Guidance
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Social Emotional Learning (SEL) and Mindfulness Initiatives
The Rumson School District invests heavily in the areas of Social Emotional Learning (SEL) and Mindfulness. These guiding frameworks provide the foundation for our district goals in making sure that we are supporting the wellbeing, emotions, and safety of all our district students. Through our committment to creating and sustaining a positive school climate, delivering meaningful social and emotional learning content, and investing in self-regulation and mindfulness strategies for our students; we as a district pride ourselves on educating and supporting our students mentally, emotionally, and academically. Our district has dedicated SEL Teams made up of various district stakeholders, as well as a comprehensive list of programs, professional developments, and initiatives that are aimed at increasing the social and emotional wellbeing of our Rumson students and families.
Deane-Porter SEL Team Members
- Dr. Michael Snyder , Director of Student Services
- Dr. Erin O'Connell , Principal/Liaison to Law Enforcement
- Jessica Piernik , School Counselor
- Sarah Connelly , School Social Worker
- Kat Benny , Mindfulness Teacher
- Krisanne Zajac , School Nurse
- Durie Lynch , BCBA
- Stephanie Valdeon , OT
Forrestdale SEL Team Members
- Dr. Michael Snyder , Director of Student Services
- Jennifer Gibbons , Principal/Liaison to Law Enforcement
- Brittaney Flynn , Dean/Supervisor of Students
- Dr. Matthew Miranda , Art Teacher
- Spencer Austin , School Psychologist
- Allie Copman , School Counselor
- Amanda Fahy , School Counselor
- Karin Masina , School Nurse
- Lu Holmes , Health/PE Teacher
- Kat Benny , Mindfulness Teacher
- Durie Lynch , BCBA
- Sandy Self , LDT-C
- Stephanie Valdeon , OT
For more information on our District SEL Philosophy and Vision, Please explore the links below !
SEL District Philosophy 24-2 5 SEL Vision 24-25 SEL Frequently Asked Questions
District SEL and Mindfulness Programs
SEL is a crucial part of education that aims to help young people and adults acquire and utilize the skills to develop healthy identities, emotions, and relationships.The Rumson School District invests heavily in SEL for our students in an effort to address wide ranges of social and emotional needs. The following are a few examples that highlight some of the exciting offerings that we have here in district.
Zones of Regulation / Preschool-6th Grade
Zones of Regulation is a curriculum utilized in all classrooms Preschool to 6th Grade. It is a cornerstone of the Character Education curriculum in K-6 and is also used in group and individual counseling sessions. In addition, to support self regulation, movement break stations and an outdoor sensory pathway are accessible to students throughout the school district.
The Rumson School district occupational therapist, Stephanie Valdeon MS, OTR/L, also provides in class instruction for all students based on self-regulation, visual motor development, and environmental modifications. In addition, sensory movement based stations that provide functional breaks essential for students are created throughout the district to promote self regulation. Students can also access the new sensory pathways that were recently created on the playgrounds of DP and FD. Direct consultation with staff and the global SEL team is an integral part of implementation of strategies to promote successes in the academic setting.
Click here to learn more about Zones of Regulation
The Metacognitive Student / Preschool - 8th Grade
All Prek-8th grade teachers engaged in collaborative sessions that focused on how to systematically and consistently support students in utilizing structured SELf-questioning to develop independent and autonomous “problem solving” strategies through building metacognitive skills. Teachers built a repertoire of resources and tools for utilizing structured SELf-questioning to build students’ metacognitive skills in all contexts (academic, social, and emotional). When confrontingvacademic/social/emotional challenges, students learned to identify a focus or priority “problem,” gather information as to the cause of the issue/challenge/problem they are confronting, and brainstorm/evaluate possible solutions. Furthermore, students are taught to consistently reflect on their implementation of their plan to address the problem/focus they identified.
Along with the Metacognitive Student framework and the work our district has been doing with this initiative, we have created visual aids, study guides, and infographics to support understanding and consistant implementaiton.
To view the Metacognitive Student supplemental resources, please click on the links below.
The Metacognitive Student Text Book Study Guide The Metacognitive Student Problem Solving Steps
SELf Questioning Poster Infographic Kindergarten and First Grade Problem Solving Graphic
Rumson School District Problem Solving Graphic
Character Education Classes / Kindergarten - 5th Grade
At the Rumson School District we believe that Character education is integral to the development of positive self-esteem, which in turn encourages positive growth. Held once per 6 day cycle, Character Education courses are taught by the counselors and are aimed at providing education in the areas of HIB, empathy, self-regulation, socialization skills, and other necessary content that fosters growth of good character in our students.
For more information about the Character Education Courses please explore the Character Education Curriculum documemnts by selecting the in-table links below.
| Character Education Curriculum Guide | ||||||
| Unit Title | Kindergarten | Grade 1 | Grade 2 | Grade 3 | Grade 4 | Grade 5 |
| Self Awareness | Unit 1 | Unit 1 | Unit 1 | Unit 1 | Unit 1 | |
| Self Management | Unit 2 | Unit 2 | Unit 2 | Unit 2 | Unit 2 | |
| Social Awareness | Unit 3 | Unit 3 | Unit 3 | Unit 3 | Unit 3 | |
| Responsible Decision Making | Unit 4 | Unit 4 | Unit 4 | Unit 4 | Unit 4 | |
| Relationship Skills | Unit 5 | Unit 5 | Unit 5 | Unit 5 | Unit 5 | |
| HIB/Anti-Bullying | Unit 6 | Unit 6 | Unit 6 | Unit 6 | Unit 6 | |
Peer Leaders / 8th Grade
At Forrestdale School, our 8th Graders have a unique opportunity to serve as Peer Leaders for their 4th and 5th Grade schoolmates. Groups of 2-4 8th Graders are assigned a buddy class and each Friday morning they spend time with their assigned classes during morning meetings. Peer Leaders are tasked with delivering engaging, empowering, and meaningful lessons that provide their buddy class with a voice and strong connections.
For more information about the Peer Leaders Program please reach out to one of our counselors.
Responsive Classroom / Kindergarten - 5th Grade
Responsive Classroom is an evidence based and student centered, social and emotional learning approach to teaching and discipline. Our district uses Responsive Classroom frameworks in our Pre-K to 3rd Grade Morning Meeting Sessions. Morning Meeting is an engaging way to start each day, build a strong sense of community, and set children up for success socially and academically. Each morning, students and teachers gather together in a circle for 4 components: greeting, share, group activity, and a morning message
Click here to learn more about Responsive Classroom
3rd Grade Helpers / 3rd Grade
This program is available to two sets of ten 3rd Grade students (two from each homeroom) who are nominated by Deane-Porter staff members. Staff nominates students based on recognition of their outstanding qualities of respect, responsibility, compassion, friendliness, and safety. These attributes make 3rd Grade Helpers invaluable members of our school community. Third Grade Helpers have specific responsibilities, such as collecting library books from Kindergarteners and assisting them in getting to their buses in the afternoon. Additionally, they play an important role in collecting gifts for families in need during the holiday season.
For more information about 3rd Grade Helpers reach out to Mrs. Piernik at jpiernik@rumsonschool.org
Mindful Art for a Positive Self (MAPS) / 4th Grade - 8th Grade
MAPS is a small group lunch and recess program that is centered on using creativity, art, and mindfulness to increase self-regulation skills, social awareness, and self-esteem of participating students. MAPS provides its participants with one extra small group art class per 6 day cycle.
For more information about the MAPS Program please reach out to Dr. Miranda at mmiranda@rumsonschool.org
Mindfulness Classes / Kindergarten - 5th Grade
Students in grades K-5 participate in mindfulness classes as a special area subject. Mindfulness classes consist of developmentally appropriate practices, skills, and strategies to support students in developing self regulation, focused attention, stress reduction skills, and present moment awareness.
For more information about the MAPS Program please reach out to Ms. Benny at kbenny@rumsonschool.org
Therapy Dog Program / Preschool - 8th Grade
Students in Rumson are very fortunate to have our own district therapy dog. Research has shown that therapy dogs help to create a positive environment. There are numerous benefits to having a therapy dog, for example, they help turn off anxiety, anger, and depression. Spending time with therapy dogs reinforces learning, motivates students, enhances self-esteem, provides opportunities for appropriate interactions, and are a comforting presence. Our therapy dog, Boomer, joins classrooms in Deane-Porter and Forrestdale Schools with one of his trained handlers and has worked with Preschool to 8th grade students for the past 7 years.
