A comprehensive behavioral support and intervention rollout toolkit containing staff training materials, classroom de-escalation tools, student self-regulation resources, teacher tracking logs, and a structured counseling referral workflow.
Briefly pull the student aside after calming down. Ask: What happened? What were you feeling? Who was impacted? What is needed to fix this?
Documentation Requirement
Log every repeated behavior along with the matching Tier 1 strategy attempted. Consistent documentation (using the Tier 1 Documentation Tracker) is required before submitting a Tier 2 Counselor Referral, except in cases of immediate emotional emergency.
Submit referrals when Tier 1 efforts do not yield growth, or when students struggle with externalized trauma, stress, grief, or severe social barriers.
1
Verify Logs
Ensure at least 3 attempts of Tier 1 supports are recorded.
2
Submit Form
Complete the Counselor Connection Referral details.
3
Collaborate
Meet with the counselor to review strategies & sync classroom cues.
Targeted Tier 2 Strategies
Counselors align counseling techniques with class requirements to foster concrete behavioral progress:
Structured Check-In / Check-Out (CICO)
The student meets with the counselor every morning to define goals and every afternoon to evaluate efforts. Standardized progress cards sync with teachers.
Socio-Emotional Remediating Groups
Targeted small groups that work for 6-8 weeks on specific barriers: anger management, social problem solving, emotional grounding, or distress tolerance.
Family-Community Collaboration
Counselors bridge school, home, and community medical or therapeutic teams to construct a cohesive system around the student.
Immediate Referrals (No Tier 1 Wait Required)
Skip standard intervention wait times in cases of high risk: expressed self-harm thoughts, severe grief/trauma events, crisis disruptions, or explicit drug/alcohol impairment. Contact administration immediately for safety-critical incidents.
S: Say the Problem T: Think of Solutions E: Explore Outcomes P: Pick the Best Plan
TLC SUMMER ACCELERATION 2026 • SUMMER SEL SCHEDULE SCHED-SEL-SUMMER
🗺️ Reflection Prompt: "Why does planning for roadblocks make it more likely that we will hit our goals?"
Week 2 • Empathy & Respect COMMUNICATION
Activity: "The Perspective Shift" (Compassion)
Present a complex scenario (e.g., "A student sits alone on the playground and ignores anyone who walks past"). Ask students to generate 2 different "backstories" to explain the behavior (e.g., they are shy vs. they had a rough morning).
🤝 Reflection Prompt: "How does pausing to think about someone's backstory change how we treat them?"
Week 3 • Emotion Management GROUNDING
Activity: "The 5-Count Anchor" (Distress Tolerance)
Teach students how to track their stress level from 1 (completely calm) to 5 (extremely overwhelmed). Lead students through a progressive muscle release strategy: tensing and releasing shoulders, hands, and feet to lower their number.
⚓ Reflection Prompt: "Why is identifying your stress number early the best way to prevent a behavioral explosion?"
Week 4 • Problem Solving SOLUTIONS
Activity: "STEP Storming" (The STEP Model)
Write a major playground problem on the board. Working in teams of three, students have 3 minutes to "STEP Storm" (Say the problem, brainstorm 4 realistic Solutions, Explore the consequences, and Pick the absolute best plan to present).
⛈️ Reflection Prompt: "What makes picking a solution with team feedback safer than acting on your very first impulse?"
Congratulations on finishing your summer session! Use this tool to look back on your growth, review the concepts you've mastered, and measure your confidence as a certified SEL champion.
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My Name
Grade Level I Taught
Today's Date
1 Part A: Reviewing Practical SEL Scenarios
1. A student gets upset during math and whispers, "I can try again, I just need to go slow." This strategy of silently coaching oneself to stay focused is called:
Self-Talk (Self-Regulation)
Peer Mediation
Active Redirecting
Externalizing Goals
2. When a student visits the classroom "Reset Station" to calm down, what is the primary purpose of having them fill out a Reflection Sheet?
To serve as a classroom consequence
To practice identifying feelings & planning steps
To document behavior for administration only
To grade the student's writing skills
3. Instead of asking "Why are you acting this way?", a restorative approach invites the student to explore:
What rule was broken and what the penalty is
What happened, who was affected, and how to fix it
How they can avoid getting caught next time
What administrative referral they should receive
2 Part B: My Post-Program Confidence Scale
How comfortable do you feel now with these foundational steps? (1 = I am still new to this, 5 = I feel completely confident!):
SEL Skill Area
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5
Leading a quick, fun 10-minute daily SEL kickstart.
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| Knowing when to use a redirection vs. when to send to the counselor. |
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| Helping elementary students find a calming tool on the De-escalation Menu. |
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| Keeping a simple, stress-free log of class-level supports. |
