Embedded Files
Research-based curricula that teach social-emotional competence help create physically and emotionally safe school environments and even increase students’ scores on standardized achievement tests.
-"Bullying Prevention in Schools Starts with Social-Emotional Learning" ©2014 Committee for Children | SecondStep.org
At SDCCS we use a variety of research and evidence based social emotional curriculum. such as Go Zen, Second Step, Social Thinking and Responsive classroom and others. Andrea, Rebecca, and Arminda co-teach social emotional lessons with teachers and other support staff in the classroom whole group and in small group setting.
Want more information?
Look through the table of contents to the left for the programs we current use. Please note that curriculum varies between grade levels and teacher preference. If you want to know what your child and/or classroom receives for their social emotional learning - please contact Andrea, Rebecca or Arminda
May is Mental Health Awareness Month!
May is Mental Health Awareness Month!
San Diego Access and Crisis Line:
Phone: (888) 724-7240
Hours of Operation: 24 hours a day/ 7 days a week.National Suicide Prevention Lifeline
1-800-273-8255
Responsive Classroom
Responsive Classroom Core Principles;
Teaching social and emotional skills is as important as teaching academic content.
How we teach is as important as what we teach.
Great cognitive growth occurs through social interaction.
How we work together as adults to create a safe, joyful, and inclusive school environment is as important as our individual contribution or competence.
What we know and believe about our students—individually, culturally, developmentally—informs our expectations, reactions, and attitudes about those students.
Partnering with families—knowing them and valuing their contributions—is as important as knowing the children we teach.
GO Zen SEL Curriculum
Resilient thoughts: Learn to catch, check, collect, challenge, and change worrisome, negative, or looping thoughts.
Mindfulness: Discover how to go from asking constant "What if" questions to coming back to "What is" going on in the present moment.
Anxiety relief: Master research-based skills to thwart general anxiety, stress, test anxiety, and perfectionist tendencies.
Emotional Intelligence: Dive into their inner world to expand self-awareness of emotions, what they mean, and how to navigate them.
Strengths: Identify and apply their character strengths across domains of their life.
Panic relief: Take adventures to uncover the research-based secrets behind ending panic attacks.
Impulse Control: Embrace many methodologies to pause before they react to a trigger or event.
Self-compassion: See and practice techniques of speaking to themselves as they would a friend.
Optimism: Unravel the research-based techniques to practice realistic optimism.
Conquering OCD: Learn the secrets behind breaking the OCD cycle (for kids experiencing OCD).
Second Step
Second Step Tools Used on Campus
Social Thinking
Zones of Regulation
Student are taught to self-identify emotions and develop appropriate coping strategies for each zone (red, yellow, green or blue)
https://www.zonesofregulation.com/teaching-tools.html
Size of my problem
Helping students self identify if perceived problem matches their reaction
Thinkables and Unthinkables
Features Superflex superhero as a flexible thinker to combat a team of unthinkables (distractions, unkind behavior, aggression, etc.)
Restorative Justice/Practices
Restorative Justice/Practices
Students share their point of view, how it made them feel, and what they need from each other, the class, or staff members to restore positive relationships.
Staff supports students in getting back on task after repairing any damage caused and discussing strategies that will best help them with self-regulation and problem solving moving forward.
Knowing how our brain works, how it effects our emotions and how we react. These skills are taught daily in the Counseling Office and in classrooms at SDCCS, recognizing the signals your body sends you about your emotions and how to; STOP, Breathe, Think and Problem Solve. As part of the Restorative Process, we encourage students to use "I statements", Name their feeling, and if they can, Why. Followed by Sharing what they need to feel better or problem solve.
Ex. "I feel..., Because... I need...."
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Mindset
Mindset
Our school adapted material from the Growth Mindset book a few years ago. We continue to use this language with our community of fixed vs. growth mindset and how our mindset impacts our motivation, self-talk, behaviors, thoughts, etc. It is a great book to read - even as an adult.
Mojo: Students are familiar with Mojo when learning about Growth MIndset. These videos address Social and Emotional learning with a character they are already familiar with from the classroom.
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