Webinar Recording and PPT of Supporting Social-Emotional Learning for English Learners, 5-17-2021, by Kathleen Cahoon-Newchok, Shannon Leonard, Pamela Johnson, Karra Shikimachi, and Angelyn Nichols.

When sharing secondary sources that tell a particular story of our past and present, consider how you might support students in enacting a critical lens to identify biases and missing or misrepresented perspectives. When sharing primary sources connected to experiences of violence or oppression, consider how you might honor students' developmental needs, as well as how you might frame sources in ways that affirm the dignity and humanity of people connected to those experiences. These resources can help.

The 7 Cups and VBCPS Growth PathsPersonalized Growth Paths contain activities made for those dealing with a certain situation. It helps a person understand what they are dealing with and self-heal with activities that are expertly compiled.There is also a “gamified” element to the Paths. Students complete “Steps” to fill their cups and move ahead on their chosen path.You can find slides, videos, PlayPosit playlist here or the Teen Being Growth Path on 7 Cups as well with a free membership.

This guide contains links to free resources that align with each of the SEL standards assigned to this gradeband. 

Crosswalking tool for school counselors to align ASCA Mindsets and Behavior student standards to VA SEL Guidance Standards (done by gradeband). 

The Virginia SEL Guidance Standards are meant to serve as a resource for school divisions and are not required or mandated for implementation. As such, school or division teams have the autonomy to prioritize the selection of specific standards that address student needs and compliment their mission and vision. This tool can guide teams through this process. School data (such as: climate surveys, academic data, postsecondary enrollment data, or behavior data) can help school teams identify the social, emotional, and cognitive developmental needs of students. Additionally, stakeholders such as students, teachers, administrators, and caregivers should be involved when determining which SEL standards should be prioritized, taught, and measured.