Supporting Student Social, Emotional and Behavioral Learning in LPS

The US Department of Education prioritizes social, emotional, and behavioral support in schools to promote overall well being. The social component refers to how we relate to others. Emotional support refers to how we feel. How we act is encompassed within the behavioral component (The US Department of Education, 2021). 

The National Center on Safe Supportive Learning Environment states that “social and emotional learning (SEL) involves the processes 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. A growing body of research indicates that school-based efforts to promote students' social and emotional learning represent an effective approach to enhance children's success in school and life” (2021). 

In LPS we support students’ social, emotional, and behavioral learning in a variety of ways. The primary approaches utilized in LPS are described below.

Conscious Discipline (CD) is a comprehensive, trauma-informed, brain-based approach to self-regulation that combines social and emotional learning, school culture, and discipline best practices. 

CD is recognized by the Substance Abuse and Mental Health Administration’s National Registry of Evidence-based Programs and Practices (NREPP), which promotes the adoption of scientifically established behavioral health interventions. NREPP is the gold standard for identifying research-based interventions (Conscious Discipline, 2021).

One of the most important components of CD is to teach adults to foster safety and connectedness, unleashing the ability to learn and problem-solve. Both children and adults learn to manage their thoughts, feelings and behaviors, empowering them to reach their goals.

Conscious Discipline is a leader in brain-based social-emotional learning that builds resilience in children, families, educators and schools (Bailey, 2014). The three core components of Conscious Discipline are Safety, Connection, and Problem-Solving. Conscious Discipline “is based on brain research that indicates our internal states dictate our behavior” (Bailey, 2014, p. 12). “By addressing the internal state that precedes the behavior, both adults and children learn to self-regulate and develop strong executive skills for problem solving and goal achievement” (Bailey, 2014, p. 16). 

The professional development provided at each school is catered to the specific needs of their students and staff.

Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-tiered framework to improve and integrate all of the data, systems, and practices affecting student outcomes every day (Center on PBIS, 2021). PBIS practices are organized along a tiered continuum beginning with strong universal supports followed by intensified interventions matched to student needs. Data are collected and used to screen, monitor, and assess student progress.Resources are allocated to ensure systems and practices are implemented with fidelity over time (Center on PBIS, 2021).

At its foundation, PBIS is a framework supported by research spanning decades. Study after study confirms the positive impact these tiered systems and practices have on improving student outcomes (Center on PBIS, 2021).

In partnership with the University of Missouri, LPS is implementing PBIS in our secondary schools. Each school has developed universal expectations and teaches these to students regularly.

Panorama Education is an independent education technology company that partners with schools and districts to improve outcomes for students. Panorama’s products include student, family, and staff surveys to support school climate and social-emotional learning and a platform to help district leaders and educators understand how their students are doing and take action to support them” (Panorama Education, 2021). 

Panorama follows best practices for data privacy and security. Panorama does not use student data for purposes other than serving schools and districts. They cannot share any education or student information unless authorized by the school or district or under applicable law. For more information about privacy and safety, please visit Panorama's privacy policy (Panorama Education, 2021). 

LPS partners with Panorama to survey teachers of grades K-12 and students in grades 3-12 three times per year. Family surveys are also administered in partnership with Panorama. Survey tools are used to learn perceptions of teachers, students, and families of their experiences in the learning environment. 

Families are provided a letter prior to each survey administration, including information about the survey and how families can opt their child out of participation. 

LPS also partners with Panorama to provide a data platform to help district leaders and educators understand how their students are doing and take action to support them. The platform includes academic information, like grades and assessment scores, and demographic information, like grade level and gender, in order to support our educational services and drive positive outcomes for students.

Clay County Children’s Services Fund (CCCSF) was established in 2017 following voter approval of a designated one-quarter of a cent sales tax. The Fund provides grants to organizations offering services that protect the well-being and safety of children and youth and strengthen their families. LPS is able to provide the following high-quality supplemental services to our students with support from CCCSF. 

Student and family services include therapy, resiliency services, behavioral support, case management, and psychiatric referrals. CCCSF also provides LPS with funding for a multitude of services to support SEL. 

To learn more information, please visit the CCCSF website.