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Social Emotional Learning

Social emotional learning (SEL) at Coronado Elementary School helps students apply the knowledge, attitudes and skills necessary to handle daily challenges.

Schoolwide SEL Supports

The following programs and practices are used schoolwide to support SEL at Coronado Elementary:

  • Multi-Tiered System of Supports (MTSS)
  • Positive Behavioral Interventions and Supports (PBIS)
  • Restorative practices
  • Second Step
  • Kid talks

MTSS is a systemic, continuous improvement framework in which data-based problem-solving and decision-making is practiced across our school. Coronado Elementary implements the Colorado Department of Education’s five essential components:

  • Team-Driven Shared Leadership
  • Data-Based Problem Solving and Decision-Making
  • Family, School and Community Partnering
  • Layered Continuum of Supports
  • Evidence-Based Practices

The MTSS framework in Colorado is comprised of these essential components, which form a foundation for creating a sustainable system of supports. When schools and districts embrace and embed these components into their organizational structure, systems align and substantial improvement can occur. 

This enables system-level and stakeholder-level innovations to be initiated, implemented with fidelity and maintained successfully over time. The goal and primary purpose of MTSS implementation is to improve learning outcomes for all students. This framework uses data for decision-making, evidence-based practices for student outcomes and systems for educators to follow that support implementation efforts.

PBIS

Positive Behavioral Intervention and Supports (PBIS) is a process to create a safe, positive and productive learning environment for all children.

Coronado Elementary uses SOAR, which stands for: 

  • S – Be Safe
  • O – Be an Outstanding Learner
  • A – Always be Respectful
  • R – Show Responsibility

Rewards and celebrations occur in classrooms and throughout the building to let students know that the teachers see how amazing they are and how hard they are working every day to model these behavior expectations!

How can you support your student at home?

  • A core principle of PBIS that you can use at home is the 5:1 rule: For every corrective statement made, provide five positive statements or praises of your child's behavior.
  • Use SOAR and Coronado’s expectations to reinforce student behavior at home.
  • Talk to your student about what these behavior expectations look like at home and in the community.

Restorative practices

What is a restorative practice? Restorative practice is a term used to describe a relationship-oriented approach (rather than a punishment-oriented one) to resolving issues that arise in school. 

The five Rs of restorative practices are:

  • Relationship
  • Respect
  • Responsibility
  • Repair
  • Reintegration. 

Proactive circles

  • Occur weekly in the classroom
  • Develop connection and a sense of belonging
    • Start by responding to a discussion question where everyone participates and every voice is heard and recognized

Responsive circles

  • Occur as needed in classrooms
  • Address incidents that may cause harm 
    • Bullying, playground conflict or unsafe behavior
    • Response to a change in the community (new student or a student’s last day)

Informal conferences

  • Talk to an individual or small group about an issue
  • Relate to a student-teacher conflict,
    • Habitual tardiness, etc.
  • Use four questions:
    • What happened? 
    • Who did it affect? 
    • What might you have done differently?
    • What is a solution so it doesn’t happen again?
  • Reflect on the impact of the behavior

Preconferences

  • Fact-finding review of the four questions with each individual in conflict
  • Done before to determine whether to put them together in a formal restorative practice conference

Restorative practice conferences

  • Conference with two people in conflict
  • Reintegrate a student who has been suspended 
  • Results in a signed, mutually agreeable and student-generated solution 
How can you support your student at home?
  • Use the four questions to help your student problem-solve through a conflict at home. 
  • Take turns answering relationship-building questions around the dinner table. 
  • Use these restorative practice questions to prompt discussion:
  • What happened?
  • What are the effects?
  • What responsibility can you take?
  • What are the solutions?

Second Step social-emotional learning

Grades kindergarten to fifth use Second Step evidence-based social-emotional curriculum. Lessons are taught weekly by the classroom teacher. The lessons provide instruction in social and emotional learning with units on skills for learning, empathy, emotion management, friendship skills and problem-solving.

Second Step curriculum uses four key strategies to reinforce skill development: 

  • Brainbuilder games,
  • Weekly theme activities
  • Reinforcing activities
  • Home links. 
    • Overview of the lessons covered in your student’s class
    • Tips and practice opportunities for you at home.

Families can create a Second Step account using the following grade-level access codes:

  • Preschool - SSPEFAMILY68
  • Kindergarten - SSPKFAMILY70
  • First - SSP1FAMLY71
  • Second - SSP2FAMILY72
  • Third - SSP3FAMILY73
  • Fourth - SSP4FAMILY74
  • Fifth - SSP5FAMILY75

Additional SEL parent resources:

Books for Parents
Books for Children 

Gifted and Talented Center SEL Support 

Gifted and Talented (GT) Center programming is made up of these four components:

  • Social and Emotional programming
  • Curriculum and programming
  • Resources
  • Professional learning

The social-emotional support tailored to the needs of gifted learners is embedded into the programming at every GT Center school. The GT department will provide:

  • GT counselors
  • Professional learning for GT Center teachers 
    • Social and emotional support for every GT Center school
    • Ongoing prioritizing, monitoring and coordinating resources
  • Resources to assist in programming decisions and professional learning 
    • Includes data gathering and analysis
  • GT-specific supplemental resources are available at every GT Center school 
    • Used to support the data

Additional Support and Programs for Families

For support check out the Coronado Social Emotional Learning (SEL) Resources for families.

The Food for Thought BakPak Program

They distribute sacks filled with food to students who need food during the weekends. It is a partnership of businesses, faith-based ministries and the communities of SW Jefferson County that provide weekend meal bags for participating students in need.

Serving Kids 

Serving Kids provides new or nearly new clothes to preschool through high school students. It is an all-volunteer program on the Jeffco Schools Foundation and is in partnership with Jeffco School employee associations. Clothing requests are submitted through Jeffco School District staff members and delivered directly to the ordering school or staff person by volunteers.

For more information on either program or to access these services, please contact Lorna McDonald, LCSW, Coronado social worker and Social Emotional Learning specialist. 

Leave a message at 303-982-7580 or email Lorna.McDonald@jeffco.k12.co.us 

Family Resources

Social Emotional Learning in Jeffco

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.