Guidance for Social Emotional Learning During CDL
For many RSD students and families, the last six months have been particularly difficult due to Covid-19, unemployment, increasing food and housing insecurity, and the political climate in respect to people of color. Families are struggling to get by both physically and psychologically. For these reasons, it is important that schools deliver a supportive and welcoming social emotional learning (SEL) curriculum, most critically over the first 4-6 weeks of school and then continuing for the remainder of the school year.
Oregon Department of Education provided guidance and requirements for SEL delivery, response to bullying, anxiety, suicidality and depression. ODE organizes the mental health and well-being around four pillars of practice: trauma-informed care, social emotional learning, racial equity, and prevention and intervention programs. These pillars provide a wrap-around support structure for students, families, and school staff.
Implementing SEL in a meaningful way requires building an equitable learning environment, where each student and each staff member feels valued, respected, and affirmed. Affirming individual backgrounds, cultural values, talents and skillsets, social identities, and interests promotes a responsive and equitable environment. Building any impactful SEL model includes this process and practice. The focus of the work is creating favorable conditions which build trusting relationships, welcoming learning environments, engaging teaching and learning strategies, and authentic and positive family partnerships. This is addressed and supported in an all-day every day programmatic response as well as a protected time within the school schedule.
RSD can begin this important work by implementing SEL programs as part of the learning day at all K-12 schools.
| ODE Requirements for Comprehensive Distance Learning | Reynolds School District Structures and Protocols |
|---|---|
| Plans and practices must ensure student engagement/participation, mental, social, and emotional health supports, curriculum aligned to grade-level academic content standards, assessment for learning, alignment with Division 22 requirements, full provision of FAPE, full provision of learning supports for students who qualify for English Language Development (ELD), and full provision of learning supports for students who qualify for Talented and Gifted (TAG). |
Social Emotional Learning Lessons & Activities Kindergarten – Grade 5 Grade 6 – 8 Grade 9 – 12 *For information on English Language Development or Talented and Gifted, please refer to additional information found on the RSD Intranet. |
| Mobilize response teams of qualified mental health professionals to address Tier 3, targeted intervention and crisis mental, social and emotional health service needs including suicide, grief and trauma, child abuse, substance use, and youth trafficking within the current context; familiarize staff with Lines for Life remote suicide risk assessment and safety planning services for schools (503-575- 3760), and OHA’s Telehealth Tips for Clients with Suicide Risk. |
RSD Protocols for On-Site Visits Kindergarten – Grade 5 Grades 6 – 8 Grades 9 – 12 |
| Comprehensive Distance Learning will meet all federal and state laws, as well as provide additional supports for mental, social, and emotional health and family engagement.
Incorporate time for check-ins (Social Emotional Learning) and peer interactions; develop classroom culture. |
Social Emotional Learning Structure Kindergarten – Grade 5
Grade 6 – 8
Grade 9 – 12
Additional Information |
| Where available, make contact information or a list of contacts of school and community-based mental and emotional health services and supports and School Based Health Centers available to students, families, and staff. |
Reynolds School District Distance Learning Guidebook Kindergarten – Grade 5 Elementary Social Workers and Counselors will share accessible resources to families.
Grades 6 – 8
Grades 9 – 12 |
