Social Emotional Learning
Social Emotional Learning in Jeffco
Jeffco Public Schools creates and maintains a positive climate and culture in schools that is inclusive and safe for students, families and staff. With a commitment to empowering successful and productive citizens, the district supports the growth of students through leveled, evidence-based implementation of social emotional learning programming.
What is Social Emotional Learning (SEL)?
Social and emotional learning (SEL) is the process through which students and adults gain and apply the knowledge, attitudes and skills necessary to deal effectively with daily tasks and challenges.
Jeffco has adopted the five core competencies of SEL outlined by the Collaborative for Academic, Social and Emotional Learning (CASEL).
- Self-Awareness
- Self-Management
- Social Awareness
- Relationship Skills
- Responsible Decision-Making (CASEL, 2020)
SEL happens in safe and supportive school, family and community environments that support development and provide opportunities and recognition for successfully applying skills.
Social Emotional Learning at Prospect Valley Elementary
At Prospect Valley the following programs and practices are used schoolwide to support SEL:
- Second Step curriculum
- Growth mindset
- Emotion management
- Empathy
- Problem-Solving
- Positive Behavioral Intervention and Supports (PBIS) to reinforce positive behavior and have a school-wide common language
- Restorative practices
Benefits of SEL
Results from integrating SEL CASEL’s five core competencies
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Better academic performance:
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- Achievement scores rise an average of 11 percentile points after students receive SEL instruction.
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Improved attitudes and behaviors:
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- Motivation to learn increases with a deeper commitment to school, more time devoted to schoolwork and better classroom behavior.
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Fewer negative behaviors:
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- Disruptive class behavior decreases as well as noncompliance, aggression, delinquent acts and disciplinary referrals.
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Reduced emotional distress:
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Student depression, anxiety, stress and social withdrawal are less frequently reported.
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What is PBIS-GOLD?
PBIS is a process to create a safe, positive and productive learning environment for all children.
At our school, we adhere to GOLD:
- G= Give respect
- O= Offer kindness
- L= Lead by example
- D= Do your best
Rewards and celebrations occur in classrooms and throughout the building to let students know that we see how amazing they are and how hard they are working every day to model these behavior expectations. Our students earn individual Positive Prospector tickets or whole classroom Golden Tickets when they are "caught" demonstrating GOLD values at school!
How to reinforce positive behavior at home
- A core principle of PBIS that you can use at home is the 5:1 rule.
- For every corrective statement made, provide five positive statements or praises of your child's behavior.
- Use GOLD expectations and language at home to reinforce student behavior.
- Talk to your student about what these behavior expectations look like at home and in the community.
What is Second Step?
The Second Step SEL programs taught weekly in every classroom are tailored to your student’s grade level. The lessons provide instruction in social and emotional learning with units on growth mindset, emotion management, empathy and kindness and problem-solving.
Prospect Valley utilizes a variety of mindfulness practices and strategies to help students develop their toolbox to practice emotion management.
You can learn more about Second Step’s SEL programs on their website to reinforce your student’s learning at home.
Restorative practices
Prospect Valley has been integrating restorative practices and proactive circles throughout the school year to teach positive, peaceful conflict resolution.
What are restorative practices?
Restorative practices take a relationship-oriented approach (rather than a punishment-oriented one) to resolve issues that arise in school.
The five Rs of restorative practices:
- Relationship
- Respect
- Responsibility
- Repair
- Reintegration.
Proactive circles
- Occur weekly in the classroom
- Develop connection and a sense of belonging
- Start by responding to a discussion question where everyone participates and every voice is heard and recognized
Responsive circles
- Occur as needed in classrooms
- Address incidents that may cause harm
- Bullying, playground conflict or unsafe behavior
- Response to a change in the community (new student or a student’s last day)
Informal conferences
- Talk to an individual or small group about an issue
- Relate to a student-teacher conflict,
- Habitual tardiness, etc.
- Use four questions:
- What happened?
- Who did it affect?
- What might you have done differently?
- What is a solution so it doesn’t happen again?
- Reflect on the impact of the behavior
Preconferences
- Fact-finding review of the four questions with each individual in conflict
- Done before to determine whether to put them together in a formal restorative practice conference
Restorative practice conferences
- Conference with two people in conflict
- Reintegrate a student who has been suspended
- Results in a signed, mutually agreeable and student-generated solution
How can you support your student at home?
- Use the four questions to help your student problem-solve through a conflict at home.
- Take turns answering relationship-building questions around the dinner table.
- Ask would you rather questions.
- Would you rather this or would you rather that?
- Consider multiple alternatives
Use these restorative practice questions to prompt discussion:
- What happened?
- What are the effects?
- What responsibility can you take?
- What are the solutions?
Additional Social-Emotional Support
For students who need extended social-emotional instruction and skills a variety of support resources are used:
- Zones of regulation (see images below for more info)
- Sources of strength
- Girl power
- Social decision making
- “Sanford Harmony”