Wellness Learning

Social Emotional Learning

Madison Public Schools has responded to these challenging times with a multifaceted approach to support our students and community. We have created a network of resources that is both proactive to deepen our commitment to supporting our students and families and maintain wellness.

One immediate response was to create a mini-series of parent webinars to support our families during remote learning. The webinars were developed directly from parent feedback and posted on the website so recordings could be offered when needed. Topics included supporting growth mindsets, social challenges and adjustments to learning at home. In addition, specific webinars were created and delivered to kindergarten parents on supporting reading and high school parents working on future planning with their students.

As the pandemic continued in SY 2021, our Whole Child Wellness Committee met and reviewed our interest in securing a screener that would help us to identify struggles that our students might be experiencing. We applied to the State Department of Education to be one of the second round of districts to be trained in this screener. This prompted us to create subcommittees to work on 2 important tasks that would impact the entire system:

To create resources and staff training in preparation for the Connecticut State Department of Education selected Universal Screen (DESSA) administration.
To develop a Tiered system of support and intervention for our student’s social-emotional needs which mirrors our process for academic intervention and support.

Both committees have been successful in creating resources and supporting approaches for the first administration of the DESSA in 2022. In addition, there are school based teams and a district team charged with examination of the social emotional supports and their impact on maintaining wellness in our school communities.

Our K-12 staff have been supported with training to recognize signs of trauma in both children as well as each other. We also teamed with Madison Youth and Family services to train in suicide awareness in Polson and DHHS. In addition, the Board of Education supported the expansion of the Effective School Solutions program in Polson allowing us to expand our offerings of comprehensive therapeutic services in the district.

As shared at several Board of Education meetings, we used the ESSER and ARP funds to support the emotional needs of our students by:

Reducing elementary class sizes for 2021-2022 school year to increase contact with caring adults, and
Providing 3 additional social workers in the district to connect with children and families in each building. A school psychologist, social worker and at least one counselor staff each of our schools. These positions can meet with our students in large groups, small groups and individually.

Although this captures the systemic work of the district, each building has also developed additional approaches and programs specific to the needs of their age groups. Some examples include: Wellness Wednesdays, In My Shoes, Start with Hello, Mindfulness lessons, Pawsitive program, and “Cool to Care”.

We have taken advantage of outside celebrations and the reinstatement of sports and activities as permissible and advisable by our weekly review of numbers with our healthcare advisors. We continue to partner with our community and thank you for your support of our staff as they make each day as normal and joyful as possible as we continue to learn through this pandemic. If you would like more information about how to access any of these resources please call your building principal or social worker.

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.

How do schools determine when sexuality and sex are introduced and taught?

Schools determine what is taught in content and grade levels by using state standards that are developed and adopted at the state, and many times, national level. There are standards in every content area, including health and wellness. The state has released the 2022 newly revised frameworks found here. These frameworks outline what should be addressed in grade levels and grade level bands. We use these standards to inform curriculum development. Training on the new standards is in progress.

Prior to this document, our lesson objectives are based on the Connecticut Sexual Health Education Standards as well as the Sexual Assault & Abuse Prevention & Awareness Standards. The focus is on the following essential questions:

What do I need to know about my growth and development and its relationship to that of others to stay healthy?
How and where do I find valid sexual health information and resources?
What interpersonal communication skills do I need in order to have a positive effect on my sexual health?
What decision-making skills do I need to maintain my sexual health?

The K-12 Wellness curriculum will be developed starting in the summer of 2022 and be concluded in 2024. The Board takes action to adopt the curriculum as it is completed. Once the units are adopted, they will be publicly posted.

What is currently taught in Health Classes at Polson?

At Polson, both the sixth and eighth grade Health curricula include units on Growth & Development in accordance with the standards and competencies outlined in the Connecticut State Department of Education Healthy and Balanced Living Curriculum Framework. The Health lessons reflect the current research which emphasizes teaching essential health content and skills that support healthy behaviors. Skill development focuses on areas such as interpersonal communication, decision making, goal setting, advocacy, analyzing influences, accessing information, and self-management.
In grade six, the Growth and Development unit is introduced by discussing gender and identifying how gender stereotypes can be limiting and hurtful. Gender roles, gender identity, and the biological aspect of gender involving sex determination and X and Y chromosomes are also discussed. Next, the human life cycle is reviewed which defines puberty as a time in life during which bodies become sexually mature. Lessons include topics such as the endocrine system, physical and emotional changes that occur in adolescents during puberty, as well as changes that affect only specific sexes. The structure and function of the reproductive systems and the menstrual cycle are also included with references to both sexual and IVF reproduction. Abstinence, body safety, and consent are also included in the Growth and Development unit.

There are no discussions regarding specific sexual behaviors or partners beyond an explanation about how the male and female reproductive systems can create a pregnancy. Recognition that the human body is physically able to reproduce much sooner than people are emotionally and socially ready is emphasized. Laws protecting minors are discussed, and the message to students is that becoming sexually active when older is a very important personal decision that is influenced by one’s morals, values, and religion which are not part of the unit.
The eighth grade Health curriculum includes a review of the reproductive systems, and lessons on body safety, laws protecting minors, sexting law, consent, and respect in relationships. Many of the same concepts in grade six regarding gender stereotypes and sexual health are revisited and expanded on, with an emphasis on taking care of one’s body and staying healthy.
Middle school students receive a Health course outline that lists the topics covered for parents to review. Students return these unit overviews to the Health teacher signed by a parent or guardian. Letters also go home to parents at various levels prior to the start of units, or the start of the year. In sixth grade, parents are informed by email prior to the start of the Puberty Unit so that they have advance notice that their child might be coming home with questions. A recommended useful source for parents is the Kidshealth.org website.

What is currently taught in Health Classes at Daniel Hand High School?

At Daniel Hand High School, the current Health curriculum content covers several content indicators of Sexual Health Education, Healthy Relationships, Optimal Wellness and Disease Prevention, and Sexual Assault and Abuse Prevention outlined in the updated Healthy and Balanced Living Curriculum Framework approved by the Connecticut State Department of Education.

In ninth grade, lessons of sexual health include topics that include a review of anatomy and functionality of the human reproductive systems, healthy relationships and the respect of differences in others, the effectiveness of a variety of contraception options, and consent training. The primary Health Education skills focused on during these lessons are Interpersonal Communication, Decision Making, Goal Setting, and Self-Management. Delivery of these Health lessons coincide with Physical Education.

In tenth grade, lessons of sexual health revolve around the topic of sexually transmitted diseases. Signs/symptoms, virus or bacteria, and treatment options fit well into the Optimal Wellness and Disease Prevention content of the state frameworks. The primary Health Education skills focused on during these lessons are Interpersonal Communication, Goal-Setting, and Self-Management. Delivery of these Health lessons, like ninth grade, coincide with Physical Education.

In eleventh and twelfth grade, lessons of sexual health include topics of sexual rights and responsibilities, healthy relationships and the respect of differences in others, consent training, protection methods related to sexual intercourse, sex trafficking, and sexual assault and abuse prevention. The primary Health Education skills focused on during these lessons are Advocacy, Interpersonal Communication, Self-Management, and Accessing Information. These Health lessons are delivered in a Health classroom with a combination of eleventh and twelve graders.

All lessons at the high school level are led by a certified Health Education Teacher. A few of the lessons incorporate Madison Youth and Families employees. Sexual Assault and Abuse Prevention and HIV/AIDS are state mandated and covered in the high school Health curriculum. Per Madison Board of Education policy, upon written request from a guardian, students may be exempt from any lesson involving HIV/AIDS and Family Life and Sexual Education.

How/ when do parents get notified that students are starting a unit that involves puberty, sex, or sexual abuse? Can they refuse participation?

General Statute Sec. 17a-101q (A Statewide Sexual Abuse and Assault Awareness Program) requires students K-12 to learn about ways to stay safe and empowered to say No to actions that makes them feel uncomfortable. The course outlines list the units in each grade and are used as a communication tool for parents to review. Letters also go home to parents at various levels prior to the start of units, or the start of the year. Students in Grades 6, 7, and 8 return these unit overviews to the Health teacher signed by a parent or guardian. In sixth grade, the parents are notified about the start of the Puberty Unit so that they have notice that their child might be coming home with questions. We recommend the Kidshealth.org website for parents. Parents are also notified when the Sexual Activity-Consent training unit begins in Grade 9. This unit emphasizes that individuals decide when to become sexually active. Parents occasionally determine that they do not want their student to participate in units related to sexual activity, sexual awareness and puberty and students are provided an opportunity for other academic work.