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Classroom Practice/Program

2. Interventionist:
• develop check-in and check-out system;
• reteach/reintegrate students after disciplinary events;
• support students with Tier 1 (universal instruction) and Tier 2 (targeted group) interventions via
skill groups in the five Collaborative for Academic, Social, and Emotional Learning (CASEL;
Figure 1) competencies: self-awareness, self-management, social awareness, relationship
skills, and responsible decision-making.

Figure 1
CASEL’s Wheel

Note. See https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/. CASEL’s Wheel is often referred to by
educators as a framework to guide students who are learning SEL strategies. The Wheel “helps cultivate skills and
environments that advance students’ learning and development” and helps create “equitable environments and coordinate
practices across 4 key settings that support” student development (CASEL, 2024).

3. Coach of Teachers:
• co-teach/model SEL lessons;
• provide professional learning around interventions and best practices;
• lead coaching cycles: support teachers with Tier 1 and Tier 2 strategies for identified students;
• partner and problem solve with teachers about managing difficult behaviors.

Program Goals

Knowing from experience as an educator that girls in Grades 4 and 5 often have a hard time
navigating friendships and struggle to build positive relationships with their peers, I determined that
this club would suit the needs of many of our students. I first spoke to the Equity Practitioner in the
school to be sure a gender-specific club would be appropriate, and we determined it would be a positive
experience for the students and fill a current need in the school. Every year, I get emails from parents
or teachers asking for help with girls who struggle with interpersonal relationships. Recess times and
other unstructured periods can be extra challenging. Often students do not have a strong understanding
of problem-solving strategies, especially those implemented in a positive way, or how to deal with stress
in a healthy way. Therefore, learning and discussing strategies in a small environment with trained
educators is a safe way to extend student learning and practice strategies to deal with big emotions.

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