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Social Emotional Learning

Social emotional learning (SEL) is the process where students develop the awareness and skills needed to manage emotions, set goals, build relationships and make responsible decisions.

Studies have found that adopting SEL supports positive school communities and improved academic outcomes.

SEL Steering Committee

  • Began Late Spring 2018
  • 45 members - cross section of the District - Parents/Community
  • Meeting, roughly, quarterly
  • Building understanding and capacity for the Task Force Teams

SEL Task Force Teams

  • Elementary
  • Middle
  • High
  • District
  • Community

Washington State Benchmarks for Social Emotional Learning


The Washington State Legislature commissioned a work group to develop benchmarks for the social emotional learning of students across the state. That group outlined six benchmarks:

A student can identify and name their emotions and influence on their behavior. Demonstrates:

  • Awareness and understanding of one’s own emotions.
  • Knowledge of personal strengths, areas for growth, culture, linguistic assets and aspirations.
  • Awareness and understanding of family, school and community resources and supports.

A student can regulate their emotions, thoughts and behaviors in contexts with other people.

  • Demonstrates the skills to manage and express one’s emotions, thoughts, impulses and stress in constructive ways.
  • Demonstrates constructive decision-making and problem-solving skills.

A student motivates them self, perseveres and sees them self as capable. Demonstrates:

  • Skills to set, monitor, adapt, persevere, achieve and evaluate goals.
  • Problem-solving skills to engage responsibly in a variety of situations.
  • Awareness and ability to speak on behalf of personal rights and responsibilities.

A student can take the perspective of and empathize with others from diverse backgrounds and cultures. Demonstrates:

  • Awareness of other people’s emotions, perspectives, cultures, language, history, identity and ability.
  • Awareness and respect for similarities and differences with others.
  • Understanding of social norms of individual cultures.

A student makes safe and constructive choices about personal behavior and social interactions.

  • Interacts effectively with others using a range of social and communication skills.
  • Identifies and takes steps to resolve interpersonal conflicts constructively.
  • Engages in constructive relationships with individuals of diverse perspectives, ability, cultures, language, history and identity.

A student considers others and shows a desire to contribute to the well-being of the school and community.

  • Demonstrates a sense of social and community responsibility.
  • Demonstrates the ability to work with others to set, monitor, adapt, achieve and evaluate goals.
  • Demonstrates effective strategies to contribute productively to one’s school, workplace and community.

 

Elementary SEL Crosswalk: Tier 1

  • Alignment of Current Resources to SEL Standards
  • Second Steps Survey
  • "Mini" - Pilot-Sanford Harmony
  • Explore Character Strong for District Alignment

Washington's K-12 Social Emotional Learning Standards

Self-Awareness - Individual has the ability to identify and name one's emotions and their influence on behavior.

Second Step SEL

Emotion Management, Empathy and Communication, Skills for Learning

Second Step Bully Prevention - 3rd Grade

Recognize bullying, Bystander lesson

K-5 Bully Prevention

Recognize bullying behaviors

Suicide Prevention Lessons - 5th Grade

Depression and anxiety

PBIS

Kelso's Choices

Small Problem vs BIG problem

Washington's K-12 Social Emotional Learning Standards

Self-Management - Individual develops and demonstrates the ability to regulate emotions, thoughts, and behaviors in contexts with people different than oneself.

Second Step SEL

Emotion Management, Empathy and Communication, Skills for Learning

Second Step Bully Prevention - 3rd Grade

Recognize refuse, and Report bullying, Bystander lesson

K-5 Bully Prevention

Bullying V. Conflict

Suicide Prevention Lessons - 5th Grade

How to manage

PBIS

School wide common expectations

Kelso's Choices

Conflict Resolution, I can talk out problems, I need to be respectful

Washington's K-12 Social Emotional Learning Standards

Self-Efficiency - Individual has the ability to motivate oneself, persevere, and see oneself as capable.

Second Step SEL

Empathy and Communication, Skills for Learning, Problem Solving, Emotional Management

Second Step Bully Prevention- 3rd Grade

Refuse and Report Bullying, Bystander Lesson

K-5 Bully Prevention

Report bullying

Suicide Prevention Lessons - 5th Grade

Getting help

PBIS

Positive reinforcement

Kelso's Choices

I have choices, I can solve small problems and get help for big problems

Washington's K-12 Social Emotional Learning Standards

Social-Awareness - Individual has the ability to take the perspective of and empathize with others from diverse backgrounds and cultures.

Second Step SEL

Empathy and Communication Problem Solving, Emotional Management

Second Step Bully Prevention - 3rd Grade

Recognize Bullying and Bystander Lesson

K-5 Bully Prevention

Bystander Power

Suicide Prevention Lessons - 5th Grade

Listening to a friend, non-nosey questions

PBIS

Kelso's Choices

My behaviors affect others, Others have feelings too

Washington's K-12 Social Emotional Learning Standards

Social-Management - Individual has the ability to make safe and constructive choices about personal behavior and social interactions.

Second Step SEL

Emotion Management, Problem Solving, Empathy and Communication

Second Step Bully Prevention - 3rd Grade

Refuse Bullying, Bystander lesson

K-5 Bully Prevention

Conflict resolution

Suicide Prevention Lessons - 5th Grade

My words and behaviors influence others, I have choices of behaviors

PBIS

Kelso's Choices

Responsible decision making

Washington's K-12 Social Emotional Learning Standards

Social-Engagement Individual has the ability to consider others and a desire to contribute to the well-being of school and community.

Second Step SEL

Empathy and Communication, Problem Solving

Second Step Bully Prevention - 3rd Grade

Refuse Bullying and Bystander lessons

K-5 Bully Prevention

Refuse Bullying

Suicide Prevention Lessons - 5th Grade

Supporting others

PBIS

School wide common expectations

Kelso's Choices

My choices influence others and the outcomes of problems


 

Middle School Task Force Update


The overall goal for our task force is to present to the Steering Committee, a plan to bring SEL to the Middle Schools in a systemic and lasting way.

We have been researching and collaborating as a group and going through several steps in order to ensure the greatest success of implementation.
Steps:
 

1. Build a common understanding
2. Evaluate what is currently in place
3. Research and evaluate curriculum
4. Determine best tier 1 option
5. Data collection from stakeholders
6. Built common belief between all MS
7. Proposal
8. Next steps

Plan

Staff

Task Force

District Committee

  • Build Understanding around SEL and the standards
  • Build school culture that is supportive for SEL practices
  • Pilot: Character Strong
  • Learn about SEL & Standards
  • Pilot Curriculum
  • Begin Implementing SEL strategies
  • Plan Logistics
  • Training
  • Piloting
  • Building Scope and sequence
  • Needs assessment
  • Tier 2/3 research
  • Training and Support
  • Analyze Needs
  • Purchase Pilots
  • Work with stakeholders

Plan

Staff

Task Force

District Committee

  • Curriculum Slow Roll out
  • Work out systems and practices
  • Use data to support decisions
  • Implement SEL based on trained staff and agreed upon practices
  • Support staff with implementation
  • Support schools with implementation

Plan

Staff

Task Force

District Committee

  • Full Implementation
  • Full Implementation
  • Implementation plan for new staff and retraining
  • Tier 2/3 supports
  • Provide training opportunities and support at the MS level including maintenance support

 

High School Task Force Update

  • Studied schools and the success they have seen with SEL education and using information to guide our process.
  • Assessed need for SEL education at the secondary level.
  • Studied Tier 1 Curriculum.
  • WSHS and WHS starting to pilot some strategies.

PBIS Graphic