Wellness - Madison Public Schools

The Madison Public Schools are driven by a mission to prepare all learners to make a unique, positive contribution in a complex, global society. Our vision for education embodies a commitment to fostering the diverse talents and abilities of each and every child in an emotionally and physically safe environment. We envision learning as joyful and learners as passionate.

Years of educational research clearly establishes that a positive learning environment is essential to student success. Beyond the actual environment, in order to be successful in and out of school, students need to learn and develop social and emotional competencies, in addition to academic competencies. Great cognitive growth occurs through positive social interaction.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) defines social and emotional learning as the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Our work in fostering the development of social and emotional capacities is guided by the belief that how we teach is as important as what we teach. Additionally, we are committed to work together as adults to create a safe, joyful, and inclusive school environment that collectively contributes beyond any one individual.

Developing social and emotional competencies in all students is complex work. As a result, we take a complex approach that not only includes direct instruction through curriculum efforts, but also in the various programs and services we offer. Finally, it is critical to honor the systems and practices that create an environment where social and emotional capacities can flourish. For example, over the years we have doubled recess time for students, incorporated a daily 10 minute quiet time at the elementary level, added a clinical program for our most at-risk students, aligned homework policies with modern research, and maintained a very low adult to student ratio in all of our schools.

With regards to the research, please see the research tab below and click on the “40 Developmental Assets”. This body of research encompasses the primary assets that drive healthy decision-making as students develop.

Explore below by clicking the links and learn about the comprehensive approach the Madison Public Schools takes towards the fostering of the social and emotional competencies of our children. Begin by viewing the video of a presentation to the Board of Education in October 2018.

FAQs

How are library materials selected?

Madison Board of Education Policy 6100.14.3 states: The utilization of information and the enjoyment of literature are the core of the library media program. In striving to successfully integrate the two core functions of the library media center, students will use print and electronic media as sources of information to solve problems, perform research, satisfy intellectual curiosity, explore life needs, develop a life-long appreciation of reading and the ability to meet personal information needs.

The American Library Association states the library serves the information needs of a community, representing the range of human thought and experience. Although school libraries are curated for the audience that they have been designed to serve, they also reflect the range of readers, interests and topics to serve as a resource for students.

Upon the closing of a school in 2019, all Madison school libraries went through an extensive process of weeding and refining collections facilitated by a company Follett School Solutions that has expertise in curating school library collections. It is important to make available content and resources for a range of readers and interests. We use the following information in order to evaluate our collections:

Follett/Destiny reports: circulation, age of collection, diversity
Anecdotal evidence - kids reactions *most important evidence*
Condition / publication date / use (school library shelf is valuable real estate)
Professional journals & professional reviews

What state and national guidance exists on the roles and responsibilities of developing collections?

The State of Connecticut and the Institute of Museum and Library Services has funded a project to examine the diversification of collections under the provisions of the Library Services and Technology Act, administered by the Connecticut State Library. In part, the project examines the importance of diverse collections for young adults.

We use materials like the Ad Fontas Media Bias charts to inform how information is presented with a range of perspectives and bias. Our students work on the development of critical thinking skills as well as the ability to examine alternate perspectives starting in Kindergarten. These skills and others are valued as the Madison Profile of a Graduate.

What if I find a material offensive?

With such a wide spectrum of ideas and information available, it is inevitable that people will occasionally encounter resources they believe to be offensive or inappropriate. Madison Public Schools has Policy 6144.2 Reevaluation of Challenged Instructional Materials and Library Media Center Resources. This policy is readily available on the district website and outlines specific procedures for making a request that a book of material be reviewed, how the review will be conducted and how the results will be communicated.

How can I monitor what my child is selecting in the library?