Framingham Public Schools is dedicated to the social, emotional, and behavioral well being of its students. SEL is the process through which children and adults develop the Learning and
Life Competencies of:
Self Awareness
The ability to monitor your own thoughts, emotions and motivations.
Social Efficacy
The ability to establish and maintain respectful and caring relationships
Self Management
The ability to understand, manage, and regulate emotions and behavior
Academic Efficacy
The ability to manage learning to experience academic success
Framingham Public Schools envisions the integration of comprehensive, culturally responsive, and sustained SEL supports in all aspects of the educational experience.
- 9% improvement in classroom behavior
- 23% improvement in social & emotional skills
- 11% academic gains
- Districts that invested in these SEL programs realized an 11:1 return on their investment. That is, for every $1 spent on SEL programs, the organization would realize $11 in benefits for students who participated (looking at academic gains, mental health, attendance, risk behaviors, etc.)
Social Emotional Learning is implemented through 3 Strategies:
- Environment: Building an inclusive school and classroom community where every student feels valued and a sense of belonging.
- Direct Instruction: SEL skills are explicitly taught
- Integration: SEL is fully embedded into all aspects of the school day and academic instruction
Pre-K - 5:
Every morning classes start with a morning meeting. This practice welcomes all students into school and helps build a sense of belonging. Morning meetings include greetings, a time to share, games, and a positive message to start the day.
Additionally, each month all schools Pre-K - 5 celebrate one of our character education themes such as respect and gratitude. These themes are connected to read aloud books and activities, as well as to a monthly community meeting.
Middle School:
New this year, Middle School students sit in community building circles once per 6 day cycle. The students are given prompts, or make up their own, with the goal of relationship building, connecting with their teachers, and learning critical listening skills.
Parent Caregiver Support
Look for information that comes home monthly in district and school-based Smores on the character education theme of the month. Included are videos to watch with your child and conversation starters.
Pre K-12:
In conjunction with our roll out of Code of Conduct, Character, and Support (Spanish, Portuguese) Framingham Public Schools has a set of teacher practices that support the integration of Social Emotional Learning. These practices are designed to promote engagement, prevent unskillful behaviors, and support students on how to restore relationships if an unskillful behavior occurs.
Restorative Conversations are an example of a way that we teach students to restore relationships when an unskillful behavior has occurred. The prompts are taught and practiced with students.
Parent Caregiver Support
Try having a restorative conversation with your child when there is unskillful behavior. The key is to really listen to your child and let them make the choices on how to repair harm and move forward. The 5 questions below can be used.
Spanish and Portuguese
Second Step
Evidence-based SEL curriculum that targets several domains:
Skills for Learning
Empathy
Emotion Management
Problem Solving
Key Concepts:
Listening Rules
Calm Down Steps
Problem Solving Steps
Empathy
Positive Self-Talk
Zones of Regulation
Evidence-based curriculum that helps students name and regulate emotions
Taught and reinforced yearly, K-5
Organizes emotions into 4 color categories (SP/PT):
Green - Happy, Calm, Ready to Learn
Yellow - Frustrated, Worried, Silly
Red - Mad, Yelling, Elated
Blue - Tired, Sad, Bored
Other concepts:
Size of the Problem
Inner Coach/Self Talk
Flexible Thinking - Rock Brain vs. Superflex
Calm Down Toolbox
