Social-Emotional Wellbeing

  • We are excitedly anticipating the day we are back with students. Whether it is in-person or through a virtual experience, we cannot wait to see their faces and hear their voices. We know that the closing of school has brought many struggles to families and students who depend on reliable routines and social interactions.

    We understand that students have been deprived of the much-needed connectedness and learning support they need. The pandemic has shined the light on how important community relationships are, and how important our students’ mental wellbeing is for a successful 2020-21 school year.

    Plan Details

    • Lead learning with a social-emotional, trauma and equity lens.
    • Create formative assessments to identify student mental wellbeing and transition concerns.
    • Create opportunities for students and staff to connect in a virtual and/or in-person learning environment.
    • Respond to student needs through a multi-tier support structure.
    • Create safe and secure learning environments for in-person and virtual learning experiences.

Social-Emotional, Trauma and Equity

    • Administrators provide professional learning for teachers on how to support students who may struggle with anxiety due direct or indirect situations related to COVID-19 or racial injustice during school closure.
    • Prior to jumping into academics, teachers and administrators will check in on students. How are they doing? Are they ready to learn? If not, communicate with the RTI (response) team and the family.

Social-Emotional Learning Check-Ins

    • The Social-Emotional Learning workgroup will develop grade-appropriate, easy questions for students to share how they feel and what they need to be ready for learning.
    • Monitor student responses to develop a personalized plan to support students during the back-to-school transition.
    • Re-assess routinely to ensure supports are working and to determine if other needs are manifesting for students.
    • Communicate with families on student needs, plans and outcomes.

Opportunities to Connect

    • Teachers, counselors and administrators will ensure learning time includes opportunities for students to practice social-emotional learning skills (social awareness, self awareness, emotional management, relationship skills, student agency and responsible decision making).
    • K-12 students will have community/class meetings to learn social-emotional learning skills, connect with the teacher, and connect with their peers.
    • Relationship mapping for virtual and in-person teams.

Multi-Tier Support Structure

    • Using problem-solving protocols, apply evidenced-based support to students who need help during the transition.
    • Utilize Tier 1 (for ALL students) which include social-emotional learning instruction and class meetings.
    • Utilize Tier 2 for students who need some assistance. This may include but is not limited to counselor/admin/teacher (mentor) check-ins and group meetings, planned breaks, goal setting charts, etc.
    • Utilize Tier 3 supports for students who need intensive support. This may include but is not limited to community therapeutic supports and individual or group sessions with district social workers.
    • Personalize outcomes and assess to ensure interventions are positively impacting the student.

Safe and Secure Learning Environments

    • Audit classrooms to ensure they align with Lindbergh’s social-emotional learning/trauma checklist for best practices.
    • Universal Checklist for SEL/Trauma Informed Classrooms
    • Provide calming spaces in the classroom for students to work through emotions and feelings so they can return to learning
    • Incorporate counselor-led lessons into the virtual learning experience for students (during general education lessons).