Multi-Tiered System of Supports: A systemic, prevention-focused framework for addressing students' academic and behavioral needs through the integration and continuous improvement of systems and services. Includes universal, evidence-based supports that create a positive learning environment and engages all students in high quality learning, and more intensive evidence-based supports for students who have higher levels of need. (National Association of School Psychologists) National Association of School Psychologists
Support staff in cultivating personal social and emotional competencies and fostering the competencies of peers and students.
In partnership with schools and districts, CASEL has documented, field-tested, and refind a strategic, collaborative process for schoolwide SEL
This process helps schools create an environment that supports students in developing the academic, social, and emotional competencies that they need to navigate the world.
Just as it’s important to model SEL for students in the classroom, it’s also important for adults to consistently model social-emotional competencies with each other.
Foster a Supportive School Climate
Schoolwide norms help operationalize how all staff and students will contribute to a school culture that achieves their shared vision.
Leverage strategic and aligned community partnerships that ensure students receive consistent SEL supports, increase access to a broad range of community services, and expand the professional learning opportunities for SEL.
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Establish structures to support consistent two-way SEL communications between the SEL team and all stakeholders.
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Reflect on Personal Social and Emotional Skills
Carol Dweck is a psychologist who researches achievement and success. Her major finding is that those who have a “growth mindset”—those who believe that their abilities are developed through dedication and hard work, not innate talent—are more likely to be resilient when things get tough and persevere to achieve goals (Dweck, 2006).