The School for the Deaf is excited to continue supporting our students with their social-emotional learning (SEL). The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines Social Emotional Learning (SEL) as “the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.” As SEL has gained importance, “Extensive research evidence now confirms that SEL skills can be taught and measured, that they promote positive development and reduce problem behaviors, and that they improve students’ academic performance, citizenship, and health-related behaviors” (Durlak, 2015). Longitudinal studies show us that, “these skills predict such important life outcomes as completing high school on time, obtaining a college degree, and securing stable employment” (Hawkins, Kosterman, Catalano, Hill, & Abbott, 2008).
As part of our SEL efforts CSDB will be using the Zones of Regulation®. A campus-wide staff training was held in November by Heather Nunley, PsyS, NCSP, our School Psychologist, in collaboration with Cara Johnson, MA, SSP, the School Psychologist for the School for the Blind. In December, a webinar was held to introduce Zones® to parents. On January 4, 2021, staff received further training regarding how the Zones of Regulation® implemented in their specific building. In the School for the Deaf, students will begin receiving the Zones of Regulation® lessons in their classes on January 11, 2021. We are expecting students to progress through the curriculum at a pace of approximately one lesson per week but will make adaptation based on the needs of each class of students. In collaboration with Trisha Waddell, Bilingual Instructional Coach and Specialist, and Sabra Taylor, ASL Coach and Specialist, we have developed an ASL glossary with common vocabulary and concepts from the Zones of Regulation® curriculum. This resource will support one of the main goals of the Zones® which is to have a “common language” to help students and staff communicate about their emotions.
Families should stay tuned for an invitation to the School for the Deaf’s “SEL Family Portal” canvas page where we will share updates and resources regarding the Zones of Regulation® and other SEL efforts.
Any questions? Please do not hesitate to reach out to Heather Nunley, PsyS, NCSP, School Psychologist, Jessica Rogers, MA, NNC, SSP, School Counselor, Allison Sambrook, MSW, SSP, School Counselor.
Durlak, J. A. (Ed.). (2015). Handbook of social and emotional learning: Research and practice. Guilford Publications.
Hawkins, J. D., Kosterman, R., Catalano, R. F., Hill, K. G., & Abbott, R. D. (2008). Effects of social development intervention in childhood 15 years later. Archives of pediatrics & adolescent medicine, 162(12), 1133-1141.
