CONSOLIDATED SCHOOL DISTRICT
CDSNB Position Statement SEL-Health
In partnership with family and community, the Consolidated School District of New Britain works to provide the best personalized and comprehensive whole-child education so our students will be prepared for and positively contribute to a profoundly different future. To achieve this mission, the district's PreK-12 social-emotional learning curriculum promotes inclusivity, diversity, whole-child wellness, and the attributes of the profile of the New Britain graduate. CSDNB staff are trained on intentional practices to create and maintain an engaging learning environment and on establishing positive relationships with students and families.
Through lessons, activities, and experiences aligned to the five CASEL competencies, students strengthen their skills in empathy and cross-cultural understanding. Age-appropriate reflection exercises assist students in becoming more self-aware and more aware of others. Students are provided with the tools and strategies to cope with both positive and negative situations and their outcomes.
CSDNB SEL programming has benefited from our strong connections with community organizations and from extensive grant funding that has helped enrich our offerings. Our curriculum is strongly aligned with the Pre-K through grade 3 key categories designated by the SDE related to social, emotional, and intellectual habits which is linked here: K-3 Social, Emotional, and Intellectual Habits Documents.
The curriculum aligns to the five CASEL competencies:
- Self-Awareness: From the earliest ages, teachers encourage students to believe in their capabilities and potential, challenging them to stretch their thinking and find satisfaction in success. They learn how to identify challenges and discover ways to overcome them. As students progress through the grades, they are provided opportunities to verbalize emotions in constructive ways and seek out help when needed.
- Self-Management: Direct teaching of executive functioning skills of working memory, metacognition, cognitive flexibility, self-regulation, inhibitory control and focus through age/grade appropriate exercises and lessons provide a foundation for all students to achieve academic and social success.
- Social Awareness: The trait of empathy is highly valued among our students and teachers; everyone wants to be heard and understood. Every level has lessons that emphasize consideration and feelings of others. The SEL curriculum for grades four and five include school and community outreach projects. Young learners are given an opportunity and forum to “describe the connections between choices and consequences” and to assume personal responsibility for their decisions. The principles of “equality, fairness and respect for social norms” are emphasized throughout. Simulations such as role plays and games give students practice in conflict resolution as well as preparation for daily real-life occurrences.
- Relationship skills: Lessons at the younger grades provide a basis upon which students take turns, make friends, attempt to compromise, read social cues, and demonstrate cooperation. These skills continue to be taught throughout the student’s educational experience with increased sophistication and depth allowing them to build positive healthy relationships.
- Responsible Decision-Making: Cognitive flexibility is a valuable characteristic for our students because it is a cornerstone for higher-order thinking and a growth mindset. Students are provided experiences to help them understand how their actions have a positive or negative impact not only on themselves but others.
What is SEL?
"Social Emotional Learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions." - CASEL
Overview of PreK-3, Grade 4, Grade 5
Overview of PreK - 3
Curriculum To increase engagement CSDNB will implement a social skills curriculum which includes lessons, resources, and additional strategies for integrating SEL into academic and academic arts content/curriculum. A committee made up of teachers, social workers, administrators, and central office staff have created the PreK-3 SEL curriculum.
Grade 4 Curriculum
Grade 4 SEL adds in a school service project in which the students apply the knowledge of SEL.
Grade 5 Curriculum
The grade 5 curriculum centers around the book Wishtree by Katherine Applegate. Lessons revolve around the CASEL competencies portrayed throughout the story. Additionally, students will complete a community service project applying their SEL knowledge and skills.
Overview of Grade 6-8 Seminar
Transition from elementary school to middle; how to handle the change in responsibilities and expectations; developing a growth mindset; building community; becoming aware of their own as well as other’s social emotional needs.
Ways to manage stress; navigating relationships with peers, family members, teacher, and friends; constructive conflict resolution; developing good lifelong habits; facing challenges; self-love; and acknowledging and dealing with their own as well as other’s social emotional needs.
Transition to high school; high school options and pathways, hard and soft skills; long-term life and career goals; interview skills; financial literacy; building themselves up to achieve their goals and be the person they want to be.
Overview of 6-12 Health Curriculum
Comprehensive health and wellness education focuses on the concept of the whole person: The physical, mental, social and emotional dimensions of the individual. In 6th grade, students are introduced to the concept of the health triangle which encompasses the dynamic interaction and interdependence of physical, mental, social and emotional health involve a person’s total being and is the essence of a “healthy” person. This concept and these topics are carried throughout health education in grades 6-12.
Self-Assessment, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision Making
Ana Grace Project Competencies
Kindness, Compassion, Empathy, and Self Regulation
Well Managed Classroom Skills
Following Instructions - Accepting Criticism or Consequence, Accepting "No" for an Answer - Greeting Others - Getting the Teacher's Attention - Disagreeing Appropriately - Making an Apology - Accepting Compliments - Having a Conversation - Asking for Help - Asking Permission - Staying on Task - Sharing with Others - Working with Others - Listening to Others - Using an Appropriate Voice Tone
Central Connecticut State University - Ana Grace Project
Klingberg Family Centers
Community Health Center, Inc.