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Teachers are explictly teaching research-based, sequenced SEL curriculm.

Teaching SEL in a way that is developmentally appropriate and culturally responsive for students.
Students lead routines, share their perspectives, and reflect on their experiences during SEL instruction.

Zones of Regulation
Second Step
Owning Up

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Teaching SMART Goal

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Morning circle

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Meeting small groups

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Graphic organizers, tools for writing

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Second Step

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Parent teacher conferences, student led conferences

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Problem Based Learning/Culturally Relevant and Inclusive Strategies

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Workshop model classrooms - structure

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Modeling (especially during writing)

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Inquiry based instruction

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Math tools that are easily accessible

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Actively Learn

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Student voice and choice

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Learning intention self-reflection

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Using MAP scores to drive motivation to improve.

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Sentence stems and other scaffolds

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Supportive Classroom Culture & Environment

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Supportive Classroom Culture & Environment

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Community circles, connections, and meetings
Student voice
Kagan structures
Consistent & structured routines
Affirmation of identities
Celebrating and acknowledging students as individuals
Student voice
Modeling SEL skills for students

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Teaching executive functioning skills across the board.

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Units of Study and linked resources

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ARC-schoolpace

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Integrating SEL Skills into Academic Instruction

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Integrating SEL Skills into Academic Instruction

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SEL standards/goals are embedded into my academic lessons
Connecting SEL and academic content and initiate reflection and discussion.
Select content and plan instruction that links to students’ lived experiences and frames of reference and by anticipating support that individuals may need to access content and participate fully.
Design learning activities that allow students to explore issues that are important to them and co-create solutions to improve the classroom, school, or community.
Class time is balanced with periods of teacher-led instruction, student talk and interaction, and time to work/reflect alone.
Use collaborative structures that require students to communicate, cooperate, share responsibility, monitor that all ideas are heard, and problem-solve.

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Imagine Math

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Students work in small groups together and teach each other

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Collaboration

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Graphic Organizers

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Use of visuals and pre-taught academic vocabulary

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Use of visuals and pre-taught academic vocabulary

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High ceiling/low floor tasks - Science/Math

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Whole group/peer group sharing

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Lunch bunch

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Restorative conversations

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Visuals with second step

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Teambuilding activities

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Role playing and practicing skills regularly

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Visual of expectations

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Revisiting school wide expectations each quarter or semester

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Student goal setting and monitoring

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Exemplars of expected behavior vs unexpected behavior

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Exemplars of expected behavior vs unexpected behavior

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Calm down corner/area available for all students, teach students how to use it.

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Access to school counseling

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Teaching students different strategies for calming down

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Use of cheers/chants to increase classroom comrarderie

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Teacher modeling of making mistakes, emotional regulation

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Teacher modeling of making mistakes, emotional regulation

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-Creating a safe environment to make mistakes.

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Rotation of student leaders/responsibilities so all students feel like they are part of a community

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-  Modeling risk-taking

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Brain Smart Starts - a way to transition the brain into learning and connect with each other/feel safe to learn together

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Teaching positive reinforcements to each other.

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assuming positive intent in all children - strength focused

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assuming positive intent in all children - strength focused

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Class celebrations

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Students create their own "toolbox" of calming strategies/coping skills

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varied response options (verbal, written, visual etc)

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varied response options (verbal, written, visual etc)

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Trauma informed classrooms - that honor brain science and trauma

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Teaching mindfulness

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Brain Smart Starts

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Teaching/modeling fixed vs. flexible mindsets & how to overcome negative thinking

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classroom autonomy - choice and responsibilities

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classroom autonomy - choice and responsibilities

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Teaching 4 C's/PBIS and giving students ways to honor themselves and each other for meeting goals

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4:1, 5:1 positive to constructive feedback

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4:1, 5:1 positive to constructive feedback

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Teach students the "why" school is important, build on that intrinsic motivation. What is the purpose of school?

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Teaching 4 Cs

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Consistent structures

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Build positive relationship with all kids - find at least 1 thing you know about the student that you can talk to them about.

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Know students by name, strength & need

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Setting expectations the first week of school

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Praise the positive - jump on the chance to praise

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Praise the positive - jump on the chance to praise

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Shout outs

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shout-outs
praise
family engagement
celebrations (Fun Friday, Essentials, etc.)

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Teaching classroom expections...

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Teach positive social skills - how to appropriately interact with others

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Praise/ positive reinforcement

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Grade level reinforcement

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Grade level expectations, practiced across the board and explicitly taught across the board.

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Grade levels have a consistent and common set of expectations

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Providing consistent corrective feedback that honors dignity and bring them INTO the community, rather than embarassing (punishing doesn't work), and teaching HOW.

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Consistent hallway, cafeteria & bathroom expectations/behavior

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Restorative conversations

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Supervision