Emotionally Responsive Intent
Theory of Change
Advance Relationships
Learning Environment
Emotional Development
Early Learning Progress
Emotionally Responsive Intent
Staff and Leadership will improve their individual capacities to…
Be Present, which manifests as enhanced capacity to observe and interpret behavior.
Reflect, which manifest a enhanced understanding of and the capacity for self-reflection. It also manifests as increased use of self-reflection, enhanced sense of purpose in education based careers, and increased confidence in one’s own ability to recognize when their own buckets need to be filled - and what is needed to fill them.
Connect, which manifests as increased social perspective taking and increased self-efficacy for engaging in emotionally responsive/sensitive practices.
Bounce Forward, which manifests as increased adult resilience.
Engagements that fulfill the universal human needs of love,
belonging, and appropriate power.
Advancing relationships manifests as increased frequency of engaging in emotionally responsive/sensitive practices, increased confidence in one’s ability to recognize when other people need support filling their buckets - and what is needed, improved capacity for reflective partnership - self, and developing and implementing individualized emotionally responsive/sensitive strategies to support others’ emotional well-being.
In leadership, advancing relationships manifests as increased leadership frequency of promoting capacity for resilience (DERLS) and enhanced ability to ground all aspects of an educational organization, including curriculum, environment, and day to day practices, with an emotionally responsive intent.
Learning Environment
Relationship-centeredness emphasized throughout the environment.
People, Place, and Program
In an emotionally responsive environment, all interactions are relationship-centered: leadership-staff, staff-staff, staff-child, and staff-family. The environment also maintains high/increased correlation between capacity for reflective partnership (self) and capacity for reflective partnership (perceived in others) as well as a high/increased correlation between leadership frequency of promoting the capacity for resilience (DERLS) and staff resilience (DARS). The organizational culture also reflects a relationship-centeredness, this manifests as reduced suspensions/expulsions and increased retention of high quality emotionally responsive staff.
From leadership, all aspects of people, place, and program are intentionally developed and implemented as Mental Health: Promotion, Prevention, and Intervention.
Emotional Development
Improved mental health protective factors that support
resilience, executive functioning, and emotional, social, and cognitive skills.
Improved mental health factors manifest as improvement on the Devereux Early Childhood Assessment (DECA) which focuses on attachment, initiative, and self-regulation. When sustained over time (K-5) this manifests further as behaviors related to resilience, social-emotional competence, and school success measured by the Devereux Student Strengths Assessment (DESSA).
Advance Relationships
Early Learning Progress
Improved learning outcomes
Improved learning outcomes manifests as improvement on assessments of early learning such as DIAL, ASQ, and GOLD. When sustained over time, this manifests further as positive academic growth outcomes in K-5.