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See all the wonderful things Lexi Smith has made

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My school uses PBIS. It targets behavioral skills and positive behavior identification and management. It can be used and modified with any school-age group, but works very well with my preschool kiddos! The benefits include, learning positive behaviors and teaching children to independently identifying negative behaviors.

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At my school we use the second step curriculum.  My school social worker comes in my class 1X a week and teaches my students an adapted version of the curriculum.  I incorporate the skills she teaches into my daily routine so they can generalize the skills in various settings.
I also use the Zones of Regulation in my classroom to help students manage their emotions and learn how to get back to the "green zone."
All age groups can benefit from zones and second step because both are all about feelings and offer strategies for dealing with different feelings.

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Second Step is used for grades K-8. It takes place in the classroom. The students work on different social skills. At the junior high we use it to teach students about how to make decisions, how to communicate, how to cope and other important things in life. A benefit is students can learn important life and social skills they need to survive.

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I know our school has used Second Step.  It is a program for grades K-8.  The preschool level targets skills such as self-regulation and executive-function skills that help them pay attention, listen to directions and control their behavior.  K-5 students work on social-emotional skills to help them with areas such as making friends, managing emotions, and solving problems.  The middle school curriculum helps with communication, coping, and decision-making skills that help them make good choices.  I like how it targets specific areas that are age appropriate for what the students could experience at that age level.  I like how it incorporates music, videos, take-home activities, and stories that kids can relate to.
Patti

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K-5
This is a program used for self-awareness. Each zone represents different feelings. For example, the green zone represents that you feel good, safe, happy, ready to learn. Yellow can be agitated, excited, not exactly ready to learn. Blue is sad, gloomy, tired, etc. Red is mad. Each color comes with emotions and examples
of behaviors for each emotion. If the teacher asks students which zone they are in before instruction or after transitioning, this gives the teacher knowledge of what to do to get students ready to learn.

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PATHS is a social/emotional curriculum that targets emotional and social competencies and is supposed to help with reducing aggression and behavior problems in elementary children (PK-5). It is used by educators in a universal prevention model. Although primarily focused on the school and classroom settings, activities can also be shared with parents, which is beneficial.

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Second step is used in our district for grades K-8. It takes place in the classroom setting and changes appropriately based on grade level. It teaches a variety of social skills using various methods such as music, stories, and videos. The school counselor teaches some of the lessons ans the general education teacher also teaches some. It targets many social-emotional skills from teaching greetings to kindergarten students to making and keeping commitments in 8th grade. The major benefit of this program is that students are exposed to it for so many years and each lesson focuses on a different topic. It is appropriately scaffolded.

Tori

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Used in K-8 in our district and targets different SEL needs at each grade level starting with a basic understanding and moving to more applied use in later grades.

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The Second Step program is a universal, classroom-based program designed to increase students’ school success and decrease problem behaviors by promoting social-emotional competence and self-regulation. It is designed to meet the SEL need of early learners to middle school students. The youngest learners will benefit more from preschool and be better prepared for kindergarten with self-regulation and executive-function skills that help them pay attention, remember directions, and control their behavior.Students in grades K–5 continue developing their social-emotional skills—including making friends, managing emotions, and solving problems—to set them on the path for social success and academic readiness. Middle-schoolers are better prepared to navigate adolescence with communication, coping, and decision-making skills that help them make good choices and avoid pitfalls, such as peer pressure, substance abuse, and bullying.

Hilari

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Age: PreK-12
Skills: Healthy self-concept, self-management, social skills, character,  and mental health.
Benefits: Improved academic performance, reduced conduct problems,  improved academic behaviors, and substance abuse prevention.

Cecilia

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Social skills 101 targets students K-12. The curriculum addresses non verbal to verbal social skills, the steps to help role play situations, and activities. We also, use everyday speech where the students can participate in video modeling activities. The benefit is creating a safe, enriching, classroom that teaches students to become successful outside the classroom

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Restorative Practices- This is used for students from K-Adult. It targets skills that help students restore relationships with others. It focuses on problem solving and using affective statements. 

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Restorative Practices- This is used for students from K-Adult. It targets skills that help students restore relationships with others. It focuses on problem solving and using affective statements. 

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Restorative practices, which evolved from restorative justice, is a new field of study that has the potential to positively influence human behavior and strengthen civil society around the world. Restorative practices builds healthy communities, increases social capital, reduces the impact of crime,...