School board comments on SEL should be explored further

To the Editor,

   I am writing this letter as a result of the reported conversation in the Monticello Express (Sept. 21, 2022) related to the recent school board meeting. Several concepts need further exploration:

   1. Social Emotional Learning (SEL) was presented to the Board of Education. The Monticello school’s mission includes a statement that the school district will cultivate students who demonstrate caring, productive and creative citizens. These are laudable and necessary goals which are essential for success as a citizen and worker in our economy. The board should not only explore the implementation of CASEL instruction but also analyze data (student attendance, interviews, and surveys) several times per year to monitor the progress of students in this learning domain.

   2. Mr. Rieken emphasized the school should focus on academic learning (literacy, math, science, social studies, career tech, and fine arts). These learning domains clearly represent the major focus of each student’s learning. The Monticello School Improvement Advisory Team emphasizes that students will be proficient in math and literacy (Monticello school website). Formative evidence should be shared with the board and public at least quarterly to recognize progress in these areas. The monitoring evidence for the high school could include the percentage of students in earning a grade of C or greater. Student evidence for the elementary and middle school could include the percent of students meeting the grade level benchmark on the FAST assessment in reading and math. I hope and trust the board is reviewing and analyzing this evidence to be informed and provide guidance for instructional priorities within the Monticello Community Schools. I have not recently seen any of this information reported to the public. However, we frequently receive information about student performance in sports and fine arts. PLEASE remember 80 percent or more of the school budget is about academic and social emotional performance. We deserve this information by building and by student subgroups (free/reduced lunch, non-white, and gender).

   3. Mr. Rieken reported on an article related to social emotional learning which he indicated contradicted the impact of CASEL. However, the source was not reported. We need to know the source to ensure the relevance to the context. This information will permit a deeper dive into the validity and reliability of the processes used in the study which Mr. Rieken is referencing.

   4. The September 2022 issue of the publication “National Association of School Nurses” pages 271-275 describes the expanding issues emerging for teenagers related to mental health challenges which are coming from extensive use of social media. This article clearly describes the emergence of the increase of mental health challenges among middle and high school students related to interactions with social media. This article reinforces the emergence of a rising need for social/emotional instruction and specific support for students at risk.

   I am very grateful for each of your contributions to continually improve the performance of Monticello’s students. Our students depend upon the board and administration for leadership of classroom instruction and guidance to ensure successful careers and effective citizens after their Monticello school experience.

Respectfully,

Keith Stamp

Monticello, Iowa