SEL is the process through which we 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.
Adapted from CASEL Social and Emotional Framework
Simsbury Public Schools uses the CASEL Social & Emotional Learning Framework. The framework is used to develop units for each of the CASEL 5 competencies (Self-Awareness, Self Management, Responsible Decision Making, Relationship Skills, and Social Awareness). This framework takes a systemic approach that emphasizes the importance of establishing equitable learning environments that provide access to guaranteed experiences that embody our Vision of a Graduate.
Social-Emotional Learning in Elementary Schools
As we start the 2022-2023 school year we will continue our commitment to social-emotional learning (SEL) in order to make all of our elementary schools great places to grow. All of our work is grounded in Simsbury School’s Vision of a Graduate and focuses on developing CASEL’s 5 social competencies: self-awareness, social awareness, relationship skills, self-management and responsible decision-making. We will teach and positively reinforce all 5 competencies over the course of the school year with a particular emphasis on a specific competency each month. These competencies are taught through a combination of explicit teaching during the school day and integrated into the school day as the curriculum provides. These competencies support our existing character education programs; we are confident that as students develop these core competencies they will truly begin to succeed.
Social-Emotional Learning at Henry James
All students at HJ attend a wellness class. Through a variety of different units, students receive instruction that focuses on the core concepts of accessing health information, self-management of healthy behaviors, analyzing internal and external influences, communication skills, decision-making, goal setting, and advocacy. Students receive essential information and skills to make decisions that pertain to their physical, social, emotional, and mental health. In addition, students participate in lifetime fitness and team-related activities that encourage the HJ Way, teamwork, and sportsmanship. Students are given opportunities to build and expand their skill set to create the foundation for becoming lifelong healthy and active individuals.
Social-Emotional Learning at Simsbury High School
All students at SHS attend Connect periods. Through a variety of experiences during Connect, students exemplify the Trojan Code; We will be respectful, honorable, and responsible. Activities center around the CASEL competencies aligned to our Vision of a Graduate tenets. Students have opportunities to practice and demonstrate the skills during Connect periods and in all content areas. The focus for each month is as follows;
August and September- Trojan Code
• Relationships and Expectations
Simsbury Public Schools provides a range of professional development opportunities for staff. Each session builds upon our commitment to ensure that all students have experiences that embody our Vision of a Graduate tenets. Professional learning is informed by standards, current research, and educational experiences.
Professional Learning Sessions
CASELs Five Competencies of Social Emotional Learning
Increasing Engagement through Professional Learning Communities
The following is an alphabetical list of terms that may appear in the Equity and Access section on our website.
Affinity Groups- groups connected by how they identify themselves such as the Minority Group, Gender Neutral Alliance, etc.
CASEL- The Collaborative for Academic, Social, and Emotional Learning is a research-based national organization focusing on advancing the development of academic, social and emotional competence for all students.
Connect Period- high school period that takes place once a month where students engage in activities that connect them to the school and the Vision of a Graduate
Culturally Responsive Curriculum and Instruction- using pedagogy and materials that provide balance, representation, and an asset-based mindset to teaching and learning
Curriculum Work- referring to lesson planning, unit planning, aligning standards into instruction, selecting materials, providing recommendations for curriculum writing, scope and sequence
CREC- Capital Region Education Council, the partner for choice students participating in the open choice lottery program
Data Dives- using data analysis to identify root causes, questions to address, and strategies to use in order to improve student learning outcomes for all students
DEI- Diversity, Equity, and Inclusion, there is a group of DEI leaders across the state who collaborate, hold monthly meetings, attend conferences, and share resources
Equity- having a standard of quality or ideal for all, being just, impartial and fair
Equity Indicators- measures to track the experiences of equality and inclusion to proactively address barriers to access
Implicit Bias- attitudes toward people or associating stereotypes with them without our conscious knowledge
Listening Tours- meetings with students, staff, and parents to ask questions, hear concerns, identify barriers, and build rapport
MTSS- multi-tiered system of supports
Professional Learning Communities (PLC)- a team of educators who share ideas to enhance their teaching practice and create a learning environment where all students can reach their fullest potential.
Restorative Practices- an alternative to traditional disciplinary actions that center on punishment for misbehavior and breaking rules
Social-Emotional Learning- the process of developing self-awareness, self-control, and interpersonal skills
Vertical Teams- a team of teachers and staff working together collaboratively across grade levels to improve student achievement