings; do not blame others.
Provide a couple sentences at a time and then pause for the listener to paraphrase.
After the listener paraphrases, continue to explain and pause until the whole situation is described in detail.

Listeners:

After the speaker says a couple sentences and pauses, paraphrase (restate) what you heard without providing additional thoughts or information. Use the Guidelines for Paraphrasing. Repeat this process until the speaker seems finished describing the situation.
Ask, “Is there more?” The speaker has the opportunity to continue with the listener paraphrasing until he or she is done.
Summarize the situation, using the following template: “So what I hear you saying is _____. And you’re feeling _______. And you’re thinking about doing _____. Did I understand correctly?” If the speaker indicates a misunderstanding in your paraphrasing, allow them to re-explain.
As the listener, you should not at any time:

give advice,
offer solutions to a problem, or
tell the person what you would do

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3-Part Assertive Statements

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Anticipating Outcomes of Communication Styles

Scenario: Peter’s mother-in-law criticizes his parenting decision on Facebook. Peter responds asking what she knows about good parenting.

Using the arrow, mark where Peter’s behavior falls on the spectrum of passive, assertive, and aggressive.	Passive Assertive Aggressive
Predict what will happen next.
What could Peter have done to be more assertive?
If he was more assertive, predict what would happen next.

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Application Ideas

Lesson 1 Learning Target: Students can define assertiveness; differentiate between passive, assertive, and aggressive behaviors; and provide examples of why learning to be assertive is important.

Lesson 2 Learning Target: Students can identify their strengths and challenges related to being assertive.

Where and how could you incorporate awareness of assertiveness?
Discussing assertiveness of historical or literary figures
Analyzing situations—Was that assertive?
Discussing strengths and challenges to being assertive
Journaling about assertive efforts

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Activity: Hear from a Teacher

https://youtu.be/NA7oimqb6Sw

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Competency Sequence:

Development Targets

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Self-Efficacy

Self-Efficacy: an individual’s perceptions about his or her capabilities to perform at an expected level, achieve goals, and complete moderately challenging tasks (Noonan & Gaumer Erickson, 2018, p. 23).

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Impacts of Self-Efficacy Instruction�Participants Observing the Outcome

Increased self-reflection & self-awareness
Increased belief that ability grows with effort
Improved confidence in their own abilities

More open to constructive feedback
Improved quality & timeliness of work
Increased ability to reflect on successes and areas for improvement

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Self-Efficacy Strategies

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Elementary Self-Efficacy Videos

https://www.cccframework.org/elementary-self-efficacy-videos/

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Family Resources

Parent Trainings

Translations

Tip Sheets

Student Videos

Home Learning Guides

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CCC Framework Assessment Suite

Knowledge Tests

Questionnaires

Performance-Based Observation

Performance-Based Reflection

Auto-Generated Student Results

Educator Dashboard

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Performance-Based Observation

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Results

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Extend Your Learning

Reflect: What can you do in your role to teach self-regulation, assertiveness, and self-efficacy?
Dig Deeper: Participate in a Kansans Can Competency Framework course or workshop series
Review: Competency Framework resources (http://cccframework.org/)
Apply: Monitor identified indicators and provide instruction to facilitate students’ understanding and application

Amy Gaumer Erickson

agaumer@ku.edu

Pattie Noonan

pnoonan@ku.edu