Central Kitsap School District

We believe our school district should invest the resources for teaching social and emotional skills to our students because it will result in:

• Well regulated and socially aware individuals
• Healthy relationships with both adults and their peers
• Higher engagement in academic learning experiences
• Safe and productive schools and communities with less need for corrective action for behavior
• Reduced costs on reactive actions due to unexpected behavior

We believe that when our families and schools partner together to teach social and emotional skills, our children will be able to:

• Engage in productive and meaningful conversations with others who hold diverse perspectives
• Problem solve challenges in a productive and respectful manner
• Express complex emotions and ideas in order to support their own successes as well as the collective successes of our community
• Access a wide range resources when they and others need help
• Engage in the educational process in a more productive manner

At its core, these are skills that our youth can transfer into their adult lives, both in the workplace and in their personal relat

The Washington Social Emotional Learning (SEL) standards and benchmarks were developed and adopted in January 2020. Learn more about the standards.​​​​​​​

Early Elementary SEL Standards

Standard 1: Self-Awareness

Individual can identify their emotions, personal assets, areas for growth, and potential external resources and supports.

EXAMPLES

With adult assistance, students can:
Recognize and verbally express emotions, feelings and thoughts
Identify their strengths
Identify reasons why they may need to seek help from others

Standard 2: Self-Management

Individual can regulate emotions, thoughts, and behaviors.

EXAMPLES

With adult assistance, students can:
Understand that actions have consequences
Identify strategies that help them be in control of themselves
Follow routines and identify ideas to solve problems

Standard 3: Self-Efficacy

Individual can motivate themselves, persevere, and see themselves as capable.

EXAMPLES

With adult assistance, students can:
Identify steps to achieve a personal goal or complete a routine task
Act responsibly while interacting with others who may come from a different background/culture
Recognize the need to take responsibility during a conflict with a peer

Standard 4: Social Awareness

Individual can take the perspective of and empathize with others from diverse backgrounds and cultures.

EXAMPLES

With adult assistance, students can:
Recognize that people can have different feelings when faced with the same situations
Identify different types of verbal and non-verbal communication
Identify different customs and traditions practiced by different cultures

Standard 5: Social Management

Individual can make safe and constructive choices about personal behavior and social interactions.

EXAMPLES

With adult assistance, students can:
Demonstrate ability to wait, take turns, and share with others
Respond to cues to manage feelings and emotions during challenging interactions with others
Name ways they can be a good friend
Standard 6: Social Engagement

Individual can consider others and show a desire to contribute to the well-being of school and community.

EXAMPLES

​​​​​​​With adult assistance, students can:
Describe how their behavior influences school and community functioning
Positively and respectfully interact in peer and group activities and interactions
Identify individual and community rights and responsibilities

Late Elementary SEL Standards

Standard 1: Self-Awareness
Individual can identify their emotions, personal assets, areas for growth, and potential external resources and supports.

EXAMPLES

Students can:
Describe physical symptoms and thoughts related to emotions and feelings
Identify and explore opportunities to develop personal strengths and assets
Reflect on feedback from others and find personal satisfaction in meeting goals

Standard 2: Self-Management

Individual can regulate emotions, thoughts, and behaviors.

EXAMPLES

Students can:
Identify positive and negative consequences of actions and pause before acting
Identify possible solutions; and select, implement, and reflect on the outcome of those solutions

Standard 3: Self-Efficacy

Individual can motivate themselves, persevere, and see themselves as capable.

EXAMPLES

Students can:
Identify and plan how to meet personal, school and family goals in a variety of ways
Identify the connections between behaviors and outcomes
Recognize the behaviors of caring and harmful relationships

Standard 4: Social Awareness

Individual can take the perspective of and empathize with others from diverse backgrounds and cultures.

EXAMPLES

Students can:
Identify verbal, physical, and situational cues that affect how others may feel
Identify similarities, differences, and perspectives among various social and cultural groups
Identify contributions of various social and cultural groups

Standard 5: Social Management

Individual can make safe and constructive choices about personal behavior and social interactions.

EXAMPLES

Students can:
Perform different roles in cooperative groups (e.g., leader, recorder, timekeeper, reporter)
Actively seek help from peers or adults when I need support to resolve conflicts
Explain the concepts of peer pressure and how it might influence personal actions

Standard 6: Social Engagement

Individual can consider others and show a desire to contribute to the well-being of school and community.

EXAMPLES

​​​​​​​Students can:
Identify the aspects of school and community that are within my control
Identify issues and names resources to promote group effectiveness and interaction
Identify and practice appropriate use of digital devices and healthy social media communications

Middle School SEL Standards

Standard 1: Self-Awareness
Individual can identify their emotions, personal assets, areas for growth, and potential external resources and supports.

EXAMPLES

Students can:
Use self-reflection to determine if emotions and feelings are proportional to the situation
Explore opportunities to develop personal strengths and assets; identify how influences aspirations
Demonstrate the ability to reach out and access the right level of assistance to match needs

Standard 2: Self-Management

Individual can regulate emotions, thoughts, and behaviors.

EXAMPLES

Students can:
Stop and think about consequences before acting, even when strong emotions are triggered
Demonstrate the ability to draw on multiple views to inform problem-solving approaches
Standard 3: Self-Efficacy

Individual can motivate themselves, persevere, and see themselves as capable.

EXAMPLES

Students can:
Identify how goals can help me learn and create outcomes that match personal values
Explain personal responsibilities for outcomes that arise from own behavior
Demonstrate the actions of a caring relationship; avoid relationships that may be harmful.

Standard 4: Social Awareness

Individual can take the perspective of and empathize with others from diverse backgrounds and cultures.

EXAMPLES

Students can:
Differentiate between factual and emotional content of what a person communicates
Explore ways to use culturally specific strategies to enrich my own understanding of the world
Recognize and validate that other people have and practice different customs

Standard 5: Social Management

Individual can make safe and constructive choices about personal behavior and social interactions.

EXAMPLES

Students can:
Practice active and reflective listening skills to better understand the thoughts and ideas of others
Listen and respond calmly and constructively while resolving a conflict
Identify strategies for resisting negative peer pressure

Standard 6: Social Engagement

Individual can consider others and show a desire to contribute to the well-being of school and community.

EXAMPLES

​​​​​​​Students can:
Contribute solutions that include diverse and inclusive ideas for school operation
Explore how backgrounds are similar and different and influence working together
Understand the role that social media plays in personal communication

Middle School SEL Standards

Standard 1: Self-Awareness
Individual can identify their emotions, personal assets, areas for growth, and potential external resources and supports.

EXAMPLES

Students can:
Use self-reflection to determine if emotions and feelings are proportional to the situation
Explore opportunities to develop personal strengths and assets; identify how influences aspirations
Demonstrate the ability to reach out and access the right level of assistance to match needs

Standard 2: Self-Management

Individual can regulate emotions, thoughts, and behaviors.

EXAMPLES

Students can:
Stop and think about consequences before acting, even when strong emotions are triggered
Demonstrate the ability to draw on multiple views to inform problem-solving approaches
Standard 3: Self-Efficacy

Individual can motivate themselves, persevere, and see themselves as capable.

EXAMPLES

Students can:
Identify how goals can help me learn and create outcomes that match personal values
Explain personal responsibilities for outcomes that arise from own behavior
Demonstrate the actions of a caring relationship; avoid relationships that may be harmful.

Standard 4: Social Awareness

Individual can take the perspective of and empathize with others from diverse backgrounds and cultures.

EXAMPLES

Students can:
Differentiate between factual and emotional content of what a person communicates
Explore ways to use culturally specific strategies to enrich my own understanding of the world
Recognize and validate that other people have and practice different customs

Standard 5: Social Management

Individual can make safe and constructive choices about personal behavior and social interactions.

EXAMPLES

Students can:
Practice active and reflective listening skills to better understand the thoughts and ideas of others
Listen and respond calmly and constructively while resolving a conflict
Identify strategies for resisting negative peer pressure

Standard 6: Social Engagement

Individual can consider others and show a desire to contribute to the well-being of school and community.

EXAMPLES

​​​​​​​Students can:
Contribute solutions that include diverse and inclusive ideas for school operation
Explore how backgrounds are similar and different and influence working together
Understand the role that social media plays in personal communication

 

High-quality implementation is evidenced by several indicators. When fully implemented, you will see SEL woven throughout all classrooms, across the school building, and in the broader school community.

Districtwide Indicators

• ​​​​​​​Shared ownership for SEL
• SEL embedded in district systems and structures
• Sustained commitment to SEL
• Socially, emotionally, and culturally competent and collaborative staff
• Explicit SEL programs and practices implemented with fidelity
• Academic instruction and classroom climate support SEL
• Youth voice and engagement
• Authentic family partnerships
• Aligned community partnerships
• District- and school-level systems for SEL continuous improvement

Schoolwide Indicators

• ​​​​​​​Explicit SEL instruction
• SEL integrated with academic instruction
• Youth voice and engagement
• Supportive school and classroom climates
• Focus on adult SEL
• Supportive discipline
• A continuum of integrated supports
• Authentic family partnerships
• Aligned community partnerships
• Systems for continuous improvement

What does SEL in the classroom look like? Click on the bars below for details on direct instruction, integrating SEL into academic instruction, and a supportive classroom climate. Learn more about SEL in the Classroom.

Direct Instruction

We use an evidence-based, developmentally appropriate and culturally responsive approach to teaching social and emotional skills.

We support students in leading classroom routines, sharing their perspectives, and reflect on their experiences during direct SEL instruction.

In grades K-8, we use the Second Step curriculum materials. For a closer look, click on the links below:

• K-5 Scope and Sequence
• 6-8 Scope and Sequence

Academic Instruction

We embed SEL standards/goals into our academic lessons.

We help student make connections between SEL and what we are learning.

We foster academic mindsets by helping students set goals.

We commend academic risk-taking and incremental progress. We show students how to correct mistakes and frame struggle as a key part of the process of learning.

We select content and plan instruction that links to students’ lived experiences.

We anticipate support that individuals may need to participate fully.

We design learning activities that allow students to explore issues that are important to them.
We co-create solutions to improve the classroom, school, or community.

We provide a balance of teacher-led instruction, student talk and interaction, and time to work alone.

We prepare students to engage in classroom discussions by actively listening to their peers, affirming and respectfully challenging each other’s ideas, and formulating questions.

We ask questions to surface student thinking and probe students to elaborate on their response.

We use collaborative structures that require students to communicate, cooperate, share responsibility, monitor that all ideas are heard, and problem-solve.

We guide students to reflect on what made their collective work successful and/or challenging and plan for improvement.

Supportive Classroom Climate

​​​​​​​We co-develop shared agreements with the students for how we will treat one another, and we check in regularly about how we are living by our shared agreements.

We ensure students know, follow, initiate, and provide input and feedback on our regular classroom routines and procedures.

We communicate our appreciation of each student as an individual and are interested in knowing them.

We check in and follow up with students about their perspectives and concerns.

We facilitate class meetings, circles, or other intentional community-building activities to cultivate a culture of personal connection, mutual support, and belonging.

We design activities that support students getting to know and work with each other.

Our classroom environment, activities and interactions affirm students’ diverse identifies and cultures. We share and learn about each other’s lives and backgrounds.

We teach, model, and reinforce language and strategies that help students to express empathy, resolve conflicts, repair harm, self-reflect and self-regulate.

When classroom agreements are breached, we respond in a way that is discreet, developmentally appropriate, culturally responsive, and restorative.

Social emotional learning (SEL) starts at home. Parents and families are a child’s first teachers of SEL. As children grow, parents and families are integral in supporting the social emotional lives of their children.

How can families support SEL?

​​​​​​​

Encourage your child to:

• Identify and name their emotions, feelings, and thoughts. Identify positive and negative consequences of actions.
• Demonstrate the ability to follow routines and generate ideas to solve problems.
• Create a goal and track progress toward achieving that goal.
• Identify feelings expressed by others.
• Identify ways that people and groups are similar and different.
• Demonstrate attentive listening skills without distraction.
• Identify and take steps to resolve interpersonal conflicts in constructive ways.
• Demonstrate a sense of community responsibility.

If you're new to SEL and want to learn more, check out this free learning module, "An Introduction to Social and Emotional Learning."

Partnerships with our community can helps schools and families ensure that students are resilient, persistent and very well prepared for life after graduation.

What can community-based programs do to support youth social and emotional development?

​​​​​​​

Youth-centered problem solving

• ​​​​​​​Example: Invite youth to suggest consequences that are logical when a rule is broken.

Program Staff Language

• Example: Promote positive behaviors by encouraging participants when they display good social skills.

Responsibility and choice

• Example: Give participants meaningful choices on how they can engage with program activities.

Warmth and Support

• Example: Check in with participants about concerns they might have.

Cooperative learning and group learning

• Example: Encourage participants to reflect on how well they work together during group work.

Group discussions

• Example: Help participants learn how to learn from their peers’ contributions during a discussion.

Self-reflection and Self-Assessment

• Example: Ask participants to monitor and reflect on their progress toward their goals.

Balanced Program Practices

• Example: Require participants to extend their thinking when they provide basic answers.

Encouraging Grit and Persistence

• Example: Give participants more challenging activities to try when they have mastered something.

Competence Building—Modeling, Practicing, Feedback, and Coaching

Example: Use multiple strategies with participants until they have mastered a challenge.

For more information on best practices for community-based youth programs, check out this ​​​​​​​assessment tool by the American Institutes for Research.

Goal Area #1

• Build Foundational Support and Plan​​​​​​​​​​​​​​

Goal Area #2

• Strengthen Adult SEL Competencies and Capacity

Goal Area #3

• Promote SEL for Students

Goal Area #4

• Reflect on Data for Continuous Improvement

Click on the bars below to learn more about the academic and behavior outcomes for students and outcomes for adults based on implementation of Social Emotional Learning.

Academic

• More likely to gain stable, full-time employment
• More likely to enroll in post-secondary education and completion
• More likely to graduate from high school

Behavior

• Decreased emotional distress, more positive attitudes about self and others, and fewer discipline problems
• Enhanced coping skills, resilience, and emotion identification, which can help reduce symptoms of depression and anxiety in the short term
• Contributes to reductions in bullying and aggression

School Adults

Focusing on SEL can help educators build and maintain stronger relationships with students and manage classrooms.

• Educators with strong social and emotional competence report higher lives of job satisfaction and less burnout
• Teachers who teach SEL to students report feeling more effective at their jobs and lower levels of job- related anxiety.

View the research behind expected student and school adult outcomes.
 

Click on the bars below to learn more about how we measure our implementation progress and outcomes.

SEL Program Implementation

SEL implementation data relates to the actions that are taken that influence outcomes for students and adults. These data provide information about if and how the activities within an action plan are being completed and can help SEL teams identify what is going well and where there are implementation challenges.

Student and Adult SEL Outcomes

Outcome data relates to specific changes (in experience, knowledge, skills, behavior, etc.) for students or adults. Collecting outcome data enables districts to provide information about whether SEL implementation is producing desired changes and can help district leaders decide whether to adjust or deepen efforts.

SEL Outcome Measures

Student Behavior Incidents
Student, Family and Staff Climate Surveys
Fall and Spring Social Emotional Learning Universal Screening

Elementary Staff

• Lilah Johnston
• Jessica Biggs
• Susan Williams
• Debbie Tebo
• Tina Piper

Middle School Staff

• Andrea Quitevis
• Valerie Towes
• Anthony Gowdy

High School Staff

• Eric Boyer
• Nicole Fischer
• Specialist Staff
• Tamara Duncan
• Aimee Spencer

Parent/Guardians

• Kristi Garguile
• Megan Fultz
• Community
• Arianna Petritz

District Staff

• Andrea Bowman
• Franklyn MacKenzie