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!
PLAYLIST NAVIGATION PANEL
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 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 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 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 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 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 6: Cyberbullying Prevention
This module assumes you know and can do the following:
Competency
Learning Outcomes
What I will DO in this module:
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.