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Social Emotional Learning in 109

The core of social-emotional learning (SEL) in District 109 is creating a supportive and responsive school environment.

Using the Safe and Civil Schools approach to PBIS, school-based SEL teams in District 109 begin by constructing systems to proactively support all students by doing the following:

  • Structure/organize all school settings for success.
  • Teach students how to behave responsibly in all settings.
  • Observe student behavior.
  • Interact positively with students.
  • Correct irresponsible behavior calmly, consistently, and immediately.

Using the Safe and Civil Schools approach improves safety, fosters school connectedness, increases motivation and achievement, and empowers staff and students. It has also been proven to reduce classroom disruptions, office referrals, and referrals to intervention or special education for behavior/disciplinary reasons.

In addition to systemic structures to support students, SEL lessons are explicitly taught in classrooms and embedded in interactions throughout the school day. The Collaborative for Academic, Social, and Emotional Learning defines SEL as “the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.” In alignment with the Illinois State Standards for Social-Emotional Learning, the CASEL5 addresses five broad areas of competencies. They are as follows:

  • Self-Awareness: Recognizing one's emotions and their effect on behavior
  • Self-Management: Regulating emotions, thoughts, and behaviors to achieve goals
  • Responsible Decision-Making: Making good choices and evaluating consequences
  • Relationship Skills: Developing positive relationships; resolving conflicts constructively
  • Social Awareness: Empathizing with others and understanding their perspectives, including those from diverse backgrounds

     

a student helps another student tie their shoes

Students in grades 3-8 take an online survey twice annually to reflect on their own SEL mindset. Individual student responses provide the school and family with insight into what skills the child self-identifies as strengths and others they would like to develop. The overall data helps educators identify priorities and provide targeted learning opportunities to address the SEL needs in District 109 classrooms.

Core Instruction Resource: Second Step