Student Well-Being

District 225 is committed to student well-being as a cornerstone of student success by maintaining healthy, effective school environments. Social-emotional learning (SEL) describes the attitudes, knowledge, skills, and mindsets that help students succeed in school, career, and life. SEL focuses on how motivation, social connectedness, and self-regulation enable every student to learn and thrive.

As a result of the Children’s Mental Health Act of 2003, the Illinois State Board of Education adopted the Illinois Social and Emotional Learning (SEL) Standards. Drafting of the 10 SEL standards, along with goals, age-appropriate benchmarks, and performance descriptors, was a collaborative effort between ISBE and the Illinois Children’s Mental Health Partnership with technical support from the Collaborative for Academic, Social, and Emotional Learning (CASEL).

CASEL addresses five areas that are fundamental to SEL competence. These skills are important for collaboration and perspective-taking, and serve students well in school and in life. By building skills in these areas, students manage their emotions, handle challenges, and reach their goals. View their model below.

Social and Emotional Learning (SEL) Competencies

Self- Awareness

The ability to accurately recognize one's own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one's strengths and limitations, with a well-grounded sense of confidence, optimism and a 'growth mindset.'

Identifying emotions
Accurate self-perception
Recognizing strengths
Self- confidence
Self-efficacy

Social Awareness

The ability to take the perspective of and empathize with others, including those from diverse backgrounds and cultures. The ability to understand social and ethical norms for behavior and to recognize family, school and community resources and supports.

Perspective-taking
Empathy
Appreciating diversity
Respect for others

Responsible Decision-Making

The ability to make constructive choices about personal behavior and social interactions based on ethical standards, safety concerns and social norms. The realistic evaluation of consequences of various actions, and a consideration of well-being of oneself and others.

Identifying problems
Analyzing situations
Solving problems
Evaluating
Reflecting
Ethical Responsibility

Self Management

The ability to successfully regulate one's emotions, thoughts and behaviors in different situations - effectively managing stress, controlling impulses and motivating oneself. The ability to set and work toward personal and academic goals.

Impulse control
Stress management
Self-discipline
Self-motivation
Goal setting
Organizational skills

Relationship Skills

The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. The ability to communicate clearly, listen well, cooperate with others, resist inappropriate social pressure, negative conflict constructively, and seek and offer help when needed.

Communication
Social Engagement
Relationship building
Teamwork

CASEL Wheel

Measuring Student Well-Being

In order to support students and their development, students participate in a benchmark assessment survey three times a year. This content will ask students to self-reflect on aspects such as belonging, grit, growth mindset, and well-being in alignment with the Illinois Social and Emotional Learning (SEL) Standards. Their responses provide invaluable insights into how we can improve and adapt our district to their needs.

Tools

Student Survey

5essentials

IL Youth Survey

SEL Benchmark Assessment

Survey Opt-Out

It is our goal to ensure that every student is safe and supported as they transition back to school. Students are important participants in improving the overall school experience and we value the input they provide using the tools that are available. Surveys offer us one important pathway that informs our work with students and enhances our ability to support them. We also value the partnerships we have with families and want to give you the opportunity to let us know if you want your student to opt-out of any survey.

SEL Benchmark Assessment Frequently Asked Questions

SEL Benchmark Assessment Frequently Asked Questions

What is the name of the survey?

We are using a national tool known as "SEL Competencies measurement" developed through UC Santa Barbara, Panorama Education, and Harvard Graduate School of Education in conjunction with the social-emotional competencies from CASEL, Collaboration of Academics, Social, and Emotional Learning.

Can I have a copy of the questions?

You can find the instrument here that is aligned with the Illinois State Board of Education Social-Emotional learning (SEL) standards. It is a nationally known tool developed through UC Santa Barbara, Panorama Education, and Harvard Graduate School of Education in conjunction with the SEL competencies from Collaboration of Academics, Social, and Emotional Learning (CASEL).

This is a new instrument for the district but it has been used by districts across the country for over a decade. We have adopted it to better understand individual and collective needs related to well-being and social-emotional learning, which are district-wide strategic goals.

Is this a locally developed or third-party tool?

This is a third-party developed, research based instrument that comes with said benefits of a nationally normed, research-based instrument.

Is this a new process? Will the data be made public?

We implemented thus in 2022, but it has been used by districts across the country for over a decade. We have adopted it to better understand individual and collective needs related to well-being and social-emotional learning, which are district-wide strategic goals. A summary of the data is shared at public meetings of the Board of Education.

My child will be absent on the day of the survey, can they take it later?

Students who miss the opportunity to take the survey that day have until the next day to complete it. The directions can be found inside the student’s school email.

How will SEL Data be used for individual students?

The data collected is a social-emotional baseline for each student to be reviewed in conjunction with academics, attendance, and behavior. This provides us a way to better understand those four areas at the individual student and aggregate level. Pending the data across all four areas, we would identify potential improvements and supports that are key to student success.

Are the student's responses anonymous?

Each student answers privately but their results are available only to staff who have a direct educational interest. If a student does not feel they have enough information to answer a question, they may skip the item.