Social Emotional Learning

Jeffco Public Schools creates and maintains a positive climate and culture in schools that is inclusive and safe for students, families and staff. With a commitment to empowering successful and productive citizens,  the district supports the growth of students through leveled, evidence-based implementation of social emotional learning programming.

What is Social Emotional Learning (SEL)?

Social and emotional learning (SEL) is the process through which students and adults gain and apply the knowledge, attitudes and skills necessary to deal effectively with daily tasks and challenges.

Jeffco has adopted the five core competencies of SEL outlined by the Collaborative for Academic, Social and Emotional Learning (CASEL). 

• Self-Awareness
• Self-Management
• Social Awareness
• Relationship Skills
• Responsible Decision-Making (CASEL, 2020)

SEL happens in safe and supportive school, family and community environments that support development and provide opportunities and recognition for successfully applying skills.

Results from integrating SEL CASEL’s five core competencies

• Better academic performance:
  • Achievement scores rise an average of 11 percentile points after students receive SEL instruction.
• Improved attitudes and behaviors: 
  • Motivation to learn increases along with a deeper commitment to school, more time devoted to schoolwork and better classroom behavior.
• Fewer negative behaviors: 
  • Disruptive class behavior decreases as well as noncompliance, aggression, delinquent acts and disciplinary referrals.
• Reduced emotional distress: 
  • Student depression, anxiety, stress and social withdrawal are less frequently reported.

Students at Lasley Elementary receive a minimum of one SEL lesson taught directly each week. A CASEL-approved curriculum called “Second Step” is used as a base, which teaches students the five CASEL competencies. 

SEL can (and should) be more than just a 30-minute lesson. A systemic approach to SEL intentionally infuses social and emotional learning into every part of students’ daily lives—across all of their classrooms, during all times of the school day and when they are in their homes and communities. This is what Lasley Elementary School is ultimately striving for.

Lasley Elementary uses Positive Behavior Interventions and Supports (PBIS). PBIS is a framework grounded in the belief that all children can learn positive behaviors. Through this framework, students are taught directly about promoting behavior, in the same way that students are taught reading or math. 

PBIS focuses on prevention. It uses practices to ensure that students promote a safe and positive learning environment. These strategies include creating structure and routine, defining and teaching behavior expectations, reinforcing students for demonstrating positive behaviors and monitoring and correcting (re-teaching) behavior. Staff will support students in being responsible for their behavior choices as well as teaching them how to make the right choice. 

1. Safe
2. Responsible
3. Respectful

Lasley Lion Behavior Expectations

Lasley Elementary School has a rich cultural community of learners that celebrates diversity and includes everyone. Lasley students are taught the three pillars of every supportive, inclusive and responsive community:

• How to be safe
• How to be respectful
• How to be responsible

These essential life skills are integrated into every aspect of school, every routine and practice. The expectation is to teach taking responsibility for behavior choices.

The “Lasley Lion Behavior Expectations” are taught, modeled, reinforced, and celebrated often. Students see these rules posted throughout the school throughout their day. Expectations are intentionally reviewed in classrooms and as a school after every break. 

Students learn how to identify and model positive behaviors. These skills not only help students to develop meaningful relationships and mutual respect. But also prepare students to become leaders, better students and model community members.

Lasley welcomes and encourages families to integrate a similar PBIS system at home. Consider: What does respect, responsibility and safety look like in different areas of your home?

It takes dedicated families supporting these values to cultivate a learning community built upon trust, mutual respect and kindness.

Restorative practices in schools are based on restorative justice principles, instead of punishment. It rests on five core principles: relationship, respect, responsibility, repair and reintegration. The aim is to build inclusive classroom communities given the tools and techniques to resolve issues and conflicts equitably. 

These practices provide a way in the classroom setting to repair harm by bringing together those who are affected by the misbehavior in a dialogue to address concerns, achieve understanding and come to an agreement about setting things right. It teaches alternative behaviors, repairs damage done and fosters empathy. It was developed to facilitate personal growth and build character that leads to safer schools. 

The expectation is for families to become familiar with restorative practices and carry over what is learned in the classroom to strengthen families and reinforce what is taught. With parent's support, Lasley can build a vibrant more inclusive school community.