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Social Emotional Learning
Integration Guide
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Table of Contents | Page 2 |
SEL Integration Guide Overview | |
Social Emotional Learning in Los Angeles Unified | |
Social Emotional Learning Foundations | |
Transformative SEL | |
Components of SEL Implementation | |
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CASEL 3 SEL Signature Practices | |
Resources to Support the SEL Signature Practices | |
SEL Integration Instructional Resources | |
Parent SEL Resources | |
Student SEL Resources | |
Suggested SEL Instruction & Assessment Pacing & Sequence Elementary | |
Suggested SEL Instruction & Assessment Pacing & Sequence Middle School | |
Suggested SEL Instruction & Assessment Pacing & Sequence High School | |
Contact Us |
Table of Contents (live links below)
Social Emotional Learning
Integration Guide
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About the SEL Guide
The SEL Integration guide provides the resources to embed Social Emotional Learning (SEL) into instructional practices and integrate SEL into content areas. It includes inclusion activities, engagement strategies, optimistic closures, lessons on the six competencies, and more. We have provided instructional resources for each grade level to assist you in intentionally planning how to integrate SEL into your daily instruction.
Purpose of the SEL Integration Guide
Use the resources in this guide to help embed SEL within your school environments, instructional practices, and content areas.
Structure
Click on the page numbers in the table of contents to navigate to different sections. Use the return icon located in the bottom right-hand corner to go back to the table of contents.
Click on the hand icon to access the linked documents in this guide.
LAUSD Strategic Plan
Pillar 2: Joy & Wellness
This pillar represents our commitment to serving the whole child and attending to the social, emotional, and physical health and wellness of our students. This guide offers resources to support Pillar 2: Joy and Wellness, and to build strong social-emotional skills.
Social Emotional Learning
Portfolio Guide
SEL Integration Guide Overview
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Social Emotional Learning(SEL) in LAUSD
LAUSD SEL Framework
It is important to note that SEL has been included in the district’s Mission is an instructional priority and as well as a focus in our District Goal 5.
What We Believe
Social Emotional Learning (SEL) has been prioritized as a key element of the instructional focus, highlighting SEL importance in shaping well-rounded, successful students.
As educators, we have a crucial responsibility to ensure that all students receive Social Emotional Learning (SEL) instruction and that we seamlessly integrate Transformative SEL (T-SEL) into the instructional day.
By embedding T-SEL practices, we empower our students to become lifelong learners, enhance their well-being, and achieve greater academic success..
Social Emotional Learning
Portfolio Guide
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What is SEL?
Social Emotional Learning is the lifelong process through which all students and adults acquire and apply the knowledge, skills, and attitudes to:
LAUSD Six Social Emotional Learning (SEL) Competencies
LAUSD focuses on six key SEL competencies, which are evaluated through the annual School Experience Survey. SEL Portfolios, are a tool to collect student data and measure the impact of SEL instruction. The SEL Portfolio can help to better understand and enhance SEL practices across our schools.
Transformative SEL
Transformative SEL(T-SEL) is an approach to SEL where young people and adults collaborate to build strong, respectful relationships and engage in co-learning. It considers factors that contribute to inequities and collaborative solutions that lead to personal, community, and societal well-being.
Social Emotional Learning (SEL) Foundations
Social Emotional Learning
Integration Guide
(CASEL, 1994)
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Why SEL is important.
Not all students have access to environments, experiences and opportunities that maximize their learning potential. Educational data reveals disparities in learning experiences and outcomes based on socioeconomic status, race, zip code, home language, disability status, and other factors. Transformative SEL aims to bridge these gaps by fostering inclusive and equitable learning opportunities for all students.
The Goal of Transformative SEL.
Through Transformative SEL (T-SEL), both students and adults develop the social and emotional skills needed to create caring, inclusive, and just learning environments, empowering all members of the school community to thrive. This approach strengthens partnerships between schools, families, and communities, promoting educational equity and excellence. By fostering trust, collaboration, and culturally relevant learning experiences, T-SEL ensures that all students have the opportunity to develop their voice, leadership skills, and a sense of belonging within our school communities.
Transformative SEL (T-SEL)
Social Emotional Learning
Integration Guide
(CASEL, 2019)
(Jagers, R. J., Skoog-Hoffman, A., Barthelus, B., & Schlund, J. 2021)
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The Components of
SEL Implementation
Social Emotional Learning
Integration Guide
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The Three Components SEL Implementation - The Approach
Integrating Social and Emotional Learning (SEL) means thoughtfully and systematically weaving SEL skills and competencies into the everyday flow of teaching and learning. The ultimate goal is to make SEL an integral part of the culture, curriculum, and practices within a classroom or school.
This component focuses on establishing inclusive environments by creating structures and conditions that nurture the learner and is culturally and identity affirming.
This component emphasizes providing stand-alone lessons that teach specific SEL skills, such as recognizing emotions and setting and achieving goals.
This involves intentionally embedding SEL skills into academic lessons, allowing students to apply these skills as they work toward learning objectives. It ensures that students have opportunities to practice and reinforce their SEL skills across various subject areas.
These three components function together, much like the legs of a stool—each one is essential for stability. When all three are implemented effectively, students are better equipped to achieve their academic goals and navigate life’s challenges.
Components of SEL Implementation
Social Emotional Learning
Integration Guide
Social Emotional Learning
Integration Guide
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Inclusive School Environments & SEL Practices
Social Emotional Learning
Integration Guide
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Component One: Supportive Schools, Environments, & SEL Practices
Creating supportive and inclusive environments, focusing on building relationships and cultivating the conditions that support the teaching of SEL skills and mindsets.
CASEL’s 3 Signature Practices
Integrate the Playbook to cultivate supportive and inclusive environments, encourage positive interactions, and build equitable experiences.
• Snapshot 3 Signature Practices
Community & Belonging with Harmony SEL
Foster a classroom environment where every student feels valued. Encourage students to appreciate unique qualities and support each other.
• Harmony Job Aids (English/Spanish)
• Quick Connection Cards (English/Spanish)
Cultures of Belonging
Social Emotional Learning Campaigns
Sep:Start with Hello Week (Sandy Hook)
Oct:Know Your Classmates (Beyond Diff.)
Nov:World Kindness Day (We Are Kinder)
Jan:Kindness Campaign (LAUSD)
Feb:No One Eats Alone (Beyond Diff.)
Mar:Say Something (Sandy Hook)
Apr:Denim Day (Peace Over Viol.)
May:Be Kind Online (SaskTel)
Service Learning Projects
Connect classroom instruction with real-world experiences in the local community.
Project Based Learning (PBL)
Keep students actively engaged through meaningful, real-world investigative projects.
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Explicit SEL Instruction
Social Emotional Learning
Integration Guide
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Component Two: Explicit SEL Instruction
Teaching stand-alone lessons for specific SEL skills such as identifying emotions or how to create and achieve goals.
All schools have access to District-sponsored resources to support Tier 1 evidence-based instruction and SEL integration.
Use one or more of the Base SEL Currciula or Resources to teach Explicit SEL Instruction. The Base SEL programs are available at no-cost.
BASE SEL Instructional Resources | |
Harmony Curriculum K-6 & Everyday Practices (K-12) | |
Everfi (K-12) | |
SEL Advisory Lessons (6-12) | |
SEL Inclusions (6-12) | |
SEL Optimistic Closure (6-12) | |
SEL Educator Tool Kit | |
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Explicit SEL Instruction
Social Emotional Learning
Integration Guide
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Component Two: Explicit SEL Instruction
Teaching stand-alone lessons for specific SEL skills such as identifying emotions or how to create and achieve goals.
Schools can select an SEL Supplemental SEL Program to be purchased for their school site to support explicit SEL Instruction as a part of the District SEL Supplemental Package Plan. Click on our SEL Program Guide Learn about the SEL Programs available to your schools through the Supplemental Package Plan.
Check here to see which program your school has selected for this school year.
Email the program rep to learn about training and supports available to your school.
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SEL Integration in Academic Content Instruction
The intentional planning to embed SEL skills to support students in meeting the learning objectives. Allowing students to practice and apply learned SEL skills in various content and subject areas.
Self Awareness - The ability to recognize one’s strengths and limitations with a well-grounded sense of confidence and purpose.
Self Efficacy - The belief in one’s own ability to succeed in achieving an outcome or reaching a goal.
Growth Mindset - The belief that one’s abilities can grow with effort.
Self-Management - The ability to regulate emotions, thoughts, and behaviors effectively in different situations.
Responsible Decision-Making - The ability to make caring and constructive choices about personal behavior and social interactions across diverse situations.
Social Awareness - The ability to empathize, understand social and ethical norms, and positively contribute to one’s communities.
Inclusive School Environments & SEL Practices
Social Emotional Learning
Integration Guide
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Welcoming Inclusion Activities | Engagement Strategies | Optimistic Closure |
1. Open each class, meeting, lesson, or professional learning experience with a welcoming inclusion activity, routine, or exercise that builds community and connects to the work ahead. | 2. Embed engaging strategies, including brain breaks, to anchor thinking and learning. Engaging strategies offer many opportunities of varying complexity to practice SEL skills. | 3. Close lessons in an intentional way by highlighting individual or shared understanding or forward-thinking. The closing activity may reflect the learning, help identify next steps, or make connections to one’s own work. |
Examples: • Smile warmly and greet each person by their preferred name • Whole-group greeting activities • Morning circles • Interactive “do-nows,” such as peer-to-peer homework help Click here to access resource: CASEL Three Signature SEL Practices Playbook | Examples: • Think, Ink, Pair, Share (silent time to reflect; time to write; partner discussions; close with a group share out) • Clock Partners (prearrange partners for quickly pairing up for reflection and discussion) • Private think-time (facilitator wait-time) • Mindful Minute Brain Break (a calming activity, promoting focus and readiness to learn) (e.g., “turn to your partner” and collectively) (e.g.,“Socratic Seminar”“Jigsaw”) | Examples: • One-Minute Accolade • Something I learned today... • I am curious about... • I am looking forward to ___ because… • Suit Yourself • Something I’ll do as a result of this meeting is... • Something I still question... • Something that I’m still wondering... |
CASEL’s Three Signature SEL Practices
Social Emotional Learning
Integration Guide
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Welcoming Inclusion Activities | Engaging Strategies | Optimistic Closure |
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Resources to Support Signature SEL Practices
Social Emotional Learning
Integration Guide
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SEL Integration
Instructional Resources
Social Emotional Learning
Integration Guide
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This section provides a variety of instructional resources designed to support your teaching practice and SEL instruction and integration.
Include are:
Social Emotional Learning
Integration Guide
Self-Awareness skills include:
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Self-Awareness
I can identify my assets and personal areas of growth.
I can understand how my thoughts influence my emotions.
I can identify my emotions.
I can understand how my values and beliefs inform my actions.
I can understand my personal and social identity.
I can identify ways to improve.
I can identify my prejudices and biases.
I can understand how my values influence my actions and behaviors.
Self-Awareness is the ability to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts. This includes the capacity to recognize one’s strengths and limitations with a well-grounded sense of confidence and purpose.
Self-Awareness “I Can” Statements
CASEL et al. (2021)
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Self-Awareness Integration
Resource Menu
Here you will find a curated selection of SEL Self-Awareness integration resources. Please be aware that some activities require pre-planning, gathering of materials, and set-up.
Integration Demo Lesson Activity
Aligned SEL Instructional Resources
Social Emotional Learning
Growth Mindset skills include:
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Growth Mindset
I can change my intelligence with hard work.
I can persist in the face of setbacks.
I can see mistakes as learning opportunities.
I can learn anything.
I can acknowledge and celebrate my progress and growth.
I can achieve more with effort.
I can use the power of “YET” when I am learning something new.
I can increase my intelligence by challenging myself.
Growth mindset is the belief that you can grow your talents and abilities with effort. This includes the ability to see mistakes as a part of learning, help embrace challenges, learn from criticism, and persist in the face of setbacks.
Growth Mindset “I Can” Statements
Transforming Education et al. (2016)
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Growth Mindset Integration
Resource Menu
Here you will find a curated selection of SEL Growth Mindset integration resources. Please be aware that some activities require pre-planning, gathering of materials, and set-up.
Integration Demo Lesson Activity
Aligned SEL Instructional Resources
Social Emotional Learning
Self-Management skills include:
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Self-Management
I can describe my feelings and emotions.
I can develop my emotional intelligence with effort.
I can stay calm in the face of challenging situations.
I can set goals and work hard to accomplish them.
I can manage my emotions and behaviors.
I can motivate myself with positive self- talk and affirmations.
I can identify strategies and tools to help me self-regulate.
I can change my thoughts from negative to positive.
Self-Management is the ability to effectively manage one’s thoughts, emotions, and behaviors in different situations in order to achieve one’s goals and aspirations. This includes managing stress, delaying gratification, self motivation, and setting and working towards goals.
Self-Management “I Can” Statements
CASEL et al. (2021)
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Self-Management
Integration
Resource Menu
Here you will find a curated selection of SEL Self-Management integration resources. Please be aware that some activities require pre-planning, gathering of materials, and set-up.
SEL Programs:
Aligned SEL Instructional Resources
Social Emotional Learning
Self-Efficacy skills include:
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Self-Efficacy
I can set realistic goals.
I can ask for help and feedback.
I can use positive self-talk and optimistic thinking.
I can use appropriate tools and strategies to accomplish tasks.
I can identify and learn from past situations where I was successful.
I can visualize my successes.
I can observe and learn from other’s success.
I can influence my motivation and manage my behavior.
Self-Efficacy is the belief in one’s ability to succeed in achieving a specific outcome or reaching a goal. This includes self-confidence in one's ability to exert control over one’s own motivation, behavior and social environment.
Self-Efficacy “I Can” Statements
Transforming Education et al. (2016)
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Self-Efficacy Integration
Resource Menu
Here you will find a curated selection of SEL Self- Efficacy integration resources. Please be aware that some activities require pre-planning, gathering of materials, and set-up.
SEL Programs:
Aligned SEL Instructional Resources
Social Emotional Learning
Social Awareness skills include:
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Social Awareness
I can acknowledge and show appreciation to others.
I can get along and work well with others regardless of our differences.
I can carefully listen to and respect other points of view.
I can show compassion and empathy to others.
I can remain respectful of their views even if we disagree.
I can work with others to create positive change and help others in need.
I can adjust my behavior for different situations.
I can create and maintain a just and caring community.
Social awareness is the ability to understand multiple perspectives and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes showing compassion for others, understanding social norms in different settings, and recognizing resources and supports.
Social Awareness “I Can” Statements
CASEL et al. (2021)
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Social Awareness
Integration
Resource Menu
Here you will find a curated selection of SEL Self-Management integration resources. Please be aware that some activities require pre-planning, gathering of materials, and set-up.
Aligned SEL Instructional Resources
Social Emotional Learning
Responsible Decision-Making skills include:
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Responsible
Decision-Making
I can think about possible outcomes before making a decision.
I can admit when I make a mistake.
I can take responsibility for my actions.
I can think about how my actions affect others and my relationships.
I can follow through with my responsibilities.
I can think about what might happen before taking action.
I can say no to things that don't align to my values and goals.
I can understand my impact on family and community well-being.
Responsible Decision-Making “I Can” Statements
Responsible Decision-Making is the ability to make caring decisions and constructive choices about personal behavior and social interactions in diverse situations. This includes the ability to consider ethical norms and safety concerns, and to evaluate the benefits and consequences of one’s actions.
CASEL et al. (2021)
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Responsible
Decision-Making
Integration Resource Menu
Here you will find a curated selection of SEL Self-Management integration resources. Please be aware that some activities require pre-planning, gathering of materials, and set-up.
Aligned SEL Instructional Resources
Social Emotional Learning
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Social Emotional Learning
(SEL) Competencies
Self Awareness
Self-Management
Social Awareness
Self-Efficacy
Growth Mindset
Responsible Decision-Making
Self Awareness is the ability to understand one’s own emotions, thoughts, and values and how they influence behavior across contexts. This includes the capacity to recognize one’s strengths and limitations with a well-grounded sense of confidence and purpose.
I can identify my emotions.
I know my values & beliefs.
I can understand how my thoughts and values influence my actions.
I can identify my strengths and personal areas of growth.
I can identify my prejudices and biases.
I can identify ways to improve.
Self-management is the ability to effectively manage one’s thoughts, emotions, and behaviors in different situations in order to achieve one’s goals and aspirations. This includes managing stress, delaying gratification, self motivation, and setting and working towards goals.
I can describe my feelings and emotions.
I can motivate myself with positive self-talk and affirmations.
I can stay calm in the face of challenging situations.
I can develop my emotional intelligence with effort.
I can identify strategies and tools to help me self-regulate.
I can set goals and work hard to accomplish them.
Self-efficacy is the belief in one’s ability to succeed in achieving a specific outcome or reaching a goal. This includes self-confidence in one's ability to exert control over one’s own motivation, behavior and social environment.
I can set realistic goals.
I can ask for help and feedback.
I can use positive self-talk and optimistic thinking.
I can identify past situations where I was successful.
I can visualize my successes.
I can observe and learn from other’s success.
Responsible decision-making is the ability to make caring decisions and constructive choices about personal behavior and social interactions in diverse situations. This includes the ability to consider ethical norms and safety concerns, and to evaluate the benefits and consequences of one’s actions.
I can think about possible outcomes before making a decision.
I can admit when I make a mistake.
I can take responsibility for my actions.
I can follow through with my responsibilities.
I can say no to things that don't align to my values and goals.
I can understand my impact on my family, and community well-being.
Growth mindset is the belief that you can grow your talents and abilities with effort. This includes the ability to see mistakes as a part of learning, help embrace challenges, learn from criticism, and persist in the face of setbacks.
Social awareness is the ability to understand multiple perspectives and empathize with others, including those from diverse backgrounds, cultures, and contexts. This includes showing compassion for others, understanding social norms in different settings, and recognizing resources and supports.
I can acknowledge and show appreciation to others.
I can get along and work well with others regardless of our differences.
I can carefully listen to and respect others’ points of view.
I can show compassion and empathy to others.
I can remain respectful of their views even if we disagree.
I can work with others to create positive change and help others in need.
I can change my intelligence with hard work..
I am capable of learning anything.
I can use the power of “YET” when I am learning something new.
I can see mistakes as learning opportunities.
I can persist in the face of setbacks.
I can achieve more with effort.
Division of
Instruction
CASEL et al. (2021)
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Self-Awareness The ability to recognize one’s strengths and limitations with a well-grounded sense of confidence and purpose. | |
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Self-Efficacy The belief in one’s ability to succeed in achieving an outcome or reaching a goal. | |
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Growth Mindset The belief that one’s abilities can grow with effort. | |
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Self-Management The ability to regulate emotions, thoughts, and behaviors effectively in different situations. | |
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Responsible Decision-Making The ability to make caring and constructive choices about personal behavior and social interactions across diverse situations. | |
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Social Awareness The ability to empathize, understand social and ethical norms, and positively contribute to one’s communities. | |
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Social Emotional Learning
Strategies
Division of
Instruction
CASEL et al. (2021)
This tools provides helpful steps and resources to help you get started with integrating SEL into your instructional practice.
Step 1: Identify the SEL competencies you will target in the lesson.
Step 2:Select one of the Components of SEL Implementation you will address.
Step 3: Select the SEL strategies you will embed in your lesson.
Step 4: Build in time for SEL Reflection and/or discussion
Step 5: Use a reflection tool to reflect on lesson and the lesson outcomes.
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SEL Integration Tool
Division of
Instruction
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Family SEL Resources
Division of
Instruction
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Social Emotional Learning
Family & Caregiver Resources
Our unit has curated SEL Resources for Families & Caregivers—including links and job aids to SEL programs such as Inner Explorer, Harmony, and Second Step.
These Family &
Caregiver SEL Resources provide information on
social and emotional learning activities, tools, and support to use at home to promote wellness and academic success.
This Parent and
Caregiver Roadmap provides information about
resilience and offers ideas about how to promote
social and emotional health and academic success.
Division of
Instruction
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Elementary
Recommended
Pacing and Sequence
Social Emotional Learning
Integration Guide
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Time | Targeted SEL Competencies | SEL “I Can” Statements | Assessment | Curriculum Unit and Resource Connections |
August |
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| You may choose to use the reflection prompts as a pre-assessment at the beginning of the year or at the start of each unit. | (Please log in to Second Step through Clever to access these resources)
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September - October |
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| (Please log in to Second Step through Clever to access these resources)
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Suggested SEL Instruction & Assessment
Pacing & Sequence
Elementary
Social Emotional Learning
Integration Guide
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Time | Targeted SEL Competencies | SEL “I Can” Statements | Assessment | Curriculum Unit and Resource Connections |
November - December |
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| (Please log in to Second Step through Clever to access these resources)
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January - February | Social Awareness |
| Social Awareness Reflection Prompt | (Please log in to Second Step through Clever to access these resources)
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Suggested SEL Instruction & Assessment
Pacing & Sequence
Elementary
Social Emotional Learning
Integration Guide
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Time | Targeted SEL Competencies | SEL “I Can” Statements | Assessment | Curriculum Unit and Resource Connections |
March - April | Responsible Decision-Making |
| Responsible Decision-Making Reflection Prompt | (Please log in to Second Step through Clever to access these resources)
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Suggested SEL Instruction & Assessment
Pacing & Sequence
Elementary
Social Emotional Learning
Integration Guide
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Middle School
Recommended
Pacing and Sequence
Social Emotional Learning
Integration Guide
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Suggested SEL Instruction & Assessment
Pacing & Sequence
Middle School
Time | Targeted SEL Competencies | SEL “I Can” Statements | Assessment | Curriculum Unit and Resource Connections |
August |
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| You may choose to use the reflection prompts as a pre-assessment at the beginning of the year or at the start of each unit. | (Please log in to Second Step through Clever to access these resources)
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September - October |
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| (Please log in to Second Step through Clever to access these resources)
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Social Emotional Learning
Integration Guide
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Suggested SEL Instruction & Assessment
Pacing & Sequence
Middle School
Time | Targeted SEL Competencies | SEL “I Can” Statements | Assessment | Curriculum Unit and Resource Connections |
November - December | Self-Efficacy |
| Self-Efficacy Reflection Prompt | (Please log in to Second Step through Clever to access these resources)
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January - February | Self- Management |
| Self- Management Reflection Prompt | (Please log in to Second Step through Clever to access these resources)
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Social Emotional Learning
Integration Guide
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Suggested SEL Instruction & Assessment
Pacing & Sequence
Middle School
Time | Targeted SEL Competencies | SEL “I Can” Statements | Assessment | Curriculum Unit and Resource Connections |
March - April |
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| (Please log in to Second Step through Clever to access these resources)
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Social Emotional Learning
Integration Guide
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High School
Recommended
Pacing and Sequence
Social Emotional Learning
Integration Guide
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Suggested SEL Instruction & Assessment
Pacing & Sequence
High School
Time | Targeted SEL Competencies | SEL “I Can” Statements | Assessment | Curriculum Unit and Resource Connections |
August |
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| You may choose to use the reflection prompts as a pre-assessment at the beginning of the year or at the start of each unit. | The following are SEL Advisory Lessons:
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September | Self-Awareness |
| Self-Awareness Reflection Prompt | The following are SEL Advisory Lessons: |
Social Emotional Learning
Integration Guide
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Suggested SEL Instruction & Assessment
Pacing & Sequence
High School
Time | Targeted SEL Competencies | SEL “I Can” Statements | Assessment | Curriculum Unit and Resource Connections |
November - December | Self- Management |
| Self-Management Reflection Prompt | The following are SEL Advisory Lessons:
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January - February | Self-Efficacy Growth Mindset |
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| The following are SEL Advisory Lessons:
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Social Emotional Learning
Integration Guide
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Suggested SEL Instruction & Assessment
Pacing & Sequence
High School
Time | Targeted SEL Competencies | SEL “I Can” Statements | Assessment | Curriculum Unit and Resource Connections |
March - April | Social Awareness |
| Social Awareness Reflection Prompt | The following are SEL Advisory Lessons: |
April - May | Responsible Decision-Making |
| Responsible Decision- Making Reflection Prompt | The following are SEL Advisory Lessons:
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Social Emotional Learning
Integration Guide
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Social Emotional
Learning Unit
Contact Information
Division of
Instruction
47
Social Emotional Learning
SEL Unit
Contact Us
Director of Middle School Instruction
Dr. Justin Lauer
Elementary
Maribel M. Contreras
mxm7894@lausd.net
Central Office
Karla Lopez
kal9009@lausd.net
Secondary
Nancy Palomera
nxp1564@lausd.net
Social Emotional Learning Advisers
Division of
Instruction