Social Emotional Learning

    • Even before COVID-19 dramatically changed the context of teaching and learning across the country, there was a growing consensus in education that schools can and should attend to students’ social-emotional development. The social-emotional learning skills or the five core social-emotional competencies, as identified by the Collaborative for Academic, Social and Emotional Learning (CASEL) are the foundations for young people's well-being: self-awareness, social awareness, self-management, relationship skills, and responsible decision-making.
    • Learning does not happen without social connection. We recognize that in light of the social disconnections that have occurred in the wake of COVID-19, distance learning cannot occur without first addressing the social-emotional needs of our students, teachers and families.
    • Furthermore, we recognize that to attend to these social emotional learning needs, we must provide the necessary support and resources to all district stakeholders to build a community of collective understanding of how we can attend to students as well as each other.
    • Leaders will use data as an opportunity to deepen relationships and continuously improve support for students, families, and staff. In an attempt to better understand the issues students face, the District utilized a school climate survey instrument to glean data from students, teachers, staff, administration, and parents. 

    Actions to consider prior to school opening:

    • Provide professional development to support educators:
      • Integration of SEL in their teaching, including the skills to foster positive learning environments and techniques for embedding SEL into instruction (in-person and remote and/or virtual instruction).
      • Understanding and utilization of trauma-informed practices.
      • Protocol for identifying and supporting students who may be experiencing social- emotional, behavioral, and mental health challenges.
      • Establish systems that promote supportive staff-student relationships to ensure that all students have at least one caring staff member who checks in regularly with them and who their family is able to connect with for any needed support. In addition to in-school structures (i.e., mentors, advisory classes), schools may want to consider community partners who may be able to connect with students and families and supplement the services already being provided by the school.
      • Be proactive in preparing access to mental health and trauma supports for adults and students, which may include establishing partnerships with outside entities and agencies.
      • Planning should include the methods for continually conveying information on how to access both school and community support to students, staff, and families in all learning environments (in-person, hybrid, and virtual).



    Actions to consider once the school year begins:

    • Create opportunities for staff and students to regularly practice and reflect on their social and emotional competencies. Consider instructional strategies that best work for your school’s context (i.e. community meetings, small group mentoring, brain breaks). Have careful conversations with staff and students to discuss the past, current, and future impacts of COVID-19 on themselves and the world around them.
    • It is our goal to implement the following SEL supports for students for at least the first two weeks of school. These supports can be implemented in a hybrid or full virtual setting. 

    District-Wide

    • FIRST WEEK - no content instruction, focus on SEL/MTSS instruction (may also include motivational speaker via Zoom)
    • Teletherapy for mental health services
    • Add themes to Community Circle discussions (e.g., bullying, suicide, selected DBT lessons,  etc.)
    • Clear and consistent schedule for classes, and include time for brain breaks & stress-free days
    • Recorded or streamed CATCH Lessons 

    Middle & High School
    Universal Social-Emotional Screener (SDQ) administered 3x/annually
    Flex Teams:

    • Create Google Classrooms
    • WhyTry lessons ~1x/wk via Zoom
    • Check In/Check Out (modified)
    • Community Circle via Zoom
    • Physical well-being activities
    • Life Skills booster lessons (MS only)

    Elementary

    • Virtual CICO, community circles & lake houses

    • Pre-recorded or live streamed Second Step lessons
    • 1 week with staff only reporting - planning, re-building priorities, PD, debriefs, team-building, personal wellness
10-wk Lift Project offering twice annually (Seyfried & Cerra)
    • Staff Wellbeing Screener (to be developed)
    • Staff Support Groups (outside facilitators)
    • Provide wellness opportunities/resources based on screener - facilitated through DWC
    • Monthly Social Gatherings through Social Committee & DWC  

    District-Wide

    • FIRST 2 WEEKS - no content instruction, focus on SEL/MTSS instruction (may also include motivational speaker)
    • Tier 2/3-Delphi & Wayne Behavioral Health Services scheduled outside of school hours
    • Add themes to Community Circle discussions (e.g., bullying, suicide, selected DBT lessons,  etc.)
    • Brain break activities must be built into classes



    Middle & High School
    Universal Social-Emotional Screener (SDQ) administered 3x/annually 
    In-Flex Period: (flex teams)

    • WhyTry lessons ~1x/wk
    • Check In/Check Out (modified)
    • Community Circle
    • Physical well-being activities

    In Classes:

    • CATCH lessons (MS only)
    • Life Skills lessons (MS only)

    Elementary

    • CICO
    • Community Circles in classes
    • Lake Houses
    • CATCH Program lessons in classes
    • Second Step lessons in classes
    • 1 week with staff only reporting - planning, re-building priorities, PD, debriefs, team-building, personal wellness
    • 10-wk Lift Project offering twice annually (Seyfried & Cerra)
    • Staff Wellbeing Screener (to be developed)
    • Staff Support Groups (outside facilitators)
    • Provide wellness opportunities/resources based on screener - facilitated through DWC
    • Monthly Social Gatherings through Social Committee & DWC