Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 5637 | WWW.CAPSS.ORG SUMMARY OF PROPOSALS | 37 Current Status All schools in Connecticut have school nurses and all high schools have counselors. Many districts have advisory programs, crisis plans, and school/community partnerships all designed to identify and support students who may need assistance. ACTION STEPS 4 The state should create a crosswalk between the state’s counseling standards and the interpersonal and character skills in the Connecticut Common Core. This process will help create common statewide terms related to social and emotional skills and learning. 4 Counselors should sit on curriculum-writing committees to integrate the counseling standards around personal and social relationships into academic content. 4 The state accountability system should include measures related to SEL, for example attendance and suspension rates and survey- based measures of social and emotional skills. 4 The State Department of Education, districts, and larger schools should create staff positions charged with developing and implementing SEL programs and coordinating mental health and behavioral support services. For specific recommendations on Social and Emotional Learning see Appendix pages 49-50. Social and Emotional Learning [continued] 37 | WWW.CAPSS.ORG 37 | WWW.CAPSS.ORG