The Department of Health & Wellness

Spotlight on Social Emotional Learning

Social Emotional Learning Overview

Learn more about FPS comprehensive approach to Social Emotional Learning

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Elementary SEL Programming

  • Changes to the 2019-2020 elementary school day have resulted in the creation of a daily morning meeting/SEL block.

  • The following evidenced based SEL curricula have been selected for implementation for SY19/20:

    • Second Step: Social Emotional Learning

    • Second Step: Bullying Prevention

    • The Zones of Regulation

  • These curricula will be supplemented by a district-wide Character Education Theme of the Month and PBIS expectation lessons.

  • Each classroom will also create a calming corning/reset station in line with the Zones of Regulation curriculum.

  • A comprehensive professional development plan has been created and all elementary educators and support staff will receive training on all components of the SEL curricula (August 26, September 17 and November 5 2019).

  • Please see the Framingham Public Schools Tier 1 SEL Curricula Matrix for an overview of the selected program components and professional develop offerings.

Elementary SEL Curricula Matrix/ Sequence of Lessons

Learn more about the curricula and professional development that will be provided

Secondary SEL Programming

SEL programming at the secondary level will build on the recent SEL work at Fuller Middle School using a Positive Youth Development and Restorative Practice lens. Our Engaging Schools consultants will facilitate professional learning, and provide coaching, consultation, and resources for teachers, student support staff, school administrators and district leaders to support implementation at all three middle schools and the high school beginning in Fall 2019.

Secondary SEL Programming

Learn more about the FPS approach to SEL at the secondary level

Focus on Attendance

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Across FPS, a large number of our students are missing a significant amount of school. During the 2017-18 school year, 32% of our students missed 10 or more days and 13% of our students were chronically absent - missing 10% or more of school days due to an absence of any reason - excused, unexcused, or suspension.

The Department of Health & Wellness has created an Attendance Handbook designed to assist educators across the district with the hard work of understanding the root causes of absenteeism and implementing a coordinated, consistent, and tiered approach to supporting the regular attendance of every student, every day!
Attendance Handbook

Read the FPS Attendance Handbook

Recalibration of the District Code of Conduct

As part of the district’s SEL implementation and to reduce exclusionary and disproportionate discipline practices, we will focus on an important aspect of supporting our students’ social, emotional, behavioral, and academic growth through the recalibration of our existing Code of Conduct.

Code of Character, Conduct, and Support

Learn about the Code of Character, Conduct, and Support and the three-phase implementation process

Increasing Student Access to Behavioral and Mental Health Supports

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The number of FPS students suffering from anxiety, depression and/or other mental health issues has increased steadily over the last several years. This is evidenced by data from the 2018 MetroWest Adolescent Health Survey, which show that 20% of middle school students and 37% of high school students report life is “very” stressful (past 30 days); 19% of middle school students and 26% of high school students report depressive symptoms (past 12 months). Children with mental health problems are three times more likely to miss school and 83% more likely to score below the mean in reading and math.

The increasing behavioral and mental health needs combined with the lack of community-based service providers limits the ability of our students to access treatment. As a result, the district is exploring ways to increase student access to behavioral and mental health services. In support of these efforts, the Department of Health & Wellness has written and is the recent recipient of the two competitive grants to expand Bridge Re-Entry Programs at FHS and the middle schools.

Student Access to Mental Health Supports

Read about Department of Health & Wellness grants

Mind Body

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Meditation, mindfulness training, yoga, and other mind-body practices are evidenced-based Mind Body Medicine techniques that can positively impact the health and well being of children and adults. The Adolescent Health Nurse Team, Cheryl Aglio-Gireli, DNP, MSN, RN, FACCE and Mynette Shifman, MSN, RN, RNP-BC are leaders in bringing relaxation response-based coping skills, mindfulness, and life management tools into the school environment to help educators and students better manage daily stress, and positively impact students academic performance and health. Their collaboration with Nourishing Teachers/ Strengthening Classrooms, a program of Open Spirit, has resulted in opportunities to expand mind body programming throughout the district.

MInd Body Programming

Learn more about the district's mind body programming

Social Emotional Mental Health Team (SEMH)

Created in Spring 2018, the Social Emotional and Mental Health (SEMH) team has provided a variety of behavioral and mental health supports to schools across the district during the past year. The SEMH team, staffed by clinical/school psychologist Corrine Mahoney Kavanaugh PhD, and Behavior Analyst and Special Educator Catalina Palfreman M.Ed BCBA, has consulted in 14 schools.

Over the course of the year, the SEMH Team has been working to create a Framingham District Video Library. The videos created for this project are part of a inter-district video library that can be accessed by teachers and administrators to observe best practices occurring in classrooms across the district that demonstrate strategies to create safe high-functioning learning environments.

SEMH Video Library Preview

The teacher in this clip demonstrates a simple yet critical goodbye routine with the class. Each student receives a quick and personal interaction with teacher to end the school day.


Read more about the SEMH Team

McKinney-Vento Student Stability Program
Over the past school year, Jacob Hanson, the McKinney-Vento Clinical Care Coordinator has developed a number of supports for the district’s 450 homeless students. These supports include an internal referral system, partnerships with local programs to access emergency items, and facilitation of professional development for the district. In addition, Jacob has coordinated with both DESE and DCF to ensure that students in foster care have full access to equal opportunities to succeed in the district.
McKinney-Vento Student Stability Program

Read about Jacob and the McKinney-Vento Student Stability Program

Department of Health & Wellness