GSD Board of Trustees Board Policies
Bonds: Measure F & G Business Services Calendar Facilities & Maintenance Federal Programs: Title VII, IX, Uniform Complaint Procedures History/Mission Statement Human Resources/Staff Forms LCFF/LCAP Public Hearings and/or Notices Staff Contacts Superintendent
ELAC- English Learner Advisory Committee Community Support EL Info Emergency Preparedness FOGS: Friends of Guerneville School Forms/Notices/Procedures Free/Reduced Lunch applications School Accountability Report Card (SARC) Testing Information/CA Standards SBAC Test Results
After School Program Ballet Folklorico Bus Pass Forms/Schedule College Ready! Guerneville Education Outdoors Program Health Services (Students) Kindergarten/Transitional Kinder Music; Sing, Play, March!!!! Sports School Nutrition/Wellness Social & Emotional Learning Summer Programs

The 12 Tools

Screen Shot 2016-10-19 at 9.15.44 PM.png


Social & Emotional Learning

Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.


Screen Shot 2016-10-19 at 9.19.02 PM.png
We are very happy to bring the TOOLBOX program to Guerneville School District (2016-2017). TOOLBOX is a research-based, community-tested, social and emotional learning (SEL) program. As a Tier 1 support for all of our students, the program focuses on building resilience, self-mastery, and empathy for others


TOOLBOX gives children, teachers, parents, and schools a common language and the Tools necessary to form a cohesive, collaborative, non-violent, and caring community. Teachers will introduce “tools” for discussion and problem solving each month. Each month and year thereafter builds on developing a positive school culture and community focused on working together.

More information can be found here.  



Focus:  Breathing Tool (October 2016)
 Don’t react. Take a minute, a deep breath, and calm yourself.

(LCAP Goal 2: Engagement;  LCAP Goal 4: High School & Beyond)

Social/Emotional Continuum 

Screen Shot 2016-10-19 at 9.22.54 PM.png


SEL programming is based on the understanding that the best learning emerges in the context of supportive relationships that make learning challenging, engaging, and meaningful.

Social and emotional skills are critical to being a good student, citizen, and worker. Many risky behaviors (e.g., drug use, violence, bullying, and dropping out) can be prevented or reduced when multiyear, integrated efforts are used to develop students’ social and emotional skills. This is best done through effective classroom instruction, student engagement in positive activities in and out of the classroom, and broad parent and community involvement in program planning, implementation, and evaluation.


Social and Emotional Learning Core Competencies

  • Self-awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism. (Self-awareness, Self-reliance, Self-discipline)
  • Self-management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals. (Self-awareness, Self-reliance, Self-discipline)
  • Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports. (Community engagement, Communication & Collaboration)
  • Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed. (Integrity, Technical Literacy, Communication & Collaboration, Community Engagement)
  • Responsible decision making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others. (Creative problem-solving, Communication & Collaboration,