•                                                              SEAL LOGO

  • Winston-Salem/Forsyth County Schools

    Social Emotional Academic Learning (SEAL)

    District Vision, Theory of Change, and Goals



    Winston-Salem/Forsyth County Schools, in collaboration with families and community partners, creates a safe, nurturing climate and culture which maximizes students' academic performance. Our culture and climate promote social and emotional well-being through caring relationships among children and adults and throughout life.



    If staff, families and community partners collaborate to 1) build relationships and 2) provide effective SEL instruction, strategies and support to strengthen social-emotional competencies, then students will thrive academically.


    DISTRICT GOALS (2017-2019)

    • Develop district wide SEL Plan
      • Convene district and community stakeholders by establishing WS/FCS Social and Emotional Learning (SEL) Taskforce (by October 2017).
      • Adopt a framework to guide SEL plan development (by October 2017).
      • Utilize the CASEL district planning rubric to guide WS/FCS SEL implementation (2017-2018 school year).
      • Establish Panorama SEL Pilot Project (October 2017).
      • Evaluate Panorama Pilot Project (June 2018).
      • By 2019-2020, district will implement district wide SEL framework and curriculum.


    • Improve climate and culture as evidenced by:
      • Selection of a researched-based Social and Emotional Learning assessment tool (by September 2017).
    • An annual 2% increase in student’s Sense of Belonging as measured by the Panorama SEL Survey (district benchmark established in June 2019).
    • An annual 2% improvement in Teacher-Student Relationships as measured by the Panorama SEL Survey (district benchmark established in June 2019).
    • A decrease of 1% from previous year rating on the parent survey responses that “bullying is a problem at their children’s school” (district benchmark established in June 2019).
    • A bi-annual 1% increase from previous rating in teachers’ responses to “My school is a good place to work and learn” from the bi-annual Teacher Working Condition Survey and Forsyth County Association of Educators (benchmark established in June 2020).


    • Strengthen Social and Emotional Competencies as evidenced by:
      • Utilization of Panorama SEL Pilot Schools survey data to establish procedures and protocols for scaling up the SEL project (June 2018).
      • Provide assistance to Panorama SEL Pilot Schools with utilizing survey data to select evidenced-based strategies and practices (June 2018).
    • An 2% increase in the competencies measured by the Panorama SEL Survey which include grit, growth mindset, self-efficacy, and self-management (district benchmark established in June 2019).  
    • An annual 1% decrease of in- and out- of school suspensions (district benchmark established in June 2019).


    • Maximize Students’ Academic Performance as evidenced by:
      • Analysis and benchmark of Panorama SEL Pilot Schools academic outcomes (in June 2019).
    • By 2024 a 5% increase in the percentage of schools meeting or exceeding academic growth.
    • By 2024 a 5% increase in district EOG and EOC proficiency.


  • SEL1




    CASEL, the Collaborative for Academic Social and Emotional Learning,  is an organization with a strong researched-based foundation.    Their SEL framework is systemic and centers on five core competencies.  A quote from the CASEL website indicates these five core competencies “educate hearts, inspire minds and help people navigate the world more effectively.”


    SELF-AWARENESS-Accurately recognize one’s own emotions and thoughts, strengths & challenges, and how these influence behavior.

    SELF MANAGEMENT-Successfully regulate/control  one’s emotions, thoughts, and behaviors in different situations and working toward goals.

    RELATIONSHIP SKILLS-Establish and maintain healthy and rewarding relationships with diverse individuals and groups.

    SOCIAL AWARENESS-Understand and respect the perspective of and empathize with others, including those from diverse backgrounds and cultures.

    RESPONSIBLE DECISION-MAKING-Make constructive choices about personal behavior and social interactions based on empathy, relationship skills as well as, ethical standards, safety concerns, and social norms.