Social, Emotional, and Behavioral Health

Why is This a Priority:

Based on district data, student survey data, parent survey data and school specific data, an increase in adverse student behavior has been observed both in and out of classrooms. In addition, the district and all of its schools have observed and respond daily to students suffering from the effects of increased isolation and the lack of interaction with others during the pandemic.

While social emotional learning (SEL) alone will not solve longstanding and deep-seated inequities in the education system, it can help schools promote understanding, examine biases, reflect on and address the impact of racism, build cross-cultural relationships, and cultivate adult and student practices that close opportunity gaps and create a more inclusive school community. In doing so, schools can promote high-quality educational opportunities and outcomes for all students, irrespective of race, socioeconomic status, gender, sexual orientation, and other differences.

(Annual progress as of 8/1/22)

Action Steps:

Build foundational Social, Emotional Learning (SEL) support systems within all schools to support student achievement

Progress Update:

• Provided training to K-12 teacher leaders during the summer of 2022 to learn strategies to develop students' sense of belonging in school and a positive classroom culture to support student ownership of learning and behavior

• Developed data structures and technology tools to assist school staff in identifying specific social, emotional, and behavioral needs of students

• Reviewed and analyzed Standard 4 of the School Effectiveness Framework (School Culture & Environment) with each school to determine next steps in building foundational SEL support systems

Develop adult and student capacity for cultivating social, emotional, and cultural competence

Progress Update:

• Aligned and integrated SEL competencies in all K-12 schools with the Essential Skills outlined in the Colorado Academic Standards

• Created student evaluation tools to monitor progress of Essential Skills throughout the year -

(a) Students monitor and evaluate their own progress over time using coursework as evidence

(b) Teachers calibrate their ratings of Essential Skills with individual student evaluation ratings of Essential Skills

(c) School leaders planned and created methods to report progress on Essential Skills to parents for the 22-23 school year

Coordinate evidence-based programs and professional development to create a welcoming climate and culture and provide opportunities for staff and school leadership to develop their SEL competence

Progress Update:

• Provided training to K-12 teacher leaders during the summer of 2022 to learn strategies to develop students' sense of belonging in school and a positive classroom culture to support student ownership of learning and behavior

• Introduced intervention tool to school leadership to be used by special service providers (counselors, social workers, etc.) during the 22-23 school year (Check and Connect) to support students through mentoring opportunities

• District and school leadership planned a variety of processes and events to strengthen school-family partnerships (community forums, community classroom walk-throughs, etc.)

Collect, analyze, and report outcome data to make decisions about SEL implementation

Progress Update:

• Survey Essential Skills outcomes and reporting processes with parents and students during parent/teacher conferences in the 22-23 school year

• Developed and implemented community, parent, and student surveys throughout the year to gather feedback to meet specific identified needs in schools and classrooms