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One takeaway is that all of our community members and partnerships are key to SEL implementation school-wide (families, staff, faculty, students, and external organizations). In addition, SEL initiatives should honor what has been done in our schools and this should be communicated.

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Just seeing the CASEL Wheel again worked as a reminder of the five SEL elements

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As is described in our school's four challenging objectives, we should focus on students' wellbeing and character in order for students to be happy, successful individuals.

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We already have many frameworks in place to support our students' SEL. These have been documented, and should now be aligned to one robust curriculum, covering all main areas.

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Strengths:
- Explicit SEL Instruction
- Supportive Discipline
- Authentic Family Partnerships

Areas of Growth:
- SEL is Integrated with Academic Instruction
- Assessing SEL (Report Cards)

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A Framework with very clear guidelines and grade level standards should be created.

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Because it increases students' wellbeing and academic success

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I think we could document all of the SEL frameworks, initiatives, programs, in one document/matrix. Communicate/show it to the whole school. And then align all of the efforts into one single PK-12 plan and curriculum.

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Strengths:

Youth voice and engagement

Supportive school

Supportive discipline

A continuum of integrated supports

Areas of growth:

Integration with academics (curriculum)

Family and community partnerships

Systems for continuous support (track data, report cards...)

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Alignment PK-12 to have a unified curriculum, standards, and/or a coherent evidenced-based program across all grade levels.

Continue providing time and resources to support the SEL Teams and initiatives.

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Noticing students' need for SEL to navigate peer relationships.

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Noticing students' need for SEL to navigate peer relationships.

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I have been having some very challenging situations with groups of girls who are excluding others, expressing their thoughts and feelings inappropriately, and generally not being able to resolve problems with their peers. As an adult who wanted to help, I felt less equipped with specific tools to help them. This last week highlighted the need for student's to build their relationship skills.

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As I go through the material I am struck by how comprehensive the teaching are, and how SEL almost supersedes academic learning. If students cannot successfully interact others in school, they will have a difficult being successful in most areas of their lives as adults.

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I'm so excited that ISP is investing in this work, as it is so needed at the school. The main takeaway I have derived early in the course is the need for a truly comprehensive approach that involves partnership across the many silos in the school, as well as with families and partnerships with outside groups, consultants, service providers, etc. ISP can feel so fragmented at times. It would be tremendous to get our entire community integrated into the SEL model, while we work to build the natural points of convergence between SEL, UDL and DEIJ work.

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Strong SEL is so foundational to the bigger picture. We are fundamentally a place of learning and the research is so clear that strong SEL leads to stronger learning. And I don't simply mean with regard to particular curricular objectives (though those are vital too!), but in the broader sense of equipping young people with enduring, transferable skills they'll need to be effective, resilient and fulfilled in the years ahead.

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It is sometimes hard to see what we are doing well because there are so many of our shortcomings that feel so much more apparent. A few things we are doing well, though, include attempts to incorporate SEL into advisory (though more is needed), creation of the grade level lead role in the HS is vital, as well as work to emphasize to all staff the importance of SEL for all we do.

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Strengths:
- Advisory
- Grade Level Leads
- Increasing staff awareness about importance of SEL

Areas for growth:
- SEL integration into curriculum
- Need for more explicit SEL instruction, both for students and adults
- Supportive school and classroom climates (there is not enough focus and appreciation for the relational component of teaching)
- Continuum of supports (the work to get the MTSS functioning is vital for this, but the processes are still being refined and better understood by teachers)
- Authentic family partnerships (there is so little interaction and partnership with families. I don't feel there is a strong sense of community between the parents and the adults who work at ISP)
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My take away is about how this course is also helping me on my own social-emotional developement. I found the 5 CASEL areas important to understand our won behavior and how we model them to the stuents.

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After years of teaching, I noticed that most of the conflicts I have had in my classroom are relatd to the lack of social-emotional skills. I think it is important that certain skills are purposefully taught and reinforced at school.

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Second Steps and Responsive Classroom.

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I think we are good at:

Supportive school

Supportive discipline

A continuum of integrated supports

We need to improve:

Integration with academics and how we teach the,

Family partnerships and community

Systems for continuous support (track data, report cards...)

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I think one of the first things we should do is make it clear and write our commintment to the programs we will use. For example, we are supposed to have most of the staff following the RC huidelines, but the thruth is that the level of understanding and application is low. More PD and training shoudl be offered regarding to this. Regarding the Second steps program, we coudl re-evaluate if this is the correct one. If you are doing RC, we coudl adopt PLAY FIVE, which it will be more aligned with the RC practices we shoudl be using.

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My takeaway is that as a school we are learning the importance of students being engaged, feeling safe, and having the social and emotional support so that they can achieve their current and future goals.

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SEL could help strengthen our community as students, teachers, parents, and all staff can learn how to manage their social and emotional skills.

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This is a holistic process that must be approached with careful consideration to get buy in from ALL stake holders.

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If we ignore SEL in our students and our staff, we can never give or get to anyone's full potential. Respecting and recognizing ALL aspects of a person is important in building trust and community.

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Advisory is a great start but it could use more up-skilling of advisors to facilitate a strong SEL approach during this time with students.

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Clear structure of implementation. Clear directive as to the importance of SEL.

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Recognizing the need to further increase our SEL i a big strength and starting point.
We need to improve the scope and reach of those who engage in the process and increase motivation and knowledge of all stakeholders.

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Because through SEL our students learn key life skills that go beyond the academic learning they do in the classroom. By learning communication skills, how to understand and express feelings, how to relate to others, students can also improve their academic learning.

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The most important take away I find as I read on is that it takes a village to raise all this wonderful kids we have here at ISP. And eventhough there is great work towards this goal we need commitment from all stakeholders.

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SEL Priority at our school is probably coming together as a community and understanding the importance of SEL and that we need to be working towards a common SEL plan with signature practices.

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I believe all divisions have some sort of time reserved for SEL in small groups during the week. I know Elementary uses responsive classroom routines and middle school has advisors, not sure what highschool has but I know something is going on there too. We have a large cohort of profesionals taking the CASEL course and there are a few members of our community in a DEIJ committee or course.

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We need a framework where all stakeholders are on board with and is revisited biweekly or monthly with a plan . This plan needs to be slowly launched with many supports along the way where there is a clear buy-in from all members of our community.

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Social Emotional learning brings a opportunity of growing as a community and as individuals, because it helps people (students, teachers and parents) to work together to become a strong community with people aware of their own self, feelings, making wiser decisions conscious on how them as person can impact other people's life.

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It is important to encourage the school to be involve not only academically, but also personally in the development of each of their members. This will encrease better and save interactions between teachers, students and the rest of the community.

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As teachers we are doing many activities related to SEL even though we are not so clear that those are related with this kind of approach. To mention some of them, building good relationship with students through taking time to know each other, truly interest and care for our students. Making kids and teacher more thoughtful of their inner reality, through activities related to their emotions, thoughts make everybody to feel more connected and cared.