SEL Competencies

 

 

Montana Social Emotional Learning Competencies

 

The Montana SEL Competencies are intended to guide the development of lifelong competencies for all Montana students in the areas of self-awareness, self-management, social awareness, relationship skills, and responsible decision making.

Designed for students kindergarten to grade 12: The SEL competencies were designed to serve as a tool to support the SEL development of all Montana’s students.

Aligned with educator SEL: Educator SEL competencies coincide with student competencies & emphasize the important role caring and trusted adults play in modeling, teaching, and strengthening student SEL skill development.

Vertically and horizontally aligned: Competencies align within grade-levels, vertically across the five SEL competency areas, and are aligned across grade levels, horizontally, reflecting the expected progression of SEL skill development as students age and move from kindergarten through grade 12.

Developmentally appropriate: The competencies are informed by Bloom’s taxonomy to be developmentally appropriate across grade levels.

The implementation of the SEL competencies requires two underlying conditions:

  • First, all students will have the support of trusted adults in a safe and healthy environment.
  • Second, these adults will use developmentally appropriate practice, will explicitly model the skills, and will decrease their level of support as the learner gains confidence.

 

 

About the Montana Social Emotional Competencies

The Montana SEL competencies were developed by the OPI in close and ongoing collaboration with local education agencies and other stakeholders and finalized through multiple cycles of feedback from teachers, school administrators, counselors, content area specialists, and caregivers. The intended outcomes of the competencies have been at the forefront of their cultivation. These outcomes include the creation of safe and inclusive schools through equity; developing skills for future college and career readiness; fostering essential civic and community engagement competencies; developing personal and social resilience towards experiences of adversity; and developing an awareness of systems and how those systems guide the conditions that different groups of people experience on a daily basis.

The competencies are informed by Bloom’s taxonomy to be developmentally appropriate across grade levels. The competencies are both vertically and horizontally aligned meaning that the competencies align within grade-levels, vertically across the five competency areas, and are aligned across grade levels, horizontally, reflecting the expected progression of SEL skill development as students age and move from kindergarten through grade 12. The horizontal alignment also reflects and emphasizes the important role caring and trusted adults play in modeling, teaching, and strengthening social and emotional skill development in students. As students move from kindergarten to grade 12 the role adults play changes and allows for an increasing amount of autonomy in SEL skill development and mastery as they age.

Youth and adult SEL is influenced the most by the people they spend time with. Due to the role of adults in building student SEL skills, educator competencies are included as necessary pre/corequisites for the SEL development of students. Adult modeling SEL competencies provides the space for students to learn, develop, and put SEL skills into practice. This is outlined in more detail in the Foundational Areas for Implementing School-based SEL.