Supporting SEBH in MTSS

Modules 1-5 are available, we are still working on Modules 6 and we hope to have it available to you soon!

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Module 1: Emotional Safety

The intent of this module is to provide participants with a foundational understanding of Emotional Safety. No prerequisite knowledge is needed to engage in this learning.

Click here to receive additional resources related to this module to put in your educator toolbox.

Competency

Social Awareness connotes perspective-taking; empathy; respecting diversity; understanding social and ethical norms of behavior; and recognizing family, school, and community support.

Relationship Skills connote building relationships with diverse individuals and groups, communicating clearly, working cooperatively, resolving conflicts, and seeking help. (Iowa’s SEL Competencies)

Learning Outcomes

Recognize why learners/families/teachers may feel emotionally unsafe.
Identify practices for reducing stress and promoting safe and emotionally supportive environments.

What I will DO in this module:

Create an action plan that incorporates specific strategies to support the emotional safety of all students.

Module 1: Emotional Safety

Module 2: Well-Being and Self-Care

The intent of this module is to provide participants with a foundational understanding of Educator Well-Being and Self-Care. No prerequisite knowledge is needed to engage in this learning.

Competency

Self-Awareness is the ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior.

Self-Management includes regulating one’s emotions, stress management, self-control, self-motivation, and setting and achieving goals.

Responsible Decision-Making refers to considering the well-being of self and others; recognizing one’s responsibility to behave ethically; basing decisions on safety, social, and ethical considerations; evaluating realistic consequences of various actions; and making constructive, safe choices for self, relationships, and school. (Iowa’s SEL Competencies)

Learning Outcomes

Examine impact of social isolation/stress/health/safety needs, interruption of basic needs.
Identify self-care activities to support well-being for self .
Recognize when additional support is needed.

What I will DO in this module:

Identify self-care needs and determine ways to adjust one’s self-care routine.

Module 2: Well-Being and Self-Care

Module 3: Expectations and Routines

The intent of this module is to provide participants with a foundational understanding of establishing Expectations and Routines. No prerequisite knowledge is needed to engage in this learning.

Competency

Relationship Skills connote building relationships with diverse individuals and groups, communicating clearly, working cooperatively, resolving conflicts, and seeking help.

Responsible Decision-Making refers to considering the well-being of self and others; recognizing one’s responsibility to behave ethically; basing decisions on safety, social, and ethical considerations; evaluating realistic consequences of various actions; and making constructive, safe choices for self, relationships, and school. (Iowa’s SEL Competencies)

Learning Outcomes

Understand how to establish and communicate clear routines in all learning contexts, incorporating health and safety into the behavioral expectations.
Outline plan for teaching routines in various learning contexts.
Identify methods for recognizing efforts.

What I will DO in this module:

Create a Teaching Matrix that identifies new teaching situations, the routines that need to be taught, and the specific behaviors student should demonstrate.

Module 3: Expectations and Routines

Module 4: Connectedness and Engagement

The intent of this module is to provide participants with a foundational understanding of Connectedness and Engagement. No prerequisite knowledge is needed to engage in this learning.

Competency

Social Awareness connotes perspective-taking; empathy; respecting diversity; understanding social and ethical norms of behavior; and recognizing family, school, and community support.

Relationship Skills connote building relationships with diverse individuals and groups, communicating clearly, working cooperatively, resolving conflicts, and seeking help. (Iowa’s SEL Competencies)

Learning Outcomes

Promote relationships by planning for Adult-Student and Student-Student connections before, during, and after instruction.
Identify activities to increase active responding during virtual instruction.

What I will DO in this module:

Determine ways to build strong relationships through welcoming activities, engagement strategies, and optimistic closure.

Module 4: Connectedness and Engagement

Module 5A: Using Student Connection Data - Leadership Teams

The intent of this module is to provide participants with a foundational understanding of how to use Student Connection Data. No prerequisite knowledge is needed to engage in this learning.

Competency

Relationship Skills connote building relationships with diverse individuals and groups, communicating clearly, working cooperatively, resolving conflicts, and seeking help.

Responsible Decision-Making refers to considering the well-being of self and others; recognizing one’s responsibility to behave ethically; basing decisions on safety, social, and ethical considerations; evaluating realistic consequences of various actions; and making constructive, safe choices for self, relationships, and school. (Iowa’s SEL Competencies)

Learning Outcomes

Analyze system-level problems in making student/family connections.
Review common areas of need and corresponding practices for improving student/family connections.

What I will DO in this module:

Analyze student connection logs from all staff, identify patterns within staff connections, identify student or family specific needs, and develop an action plan.

Module 5A: Using Student Connection Data- Leadership Teams

Module 5B: Using Student Connection Data - Teachers

The intent of this module is to provide participants with a foundational understanding of how to use Student Connection Data. No prerequisite knowledge is needed to engage in this learning.

Competency

Relationship Skills connote building relationships with diverse individuals and groups, communicating clearly, working cooperatively, resolving conflicts, and seeking help.

Responsible Decision-Making refers to considering the well-being of self and others; recognizing one’s responsibility to behave ethically; basing decisions on safety, social, and ethical considerations; evaluating realistic consequences of various actions; and making constructive, safe choices for self, relationships, and school. (Iowa’s SEL Competencies)

Learning Outcomes

Analyze problems in making student/family connections by asking informational questions.
Review common areas of need and corresponding practices for improving student/family connections.

What I will DO in this module:

Analyze your individual student connection logs, identify patterns within connections, identify student or family specific needs, and develop an action plan.

Module 5B: Using Student Connection Data- Teachers

Module 6: Cyberbullying Prevention

This module assumes you know and can do the following:

Competency

Learning Outcomes

What I will DO in this module:

Module 6: Cyberbullying Prevention

CHECKPOINT

Checkpoints include self-assessments, quick checks, peer feedback opportunities, reflection questions, etc. This is a way for you to determine if you are ready to move to the next module and/or if you would like to go deeper or return to previous modules for additional learning or practice.