Social-Emotional Learning

Social-Emotional Learning (SEL)

Social and emotional learning (SEL) is the process through which children gain and apply the knowledge, attitudes, and skills necessary to deal effectively with daily tasks and challenges. Jeffco Public Schools has adopted the five core components of social and emotional learning outlined by the Collaborative for Academic, Social, and Emotional Learning (CASEL): Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision Making.

SEL takes place within the context of safe and supportive school, family, and community environments that aids children’s development and provides opportunities and recognition for successfully applying these skills. 

To learn more about SEL in Jeffco and the research supporting the importance of SEL click HERE.

How Creighton Implements SEL

PBIS (Positive Behavior Intervention & Support)

Positive Behavioral Intervention and Supports  (PBIS) is a process to create a safe, positive, and productive learning environment for all children.  

At our school, we use the acronym GRIT! Growth Mindset, Responsibility, Integrity, and Teamwork.

Rewards and celebrations occur in classrooms and throughout the building to let students know that we see how amazing they are and how hard they are working every day to model these behavior expectations!

At Creighton Middle School, we use a variety of supports to help create positive behavior for our students. We expect our students to be respectful to all adults and peers before, during, and after school. CMS uses a reward system of "Cougar Cash". With a beautiful drawing by a former student, the Cougar Cash comes in $1, $5, $10, and $20. For every good behavior teachers see, students are rewarded with Cougar Cash. Students can use the Cougar Cash for school supplies, monthly drawings, socials, and auction items at the end of the year. 

Restorative Practices

Restorative Practice is a term used to describe a relationship-oriented approach (rather than a punishment-oriented one) to resolving issues that arise in school.  The five Rs of Restorative Practice are relationship, respect, responsibility, repair, and reintegration. 

Proactive Circles -  happen weekly in the classroom for the purpose of connection and belonging (usually a question with a brief answer where everyone participates)

Responsive Circles - happen as needed in classrooms to address incidents that may cause harm (bullying, playground conflict, or unsafe behavior) or denote a change in the community (new student or a student’s last day)

Informal Conferences - used to talk to an individual or small group about an issue  (student/teacher conflict, habitual tardies, etc.) using 4 questions (What happened? Who did it affect? What might you have done differently? What is a solution so it doesn’t happen again?) to reflect on effects of the behavior

Preconferences - fact-finding review of the 4 questions with each individual in conflict prior to determining whether to put them together in a formal RP Conference

RP Conferences - conference with two people in conflict or reintegration of a student who has been suspended that results in a signed, mutually agreeable, and student-generated solution 

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