Social-Emotional Learning

  • Collective Commitment #1

    Delivering innovative, individualized, and inquiry-based programming designed to address the academic and social-emotional needs of our students inside and outside of the classroom.

    NOTE: This area of focus falls under Collective Commitment #1 which is subdivided into four areas under Curriculum & Instruction/Student and Community Services. The four areas of focus are Curriculum & Instruction | Student & Community Services | School SafetyFuture-Ready ProgrammingSocial-Emotional LearningSTEAM, and Early Childhood Education.

    Objective #1
    Apply the use of Multi-Tiered Systems of Support (MTSS) to guide social and emotional support and interventions at all schools.

    • Increase accessibility of social/emotional/mental and physical health resources for all families, staff, and stakeholders.
    • Create and implement a universal process for data-based problem solving and decision making.
    • Evaluate the current district mental health and social/emotional/behavioral resources to implement a layered continuum of supports with evidence-based practices.
    • Provide ongoing training on interpreting and utilizing universal Social Academic and Emotional Behavior Risk Screener (SAEBRS) data and Culture and Climate Data (Panorama) to develop student supports.
    • Establish a home-to-school partnership that educates parents and provides resources around student mental health.

    Objective #2
    Deeply and systematically embed social-emotional learning to improve districtwide culture and climate.

    • Provide and train staff on a universal Social Emotional Learning and bully prevention curriculum for all students from Pre-K through 12th grades.
    • Develop a framework for universal practices at the building and classroom level.
    • Identify, design, and provide social-emotional learning resources and training to staff and the community.

    Objective #3
    Develop habits and practices that foster student and staff wellbeing.

    • Educate, design, and implement opportunities for students and staff to practice self-care.
    • Create messages and mechanisms and identify time for mindfulness during the school day in addition to faculty meetings and professional development days.
    • Provide opportunities for educators to share their best practices through teacher leadership opportunities.