Academy for Social-Emotional Learning in Schools

Successful School Guideline #3 [Supportive]

The school community’s practices are identified, prioritized and supported to (a) promote the learning and positive social, emotional, ethical and civic development of students, (b) enhance engagement in teaching, learning and school-wide activities; (c) address barriers to learning and teaching and reengage those who have become disengaged; and (d) develop and sustain an appropriate operational infrastructure and capacity building mechanisms for meeting this standard.

 

Suggested Actions that address the Guideline:

  • Design engaging Instructional practices that focus on cognitive and behavioral learning as well as social, emotional, ethical and civic engagement.
    • Develop a classroom focus on integrating SECD skills in all subject areas in a developmentally appropriate manner.
    • Provide training to faculty and staff personnel on SEL as it pertains to regular classroom instruction.
    • Provide Service Learning opportunities to engage students in projects connected with the curriculum and the community that make a difference.
  • Provide opportunities for students to share their perceptions and opinions with their peers as well as with positive adult role models.
    • Promote opportunities for “student-centered” learning where students have voice and choice as well as the opportunity to reflect on their learning.
    • Encourage faculty members to become “guides on the side” in facilitating this active learning by students.
  • Provide an integrated system of interventions designed to promote healthy development and prevent negative problems. (RTI)
    • Differentiate instruction to meet the needs of a diverse range of student abilities.
  • Provide early intervention programs and strategies that address negative problems
    • Empower staff members to engage in dialogue to assist individual students in need as well as groups of students with similar needs using a multi-tiered system of assistance.
  • Provide a comprehensive system of learning supports that address a wide spectrum of student needs.
    • Engage higher levels of support as necessary to meet individual needs. These supports could come from inside and outside of the school.
  • Facilitate student and family access to effective services and special assistance as needed
    • Serve as a “clearinghouse” of services to help families understand what is available and how to apply for those services.