Social Emotional Learning
Social Emotional Learning
At HRCSD , we empower young people and adults through Social and Emotional Learning, by teaching them self-awareness, social awareness, responsible decision-making, self-management and relationship skills. To achieve this goal, our schools incorporate a focus on relationship & community building with direct teaching of social emotional skills.
Here are three things to know about social and emotional learning:
Social and emotional learning is a foundation for many of our most pressing priorities: SEL helps young people – and adults – learn and practice skills that set them up for academic success, fulfilling careers, healthy relationships, and responsible civic engagement.
The research is clear: Social and emotional learning in schools leads to positive outcomes, including better academic performance, and decreases in stress and anxiety.
There’s no one-size-fits-all approach: Social and emotional learning brings families, schools, and communities together to make sure every child has caring relationships and what they need to learn, grow, and thrive. (www.casel.org)
Want to learn more? Collaborative for Academic and Social Emotional Learning (CASEL)
Positive Behavior Intervention and Supports
School-wide Positive Behavior Interventions & Support (PBIS) is a framework for creating predictable, consistent, safe and positive schools. The focus is developing social and emotional skills and preventing problem behaviors. All students are taught and recognized for demonstrating expected behaviors. Staff provide consistent and corrective responses when students demonstrate unexpected behaviors. If the behavior of some students is not responsive, these students have access to targeted and standardized interventions. For a very small number of students, intensive individualized interventions will be necessary.
Key Components of PBIS
Expectations are clearly defined and posted throughout the school for all to see.
Expectations are explicitly taught and re-taught in the relevant setting to ALL students multiple times throughout the year.
A recognition system is in place to intentionally encourage expected behaviors.
Instructive, collaborative, and restorative processes for correcting unexpected behaviors are clearly established and consistently used by staff.
Data is used to evaluate the implementation of PBIS and student behavior. Decisions are based on analysis of data, including staff, student, and family input.
All students receive instruction and support from these core systems & practices. If the behavior of some students is not responsive, these students have access to targeted and standardized interventions (Tier 2). For a very small number of students, intensive individualized interventions (Tier 3) will be necessary.
Want to learn more? Center on PBIS