Social Emotional Learning Plan on a PageSocial Emotional Learning Plan on a Page

 

District Focus The District Social Emotional Learning Plan on a Page represents a multi-faceted vision of SEL as (1) social and emotional skill education of students and adults (2) support of students through tiered behavioral interventions and (3) fulfilling the social and emotional needs of both students and adults so that they can best access education.
Goal 1: Universal SEL: All students engage in explicit community building activities at least twice a week.
Actionables
  • Model for teachers how to use the information obtained in community building activities to drive strengths-based, relevant instruction (C, SELC)
  • Teach teachers to observe and reinforce social skills during community building (SELC, SW)
  • Teach teachers to use assessment results to drive community building. (D, C, SELC, SW, Pych)
  • Monitor schedule needs (D)
  • Provide JrH circle training (D, C)
  • Monitor circle keeping through building walk-throughs (D, C, SELC)
Measures
  • Staff evaluation focus on community building and strengths-based instruction
  • SEL team feedback
  • SEL assessment tool completion rates
  • Formal walk-throughs during 1 week per trimester (non-evaluative, quick view of district practice)
Support & Coaching
  • Instructional coaches receive training in circle keeping/community building
  • Instructional coaches provide support for community building activities, reflection, and use of data gathered
  • SEL coach supports highest needs classrooms in community building and circles
Goal 2: SEL Assessment: SEL instruction will be informed by data from third-eighth grade SEL assessment
Actionables
  • Provide professional learning on use of data to drive embedded SEL instruction (D, C, SELC)
  • Provide ongoing teacher training on assessment tool (D, C, SELC)
  • Provide training to social workers and psychologists to administer or assist teachers (D, C)
  • Provide professional learning on how to use the data to drive explicit SEL instruction or move toward intervention (SW, Psych)
Measures
  • Informal feedback from 2016-17
  • PLT reflections and feedback
  • SEL assessment tool completion rates
  • Formal walk-throughs during 1 week per trimester
Support & Coaching
  • Coaches provide professional learning for teachers on the use of data to inform embedded & explicit SEL instruction
Goal 3: MTSS: Increase understanding of a MTSS for SEL/behavior and increase supports district-wide.
Actionables
  • Assist in preparation and leadership of developmental K and early learning (D)
  • Support quality tier one social emotional instruction (D, C, SELC)
  • Provide education of Tier 2 intervention, criteria, and use of assessment tools (D, C)
  • Ensure appropriate criterion and assessment for interventions (D, C, SELC, SW, Psych)
  • Provide PL to social workers, psychologists, interventionists, counselors, and AP’s on small group SEL (D, C)
  • Provide small group options at all schools (D, C, SW, psych)
Measures
  • # students from Developmental K successfully transitioning
  • Time in developmental K
  • Success of EL students in kindergarten
  • Completion of intervention menus for each school with entry/exit criteria
  • Student progress data review
  • Review of social workers’ and psychologists’ push-in, group, & individual instruction schedules
Support & Coaching
  • SEL coach, coordinator, and director provide ongoing support for MTSS meetings on SEL/behavior
  • Coordinator models and coaches social workers and psychologists in small group instructional practice

 

 

District Focus The District Social Emotional Learning Plan on a Page represents a multi-faceted vision of SEL as (1) social and emotional skill education of students and adults (2) support of students through tiered behavioral interventions and (3) fulfilling the social and emotional needs of both students and adults so that they can best access education.
Goal 1: Universal SEL: All students engage in explicit community building activities at least twice a week.
Actionables
  • Model for teachers how to use the information obtained in community building activities to drive strengths-based, relevant instruction (C, SELC)
  • Teach teachers to observe and reinforce social skills during community building (SELC, SW)
  • Teach teachers to use assessment results to drive community building. (D, C, SELC, SW, Pych)
  • Monitor schedule needs (D)
  • Provide JrH circle training (D, C)
  • Monitor circle keeping through building walk-throughs (D, C, SELC)
Measures
  • Staff evaluation focus on community building and strengths-based instruction
  • SEL team feedback
  • SEL assessment tool completion rates
  • Formal walk-throughs during 1 week per trimester (non-evaluative, quick view of district practice)
Support & Coaching
  • Instructional coaches receive training in circle keeping/community building
  • Instructional coaches provide support for community building activities, reflection, and use of data gathered
  • SEL coach supports highest needs classrooms in community building and circles
Goal 2: SEL Assessment: SEL instruction will be informed by data from third-eighth grade SEL assessment
Actionables
  • Provide professional learning on use of data to drive embedded SEL instruction (D, C, SELC)
  • Provide ongoing teacher training on assessment tool (D, C, SELC)
  • Provide training to social workers and psychologists to administer or assist teachers (D, C)
  • Provide professional learning on how to use the data to drive explicit SEL instruction or move toward intervention (SW, Psych)
Measures
  • Informal feedback from 2016-17
  • PLT reflections and feedback
  • SEL assessment tool completion rates
  • Formal walk-throughs during 1 week per trimester
Support & Coaching
  • Coaches provide professional learning for teachers on the use of data to inform embedded & explicit SEL instruction
Goal 3: MTSS: Increase understanding of a MTSS for SEL/behavior and increase supports district-wide.
Actionables
  • Assist in preparation and leadership of developmental K and early learning (D)
  • Support quality tier one social emotional instruction (D, C, SELC)
  • Provide education of Tier 2 intervention, criteria, and use of assessment tools (D, C)
  • Ensure appropriate criterion and assessment for interventions (D, C, SELC, SW, Psych)
  • Provide PL to social workers, psychologists, interventionists, counselors, and AP’s on small group SEL (D, C)
  • Provide small group options at all schools (D, C, SW, psych)
Measures
  • # students from Developmental K successfully transitioning
  • Time in developmental K
  • Success of EL students in kindergarten
  • Completion of intervention menus for each school with entry/exit criteria
  • Student progress data review
  • Review of social workers’ and psychologists’ push-in, group, & individual instruction schedules
Support & Coaching
  • SEL coach, coordinator, and director provide ongoing support for MTSS meetings on SEL/behavior
  • Coordinator models and coaches social workers and psychologists in small group instructional practice