Prek-8^th Grades: Students in grades PreK-8 utilize Second Step as their primary SEL curriculum. Second Step provides evidenced based instruction in social and emotional learning with units on skills for learning, empathy, emotion management, friendship skills, and problem solving. Second Step uses four key strategies to reinforce skill development: brain builder games (to build executive function), weekly theme activities, reinforcing activities, and home links .  Second Step also connects new skills to other areas in the curriculum (e.g., literacy, arts, dramatic arts) and provides a structure for each day of the week.

Please see more information at www.secondstep.org

Students also participate in daily techniques through Calm Classroom. Calm Classroom is a research-based program that builds students' self-awareness, mental focus, and emotional/behavioral regulation skills through daily mindfulness practice.  Mindfulness is the cornerstone of mental health and lays the foundation for the development of core social-emotional competencies. 

Please see https://calmclassroom.com/ for more information.

Students in grade 9-12 utilize School Connect as their primary SEL curriculum.  School Connect is an evidence based multimedia curriculum designed to improve high school students’ social, emotional, and academic skills and strengthen relationships among students and between students and teachers. The program consists of four modules based on CASEL's Social and Emotional Learning (SEL) Competencies identified by researchers as critical to success in school, the workplace, and life in general: social awareness, self-awareness, self-management, relationship skills, and responsible decision making. 

NLPS is committed to the ongoing learning and implementation of trauma informed practices across all our school buildings. In a trauma-informed school, all children feel safe phsycially, socially, emotionally, and academically.  The adults in the school community are prepared to recognize and respond to those who have been impacted by traumatic stress. Those adults include administrators, teachers, staff, and parents. The goal is the full integration of knowledge about trauma into policies, procedures, and practices so that all students can succeed. For more information see:

https://traumaawareschools.org/traumaInSchools

https://starr.org/resources/

Restorative Practices is a social science that studies how to improve and repair relationships between people and communities. The purpose is to build healthy communities, increase social capital, decrease crime and antisocial behavior, repair harm and restore relationships. Within the NLPS district, school staff engage in practices such as Restorative Circles, Restorative Conferencing, and Affirmative Statements.  In addition, district trainers provide ongoing professional development for all staff. For more information see:

https://www.iirp.edu/

PBIS:  PBIS is an evidence-based three-tiered framework to improve and integrate all of the data, systems, and practices affecting student outcomes every day. It stands for Positive Behavior Interventions and Supports. The goal of PBIS is to create a positive school climate, in which students learn and grow. A number of factors affect school climate, including school location, neighborhood culture, instructional methods, student diversity, and school administration. Each school in NLPS uniquely defines their positive behavioral expectations and utilizes Kickboard to monitor progress. For more information on PBIS and Kickboard, please see;

https://www.pbis.org/

https://www.kickboardforschools.com/