Social, Academic and Personal Learning Framework (SAPL)
Although many districts choose to purchase a program to teach social skills or address behavior, New Canaan, consistent with how we approach all of our disciplines, chose not to go with any set program. Instead, we elected to develop a Framework to inform professional learning and to examine how we provide consistent experiences to support student growth along a continuum toward the goal of graduating students’ as capable, confident and caring 21st century learners and global citizens.
The Social Academic Personal Learning Framework as a continuum was developed initially in order to address the Response to Intervention mandate that asks districts to attend to both the academic and behavioral aspects of a child’s learning. Subsequently, the state department of education mandated other practices that are related to social, emotional learning. Although not SAPL initiated per se, there are connections because of the nature of the mandates. One set of practice requirements are outlined in the Act Strengthening School Bullying Laws; the other requirements are grounded in Secondary School Reform and the development of Student Success Plans for all students grade 6 - 12. A bit of additional information is provided below on each of these.
Our work relative to Social, Academic and Personal Learning
is in the early phases, in that we are now examining ways in which we can use
the Framework through professional development to bring more coherence and
consistency to activities and lessons that align with these understandings and
skills. We are also looking at how we partner with families as we work together
toward our long term goal of developing independent, competent, confident,
caring and courageous global citizens.
Connecticut’s framework for Response to Intervention requires “high-quality core general education practices, as well as targeted interventions for students experiencing learning, social-emotional or behavioral difficulties. Core general education practices include comprehensive curriculums in key academic areas, effective instructional strategies, creation and maintenance of a positive and safe school climate, and a comprehensive system of social-emotional learning and behavioral supports”.
Language in P.A. 11-232 An Act Concerning the Strengthening of School Bullying Laws states that “prevention and intervention strategy may include, but is not limited to, (1) implementation of a positive behavioral interventions and supports process or another evidence-based model approach for safe school climate or for the prevention of bullying identified by the Department of Education …(4)inclusion of grade-appropriate bullying education and prevention curricula in kindergarten through high school … (6) school-wide training related to safe school climate (7) student peer training, education and support…
The state website defines it as follows. “The Student Success Plan (SSP) is an individualized student driven plan that will be developed to address every student’s needs and interests to help every student stay connected in school and to achieve postsecondary educational and career goals. The SSP will begin in the 6th grade and continue through high school to provide the student support and assistance in setting goals for social, emotional, physical and academic growth, meeting rigorous high school expectations, and exploring postsecondary education and career interests. The Student Success Plan and supporting structures such as student portfolios and academic/personal records should be electronic and portable following the student from school to school and district to district.”