Generated by All in One SEO Pro v4.9.10, this is an llms-full.txt file, used by LLMs to index the site. # Ori Learning Transition and Emotional Well-Being Curricula ## Posts ### [District & Teacher Resources](https://orilearning.com/resources-page/) **Published:** January 2, 2026 **Author:** Jonathan Izak **Content:** # District & Teacher Resources Tools, webinars, printables, and insights to support transition and emotional wellbeing. [ ![Curriculum coordinator evaluating SEL curriculum options — a buyer's guide for district leaders](https://orilearning.com/wp-content/uploads/2026/03/sel-curriculum-featured-1-768x401.png "sel-curriculum-featured-1 – Ori Learning – Ori Learning") ](https://orilearning.com/sel-curriculum/) ## [SEL Curriculum: How to Choose the Right Program for Your School](https://orilearning.com/sel-curriculum/) Last updated: March 2026 The most common frustration I hear from school leaders evaluating SEL curriculum is that the content doesn’t feel built for their [ Read More ](https://orilearning.com/sel-curriculum/) [ ![An illustration of a wavey path leading to a target showing strength in hitting the goal.](https://orilearning.com/wp-content/uploads/2023/07/Self-Advocacy-IEP-Goals-768x360.png "Self Advocacy IEP Goals – Ori Learning – Ori Learning") ](https://orilearning.com/creating-personal-space-awareness-crafting-iep-goals-for-students-with-special-needs/) ## [Creating Personal Space Awareness: Crafting IEP Goals for Students with Special Needs](https://orilearning.com/creating-personal-space-awareness-crafting-iep-goals-for-students-with-special-needs/) Guide for educators: practical Personal Space IEP goals to teach students with special needs how to respect boundaries and improve social skills. [ Read More ](https://orilearning.com/creating-personal-space-awareness-crafting-iep-goals-for-students-with-special-needs/) [ ![10 Positive Classroom Behaviors for a Thriving Environment](https://orilearning.com/wp-content/uploads/2024/01/ori_blog_09.05.23_10-engaging-transition-activities-768x347.png "ori_blog_09.05.23_10-engaging-transition-activities – Ori Learning – Ori Learning") ](https://orilearning.com/positive-classroom-behaviors/) ## [10 Positive Classroom Behaviors for a Thriving Learning Space](https://orilearning.com/positive-classroom-behaviors/) Boost student engagement and respect with 10 actionable positive classroom behaviors—practical strategies for teachers to foster collaboration and routines. [ Read More ](https://orilearning.com/positive-classroom-behaviors/) [ ![An illustration of a wavey path leading to a target showing strength in hitting the goal.](https://orilearning.com/wp-content/uploads/2023/07/Self-Advocacy-IEP-Goals-768x360.png "Self Advocacy IEP Goals – Ori Learning – Ori Learning") ](https://orilearning.com/developing-functional-money-iep-goals-for-students-with-disabilities/) ## [50 Money IEP Goals for Functional Math and Financial Literacy](https://orilearning.com/developing-functional-money-iep-goals-for-students-with-disabilities/) Practical IEP goals for students with disabilities to build functional money skills—identifying money, making purchases, budgeting, banking, and safety. [ Read More ](https://orilearning.com/developing-functional-money-iep-goals-for-students-with-disabilities/) [ ![The Role of SEL in Emotional Regulation](https://orilearning.com/wp-content/uploads/2025/01/SM138-3-768x459.png "SM138-3 – Ori Learning – Ori Learning") ](https://orilearning.com/the-role-of-sel-in-emotional-regulation/) ## [The Role of SEL in Emotional Regulation in Schools](https://orilearning.com/the-role-of-sel-in-emotional-regulation/) Explore how SEL programs like RULER boost students' emotional regulation and academic success through strategies, tools, and classroom practices. [ Read More ](https://orilearning.com/the-role-of-sel-in-emotional-regulation/) [ ![meditating boy with headphones on an orange background](https://orilearning.com/wp-content/uploads/2025/01/B126-768x363.png "B126 – Ori Learning – Ori Learning") ](https://orilearning.com/how-to-teach-self-awareness/) ## [How to Teach Self Awareness](https://orilearning.com/how-to-teach-self-awareness/) Learn how to teach self-awareness in the classroom with practical SEL strategies, mindfulness practices, and tools that boost students' emotional growth. [ Read More ](https://orilearning.com/how-to-teach-self-awareness/) [ ![Coping Strategies and SEL](https://orilearning.com/wp-content/uploads/2025/02/В144-768x347.png "В144 – Ori Learning – Ori Learning") ](https://orilearning.com/coping-strategies-for-students/) ## [Coping Strategies for Students: A Social-Emotional Learning Guide](https://orilearning.com/coping-strategies-for-students/) Teach emotional well-being in your classroom to help students manage stress, build resilience, and recover from trauma with practical coping strategies. [ Read More ](https://orilearning.com/coping-strategies-for-students/) [ ![a school bus next to a building with a pink background](https://orilearning.com/wp-content/uploads/2025/02/marketing_social-600x300_speaker-announcement-ali-taylor-1-768x384.png "marketing_social-600x300_speaker-announcement-ali-taylor – Ori Learning – Ori Learning") ](https://orilearning.com/how-to-create-a-thriving-school-culture-with-emotional-well-being/) ## [Ori Webinar: Create a Thriving School Culture with Dr. Simone Lewis](https://orilearning.com/how-to-create-a-thriving-school-culture-with-emotional-well-being/) Join our webinar to learn research-based emotional well-being and SEL strategies to build a thriving school culture that boosts engagement, inclusion, and staff buy-in. [ Read More ](https://orilearning.com/how-to-create-a-thriving-school-culture-with-emotional-well-being/) Load More --- ### [A Practical Guide to Pre-Employment Transition Services (Pre-ETS) for Schools](https://orilearning.com/pre-employment-transition-services/) **Published:** June 3, 2026 **Author:** Tynishia Williams **Excerpt:** Pre-Employment Transition Services (Pre-ETS) are five federally required services that help students with disabilities prepare for employment after high school. A practical guide to the five activities, eligibility, funding, and delivery. **Content:** Last updated: June 4, 2026 · Reviewed by Dr. Miriam Gayle, EdD, VP of Operations, Ori Learning **Pre-Employment Transition Services (Pre-ETS) are five services that state Vocational Rehabilitation (VR) agencies must make available to students with disabilities to help them prepare for employment and life after high school.** They are authorized under the Workforce Innovation and Opportunity Act (WIOA) and delivered to a broad group of students — not just those with an open VR case. For school teams, Pre-ETS is a chance to give transition instruction a practical structure, with competitive integrated employment (CIE) — real jobs in integrated settings, paid at or above minimum wage at rates comparable to coworkers without disabilities — as the goal the services work toward. I have spent more than twenty years working with transition-age students, and the question I hear most from new transition coordinators is some version of “Where do I even start?” If that is you, you are not alone. This guide is the answer I wish I had: what Pre-ETS actually involves, who delivers each service, how funding really works, and how a structured curriculum makes the five services manageable instead of overwhelming. Key takeaways - Pre-ETS are five services that state VR agencies must make available under WIOA. They supplement — they do not replace — the transition services schools are already required to provide under IDEA. - Each state VR agency must reserve at least 15% of its federal VR allotment specifically for Pre-ETS. - The five services: job exploration counseling, work-based learning, postsecondary counseling, workplace readiness training, and instruction in self-advocacy. - Pre-ETS reach students who are “potentially eligible,” so students with a disability who are in school, within their state’s age range, and in need of the services can receive them without an approved VR application. - Pre-ETS serve eligible and potentially eligible students across the full range of disability — including those with the most significant disabilities — with competitive integrated employment as the goal. - Schools and VR coordinate delivery. A planned curriculum keeps the classroom-based services consistent and easy to document. ## What are the five required Pre-ETS services? Under the Rehabilitation Act as amended by WIOA (Rehabilitation Act §113), every state VR agency must make five Pre-Employment Transition Services available to eligible and potentially eligible students with disabilities ([34 CFR §361.48(a)(2)](https://www.ecfr.gov/current/title-34/subtitle-B/chapter-III/part-361/subpart-A/section-361.48#p-361.48(a)(2))): 1. **Job exploration counseling** — helping students learn about careers, their own interests, and the local labor market. 2. **Work-based learning experiences** — in-school or after-school opportunities, including internships and job shadowing, provided in an integrated community setting to the maximum extent possible. 3. **Counseling on postsecondary education and training** — guidance on college, trade school, certificate programs, and other paths after high school. 4. **Workplace readiness training** — the workplace readiness and employability skills of work: communication, time management, problem-solving, and independent-living skills. 5. **Instruction in self-advocacy** — teaching students to understand their strengths and learn if, when, and how to disclose a disability and request accommodations, including through peer mentoring. One quick clarification, because it trips up a lot of teams: these five are the *required* services. With funds left after the five are covered, VR agencies may also provide nine *authorized* activities — and coordination activities, like attending IEP meetings when invited, are something VR is *required* to carry out, not an optional extra. So “the five” are the floor, not the whole of Pre-ETS. Here is what each service tends to look like once it lands in an actual school, and where a sequenced curriculum can carry the classroom-based pieces. The five Pre-ETS services in a school settingRequired serviceWhat it looks like in schoolMaps to curriculum?**Job exploration counseling**Interest inventories, career research, labor-market activities, guest speakers from local employers.Yes — classroom-based.**Work-based learning**Job shadowing, internships, and paid or unpaid work experiences in real community settings.Partly — curriculum prepares and documents; the experience needs a community placement.**Postsecondary counseling**Lessons on college, trade school, certificates, and the supports available at each.Yes — classroom-based.**Workplace readiness training**Communication, time management, problem-solving, resume and interview practice, independent-living skills.Yes — classroom-based.**Instruction in self-advocacy**Understanding strengths and rights; learning if, when, and how to disclose and request accommodations; peer mentoring.Yes — classroom-based. On paper these read like five neat boxes. In a real classroom they blur together, and that is a good thing. In two decades of this work, the service that changes the most minds is work-based learning. The first time a student clocks in somewhere real — a hospital supply room, a grocery back-of-house, a campus mailroom — something shifts that no classroom lesson can manufacture. A student who had told me flat-out she “wasn’t a work person” came back from her first shift different, because a supervisor had actually needed her to be there. That experience gave every other service somewhere to land. Now job exploration had a reference point, self-advocacy had a reason, and postsecondary planning stopped being abstract. That instinct is backed by the research. In the secondary-transition evidence base synthesized by the National Technical Assistance Center on Transition, paid work experience during high school is one of the strongest predictors of post-school employment for students with disabilities, across disability categories ([Mazzotti et al., 2021](https://transitionta.org/wp-content/uploads/docs/Mazzotti-et-al-2021-Predictors.pdf)). It is a strong argument for prioritizing work-based learning early, not saving it for last. ## Who is eligible for Pre-ETS? Pre-ETS serve students with disabilities who are **“potentially eligible”** for VR services, which means a student does not need a fully approved VR case to receive them. The term matters: a student who is *eligible* has applied and been determined eligible for VR, while a student who is *potentially eligible* is a student with a disability who has not applied for VR services or has not yet been determined eligible. Federally, a “student with a disability” must be enrolled in a secondary, postsecondary, or other recognized education program, fall within the state’s age range, and either receive services under IDEA or qualify as an individual with a disability under Section 504 ([34 CFR §361.5(c)(51)](https://www.ecfr.gov/current/title-34/subtitle-B/chapter-III/part-361/subpart-A/section-361.5#p-361.5(c)(51))). In many states, students with an IEP or 504 plan who are still in school and within the state’s age range may be considered potentially eligible. Documentation, consent, and referral steps vary by state, so the specifics are worth confirming locally. The 504-plan inclusion is worth pausing on, because plenty of guides miss it: Pre-ETS are not only for students with IEPs. This broad eligibility is the whole point. Pre-ETS is designed to reach students early, while they still have the structure of school around them, rather than waiting until after graduation when support tends to fall away. The students I worry about most are the ones whose support needs are least visible on paper, the quiet ones drifting toward a gap year that turns into three. Pre-ETS exists to close that gap before it opens. ## How are Pre-ETS funded? **Short answer:** Pre-ETS are funded through state VR agencies under WIOA, which must reserve at least 15% of the state’s federal VR allotment specifically for Pre-ETS ([34 CFR §361.65(a)(3)](https://www.ecfr.gov/current/title-34/subtitle-B/chapter-III/part-361/subpart-A/section-361.65#p-361.65(a)(3))). VR funds are a supplement to, never a replacement for, the transition services schools are already required to provide under IDEA. This is the part I see well-meaning teams get wrong, so it is worth being precise. The 15% reserve is real, and it is meaningful money. But VR cannot supplant a district’s IDEA obligations: anything the school already owes students as part of a free appropriate public education (FAPE) — staff time, transportation, related supports, required transition services — stays the district’s responsibility. VR funding may support eligible Pre-ETS activities, depending on the state’s model and its agreements, but it does not automatically shift school costs to VR. In practice, that usually means a state-approved cooperative or interagency agreement that defines who delivers what and who pays for it. In the districts where I have seen this work best, the relationship was a standing one: a named VR counselor who knew our students, sat in on planning, and treated our staff as partners rather than referral sources. If you do not have that yet, building it is the highest-leverage thing a transition coordinator can do this year. ## How do schools deliver Pre-ETS? Delivery models vary by state, and Pre-ETS are often delivered to students in groups rather than one at a time. Group delivery is part of why a consistent, sequenced curriculum matters so much: you are teaching the same content to a roomful of students with very different needs. Most models fall into a partnership between the school and VR: - **VR-led** — a VR counselor or contracted provider delivers services directly, often in group sessions at the school. - **School-led with VR support** — special education or transition staff deliver the classroom-based services using an agreed curriculum, coordinated with VR. Whether and how VR reimburses any of this is state-dependent and set by a formal agreement, so do not assume reimbursement. - **Blended** — schools handle workplace readiness and self-advocacy instruction in the classroom, while VR coordinates community-based work experiences. The challenge most teams hit is not whether Pre-ETS matters. It is delivering all five services consistently, across multiple staff and a wide range of student needs, in a way the team can document. The year I tried to build it all from scratch, my “curriculum” was a folder of one-off lessons that lived in my head. When I was out, the program stopped. The fix wasn’t working harder. It was having a sequence anyone on the team could pick up and teach. ### What VR typically expects you to document Documentation is the quiet pain point of Pre-ETS, and the checklists rarely tell you what VR actually wants to see. Every state VR agency sets its own referral, consent, and reimbursement paperwork, so treat this as the common core and confirm the specifics with your VR partner. For each student and each service, you generally need to capture: - The student’s eligibility or potentially-eligible status, with consent and referral as required by your state. - The Pre-ETS service category (which of the five). - The date, duration, and whether the service was delivered individually or in a group. - The provider and the location. - A short description of the activity and the student’s participation or outcome. This is dull work, and it is exactly where a structured program earns its keep: when the curriculum is mapped to the five services, logging hours per service per student stops being a scramble. ### How to evaluate a transition curriculum If group delivery and documentation are the real problems, then the question is not “which brand” but “does this curriculum solve those problems?” Before adopting anything, I ask: - Does it map clearly to the classroom-based Pre-ETS services (workplace readiness, self-advocacy, career exploration, postsecondary planning)? - Is it sequenced, so a substitute or paraprofessional can pick up the next lesson without me? - Does it differentiate, so the same activity works for students with a wide range of support needs in one group? - Does it make documentation easier, not harder — can I show a VR partner what was taught, when, and to whom? A curriculum that does those four things is far easier to *justify and document* than a folder of one-off lessons, which matters when you are accountable to both your business office and a VR partner. A planned curriculum like the Ori Learning [Transition Curriculum](https://orilearning.com/transition-curriculum/) is one example: its employment-skills lessons walk students through building a resume, completing a job application, and practicing interviews — workplace-readiness and job-exploration content that maps to two of the five services. Because the lessons are built with differentiation tiers, the same activity can reach students with mild, moderate, or more significant support needs, which matters when a single Pre-ETS group spans very different ability levels. If you’re weighing options, our guide on [how to choose a transition curriculum](https://orilearning.com/how-to-choose-a-transition-curriculum-for-your-school-or-district/) walks through the questions worth asking before you commit, and the [most common mistakes](https://orilearning.com/7-mistakes-youre-making-with-your-special-education-transition-lesson-plans/) teams make with transition lesson plans. Free classroom tool: Teen Resume Template A classroom-ready resume for transition-age students — a blank fillable version plus a completed sample. Use it when students are ready to connect workplace-readiness lessons to an actual job search. [Get the free template →](#) ## Pre-ETS vs. transition services in the IEP **Short answer:** Transition services are part of the IEP process under IDEA, and they are the district’s responsibility. Pre-ETS are made available and funded through VR under WIOA. They overlap and should be coordinated, but they come from different laws and different funding streams. This distinction matters more than it sounds, because Pre-ETS is a VR-side service framework, not the school’s IDEA compliance framework. Pre-ETS activities can be written into an IEP transition plan as coordinated activities, but participating in Pre-ETS does not, on its own, make a transition plan IDEA-compliant. A school still owes measurable postsecondary goals updated annually, age-appropriate transition assessments, transition services including a course of study, annual IEP goals tied to the student’s transition needs, evidence the student was invited to the IEP meeting, and — where appropriate — agency invitation with consent: the full set of Indicator 13 obligations. Pre-ETS vs. IEP transition servicesPre-ETSIEP transition services**Legal basis**Rehabilitation Act, as amended by WIOAIDEA**Primary agency**State VR agencySchool district (LEA)**Funding**VR’s 15% Pre-ETS reserveDistrict / IDEA funds**Who receives**Eligible and potentially eligible students with disabilitiesStudents with an IEP (generally by age 16, earlier in many states)**Goal**Competitive integrated employment and postsecondary successMeasurable postsecondary goals across education, employment, and independent living ## Pre-ETS or a life-skills program: which fits your students? It is easy to confuse Pre-ETS with functional life-skills instruction, but the difference is about the student’s goal, not the student’s disability. Functional life-skills curricula often emphasize daily living, community participation, and independence. Pre-ETS-aligned employment-readiness content focuses more directly on career exploration, workplace readiness, self-advocacy, postsecondary options, and work-based learning. Here is the part many guides get badly wrong: **Pre-ETS are for all eligible and potentially eligible students with disabilities, including those with the most significant disabilities.** That is not a footnote — it is central to WIOA’s intent. A student working on functional daily-living skills still needs Pre-ETS to explore supported or customized employment options. The goal of Pre-ETS is competitive integrated employment, and the law is explicit about including the students who have historically been written out of that conversation. Many strong programs run functional life-skills instruction and Pre-ETS concurrently, and many students need instruction that draws from both. So the useful question is not “mild or significant?” It is: *what does this student need to be doing eighteen months from now, and what are their measurable postsecondary goals?* The mismatch shows up quickly when the answer and the materials do not line up: a college-bound junior may tune out if the work feels unrelated to employment or postsecondary goals, while a student who needs concrete, repeated practice may struggle with an abstract career-interest inventory. Align the instruction to each student’s goal — competitive integrated employment, postsecondary education or training, or independent living — and let the Pre-ETS framework organize it. ## Getting started: a Pre-ETS checklist for schools 1. Identify your state VR agency’s Pre-ETS contact and find the written policy, eligible age range, consent and referral process, and cooperative-agreement terms. 2. Map your current transition instruction to the five required services, and find the gaps. 3. Decide your delivery model (VR-led, school-led with VR support, or blended) and clarify which costs are IDEA/LEA responsibilities and which VR may support. 4. Adopt or build a sequenced curriculum for the classroom-based services (workplace readiness, self-advocacy, career exploration, postsecondary planning). 5. Set up VR-aligned documentation so services are trackable by category, date, duration, provider, and group-vs-individual delivery. 6. Invite VR to the IEP table with consent, and review your Indicator 13 transition obligations separately — Pre-ETS does not satisfy them on its own. ## Frequently asked questions **Is Pre-ETS the same as transition services in the IEP?** No. Transition services are part of the IEP process under IDEA; Pre-ETS are made available and funded through Vocational Rehabilitation under WIOA. They overlap and should be coordinated, but they come from different laws and different funding streams, which is exactly why coordinating them well matters. **Do students need an approved VR case to receive Pre-ETS?** Generally no. Pre-ETS are available to students who are “potentially eligible,” which includes most students with disabilities still in school, though state VR agencies may require consent or a referral. A signed VR application is not required to begin the five services — but an application is needed for the individualized VR services and an Individualized Plan for Employment (IPE) that go beyond Pre-ETS. **What ages does Pre-ETS cover?** The exact range is set by each state. The minimum generally aligns with the start of transition planning, commonly as early as age 14 or 15, and the maximum aligns with the state’s school-eligibility age (often 21, sometimes older). Confirm the specific window with your state VR agency. **Are Pre-ETS only for students with significant disabilities, or only for diploma-track students?** Neither. Pre-ETS are for all students with disabilities who are eligible or potentially eligible, including students with the most significant disabilities. The goal is competitive integrated employment, and students working on functional skills can receive Pre-ETS to explore supported or customized employment alongside life-skills instruction. **Can a single curriculum cover all five Pre-ETS services?** A single curriculum typically covers the classroom-based services well — workplace readiness, self-advocacy, career exploration, and postsecondary planning. Work-based learning experiences usually require community placements coordinated with VR; a curriculum can prepare students for and document those experiences, but the experience itself requires real workplace exposure. --- About the author **Tynishia Williams** is a special educator with more than 20 years of classroom experience supporting transition-age students with disabilities. She has built and run school-based transition programs across VR-led, school-led, and blended delivery models. **Reviewed by Dr. Miriam Gayle, EdD**, VP of Operations at Ori Learning, for accuracy on IDEA, WIOA, and Pre-ETS requirements. This guide is general educational information, not legal advice. Always follow your state VR agency’s Pre-ETS policy and your district’s legal guidance. Make Pre-ETS delivery consistent If workplace readiness is one of your first gaps, start with the free [Teen Resume Template](#). If your larger challenge is consistency across all five services, see how a sequenced curriculum is built to be delivered and documented. [Explore the Transition Curriculum →](https://orilearning.com/transition-curriculum/) ×Get the Free Teen Resume Template A classroom-ready resume — a blank fillable template plus a completed sample, built for transition-age students. Enter your email and it’s yours. **Categories:** Compliance & Law, Transition & SPED --- ### [A Framework for Adaptive Skills: Crafting IEP Goals for Student Independence](https://orilearning.com/a-framework-for-adaptive-skills-crafting-iep-goals-for-student-independence/) **Published:** January 4, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Practical guide for educators: create SMART Adaptive Skills IEP goals to help students with special needs build essential life skills for independence. **Content:** Adaptive skills are essential for students to function and thrive independently in their everyday lives. This guide is designed to assist educators in creating effective Adaptive Skills IEP goals, aiding students with special needs in developing these critical life skills. ## **Understanding the Importance of Adaptive Skills** Adaptive skills, also known as life skills, include a range of competencies such as self-care, social skills, and practical tasks that help individuals live independently. These skills are particularly crucial for students with special needs, helping them manage their daily activities, interact effectively with others, and increase their participation in the community. ## **The Significance of Adaptive Skills in IEP Goals** Incorporating adaptive skills into a student’s Individualized Education Program (IEP) provides them with the tools necessary for personal independence and social inclusion. These goals support the student’s overall development and ensure they acquire skills that are essential for day-to-day life. Schools that pair IEP support with a structured [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) often see stronger outcomes in both academic and social domains. ## **Creating SMART Adaptive Skills IEP Goals** - **Specific:** Clearly define the adaptive skills the student needs to develop, such as dressing, using money, or engaging in conversations. - **Measurable:** Establish criteria that can be used to measure the student’s progress in acquiring these skills. - **Achievable:** Set goals that are attainable, considering the student’s current abilities and the support they have. - **Relevant:** Ensure the goals are directly linked to the student’s needs and their long-term independence. - **Time-bound:** Assign a specific timeframe for the achievement of these goals. Looking for curriculum that already has these skills sequenced and benchmarked? [View our scope and sequence](/scope-and-sequence/) to see how adaptive and life skills are covered across grade levels. ## **Adaptive Skills IEP Goals and Compliance** Effective Adaptive Skills IEP goals must align with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and adhere to the requirements of the [Individuals with Disabilities Education Act](https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d) (IDEA). These goals should be tailored to help the student meet specific challenges they face in their daily life. - **Alignment with PLAAFP:** The goals must address the areas of need identified in the student’s PLAAFP, ensuring they are targeted and practical. - **Legal Compliance:** Ensure that the goals comply with educational standards, supporting the student’s right to a free and appropriate public education. - **Individualized and Specific:** Each goal should be personalized to meet the unique needs of the student, reflecting their current level and desired outcomes. - **Measurable Progress:** Include observable criteria to assess the student’s advancement toward each goal. **Disclaimer:** The goals listed below are examples intended to illustrate potential areas of focus in adaptive skills development. However, each student’s IEP goals should be uniquely tailored to their specific needs and circumstances. ### This is just one piece. See the full curriculum scope. Our Transition Curriculum covers this topic and dozens more for grades 9-12 and adult (18-22+), building employment, independent living, and self-advocacy skills. [ Download the Transition Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjU1OSIsInRvZ2dsZSI6ZmFsc2V9) [Or explore the full Transition curriculum →](https://orilearning.com/transition-curriculum/) ## **Adaptive Skills IEP Goals Samples** 1. **Self-Care Skills** - By (date), the student will independently perform morning grooming routines, including brushing teeth and combing hair, with 90% accuracy for 30 consecutive days. 2. **Meal Preparation Skills** - By (date), the student will prepare a simple meal using safe kitchen practices, such as using a microwave and washing dishes, in 4 out of 5 attempts. 3. **Money Management Skills** - By (date), the student will accurately count change and manage a small amount of money for school purchases in 9 out of 10 transactions. 4. **Housekeeping Skills** - By (date), the student will complete basic housekeeping tasks, such as making the bed and tidying up a room, with minimal prompts in 90% of observed instances. 5. **Social Interaction Skills** - By (date), the student will initiate and maintain a conversation with peers for at least 5 minutes in 4 out of 5 social interactions. 6. **Safety Skills** - By (date), the student will demonstrate the ability to follow safety rules, such as looking both ways before crossing the street and identifying emergency exits, in all observed situations. 7. **Transportation Skills** - By (date), the student will navigate public transportation, including reading schedules and purchasing tickets, independently in 4 out of 5 outings. ## **Additional Examples of Adaptive Skills IEP Goals** 1. **Personal Organization Skills** - By (date), the student will organize their personal belongings at school and home, maintaining an organized space with minimal assistance in 8 out of 10 observed days. 2. **Health Management Skills** - By (date), the student will perform basic health management tasks such as taking prescribed medication with supervision and recognizing symptoms that require attention in 9 out of 10 occurrences. 3. **Communication Skills** - By (date), the student will use appropriate communication methods to express needs, make requests, and respond to questions in 9 out of 10 interactions. 4. **Leisure and Recreation Skills** - By (date), the student will independently choose and engage in a leisure activity, and appropriately use materials and follow the rules of the activity in 8 out of 10 opportunities. ## **Strategies for Teaching Adaptive Skills** Ori Learning’s [transition curriculum](/transition-curriculum/) provides a structured, [evidence-based](https://iris.peabody.vanderbilt.edu/module/iep01/) framework for teaching these skills across grades 9–12 and the 18–22 age range. - **Task Analysis:** Break down complex skills into smaller, manageable steps that the student can learn sequentially. - **Modeling and Role-Playing:** Demonstrate adaptive skills through modeling and engage students in role-playing exercises to practice these skills. - **Use of Visual Aids:** Employ visual aids such as charts, lists, and picture guides to support skill acquisition and independence. ## **Conclusion** By incorporating adaptive skills into a student’s IEP, educators can provide them with the foundational skills necessary for independence and quality of life. Setting SMART goals and employing effective teaching strategies are crucial in helping students with special needs develop these vital skills. An [evidence-based transition program](https://orilearning.com/transition-curriculum/) can provide the framework educators need to teach adaptive skills systematically across grade levels. ### Related IEP Goal Resources - [how to write SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [daily living skills IEP goals](https://orilearning.com/developing-daily-living-skills-iep-goals-your-guide-with-examples/) - [independent functioning IEP goals](https://orilearning.com/building-autonomy-effective-iep-goals-for-independent-functioning/) - [community safety IEP goals](https://orilearning.com/developing-community-safety-iep-goals-for-students-with-disabilities/) ### More from Ori [![An illustration of a wavey path leading to a target showing strength in hitting the goal.](https://orilearning.com/wp-content/uploads/2023/07/Self-Advocacy-IEP-Goals.png) Executive Functioning IEP Goals: Your Guide with Examples](https://orilearning.com/executive-functioning-iep-goals-your-guide-with-examples/) [![An illustration of a wavey path leading to a target showing strength in hitting the goal.](https://orilearning.com/wp-content/uploads/2023/07/Self-Advocacy-IEP-Goals.png) Developing Social Skills IEP Goals: Your Guide with Examples ](https://orilearning.com/social-skills-iep-goals-examples/) [![An illustration of a wavey path leading to a target showing strength in hitting the goal.](https://orilearning.com/wp-content/uploads/2023/07/Self-Advocacy-IEP-Goals.png) Developing Social Emotional IEP Goals: Your Guide with Examples ](https://orilearning.com/social-emotional-iep-goals/) **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [Elements of a Successful Transition Curriculum for Special Education](https://orilearning.com/special-education-curriculum-for-transition-students/) **Published:** December 1, 2023 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Discover the 4 key components of an effective special education transition curriculum—IEP planning, skills development, community engagement, and evaluation. **Content:** A successful transition curriculum for special education students is essential for preparing them for independent living, employment, and post-secondary education opportunities. While the goal of such curricula is to help students with disabilities develop the skills, knowledge, and experience necessary to transition smoothly into adulthood and lead fulfilling lives, there are other important factors to consider such as how flexible, comprehensive, and engaging the lessons are. In this article, we’ll explore the 4 key components of a successful transition curriculum. We’ll provide useful tips on how to begin the IEP transition planning process and also examine the role of a comprehensive curriculum for ensuring the post-secondary success of students with disabilities. Key takeaways: - **IEP transition planning** must begin by assessing individual needs and **setting SMART goals** and objectives for each student. - To ensure a **successful transition**, a transition curriculum must focus on: skills development, community engagement, experiential learning, preparation for college and employment, as well as monitoring and evaluating effectiveness. - Studies suggest that transition services can **increase employability and academic success** for students with disabilities. ## Where to begin with IEP transition planning? One of the first steps in creating a successful transition curriculum is to assess each student’s strengths, needs, and interests. This information can then be used to set individualized goals and objectives for each student. As per IEP legal requirements, transition goals should be realistic, achievable, and aligned with the student’s future plans. The transition [assessment process](https://iris.peabody.vanderbilt.edu/module/cou2/cresource/q2/p05/) should involve not only the student but also their family and any other relevant professionals, such as rehabilitation counselors, teachers, or occupational therapists. Families and caregivers play a significant role in supporting student transition and they can also provide valuable insights into students’ needs, preferences and aspirations. Continuous and open communication between all parties involved in the IEP transition planning process ensures that the goals set for each student are both meaningful and achievable. ## 4 Key elements of a successful transition curriculum ### 1. Skills development Once individualized goals have been set, the next step is to utilize a curriculum that helps students achieve these goals. This may involve teaching **life skills**, such as personal care, budgeting, and home management, as well as **vocational and soft skills**, such as computer skills, workplace etiquette, and study skills. It is important to provide students with **opportunities to practice** these skills in real-life situations, such as through job shadowing, volunteer work, and internships. This will help them build confidence and **gain valuable experience**, making them more prepared for the challenges they will face in the future. To get a better sense of how skill development can work as part of your transition curriculum, we’ve prepared a selection of free lesson plans you can browse below: - [Icebreakers for Teens: A Life Skills Lesson in 15 Minutes or Less](/icebreakers-for-teens-lesson-plan/) - [Media Literacy Lesson Plan for Middle School and High School Students](/media-literacy-lesson-plan/) - [Free Life Skills Lesson: Self-Identity Activities for High School Students](/self-identity-activities-for-high-school-students-lesson-plan/) - [Free Life Skills Lesson Plan: Building Strong Relationships](/building-strong-relationships-free-lesson-plan/) ### 2. Community engagement and experiential learning One of the most important elements of a successful transition curriculum is community engagement. This means creating opportunities for students to connect with and **participate in the community, both inside and outside of the school**. For example, this may involve volunteering, participating in local events, and joining clubs and organizations. Another important element is experiential learning. This type of learning involves **hands-on experiences** and helps students to **apply their skills and knowledge in real-life situations**. For example, a student who is interested in cooking may participate in a culinary arts program, where they will learn about cooking techniques, food safety, and kitchen management. Both community engagement and experiential learning provide students with opportunities to **build relationships**, develop their independence, and become more self-sufficient. These experiences can also help students to **develop a sense of purpose** and a connection to their community, which are important components of a successful transition to adulthood. ### 3. Post-secondary education preparation For students who wish to continue their education after high school, preparation for post-secondary education should be a key component of the transition curriculum. This includes teaching students about different types of **colleges, vocational schools, and other post-secondary options**. Additionally, students should learn about the college application process, financial aid, and other aspects of post-secondary education. To maximize the success of your curriculum, you should also break it down into **distinct phases with specific timelines**. You can have phases for skills development, career exploration and post-secondary planning or anything else that fits the student’s IEP objectives. Regardless of how you structure the curriculum, having well-defined timelines for each stage is vital for helping parents, students and educators understand the progression. Many successful curricula also enhance student transition by involving **specialist services**. These are organizations who specialize in providing individuals with disabilities with guidance, access to resources and expertise in areas of employment and post-secondary education. Get the best return on your SEL investment with Ori Learning’s solution To see how transition skills are structured across the full curriculum, [download our scope and sequence guide](/scope-and-sequence/). ### 4. Monitoring and evaluation Finally, it is essential to regularly monitor and evaluate the success of the transition curriculum. This will help to identify areas that need improvement and to **make any necessary adjustments** to the curriculum. The evaluation process should involve not only the teachers and administrators but also the students and their families. This will provide a more comprehensive picture of the impact of the curriculum and will ensure that it remains relevant and effective over time. Consider what **progress-tracking measures** are in place in your current learning environments and whether they provide an accurate and comprehensive picture of how students are doing. Effective transition support relies on having the most up-to-date data on student progress. ## Further research on the benefits of transition curricula A growing number of research papers and case studies serve to demonstrate the effectiveness of transition planning in preparing students for post-secondary success. Some key findings include: - Students who received adequate transition planning in high school were more likely to have **higher college GPA’s** and earned credits by their sophomore year. (Lightner, Kipps-Vaughn, Schulte, & Trice, 2012) - A control group study involving 10 participants who benefited from transition planning showed they were **all in employment one year after graduation**. (Lindstrom et al., 2011) - Numerous studies show how the planning process can decrease or **eliminate many of the barriers** that limit a student’s success after leaving high school. (McDonnell, Ferguson, and Mathot-Buckner, 1992) ## More on successful transition curricula ### What is the goal of a transition curriculum for special education students? The goal is to prepare students for independent living, employment, and further education by developing necessary skills and experiences. ### What are the 4 key components of a successful transition curriculum? Skills development, community engagement, experiential learning, and preparation for further education are essential components. ### How can a transition curriculum impact post-secondary success? Studies show transition planning can increase employability and academic achievements, contributing to higher college GPAs and employment rates. ## Implementing a successful transition curriculum A robust transition curriculum empowers special education students to navigate the complexities of adulthood successfully. By emphasizing personalized IEP planning, skill development, community engagement, and experiential learning, educators can significantly enhance the readiness of their students for independent living, employment, and post-secondary education. Here at [Ori Learning](https://orilearning.com/transition-curriculum/), we’ve tailored a solution that checks all the boxes. Request a free demo of our platform to experience first-hand its powerful accommodation and translation features, automated reporting tools and intuitive design, and make a proactive step towards optimizing your special education transition curriculum. ### Related Resources - [transition services in special education](/transition-services-a-comprehensive-guide-for-special-education-leaders/) - [how to choose a transition curriculum](/how-to-choose-a-transition-curriculum-for-your-school-or-district/) **Categories:** Instructional Strategies, Skill Building, Transition & SPED **Tags:** disability employment, IEP transition planning, individualized goals, life skills, post-secondary success, skills development, special education, transition curriculum --- ### [Florida Character Education Curriculum for Grades 6–12](https://orilearning.com/florida-character-education-curriculum/) **Published:** March 25, 2026 **Author:** Dr. Miriam Gayle (VP of Operations) **Content:** Last updated: March 2026Florida requires every public school district to deliver character development instruction — and to prove it. Under [Fla. Stat. §1003.42](https://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&URL=1000-1099/1003/Sections/1003.42.html), districts must teach 10 named character qualities across all grade levels. In grades 9–12, the mandate expands to include leadership, interpersonal, organization, and research skills. And since July 2024, [FAC 6A-1.094124](https://flrules.org/gateway/ruleno.asp?id=6A-1.094124) requires a **minimum of 5 hours of data-driven instruction annually** in grades 6–12, covering civic and character education combined with life skills through resiliency education.Florida frames this work as **character education** and **resiliency education** — language rooted in statute and State Board policy. That distinction shapes every purchasing decision. The program a district adopts has to match the terminology and reporting structures Florida actually uses. And the documentation expectations are not optional. Districts must submit annual Required Instruction Implementation Plans to the [Florida Department of Education](https://www.fldoe.org/academics/standards/instructional-materials/required-instr.stml), documenting how each mandated topic is addressed by grade level, including instructor qualifications and materials used. Schools that rely on isolated assemblies or one-time events may find it difficult to demonstrate the systematic, data-driven instruction the state now expects. ## What Florida Officially Calls This Work ### Character Education in Florida Required Instruction [Florida Statute §1003.42(2)(t)](https://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&URL=1000-1099/1003/Sections/1003.42.html) establishes required instruction for all public school students. Among the mandated topics, the statute requires instruction in **character development**, including the following qualities: - Patriotism - Responsibility - Citizenship - Kindness - Respect for authority, life, liberty, and personal property - Honesty - Charity - Self-control - Racial, ethnic, and religious tolerance - Cooperation For grades 9–12, Florida law adds **leadership skills, interpersonal skills, organization skills, and research skills** as part of character development instruction. Districts should ensure these topics are addressed within their instructional program and reflected in local planning and documentation. ### Resiliency Education Standards and the 11 Resiliency Characteristics In 2021, the Florida State Board of Education adopted [Resiliency Education Standards](https://www.fldoe.org/newsroom/latest-news/state-board-of-education-elevates-floridas-nation-leading-resiliency-education-standards.stml) organized around three core tenets: - **Resiliency** — the ability to recover from setbacks, adapt to challenges, and persist through difficulty - **Responsibility** — taking ownership of actions and their consequences - **Respect** — for self, others, and community In July 2025, the FLDOE and [Resiliency Florida](https://www.buildresiliency.org/) released [44 K–12 teacher resources](https://www.fldoe.org/newsroom/latest-news/the-florida-department-of-education-and-first-lady-casey-desantis-announce-resiliency-florida-teacher-resources.stml) built around **11 Resiliency Characteristics** that further define what districts should be teaching: 1. Perseverance 2. Grit 3. Gratitude 4. Responsibility 5. Responsible Decision-Making 6. Critical Thinking & Problem Solving 7. Self-Awareness & Self-Management 8. Mentorship 9. Citizenship 10. Honesty 11. Empathy These 11 characteristics connect the three resiliency tenets to specific, teachable competencies. In May 2024, the State Board [amended Rule 6A-1.09412](https://www.fldoe.org/newsroom/latest-news/state-board-of-education-elevates-floridas-nation-leading-resiliency-education-standards.stml) to incorporate Resiliency Education Standards into health and physical education courses, further embedding this framework in the standard curriculum. Florida districts evaluating curriculum right now are specifically asking whether programs map to the 11 Resiliency Characteristics released in July 2025. It’s become a practical litmus test — if a vendor can’t show that alignment, the conversation tends to stall at the committee level. ## Florida Requirements Districts Should Understand ### The 5-Hour Minimum Instruction Mandate [FAC 6A-1.094124](https://flrules.org/gateway/ruleno.asp?id=6A-1.094124), effective July 2, 2024, requires every Florida district to provide a **minimum of 5 hours of data-driven instruction annually in grades 6–12** covering civic and character education combined with life skills education through resiliency education. The instruction must address: - Resiliency through adversity - Empathy, perseverance, grit, and gratitude - Mental health recognition - Suicide prevention - Substance abuse prevention - Peer support Non-compliance triggers sanctions under [Fla. Stat. 1008.32](https://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&URL=1000-1099/1008/Sections/1008.32.html). Districts must submit annual Required Instruction Implementation Plans electronically to the FLDOE, describing instruction methods by grade level, instructor qualifications, and materials used. Plans are due July 1 annually. ### Required Character Development Content Under §1003.42, character development instruction is a statutory requirement across all grade levels. The statute does not prescribe a single curriculum or delivery method, which gives districts flexibility. However, the expectation is that character development is systematic and intentional — not incidental. Districts that rely on isolated assemblies or one-time lessons will struggle to satisfy the documentation and data-driven instruction requirements in FAC 6A-1.094124. ### What Documentation Districts Must Maintain Required Instruction Implementation Plans must show how each mandated topic — including character development and resiliency education — is addressed in the curriculum. Plans document instructional methods, the grade levels where each topic is taught, instructor qualifications, and the materials used. Districts should ensure their selected curriculum provides lesson-level records, assessment data, and clear alignment to the §1003.42 character qualities so that compliance documentation is straightforward rather than a manual reconstruction effort. ## How Ori Learning Supports Florida Character Education Requirements Ori Learning’s [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) provides 175 structured lessons for grades 6–12, with 25 lessons per grade organized across five units. The curriculum is designed for the kind of systematic, documented instruction Florida now requires — each lesson includes pre- and post-assessments, and district-level dashboards give administrators the data they need for required instruction reporting under FAC 6A-1.094124. In a third-party study following ESSA Level III standards, 1,829 high school students using the curriculum during the 2023–24 school year showed statistically significant gains: students who completed all 25 lessons scored 11% higher on emotional well-being measures than those completing only five (Hunt & Styers, 2025). For Florida districts building Required Instruction Implementation Plans, that kind of measurable outcome data demonstrates the data-driven instruction FAC 6A-1.094124 requires. ### Crosswalk: Ori Learning Units to Florida’s Character Education and Resiliency Framework Ori Learning Unit§1003.42 Character Qualities AddressedResiliency Tenets & Characteristics**Self-Awareness** — identity, emotions, strengths, growth mindsetSelf-control; Respect (self-respect as foundation for respecting others)*Resiliency* — Self-Awareness & Self-Management, Gratitude, Grit**Self-Management** — self-control, goal-setting, stress management, organizationSelf-control; Responsibility; Organization skills (9–12)*Responsibility* — Perseverance, Grit, Responsible Decision-Making**Social Awareness** — empathy, perspective-taking, respect for diversityRacial/ethnic/religious tolerance; Kindness; Charity; Cooperation*Respect* — Empathy, Gratitude, Citizenship**Relationship Skills** — communication, collaboration, conflict resolutionKindness; Cooperation; Interpersonal skills (9–12); Leadership skills (9–12)*Respect* — Mentorship, Citizenship, Critical Thinking & Problem Solving**Responsible Decision-Making** — ethical reasoning, evaluating consequencesHonesty; Responsibility; Citizenship; Patriotism; Research skills (9–12)*Responsibility* — Responsible Decision-Making, Honesty, Critical Thinking & Problem Solving### Features Most Relevant to Florida Districts In Florida districts, the implementation-plan question usually comes up before the curriculum question: who is delivering the five hours, and how are we documenting it by grade band? When walking through reporting dashboards with Florida districts, the moment that shifts the conversation is showing that every student’s completion — by lesson, by grade, by campus — is already tracked without teachers manually logging hours. **Compliance-ready reporting.** Every lesson generates pre- and post-assessment data. District-level admin dashboards aggregate results across schools, giving administrators the documentation FAC 6A-1.094124 requires without manual data collection. With 25 lessons per grade and structured assessments at every unit, districts can demonstrate far more than the 5-hour minimum. For more on how schools approach [measuring student well-being outcomes](/how-to-measure-social-emotional-learning/), Ori’s assessment framework provides a model. **Multilingual access for Florida’s diverse communities.** Florida serves one of the most linguistically diverse student populations in the country. The platform includes **130+ language translations**, built-in **text-to-speech**, and **speech-to-text** input on every open-ended activity — critical for districts with large ELL populations in Miami-Dade, Broward, Orange, Hillsborough, and Palm Beach counties. **Flexible delivery across scheduling models.** Florida districts implement character education through advisory periods, health classes, intervention blocks, or homeroom. The curriculum supports three delivery modes — Front of Class (teacher-led), Live Participation (collaborative), and Self-Paced (independent) — so it fits whatever scheduling model your district uses. Lessons run 20–30 minutes, making them viable for advisory and bell-to-bell periods alike. Districts looking for practical guidance on [implementing student well-being programs in the classroom](/implementing-social-emotional-learning-in-the-classroom/) can adapt these models to Florida’s scheduling structures. **Streamlined integration.** Google SSO, Microsoft SSO, Clever, and ClassLink are all supported for student access across Florida districts already using these identity management systems. ## Funding a Florida Character Education Curriculum ### Mental Health Assistance Allocation (MHAA) — $180M+ Annually Florida’s largest dedicated funding source for resiliency and student well-being programming is the **Mental Health Assistance Allocation**, established by the Marjory Stoneman Douglas High School Public Safety Act (2018) under [Fla. Stat. 1011.62(13)](https://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&URL=1000-1099/1011/Sections/1011.62.html). The MHAA has grown from $75 million in 2019–20 to **over $180 million in 2024–25**, with each district receiving a minimum of $100,000 and the remainder allocated by proportionate FTE enrollment. District allocations range from approximately $142,000 (Jefferson County) to $20.1 million (Miami-Dade). MHAA funds support school-based mental health programs including resiliency education curriculum — making this a natural fit for character education purchases that align with the state’s resiliency framework. ### Required Instruction and Student Services Budgets Because character development is a statutory requirement under §1003.42, districts can allocate curriculum and instruction funds to meet this obligation. Student services budgets, counseling program funds, and instructional materials allocations may all apply, subject to district procurement and allowable-use guidance. ### Title IV-A (Student Support and Academic Enrichment) [Title IV-A](https://www.fldoe.org/policy/federal-edu-programs/title-iv-part-a/) formula grants support three pillars: well-rounded education, safe and healthy school conditions, and technology. Character education and student well-being programs are fundable under the first two pillars. Florida distributes sub-grants proportional to Title I-A allocations. ### ESSER Funds — Expired ESSER III obligation deadlines have passed. While some districts may still be liquidating previously obligated funds, ESSER is no longer a viable funding source for new curriculum purchases. Districts should plan around the MHAA, Title IV-A, and general curriculum funds for ongoing character education needs. ## Florida Statutes and Standards That Shape Curriculum Selection ### Florida Statute §1003.42 — Required Instruction This is the foundational statute for character education in Florida. It enumerates required instruction topics including character development with the specific qualities listed above. Subsection (2)(o) adds comprehensive health education and life skills, including self-awareness, resiliency, and relationship skills. Districts selecting a character education curriculum should verify that the program addresses each named quality and can produce documentation for required instruction reporting without manual reconstruction. ### 2021 Student Performance Standards for Character Education The [2021 student performance standards](https://www.fldoe.org/newsroom/latest-news/state-board-of-education-adopts-groundbreaking-new-student-performance-standards.stml) adopted by the Florida State Board of Education include benchmarks for character education within health education. Standards use the **CE** prefix (e.g., HE.912.CE.1.1) and are organized by grade band (K–2, 3–5, 6–8, 9–12). These benchmarks are browsable at [CPALMS](https://www.cpalms.org/Public/search/Standard), the state’s official standards database. ### Resiliency and School Mental Health Guidance Florida’s [school mental health](https://www.fldoe.org/mental-health/) initiatives are closely related to district efforts around character development and resiliency education. The FLDOE provides resources through [BuildResiliency.org](https://www.buildresiliency.org/) that help districts connect a Florida resiliency education curriculum with broader student wellness priorities including the [Youth Mental Health Awareness Training](https://www.fldoe.org/schools/k-12-public-schools/sss/ymhat.stml) requirement (80% of school personnel must complete training annually). ## Questions Florida Districts Should Ask Before Selecting a Curriculum The compliance landscape in Florida is specific enough that a generic “character education program” may not survive committee review. Before signing, district teams should get clear answers on several points. **Does the vendor have a crosswalk to both §1003.42 qualities and the 11 Resiliency Characteristics?** Florida’s framework has two layers — the statutory character qualities and the 2025 resiliency competencies — and a program that covers one but not the other will leave gaps in your Required Instruction Implementation Plan. **Can you see the data before you commit?** FAC 6A-1.094124 specifically requires “data-driven instruction.” If the platform cannot generate pre/post assessment evidence and aggregate it at the district level, the documentation burden falls back on your teachers. Ask for a dashboard walkthrough, not just a demo of the lesson content. **Does the program actually reach 5 hours for secondary grades?** Many character education programs were built for elementary and offer thin content above grade 5. Florida’s 5-hour minimum applies to grades 6–12 — verify that the vendor has enough age-appropriate material for middle and high school, not just a total hour count padded by elementary lessons. **How does it handle scheduling?** Advisory, health class, intervention blocks, and self-paced settings all need to work. Programs that require a dedicated course period rarely survive the scheduling conversation in Florida secondary schools. **What about multilingual access?** In South Florida districts — Miami-Dade, Broward, Palm Beach — language accessibility is a compliance and equity concern. Ask whether the platform offers full translation or just translated PDF handouts. Ori Learning’s Emotional Well-Being Curriculum addresses each of these. To see the platform and discuss alignment with your district’s requirements, [request a demo](/demo-request/). ## Frequently Asked Questions ### How many hours of character education are required in Florida grades 6–12? [FAC 6A-1.094124](https://flrules.org/gateway/ruleno.asp?id=6A-1.094124), effective July 2024, requires a **minimum of 5 hours of data-driven instruction annually** in grades 6–12 covering civic and character education combined with life skills education through resiliency education. The instruction must address resiliency through adversity, empathy, perseverance, grit, gratitude, mental health recognition, suicide prevention, substance abuse prevention, and peer support. Districts submit annual implementation plans to the FLDOE documenting compliance. ### What evidence should Florida districts keep for required instruction compliance? Districts must submit Required Instruction Implementation Plans describing how character development and resiliency education are taught at each grade level, including instructor qualifications and instructional materials used. Beyond the plan itself, districts should maintain assessment data, lesson completion records, and scope-and-sequence documentation showing systematic delivery. Programs with built-in pre/post assessments and admin dashboards — like Ori Learning’s platform — reduce this to an export rather than a manual documentation project. ### Can character education and resiliency education be delivered together in Florida? Yes — and the state expects it. FAC 6A-1.094124 specifically requires that the 5-hour minimum cover civic and character education *combined with* life skills education through resiliency education. The 2024 amendment to [Rule 6A-1.09412](https://flrules.org/gateway/ruleno.asp?id=6A-1.09412) also incorporates Resiliency Education Standards into health and physical education courses. A single curriculum that addresses both character qualities (§1003.42) and the 11 Resiliency Characteristics can satisfy multiple mandates simultaneously. ### What are Florida’s 11 Resiliency Characteristics? Defined by [Resiliency Florida](https://www.buildresiliency.org/) and published alongside 44 K–12 teacher resources in July 2025, the 11 characteristics are: Perseverance, Grit, Gratitude, Responsibility, Responsible Decision-Making, Critical Thinking & Problem Solving, Self-Awareness & Self-Management, Mentorship, Citizenship, Honesty, and Empathy. These characteristics operationalize the three resiliency tenets (Resiliency, Responsibility, Respect) into specific instructional targets. ### What is the Mental Health Assistance Allocation, and can it fund character education? The MHAA, established under [Fla. Stat. 1011.62(13)](https://www.leg.state.fl.us/statutes/index.cfm?App_mode=Display_Statute&URL=1000-1099/1011/Sections/1011.62.html), provides over $180 million annually to Florida districts for school-based mental health programs. Each district receives at least $100,000, with the remainder allocated by FTE enrollment. Because resiliency education and character development directly support student mental health, curriculum purchases that align with these mandates are a natural fit for MHAA funding. Districts should confirm allowable uses with their finance teams. ### Does Florida have an approved vendor list for character education curriculum? No. Florida does not maintain a state-approved vendor list specifically for character education or resiliency curriculum. Districts retain authority to select instructional materials that meet state standards. The [FLDOE instructional materials](https://www.fldoe.org/academics/standards/instructional-materials/) adoption process covers core subjects; character education falls within health education. Districts evaluating programs should look for alignment to the §1003.42 character qualities, the 11 Resiliency Characteristics, and the ability to document data-driven instruction as required by FAC 6A-1.094124. Ready to see how Ori Learning supports Florida’s character education and resiliency requirements in grades 6–12? [Request a demo](/demo-request/) to discuss alignment with your district’s specific needs. You can also explore the full [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) or read the [curriculum evaluation guide](/sel-curriculum/) for a broader look at how schools are approaching this work nationwide. For comparison, see how [Texas approaches character education](/texas-character-education-curriculum/) under its own state-specific framework. ### More from Ori [![Texas educator evaluating character education curriculum for district compliance](/wp-content/uploads/2026/03/texas-character-education-featured-v4.jpg) Texas Character Education Curriculum for Grades 6–12](/texas-character-education-curriculum/) [![California student exploring SEL curriculum aligned with state standards](/wp-content/uploads/2026/03/california-sel-curriculum-featured-v4.jpg) California SEL Curriculum for Grades 6–12](/california-sel-curriculum/) [![New York student studying SEL curriculum aligned with NYSED benchmarks](/wp-content/uploads/2026/03/new-york-sel-curriculum-featured-v6.jpg) New York SEL Curriculum for Grades 6–12](/new-york-sel-curriculum/) **Categories:** Emotional Well-being --- ### [Transition Planning: Are We Failing 75% of Secondary Students with IEPs?](https://orilearning.com/transition-planning-are-we-failing-75-of-secondary-students-with-ieps/) **Published:** January 5, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Improve transition planning for students with IEPs: address gaps in supports for the 75% with mild to moderate disabilities and ensure legal compliance. **Content:** As special educators we are committed to providing the best possible learning outcomes for every student with an IEP. Sometimes, however, in our best effort to serve those most in need during the transition planning process, we end up disregarding others who can benefit from our attention just as much. This is the case for 75% of special education students who are classed as having mild to moderate disabilities. While these students make up the majority of students with IEP’s, there are often less tailored supports for them. In this article, we are joined by Dr. Kurt Hulett – a leading special education expert – to explore shortcomings in post-secondary planning for students with IEPs. We will look at why its important to consider appropriate supports for students with mild and mild/moderate disabilities in transition curricula and uncover the consequences for institutions who fail to take these students’ needs into consideration. Finally, we chart a way forward for special educators who want to fill transition gaps at their school or district. Key Takeaways: - 90% of available curricula, assessments, tools, and interest inventories targeted students who would be categorized between moderate to severe on the disability continuum. - Less than 25% of all students with disabilities fall into the mid-moderate to severe range. - According to experts, we are not meeting either the legal requirements nor the spirit of the IDEA with regard to Transition Services and students with mild to low-moderate disabilities. ## The current state of transition planning across US schools and districts In large part, when we think of post-secondary transition, we think of the importance of supporting students with more significant disabilities and IEPs to obtain employment following high school and preparing for assisted or independent living, functional skills, and navigating the real world after graduation. For this purpose, Dr Hulett argues, the transition field of special education has engaged in strong research and the development of effective approaches, strategies, and tools to assist students with moderate to severe disabilities, primarily: “When doing a cursory review of transition planning-related companies and products, I found that over 90% of available curricula, assessments, tools, and interest inventories targeted students who would be categorized between moderate to severe on the disability continuum.” Most practitioners of special education will readily admit that for students with mild to lower-moderate disabilities who intend on pursuing post-secondary education options, the transition process is often perfunctory, cursory, and very few resources, supports, or tools exist to help students prepare for this next journey – whether school or career-specific. ## Why it’s important to have transition plans tailored to students with mild to moderate disabilities It’s easy to see what’s driving the current state of affairs in transition planning. As Dr Hulett puts it: “It’s not as though general or special educators don’t care about these students and their potential challenges – they most certainly do. The problem is that many educators see transition services and supports primarily for those students with mid-moderate to severe disabilities who will need considerable supports – functionally, fiscally, and personally – both prior to and following graduation from high school.” Unfortunately, the great majority of students with disabilities fall into the mild to lower-moderate range. Although estimates vary, less than 25% of all students with disabilities fall into the mid-moderate to severe range. Of course, this means that at least 75% of students with disabilities will fall into the mild to low-moderate range. This would not be such an issue if the statistics following these students were not so alarming. According to the IRIS Center, **[The National Longitudinal Study-2 (NLTS-2)](https://ies.ed.gov/ncser/projects/nlts2/)** data indicate that: - 19% of students with disabilities attended four-year colleges and universities, compared to 40% of students without disabilities. Students with disabilities are more likely to attend two-year colleges or vocational schools. - 35% of students with disabilities who enter four-year colleges and receive disability services from the college graduate, whereas 55% of students without disabilities graduate. - Students with disabilities continue to demonstrate poorer employment outcomes than do other young adults (e.g., fewer hours per week, lower salaries, reduced benefits).With regard to this concerning data, the information above is merely the tip of the iceberg regarding deficits students with disabilities have in relation to their non-disabled peers pertaining to high school drop-out rates, 2- and 4-year post-secondary non-completion rates, percentage of students not living independently, employment rates, and so on. Looking for a comprehensive transition curriculum for students with mild and mild-moderate disabilities? Ori Learning’s [Ori Learning’s high school transition program](/high-school-transition/) addresses exactly this need. ## The consequences of neglecting provision of supports for students with mild & mild-moderate disabilities There are a number of consequences for schools and districts of failing to take into account the needs of students with mild & mild-moderate disabilities during the transition planning process. One major consequence is the obvious ineffectiveness of having a one-size-fits-all approach to post-secondary transition, which may hamper student’s chances in life beyond high school. But another, potential more damaging outcome for schools and districts specifically, is the increased exposure to legal action that this may entail. “In my 20-plus years in secondary education and after attending 100’s of IEP meetings, I can say without credible contradiction and a strong degree of certainty that we are in large part not meeting either the legal requirements nor the spirit of the IDEA with regard to Transition Services and students with mild to low-moderate disabilities.” Dr Hulett’s observation here, of course, is consistent with the tremendous rise in FAPE and Transition-related state complaints and due process hearing filings. ## More on transition planning ### What are the main challenges in transition planning for students with mild to moderate disabilities? Transition plans often lack tailored support for students with mild to moderate disabilities, focusing instead on those with more severe needs, which can hinder their post-high school success. ### How prevalent are mild to moderate disabilities among students with IEPs? While less than 25% of students with IEPs have severe disabilities, at least 75% fall into the mild to moderate category, underscoring the need for appropriate support. ### What consequences do institutions face for neglecting transition needs of students with mild disabilities? Neglecting these students can lead to legal actions against schools and districts due to non-compliance with educational standards and laws like the IDEA. ## How can schools and districts address IEP inconsistencies? The first step to overcoming this issue is to acknowledge its prevalence in transition planning today. For students ages 18–22+ who need continued support, a [transition curriculum for ages 18-22+](/adult-transition/) extends these services into post-secondary settings. The first step is to. Taking stock of the shortcomings of our current system will allow us to chart new ways for serving all special needs students with equal care in the future. Here at Ori Learning we’re committed to enabling successful post-secondary transitions for students with diverse learning needs. Our transition solution is specifically tailored to students with mild to mild-moderate disabilities and features engaging content, powerful translation and accommodations tools, as wells as built in progress monitoring capabilities. A [post-secondary transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. ### Related Resources - [guide to transition services](/transition-services-a-comprehensive-guide-for-special-education-leaders/) - [steps to boost transition planning](/3-steps-to-boost-your-transition-planning/) - [choosing a transition curriculum](/how-to-choose-a-transition-curriculum-for-your-school-or-district/) - [unsolved problems in special education](/special-education-problems-we-are-not-solving/) **Categories:** Compliance & Law, Leadership & Admin Strategies, Research & Trends, Transition & SPED **Tags:** IDEA compliance, IEP students, legal errors, mild disabilities, post-secondary transition, special education, transition planning, Transition services --- ### [What Is An Individual Transition Plan?](https://orilearning.com/what-is-an-individual-transition-plan/) **Published:** June 14, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Create effective Individual Transition Plans (ITPs) for students with disabilities: align with IEPs, set goals, identify supports, and follow 5 clear steps. **Content:** For students with disabilities, transitioning from the structured environment of K-12 education to adulthood can be a daunting prospect. Ori Learning’s [adult transition program](/adult-transition/) supports students ages 18–22+ through this critical shift.An Individual Transition Plan (ITP) serves as a roadmap for these students, outlining the goals, supports, and services necessary to help them prepare for this next stage of life and achieve successful outcomes. This guide is for people working in education-related roles who want to create an effective Individual Transition Plan for special education students. It defines ITPs and their components, discusses how ITPs fit within the context of the IEP, and details the 5 steps to successfully creating an ITP. ## **What is an Individualized Transition Plan?** The [Individuals with Disabilities Education Act (IDEA)](https://sites.ed.gov/idea/) mandates that all students with Individualized Education Programs (IEPs) who are 16 years old or older must have an ITP. The ITP is a document developed collaboratively by a team that includes the student, parents, guardians, or caregivers, general education teachers, special education teachers, and other relevant professionals. ITPs focus on the following[ key transition areas](https://orilearning.com/transition-services-a-comprehensive-guide-for-special-education-leaders/): ### **Postsecondary Education** - This section outlines the student’s academic goals for future education or training programs. - Students pursuing higher education can consider their options beyond school and the support they might need to be successful in a college or university setting. ### **Training** - This key component of transition planning identifies any specific job skills training the student will need to achieve their employment goals. ### **Employment (Including Supported Employment)** - Here, the student’s employment aspirations can be noted and potential career paths explored. - This might include identifying potential employers or job shadowing opportunities. ### **Independent Living** - This section focuses on fostering the student’s ability to live independently. - This could include developing skills in areas like budgeting, meal preparation, personal care, and using public transportation. ### **Community Participation** - In this section, the team involved in transition planning should consider how the student can engage and participate meaningfully in their community. - This might include identifying social and recreational activities or volunteer opportunities. ## **6 Tips for Creating Effective ITPs** To develop an effective ITP, keep these tips in mind: ### **Tip 1: Start Early** The ITP development process should begin two to three years before the end of the student’s compulsory education. Planning should ideally start as early as middle school, allowing for plenty of time to identify goals, explore options, consider different careers, and put necessary support in place. ### **Tip 2: The Student Should Take Center Stage** ITP should be student-centered, meaning the student’s preferences and aspirations take center stage. By giving the student a sense of ownership, you empower them to be invested in the transition process. ### **Tip 3: Take a Collaborative Approach** Developing and implementing ITPs requires collaboration among a team of professionals. The student and their parents, guardians, or caregivers should work with educators and other relevant service providers, like social workers, whose professional knowledge can provide a comprehensive picture of the student’s needs and strengths. ### **Tip 4: Make Data-Driven Decisions** The ITP should be informed by data from the student’s IEP, assessments, and progress reports. This data helps the student and their supporting team to identify areas of strength and areas where the student might need additional support. ### **Tip 5: Regularly Review and Update The Plan** The ITP is a living document that needs to be reviewed and updated as necessary, ensuring it remains relevant and continues to reflect the student’s evolving needs and aspirations. At least once a year, the ITP team should review the student’s progress, assess if their goals need to be adjusted, and update the plan accordingly. ### **Tip 6: Research & Implement Changes to Planning** There are always ways to improve your [transition planning processes and programming](https://orilearning.com/transition-curriculum/), and this should happen gradually over time. Doing your research, evaluating your program, and creating a new blueprint are the three key steps to[ boosting your transition planning](https://orilearning.com/3-steps-to-boost-your-transition-planning/), ensuring a smoother process for everyone involved. ## **How to Create an Effective ITP In 5 Steps** Not sure how to write an Individual Transition Plan? First, get your hands on an Individual Transition Plan sample. Ask for a copy from a colleague who has created ITPs and is an expert in the area. Alternatively, you can search for ITP examples online. This next section outlines the five steps you should take to create an effective ITP from scratch. ### **Step 1: Assemble Your Team** Start by assembling the team of people who will be needed to collaboratively create the ITP. These people include: - The student - Parents, guardians, or caregivers - General education teacher(s) - Special education teacher(s) Depending on the situation, the ITP team should also include a transition specialist (if available), a school counselor, and related service providers (such as a speech-language pathologist or occupational therapist). ### **Step 2: Gather Necessary Information** Once you’ve assembled the team, your next step is to gather all the relevant information about the student. This information will inform the development of transition goals within the ITP. There are several sources of information that could be helpful here, including: - **The Student’s Existing IEP:** This serves as a foundational resource, providing information on the student’s current levels of performance, as well as their past goals and progress, identified strengths and challenges, and any relevant accommodations or modifications. - **Student Assessments:** These can offer valuable data about the student’s academic skills and interests, as well as any potential areas of difficulty. Assessments could include standardized tests, curriculum-based measures (CBMs), or functional behavior assessments (FBAs). - **Student Self-Assessments:** While these don’t provide formal data, they can still be helpful insights into the student’s aspirations and preferred learning styles. Giving the student the opportunity for self-assessment empowers them and encourages them to take ownership of their transition goals. - **Data from Classroom Activities.** The student may have been encouraged to set personal goals, identify their personal strengths, or explore career opportunities in[ class transition activities](https://orilearning.com/transition-activities/). You can use data from these activities to support the data obtained form other sources. - **Parent/Guardian Input:** Parents and guardians see a side to their children that might not be displayed at school. They can offer their own insights into the student’s strengths, challenges, and home environment. If this is your first time creating an ITP, now is a good time to look at an Individual Transition Plan example produced by another member of staff to give you guidance on what the plan should contain. ### **Step 3: Conduct a Present Levels of Performance Analysis** With the information you have gathered, you can now conduct a Present Levels of Performance (PLP) analysis specific to the student’s transition goals. This analysis should explore: - **Academic Skills:** Review data on the student’s current academic performance across subject areas. - **Functional Skills:** Assess the student’s daily living skills, such as personal care, budgeting, and meal preparation. - **Social and Emotional Skills:** Evaluate the student’s social-emotional strengths and areas for development, such as communication, self-advocacy, and relationship building. - **Career Interests:** Explore the student’s career goals and potential pathways to achieve them. This might involve considering vocational assessments or career exploration activities. ### **Step 4: Set Measurable Transition Goals** Based on the PLP analysis, your next task is to collaboratively develop clear, measurable, and achievable transition goals for each of the five ITP focus areas (postsecondary education, training, employment, independent living, and community participation). [Strong transition goals should be SMART](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/): - **Specific** and actionable, avoiding vague statements. - **Measurable,** with clear criteria to determine progress. - **Ambitious** but attainable, considering the student’s current skills and available supports. - **Relevant** to the student’s aspirations and long-term vision for their future. - **Time-Bound,** meaning that they have a designated timeframe for completion. When setting goals, be sure to access[ resources and guidelines for secondary transition planning](https://www.cde.ca.gov/sp/se/st/) to ensure your decisions are informed by best practices. Create a timeline for achieving each transition goal, outlining the steps that will be taken. This ensures everyone involved in the plan understands the sequence of implementation and stays focused on achieving the desired outcomes. ### **Step 5: Identify Supports and Transition Services** For each transition goal, determine the specific supports and services the student will need to be successful. This might include academic accommodations, modifications, assistive technology, targeted skill development in specific areas, independent living supports, or social-emotional counseling services. Also consider specific support that the student may require based on their own unique situation. Examples include speech-language therapy, occupational therapy, or other related services to address their individual needs. ## More on Individual Transition Plans ### What are the 5 parts of a transition plan? The five key parts of a transition plan are education, training, employment, independent living, and community participation. ### What is the purpose of an ITP? [The purpose of an ITP is twofold](https://undivided.io/resources/individual-transition-plan-itp-101-476): to establish a student’s social, recreational, educational, and residential goals; and to establish an interagency linkage. ### What are the most important topics that an ITP covers? The most important topics covered by an ITP are employment, independent living, education beyond school, community integration, and self-determination. ## **Creating an ITP: Next Steps** By making a collaborative effort to follow the steps outlined in this guide, you’ll be able to conduct successful and effective transition planning that’s tailored to your student’s needs and goals. Ori Learning’s [transition-focused curriculum for grades 9-12](/high-school-transition/) provides a structured framework for implementing these plans. Make sure you establish clear communication protocols within the ITP team so that everyone stays informed about the student’s progress, You may find it helpful to use a[ practical guide to developing ITPs](https://eric.ed.gov/?id=ED337933) for tracking all ITP activities. Use the tools and resources that work best for you. **Categories:** Compliance & Law, IEP Goal Bank, Transition & SPED **Tags:** IDEA, IEP transition, independent living skills, Individual Transition Plan, ITP, postsecondary goals, special education, transition planning --- ### [How Can We Aid the Transition of Students with Autism To Employment?](https://orilearning.com/how-can-we-aid-the-transition-of-students-with-autism-to-employment/) **Published:** February 9, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Supporting students with autism in transitioning to the workforce: strategies, challenges, and practical transition planning for special education employment success. **Content:** Autism, also known as autism spectrum disorder (ASD), is a condition which is characterized by a range of challenges in social communication and behavior. As **[the number of ASD diagnoses in children increases](https://www.cdc.gov/autism/data-research/)**, so does educational leaders’ responsibility to ensure that special education institutions are securing the opportunities school students need to thrive in adulthood, particularly in the world of work. In this article, we discuss the intersection between autism and transitions, summarizing the main challenges faced by students with autism today as they transition into the workforce, offering insights and practical advice to educators and organizational leaders dedicated to increasing access to services for individuals with autism. Key takeaways - According to the latest estimates from the **[CDC’s Autism and Developmental Disabilities Monitoring (ADDM) Network](https://www.cdc.gov/autism/data-research/index.html)**, about 1 in 36 children in the US were identified as being on the autism spectrum in 2020, as compared with 1 in 59 in 2014. - Despite efforts to provide work-based learning experiences and skills in line with the Individuals with Disabilities Education Act (IDEA), according to [Roux et al. (2013)](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3753691/), many high-school graduates with ASD still struggle to find employment. - Research by **[Rabren et al. (2002)](https://journals.sagepub.com/doi/abs/10.1177/088572880202500103)** confirms the positive impact of early employment on future career success, with students being 5 times more likely to be employed in the long-term if they start work immediately after graduation. ## Challenges of transition for students with autism The transition from high school to the workplace can be a daunting prospect for any student. Finding and maintaining employment presents a unique set of obstacles for students with autism, however: difficulty communicating with other people makes it harder to perform well at job interviews, while workplace environments that are noisy or busy can pose challenges for individuals on the spectrum who are highly sensitive to particular sounds or other people’s touch. The necessity to adequately prepare special education students for this challenging transition is addressed by the **[Individuals with Disabilities Education Act (IDEA)](https://sites.ed.gov/idea/regs/b/a/300.43)**, which mandates that transition experiences should “facilitate the child’s movement from school to post-school activities”, and thus promote students’ successful entry into adult settings, chief among these being employment. Special educators are trained to develop and provide multiple work-based learning experiences so that students can explore different professional roles and gain a better understanding of their workplace preferences—whether working inside or outside, in a quiet or noisy environment, in a team or independently. Even so, the knowledge and skills students acquire as part of their transition curriculum in preparation for the working world do not necessarily materialize into a paid job after graduation, with many of these students remaining unemployed. According to **[research carried out by Roux et al. (2013)](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3753691/)**, postsecondary employment outcomes for young adults with autism receiving special education are worse than those of people with other disabilities. These findings suggest that there is a critical gap in our education system between autism and other disabilities in relation to transition, revealing a general failure to prepare students with ASD on their journey to becoming successful adults. ## Strategies for successful transition for students with autism Given the significance of securing employment as a key component of passage into adulthood—not to mention a key indicator of societal well-being—one possible improvement that can be made to the way in which schools and districts approach autism and transitions is embedding employment in transition curricula, requiring students to line up a job while still in school with a view to starting work as soon as they graduate. A **[study conducted by Rabren et al. (2002)](https://eric.ed.gov/?id=EJ650449)****,** which examined the employment status of 1,393 special education students in Alabama over the course of a year after leaving high school, supports the claim that every graduate should leave high school with a paid job in order to have a foot in the door of their desired profession. It concluded that students who had already secured a job by the time they left high school were five times more likely to still be employed a year later. These findings were presented almost two decades ago, and yet it seems that we are still far from achieving the desired outcome: successful employment after exiting the K-12 public education system. For students diagnosed on the autism spectrum, it is therefore of the utmost importance that they leave not only with a diploma attesting to their ability to work and the necessary transferrable skills to apply in their workplace, but with tangible opportunities that can set them on a successful career path for years to come. ### What challenges do students with autism face when transitioning into the workforce? Students with autism encounter obstacles like communication difficulties and sensitivity to noise, impacting their ability to perform in job interviews and workplace environments. ### How does IDEA support the transition of students with autism to employment? IDEA mandates transition experiences to facilitate movement from school to post-school activities, aiming to promote successful entry into employment for students with autism. ### How can schools improve transition planning for students with autism? By embedding employment in transition curricula and ensuring students secure a job before graduating, schools can improve transition outcomes for students with autism. ## Transitioning for students with autism: Next steps The journey of a thousand miles, as Chinese philosophical wisdom would have it, begins with a single step. In the context of high-school students with autism and transitions, the journey of adulthood begins with a single job. Ori Learning’s [adult transition curriculum](/adult-transition/) helps educators prepare students with autism for exactly this step. **[Ori Learning’s Transition Curriculum](https://orilearning.com/transition-curriculum/)** is designed with students with a range of disabilities in mind, including students with ASD. Our platform includes built-in accommodations and integrates UDL principles to facilitate tailoring the curriculum’s delivery to individual student needs. As part of the transition curriculum, students can explore the various career clusters and take interest inventories to identify their potential career paths. They will also learn, practice and apply new skills for researching employment opportunities, building their resume, applying for a job and preparing for the interview. Get in touch today to discover how our comprehensive curriculum can empower educators at your school or district to effectively teach transition skills to middle and high-school students today and set them up for success tomorrow. ### Related Resources - [transition services guide](/transition-services-a-comprehensive-guide-for-special-education-leaders/) - [classroom accommodations for students with autism](/20-5-classroom-modifications-for-students-with-autism/) - [building transition skills](/transition-skills-for-high-school-students-why-they-matter-and-how-to-build-them/) **Categories:** Instructional Strategies --- ### [10 Effective ABA Behavior Management Strategies](https://orilearning.com/aba-behavior-management-strategies/) **Published:** September 30, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Discover 10 practical ABA behavior management strategies for teachers—data-driven classroom techniques to improve student behavior, learning, and routines. **Content:** ### Related Resources - [creating a classroom behavior plan](/creating-an-effective-classroom-behavior-plan-a-step-by-step-guide-for-teachers/) - [behavior IEP goals](/building-successful-behavior-iep-goals-essential-tips-and-examples/) - [positive classroom behaviors](/positive-classroom-behaviors/) - [SEL strategies for behavior management](/the-role-of-sel-strategies-in-your-classroom-behavior-plan/) Are you struggling to manage challenging classroom conduct effectively? Applied Behavior Analysis (ABA) might be the solution you need. ABA focuses on enhancing socially significant behaviors through systematic observation and data-driven decisions, making it a proven method in educational environments. This blog post will explore ten effective ABA behavior management strategies that can transform your teaching experience, improve student outcomes, and streamline your daily routines. Stick around to discover actionable techniques that can bring out the best in your students and reduce your workload. ## Introduction to ABA Behavior Management Strategies Applied Behavior Analysis (ABA), as defined by the [Behavior Analyst Certification Board (BACB)](https://www.bacb.com/about/), focuses on improving socially significant behaviors through systematic observation and data-driven decisions. This approach aims to reinforce desirable conduct while reducing unwanted ones. ABA is fundamentally important in behavior management because it provides structured strategies that are both measurable and adaptable to individual needs. In general classroom settings, ABA behavior management methods are employed to manage and improve student decorum effectively. Teachers use techniques such as positive reinforcement, prompting, and behavior charts to encourage desired actions. By applying ABA strategies, educators can create a structured environment that promotes positive practices and academic success. This approach not only addresses behavioral issues but also helps in teaching new skills, making it an invaluable tool in educational settings. ## ABA Behavior Management Strategies: Positive Reinforcement Positive reinforcement involves rewarding desired behaviors to increase their occurrence. This principle is pivotal in Applied Behavior Analysis (ABA) because it helps in shaping and maintaining positive habits over time. When a student exhibits a desired behavior, they receive a reward that reinforces the likelihood of the action being repeated. This method leverages the natural human tendency to seek rewards and recognition, making it highly effective in various settings, especially classrooms. The effectiveness of positive reinforcement lies in its ability to motivate and encourage students. Common rewards used in classrooms include verbal praise, tokens, and small treats. Verbal praise can be as simple as saying “Good job!” or “Well done!” Tokens can be part of a token economy system where students accumulate tokens to exchange for a larger reward. Small treats, such as stickers or extra recess time, also serve as effective reinforcements. These rewards not only promote desired actions but also help in building a positive classroom environment. **Five common positive reinforcements in classrooms:** - Verbal praise (e.g., “Great work!”) - Stickers - Tokens - Extra recess time - Small treats (e.g., candy) To implement positive reinforcement effectively, teachers should follow a few practical tips. First, ensure that the reward is meaningful to the student; what works for one may not work for another. Second, be consistent in your application of rewards to maintain credibility and effectiveness. Third, provide immediate reinforcement to create a clear connection between the behavior and the reward. Lastly, gradually phase out tangible rewards and rely more on social reinforcements, like praise, to sustain the behavior long-term. Implementing these strategies can significantly enhance classroom management and student engagement. ## Prompting and Fading Techniques Prompting involves giving cues or assistance to encourage a desired behavior. There are various types of prompts used in ABA behavior management, including verbal, visual, and physical prompts. Verbal prompts are spoken instructions or cues, such as telling a student to “raise your hand.” Visual prompts include pictures, gestures, or written instructions that guide the behavior. Physical prompts involve physically guiding a student to complete a task, like helping a child hold a pencil correctly. Fading is the gradual reduction of prompts until the individual can perform the practice independently. The goal is to minimize the assistance over time so that the student can achieve the desired practice without prompts. The fading process must be systematic and gradual to ensure the student does not become dependent on the prompts. Effective fading strategies involve slowly reducing the intensity, frequency, or type of prompt, making sure the student still successfully completes the behavior. Teachers can apply prompting and fading techniques in the classroom to help students learn new skills and behaviors. Start by providing the least intrusive prompt that will still encourage the desired behavior. For example, use a verbal prompt before resorting to a physical one. Once the student begins to show improvement, gradually fade the prompts. This can be done by reducing the frequency of verbal cues or decreasing the level of physical assistance. Consistency and patience are key; the goal is to build the student’s independence while ensuring they feel supported throughout the learning process. ## Task Analysis in ABA Behavior Management Task analysis breaks down complex actions into smaller, manageable steps to facilitate learning. This technique is a cornerstone of ABA behavior management as it allows for systematic instruction and monitoring of progress. Task analysis is particularly effective in teaching daily living skills, such as personal hygiene, dressing, and academic tasks. By dissecting a complex skill into individual components, educators can provide clear, step-by-step instructions, making it easier for students to grasp and master the practice. **6 steps of a task analysis example for brushing teeth:** - **Step 1:** Pick up the toothbrush. - **Step 2:** Apply toothpaste to the brush. - **Step 3:** Turn on the faucet and wet the toothbrush. - **Step 4:** Brush the top teeth in a circular motion. - **Step 5:** Brush the bottom teeth in a circular motion. - **Step 6:** Rinse the mouth and toothbrush. Teachers can use task analysis to help students learn complex skills by first identifying the end goal and then breaking it down into smaller, sequential steps. Each step is taught individually, often using prompts and reinforcements to ensure mastery before moving on to the next. This method not only simplifies the learning process but also allows for tailored instruction to meet individual student needs. By tracking progress at each step, educators can provide targeted feedback and make adjustments as needed, ensuring that students achieve success in mastering complex behaviors. ## Implementing Token Economy Systems Token economies use tokens as a form of currency that can be exchanged for rewards. This strategy is grounded in the principles of ABA behavior management and is highly effective in promoting positive decorum in educational settings. Tokens can be tangible items like stickers, chips, or points recorded on a chart. The idea is to provide immediate reinforcement for desired behaviors, which can then be exchanged for a more substantial reward, thereby motivating students to repeat those behaviors. Token economies work by establishing a clear connection between behavior and reward. When a student displays a desired habits, they receive a token. These tokens accumulate and can later be traded for a predetermined reward, such as extra recess time, a small toy, or a special privilege. The benefits of this system include increased motivation, immediate feedback, and a structured approach to behavior management. Token economies also help students understand the concept of delayed gratification and goal-setting. **5 steps to implement a token economy:** - Define the target behaviors that will earn tokens. - Select the type of tokens to be used (e.g., stickers, chips). - Determine the rewards and their token cost. - Explain the system to the students, ensuring they understand how to earn and exchange tokens. - Consistently apply the system, monitoring and adjusting as necessary. Examples of token rewards that can be used in classrooms include extra playtime, a homework pass, a preferred activity, lunch with the teacher, or small toys. By implementing token economies, teachers can create a structured and motivating environment that encourages positive practices and academic engagement. This method not only reinforces desired conduct but also aids in the development of self-management and responsibility among students. ## ABA Behavior Management Strategies: Extinction Extinction involves withholding reinforcement for a previously reinforced behavior to reduce its occurrence. This technique is a fundamental component of ABA behavior management and is used to decrease unwanted behaviors by removing the reinforcement that maintains them. When the reinforcement is no longer provided, the behavior is expected to decrease over time. The primary goal of extinction is to break the association between the behavior and its reinforcement, leading to a reduction in the behavior’s frequency. **4 steps to apply extinction in a classroom:** - **Identify the behavior to be reduced:** Clearly define the specific behavior that needs to be decreased. - **Determine the reinforcement maintaining the behavior:** Understand what is reinforcing the behavior, such as attention, tangibles, or escape. - **Withhold the reinforcement:** Consistently refrain from providing the reinforcement when the behavior occurs. **Monitor and adjust:** Track the behavior’s frequency and make necessary adjustments to the extinction plan. Handling extinction bursts is a critical aspect of the extinction process. An extinction burst is a temporary increase in the undesired habits when the reinforcement is first removed. This can be challenging but is a normal part of the extinction process. Teachers should remain consistent and not give in to the behavior during this phase. Over time, the behavior will typically decrease as the student learns that the reinforcement is no longer available. Consistent application and monitoring are essential to successfully implementing extinction strategies in the classroom. ## Functional Behavior Assessment (FBA) and Behavior Intervention Plans (BIPs) [Functional Behavior Assessment (FBA)](https://iris.peabody.vanderbilt.edu/product/fba/) is a method used to identify the reasons behind challenging decorum by analyzing antecedents, behaviors, and consequences. This approach helps in understanding the function of a behavior, which is crucial for developing effective intervention strategies. The primary elements of an FBA include identifying the target behavior, collecting data on the behavior, and analyzing the data to determine the function of the behavior. Understanding why a behavior occurs allows educators to address the root causes rather than just the symptoms. Behavior Intervention Plans (BIPs) are developed based on the results of the FBA to address specific behavioral issues with tailored strategies. A BIP includes proactive strategies to prevent the occurrence of the behavior, teaching strategies to replace the undesired conduct with a more appropriate one, and reactive strategies to respond when the behavior occurs. The goal is to create a comprehensive plan that not only reduces the challenging behavior but also promotes positive behavior. BIPs are dynamic and should be regularly reviewed and adjusted based on the student’s progress and changing needs. Teachers can use FBA and BIPs to manage classroom conduct effectively. By identifying the antecedents and consequences of challenging behaviors, teachers can modify the classroom environment to reduce triggers and reinforce positive behaviors. Implementing a BIP ensures that there is a consistent and structured approach to managing behavior, which helps in creating a positive and conducive learning environment. Regular monitoring and data collection are essential to evaluate the effectiveness of the BIP and make necessary adjustments to meet the individual needs of the student. ## Data Collection and Analysis in ABA Data collection involves recording the frequency, duration, and intensity of behaviors. This process, extensively validated in research published by the [Journal of Applied Behavior Analysis (JABA)](https://onlinelibrary.wiley.com/journal/19383703), is crucial in Applied Behavior Analysis (ABA) as it provides the empirical evidence needed to track progress and make informed, data-driven decisions. Accurate data collection allows educators and behavior analysts to understand behavior patterns, identify triggers, and measure the effectiveness of interventions. Without consistent and precise data, it would be challenging to assess whether a particular strategy is working or needs adjustment. **5 types of data collected in ABA:** - **Frequency:** The number of times a behavior occurs within a specific period. - **Duration:** The length of time a behavior lasts from start to finish. - **Intensity:** The force or severity of the behavior. - **Latency:** The time elapsed between a prompt and the onset of the behavior. - **Inter-response time:** The time between consecutive occurrences of the behavior. Data analysis helps refine ABA strategies by providing a clear picture of behavior trends and intervention outcomes. By analyzing collected data, behavior analysts can determine the effectiveness of current interventions and make necessary adjustments to improve outcomes. This systematic approach ensures that strategies are tailored to meet individual student needs, increasing the likelihood of achieving desired decorum changes. Data analysis also facilitates communication with stakeholders, such as parents and teachers, by providing concrete evidence of progress and areas needing improvement. ## More on ABA Behavior Management Strategies ### What is behavior management in ABA? Behavior management in ABA focuses on improving socially significant behaviors by observing and making data-driven decisions. It is widely used in educational settings to manage behavior and teach new skills. ### **How are ABA strategies applied in the classroom?** In classrooms, ABA strategies are used to manage behavior and enhance learning. Teachers use techniques like positive reinforcement, task analysis, and token economies to create a structured and supportive learning environment. ### How can parents use ABA therapy techniques at home? Parents can use ABA techniques like positive reinforcement, task analysis for daily routines, and creating token economies for chore completion. These methods help improve behavior and skills in a home setting. Learn more about Ori Learning’s [emotional well-being program](/emotional-well-being-curriculum/). **Categories:** Instructional Strategies --- ### [6 Transition Activities for Better Student Outcomes](https://orilearning.com/transition-activities/) **Published:** September 7, 2023 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Engaging transition activities for special education: practical, age-appropriate classroom tools to build nonacademic skills, self-determination, and career readiness. **Content:** Transition coordinators and special education teachers are painfully aware of the lack of engaging, age-appropriate activities in transition curricula. When browsing through online resources, you instantly notice the almost complete lack of transition activities suitable to classroom settings. This is no surprise, considering topics such as developing a positive attitude, communication skills, self-determination and self-esteem are rarely given the time and attention they deserve in the classroom. With access to a range of fun hands-on activities that help students with disabilities better understand the importance of nonacademic skills and connect them to real-world settings, transition coordinators and teachers can markedly improve instruction in these areas. In this article, we will explore recent data and research that illustrate the gaps in transition instruction before providing 5 examples of ready-made activities you can start using right away to stimulate the teaching of essential skills. ## The role of transition activities in fostering college and career readiness While there are growing trends that suggest post-secondary outcomes for people with disabilities have improved over the past few years, transition results remain unsatisfactory in key areas such as employment and further education. The graphs below indicate a steady increase in the % of people with disabilities who hold a higher education degree or are in active employment. ![Graph showing growing number of people with disabilities have bachelor's degrees or higher. ](https://orilearning.com/wp-content/uploads/2023/09/Screenshot-2023-09-07-at-16.08.47-300x170.png "Bachelor's degree or higher graph – Ori Learning") Source: Annual Report on People with Disabilities in America (2023) ![Graph showing the increase in the percentage of people with disabilities in employment.](https://orilearning.com/wp-content/uploads/2023/09/Screenshot-2023-09-07-at-16.13.57-300x169.png "People with disabilities in employment graph – Ori Learning") Source: Annual Report on People with Disabilities in America (2023) While these are positive developments, the data continues to highlight the gaping disparities between people with disabilities and those without when it comes to accessing employment and further education. Digging deeper into the [Annual Report on People with Disabilities in America](https://www.researchondisability.org/annual-disability-statistics-collection), it is also evident people with disabilities continue to earn less than their non-disabled peers, are more likely to experience poverty and are far less likely to have access to benefits such as private health care. These statistics have prompted a number of researchers to call for schools and districts to start addressing nonacademic skills areas that have been historically underemphasized. For example, a [meta-analysis of secondary transition literature](https://www.researchondisability.org/annual-disability-statistics-collection) by McConnell et al. sought to identify ‘student nonacademic behaviors associated with post–high school employment and education.’ Their analysis suggested that more attention should be paid to 10 key areas of instruction including knowledge of strengths and limitations, goal setting and attainment, persistence, and self-advocacy. Moreover, numerous studies cited by June E. Gothberg et al. 2015, point to the benefits of developing competencies such as self-esteem and a positive attitude for academic performance as well as their effects on employability, earning power and well-being in adulthood. However, teachers remain unconvinced. A [widely cited national survey](https://kuscholarworks.ku.edu/bitstream/handle/1808/6198/SD8_National%20Survey%20of%20Teachers%27.pdf?sequence=1) by Wehmeyer et al. indicates that many educators don’t see the value or benefit of instruction in this area. Others, feel unprepared to provide such instruction or claim they lack the necessary resources. Transition coordinators can address these issues by: - clearly outlining the immense need for teaching nonacademic skills (as illustrated in this section) - providing the necessary resources to facilitate instruction. This is where transition activities come in. Graphic organizers, role-playing games and connect-to-home activities are all quick and easy ways to stimulate the teaching of transition skills. They help secondary students reflect on the importance of what they are learning and connect particular skills to real-world situations and emotional states. So, let’s explore 5 engaging classroom activities for high school students to practice key transition skills. These activities are designed by professional instructional designers at Ori Learning and can be adapted to a wide variety of learning styles and needs. ## 6 Classroom Transition Activities to Enhance Your Curriculum **1. Setting personal goals** ![Cheerful young student happy for completing a personal goal. Wears a black t-shirt and backpack on yellow background.](https://orilearning.com/wp-content/uploads/2023/09/AdobeStock_616736652-scaled.jpeg) Create an action plan for a transition goal involving independent living, education, work or health. #### Step 1: Answer these questions. 1. What is your goal? 2. When do you expect to meet this goal (date)? 3. Is your goal S.M.A.R.T 1. Specific 2. Measurable 3. Attainable 4. Relevant 5. Timely Remember the 5 golden rules: 1. Set goals that motivate you. 2. Set S.M.A.R.T. goals. 3. Set goals in writing. 4. Set an action plan in place. 5. Set time to re-evaluate and track your progress toward meeting goals. **Step 2: Use the graphic organizer to break down your goal.** What do I need to do to achieve my goal?What steps will I take to meet my goal? What help do I need to achieve my goal?What obstacles might get in the way? When will I check progress for my goal?How will I know if I meet my goal? **Step 3: Get feedback from your teacher, the class, family or friends.** When giving feedback, remember to: - Be honest but kind. - Take turns and help each other. - Give a compliment and a suggestion. - Make eye contact. **2. Developing interpersonal skills** ![Three teen girls embracing and smiling at the camera on orange background.](https://orilearning.com/wp-content/uploads/2023/09/AdobeStock_616979039-scaled.jpeg) In this role-playing activity, you will analyze a problem and develop a solution that works for both sides. Scenario 1: Your coworker is texting instead of helping customers. Scenario 2: You are doing a group project and one of the members of the group is unwilling to do their part of the project. **Step 1: Pick one of the conflicts then decide if you should resolve the conflict.** Pick one of the above scenarios then, decide if you should resolve the conflict. - Is there a solution? - Is it a big deal? - Can you change the person’s mind? **Step 2: Check your assumptions** Using the scenario you chose, prepare for the conversation you will have with the other person by looking at your own assumptions about their actions. - Action: What did the other person actually say or do? - Impact: How did this impact me? - Assumption: Based on this impact, what assumption am I making about what the other person intended? **Step 3: Share your feelings** Use an “I feel…” statement to name your own feelings. Use this as a template: *“I feel (name your feeling) when you (name the situation) because (name the reason for your feelings).”* **Step 4: Recognize the other person’s experience** Imagine how the other person feels. Recognize the other person’s feelings and invite them to share their side of the story. *“I think that you feel (name what you believe to be the other person’s feelings) when (describe the situation and add an invitation to talk). Is that right?”* **Step 5: Listen** Imagine what the other person might say. Listen actively to understand the other person’s side of the story, share your own viewpoint, and then acknowledge the other person’s feelings. - What is their side of the story? - How can you acknowledge their feelings? **Step 6: Agree on a goal** Once you both understand that there is a problem, agree on an end goal. What do you both ultimately want? **Step 7: List the obstacles** Make a list of any obstacles that are stopping you from solving your problem. What are some possible things stopping you both from getting what you want? Step 8: Find solutions Work together to come up with two or three possible solutions to help you solve your problem. - **Who?** Is there anyone that can help you solve this problem? - **What?** What is causing this problem? Can you fix it or change it? - **Where?** Where is the problem happening? Is the location causing the problem? - **When?** When is the problem happening? Will changing the time help? - **Why?** Why is the problem happening? What can you do about it? - **How?** How did the problem start? Did something change? **Step 9: List pros and cons** List out the pros and cons of the solutions that you came up with. Once you’ve done that, pick one to try. **Step 10: Review and adjust** Once you’ve tried out your solution, evaluate it. Did it work? Why or why not? 3\. Identifying personal strengths ![Teenager wearing denim shirt and white t-shirt with a backpack and headphones carrying school books. Yellow background.](https://orilearning.com/wp-content/uploads/2023/09/AdobeStock_561585629-scaled.jpeg) Create an action plan for a transition goal involving independent living, education, work or health. Write a speech to a potential employer answering the question “Why would you be a good addition to our team?”. Use the template below to structure your speech and practice giving it to others. Here’s an example: > I would be a great addition to your day care center because I have a lot of creativity. This means that I am always thinking of new and interesting ideas. This character strength helped me to work with my high school’s mural committee to paint murals on the walls of my high school. These murals made my school beautiful and were also educational. Having creativity will also help me in your day care center because I will use my creativity to help make many beautiful and educational art projects with the children. If I am given the chance to join your organization, this is just one of the many character strengths of mine you will see. **Step 1: Write an introduction** - ‟One of the challenges that I was able to overcome was (insert challenge).” - ‟This means that (explain what your challenge was).” Remember to: - Restate the question - Use transition words - List a character strength - Give an example **Step 2: Include supporting details and evidence** - ‟I realized that my (insert the challenge) stopped me from (explain the situation at the school, home, or elsewhere when the challenge stopped you from living up to your potential).” Make sure your evidence is: - Specific - Clear - A reasonable length (not too long) - Able to prove the point **Step 3: Write a conclusion** - ‟Overcoming (insert the challenge) taught me that (insert your conclusion).” - ‟If I am given the chance to join your organization, this is just one of the many character strengths of mine that you will see.” In your conclusion, avoid: - Too many details - Adding new details **Step 4: Present your speech** Use the checklist below to evaluate your own presentation and that of your classmates. 1: Did Not Meet2: Meets Some3: Meets AllEye Contact Body Language Staying Focused Taking Turns 4\. Career exploration ![Student sits in front of open laptop and smiles to the camera.](https://orilearning.com/wp-content/uploads/2023/09/AdobeStock_534975765-scaled.jpeg) Write a job description for your ideal future job. Use the template below. Describe the Ideal Company. What is the Job Title? Describe the Job Duties and Responsibilities. What are the Education or Skill Requirements? What are the Salary and Benefits for this Job? Write a Brief Summary About the Position for a Newspaper or Online Advertisement. 5\. Self-determination ![Smiling teen with red hat and sweater carrying a skateboard.](https://orilearning.com/wp-content/uploads/2023/09/AdobeStock_460772901-scaled.jpeg) Complete this action plan before your next IEP transition meeting and use it to lead the discussion about your future. Step 1: People You Can Count On - Which people in your life are your biggest supports? Make sure to include role models, mentors, friends, family members, teachers and other people you can count on. Step 2: Strengths & Preferences - List your strengths - List your preferences Step 3: Needs & Obstacles - List your needs - List your obstacles Step 4: Future Goals - When you think about the future, what do you see for yourself in each of the areas listed below? HouseWorkEducationRelationshipsStep 5: Additional Support - What supports do you need to make these goals come true? HouseWorkEducationRelationshipsStep 6: Accommodations & Services - Which accommodations or services have worked best for you and will need to continue after you graduate from high school? Step 7: You & Your Future - What is the one thing you want everyone at your IEP transition meeting to know about you and your plans for the future? 6\. **Cultivating Communication Skills** A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. Explore our [curriculum for high school transition planning](/high-school-transition/) to see the full scope of activities available for grades 9–12. For students ages 18–22+, our [curriculum for young adults in transition](/adult-transition/) builds on these activities with a post-secondary focus. ![Teenagers wearing backpacks walking and talking on an empty street.](https://orilearning.com/wp-content/uploads/2023/09/AdobeStock_451734111-scaled.jpeg) This is a role-playing activity you can complete with a teacher, friend or family member. Step 1: Read the scenarios and decide which conversation you want to write about. - Riding an elevator with someone you have a class with. - Speaking to a friend about your plans for the weekend. - Sitting at the lunch table with a new student. Step 2: Review the *Conversation Checklist*. Start the conversation with a greeting.Exchange pleasantries.Initiate conversation by tying a comment to an open-ended question.Keep the conversation going by asking at least two questions.Identify when you should end the conversation.End the conversation by giving a reason, making plans for the future, or by making a positive comment about the conversation. Then say goodbye.Show the conversation is done by leaving or doing something else.Step 3: Write a draft of your conversation. Include notes on: - Greetings - Pleasantries - Small talk - Open-ended questions - Conversation closer Step 4: Practice with your partner. Step 5: Switch! And give each other feedback. Step 6: Compose a follow-up email thanking your partner for the feedback they gave you. ### Related Resources - [comprehensive transition services guide](/transition-services-a-comprehensive-guide-for-special-education-leaders/) - [building transition skills](/transition-skills-for-high-school-students-why-they-matter-and-how-to-build-them/) - [engaging students in transition planning](/8-tips-for-engaging-students-in-the-transition-planning-process/) - [SEL activities](/social-emotional-learning-activities/) - [what is an individual transition plan](/what-is-an-individual-transition-plan/) **Categories:** Classroom Activities, Instructional Strategies, Skill Building, Transition & SPED **Tags:** classroom activities, college and career readiness, disabilities education, nonacademic skills, self-determination, special education, student outcomes, Transition, transition activities --- ### [Teaching Happiness: Bring the Science of Well-Being to Your Classroom](https://orilearning.com/teaching-happiness-bring-the-science-of-well-being-to-your-classroom/) **Published:** March 8, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Discover practical positive psychology strategies to boost wellbeing and flourishing in special and general education—tools for teachers, counselors, and leaders. **Content:** ![Teaching happiness webinar banner with headshots of presenters Katie and Patricia from Proof Positive.](https://orilearning.com/wp-content/uploads/2024/03/marketing_social_9.12.23_webinar-teaching-happiness_1920x627.png "marketing_social_9.12.23_webinar-teaching-happiness_1920x627 – Ori Learning – Ori Learning") # Wellbeing in Special and General Education: Harnessing Positive Psychology for Everyone In October 2023, [Dr. Patricia Wright](https://proofpositive.org/?team_member=patricia-wright-phd-mph) and [Dr. Katie Curran](https://proofpositive.org/about/#), acclaimed leaders in positive psychology and autism advocacy, delivered a transformative workshop to the Ori Learning audience. The recording of this online event offers a deep dive into the latest advances in positive psychology, equipping participants with five key elements to boost wellbeing and foster flourishing in educational settings. - **Five Elements of Wellbeing**: Learn about Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment, and how they contribute to flourishing. - **Practical Skills for Wellbeing**: Gain practical skills, tools, and knowledge to impact the social and emotional wellbeing of your students positively. - **Enriching Learning Environments**: Discover methods like Practicing Gratitude, Increasing Positive Emotions, and Using Character Strengths to improve student performance and job satisfaction. - **Targeted Audience**: Ideal for Guidance Counselors, General and Special Education Teachers, Special Education and SEL Directors, Principals, and School Administrators passionate about emotional wellbeing. Whether you’re an educator, counselor, or school administrator, this session provides immediately actionable strategies to enhance your wellbeing and that of your students, colleagues, and family. Ori Learning’s [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) puts these positive psychology principles into practice with ready-to-use lessons for grades 6–12. Transform your approach to wellbeing in education with practical tips from world-leading experts. **Fill out the form next to this description to access the recording. This resource will remain open for a limited time only.** ### Related Resources- [SEL activities2. [positive classroom behaviors ](\"\/positive-classroom-behaviors\/\")](\"\/social-emotional-learning-activities\/\") ## Access the Recording More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Research & Trends --- ### [Staying Out of Special Education Jail: Top Legal Tips & Strategies](https://orilearning.com/staying-out-of-special-education-jail-top-legal-tips-strategies/) **Published:** March 11, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Learn practical legal strategies for special education compliance from experts Dr. Mitch Yell and Dr. Kurt Hulett—access the free recorded webinar. **Content:** ![Staying out of special education jail webinar banner with headshots of Dr. Yell and Dr. Hulett](https://orilearning.com/wp-content/uploads/elementor/thumbs/marketing_social_9.12.23_webinar-teaching-happiness_1920x627-1-qkwpxpb1u3f7rroam34prp2r48xdi98ly26zyto8zi.png "marketing_social_9.12.23_webinar-teaching-happiness_1920x627") # Navigating Legal Challenges in Special Education: Essential Strategies from Industry Experts This invaluable webinar was recorded on Dec 14th | 2023 and it features [Dr. Mitch Yell](https://exceptionalchildren.org/about-us/board-directors/mitchell-l-yell-phd) and Dr. Kurt Hulett, two esteemed figures in special education law. Dr. Yell and Dr. Hulett addressed an audience of over 200 school and district leaders and shared their top strategies for ensuring compliance. As the complexity of special education law intensifies, understanding how to navigate potential legal challenges becomes crucial. We recorded this session for anyone facing the intricacies of legal compliance in special education and it is available 100% free for a limited time only. - **Avoiding Legal Pitfalls**: Learn how to steer clear of common legal issues in the field of special education. - **Expert Guidance**: Gain insights from Dr. Mitch Yell, a leading expert in special education law, alongside Dr. Kurt Hulett. - **Practical Strategies**: Equip yourself with practical, applicable strategies to prevent legal complications in your role. - **Interactive Q&A**: Direct access to experts for answers to your specific questions and concerns about special education law. **This resource will remain open source only for a limited time:** **don’t miss the chance to transform your understanding and approach to special education law.**For a structured approach to special education transition compliance, explore [Ori Learning’s special education transition program](/transition-curriculum/). Fill out the form beside this description and access the full webinar recording now!### Related Resources- [FAPE requirements checklist2. [legal pitfalls in transition planning2. [ADA transition plan compliance2. [IEP accommodations best practices ](\"\/iep-accommodations-best-practices-for-successful-implementation\/\")](\"\/the-ada-transition-plan\/\")](\"\/7-most-common-legal-errors-for-special-educators-to-avoid-in-the-transition-planning-process\/\")](\"\/fape-checklist-for-special-education\/\") More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Compliance & Law --- ### [What Is UDL's Role in Special Education?](https://orilearning.com/what-is-udl-in-special-education/) **Published:** October 25, 2023 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Discover how UDL (Universal Design for Learning) transforms special education with flexible strategies that boost access, engagement and outcomes for students. **Content:** Every learner is unique, carrying with them a diverse array of interests, needs, and abilities. As distinctive as our DNA, these differences play a significant role in how individuals process and understand information. For special education leaders, understanding the significance of UDL in special education is paramount. ​In this article we will delve into the key principles of UDL and explore their relationship to crucial challenges in working with students with disabilities. We will also explore the evolution of this research framework and provide data on its effectiveness in special education settings. ## UDL at a glance​ Universal Design for Learning (UDL) is not just a theoretical concept; it’s a pragmatic educational framework tailored to the diverse landscape of learners. Specifically, UDL fosters “flexible learning environments,” spaces designed to adapt to the myriad learning styles of each student. [CAST](https://www.cast.org/resources/about-universal-design-for-learning/), the organization behind UDL, describes this approach as “a set of principles for curriculum development that gives all individuals equal opportunities to learn.” At its core, UDL provides a holistic blueprint, encompassing instructional goals, teaching methods, materials, and assessments. The methodology is defined by flexibility, allowing for ongoing customization based on individual needs. ## How does UDL work? Diving deeper, Universal Design for Learning employs three primary brain networks, as outlined in the [UDL Guidelines](https://udlguidelines.cast.org/): - Recognition Networks (The “What” of learning): This is where we decipher and categorize information from our surroundings. Examples include identifying letters, words, or discerning an author’s unique style. - Strategic Networks (The “How” of learning): This involves planning and executing tasks, such as writing an essay or solving a mathematical problem. - Affective Networks (The “Why” of learning): This pertains to a student’s motivation and engagement, focusing on how learners are challenged, excited, or interested. UDL’s overarching goal is to eliminate barriers to learning, ensuring every student has an equal shot at success. The term “universal” might be misleading to some. Rather than implying a singular method of instruction, UDL in special education champions a plethora of teaching strategies, each tailored to the diverse needs of students. It emphasizes flexibility, ensuring that teaching methods can be adjusted based on each student’s strengths and requirements. ## What is UDL’s role in special education? A cornerstone of the UDL approach is that the curriculum adapts to the learner, rather than expecting the learner to adjust. This is particularly beneficial for students with learning and attention challenges, as it provides multiple avenues to engage with material. By offering different ways to demonstrate knowledge, UDL harnesses individual strengths while concurrently addressing weaknesses. Planning curricula with UDL in special education foregrounds the inherent variability of learners. While some might question if UDL is exclusively for students with disabilities, the answer is a resounding no. Every student, irrespective of their abilities, stands to gain from the multifaceted supports UDL offers. From varying test formats, like oral presentations, to innovative engagement strategies, UDL empowers teachers to cater to the rich tapestry of student needs. Looking for a UDL-based curriculum for your special education needs? ## Linking UDL principles to special education needs Universal Design for Learning (UDL) is anchored by three core principles, each crafted with the intention of addressing diverse learning needs. For special education directors and transition coordinators, understanding the alignment of these principles with the challenges of special education can illuminate the profound benefits of a UDL approach. Let’s delve into each principle: ### **1. Multiple Means of Representation** - Special Education Challenge: Students with learning disabilities, such as dyslexia or visual impairments, may struggle with traditional textual information. Their unique learning profile might hinder comprehension when information is presented in conventional formats. - UDL Solution: By offering multiple means of representation, educators can present information in varied formats – audio, visual, tactile, or a combination. For instance, a student with dyslexia might benefit from audio books or visual aids, while those with visual impairments might utilize tactile graphics or braille. - Unique Benefit: This principle ensures that learners access information in a manner most suitable to their individual needs, fostering comprehension and retention. ### **2. Multiple Means of Action and Expression** - Special Education Challenge: Many students in special education settings, such as those with motor disabilities or expressive language disorders, find it challenging to showcase their knowledge and skills using standard assessment methods. - UDL Solution: This principle encourages educators to provide various ways for students to express their understanding. Instead of just written tests, students might be given opportunities for oral presentations, projects, or even hands-on demonstrations. - Unique Benefit: Students are empowered to play to their strengths and convey their understanding in ways that are both comfortable and authentic to them. ### **3. Multiple Means of Engagement** - Special Education Challenge: Motivation and sustained interest can be challenges for many learners, including those with attention deficit disorders or emotional and behavioral disorders. - UDL Solution: Recognizing that engagement is not one-dimensional, UDL promotes multiple avenues to captivate students’ interests. This could be through real-world problem-solving, gamified learning modules, or connecting lessons to personal interests. - Unique Benefit: By appealing to individual passions and tapping into intrinsic motivation, students are more likely to be engaged, invested, and successful in their learning journey. In essence, the UDL principles, when integrated into special education settings, address the very challenges that these environments often grapple with. By tailoring learning experiences to individual needs, UDL doesn’t just accommodate but celebrates the diversity of learners—a principle aligned with [IDEA (the Individuals with Disabilities Education Act)](https://sites.ed.gov/idea/)—ensuring that each student, with their unique strengths and challenges, is given the best possible platform to succeed. ## More on UDL in special education ### What is UDL? Universal Design for Learning (or UDL) is an educational framework aimed at creating flexible learning environments to adapt to the diverse needs of students, ensuring equal opportunities to learn. ### How does UDL benefit students with disabilities? UDL provides multiple means of engagement, representation, and expression, catering to the individual strengths and needs of students with disabilities. ### How does UDL address challenges in special education? UDL tailors learning experiences to individual needs, celebrating learner diversity and ensuring students with unique strengths and challenges succeed. ## The UDL tapestry in special education Navigating the realm of special education is akin to weaving a complex tapestry. Each thread represents a unique learner, and the overarching design embodies the collective learning experience. Universal Design for Learning (UDL) acts as the skilled hand guiding this weaving process, ensuring every thread finds its rightful place, and the resultant design is both intricate and inclusive. UDL is not just a methodology; it’s a philosophy that recognizes the infinite variability of human potential. For special education leaders and instruction teams, it offers a path towards more inclusive and responsive classrooms. In a world that’s rapidly changing, with classrooms becoming more diverse by the day, UDL ensures we don’t just adapt but thrive. By focusing on flexibility, engagement, and inclusivity, UDL in special education stands as a testament to what’s possible when we prioritize every learner’s unique journey. As we look ahead, it’s clear: the future of special education is brighter, more inclusive, and more dynamic, thanks to the principles and promise of UDL. A curriculum focused on [preparing students for life after school](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. ### Related Resources - [implementing SEL in the classroom](/implementing-social-emotional-learning-in-the-classroom/) - [IEP accommodations](/iep-accommodations-best-practices-for-successful-implementation/) - [alternative assessment approaches](/alternate-assessments-in-special-education-beyond-standardized-testing/) - [best practices in special education](/best-practices-in-special-education-quick-guide/) **Categories:** Instructional Strategies, Research & Trends **Tags:** curriculum adaptation, educational frameworks, flexible learning environments, inclusive education, individualized instruction, teaching strategies for disabilities, UDL in special education, universal design for learning --- ### [How to Write SMART IEP Goals (With Examples)](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) **Published:** January 9, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Learn how SMART IEP goals strengthen transition planning, ensure substantive compliance after Endrew F. and Perez, and reduce litigation risk. **Content:** As schools and districts continue to navigate a changing legal landscape with respect to individual education programs, setting appropriate IEP goals as part of every student’s transition out of secondary education has become more crucial than ever. Recent landmark cases have highlighted the importance of providing high-quality IEPs that lead to measurable progress. Moreover, legal experts have identified the transition planning process as a weak spot for many institutions—a gap that Ori Learning’s [high school transition program](/high-school-transition/) is designed to close— leading to increased exposure to litigation for those who overlook this key step in special education. To help ensure your transition plans provide the best possible outcomes for students and minimize the probability of legal action, we’ve consulted with Dr Hulett – an author and leading voice in special education. In this article, Dr Hulett shares his blueprint for creating SMART goals that ensure transition services are compliant with the latest changes in IEP legislation and provide meaningful results for students. Key takeaways: - Recent Supreme Court rulings have put unprecedented weight on substantive compliance for IEPs. - Transition planning is seen as the most vulnerable aspect of an IEP from a legal standpoint. - SMART annual goals are the best way to ensure the transition plan and IEP’s effectiveness and compliance. - From post-secondary education to self-advocacy and communication, Dr Hulett shares useful examples of smart IEP goals. ## SMART IEP goals and substantive compliance With the U.S. Supreme Court’s rulings in Endrew F. v. Douglas County Schools (2017) and Perez v. Sturgis (2023), substantive compliance has never been more important. Substantive compliance is essentially the responsibility of a school district to create and provide a quality IEP that results in measurable progress. The Endrew F. case established that every child “must make progress in light of their unique circumstances … and “the child’s IEP must be reasonably ambitious.” In the Perez case, the High Court determined that parents do not need to exhaust administrative remedies prior to seeking financial damages via additional federal statutes (ADA, etc.). Dr Hulett comments that “the combined decisions have resulted in the raising of the bar for school districts with respect to providing a FAPE and that the parents can more easily and quickly sue districts for financial damages when FAPE violations occur. This is certainly not a good recipe for districts that are not ensuring high quality, individualized IEPs.” He goes on to say: “In the past couple of years, we have observed an increase in transition planning-related [due process](https://www.wrightslaw.com/info/iep.index.htm) filings and litigation. The general belief among special education law experts is that attorneys have identified transition planning as a weak area in the [IEP process](https://www.understood.org/en/articles/understanding-individualized-education-programs) and are using this area as a trojan horse of sorts to initiate formal complaints and litigation.” One of the [most common legal issues](https://orilearning.com/7-most-common-legal-errors-for-special-educators-to-avoid-in-the-transition-planning-process/) with a non-compliant transition plan is often tracked back to the annual goals and objectives. “All too often annual IEP goals and objectives are not individualized, linked to the PLAAFP, measurable, and they do not have baselines.” So, how do school districts protect themselves from litigation, due process filings, and ensure each child has a truly individualized transition plan in his or her IEP? According to Dr Hulett: “The best way to create a truly individualized, compliant, and meaningful transition plan and IEP is to ensure each annual goal and objective is SMART.” ## How to create SMART IEP goals for transition When writing SMART goals and short-term objectives for transition planning for a student with an IEP, it’s important to ensure that they are specific, measurable, achievable, relevant, and time bound. ### SMART goals Here are the key elements Dr Hulett advises to consider when developing SMART IEP goals and short-term objectives: **Specific (S)**: The goal or objective should be clear, specific, and well-defined. It should focus on a particular skill or outcome that the student needs to achieve. **Measurable (M)**: The goal or objective should include a way to measure or quantify the student’s progress or success. This could be through data collection, assessments, observations, or other measurable indicators. **Achievable (A)**: The goal or objective should be realistic and attainable for the student, taking into account their abilities, resources, and supports available. It should consider the student’s current level of functioning and set reasonable expectations for growth. **Relevant (R)**: The goal or objective should be relevant and directly related to the student’s transition needs and post-secondary goals. It should address skills or outcomes that are important for the student’s successful transition to adulthood, employment, education, or independent living. For students ages 18–22+, Ori Learning’s [adult transition solution](/adult-transition/) builds on these goals with post-secondary-focused instruction. **Time-bound (T)**: The goal or objective should have a specific timeline or target date for completion. This helps create a sense of urgency and allows for progress monitoring and adjustments as needed. ### Short-term objectives When writing short-term objectives, which are steps or benchmarks that lead to the achievement of the overall goal, Dr. Hulett recommends considering the following additional elements: - Break down the goal into smaller, manageable objectives that can be achieved within shorter timeframes. - Each objective should be specific, measurable, achievable, relevant, and time-bound. - The objectives should build upon each other and contribute to the overall attainment of the goal. ## SMART IEP goals and short-term objectives in action To demonstrate this approach in practice, let’s consider a SMART IEP goal for a student’s transition planning: **SMART goal**: By the end of the academic year, the student will independently research and apply to two post-secondary institutions that align with their career interests. **Short-term objective 1**: By , the student will research at least three post-secondary institutions and compare their programs, admission requirements, and career opportunities. **Short-term objective 2**: By , the student will attend college fairs or information sessions to gather further details about the two preferred post-secondary institutions. **Short-term objective 3**: By , the student will complete and submit applications to the two chosen post-secondary institutions, including all required documents and essays. Remember to review and revise the goals and objectives periodically to ensure they remain relevant and appropriate for the student’s evolving needs and progress. Collaboration with the student, family, and IEP team is crucial in developing effective and meaningful transition goals and short-term objectives. ## 5 Examples of SMART IEP goals for transition Drawing on his years of experience working with teachers and districts across the country, here are Dr Hulett’s top examples of measurable transition goals for students with IEPs that include baseline scores and methods of evaluation: *Note: For ease of understanding and application, specific measurements were not used in the baselines below. Although not a requirement, quantitative baselines are preferred as they are discreet, easily measured, and easy to determine the degree of progress made in a given time period.* ### **1. Post-secondary education** **Baseline**: The student is currently unable to complete a college application. **Goal**: By , the student will identify and apply to three post-secondary institutions. The student’s progress will be evaluated based on the completion of college applications and submission confirmation. ### **2. Employment** **Baseline**: The student has minimal knowledge of career interests and limited exposure to job-seeking skills. **Goal**: By , the student will participate in a vocational assessment and identify two potential career paths to explore further. The student’s progress will be evaluated based on completion of the vocational assessment and the identification of career options. ### **3. Independent living skills** **Baseline**: The student requires assistance in managing personal finances and has limited experience in household tasks. **Goal**: By , the student will independently create and follow a monthly budget, including income, expenses, and savings. The student’s progress will be evaluated through periodic checks of the budget and financial records. ### **4. Community engagement** **Baseline**: The student has limited involvement in community organizations or activities. **Goal**: By , the student will actively participate in at least one community organization or club related to their interests for a specific number of hours per month. The student’s progress will be evaluated through documentation of participation hours and involvement in community activities. ### **5. Self-advocacy and communication** **Baseline**: The student requires support in expressing their needs and preferences in academic or social settings. **Goal**: By , the student will independently advocate for their accommodations in a classroom or work setting. The student’s progress will be evaluated through observation, self-reporting, and feedback from teachers or supervisors. ### Related IEP Goal Resources - [executive functioning IEP goals](https://orilearning.com/executive-functioning-iep-goals-your-guide-with-examples/) - [self-regulation IEP goals](https://orilearning.com/developing-self-regulation-iep-goals-your-guide-with-examples/) - [social skills IEP goals](https://orilearning.com/social-skills-iep-goals-examples/) - [social-emotional IEP goals](https://orilearning.com/social-emotional-iep-goals/) - [daily living skills IEP goals](https://orilearning.com/developing-daily-living-skills-iep-goals-your-guide-with-examples/) - [ADHD IEP goals](https://orilearning.com/how-to-develop-adhd-iep-goals-that-work/) - [written expression IEP goals](https://orilearning.com/a-guide-to-setting-iep-goals-for-improved-written-expression/) - [behavior IEP goals](https://orilearning.com/building-successful-behavior-iep-goals-essential-tips-and-examples/) ## More on SMART IEP goals ### What makes a transition goal SMART? A transition goal is SMART when it is clear, quantifiable, realistic, aligned with the student’s needs, and has a defined timeline for achievement. ### How are SMART goals used in transition planning for students with IEPs? SMART goals guide the creation of individualized, compliant transition plans with measurable objectives for students’ successful move to adulthood. ### What legal implications do non-compliant transition plans have? Non-compliant transition plans increase the risk of litigation and due process filings against school districts for not meeting IEP standards. ## Writing SMART IEP goals for transition: Next steps It’s important to note that the specific baseline scores and methods of evaluation may vary depending on the student’s individual circumstances, available assessment tools, and resources. The examples of SMART IEP goals laid out by Dr. Hulett, provide a general framework for developing measurable transition objectives, but it’s crucial to individualize the goals and evaluation methods based on the student’s unique needs and context. “Regular progress monitoring and collaboration with the student, family, and IEP team will help ensure the goals are meaningful and achievable. Individualization, careful measurement, and the appropriate application of specially designed instruction are the hallmarks of a quality and substantively compliant transition plan.” With Ori’s Transition Curriculum you can greatly facilitate the teaching of essential skills needed for post-secondary success while meeting IEP goals and demonstrating compliance. Get in touch today to discover how your school or district can benefit from our engaging curriculum and progress-tracking tools. A structured [IEP transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. To see how transition skills are structured across the full curriculum, [view our curriculum scope and sequence](/scope-and-sequence/). **Categories:** Compliance & Law, IEP Goal Bank, Transition & SPED **Tags:** Endrew F. case, IEP compliance, individualized education program, legal requirements IEP, measurable progress, SMART IEP goals, special education law, transition planning --- ### [What Does SEL Stand For?](https://orilearning.com/what-does-sel-stand-for/) **Published:** March 16, 2026 **Author:** Jon Izak (Founder & CEO) **Content:** Recognizing the significance of nurturing students’ emotional and social development, educators and experts have emphasized the integration of social-emotional learning into the curriculum. In this article, we will break down what SEL stands for and provide a comprehensive definition. We will explore its key aspects, highlight the benefits of implementing a [dedicated curriculum](/emotional-well-being-curriculum/), and provide practical strategies for bringing this approach into educational settings. ### Key Takeaways - **Social-Emotional Learning (SEL)** focuses on nurturing emotional intelligence, interpersonal skills, and self-awareness to equip individuals with tools for healthy relationships, responsible decisions, and overall success. - **Implementing this framework** in education enhances academic performance, fosters essential life skills, builds positive relationships, and creates a supportive classroom climate. - **Successful integration** requires embedding it in the curriculum, offering professional development, cultivating a positive school climate, engaging families and the community, and assessing progress to empower students for academic, emotional, and social growth. ## Understanding Social-Emotional Learning: Defining the Concept If you are new to the world of pedagogy, you might not have come across the acronym SEL before. So, let’s begin our exploration by answering the common question: what does SEL stand for and why is it important? Social-Emotional Learning, as [defined by CASEL](https://casel.org/fundamentals-of-sel/) (the Collaborative for Academic, Social, and Emotional Learning), is a critical educational approach that focuses on nurturing students’ emotional intelligence, interpersonal skills, and self-awareness. It aims to equip individuals with the necessary tools to navigate their emotions, establish healthy relationships, and make responsible decisions. At its core, this approach recognizes that emotional well-being is a fundamental component of overall academic and personal success. The definition encompasses a range of skills and competencies that contribute to the holistic development of students. These skills include self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—known as the [CASEL 5 core competencies](https://drc.casel.org/what-is-sel/). Let’s explore each of these components in detail. ### 1. Self-Awareness This involves recognizing and understanding one’s emotions, strengths, and weaknesses. It includes developing a sense of self-identity and being mindful of one’s thoughts and feelings. Explore an additional free resource: [Self-identity life skills lesson (in 15 minutes or less)](/self-identity-activities-for-high-school-students-lesson-plan/) ### 2. Self-Management Referring to the ability to regulate and control one’s emotions, self-management focuses on impulse control, stress management, and goal setting. It teaches students how to effectively manage conflicts, adapt to change, and persevere in the face of challenges. ### 3. Social Awareness This component emphasizes empathy and perspective-taking. It involves understanding and appreciating the feelings and experiences of others, as well as cultivating a sense of respect and inclusivity. ### 4. Relationship Skills Developing healthy and positive relationships is crucial for social-emotional growth. This skill set encompasses effective communication, active listening, cooperation, and collaboration. It promotes teamwork, conflict resolution, and the ability to build and maintain meaningful connections with others. ### 5. Responsible Decision-Making Making informed and ethical choices is a vital aspect of this framework. It involves considering the consequences of actions, problem-solving, and evaluating potential solutions in various situations. ## The Benefits of Implementing a Social-Emotional Learning Curriculum Now that we’ve answered the fundamental question of what SEL actually stands for, let’s look at its benefits for your students. Implementing a social-emotional learning curriculum in educational settings brings forth a wide range of benefits for students, educators, and the overall school community. This comprehensive approach goes beyond traditional academics and focuses on nurturing students’ emotional well-being, social skills, and character development. Let’s explore some of the key benefits. ### Academic Success and Emotional Well-Being Research has consistently shown a strong correlation between social-emotional skills and academic performance. A [meta-analysis of 213 studies by Durlak et al. (2011)](https://srcd.onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2010.01564.x) found that students participating in SEL programs demonstrated an 11-percentile-point gain in academic achievement. When students develop self-awareness, self-regulation, and problem-solving abilities, they are better equipped to manage stress, stay focused, and engage in the learning process. This approach helps create a positive and supportive classroom environment, reducing anxiety and enhancing overall emotional well-being, which in turn leads to improved academic outcomes. ### Nurturing Essential Life Skills Social-emotional learning equips students with [crucial life skills](/life-skills-for-teens-to-have/) that extend far beyond the classroom. By fostering self-awareness, empathy, communication, and conflict resolution skills, it prepares students for success in various aspects of their lives, including personal relationships, career development, and civic engagement. These skills promote resilience, adaptability, and a sense of responsibility, empowering students to navigate challenges and contribute positively to society. ### Fostering Positive Relationships and Inclusivity This approach emphasizes the importance of healthy relationships and social connections. Through collaborative activities, teamwork, and communication exercises, students learn to build and maintain positive relationships with their peers, teachers, and the wider community. It fosters inclusivity by promoting respect, empathy, and appreciation for diversity, creating an environment where all students feel valued and supported. ### Improved Classroom Climate and Behavior Incorporating social-emotional learning into the curriculum positively impacts the overall classroom climate. These practices help establish a safe and supportive learning environment, where students feel comfortable expressing themselves, taking risks, and learning from their mistakes. By developing self-management skills and responsible decision-making abilities, students are more likely to exhibit pro-social behaviors, reducing instances of bullying, aggression, and disciplinary issues. By implementing a social-emotional learning curriculum, schools create a holistic educational experience that addresses the social, emotional, and academic needs of students. Through the cultivation of crucial life skills, promotion of positive relationships, and enhancement of classroom climate, this framework empowers students to thrive academically, emotionally, and socially. ## How to Integrate Social-Emotional Learning in Educational Settings Integrating social-emotional learning into educational settings requires a thoughtful and strategic approach that involves collaboration among educators, administrators, and other stakeholders. By following key principles and implementing effective strategies, schools can create an environment that supports the development of these essential skills in students. Here are some practical ways to get started: ### Incorporate It Into the Curriculum Embedding social-emotional learning into the academic curriculum ensures that it receives dedicated time and attention. Choosing the right [SEL curriculum](https://orilearning.com/sel-curriculum/) is a critical first step. Identify opportunities to infuse these concepts and activities across different subjects and grade levels. For example, here are [10 questions you can ask throughout the day that reinforce these skills](/emotional-well-being-skills-10-questions-to-ask-in-the-classroom/) and prompt students to consider their emotions and the emotions of others in particular situations. ### Provide Professional Development Offer professional development opportunities for educators to deepen their understanding and develop effective instructional strategies. Training sessions can focus on topics such as creating a positive classroom climate, incorporating these practices into daily routines, and implementing effective assessment techniques. By empowering educators with the necessary knowledge and skills, they can effectively bring this approach into their teaching practices. ### Foster a Positive School Climate A positive and supportive school climate is essential for successful integration. Establish clear behavioral expectations and create opportunities for students to participate in the decision-making process. Encourage inclusive practices, promote respectful communication, and celebrate diversity within the school community. By nurturing a safe and inclusive environment, students feel valued and are more receptive to these practices. ### Build Partnerships With Families and the Community Engage families and the broader community in supporting these initiatives. Share resources, provide workshops, and encourage parents to reinforce these concepts at home. Collaborate with community organizations and leverage their expertise to provide additional support for students’ social-emotional development. When families and the community are involved, it becomes a shared responsibility that reinforces the skills taught at school. ### Assess and Monitor Progress Regularly assess students’ social-emotional skills to monitor their progress and adjust instructional strategies accordingly. Use a mix of qualitative and quantitative assessments, such as self-assessments, surveys, and behavior observations, to gather comprehensive data on students’ competencies. This information can guide targeted interventions and help track the impact of your efforts. Integration requires a comprehensive and systemic approach. By embedding it in the curriculum, providing professional development, fostering a positive school climate, building partnerships, and assessing progress, schools can create an environment that promotes the social-emotional well-being and success of all students. ## Next Steps [Ori Learning’s Emotional Well-Being curriculum](/emotional-well-being-curriculum/) provides a simple yet powerful framework for nurturing students’ emotional intelligence, social skills, and overall well-being. By understanding what SEL stands for and the benefits it provides, educators can create a supportive and inclusive learning environment that benefits students academically, emotionally, and socially. By implementing practical strategies—embedding social-emotional learning in the curriculum, providing professional development, fostering a positive school climate, building partnerships, and monitoring progress—schools can empower students to thrive in all aspects of their lives. ### More from Ori [![Building strong relationships visualized with one hand shaking another.](https://orilearning.com/wp-content/uploads/2022/06/ori_blog_15-ways-to-build-strong-relationships-in-school-01-600x600.png) 15 Ways for Schools to Build Strong Relationships](https://orilearning.com/strong-relationships-in-school/) [![Teacher and student experiencing the benefits of SEL](https://orilearning.com/wp-content/uploads/2023/11/ori_blog_06.29.23_sel-strategies.png) 4 Key Benefits of SEL (Social-Emotional Learning) for Students](https://orilearning.com/benefits-of-sel/) [![A special educator is researching teacher burnout on a laptop](https://orilearning.com/wp-content/uploads/2023/10/ori_blog_10.25.23_strategies-to-implement-SEL-A.png) What Is SEL’s Role in Preventing Teacher Burnout & Improving Student Outcomes?](https://orilearning.com/sel-preventing-teacher-burnout-improving-student-outcomes/) **Categories:** Emotional Well-being, Research & Trends --- ### [8 Tips for Engaging Students in the Transition Planning Process](https://orilearning.com/8-tips-for-engaging-students-in-the-transition-planning-process/) **Published:** February 13, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Discover 8 proven strategies to boost engagement in transition planning for students with disabilities—empowering self-advocacy, work experiences, and mentorship. **Content:** Transitioning from school to the next stages of life is a pivotal moment for students with disabilities. Once a **[comprehensive transition curriculum](https://orilearning.com/special-education-curriculum-for-transition-students/)** has been put in place, it’s important that educators employ targeted strategies for effective engagement with the transition process to ensure students are not just passive participants, but active directors in shaping their futures. In this article, we offer eight such strategies which have been proven to help with student engagement in the transition planning process: from employing Self-Directed IEPs and practicing visualization techniques, to integrating experiential learning opportunities and promoting self-advocacy. ## **1. Adopt a student-centered approach** The transition planning process is made with the student’s interests, preferences and ambitions at heart, so they should feel empowered to share their opinions and inspired to take an active role in making decisions about their future. Special educators are perfectly positioned to help them achieve this as both facilitators and advocates during the transition planning process. One good example of putting students first is Self-Directed IEP, a methodology used to promote the active participation of students in setting their own goals and the wider agenda for their IEP meetings. **[Arndt, Konrad, & Test (2006)](https://eric.ed.gov/?id=EJ758857)** have demonstrated that there is a functional relationship between the implementation of the Self-Directed IEP and increased student participation in IEP meetings. By transforming the traditional student-teacher dynamic and placing students in the driver’s seat of their own IEP and transition planning meetings, they can become a bona fide stakeholder in their own personal and professional development and learn to steer it in the direction that they envision for themselves. ## **2. Use age-appropriate materials and resources** Continuing in the vein of approaching transition planning from a student-centered perspective, teachers need to be familiar with and mindful of the developmental stage of their students, which can vary greatly within the same class, and thus should set goals and provide materials that are both accessible and appropriate for the age and ability of the individual student. The use of a **[differentiated instruction](https://iris.peabody.vanderbilt.edu/module/di/cresource/q1/p01/)** approach can be a particularly effective way for educators to tailor the transition planning process to the student: they could provide younger students with introductory activities that explore broad concepts of work and study while, in contrast, older or more advanced students could engage in detailed career research projects or coursework. Meeting students at their appropriate edge will increase the chances of sparking an interest in considering their options post-graduation rather than overwhelming or overburdening them. ## **3. Perform a strengths and interests assessment** Assessments help identify and pinpoint a student’s strengths, interests, and abilities, and as such are foundational in transition planning. Note, however, that a standardized, “template” approach won’t cut it: the assessment should instead provide a detailed, personalized roadmap which is unique and specific to the student for it to be meaningful to them. Consider using tools like interest inventories and surveys to capture insightful information about a student’s preferences and expectations, which could even lead to uncovering potential career paths. Conducting informal interviews, on the other hand, allows students to elaborate further on what they already know and express themselves more freely. Students are more likely to feel that their time has been well-spent if they learn something new about themselves in the transition process rather than simply having to jump through hoops, while teachers will obtain a more nuanced picture of the student based on qualitative data that standardized tests might otherwise miss. ## **4. Work on improving self-advocacy skills** Self-advocacy is all about cultivating a sense of autonomy and having the confidence to express your needs. This is particularly important for special education students because of the unique nature of the challenges they face when navigating real-world scenarios, in which others don’t or aren’t able to always accommodate their specific needs. Educators must therefore play an active role in providing a practical framework in which they can incorporate exercises like role-playing so that students can practice articulating their goals and preferences in a safe environment. This method not only reinforces [the importance of self-advocacy as a skill in adult life](https://orilearning.com/developing-self-advocacy-iep-goals/), but also offers a tangible way for students to see the impact of their decisions and actions and empowers them to shape their own experience. ## **5. Explore careers through work experiences** Career paths and options should be discussed as part of transition planning, but they also need to be experienced so that students can fully understand the realities of the workplace, to try on different roles for size and, in doing so, bridge the gap between theoretical knowledge and practical experience. Findings from a study by **[Wehman et al. (2015)](https://link.springer.com/article/10.1007/s10926-014-9541-6)** support the importance of experiential learning, concluding that employment training and work experience while students were still in high school were one of the main predictors for success later on. A [transition curriculum designed for high schoolers](/high-school-transition/) can provide these structured experiences systematically. (Interestingly, this same study also found that “the engagement and enjoyment of the student were not related to competitive employment”). To bring this concept to life, educators can arrange visits to local businesses or organize internships and shadowing programs, where students can observe and participate in day-to-day operations. This hands-on experience can help connect their [personal interests](https://orilearning.com/adult-transition/) and skills with actual job roles; they might even lead to new discoveries and expose them to possibilities they hadn’t considered before. ## **6. Create mentorship and peer support opportunities** Creating a peer-support system in any area of life is vital for cultivating a sense of belonging, and can inform the way we show up at school, at work, or in our community. For students receiving special education supports, having a network where peer interactions can take place in an informal setting can generate fruitful discussions about the challenges students face on their individual transition journeys. They can find commonalities and learn about novel approaches from each other along the way, which they can then bring back to and apply in their transition planning meetings. Additionally, schools can facilitate career mentorship programs by pairing students with older peers or adults in their desired professional field of interest, preferably people with first hand experience of navigating opportunities while living with a disability or learning challenge. These mentors can answer questions, offer guidance, and provide feedback based on their experience, and also act as role models for students to emulate, especially for those who might not have any of their own. ## **7. Employ visualization techniques** The act of imagining a desirable future (or “visioning”) has been shown to provide structure while simultaneously allowing for creative expression, thus facilitating the discovery of personal meaning—an important motivator for engaging in any activity. According to a study by **[Waalkes, Gonzalez, and Brunson (2019)](https://libres.uncg.edu/ir/uncg/f/L_Gonzalez_Vision_2019.pdf)** in the context of adolescent career counseling, vision boards can be used effectively as a creative tool in educational settings, including special education, to foster and enhance identity exploration through visualization. Another technique teachers can implement in the classroom is future-planning workshops, where students can articulate their aspirations and turn them into milestones **[using the SMART goals methodology](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/)**. These activities make future aspirations seem possible and achievable, while also highlighting the direct correlation between a student’s current efforts and their long-term goals, thus increasing students’ motivation and commitment to their transition goals. ## **8. Provide ongoing support and monitor progress** The transition to adulthood is an ongoing journey that necessitates long-term support and guidance. Educators and transition specialists should therefore implement regular check-ins and follow-up meetings with students to discuss progress towards their transition goals, adjust them as necessary, and provide additional resources or interventions where needed. This form of continuous engagement helps students to stay focused on their goals, adapt to new challenges, and secure the resources they need to navigate their transition successfully. Moreover, having consistent touchpoints in place ensures that students feel supported throughout their transition journey and navigate the path ahead successfully and with confidence. ### How does a student-centered approach benefit transition planning? Focusing on students’ interests, preferences, and ambitions empowers them to take an active role in decisions about their future, making the transition planning more relevant and effective. ### How does work experience contribute to successful transition planning? Real-world work experiences allow students to understand job realities, explore different roles, and connect personal interests to potential career paths. ### How can visualization techniques aid in the transition planning process? Techniques like vision boards and future-planning workshops help students articulate and visualize their goals, making future aspirations more tangible and achievable. ## Engaging students in the transition planning process: Next steps The success of special education students in their transition to adulthood hinges on their ability to navigate this process as informed, proactive participants in their own development, supported by educators, mentors, and peers at every step of the way. **[Ori Learning’s Transition Curriculum](https://orilearning.com/transition-curriculum/)** offers a comprehensive solution for supporting your school or district’s special education programs, with a consistent set of high-quality instructional materials which are designed with student engagement in mind. Collaboration boards and interactive polls allow for students to share their thoughts and react to their peers in real time, while multiple question types and interactive drag-and-drop activities offer teachers flexibility in how to conduct assessments. Receive custom support backed by rich industry experience that can help you tackle your strategic goals at scale. Request a free demo of our platform to experience first-hand its powerful accommodation and translation features, automated reporting tools, and intuitive design. **Categories:** Instructional Strategies, Skill Building, Transition & SPED **Tags:** engaging students, experiential learning, Self-Advocacy, self-directed IEP, special education, strengths assessment, student engagement, student-centered approach, Transition, transition planning --- ### [Transition Services: A Comprehensive Guide for Special Education Leaders](https://orilearning.com/transition-services-a-comprehensive-guide-for-special-education-leaders/) **Published:** February 7, 2024 **Author:** Roz Prescott **Excerpt:** Transition services help students with disabilities and IEPs prepare for post-secondary life—academics, careers, independent living, and inclusion. **Content:** Transition services are intended to prepare students for life beyond high school. Encompassing preparations for what comes next in terms of academics—Ori Learning’s [high school transition curriculum](/high-school-transition/) covers these preparations in a structured, standards-aligned format—including, community living, vocational and career pursuits, and independent living, special education leaders play a key role in orchestrating effective planning to maximize services available and thereby students’ potential for the post-secondary years to come. ## Defining transition services Students enrolled in special education who have an Individual Education Plan (IEP) will have a transition plan as part of their IEP by age 16 (or sometimes even earlier, in the case of many states). The purpose of this plan is to capture goals, which are decided by the student and other stakeholders, that are important to reach in preparation for life after completing their education. In line with each of these goals, the transition plan outlines the strategies and activities which will be used to support them and names the service providers who will be responsible for implementing them with fidelity according to a timeline. ## Legislation and compliance impacting transition services ### IDEA and Part 300 The Individuals with Disabilities Education Act (IDEA) encompasses transition planning and related guidance. In particular, Part 300 mandates that state is responsible for providing “free appropriate public education,” or FAPE, to each child with a disability. These responsibilities include providing special education tailored to each student’s needs to prepare them for education, the workplace, and independent living. The latter includes recreation, leisure activities, [community participation](https://orilearning.com/adult-transition/), and domestic life. Part 300 further specifies 16 as the age when transition planning must begin and 18 for the transfer of parental rights, though both ages may differ depending on the state. IDEA also covers federal funding uses for transition, including the use of funding to develop and implement transition programs and coordinate services among agencies working with students with disabilities. ### **NCLB and ESSA** No Child Left Behind (NCLB), which was passed into law in 2001, brought changes that directly impacted students with disabilities. The new law required data for students with disabilities to be disaggregated from the general student population so that test scores and other educational outcomes could be reported separately. This would help identify any gaps or disparities in the educational system as well as opportunities to implement accommodations for this group. In 2015, the Every Student Succeeds Act (ESSA) replaced NCLB. The primary change made was greater state control over standards-based reform, while not doing so at the expense of certain standards, including requiring that students with disabilities have [have the same math, reading, and science attainment levels](https://degree.astate.edu/online-programs/education/master-of-arts-in-teaching/sped/essa-requirements-in-sped/) as other students. Furthermore, Alternate Academic Achievement Standards (AAAS) and the Alternative Diploma concept were introduced as an option for students with the most severe cognitive disabilities, but with similar requirements for teachers to demonstrate progress and meet the standards for FAPE. ### Other laws Several other laws beyond the above-mentioned education-specific legislation also had consequences for students’ post-secondary readiness. In 2015, the Workforce Investment Act (WIA) of 1998 was amended to the Workforce Innovation and Opportunity Act (WIOA). With this amendment, [services were expanded to also include students with disabilities](https://scholarcommons.sc.edu/etd/6643/?utm_source=scholarcommons.sc.edu%2Fetd%2F6643&utm_medium=PDF&utm_campaign=PDFCoverPages). Also, schools and adult service providers (e.g. vocational rehabilitation) were to collaborate to improve post-secondary outcomes for those with disabilities. The Strengthening Career and Technical Education for the 21st Century Act, or Perkins V, followed in 2018. The most recent iteration of the federal Perkins Act underscores the importance of data disaggregation requirements: states are to develop local school system evaluations that capture specific needs and employment gaps for special populations, including individuals with disabilities. Litigation has been [a powerful force in further shaping how these laws are and should continue to be enacted](https://eric.ed.gov/?id=EJ1327898). Knowledge and experience determine special education leaders’ ability to ensure compliance and advocate on behalf of their students. ## 4 Key focus areas for effective transition services Stakeholders in the transition planning process collaborate to determine the range of special education services across four key areas: academics, vocational training and career exploration, community engagement and independent living, and social and emotional well-being. These services support students in reaching their post-secondary goals. ### **1. Academics: Course selection and pacing** [Curriculum and course selection](https://www.ldonline.org/ld-topics/college-college-prep/college-planning-students-learning-disabilities) are important considerations for achieving post-secondary goals. For example, if a student takes a general studies curric ulum, as frequently happens with students with disabilities, they may not meet the requirements to attend a four-year college. Course waivers can also limit higher education options. It is therefore imperative to thoroughly understand students’ post-secondary educational goals and make decisions based on these in order to increase instead of limit their options. Course pacing is another area to carefully consider, since the ability to be flexible can be beneficial to lifelong success. For example, taking four and a half or five years to complete high school rather than four may better prepare students in terms of knowledge, skills, and positive self-concept for post-secondary success, allowing students to take the time to understand and absorb the material rather than merely aiming for completion. ### **2. Vocational training and career exploration** According to the [National Technical Assistance Center on Transition](https://transitionta.org/topics/employment/), employment goals are shaped by four elements as part of transition planning: - **Pre-employment transition services** allow students to explore the broader landscape of work, often through workplace visits and interactive workshops showing the variety of potential jobs and careers across different industries, with a view to helping them envision a place for themselves in it. - **Job exploration counseling** aims to motivate students and encourage them to research career paths to make more informed decisions. Counselors work with students to identify their strengths, interests, and values, and how these align with different career paths. - **Job development** involves not only helping students gain valuable work experience through internships or part-time jobs, but also providing specialized, supported employment opportunities. Supports include offering additional guidance in the job application and interview processes. - **Workplace readiness training** goes beyond basic job orientation to include comprehensive skill-building for workplace success, ranging from job-hunting skills such as resume writing to learning to meet employer expectations such as adaptability and punctuality. ### **3. Independent living and c**ommunity engagement This component emphasizes the development of self-management and inter-personal skills to prepare students to be able to live independently and contribute effectively as members of the wider community. **Independent living** covers essential areas like daily living, personal health, and financial management skills, teaching students how to handle everyday tasks, look after themselves, and budget their resources respectively. **Community engagement** encompasses effective communication, empathy, and teamwork, which are vital for building relationships, resolving conflicts, and collaborating with others in community projects and initiatives. ### 4. Social and emotional well-being Research indicates that [students with disabilities who have developed their social skills increase their likelihood of success](https://sites.ed.gov/idea/idea-files/policy-guidance-transition-guide-postsecondary-education-employment-students-youth-disabilities-august-2020/) in employment, community living, and post-secondary education, complementing the first three key focus areas and thus significantly enhancing a student’s overall quality of life. For students with disabilities, mastering SEL skills is crucial for building resilience, positive self-image, and navigating life’s challenges effectively. Inclusion of SEL in the transition curriculum not only prepares them for adult life’s practicalities but also for forming meaningful relationships and participating confidently in their communities. [Social emotional learning](https://orilearning.com/emotional-well-being-curriculum/) skills should be taught in a systematic, structured way as part of the transition curriculum. ## Guidelines for special education leaders to implement successful transition plans In the realm of transition planning, special education leaders play a pivotal role: they are not only in charge of curating and refining the core curriculum, but they also facilitate access to essential resources and services like vocational training and life skills development, as well as advocating for policy changes and funding to enhance transition services. As a result, the professional models and frameworks they utilize will inevitably guide their expertise in creating and implementing a seamless and effective transition process, ensuring that each student’s journey from school to adult life is personalized, well-supported, and aligned with their individual goals and needs. We outline some of the main research-backed frameworks below. ### Taxonomy for Transition Programming 2.0 In their Taxonomy for Transition Programming 2.0, [Kohler et al.](https://transitionta.org/wp-content/uploads/docs/NTACT-C_TaxonomyforTransition.pdf) source the latest literature on predictors of student success post-graduation and synthesize it into five primary practice categories, each containing relevant strategies for fostering meaningful engagement with the transition process among special education students. These areas include: 1. **Student-Focused Planning**: Personalized planning involving students, tailored to individual goals. 2. **Student Development**: Holistic development in academics, life, and vocational skills for post-graduation life. 3. **Interagency Collaboration**: Coordination among organizations for comprehensive transition support. 4. **Family Engagement**: Active family involvement in transition planning and implementation. 5. **Program Structure**: Design of flexible, comprehensive programs meeting diverse student needs. ### **Ethical leadership for transition leaders** [Brady et al.](https://eric.ed.gov/?id=EJ1327898) propose five guidelines (with frequent reference to Kohler et al.’s work) aimed at preparing school leaders to provide quality ethical leadership when working with transition stakeholders: - **Reflect** regularly on how much weight compliance, rather than the student and their needs, has in decision-making. - **Remember** that effective transition planning is not only important to student outcomes; it is also important to school outcomes. - **Utilize** the Taxonomy for Transition 2.0 as a guide to support transition teams. - **Be consistent** in how you navigate challenges that arise and make decisions. - **Regularly assess** how your school implements the components of the Taxonomy of Transition 2.0. ### Individual insights and experience While education professionals are guided by their own education and training, their personal experience, the ways in which it has shaped them and their worldview and the extent to which it might influence their decision-making, is also an important factor. Worth bearing in mind are the following: - Their understanding of what is just and fair (e.g. students’ rights, legislation). - Their understanding of and familiarity with inequities that exist among their students (e.g. socioeconomics and gender disparities). - Their effectiveness as leaders in general (e.g. whether they have earned their peers’ trust). - Their professional and personal codes of ethics. ### **Collaborative efforts and community engagement** The Taxonomy of Transition 2.0 specifically includes interagency collaboration, with collaboration being a theme that runs through the entire framework. Collaborative efforts need to include identifying a responsible representative or contact for each agency, adopting interagency agreements to clarify roles and responsibilities, data-sharing within the bounds allowed by HIPAA, and participating in cross-agency professional development. The partnership between [Alabama Department of Rehabilitation Services (ADRS), Auburn University, and statewide schools](https://www.mathematica.org/publications/state-vocational-rehabilitation-agencies-early-implementation-experiences-with-pre-employment) showcases effective interagency work to prevent service duplication. A key initiative is a web-based “back-to-school” survey, co-developed with Auburn University, which gathers information from schools about their planned pre-Employment Transition Services (pre-ETS) activities. This data helps ADRS manage pre-ETS effectively. Vocational rehabilitation staff conducted 18 statewide meetings with over 300 school systems to kick off this annual initiative. ## Best practices for other stakeholders in transition planning process Education leaders Besides the student, their teachers, and their parents or caregivers, various other stakeholders should be part of transition planning. These stakeholders should include representatives of services that contribute to effective transitions and comprise one or more of the following: representatives from school-to-work transition programs, local social service agencies, counseling programs, medical care providers, and advocates Below we outline how students can actively prepare for post-graduation life and the supportive strategies school counselors can employ to facilitate this important transition. ### **Students** Students must be prepared to advocate for themselves, whether in transition planning meetings or as they navigate their way after high school. To increase the chance for effective leadership, students need to understand how they can prepare for transition planning by: - **Reflecting** on their interests, goals, and dreams, and completing interest inventories. - **Researching** potential careers to understand the education and training necessary to pursue that path. - **Visiting** colleges of interest, including their disability services departments. - **Seeking** volunteer opportunities to experience what a job is really like. ### Transition support specialists Transition support specialists are key facilitators in the journey from high school to post-secondary life. They bring specialized knowledge of vocational and adult living resources that are specific to the needs of students with disabilities. Their role is most crucial in the following areas: - **Developing** targeted transition plans with students which focus on their interests, strengths, and career aspirations, and guiding students in career exploration activities. - **Working** closely with school counselors and special education teams to ensure a cohesive and comprehensive transition process. - **Connecting** students and their families with adult service agencies, such as vocational rehabilitation services, independent living centers, and community-based support programs. - **Providing** regular training and workshops for students and families on transition-related topics, including self-advocacy, career planning, and navigating adult services. ### School counselors School counselors provide services to the entire student body, but in the context of special education, they ensure that their services are inclusive and accessible to students with disabilities. They further help facilitate successful transitions by: - **Participating** in Individualized Education Program (IEP) meetings, contributing to the development of educational plans that address both academic and socio-emotional needs. - **Promoting** a school environment that is aware of and sensitive to the needs of students with disabilities, advocating for appropriate accommodations and fostering an inclusive school culture. - **Exploring** post-secondary education options with students, including colleges that offer strong disability support services, and assisting in the application process. - **Networking** with disability services on college campuses, local organizations who support post-secondary transitions, and those in the private sector interested in partnering through job experiences. ## Transition services: Success stories ### Interagency collaboration in Alaska JOBZ Club The [Alaska JOBZ Club](https://labor.alaska.gov/dvr/transition/jobz-club/jobz-club-faq.pdf) is the product of successful interagency collaboration among the Alaska Department of Labor and Workforce Development’s Division of Vocational Rehabilitation (DVR) and the Division of Employment and Training Services (DETS), the Alaska Department of Education and Early Development, and local education agencies and teachers. With this program, current teachers are contracted to provide pre-employment training services to students with disabilities after school. This approach helps ensure students have access to these activities even if they live in remote or hard-to-reach areas of the state. The focus on soft skills also means that learning will be useful whether a student goes on to live in a rural or urban area in the future. ### **Inclusive schools in Mexican-American immigrant community** Six principals were chosen for [a study on inclusive schools conducted by DeMatthews et. al.](https://eric.ed.gov/?id=EJ1287985) based on their ability to implement inclusive practices in their respective schools, which are located in a low-income district on the Mexican-American border. Prior research had demonstrated that “low-income students of color with (and without) disabilities continue to be denied opportunities to participate in schooling alongside their peers”. The chosen principals mention that a lack of adequate teacher training and proactive collaboration was to blame for perpetuating some of these negative biases. This was what prompted them to shift their leadership towards challenging the status quo and encouraging their staff to grapple with assumptions about special education and inclusion. The study goes on to recommend conducting equity audits that examine attitudes to race and disability in schools and introducing specific instruction that enhances teachers’ understanding of intersectionality. ### What are the key focus areas for effective transition services in special education? Effective transition services should focus on four areas: academics, vocational training, independent living, and community engagement. Transition planning should start by age 16 as per IDEA, but some states may begin earlier. ### What role do special education leaders play in transition services? Special education leaders orchestrate transition planning, ensuring students receive tailored education, vocational training, and life skills for post-secondary success. ### What is the significance of independent living and community engagement in transition services? These services teach essential life skills and foster community involvement, crucial for students’ independence and social integration post-graduation. ## Implementation of successful transition services: Next steps Transition services are integral towards shaping the post-secondary lives of students. The multi-faceted nature of what students need to reach their full potential makes effective leadership imperative. Those in special education are uniquely positioned to draw on their education, experience, and leadership capabilities as well as evidence and best practices to rally stakeholders and drive decision-making across all levels. [Ori Learning’s Transition Curriculum](https://orilearning.com/transition-curriculum/) encompasses modules on employability, workplace readiness, social skills and emotional well-being, and financial literacy. Designed for students with mild and mild/moderate disabilities, accessibility features enable every student to access quality learning in a way that fits their needs. Embedded data collection tools enable efficient progress monitoring. Reports can be easily generated so that they can support collaboration and evidence-based decision making by stakeholders. Receive custom support backed by rich industry experience that can help you tackle your strategic goals at scale. Request a free demo of our platform to experience first-hand its powerful accommodation and translation features and intuitive design based on UDL principles. ### Related Resources - [individual transition plans](/what-is-an-individual-transition-plan/) - [transition skills for high school students](/transition-skills-for-high-school-students-why-they-matter-and-how-to-build-them/) - [choosing a transition curriculum](/how-to-choose-a-transition-curriculum-for-your-school-or-district/) - [ADA transition plan requirements](/the-ada-transition-plan/) - [engaging students in transition planning](/8-tips-for-engaging-students-in-the-transition-planning-process/) **Categories:** Compliance & Law, Leadership & Admin Strategies, Transition & SPED **Tags:** Disability legislation, IDEA compliance, IEP transition planning, independent living skills, Post-secondary outcomes, special education, Transition services, Vocational preparation --- ### [Building Autonomy: Effective IEP Goals for Independent Functioning](https://orilearning.com/building-autonomy-effective-iep-goals-for-independent-functioning/) **Published:** February 6, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Guide for educators: craft SMART independent functioning IEP goals to boost students' daily living, self-reliance, and successful transitions. **Content:** Independent functioning is essential for students to manage their daily activities and learning without constant supervision. This guide is designed to help educators create effective IEP goals aimed at enhancing students’ abilities to function independently in both educational and everyday environments. ## **Understanding Independent Functioning** Independent functioning encompasses a variety of skills that enable an individual to operate autonomously. This can include managing personal care, organizing schoolwork, navigating social situations, and handling minor challenges without direct assistance. For students with special needs, mastering these skills is crucial for their confidence, self-reliance, and future success. ## **The Significance of Independent Functioning Goals in IEPs** Integrating independent functioning goals into a student’s Individualized Education Program (IEP) supports their journey towards self-sufficiency. These goals are vital for helping students develop the skills necessary to transition from school to post-school activities, including higher education, employment, and independent living. Ori Learning’s [high school transition solution](/high-school-transition/) addresses these skills with structured lessons for grades 9–12. ## **Creating SMART Independent Functioning IEP Goals** - **Specific**: Define precise skills that contribute to independent functioning, such as self-feeding, time management, or decision-making. - **Measurable**: Establish clear metrics to assess progress, like the degree of assistance required, the speed and quality of task completion, or the frequency of independent decision-making. - **Achievable**: Set realistic goals tailored to the student’s current capabilities and potential for growth. - **Relevant**: Ensure the goals are aligned with the student’s personal aspirations and educational requirements. - **Time-bound**: Provide specific timelines for achieving these goals to facilitate regular assessment and adjustment. ## **Independent Functioning IEP Goals and Compliance** Effective independent functioning IEP goals must align with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and comply with educational standards under the [Individuals with Disabilities Education Act](https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d) (IDEA). This ensures the goals are personalized and actionable. - **Alignment with PLAAFP**: Goals should be tailored to the student’s documented skills and areas of need. - **Compliance with Legal Standards**: Verify that the goals adhere to IDEA requirements, promoting an education that supports the student’s right to an appropriate public education. - **Measurable Outcomes**: Develop objectives with specific, observable criteria to track improvements effectively. ## **Sample Independent Functioning IEP Goals** **Disclaimer**: These sample goals should be customized to fit the individual needs and circumstances of each student. - **Self-Care**: By (date), the student will independently manage their personal hygiene routine, including dressing, brushing teeth, and combing hair, five days a week with 90% accuracy. - **Time Management**: By (date), the student will effectively use a planner or digital app to track homework assignments and manage time to complete all tasks on schedule in 80% of opportunities. - **Problem Solving**: By (date), the student will independently solve everyday problems, such as adjusting plans due to weather changes or resolving minor conflicts with peers, in 9 out of 10 instances. ### Related IEP Goal Resources - [SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [daily living skills IEP goals](https://orilearning.com/developing-daily-living-skills-iep-goals-your-guide-with-examples/) - [adaptive skills IEP goals](https://orilearning.com/a-framework-for-adaptive-skills-crafting-iep-goals-for-student-independence/) - [executive functioning IEP goals](https://orilearning.com/executive-functioning-iep-goals-your-guide-with-examples/) ## **Additional Examples of Independent Functioning IEP Goals:** - **Nutritional Independence**: By (date), the student will independently make healthy lunch choices from the school menu or pack their lunch, doing so five days a week. - **Financial Management**: By (date), the student will manage a small weekly budget for personal expenses, tracking spending and staying within budget in 95% of weeks. - **Public Transportation**: By (date), the student will independently navigate public transportation to and from school, using it safely and effectively 100% of the time. - **Laundry Management**: By (date), the student will independently sort, wash, dry, and fold their laundry, completing this task weekly with 85% proficiency. - **Social Interactions**: By (date), the student will initiate and maintain conversations with peers during social activities in school, achieving successful interactions in 80% of opportunities. - **Emergency Response**: By (date), the student will demonstrate the ability to respond appropriately to household emergencies, such as activating emergency services or following safety protocols, in all simulated drills. ## **Strategies for Teaching Independent Functioning Skills** - **Step-by-Step Instruction**: Break down complex tasks into smaller steps and teach each step individually until mastery is achieved. - **Role-Playing and Simulation**: Use role-playing scenarios and simulations to practice real-life situations, such as shopping or using public transportation. - **Technology Aids**: Incorporate technology, such as smartphones or tablets with reminder apps and navigational tools, to support independent daily activities. ## **More on Independent Functioning IEP Goals** By setting structured and realistic goals for independent functioning, educators can significantly enhance a student’s ability to live and work autonomously. These skills are not only crucial for academic success but also for personal satisfaction and long-term independence. Explore resources and strategies to effectively implement and track progress of independent functioning IEP goals. Equip your students with the necessary skills to navigate their path towards successful and independent adulthood. For students ages 18–22+, a [post-secondary transition curriculum](/adult-transition/) continues building independent functioning skills beyond graduation. A [curriculum for transition-age students](https://orilearning.com/transition-curriculum/) helps educators build the independent living skills that make a real difference after graduation. **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [15 Ways for Schools to Build Strong Relationships](https://orilearning.com/strong-relationships-in-school/) **Published:** June 25, 2022 **Author:** Stacy Tornio **Excerpt:** Build strong relationships in schools with practical tips for teachers, admins, and families to foster inclusive SEL, boost engagement, and strengthen culture. **Content:** ## Introduction ### Related Resources - [social skills IEP goals](/social-skills-iep-goals-examples/) - [peer interaction goals](/enhancing-social-engagement-a-guide-to-peer-interaction-iep-goals/) Strong relationships matter. According to the [CDC’s research on school connectedness](https://www.cdc.gov/youth-behavior/school-connectedness/index.html), from both a practical and personal perspective, we all know this to be true, but it can be challenging to put it into practice on a regular basis. Relationships take work and time. When you emphasize strong relationships in your school and lead by example, the benefits can be enormous—research from [CASEL](https://casel.org/fundamentals-of-sel/) confirms that relationship skills are a core social-emotional competency linked to positive student outcomes. This doesn’t just mean good teacher and student relationships either. It’s important to encourage good relationships on multiple levels, including teacher/admin, family/teacher, and student/teacher. The [Search Institute’s Developmental Relationships Framework](https://searchinstitute.org/developmental-relationships/) identifies five elements—express care, challenge growth, provide support, expand possibilities, and share power—that strengthen these connections. If building a powerful culture and cultivating relationships are goals for you and your school, then you’ll be able to put many of these into practice right away. ## Build strong relationships between teacher and student ### Openly discuss relationships One of the best ways to establish good relationships is to be willing to talk about what that means. You can use the [Building Strong Relationships lesson plan](https://orilearning.com/building-strong-relationships-free-lesson-plan/) and activity available for free right here to help you get started. Created to be complete in 15 minutes or less, it’s a perfect way to talk about relationships with your students. Get it here. ### **Let students know you hear them** When students know that you’re actually listening and hearing them, it makes a huge difference in your overall relationship. It’s easy for some students to be heard while others slip through the cracks, so make it a point to tell all students you want to hear them and how they can reach you. ### **Don’t lump all students together as one** It’s easy to fall in the trap of saying “no one is listening” or “no one did their work,” but these blanket statements are often frustrating to students. Don’t use group punishments or generalizations with your students if you can help it. ### **Talk about students’ interests** Teachers who take an interest in their students outside of day-to-day classroom work will always develop better relationships because they’re showing they care. Try to find ways to show interest in what your students do, especially if it’s someone you’ve been trying to connect with in a more meaningful way. ### **Give students a night off** One of the easiest ways you can gain appreciation from students, especially older ones, is to give them a break from time to time. If they had a good day in class or you worked a lot on any given day, acknowledge their hard work, and then give them a night off! ## Build strong teacher and administrator relationships ### **Establish office hours** Office hours don’t have to be a thing of the past. Encourage admins to create and post office hours so teachers know when they can stop in for support. If your team organizes and communicates this well, it can be a lot more efficient for everyone. ### **Create a virtual suggestion box** Use a Google form or another simple, online tool to create a virtual suggestion box. Make it optional for people to leave their name so they are free to make suggestions at any given time. Be sure to check the suggestion box regularly, and bring up any issues during group meetings. This will encourage more people to use it. ### **Find ways to show appreciation** It’s important for staff to feel recognized on a regular basis, but only you know what works best. For some groups, that’ll be Friday coffee. For others, it’ll be verbal praise or recognition. If you want to show support but are short on time or resources, ask for support from parents. ### **Limit your asks** Teachers have so much going on, and they’re juggling a lot of demands—not just from a district level but from families, too. Everyone knows this, but it’s easy to forget. Be conscious of home much you’re asking of your staff, and don’t overdo it. ### **Have your teachers’ backs** One of the best ways to build a strong relationship with someone is to give them your respect and support. If they have a challenge in the classroom or even a complaint from a parent, find a way to give them support. Even if you have to recommend changes or adjustments, you can still show them support. ## Build strong family and teacher relationships ### **Share students’ wins regularly** This might be the single biggest way teachers can establish good relationships with parents and guardians. Families love hearing about their student’s wins and successes. It can be hard to take the time to call, email, or write about them, but it can go a long way. You could even have students write down their own wins on little slips of paper to capture them in the moment. ### **Talk about what’s going on in your classroom** Parents and families enjoy hearing about the day-to-day activities in the classroom, even beyond what you’re learning or studying about. Don’t forget to share things like classroom goals, progress, and general life skills happening at school. ### **Building strong relationships means being a good listener** When you’re able to truly listen and hear a parent or family member, it often makes a big difference in the overall relationship. Remember they are trying to be advocates for their child, and so they really want to know that you are listening. This doesn’t mean you can’t offer opinions or feedback, but it’s important to show them they are heard. ### **Set goals in collaboration with parents** What goals do parents see as priorities for their kids? Is there a way to incorporate those into classroom goals as well? By collaborating with parents, you have the opportunity to work with them toward shared interests. Then hopefully, this will lead to reinforcement at home. ### **Try video** Video can be an easy and powerful way to connect with families. If you’re comfortable with it, try doing a video newsletter instead of a written one—families will love seeing you and the classroom. You could also try a live Q&A, setting a time each month or quarter where families can tune in to ask questions. Often, having a visual can be a good way to connect. ## More on building strong relationships ### What are the key benefits of strong relationships in schools? Strong relationships in schools can lead to a powerful culture and better communication among teachers, students, and administrators. They also enhance the educational environment, making it more supportive and engaging for everyone involved. ### What activities help foster good teacher-student relationships? The Building Strong Relationships lesson plan, designed to be completed in under 15 minutes, is a great tool for teachers to discuss relationship building with students. It provides structured activities and discussion points that make it easier to open up conversations about trust and respect. ### What role do parents play in reinforcing educational goals at home? Parents play a significant role in reinforcing educational goals by supporting their child’s learning at home. Effective communication between teachers and parents ensures that educational strategies are consistent, thus boosting student achievement and motivation. ## Building strong relationships: Next steps Fostering strong relationships within schools—between students, teachers, administrators, and families—is essential for creating a supportive and effective educational environment. By emphasizing open communication, individual recognition, and collaborative goal-setting, schools can enhance overall engagement, culture, and academic success. Implementing structured activities, maintaining open office hours for administrators, and regularly engaging with families are practical steps that can significantly benefit all members of the school community. [Ori Learning’s Emotional Well-Being curriculum](https://orilearning.com/sel-landing/) provides a simple yet powerful framework for nurturing students’ emotional intelligence, social skills, and overall well-being. By understanding what SEL stands for and the benefits it provides, educators can create a supportive and inclusive learning environment that benefits students academically, emotionally, and socially. The integration of SEL into educational settings offers numerous advantages, including improved academic performance, the development of essential life skills, the fostering of positive relationships, and the promotion of a positive classroom climate. Learn more about Ori Learning’s [emotional well-being resources for educators](/emotional-well-being-curriculum/). **Categories:** Skill Building --- ### [Developing Community Safety IEP Goals for Students with Disabilities](https://orilearning.com/developing-community-safety-iep-goals-for-students-with-disabilities/) **Published:** March 10, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Practical guide to crafting community safety IEP goals for students with disabilities—examples, strategies, and tips for educators, caregivers, and families. **Content:** Community safety is essential for students with disabilities to live independently and confidently navigate various public environments. This detailed guide provides a comprehensive approach to creating Individualized Education Program (IEP) goals focused on community safety, offering educators, caregivers, and students numerous practical examples to enhance safety awareness and skills. ## Understanding the Significance of Community Safety Mastering community safety allows students with disabilities to engage more fully in everyday activities outside their immediate familiar settings, fostering independence and social inclusion. IEP goals targeting community safety equip students with critical skills to identify and react to potential hazards effectively. Ori Learning’s [high school transition program](/high-school-transition/) includes community safety lessons designed for grades 9–12. Schools implementing Ori Learning’s [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) alongside transition goals report stronger social-emotional foundations that support community readiness. ### This is just one piece. See the full curriculum scope. Our Transition Curriculum covers this topic and dozens more for grades 9-12 and adult (18-22+), building employment, independent living, and self-advocacy skills. [ Download the Transition Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjU1OSIsInRvZ2dsZSI6ZmFsc2V9) [Or explore the full Transition curriculum →](https://orilearning.com/transition-curriculum/) ## Essential Areas of Focus in Community Safety IEP Goals 1. Street and Traffic Safety: Safe navigation of pedestrian crossings, understanding traffic signs, and maneuvering through parking lots. 2. Stranger Interaction and Safety: How to handle encounters with strangers and maintain personal safety in various situations. 3. Emergency Preparedness: Recognizing different types of emergencies and knowing the appropriate responses. 4. Navigating Public Transportation: Skills for using buses, trains, and taxis safely and independently. 5. Behavioral Expectations in Public Settings: Understanding and adhering to expected behaviors in public places like libraries, theaters, and shops. ## Effective Strategies for Developing Community Safety IEP Goals - Sequential Skill Building: Establish goals that build on each other, starting from simple recognition tasks to complex decision-making in real-world scenarios. - Contextual Learning: Integrate safety skills training into actual community settings to enhance learning relevance and retention. - Multi-Disciplinary Approach: Collaborate with local safety officials, transit authorities, and community leaders to create realistic and practical safety goals. - Regular Reinforcement: Use frequent, structured opportunities to practice skills to ensure mastery and confidence. ## Expanded Examples of Community Safety IEP Goals **Disclaimer**: The following are sample goals meant to illustrate how community safety IEP goals might be structured. However, it’s important to remember that each student’s IEP goals should be uniquely tailored to their individual circumstances, needs, and strengths. 1. **Street and Traffic Safety Goals:** - Goal: The student will identify and explain the function of different traffic signs (stop, yield, pedestrian crossing) and demonstrate appropriate actions at each sign during community walks in 95% of opportunities. - Goal: During school outings, the student will consistently use the crosswalk for street crossing, waiting for the walk signal on 10 consecutive outings. 2. **Stranger Interaction and Safety Goals:** - Goal: The student will demonstrate the ability to say “no” and walk away from unfamiliar adults asking them to go somewhere, in 100% of simulated training scenarios. - Goal: The student will identify two safe adults they can approach for help when feeling unsafe in public, practicing interactions twice a month. 3. **Emergency Preparedness Goals:** - Goal: The student will memorize and demonstrate three different ways to exit the school building safely in case of an emergency, with one drill practiced monthly. - Goal: The student will use a mock phone to call 911, accurately describing their location and the nature of the emergency in role-play scenarios, achieving accurate communication in 9 out of 10 trials. 4. **Navigating Public Transportation Goals:** - Goal: The student will independently check the bus schedule, identify the correct bus number, and pay the fare correctly for their route in 4 out of 5 independent travel trials. - Goal: The student will demonstrate proper seating choice and how to signal a stop request on public buses during community-based instruction days, achieving correct actions in 90% of rides. 5. **Behavioral Expectations in Public Settings Goals:** - Goal: The student will follow a set of written rules for appropriate behavior (such as keeping voice down and walking, not running) in public libraries, maintaining compliance on 8 out of 10 visits. - Goal: In a restaurant setting, the student will practice ordering food, using manners, and calculating a tip with minimal prompts in 5 consecutive outings. ### Related IEP Goal Resources - [SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [safety awareness IEP goals](https://orilearning.com/strategic-approaches-to-safety-awareness-iep-goals-for-special-education/) - [daily living skills IEP goals](https://orilearning.com/developing-daily-living-skills-iep-goals-your-guide-with-examples/) - [adaptive skills IEP goals](https://orilearning.com/a-framework-for-adaptive-skills-crafting-iep-goals-for-student-independence/) ## Implementing Community Safety IEP Goals - Simulated Practice: Regularly schedule classroom activities that simulate community environments where students can practice safety skills in a controlled setting. - Community-Based Instruction: Plan systematic outings that are specifically designed to teach and reinforce safety skills in real-world contexts. - Feedback Loops: Provide immediate feedback and positive reinforcement to encourage good safety practices and correct risky behaviors. - Family Engagement: Encourage families to reinforce and practice safety skills during family outings, ensuring a cohesive learning experience across environments. For young adults ages 18–22+ who are preparing for independent community participation, Ori Learning’s [adult transition curriculum](/adult-transition/) extends these safety skills into real-world post-secondary contexts. ## **Conclusion** Community safety IEP goals are vital for preparing students with disabilities to navigate public spaces safely and confidently. By systematically developing these goals and providing ample opportunities for practice, educators can significantly enhance students’ independence and participation in community life. A structured [evidence-based transition program](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. ### More from Ori [![An illustration of a wavey path leading to a target showing strength in hitting the goal.](https://orilearning.com/wp-content/uploads/2023/07/Self-Advocacy-IEP-Goals.png) Developing Social Skills IEP Goals: Your Guide with Examples ](https://orilearning.com/social-skills-iep-goals-examples/) [![An illustration of a wavey path leading to a target showing strength in hitting the goal.](https://orilearning.com/wp-content/uploads/2023/07/Self-Advocacy-IEP-Goals.png) Developing Social Emotional IEP Goals: Your Guide with Examples ](https://orilearning.com/social-emotional-iep-goals/) [![An illustration of a wavey path leading to a target showing strength in hitting the goal.](https://orilearning.com/wp-content/uploads/2023/07/Self-Advocacy-IEP-Goals.png) 50 Money IEP Goals for Functional Math and Financial Literacy](https://orilearning.com/developing-functional-money-iep-goals-for-students-with-disabilities/) **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [Cognitive Intelligence vs Emotional Intelligence: Key Differences](https://orilearning.com/cognitive-intelligence-vs-emotional-intelligence/) **Published:** October 4, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Explore cognitive intelligence vs emotional intelligence (IQ vs EQ): definitions, key differences, real-world roles, and tips to boost both for balanced success. **Content:** Is one more important than the other: cognitive intelligence (IQ) or emotional intelligence(EQ? This question has sparked endless debates among educators and psychologists alike. As students and professionals strive for success, understanding the differences between cognitive intelligence vs emotional intelligence becomes crucial. While IQ measures our ability to solve problems and understand complex ideas, EQ focuses on how we manage emotions and interact socially. In this article, we will define both types of intelligence, explore their key components, and outline their unique benefits and limitations, offering a comprehensive guide to better understand IQ and EQ. ## Cognitive Intelligence vs Emotional Intelligence: Key Differences Cognitive intelligence (IQ) focuses on cognitive processes and logical reasoning, while emotional intelligence (EQ), [first defined by Salovey and Mayer (1990)](https://journals.sagepub.com/doi/10.2190/DUGG-P24E-52WK-6CDG), emphasizes emotional awareness and social skills. IQ measures abilities such as problem-solving, logical reasoning, and understanding complex ideas. In contrast, EQ involves recognizing, understanding, managing, and utilizing emotions effectively in oneself and others. The primary focus of IQ is on intellectual capabilities, whereas EQ centers on emotional and interpersonal skills. Real-world applications of IQ are predominantly found in fields that require strong analytical thinking and problem-solving abilities. Examples include engineering, mathematics, and scientific research, where the ability to process information quickly and accurately is crucial. Professionals in these fields often rely on their cognitive intelligence to develop innovative solutions, conduct experiments, and analyze data effectively. On the other hand, EQ is particularly valuable in professions that involve teamwork, leadership, and customer interaction. Fields such as management, teaching, and healthcare benefit significantly from high emotional intelligence. In these roles, the ability to empathize, communicate effectively, and resolve conflicts is essential for building strong relationships and fostering a positive work environment. High EQ professionals can navigate social complexities and maintain emotional well-being, which enhances their effectiveness in collaborative and leadership positions. ### This is just one piece. See the full curriculum scope. Our Emotional Well-Being Curriculum covers this topic and dozens more across grades 6-12, with research-backed lessons ready to use in your classroom. [ Download the EWB Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjM1OSIsInRvZ2dsZSI6ZmFsc2V9) [Or explore the full EWB curriculum →](https://orilearning.com/emotional-well-being-curriculum/) ## Measuring Cognitive Intelligence and Emotional Intelligence Cognitive intelligence (IQ) is typically measured using standardized tests designed to assess various cognitive abilities. The [Wechsler Adult Intelligence Scale (WAIS)](https://www.pearsonassessments.com/en-us/Store/Professional-Assessments/Cognition-&-Neuro/Wechsler-Adult-Intelligence-Scale-|-Fifth-Edition/p/P100071002) and the Stanford-Binet Intelligence Scales are two of the most widely used IQ assessments. These tests evaluate a range of cognitive skills, including verbal comprehension, perceptual reasoning, working memory, and processing speed. Each subtest aims to measure specific intellectual functions, offering a comprehensive understanding of an individual’s cognitive strengths and weaknesses. For example, the WAIS includes tasks such as vocabulary tests to gauge verbal comprehension and block design puzzles to assess spatial reasoning. Emotional intelligence (EQ) assessments focus on evaluating emotional and social competencies. The Emotional Quotient Inventory (EQ-i) and the [Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT)](https://www.mhs.com/MHS-Talent?prodname=msceit) are prominent tools used for this purpose. The EQ-i measures various aspects of emotional and social functioning, such as self-perception, stress management, and interpersonal skills. Meanwhile, the MSCEIT assesses one’s ability to perceive, use, understand, and manage emotions. These tests often involve scenarios and questions designed to evaluate how well individuals can navigate social complexities and manage their emotional responses. - **Widely-used IQ tests:** - Wechsler Adult Intelligence Scale (WAIS) - Stanford-Binet Intelligence Scales - Raven’s Progressive Matrices - **Widely-used EQ tests:** - Emotional Quotient Inventory (EQ-i) - Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) - Emotional Intelligence Appraisal ## Benefits and Limitations of Cognitive Intelligence and Emotional Intelligence High cognitive intelligence (IQ) offers several advantages. Individuals with high IQ scores typically excel in problem-solving, academic performance, and understanding complex concepts. For instance, they can quickly analyze and synthesize information, making them adept at tackling challenging tasks and developing innovative solutions. Their ability to process information efficiently allows them to perform well in academic and professional settings, where intellectual rigor is required. Conversely, high emotional intelligence (EQ) provides distinct benefits. Those with high EQ can enhance their emotional regulation, build better interpersonal relationships, communicate effectively, and exhibit increased resilience to stress. For example, their ability to empathize and manage emotions helps them navigate social interactions smoothly, fostering strong personal and professional relationships. Effective communication and conflict resolution skills enable them to maintain a positive work environment and handle stressful situations with composure. Despite the benefits, both high IQ and high EQ have limitations. A high IQ does not guarantee success in social or emotional domains. Individuals with high cognitive intelligence may struggle with interpersonal relationships and emotional regulation. Their focus on logical reasoning and problem-solving might overshadow the importance of empathy and social skills. This limitation can hinder their ability to connect with others, leading to potential conflicts and misunderstandings in both personal and professional settings. Similarly, a high EQ may not suffice in highly technical fields. While emotional intelligence is crucial for managing social interactions and emotions, it does not replace the need for cognitive skills in domains that require analytical thinking and technical expertise. High EQ individuals might excel in roles involving teamwork and leadership but may face challenges in tasks that demand advanced mathematical, scientific, or technical knowledge. Understanding the balance between cognitive intelligence vs emotional intelligence is essential for holistic success. **Benefits of high IQ:** - Improved problem-solving skills - Enhanced academic performance - Ability to understand complex concepts - Efficient information processing **Benefits of high EQ:** - Enhanced emotional regulation - Better interpersonal relationships - Effective communication - Increased resilience to stress ## Real-World Applications of Cognitive Intelligence vs Emotional Intelligence Cognitive intelligence (IQ) plays a pivotal role in analytical and technical fields. Professions requiring strong problem-solving abilities, logical reasoning, and the capacity to understand complex concepts rely heavily on high IQ. For instance, engineers use their cognitive intelligence to design and develop innovative solutions, ensuring that structures and systems function efficiently. Similarly, mathematicians apply their IQ to solve intricate equations and advance theoretical knowledge. Scientists also depend on cognitive intelligence to conduct experiments, analyze data, and derive conclusions that propel scientific discovery forward. In contrast, emotional intelligence (EQ) is crucial in roles that demand interpersonal skills and emotional management. Professions in management, teaching, and healthcare benefit significantly from high EQ. Managers with strong emotional intelligence can lead teams effectively, fostering a collaborative work environment and resolving conflicts amicably. Teachers utilize their EQ to connect with students, understand their emotional needs, and create a supportive learning atmosphere. Healthcare professionals, such as doctors and nurses, rely on emotional intelligence to empathize with patients, manage stress, and communicate sensitive information with compassion. ### **Professions Where High IQ is Beneficial** High cognitive intelligence is particularly advantageous in professions that require advanced analytical and technical skills. Engineers, mathematicians, and scientists are prime examples of fields where high IQ is essential. For instance, software engineers use their cognitive intelligence to write efficient code and develop complex software solutions. Similarly, financial analysts leverage their IQ to interpret financial data, forecast market trends, and make informed investment decisions. In academia, researchers depend on high IQ to conduct rigorous studies, analyze results, and contribute to the body of knowledge in their respective fields. ### **Professions Where High EQ is Beneficial** Professions that require high emotional intelligence include those in management, teaching, and healthcare. In management, leaders with high EQ can motivate their teams, build strong relationships, and navigate organizational challenges effectively. Teachers with strong emotional intelligence create engaging and inclusive classroom environments, fostering student success and well-being. In healthcare, professionals with high EQ can provide empathetic care, manage patient emotions, and maintain their own emotional balance in high-stress situations. Customer service roles also benefit from high EQ, as employees can handle customer inquiries and complaints with patience and understanding, ensuring a positive customer experience. ## Enhancing Cognitive Intelligence and Emotional Intelligence Improving cognitive intelligence (IQ) can be achieved through various targeted exercises and activities. Engaging in puzzles such as crosswords and Sudoku can enhance problem-solving skills and logical reasoning. Additionally, activities like reading complex texts and learning new languages stimulate verbal comprehension and working memory. Participating in educational courses and training programs can also provide structured opportunities for cognitive development. These methods collectively contribute to enhancing one’s cognitive abilities by challenging the brain and encouraging continuous learning. Strengthening emotional intelligence (EQ) involves practices that focus on emotional and social skills. Mindfulness exercises, such as meditation and deep-breathing techniques, can improve emotional regulation and self-awareness. Developing empathy can be facilitated by actively listening to others and trying to understand their perspectives. Engaging in team-based activities and group discussions can enhance social awareness and relationship management skills. These strategies help individuals better recognize and manage their emotions, leading to improved interpersonal interactions. For educators looking to build these skills systematically, Ori Learning’s [Emotional Well-Being curriculum](https://orilearning.com/emotional-well-being-curriculum/) integrates emotional intelligence development into structured lessons for grades 6-12. ### Activities to boost cognitive intelligence vs emotional intelligence #### **Activities to boost IQ:** - Solving puzzles (e.g., crosswords, Sudoku) - Reading complex texts and learning new languages - Participating in educational courses and training programs #### **Activities to boost EQ:** - Practicing mindfulness exercises (e.g., meditation, deep-breathing) - Actively listening to others and developing empathy - Engaging in team-based activities and group discussions Environmental factors play a significant role in the development of both IQ and EQ. Access to quality education and stimulating learning environments can greatly enhance cognitive intelligence. Similarly, supportive social networks and positive relationships contribute to the growth of emotional intelligence. It is important to note that IQ and EQ are not fixed qualities; they can be developed and improved over time through intentional practice and the influence of one’s surroundings. By creating environments that foster learning and emotional growth, individuals can enhance both their cognitive and emotional capabilities. ## Next Steps Understanding cognitive intelligence vs emotional intelligence is crucial for educators and students alike. This blog outlined definitions and key concepts of IQ and EQ, highlighting their unique elements and components. It then contrasted their focus areas, real-world applications, and methods of assessment, while also weighing the benefits and limitations of both. Both cognitive and emotional intelligence play vital roles in academic and professional success. Enhancing these skills can lead to better problem-solving abilities and improved interpersonal relationships. Embracing both IQ and EQ is essential for well-rounded development. For students with IEPs or transition needs, Ori Learning’s [transition curriculum](/transition-curriculum/) embeds emotional intelligence development into practical life-skills instruction for grades 9–12. ## More on cognitive intelligence vs emotional intelligence ### What is cognitive intelligence? Cognitive intelligence (IQ) refers to the ability to learn, reason, solve problems, and understand complex ideas. It is often measured through standardized tests and is related to academic and professional success. ### What is emotional intelligence? Emotional intelligence (EQ) involves recognizing, understanding, managing, and utilizing emotions effectively in oneself and others. Key skills include empathy, emotional regulation, and interpersonal communication. ### How is emotional intelligence different from cognitive intelligence? Emotional intelligence focuses on emotional awareness and social skills, while cognitive intelligence emphasizes cognitive processes and logical reasoning. ### How are cognitive intelligence and emotional intelligence measured? Cognitive intelligence is measured by tests like the Wechsler Adult Intelligence Scale (WAIS) and the Stanford-Binet Intelligence Scales. Emotional intelligence is assessed through tests like the Emotional Quotient Inventory (EQ-i) and the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). ### Related Resources - [emotional literacy and SEL](/emotional-literacy-and-sel/) - [developing self-awareness](/what-is-sels-role-in-developing-self-awareness/) - [emotional regulation](/the-role-of-sel-in-emotional-regulation/) ### More from Ori [![RMA Texas Public Schools logo](https://orilearning.com/wp-content/uploads/2025/03/rma-texas-public-schools-case-study.png) Ori Learning’s Transition Curriculum Secures Nearly 100% Staff Buy-In At RMA Public Schools](https://orilearning.com/ori-learnings-transition-program-gets-100-buy-in-from-rma-public-schools/) **Categories:** Research & Trends --- ### [50 Money IEP Goals for Functional Math and Financial Literacy](https://orilearning.com/developing-functional-money-iep-goals-for-students-with-disabilities/) **Published:** April 1, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Practical IEP goals for students with disabilities to build functional money skills—identifying money, making purchases, budgeting, banking, and safety. **Content:** Written by: Tess Hileman, M.Ed. | Reviewed by: Dr. Miriam Gayle, EdD Only 59% of young adults with disabilities had a checking account within eight years of leaving high school, compared to 74% of their peers ([NLTS2, 2011](https://nlts2.sri.com/reports/2011_09_02/nlts2_report_2011_09_02_ch5.pdf)). For young adults with intellectual disabilities, that number dropped to 29%. The 50 measurable goals below span the full money skills continuum, from coin identification through banking and budgeting, so you can match each student’s present level to a goal that moves them toward financial independence. **Key Takeaways:** This page provides 50 IEP-ready money goals across five categories (coin identification, counting, purchasing, budgeting, and banking), instructional strategies backed by peer-reviewed research, and a direct connection to IDEA transition planning requirements. ## How to Write Money IEP Goals Every money IEP goal needs four components: a condition describing the setting or materials, an observable behavior, criteria defining success, and a measurement method. Start with the student’s present level. A 9th grader who cannot identify coin values needs a different goal than a 12th grader who counts change but has never used a debit card. Structure each goal with this framework: - **Condition:** “Given a mixed set of coins and bills…” or “During a community-based shopping trip…” - **Behavior:** “the student will count the total value…” or “complete a purchase using a debit card…” - **Criteria:** “with 80% accuracy across 3 consecutive trials” or “in 4 out of 5 opportunities” - **Measurement:** “as measured by teacher-recorded data” or “using a task analysis checklist” Federal law supports including money goals in IEPs. IDEA defines transition services as activities that include “acquisition of daily living skills,” which encompasses financial management ([34 CFR §300.43](https://sites.ed.gov/idea/regs/b/a/300.43)). Starting at age 16, the IEP must include measurable postsecondary goals for independent living ([34 CFR §300.320(b)](https://sites.ed.gov/idea/regs/b/a/300.43)). Adjust accuracy percentages, trial counts, and settings to match each student’s baseline. Ori Learning’s [structured transition curriculum](/high-school-transition/) includes dedicated financial literacy courses for grades 9–12. ## Prerequisite Skills to Assess First Before writing money IEP goals, confirm that the student demonstrates these foundational skills, or write prerequisite goals to address gaps: - **Number recognition (1–100):** Can the student read and identify written numerals? - **One-to-one correspondence:** Can the student count objects accurately by pointing to each one? - **Skip counting by 5s, 10s, and 25s:** This underpins coin counting and making change. - **Sorting and categorizing:** Can the student group objects by an attribute like size or color? - **Fine motor skills:** Can the student manipulate coins, press calculator buttons, or swipe a card? - **Basic addition and subtraction:** Mental math or calculator-assisted. A student who cannot count to 25 will struggle with coin equivalency goals. Use a transition assessment’s money skills section to pinpoint where each student falls on the continuum. ## Goals for Coin and Bill Identification Browder and Grasso’s foundational review identified 43 studies on teaching money skills to students with intellectual disabilities, with most focused on coin identification and purchase transactions ([ERIC, 1999](https://eric.ed.gov/?id=EJ594960)). These 10 goals progress from basic recognition to value association, the entry point for all money instruction. 1. Given a set of real or replica U.S. coins, the student will identify each coin by name (penny, nickel, dime, quarter) with 90% accuracy across 3 consecutive sessions, as measured by teacher observation checklist. 2. Given real or replica U.S. coins, the student will state the monetary value of each coin without visual prompts with 80% accuracy in 4 out of 5 trials, as measured by teacher-recorded data. 3. Given U.S. paper currency ($1, $5, $10, $20), the student will identify each bill by denomination with 90% accuracy across 3 consecutive sessions, as measured by direct assessment. 4. Given a mixed set of coins and bills, the student will sort currency by denomination into labeled containers with 85% accuracy in 4 out of 5 opportunities, as measured by task analysis checklist. 5. Given a matching activity, the student will pair coin images to their written values (e.g., quarter = $0.25) with 80% accuracy across 3 trials, as measured by permanent product. 6. Given two coins or bills, the student will identify which has the greater monetary value with 90% accuracy across 5 consecutive sessions, as measured by teacher-recorded data. 7. Given a price tag under $20, the student will select the correct bill denomination needed to cover the price with 80% accuracy in 4 out of 5 trials, as measured by task analysis checklist. 8. Given a simulated store display with price tags, the student will identify coins and bills needed for purchases under $5.00 with 80% accuracy in 3 out of 4 trials, as measured by teacher observation. 9. Given 10 randomly presented coins, the student will name and state the value of each within 5 seconds per coin with 85% accuracy, as measured by timed assessment data. 10. Given two different coin combinations (e.g., 2 dimes and 1 nickel vs. 1 quarter), the student will determine whether the amounts are equal or unequal with 80% accuracy across 4 trials, as measured by student response recording. ### This is just one piece. See the full curriculum scope. Our Transition Curriculum covers this topic and dozens more for grades 9-12 and adult (18-22+), building employment, independent living, and self-advocacy skills. [ Download the Transition Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjU1OSIsInRvZ2dsZSI6ZmFsc2V9) [Or explore the full Transition curriculum →](https://orilearning.com/transition-curriculum/) ## Goals for Counting and Equivalency The next-dollar strategy and counting-up method are two of the most researched approaches for teaching students with disabilities to handle cash transactions. These 10 goals cover mixed currency, making change, and decimal notation, bridging identification to real purchasing. 1. Given a mixed set of coins totaling up to $1.00, the student will count the total value with 80% accuracy across 3 consecutive sessions, as measured by teacher-recorded data. 2. Given a mixed set of coins and bills totaling up to $5.00, the student will count and state the total value with 80% accuracy in 4 out of 5 trials, as measured by direct assessment. 3. Given an item priced under $10.00, the student will use the next-dollar strategy to determine the minimum number of bills needed for the purchase with 85% accuracy across 4 trials, as measured by task analysis checklist. 4. Given a purchase under $1.00 and a $1.00 bill, the student will count up from the purchase price to calculate correct change with 80% accuracy in 3 out of 4 trials, as measured by teacher observation. 5. Given a purchase under $5.00 and a $5.00 bill, the student will calculate correct change using counting-up or subtraction with 75% accuracy in 4 out of 5 opportunities, as measured by student work sample. 6. Given spoken or written dollar-and-cent amounts, the student will write the value in decimal notation (e.g., three dollars and forty-seven cents = $3.47) with 85% accuracy across 3 consecutive sessions, as measured by permanent product. 7. Given prices of 2–3 items, the student will round each price to the nearest dollar and estimate the total cost within $1.00 of the actual total in 4 out of 5 trials, as measured by student work sample. 8. Given a stated amount of money and a priced item, the student will determine whether the money is sufficient for the purchase with 90% accuracy across 5 trials, as measured by teacher-recorded data. 9. Given 2–3 priced items and a calculator, the student will calculate the total cost and verify the sum with 80% accuracy in 4 out of 5 opportunities, as measured by permanent product. 10. Given a set of mixed coins, the student will make equivalent trades between denominations (e.g., 5 pennies for 1 nickel, 2 dimes and 1 nickel for 1 quarter) with 80% accuracy across 3 trials, as measured by direct assessment. ## Goals for Making Purchases Making purchases applies money skills in authentic contexts. Rowe and Test (2013) found that static picture prompts taught students a 20-step debit card purchase sequence that generalized to community settings within five weeks ([ERIC](https://eric.ed.gov/?id=EJ1015395)). A 2024 systematic review confirmed community-based instruction as effective for students with intellectual and developmental disabilities ([Anderson et al., 2024](https://journals.sagepub.com/doi/10.1177/215416472405900402)). 1. Given a simulated store environment, the student will complete a 5-step purchasing sequence (select item, check price, count payment, receive change, verify receipt) with 80% accuracy across 3 consecutive trials, as measured by task analysis checklist. 2. Given a point-of-sale terminal and a debit card, the student will complete a purchase with no more than 1 verbal prompt in 4 out of 5 trials, as measured by teacher observation and prompt-level data. 3. Given two similar items with different prices, the student will identify and select the lower-cost option with 90% accuracy across 5 trials, as measured by teacher-recorded data. 4. Given a cash purchase and change received, the student will verify whether the correct change was returned with 80% accuracy in 4 out of 5 opportunities, as measured by student work sample. 5. Given a store shelf or product display, the student will locate and read the price of a specified item with 85% accuracy across 4 trials, as measured by teacher observation. 6. Given a simulated online shopping interface, the student will complete a purchase sequence (select item, add to cart, enter payment information) with 80% accuracy across 3 trials, as measured by task analysis checklist. 7. During a community-based shopping trip, the student will independently greet the cashier, present payment, and complete the transaction with appropriate social interaction in 3 out of 4 opportunities, as measured by teacher observation checklist. 8. Given a grocery list and a specified budget, the student will locate and purchase 3–5 items without exceeding the budget in 3 out of 4 community-based trips, as measured by receipt review and teacher data. 9. Given a priced item and a posted sales tax rate, the student will estimate the total cost including tax within $0.50 of the actual total in 4 out of 5 trials, as measured by student work sample. 10. Given a self-checkout kiosk (simulated or actual), the student will scan items, select a payment method, pay, and collect a receipt with no more than 2 verbal prompts in 3 out of 4 trials, as measured by task analysis checklist. ## Goals for Budgeting and Saving A 2017 National Disability Institute report found that 55% of adults with disabilities could not cover a $2,000 emergency expense — more than double the rate for adults without disabilities ([NDI/FINRA, 2017](https://www.nationaldisabilityinstitute.org/wp-content/uploads/2019/01/ndi-finra-report-2017.pdf)). Budgeting and saving goals address this gap during secondary school, before students transition out. 1. Given 10 examples of common expenses, the student will categorize each as a need or a want with 90% accuracy across 3 consecutive sessions, as measured by permanent product. 2. Given a fixed weekly income, the student will create a simple budget allocating funds across needs, wants, and savings with 80% accuracy in 4 out of 5 trials, as measured by student work sample. 3. Given a spending tracker template, the student will record daily purchases for one week and calculate total spending with 80% accuracy, as measured by completed tracker and teacher review. 4. Given a list of common purchases, the student will identify at least three money-saving strategies (e.g., using coupons, choosing store brands, waiting for sales) in 4 out of 5 opportunities, as measured by written or verbal response. 5. Given a savings goal and a timeline, the student will calculate the weekly amount needed to reach the goal with 80% accuracy across 3 trials, as measured by student work sample. 6. Given options from a restaurant menu and a grocery store circular, the student will compare the cost of eating out versus preparing a similar meal at home in 4 out of 5 trials, as measured by completed comparison worksheet. 7. Given a sample budget with a 10% income reduction, the student will identify and remove at least two non-essential expenses to rebalance the budget in 3 out of 4 opportunities, as measured by student work sample. 8. Given a sample pay stub, the student will identify gross pay, deductions, and net pay with 85% accuracy across 3 consecutive sessions, as measured by direct assessment. 9. Given a discussion prompt, the student will explain why an emergency fund matters and describe at least two situations that would require emergency savings in 3 out of 4 opportunities, as measured by teacher observation and rubric. 10. Given a monthly income amount, the student will allocate spending using the 50/30/20 guideline (needs, wants, savings) and explain the rationale for each category in 3 out of 4 trials, as measured by student work sample and verbal explanation. ## Goals for Banking and Payment Skills Young adults with intellectual disabilities had the lowest rates of financial tool access: 29% with checking accounts and 19% with credit cards (NLTS2, 2011). These 10 goals target the specific banking and payment skills behind those numbers. 1. Given descriptions of checking and savings accounts, the student will identify at least three differences between the two account types with 80% accuracy across 3 sessions, as measured by written or verbal response. 2. Given a blank deposit slip and transaction details, the student will correctly complete all required fields (account number, date, amount) with 85% accuracy in 4 out of 5 trials, as measured by permanent product. 3. Given a simulated or actual ATM, the student will check an account balance and withdraw a specified amount following a task analysis with no more than 1 verbal prompt in 3 out of 4 trials, as measured by task analysis checklist. 4. Given a simplified bank statement, the student will identify deposits, withdrawals, and the current balance with 80% accuracy across 3 consecutive sessions, as measured by student work sample. 5. Given descriptions and examples, the student will explain at least two differences between a debit card and a credit card with 80% accuracy in 4 out of 5 opportunities, as measured by verbal response and teacher rubric. 6. Given a simulated PIN-entry terminal, the student will demonstrate safe PIN handling (shielding the keypad, not sharing the number) in 5 out of 5 observed trials, as measured by teacher observation checklist. 7. Given a simulated mobile payment interface, the student will complete a payment to a designated recipient with no more than 2 verbal prompts in 3 out of 4 trials, as measured by task analysis checklist. 8. Given examples of common financial scams (phishing emails, fraudulent calls), the student will identify the scam and describe one protective strategy in 4 out of 5 trials, as measured by verbal or written response. 9. Given a savings account scenario with principal amount and interest rate, the student will calculate simple interest using a calculator with 80% accuracy in 3 out of 4 trials, as measured by student work sample. 10. Given a paycheck (real or simulated), the student will endorse and deposit it using mobile deposit or in-person banking with no more than 1 verbal prompt in 3 out of 4 opportunities, as measured by task analysis checklist. ## Money IEP Goals at a Glance Goal CategorySkill AddressedSample Goal WordingProgress Monitoring MethodCoin and Bill IdentificationNaming coins and stating values“Given U.S. coins, the student will identify each by name with 90% accuracy across 3 sessions”Teacher observation checklistCounting and EquivalencyCounting mixed currency, making change“Given coins totaling up to $1.00, the student will count the total with 80% accuracy across 3 sessions”Direct assessment, recorded dataMaking PurchasesCompleting store and online transactions“The student will complete a 5-step purchasing sequence with 80% accuracy across 3 trials”Task analysis checklistBudgeting and SavingCreating budgets, tracking expenses“Given a fixed income, the student will create a budget across needs, wants, and savings with 80% accuracy”Student work sampleBanking and Payment SkillsUsing accounts, cards, and mobile pay“The student will complete an ATM withdrawal with no more than 1 prompt in 3 out of 4 trials”Task analysis checklist, observation## Instructional Strategies for Teaching Money Skills A 2021 meta-analysis identified self-care and independent living skills (including financial management) as a research-based predictor of post-school success ([Mazzotti et al., 2021](https://journals.sagepub.com/doi/10.1177/2165143420959793)). Three approaches are widely used in money skills instruction. **Simulated instruction** uses replica currency, mock stores, and role-play to teach discrete skills in a controlled setting. Classroom simulations allow repeated practice without the scheduling constraints of community outings. When paired with systematic prompt fading, students can carry those practiced steps into actual stores and banks. **Community-based instruction (CBI)** takes money skills into actual stores, banks, and restaurants. Anderson et al.’s 2024 systematic review confirmed CBI as effective across school, home, and community settings. Pairing simulation with CBI produces the strongest transfer: students learn the steps in the classroom and apply them where they will actually use them. **Tiered and differentiated tasks** address varied skill levels within one instructional block. A three-tier structure lets a single teacher differentiate within a mixed-ability class: simplified tasks with support, standard tasks at grade level, and extended tasks with added complexity. A 2023 scoping review found only seven comprehensive financial education programs for people with disabilities worldwide ([Vieira de Melo et al., 2023](https://www.scielo.br/j/rbee/a/DmfbrzQphbcxGNHLQb47PsD/?lang=en)). IEP teams need structured, evidence-based resources to build money goals across the full skills continuum. ## Connecting Money Goals to Transition Planning Money IEP goals belong inside the transition plan, not alongside it. IDEA requires measurable postsecondary goals for independent living starting at age 16 (34 CFR §300.320(b)), and financial management falls squarely in that domain. About 7.5 million students received special education services during 2022–23, or 15% of all public school students ([NCES, 2024](https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities)). The financial independence gap after school is stark. Young adults with disabilities who completed postsecondary education were three times more likely to hold savings and checking accounts than those who did not finish high school (NLTS2, 2011). Connect money goals to the transition plan by: - **Writing postsecondary goals first.** If the independent living goal includes managing finances, annual money IEP goals should feed directly into that target. - **Aligning to transition assessments.** Use instruments like the Skills Inventory Survey to identify money skill gaps and set baselines. - **Embedding money goals across service areas.** Math, vocational, and daily living goals can each include a money skill component. Ori Learning’s [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) builds responsible decision-making skills that support financial judgment alongside these functional goals. - **Collecting data across settings.** Track progress in classrooms (simulations), community (CBI trips), and work-based learning sites. ## Financial Literacy Resources for Secondary Students Ori Learning’s [post-secondary transition curriculum](/transition-curriculum/) includes dedicated Financial Literacy courses built for high school students with disabilities. This structured instruction aligns directly to the goals on this page. To see how financial literacy and money skills are sequenced across grade levels, [explore the full scope and sequence](/scope-and-sequence/). **Financial Literacy: Level 9–10** covers five lessons: Introduction to Money, Ways to Earn Money, Ways to Spend Your Money, How to Save Money, and an End-of-Unit Project. Students run classroom store simulations, create money maps allocating $100 across needs, wants, and helping others, and track earnings in a journal. End-of-unit projects (mock grocery store, job flyer, personal reflection) are tiered at three difficulty levels. **Financial Literacy: Level 11–12** builds toward independence: Money Matters, Budgeting Basics, Types of Bank Accounts, Credit vs. Debit, and an End-of-Unit Project. Students build budgets using career cards with real income and expense data, compare banks for student account perks, and evaluate credit-versus-debit scenarios. The capstone project requires planning a party within a strict budget. Each lesson includes functional math practice: calculating earnings, planning budgets, tracking expenses. The three-tier task structure lets teachers differentiate within one lesson, and end-of-unit projects serve as performance-based assessments completed over multiple days. Ori Learning’s Emotional Well-Being Curriculum complements these courses with responsible decision-making instruction for grades 6–12. ## FAQ **What money IEP goals are appropriate for elementary versus secondary students?** Elementary students typically work on coin and bill identification, basic counting, and simulated transactions. Secondary students in transition programs should target budgeting, banking, community-based purchasing, and digital payment skills. Match the goal to the student’s present level rather than grade alone. **When should a student’s IEP shift from counting money to budgeting skills?** Introduce budgeting once a student can reliably count mixed currency, make purchases in a simulated or community setting, and grasp the link between earning and spending. For many students this happens in middle school or early high school. Some benefit from working on both simultaneously — one goal on coin skills, another on weekly spending. **How do you document and measure mastery of money IEP goals?** Match the method to the goal type. Task analysis checklists suit multi-step procedures (purchasing, using an ATM). Permanent products — completed budgets, spending trackers — document computation goals. Teacher observation with rubrics captures community-based performance. Collect data across 3–5 opportunities before reporting mastery. **How do money skills connect to transition planning?** IDEA requires transition plans to address independent living skills, and financial management falls within that domain. Money IEP goals should align to the student’s postsecondary independent living goal. For students ages 18–22+, Ori Learning’s [18-22+ transition program](/adult-transition/) includes dedicated financial literacy instruction that reinforces these skills beyond high school. If that goal includes managing personal finances, annual goals should target budgeting, banking, and community purchasing. **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [Ori Webinar: IEP Progress Monitoring for Administrators with Jamilah Bashir](https://orilearning.com/iep-progress-monitoring-webinar/) **Published:** December 3, 2024 **Author:** Stefan Kalpachev **Excerpt:** Free webinar: Learn data-driven IEP progress monitoring strategies for academic and behavioral success, teacher support, compliance, and practical tools. **Content:** # Ori Webinar: IEP Progress Monitoring for Administrators with Jamilah Bashir Discover actionable strategies to transform IEP progress monitoring into a powerful tool for academic and behavioral success. Featuring **Jamilah Bashir** and **Dr. Miriam Gayle**, this webinar covers: - **Data-Driven Insights**: Use progress monitoring to improve outcomes. - **Teacher Support**: Practical methods to train and empower your staff. - **Compliance Made Simple**: Align with legal requirements seamlessly. - **Holistic Growth**: Bridge behavior and academics for whole-child support. Get expert tips, real-world solutions, and a quick demo of Ori Learning’s tools. To see how these strategies come to life in practice, explore [Ori Learning’s Transition Curriculum](/transition-curriculum/)—built to support compliant IEP progress monitoring from grades 6 through 22+. More from Ori Learning [![An image of the scales of justice illustrating the legal aspects of transition planning in special education](https://orilearning.com/wp-content/uploads/2023/07/Transition-Planning_-Are-We-Failing-75-of-Secondary-Students-with-IEPs_-1-768x347.png "Transition Planning_ Are We Failing 75% of Secondary Students with IEPs_ (1) – Ori Learning – Ori Learning") ](https://orilearning.com/transition-planning-are-we-failing-75-of-secondary-students-with-ieps/) [ Transition Planning: Are We Failing 75% of Secondary Students with IEPs? ](https://orilearning.com/transition-planning-are-we-failing-75-of-secondary-students-with-ieps/) [![Special educator examining the most common legal errors in IEP planning](https://orilearning.com/wp-content/uploads/2023/07/ori_blog_06.29.23_7-legal-errors-768x347.png "ori_blog_06.29.23_7-legal-errors – Ori Learning – Ori Learning") ](https://orilearning.com/7-mistakes-youre-making-with-your-special-education-transition-lesson-plans/) [ 7 Mistakes You’re Making with Your Special Education Transition Lesson Plans ](https://orilearning.com/7-mistakes-youre-making-with-your-special-education-transition-lesson-plans/) [![Ensuring Educationally Meaningful and Legally Compliant Transition Plans - webinar title on a salmon pink background with headshots of Dr. Yell and Dr. Hulett.](https://orilearning.com/wp-content/uploads/2024/03/marketing_social_03.13.24_webinar-ensuring-educationally-meaningful_2000x620-1-768x238.png "Legally Compliant Transition Plans Webinar – Ori Learning – Ori Learning") ](https://orilearning.com/webinar-ensuring-educationally-meaningful-and-legally-compliant-transition-plans-with-dr-mitch-yell-and-dr-kurt-hulett/) [ Ensuring Educationally Meaningful and Legally Compliant Transition Plans ](https://orilearning.com/webinar-ensuring-educationally-meaningful-and-legally-compliant-transition-plans-with-dr-mitch-yell-and-dr-kurt-hulett/) [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Compliance & Law, Leadership & Admin Strategies, Ori Webinars **Tags:** academic and behavioral outcomes, academic outcomes, academic progress tracking, administrator training, behavioral and academic growth, behavioral interventions, compliance in special education, data-driven education, data-driven instruction, IEP progress monitoring, Jamilah Bashir, Jamilah Bashir webinar, Ori Learning tools, special education compliance, special education webinar, teacher support strategies, teacher training strategies --- ### [Transition Planning IEP Toolkit](https://orilearning.com/transition-rubric/) **Published:** March 5, 2024 **Author:** Stefan Kalpachev **Excerpt:** Transition Planning Rubric for district leaders and educators: a fillable, action-oriented tool to strengthen transition planning, post-secondary goals, and IEP meetings. **Content:** # Elevate Your Team’s Approach to IEP Meetings Our Transition Planning Rubric is designed to support district leaders and educators in guiding their teams towards excellence in transition planning. It provides comprehensive criteria that cover the breadth of transition planning, from gauging student engagement to evaluating post-secondary goals and services. ### **Why Use This Rubric?** - **Tailored Feedback:** Utilize a structured scoring system to evaluate and enhance individual transition plans. - **Fillable Format:** Conveniently fill out the rubric digitally or print it for hands-on collaboration. - **Action-Oriented Guidance:** Benefit from a clearly defined path towards creating robust and legally compliant IEPs. Expand your team’s capabilities and improve the success of IEP meetings. Simply fill out the form and we’ll send you a copy of your fillable & printable transition planning rubric via email. ## Download Ori's Free Toolkit ![Transition Planning IEP Toolkit](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_01.16.24_rubric-768x347.png "ori_blog_01.16.24_rubric – Ori Learning – Ori Learning") More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Compliance & Law, Instructional Strategies, Leadership & Admin Strategies, Transition & SPED **Tags:** District Leaders, IEP meetings, IEP Toolkit, post-secondary goals, special education, student engagement, transition planning, Transition Planning Rubric --- ### [Transition Planning IEP Toolkit](https://orilearning.com/transition-planning-iep-toolkit/) **Published:** June 7, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Boost IEP meetings with our Transition Planning Rubric - a fillable, printable guide helping educators and district leaders create compliant, ready transition plans. **Content:** # Elevate Your Team’s Approach to IEP Meetings Our Transition Planning Rubric is designed to support district leaders and educators in guiding their teams towards excellence in transition planning. It provides comprehensive criteria that cover the breadth of transition planning, from gauging student engagement to evaluating post-secondary goals and services. ### **Why Use This Rubric?** - **Tailored Feedback:** Utilize a structured scoring system to evaluate and enhance individual transition plans. - **Fillable Format:** Conveniently fill out the rubric digitally or print it for hands-on collaboration. - **Action-Oriented Guidance:** Benefit from a clearly defined path towards creating robust and legally compliant IEPs. Expand your team’s capabilities and improve the success of IEP meetings. Simply fill out the form and we’ll send you a copy of your fillable & printable transition planning rubric via email. ## Download Ori's Free Toolkit ![Transition Planning IEP Toolkit](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_01.16.24_rubric-768x347.png "ori_blog_01.16.24_rubric – Ori Learning – Ori Learning") More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** IEP Goal Bank, Instructional Strategies --- ### [SEL Curriculum: How to Choose the Right Program for Your School](https://orilearning.com/sel-curriculum/) **Published:** March 19, 2026 **Author:** Jon Izak (Founder & CEO) **Content:** Last updated: March 2026 The most common frustration I hear from school leaders evaluating SEL curriculum is that the content doesn’t feel built for their students — especially in secondary schools, where the problem is most acute. The scenarios, the tone, the reading level: it reads like it was designed for elementary classrooms and adapted up. Teachers recognize it immediately, and so do students. But the issue goes beyond content fit. Schools across all grade levels struggle with the same three problems: finding time to implement SEL without blowing up the master schedule, getting visibility into whether teachers are actually delivering lessons consistently, and knowing if students are developing the skills the program promises. Many programs still leave schools to solve scheduling, fidelity, and outcome measurement largely on their own. This guide is built around those real problems. Whether you’re a curriculum coordinator comparing programs for the first time or a special education director looking for something that works across general education and IEP populations, you’ll find a practical framework for evaluating what’s actually in front of you — not just what’s in the pitch deck. **What is an SEL curriculum?** A social-emotional learning curriculum is a structured, sequenced program that explicitly teaches social-emotional competencies — self-awareness, self-management, social awareness, relationship skills, and responsible decision-making — across the school year. Unlike one-off activities, it includes scope and sequence, direct instruction, student practice, and progress monitoring. - [What Is an SEL Curriculum — and What Isn’t One?](#what-is-sel-curriculum) - [The 5 CASEL Competencies Every SEL Curriculum Should Teach](#casel-competencies) - [Why Schools Are Investing in an SEL Curriculum](#why-schools-invest) - [What to Look for in an SEL Curriculum: A Buyer’s Checklist](#buyers-checklist) - [Red Flags: Common Mistakes When Choosing an SEL Program](#red-flags) - [SEL Curriculum and Special Education: Why This Matters](#special-education) - [SEL Curriculum and Ori’s Emotional Well-Being Curriculum](#sel-vs-ewb) - [From Evaluation to Implementation: A Step-by-Step Process](#implementation) - [Frequently Asked Questions](#faq) - [Next Steps](#next-steps) If your team is still building foundational knowledge, start with [what SEL stands for](/what-does-sel-stand-for/) and the [school-wide benefits of social-emotional learning](/benefits-of-sel/). ## What Is an SEL Curriculum — and What Isn’t One? An SEL curriculum is a systematic instructional program designed to teach students specific emotional and social competencies over time. It follows a deliberate scope and sequence, building skills progressively from foundational concepts to more complex applications as students develop. What separates a true curriculum from other approaches is structure. A well-designed program includes explicit lessons, guided practice, opportunities for reflection, and built-in ways to assess whether students are actually developing the targeted skills. ### SEL Curriculum vs. One-Off Activities Many schools believe they “do SEL” because teachers run morning meetings, use feeling charts, or pull [classroom activities](/social-emotional-learning-activities-to-try-in-the-classroom/) from the internet. I hear this constantly from administrators who are surprised to learn that what they’ve been doing doesn’t constitute a curriculum. Activities create exposure. A curriculum creates instruction. The difference matters because a curriculum provides: - **Scope and sequence** across weeks, months, and grade levels - **Explicit skill instruction**, not just discussion topics - **Developmental progression** from elementary through secondary - **Consistency** across classrooms and student groups - **Assessment and progress monitoring** to guide decisions Without these elements, students get exposure without depth — they may recognize emotions but never build the skills to regulate them consistently. ### What an SEL Curriculum Is Not To evaluate programs effectively, it helps to understand what a social-emotional learning curriculum is *not*: - **Not a replacement for PBIS.** PBIS establishes the school-wide environment and behavioral expectations. SEL provides the skill foundation that makes meeting those expectations possible. The two work best together: PBIS sets the architecture; SEL builds the internal capacity students need to operate within it. - **Not a substitute for school counseling.** Counselors provide individualized, responsive support — and in many secondary schools, they’re also the primary delivery partner for SEL curriculum. Both are essential, and a strong SEL curriculum should be designed so that counselors can deliver it efficiently alongside their other responsibilities. - **Not a one-semester elective.** Social-emotional skills develop through sustained practice, not a single course. - **Not a poster set or assembly.** Awareness campaigns don’t produce measurable skill development. Understanding [the core meaning of this framework](/what-does-sel-stand-for/) is the first step. The next is knowing what quality instruction actually looks like. ## The 5 CASEL Competencies Every SEL Curriculum Should Teach The [CASEL framework](https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/) identifies five core competencies that form the foundation of effective social-emotional instruction. Any credible SEL curriculum should address all five with age-appropriate lessons that build progressively across grade levels: 1. Self-awareness 2. Self-management 3. Social awareness 4. Relationship skills 5. Responsible decision-making Here’s what each competency means in practice and what to look for in a program. ### Self-Awareness Self-awareness involves recognizing one’s own emotions, strengths, challenges, and values — and understanding how they influence behavior. Students learn to identify what they’re feeling, understand why, and recognize how their emotional state affects their actions. For related skill-building activities, explore these [self-identity activities for high school students](/self-identity-activities-for-high-school-students-lesson-plan/). In an elementary classroom, this might look like students using a feelings wheel to name their emotion before a group activity. By high school, self-awareness instruction gets more nuanced — students examine how their values and identity shape their reactions in high-stakes social situations. ### Self-Management This is the competency that gets the most attention from schools, and for good reason. Self-management covers emotional regulation, impulse control, stress management, and goal-setting — skills that directly affect classroom behavior. A seventh-grader might start a lesson by examining the physiological signals they recognize when they’re under pressure — a test coming up, a conflict in a friend group — and then work through a structured reframing exercise that connects what they’re feeling to what they need to do differently. That kind of age-appropriate, repeated practice builds real capacity. It’s fundamentally different from a teacher saying “calm down” and expecting a student to know how. ### Social Awareness Social awareness centers on empathy and perspective-taking — understanding the feelings, needs, and viewpoints of others, including people from different backgrounds and cultures. It also includes recognizing social norms and understanding how community dynamics influence behavior. Strong programs teach this through scenario analysis where students examine a situation from multiple perspectives, not just their own. The goal isn’t for students to agree with everyone — it’s for them to develop the habit of asking “what might this person be experiencing?” before reacting. ### Relationship Skills Relationship skills encompass clear communication, active listening, cooperation, conflict resolution, and the willingness to seek or offer help when needed. These are the skills that determine whether a student can actually work productively in a group, navigate a disagreement without escalation, or ask for help when they’re struggling. ### Responsible Decision-Making Responsible decision-making involves making constructive choices about personal behavior and social interactions by considering ethical standards, safety, social norms, and realistic consequences. If a program only covers the first two competencies (self-awareness and self-management) but gives surface-level treatment to social awareness, relationship skills, and decision-making, it’s incomplete. The [CASEL framework](https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/) treats all five as interconnected — and the best programs do too. ## Why Schools Are Investing in an SEL Curriculum Schools are no longer treating SEL as an optional morning meeting activity. Chronic absenteeism, rising behavioral referrals, and the lasting effects of pandemic-era disruption have made structured social-emotional instruction a foundational requirement for many districts. ### Academic, Behavioral, and Climate Benefits A landmark [meta-analysis by Durlak et al. (2011)](https://casel.org/fundamentals-of-sel/what-does-the-research-say/) found that students in schools with structured SEL programs showed an average 11-percentile-point gain in academic achievement compared to peers without SEL instruction. More recent research by [Cipriano et al. (2023)](https://casel.s3.us-east-2.amazonaws.com/HGSE-Navigating-SEL.pdf) confirms these findings hold across diverse school settings and student populations. The [benefits of social-emotional learning](/benefits-of-sel/) extend beyond test scores. Schools report measurable improvements in attendance, reductions in disciplinary incidents, and shifts in classroom climate that make teaching more sustainable. The [long-term impact](/long-term-benefits-of-social-emotional-learning/) includes higher graduation rates, better mental health outcomes, and stronger career readiness — effects that persist years after the initial instruction ([Taylor et al., 2017](https://doi.org/10.1111/cdev.12739)). We saw this firsthand when we piloted our curriculum in a suburban New Jersey high school district. An [independent, third-party study following ESSA Level III standards](https://orilearning.com/wp-content/uploads/2026/01/Ori-Learning-White-Paper_Final-071625-1.pdf) tracked 1,829 students across 15 classrooms over a full academic year. Students who completed all 25 lessons showed 11% higher emotional well-being scores than those who completed only five. Even partial engagement mattered — completing half of the available extension activities was associated with a 9% improvement. All findings were statistically significant (p < .05). ### SEL Across General Education, MTSS, and Special Education Increasingly, school leaders need solutions that work across multiple contexts — not just as universal Tier 1 instruction for general education, but also as targeted support within Multi-Tiered Systems of Support (MTSS) and as explicit skill instruction for students with IEPs. A well-designed SEL curriculum creates a common language across all tiers, ensuring that students in special education aren’t receiving fragmented or entirely different behavioral expectations. ## What to Look for in an SEL Curriculum: A Buyer’s Checklist This is where the decision gets practical. When you’re reviewing program materials or sitting in a vendor demo, these are the criteria that matter most. I’ve watched school teams get swayed by polished interfaces and slick videos, only to discover six months later that teachers aren’t using the program because it doesn’t fit their schedule. Use this as a scoring rubric to compare options side by side. ## How to Select the Right SEL Program: Step-by-Step Use the criteria below to evaluate any SEL program consistently. Each factor has a direct impact on whether a program will be adopted, used with fidelity, and sustained beyond year one. ### Alignment With CASEL and School-Wide Goals The program should explicitly address all five [CASEL competencies](https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/) and map to your district’s strategic goals. Look for alignment with existing frameworks — MTSS, PBIS, character education standards, or state-specific SEL benchmarks. A program that operates in isolation from your school’s broader systems will struggle to gain traction. Ask the vendor: - Where and how are competencies taught and reinforced? - Does the program fit our MTSS model and school improvement goals? - Is it designed for Tier 1 only, or can it support Tier 2 and Tier 3 needs? ### Scope, Sequence, and Grade-Band Progression Effective programs provide a clear developmental trajectory that builds meaningfully across each grade level. Be specific about what “vertically aligned” actually means in practice — especially for middle school SEL curriculum and high school SEL curriculum, which have very different design requirements. Most K-12 programs are built around an elementary core and then adapted upward, which is why secondary teachers often say the content feels too young for their students. Ask to see the scope and sequence for your specific grade band, not the K-12 overview. The right question isn’t “does the program cover grades 6-12?” — it’s “was it designed with secondary students in mind from the start, or did it start with elementary?” The answer will show in the scenarios, vocabulary, and activities within the lessons. Open any lesson and ask: would a 9th grader take this seriously? If your state has adopted SEL standards or frameworks, also ask vendors specifically how their scope and sequence aligns — and request the alignment documentation, not just a verbal assurance. With [29 states now having K-12 SEL standards](https://casel.org/systemic-implementation/sel-policy-at-the-state-level/), compliance is increasingly a real dimension of this purchasing decision. If a vendor can’t show you their scope and sequence for your grade band specifically, that’s a red flag. ### Teacher Usability and Implementation Reality Teacher buy-in will make or break your SEL rollout. If a lesson requires 20 minutes of prep for a 15-minute advisory period, teachers will skip it. Evaluate lesson length (15-30 minutes is realistic for most secondary schedules), preparation demands, and flexibility. Can a general education teacher deliver the content without extensive training? Does it fit into advisory, homeroom, or health class without a major scheduling overhaul? Equally important: ask how the program handles different teaching situations. Secondary schedules are unpredictable — a counselor running advisory with 30 students, a sub covering a class, a device-free testing week, or a period where students need to work independently. Programs that support only teacher-led whole-group delivery will fail in those moments. Look for programs that can be delivered as front-of-class instruction, as a live lesson where students follow along on their own devices, or as an independent student-paced assignment — without requiring a completely different product or workaround for each scenario. Programs delivered through a dedicated [emotional well-being platform](/emotional-well-being-curriculum/) can simplify implementation and ensure consistency across classrooms — especially in districts where teacher turnover is high and institutional knowledge walks out the door every June. ### Assessment, Progress Monitoring, and Reporting You can’t improve what you can’t measure — but the level at which a program measures matters. Most SEL programs offer course-level or program-level data: how many students completed the curriculum, how schools scored on a climate survey. That’s useful for grant reporting. It doesn’t tell teachers much about what happened in a specific lesson. Ask vendors about lesson-level structure: does each lesson begin with an ungraded, exploratory opening that surfaces what students already know and gets them thinking — and close with something that functions like an exit ticket, giving teachers a quick read on whether the key concepts landed? These aren’t formal assessments of SEL skill acquisition (deep behavioral change takes months, not a single lesson), but they create a feedback loop within each session that drives better facilitation. That’s meaningfully different from programs that deliver content with no check-in at either end. This matters because of what the research shows. In the New Jersey study I mentioned earlier, one of the most valuable findings was the dose-response relationship: students who engaged more deeply showed proportionally better outcomes. That kind of insight is only possible when a program tracks engagement and ties it to measurable results. If a program claims to build skills but offers no way to [measure social-emotional learning outcomes](/how-to-measure-social-emotional-learning/), question how you’ll know whether it’s working. ### Accessibility for Special Education and Diverse Learners This is the buying criterion most schools overlook — and it’s the one that comes back to haunt them. Can the curriculum be used in small-group settings? Does it offer scaffolded instruction for students with learning differences? Are materials accessible for students with significant cognitive disabilities, English learners, and neurodivergent students? Evaluate whether the program includes: - Adaptable language levels and visual supports - Flexible pacing and multiple response modes (can students respond by typing, uploading work, or recording their voice?) - Content that supports functional and life-skill applications - Text-to-speech and font size adjustment built into lessons - Language translation — and be specific about how many languages. English and Spanish is the baseline expectation in today’s diverse classrooms. Districts serving students who speak Haitian Creole, Arabic, Vietnamese, Somali, or dozens of other languages need more. Ask for the actual number of supported languages, not a vague “multilingual support” claim. - Parent transparency and data privacy. In today’s political climate, an SEL rollout can fail at the school board level even after purchase. Ask the vendor: Is there a parent portal or easy way for families to view lesson content? Is there an opt-out mechanism? And if students are submitting personal reflections digitally, does the platform comply with FERPA, PPRA, and your state’s student data privacy agreements? These aren’t hypothetical concerns — they surface in real district adoption conversations. If accessibility is treated as an afterthought rather than a core design principle, the program will leave gaps for your most vulnerable students. Programs built on [Universal Design for Learning (UDL) principles](https://udlguidelines.cast.org/) tend to handle this better than programs that bolt on accommodations after the fact. ### In-Lesson Student Engagement This is the criterion most buyers forget to ask about, and it often determines whether SEL actually sticks or stays surface-level. Ask what students actually do during a lesson — not what teachers do. Look for programs where students are expected to generate original responses — not just select from options — and to connect content to their own lives and experiences. The strongest programs also include structured peer sharing, where students see each other’s thinking in real time, building the classroom community that makes SEL instruction meaningful rather than performative. And they support students who process information differently, through voice, through visual scaffolding, or through structured choice in how they respond. Ask to preview a student-facing lesson, not just the teacher guide. Whether the content treats students as capable of handling complexity — whether it takes their concerns seriously rather than talking down to them — will tell you more about secondary-appropriateness than any marketing claim. ### Professional Development and Sustainability Initial training matters, but what happens after year one matters more. Does the vendor offer ongoing coaching, refresher training for new staff, and implementation support? A vendor that hands over login credentials and disappears is a significant risk. Ask specifically about onboarding timelines, quarterly check-ins, and whether you’ll have a dedicated point of contact. The difference between a program that gets used for five years and one that gets abandoned after one year almost always comes down to the quality of ongoing support. ### This is just one piece. See the full curriculum scope. Our Emotional Well-Being Curriculum covers this topic and dozens more across grades 6-12, with research-backed lessons ready to use in your classroom. [ Download the EWB Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjM1OSIsInRvZ2dsZSI6ZmFsc2V9) [Or explore the full EWB curriculum →](https://orilearning.com/emotional-well-being-curriculum/) ## Red Flags: Common Mistakes When Choosing an SEL Program When schools transition to Ori from a previous program, the same three challenges tend to surface about what made the previous choice fall short. ### Confusing Activities With a Full Curriculum A collection of [SEL activities](/social-emotional-learning-activities-to-try-in-the-classroom/) is not a curriculum. Activities can supplement structured instruction, but they lack the scope, sequence, and assessment components needed for sustained skill development. If a vendor cannot provide a multi-year scope and sequence showing how a skill is introduced, practiced, and mastered over time, they’re selling a resource library — not a curriculum. ### Overlooking Measurement and Implementation Fidelity Adopting a program without a plan for measuring its effectiveness is one of the most common — and costly — mistakes. If administrators can’t see which classrooms are actually delivering lessons or whether students are developing skills, the district can’t meaningfully evaluate the investment. Programs that offer no backend data or rely entirely on anecdotal teacher feedback won’t survive a rigorous program review. ### Ignoring Fit for Special Populations Many programs are designed exclusively for general education Tier 1 settings. If your school serves students with IEPs, English learners, or students requiring intensive intervention, verify that the program accommodates those needs before purchase, not after. An exclusionary program forces special education teachers to build parallel instruction — defeating the purpose of a district-wide adoption. ## How SEL Curriculum Supports Behavior Intervention and Special Education Student behavior and mental health have emerged as the defining challenge for district leaders — [with four out of five educators citing student behavior as a serious problem](https://www.nea.org/nea-today/all-news-articles/survey-says-were-crisis-point) and [nearly 40% naming mental health as a top concern](https://eab.com/about/newsroom/press/two-new-eab-surveys-reveal-troubling-trends-in-student-behavior/). A strong SEL curriculum is one of the most direct tools districts have to address both. If your teams are dealing with rising behavioral referrals or struggling to find structured supports for intervention, this is where the investment pays off beyond the general education classroom. ### SEL as a Tool for Behavior Intervention Behavior interventionists and SPED teams working with students who have behavioral IEPs need more than a crisis response plan — they need proactive instruction in the skills that reduce behavioral incidents in the first place. Emotional regulation, impulse control, conflict resolution, and responsible decision-making are both CASEL competencies and the exact skills targeted in most behavioral intervention plans. A curriculum that explicitly teaches these skills gives intervention teams structured, evidence-aligned materials instead of requiring them to build lessons from scratch. And because behavior affects the entire school — not just the students receiving services — the district-wide benefit is real. When every classroom teaches the same emotional vocabulary and regulation strategies, students in intervention settings can practice those skills with peers who share the same language. Key areas where SEL curriculum and behavior intervention overlap include: - [Emotional regulation IEP goals](/developing-self-regulation-iep-goals-your-guide-with-examples/) - [Self-regulation goal development](/developing-self-regulation-iep-goals-your-guide-with-examples/) - [Social skills objectives](/social-skills-iep-goals-examples/) - [Executive functioning targets](/executive-functioning-iep-goals-your-guide-with-examples/) ### The Link Between SEL Curriculum and Transition Planning For secondary students with IEPs, SEL competencies map directly to transition planning. [Transition skills for high school students](/transition-skills-for-high-school-students-why-they-matter-and-how-to-build-them/) — workplace readiness, independent living, self-determination, and community participation — all require the emotional regulation, relationship skills, and decision-making abilities that a strong SEL curriculum develops. The [essential life skills teens need](/life-skills-for-teens-to-have/) before leaving school are not separate from SEL. They are SEL applied to real-world contexts. Districts that connect their SEL curriculum to transition planning create a coherent pathway that serves both their general education population and their students receiving special education services. ## How Ori’s Curriculum Compares to Standard SEL Programs As you evaluate programs, you’ll likely encounter “emotional well-being curriculum” alongside “SEL curriculum.” For our purposes, they’re the same thing — Ori’s Emotional Well-Being curriculum is a CASEL-aligned SEL curriculum, built for grades 6 through 12. ### Where SEL and Ori’s Emotional Well-Being Curriculum Overlap Ori’s curriculum addresses all five CASEL competencies — self-awareness, self-management, social awareness, relationship skills, and responsible decision-making — through structured lessons, explicit instruction, and embedded assessment. It meets the same standards any credible SEL curriculum should meet. The name “Emotional Well-Being” reflects both a design philosophy and a practical reality. In states where “SEL” has become politically contentious, the language of emotional well-being travels more easily — through school boards, parent communications, and district approvals — while delivering the same instructional substance. If your state uses different terminology (social and personal competencies, whole-child supports, student wellness), the program aligns to those frameworks as well. ### What Makes Ori’s Implementation Distinct The differentiator isn’t the label — it’s the design. Ori’s curriculum was built specifically for secondary students from the start, not adapted upward from an elementary program. It uses adolescent developmental neuroscience as a design principle, covers all seven grade levels (6-12) with a scope that deepens each year rather than repeating the same content, and incorporates named clinical frameworks — R.A.I.N., Ikigai, the Check-Challenge-Change bias framework — that give students real tools rather than generic concepts. When you’re evaluating any program, ask to see a lesson for your specific grade band. Whether the content was designed for that age or adapted for it is usually visible within the first few pages. Explore [Ori Learning’s Emotional Well-Being curriculum](/emotional-well-being-curriculum/) to see how it aligns with CASEL, fits secondary schedules, and serves students across general education, MTSS, and special education settings. ### Why Terminology Varies Across Programs Different programs use different language — SEL, emotional well-being, whole-child, social and personal competencies — reflecting different policy contexts and priorities. States have developed their own standards: [Texas mandates character education and social-personal competencies](/texas-character-education-curriculum/) under state statute, [Florida requires character education and resiliency instruction](/florida-character-education-curriculum/), and [California](/california-sel-curriculum/) and [New York](/new-york-sel-curriculum/) have their own state-specific benchmarks. What matters is the framework underneath: does it address the CASEL competencies? Is it evidence-based? Does the [CASEL Program Guide](https://pg.casel.org/) recognize it? Those questions cut through the label. ## From Evaluation to Implementation: Making Your SEL Curriculum Work Selecting the right program is only half the challenge. Here’s a practical workflow for moving from evaluation to full implementation. ### Define Goals and Assess Current Practice 1. **Clarify your objectives.** Are you trying to improve school climate? Reduce behavioral referrals? Support students with IEPs? Address mental health needs? Your goals will shape which programs deserve serious consideration. 2. **Audit existing SEL practices.** Identify what’s already happening — what’s working, what’s missing, and where a structured curriculum would fill gaps. Most schools are doing more than they think, but less systematically than they need. 3. **Identify your student populations.** Consider grade levels, special education needs, English learner populations, and the range of social-emotional challenges your students face. ### Shortlist, Demo, and Pilot 4. **Create a shortlist.** Use the buyer’s checklist above to narrow the field to two or three strong candidates. 5. **Request demos and pilot materials.** Don’t just watch the sales presentation — ask to see actual lessons, the teacher dashboard, reporting features, and special education accommodations. If a vendor won’t let you see the student experience before purchasing, consider that a red flag. Also ask specifically who is expected to deliver the curriculum in your building and whether the program design supports that person’s actual schedule constraints — counselor, advisory teacher, homeroom, or integrated into core classes. 6. **Run a small pilot.** Test the program with a diverse group of educators for four to eight weeks. Gather structured feedback on usability, student engagement, and accessibility for diverse learners. ### Train, Roll Out, and Measure 7. **Plan professional development — and ask about Year 2.** More SEL programs are abandoned in their second year than their first. The initial training energy dissipates, new staff arrive without orientation, and the program competes with the next initiative for attention. Ask the vendor specifically: what support do you provide in year 2, when we’re no longer in launch mode? The answer will tell you a lot about their commitment to sustainable implementation. 8. **Launch with clear expectations.** Define implementation fidelity standards — how often lessons should be delivered, how progress will be tracked, and who oversees quality. 9. **Measure and iterate.** Use assessment tools from day one. Review data quarterly. Adjust implementation based on what the data tells you, and [track your measurement approach](/how-to-measure-social-emotional-learning/) systematically. ## Frequently Asked Questions ### What is an SEL curriculum? An SEL curriculum is a structured instructional program that teaches students social-emotional competencies — self-awareness, emotional regulation, empathy, relationship skills, and responsible decision-making — through sequenced lessons delivered across the school year. ### What should an SEL curriculum include? A comprehensive program should include a clear scope and sequence, explicit instruction in the five CASEL competencies, age-appropriate materials across grade bands, opportunities for student practice, progress monitoring tools, and teacher support resources. ### What are the 5 core SEL competencies? The CASEL framework identifies five competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. More details are available on the [CASEL framework page](https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/). ### How do schools choose an SEL curriculum? Schools should evaluate programs against specific criteria: CASEL alignment, grade-level progression, teacher usability, assessment capabilities, accessibility for diverse learners including special education students, and long-term sustainability. The [CASEL Program Guide](https://pg.casel.org/) is a useful starting point for identifying evidence-based options. ### How do you know if an SEL curriculum is evidence-based? Look for programs reviewed by the [CASEL Program Guide](https://pg.casel.org/), which evaluates curricula against rigorous evidence standards. Ask vendors for published research, independent evaluations, and outcome data from schools similar to yours. Be skeptical of programs that cite only internal studies or testimonials. ### Can SEL curriculum be used in special education? Yes — and for many students, it should be. Effective programs support skills frequently addressed in IEPs, including emotional regulation, social communication, self-advocacy, and executive functioning. Look for curricula with scaffolded materials, flexible delivery, and UDL-based design. ### Is SEL the same as a mental health curriculum? They’re related but distinct. An SEL curriculum teaches universal skills for emotional and social functioning. Mental health curriculum may address clinical topics like anxiety, depression, or trauma. Many schools use both: SEL as proactive instruction and mental health resources as targeted support. ### How much does an SEL curriculum cost? Most programs range from $5 to $25 per student per year, depending on the platform, grade levels, and licensing model. Always factor in professional development and implementation support costs. Districts often use Title I, Title IV, or IDEA funds to cover purchases. ### How long does it take to implement an SEL curriculum? A pilot typically takes one semester. Full implementation with consistent fidelity usually takes one to two academic years. Sustainable adoption includes phased training, rollout, coaching, and ongoing progress review. ### Does SEL curriculum work in high school? SEL works in high school when three conditions are met: the content was genuinely designed for adolescents (not adapted from elementary programs), students experience it as relevant to their actual lives rather than something being done to them, and schools protect consistent time for delivery. The evidence for well-implemented high school SEL is strong. The challenge is almost always implementation, not efficacy. ### How do you measure whether an SEL curriculum is working? Use a combination of implementation data (lesson completion, fidelity checks), student assessments (self-reports, teacher observations), and school-wide indicators (behavioral referrals, attendance, climate surveys). Measuring both fidelity and outcomes gives the most complete picture. ### How does SEL fit into MTSS or PBIS? An SEL curriculum typically serves as Tier 1 universal instruction within an MTSS framework. It complements PBIS by teaching the underlying skills that support positive behavior expectations. Some programs also offer Tier 2 small-group modules for students needing more intensive support. For a state-level example, see how [Texas integrates social-personal competencies into its MTSS framework](/texas-mtss-social-personal-competencies/) across all three intervention tiers. ## Next Steps The right SEL curriculum isn’t the one with the best demo — it’s the one your teachers will actually use, your students can actually access, and your data will actually show is working. If your team is building a shortlist, use the checklist above to evaluate every vendor consistently. Then explore [Ori Learning’s Emotional Well-Being curriculum](/emotional-well-being-curriculum/) to see how it supports CASEL-aligned instruction, built-in assessment, and genuine accessibility for diverse learners — including students in special education. For a detailed view of topics, lessons, and grade-level progression, [explore our scope and sequence](/scope-and-sequence/). **Categories:** Emotional Well-being, Instructional Strategies --- ### [Media Literacy Lesson Plan for Middle School and High School Students](https://orilearning.com/media-literacy-lesson-plan/) **Published:** June 28, 2022 **Author:** Jeremy Knoll **Excerpt:** Media literacy lesson plan for teens: 15-minute activities and printable discussion cards to teach middle and high school students how to spot misinformation. **Content:** With so much misinformation online, it’s easy for students to get confused about what is and isn’t correct. This media literacy lesson plan is a great first step in helping teens navigate this topic. It will break down the act of “googling” for information and then help students figure out what they can and can’t trust. This is part of the series, Life Skills Lessons, which have been designed to be completed in 15 minutes or less. Take a look below to see what’s in this lesson plan. ### The media literacy lesson plan has three steps. ![Media Literacy Lesson Plan](https://orilearning.com/wp-content/uploads/2022/06/ori_content_printables_developing-strong-media-literacy_instructions-1024x801.png "ori_content_printables_developing-strong-media-literacy_instructions – Ori Learning") ![Media Literacy Lesson Plan for Middle School and High School Students](https://orilearning.com/wp-content/uploads/2022/06/ori_content_printables_developing-strong-media-literacy_instructions-cont-1024x801.png "ori_content_printables_developing-strong-media-literacy_instructions cont – Ori Learning") All the information is here for you to do this lesson with your students in 15 minutes or less. ### It also includes free discussion cards that will improve how students research. ![Media Literacy Lesson Plan for Middle School and High School Students](https://orilearning.com/wp-content/uploads/2022/06/ori_content_printables_developing-strong-media-literacy_venn-1024x801.png "Media Literacy Discussion Cards – Ori Learning") These printable cards have discussion questions already ready to go. Just print and cut. This media literacy lesson plan will work well in both middle school and high school classrooms. *We hope you enjoy this lesson plan on identify and self identity activities for high school students. [Look for more 15-minute lesson plans here](https://orilearning.com/tag/15-minute-lesson-plans/).* **Categories:** Classroom Activities **Tags:** 15-minute lesson plans --- ### [Support All Learners with Our Universal Design for Learning (UDL) Checklist](https://orilearning.com/udl-checklist/) **Published:** January 7, 2025 **Author:** Tess Hileman, M.Ed. **Excerpt:** Download a free UDL checklist to help educators design inclusive classrooms using Universal Design for Learning—engagement, representation, and expression. **Content:** # **Support All Learners with Our Universal Design for Learning (UDL) Checklist** Our **UDL Checklist** empowers educators to create inclusive learning environments that cater to the diverse needs of every student. Based on scientific insights into how people learn, the UDL approach helps teachers eliminate barriers, providing all students with equal opportunities to succeed. This checklist guides educators through the essential principles of Universal Design for Learning, helping them offer multiple means of engagement, representation, and action & expression. ## **Why Use the UDL Checklist?** - Incorporate strategies like collaborative work, role-playing, and sensory tools to optimize student motivation and reduce distractions. - Start using visuals, audio, and interactive tools to present information in ways that resonate with different learning styles. - Provide options for students to express their understanding through various methods, including written, oral, and creative responses. Simply fill out the form to receive your **UDL Checklist** and start enhancing your teaching practices to meet the diverse needs of all learners. ## Download Your Free UDL Checklist ![worksheets on pink background](https://orilearning.com/wp-content/uploads/2024/10/ori_blog_100324_udl-checklist-promo-768x363.png "ori_blog_100324_udl-checklist-promo – Ori Learning – Ori Learning") More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Instructional Strategies, Other Ori Resources **Tags:** accessible teaching strategies, classroom accommodations, differentiated instruction, inclusive education, multiple means of engagement, student diversity, UDL checklist, universal design for learning --- ### [Why Is Social Emotional Learning Important?](https://orilearning.com/why-is-social-emotional-learning-important/) **Published:** November 6, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** SEL empowers students with emotional intelligence, resilience, and better academics, offering practical classroom strategies to improve school climate. **Content:** ### Related Resources - [what social-emotional learning is](/what-is-social-emotional-learning/) - [research-backed benefits of SEL](/benefits-of-sel/) - [how to measure SEL effectiveness](/how-to-measure-social-emotional-learning/) - [implementing SEL in classrooms](/implementing-social-emotional-learning-in-the-classroom/) Social-emotional learning (SEL) is essential for helping students develop the tools they need to succeed both in and out of the classroom. It’s not just about academic achievement; SEL focuses on building emotional intelligence, empathy, and critical life skills like self-management and decision-making. These competencies are fundamental to creating a supportive and productive learning environment, helping students navigate challenges, build meaningful relationships, and develop resilience. As educators increasingly recognize the importance of SEL, they seek practical, effective methods to implement these programs in everyday teaching while addressing the pressures of time, resources, and diverse classroom needs. This article explores how SEL contributes to improving school culture, boosting student performance, and preparing students for life beyond the classroom. It also looks at how educators can overcome the challenges of implementing SEL, with a focus on streamlined solutions that make it easier for teachers to bring these essential skills to their students. ## The Role of SEL in Promoting Emotional and Social Competencies Social-emotional learning (SEL) programs focus on building essential skills like self-awareness, self-management, and social awareness. In schools, these programs help students recognize their emotions, manage their behavior, and interact positively with peers, thereby fostering social and emotional competence. According to Lawson (2019), implementing SEL programs in classrooms fosters critical social and emotional competencies, including relationship skills, which are [fundamental for student development](https://pmc.ncbi.nlm.nih.gov/articles/PMC6544145/). Structured activities within SEL programs are designed to build positive relationships among students, enhancing their educational experience and personal growth. A key aspect of SEL is creating a supportive environment. [CASEL’s research](https://casel.org/fundamentals-of-sel/what-does-the-research-say/) emphasizes that SEL encourages positive relationships between students and teachers, offering a space where students feel understood and valued. These supportive relationships play a crucial role in helping students practice their social skills in real-world scenarios. Overall, SEL equips students with the tools they need to navigate social situations, make responsible decisions, and build empathy. The focus on relationship-building not only improves the classroom environment but also prepares students to succeed in diverse social contexts. As Lawson (2019) suggests, these competencies are foundational, making SEL a vital component of education ([Lawson, 2019](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6544145/)). ## Impact of SEL on Academic Performance Research shows that SEL programs contribute significantly to students’ academic success. A study by Yale found that students who participate in SEL initiatives demonstrate improved focus, classroom behavior, and motivation, which helps them build and maintain positive relationships, leading to better grades and overall performance ([Yale Medicine, 2023](https://medicine.yale.edu/news-article/new-research-published-in-child-development-confirms-social-and-emotional-learning-significantly-improves-student-academic-performance-well-being-and-perceptions-of-school-safety/)). This link between SEL and academic gains highlights the value of integrating SEL into everyday school routines. Beyond immediate improvements, SEL also builds long-term academic resilience. [According to recent research](https://files.eric.ed.gov/fulltext/ED505369.pdf), students who develop strong social and emotional skills are better prepared to overcome challenges throughout their school years. This resilience helps them maintain steady progress in their studies, even when facing difficulties like transitions between school levels or personal setbacks. The data suggests that SEL does more than just improve behavior—it directly enhances learning outcomes. By focusing on skills like self-regulation and goal-setting, SEL programs ensure that students can better manage their learning processes. This combination of short-term academic improvements and long-term resilience makes SEL an effective strategy for boosting student achievement. See what Ori Learning’s [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) can do for your students! ## SEL’s Role in Enhancing School Climate and Safety SEL programs play a crucial role in creating a safer and more positive school environment by fostering social awareness, the ability to empathize with individuals from diverse backgrounds or cultures. Research from Yale highlights that students involved in SEL feel more secure at school, which contributes to a better overall school climate ([Yale Medicine, 2023](https://medicine.yale.edu/news-article/new-research-published-in-child-development-confirms-social-and-emotional-learning-significantly-improves-student-academic-performance-well-being-and-perceptions-of-school-safety/)). When students perceive their school as a safe space, they are more likely to engage actively in their learning and social interactions. Additionally, SEL programs are linked to a reduction in problematic behaviors, such as bullying and conflicts. Lawson’s study shows that when students are equipped with skills like empathy and emotional regulation, they are less likely to engage in aggressive behavior ([Lawson, 2019](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6544145/)). This decrease in negative interactions helps create a more peaceful school environment, where students can focus on their studies without fear of conflict. A safer school environment also means that teachers can spend more time teaching rather than managing disruptions. The positive impact on classroom dynamics allows for smoother day-to-day operations, benefiting both students and educators. By addressing emotional and social skills, SEL fosters a school climate that supports learning and well-being. ## SEL and Its Contribution to Student Well-being SEL is crucial for fostering students’ social and emotional competence and emotional well-being. It helps students understand their own emotions and those of others, which is key for developing empathy. According to National University, SEL programs teach students how to navigate their feelings and respond thoughtfully to social situations, leading to healthier interactions with peers ([NU](https://www.nu.edu/blog/social-emotional-learning-sel-why-it-matters-for-educators/)). This focus on emotional regulation helps students manage stress better, which is especially important during challenging times. Beyond everyday benefits, SEL also contributes to long-term mental health. [CASEL’s research](https://casel.org/fundamentals-of-sel/what-does-the-research-say/) indicates that students with strong SEL skills are more resilient to anxiety and depression as they grow older. By providing tools for managing emotions and coping with setbacks, SEL lays a foundation for improved mental health throughout a student’s life. The ability to cope with emotions effectively means that students can maintain a positive outlook, even during difficult periods. This resilience not only benefits them academically but also helps them build better relationships and enjoy a greater sense of overall well-being. SEL’s role in developing these skills makes it a vital part of education focused on holistic student development. ## The Broader Societal Benefits of SEL Implementation The benefits of SEL extend beyond the classroom, influencing students’ future success and community involvement by enhancing their relationship skills. Research shows that the skills taught in SEL, like collaboration, empathy, and communication, are valuable in the workplace. Employers increasingly prioritize these [interpersonal skills](https://files.eric.ed.gov/fulltext/ED505369.pdf), making SEL a key part of preparing students for the demands of modern job markets. SEL also promotes stronger connections between schools, families, and communities. National University notes that [effective SEL programs](https://www.nu.edu/blog/social-emotional-learning-sel-why-it-matters-for-educators/) often involve parents and community members, creating a consistent environment for students to practice their social skills. This engagement helps reinforce SEL lessons outside the classroom, leading to more cohesive and supportive communities. Moreover, students who develop SEL skills are better equipped to contribute positively to society. Their ability to understand and manage emotions, resolve conflicts, and collaborate with others makes them active and empathetic community members. As SEL shapes these broader social skills, it helps build a more empathetic and connected society. This societal impact underscores why investing in SEL is crucial, not just for individual students but for the community as a whole. ## Empower Students with SEL Tools That Work Building a strong social-emotional foundation in schools is crucial for students’ overall success, both academically and personally. Programs that focus on skills like self-awareness, emotional regulation, and relationship building help create a positive school environment, reduce conflicts, and prepare students for future challenges. When students feel emotionally supported, they are more engaged in learning, leading to improved academic performance and resilience. The impact of SEL goes beyond the classroom, fostering empathy, critical thinking, and collaboration that students carry into their adult lives and communities. How can schools overcome the challenge of integrating SEL into everyday learning in a way that’s both effective and easy for teachers to manage, ensuring long-term success for students? Start with an [SEL curriculum guide](https://orilearning.com/sel-curriculum/) that helps you evaluate what matters most. With easy-to-use resources and curricula, teachers can seamlessly implement [SEL strategies that engage students](https://orilearning.com/emotional-literacy-and-sel/) without added pressure. [Ori’s platform](https://orilearning.com/platform/) is designed to be adaptable to different classroom environments, ensuring that students receive consistent, structured social-emotional learning. This helps build a supportive, engaged classroom culture where both students and teachers thrive, focusing on long-term success rather than just short-term academic gains. Stay ahead on the latest social-emotional learning strategies, [resources,](https://orilearning.com/resources-page/) and tips! Sign up for Ori Learning’s newsletter and get expert insights straight to your inbox. Join a community focused on fostering student growth and well-being. ### More from Ori [![Teacher and student experiencing the benefits of SEL](https://orilearning.com/wp-content/uploads/2023/11/ori_blog_06.29.23_sel-strategies.png) 4 Key Benefits of SEL (Social-Emotional Learning) for Students](https://orilearning.com/benefits-of-sel/) [![What is social emotional learning — a guide for educators](https://orilearning.com/wp-content/uploads/2023/10/Definition-of-Social-Emotional-Learning.png) What Is SEL? A Guide to Social-Emotional Learning](https://orilearning.com/what-is-social-emotional-learning/) [![SEL expectations vs reality visualised with 2 hands holding a thumbs up and a thumbs down respectively.](https://orilearning.com/wp-content/uploads/2023/11/ori_blog_11.13.23_SEL-expectations-reality.png) Social-Emotional Learning: Expectations vs. Reality](https://orilearning.com/sel-programs-expectation-vs-reality/) **Categories:** Emotional Well-being, Instructional Strategies, Research & Trends **Tags:** Academic performance, classroom management, Emotional Intelligence, Relationship Skills, SEL implementation, SEL in schools, social emotional learning, student resilience --- ### [How Close Are We to Solving the Sky-High Special Education Teacher Turnover Rate?](https://orilearning.com/how-close-are-we-to-solving-the-sky-high-special-education-teacher-turnover-rate/) **Published:** October 20, 2023 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Special education teacher turnover fuels nationwide shortages—explore causes like role overload, burnout, and 10 actionable strategies to improve retention. **Content:** Special Education teacher turnover is a key contributor to the shortage of Special Education teachers nationwide. Between the 2015-16 and 2016-17 school years, [one study](https://ies.ed.gov/ncee/edlabs/regions/central/pdf/REL_2019008.pdf) found the Special Education teacher turnover rate to be 11% higher than that for general ed teachers. At the same time Special Educators are 72% more likely to transfer schools than their General Education colleagues. [More recently](https://ies.ed.gov/schoolsurvey/spp/2022_SPP_Staffing.pdf), 44% of a national sample of elementary, middle, high, and combined-grade schools, participating in the School Pulse Survey in 2021-2022, reported rates of Special Education vacancies double those of other positions. COVID-19 compounded the myriad challenges school leaders already faced, including recognized misalignments between Special Education teacher preparation and actual classroom needs. As schools scrambled to respond and weeks of online learning became months and even years, students fell behind or their progress languished, those who would have been referred for evaluation with in-person learning were not, and support provided was frequently inadequate in this new learning reality. Such challenges did not make schools any less responsible for complying with the Individuals with Disabilities Education Act (IDEA). It was up to them to ensure services students needed to succeed were available. Educators, administrators, and school staff have continued to adapt, implement stopgap measures, and, overall, respond as best they can. For Special Educators in particular, the result has been even greater responsibilities and requirements on their time, a backlog of students in need of their support, and added stress. Certain challenges, such as the misaligned Special Educator preparation pipeline and teacher salaries, may be out of the hands of many Special Education and Transition leaders. However, it is important to remind ourselves of the challenges that contribute to the high special education teacher turnover rate. Doing so can highlight opportunities for Special Education and Transition leaders to positively support staff and, ultimately, their students. Key takeaways: - Special education vacancies remain unfilled at double the rate of other positions. Turnover rate is 11% higher than in general education. - Role overload, complex classroom dynamics, and feelings of undervaluation are often cited as the main challenges of special educators. - The average teacher would forego a 12.5% salary increase to gain full-time support from a paraprofessional. - Other preferred solutions include high-quality EdTech solutions, better substitute teacher training and self-care practices. ## The biggest challenges in special education today: 3 Rs The different challenges facing Special Education teachers and contributing to teacher turnover can be broadly categorized as the 3R’s: *Roles*, *Responses*, and *Reactions*. The 3Rs demonstrate how the difficulties that Special Education teachers encounter often interweave the professional with the personal. ### **1. Roles** Even someone with limited experience within the education landscape can recognize that Special Educators’ roles frequently include expanded responsibilities beyond those of their General Education counterparts. These additional duties can leave them feeling spread thin at the very least and often overloaded. Take, for example, their role in IEP meetings: Special Education teachers attend as well as prepare and manage ongoing follow-ups: generating reports, gathering learning artifacts, communicating with team members, juggling schedules, speaking with parents. These responsibilities, often administrative in nature, are multiplied by each student with an IEP and further muddle roles that, [evidence shows](https://eric.ed.gov/?id=EJ1243325), teachers found poorly delineated in the first place. General Education teachers are typically quite clear on who they will teach, what they will teach, and when they will teach. Special Education teachers, however, face a caseload of students and the “what” and “when” of supporting each student frequently requires negotiations with General Education teachers as far as teaching time, focus areas, and curricula. This level of involvement is time-consuming and can be stressful leading to the low special education teacher retention rates we are experiencing. ### **2. Responses** The already-formidable challenges of classroom dynamics are [further complicated](https://pure.psu.edu/en/publications/classroom-social-dynamics-management-why-the-invisible-hand-of-th) for Special EducatorsThey commonly work with students facing constraints, stigma, and difficulties stemming from their disabilities, adding to the complexities of recalibrating support for students and responding to their individual needs. ### **3. Reactions** [Decades of research](https://eric.ed.gov/?id=EJ1192514) has identified a variety of stressors for those in Special Education. These teachers report feeling overworked yet undervalued. They share how they often navigate these feelings while simultaneously experiencing isolation from colleagues. These are just a few of the reactions that contribute to the current sky-high Special Education Teacher turnover rate while also heightening risks for mental health problems, like anxiety and depression. ## Promising practices for tackling the 3Rs Despite persistent challenges with Special Education teacher retention and the added obstacles COVID-19 presented, promising practices are available to Special Education and Transition leaders, their schools, and classrooms, and should inspire optimism. ### Instructional support Yes, a pay raise would likely be a great step towards turning the tide on turnover across Special Education. Unfortunately, salary increases are often not within the control of Special Education and Transition leaders. [According to the Fordham Institute](https://fordhaminstitute.org/ohio/commentary/investing-teacher-workforce), however, the average teacher would be willing to give up a 12.5% salary increase to gain full-time support from a paraprofessional. If full-time support of a co-teacher was offered? That number jumps to 16.6%. And under ESSA, [paraprofessionals can tap into funds](https://www.nea.org/resource-library/how-essa-impacts-education-support-professionals) for professional development, alongside other school personnel, preparing them tomaximize their support of Special Education teachers. In reality, the costs of bringing either a paraprofessional or co-teacher onboard are higher than what teachers are willing to forego salary-wise, and, again, creating positions may be beyond the realm of what Special Education and Transition leaders are able to do. Thus, alternatives for reducing the special education teacher turnover rate and are within these leaders’ purview become important to consider. ### EdTech High-quality, evidence-based technological solutions are one such alternative. As the [US Department of Education Office of Educational Technology (OET)](https://tech.ed.gov/publications/digital-learning-guide/teacher/) has underscored, educational technology is a resource to support personalized learning alongside offering other benefits. To support leaders in making decisions grounded in evidence when it comes to selecting the right education technology for their schools, OET offers an EdTech Evidence Toolkit complete with case studies and collaborative activities to turn guidance into action. When budget constraints derail hiring or purchasing, schools can also consider [leveraging one of the national service programs](https://americorps.gov/sites/default/files/document/Leveraging-National-Service-in-Your-Schools.pdf) such as AmeriCorps and AmeriCorps Seniors, just as 12,000 schools nationwide already have, to provide additional support closing learning gaps and practicing important skills. Looking for a highly effective EdTech solution for transition? Explore Ori Learning’s [transition curriculum built for special education](/transition-curriculum/), designed to reduce planning burden while keeping every student on track toward their IEP goals. ### **Strengthened relationships** [Research](https://link.springer.com/article/10.1007/s10648-011-9170-y) on teacher well-being indicates that chronically high levels of stress do not necessarily lead to special education teacher burnout. Considering relationship models helps to connect how student behavior, emotional experiences that bubble up everyday in classrooms, and interpersonal relationships can be beneficial or detrimental to any educators’ well-being. Schools that invest in structured [emotional well-being programs](/emotional-well-being-curriculum/) create the conditions for both students and teachers to thrive. A key difference between those educators who suffer burnout and those who do not? Recognition of the importance of their work. Take conflicts that erupt and discipline issues that arise in any classroom. When dealing with these inevitabilities is seen as meaningful and valuable despite the stress they precipitate, such occurrences do not automatically contribute to teacher burnout. Closer relationships and better understanding of students, their families, and communities enable teachers to see their positive impacts more clearly. [Learner-centered practices](http://dx.doi.org/10.1207/s15430421tip4202_3) like incorporating student voice and choice in instruction and decision-making and acknowledging individual student needs help nurture these relationships, not to mention increase students’ own motivations. Instructional materials that include Family Connection resources in print and digital formats as well as activities that extend learning at home can underscore the importance of classroom-home connections and make them a reality. Professional development to support implementation of such learner-centered practices should accompany intentionally seeking culturally-relevant instructional materials that prioritize student choice and voice. This combination can support students in seeing themselves in what they are learning and connect families with lessons to bring what is learned home. Both set teachers up for success when it comes to building positive relationships and, ultimately, their important contributions to students’ lives. ### **Focused roles** Reducing administrative burdens and improving the efficiency of progress monitoring increase teachers’ bandwidth to focus on why they likely entered their profession in the first place: to teach. Again, education technology offers an important avenue for doing so, with features including: - automatic grading of answers to objective questions - ready-made communications with parents and caregivers - digital formats for learning materials that can be used as-is or quickly modified as needed - capabilities to generate progress reports to have in hand at IEP meetings, easily share with support staff, and capture evidence of compliance. As we know, the high special education teacher turnover rate means that positions regularly go unfilled or are filled by teachers who are not highly qualified. In such cases instructional materials designed to minimize planning requirements and enable flexibility for use in classroom schedules become indispensable. Such materials are also valuable when educators and staff lack specific expertise in a particular subject area. ### **Encourage special educators’ self-care** Self-care plays an important role in special education teacher retention. Having a self-care toolbox helps ensure that, when in the classroom, teachers have the energy, enthusiasm, and creativity to be at their best. Thus, it is important to provide teachers with a [variety of practices](https://exceptionalchildren.org/blog/3-tips-teacher-self-care) and encourage them to put them into action. For example: - Promote a daily practice of recording victories, large and small, personal and professional. - Encourage teachers to safeguard their lunch breaks and planning time and respect the lunch breaks and planning time of their colleagues. And, when this seems impossible on a regular basis, encourage them to advocate for themselves and listen when they do so. - Underscore the importance of each educator and staff member having a trusted individual, in or out of school, who is willing to listen, offer encouragement, and celebrate their students’ as well as their own personal growth. Empower teachers with self-care practices during Professional Development, normalize accessing expert support when needed, and recognize that a day away to relax and recharge may be exactly what is needed. When a day away is needed, provide classrooms with effective substitute teachers by offering professional development. Such training is currently available in just 11% of school districts despite nearly all students [spending a year](https://www.nctq.org/research-insights/its-time-to-get-serious-about-professional-development-and-support-for-substitute-teachers/) of their school careers with a substitute teacher by the time they graduate. Further maximize their effectiveness by adopting instructional materials that can be easily used “out of the box” even with less experience or subject-matter knowledge. ## More on special education teacher turnover and retention ### What is the turnover rate for special education teachers? The national attrition rate for special education teachers is reported to be 13%, which is double the rate of general education teachers​​. Additionally, 14% of teachers, including those new to the profession, expressed a strong likelihood of quitting, indicative of a concerning trend within the field​​. ### Why are special educators leaving the field? A critical driver is burnout, exacerbated by the intensive demands of the job and a lack of adequate support. In addition, special education teachers at high-poverty schools often have less specialized training, which further challenges their retention​​. ### Where is teacher turnover the highest? Teacher turnover has reached worrying levels in several states, with the South noted as having a nearly 17% annual turnover rate, while Wisconsin witnessed a significant spike in teacher turnover rates in 2023, reaching 15.8% during the 2022-23 school year. ## Special education teacher retention: Next steps It is important for Special Education Directors and Transition Coordinators to recognize the positive impacts that are within their control when it comes to minimizing Special Education teacher turnover rates and, thereby, the opportunities they have to positively impact their students. Share your successes and collaborate to innovate for the betterment of the Special Education community. Tap into resources, evidence, and expertise to shape your decisions. By working together, each of our students can reach their potential. And remember: You are not alone! Ori Learning is here to help. Our comprehensive Transition Solution serves students in Grades 6-12 and ages 18-22+ with mild and mild/moderate disabilities to develop critical hard and soft skills for college, career, and community success, encompassing: - Employment Readiness - Social Skills/Emotional Wellness (2 curriculum options) - Workplace Safety - Financial Literacy All our solutions comprise Universal Design for Learning (UDL)-aligned instruction, assessment, and progress monitoring, enabling instructional delivery via a flexible learning model and an implementation plan tailored to specific district needs and goals. Student voice and choice is prioritized, as is encouraging families to reinforce learning at home. ### Related Resources - [special education teacher burnout](/addressing-special-education-teacher-burnout/) - [SEL’s role in reducing burnout](/sel-preventing-teacher-burnout-improving-student-outcomes/) - [addressing the teacher shortage](/10-things-special-education-directors-can-do-to-address-the-special-education-teacher-shortage-crisis/) - [unsolved problems in special education](/special-education-problems-we-are-not-solving/) **Categories:** Leadership & Admin Strategies --- ### [10 Positive Classroom Behaviors for a Thriving Learning Space](https://orilearning.com/positive-classroom-behaviors/) **Published:** October 2, 2024 **Author:** Dr. Miriam Gayle (VP of Operations) **Excerpt:** Boost student engagement and respect with 10 actionable positive classroom behaviors—practical strategies for teachers to foster collaboration and routines. **Content:** Are your students struggling to stay engaged or respectful during class? Let’s change that. Fostering positive classroom behaviors isn’t just a nice-to-have; it’s a necessity for a thriving educational environment. Imagine a classroom where students actively participate, communicate respectfully, and collaborate effortlessly. This article will outline 10 actionable positive behaviors that can transform your classroom into a space where both teachers and students excel. Get ready to see how simple behavioral shifts can make a significant impact on the overall learning experience. ## Understanding Positive Classroom Behaviors Positive classroom behaviors are essential for creating a conducive learning environment. These behaviors help establish a setting where both teaching and learning can thrive. When students exhibit positive behaviors, such as active participation and respectful communication, they contribute to an atmosphere that supports mutual respect and academic success. Structured curriculum programs like the [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) from Ori Learning provide teachers with evidence-based tools for building exactly these kinds of positive classroom skills. Examples of positive classroom behaviors include: - Active participation in class discussions and activities - Respectful communication with peers and teachers - Collaboration on group projects and assignments - Consistent completion of homework and assignments on time - Adhering to classroom rules and guidelines - Demonstrating empathy and support for fellow students The impact of these behaviors on the learning environment is significant. Good student behavior allows teachers to focus more on instruction rather than discipline, leading to more effective teaching. Students benefit from a supportive and inclusive classroom atmosphere where they feel safe and respected. Research, including a [landmark meta-analysis by Durlak et al. (2011)](https://srcd.onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2010.01564.x), has shown that emphasizing positive behaviors can lead to noticeable improvements in overall student conduct. This creates a ripple effect, fostering a thriving educational environment for all. ## Strategies for Promoting Positive Classroom Behaviors To promote positive classroom behaviors, educators usually start at establishing classroom routines. Consistency in these routines helps students understand what is expected of them, reducing uncertainty and creating a stable learning environment. When students know the daily procedures and what behaviors are expected, they are more likely to meet those expectations, leading to a more orderly and productive classroom. [Positive reinforcement techniques](https://www.pbis.org/pbis/what-is-pbis) are another crucial strategy for encouraging good behavior. By recognizing and rewarding positive actions, teachers can motivate students to continue exhibiting those behaviors. Techniques such as verbal praise, stickers, points, and small prizes can be effective. For example, praising a student for completing their homework on time or rewarding a group for working collaboratively can reinforce these behaviors. Consistent positive reinforcement helps students understand that their actions are valued and appreciated, leading to long-term behavior changes. Visual aids like charts and infographics can reinforce routines and expectations. Displaying classroom rules, daily schedules, and behavior expectations visually helps students remember and adhere to them. These aids serve as constant reminders and can be particularly helpful for visual learners. By using visual aids, teachers can create a structured and supportive environment that encourages students to engage in positive behaviors consistently. ## Class Rules for Positive Classroom Behavior Clear and consistent rules are another tool often used by educators for helping students understand what is expected of them in the classroom. When rules are clearly communicated and consistently enforced, it creates a stable environment where students feel secure and know the boundaries. This predictability allows students to focus more on their learning and less on navigating behavioral expectations. Effective classroom rules include: - Respect others: Listen when someone else is speaking and use polite language. - Participate actively: Engage in class discussions and activities. - Follow directions: Adhere to teacher instructions promptly and accurately. - Complete assignments: Turn in homework and projects on time. Keep the classroom orderly: Clean up after yourself and respect classroom property. Involving students in the creation of classroom rules can significantly increase their commitment to following them. When students have a say in what the rules are, they are more likely to understand and adhere to them. This collaborative process fosters a sense of ownership and responsibility among students, making them more invested in maintaining a positive classroom environment. Engaging students in rule-making also provides an opportunity to discuss the reasons behind each rule, further reinforcing the importance of positive behaviors and mutual respect. ### This is just one piece. See the full curriculum scope. Our Emotional Well-Being Curriculum covers this topic and dozens more across grades 6-12, with research-backed lessons ready to use in your classroom. [ Download the EWB Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjM1OSIsInRvZ2dsZSI6ZmFsc2V9) [Or explore the full EWB curriculum →](https://orilearning.com/emotional-well-being-curriculum/) ## Positive Reinforcement Techniques Positive reinforcement is crucial for encouraging good behavior in the classroom. By acknowledging and rewarding positive actions, teachers can create a supportive environment where students feel motivated to continue exhibiting those behaviors. This not only enhances the immediate classroom atmosphere but also contributes to the development of long-term positive habits. There are several effective techniques for reinforcing positive behavior. Verbal praise is one of the simplest and most impactful methods. Recognizing a student’s good behavior in front of their peers can boost their confidence and encourage others to follow suit. Sticker charts are another popular tool, where students earn stickers for positive actions, which can later be exchanged for a larger reward. Point systems work similarly, allowing students to accumulate points that can be traded for privileges or small prizes. Group rewards foster teamwork and collaboration by offering incentives for collective positive behavior. Finally, providing small tangible rewards, such as pencils or erasers, can serve as a concrete acknowledgment of a student’s effort and good conduct. Examples of positive reinforcement include: - Verbal Praise: Commending students for their actions in front of the class. - Sticker Charts: Awarding stickers for good behavior that can be accumulated for a larger reward. - Point Systems: Assigning points for positive behaviors which can be exchanged for privileges or small prizes. - Group Rewards: Encouraging teamwork by rewarding groups for their collective positive behavior. - Tangible Rewards: Providing small items like pencils or erasers as recognition for good behavior. Consistent positive reinforcement can lead to long-term behavior changes. When students regularly receive positive feedback and rewards for their actions, they are more likely to internalize these behaviors and continue them even without external incentives. Research aligned with the [CASEL framework](https://casel.org/fundamentals-of-sel/) has demonstrated that consistent positive reinforcement can significantly improve overall student behavior, creating a more conducive and thriving learning environment. ## Building a Supportive Classroom Environment An inclusive environment often leads to reduced behavioral issues and promoting mutual respect among students. When students feel valued and included, they are more likely to engage positively with their peers and teachers. This sense of belonging fosters a supportive classroom atmosphere where learning can flourish. Strategies for creating a supportive environment include: - **Building Strong Relationships**: Take time to get to know each student individually and show genuine interest in their well-being. - **Setting Clear Expectations**: Clearly communicate the behaviors expected in the classroom and consistently enforce them. - **Encouraging Collaboration**: Promote group activities that require students to work together, fostering teamwork and mutual respect. - **Providing Emotional Support**: Be attentive to the emotional needs of students and offer support when needed. For students who need more structured support beyond the classroom, Ori Learning’s [transition curriculum](/transition-curriculum/) builds self-advocacy and independent living skills for grades 9–12 and young adults. Modeling positive behaviors is essential for creating a thriving classroom environment. When teachers demonstrate the behaviors they expect from their students, it sets a clear standard and encourages students to follow suit. For instance, showing respect, actively listening, and displaying empathy can significantly influence how students interact with each other. This approach not only helps in managing classroom behavior but also instills important social skills that students carry beyond the classroom. By fostering a culture of respect and inclusion, teachers can create a positive and supportive learning environment that benefits all students. ## Role of Positive Teacher Behaviors in the Classroom Teachers play a significant role in promoting positive behaviors within the classroom. By demonstrating clear communication, consistency, and emotional support, teachers can create an environment that fosters trust and respect. These positive teacher behaviors not only set a standard for students to follow but also significantly influence the overall classroom dynamics. Examples of positive teacher behaviors include: - **Clear Communication**: Explicitly stating expectations and providing constructive feedback. - **Consistency**: Enforcing rules and expectations fairly and regularly. **Emotional Support**: Showing empathy and understanding towards students’ individual needs and challenges. Effective teacher-student communication is instrumental in fostering a positive classroom environment. When teachers communicate clearly and consistently, students understand what is expected of them and are more likely to adhere to classroom rules. Moreover, emotional support from teachers helps students feel valued and understood, which can enhance their motivation and engagement. Real-life examples have shown that teachers who model positive behaviors, such as active listening and respectful interactions, see notable improvements in student conduct. This approach not only improves classroom behavior but also builds a foundation of mutual respect and trust, essential for a thriving learning environment. ## Next Steps Encouraging positive classroom behaviors is essential for fostering a conducive learning environment. The discussed strategies, from establishing clear routines to engaging students in rule creation, form a solid foundation for improving student conduct. Promoting positive reinforcement and building a supportive atmosphere further enhance this foundation. To see how Ori Learning sequences social-emotional skills across grade levels, [view our scope and sequence](/scope-and-sequence/). Teachers play a critical role in this process. By modeling good behavior and maintaining effective communication, they can significantly influence their students’ actions. Implement these strategies to see improvements in both student behavior and overall classroom dynamics. Emphasizing positive classroom behaviors leads to a more inclusive, respectful, and productive educational experience for everyone. ## More on Positive Classroom Behaviors ### What is positive behavior in the classroom? Positive behavior in the classroom refers to actions that promote respect, learning, and collaboration. Examples include listening attentively, following directions, and showing kindness to peers. ### Which are examples of positive classroom behaviors? Positive classroom behaviors include active participation, respectful communication, and teamwork. They help create a supportive and focused learning environment. ### What are some examples of positive behavior supports in the classroom? Examples of positive behavior supports include praise for good behavior, reward systems like stickers or points, and creating an inclusive classroom environment. These strategies reinforce positive actions and improve overall behavior. ### Related Resources - [SEL-based behavior management strategies](/the-role-of-sel-strategies-in-your-classroom-behavior-plan/) - [creating a classroom behavior plan](/creating-an-effective-classroom-behavior-plan-a-step-by-step-guide-for-teachers/) - [behavior IEP goals](/building-successful-behavior-iep-goals-essential-tips-and-examples/) - [SEL activities that reinforce positive behavior](/social-emotional-learning-activities/) - [SEL vs. PBIS](/what-is-the-difference-between-sel-pbis/) ### More from Ori No Related Posts Found. (Widget Only Visible to Admins.) **Categories:** Emotional Well-being, Instructional Strategies, Skill Building **Tags:** classroom management, classroom routines, collaborative learning, emotional well-being, positive classroom behaviors, positive reinforcement, respectful communication, student engagement --- ### [FAPE Checklist](https://orilearning.com/fape-checklist/) **Published:** September 30, 2024 **Author:** Stefan Kalpachev **Content:** # Ensure Your Educators Meet FAPE Requirements with Confidence Our FAPE Checklist with Expert Recommendations is designed to empower special education leaders and teachers in understanding and meeting the legal requirements of the Free Appropriate Public Education (FAPE) mandate. With this checklist, you’ll be equipped to guide your team through essential areas, from improving legal literacy to developing measurable annual goals for students. **Why Use This FAPE Checklist?**- **Legal Expertise**: Stay up-to-date with IDEA and other legislation to confidently advocate for students and avoid rights violations. - **Enhanced Collaboration**: Engage stakeholders like parents and caregivers to ensure meaningful involvement in IEP decisions. - **Data-Driven Instruction**: Use progress monitoring data to tailor instruction and ensure student progress. Empower your team to make informed decisions that positively impact students’ outcomes. Simply fill out the form, and we’ll send you a copy of the comprehensive FAPE Checklist with expert recommendations directly to your inbox. ## Download Your Free FAPE Checklist ![FAPE Checklist](https://orilearning.com/wp-content/uploads/2024/09/ori_blog_091724_pdf-intentional-fape-checklist-768x363.png "ori_blog_091724_pdf-intentional-fape-checklist – Ori Learning – Ori Learning") More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Compliance & Law --- ### [Developing Self-Advocacy IEP Goals: Your Guide with Examples ](https://orilearning.com/developing-self-advocacy-iep-goals-your-guide-with-examples/) **Published:** December 16, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Empower students with IEPs by setting SMART self-advocacy goals: measurable strategies, example objectives, and transition tools to boost independence. **Content:** ## **The significance of self-advocacy IEP goals** Incorporating self-advocacy IEP goals into a student’s Individualized Education Program (IEP) is vital. It empowers students to take an active role in their education, fostering independence and self-confidence. It also helps them to communicate their needs effectively to teachers, peers, and family members. ## **Creating SMART self-advocacy IEP goals** When setting self-advocacy IEP goals, it’s crucial to ensure they are SMART: Specific, Measurable, Achievable, Relevant, and Time-bound. Each of these characteristics plays a vital role in the effectiveness of the IEP goals. **Specific**: Goals should be clear and well-defined, leaving no room for misunderstanding. A specific goal outlines what the student should achieve, under what conditions, and often includes a criterion for acceptable performance. This specificity helps students understand exactly what is expected of them, and it allows educators to accurately measure progress. **Measurable**: A goal must have criteria that allow for tracking progress and determining when the goal has been met. This could be a numerical range, a percentage, or any other quantifiable measure. Measurable goals help keep students motivated and allow educators to adjust instruction based on the student’s progress. **Achievable**: Goals should be realistic given the student’s abilities and the resources available. They should stretch the student, but still be within reach. Achievable goals help to increase student motivation and self-efficacy. **Relevant**: The goals should be directly related to what the student needs to achieve academically, socially, or behaviorally. They should align with the student’s educational needs and their long-term objectives. Relevant goals ensure that the student’s time and effort are being directed toward meaningful outcomes. **Time-bound**: Goals should have a clear timeframe by which they will be achieved. This could be by a certain date or within a certain educational term. Time-bound goals provide a sense of urgency and help in planning and pacing instruction. ## **Self-advocacy IEP goals and compliance** IEP compliance factors are also crucial in setting SMART self-advocacy goals. These factors ensure that the goals align with the student’s individual needs and the [legal requirements](https://www.wrightslaw.com/info/iep.index.htm) of the [IEP process](https://www.understood.org/en/articles/understanding-individualized-education-programs). They include present levels of academic achievement and functional performance (PLAAFP), measurable annual goals, and a description of how progress will be measured. Creating SMART self-advocacy IEP goals is a critical step in empowering students with special needs. It helps them understand and communicate their needs effectively, fostering independence and self-confidence. By setting SMART goals and incorporating IEP compliance factors, educators can provide students with the tools they need to succeed. ## Example Self-advocacy IEP goals ### Self-awareness By (date), when participating in their IEP meeting, the student will actively contribute to the creation of their own goals, including self-advocacy IEP goals, by providing input and expressing their preferences and needs, improving from 0/10 opportunities to 8/10 opportunities. By (date), when asked to describe their specific disability and its impact on their academic and social life, the student will accurately do so within 5 minutes, improving from 0/10 opportunities to 8/10 opportunities. By (date), when asked to demonstrate a self-advocacy strategy from their toolbox, the student will do so within 5 minutes, improving from 0/10 opportunities to 8/10 opportunities. By (date), when asked to complete a self-reflective journal entry documenting their academic and personal progress, the student will do so within 30 minutes, improving from 0/10 opportunities to 8/10 opportunities. ### Communication By (date), when given a writing task, the student will produce clear, coherent work free from major grammatical errors within the assigned deadline, improving from 0/10 opportunities to 8/10 opportunities. By (date), when asked to participate in class discussions or present information, the student will do so clearly and effectively within 5 minutes, improving from 0/10 opportunities to 8/10 opportunities. By (date), when in a social situation, the student will use appropriate body language, facial expressions, and gestures within 5 minutes, improving from 0/10 opportunities to 8/10 opportunities. ### Decision-making By (date), when faced with a decision in an academic, social, or daily living situation, the student will make a thoughtful and well-reasoned choice within 10 minutes, improving from 0/10 opportunities to 8/10 opportunities. By (date), when asked to identify their abilities, preferences, and areas for growth, the student will do so accurately within 10 minutes, improving from 0/10 opportunities to 8/10 opportunities. By (date), when faced with a problem, the student will employ a systematic approach, generate multiple solutions, evaluate outcomes, and adapt strategies accordingly within 15 minutes, improving from 0/10 opportunities to 8/10 opportunities. ### Rights and responsibilities By (date), when asked to articulate their accommodation needs or engage in conversations with teachers and service providers, the student will do so within 5 minutes, improving from 0/10 opportunities to 8/10 opportunities. By (date), when asked to articulate their rights and responsibilities as a student with an IEP, the student will do so accurately within 10 minutes, improving from 0/10 opportunities to 8/10 opportunities. By (date), when asked to participate in the development and review of their IEP goals, the student will do so actively within the allotted meeting time, improving from 0/10 opportunities to 8/10 opportunities. ### Goal-setting By (date), when given a task or assignment, the student will use organizational tools, create and follow a schedule, and effectively manage their time to meet deadlines, improving from 0/10 opportunities to 8/10 opportunities. By (date), when given a long-term assignment or project, the student will break down the task into manageable parts, create a timeline for completion, and adhere to this timeline for at least 4 out of 5 assignments, improving goal-setting skills from 0/5 assignments to 4/5 assignments. By (date), the student will identify at least three personal academic goals for the semester, create a plan of action for each goal, and demonstrate progress towards achieving these goals in bi-weekly check-ins with their teacher, improving goal-setting skills from 0/3 goals to 3/3 goals. ### Related IEP Goal Resources - [how to write SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [asking for help IEP goals](https://orilearning.com/developing-asking-for-help-iep-goals-your-guide-with-examples/) - [developing self-advocacy IEP goals](https://orilearning.com/developing-self-advocacy-iep-goals/) - [social-emotional IEP goals](https://orilearning.com/social-emotional-iep-goals/) ## Strategies for teaching self advocacy skills Teaching self-advocacy skills involves a combination of direct instruction, role-playing, and real-world practice. Here are some strategies: - **Explicit Instruction**: Teach students about their rights and responsibilities. Explain the concept of self advocacy and its importance. - **Role-playing**: Use role-playing exercises to allow students to practice self-advocacy skills in a safe environment. - **Real-world practice**: Provide opportunities for students to practice self-advocacy skills in real-world situations. ## More on self-advocacy skills in IEP ### What is self-advocacy in the context of IEP? Self-advocacy in IEP refers to the ability of students with special needs to understand and communicate their own needs, helping them navigate their learning environment effectively. ### How can self-advocacy skills be taught to students with special needs? Teaching self-advocacy skills can involve explicit instruction on rights and responsibilities, role-playing to practice skills, and providing real-world practice opportunities. ### How do educators measure progress in self-advocacy IEP goals? Progress is measured using criteria like frequency of participation, accuracy in describing disabilities, and effectiveness in demonstrating strategies, often tracked through improvements over time. ## Teaching self-advocacy goals: Next steps Incorporating self-advocacy IEP goals into a student’s IEP is a powerful way to empower them to take an active role in their education. By setting SMART goals and using effective teaching strategies, we can equip our students with the skills they need to succeed. With [Ori Learning’s transition curriculum](https://orilearning.com/transition-curriculum/), your school or district can enjoy the peace of mind of having access to an easy-to-implement, comprehensive program that allows you to report on progress and demonstrate compliance. Find out how our curriculum can help you meet IEP goals safely and consistently by booking a call with one of our representatives today. For high school students, our [transition curriculum for grades 9-12](/high-school-transition/) integrates self-advocacy skills into every unit. For students who have aged out of high school, our [adult transition program](/adult-transition/) continues to build self-advocacy and independent living skills beyond graduation. ### This is just one piece. See the full curriculum scope. Our Transition Curriculum covers this topic and dozens more for grades 9-12 and adult (18-22+), building employment, independent living, and self-advocacy skills. [ Download the Transition Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjU1OSIsInRvZ2dsZSI6ZmFsc2V9) [Or explore the full Transition curriculum →](https://orilearning.com/transition-curriculum/) ### Related Resources - [transition services](/transition-services-a-comprehensive-guide-for-special-education-leaders/) - [social skills IEP goals](/social-skills-iep-goals-examples/) **Categories:** IEP Goal Bank **Tags:** Compliance, IEP, IEP Goals, Self-Advocacy, Transition, Transition Plans --- ### [Developing Daily Living Skills IEP Goals: Your Guide with Examples](https://orilearning.com/developing-daily-living-skills-iep-goals-your-guide-with-examples/) **Published:** March 1, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Daily living skills IEP goals guide educators to create SMART, measurable plans that build students' independence, functional abilities, and strong transitions. **Content:** Daily living skills are essential for students to manage personal and practical tasks independently. This guide is designed to assist educators in creating effective IEP goals for daily living skills, aiming to enhance students’ abilities to perform everyday activities effectively and independently. ## **Understanding Daily Living Skills** Daily living skills encompass a broad range of practical abilities needed for everyday life, including personal hygiene, cooking, cleaning, money management, and the use of public transportation. For students with special needs, mastering these skills is crucial for achieving independence and improving quality of life. Ori Learning’s [high school transition curriculum](/high-school-transition/) provides structured lessons to build these competencies across grades 9–12. ## **The Significance of Daily Living Skills Goals in IEPs** Incorporating goals focused on daily living skills into a student’s Individualized Education Program (IEP) is vital for promoting self-sufficiency. These goals help students build the necessary competencies to perform day-to-day tasks, which are critical for their personal development and future independence. Pairing IEP goals with a structured [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) can reinforce these skills through social-emotional learning that builds self-regulation and confidence. ### This is just one piece. See the full curriculum scope. Our Transition Curriculum covers this topic and dozens more for grades 9-12 and adult (18-22+), building employment, independent living, and self-advocacy skills. [ Download the Transition Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjU1OSIsInRvZ2dsZSI6ZmFsc2V9) [Or explore the full Transition curriculum →](https://orilearning.com/transition-curriculum/) ## **Creating SMART Daily Living Skills IEP Goals** - **Specific**: Define the specific daily living skills the student needs to develop, such as dressing themselves, preparing a simple meal, or managing a budget. - **Measurable**: Establish clear metrics to assess improvements, such as the level of assistance required, the time taken to complete tasks, or the accuracy of task completion. - **Achievable**: Set realistic goals that consider the student’s current abilities and potential for development. - **Relevant**: Ensure the goals are aligned with the student’s personal needs and future life scenarios. - **Time-bound**: Specify deadlines for progress reviews and goal achievement. ## **Daily Living Skills IEP Goals and Compliance** Effective daily living skills IEP goals should align with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and comply with educational standards under the [Individuals with Disabilities Education Act](https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d) (IDEA). This ensures that the goals are personalized and actionable. - **Alignment with PLAAFP**: Goals should be based on the student’s current ability to perform daily living tasks as documented in their evaluations. - **Compliance with Legal Standards**: Confirm that the goals meet IDEA requirements, supporting the student’s right to an appropriate education. - **Measurable Outcomes**: Develop goals with observable and quantifiable criteria to facilitate effective monitoring of progress. ## **Daily Living Skills IEP Goals Samples** **Disclaimer**: These sample goals should be customized to fit the individual needs of each student. - **Personal Hygiene**: By (date), the student will independently perform morning hygiene routines, including brushing teeth and combing hair, five days a week with 90% accuracy, improving from a baseline of 50%. - **Meal Preparation**: By (date), the student will prepare a simple meal using safe cooking techniques twice a week, increasing current ability from not participating to achieving this independently. - **Money Management**: By (date), the student will manage a personal budget for weekly expenses, making purchases and recording expenses accurately in 80% of opportunities. ## **Additional Examples of Daily Living Skills IEP Goals:** - **Laundry Skills**: By (date), the student will independently sort, wash, and fold their laundry, completing the task weekly with 95% accuracy, improving from initial supervised sessions. - **Shopping Skills**: By (date), the student will create a shopping list, locate items in a store, and check out purchases, doing so in 4 out of 5 shopping trips independently. - **Nutrition Management**: By (date), the student will plan and prepare balanced meals using guidelines for healthy eating, applying these skills in daily meal preparation with minimal supervision. ## **Strategies for Teaching Daily Living Skills** - **Task Analysis**: Break down each skill into smaller, manageable steps and teach each step individually until mastery is achieved. - **Modeling and Role-Playing**: Demonstrate tasks in real-life settings and use role-playing to practice skills in a controlled environment. - **Visual Aids**: Use charts, checklists, and visual schedules to remind students of the steps involved in each task and to promote independence. ## **More on Daily Living Skills IEP Goals** By focusing on daily living skills in IEPs, educators can equip students with the essential abilities needed for personal independence and societal integration. These skills not only foster self-reliance but also enhance students’ confidence and potential for future success. For students ages 18–22, Ori Learning’s [18+ transition curriculum](/adult-transition/) addresses these same daily living skills in a post-secondary context. Explore Ori Learning’s resources to find comprehensive strategies and materials that support the implementation of effective daily living skills IEP goals. Our curriculum is designed to provide educators with effective tools to enhance instruction and support the development of crucial life skills. A [daily living and transition skills curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. ### Related IEP Goal Resources - [writing SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [independent functioning IEP goals](https://orilearning.com/building-autonomy-effective-iep-goals-for-independent-functioning/) - [adaptive skills IEP goals](https://orilearning.com/a-framework-for-adaptive-skills-crafting-iep-goals-for-student-independence/) - [functional money skills IEP goals](https://orilearning.com/developing-functional-money-iep-goals-for-students-with-disabilities/) ### More from Ori [![An illustration of a wavey path leading to a target showing strength in hitting the goal.](https://orilearning.com/wp-content/uploads/2023/07/Self-Advocacy-IEP-Goals.png) Executive Functioning IEP Goals: Your Guide with Examples](https://orilearning.com/executive-functioning-iep-goals-your-guide-with-examples/) [![An illustration of a wavey path leading to a target showing strength in hitting the goal.](https://orilearning.com/wp-content/uploads/2023/07/Self-Advocacy-IEP-Goals.png) Developing Social Skills IEP Goals: Your Guide with Examples ](https://orilearning.com/social-skills-iep-goals-examples/) [![An illustration of a wavey path leading to a target showing strength in hitting the goal.](https://orilearning.com/wp-content/uploads/2023/07/Self-Advocacy-IEP-Goals.png) Developing Social Emotional IEP Goals: Your Guide with Examples ](https://orilearning.com/social-emotional-iep-goals/) **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [Leadership Spotlight: Thalise Perry](https://orilearning.com/leadership-spotlight-thalise-perry/) **Published:** February 18, 2025 **Author:** Stefan Kalpachev **Excerpt:** Thalise Perry, Principal of Leonora P. Miles Elementary in Atlanta, spotlights transformative leadership, literacy, numeracy, and social-emotional learning. **Content:** - 18 February, 2025 # Leadership Spotlight: Thalise Perry ![Leadership Spotlight: Thalise Perry](https://orilearning.com/wp-content/uploads/2025/02/ori_blog_022024_spolight-heidi.png "ori_blog_022024_spolight-heidi – Ori Learning – Ori Learning") *The Ori Learning Leadership Spotlight Series is dedicated to showcasing outstanding educational leaders who are making a positive impact in their respective districts and the education world.* Introduction **Thalise Perry** is a dedicated educator and leader, serving as Principal of Leonora P. Miles Elementary School in Atlanta, Georgia, since 2014. With a career spanning teaching, instructional coaching, and administration, she is committed to fostering a learning environment where students feel valued and empowered. Under her leadership, the school has successfully merged primary and intermediate programs to improve student achievement, built strong community partnerships, and gained recognition for transformational leadership as a “Turnaround Principal.” Her focus on literacy, numeracy, and rigorous instruction has shaped a culture of excellence among both students and educators. Ms. Perry holds a Bachelor’s Degree in Sociology from Georgia Southern University and advanced degrees in Educational Leadership from Argosy University and Mercer University. She remains passionate about inspiring educators to create opportunities that motivate and uplift every learner. ## How did you become an educational leader? I became interested in teaching while working for the Department of Family and Children Services. I worked in the foster care unit and I was afforded the opportunity to visit the schools the students on my caseload attended. I would speak to their teachers and tutor students who were struggling with reading, and I said to myself, “Wow, this might be my calling!” I felt so accomplished after witnessing how students improved academically, and their self-esteem soared through the roof! My mother was a teacher as well, and I used to spend July and August going to her school, putting up bulletin boards and organizing her classroom. I looked forward to this time of the year. After I became a teacher, I began to have the desire to pursue leadership positions. I would shadow my principal and beg her to let me lead various tasks. She selected me to be her math coach, and I didn’t stop there. I sought out positions at the district level only to learn that my heart was inside the school building with children. I later became a middle school assistant principal, and three years later, I was selected to become an elementary school principal, which was my dream job. I always knew leading a school was my passion but not just any school. I wanted a school with many challenges and a community that needed me. I wanted to be named a Turnaround Principal, and I proudly carry that title today. Nothing worth having comes easy and the challenges that I faced have sculpted me into the leader I am today. ## What's a lesson about leadership that you've learned or been reminded of recently? One lesson that I recently learned is that a great team will take you a long way. You have to have people that are like-minded and dedicated to the overall goal. If you don’t have that, your work is in vain. You could be the hardest-working principal in the world, but if you don’t have a good team, you will fail quickly. I viewed an Instagram post from Deion Sanders, and he stated, “I don’t want a good player; I want a good team”. That one statement truly spoke to me and encouraged me to build capacity within the leaders at my school. So my job is to build a good team that focuses on what’s best for students, their families and the overall wellbeing of our staff. ## What's one book that has had a profound impact on you as a leader? Why? *“Leverage Leadership”* by Paul Bambrick-Santoyo. This book really assisted me with creating and implementing systems and structures for leading a successful school. This book was a valuable resource and I feel every leader should read it and learn the important aspects of leadership. ## So far in your career, what have you found most challenging as a leader? The most challenging aspect of being a leader is that you have to know how to get the best out of everyone even when it’s not in them to give. I have to highlight their strengths in order to get the best work done. I must know the intricate details about my staff’s personalities, what makes them feel valued and appreciated, and what turns them off. Sometimes I just want to say what I’m feeling and ask them to get the job done quickly. However, that is not the right approach. Building relationships, taking the time to learn details about the lives of my staff and tapping into their strengths helps tremendously. This was something I had to learn. This was a challenge for me because I am intrinsically motivated, and I had to grasp the notion that all people have different methods of showing motivation and drive. ## Of all the challenges the educational world faces today, what is one area you are most passionate about and would like to make an impact in? I am very passionate about social-emotional learning. I want my students to know how to respect and treat one another and adequately resolve conflict. Physical altercations are not the answer. You can get the same results by communicating your wants and needs effectively. I tell my students to listen first to understand and then respond. I want them to be self-aware. They must reflect upon the decisions they make and learn that one decision may affect so many people. Being passionate about SEL just helps educators teach our students how to handle the ups and downs of life at an early age. ## What are you most proud of during your time as a leader? It gives me great pleasure as a leader to have my former students come back and visit to tell me what they learned from me when I was their principal. I have had students say to me that when times get hard, they often ask themselves, “What would Ms. Perry do?” These moments make me proud to be a leader, and they let me know that I have done what I was determined to do: have a positive impact on young lives. ## Finally, if you could only give one piece of advice to a young leader, what would you say to them? I would tell them to build positive relationships, put systems in place and have a good team to support you. *For more articles in the Leadership Spotlight series, you can read our [interview with Dr. Simone Lewis](https://orilearning.com/leadership-spotlight-simone-lewis/). We discuss the role of mentorship in her journey to becoming an educational leader, the power of pivoting when faced with challenges, and the importance of educational equity.* More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Leadership & Admin Strategies **Tags:** educational leaders, leadership spotlight, special education director --- ### [Leadership Spotlight: Simone Lewis](https://orilearning.com/leadership-spotlight-simone-lewis/) **Published:** December 5, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Meet Dr. Simone T. Lewis, The PBL Diva—an educational leader championing Project-Based Learning, equitable classrooms, and teacher empowerment. **Content:** - 5 December, 2024 # Leadership Spotlight: Simone Lewis ![Leadership Spotlight: Simone Lewis](https://orilearning.com/wp-content/uploads/2024/12/ori_blog_012524_spolight-gwen.png "ori_blog_012524_spolight-gwen – Ori Learning – Ori Learning") *The Ori Learning Leadership Spotlight Series is dedicated to showcasing outstanding educational leaders who are making a positive impact in their respective districts and the education world.* Introduction **Dr. Simone T. Lewis**, known as The PBL Diva, is a dynamic educator and consultant with over 18 years of experience in Project-Based Learning (PBL), student engagement, and equitable education practices. As the founder of Home Learning Support Systems, she supports students through personalized tutoring while empowering educators and school leaders with strategies to create transformative learning environments. Dr. Lewis serves as a regional liaison for the Georgia Association of Middle Level Education (GAMLE), championing middle-level educators and initiatives that inspire impactful teaching. A published author, her works include *The Adventures of Seth and Shadow, Super Duper Student of the Month* and articles featured on AMLE.org. With a background in psychology and a passion for education rooted in her early teaching experiences, Dr. Lewis equips educators to make learning meaningful through curiosity, creativity, and real-world exploration, leaving a lasting impact on classrooms worldwide. ## How did you become an educational leader? I fell in love with teaching while pursuing a degree in psychology and working at a preschool. I realized it was the only job where I lost track of time because I loved it so much. That revelation led me to change my major to education, which remains the best decision of my life. Over the years, my passion for student engagement and empowering educators grew, eventually leading me to create platforms and opportunities that inspire meaningful change in classrooms and schools. As I moved into roles that involved coaching and development, I saw how essential strong, visionary leadership was to creating sustainable change. This realization led me to pursue formal training in educational leadership and to seek positions where I could contribute to systemic improvements at a larger scale. Over time, I took on district-level responsibilities in professional learning, MTSS, and organizational development, all of which aligned with my goal of fostering environments where every student has the opportunity to succeed. Each role I’ve taken on has deepened my understanding of how interconnected systems are within education and has reinforced my belief in collaboration, data-driven decision-making, and continuous improvement. My journey has been one of both personal and professional growth, rooted in a passion for equitable, high-quality education for all students. ## What's a lesson about leadership that you've learned or been reminded of recently? I’ve been reminded that leadership is not about doing everything yourself but empowering others to shine. As a leader, creating opportunities for collaboration and celebrating the unique strengths of others is essential for collective success. This is something that I choose to be intentional about each day. ## What's one book that has had a profound impact on you as a leader? Why? *“Leadership for Low Performing Schools”* by Daniel L. Duke has profoundly impacted my leadership journey. The book offers practical strategies for transforming struggling schools, emphasizing the importance of vision, collaboration, and adaptability. As someone deeply committed to working with students in low-income neighborhoods, I believe that these students deserve access to quality education and exceptional teachers just as much as their more affluent peers. This book reinforces my belief that every school has the potential for greatness when equipped with solid leadership, dedicated educators, and the resources to support meaningful change. ## So far in your career, what have you found most challenging as a leader? In today’s fast-paced world, where instant gratification has become the norm, it’s tempting to approach education and professional development in the same way—expecting immediate results. Like their students, teachers often feel the pressure to apply new knowledge instantly, leaving little room for the necessary reflection and practice. As a leader in the professional development space, including through my work with Home Learning Support Systems, I am committed to fostering a mindset that values the journey of growth over the rush for quick answers. One of my goals is to help educators and leaders recognize that meaningful learning takes time, and I encourage those around me to embrace this journey, knowing that setbacks are not failures but essential steps toward progress. ## Of all the challenges the educational world faces today, what is one area you are most passionate about and would like to make an impact in? I am most passionate about ensuring equity in education, especially as the proud mother of a child on the autism spectrum. This cause is exceptionally close to my heart, as I understand the importance of creating inclusive spaces where every child feels valued, supported, and empowered. Regardless of their background or abilities, every child deserves access to high-quality resources, innovative teaching, and an environment that celebrates diversity. I envision a future where every student can see themselves reflected in their learning and where they are given the tools and opportunities to succeed. It’s my hope that we foster a world where bullying, exclusion, and discrimination are things of the past and all learners are embraced for who they truly are. This is the kind of change I’m committed to making, both for my own child and for every child who deserves an education that uplifts them. ## What are you most proud of during your time as a leader? I’m proudest of the moments when I see educators and students thriving because of tools, strategies, or support I’ve provided. Knowing that I’ve inspired confidence in a teacher or helped a student engage in learning in a new, meaningful way affirms my purpose as a leader. ## Finally, if you could only give one piece of advice to a young leader, what would you say to them? You are QUALIFIED. There will undoubtedly be days when doubt, fear, and imposter syndrome creep in, and you’ll find yourself questioning your purpose. But know this: everything you need to succeed is already within you. You are surrounded by people in your organization who possess the skillsets and talents that complement your own. Trust in your purpose and remain anchored to the mission that drives you. Leadership is not without its challenges, but when you lead with passion and a clear understanding of why you do what you do, you have the power to inspire others and create lasting, meaningful change. Stay true to your vision, and you will not only transform your own journey but the journeys of those around you. *For more articles in the Leadership Spotlight series, you can read [our interview with Dr. Gwen Coffey](https://orilearning.com/leadership-spotlight-dr-gwen-coffey/). We discuss the role of mentorship in her journey to becoming an educational leader, the power of pivoting when faced with challenges, and the importance of educational equity.* More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Leadership & Admin Strategies **Tags:** educational leaders, leadership spotlight, special education director --- ### [Leadership Spotlight: June ArcaMay](https://orilearning.com/leadership-spotlight-june-arcamay/) **Published:** July 31, 2024 **Author:** Stefan Kalpachev **Excerpt:** June ArcaMay, Assistant Principal of Climate & Culture, champions SEL, student leadership, and inclusive school culture through events, mentorship and initiatives. **Content:** - 31 July, 2024 # Leadership Spotlight: June ArcaMay ![June ArcaMay leadership spotlight banner](https://orilearning.com/wp-content/uploads/2024/07/ori_blog_012524_spolight-gwen-768x347.png "ori_blog_012524_spolight-gwen – Ori Learning – Ori Learning") *The Ori Learning Leadership Spotlight Series is dedicated to showcasing outstanding educational leaders who are making a positive impact in their respective districts and the education world.* Introduction **June ArcaMay** currently serves as Assistant Principal of Climate & Culture for The High School of Fashion Industries in New York City, New York. In her current role, June oversees numerous community events, ensuring students feel acknowledged and that their cultural backgrounds are celebrated. June also supervises a student government comprising over 50 student leaders. Together, they organize approximately 140 events annually, fostering a strong sense of community and belonging among students, staff, and families. June collaborates with Tweed, one of the central offices for the Department of Education, on social emotional learning (SEL) initiatives. They are developing a youth mentorship program that connects high school and elementary students, aiming to bridge educational gaps and promote emotional literacy. Through these efforts, June is dedicated to inspiring young learners and helping them navigate their emotions and peer relationships more effectively. ## How did you become an educational leader? I became an educational leader after 13 years of being a Career and Technical Education (CTE) Instructor. I participated in a special program called the Success Via Apprenticeship Program (SVA) under the United Federation of Teachers and the Department of Education. This program trained me for 5 years to become an ideal instructor. Initially, I worked within CTE, teaching various subjects. However, I eventually felt the need to make a broader impact. While teaching students was fulfilling, I wanted to expand my influence and inspire more change. This drive led me to pursue my School Building License. During this time, I took on tasks related to cultural activities and celebrating individual cultures. This experience was rewarding, as it allowed me to see students feel happy, acknowledged, and uplifted by showcasing their diverse backgrounds. As a creative at heart, I found joy in using my innovative strengths to explore non-traditional ways of celebrating and uplifting cultures. This challenge was exciting for me, and I wanted to continue finding creative solutions to educational challenges. I frequently leveraged my CTE background to incorporate artistic and self-exploratory initiatives into my work. Many of my initiatives focus on art, self-exploration, and centering oneself, providing students with outlets to decompress and explore their identities and aspirations. I discovered that leadership could be incredibly creative and innovative while still commanding respect and making a profound impact on students. ## What's a lesson about leadership that you've learned or been reminded of recently? A leadership lesson I’ve learned is to lead with appreciation not expectation. You have to acknowledge and highlight your team’s accomplishments no matter the size. One way I do this is by creating newsletters that break down what each staff member or student has contributed to an event or project. I make a point to be actively involved, supporting from the planning stages to the execution and final results. I capture these moments through pictures and videos to showcase the effort and dedication it took to achieve our goals. This helps everyone appreciate the various elements that went into making something successful. I’ve noticed that our leaders, both students and staff, respond more positively to future tasks and ideas when they see their efforts being acknowledged and appreciated in real time. I don’t assume tasks will just get done because it’s someone’s job; instead, I show appreciation for the hard work involved. It’s crucial for my team to feel valued and supported. Recognizing their efforts daily helps us build stronger relationships and achieve more together. This understanding and appreciation have been instrumental in fostering a collaborative and motivated environment. ## What's one book that has had a profound impact on you as a leader? Why? A book that has profoundly impacted my leadership is *The 21 Irrefutable Laws of Leadership* by John C. Maxwell. This influential book was recommended to me by my Superintendent, Gary Beidleman, and it has been a cornerstone in shaping my approach to leadership. One of the key lessons I learned from this book is the importance of building strong relationships with my team. Maxwell emphasizes the significance of adding value to each team member, which starts with understanding who they are and recognizing the unique strengths and perspectives they bring to the table. By doing so, I have been able to foster a more cohesive and motivated team environment. ## So far in your career, what have you found most challenging as a leader? One of my most challenging obstacles has been getting others to think outside the box and feel open to innovative ideas. In education, there are many traditional structures and mindsets in place that can make it difficult for unconventional ideas to be instantly accepted. Introducing and implementing new approaches often requires significant effort and convincing. I like to change things up! Many stakeholders are accustomed to tried-and-true methods, and this comfort with tradition can sometimes create resistance. ## Of all the challenges the educational world faces today, what is one area you are most passionate about and would like to make an impact in? Of all the challenges that education faces today, the area I am most passionate about and eager to impact is SEL and improving the climate and culture of schools. Often, education is viewed through a traditional lens that emphasizes strict academics: passing tests, adhering to schedules, and completing tasks in a militant, unyielding manner. My passion lies in adding value to both students and staff by creating opportunities for meaningful connections. It’s important to learn about individuals, understand their backgrounds, interests, and cultures, and uplift these aspects to build strong, supportive relationships. Rather than merely checking off boxes for various initiatives, I believe in fostering genuine relationships and creating an environment where everyone feels valued and acknowledged. By focusing on SEL, we can move beyond the rigid structures of traditional education and cultivate a school culture that prioritizes human connections and personal growth. ## What are you most proud of during your time as a leader? What I am most proud of in my leadership role is my ability to remain authentic and true to myself. I have managed to maintain transparent conversations with my team while being empathetic and working towards our goals together. Leadership often demands a black-and-white approach, but I have successfully navigated this by being genuine with my staff, students, and colleagues. I believe in clear communication of expectations, handling everyone with care, and avoiding the robotic, limited responses that leadership sometimes necessitates. In today’s generation, expressing oneself authentically can be challenging, but my work in SEL and obtaining my Yale certification in well-being have equipped me to connect with individuals genuinely. This approach allows me to maintain my integrity while fostering meaningful human connections. ## Finally, if you could only give one piece of advice to a young leader, what would you say to them? There’s only one you, so make sure you shine bright and don’t dim your light for anyone. *For more articles in the Leadership Spotlight series, you can read [our interview with Dr. Gwen Coffey](https://orilearning.com/leadership-spotlight-dr-gwen-coffey/). We discuss the role of mentorship in her journey to becoming an educational leader, the power of pivoting when faced with challenges, and the importance of educational equity.* More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Leadership & Admin Strategies **Tags:** educational leaders, leadership spotlight, special education director --- ### [Developing Social Skills IEP Goals: Your Guide with Examples ](https://orilearning.com/social-skills-iep-goals-examples/) **Published:** November 8, 2023 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Guide for educators: create effective Social Skills IEP goals for students with special needs to improve social cues, peer interaction, and cooperation. **Content:** Social skills are crucial for the successful interaction and integration of students with special needs in various environments. This guide is designed to assist educators in formulating effective Social Skills IEP goals that enhance interpersonal interactions, understanding of social cues, and positive peer relationships. ## **Understanding the Importance of Social Skills** Social skills involve the ability to communicate, interact, and form relationships with others effectively. They include understanding and using verbal and nonverbal cues, cooperating with peers, and adapting to different social situations. For students with special needs, mastering these skills is key to navigating social environments and fostering meaningful relationships. ## **The Significance of Social Skills in IEP Goals** Integrating social skills goals into an IEP is vital for the holistic development of students with special needs. These goals aim to enhance the student’s ability to engage positively with others, build friendships, and participate in group settings effectively. ## **Creating SMART Social Skills IEP Goals** **Specific:** Goals should precisely address areas of social interaction, such as initiating conversations, understanding nonverbal cues, or sharing and taking turns. **Measurable:** Establish clear metrics to assess progress in social interactions and behaviors. **Achievable:** Set realistic goals that consider the student’s current social skills and developmental level. **Relevant:** Ensure the goals are pertinent to the student’s social and educational needs. **Time-bound:** Assign a specific timeframe for achieving the goals. ## **Social Skills IEP Goals and Compliance** Developing Social Skills IEP goals requires careful consideration to align with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and to comply with relevant legal requirements. These goals should be individualized, reflecting the unique social challenges and strengths of each student, and provide a clear framework for tracking progress. 1. **Alignment with PLAAFP:** The goals must be directly linked to the social skills aspects identified in the student’s PLAAFP, ensuring they address the most relevant and pressing needs in their social development. 2. **Legal Compliance:** Adhere to the standards set by educational laws such as the [Individuals with Disabilities Education Act](https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d) (IDEA), guaranteeing that the goals support the student’s right to a free and appropriate public education. 3. **Individualized and Specific:** Tailor each goal to suit the individual circumstances of the student, ensuring they are practical, specific, and relevant to the student’s daily interactions and social experiences. 4. **Measurable Progress:** Establish clear, observable criteria for measuring progress towards each goal, allowing for regular assessment and adjustment if necessary. **Disclaimer:** The examples of social skills goals provided in this guide are intended to serve as templates. It’s crucial to customize each goal to align with the unique needs and abilities of the student, ensuring they are both challenging and achievable. ## **Social Skills IEP Goals Samples** **Interpersonal Communication** - By (date), the student will initiate conversations with peers in a school setting in 4 out of 5 opportunities. - By (date), the student will maintain eye contact during conversations for at least 3 out of 5 interactions. - By (date), the student will appropriately use ‘please’ and ‘thank you’ in social interactions in 8 out of 10 opportunities. **Understanding Social Cues** - By (date), the student will identify and respond to basic nonverbal cues, such as facial expressions and body language, in 3 out of 5 scenarios. - By (date), the student will interpret and respond to peers’ emotions correctly in 4 out of 5 role-play situations. - By (date), the student will recognize and respect personal space boundaries in 9 out of 10 interactions. **Group Participation and Cooperation** - By (date), the student will engage in a group activity, contributing ideas and listening to others in 4 out of 5 group sessions. - By (date), the student will follow group rules and take turns in games or group activities in 8 out of 10 instances. - By (date), the student will work collaboratively with a peer to complete a class project, demonstrating positive teamwork in 3 out of 4 projects. ## **Conclusion** By integrating tailored social skills goals into a student’s IEP, educators can significantly contribute to the student’s ability to engage, communicate, and build relationships. These skills are fundamental for students’ social development and overall well-being. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. To see how social skills topics are structured across the full curriculum, [see our scope and sequence](/scope-and-sequence/). ### Related IEP Goal Resources - [how to write SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [peer interaction IEP goals](https://orilearning.com/enhancing-social-engagement-a-guide-to-peer-interaction-iep-goals/) - [friendship IEP goals](https://orilearning.com/developing-friendship-iep-goals-a-comprehensive-guide-with-expanded-examples/) - [perspective-taking IEP goals](https://orilearning.com/how-to-set-effective-perspective-taking-iep-goals/) - [social-emotional IEP goals](https://orilearning.com/social-emotional-iep-goals/) **Categories:** IEP Goal Bank **Tags:** Compliance, IEP, IEP Goals, social skills, Transition, Transition Plans --- ### [Leadership Spotlight: Jody Sharp](https://orilearning.com/leadership-spotlight-jody-sharp/) **Published:** June 14, 2024 **Author:** Stefan Kalpachev **Excerpt:** Meet Jody Sharp, AVUHSD Program Specialist and Special Education leader dedicated to inclusive learning, staff collaboration, and student success. **Content:** *The Ori Learning Leadership Spotlight Series is dedicated to showcasing outstanding educational leaders who are making a positive impact in their respective districts and the education world.* Introduction **Jody Sharp** currently serves as a Program Specialist for Antelope Valley Union High School District (AVUHSD) in California. A child of educators, Jody began her career with AVUHSD when the youngest of her five children entered kindergarten. Initially, she served as a Special Day Class (SDC)-Academic Social Science teacher before accepting the position of Teacher on Special Assignment. After four years overseeing IEP implementation and compliance at one of the district’s campuses, she accepted her current role. When not supporting students, she enjoys spending every spare moment with her four beautiful grandchildren. ## How did you become an educational leader? My path involved formal education, where I engaged in relevant academic programs to deepen my understanding of educational theories, practices, and leadership principles. In addition, I actively sought practical experiences within educational settings, assuming roles that allowed me to apply my knowledge to real-world challenges. Throughout my career, I prioritized continuous learning, adapted to the changing educational paradigms, and embraced new and innovative approaches within my field. I cultivated strong interpersonal and communication skills, recognizing the importance of collaboration and effective engagement with staff and students. ## What's a lesson about leadership that you've learned or been reminded of recently? I recognize the significance of mentorship and collaboration as an educational leader. Being a mentor and engaging with mentors, peers, and educational communities are extremely valuable. ## What's one book that has had a profound impact on you as a leader? Why? *Grit: The Power of Passion and Perseverance* by Angela Duckworth. The idea that success is not just about talent but also about sustained passion and perseverance has had an impact on my leadership. By integrating the principles of grit into my leadership approach, I try to contribute to creating a resilient, motivated, and successful educational community. Angela Duckworth’s insights offer valuable guidance for leaders seeking to instill a mindset of perseverance and passion within their schools. ## So far in your career, what have you found most challenging as a leader? Maintaining high morale among teachers and staff is essential for a positive learning environment. For the past few years, dealing with issues such as burnout, job dissatisfaction, and conflicts has become a major challenge. ## Of all the challenges the educational world faces today, what is one area you are most passionate about and would like to make an impact in? As an educational leader within the Special Education department, creating inclusive learning environments that cater to diverse learning needs, including those of students with disabilities or different learning styles, remains a challenge. Inclusive education requires addressing physical, social, and academic barriers and is the area I am most passionate about and where I want to make an impact. ## What are you most proud of during your time as a leader? Successfully leading a team of dedicated Special Education professionals, General Educators, Service Providers, and Support Staff to support student needs is something that I continually strive for. Collaboration is essential when addressing the diverse needs of students with disabilities, and achieving a cohesive team dynamic is something I am proud of. ## Finally, if you could only give one piece of advice to a young leader, what would you say to them? My advice to young leaders is to cultivate positive relationships with teachers, support staff, parents, and the broader school community. Open communication and collaboration are key to a successful Special Education program. *For more articles in the Leadership Spotlight series, you can read [our interview with Dr. Gwen Coffey](https://orilearning.com/leadership-spotlight-dr-gwen-coffey/). We discuss the role of mentorship in her journey to becoming an educational leader, the power of pivoting when faced with challenges, and the importance of educational equity.* More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Leadership & Admin Strategies **Tags:** educational leaders, leadership spotlight, special education director --- ### [Leadership Spotlight: Dr. Heidi M. Lambert](https://orilearning.com/leadership-spotlight-dr-heidi-m-lambert/) **Published:** February 26, 2024 **Author:** Stefan Kalpachev **Excerpt:** Dr. Heidi M. Lambert, Director of Special Populations at Richard Milburn Academy, spotlights pragmatic leadership in special education and post-secondary planning. **Content:** - 26 February, 2024 # Leadership Spotlight: Dr. Heidi M. Lambert ![Leadership Spotlight: Dr. Heidi M. Lambert](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_02.20.24_spolight-heidi-768x347.png "ori_blog_02.20.24_spolight-heidi – Ori Learning – Ori Learning") *The Ori Learning Leadership Spotlight Series is dedicated to showcasing outstanding educational leaders who are making a positive impact in their respective districts and the education world.* Introduction **Dr. Heidi M. Lambert** currently serves as Director of Special Populations at Richard Milburn Academy in Texas. Pragmatic and results-oriented, Dr. Lambert is a dynamic educational leader with a proven track record in public education. Committed to enhancing learning experiences for all students through strategic planning and innovative problem-solving, she brings a wealth of expertise in special education administration, leadership, and evaluations. With a robust history in developing processes and procedures, coupled with a keen eye for identifying and overhauling inefficiencies, Dr. Lambert has consistently demonstrated a commitment to improving educational outcomes. ## How did you become an educational leader? I was working closely with a campus principal on a project who recognized and spoke to a leadership ability that I had not yet seen in myself: she essentially “coached” me up and I have never looked back. ## What's a lesson about leadership that you've learned or been reminded of recently? That being present does not involve micromanaging. I am such an anti-micromanager: I tend to give the most attention to where the “fire” is. In my mind that’s a compliment to the other person, in that it shows that I trust them enough that they don’t need direct supervision. But I appreciate that for someone who values feedback and is hungry to apply that feedback, it can leave them feeling left out or not recognized. ## What's one book that has had a profound impact on you as a leader? Why? “Leadership and Self-Deception” by The Arbinger Institute. It focuses on how self-deception can hinder leadership effectiveness and provides a framework for developing a more authentic and empathetic approach to leadership. I’m a work in progress in regard to building and maintaining positive relationships in professional settings, and this book has nuggets to help with that. ## So far in your career, what have you found most challenging as a leader? Making the switch to leading in a charter school and overcoming the challenges of competing with neighboring school districts whose pay scales are greater, as well as trying to stay in the game recruiting and retaining employees. ## Of all the challenges the educational world faces today, what is one area you are most passionate about and would like to make an impact in? Post-secondary planning. My current role has enlightened me to the challenges students with disabilities may face once they graduate high school when they don’t have an actionable plan. I want to be a part of the process that facilitates students taking their next steps in life after high school. I don’t want a student with a disability at RMA \[Richard Milburn Academy, where Dr. Lambert works\] to walk across the graduation stage and go home without knowing what’s next for them. ## What are you most proud of during your time as a leader? Reflecting on how a few people that I have led have gone on to become leaders themselves and be successful within special education. I like to think I was a role model to them in some way. ## Finally, if you could only give one piece of advice to a young leader, what would you say to them? Hire up, be aware of your challenges as a leader, and surround yourself with talented individuals with varying levels of expertise. *For more articles in the Leadership Spotlight series, you can read [our interview with Dr. Gwen Coffey](https://orilearning.com/leadership-spotlight-dr-gwen-coffey/). We discuss the role of mentorship in her journey to becoming an educational leader, the power of pivoting when faced with challenges, and the importance of educational equity.* More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Leadership & Admin Strategies **Tags:** educational leaders, leadership spotlight, special education director --- ### [Developing Social Emotional IEP Goals: Your Guide with Examples ](https://orilearning.com/social-emotional-iep-goals/) **Published:** October 18, 2023 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Guide for educators to write SMART Social Emotional IEP goals that help students with special needs build resilience, empathy, communication, and self-awareness. **Content:** Social emotional skills are fundamental for students’ overall well-being and academic success. This guide aims to assist educators in creating impactful Social Emotional IEP goals, aiding students with special needs in developing resilience, empathy, and effective communication skills. ## **Understanding the Concept of Social Emotional Learning** Social emotional learning (SEL) encompasses the skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. For students with special needs, SEL is crucial in navigating social interactions and managing personal and academic challenges. Educators looking for a comprehensive framework can explore the [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/), which provides structured lessons aligned with [SEL competencies](https://casel.org/fundamentals-of-sel/) for grades 6–12. ## **The Significance of Social Emotional Goals in IEPs** Incorporating social emotional goals into a student’s IEP supports their holistic development. It helps in fostering a positive self-image, improving relationships with peers and adults, and equipping them with skills for coping with stress and adversity. ## **Creating SMART Social Emotional IEP Goals** **Specific:** Goals should be clearly defined, targeting specific areas of SEL like emotional regulation, empathy, or decision-making. **Measurable:** Include clear criteria for tracking progress in social emotional development. **Achievable:** Ensure goals are realistic and attainable, taking into account the student’s current abilities. **Relevant:** Align goals with the student’s personal, academic, and social needs. **Time-bound:** Set a clear timeframe for achieving these goals. ## **Social Emotional IEP Goals and Compliance** Creating effective Social Emotional IEP goals involves careful alignment with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and adherence to legal requirements under education law. This ensures that the goals are tailored to the student’s unique emotional and social development needs, providing a clear path for progress and growth. 1. **Alignment with PLAAFP:** The goals should directly address the specific social and emotional needs highlighted in the student’s PLAAFP. This alignment ensures that each goal is relevant and focused on areas where the student requires the most support. 2. **Compliance with Legal Standards:** The goals must comply with the standards set by education laws, such as the [Individuals with Disabilities Education Act](https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d) (IDEA). This compliance ensures that the goals support the overall educational objectives for students with special needs. 3. **Measurable and Observable Criteria:** Each goal should have measurable criteria that allow educators and caregivers to observe and assess the student’s progress in social and emotional areas. **Disclaimer:** The goals provided in this guide are examples to illustrate potential areas of focus in social emotional development. However, it’s important to tailor each goal to the specific circumstances and needs of the individual student, ensuring they are meaningful and achievable for them. ## **Social Emotional IEP Goals Samples** **Emotional Regulation** 1. By (date), the student will identify and accurately label their own emotions in 7 out of 10 opportunities. 2. By (date), when feeling overwhelmed, the student will use a taught coping strategy in 8 out of 10 observed instances. 3. By (date), the student will demonstrate appropriate frustration management techniques in 80% of observed situations. **Empathy and Understanding Others** 1. By (date), the student will recognize and verbalize how others might feel in a given situation in 7 out of 10 role-play scenarios. 2. By (date), the student will engage in acts of kindness towards peers at least three times a week. 3. By (date), the student will identify and discuss characters’ emotions and motivations in 4 out of 5 reading assignments. **Positive Relationship Building** 1. By (date), the student will initiate and maintain conversations with peers during unstructured times in 4 out of 5 opportunities. 2. By (date), the student will collaborate with classmates on group projects, contributing positively in 4 out of 5 group activities. 3. By (date), the student will demonstrate active listening skills in conversations with peers and adults in 8 out of 10 opportunities. **Responsible Decision-Making** 1. By (date), the student will identify a problem, think of possible solutions, and choose the most appropriate one in 4 out of 5 scenarios. 2. By (date), the student will reflect on their decisions and discuss the outcomes and alternatives with a teacher or counselor in 3 out of 4 instances. 3. By (date), the student will demonstrate adherence to classroom rules and routines in 9 out of 10 instances. **Self-Awareness and Self-Confidence** 1. By (date), the student will express their strengths and areas for growth in 4 out of 5 self-reflection sessions. 2. By (date), the student will set a personal goal, track their progress, and discuss it during counseling sessions, showing progress in 3 out of 4 goals. 3. By (date), the student will participate in class activities and discussions, demonstrating increased confidence in 7 out of 10 opportunities. ## **Conclusion** Incorporating social emotional IEP goals is a powerful approach to empower students with special needs. By setting SMART goals and using effective strategies, educators can help students develop crucial life skills that enhance their emotional intelligence and social interactions. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in teaching these skills systematically. To see how these skills are addressed across grade levels, [download the scope and sequence](/scope-and-sequence/). ### Related IEP Goal Resources - [how to write SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [self-regulation IEP goals](https://orilearning.com/developing-self-regulation-iep-goals-your-guide-with-examples/) - [social skills IEP goals](https://orilearning.com/social-skills-iep-goals-examples/) - [IEP goals for negative self-talk](https://orilearning.com/iep-goals-to-overcome-negative-self-talk-in-students/) - [perspective-taking IEP goals](https://orilearning.com/how-to-set-effective-perspective-taking-iep-goals/) **Categories:** IEP Goal Bank **Tags:** Compliance, IEP, IEP Goals, social emotional learning, Transition, Transition Plans --- ### [Leadership Spotlight: Dr. Gwen Coffey](https://orilearning.com/leadership-spotlight-dr-gwen-coffey/) **Published:** January 26, 2024 **Author:** Roz Prescott **Excerpt:** Discover Dr. Gwendolyn Coffey, Katy ISD Assistant Superintendent for Special Education, on mentorship, adaptive leadership, and driving educational equity. **Content:** - 26 January, 2024 # Leadership Spotlight: Dr. Gwen Coffey ![Picture of Dr. Gwendolyn Coffey next to a projector.](https://orilearning.com/wp-content/uploads/2024/01/ori_blog_01.25.24_spolight-gwen-2048x926.png "– Ori Learning – Ori Learning") *The Ori Learning Leadership Spotlight Series is dedicated to showcasing outstanding educational leaders who are making a positive impact in their respective districts and the education world.* Introduction **Dr. Gwendolyn Coffey** currently serves as the Assistant Superintendent for Special Education in Katy ISD, Texas. Education has been her focus for nearly 25 years across a variety of levels, positions, and districts in the Lone Star State. She has served as a general and special education teacher, a counselor, and administrator at both the secondary and elementary levels, and as an instructor for adults at the collegiate level. Dr. Coffey’s responsibilities as a special education department leader for a large school district include equipping campus staff with research-based knowledge and resources and aligning and implementing practices that ensure the efficient operation of more than 500 employees, multiple budget streams, and district-wide educational resources, all in service of students with disabilities. In our interview, Dr Coffey discusses the role of mentorship in her journey to becoming an educational leader; the power of pivoting when faced with challenges; and the importance of educational equity. ## How did you become an educational leader? I began my career in education in 1997 as a general and special education teacher in elementary and secondary schools. The idea of becoming an educational leader wasn’t initially on my horizon, and it wasn’t until a mentor recognized leadership potential within me that my trajectory took a turn. They saw something unique in my approach and capabilities and encouraged me to consider having a broader impact within the education system. Despite my initial reservations, their belief in my ability to make a difference ignited a shift in my career aspirations. Supported and mentored by this influential figure, I transitioned into educational leadership. My journey from classroom educator to educational leader underscores the transformative power of mentorship: the belief and support of that mentor became a catalyst for my growth as a leader within the educational landscape. ## What's a lesson about leadership that you've learned or been reminded of recently? Never underestimate the power of the pivot as a tool for leadership. I was reminded of this recently while leading a cross-functional team on a challenging project. While I had a well-thought-out plan initially, unforeseen obstacles arose which required a shift in strategy.Above all, this experience highlighted for me the importance of being adaptive as a leader.Effective leadership demands not only a clear vision, but also the capacity to adjust in response to changing circumstances (and, conversely, rigid adherence to a predetermined course can impede progress). This includes being open to feedback and insights from others, and it can come into use when navigating uncertainties and having to make informed decisions on the fly. ## What's one book that has had a profound impact on you as a leader? Why? “Leaders Eat Last” by Simon Sinek. Sinek’s exploration of leadership through the lens of biology and human behavior struck a chord with me, in particular the concept of leaders placing the needs of their team members before their own. He argues that great leaders foster a sense of belonging and prioritize the well-being of their teams, which in turn builds trust, enables collaboration, and leads to greater success overall.Reading this book influenced my leadership style by encouraging a shift from a transactional approach to a more empathetic and people-centered one: it reinforced the idea that genuine leadership is about serving others and creating a culture where individuals feel valued and motivated. The book is a touchstone for fostering a positive and inclusive leadership mindset.Reading this book influenced my leadership style by encouraging a shift from a transactional approach to a more empathetic and people-centered one: it reinforced the idea that genuine leadership is about serving others and creating a culture where individuals feel valued and motivated. The book is a touchstone for fostering a positive and inclusive leadership mindset. ## So far in your career, what have you found most challenging as a leader? One of the most challenging aspects of being an educational leader is navigating the ever-evolving landscape of education. The field is subject to constant changes in curriculum, technology, and teaching methodologies, and keeping up with these changes and ensuring that educational practices align with the needs of students, advancements in pedagogy, and societal expectations is uniquely challenging.The multifaceted nature of education, coupled with external pressures and the responsibility for shaping the future of students, makes for a demanding and dynamic role. It forces you to continually adapt, collaborate, and innovate in order to overcome these challenges and provide the best possible learning experience for students. ## Of all the challenges the educational world faces today, what is one area you are most passionate about and would like to make an impact in? Educational equity is what I am most passionate about. This includes addressing issues such as unequal access to quality teachers, advanced courses, educational technology, and extracurricular activities. It’s not just about equal distribution: it’s about recognizing and rectifying systemic inequalities that hinder certain groups from reaching their full potential.Closing the achievement gap is a crucial aspect of educational equity and requires targeted efforts to support students who may face additional challenges due to socioeconomic factors, cultural differences, learning disabilities, or other circumstances.By ensuring that all students have access to the necessary resources and support systems, we can work towards a more inclusive and equitable education system which promotes these values through its curricula. This is what ultimately contributes to a more representative and enriching learning experience for students from all backgrounds. ## What are you most proud of during your time as a leader? As an educational leader, my proudest achievement lies in the fact that people are willing to place their trust in me and follow me. Earning their trust and respect has been a result of fostering open communication, promoting a culture of inclusivity, and demonstrating a genuine commitment to their growth and well-being.I believe my ability to lead by example and inspire others to contribute their best efforts has created a cohesive and high-performing team. Being a leader who is not just acknowledged but actively followed speaks to a shared commitment to a common purpose and the belief that our team can collectively achieve meaningful and positive outcomes in the field of education.I am the proudest of the team we have developed over time and the ongoing impact of their collective leadership. ## Finally, if you could only give one piece of advice to a young leader, what would you say to them? If I could offer one piece of advice to a young leader, it would be to prioritize continuous learning and self-reflection. The landscape of leadership is dynamic, and being open to new ideas, perspectives, and skills is crucial for personal and professional growth. Embrace opportunities for learning, whether through formal education, mentorship, or experiential learning. Seek out feedback from peers, mentors, and team members, and use it as a tool for improvement. A commitment to continuous learning not only enhances your leadership abilities but also fosters adaptability in the face of evolving challenges. More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Leadership & Admin Strategies --- ### [Ori Webinar: Social Emotional Learning for Marginalized Students with Dr. Christina Cipriano](https://orilearning.com/inclusion-or-illusion-universal-school-based-emotional-well-being/) **Published:** March 11, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Join Dr. Christina Cipriano’s webinar on inclusive Social Emotional Learning (SEL), exploring equitable strategies to support marginalized students and transform schools. **Content:** # Ori Webinar: Social Emotional Learning for Marginalized Students with Dr. Christina Cipriano In an era where the mental health crisis among school-age youth is at an all-time high, our webinar with Dr. Christina Cipriano from the Yale Child Study Center sought to shed light on the critical need for effective and inclusive Social Emotional Learning (SEL) programs. In this session, Dr. Cipriano – a leading authority in SEL research – explores whether current SEL approaches are truly benefiting all students, focusing particularly on those marginalized by race, ethnicity, language, and ability. - **Understanding Equitable SEL**: Discover what equitable and inclusive SEL really means and why it matters. - **Expert Insights**: Learn from Dr. Christina Cipriano, a preeminent expert with extensive research in SEL, about effective strategies. - **Actionable Steps**: Gain knowledge about immediate actions to ensure your SEL programs are inclusive and beneficial to every student. - **Innovative Approaches**: Explore skills-based, justice-focused, and adult SEL strategies that can transform your school or district. More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Emotional Well-being, Instructional Strategies, Ori Webinars, Research & Trends **Tags:** Adult SEL, adult SEL strategies, Dr. Christina Cipriano, Equitable Education, Equitable SEL, inclusive education, Inclusive SEL, Justice-Focused SEL, Marginalized Students, Mental Health in Schools, school mental health, SEL for marginalized students, SEL Strategies, social emotional learning --- ### [How to Measure Social Emotional Learning](https://orilearning.com/how-to-measure-social-emotional-learning/) **Published:** January 7, 2025 **Author:** Tess Hileman, M.Ed. **Excerpt:** Emotional well-being in schools: measurement frameworks like DESSA, hybrid assessment methods, and tools to track student social-emotional growth and outcomes. **Content:** [Social-emotional learning (SEL)](https://orilearning.com/what-is-emotional-well-being) plays a vital role in shaping students’ abilities to understand and manage emotions, build relationships, and make responsible decisions. Integrating these competencies into educational settings requires effective frameworks, reliable assessment tools, and adaptable program strategies to ensure meaningful outcomes. This discussion highlights key measurement metrics and approaches, exploring frameworks like DESSA, the benefits of combining qualitative and quantitative methods, and the importance of embedding social-emotional learning into school culture. It also delves into overcoming challenges such as subjective assessments and standardization issues, offering practical solutions to maximize long-term impact on students’ academic and personal success. ## Frameworks and Models for Measuring Social-Emotional Learning Measuring SEL effectively starts with choosing the right framework. A popular model is the Devereux Student Strengths Assessment (DESSA). It breaks SEL into eight key areas: - **Self-awareness**: The ability to recognize and understand one’s own emotions, strengths, and limitations. It lays the foundation for personal growth and [emotional intelligence](https://orilearning.com/cognitive-intelligence-vs-emotional-intelligence/). - **Social awareness**: The skill to empathize and understand the emotions, needs, and perspectives of others, fostering inclusivity and effective communication. - **Self-management**: The capacity to regulate emotions, manage stress, and set and achieve personal goals, enabling resilience and focus. - **Goal-directed behavior**: The ability to plan and work towards objectives with persistence, supporting academic and personal success. - **Relationship skills**: Skills to establish and maintain healthy, rewarding relationships through communication, cooperation, and conflict resolution. - **Personal responsibility**: Accountability for one’s actions and decisions, fostering trust and dependability in social and academic settings. - **Decision-making**: The capacity to make constructive, ethical choices that consider potential outcomes and the well-being of others. - **Optimistic thinking**: A positive outlook that motivates perseverance and problem-solving, especially in challenging situations. These areas collectively offer a comprehensive framework for assessing and [improving social-emotional skills](https://www.sciencedirect.com/science/article/pii/S2773233923000153) across diverse environments. Validated assessment measures provide various evidence-based tools that evaluate student competencies, aligning with educational standards and frameworks. Another approach involves evidence-based frameworks that ensure consistent metrics. These are vital for making meaningful comparisons across schools or districts. When frameworks are clear and [aligned with goals](https://pmc.ncbi.nlm.nih.gov/articles/PMC6544145/), implementation tends to be smoother and results more reliable. Organizations like CASEL also emphasize the importance of grounding measurement in established SEL frameworks. They argue this makes it easier to assess outcomes and improve program delivery. [CASEL’s research highlights](https://casel.org/fundamentals-of-sel/what-does-the-research-say/) that these frameworks don’t just guide assessment—they improve SEL [programs](https://orilearning.com/sel-programs-expectation-vs-reality/) overall. The choice of framework matters because it shapes the entire measurement process—and so does [choosing the right SEL program](https://orilearning.com/sel-curriculum/) to begin with. Whether it’s DESSA or another evidence-based model, using a structured approach ensures that these initiatives are grounded in clear, actionable data. See how Ori Learning automates SEL progress measurement. To see how social-emotional learning topics are structured across the curriculum, [download the scope and sequence](/scope-and-sequence/). ## Strategies and Tools for SEL Assessment Effective social-emotional learning measurement relies on the right tools and strategies. Quantitative tools, like the DESSA, use structured surveys to assess specific skills like self-management and [social awareness](https://www.sciencedirect.com/science/article/pii/S2773233923000153). These tools provide consistent, scalable data across different groups. Other validated instruments include self-assessments and teacher ratings, which are commonly used to track [student progress](https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1052877/full). For a fuller picture, qualitative approaches like interviews and classroom observations add important context. They capture nuances that numbers alone can’t. For example, teacher interviews can reveal how SEL [skills](https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1052877/full) translate into daily interactions, while observations can show how students apply skills in real-time situations. Emerging technologies are also changing SEL measurement. AI and data analytics can analyze trends from large datasets, making it easier to spot patterns over time. These tools are still developing but show promise for scaling assessment efforts in the future. Combining quantitative and qualitative methods is becoming a best practice. This hybrid approach ensures both measurable outcomes and contextual understanding, making SEL evaluation more effective and actionable. ## Challenges and Solutions in Measuring Social-Emotional Learning Measuring social-emotional learning comes with several challenges. One issue is the subjectivity in self-reported assessments of emotional development. Students and teachers may overestimate or underestimate skills like [empathy or self-awareness](https://www.sciencedirect.com/science/article/pii/S2773233923000153), leading to inconsistent data. Observer bias in [classroom evaluations](https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1052877/full) is another problem, as personal perspectives can skew results. Another challenge is the lack of standardization. Social-emotional learning definitions and practices vary across schools and regions, making it hard to compare data or [track progress](https://pmc.ncbi.nlm.nih.gov/articles/PMC6544145/) consistently. This variation also complicates efforts to scale these programs effectively. Solutions are emerging to address these issues. Hybrid assessment models that combine quantitative tools with qualitative methods offer a more balanced approach. For instance, pairing surveys with teacher interviews can [reduce reliance](https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1052877/full) on subjective data. [Training for educators](https://casel.org/fundamentals-of-sel/what-does-the-research-say/) is another important step. School leaders also play a crucial role in implementing and assessing SEL programs within their districts. When teachers understand how to use these assessment tools properly, they produce more accurate and consistent data. Finally, better alignment of SEL frameworks and tools can reduce variability. Standardizing core metrics across programs ensures data is comparable, regardless of location or [implementation method](https://pmc.ncbi.nlm.nih.gov/articles/PMC6544145/). These steps make the measurement process more reliable and actionable. ### More on How to Measure Emotional Well-Being ### How can you measure social-emotional learning? You can measure SEL using structured frameworks like DESSA, surveys, teacher ratings, and qualitative methods like interviews and observations. Emerging tools like AI and data analytics can also help track trends and outcomes effectively. ### How do you measure social-emotional learning? Assess well-being through tools like surveys, self-assessments, and interviews to measure social and emotional development. These capture emotional regulation, empathy, and resilience. Combining qualitative and quantitative data gives a complete picture of social and emotional health. ### What are the four major types of SEL assessments? The four major SEL assessments include self-assessments, teacher ratings, structured surveys, and observational tools. Combining these methods ensures reliable data and captures both quantitative metrics and nuanced insights. ### What is the SEL rating scale? An SEL rating scale is a structured tool that evaluates skills like self-awareness, emotional regulation, relationship building, and decision-making. Instruments like DESSA use standardized rating scales to provide consistent, actionable insights into students’ social-emotional growth. ## A Comprehensive Solution for Social-Emotional Learning Measurement The growing emphasis on social-emotional learning highlights the need for effective assessment measures and scalable strategies. However, the challenges are evident—subjectivity, inconsistent frameworks, and the complexity of integrating these practices into diverse educational settings all present obstacles. Despite these hurdles, the benefits of a robust SEL program are undeniable. When implemented well, social-emotional learning fosters skills like empathy and decision-making, translating to long-term academic and personal success. The critical question remains: how can schools adopt and track these programs effectively without overwhelming educators or sacrificing precision? [Ori Learning](https://orilearning.com/emotional-well-being-curriculum/) provides a clear answer to these challenges. Designed with both students and educators in mind, Ori’s online platform integrates emotional well-being and transition curricula into a single, streamlined system. It addresses subjectivity by using consistent, research-based [frameworks that educators can rely on](https://orilearning.com/platform/). The platform also ensures adaptability, offering flexible modules that cater to diverse school environments while maintaining core program [principles](https://orilearning.com/what-does-an-sel-specialist-do/). Teachers can access everything they need in one place, from structured [lesson plans](https://orilearning.com/icebreakers-for-teens-lesson-plan/) to tools for tracking student progress. If you’re looking for an effective way to implement SEL in your school while simplifying measurement and ensuring positive outcomes, Ori Learning is ready to help. Explore how this platform can transform these initiatives by visiting [Ori Learning](https://orilearning.com/). Empower your students and educators to build the skills that matter most—both in and out of the classroom. ### More from Ori [![A man and woman dancing to demonstrate the importance of arts SEL](https://orilearning.com/wp-content/uploads/2022/06/ori_content_blog_sel-drama-1-600x600.png) Why Drama Class and Arts Education Are Vital for Social-Emotional Learning](https://orilearning.com/arts-is-vital-in-middle-school-for-emotional-well-being/) [![Teacher and student experiencing the benefits of SEL](https://orilearning.com/wp-content/uploads/2023/11/ori_blog_06.29.23_sel-strategies.png) 4 Key Benefits of SEL (Social-Emotional Learning) for Students](https://orilearning.com/benefits-of-sel/) [![A special educator is researching teacher burnout on a laptop](https://orilearning.com/wp-content/uploads/2023/10/ori_blog_10.25.23_strategies-to-implement-SEL-A.png) What Is SEL’s Role in Preventing Teacher Burnout & Improving Student Outcomes?](https://orilearning.com/sel-preventing-teacher-burnout-improving-student-outcomes/) **Categories:** Research & Trends --- ### [Implementing Social-Emotional Learning in the Classroom](https://orilearning.com/implementing-social-emotional-learning-in-the-classroom/) **Published:** July 29, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Implement Social and Emotional Learning (SEL) in your classroom with practical steps to build skills, boost academics, foster positive climates, and engage families. **Content:** ### Related Resources - [SEL activities](/social-emotional-learning-activities/) - [how SEL boosts classroom engagement](/how-effective-social-emotional-learning-strategies-boost-classroom-engagement/) - [differences between elementary and secondary SEL](/key-differences-between-elementary-and-secondary-social-emotional-learning-sel/) - [measuring SEL implementation success](/how-to-measure-social-emotional-learning/) We all want to foster a classroom environment where students feel confident, connected, and ready to learn, and this is best facilitated with[ Social and Emotional Learning (SEL)](https://orilearning.com/what-is-sels-role-in-developing-self-awareness/). SEL equips students with the skills to manage their emotions, build healthy relationships, and make responsible decisions. It’s not just a feel-good addition;[ research shows SEL programs can boost academic achievement](https://www.sciencedirect.com/science/article/abs/pii/S1747938X17300611) and encourage positive behaviors both in and out of the classroom. This can be a win-win for everyone. Teachers benefit from a calmer classroom environment, and the whole school can experience a more positive and supportive climate. Of course, implementing any new program comes with obstacles to overcome. You might be wondering when you’ll have time for SEL, especially if – as is likely – your curriculum is already packed. This guide is here to help. We’ll provide practical steps for implementing social-emotional learning in the classroom, making it a natural part of your school day. ## **Key Takeaways:** - Social and Emotional Learning equips students with essential life skills that benefit them academically, socially, and emotionally. - No need to overhaul your curriculum—you can integrate SEL into existing routines and activities for a natural fit. - Collaboration, clear goals, and staff development are crucial for successful SEL implementation. A successful SEL program needs a clear plan. Here’s what you’ll need to build from the ground up: ## Step 1: Build the Foundation SEL focuses on five key skills students need to thrive: - **Self-Awareness:** Understanding emotions and how they affect the individual and others. - **Self-Management:** Being able to control emotions, focus on tasks, and bounce back from setbacks. - **Social Awareness:** Recognizing the feelings of others and understanding different perspectives. - **Relationship Skills:** Building healthy friendships, communicating effectively, and resolving conflicts peacefully. - **Responsible Decision-Making:** Thinking before acting considering consequences, and making choices that are safe and ethical. ### **Setting Your SEL Goals** In the ideal school environment, you want students to feel comfortable expressing themselves, work well together, and make good choices. With SEL, you can turn that vision into reality – but before you begin, it’s helpful to outline your goals. **Here’s an example goal:** *“We want to cultivate a school environment where students feel safe expressing emotions, build healthy relationships, and make responsible choices.”* By setting clear goals like this, everyone in the school community works towards the same vision. Goal-setting has been[ proven to be an extremely effective way of monitoring progress](https://journals.sagepub.com/doi/full/10.1177/10742956221145692#:~:text=Goal%20setting%20is%20used%20to,emotional%20learning%20(SEL)%20goals.) on academic and behavioral outcomes. ### **Supporting Your Team in Implementing SEL** Teachers need support in implementing SEL strategies to ensure they get the most out of the program. You can empower your staff through professional development and the sharing of ideas. For instance, you can hold workshops, conferences, and online courses to equip teachers and counselors with practical SEL tools, and create opportunities for your peers to share and reflect on SEL activities and strategies. A[ 2021 evidence review of social and emotional learning in the UK](https://epi.org.uk/publications-and-research/social-and-emotional-learning/) commented that providing “high-quality teacher training and ongoing support” empowered teachers with the convenience to teach the SEL curriculum and adapt it for different groups of pupils. The review also noted that schools should make an effort to support the wellbeing of staff, since teachers who have addressed their own needs and competencies are more likely to be able to support pupils. ## Step 2: Integrate Social and Emotional Learning in the Classroom The convenience of SEL is that it can be woven into your existing curriculum to enhance teaching across the board. You don’t have to make time for it as you would for a completely separate subject, and, in fact, introducing SEL practices has even been found to[ prevent teacher burnout.](https://orilearning.com/sel-preventing-teacher-burnout-improving-student-outcomes/) Here’s how to integrate SEL into your daily classroom routines: ### **Weave SEL into Your Daily Schedule** Here, we’ve highlighted some of the proven effective methods for implementing SEL into the school day. - **Morning Meetings:** Start the day off right and use morning meetings to build connections. Students can share goals for the day, practice greetings with a compliment to a classmate, or do a quick team-building activity. - **Lesson Power-Ups:** You can interwork SEL skills right into your existing lessons. For example, in literature, you could discuss how characters might be feeling, or in social studies, encourage your students to role-play how to resolve a conflict. - **Brain Breaks for Everyone:** An effective way to help students stay focused and manage their emotions is by introducing short breaks throughout the day. Try some deep breathing exercises, or lead a guided visualization to help them center themselves. *Explore Ori Learning’s Emotional Well-Being curriculum to further integrate social-emotional learning into your school’s day-to-day activities and improve student outcomes.* ### **Target Specific SEL Skills with Activities for All Learners** SEL isn’t one-size-fits-all. Here’s how to incorporate social-emotional learning in the classroom with some engaging activities that target specific SEL skills: - **Knowing Yourself (Self-Awareness):** Journaling about emotions, identifying feelings in artwork. - **Taking Charge (Self-Management):** Setting goals and practicing positive self-talk strategies. - **The World Around Us (Social Awareness):** Activities that help students see things from different perspectives, and class discussions about current events. - **Building Bridges (Relationship Skills):** Cooperative learning projects and games that focus on communication skills. - **Making Smart Choices (Responsible Decision-Making):** Scenario-based discussions with role-playing to explore different choices and consequences. ### **Create a Positive Classroom Climate with SEL** Positive classroom management, along with a positive approach to delivering the social-emotional learning program, goes hand-in-hand with effective SEL implementation. This is beneficial to both students and teachers, with[ a 2021 Southeastern University study](https://firescholars.seu.edu/cgi/viewcontent.cgi?article=1104&context=coe) observing that teachers who had a positive perception of SEL concepts had a higher perception of preparedness for SEL implementation in the classroom. There are a few ways you can foster a positive environment in the classroom. This begins with setting clear expectations. Having clear rules and routines helps you provide a safe, predictable environment that reduces anxiety and supports students’ emotional regulation. Set expectations together and revisit them regularly. Active listening is also key to sustaining a positive classroom climate when implementing SEL.[ Ask your students questions that reinforce SEL](https://orilearning.com/emotional-well-being-skills-10-questions-to-ask-in-the-classroom/), such as, “How are you feeling about this assignment, project, or test?”, or, “What do you think is the most important thing you learned this week?” This shows students that you care about their feelings and helps them feel comfortable expressing themselves. Positive reinforcement is the cherry on top. By praising students’ positive behavior and effort, you’ll create a more encouraging learning environment and enhance overall classroom management. ## Step 3: Build the Home-School Connection Parents, guardians, and caregivers play an important role in fostering SEL skills. Social and emotional learning starts at home, and a[ 2023 study on kindergarten pupils in China](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9971822/) observed that caregivers who provided children with appropriate family support enabled their children to experience “a strong sense of autonomy, competence and belonging”, and “maintain a positive mental state and enjoy interacting with others”, ultimately fostering the development of their social-emotional skills. The best way to get caregivers involved is to clearly communicate the school’s SEL goals and activities to them, providing resources and ideas for how they can support SEL development at home. You could even offer workshops or information sessions to equip caregivers with strategies for helping their children manage emotions, build relationships, and make responsible decisions. Partnering with families enables you to create a unified approach to social-emotional learning that benefits students both at school and at home. ## Step 4: Measure SEL Progress With Assessment and Evaluation Just like any program, it’s important to assess the effectiveness of your SEL implementation. You can use a few different[ practical strategies for measuring and using SEL implementation data](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10410557/). These include: - Self-reflection surveys - Teacher observations (which can be recorded in SEL implementation logs) - SEL implementation surveys (for leaders, teachers, and other district personnel) - Peer assessments These allow for feedback from students, as well as assessments from teachers on students’ behavior and interactions, and teacher feedback on their perceptions of SEL implementation in their school and district. You’ll also gain valuable insights from anonymous student-to-student assessments within the classroom. Regular evaluation allows you to see what’s working and identify areas for improvement. This ongoing process is key to continually adapting and strengthening your SEL program. Need help finding the right fit? See our [comprehensive guide to SEL curriculum](https://orilearning.com/sel-curriculum/) selection. ## Investing in Your School’s Future With SEL Classroom Implementation: Next Steps By following these steps, you can successfully implement social and emotional learning in the classroom. Remember, SEL is an investment in your students’ future success. Strong SEL implementation relies on collaboration across the school community. Teachers, counselors, and administrators all play a vital role in supporting students’ social-emotional needs. By working together and sharing information, you can ensure a consistent and supportive environment for all students. ## More on Implementing Social-Emotional Learning in the Classroom ### What is social-emotional learning in the classroom? Social-emotional learning in the classroom is all about teaching students important skills beyond just math and reading. It’s a program that can be woven into your existing curriculum to help students understand their own feelings, manage their emotions in a healthy way, get along with others, and make good choices. ### What are the benefits of social and emotional learning in the classroom? The key benefit of social and emotional learning is that it equips students with the skills to handle the ups and downs of school life. It helps them understand their own emotions and learn healthy ways to cope. SEL also teaches students how to work effectively with others, which creates a calmer classroom environment and has been proven to boost academic achievement ### How to incorporate social-emotional learning in the classroom? There are lots of different ways to incorporate social-emotional learning into your classroom. Start mornings with check-ins where students share a feeling or goal. During lessons, discuss characters’ emotions in books or role-play how to handle disagreements. Sprinkle in short activities like deep breathing exercises to help students manage stress. Throughout the day, use clear expectations and praise good behavior to create a positive environment. Learn more about Ori Learning’s [emotional well-being lessons](/emotional-well-being-curriculum/). To see how these skills are addressed across grade levels, [scope and sequence overview](/scope-and-sequence/). ### More from Ori [![A man and woman dancing to demonstrate the importance of arts SEL](https://orilearning.com/wp-content/uploads/2022/06/ori_content_blog_sel-drama-1-600x600.png) Why Drama Class and Arts Education Are Vital for Social-Emotional Learning](https://orilearning.com/arts-is-vital-in-middle-school-for-emotional-well-being/) [![Teacher and student experiencing the benefits of SEL](https://orilearning.com/wp-content/uploads/2023/11/ori_blog_06.29.23_sel-strategies.png) 4 Key Benefits of SEL (Social-Emotional Learning) for Students](https://orilearning.com/benefits-of-sel/) [![A special educator is researching teacher burnout on a laptop](https://orilearning.com/wp-content/uploads/2023/10/ori_blog_10.25.23_strategies-to-implement-SEL-A.png) What Is SEL’s Role in Preventing Teacher Burnout & Improving Student Outcomes?](https://orilearning.com/sel-preventing-teacher-burnout-improving-student-outcomes/) **Categories:** Research & Trends --- ### [Leadership Spotlight: Adrienne Dixson Paul](https://orilearning.com/leadership-spotlight-adrienne-dixson-paul/) **Published:** November 21, 2024 **Author:** Dr. Miriam Gayle (VP of Operations) **Excerpt:** Ori Learning Leadership Spotlight: Adrienne Dixson Paul, Broward County Assistant Director, shares MTSS-driven strategies for equitable, high‑impact K‑12 leadership. **Content:** - 21 November, 2024 # Leadership Spotlight: Adrienne Dixson Paul ![Leadership Spotlight: Adrienne Dixson Paul](https://orilearning.com/wp-content/uploads/2024/11/ori_blog_073124_spolight-June.png "ori_blog_073124_spolight-June – Ori Learning – Ori Learning") *The Ori Learning Leadership Spotlight Series is dedicated to showcasing outstanding educational leaders who are making a positive impact in their respective districts and the education world.* Introduction **Adrienne Dixson Paul** currently serves as Assistant Director at Broward County Public Schools in Florida. In her role, Adrienne drives district-wide initiatives focused on Multi-Tiered Systems of Support (MTSS), professional learning, and organizational development. She is a recognized systems expert, leveraging over 20 years of experience to foster excellence and equity in K-12 education. Adrienne is deeply committed to creating and sustaining high-performing educational environments that prioritize student success. Adrienne’s leadership style emphasizes collaboration, data-driven decision-making, and innovative problem-solving. She excels at inspiring teams, building partnerships, and aligning district operations with strategic goals to achieve measurable outcomes. As a dedicated leader, Adrienne has been instrumental in promoting a culture of trust, high expectations, and continuous improvement across diverse school communities. ## How did you become an educational leader? I became an educational leader by following a path driven by a deep commitment to making a difference in my community. I began my career as a special education and reading classroom teacher, and I quickly realized that while the work was challenging, the opportunity to positively impact students’ lives was incredibly rewarding. I became interested in the systems I could help develop and improve to support students and the entire community. As I moved into roles that involved coaching and development, I saw how essential strong, visionary leadership was to creating sustainable change. This realization led me to pursue formal training in educational leadership and to seek positions where I could contribute to systemic improvements at a larger scale. Over time, I took on district-level responsibilities in professional learning, MTSS, and organizational development, all of which aligned with my goal of fostering environments where every student has the opportunity to succeed. Each role I’ve taken on has deepened my understanding of how interconnected systems are within education and has reinforced my belief in collaboration, data-driven decision-making, and continuous improvement. My journey has been one of both personal and professional growth, rooted in a passion for equitable, high-quality education for all students. ## What's a lesson about leadership that you've learned or been reminded of recently? I was recently reminded of the importance of the “Law of Connection” – a term coined by John Maxwell in his book “The 21 Irrefutable Laws of Leadership.” In this law, Maxwell emphasizes that “leaders touch a heart before they ask for a hand,” meaning that building genuine relationships with others is foundational to effective leadership. In my role, it’s easy to focus on data, strategy, and systems, but I was recently reminded of how critical it is to invest in authentic connections with my team and stakeholders, particularly during turbulent times in leadership. When I took extra time to understand individual strengths, motivations, and challenges, I noticed a significant boost in morale, collaboration, and overall productivity. Maxwell’s insight reminded me that leadership is as much about inspiring and supporting people as it is about implementing systems. It’s a lesson in empathy and connection that I strive to incorporate daily to foster a stronger, more unified team. ## What's one book that has had a profound impact on you as a leader? Why? One book that has had a profound impact on my leadership is “The Truth About Leadership” by James Kouzes and Barry Posner. This book resonates with me because it refines leadership down to timeless principles that are both practical and deeply impactful. Kouzes and Posner’s emphasis on credibility, the power of trust, and leading with integrity really reinforced my approach to leadership. Their insights remind me that leadership is not just about managing tasks but inspiring people, building trust, and creating a culture where everyone feels valued and empowered to contribute. This book continues to shape how I approach challenges and support others, reinforcing that genuine leadership begins with a foundation of trust and authenticity. ## So far in your career, what have you found most challenging as a leader? What I have found most challenging as a leader is building the next generation of leaders, or the “next bench,” while balancing tried and tested fundamentals with innovative and visionary ideas for the future. It’s not easy to blend the stability of proven methods with the need to evolve and adapt to new challenges. Ensuring that future leaders are equipped with both the wisdom of past successes and the creativity to innovate is a delicate process. It requires cultivating a culture that values tradition while also encouraging forward-thinking ideas, which can sometimes create tension. However, when done well, it sets the foundation for sustainable growth and transformative progress. ## Of all the challenges the educational world faces today, what is one area you are most passionate about and would like to make an impact in? Of all the challenges the educational world faces today, one area I am most passionate about is preparing students to become visionary leaders and compassionate citizens who care about their communities. I believe it’s essential for students not only to excel academically but also to develop a sense of purpose, strong leadership skills, and a commitment to making a positive impact. In my work, I focus on creating opportunities that help students envision a meaningful future, understand the power of their contributions, and foster a sense of social responsibility. By empowering students to lead and encouraging them to value community and connection, we’re not only preparing them for successful careers but also shaping individuals who will be positive, engaged citizens. I’m dedicated to advancing programs and systems that support this vision, because when students are equipped with leadership skills and a heart for service, they’re better prepared to create a brighter future for us all. ## What are you most proud of during your time as a leader? What I’m most proud of in my leadership role is building a strong Multi-Tiered System of Support (MTSS) that truly serves the needs of our students, schools, parents, and the community. This system wasn’t just about creating a framework but building a collaborative approach that aligns resources and support for students at every level. Seeing how MTSS has empowered teachers to address student needs more effectively, equipped parents to be more engaged, and connected the community to our schools has been incredibly rewarding. It’s a comprehensive, sustainable system that I believe will continue to benefit everyone involved for years to come. ## Finally, if you could only give one piece of advice to a young leader, what would you say to them? If I could give one piece of advice to a young leader, it would be this: stay grounded, remain humble, connect with both elders and youth, and always know your “why.” Grounding yourself and staying humble allows you to learn from every experience and person you encounter. Building connections with elders brings wisdom, while engaging with youth offers fresh perspectives, helping you grow as a balanced leader. Most importantly, always keep sight of your purpose—your “why”—as it will serve as a compass, guiding you through challenges and ensuring that your leadership has meaning and impact. *For more articles in the Leadership Spotlight series, you can read [our interview with Dr. Gwen Coffey](https://orilearning.com/leadership-spotlight-dr-gwen-coffey/). We discuss the role of mentorship in her journey to becoming an educational leader, the power of pivoting when faced with challenges, and the importance of educational equity.* More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Leadership & Admin Strategies **Tags:** educational leaders, leadership spotlight, special education director --- ### [How to Choose a Transition Curriculum for Your School or District](https://orilearning.com/how-to-choose-a-transition-curriculum-for-your-school-or-district/) **Published:** January 1, 2026 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Essential guide for special education directors and transition coordinators: 5 markers to choose a compliant, flexible transition curriculum that boosts student outcomes. **Content:** [ ![Roz Prescott](https://orilearning.com/wp-content/uploads/2023/11/cropped-Roz-100x100.png) ](https://orilearning.com/author/rozprescott/) Reviewed by [ Roz Prescott ](https://orilearning.com/author/rozprescott/) For special education directors and transition coordinators choosing the right transition curriculum can be a make-or-break moment for their school or district. It can set them on the path towards improved compliance, better student outcomes and higher teacher satisfaction. Or it can lead to unexpected costs, increased workloads and mounting paperwork. To help make this choice easier, we’ve compiled a guide to the most important considerations that go into making this decision. From flexibility and accessibility to progress monitoring and student engagement, here are the top 5 markers of a quality transition curriculum. Key statistics related to the special education teacher shortage in the US: - 65% of schools that offer special education positions report feeling understaffed in special education. - 78% of schools offering special education positions report it was either “very” or “somewhat difficult” to fill them. - 45% of schools report unfilled vacancies for special education teachers. *Source: National Center for Education Statistics, data for 2022-2023 academic year.* ## 5 Markers of a quality transition curriculum ### 1. Comprehensive and easy to follow As most school and district leaders are aware, the special education teacher shortage crisis shows no signs of abetting. Professional development is often cited as one of [the steps education leaders can take to address these challenges](https://orilearning.com/10-things-special-education-directors-can-do-to-address-the-special-education-teacher-shortage-crisis/). But we also need to consider the limited time and budgets available for upskilling and reskilling teachers. A [study carried out by EdWeek and Merrimack College](https://www.edweek.org/research-center/reports/teaching-profession-in-crisis-national-teacher-survey) found that out of the – on average – 54 hours teachers spend working per week, only 1 hour is dedicated to professional development. This means that when choosing a transition curriculum, coordinators and directors must take into account 3 key factors related to its ease of adoption and use: - How easy it is for all teachers – including novice and substitute teachers – to work with the curriculum? - Does implementation of the curriculum require any additional training of staff? - Is it comprehensive enough to be used on its own without the need for external resources? On top of that, you can consider other factors such as whether the curriculum offers age-appropriate content, enough hands-on activities and multimedia to be engaging enough for teenagers. ### 2. Research-based Substantive compliance with the IDEA puts supreme importance on requirements surrounding specially designed instruction (SDI). Therefore, when selecting a transition curriculum it is crucial to consider if it is supported by peer-reviewed research and evidence-based practices and approaches. One of the most direct routes to meeting the IDEA requirements in this area is to employ methods and practices built on proven and broadly accepted frameworks such as Universal Design for Learning and CASEL. In addition, a number of leading organizations publish empirical research and evidence-based practices for the delivery of transition services and educational interventions. A curriculum that bases its content on such authoritative sources has a good probability of being legally compliant and consistent with [best practices](https://orilearning.com/7-mistakes-youre-making-with-your-special-education-transition-lesson-plans/): - [US DOE and OSERS Transition Guide](https://sites.ed.gov/idea/idea-files/policy-guidance-transition-guide-postsecondary-education-employment-students-youth-disabilities-august-2020/) - [Zarrow Institute for Transition and Self-Determination](https://www.ou.edu/education/zarrow/resources/) - [DCDT: Division of Career Development and Transition](https://dcdt.org/dcdt-publications-research) - [National Technical Assistance Center on Transition](https://transitionta.org/) - [CEC’s High Leverage Practices in Special Education](https://highleveragepractices.org/) - [Universal Design for Learning Framework by CAST](https://www.cast.org/impact/universal-design-for-learning-udl) - [CASEL Framework](https://casel.org/) - [John Hattie Research, Meta-Analyses, and Empirical Research for Learning Interventions and Strategies](https://visible-learning.org/) Request a Demo See what [Ori Learning can do for your school](https://orilearning.com/platform/) or district. ### 3. Legally compliant With the rise of transition-related litigation in recent years, compliance has become a central issue for special education directors around the country. Among [the most common legal pitfalls](https://orilearning.com/7-most-common-legal-errors-for-special-educators-to-avoid-in-the-transition-planning-process/) for special educators are inadequate IEP goal-setting and progress monitoring. As cases such as the [Endrew F. Supreme Court Ruling](https://sites.ed.gov/idea/questions-and-answers-qa-on-u-s-supreme-court-case-decision-endrew-f-v-douglas-county-school-district-re-1/) demonstrate, it’s crucial to have reliable progress monitoring systems as part of your transition curriculum. These must include: - A specifically identified method that allows you to consistently measure and document student progress. - Professionally developed assessments that help you establish a student’s baseline and present level of performance. Often data collection and evaluation are viewed as laborious, administrative tasks. Automated tools can change this by making progress tracking easy and reliable. As [Dr Mitch Yell](https://sc.edu/study/colleges_schools/education/faculty-staff/yell_mitch.php) – a leading expert in special education law advises: “We as educators shouldn’t think about progress measurement as making a feature-length film. Rather we should think about it in snapshots.” Find out more about the role of progress monitoring in ensuring meaningful and legally compliant transition plans in our webinar discussion with Dr. Yell and Dr. [Kurt Hulett](https://exceptionalchildren.org/about-us/board-directors/kurt-hulett-phd). https://vimeo.com/823919889 ### 4. Flexible When it comes to the flexibility of a transition curriculum, there are a couple of things to be aware of. To see how transition skills are structured across the full curriculum, [view the complete scope and sequence](/scope-and-sequence/). Firstly, you should look for a solution that fits the specific needs of your school or district. In other words, if you want to have total control over the scope and sequence of the curriculum – it should be able to accommodate that. Alternatively, if you want a ready-made solution that your teachers can follow from start to finish with no additional input – this option should also be on the table. Flexibility can also mean adapting easily to different instructional settings. Whether that’s a whole class, a small group of students, individual instruction, remote, in-person or hybrid – your transition program should be able to fit all these delivery modes. ### 5. Accessible All learners independent of their learning level or cultural background should be able to benefit from your school or district’s [transition curriculum](https://orilearning.com/transition-curriculum/). This means the program must be able to accommodate diverse learning needs and allow every student to participate in it in a way that is most engaging and beneficial to them. Curricula designed with [Universal Design for Learning](https://orilearning.com/what-is-udl-in-special-education/) (UDL) principles in mind fit this description as they are usually based on the following 3 principles: 1. Multiple Means of Engagement 2. Multiple Means of Representation 3. Multiple Means of Action & Expression In practice, this means choosing a curriculum that: - Supports translation into multiple languages - Includes different forms of media and activities such as polls, collaboration boards, videos/GIFs/images, interactive slides - Allows students to choose which activities and media types they would like to participate in - Supports expression through drawing, text or voice recording and other means Additional accommodations in an effective transition curriculum might include text-enlargements, Lexile-level adaptations and read-aloud features. What Is UDL’s Role in Special Education? Delve into the key principles of UDL and explore how they integrate accessibility to help students with diverse needs. Read now ![A hand is holding a pen and is making a drawing on a piece of A4 paper demonstrating UDL in special education](https://orilearning.com/wp-content/uploads/2023/10/what-is-udl-in-special-education-1024x463.png) ## Choosing the best transition curriculum for your school or district: Next steps Choosing the right transition curriculum is one of the most impactful decisions a special education director or transition coordinator can make. By prioritizing solutions that are comprehensive, research-based, legally compliant, flexible, and accessible, you can set your students up for meaningful post-secondary outcomes while also reducing the burden on your teaching staff. Take the time to evaluate your current transition programming against these five markers. Where gaps exist, look for a curriculum that addresses them without adding complexity to your teachers’ workflows or requiring extensive additional training. ### Related Resources - [transition services guide](/transition-services-a-comprehensive-guide-for-special-education-leaders/) - [transition activities](/transition-activities/) - [choosing the right transition curriculum](/how-to-choose-a-transition-curriculum-for-your-school-or-district/) **Categories:** Leadership & Admin Strategies, Research & Trends, Transition & SPED **Tags:** Best Practices, curriculum selection, IDEA compliance, professional development, progress monitoring, special education, student engagement, teacher shortage, transition curriculum --- ### [Developing Executive Functioning IEP Goals: Your Guide with Examples ](https://orilearning.com/developing-executive-functioning-iep-goals-your-guide-with-examples/) **Published:** March 18, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Guide for educators: Create SMART executive functioning IEP goals to build students' organization, time management, problem-solving, and independence. **Content:** Executive functioning is essential for students to plan, organize, and complete tasks. This guide aims to assist educators in creating effective Executive Functioning IEP goals, helping students with special needs to become more independent and successful in their academic and daily lives. ## **Understanding the Concept of Executive Functioning:** Executive functioning refers to the mental skills that enable individuals to plan, focus attention, remember instructions, and juggle multiple tasks successfully. It’s particularly important for students receiving [special education](https://www.ncld.org/research/state-of-learning-disabilities) supports as it impacts their ability to learn and perform in school and everyday life. ## **The Significance of Executive Functioning in IEP Goals:** Incorporating executive functioning goals into a student’s IEP is crucial. These goals help students develop skills needed for academic success and independent living, such as time management, organization, and problem-solving. ## **Creating SMART Executive Functioning IEP Goals:** **Specific:** Clearly define what the student is expected to accomplish, including the specific executive functioning skills to be developed. **Measurable:** Include measurable criteria to track the student’s progress towards achieving their goals. **Achievable:** Set realistic goals considering the student’s abilities and resources. **Relevant:** Ensure goals are directly linked to the student’s educational and life skills needs. **Time-bound:** Assign a specific timeframe for achieving these goals. ## **Executive Functioning IEP Goals and Compliance:** Effective executive functioning IEP goals must be compliant with legal requirements and aligned with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP). It’s essential to ensure these goals are tailored to address the specific needs identified in the PLAAFP, adhering to the guidelines set by the [Individuals with Disabilities Education Act](https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d) (IDEA). 1. **Alignment with Legal and Educational Requirements:** Goals should meet the student’s unique educational needs as outlined in IDEA, ensuring they are designed to foster further education, employment, and independent living skills. 2. **Measurable and Specific:** Each goal needs clear, quantifiable criteria for assessment, ensuring progress can be accurately tracked and measured. 3. **Regular Reviews and Adjustments:** Goals should be reviewed regularly and adjusted as needed, ensuring they continue to meet the student’s evolving needs and remain challenging and relevant. **Disclaimer:** The following are sample goals meant to illustrate how executive functioning IEP goals might be structured. However, it’s important to remember that each student’s IEP goals should be uniquely tailored to their individual circumstances, needs, and strengths. ## **Executive Functioning IEP Goals Samples:** **Organizational Skills** 1. By (date), the student will organize their school materials and assignments in their binder or folder system, improving from 0/10 opportunities to 8/10 opportunities. 2. By (date), the student will demonstrate the ability to prioritize daily tasks using a to-do list or a digital organizer, improving from 0/10 tasks to 8/10 tasks prioritized correctly. 3. By (date), the student will independently gather and prepare all necessary materials for the next day’s classes before leaving school, showing improvement in 8/10 observed instances. **Time Management** 1. By (date), the student will use a planner or digital tool to track assignments and deadlines, effectively managing their time for 4 out of 5 assignments. 2. By (date), the student will break larger assignments into smaller, manageable tasks with specific deadlines, completing these tasks on time for at least 3 out of 4 assignments. 3. By (date), the student will start and finish classwork within the allocated time, demonstrating this ability in 8/10 class periods. **Problem-Solving** 1. By (date), when presented with a problem in class, the student will outline steps to solve it and attempt at least two solutions, improving from 0/10 opportunities to 8/10 opportunities. 2. By (date), the student will identify a problem in a group setting and contribute at least one viable solution, showing improvement in 7/10 group activities. 3. By (date), in a situation where the first solution does not work, the student will try an alternative approach, demonstrating this skill in 7/10 instances. **Task Initiation** 1. By (date), the student will begin assigned tasks within 5 minutes of instruction, improving from 0/10 opportunities to 8/10 opportunities. 2. By (date), the student will independently start homework within 30 minutes of returning home, as evidenced in 4 out of 5 days a week. 3. By (date), upon entering the classroom, the student will immediately commence their starter activity without teacher prompting in 8/10 instances. **Goal-Setting** 1. By (date), the student will set a specific academic goal each week and track their progress towards achieving it, with success in 3 out of 4 weeks. 2. By (date), for long-term projects, the student will set interim goals and meet them, completing at least 3 out of 4 project milestones on time. 3. By (date), the student will articulate personal learning goals for each subject area and take steps to achieve these, showing progress in 3 out of 4 subject areas. ## **Strategies for Teaching Executive Functioning Skills:** - **Direct Instruction:** Teach specific executive functioning skills, such as how to use a planner or prioritize tasks. - **Real-World Practice:** Give students opportunities to apply these skills in classroom and real-life scenarios. - **Supportive Feedback:** Provide regular feedback and adjust strategies as needed based on the student’s progress. ## **Conclusion:** Incorporating executive functioning goals in a student’s IEP fosters independence and academic success. By setting SMART goals and using effective strategies, educators can significantly enhance their students’ ability to manage and excel in their educational journey and beyond. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. **Categories:** IEP Goal Bank **Tags:** Compliance, IEP, IEP Goals, Self-Advocacy, Transition, Transition Plans --- ### [Executive Functioning IEP Goals: Your Guide with Examples](https://orilearning.com/executive-functioning-iep-goals-your-guide-with-examples/) **Published:** January 18, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Practical guide for educators: craft SMART executive functioning IEP goals to boost organization, time management, and independence for students with special needs. **Content:** Executive functioning is essential for students to plan, organize, and complete tasks. This guide aims to assist educators in creating effective Executive Functioning IEP goals, helping students with special needs to become more independent and successful in their academic and daily lives. ## **Understanding the concept of executive functioning** Executive functioning refers to the mental skills that enable individuals to plan, focus attention, remember instructions, and juggle multiple tasks successfully. It’s particularly important for students receiving [special education](https://www.ncld.org/research/state-of-learning-disabilities) supports as it impacts their ability to learn and perform in school and everyday life. ## **The significance of executive functioning in IEP goals** Incorporating executive functioning goals into a student’s IEP is crucial. These goals help students develop skills needed for academic success and independent living, such as time management, organization, and problem-solving. ## **Creating SMART executive functioning IEP goals** **Specific:** Clearly define what the student is expected to accomplish, including the specific executive functioning skills to be developed. **Measurable:** Include measurable criteria to track the student’s progress towards achieving their goals. **Achievable:** Set realistic goals considering the student’s abilities and resources. **Relevant:** Ensure goals are directly linked to the student’s educational and life skills needs. **Time-bound:** Assign a specific timeframe for achieving these goals. ## **Executive functioning IEP goals and compliance** Effective executive functioning IEP goals must be compliant with legal requirements and aligned with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP). It’s essential to ensure these goals are tailored to address the specific needs identified in the PLAAFP, adhering to the guidelines set by the [Individuals with Disabilities Education Act](https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d) (IDEA). 1. **Alignment with legal and educational requirements:** Goals should meet the student’s unique educational needs as outlined in IDEA, ensuring they are designed to foster further education, employment, and independent living skills. 2. **Measurable and specific:** Each goal needs clear, quantifiable criteria for assessment, ensuring progress can be accurately tracked and measured. 3. **Regular reviews and adjustments:** Goals should be reviewed regularly and adjusted as needed, ensuring they continue to meet the student’s evolving needs and remain challenging and relevant. ## **Executive functioning IEP goals samples** **Disclaimer**: The following are sample goals meant to illustrate how executive functioning IEP goals might be structured. However, it’s important to remember that each student’s IEP goals should be uniquely tailored to their individual circumstances, needs, and strengths. **Organizational skills** 1. By (date), the student will organize their school materials and assignments in their binder or folder system, improving from 0/10 opportunities to 8/10 opportunities. 2. By (date), the student will demonstrate the ability to prioritize daily tasks using a to-do list or a digital organizer, improving from 0/10 tasks to 8/10 tasks prioritized correctly. 3. By (date), the student will independently gather and prepare all necessary materials for the next day’s classes before leaving school, showing improvement in 8/10 observed instances. **Time management** 1. By (date), the student will use a planner or digital tool to track assignments and deadlines, effectively managing their time for 4 out of 5 assignments. 2. By (date), the student will break larger assignments into smaller, manageable tasks with specific deadlines, completing these tasks on time for at least 3 out of 4 assignments. 3. By (date), the student will start and finish classwork within the allocated time, demonstrating this ability in 8/10 class periods. **Problem-solving** 1. By (date), when presented with a problem in class, the student will outline steps to solve it and attempt at least two solutions, improving from 0/10 opportunities to 8/10 opportunities. 2. By (date), the student will identify a problem in a group setting and contribute at least one viable solution, showing improvement in 7/10 group activities. 3. By (date), in a situation where the first solution does not work, the student will try an alternative approach, demonstrating this skill in 7/10 instances. **Task initiation** 1. By (date), the student will begin assigned tasks within 5 minutes of instruction, improving from 0/10 opportunities to 8/10 opportunities. 2. By (date), the student will independently start homework within 30 minutes of returning home, as evidenced in 4 out of 5 days a week. 3. By (date), upon entering the classroom, the student will immediately commence their starter activity without teacher prompting in 8/10 instances. **Goal-setting** 1. By (date), the student will set a specific academic goal each week and track their progress towards achieving it, with success in 3 out of 4 weeks. 2. By (date), for long-term projects, the student will set interim goals and meet them, completing at least 3 out of 4 project milestones on time. 3. By (date), the student will articulate personal learning goals for each subject area and take steps to achieve these, showing progress in 3 out of 4 subject areas. ### Related IEP Goal Resources - [how to write SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [task initiation IEP goals](https://orilearning.com/a-step-by-step-guide-to-setting-task-initiation-goals-in-ieps/) - [IEP goals for focus and attention](https://orilearning.com/enhancing-concentration-iep-goals-for-improved-focus-and-attention/) - [task completion IEP goals](https://orilearning.com/developing-work-completion-iep-goals-your-guide-with-examples/) ## **Strategies for teaching executive functioning skills** - **Direct instruction:** Teach specific executive functioning skills, such as how to use a planner or prioritize tasks. - **Real-world practice:** Give students opportunities to apply these skills in classroom and real-life scenarios. - **Supportive feedback:** Provide regular feedback and adjust strategies as needed based on the student’s progress. ## More on executive functioning IEP goals ### What is executive functioning in the context of special education? Executive functioning refers to crucial mental skills that help students in special education plan, organize, and execute tasks, aiding their learning and daily activities. ### Why are executive functioning goals important in an IEP? Including executive functioning goals in an IEP is vital as they foster skills like time management and problem-solving, which are essential for academic success and independence. ### What are some examples of executive functioning IEP goals? Sample goals include organizing school materials, using a planner for assignments, and setting specific academic goals, all tailored to enhance the student’s executive functioning skills. ## **Developing executive functioning IEP goals: Next steps** Incorporating executive functioning goals in a student’s IEP fosters independence and academic success. By setting SMART goals and using effective strategies, educators can significantly enhance their students’ ability to manage and excel in their educational journey and beyond. With [Ori Learning’s transition curriculum](https://orilearning.com/transition-curriculum/), your school or district can enjoy the peace of mind of having access to an easy-to-implement, comprehensive program that allows you to report on progress and demonstrate compliance. Find out how our curriculum can help you meet IEP goals safely and consistently by booking a call with one of our representatives today. **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [Strategic Approaches to Safety Awareness IEP Goals for Special Education](https://orilearning.com/strategic-approaches-to-safety-awareness-iep-goals-for-special-education/) **Published:** February 1, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Practical guide for educators: craft SMART IEP goals to boost safety awareness and independence for students with special needs in school, online, and community settings. **Content:** Safety awareness is a critical component of education for students with special needs, helping them navigate their environments safely and independently. This detailed guide provides educators with strategies for establishing effective Individualized Education Program (IEP) goals aimed at enhancing safety awareness among these students. ## **Understanding the Importance of Safety Awareness** Safety awareness entails recognizing potential hazards and knowing the appropriate responses to various dangerous situations. For students with disabilities, this not only includes physical safety in different environments but also interpersonal safety, cyber safety, and emergency responsiveness. ## **The Significance of IEP Goals for Safety Awareness** IEP goals centered on safety awareness equip students with the necessary skills to identify risks and manage their personal safety effectively. These goals are crucial for fostering independence, reducing accidents, and ensuring that students feel secure in their daily interactions both inside and outside of school. ## **Creating SMART IEP Goals for Safety Awareness** - **Specific**: Clearly define the safety skills to be learned, such as recognizing traffic signals, understanding online safety rules, or identifying safe vs. unsafe touches. - **Measurable**: Use specific criteria to measure improvements, such as the ability to perform safety drills or correctly answer safety-related questions. - **Achievable**: Set goals that are attainable given the student’s abilities and developmental level. - **Relevant**: Ensure the goals are applicable to the student’s daily activities and potential safety challenges they may face. - **Time-bound**: Include specific timelines for goal achievement to facilitate ongoing assessment and adjustments. ## **IEP Goals and Compliance for Safety Awareness** Adhering to the [Individuals with Disabilities Education Act](https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d) (IDEA), safety awareness goals should align with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP). These goals should promote independence and enhance the student’s ability to protect themselves. - **Alignment with educational requirements**: Goals should be appropriate for the student’s age, cognitive, and physical abilities, focusing on the most relevant safety skills. - **Measurable and specific**: Clearly defined criteria are essential for monitoring progress and ensuring that the goals effectively address the student’s safety needs. - **Regular reviews and adjustments**: Frequent evaluations are necessary to update the goals based on the student’s progress and any new safety concerns that may arise. ## **Expanded Examples of IEP Goals for Safety Awareness** - **Physical Environment Safety** - By (date), the student will identify and explain how to avoid common hazards found in specific school areas such as the cafeteria, playground, and classrooms, demonstrating this knowledge in 95% of prompted instances. - **Digital Safety** - By (date), the student will demonstrate safe practices when using the internet, including not sharing personal information and recognizing safe websites to visit, as evidenced by teacher observation and quizzes. - **Interpersonal Safety** - By (date), the student will recognize and respond to scenarios involving peer pressure, bullying, or inappropriate adult interactions by seeking help from a trusted adult in 90% of role-play exercises. - **Emergency Response Skills** - By (date), the student will follow emergency response procedures for various scenarios, including earthquakes, fires, and lockdowns, with 100% accuracy during school drills. - **Safety in Community Settings** - By (date), the student will apply crosswalk safety rules, such as looking both ways and understanding pedestrian signals, under supervision in real-world settings with 100% compliance. - **Handling Unsafe Situations** - By (date), the student will demonstrate the ability to say “no” in uncomfortable situations and remove themselves from potential harm, practicing these skills in monthly safety workshops. ### Related IEP Goal Resources - [writing SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [community safety IEP goals](https://orilearning.com/developing-community-safety-iep-goals-for-students-with-disabilities/) - [daily living skills goals](https://orilearning.com/developing-daily-living-skills-iep-goals-your-guide-with-examples/) - [independent functioning IEP goals](https://orilearning.com/building-autonomy-effective-iep-goals-for-independent-functioning/) ## **Strategies for Teaching Safety Awareness Skills** - **Practical Demonstrations**: Provide hands-on demonstrations for using safety equipment and performing safety procedures. - **Community-Based Instruction**: Arrange educational outings that allow students to practice safety skills in community settings under supervision. - **Interactive Technology**: Use apps and interactive games that simulate safety scenarios and teach appropriate responses. - **Safety Mentors**: Pair students with safety mentors, such as school resource officers or local safety officials, who can provide real-world insights and reinforcement. ## **Conclusion** Developing targeted IEP goals for safety awareness is vital for empowering students with special needs to handle safety concerns effectively. By establishing clear, measurable objectives and utilizing diverse teaching methods, educators can significantly improve their students’ safety skills and confidence in managing their personal safety. For further support or to access additional safety education resources, educators should consider partnerships with local safety organizations and [special education](https://www.ncld.org/research/state-of-learning-disabilities) experts. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [Enhancing Social Integration with Friendship IEP Goals: Your Essential Guide](https://orilearning.com/developing-friendship-iep-goals-a-comprehensive-guide-with-expanded-examples/) **Published:** February 28, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Friendship IEP goals help educators teach students with special needs to build, maintain, and navigate meaningful peer relationships through SMART objectives. **Content:** Friendships are fundamental to a student’s [social and emotional](https://casel.org/fundamentals-of-sel/) development. This guide aims to assist educators in formulating Friendship IEP goals that enhance the abilities of students with special needs to forge and maintain meaningful social relationships. ## **Understanding the Importance of Friendship** Friendships contribute significantly to social learning, emotional support, and the overall well-being of students. They teach important social skills like sharing, empathy, and conflict resolution, and are especially critical for students with special needs, helping them feel more integrated and supported within their school community. ## **The Significance of Friendship in IEP Goals** Integrating specific friendship goals in an IEP helps students by providing structured objectives that enhance crucial social interactions. These goals focus on developing the skills necessary for initiating, maintaining, and nurturing relationships, which are essential for successful social integration. ## **Creating SMART Friendship IEP Goals** - **Specific**: Clearly articulate goals that focus on various aspects of friendship, such as initiating conversations, responding to social invitations, or understanding social boundaries. - **Measurable**: Outline specific criteria to assess progress, like the number of successful interactions or the frequency of positive social exchanges. - **Achievable**: Ensure goals are attainable, considering the student’s current social skills and the social dynamics of their environment. - **Relevant**: Customize goals to meet the specific social challenges and opportunities the student encounters. - **Time-bound**: Set definitive timelines for achieving these goals to facilitate regular tracking and adjustments. ## **Friendship IEP Goals and Compliance** Friendship goals in the IEP should align with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and adhere to compliance standards under laws like the [Individuals with Disabilities Education Act](https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d) (IDEA). - **Alignment with educational requirements**: Goals must be designed to address the student’s social needs as identified through assessments. - **Measurable and specific**: Develop clear and observable benchmarks for each goal to effectively monitor progress. - **Regular reviews and adjustments**: Periodically reassess and refine goals to ensure they remain appropriate as the student’s skills and needs evolve. ## **Expanded Friendship IEP Goals Samples** - **Initiating Social Interactions** - By (date), the student will initiate verbal interactions by asking peers open-ended questions in 4 out of 5 opportunities in various social settings such as the classroom or during recess. - **Participating in Group Activities** - By (date), the student will actively participate in group projects or team-based sports, contributing ideas or efforts in at least three different group activities each week. - **Expressing Empathy and Support** - By (date), the student will identify peers’ feelings and express verbal or non-verbal sympathy or encouragement (e.g., pat on the back, kind words) in response to peers’ emotions in 80% of observed instances. - **Navigating Social Boundaries** - By (date), the student will respect personal space by maintaining appropriate physical distances during conversations and activities in 90% of social interactions. - **Resolving Conflicts** - By (date), the student will apply conflict resolution strategies such as using “I” statements, compromising, or seeking adult mediation in 85% of observed disagreements. - **Sustaining Friendships** - By (date), the student will engage in activities to maintain friendships, like exchanging contact information, planning joint activities, or following up on friends’ important events or achievements in 9 out of 10 opportunities. ### Related IEP Goal Resources - [SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [peer interaction IEP goals](https://orilearning.com/enhancing-social-engagement-a-guide-to-peer-interaction-iep-goals/) - [social skills IEP goals](https://orilearning.com/social-skills-iep-goals-examples/) - [personal space awareness goals](https://orilearning.com/creating-personal-space-awareness-crafting-iep-goals-for-students-with-special-needs/) ## **Strategies for Teaching Friendship Skills** - **Social Narratives**: Develop stories that describe successful friendship scenarios and model positive interaction skills. - **Structured Play**: Organize structured play sessions where students can practice friendship skills under supervision and receive feedback. - **Peer Mentoring**: Assign peer mentors who can guide the student through social situations and model appropriate social behavior. - **Recognition and Reinforcement**: Recognize and reinforce positive social interactions with praise, privileges, or tangible rewards to encourage ongoing social effort. ## **Conclusion** Effective Friendship IEP goals are crucial for supporting students with special needs in their social development. By establishing comprehensive, SMART goals and employing strategic educational methods, educators can profoundly impact their students’ ability to form and sustain friendships. For additional resources or personalized support in crafting these goals, please reach out to our educational consultants. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [Addressing School Avoidance Through Effective IEP Goals: A Detailed Guide](https://orilearning.com/addressing-school-avoidance-through-effective-iep-goals-a-detailed-guide/) **Published:** March 12, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Practical IEP goals and strategies to address school avoidance (school refusal), helping educators re-engage anxious students and improve attendance. **Content:** School avoidance, characterized by a student’s reluctance or refusal to attend school, can significantly impede educational progress and emotional well-being. This comprehensive guide is designed to assist educators in formulating effective Individualized Education Program (IEP) goals that tackle the root causes of school avoidance, supporting students in their journey to re-engage with the school environment. ## **Understanding the Importance of Addressing School Avoidance** School avoidance, also known as school refusal, is often triggered by anxiety, stress, interpersonal conflicts, or other underlying emotional issues. Addressing this through specific IEP goals is vital as it helps identify and mitigate the factors contributing to a student’s distress, enabling them to resume their education in a supportive setting. ## **The Significance of IEP Goals for School Avoidance** IEP goals aimed at combating school avoidance focus on enhancing the student’s coping mechanisms, fostering positive relationships, and building communication skills. These goals are tailored to meet the unique needs of each student, ensuring they receive the necessary support to overcome their challenges. ## **Creating SMART IEP Goals for School Avoidance** - **Specific**: Define precise areas such as increasing attendance, improving interactions during transitions, or managing specific anxieties related to school activities. - **Measurable**: Use attendance records, psychological assessments, and teacher observations to measure progress. - **Achievable**: Set goals that are realistic, considering the student’s emotional state and available resources. - **Relevant**: Align goals with the student’s personal challenges and educational aspirations. - **Time-bound**: Establish clear timelines for achieving goals to maintain momentum and adjust strategies as needed. ## **IEP Goals and Compliance for School Avoidance** Adherence to the [Individuals with Disabilities Education Act](https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d) (IDEA) is essential when setting IEP goals, ensuring they cater to the student’s comprehensive educational needs while focusing on overcoming school avoidance. - **Alignment with educational requirements**: Customize goals to address both the academic and emotional aspects influencing school avoidance. - **Measurable and specific**: Clearly define how progress will be tracked and assessed. - **Regular reviews and adjustments**: Update goals regularly to reflect changes in the student’s needs and circumstances. ## **Expanded Examples of IEP Goals for School Avoidance** - **Gradual Increase in School Attendance** - By (date), the student will attend school for half days at least twice a week and gradually increase attendance to full days by the end of the semester, with ongoing support from school staff. - **Building Social Comfort** - By (date), the student will participate in small group activities or clubs to build social connections, attending sessions at least once per week. - **Handling Transitions** - By (date), the student will use coping strategies to manage stress during transitions between classes, achieving calm transitions with assistance in 4 out of 5 instances. - **Communication with Peers and Staff** - By (date), the student will initiate conversations with peers and staff without prompts in at least three different school settings each week to strengthen communication skills. - **Developing Personal Advocacy** - By (date), the student will express their needs or discomforts related to school settings to a teacher or counselor, using learned self-advocacy techniques in 90% of necessary instances. - **Engagement in Classroom Activities** - By (date), the student will actively participate in classroom discussions and activities, contributing verbally or through other agreed-upon methods in at least 75% of classes. ### Related IEP Goal Resources - [SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [behavior IEP goals](https://orilearning.com/building-successful-behavior-iep-goals-essential-tips-and-examples/) - [overcoming negative self-talk](https://orilearning.com/iep-goals-to-overcome-negative-self-talk-in-students/) - [self-regulation IEP goals](https://orilearning.com/developing-self-regulation-iep-goals-your-guide-with-examples/) ## **Strategies for Teaching Skills to Overcome School Avoidance** - **Structured Reintegration Plans**: Develop gradual reintroduction plans that allow the student to slowly adapt to the school environment. - **Therapeutic Support**: Implement regular sessions with school psychologists to address anxiety and develop personal coping strategies. - **Parental Involvement**: Involve parents or guardians in daily routines and transitions to ensure consistent support. - **Customized Learning Approaches**: Adjust academic demands as needed to reduce pressure while maintaining educational progress. ## **Conclusion** Crafting well-defined IEP goals for school avoidance is crucial for providing students with the support they need to overcome their challenges and thrive in an educational setting. By incorporating specific, measurable, and attainable objectives, educators can effectively address the complexities of school avoidance and help students re-engage with their learning and social environments. For further assistance, educators are encouraged to collaborate with mental health professionals and special education experts. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. ### Related Resources - [coping strategies for students](/coping-strategies-for-students/) - [emotional regulation](/the-role-of-sel-in-emotional-regulation/) **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [Developing Asking for Help IEP Goals: Your Guide with Examples](https://orilearning.com/developing-asking-for-help-iep-goals-your-guide-with-examples/) **Published:** April 26, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Practical IEP goals to teach students with special needs how to recognize when they need help and confidently ask for support to boost independence. **Content:** Asking for help is a crucial skill that fosters independence and self-advocacy among students with special needs. This guide is designed to assist educators in creating effective IEP goals aimed at enhancing students’ abilities to recognize when they need assistance and to seek it appropriately. ## **Understanding the Importance of Asking for Help** Asking for help involves recognizing when one is unable to complete a task alone and effectively communicating the need for assistance. This skill is essential not only for academic success but also for personal development and independence. For students with special needs, learning to ask for help is part of developing self-advocacy skills, which are crucial for navigating both educational environments and everyday life. ## **The Significance of Asking for Help Goals in IEPs** Incorporating goals focused on asking for help into a student’s Individualized Education Program (IEP) empowers them to take control of their learning and personal needs. These goals promote confidence, reduce frustration, and facilitate better learning outcomes by ensuring students can access the resources they need when challenges arise. ## **Creating SMART Asking for Help IEP Goals** - **Specific**: Clearly define what scenarios the student should recognize as needing help, such as during challenging classroom tasks, in social situations, or when dealing with emotional distress. - **Measurable**: Establish criteria to measure the student’s progress in asking for help, such as the frequency of appropriate requests or the decrease in instances where help was needed but not sought. - **Achievable**: Set realistic goals that consider the student’s communication skills and their ability to understand when and whom to ask for help. - **Relevant**: Ensure the goals relate to the student’s daily activities and learning objectives. - **Time-bound**: Specify a timeframe for achieving these goals. ## **Asking for Help IEP Goals and Compliance** Effective asking for help IEP goals should align with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and comply with educational standards under the [Individuals with Disabilities Education Act](https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d) (IDEA). This ensures that the goals are tailored to the student’s unique needs and contribute to their overall educational success. - **Alignment with PLAAFP**: Goals should be based on the student’s current ability to recognize and articulate needs. - **Compliance with Legal Standards**: Ensure that the goals meet IDEA requirements, supporting the student’s educational rights. - **Measurable Outcomes**: Each goal should have clear, observable criteria for evaluating progress. ## **Asking for Help IEP Goals Samples** **Disclaimer**: These sample goals are illustrative. It’s important that each goal is customized to fit the individual needs of the student. - **Academic Assistance**: By (date), the student will ask for help from a teacher or peer in academic settings when they do not understand a task or cannot proceed, in 4 out of 5 opportunities, as observed by educators. - **Social Assistance**: By (date), the student will seek assistance when they cannot resolve a social conflict or feel overwhelmed in social settings, doing so in 3 out of 4 observed instances. - **Emotional Self-Advocacy**: By (date), the student will identify feelings of distress and communicate their need for support to a designated adult in 90% of occurrences. ## **Additional Examples of Asking for Help IEP Goals:** - **Procedural Understanding**: By (date), the student will demonstrate the ability to ask for clarification on school procedures (such as lunch routines or library use) in 5 out of 5 instances when uncertain, as tracked by teacher observations. - **Physical Needs**: By (date), the student will request assistance with physical tasks (such as organizing their workspace or retrieving materials from high shelves) in 4 out of 5 opportunities when needed. - **Homework Tasks**: By (date), the student will independently decide to use a “homework helpline” or similar resource when stuck on homework assignments, making at least 3 calls per semester as documented by helpline logs. ## **Strategies for Teaching How to Ask for Help** - **Role-Playing**: Use role-playing scenarios to practice different situations where asking for help is necessary, helping students understand how to approach teachers, peers, or family members. - **Visual Aids**: Provide visual aids that list steps or cues for asking for help to remind students of when and how to ask for assistance. - **Positive Reinforcement**: Encourage and reinforce instances where the student successfully asks for help, highlighting the positive outcomes of their actions. ## **More on Asking for Help IEP Goals** Developing robust asking for help goals within an IEP can significantly empower students, enhancing their ability to advocate for themselves and effectively navigate their learning environments. By fostering these skills, educators contribute to building students’ independence and resilience. A structured [transition lesson plans and activities](https://orilearning.com/transition-curriculum/) can support educators in teaching these skills systematically. Leverage Ori Learning’s innovative strategies and resources to implement and track the progress of asking for help IEP goals, ensuring students can confidently manage their learning and interactions. Explore our educational solutions to see how we can support the development of these essential life skills. ### Related IEP Goal Resources - [writing SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [self-advocacy IEP goals](https://orilearning.com/developing-self-advocacy-iep-goals-your-guide-with-examples/) - [social skills IEP goals](https://orilearning.com/social-skills-iep-goals-examples/) - [developing self-advocacy goals](https://orilearning.com/developing-self-advocacy-iep-goals/) **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [IEP Goals to Overcome Negative Self-Talk in Students](https://orilearning.com/iep-goals-to-overcome-negative-self-talk-in-students/) **Published:** May 1, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Create targeted IEP goals to reduce negative self-talk in students with disabilities, build resilience, boost confidence, and improve academic outcomes. **Content:** Negative self-talk can significantly impact students’ academic performance, self-esteem, and overall mental health. Creating IEP (Individualized Education Program) goals that target negative self-talk is crucial for fostering a positive self-image and building resilience in students with disabilities. This guide provides insights into formulating strategic IEP goals to help students overcome self-critical thoughts and enhance their [emotional well-being](https://casel.org/fundamentals-of-sel/). ## **Understanding Negative Self-Talk** Negative self-talk refers to the critical inner voice that decreases one’s sense of self-worth by promoting thoughts such as “I can’t do this” or “I’m not good enough.” In students with disabilities, these thoughts can be particularly debilitating and may hinder their academic and social development. ### This is just one piece. See the full curriculum scope. Our Emotional Well-Being Curriculum covers this topic and dozens more across grades 6-12, with research-backed lessons ready to use in your classroom. [ Download the EWB Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjM1OSIsInRvZ2dsZSI6ZmFsc2V9) [Or explore the full EWB curriculum →](https://orilearning.com/emotional-well-being-curriculum/) ## **Importance of IEP Goals for Negative Self-Talk** Addressing negative self-talk through IEP goals is essential because it: - Boosts Confidence: Helps students feel more competent and confident in their abilities. - Improves Mental Health: Reduces anxiety and depression symptoms, promoting better overall mental health. - Enhances Academic and Social Outcomes: Leads to better engagement in the classroom and improved relationships with peers. ## **Strategies for Crafting IEP Goals for Negative Self-Talk** - Specific and Measurable Goals: Set clear and quantifiable objectives that allow for tracking progress over time. - Incorporate Positive Affirmations: Use goals that encourage positive thinking patterns through repetition of affirmations. - Collaborative Goal Setting: Involve students in the goal-setting process to ensure the goals resonate with their personal experiences and aspirations. - Regular Review and Adjustment: Periodically assess and adjust goals to ensure they remain relevant and effective as the student progresses. ### Related IEP Goal Resources - [writing SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [self-regulation IEP goals](https://orilearning.com/developing-self-regulation-iep-goals-your-guide-with-examples/) - [social-emotional IEP goals](https://orilearning.com/social-emotional-iep-goals/) - [school avoidance IEP goals](https://orilearning.com/addressing-school-avoidance-through-effective-iep-goals-a-detailed-guide/) ## **Examples of IEP Goals for Negative Self-Talk** **Disclaimer**: The following are sample goals meant to illustrate how negative self-talk IEP goals might be structured. However, it’s important to remember that each student’s IEP goals should be uniquely tailored to their individual circumstances, needs, and strengths 1. **Self-Awareness Goals:** - Goal: The student will identify and record three instances of negative self-talk each week and discuss them during therapy sessions to develop understanding and counter-strategies. - Goal: By the end of the semester, the student will recognize when they are engaging in negative self-talk in 80% of occurrences and use a taught strategy to redirect their thoughts. 2. **Positive Affirmation Goals:** - Goal: The student will practice positive self-statements daily, increasing usage from once a day to three times a day over six months, as tracked by a daily journal. - Goal: Each morning, the student will select a positive affirmation to focus on throughout the day, aiming to report feeling more positive on 4 out of 5 days per week. 3. **Coping Strategy Goals:** - Goal: The student will learn and apply two new coping strategies (such as deep breathing or visualization) to manage and counteract negative self-talk, demonstrating these strategies independently in response to stress by the end of the school year. - Goal: When experiencing negative self-talk, the student will seek out a peer or adult to share their feelings and discuss positive perspectives, aiming to do this in 90% of instances. 4. **Behavioral Activation Goals:** - Goal: The student will engage in one positive social or extracurricular activity per week to improve self-esteem and reduce negative self-talk, with participation noted by the supervising adult. - Goal: The student will initiate contact with friends or classmates at least twice a week to build social skills and combat feelings of isolation, as recorded by a weekly log. ## **Implementing IEP Goals for Negative Self-Talk** - Regular Counseling Sessions: Provide consistent opportunities for the student to work with a counselor or psychologist to develop and reinforce skills to combat negative self-talk. A structured [Emotional Well-Being curriculum](https://orilearning.com/emotional-well-being-curriculum/) can support this work with research-backed lessons on self-awareness and positive self-talk. - Parent and Teacher Training: Educate parents and teachers on how to recognize signs of negative self-talk and support the student’s efforts to counteract it. - Positive Reinforcement: Use praise and other positive reinforcement to encourage progress towards goals and acknowledge when the student successfully manages negative self-talk. ## **Conclusion** Developing targeted IEP goals for negative self-talk is a critical component of supporting students with disabilities. By fostering self-awareness, encouraging positive self-reflection, and teaching effective coping strategies, educators can help students build a stronger sense of self-worth and a more optimistic outlook, significantly enhancing their educational and personal development. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [How to Set Effective Perspective-Taking IEP Goals](https://orilearning.com/how-to-set-effective-perspective-taking-iep-goals/) **Published:** February 17, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Guide for educators on crafting Perspective-Taking IEP goals to boost empathy, social skills, and peer interactions for students with special needs. **Content:** Perspective-taking is a crucial social cognitive skill that helps students understand and consider other people’s viewpoints, emotions, and thoughts. This guide aims to assist educators in creating effective Perspective-Taking IEP goals, enhancing empathy and social interaction among students with special needs. ## **Understanding Perspective-Taking** Perspective-taking involves the ability to see a situation from another person’s point of view and to understand their feelings and thoughts. It is fundamental in developing empathy, social reasoning, and conflict resolution skills. For students with special needs, mastering this skill can significantly improve their interpersonal relationships and social integration. ## **The Significance of Perspective-Taking Goals in IEPs** Incorporating perspective-taking goals into a student’s Individualized Education Program (IEP) supports their [social and emotional](https://casel.org/fundamentals-of-sel/) development. These goals are vital for helping students engage more meaningfully with peers and adults, fostering understanding and reducing social conflicts. ## **Creating SMART Perspective-Taking IEP Goals** - **Specific**: Clearly define what aspect of perspective-taking the student is expected to improve, such as recognizing emotions in others, understanding differing viewpoints, or predicting how one’s actions affect others. - **Measurable**: Include criteria that clearly track the student’s progress. - **Achievable**: Set realistic goals considering the student’s current social cognition skills. - **Relevant**: Ensure the goals address the student’s specific needs in social interactions and emotional understanding. - **Time-bound**: Establish a timeframe for the student to accomplish these goals. ## **Perspective-Taking IEP Goals and Compliance** Effective perspective-taking IEP goals should align with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and adhere to legal requirements under education law. This ensures that the goals are individualized and provide a clear pathway for progress. - **Alignment with PLAAFP**: Goals should directly address the specific social cognitive needs highlighted in the student’s PLAAFP, ensuring they focus on areas requiring the most support. - **Compliance with Legal Standards**: Ensure that the goals meet the standards set by laws such as the Individuals with Disabilities Education Act (IDEA), supporting the student’s right to a tailored and appropriate education. - **Measurable and Observable Criteria**: Establish clear, observable criteria for measuring progress towards each goal. ## **Perspective-Taking IEP Goals Samples** **Disclaimer**: The goals provided here are examples to illustrate potential areas of focus. Each goal should be tailored to the specific circumstances and needs of the individual student. - **Emotion Recognition**: By (date), the student will identify and label emotions in others in various situations, improving from recognizing emotions correctly in 2 out of 10 opportunities to 8 out of 10 opportunities. - **Viewpoint Discussion**: By (date), when presented with stories or scenarios in class, the student will verbally express at least two possible perspectives other than their own in 4 out of 5 discussions. - **Impact of Actions**: By (date), the student will describe how their actions might affect others in 3 out of 5 role-play scenarios, improving from 0 out of 5. ## **Additional Examples of Perspective-Taking IEP Goals:** - **Conflict Resolution**: By (date), the student will demonstrate the ability to consider multiple perspectives in a conflict and propose a compromise in 4 out of 5 peer conflicts, improving from 1 out of 5. - **Cultural Awareness**: By (date), the student will discuss how cultural differences might influence people’s reactions and interactions in 3 out of 4 classroom activities focused on multicultural understanding. - **Empathic Reasoning**: By (date), the student will explain possible emotional reactions of others in given scenarios in 7 out of 10 cases, up from 2 out of 10, demonstrating improved empathic reasoning. ## **Strategies for Teaching Perspective-Taking Skills** - **Role-Playing**: Engage students in role-playing activities to practice viewing situations from different perspectives. - **Story Analysis**: Use stories and literature to discuss characters’ viewpoints and motivations. - **Social Narratives**: Develop social stories that illustrate various social interactions and the perspectives of all individuals involved. ## **More on Perspective-Taking IEP Goals** Perspective-taking is essential for students’ social and emotional development, helping them navigate complex social environments and build more robust relationships. By setting SMART goals and employing effective teaching strategies, educators can significantly enhance students’ abilities to understand and empathize with others. With Ori Learning’s tailored curricula and resources, educators are equipped to meet and surpass these IEP goals, promoting a more inclusive and empathetic school environment. Explore how our programs can transform your educational approaches by reaching out for a detailed consultation today. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. ### Related IEP Goal Resources - [writing SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [social skills IEP goals](https://orilearning.com/social-skills-iep-goals-examples/) - [peer interaction goals](https://orilearning.com/enhancing-social-engagement-a-guide-to-peer-interaction-iep-goals/) - [social-emotional IEP goals](https://orilearning.com/social-emotional-iep-goals/) **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [Strategies for Developing Effective Impulse Control IEP Goals](https://orilearning.com/strategies-for-developing-effective-impulse-control-iep-goals/) **Published:** January 21, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Practical guide for educators: craft effective impulse control IEP goals to boost students' self-regulation, reduce impulsive behaviors, and improve classroom success. **Content:** Impulse control is a critical skill that involves the ability to pause and think before acting. This guide is designed to assist educators in crafting effective IEP goals for impulse control, aiming to enhance students’ abilities to manage their responses and actions thoughtfully. ## **Understanding Impulse Control** Impulse control, or self-regulation, refers to the capacity to regulate one’s emotions, thoughts, and behaviors in response to external demands or situations. For students with special needs, challenges in impulse control can manifest as difficulty waiting their turn, interrupting others, reacting aggressively, or making hasty decisions without considering consequences. ## **The Significance of Impulse Control Goals in IEPs** Incorporating impulse control goals into a student’s Individualized Education Program (IEP) is vital for promoting their social, emotional, and academic growth. These goals help students develop the necessary self-regulation skills to engage positively with their learning environment, peers, and broader community. ## **Creating SMART Impulse Control IEP Goals** - **Specific**: Define exactly what aspect of impulse control the student needs to develop. This might include managing interruptions, reducing aggressive responses, or improving decision-making processes. - **Measurable**: Establish clear criteria for evaluating the student’s progress, such as the frequency of impulsive actions, improvements in waiting for turns, or reductions in disruptive behaviors. - **Achievable**: Set realistic goals that are attainable within the student’s current capabilities and developmental level. - **Relevant**: Ensure the goals are aligned with the student’s personal and educational needs. - **Time-bound**: Specify when the goals should be reviewed and assessed to ensure they are being met. ## **Impulse Control IEP Goals and Compliance** Effective impulse control IEP goals should align with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and comply with educational standards under the [Individuals with Disabilities Education Act](https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d) (IDEA). This ensures that the goals are tailored to the student’s unique needs and practical for fostering real change. - **Alignment with PLAAFP**: Goals should be based on the student’s current impulse control issues as documented in the PLAAFP. - **Compliance with Legal Standards**: Confirm that the goals meet IDEA requirements, supporting the student’s educational rights. - **Measurable Outcomes**: Develop goals with observable and quantifiable criteria to facilitate progress monitoring. ## **Impulse Control IEP Goals Samples** **Disclaimer**: These sample goals should be customized to fit the individual needs of each student. - **Waiting Turns**: By (date), the student will demonstrate the ability to wait for their turn in classroom activities and discussions in 8 out of 10 opportunities, as observed by the teacher, improving from their current baseline of 3 out of 10. - **Managing Interruptions**: By (date), the student will raise their hand and wait to be called on before speaking in class settings in 9 out of 10 instances, up from 4 out of 10. - **Decision-Making**: By (date), the student will use a taught decision-making process to consider potential outcomes before acting in 7 out of 10 observed decisions, increasing from 2 out of 10. ## **Additional Examples of Impulse Control IEP Goals:** - **Reducing Aggressive Responses**: By (date), the student will identify feelings that lead to aggressive responses and use alternative strategies (such as taking deep breaths or walking away) in 80% of potential conflict situations, up from 40%. - **Handling Transitions**: By (date), the student will transition between activities without outbursts or resistance in 9 out of 10 transitions, as monitored by classroom teachers, improving from 5 out of 10. - **Sharing and Taking Turns**: By (date), the student will share classroom materials and take turns without prompting in 80% of opportunities during cooperative learning activities, improving from an initial 50%. ## **Strategies for Teaching Impulse Control Skills** - **Social Stories and Role-Playing**: Use social stories and role-playing scenarios to practice different situations where impulse control is necessary, helping students understand the benefits of thoughtful responses. - **Cueing Techniques**: Implement visual or auditory cues to remind the student to use impulse control strategies they have learned. - **Positive Reinforcement**: Provide immediate and positive feedback for instances where the student successfully controls their impulses, reinforcing the desired behavior. ## **More on Impulse Control IEP Goals** By focusing on impulse control in IEPs, educators can provide students with the strategies they need to manage their responses effectively, leading to improved interactions and outcomes in both school and social settings. Leverage Ori Learning’s resources and expertise to effectively implement and track the progress of impulse control IEP goals, ensuring students develop the critical skills needed to succeed academically and socially. Explore our educational solutions to find out how we can support your efforts in fostering essential life skills. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. ### Related Resources - [writing SMART IEP goals](/how-to-write-smart-iep-goals-with-examples/) - [self-regulation IEP goals](/developing-self-regulation-iep-goals-your-guide-with-examples/) - [behavior IEP goals](/building-successful-behavior-iep-goals-essential-tips-and-examples/) - [emotional regulation and SEL](/the-role-of-sel-in-emotional-regulation/) **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [Developing Social Cues IEP Goals: Your Guide with Detailed Examples](https://orilearning.com/developing-social-cues-iep-goals-your-guide-with-detailed-examples/) **Published:** February 22, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Guide for educators: create SMART Social Cues IEP goals to help students with special needs recognize, interpret, and respond to social signals effectively. **Content:** Mastering social cues is vital for students to engage successfully in social interactions and understand the nuances of communication. This guide aims to help educators formulate comprehensive Social Cues IEP goals to assist students with special needs in recognizing and responding to social signals effectively. ## **Understanding the Importance of Social Cues** Social cues—such as facial expressions, body language, and tone of voice—play a fundamental role in communication. They help individuals interpret the context and emotional state of others, which is crucial for engaging in successful social interactions and building relationships. ## **The Significance of Social Cues in IEP Goals** Incorporating goals focused on social cues into an IEP is essential for enhancing a student’s ability to interact and communicate more effectively. These goals are designed to assist students in understanding subtle social signals and responding appropriately, thereby improving their social integration and [emotional well-being](https://casel.org/fundamentals-of-sel/). ## **Creating SMART Social Cues IEP Goals** - **Specific**: Clearly outline what aspects of social cues the student is expected to recognize and respond to, such as interpreting gestures, maintaining appropriate eye contact, or using an appropriate tone of voice. - **Measurable**: Define how progress will be measured, whether through observation, teacher assessments, or peer feedback. - **Achievable**: Consider the student’s current level of social understanding to set realistic and attainable goals. - **Relevant**: Tailor goals to improve the student’s specific social interaction needs and enhance their daily communication. - **Time-bound**: Assign a clear deadline for when the goals should be met, allowing for consistent progress tracking. ## **Social Cues IEP Goals and Compliance** Social cues IEP goals should align with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and adhere to the [Individuals with Disabilities Education Act](https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d) (IDEA). These goals must be personalized to tackle the specific social challenges of the student. - **Alignment with educational requirements**: Ensure goals address the student’s particular social interaction challenges as identified in their educational evaluations. - **Measurable and specific**: Establish observable and quantifiable criteria for each goal to ensure clarity in tracking advancements. - **Regular reviews and adjustments**: Periodically reassess and adjust the goals to maintain their relevance and challenge as the student progresses. ## **Expanded Social Cues IEP Goals Samples** - **Facial Expression Recognition** - By (date), the student will match facial expressions with corresponding emotions (e.g., happiness, sadness, anger, fear) in 90% of exercises using real-life images and peer interactions. - **Tone of Voice Interpretation** - By (date), the student will differentiate between sarcastic and sincere tones in spoken phrases with 85% accuracy during listening activities. - **Gestures and Posture** - By (date), the student will identify common gestures (e.g., nodding for agreement, shrugging for uncertainty) and postures that indicate various states of engagement or emotion in 80% of role-play scenarios. - **Eye Contact** - By (date), the student will initiate and maintain eye contact for a minimum of 15 seconds during conversations in at least 9 out of 10 daily interactions. - **Responding to Social Cues** - By (date), the student will demonstrate appropriate responses to social cues such as smiling back, answering a question, or offering help in 95% of observed school interactions. - **Understanding Personal Space** - By (date), the student will recognize and respect personal space by maintaining an appropriate distance (about one arm’s length) during conversations in 90% of peer interactions. - **Interpreting Group Dynamics** - By (date), the student will observe and correctly interpret the dominant mood of a small group (e.g., excited, bored, tense) and choose an appropriate interaction strategy in 4 out of 5 group activities. ## **Strategies for Teaching Social Cues Skills** - **Video Modeling**: Show videos that depict various social interactions and pause to discuss observed social cues and possible responses. - **Direct Instruction**: Provide explicit teaching on what different social cues mean and how to respond appropriately. - **Social Narratives**: Utilize stories that describe social situations and the cues that might be encountered, explaining appropriate responses. - **Interactive Practice**: Engage students in interactive activities where they can practice recognizing and responding to social cues with real-time feedback. ## **Conclusion** Developing precise Social Cues IEP goals is critical for enhancing the social communication skills of students with special needs. By establishing SMART goals and implementing effective educational strategies, educators can significantly improve students’ abilities to interpret and react to social cues, supporting their overall social competence and success. For further guidance on integrating these goals into your educational programs, please reach out to our specialized team. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. ### Related Resources - [how to write effective IEP goals](/how-to-write-smart-iep-goals-with-examples/) - [social skills IEP goals](/social-skills-iep-goals-examples/) - [perspective-taking IEP goals](/how-to-set-effective-perspective-taking-iep-goals/) - [peer interaction goals](/enhancing-social-engagement-a-guide-to-peer-interaction-iep-goals/) **Categories:** IEP Goal Bank --- ### [Creating Personal Space Awareness: Crafting IEP Goals for Students with Special Needs](https://orilearning.com/creating-personal-space-awareness-crafting-iep-goals-for-students-with-special-needs/) **Published:** April 22, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Guide for educators: practical Personal Space IEP goals to teach students with special needs how to respect boundaries and improve social skills. **Content:** Respecting personal space is a critical social skill that helps students navigate their interactions more effectively and comfortably. This guide aims to assist educators in developing Individualized Education Program (IEP) goals that focus on enhancing students’ understanding and respect for personal space, particularly for those with special needs. ## **Understanding the Importance of Personal Space Awareness** Personal space refers to the physical area surrounding an individual that they consider their own, psychologically comforting zone. For many students, particularly those with special needs, understanding and maintaining personal space can be challenging. Teaching personal space awareness is crucial as it affects students’ ability to form healthy relationships and interact socially in both school and community settings. ## **The Significance of Personal Space Goals in IEPs** Integrating personal space goals into a student’s IEP can significantly impact their social interactions and [emotional well-being](https://casel.org/fundamentals-of-sel/). These goals help students learn how to interact with others without causing or experiencing discomfort, which is essential for building social competence and peer relationships. ## **Creating SMART Personal Space IEP Goals** - **Specific**: Define clear, precise goals, such as recognizing comfortable distances or signaling when they feel their personal space is being invaded. - **Measurable**: Use observable criteria to assess progress, such as the number of times a student can verbalize their need for space or maintain appropriate distances in various social scenarios. - **Achievable**: Ensure the goals are realistic and achievable within the student’s cognitive and developmental capabilities. - **Relevant**: Make sure the goals are directly connected to improving the student’s social interactions and comfort in social settings. - **Time-bound**: Establish a timeframe for achieving these goals to keep the student and educational team focused and motivated. ## **Personal Space IEP Goals and Compliance** Personal space IEP goals should be aligned with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and comply with the [Individuals with Disabilities Education Act](https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d) (IDEA). These goals should be tailored to address specific needs identified in the PLAAFP and contribute to the student’s overall social and emotional development. - **Alignment with PLAAFP**: Ensure that the goals are developed based on the student’s specific challenges and needs related to personal space as identified during assessments. - **Legal Compliance**: Adhere to the standards set under IDEA, ensuring that the goals are designed to provide meaningful educational benefits in the least restrictive environment. - **Individualized and Specific**: Customize the goals to address the unique needs and circumstances of the student. - **Measurable Progress**: Implement clear methods for measuring progress towards achieving personal space awareness. ### Related IEP Goal Resources - [SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [social skills IEP goals](https://orilearning.com/social-skills-iep-goals-examples/) - [peer interaction IEP goals](https://orilearning.com/enhancing-social-engagement-a-guide-to-peer-interaction-iep-goals/) - [behavior IEP goals](https://orilearning.com/building-successful-behavior-iep-goals-essential-tips-and-examples/) ## **Personal Space IEP Goals Examples** #### **Recognizing Personal Space** - By (date), the student will demonstrate an understanding of personal space by identifying appropriate and inappropriate distances using visuals and role-play scenarios in 4 out of 5 opportunities. - By (date), the student will apply personal space rules by maintaining an arm’s length distance while lining up or working in groups, as observed by the teacher in 90% of instances. #### **Communicating Personal Space Needs** - By (date), the student will verbally express their discomfort when their personal space is invaded using pre-taught phrases in 8 out of 10 real-life situations. - By (date), the student will use non-verbal signals, such as stepping back or holding up a hand, to indicate when they need more space, achieving this in 85% of interactions. #### **Respecting Others’ Personal Space** - By (date), the student will respect others’ personal space by observing their reactions and adjusting their distance without prompting in 80% of social interactions. - By (date), the student will engage in activities that require close proximity (e.g., group activities, seated in circles) and maintain appropriate spacing as taught, demonstrating this skill in 9 out of 10 observed instances. ## **Conclusion** Developing personal space awareness through targeted IEP goals is essential for helping students with special needs enhance their social skills and emotional comfort. By setting specific, measurable, achievable, relevant, and time-bound goals, educators can provide effective support for students to understand and respect personal boundaries, which is crucial for their success in interpersonal relationships and overall social integration. This guide offers a structured approach to creating impactful personal space goals, fostering better social interactions for students with special needs. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in teaching these skills systematically. **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [Reading Comprehension IEP Goals: Your Guide with Examples](https://orilearning.com/developing-reading-comprehension-iep-goals-your-guide-with-examples/) **Published:** February 12, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Guide for educators: Create effective Reading Comprehension IEP goals for students with special needs-SMART objectives, measurable strategies, and sample goals. **Content:** [Reading comprehension](https://www.nichd.nih.gov/health/topics/reading) is a critical skill for academic success and lifelong learning. This guide is designed to assist educators in crafting effective Reading Comprehension IEP goals, which are essential for students with special needs to understand and interpret text effectively. ## **Creating SMART Reading Comprehension IEP Goals** - **Specific**: Clearly define what the student is expected to achieve in reading comprehension, such as understanding main ideas, details, or making inferences. - **Measurable**: Include clear criteria to assess the student’s progress in understanding and analyzing texts. - **Achievable**: Set realistic and attainable goals based on the student’s current reading level and cognitive abilities. - **Relevant**: Align goals with the student’s academic needs and the literacy demands of their grade level. - **Time-bound**: Specify a timeframe within which the goals should be achieved. ## **Reading Comprehension IEP Goals and Compliance** Effective reading comprehension IEP goals must align with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and adhere to legal standards under educational laws like the [Individuals with Disabilities Education Act](https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d) (IDEA). These goals should be customized to meet the specific literacy needs identified in the PLAAFP, ensuring they are both challenging and achievable. - **Alignment with educational requirements**: Goals must cater to the student’s unique educational needs, promoting further development in reading and comprehension. - **Measurable and specific**: Each goal should have clear, quantifiable criteria for assessment, allowing educators to track progress effectively. - **Regular reviews and adjustments**: Goals should be periodically reviewed and modified as needed to remain relevant and suit the student’s evolving literacy needs. ## **Expanded Reading Comprehension IEP Goals Samples** - **Main Idea Identification** - By (date), the student will identify the main idea of a paragraph in 4 out of 5 reading exercises, improving from a baseline of 1 out of 5. - **Detail Recognition** - By (date), the student will correctly recall at least three significant details from grade-level texts in 80% of reading assignments. - **Inference Making** - By (date), the student will make inferences about the text and justify them with evidence from the text in 3 out of 4 reading sessions. - **Summarization Skills** - By (date), the student will summarize a story or article, capturing key points and main ideas, in 4 out of 5 opportunities, as measured by teacher observations and assessments. - **Vocabulary Understanding** - By (date), the student will correctly define and use five new vocabulary words from their reading assignments each week, achieving this in 9 out of 10 opportunities. - **Context Clues** - By (date), the student will use context clues to determine the meaning of unknown words in a text in 4 out of 5 instances. - **Comparing and Contrasting** - By (date), the student will compare and contrast two characters or events in a story, correctly identifying at least three similarities and differences in 4 out of 5 reading sessions. - **Critical Thinking** - By (date), the student will respond to “why” questions about a text, providing evidence-supported answers in 3 out of 4 discussion opportunities. Transition Curriculum Scope & Sequence ## **Strategies for Teaching Reading Comprehension Skills** - **Direct Instruction**: Teach specific strategies like summarizing, questioning, and predicting to enhance comprehension. - **Guided Reading Sessions**: Use guided reading to model and practice comprehension strategies with gradual release of responsibility to the student. - **Use of Visual Aids**: Employ graphic organizers to help students organize and retain information from texts. - **Regular Feedback**: Provide immediate and constructive feedback to help students refine their comprehension strategies. ## **Conclusion** Incorporating tailored Reading Comprehension IEP goals is vital for fostering literacy skills in students with special needs. By setting SMART goals and employing effective [instructional strategies](https://iris.peabody.vanderbilt.edu/module/iep01/), educators can significantly enhance their students’ ability to understand and interact with texts, thus supporting their educational journey and overall literacy. To learn more about how our [Emotional Well-Being Curriculum](https://orilearning.com/emotional-well-being-curriculum/) supports the achievement of IEP goals and tracks progress effectively, consider reaching out for a consultation with our educational specialists. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in teaching these skills systematically. ### Related Resources - [SMART IEP goals guide](/how-to-write-smart-iep-goals-with-examples/) - [written expression IEP goals](/a-guide-to-setting-iep-goals-for-improved-written-expression/) - [executive functioning IEP goals](/executive-functioning-iep-goals-your-guide-with-examples/) **Categories:** IEP Goal Bank --- ### [IEP Goals for ADHD: Key Considerations & Examples](https://orilearning.com/iep-goals-for-students-with-adhd-key-considerations-examples/) **Published:** February 18, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Discover practical strategies and example ADHD IEP goals to help educators craft individualized education program plans that boost focus, behavior, and social skills. **Content:** Creating effective Individualized Education Program (IEP) goals is crucial for supporting students with Attention Deficit Hyperactivity Disorder ([ADHD](https://chadd.org/about-adhd/overview/)) in navigating both academic and social challenges. This guide provides an expanded list of strategies help educators develop IEP goals for ADHD that are tailored to the unique needs of their students, enhancing their ability to succeed in school and beyond. It also includes example ADHD IEP goals that can be tailored to the needs of your students or used as a reference when creating your own. ## Understanding IEP Goals for ADHD Students with ADHD may experience difficulties with focus, hyperactivity, and impulsivity, which can affect their learning, behavior, and social interactions. Tailored ADHD IEP goals can help manage these challenges by providing targeted interventions and supports. ## Importance of Targeted ADHD IEP Goals Effective IEP goals for students with ADHD are critical as they: - Promote Academic Success: By addressing specific learning challenges associated with ADHD. - Support Behavioral Management: By developing coping strategies for impulsivity and inattention. - Enhance Social Skills: By providing frameworks for better interaction with peers and adults. - Facilitate Emotional Regulation: By helping students manage the emotional responses and frustrations often associated with ADHD. ## Key Focus Areas of IEP Goals for ADHD 1. Attention and Concentration: Goals aimed at enhancing focus and engagement with tasks. 2. Task Initiation and Completion: Encouraging timely and efficient completion of tasks. 3. Organizational Skills: Developing systematic approaches to managing schoolwork and personal items. 4. Impulse Control: Cultivating strategies to manage and control impulsive behaviors. 5. Social Skills: Improving interpersonal relationships and social interactions. 6. Emotional Regulation: Teaching methods to handle emotional volatility and frustration. ## Strategies for Formulating Effective ADHD IEP Goals - Use SMART Criteria: Goals should be Specific, Measurable, Achievable, Relevant, and Time-bound. - Include Step-by-Step Objectives: Break down goals into smaller, achievable steps to help students experience success incrementally. - Incorporate Consistent Feedback: Provide regular feedback to students to help them adjust and improve their behaviors and strategies. - Ensure Collaborative Goal-Setting: Involve teachers, parents, therapists, and when appropriate, the student in setting ADHD IEP goals to ensure they address all areas of need. ### Related IEP Goal Resources - [how to write SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [developing ADHD IEP goals that work](https://orilearning.com/how-to-develop-adhd-iep-goals-that-work/) - [IEP goals for focus and attention](https://orilearning.com/enhancing-concentration-iep-goals-for-improved-focus-and-attention/) - [executive functioning IEP goals](https://orilearning.com/executive-functioning-iep-goals-your-guide-with-examples/) - [self-regulation IEP goals](https://orilearning.com/developing-self-regulation-iep-goals-your-guide-with-examples/) ## Expanded Examples of IEP Goals for ADHD **Disclaimer**: The following are sample goals meant to illustrate how ADHD IEP goals might be structured. However, it’s important to remember that each student’s IEP goals should be uniquely tailored to their individual circumstances, needs, and strengths. A structured [curriculum for transition-age students](https://orilearning.com/transition-curriculum/) can support educators in teaching these skills systematically. 1. **Attention and Concentration Goals:** - Goal: The student will improve in maintaining focus on individual classwork by using distraction-reducing tools like noise-canceling headphones and a privacy screen, aiming for 30-minute continuous work periods within three months. - Goal: Implement daily ‘focus sessions’ where the student works on a preferred activity with minimal distractions, gradually increasing the session duration from 10 to 30 minutes over the semester. 2. **Task Initiation and Completion Goals:** - Goal: The student will start homework within 30 minutes of arriving home from school, with a success rate increase from 50% to 80% over the school year. - Goal: Increase the number of completed class assignments by using a visual timer and checklist, with the student completing 75% of assignments on time by the end of the term. 3. **Organizational Skills Goals:** - Goal: The student will independently pack and unpack their school bag each day, using a pictorial checklist to ensure all necessary items are included, achieving this routine with 90% accuracy. - Goal: Organize and maintain a tidy desk with labeled sections for different subjects and supplies, performing a weekly clean-up with minimal reminders. 4. **Impulse Control Goals:** - Goal: The student will use calming strategies such as deep breathing or counting to ten before responding in class discussions, reducing outbursts from daily to twice per week. - Goal: Practice ‘pause and plan’ techniques before transitioning between activities to reduce impulsive reactions, aiming for smooth transitions in 80% of opportunities. 5. **Social Skills Goals:** - Goal: The student will engage in role-playing exercises to practice turn-taking and sharing during group work, showing improvement from participation in 50% to 75% of group activities. - Goal: Develop conversational skills by initiating interactions with peers during lunch, increasing from 1 to 3 successful initiations per week. 6. **Emotional Regulation Goals:** - Goal: The student will identify emotions using a chart and use appropriate coping mechanisms in response to frustration in 90% of observed instances. - Goal: Create and utilize a ‘cool down’ kit when feeling overwhelmed, with the student independently opting to use the kit in 80% of applicable situations. ## Implementing and Monitoring IEP Goals - Regular Progress Monitoring: Use data and observations to assess the student’s progress towards each goal. - Adaptive Interventions: Be prepared to modify strategies and supports based on what is most effective for the student. - Professional Support: Ensure that all staff working with the student are trained on ADHD and the specific strategies being used. Developing detailed and practical IEP goals for ADHD is fundamental to supporting their educational journey. By strategically targeting key areas of need and providing appropriate supports and interventions, educators can significantly enhance the academic and social experiences of students with ADHD. **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [Building Successful Behavior IEP Goals: Essential Tips and Examples](https://orilearning.com/building-successful-behavior-iep-goals-essential-tips-and-examples/) **Published:** January 15, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Learn how to write effective Behavior IEP goals for special education: SMART, measurable strategies to improve student behavior, compliance, and classroom success. **Content:** [Behavior management](https://www.pbis.org/pbis/what-is-pbis) is crucial for ensuring that students with special needs can successfully engage with their learning environment. This guide is designed to help educators create effective Behavior IEP (Individualized Education Program) goals, which promote positive behaviors and improve educational outcomes. ## **Understanding the Importance of Behavior Management** Behavior management in special education refers to strategies and techniques used to influence student behaviors in a positive manner. It’s essential for helping students develop self-control, compliance, and social appropriateness. Effective behavior management plans incorporated into IEPs can reduce disruptions and enhance a student’s ability to learn and interact socially. ## **The Significance of Behavior Goals in IEPs** Including behavior goals in an IEP supports a student’s educational and social success. These goals are vital for students who exhibit behaviors that interfere with learning or social integration. By setting clear expectations and providing consistent feedback, educators can help students achieve better self-regulation and interaction skills. ## **Creating SMART Behavior IEP Goals** - **Specific**: Clearly define the expected behavior. Specify what the student should do to replace inappropriate behaviors. - **Measurable**: Set criteria that quantify the changes in behavior, making it easy to track progress. - **Achievable**: Ensure the goals are attainable, taking into account the student’s current behavior and emotional capabilities. - **Relevant**: Align the goals with the student’s overall educational needs, focusing on behaviors that most impact their learning and socialization. - **Time-bound**: Establish a timeline for when the behaviors are expected to improve. ## **Behavior IEP Goals and Compliance** Behavior IEP goals must align with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and comply with the [Individuals with Disabilities Education Act](https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d) (IDEA). This ensures that the goals are tailored to meet the student’s unique needs and are legally enforceable. - **Alignment with PLAAFP**: The goals should address specific behaviors noted in the PLAAFP, targeting areas that require the most intervention. - **Legal Compliance**: Each goal should conform to IDEA requirements, supporting the student’s right to a free and appropriate public education in the least restrictive environment. - **Individualized and Specific**: Customize each goal to fit the unique circumstances of the student, ensuring practicality and relevance. - **Measurable Progress**: Define clear criteria for observing and measuring behavioral improvements, facilitating regular assessments and adjustments. ## **Disclaimer** The examples provided here are intended to serve as a foundation. Each student’s IEP goals should be personalized to reflect their individual needs and circumstances. ### Related IEP Goal Resources - [SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [self-regulation IEP goals](https://orilearning.com/developing-self-regulation-iep-goals-your-guide-with-examples/) - [school avoidance IEP goals](https://orilearning.com/addressing-school-avoidance-through-effective-iep-goals-a-detailed-guide/) - [social-emotional IEP goals](https://orilearning.com/social-emotional-iep-goals/) ## **Behavior IEP Goals Samples** #### **Self-Regulation** - By (date), the student will use taught relaxation techniques to manage frustration in 4 out of 5 observed instances where previously there was an outburst. - By (date), the student will express being upset or angry using words rather than physical actions in 90% of observed opportunities. #### **Following Directions** - By (date), the student will follow classroom rules without verbal reminders in 9 out of 10 opportunities. - By (date), the student will complete assigned tasks following the first instruction in 8 out of 10 instances. #### **Social Interaction** - By (date), the student will engage in positive play activities with peers for at least 15 minutes, 4 out of 5 times a week. - By (date), the student will use polite greetings and farewells in interactions with classmates in 90% of observed opportunities. #### **Conflict Resolution** - By (date), the student will identify emotions and constructively discuss disagreements with peers or adults in 7 out of 10 conflict scenarios. - By (date), the student will seek adult assistance with conflict resolution in school settings in 8 out of 10 instances when feeling overwhelmed. #### **Transition Behaviors** - By (date), the student will transition between activities or classes independently, without incident in 9 out of 10 transitions. - By (date), the student will prepare for changes in routine or schedule by checking their daily planner and gathering necessary materials ahead of time in 8 out of 10 observed instances. #### **Attention and Engagement** - By (date), the student will maintain focus on a given task for at least 20 minutes without distractions in 4 out of 5 opportunities. - By (date), the student will raise their hand and wait to be called on before speaking in class in 85% of class sessions. ## **Conclusion** Integrating tailored behavior goals into a student’s IEP is a powerful strategy to support their educational journey and social interactions. By setting SMART goals and using effective behavior management strategies, educators can significantly enhance a student’s ability to participate in and benefit from their educational environment. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. ### Related Resources - [SEL strategies for behavior plans](/the-role-of-sel-strategies-in-your-classroom-behavior-plan/) - [positive classroom behaviors](/positive-classroom-behaviors/) - [classroom behavior plans](/creating-an-effective-classroom-behavior-plan-a-step-by-step-guide-for-teachers/) **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [Enhancing Social Engagement: A Guide to Peer Interaction IEP Goals](https://orilearning.com/enhancing-social-engagement-a-guide-to-peer-interaction-iep-goals/) **Published:** May 5, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Learn how to create SMART Peer Interaction IEP goals to boost social skills, compliance with IDEA, and peer engagement for students with special needs. **Content:** Peer interaction is vital for social development, allowing students to build relationships, share experiences, and learn from one another. This guide aims to assist educators in creating effective Peer Interaction IEP goals to support students with special needs in enhancing their social skills and ability to interact positively with their peers. ## **Understanding Peer Interaction** Peer interaction encompasses all forms of communication and social exchange that occur between individuals of similar age or developmental level. It is crucial for developing social norms, language skills, and emotional understanding. For students with special needs, these interactions can sometimes be challenging due to difficulties with communication, social cues, or anxiety, making targeted IEP goals essential for their social integration. ## **The Significance of Peer Interaction Goals in IEPs** Incorporating peer interaction goals into a student’s Individualized Education Program (IEP) provides a structured approach to improving their social participation. These goals are critical for helping students develop friendships, improve their communication skills, and feel more integrated within their school community. ## **Creating SMART Peer Interaction IEP Goals** - **Specific**: Clearly outline the types of social interactions the student should engage in, such as initiating conversations, sharing materials, or participating in group activities. - **Measurable**: Set clear criteria for measuring progress in social interactions, such as frequency of interactions, number of initiated conversations, or types of interactions. - **Achievable**: Consider the student’s current social skills and set realistic, attainable goals. - **Relevant**: Align the goals with the student’s social needs and the contexts in which they interact with peers. - **Time-bound**: Specify a timeframe for achieving the goals. ## **Peer Interaction IEP Goals and Compliance** Effective peer interaction IEP goals should be aligned with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and comply with the [Individuals with Disabilities Education Act](https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d) (IDEA) requirements. This alignment ensures the goals are tailored to the student’s unique needs and provide meaningful opportunities for growth. - **Alignment with PLAAFP**: Goals should be directly connected to the student’s documented social needs and capabilities. - **Compliance with Legal Standards**: Ensure the goals adhere to legal requirements, supporting the student’s right to an appropriate public education. - **Measurable and Observable Criteria**: Establish observable and quantifiable criteria to monitor progress and adjust the goals as necessary. ## **Peer Interaction IEP Goals Samples** **Disclaimer**: These sample goals serve as general templates. It’s important that each goal is customized to the specific circumstances and needs of the student. - **Initiating Interactions**: By (date), the student will initiate verbal communication with peers during unstructured play times in 4 out of 5 opportunities, as observed by the teacher, improving from 1 out of 5 opportunities. - **Sharing and Cooperation**: By (date), the student will engage in sharing materials and cooperative play in a group setting in 3 out of 4 group activities each week, documented by classroom observations. - **Participation in Group Activities**: By (date), the student will participate in small group classroom activities, contributing verbally at least three times during each activity, up from not participating. ## **Additional Examples of Peer Interaction IEP Goals:** - **Expressive Communication**: By (date), the student will express their needs and desires to peers using appropriate verbal or non-verbal methods in 5 out of 7 opportunities, improving from 2 out of 7 opportunities. - **Responding to Peers**: By (date), the student will respond to peer initiations, such as answering questions or joining activities, in 80% of opportunities, up from the current 40%. - **Conflict Resolution**: By (date), the student will use words to resolve conflicts with peers, such as stating feelings and asking for changes in behavior, in 4 out of 5 conflict situations, as documented by the classroom teacher. ## **Strategies for Teaching Peer Interaction Skills** - **Role-Playing**: Use role-playing games to practice different social scenarios and model appropriate ways to initiate and maintain interactions. - **Social Stories**: Create social stories that depict various peer interaction scenarios and discuss them to provide clear examples of desirable behavior. - **Positive Reinforcement**: Offer positive reinforcement and rewards for successful peer interactions to encourage continual social engagement. ## **More on Peer Interaction IEP Goals** By focusing on enhancing peer interaction skills, educators can significantly contribute to the holistic development of students with special needs, fostering a sense of belonging and improved self-esteem. These IEP goals not only support academic success but also enhance life quality by building foundational social skills. Utilize Ori Learning’s specialized resources and strategies to effectively implement and track peer interaction IEP goals, ensuring each student can achieve their best possible outcomes. Explore our educational solutions to find out how we can help support your efforts in fostering a more inclusive school environment. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. ### Related IEP Goal Resources - [writing SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [social skills IEP goals](https://orilearning.com/social-skills-iep-goals-examples/) - [friendship IEP goals](https://orilearning.com/developing-friendship-iep-goals-a-comprehensive-guide-with-expanded-examples/) - [perspective-taking IEP goals](https://orilearning.com/how-to-set-effective-perspective-taking-iep-goals/) **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [Written Expression IEP Goals: Your Guide with Examples](https://orilearning.com/a-guide-to-setting-iep-goals-for-improved-written-expression/) **Published:** January 4, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Practical guide for educators: create SMART written expression IEP goals to boost students’ writing skills, organization, grammar, and measurable progress. **Content:** Written expression is a fundamental academic skill that involves the ability to convey ideas, thoughts, and information effectively through writing. This guide is designed to assist educators in crafting effective IEP goals for written expression, aiming to enhance students’ writing abilities, from forming coherent sentences to structuring essays. ## **Understanding Written Expression** Written expression encompasses several components: grammar, punctuation, organization, content, style, and mechanics. Challenges in this area can manifest as difficulties with spelling, grammar, coherence, organization of ideas, or handwriting. For students with special needs, enhancing written expression is crucial for academic success and effective communication. ## **The Significance of Written Expression Goals in IEPs** Incorporating written expression goals into a student’s Individualized Education Program (IEP) is essential for improving their ability to communicate effectively in written form. These goals are designed to support the development of writing skills that are critical for educational achievement, personal expression, and future workplace success. ## **Creating SMART Written Expression IEP Goals** - **Specific**: Define the specific aspect of written expression the student needs to develop, such as sentence structure, paragraph organization, or clarity of ideas. - **Measurable**: Establish clear metrics to assess improvements in writing, such as the number of grammatical errors, the organization of paragraphs, or the use of descriptive language. - **Achievable**: Set realistic goals that are attainable within the student’s current ability level and timeframe. - **Relevant**: Ensure that the goals are aligned with the student’s academic needs and personal goals. - **Time-bound**: Specify a deadline for progress reviews and goal achievement. ## **Written Expression IEP Goals and Compliance** Effective written expression IEP goals should align with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and comply with educational standards under the [Individuals with Disabilities Education Act](https://sites.ed.gov/idea/statute-chapter-33/subchapter-ii/1414/d) (IDEA). This ensures that the goals are personalized and focused on enhancing the student’s writing skills. - **Alignment with PLAAFP**: Goals should be tailored to address specific areas of need as documented in the student’s evaluation reports. - **Compliance with Legal Standards**: Confirm that the goals meet IDEA requirements to support the student’s right to access an appropriate public education. - **Measurable Outcomes**: Develop goals with observable and quantifiable criteria to facilitate the monitoring of progress. ## **Written Expression IEP Goals Samples** **Disclaimer**: These sample goals should be customized to meet the individual needs of each student. - **Sentence Structure**: By (date), the student will write sentences that include both a subject and a predicate, with errors in sentence structure reduced by 50% as measured by teacher observations and writing samples. - **Paragraph Development**: By (date), the student will organize writing into paragraphs with a clear main idea and supporting details, demonstrating this skill in 80% of writing assignments, up from 50%. - **Expressing Ideas**: By (date), the student will improve in expressing ideas clearly and concisely in written form, increasing the use of descriptive words and varied sentence starters in 90% of written tasks. ## **Additional Examples of Written Expression IEP Goals:** - **Grammar and Mechanics**: By (date), the student will demonstrate correct usage of basic punctuation (periods, commas, question marks) in all written work, with accuracy improving from 60% to 90% as measured by regular writing assessments. - **Creative Writing**: By (date), the student will engage in creative writing exercises that require the use of imagery and figurative language, successfully employing these techniques in 4 out of 5 writing prompts. - **Editing Skills**: By (date), the student will independently edit their written work for common errors and clarity, successfully making appropriate revisions in 75% of assignments, as verified by pre- and post-revision comparisons. ## **Strategies for Teaching Written Expression Skills** - **Graphic Organizers**: Use tools such as mind maps, story webs, or outline charts to help students plan and organize their writing. - **Modeling and Examples**: Provide examples of well-written texts that students can analyze and emulate, highlighting effective use of language and organization. - **Revision and Feedback**: Encourage a process of drafting, revising, and editing, providing specific, constructive feedback to help students refine their writing. ## **More on Written Expression IEP Goals** By establishing specific and structured goals for written expression, educators equip students with essential tools for academic success and lifelong communication. These IEP goals not only aim to improve mechanics and structure but also foster creativity and personal expression through writing. Explore Ori Learning’s resources for additional support and materials to enhance instruction in written expression. Our [Emotional Well-Being Curriculum](https://orilearning.com/emotional-well-being-curriculum/) is designed to provide educators with effective strategies and tools to support the development of robust writing skills in students with special needs. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. ### Related IEP Goal Resources - [writing SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [executive functioning IEP goals](https://orilearning.com/executive-functioning-iep-goals-your-guide-with-examples/) - [task completion IEP goals](https://orilearning.com/developing-work-completion-iep-goals-your-guide-with-examples/) - [reading comprehension IEP goals](https://orilearning.com/developing-reading-comprehension-iep-goals-your-guide-with-examples/) **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [California SEL Curriculum for Grades 6–12](https://orilearning.com/california-sel-curriculum/) **Published:** March 25, 2026 **Author:** Dr. Miriam Gayle (VP of Operations) **Content:** Last updated: March 2026 California has been at the forefront of integrating social-emotional learning into public education for over a decade. For district leaders evaluating a California SEL curriculum, that matters — the state’s funding structures and whole-child priorities create a clearer path to implementation than most states offer. But state-level commitment does not automatically translate into effective classroom instruction. Many California districts still face the same challenges that complicate SEL implementation nationwide: finding a California SEL curriculum that actually works for secondary students, supporting the state’s diverse student population across dozens of languages, and building sustainable programs now that federal emergency funding has expired. ## Why California Schools Need a Strong SEL Curriculum for Grades 6–12 California uses SEL language openly at the state level — and funds it. The California Department of Education maintains a [Social and Emotional Learning initiative page](https://www.cde.ca.gov/ci/se/index.asp) providing guidance on implementation, assessment, and alignment with state priorities. As a CASEL Collaborating States Initiative partner, California signals that SEL is not a passing trend but a sustained institutional commitment. The state has also moved beyond voluntary guidance. [SB 224](https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB224), signed into law in 2021, mandates mental health instruction in middle and high school health courses — including protective factors such as positive development, social connectedness, resiliency, problem-solving, coping skills, and self-esteem. These overlap directly with SEL competencies, giving districts a legislative mandate that supports dedicated social-emotional instruction at secondary grades. Yet secondary-specific SEL remains a gap. Most available programs were built for elementary classrooms and retrofitted upward. This shows up consistently in California pilot reviews: advisory teachers report that secondary students immediately tune out when presented with curriculum that feels like it was designed for younger grades. California’s middle and high school students need curriculum designed for their developmental stage. Recycled elementary content with a new label doesn’t hold up when students are navigating identity questions, peer conflict, and real mental health pressure. ## How California Defines SEL ### California Department of Education SEL Guidance California does not have standalone SEL standards in the way it has mathematics or English language arts standards. Instead, social-emotional learning is woven into multiple existing frameworks and guidance documents — each of which carries implications for how districts select and implement SEL programs. The CDE’s SEL resources provide a foundation that districts reference when designing their Local Control and Accountability Plans (LCAPs), particularly around [State Priority 5](https://www.cde.ca.gov/fg/aa/lc/statepriorityresources.asp) (Pupil Engagement) and Priority 6 (School Climate). ### California Transformative SEL Competencies The CDE has developed [Transformative SEL Competencies](https://www.cde.ca.gov/ci/se/tselcompetencies.asp) that build on the five CASEL competencies — self-awareness, self-management, social awareness, relationship skills, and responsible decision-making — while adding an explicit equity lens. California Transformative SEL asks students to examine how identity, belonging, and social context shape their social-emotional experiences and the experiences of others. For districts, the practical question is whether a CASEL-aligned curriculum can support T-SEL goals. The CASEL foundation — identity exploration, perspective-taking, empathy, collaborative problem-solving — provides the instructional core that T-SEL builds on. A curriculum that teaches these competencies well gives districts the foundation to extend into T-SEL’s broader dimensions as their implementation matures. ## Where SEL Shows Up in California Standards and Frameworks ### 2019 Health Education Framework California’s [2019 Health Education Framework](https://www.cde.ca.gov/ci/he/cf/) designates “Mental, Emotional, and Social Health” as one of its six content areas. The framework provides grade-band expectations for what students should know and be able to do in the social-emotional domain — from understanding emotions and building healthy relationships in elementary grades to navigating identity, stress management, and responsible decision-making in secondary school. For district leaders evaluating SEL programs, the Health Education Framework creates a natural alignment pathway. An SEL curriculum that maps to these content expectations can serve double duty — supporting health education goals while delivering dedicated social-emotional instruction. In California secondary schools, where schedule time is fought over by every department, a program that satisfies both sets of requirements has a real advantage in the adoption conversation. ### MTSS and the Broader SEL Continuum California has recognized social-emotional development across the full K–12 spectrum. The state’s Preschool Learning Foundations established early benchmarks for social-emotional competencies, and subsequent frameworks carry these developmental expectations through elementary and into secondary grades. This continuum means that by the time students reach middle school, they should be building on foundational skills — not encountering SEL for the first time. California’s [Multi-Tiered System of Supports (MTSS)](https://www.cde.ca.gov/ci/cr/ri/) framework reinforces this continuum by positioning SEL as a Tier 1 universal support. The CDE describes MTSS as “an integrated, comprehensive framework for LEAs that aligns academic, behavioral, and social-emotional learning” — signaling that structured social-emotional instruction belongs in every school’s support system — not reserved for students already identified as at-risk. ## Funding a California SEL Curriculum California offers more SEL-eligible funding pathways than almost any other state. With federal ESSER funds now expired, district leaders need sustainable sources. The programs below represent over $15 billion in total funding that can support SEL curriculum adoption, implementation, and ongoing delivery. ### LCFF: The Primary Sustainable Funding Source The [Local Control Funding Formula (LCFF)](https://www.cde.ca.gov/fg/aa/lc/lcffoverview.asp) is how most California districts fund SEL. LCFF provides broad spending flexibility through three components: uniform base grants by grade span, Supplemental grants (20% of adjusted base for English learners, foster youth, and low-income students), and Concentration grants (65% of adjusted base when these populations exceed 55% of enrollment). Districts can direct LCFF funds toward SEL curriculum, professional development, and implementation support without applying for separate grants. The connection between LCFF and SEL runs through the [Local Control and Accountability Plan (LCAP)](https://www.cde.ca.gov/re/lc/). Districts must address 10 state priorities in their LCAPs, including Priority 5 (Pupil Engagement) and Priority 6 (School Climate) — both directly served by SEL programming. An SEL curriculum with built-in assessment data simplifies LCAP reporting by providing measurable evidence of student growth tied to these priorities. The [California School Dashboard local indicators](https://www.cde.ca.gov/ta/ac/cm/localindicators.asp) for school climate further strengthen the case, since districts must annually report on student perceptions of safety and connectedness. ### LREBG: $6.8 Billion With Explicit SEL Eligibility The [Learning Recovery Emergency Block Grant (LREBG)](https://www.cde.ca.gov/fg/aa/ca/lrebgpgminfo.asp) allocated $6.8 billion to California LEAs with expenditure authority through the 2027–28 school year. Critically, the LREBG explicitly names social-emotional learning as an eligible use under Category 3, which covers “health, counseling, or mental health services… trauma-informed programs, and social-emotional learning.” Districts that have not yet allocated their full LREBG allotment can direct remaining funds toward SEL curriculum purchases and training. ### CYBHI: $4+ Billion for Youth Behavioral Health California’s [Children and Youth Behavioral Health Initiative (CYBHI)](https://cybhi.chhs.ca.gov/about/) represents over $4 billion in state investment. The initiative includes $400 million in Capacity Grants specifically for LEAs to expand behavioral health services, hire mental health professionals, and build infrastructure. Districts can leverage CYBHI funding alongside SEL curriculum to create comprehensive student wellness systems. ### CCSPP: $4.1 Billion for Community Schools The [California Community Schools Partnership Program (CCSPP)](https://www.cde.ca.gov/ci/gs/hs/ccspp.asp) directs $4.1 billion toward the community schools model through 2031. SEL is embedded in the program’s framework as a component of integrated support services — one of the four pillars approved by the State Board in 2022. Implementation grants of up to $500,000 per year are available, with Cohort 4 (2025–30) representing the final round of implementation grants. ### Title IV-A and Other Federal Sources Federal [Title IV-A (Student Support and Academic Enrichment)](https://www.cde.ca.gov/fg/aa/ca/titleiv.asp) funding supports SEL through its Safe and Healthy Students pillar, which explicitly covers mental health services, relationship skills development, and trauma-informed practices. While smaller than California’s state programs, Title IV-A provides recurring annual funding that districts can combine with LCFF or LREBG allocations. Another recurring California procurement pattern is braided funding: district leaders are often not asking whether one source can carry the full initiative, but whether the program can be justified across multiple priorities — school climate, mental health, and MTSS. That is one reason crosswalks to frameworks and use cases matter so much in this state’s approval process. ### This is just one piece. See the full curriculum scope. Our Emotional Well-Being Curriculum covers this topic and dozens more across grades 6-12, with research-backed lessons ready to use in your classroom. [ Download the EWB Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjM1OSIsInRvZ2dsZSI6ZmFsc2V9) [Or explore the full EWB curriculum →](https://orilearning.com/emotional-well-being-curriculum/) ## How Ori Learning Supports California’s SEL Frameworks Ori Learning’s [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) delivers structured, CASEL-aligned instruction at secondary grades — with the multilingual access and assessment infrastructure California’s frameworks expect, plus the assessment infrastructure districts need for LCAP reporting. ### Crosswalk: Ori Learning Units and California SEL Frameworks District coordinators evaluating programs often ask for a crosswalk showing CASEL alignment and how the curriculum supports California’s broader T-SEL goals. The table below maps each unit to the CASEL competencies and the T-SEL dimensions the curriculum’s content supports. Ori Learning UnitCASEL CompetencyCalifornia T-SEL Goals SupportedUnit 1: Self-AwarenessSelf-AwarenessIdentity exploration, recognizing how personal experiences shape self-perception, identifying strengths and areas for growthUnit 2: Self-ManagementSelf-ManagementEmotional regulation, goal-setting, stress management, developing agency and resilienceUnit 3: Social AwarenessSocial AwarenessPerspective-taking across diverse communities, empathy development, appreciating how different backgrounds shape experienceUnit 4: Relationship SkillsRelationship SkillsCommunication and collaboration across difference, navigating conflict constructively, building belonging in diverse classroom and community settingsUnit 5: Responsible Decision-MakingResponsible Decision-MakingEthical reasoning that considers community impact, collaborative problem-solving, developing personal agencyIn a third-party study following ESSA Level III standards, 1,829 high school students using the curriculum during the 2023–24 school year showed statistically significant gains: students who completed all 25 lessons scored 11% higher on emotional well-being measures than those completing only five (Hunt & Styers, 2025). For California districts reporting on LCAP Priorities 5 and 6, this dose-response evidence connects SEL instruction directly to measurable student outcomes. ### Built for California’s Priorities The curriculum delivers 175 lessons across grades 6–12 (25 per grade, organized into the five units above). For California districts specifically, several capabilities stand out: - **Multilingual access for 1.1 million ELL students:** The platform supports translation into over 130 languages, with text-to-speech, speech-to-text, and multiple response modalities (written, audio recording, file upload) so language barriers do not prevent full participation. - **Assessment data for LCAP reporting:** Every lesson includes a pre-assessment and post-assessment, generating quantitative evidence of skill development tied to LCAP Priorities 5 and 6. District dashboards aggregate this data across schools and grade levels. - **MTSS tiered delivery:** Three delivery modes — Front of Class (no devices needed), Live Participation (teacher-paced, student devices), and Self-Paced (independent work) — support Tier 1 universal instruction, Tier 2 small-group intervention, and Tier 3 individual counseling use cases within [a single platform](/implementing-social-emotional-learning-in-the-classroom/). - **Accessibility and accommodations:** Content addresses identity, belonging, and perspective-taking — foundational dimensions of California’s T-SEL goals. Built-in accommodations support students with IEPs and 504 plans through flexible pacing, multiple response options, and accessible design. Integration with Google SSO, Microsoft SSO, Clever, and ClassLink means deployment does not require a separate credentialing process — a practical consideration for large California districts managing complex identity systems. ## California Implementation Use Cases ### Advisory and Homeroom Front of Class mode fits naturally into 20–30 minute advisory blocks. Teachers can facilitate a single lesson without student devices, using the built-in lesson plans — 348 total across all courses — as a structured facilitation guide rather than expecting teachers to improvise in an unfamiliar content area. ### Health Education and SB 224 Compliance The 2019 Health Education Framework includes “Mental, Emotional, and Social Health” as a content area, and SB 224 mandates mental health instruction at secondary grades. Districts can use Ori Learning’s curriculum to address both requirements simultaneously. Live Participation and Self-Paced modes work well in dedicated health class periods where students have device access. ### MTSS, Counseling, and Student Support Self-Paced mode supports Tier 2 and Tier 3 intervention use cases — counselors and [student support staff](/social-emotional-learning-activities/) can assign targeted lessons to individual students or small groups. Built-in pre- and post-assessment data helps identify students who may need more intensive support, connecting SEL instruction to the broader MTSS framework. ## Evaluating SEL Programs for California Secondary Schools ### Real Secondary Scope and Sequence A California SEL curriculum for secondary grades should have dedicated, grade-specific content for each year from 6th through 12th — not a single course repurposed across age groups. For a full evaluation framework, see our guide to [choosing an SEL curriculum](/sel-curriculum/) with a step-by-step buyer’s checklist. Look for developmental progression: what a 7th grader explores around emotional identification should differ meaningfully from what a 12th grader encounters around identity and agency. ### Transformative SEL and California’s Direction California’s T-SEL framework builds on the CASEL five by adding dimensions around identity, belonging, and social context. Evaluate whether a curriculum provides a strong CASEL foundation — identity exploration, perspective-taking, empathy, collaborative problem-solving — that supports T-SEL goals. Programs grounded in these competencies position districts to extend into T-SEL’s broader dimensions as implementation deepens. ### Standards and Framework Alignment District leaders comparing SEL programs California schools use often look for alignment to CDE SEL guidance, CASEL competencies, and the Health Education Framework’s social-emotional content expectations. Programs that map clearly to these frameworks simplify LCAP planning and strengthen funding justification. ### Equity, Access, and Multilingual Support Given California’s diverse student population, evaluate whether a curriculum provides genuine multilingual access — not just translated handouts, but full platform translation, text-to-speech, speech-to-text, and multiple response modalities. Programs should also support students with IEPs and 504 plans through built-in accommodations and flexible pacing options. ### Assessment That Supports LCAP Reporting With Priorities 5 and 6 requiring evidence of student engagement and school climate improvement, choose a curriculum with built-in pre- and post-assessments that measure skill development — not just lesson completion. Data should aggregate at the school and district level to support [California School Dashboard reporting](/how-to-measure-social-emotional-learning/) and LCAP narratives. ## Frequently Asked Questions About California SEL ### What are California’s Transformative SEL Competencies? California’s [Transformative SEL Competencies](https://www.cde.ca.gov/ci/se/tselcompetencies.asp) build on the five CASEL competencies — self-awareness, self-management, social awareness, relationship skills, and responsible decision-making — while adding an equity and social justice lens. They ask students to examine identity, belonging, agency, and collaborative problem-solving alongside individual skill development. ### Does California mandate SEL instruction? California does not mandate a standalone SEL course. However, [SB 224](https://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=202120220SB224) (2021) mandates mental health instruction in middle and high school health courses, covering protective factors that overlap significantly with SEL competencies. The CDE also embeds social-emotional expectations in the 2019 Health Education Framework and the MTSS model. ### How can California districts fund an SEL curriculum? The most sustainable source is LCFF (Supplemental and Concentration grants), which provides broad flexibility. Additional options include the LREBG ($6.8 billion, explicit SEL eligibility through 2027–28), CCSPP community schools grants (through 2031), CYBHI capacity grants, and federal Title IV-A. Districts typically combine two or more sources to cover curriculum licensing, training, and implementation support. ### How does SEL connect to California’s LCAP priorities? LCAP Priority 5 (Pupil Engagement) and Priority 6 (School Climate) are the primary connections. Districts document SEL goals, actions, and expenditures in their LCAPs and report outcomes through the [California School Dashboard local indicators](https://www.cde.ca.gov/ta/ac/cm/localindicators.asp), particularly the school climate self-reflection tool. ### What should a California SEL curriculum include for middle and high school? Grade-specific content with developmental progression, support for California’s Transformative SEL goals, multilingual access for ELL populations, flexible delivery modes that fit advisory or health class schedules, and built-in assessments that generate measurable outcome data for LCAP and Dashboard reporting. ### Can SEL be taught in advisory, health, or integrated settings? Yes. Effective California SEL programs offer multiple delivery modes so districts can implement in advisory blocks, dedicated health periods, intervention time, counseling sessions, or independent study — without requiring a standalone course addition. This flexibility is especially important for districts using SB 224 health course time for mental health instruction. ### How does California’s MTSS framework relate to SEL curriculum? The CDE positions SEL as a Tier 1 universal support within the [MTSS framework](https://www.cde.ca.gov/ci/cr/ri/). An SEL curriculum with built-in assessment provides the Tier 1 instruction layer and generates the data MTSS teams need to identify students for Tier 2 or Tier 3 — one system instead of siloed programs. California district teams evaluating secondary SEL options can review Ori Learning’s [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) to see how it aligns with Transformative SEL and LCAP priorities, or [request a product walkthrough](/demo-request/) tailored to your district’s implementation context. You can also see how [New York structures SEL](/new-york-sel-curriculum/) within its layered policy framework. ### More from Ori [![Teaching media literacy in schools](https://orilearning.com/wp-content/uploads/2022/06/ori_blog_10-ways-media-literacy_art-1-600x600.png) 10 Ways to Tackle Media Literacy With Your Students](/media-literacy-10-ways-to-tackle-it-with-teenage-students/) [![Screen capture of a lesson plan for building strong relationships](https://orilearning.com/wp-content/uploads/2022/06/Building-Strong-Relationships-600x600.png) Free Life Skills Lesson Plan: Building Strong Relationships](/building-strong-relationships-free-lesson-plan/) [![Building strong relationships visualized with one hand shaking another.](https://orilearning.com/wp-content/uploads/2022/06/ori_blog_15-ways-to-build-strong-relationships-in-school-01-600x600.png) 15 Ways for Schools to Build Strong Relationships](/strong-relationships-in-school/) **Categories:** Emotional Well-being --- ### [Work Completion & Task Completion IEP Goals: Examples & Guide](https://orilearning.com/developing-work-completion-iep-goals-your-guide-with-examples/) **Published:** January 10, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Educator's guide to crafting IEP goals for work completion—boost students' task initiation, focus, organization, time management, and timely assignment completion. **Content:** **Work completion IEP goals** are measurable objectives in a student’s Individualized Education Program that target the ability to start, sustain effort on, and finish academic tasks independently and on time. This guide provides educators with research-backed strategies and ready-to-use goal examples for building work completion and task completion skills across grade levels. ## What Are Work Completion IEP Goals? Work completion involves the ability to start, continue, and finish tasks within a given timeframe and to the required standard. For students with disabilities, challenges in work completion can stem from difficulties with attention, organization, understanding instructions, executive functioning, or motivation. Task completion and work completion are closely related but distinct skills. Task completion focuses on finishing individual assignments or activities, while work completion encompasses broader habits — time management, sustained effort, and consistent output across subjects and settings. Effective IEP goals should address both dimensions. ## Why Work Completion Goals Matter in IEPs Incorporating work completion goals into a student’s IEP is essential for building independence and the ability to succeed in both academic and non-academic settings. Research consistently shows that students who develop strong task completion skills demonstrate better academic outcomes and are more prepared for post-secondary transitions ([IDEA, 2004](https://sites.ed.gov/idea/)). These goals help students develop time management, organizational skills, persistence, and self-monitoring — skills that the [CASEL framework](https://casel.org/fundamentals-of-sel/) identifies as core self-management competencies that transfer directly to employment and independent living. For students receiving special education services, explicit instruction in work completion is often necessary because these skills do not develop incidentally. ## Creating SMART Work Completion IEP Goals - **Specific**: Clearly define what aspect of work completion the student needs to develop. This might include initiating tasks, staying on task, completing assignments within the allotted time, or organizing multi-step projects. - **Measurable**: Establish clear criteria for evaluating progress, such as the percentage of assignments completed on time, the decrease in needed prompts, or rubric scores on quality of completed work. The [IRIS Center at Vanderbilt University](https://iris.peabody.vanderbilt.edu/module/iep01/) recommends using baseline data to set measurable targets. - **Achievable**: Set realistic goals attainable within the student’s current capabilities and potential for growth. Use baseline data from the PLAAFP to set appropriate targets. - **Relevant**: Ensure goals align with the student’s academic or vocational needs and connect to other IEP objectives. - **Time-bound**: Specify when goals should be reassessed — typically within a marking period or semester. ## Work Completion IEP Goals and Compliance Effective work completion IEP goals must align with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and comply with educational standards under the [Individuals with Disabilities Education Act (IDEA)](https://sites.ed.gov/idea/). This ensures goals are tailored to the student’s unique needs and practical for fostering real improvements. - **Alignment with PLAAFP**: Goals should be based on the student’s current performance related to task initiation and completion, documented with baseline data. - **Compliance with Legal Standards**: Confirm that goals meet IDEA requirements, supporting the student’s educational rights and free appropriate public education (FAPE). - **Measurable Outcomes**: Develop goals with observable and quantifiable criteria to facilitate progress monitoring and data-driven decision making. ### This is just one piece. See the full curriculum scope. Our Transition Curriculum covers this topic and dozens more for grades 9-12 and adult (18-22+), building employment, independent living, and self-advocacy skills. [ Download the Transition Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjU1OSIsInRvZ2dsZSI6ZmFsc2V9) [Or explore the full Transition curriculum →](https://orilearning.com/transition-curriculum/) ## Work Completion IEP Goal Examples by Skill Area **Disclaimer**: These sample goals should be customized to fit the individual needs and circumstances of each student. ### Task Initiation Goals - By \[date\], the student will independently begin assigned tasks within 5 minutes of instruction in 9 out of 10 opportunities, improving from a baseline of 3 out of 10. - By \[date\], the student will begin morning work within 3 minutes of arrival without adult prompts in 80% of school days, as recorded on a daily checklist. ### Staying on Task Goals - By \[date\], the student will stay focused on tasks without external prompts for 20-minute intervals in 80% of opportunities, as measured by daily behavior charts. - By \[date\], the student will maintain on-task behavior during independent work periods for at least 30 minutes, improving from current 10-minute intervals, using self-monitoring strategies. ### Timely Task Completion Goals - By \[date\], the student will complete homework assignments on time and to the required standard in 85% of opportunities, up from 50%. - By \[date\], the student will complete and submit math class assignments on time for four out of five assignments per week, improving from the current rate of two out of five. ### Reducing Prompts Goals - By \[date\], the student will complete classroom tasks with no more than one verbal prompt per session in 90% of observed instances. ### Quality of Work Goals - By \[date\], the student will improve the quality of completed work, meeting all specified criteria for 5 consecutive assignments as evaluated by a rubric. ## Task Completion IEP Goals for Projects and Routines ### Project-Based Goals - By \[date\], the student will adhere to project timelines, completing designated milestones on or before due dates in 90% of group projects. - By \[date\], the student will break down long-term assignments into weekly goals and complete these interim tasks on time in 80% of opportunities, as recorded by the teacher. ### Daily Routine Goals - By \[date\], the student will follow a daily checklist to complete morning routines, achieving all listed tasks before school for three consecutive weeks. - By \[date\], the student will organize their backpack and school materials at the end of each school day, ensuring everything is ready for the next day in 90% of observed days. - By \[date\], the student will assist in setting up the classroom for the day’s activities, arranging materials in 95% of observed instances. ## Work Completion Goals by Grade Level ### Elementary (K-5) At the elementary level, work completion goals typically focus on building foundational habits: following simple routines, completing short assignments with visual supports, and learning to use checklists. Goals should emphasize concrete, observable behaviors with frequent reinforcement. - By \[date\], the student will complete 3-step classroom tasks (e.g., get materials, complete worksheet, put in folder) independently in 4 out of 5 opportunities. ### Secondary (6-12) Secondary students benefit from goals that emphasize self-management, multi-step planning, and handling multiple assignments across subjects. Goals should incorporate self-monitoring tools and build toward post-secondary readiness. - By \[date\], the student will use a planner or digital tool to track assignments across all classes, recording due dates and completion status with 90% accuracy over a grading period. ## Using Task Analysis for Work Completion Task analysis is a foundational strategy in special education, supported by decades of research ([PBIS](https://www.pbis.org/); [IDEA, 2004](https://sites.ed.gov/idea/)), that involves breaking complex tasks into smaller, manageable steps and teaching each step individually until the student achieves mastery. For work completion goals, task analysis helps students who feel overwhelmed by multi-step assignments. For example, a teacher might break “write a book report” into: (1) choose a book, (2) read 20 pages per day, (3) complete graphic organizer, (4) write introduction paragraph, (5) write body paragraphs, (6) write conclusion, (7) proofread and edit. Each step becomes a checkpoint the student can mark as complete. ## Strategies to Improve Work Completion in the Classroom - **Visual Schedules and Checklists**: Use tools like visual schedules or task checklists to help the student keep track of tasks and deadlines. Research shows visual supports improve task completion rates for students with learning disabilities ([Understood.org](https://www.understood.org/en/articles/what-is-executive-function)). - **Timers and Reminders**: Implement the use of timers or technology-based reminders to aid students in managing their time effectively. Time Timer and similar tools provide visual countdowns. - **Task Analysis**: Break down complex tasks into smaller, manageable steps and teach each step individually until the student achieves mastery. - **Environmental Modifications**: Reduce distractions, provide a designated workspace, and use noise-reducing headphones when appropriate. - **Reward Systems**: Establish a reward system to motivate students and reinforce positive behaviors related to task completion. Token economies and earned privileges are evidence-based approaches. - **Self-Monitoring Tools**: Teach students to use simple checklists or tracking forms to self-assess their progress throughout the day. ## How to Track Progress on Work Completion Goals Effective progress monitoring is essential for data-driven IEP decisions. Consider these methods: - **Daily behavior charts**: Track task initiation time, on-task duration, and completion percentage. - **Assignment completion logs**: Record which assignments were completed, on time, and to standard across subjects. - **Prompt-level tracking**: Document the type and frequency of prompts needed (verbal, visual, physical) and track reduction over time. - **Student self-monitoring forms**: Have students rate their own task completion at the end of each period or day. Review data regularly during IEP team meetings. If a student consistently meets targets, advance to more challenging goals. If progress stalls, adjust supports, simplify the goal, or modify the timeframe. ## More on Work Completion IEP Goals By focusing on work completion in IEPs, educators can provide students with the tools they need to manage their responsibilities effectively. These skills are crucial for academic achievement and for developing the independence needed for success in future employment and personal endeavors. A structured [Emotional Well-Being curriculum](https://orilearning.com/emotional-well-being-curriculum/) can support educators in teaching self-management and task completion skills systematically, with research-based lessons that build executive functioning across grades 6-12. To see how these skills are sequenced across the curriculum, [view our scope and sequence](/scope-and-sequence/). Explore comprehensive strategies and resources that support the implementation of effective work completion IEP goals. Equip your students with the skills they need to navigate their educational and career paths successfully. ### Related IEP Goal Resources - [SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [task initiation goals](https://orilearning.com/a-step-by-step-guide-to-setting-task-initiation-goals-in-ieps/) - [executive functioning skills](https://orilearning.com/executive-functioning-iep-goals-your-guide-with-examples/) - [self-regulation IEP goals](https://orilearning.com/developing-self-regulation-iep-goals-your-guide-with-examples/) **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [7 Mistakes You're Making with Your Special Education Transition Lesson Plans](https://orilearning.com/7-mistakes-youre-making-with-your-special-education-transition-lesson-plans/) **Published:** January 1, 2026 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Avoid seven common mistakes special education teachers make in transition lesson plans—learn how to create student-centered, realistic, and collaborative plans. **Content:** As a special education teacher, you understand the importance of transition planning for your students with disabilities. [Transition lesson plans](https://orilearning.com/transition-curriculum/) help prepare your students for the next phase of their lives, whether it be higher education, vocational training, or employment. However, despite the importance of these plans, many special education teachers make common mistakes that can hinder their students’ success. We will discuss seven horrible mistakes you might be making with your special education transition lesson plans and how to avoid them. ## 1. Not involving the student in the planning process One of special education teachers’ most common mistakes with transition lesson plans is not [involving the student in the transition planning process.](https://dredf.org/wp-content/uploads/2012/09/FF-TransPlan.pdf) However, your students are the ones who will be impacted the most by the transition, so it is essential to involve them in the planning process. Listen to their goals, interests, and preferences, and use this information to develop a transition plan that meets their unique needs. ## 2. Focusing only on academic goals While academic goals are essential, it is crucial to remember that transition planning goes beyond academics. You must focus on developing social, emotional, and independent living skills to help your students succeed in the real world. Therefore, incorporate life skills like cooking, budgeting, and [self-advocacy](https://orilearning.com/high-school-transition/) into your transition lesson plans. ## 3. Ignoring the impact of a student’s disability Students with disabilities may require additional support and accommodations during the transition process. Ignoring the impact of a student’s disability on their transition can lead to a lack of appropriate support and hinder their success. Consider their specific needs and how you can support them during the transition. ## 4. Lack of collaboration with other service providers Transition planning involves [collaboration with other service providers](https://fndusa.org/wp-content/uploads/2015/06/Transition-Planning-A-Team-Effort.pdf), such as vocational rehabilitation counselors, community agencies, and employers. A lack of cooperation can lead to a lack of resources and support for your students. Make sure to involve all necessary service providers in the planning process. ## 5. Not setting realistic goals Setting unrealistic goals can lead to frustration and disappointment for you and your students. Instead, make sure to set achievable and realistic goals for your students. Break down larger goals into smaller, manageable steps to help your students feel successful. ## 6. Failing to monitor progress Transition planning is an ongoing process that requires monitoring and adjustments. Failing to monitor progress can lead to missed opportunities for growth and development. Set regular [check-ins and assessments to evaluate progress](https://orilearning.com/special-education-curriculum-for-transition-students/) and make necessary adjustments to the plan. ## 7. Forgetting to celebrate success Transition planning can be challenging and sometimes stressful for both you and your students. It is essential to celebrate successes along the way. Take time to acknowledge and celebrate your students’ achievements, no matter how small they may seem. Special education transition lesson plans are critical to the success of your students with disabilities. Avoiding these seven horrible mistakes can help ensure that your transition lesson plans are effective and meet the unique needs of your students. With these strategies in mind, you can help prepare your students for a successful transition to adulthood. For students who need continued support after high school, Ori Learning’s [adult transition program](/adult-transition/) provides structured curriculum designed to build independent living, employment, and self-determination skills for learners 18 and older. ### This is just one piece. See the full curriculum scope. Our Transition Curriculum covers this topic and dozens more for grades 9-12 and adult (18-22+), building employment, independent living, and self-advocacy skills. [ Download the Transition Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjU1OSIsInRvZ2dsZSI6ZmFsc2V9) [Or explore the full Transition curriculum →](https://orilearning.com/transition-curriculum/) **Categories:** Instructional Strategies, Skill Building, Transition & SPED **Tags:** Best Practices, collaboration with service providers, disability accommodations, goal setting, life skills, progress monitoring, special education, student involvement, transition lesson plans --- ### [Social Emotional Learning Grants 2026](https://orilearning.com/social-emotional-learning-grants-2026/) **Published:** October 21, 2023 **Author:** Tess Hileman, M.Ed. **Excerpt:** Ever wondered whether cognitive intelligence or emotional intelligence is more important? Dive into our detailed analysis and discover which one truly leads to success... **Content:** Last updated: March 2026 In today’s education landscape, Social Emotional Learning (SEL) has become more than just a buzzword – it’s essential. Schools are facing increasing pressure to address students’ mental health, improve academic outcomes, and create supportive learning environments. The good news? Meaningful funding opportunities still exist to support SEL programs in 2026, even as the landscape has shifted significantly since 2024. From active federal programs to state initiatives and private foundations, this guide breaks down the key opportunities available right now – and gives practical tips on how to secure the resources your school needs. Let’s get started. ## Overview of SEL Grants in 2026 Social Emotional Learning (SEL) remains a priority in education, especially as schools continue addressing the long-term impacts of the pandemic on student mental health and academic outcomes. In 2026, the funding landscape has changed considerably: some programs have expired, others have been restructured, and new opportunities have emerged. The most significant shift is the expiration of ESSER (Elementary and Secondary School Emergency Relief) funds. The obligation deadline passed on September 30, 2024, and the liquidation deadline was January 28, 2025. Schools that relied on ESSER for SEL programs are now navigating what advocates call the “ESSER fiscal cliff.” No direct federal replacement has been enacted at the same scale. That said, substantial federal, state, and private funding still exists – schools simply need to know where to look. Federal programs under the Every Student Succeeds Act (ESSA) continue to provide pathways for SEL funding. State-level investments are growing, with Massachusetts and California both expanding their commitments in 2026. Private foundations are also evolving their funding priorities to match current student needs. This combined effort from federal, state, and private sectors highlights the continued importance of SEL in fostering both academic and social success for students (CASEL). ## Federal Funding for SEL in 2025–2026 ### ESSER – Expired The Elementary and Secondary School Emergency Relief (ESSER) fund, which provided billions in pandemic relief that many schools directed toward SEL and mental health programs, is now closed. The obligation deadline was September 30, 2024, and the final liquidation deadline was January 28, 2025. Districts still holding unspent ESSER funds at those deadlines were required to return them. No direct federal replacement program has been authorized at a comparable scale. Schools previously relying on ESSER for [SEL programming and student academic outcomes](https://casel.org/casel-and-committee-for-children-applaud-federal-investment-in-social-and-emotional-learning-sel/) should now pivot to the active federal programs listed below. ### Title IV-A – Student Support and Academic Enrichment (SSAE) Title IV-A under the Every Student Succeeds Act (ESSA) remains one of the most accessible federal funding streams for SEL in 2025–26. At least 20% of Title IV-A funds must be used for “well-rounded educational opportunities” and at least another 20% for “safe and healthy students” – a category that explicitly includes social-emotional learning, mental health support, and bullying prevention. Districts should work with their state education agency to confirm their Title IV-A allocation and ensure SEL programs are properly coded under eligible expenditure categories. ### Bipartisan Safer Communities Act – Stronger Connections Grant The Stronger Connections Grant, authorized under the Bipartisan Safer Communities Act, has a performance period running through September 30, 2026. The program has approximately $1 billion in total funding and supports school safety, mental health services, and positive school climate initiatives – all closely aligned with SEL goals. Eligible activities include crisis intervention programs, trauma-informed practices, and professional development for educators in social-emotional skills. Districts that have not yet applied should check with their state education agency, as funds are distributed through states. ### School-Based Mental Health Services Program The School-Based Mental Health Services Program, administered by the U.S. Department of Education, published its final priorities in September 2025. The program focuses on increasing the number of credentialed mental health providers in high-need local education agencies (LEAs). While primarily a mental health workforce grant, funded positions often include school counselors and social workers who deliver SEL-aligned services. High-need LEAs should monitor the grants.gov portal for the next application cycle. ### Full-Service Community Schools – Status Uncertain The Full-Service Community Schools program received $150 million in FY2025 funding and has been a strong vehicle for wraparound SEL and community support services. However, in December 2025, the Department of Education discontinued approximately $168 million in community schools grants, signaling significant uncertainty for FY2026. Schools with existing community school grants should verify their award status directly with their program officer. ### Pending Federal Legislation Several bills in Congress, if enacted, would create new dedicated funding streams for school-based mental health and SEL programs: - **Mental Health Services for Students Act (H.R. 5557)** – Would authorize $300 million for school-based mental health services - **Mental Health in Schools Excellence Program Act (H.R. 3534)** – Would fund comprehensive school mental health programs - **Expanding Student Access to Mental Health Services Act (H.R. 1649)** – Would expand access to credentialed mental health providers in schools Schools and advocates should contact their congressional representatives to express support for this legislation, as passage would significantly expand the federal funding landscape for SEL. ## State and Local SEL Funding Opportunities in 2026 State governments continue to be a critical source of dedicated SEL funding, often filling gaps left by changing federal priorities. Two states with notable active opportunities in 2026 are Massachusetts and California. ### Massachusetts – FY2026 SEL Continuation Grants Massachusetts remains one of the leading states for dedicated SEL investment. For FY2026, the Massachusetts Department of Elementary and Secondary Education (DESE) is offering approximately $3.5 million in SEL continuation grants. Schools and districts can apply for up to $100,000 in program funding, with an additional $50,000 available for screening pilot initiatives. These grants target school districts, charter schools, and educational collaboratives and prioritize programs that promote equitable, culturally responsive, and accessible SEL practices ([Massachusetts DESE](https://www.doe.mass.edu/grants/2025/0311/)). State funding helps fill gaps that federal grants may not cover, offering schools more flexibility in program design and execution. Massachusetts requires that funded programs prioritize culturally competent teaching strategies and address the diverse needs of the student population. ### California – SEL4CA Micro-Grants (New in 2026) California launched the SEL4CA Micro-Grant program, which opened for applications on March 2, 2026. This program is available to all K-12 educators across the state and is designed to fund small-scale, classroom-level SEL initiatives. Schools and educators in California should visit the SEL4CA website for current application details and deadlines. For a broader overview of how California’s state framework shapes SEL curriculum expectations, see our [California SEL curriculum guide](/california-sel-curriculum/). Other states are developing similar programs – districts should regularly check their state education agency’s grants portal for new SEL-specific opportunities throughout the year. ## Private and Philanthropic SEL Funding Sources in 2026 Private foundations continue to play an important role in SEL funding, though the landscape has shifted. Some major foundations have restructured their giving, making it essential for schools to verify current program status before investing time in applications. ### Foundations Still Active - **Robert Wood Johnson Foundation – Ideas for an Equitable Future:** Offers grants ranging from $250,000 to $500,000 focused on health equity and community well-being, including school-based initiatives that address the social determinants of health. Competitive, but well-aligned with comprehensive SEL programs. - **Susan Crown Exchange:** Awards grants of $5,000 to $100,000 for SEL-focused work. Note that the foundation does not accept unsolicited proposals – organizations must be invited to apply. - **Ellison Education:** Offering 20 to 25 grants in Spring 2026, ranging from $1,000 to $10,000. These smaller grants are well-suited for individual schools or classroom-level SEL projects. Check the Ellison Education website for current application windows. - **NEA Foundation – Student Success Grants:** The National Education Association Foundation offers grants to public school educators for projects that advance student learning, including SEL-focused classroom initiatives. These are accessible to individual teachers and small teams. - **Wallace Foundation:** While the Wallace Foundation’s PSELI (Partnerships for Social and Emotional Learning Initiative) has concluded its active grantmaking phase, Wallace continues to publish research, tools, and resources that support districts implementing SEL. Their website remains a valuable resource for evidence-based practices. ### Foundations That Have Restructured - **NoVo Foundation:** The NoVo Foundation, previously a major funder of SEL initiatives, has restructured and is no longer accepting new proposals. Schools that previously received NoVo funding should plan for alternative sources. Private funding generally offers more flexibility than federal or state funds, allowing schools to experiment with innovative SEL approaches. Many private grants emphasize long-term sustainability, encouraging schools to build programs that continue beyond the initial funding period. Schools looking to diversify their funding should also explore the Education Innovation and Research (EIR) Program for evidence-based initiatives aimed at improving outcomes for high-need students. ## Tips for Securing SEL Funding in 2026 Successfully securing [funding for Social Emotional Learning (SEL)](https://www.nshss.org/educators/grants/grant-items/nshss-social-emotional-learning-in-the-classroom-grant/) programs in 2026 requires a strategic approach, especially given the shifting landscape after ESSER expiration. **Diversify your funding sources.** With ESSER gone, relying on any single funding stream is risky. Build a portfolio that combines federal (Title IV-A, Stronger Connections), state, and private grants. This not only improves your chances of securing funds but creates a more sustainable model for long-term SEL program support. **Align proposals with funder priorities.** Each funding source has distinct priorities – safe school climate, mental health workforce, equitable practices, community partnerships. Read application guidelines carefully and explicitly connect your SEL program goals to the funder’s stated outcomes. Generic proposals are less competitive. **Lead with data.** Funders increasingly require evidence of impact. Collect and present data on how your existing SEL initiatives have improved academic performance, reduced disciplinary incidents, improved attendance, or strengthened school climate. Even preliminary data from pilot programs strengthens a proposal. **Build community partnerships.** Many 2026 funding programs – from federal community schools grants to private foundations – favor proposals that demonstrate collaboration with community organizations, mental health agencies, and local partners. Document your existing partnerships and identify new ones that can strengthen your application. **Avoid common grant writing mistakes.** Vague program descriptions, insufficient budget justification, and missing measurable outcomes are the most common reasons applications are rejected. Clearly outline your goals, implementation timeline, staff roles, and how you will measure success. Have someone outside your team review the proposal before submission. **Monitor emerging opportunities.** The federal funding landscape is changing. Track grants.gov and your state education agency’s website regularly, and join listservs from organizations like CASEL and the Collaborative for Academic, Social, and Emotional Learning that track new funding announcements. ## Building SEL Foundations for the Future The funding landscape for Social Emotional Learning has grown more complex in 2026 – but the opportunity to build impactful programs is very much alive. Schools that are strategic, diversified, and data-driven in their approach to grant-seeking will be well-positioned to sustain and expand their SEL efforts even as individual funding streams evolve. Whether tapping into Title IV-A, pursuing state grants in Massachusetts or California, or building relationships with aligned private foundations, the resources to support students’ social and emotional growth are available. SEL is at the heart of creating environments where students thrive both emotionally and academically – and securing the right funding is the first step. [Ori Learning offers the tools to bring these initiatives to life](https://orilearning.com/). With a focus on preparing students for college, careers, and community success, Ori Learning provides a platform that not only enhances SEL programs but also equips educators to meet today’s complex educational challenges. By aligning innovative curriculum with real-world skills, Ori Learning supports schools in their mission to foster well-rounded individuals. Their easy-to-use online platform combines [Social Emotional Learning (SEL)](https://orilearning.com/emotional-well-being-curriculum/) with an [evidence-based transition program](https://orilearning.com/transition-curriculum/), ensuring that students are not only prepared academically but also equipped with the emotional and social skills they need to thrive in college, their careers, and their communities. Ori’s curriculum is adaptable to meet the diverse needs of students and is built to support educators by providing all the necessary tools in one place. If you’re ready to enhance your SEL and Transition programs, request a demo of Ori Learning’s platform today. It’s a step towards preparing your students for success in all areas of life. [Get started here](https://orilearning.com/platform/). To explore what’s included, [download our scope and sequence](/scope-and-sequence/) for a full overview of the curriculum. ### This is just one piece. See the full curriculum scope. Our Emotional Well-Being Curriculum covers this topic and dozens more across grades 6-12, with research-backed lessons ready to use in your classroom. [ Download the EWB Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjM1OSIsInRvZ2dsZSI6ZmFsc2V9) [Or explore the full EWB curriculum →](https://orilearning.com/emotional-well-being-curriculum/) ![Light bulb with blue dashes of paint and yellow sparkling stars around it.](https://orilearning.com/wp-content/uploads/2024/04/light-bulb-e1712653502297-1024x837.png) Get in-depth analyses and free resources monthly ### Related Resources - [SEL conferences 2026](/sel-conferences-2026/) - [special education conferences](/special-education-conferences-2026/) **Categories:** Emotional Well-being, Leadership & Admin Strategies, Research & Trends **Tags:** academic enrichment, academic enrichment grants, education funding 2024, ESSER funds, federal education grants, school well-being programs, school wellbeing programs, school wellness programs, SEL grants, social emotional learning, Student mental health --- ### [Must-Attend SEL Conferences in 2026](https://orilearning.com/sel-conferences-2026/) **Published:** May 27, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Discover the must-attend SEL conferences of 2026, from spring workshops to major year-end summits. Find events for educators, counselors, and school leaders focused on social-emotional learning. **Content:** Last updated: March 2026 Whether you’re looking to deepen your practice or connect with fellow educators, 2026 has a strong lineup of social-emotional learning (SEL) conferences. Below are the must-attend SEL events of the year — from spring workshops to major end-of-year summits. We’ve also noted two earlier events that already took place, in case you want to access their recordings. ## **1. University of Northern Iowa SEL Conference** **Organized by:** University of Northern Iowa College of Education **Location:** Cedar Falls, IA (in-person + virtual option) **Date:** April 17, 2026 **Audience:** Educators, administrators, school counselors, and mental health professionals **Speakers:** – Stephanie M. Jones, PhD – Professor, Harvard Graduate School of Education – Susan Verde – New York Times bestselling author **Cost:** Registration details at the link below **Link to register: ** ## **2. ASCD Annual Conference 2026 / ISTELive 26 (SEL Sessions)** **Organized by:** ISTE + ASCD **Location:** Orlando, FL **Dates:** June 28 – July 1, 2026 **Audience:** Educators, instructional coaches, school and district leaders, and ed-tech professionals **Speakers:** Leading educators and researchers across SEL, curriculum, and instructional technology tracks **Cost:** Registration details at the link below **Link to register: ** ## **3. Innovative Schools Summit Las Vegas — Social-Emotional Learning Forum** **Organized by:** AccuTrain Corporation **Location:** Las Vegas, NV **Dates:** July 6–10, 2026 **Audience:** Educators, school administrators, counselors, and mental health professionals **Speakers:** Expert presenters across 20+ breakout sessions; up to 26 contact hours available **Cost:** Registration details at the link below **Link to register: ** ## **4. CharacterStrong National Conference** **Organized by:** CharacterStrong **Location:** Tacoma, WA **Dates:** July 23–24, 2026 **Audience:** Educators, school leaders, and school culture advocates focused on whole-child development **Speakers:** 20+ breakout sessions on school culture, leadership, and character education **Cost:** Registration details at the link below **Link to register: ** ## **5. Innovative Schools Summit Nashville — Social-Emotional Learning Forum** **Organized by:** AccuTrain Corporation **Location:** Gaylord Opryland Resort, Nashville, TN **Dates:** July 25–29, 2026 **Audience:** Educators, school administrators, counselors, and mental health professionals **Speakers:** Dedicated SEL Forum with expert keynotes and practitioner-led breakout sessions **Cost:** Registration details at the link below **Link to register: ** ## **Already Happened in Early 2026? Check the Recordings** Two major SEL events took place earlier in 2026. If you missed them, recordings and resources are available: **CASEL SEL Exchange** — February 18–19, 2026 (virtual). Hosted by the Collaborative for Academic, Social, and Emotional Learning. Access session recordings at [selexchange.casel.org](https://selexchange.casel.org/). **International SEL Day** — March 2, 2026. A global awareness day celebrating social-emotional learning. Resources available at [selday.org](https://selday.org/). Fostering Inclusivity in Social Emotional Learning (SEL) Delve into evidence-based strategies for building and implementing inclusive SEL programs. Essential for directors of counseling and counselors, this infographic elucidates how to integrate SEL interventions that engage all students, particularly those from marginalized groups. - **Program Design:** Highlights the application of Universal Design for Learning (UDL) and the importance of addressing systematic barriers for students with disabilities. - **Program Development:** Emphasizes culturally affirming programs and family involvement to enrich SEL. - **Program Implementation:** Focuses on the role of teachers and the need for adult development in SEL programs. - **Program Research:** Points out the impact of culture on emotional development and the value of culturally responsive pedagogy. ## **6. Innovative Schools Summit San Antonio — Social-Emotional Learning Forum** **Organized by:** AccuTrain Corporation **Location:** San Antonio, TX **Dates:** December 3–6, 2026 **Audience:** Educators, school administrators, counselors, and mental health professionals **Speakers:** Dedicated SEL Forum sessions with leading practitioners **Cost:** Registration details at the link below **Link to register: ** ## **7. Learning Forward Annual Conference** **Organized by:** Learning Forward **Location:** Gaylord Texan Resort, Dallas, TX **Dates:** December 6–9, 2026 **Audience:** Instructional coaches, curriculum leaders, administrators, and professional learning advocates **Speakers:** Keynotes and sessions on professional learning, SEL integration, and school improvement **Cost:** Registration details at the link below **Link to register: ** Many educators attending these events are also looking for SEL curriculum solutions that can be implemented year-round. [Ori Learning’s Transition Curriculum](/transition-curriculum/) offers structured, standards-aligned resources that support the social-emotional and transition skills highlighted at these conferences. ### This is just one piece. See the full curriculum scope. Our Emotional Well-Being Curriculum covers this topic and dozens more across grades 6-12, with research-backed lessons ready to use in your classroom. [ Download the EWB Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjM1OSIsInRvZ2dsZSI6ZmFsc2V9) [Or explore the full EWB curriculum →](https://orilearning.com/emotional-well-being-curriculum/) ### Related Resources - [special education conferences 2026](/special-education-conferences-2026/) - [SEL grants 2026](/social-emotional-learning-grants-2026/) Learn more about Ori Learning’s [comprehensive emotional well-being curriculum](/emotional-well-being-curriculum/). **Categories:** Emotional Well-being, Research & Trends **Tags:** 2025 education events, CASEL, educator professional development, educator wellness, emotional well-being, emotional well-being workshops, mental health education, mental health in education, Mental Health in Schools, professional development, school counseling, school counseling events, school counselor events, school counselors, SEL best practices, SEL conferences, SEL conferences 2025, social emotional learning, wellness summit --- ### [Self-Regulation IEP Goals: Examples, Strategies & Progress Tracking](https://orilearning.com/developing-self-regulation-iep-goals-your-guide-with-examples/) **Published:** April 11, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Create effective self-regulation IEP goals: SMART, measurable strategies for educators to boost students’ emotional control, behavior, and classroom success. **Content:** **Self-regulation IEP goals** target a student’s ability to manage emotions, control impulses, and adjust behavior to meet social and academic expectations. These goals typically address three domains: emotional regulation, behavioral self-control, and cognitive self-management. This guide provides educators with research-backed examples, evidence-based strategies, and practical tools for creating and tracking IEP goals for self regulation across all three domains. ## What Is Self-Regulation in Special Education? Self-regulation refers to the processes by which individuals control their behavior, emotions, and thoughts in pursuit of long-term goals. For students with disabilities, developing self-regulation skills is often a key area for improvement in Individualized Education Programs (IEPs). It encompasses helping students navigate challenges like managing emotional outbursts, staying focused, and controlling impulses to succeed in school and life. Research highlights how self-regulation ties directly to academic outcomes. Students who develop these skills tend to perform better academically, with improved grades, better attendance, and higher engagement in class (Dr. Roseann Capanna-Hodge, 2023). These skills are foundational, enabling students to participate meaningfully in [learning](https://orilearning.com/inclusion-or-illusion-universal-school-based-emotional-well-being/) and social settings. ## The Three Domains of Self-Regulation Effective self-regulation involves three main areas, each requiring distinct IEP goal approaches: - **Emotional regulation**: The ability to recognize, understand, and manage feelings. This might involve calming down after frustration, identifying triggers, or using coping strategies when overwhelmed. - **Behavioral regulation**: The ability to adjust actions to meet situational demands. This includes waiting in line, taking turns, raising a hand before speaking, and following classroom expectations. - **Cognitive regulation**: The ability to manage thinking processes for goal-directed behavior. This includes staying organized, following multi-step instructions, and using [problem-solving strategies](https://orilearning.com/developing-work-completion-iep-goals-your-guide-with-examples/) to complete tasks. ## Why Self-Regulation Goals Are Essential in IEPs Writing IEP goals for self regulation provides a structured framework for improvement. It creates opportunities for students to practice these [skills in real-world](https://orilearning.com/life-skills-for-teens-to-have/) contexts, helping them become more independent and capable over time. These goals are particularly important for students who experience sensory overload, emotional instability, or social communication challenges. Self-regulation goals are not just about managing [classroom behavior](https://orilearning.com/positive-classroom-behaviors/) — they equip students to handle life’s demands effectively, from navigating peer relationships to managing academic stress. ### This is just one piece. See the full curriculum scope. Our Transition Curriculum covers this topic and dozens more for grades 9-12 and adult (18-22+), building employment, independent living, and self-advocacy skills. [ Download the Transition Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjU1OSIsInRvZ2dsZSI6ZmFsc2V9) [Or explore the full Transition curriculum →](https://orilearning.com/transition-curriculum/) ## Creating SMART Self-Regulation IEP Goals The SMART framework ensures goals are Specific, Measurable, Achievable, Relevant, and Time-bound, making them more practical and easier to implement. - **Specific**: Target a clear behavior — such as using a specific calming technique when upset — instead of vague objectives like “improve behavior.” - **Measurable**: Use observable metrics, such as tracking how often a student independently uses a strategy. For example: “The student will use a breathing technique in 4 out of 5 opportunities when feeling frustrated.” - **Achievable**: Set realistic goals considering the student’s baseline abilities. Expecting a student with severe emotional dysregulation to maintain calm in all settings may be too ambitious initially. - **Relevant**: Ensure skills being developed directly support broader academic or social-emotional needs. - **Time-bound**: Provide a clear timeframe — typically within a semester or school year — with benchmarks for progress. ## Self-Regulation IEP Goals and Compliance Effective self-regulation IEP goals should align with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and comply with educational standards under the [Individuals with Disabilities Education Act (IDEA)](https://sites.ed.gov/idea/). - **Alignment with PLAAFP**: Goals should address specific needs identified in the student’s evaluation related to self-regulation. - **Compliance with Legal Standards**: Confirm goals meet IDEA requirements, ensuring an appropriate and supportive educational experience. - **Measurable Outcomes**: Develop clear, observable criteria for evaluating progress toward each goal. ## Emotional Regulation IEP Goals - **Identifying Emotions**: By \[date\], the student will identify and verbally express their feelings in a socially appropriate manner in 8 out of 10 observed instances, as recorded by the classroom teacher. - **Using Calming Strategies**: By \[date\], the student will identify their emotions using a feelings chart and select an appropriate calming strategy in 4 out of 5 opportunities during stressful situations. - **Regulating Emotional Responses**: By \[date\], the student will identify triggers that lead to emotional escalation and employ taught relaxation techniques to regain composure in 9 out of 10 instances. - **Handling Criticism**: By \[date\], the student will respond to constructive feedback with calm acknowledgments rather than defensive reactions in 4 out of 5 instances. - **Transition Management**: By \[date\], the student will manage emotions during transitions between activities, maintaining appropriate behavior without outbursts in 90% of transitions. - **Seeking Support**: By \[date\], the student will recognize overwhelming emotions and seek adult support or peer assistance in 85% of such instances, improving from a baseline of 50%. These emotional regulation goals work alongside the behavioral and cognitive self-regulation goals discussed above to support a student’s full self-regulation profile. ## Behavioral Self-Regulation IEP Goal Examples - **Impulse Control**: By \[date\], the student will demonstrate strategies to resist impulsive actions, such as taking deep breaths or counting to ten, in 90% of tempting situations. - **Reducing Interruptions**: By \[date\], the student will demonstrate self-control by raising their hand and waiting to be called on during discussions, achieving this in 80% of opportunities across two weeks. - **Stress Management**: By \[date\], the student will use identified coping mechanisms — such as talking to a teacher or engaging in a preferred quiet activity — to manage stress during transitions or unexpected changes in routine in 85% of opportunities. ## Cognitive Self-Regulation IEP Goal Examples - **Enhanced Focus**: By \[date\], the student will maintain attention on task-related activities for at least 30 minutes with minimal redirection, improving from the current 15-minute intervals. - **Decision-Making Skills**: By \[date\], the student will use a decision-making process (stop, think, act, review) to choose appropriate actions in scenarios where immediate decisions are required, demonstrating this process effectively in 80% of such scenarios. - **Task Completion**: By \[date\], the student will complete a three-step assignment independently in 3 out of 5 attempts, with no more than two prompts from the teacher. ## Evidence-Based Strategies for Teaching Self-Regulation Setting goals is only half the work — students need consistent strategies and tools to achieve them. - **Zones of Regulation**: Programs like Zones of Regulation provide a structured way to teach emotional awareness and control. These frameworks help students identify their emotional “zone” and select strategies to shift to a more productive state. - **Visual Aids**: Charts, cue cards, and graphic organizers remind students of their strategies in real-time. For example, a visual chart with calming techniques can prompt a student to take deep breaths or use a stress ball during challenging moments. - **Role-Playing and Social Stories**: These methods allow students to practice handling situations like disagreements with peers or managing frustration in low-stakes settings. - **Deep Breathing Exercises**: Teaching students structured breathing techniques (e.g., box breathing, 4-7-8 technique) enhances their ability to self-regulate in the moment. - **Modeling and Guided Practice**: Use role-play scenarios to practice responses to various social and academic situations. Demonstrate the expected behavior, then guide students through practicing it. - **Positive Reinforcement**: When students successfully use self-regulation techniques, acknowledging their efforts builds motivation and confidence. Token economies and earned privileges are evidence-based approaches. ## Common Challenges in Achieving Self-Regulation Goals Setting and meeting self-regulation goals can be tough due to several common challenges: - **Generalizing skills across settings**: Students might successfully use [self-regulation strategies](https://casel.org/fundamentals-of-sel/) in a classroom but struggle to apply them during unstructured play or at home. Bridging this gap requires coordination among educators, families, and therapists. - **Balancing specificity and ambition**: Overly broad goals like “improve self-control” fail because they lack clear, measurable targets. Goals that are too difficult lead to frustration and disengagement. - **Resource limitations**: Many schools lack the tools, training, or personnel to consistently implement self-regulation strategies. Teachers may not have the time for individual feedback or practice sessions. - **Team alignment**: Miscommunication between teachers, parents, and specialists can lead to inconsistent support. Regular collaboration, flexibility, and willingness to adapt are essential. ## How to Track Self-Regulation IEP Goal Progress When tracking IEP goals for self regulation, regular data collection helps teams see what is working and where adjustments are needed. Teachers can use these tools: - **Behavior logs and checklists**: Document how often a student demonstrates specific self-regulation skills throughout the day. - **Curriculum-Based Measures (CBMs)**: Standardized tools designed to evaluate social-emotional competencies, including self-regulation and peer relationships. - **[Student self-reports](https://iris.peabody.vanderbilt.edu/module/beh2/)**: Have students reflect on their own progress — this builds metacognitive awareness while providing additional data points. - **Observation forms**: Structured observations during targeted time periods (e.g., transitions, group work) provide consistent data. IEP teams should review data frequently. If a student consistently achieves targets, create more advanced goals or extend them to new settings. If progress is limited, adjust the goals — break them into smaller steps, revise the timeframe, or provide additional supports. ## Frequently Asked Questions About Self-Regulation IEP Goals ### What are the IEP goals for regulation? IEP goals for regulation focus on helping students manage emotions, behaviors, and thoughts effectively. They target specific challenges like emotional control, impulse management, and maintaining focus to support academic and social success. ### What are the four goals of self-regulation? The four goals are emotional control (managing feelings), behavioral adjustment (adapting actions), cognitive management (staying organized and focused), and social regulation (navigating interactions respectfully and appropriately). ### What are the IEP goals for self-calming strategies? These goals teach students to recognize triggers and use coping strategies — such as deep breathing, mindfulness, or sensory objects — to de-escalate emotional stress and maintain composure in challenging situations. ### What are self-regulation learning objectives? These objectives aim to build skills in recognizing emotions, managing reactions, setting goals, staying focused, and adapting behavior to various environments, empowering students to navigate both school and life effectively. ## Building Self-Regulation Skills with Structured Support By setting targeted and structured goals for self-regulation, educators can provide students with essential tools for managing their behavior and emotions effectively. These skills are crucial for navigating academic challenges, building positive social relationships, and achieving personal goals. For students on IEPs, a structured [transition curriculum](https://orilearning.com/transition-curriculum/) can embed these self-regulation strategies into daily instruction across grade levels. For older students preparing for adulthood, Ori Learning’s [high school transition program](/high-school-transition/) provides a dedicated pathway for building self-regulation alongside transition planning skills. [Ori Learning’s Emotional Well-Being Curriculum](https://orilearning.com/emotional-well-being-curriculum/) delivers a comprehensive, research-based approach to self-regulation and other critical social-emotional skills for grades 6-12. With three instructional delivery modes and translation to over 100 languages, it provides structured lessons that align with IEP goals and support data-driven progress tracking. [Request a demo](https://orilearning.com/demo-request/) to see how it works in your classroom. You can also [view our scope and sequence](/scope-and-sequence/) to see how self-regulation skills are developed across grade levels. ### Related IEP Goal Resources - [writing SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [behavior IEP goals](https://orilearning.com/building-successful-behavior-iep-goals-essential-tips-and-examples/) - [IEP goals for negative self-talk](https://orilearning.com/iep-goals-to-overcome-negative-self-talk-in-students/) - [emotional regulation IEP goals](https://orilearning.com/developing-self-regulation-iep-goals-your-guide-with-examples/#emotional-regulation-iep-goals) - [work completion IEP goals](https://orilearning.com/developing-work-completion-iep-goals-your-guide-with-examples/) **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [40+ Focus and Attention IEP Goals With Measurable Examples](https://orilearning.com/enhancing-concentration-iep-goals-for-improved-focus-and-attention/) **Published:** April 25, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Guide for educators: craft SMART IEP goals to boost students’ focus and attention, with measurable strategies, sample objectives, and classroom supports. **Content:** Written by: Tess Hileman, M.Ed. | Reviewed by: Dr. Miriam Gayle, EdD More than 1 in 9 U.S. students ages 5-17 have received an ADHD diagnosis, with rates climbing from 8.6% in elementary grades to 14.3% in secondary school ([CDC, 2024](https://www.cdc.gov/nchs/products/databriefs/db499.htm)). For many of these students, difficulty sustaining focus directly impedes classroom learning. Well-written focus and attention IEP goals give educators a concrete path forward: measurable targets that track real behavior change rather than vague hopes for improvement. This goal bank provides 40 ready-to-use IEP goals across five attention-related skill categories. Each goal follows the condition-behavior-criteria-measurement format required under IDEA, so your IEP team can adapt them to individual student needs without starting from scratch. **Key Takeaways** - 40 copyable IEP goals organized by five attention skill categories: sustained attention, task initiation, following directions, distractibility, and work completion - Every goal uses the condition-behavior-criteria-measurement format required by IDEA - Includes baseline assessment guidance, four data collection methods, and classroom supports that pair with each goal category ## How to Write Focus and Attention IEP Goals A legally compliant IEP goal contains four components: the **condition** (the setting or prompt), the **observable behavior** (what the student will do), the **criteria** (how well or how often), and the **measurement method** (how the team collects data). [IDEA Section 300.320](https://sites.ed.gov/idea/regs/b/d/300.320) requires every IEP to include measurable annual goals and specify how and when progress will be reported to parents. Here’s what that looks like in practice: > “Given a 20-minute independent work period, \[Student\] will remain on task for at least 15 consecutive minutes, as measured by teacher observation using a momentary time-sampling checklist, in 4 out of 5 consecutive sessions.” Notice the structure. The condition sets the context (20-minute independent work). The behavior is specific and observable (remain on task). The criteria define success (15 minutes, 4 of 5 sessions). The measurement method names a data collection tool (momentary time-sampling checklist). Goals that say “Student will pay attention in class” fail because “pay attention” isn’t observable. Instead, define what paying attention looks like: eyes on the speaker, materials out, responding to questions within five seconds. The more precise the behavior, the easier it is to measure and the more useful the goal becomes for daily instruction. **Quick quality check for any attention goal:** - Can a substitute teacher observe this behavior? (If not, it’s too vague.) - Does the criteria include a number? (Frequency, duration, or percentage.) - Is the measurement method named? (Not just “teacher observation” — what tool or protocol?) ## Baseline Skills to Assess Before Writing Goals Before drafting focus and attention IEP goals, gather data on four baseline skills. The [OSEP guidance on functional behavioral assessments](https://sites.ed.gov/idea/idea-files/using-functional-behavioral-assessments-to-create-supportive-learning-environments/) (November 2024) emphasizes that when a student’s behavior impedes their own learning or the learning of others, the IEP team must consider positive behavioral interventions informed by assessment data. **Sustained attention duration.** Time how long the student stays on task during independent work, direct instruction, and group activities. Record across three or more settings, since attention often varies by context. **Task initiation latency.** Measure the time between a direction being given and the student beginning the task. A student who takes 8 minutes to open a textbook after being told to read has a measurable task initiation gap. **Direction-following accuracy.** Track the percentage of times the student follows a direction correctly on the first attempt. Separate single-step from multi-step directions, because the data often tells different stories. **Distraction frequency.** Count how many times the student shifts off task during a set interval (e.g., a 15-minute work period). Use tally marks or a clicker counter. This baseline directly informs distractibility goals and gives you a number to improve against. ## Goals for Sustained Attention Sustained attention — the ability to stay on task over time — is often the first deficit identified in students who struggle with focus. A [2025 meta-analysis of 22 randomized controlled trials](https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2025.1611145/full) found that school-based interventions significantly reduce inattention symptoms (effect size -0.33, p < 0.0001), confirming that targeted goals in this area produce measurable outcomes. 1. Given a 15-minute independent reading period, \[Student\] will remain on task without teacher redirection for at least 12 minutes, as measured by momentary time-sampling at 1-minute intervals, in 4 out of 5 consecutive sessions. 2. During whole-class instruction lasting 20 minutes or more, \[Student\] will maintain visual attention toward the speaker or instructional materials for 80% of observed intervals, as measured by a 2-minute partial-interval recording system, across 3 consecutive observation days. 3. When completing a written assignment at their desk, \[Student\] will sustain on-task behavior for the full assignment duration (up to 25 minutes) with no more than 1 verbal redirect, as documented by teacher observation logs, in 4 out of 5 trials. 4. Given a small-group activity with 3-4 peers, \[Student\] will remain engaged with group materials and discussion for at least 10 consecutive minutes without leaving their seat or engaging in off-task conversation, as measured by teacher observation, in 3 out of 4 opportunities. 5. During a computer-based learning activity, \[Student\] will stay on the assigned application or website for the full work period (up to 20 minutes) without navigating to unrelated content, as verified by screen monitoring and teacher check-ins, in 4 out of 5 sessions. 6. When provided with a self-monitoring checklist, \[Student\] will accurately record their own on-task behavior at 5-minute intervals during a 30-minute work block and achieve 85% agreement with teacher ratings, across 5 consecutive sessions. 7. During a test or quiz lasting 15-30 minutes, \[Student\] will remain seated and working on test items for the full allotted time without putting their head down, staring at the wall, or stopping work for more than 60 seconds, as measured by teacher observation, in 4 out of 5 assessments. 8. Given a preferred seating arrangement and noise-reducing headphones, \[Student\] will sustain on-task behavior during independent math practice for at least 18 of 20 minutes, as measured by whole-interval recording at 2-minute intervals, in 3 out of 4 consecutive sessions. ## Goals for Task Initiation Task initiation measures the gap between receiving an instruction and starting the work. The [What Works Clearinghouse practice guide on teacher-delivered behavioral interventions](https://ies.ed.gov/ncee/wwc/practiceguide/31) (December 2024) identifies providing frequent opportunities to respond as a strategy with moderate evidence for improving engagement — and timely task initiation is the first step in that chain. 9. After receiving a verbal direction to begin an assignment, \[Student\] will open materials and start working within 2 minutes, as measured by teacher-recorded time stamps, in 4 out of 5 consecutive opportunities. 10. Given a written task posted on the board, \[Student\] will begin the assignment within 90 seconds of the start signal without requiring a personal prompt, as documented by teacher observation logs, in 3 out of 4 trials. 11. When transitioning from one activity to the next, \[Student\] will have materials for the new activity out and be working within 3 minutes of the transition cue, as measured by a timer and teacher checklist, in 4 out of 5 observed transitions. 12. After receiving a multi-step direction (2-3 steps), \[Student\] will initiate the first step within 2 minutes without requesting repetition, as recorded on a task initiation tracking form, in 3 out of 4 consecutive opportunities. 13. Given a morning routine checklist, \[Student\] will independently begin the first listed task within 1 minute of arriving at their desk, as documented by teacher observation for 4 out of 5 school days per week, over 3 consecutive weeks. 14. During a group project, \[Student\] will begin their assigned role or task within 2 minutes of the teacher’s “start” signal without waiting for peer prompting, as measured by teacher observation, in 4 out of 5 group sessions. 15. When given an independent work packet, \[Student\] will write their name and begin the first item within 90 seconds of receiving the packet, as measured by teacher time stamps, in 4 out of 5 trials across 2 consecutive weeks. 16. After a scheduled break (recess, lunch, or movement break), \[Student\] will return to their seat and begin the posted assignment within 3 minutes of the return signal, as documented by teacher observation and a transition timer, in 3 out of 4 opportunities. ### This is just one piece. See the full curriculum scope. Our Transition Curriculum covers this topic and dozens more for grades 9-12 and adult (18-22+), building employment, independent living, and self-advocacy skills. [ Download the Transition Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjU1OSIsInRvZ2dsZSI6ZmFsc2V9) [Or explore the full Transition curriculum →](https://orilearning.com/transition-curriculum/) ## Goals for Following Directions Direction-following connects directly to attention. A student who doesn’t register or retain instructions can’t act on them. Goals in this category should distinguish between single-step and multi-step directions, and between verbal and written formats, because the data often reveals different skill levels across these conditions. 17. Given a single-step verbal direction delivered at a normal pace, \[Student\] will follow the direction accurately on the first attempt, as measured by teacher observation, in 80% of opportunities across a 2-week data collection period. 18. When provided with a 2-step verbal direction, \[Student\] will complete both steps in the correct order without a reminder, as documented on a direction-following data sheet, in 4 out of 5 consecutive opportunities. 19. Given a 3-step verbal direction with a 5-second pause between steps, \[Student\] will complete all three steps accurately, as measured by teacher observation and a task completion checklist, in 3 out of 4 trials. 20. When a direction is written on the board and read aloud, \[Student\] will begin following the direction within 30 seconds and complete it accurately, as documented by teacher observation, in 4 out of 5 opportunities. 21. During a hands-on science or art activity, \[Student\] will follow the teacher’s procedural directions (up to 3 steps) without skipping steps or requesting individual repetition, as measured by a completed-steps checklist, in 3 out of 4 observed activities. 22. Given a verbal direction while working in a group setting, \[Student\] will stop their current activity, attend to the speaker, and follow the direction within 15 seconds, as measured by teacher observation using a latency recording form, in 80% of observed opportunities. 23. When given a direction that requires gathering materials (e.g., “Get your notebook, turn to page 12, and begin the warm-up”), \[Student\] will complete all components within 2 minutes, as measured by teacher time stamps, in 4 out of 5 consecutive opportunities. 24. After a whole-class direction, \[Student\] will use a personal direction-tracking strategy (e.g., repeating the direction quietly, writing it down, or using a visual cue card) and follow through accurately, as documented by teacher observation and student self-report, in 3 out of 4 opportunities across 3 weeks. ## Goals for Reducing Distractibility Distractibility, the tendency to shift attention away from the task to irrelevant stimuli, is one of the most frequently reported attention concerns in IEP meetings. An estimated 7 million children ages 3-17 have received an ADHD diagnosis, and approximately 60% experience moderate or severe symptoms that affect daily functioning in school ([CDC, 2024](https://www.cdc.gov/adhd/data/index.html)). These goals target the specific observable behaviors associated with distractibility. 25. During independent seatwork, \[Student\] will reduce off-task visual scanning (looking around the room at peers or objects) to no more than 2 instances per 15-minute work period, as measured by frequency count on a teacher observation form, across 4 out of 5 consecutive sessions. 26. When seated near peers during a group lesson, \[Student\] will refrain from initiating off-topic conversation for the duration of the lesson (up to 20 minutes), as measured by teacher tally of off-topic verbalizations, in 4 out of 5 observed lessons. 27. Given a structured workspace with a privacy folder and visual schedule, \[Student\] will complete an assigned task with no more than 1 teacher redirect for off-task behavior, as documented on a redirect tracking log, in 3 out of 4 consecutive work periods. 28. During a classroom activity involving auditory distractors (announcements, hallway noise, peer movement), \[Student\] will maintain on-task behavior for at least 80% of the observed interval, as measured by momentary time-sampling at 2-minute intervals, across 3 consecutive observation periods. 29. When an unexpected disruption occurs (fire drill practice, classroom visitor, dropped materials), \[Student\] will return to on-task behavior within 60 seconds of the disruption ending, as measured by teacher-recorded latency data, in 4 out of 5 observed instances. 30. During a preferred activity followed by a non-preferred task, \[Student\] will transition attention to the non-preferred task and remain on task for at least 10 minutes without verbalizing off-topic complaints, as documented by teacher observation, in 3 out of 4 transitions. 31. When using a self-monitoring strategy (e.g., a vibrating timer watch or MotivAider), \[Student\] will check and record their own attention status at each prompt and be on task for at least 75% of prompted check-ins during a 20-minute work block, across 4 out of 5 sessions. 32. Given access to a designated fidget tool, \[Student\] will remain engaged with the instructional activity (eyes on materials, participating in discussion, or writing) for at least 15 of 20 minutes, as measured by partial-interval recording, in 4 out of 5 trials. ## Goals for Work Completion Work completion reflects sustained attention over the full arc of a task — from starting through finishing. A [systematic review of 75 single-case studies](https://pmc.ncbi.nlm.nih.gov/articles/PMC8902300/) found that self-monitoring interventions produce moderate, significant improvements in classroom behavior (effect size 0.69), making self-monitoring a strong companion strategy for work completion goals (Smith, Thompson, & Maynard, 2022). 33. Given an independent assignment with a clearly defined end point, \[Student\] will complete at least 80% of the assigned work within the allotted time, as measured by work sample analysis, in 4 out of 5 consecutive assignments. 34. During a 30-minute independent work period, \[Student\] will complete the full assignment and turn it in before the timer sounds, with no more than 2 teacher prompts, as documented on a work completion tracking sheet, in 3 out of 4 trials. 35. When provided with a task breakdown checklist (assignment divided into 3-4 smaller steps), \[Student\] will check off each step and submit the completed work with 90% accuracy, as measured by the checklist and teacher review, in 4 out of 5 assignments. 36. Given a homework assignment recorded in a planner during class, \[Student\] will return the completed assignment the next school day in 4 out of 5 instances per week, as documented by the teacher’s assignment log, over 4 consecutive weeks. 37. During a timed writing activity (10-15 minutes), \[Student\] will produce a response that meets the minimum length requirement (e.g., 5 sentences or 1 paragraph) and stays on topic, as measured by teacher-scored writing samples, in 3 out of 4 timed writing sessions. 38. When working on a multi-day project, \[Student\] will complete each daily work segment as outlined on a project timeline and submit progress evidence at the end of each class period, as documented by the teacher’s project tracking form, for 4 out of 5 work days. 39. Given a partner or group assignment, \[Student\] will complete their assigned portion of the work independently and on time without requiring a peer to finish it for them, as measured by teacher observation and a group accountability rubric, in 3 out of 4 collaborative assignments. 40. After an absence, \[Student\] will obtain, begin, and complete missed assignments within the agreed-upon make-up window (e.g., 2 school days), as documented by the teacher’s make-up work log, in 4 out of 5 instances. ## Classroom Supports for Attention Goals IEP goals work best when paired with classroom supports that reduce barriers. [CHADD recommends](https://chadd.org/for-educators/classroom-accommodations/) several evidence-based accommodations for students with attention difficulties, including strategic seating, visual schedules, and structured break protocols. Here are practical supports that align with the goal categories above. **Environmental supports.** Seat the student away from high-traffic areas, windows, and doorways. Use privacy folders during independent work. Position the student near the teacher for proximity cueing during whole-class instruction. **Timing and pacing tools.** Visual timers (Time Timer, sand timers) make the passage of time concrete. Break longer assignments into timed segments — a 30-minute task becomes three 10-minute blocks with brief movement breaks between them. **Self-monitoring systems.** Teach students to track their own on-task behavior using interval checklists, vibrating timer watches, or apps that prompt attention checks. Research across 75 studies shows self-monitoring produces reliable behavior improvement (Smith et al., 2022). **Transition supports.** Use verbal countdowns (“Two minutes until we switch”), visual schedules posted at eye level, and consistent transition routines. For students with task initiation delays, a personal “start” cue (a tap on the desk, a visual card) reduces the gap between direction and action. **Movement and sensory breaks.** Scheduled movement breaks (every 20-30 minutes for younger students, every 30-45 for older students) help reset attention. Fidget tools, standing desks, and resistance bands on chair legs provide sensory input without leaving the workspace. Ori Learning’s [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) includes self-regulation and self-awareness lessons that build the internal skills students need to recognize when their attention drifts — and what to do about it. These skills strengthen the student’s capacity to benefit from the environmental supports listed above. To see how focus and attention topics are addressed across grade levels, [view our scope and sequence](/scope-and-sequence/). ## How to Measure Progress and Collect Data Measurable IEP goals require a data collection system that matches the behavior you’re tracking. Progress monitoring best practices recommend defining behavioral goals in observable, measurable, and actively stated terms, with multiple data points collected over time before evaluating whether a student is making adequate progress. See the [IRIS Center at Vanderbilt University](https://iris.peabody.vanderbilt.edu/module/iep01/cresource/q3/p09/) for detailed IEP goal progress monitoring guidance. **Frequency count.** Tally each occurrence of a behavior during a set time period. Best for discrete behaviors: number of off-task instances, number of directions followed correctly, number of times the student initiates a task without prompting. **Duration recording.** Record how long a behavior lasts. Best for sustained attention goals: minutes on task, time from direction to task start (latency), length of off-task episodes. **Interval recording.** Divide an observation period into equal intervals and record whether the behavior occurred during each interval. Three types serve different purposes: - **Momentary time sampling** — check at the end of each interval (least intrusive, good for sustained attention) - **Whole-interval recording** — behavior must occur for the entire interval to count (conservative estimate) - **Partial-interval recording** — behavior only needs to occur once during the interval (liberal estimate, useful for distractibility) **Work sample analysis.** Compare completed work against the assignment requirements. Tracks work completion percentage, accuracy, and on-topic adherence without requiring real-time observation. Collect data at least three times per week for attention behaviors. Graph the data points and use the four-point method: if four consecutive data points fall below the goal line, adjust the intervention. If four consecutive points meet or exceed the goal, consider raising the target. ## Frequently Asked Questions ### How many focus and attention IEP goals should a student have? Most students benefit from 1-3 focus and attention goals per IEP cycle. Target the one or two skill categories where baseline data shows the largest gap between current performance and grade-level expectations. Writing too many attention goals dilutes instructional focus and makes progress monitoring unmanageable. If a student has deficits across all five categories in this article, prioritize the skills that create the biggest barrier to academic access — typically sustained attention and task initiation — and revisit the remaining areas at the annual review. ### What are good IEP goals for students with ADHD? Effective IEP goals for students with ADHD target specific, observable attention behaviors rather than broad diagnostic labels. A student with predominantly inattentive ADHD might need goals for sustained attention and work completion. A student with combined-type ADHD might need goals that also address distractibility and task initiation. The key is matching the goal category to the student’s individual assessment data, not to the diagnosis itself. Every goal should include a condition, an observable behavior, measurable criteria, and a named data collection method. ### How do you measure attention and focus in an IEP? Attention is measured through direct observation using structured data collection methods. Momentary time sampling works well for sustained attention — check whether the student is on task at the end of each timed interval and calculate the percentage of on-task intervals. Frequency counts track discrete behaviors like the number of teacher redirects needed per class period. Latency recording measures task initiation speed — the time between a direction and the start of work. Collect data across multiple settings and times of day, because attention often varies by subject, time of day, and activity type. ### What is the difference between attention accommodations and attention skill goals? Accommodations change the environment to reduce attention demands — preferential seating, extended time, reduced distractions, chunked assignments. They don’t require the student to build new skills. Attention skill goals, by contrast, teach the student to improve their own attention capacity — staying on task longer, starting work faster, following directions more accurately. Most students need both: accommodations to access the curriculum now, and skill goals to build independence over time. The IEP should specify which supports are accommodations (listed in the accommodations section) and which are instructional targets (listed as measurable annual goals). **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [25 Life Skills for Teens: What They Should Know Before Leaving Home](https://orilearning.com/life-skills-for-teens-to-have/) **Published:** June 28, 2022 **Author:** Stacy Tornio **Excerpt:** Essential life skills for teens: 25 practical tips—from laundry and cooking to budgeting, healthcare and digital responsibility—to build teen independence. **Content:** ## Introduction ### Related Resources - [transition services](/transition-services-a-comprehensive-guide-for-special-education-leaders/) - [daily living skills IEP goals](/developing-daily-living-skills-iep-goals-your-guide-with-examples/) Traditional education and test-based skills are ingrained in us at a young age. Between standardized testing in elementary school to college prep during high school, students have a lot to get through before they graduate. Yet, where do life skills for teens fit into the mix? As students get ready to go out into the world on their own, regular life lessons tend to get overlooked. In many ways parents are more involved than they’ve ever been before. But at the same time, young people are lacking important life skills for their future. Plus, the now-common helicopter parenting style isn’t doing these kids any favors—studies [like this one from Florida State University](https://www.cnbc.com/2019/11/22/study-kids-who-have-helicopter-parents-experience-burnout-in-school.html) show that teens are having a hard time transitioning to the real world. I’m a mom of two teenagers, and I think about this often. I wonder if my kids are going to be able to solve their own problems and figure things out for themselves once they leave home. I know I’m not the only one either. Many parents I know have the same concerns. So to make sure I had the basics covered, I went and talked to educators, parents, and recent high school graduates. Here are some of the top life skills for teens they identified as being essential for the future. While not all can (or even should) be taught at school, they definitely belong on the list to learn, right alongside math and English. ## Being at home *These life skills for teens focus on items you can master at home.* ### **1. Do laundry** Laundry is an essential skill for all ages, but it’s especially important for teens before they move away. It’s not just about being able to work the washer or knowing how much soap to put in—don’t forget the dryer sheet—but it’s also about being responsible and organized so your favorite shirt is always available when you want it. ### **2. Make dinner** This one can be tailored really well to the individual’s skill set and the level they’re at. For some students, it might be as simple as making a sandwich or whipping up some scrambled eggs. For others, it might be picking a challenging recipe online and mastering it. ### **3. Pack a lunch** This seems like an easy one, but a lot of young people haven’t actually packed their lunch over the years. They either haven’t needed a lunch or they’ve had an adult pack it for them. Going through the steps of packing a healthy, complete lunch is a great life skill to have. ### **4. Make your own appointments** Doctors, dentists, and hair appointments are all part of regular life maintenance. Yet, parents are often the ones driving this. It doesn’t have to be the case, though. Slowly shift this chore over because this is one of those life skills for teens that will serve them well in the future! ### **5. Practice basic home maintenance** Whether you live in an apartment or house, there are some basics that you should know when it comes to home maintenance. For instance, changing batteries, lightbulbs, and knowing how to unclog a drain are all good skills to learn before going out on your own. Another good one is to know how to build a piece of furniture from scratch. This can definitely come in handy. Ensure Your Students are Prepared for Life After High School with Ori’s Emotional Well-Being Curriculum ## In school *These are good skills to learn alongside those traditional studies.* ### **6. Be responsible on social media** This is an important skill to master both in personal life and at school. Social media sticks with us for years, so it’s essential to learn how to be responsible and professional when we’re on it. Often, colleges will look up potential applicants to see how they present themselves on social media, so this one is worthwhile to get right. ### **7. Recognize quality online sources** Media literacy isn’t just a buzz phrase. It’s really important for us to know where our information is coming from and to make sure it’s a quality source. With so much of our news and information being served up online and on social media these days, how can we dig deeper to understand quality? ### **8. Create a schedule and stick to it** We all have schedules and demands to meet throughout our adult life, so learning this one is high school will offer benefits for years. Not only is creating a schedule half the challenge, but then sticking to it, meeting deadlines, and showing up on time is the older (and much harder) half. ### **9. Learn to negotiate and compromise** These are two essential skills that come a lot more naturally to some over others. They can be excellent skills to pick up among the walls of a classroom, though. For this one, try to identify specific situations where negotiation and compromise came into play. ### **10. Respect and honor authority** Learning to respect authority isn’t just something you do when you’re young. This stays with us all of our lives. For this one, students should find a way to acknowledge a leader or authority figure in their life. Encourage them to show appreciation in some way. ### This is just one piece. See the full curriculum scope. Our Emotional Well-Being Curriculum covers this topic and dozens more across grades 6-12, with research-backed lessons ready to use in your classroom. [ Download the EWB Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjM1OSIsInRvZ2dsZSI6ZmFsc2V9) [Or explore the full EWB curriculum →](https://orilearning.com/emotional-well-being-curriculum/) ## Needs and basics *From overall health to getting a job, these are essential life skills for teens.* ### **11. Create a resume** It doesn’t matter what kind of job you expect to have in the future—learning to create a resume is a life skill worth learning. You can find a lot of good resume templates out there to start from. You might also try using a creative (and free) template through a site like Canva. A good design can go a long way. ### **12. Apply for a job** Whether you apply on site, online, or through an app, this is an easy one to master. Basically, it’s about reading the directions and following them closely. If not ready to apply for a job, try applying for a volunteer opportunity instead. ### **13. Understand first aid basics** You don’t have to take an official first aid class or know CPR to know what to do in certain situations. Ask your teen to look up common first aid situations they might encounter, and then have them look up what to do in each scenario. ### **14. Be healthy** Eating well and taking care of your body through exercise are two very important life skills to master. It’s tough though! The younger you can tackle these, the better because there will be many great benefits for years to come. ### **15. Practice good self-care** In addition to physical health, good mental health is also essential. One of the best ways to do this is through positive self-care. Help students figure out what this means for them, and then encourage them to do it. Often, it’s hard for us to take time for ourselves, but it’s absolutely essential to do over the years. ## Gain financial independence *It’s not easy to do, but it’s a big part of the future.* ### **16. Pay bills** This is so important, and many people are thrown into it at a young age without really understanding what’s going on. Young people need to know all the different types of bills they will have, including frequency, average amount, etc. They should know how to set up autopay or create a schedule so they never fall behind. This also ties into the bigger financial goal of setting up a bank account, so throw that into the mix as well. ### **17. Understand taxes** If you’ve never received a paycheck, only to have a huge chunk taken out of it before it hits your bank account, then you don’t really understand taxes. Not only do young people need to know what taxes are, but they also need to know how to file their taxes at the end of the year. ### **18. Learn about health care** Some young people don’t have to worry too much about health care because they’ll remain on their parents’ accounts. But for others, it’s a whole new world. No matter what, it’s important to know the cost of healthcare and what basic necessities cost. ### **19. Create a “budget and save” plan** Budgeting and credit go hand in hand. At a glance, it’s a pretty simple one to understand—it’s money coming in vs. money going out. But spending can quickly get out of hand and unexpected expenses are always going to come up. You can help this by figuring out a budget and a savings plan. This will of course evolve and change quite a bit through the years, but it’s good knowledge to have upfront. ### **20. Create a “get back on track” plan** Most adults at some point or another will find themselves with less money than they thought or hoped they might have. Whether this is because of credit card spending or unexpected expenses, it doesn’t matter. The important thing is knowing how to get it back on track. Many people will teach students about savings, but few people will teach them about how to climb out from debt. Statistically, many people will experience it. Help young people tackle it up front by having them create a strong plan, and it could come in really handy in the future. ## Out and about *These life skills for teens will help us all master adulting.* ### **21. Return something to a store** This seems like a simple one, but it’s another where adults tend to be the ones who tackle it. If an item doesn’t work for you for one reason or another, don’t be afraid to return it to get something else or just get your money back. This is a small life skill item that can save you a lot! ### **22. Do laundry at the laundromat** Not only should young people know how to do laundry at home, but they should also know what a laundromat is and how to use it. In general, public facilities like this are good for people to know about and utilize. Getting them comfortable here will help ensure they will be able to tackle other things as well. ### **23. Go grocery shopping** Tie this one into one of the first ones on the list (making dinner), and you can knock out both at once. Grocery shopping is such a good exercise in budgeting and making smart choices. It’s easy to spend a bunch of money on impulse purchases at the grocery store, but sticking to a list and budget is a challenge worth tackling. ### **24. Go to the post office** Many young people have never been to the post office, and they don’t even really know what it’s for. Encourage them to learn about public facilities like this that are available to them, and experience them first-hand. Other places they might also want to check out include city hall and the library. Encourage them to learn what they are and the purpose they serve. ### **25. Be comfortable on public transit** For some students, this is no big deal as it’s something they experience regularly. For others, it might be very unknown and also a bit intimidating. It doesn’t have to be, though. Help them understand the resources available when it comes to public transportation, and get them comfortable with reading maps, schedules, and being willing to ask for help. *Did you notice when you put all the sections together that it spells out BINGO? [Print out the Life Skills BINGO board](https://orilearning.com/wp-content/uploads/2022/07/ori_25-life-skills_bingo.pdf) to encourage students to complete all the items.* ![Life Skills for Teens](https://orilearning.com/wp-content/uploads/2022/06/ori_25-life-skills13.png) ## More on important life skills for teens ### Why are life skills important for teens? Life skills prepare teens for independence and everyday challenges as they transition to adulthood, beyond what is taught through traditional education. They help build confidence and decision-making abilities in real-world scenarios. ### What are the 5 most important life skills for teens to learn before leaving home? Among the 25 life skills listed, the top five include: managing finances (paying bills and budgeting), cooking basic meals, being responsible on social media, understanding healthcare and taxes, and practicing good self-care. These skills are crucial for fostering independence, financial stability, and personal well-being. ### What financial skills should teens learn before moving out? Teens should understand how to pay bills, manage a budget, save money, and handle taxes to gain financial independence. These skills are critical for avoiding debt, making informed financial decisions, and securing their economic future. ## Preparing teens for adulthood: Next steps Equipping teens with essential life skills before they leave home is crucial for their development and independence. The 25 life skills outlined here offer a comprehensive framework to prepare young individuals for the realities of adult life, from practical tasks like laundry and cooking to crucial financial responsibilities and self-care. By prioritizing these skills, parents and educators can ensure that teens not only survive but thrive in their journey into adulthood. Focusing on these areas will help build a foundation of responsibility, confidence, and resilience that will serve them throughout their lives. [Ori Learning’s Transition Curriculum](https://orilearning.com/transition-curriculum/) offers a comprehensive solution for supporting your school or district’s special education programs, with a consistent set of high-quality instructional materials which are designed with student engagement in mind. Collaboration boards and interactive polls allow for students to share their thoughts and react to their peers in real time, while multiple question types and interactive drag-and-drop activities offer teachers flexibility in how to conduct assessments. Receive custom support backed by rich industry experience that can help you tackle your strategic goals at scale. Request a free demo of our platform to experience first-hand its powerful accommodation and translation features, automated reporting tools, and intuitive design. To see how these life skills topics are sequenced across grade levels, [view our scope and sequence](/scope-and-sequence/) for the full curriculum overview. Learn more about Ori Learning’s [emotional well-being lessons](/emotional-well-being-curriculum/). **Categories:** Emotional Well-being, Skill Building --- ### [Special Education Conferences 2026: Dates, Details & Registration](https://orilearning.com/special-education-conferences-2026/) **Published:** April 10, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Discover 2025 education conferences for special education, transition, counselors, and school leaders—top events for professional development and networking. **Content:** Last updated: March 2026 ### **1. CEC 2026 Convention & Expo** **Organized by:** Council for Exceptional Children **Location:** Salt Lake City, UT **Dates:** March 11–14, 2026 **Audience:** Special education professionals, including teachers, administrators, and faculty **Cost:** Check the official website for details **Link to register: ** ### **2. ACRES 2026 Conference** **Organized by:** American Council on Rural Special Education (ACRES) **Location:** Renaissance Palm Springs Hotel, Palm Springs, CA **Dates:** March 26–27, 2026 **Audience:** Rural special education teachers, administrators, and researchers **Cost:** Check the official website for details **Link to register: ** ### **3. CASE Academy of Law & Leadership** **Organized by:** Council of Administrators of Special Education (CASE) **Location:** Loews Atlanta Hotel, Atlanta, GA **Dates:** April 21–23, 2026 **Audience:** Special education administrators and leaders **Cost:** $545–$865 per person **Link to register: ** ### **4. Special Education Legislative Summit (SELS)** **Organized by:** Council for Exceptional Children (CEC) and CASE **Location:** The Westin Alexandria, Alexandria, VA **Dates:** July 19–22, 2026 **Audience:** Special education advocates, administrators, and educators; includes Capitol Hill meetings **Cost:** Check the official website for details **Link to register: ** ![Light bulb with blue dashes of paint and yellow sparkling stars around it.](https://orilearning.com/wp-content/uploads/2024/04/light-bulb-880x1024.png) Get in-depth analyses and free resources monthly ### **5. NASDSE 2026 Conference** **Organized by:** National Association of State Directors of Special Education (NASDSE) **Location:** Hyatt Regency, San Antonio, TX **Dates:** September 28–30, 2026 **Audience:** State directors of special education and SEA staff **Cost:** Check the official website for details **Link to register: ** ### **6. CTA Special Education Conference** **Organized by:** California Teachers Association (CTA) **Location:** Garden Grove, CA **Dates:** October 2–4, 2026 **Audience:** California special education teachers and educators **Cost:** Check the official website for details **Link to register: ** ### **7. CLD 48th International Conference** **Organized by:** Council for Learning Disabilities (CLD) **Location:** Sheraton Fort Worth Downtown, Fort Worth, TX **Dates:** October 22–23, 2026 **Audience:** Educators, researchers, and clinicians focused on learning disabilities **Cost:** Check the official website for details **Link to register: ** ### **8. DEC 42nd Annual Conference** **Organized by:** Division for Early Childhood (DEC) **Location:** Omaha, NE **Dates:** October 26–29, 2026 **Audience:** Early childhood special educators and related service providers **Cost:** Check the official website for details **Link to register: ** ### **9. CASE Conference 2026** **Organized by:** Council of Administrators of Special Education (CASE) **Location:** Rhode Island Convention Center, Providence, RI **Dates:** November 11–13, 2026 **Audience:** Special education administrators and leaders **Cost:** Check the official website for details **Link to register: ** ### **10. TASH 2026 Conference** **Organized by:** TASH **Location:** Loews Philadelphia Hotel, Philadelphia, PA **Dates:** December 3–5, 2026 **Audience:** Disability rights advocates, educators, researchers, and self-advocates **Cost:** Check the official website for details **Link to register: ** If you’re attending one of these conferences, explore how Ori Learning’s [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) supports K–12 special educators with research-backed tools for social-emotional learning. ### Related Resources - [special education professional development](/special-education-professional-development/) - [SEL conferences 2026](/sel-conferences-2026/) - [special education law conferences](/special-education-law-conferences-2026/) Learn more about Ori Learning’s [post-secondary transition curriculum](/transition-curriculum/). ### This is just one piece. See the full curriculum scope. Our Transition Curriculum covers this topic and dozens more for grades 9-12 and adult (18-22+), building employment, independent living, and self-advocacy skills. [ Download the Transition Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjU1OSIsInRvZ2dsZSI6ZmFsc2V9) [Or explore the full Transition curriculum →](https://orilearning.com/transition-curriculum/) ### More from Ori No Related Posts Found. (Widget Only Visible to Admins.) **Categories:** Leadership & Admin Strategies, Transition & SPED **Tags:** 2025 education events, CEC convention, charter schools, charter schools conference, IAASE conference, inclusive education, professional development, special education administrators, special education conferences, transition planning, vocational transition --- ### [12 Self-Identity Activities for High School Students](https://orilearning.com/self-identity-activities-for-high-school-students-lesson-plan/) **Published:** June 28, 2022 **Author:** Tess Hileman, M.Ed. **Excerpt:** Explore 12 self-identity activities for high school students, including discussion prompts, reflection tasks, and a free classroom lesson for life skills and advisory. **Content:** ## Why Self-Identity Activities Matter in High School Identity development and academic achievement reinforce each other. A decade-long review in the *Journal of Research on Adolescence* found that higher academic achievement predicted stronger identity commitments, while identity development positively influenced students’ motivational beliefs about mastering coursework ([Branje et al., 2021](https://pmc.ncbi.nlm.nih.gov/articles/PMC9298910/)). The Search Institute’s Developmental Assets Framework reinforces this connection — Positive Identity is one of four internal asset categories, and young people with more developmental assets are more likely to thrive academically and less likely to engage in high-risk behaviors ([Search Institute](https://searchinstitute.org/resources-hub/developmental-assets-framework)). The developmental science supports this pattern. Erik Erikson identified adolescence as the stage when students actively construct their sense of self — what he described as the tension between ego identity and identity confusion ([Orenstein & Kaur, 2026](https://www.ncbi.nlm.nih.gov/books/NBK556096/)). Students who navigate this stage develop what Erikson called *fidelity*: the ability to commit to values, relationships, and goals even under social pressure. Identity activities don’t require a dedicated course. They fit advisory periods, life skills classes, homeroom blocks, and small-group counseling sessions. What they require is intentional time for structured reflection. In the [CASEL framework](https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/), identity exploration is foundational to Self-Awareness — the first of five core competencies. CASEL lists “integrating personal and social identities” as the first skill under Self-Awareness, positioning identity work as the starting point for all other social-emotional learning. **Key Takeaways:** - 12 classroom-ready activities designed for grades 9-12 advisory, life skills, and counseling settings - Each activity takes 20-45 minutes and includes an objective, materials, directions, and a reflection prompt - Identity work aligns with CASEL Self-Awareness — the foundation of social-emotional learning - Adaptation tips included for multilingual learners and students with disabilities --- ## 12 Self-Identity Activities for the Classroom Each activity below includes an objective, materials list, directions, and a reflection prompt. All are designed for a single class period (20-45 minutes) and work in advisory, life skills, homeroom, or counseling settings. The most versatile options for advisory and life skills blocks include Identity Maps for self-concept exploration, Values Ranking for articulating priorities, the Ikigai Framework for purpose and career connection, and Strength Spotting for evidence-based self-assessment. All 12 activities align with the CASEL Self-Awareness competency. Most can be facilitated by classroom teachers using standard discussion norms, though activities involving identity, privilege, or personal disclosure benefit from the facilitation guidance in the section below. ### 1. Identity Map **Objective:** Visualize the multiple dimensions of personal identity. **Materials:** Large paper or digital whiteboard, markers **How it works:** Students place their name at the center of a blank page and draw branches outward representing roles (sibling, teammate, student), values (honesty, creativity), interests (music, gaming, science), and key relationships. Each branch gets 2-3 specific examples. After completing their maps, partners compare and identify one shared element neither expected. **Reflection prompt:** Which part of your identity feels most important to you right now — and has that changed in the last year? ### 2. “Who Am I?” Meme Challenge **Objective:** Express identity through a familiar, low-stakes digital format. **Materials:** Devices with meme generator access (Canva, Imgflip), projector **How it works:** Students select 3-5 meme templates and use them to communicate something real about themselves — a value, a habit, a cultural reference, or a goal. Each meme includes a brief caption explaining the identity connection. Display all memes in a gallery walk. Because students are already familiar with meme formats, this activity can feel lower-stakes than a full written reflection — especially useful in advisory or mixed-engagement groups. **Reflection prompt:** What did your meme choices reveal about what you find funny, important, or true about yourself? ### 3. Values Ranking **Objective:** Identify and prioritize core personal values. **Materials:** Printed values cards (20-25 values) or a digital list **How it works:** Distribute cards with words like honesty, adventure, family, justice, creativity, independence, and faith. Students sort them into three tiers: essential, important, and less important — then narrow to their top 3. In small groups, each person shares their top 3 and explains one choice. This activity surfaces values students may never have articulated before. **Reflection prompt:** Was it harder to pick your top 3 or to let go of the ones you cut? ### 4. Letter to My Future Self **Objective:** Connect present identity to future aspirations. **Materials:** Paper or digital document, envelopes (optional for end-of-year return) **How it works:** Students write a letter addressed to themselves one, five, or ten years from now covering three areas: who they are right now, what they hope stays the same, and what they want to change. Teachers can collect sealed letters and return them at year’s end. **Reflection prompt:** What would your future self need to hear from you today? ### 5. Strength Spotting **Objective:** Name personal strengths using evidence from real experiences. **Materials:** Character strengths list ([VIA Institute’s 24 strengths](https://www.viacharacter.org/character-strengths)), partner pairing **How it works:** Students review a list of 24 character strengths — courage, humor, kindness, curiosity, perseverance, among others — and select 5 they believe describe them. For each, they write one specific moment they demonstrated it. Partners then review each other’s lists and add one strength the other person missed. Partner feedback helps students notice strengths they may overlook in self-assessment. **Reflection prompt:** Did your partner spot a strength you hadn’t noticed? What does that tell you about how others see you? ### 6. Cultural Identity Timeline **Objective:** Trace identity-shaping experiences across a lifetime. **Materials:** Long paper strip or digital timeline tool (Google Slides, Canva) **How it works:** Starting from birth, students mark 8+ moments that shaped who they are: a family tradition, a move, learning a language, a defining school experience, a cultural practice they value. Each entry gets a short label and a one-sentence explanation. Students present one entry to a small group and explain its significance. **Reflection prompt:** Which experience on your timeline had the biggest influence on how you see yourself today? ### 7. Invisible Knapsack Reflection **Objective:** Examine how identity shapes daily access and perspective. **Materials:** Adapted checklist of daily-experience statements, journal **How it works:** Provide students with an age-appropriate checklist of statements about everyday experiences (e.g., “I can find bandages that match my skin tone,” “I see people who look like me represented on TV regularly”). Students privately check which statements apply. The class then discusses patterns collectively — never individual answers — exploring how identity factors like race, language, ability, and geography shape daily life. Keep the tone inquiry-based. **Reflection prompt:** What is one thing you learned about an experience different from your own? ### 8. Ikigai Framework **Objective:** Explore the intersection of passion, skill, and purpose. **Materials:** Ikigai diagram handout (four overlapping circles), markers **How it works:** Introduce the Japanese concept of ikigai — roughly, “a reason for being.” Students fill in four circles: what I love, what I’m good at, what the world needs, and what I could be paid for. Where circles overlap, students identify potential career paths, volunteer interests, or personal projects. Juniors and seniors thinking about post-secondary plans find this especially grounding. **Reflection prompt:** Where did your circles overlap the most — and what surprised you about the gaps? ### 9. Growth Mindset Identity Statement **Objective:** Reframe fixed self-beliefs into growth-oriented statements. **Materials:** Two-column worksheet (“Fixed” / “Growth”), displayed examples **How it works:** Students list 3-5 statements they believe about themselves that feel permanent: “I’m bad at math,” “I’m shy,” “I’m not a leader.” For each, they rewrite using growth language — “I haven’t found my math strategy yet,” “I’m building confidence speaking up in groups.” Pairs share one rewrite and coach each other on making the new statement specific and believable. **Reflection prompt:** Which fixed belief was hardest to rewrite — and why do you think it stuck? ### 10. Peer Mirror Activity **Objective:** See yourself through a classmate’s perspective. **Materials:** Index cards, pens **How it works:** Pair students with someone they know reasonably well. Each partner writes 5 positive, specific observations about the other — behaviors, not vague compliments. “You always check in when someone seems off” carries more weight than “you’re nice.” Partners exchange cards and read silently, then discuss: which observation surprised them, and which confirmed something they already knew. **Reflection prompt:** Is there a difference between how you see yourself and how others see you? What might explain that gap? ### 11. Identity Shield **Objective:** Organize identity dimensions into a visual framework. **Materials:** Shield template (divided into 4 quadrants), art supplies or digital tools **How it works:** Each quadrant represents a different identity dimension: a value I stand for, a strength I rely on, a person who shaped me, and a goal that drives me. Students fill each section with images, symbols, or words. A banner across the bottom holds a personal motto. Display completed shields in the classroom so students can reference them throughout the year. **Reflection prompt:** If you could add a fifth section to your shield, what would it represent? ### 12. Aspiration Wall **Objective:** Link future goals to underlying values and identity. **Materials:** Butcher paper or whiteboard, sticky notes, markers **How it works:** Students complete the sentence “One day, I want to \_\_\_” on sticky notes and post them to a shared class wall. After everyone contributes, the class looks for patterns: do most aspirations center on achievement, relationships, experiences, or impact? Students then write a short paragraph connecting their response to a value they hold. This activity reveals identity through future orientation — what students reach toward says as much about who they are as what they’ve already experienced. **Reflection prompt:** What does your aspiration say about what you value most right now? --- ### This is just one piece. See the full curriculum scope. Our Emotional Well-Being Curriculum covers this topic and dozens more across grades 6-12, with research-backed lessons ready to use in your classroom. [ Download the EWB Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjM1OSIsInRvZ2dsZSI6ZmFsc2V9) [Or explore the full EWB curriculum →](https://orilearning.com/emotional-well-being-curriculum/) ## How to Facilitate Identity Work Safely and Inclusively Identity activities can surface sensitive material — family dynamics, cultural tension, disability, gender, and socioeconomic status all intersect with self-concept. Preparation matters more than the activity itself. Start by establishing group norms before the first exercise. Co-create agreements with your class: listen without judgment, respect that sharing is voluntary, and keep personal disclosures within the room. Post the norms visibly and revisit them each session. Even with strong norms, not every student will be ready to share publicly. Journaling, drawing, audio recording, and partner-only conversations all count as meaningful reflection. Students who opt out of sharing should still engage privately — the goal is self-exploration, not performance. For multilingual learners specifically, allow responses in a student’s home language first. For students with disabilities, adapt the expression format without altering the reflective intent — visual organizers, recorded verbal responses, and paired sharing all preserve the purpose of the activity. (See the “Adapting Activities for Diverse Learners” section below for specific strategies.) Your role as a facilitator is to create the container, not direct the conclusions. If a student shares something concerning, follow your school’s referral protocol. The [ASCA Mindsets and Behaviors standards](https://www.schoolcounselor.org/Standards-Positions/Standards/ASCA-Mindsets-Behaviors-for-Student-Success) emphasize that school counselors support students in developing “a sense of acceptance, respect, support and inclusion for self and others” — identity activities are one pathway to that standard. --- ## Reflection Questions and Discussion Prompts Use these prompts to extend identity conversations beyond the 12 activities above. They work as journal entries, advisory discussion starters, or exit ticket questions. 1. What is one value that guides most of your decisions? 2. How has your identity changed in the last two years? 3. What parts of your identity do you show at school versus at home? 4. What does it mean to be true to yourself when others disagree with your choices? 5. Who are the people who know you best — and why them? 6. What is one thing you wish your teachers understood about you? 7. When have you felt most confident in who you are? 8. What role does your cultural background play in how you see yourself? 9. Describe a time when you changed your mind about something important. 10. If you could be remembered for one thing, what would it be? --- ## Adapting Activities for Diverse Learners Students with disabilities and multilingual learners benefit from the same identity work — they need flexible pathways to engage with it. For students with language processing challenges, offer text-and-image-based alternatives. An Identity Shield can use photographs or magazine clippings instead of written descriptions. A Cultural Identity Timeline can rely on drawings or symbols at each milestone. Verbal and recorded response options help students who struggle with written expression. Pair reflections — where one student speaks while a partner records key points — give students agency without requiring independent written output. Finally, small-group variants prevent disengagement during individual reflection. For example, a Values Ranking done in pairs generates richer conversation than a solo exercise. The Peer Mirror Activity is collaborative by design. Ori Learning’s [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) includes built-in accommodations that support these adaptations across all lessons: text-to-speech with adjustable playback speed, translation into 136 languages, adjustable zoom, and speech-to-text for all open-ended responses. --- ## Free Lesson Download Want to try a structured self-identity lesson with your students? Download Ori Learning’s free self-identity activity — a classroom-ready lesson that walks high school students through a guided reflection on values, strengths, and personal goals. The download includes a teacher guide, student handout, and discussion prompts designed for a single class period. --- ## Related Curriculum Supports Self-identity activities are a starting point. For schools building sustained life skills programming, two Ori Learning resources connect directly to the work above. The [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) organizes 25 lessons per grade level (grades 6-12) around the five CASEL competencies. Unit 1 — Self-Awareness — is where identity work lives. Students explore self-concept, personal strengths, values, and growth mindset through interactive digital lessons with built-in collaboration boards and reflection journals. For special education settings, the [Transition Curriculum for Students with Disabilities](/transition-curriculum/) includes a Self-Determination unit that helps students articulate their identity, strengths, and post-secondary goals — critical groundwork for transition planning and self-directed IEP participation. --- ## FAQs **What are self-identity activities for high school students?** Self-identity activities are structured classroom exercises that help high school students explore their values, strengths, cultural background, and personal goals. They are commonly used in advisory, life skills, and school counseling settings to support the CASEL competency of Self-Awareness. **What grade level are these activities appropriate for?** These activities are designed for grades 9–12, though many can be adapted for grade 8 with minor scaffolding. They work well in advisory periods, life skills classes, homeroom, and counseling groups. **How do I adapt self-identity activities for students with disabilities?** Offer multiple response modes — writing, drawing, recording, or verbal sharing with a partner. Use visual organizers for students who benefit from structured formats. For multilingual learners, allow responses in their home language first. The key is removing barriers to expression, not altering the reflective intent of the activity. **How long do self-identity activities typically take?** Most activities in this guide are designed for a 20–45 minute class period. Shorter activities like Values Ranking or Reflection Questions can fit a 15-minute advisory block. Deeper activities like Letter to My Future Self or the Ikigai Framework work best with a full class period plus a follow-up session. **How does self-identity work connect to SEL and life skills curricula?** Self-identity exploration is the foundation of Self-Awareness — one of the five CASEL competencies. A structured life skills curriculum builds on identity work by connecting students’ strengths and values to relationship skills, decision-making, and goal-setting across all grade levels. --- ## Citations 1. Orenstein, G. A., & Kaur, J. (2026). Erikson’s Stages of Psychosocial Development. *StatPearls*. National Library of Medicine. 2. CASEL. (2024). What Is the CASEL Framework? 3. Search Institute. (2024). Developmental Assets Framework. 4. Branje, S., de Moor, E. L., Spitzer, J., & Becht, A. I. (2021). Dynamics of Identity Development in Adolescence: A Decade in Review. *Journal of Research on Adolescence*, 31(4), 908-927. 5. American School Counselor Association. (2024). ASCA Student Standards: Mindsets and Behaviors for Student Success. 6. VIA Institute on Character. (2024). Character Strengths. **Categories:** Classroom Activities **Tags:** 15-minute lesson plans --- ### [The Role of SEL in Emotional Regulation in Schools](https://orilearning.com/the-role-of-sel-in-emotional-regulation/) **Published:** January 21, 2025 **Author:** Tess Hileman, M.Ed. **Excerpt:** Explore how SEL programs like RULER boost students' emotional regulation and academic success through strategies, tools, and classroom practices. **Content:** Emotional intelligence plays a key role in students’ academic performance and emotional regulation, contributing to differences in academic success. Programs like RULER, developed at the Yale Center for Emotional Intelligence, focus on teaching emotional intelligence skills such as recognizing, understanding, labeling, expressing, and regulating emotions. [RULER has been successfully integrated into over 500 schools](https://www.edweek.org/leadership/opinion-preventing-bullying-with-emotional-intelligence/2014/02), leading to decreased anxiety and better behavioral management. In this article, we’re discussing how SEL is used to encourage emotional regulation in schools, including: - Different strategies for implementing SEL - Examples of effective SEL implementation - The challenges that come with teaching emotional regulation through SEL. ## An Introduction to SEL [Social and Emotional Learning (SEL) helps children to build essential skills](https://orilearning.com/why-is-social-emotional-learning-important/) such as self-awareness and self-regulation. These are key for managing emotions, particularly for students with psychological and learning challenges or those who have experienced trauma. According to a [2017 study in the International Journal of Child Care and Education Policy](https://ijccep.springeropen.com/articles/10.1186/s40723-017-0038-6), SEL enhances abilities related to emotional recognition and management, improving emotional and academic outcomes. The connection between SEL and reduced aggression, increased empathy, and better emotional handling is well-documented. Empathy, a key part of SEL, helps students understand and manage their emotions. It also allows them to recognize how others feel, which encourages self-regulation and [positive actions](https://orilearning.com/positive-classroom-behaviors/), leading to a better school environment. ## Strategies for Implementing SEL to Enhance Emotional Regulation There are several strategies that have been proven effective for implementing SEL to enhance emotional regulation. ### Name it to Tame it [The “Name it to Tame It” approach](https://www.psychologytoday.com/gb/blog/compassion-matters/202202/name-it-to-tame-it-the-emotions-underlying-your-triggers) is a practical method to help students manage their emotions effectively. This makes it easier for them to handle their emotions, seeing them as temporary. Name it to Tame it also helps students expand their emotional vocabulary, which is key for their self-understanding and emotional control. ### Project-Based Learning Project-based learning (PBL) is another effective approach that supports SEL by involving students in real-world problems that require negotiation, self-management, and teamwork. PBL promotes emotional regulation by giving students control over their projects, encouraging self-regulation. For example, focusing on ethical issues in a PBL unit helps students express their emotions and think critically, supporting their emotional and cognitive regulation. ### Progressive Muscle Relaxation & Mindfulness Emotional regulation activities like progressive muscle relaxation and mindfulness are being used increasingly in schools to help students manage stress. These techniques teach students to focus on breathing and muscle tension, reducing their stress and anxiety. As an example, progressive muscle relaxation involves tensing and relaxing muscle groups, helping students better manage their emotional responses. ### Emotional Regulation Tools Tools such as the Mood Meter and the [Zones of Regulation](https://zonesofregulation.com/) offer structured methods for students to monitor and regulate their emotional states. These tools use visual scales to help students identify their feelings, improving their self-assessment and emotional awareness. ### SEL Kernels [SEL kernels](https://selkernels.gse.harvard.edu/en-US), developed by Harvard’s EASEL, offer simple exercises for emotional regulation. Activities like “belly breathing” and “feeling circles” help students focus on their emotions or breathing, promoting self-awareness and a calm learning environment. Regular practice helps students independently manage their emotions in tough situations. *Ready to support emotional regulation in your school with SEL?* [*Request a demo for our Emotional Well-Being curriculum here*](https://orilearning.com/emotional-well-being-curriculum/)*.* ### Storytelling & Empathy Storytelling and empathy mapping also support emotional regulation. Through writing personal stories, students reflect on their emotions, which encourages self-awareness. Empathy mapping, where students imagine others’ perspectives, builds social awareness and improves their interpersonal skills. ## SEL Practices and Their Impact on Emotional Regulation Engaging SEL practices like gratitude circles and setting collaborative expectations help create a supportive classroom that promotes emotional regulation: - [Stephanie Jones from Harvard’s EASEL Lab](https://www.gse.harvard.edu/ideas/news/18/02/new-approach-social-emotional-learning-look-kernels) notes that using SEL in daily interactions can greatly improve student behavior and classroom dynamics. Kernels have been successfully used in schools, leading to fewer suspensions and better behavior and emotional regulation. - One effective approach, [as implemented in William Wirt Middle School’s youth empowerment program](https://www.edutopia.org/article/sel-connect-middle-school), involves bi-monthly sessions where students engage in activities like writing personal narratives and empathy mapping. These exercises help improve students’ self-awareness and help them develop empathy by considering different perspectives. - Morning rituals and optimistic closures, like emotion identification with tools such as the Zones of Regulation or Mood Meter, help to reinforce students’ emotional skills. CASEL’s SEL practices recommend starting every learning session with activities that encourage kindness and setting intentions, helping integrate social awareness into students’ daily routines. - Empathy mapping helps students understand their emotions and those of their peers, encouraging mutual respect and a positive classroom environment. Similarly, movement breaks and reflective practices, like mindful breathing exercises, support self-regulation by reducing stress and refreshing students’ mindsets. Consistently using these practices creates an environment of emotional openness, helping students manage academic and social stress while embedding emotional learning across the curriculum. ## Examples of SEL Implementation for Emotional Regulation A number of examples demonstrate the effectiveness of implementing SEL for emotional regulation in classrooms. One example is [the ECSEL framework, established at Beginnings School](https://files.eric.ed.gov/fulltext/EJ1197894.pdf?utm_source=chatgpt.com), which integrates Social and Emotional Learning (SEL) to build emotional competence from an early age. It focuses on emotional self-efficacy, helping children manage their emotions effectively in a supportive environment. Integrating SEL in high school environments is essential, particularly as standalone programs often decrease at this level. At Jason Lee Middle School, the focus on developing a “Whole Child” approach has facilitated the teaching of self-regulation and emotional control among students. This method has been shown to improve students’ behavior and learning outcomes. ## SEL & Emotional Regulation: Next Steps Using SEL to address trauma and mental health can be highly effective in encouraging long-term emotional and academic growth. [SEL creates supportive environments that reduce mental health issues](https://www.edweek.org/education/opinion-no-place-for-social-emotional-learning-in-schools-are-you-sure/2018/03?utm_source=chatgpt.com) and help students manage the effects of trauma or violence. SEL also builds executive function skills, like self-regulation, which are essential for personal and academic success. Programs like project-based learning (PBL) integrate SEL by engaging students with real-world challenges, building their self-management skills and emotional intelligence. The [2017 study in the International Journal of Child Care and Education Policy](https://ijccep.springeropen.com/articles/10.1186/s40723-017-0038-6) referenced earlier further supports this, noting that children who learn these skills early become more sociable, empathic, and competent in communication Self-regulation-focused [SEL programs have numerous benefits](https://orilearning.com/benefits-of-sel/), including their ability to reduce behavioral problems and improve classroom environments. Research shows that the RULER program lowers anxiety and improves students’ problem-solving skills, creating a better school atmosphere. Expanding SEL beyond academics, as seen with the Every Student Succeeds Act, improves outcomes. Including non-academic measures of SEL helps schools prepare students for real-world challenges. This moves beyond test scores to focus on emotional and social skills. Building emotional self-efficacy supports better behavior and academic confidence. Using frameworks like CASEL’s signature practices ensures students develop the resilience needed for school and life beyond. Looking to implement an effective SEL program in your school? Request a demo of our ready-to-teach SEL curriculum to support the emotional well-being and regulation of students in grades 6–12. ### Related Resources - [coping strategies for students](/coping-strategies-for-students/) - [emotional regulation IEP goals](/developing-self-regulation-iep-goals-your-guide-with-examples/#emotional-regulation-iep-goals) **Categories:** Skill Building --- ### [25 Classroom Modifications for Students With Autism](https://orilearning.com/20-5-classroom-modifications-for-students-with-autism/) **Published:** August 6, 2024 **Author:** Dr. Miriam Gayle (VP of Operations) **Excerpt:** 20+ evidence-based classroom modifications for students with autism to create inclusive, research-backed learning environments and improve outcomes. **Content:** Written by: Dr. Miriam Gayle, EdD | Reviewed by: Tess Hileman, M.Ed. A classroom modification changes what a student learns or how teachers measure mastery. For students with autism spectrum disorder (ASD), the right modifications close the gap between what standardized curricula demand and what an individual learner is ready to demonstrate. Whether you need 20 classroom modifications for students with autism or the full set of 25, this guide covers every category — along with the distinction between modifications and accommodations that every IEP team needs to understand. > **Key Takeaways** > > - A modification changes *what* a student learns; an accommodation changes *how* they access the same content > - 25 modifications across 5 categories: curriculum, assessment, homework, behavioral, and environmental > - The CDC identifies 1 in 31 children with ASD — yet only 41% of students with autism spend most of the school day in general education > - Every modification in this guide is backed by research from NCAEP, AFIRM, or peer-reviewed journals > - Modifications must be documented in the student's IEP under IDEA Section 614 The [CDC's 2025 ADDM Network report](https://www.cdc.gov/mmwr/volumes/74/ss/ss7402a1.htm) identifies 1 in 31 children aged 8 in the United States with ASD — up from 1 in 36 in the previous reporting period. As prevalence rises, educators face increasing pressure to differentiate instruction meaningfully — not just provide access, but adjust expectations and content to match each student's developmental level. [IDEA Section 618 data](https://nces.ed.gov/programs/digest/d23/tables/dt23_204.60.asp) shows that only 41% of students with autism spend 80% or more of the school day in general education settings, compared with [67% of all students with disabilities](https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities). Modifications support more meaningful participation in general education settings when grade-level expectations need to be individualized. ## Modifications vs Accommodations: What's the Difference? A modification changes *what* a student is expected to learn or demonstrate. An accommodation changes *how* a student accesses the same content as their peers. The [Center for Parent Information and Resources (CPIR)](https://www.parentcenterhub.org/accommodations/), funded by the U.S. Department of Education, describes a modification as "a change in what is being taught to or expected from the student" — a fundamentally different intervention than providing extra time or preferential seating. Confusing the two leads to IEP misalignment, incorrect progress reporting, and students placed in learning situations that don't match their needs. Under the [Individuals with Disabilities Education Act (IDEA)](https://sites.ed.gov/idea/), Section 614 requires IEP teams to document any modifications to the general education curriculum. The legal distinction matters: accommodations preserve grade-level standards and don't affect a student's diploma pathway. Modifications change the standard itself, which can affect grading, graduation track, and standardized testing eligibility. The [Washington State Governor's Office of the Education Ombuds](https://www.oeo.wa.gov/en/education-issues/supports-students-disabilities/what-are-accommodations-and-modifications) puts it directly: accommodations are provided when a student "is expected to reach the same level of proficiency" as non-disabled peers. Modifications are provided when they are not. Here's how the distinction plays out in practice: Modification TypeWhat ChangesClassroom ExampleWhen to ConsiderCurriculum contentLearning objectives are simplified or reducedStudent reads a passage at a 4th-grade level while peers read at 7th gradeStudent reads significantly below grade levelAssessment standardsWhat the student must demonstrate on a testStudent answers 10 questions instead of 25, covering priority standards onlyStandard assessment doesn't capture student knowledgeAssignment scopeVolume or complexity of work expectedStudent completes 5 math problems at a modified level instead of 20 at grade levelProcessing demands exceed student capacityBehavioral expectationsHow participation is definedStudent submits written responses instead of participating in oral discussionSocial communication differences affect performanceLearning outcomesMastery benchmarks and grading criteriaModified rubric where "proficient" reflects individualized goals, not grade-level standardsSignificant gap between student functioning and grade-level expectationsCompare this with common accommodations: extended time, preferential seating, noise-cancelling headphones, text-to-speech tools. These change the environment or delivery method while keeping the same learning targets intact. If your school currently supports students with autism through accommodations, our guide to [IEP accommodations for autism](/top-10-iep-accommodations-for-students-with-autism/) covers evidence-based access strategies. The modifications below address a different need — adjusting the curriculum itself. ## Curriculum Modifications Curriculum modifications reduce or restructure what students are expected to learn within a subject area. The [Charter SELPA Nine Types of Curriculum Adaptations framework](https://charterselpa.org/Procedural-Guide/Curriculum-Adaptations/) classifies three of its nine adaptation types as true modifications: altering difficulty, setting alternate goals, and substituting curriculum. The five modifications below draw from these three categories. A [2022 systematic review in Autism & Developmental Language Impairments](https://pmc.ncbi.nlm.nih.gov/articles/PMC9620685/) found that individualized curriculum adjustments are among the most commonly recommended — yet least consistently implemented — strategies for inclusive education of students with autism. ### 1. Simplified Reading Levels Replace grade-level texts with lower-Lexile versions covering the same topic. A student studying the American Revolution reads a passage written at a 4th-grade level while classmates work with an 8th-grade text. The subject and key concepts remain identical; the language complexity changes. Research from the [National Center on Accessible Educational Materials](https://aem.cast.org/) supports providing reading materials at a student's instructional level rather than frustration level, particularly for students with co-occurring language processing differences common in autism. ### 2. Modified Learning Objectives Reduce the number or complexity of learning objectives per lesson. Instead of mastering five vocabulary terms with definitions, usage examples, and synonym identification, the student masters three terms with definitions only. A [2020 study by Fleury et al. in the Journal of Autism and Developmental Disorders](https://link.springer.com/article/10.1007/s10803-019-04320-2) demonstrated that narrowing learning objectives improved task completion rates by allowing students to focus attention on fewer targets, an approach particularly effective for learners with restricted attention profiles. ### 3. Alternative Content Delivery Substitute text-heavy instructional materials with visual or multimedia content. Where peers analyze a written case study, the student watches a short video covering the same scenario and responds to guided questions. This isn't about adding visuals as a support (that's an accommodation) — it's about replacing the text-based content entirely with a different medium that becomes the primary learning material. [A 2019 review in Education and Training in Autism and Developmental Disabilities](https://eric.ed.gov/?id=EJ1230708) documented that video-based instruction produces comparable or stronger learning outcomes for students with ASD when the content aligns to modified objectives. ### 4. Condensed Curriculum Scope Cover fewer units or standards while deepening understanding of priority content. An IEP team identifies six priority standards from a 12-standard science course. The student works through those six in depth rather than surface-level exposure to all twelve. The [IRIS Center at Vanderbilt University](https://iris.peabody.vanderbilt.edu/) recommends this approach when students require significantly more time to master each concept. Depth over breadth ensures genuine understanding rather than curriculum coverage without retention. ### 5. Parallel Curriculum Pathways Create a separate learning track with different content depth while maintaining the same subject-area focus. In a history class, while peers analyze primary sources and construct argumentative essays, the student engages with the same historical period through simplified timelines, identification tasks, and supported short-answer responses. [The National Professional Development Center on Autism Spectrum Disorder](https://autismpdc.fpg.unc.edu/) identifies individualized academic programming as an evidence-based practice, noting that parallel pathways maintain classroom inclusion while meeting each student where they are academically. ## Assessment and Grading Modifications Standard assessments often underrepresent what students with autism actually know. Under [ESSA](https://www.advocacyinstitute.org/ESSA/ESSA-AlternateAssessment.shtml), no more than 1% of all students may take alternate assessments — approximately 10% of students with disabilities. [As of 2024, 33 states were out of compliance](https://www.disabilityscoop.com/2024/02/26/states-skirt-testing-requirement-for-students-in-special-education/30758/) with this cap, highlighting how many students need assessment modifications that fall between standard tests and formal alternate assessments. ### 6. Shortened Assessments Reduce the number of test items while targeting the same priority concepts. A student completes 10 questions instead of 30, with items selected to assess the modified learning objectives outlined in their IEP. Fewer items reduce cognitive fatigue and test anxiety while still measuring mastery of the content the student was expected to learn. In practice, IEP teams specify the percentage reduction (e.g., "assessments reduced to 40% of standard length") and identify which standards each shortened assessment covers. This prevents the common mistake of shortening tests arbitrarily without aligning to modified objectives. ### 7. Alternative Assessment Formats Replace written tests with demonstrations, oral assessments, or project-based evaluations. A student who struggles with written expression demonstrates understanding of a science concept by building a model and explaining it to the teacher in a one-on-one setting. [The Council for Exceptional Children (CEC)](https://exceptionalchildren.org/) recommends matching assessment format to the student's strongest communication modality, particularly when written expression barriers would mask content knowledge. ### 8. Modified Grading Scales Replace letter grades with competency-based indicators tied to the student's individualized goals. Instead of A through F, the student receives ratings of "mastered," "developing," or "emerging" based on their modified learning objectives — not the general education standard. [ASCD's guidance on grading students with disabilities](https://www.ascd.org/el/articles/grading-students-with-disabilities) recommends aligning grading to individualized goals when students receive modified standards. Advocates argue this approach better reflects progress and supports engagement. When grades reflect individualized progress rather than grade-level benchmarks, students engage more consistently with their modified learning targets. ### 9. Reduced Answer Choices Narrow multiple-choice options from four or five to two or three. This modification reduces the cognitive load of elimination-based reasoning, which can be particularly challenging for students with autism who experience decision fatigue or difficulty distinguishing between closely related options. A [2009 review published through ERIC on instructional modifications for ASD](https://eric.ed.gov/?id=EJ830397) confirms that reducing answer choices constitutes a modification when it materially changes the difficulty of the assessment item, not just its format. Fewer options lower the cognitive demand of each question, which changes what the item measures. ### 10. Portfolio-Based Evaluation Replace timed test performance with curated collections of student work demonstrating growth over time. Portfolios can include completed assignments, projects, recordings of oral presentations, and teacher observation notes. [The Dynamic Learning Maps (DLM) Consortium](https://dynamiclearningmaps.org/) developed portfolio-based and performance-task alternate assessment models for students with significant cognitive disabilities. These frameworks are increasingly adopted for students with autism whose standardized test performance doesn't reflect their actual learning. Currently, 22 states use DLM alternate assessments as part of their ESSA compliance strategies. ## Homework and Assignment Modifications Homework modifications change the volume, format, or completion requirements of assignments to match a student's modified learning objectives. [A 2017 study by Iadarola et al. in Research in Autism Spectrum Disorders](https://doi.org/10.1016/j.rasd.2017.01.006) reported that parents of children with autism rated homework as one of the top three daily stressors, with completion times averaging two to three times longer than neurotypical peers. ### 11. Reduced Assignment Length Assign fewer problems, shorter writing requirements, or condensed project deliverables. If the class writes a five-paragraph essay, the student writes three paragraphs addressing the modified thesis. The skill (essay structure) is the same; the scope is reduced. Teachers implementing this modification in our partner districts typically document it in the IEP as "reduced assignment length to \[X\]% of standard volume across \[subject areas\]." This specificity helps maintain consistency across classes and substitute teachers. ### 12. Alternative Assignment Formats Offer a project, presentation, or visual product in place of a written assignment. A student creates an annotated poster instead of writing a book report. Both demonstrate comprehension of the text, but the format matches the student's strengths rather than highlighting a deficit area. In a science class, this might mean building a labeled model instead of writing a lab report. The [NCAEP's evidence review](https://ncaep.fpg.unc.edu/wp-content/uploads/EBP-Report-2020.pdf) supports task analysis — breaking assignments into components and allowing alternative formats for each — as an evidence-based practice for learners with autism. ### 13. Modified Project Scope Simplify the deliverables within the same project framework. When the class completes a research project with five sources, an annotated bibliography, and a presentation, the student completes the same project with two sources, brief notes on each, and a shorter presentation to the teacher only. This modification preserves the research skill sequence while reducing the volume at each step. IEP teams we've worked with find that documenting specific scope reductions (e.g., "2 sources instead of 5, 3-minute presentation instead of 10") prevents ambiguity across grading periods. ### 14. Differentiated Reading Assignments Assign a different text at a lower reading level that covers the same topic. The class reads *To Kill a Mockingbird* at the original Lexile level; the student reads an adapted version or a thematically related text at their instructional reading level. Both students participate in the same class discussions about justice and empathy. [Bookshare](https://www.bookshare.org/), a federally funded accessible library, provides over 1 million titles in formats that support multiple reading levels — a practical resource for teachers sourcing differentiated texts. The key distinction: this is a modification (different text) rather than an accommodation (same text with audio support). ### 15. Adjusted Completion Criteria Accept partial completion as meeting the modified standard. If a worksheet has 20 questions, the student's IEP may specify that completing 12 questions with 80% accuracy demonstrates mastery of the modified objective. This isn't about lowering expectations arbitrarily — it's about aligning volume to the student's modified learning plan. [The IRIS Center at Vanderbilt](https://iris.peabody.vanderbilt.edu/module/di/) recommends that completion criteria be tied directly to the modified learning objective, not to a percentage of the general assignment. When the criterion matches the IEP goal, teachers can measure genuine progress rather than task endurance. ## Behavioral Support Modifications Behavioral modifications alter what a student is expected to do in terms of classroom participation, social interaction, and daily routines. These differ from behavioral accommodations (like sensory tools or calm-down spaces) because they change the expectation itself, not just the support around it. ### 16. Modified Participation Expectations Accept written responses, gesture-based communication, or assistive technology output in place of verbal participation. During a class discussion, the student types responses on a tablet that the teacher reads aloud, or the student submits written responses after the discussion rather than contributing in real time. [AFIRM (Autism Focused Intervention Resources and Modules)](https://afirm.fpg.unc.edu/afirm-modules/) at UNC Chapel Hill identifies response flexibility as a key component of effective classroom practices for students with autism. The [NCAEP's 2020 report](https://pmc.ncbi.nlm.nih.gov/articles/PMC8510990/) cataloged 28 evidence-based practices for autism, several of which — including antecedent-based interventions and functional behavior assessment — directly inform when and how to modify participation expectations. ### 17. Alternative Group Work Structures Replace full-group collaborative projects with paired work, parallel tasks, or structured independent contributions to a group product. The student completes their designated section independently and submits it for integration, rather than navigating the unstructured social dynamics of real-time group work. A [2022 study by Brock and Huber in the Journal of Special Education](https://journals.sagepub.com/doi/10.1177/00224669211059854) found that structured peer partnerships produced higher academic output and lower anxiety for students with autism compared to traditional group work formats. The [What Works Clearinghouse](https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_fba_011017.pdf) rates FBA-based interventions as having positive effects on behavioral outcomes, reinforcing the case for individualized rather than class-wide behavioral expectations. ### 18. Individualized Behavioral Criteria Set personalized behavioral goals rather than applying class-wide expectations uniformly. If the class is expected to remain seated for 45 minutes, the student's modified expectation might be 20 minutes of seated work followed by a scheduled break — built into the plan, not treated as a disruption. This modification typically follows a [Functional Behavior Assessment (FBA)](https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_fba_011017.pdf), which identifies the function of a behavior before setting replacement expectations. Teachers who use FBA-informed behavioral criteria report fewer disruptions because the modified expectations match what the student can sustain, rather than setting targets that guarantee failure. ### 19. Modified Transition Expectations Reduce the number of transitions or provide an altered transition procedure. Instead of the six daily transitions between classrooms that peers navigate, the student may have a staggered schedule with four transitions, early release from one class to arrive before the hall crowds, or a different route through the building. [Antecedent-based interventions](https://eric.ed.gov/?id=ED595316) — modifying the environment before a challenging behavior occurs — are the framework here. A middle school student who melts down during passing periods doesn't need a behavior plan for hallway conduct; they need fewer hallway transitions. ### 20. Flexible Attendance and Pacing Requirements Adjust the daily schedule to account for regulation needs. A student may start the school day 30 minutes later, attend a reduced course load, or have scheduled periods of independent work in a resource room between high-demand classes. [The U.S. Department of Education's Office of Special Education Programs (OSEP)](https://sites.ed.gov/idea/osep-fast-facts-children-with-autism-20/) reports that students with autism represent approximately 13% of all students with disabilities served under IDEA — up from 1.5% in 2000-01. Schedule modifications are an increasingly common component of IEPs when the standard school day structure creates barriers to accessing education. ## Environmental Modifications Environmental modifications change the structure or expectations of the physical learning space for a specific student, going beyond adding sensory tools or adjusting lighting (which are accommodations). A [40-year review of educational interventions for autism](https://pmc.ncbi.nlm.nih.gov/articles/PMC8531076/) published in the Journal of Autism and Developmental Disorders traces how environmental modifications have evolved from simple sensory adjustments to structured changes in how students interact with the classroom environment. ### 21. Modified Classroom Schedule Create an individualized daily schedule that differs from the class norm. The student may rotate through fewer learning stations, skip certain whole-group activities in favor of small-group instruction on modified content, or follow an entirely different sequence of subjects based on their attention and energy patterns. [Antecedent-based intervention (ABI)](https://eric.ed.gov/?id=ED595316), one of the NCAEP's 28 evidence-based practices, supports proactively adjusting environmental variables — including scheduling — to prevent challenging behavior before it occurs. Teachers report that front-loading high-demand subjects during a student's peak attention window measurably improves task engagement. ### 22. Restructured Learning Stations Simplify the content or reduce the number of station rotations for the student. In a classroom using a station rotation model, the student visits three stations with modified tasks instead of five stations at grade level. Each station's content aligns with the student's IEP goals rather than the general curriculum standard. This modification works particularly well in elementary and middle school classrooms where station rotation is the default instructional model. Without it, students with autism cycle through stations containing grade-level content they aren't expected to master — generating frustration without learning gains. ### 23. Alternative Classroom Roles Modify the student's responsibilities during group activities or class jobs. Instead of the standard "discussion leader" role that requires real-time verbal facilitation, the student serves as the "materials organizer" or "visual recorder," contributing meaningfully within their current capacity. The goal is genuine participation at a modified level, not exclusion from the activity. [A 2025 systematic review of 233 inclusion studies in the journal Autism](https://journals.sagepub.com/doi/10.1177/13623613251352223) found that role modification within group activities was among the most practical strategies for maintaining classroom inclusion while respecting individual skill levels. ### 24. Adjusted Physical Space Expectations Designate a specific work area where the student completes modified assignments with different output requirements. This isn't a quiet corner for regulation (that's an accommodation) — it's a workspace where the student has different materials, different task expectations, and access to modified resources. For example, during a writing block, peers work at their desks on a five-paragraph essay while the student works at a designated station with a graphic organizer template and a three-sentence writing target. The space itself supports the modification by providing the right tools for the modified task. ### 25. Modified Independent Work Time Structure self-directed periods with defined tasks, reduced scope, and clear completion indicators. While peers engage in open-ended independent study, the student follows a checklist of three specific modified tasks with visual start and finish markers. [Task analysis](https://files.eric.ed.gov/fulltext/ED595398.pdf), another NCAEP evidence-based practice, provides the framework: break independent work into discrete steps, define what "done" looks like for each step, and provide visual supports that allow the student to self-monitor progress. Research on task analysis consistently shows reduced need for teacher redirection when students have clear visual indicators of task completion and sequence. ## 25 Classroom Modifications With Examples The table below provides a complete reference of all 25 modifications organized by category. \#ModificationCategoryExampleWhen to Use1Simplified reading levelsCurriculum4th-grade Lexile text instead of 7th gradeStudent reads below grade level2Modified learning objectivesCurriculum3 vocabulary terms instead of 5 with full analysisAttention or processing limits3Alternative content deliveryCurriculumVideo-based lesson replaces text case studyText processing is a barrier4Condensed curriculum scopeCurriculum6 priority standards instead of 12Needs depth over breadth5Parallel curriculum pathwaysCurriculumSimplified timelines while peers analyze primary sourcesSignificant academic gap6Shortened assessmentsAssessment10 test items instead of 30Cognitive fatigue affects results7Alternative assessment formatsAssessmentModel-building instead of written testWritten expression doesn't capture knowledge8Modified grading scalesAssessmentMastered/developing/emerging instead of A-FGrade-level standards don't apply9Reduced answer choicesAssessment2-3 options instead of 4-5Decision fatigue skews results10Portfolio-based evaluationAssessmentCurated work samples over timeTimed tests underrepresent ability11Reduced assignment lengthHomework3-paragraph essay instead of 5Volume exceeds capacity12Alternative assignment formatsHomeworkPoster replaces book reportFormat doesn't match strengths13Modified project scopeHomework2 sources instead of 5 for research projectFull scope is overwhelming14Differentiated reading assignmentsHomeworkAdapted text at instructional levelGrade-level text causes frustration15Adjusted completion criteriaHomework12 of 20 questions at 80% accuracyPartial completion shows mastery16Modified participation expectationsBehavioralTyped responses instead of verbal answersVerbal participation triggers anxiety17Alternative group work structuresBehavioralIndependent section submitted to group projectUnstructured group dynamics are a barrier18Individualized behavioral criteriaBehavioral20 minutes seated work vs. 45-minute class normRegulation needs differ from peers19Modified transition expectationsBehavioral4 transitions instead of 6, staggered scheduleTransitions trigger distress20Flexible attendance/pacingBehavioralReduced course load or later start timeFull schedule impedes regulation21Modified classroom scheduleEnvironmentalDifferent station rotation sequenceStandard schedule doesn't match needs22Restructured learning stationsEnvironmental3 modified stations instead of 5 at grade levelStation content exceeds level23Alternative classroom rolesEnvironmentalVisual recorder instead of discussion leaderStandard role exceeds current capacity24Adjusted physical space expectationsEnvironmentalDesignated workspace with modified materialsNeeds different output requirements25Modified independent work timeEnvironmental3-task checklist instead of open-ended studyUnstructured time is not productive## How Ori Learning Builds Modifications Into Every Lesson Implementing classroom modifications for students with autism across a full roster of diverse learners requires curriculum designed for flexibility from the start. Ori Learning's [transition lesson plans and activities](/transition-curriculum/) builds a true modification system directly into every lesson through its Mild, Medium, and Spicy activity tiers. Each tier changes the content complexity itself — not just how the student accesses it. A Mild-level task presents simplified language, reduced answer choices, and modified learning objectives. A Spicy-level task extends into critical thinking and open-ended responses. Teachers select the tier that matches each student's IEP goals, and students at different modification levels work within the same lesson framework. In our experience developing curriculum for special education classrooms, the most common barrier to implementing modifications is time — teachers don't have the hours to rebuild every lesson at three complexity levels. The Mild/Medium/Spicy system eliminates that barrier by providing ready-made modifications that maintain instructional coherence while respecting each student's current level. Teachers using the Transition Curriculum report that IEP teams can select a tier at the start of the year and adjust as students progress, without creating custom materials from scratch. Beyond curriculum modifications, the platform includes complementary accommodations that support access: - **136-language translation** — an accommodation that delivers full lesson content in a student's primary language, removing language barriers to accessing modified content - **Text-to-speech with adjustable speed** — an accommodation that supports decoding without changing the content - **Adjustable zoom** — an accommodation for visual accessibility - **Speech-to-text input** — an accommodation that removes the handwriting barrier from open-ended responses For students working on life skills and social-emotional competencies alongside academic content, the [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) provides a structured scope and sequence across grades 6-12 with built-in pre/post assessments that measure growth against individualized benchmarks. Together, these tools give IEP teams a curriculum platform where modifications and accommodations work in tandem — without requiring teachers to rebuild every lesson from scratch. ## FAQ ### What is the difference between modifications and accommodations? A modification changes what a student is expected to learn or demonstrate. An accommodation changes how they access the same content. Reducing test questions is a modification; giving extra time on the same test is an accommodation. Both appear in IEPs, but modifications may affect grading and diploma eligibility. ### When should a student receive modifications instead of accommodations? When accommodations alone don't enable meaningful participation. If a student performs significantly below grade level despite appropriate accommodations, the IEP team may determine that curriculum content or assessment standards need to change — not just the delivery method. Evaluation data and classroom performance guide this decision. ### What are examples of modifications for testing and assessment? Common assessment modifications include shortened tests covering priority standards, alternative formats like oral exams or project demonstrations, modified grading scales using competency-based indicators, reduced answer choices on multiple-choice items, and portfolio-based evaluations collecting work samples over time. ### What are the legal considerations for modifications in IEPs? Under IDEA Section 614, all curriculum modifications must be documented in the IEP, specifying what is modified, why, and how progress is measured. In many states, significant modifications may affect standard diploma eligibility. IEP teams must inform parents of diploma implications and consult state-specific guidelines. ### How do modifications affect a student's diploma or graduation track? This varies by state and modification extent. Minor modifications (reduced assignment length, alternative assessments) typically don't affect diploma eligibility. Significant modifications altering core academic standards may result in a modified diploma or certificate of attendance. IEP teams should discuss diploma implications with families early and revisit annually. ### Can modifications be removed as a student progresses? Yes — modifications aren't permanent. As students develop skills and close achievement gaps, IEP teams can reduce or eliminate modifications during annual reviews. A student who initially needed simplified reading levels may progress to grade-level texts with accommodations only. The goal is always the least restrictive support that enables meaningful growth. **Categories:** Instructional Strategies --- ### [Managing Holiday Stress with Self Management IEP Goals](https://orilearning.com/managing-holiday-stress-with-self-management-iep-goals/) **Published:** December 16, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Help students manage holiday stress with practical self-management IEP goals, sensory supports, and mindfulness strategies for educators and caregivers. **Content:** The holidays often bring unique challenges for students with self-management needs, as disruptions in routines, social demands, and sensory overload can amplify stress, making it essential to incorporate appropriate coping strategies. Educators and caregivers play a critical role in addressing these challenges by equipping students with practical tools to navigate the season with confidence. From creating effective [IEP goals](https://orilearning.com/developing-asking-for-help-iep-goals-your-guide-with-examples/) to implementing tailored strategies like mindfulness techniques and sensory supports, this guide highlights actionable ways to help students manage holiday stress while fostering their independence and resilience. Readers will discover how to prepare students for seasonal stressors, monitor progress, and make adjustments to ensure success during this high-pressure time. ## Understanding Self-Management IEP Goals [Self-management IEP goals](https://orilearning.com/developing-self-regulation-iep-goals-your-guide-with-examples/) help students learn to regulate their emotions, behavior, and stress responses, building independence and resilience. These goals are a critical part of social-emotional [learning](https://orilearning.com/inclusion-or-illusion-universal-school-based-emotional-well-being/), focusing on key skills like [self-awareness](https://www.positiveaction.net/blog/social-emotional-skills-iep-goals), emotional control, impulse control, and goal-setting. During high-stress times like the holidays, self-management becomes even more important. The ability to [recognize and manage feelings](https://everydayspeech.com/blog-posts/iep-goals-objectives/effective-iep-goals-for-stress-management-skills-in-elementary-students/) can help students navigate the disruptions and heightened emotional demands of the season, thereby enhancing their self regulation skills. Core components of self-management IEP goals include: 1. **Self-Awareness**: Teaching students to identify their emotions and understand what triggers stress. 2. **Goal-Setting**: Encouraging realistic, actionable objectives for managing emotions and behaviors. 3. **Stress-Response Mechanisms**: Developing strategies like deep breathing or mindfulness to [handle anxiety](https://www.yourtherapysource.com/blog1/2022/01/24/self-regulation-iep-goals/) or overstimulation. In the context of holiday stress, these goals act as a framework to help students prepare for and cope with changes in their routines or environments. By equipping students with tools to manage stress, self-management IEP goals can ease transitions and build confidence in challenging situations. ## Identifying Holiday-Specific Stressors for Students Holidays bring unique stressors for students, especially those with self-regulation challenges. The most common stressors include routine changes, social pressures, and sensory overload. These disruptions can make it harder for students to stick to self-management plans, increasing [feelings of anxiety and frustration](https://www.bridges4kids.org/IEP/iep.goal.bank.pdf). Routine changes, like school breaks or irregular schedules, can be especially tough. Predictability is often key for students managing stress, so shifting daily patterns can lead to confusion and heightened emotional reactions. Social events, such as family gatherings, introduce additional challenges. Students may face pressure to interact or behave in ways that feel [overwhelming or unfamiliar](https://lifeskillsadvocate.com/blog/iep-goals-for-impulse-control/), making it crucial to manage these interactions in a positive manner. Overstimulation is another factor. The holidays are full of bright lights, loud music, and crowded environments that can overwhelm students’ sensory systems. These external stimuli can escalate stress and make it harder for them to use learned [coping skills](https://www.bridges4kids.org/IEP/iep.goal.bank.pdf) effectively. Holiday-specific stressors also tend to amplify the difficulty of identifying and addressing emotions. Without clear strategies tailored to these triggers, students might struggle to manage their reactions. Educators and caregivers should recognize these stressors early and link them directly to self-management goals, ensuring students are prepared for the [unique challenges holidays bring](https://everydayspeech.com/blog-posts/iep-goals-objectives/effective-iep-goals-for-stress-management-skills-in-elementary-students/). ## Developing Effective IEP Goals for Stress Management Effective IEP goals for stress management during the holidays must be specific, measurable, and tailored to the student’s needs, focusing on goals for self regulation. These [goals should focus](https://orilearning.com/enhancing-concentration-iep-goals-for-improved-focus-and-attention/) on practical strategies to help students anticipate and respond to holiday stressors. For example, a SMART goal might be teaching students to identify at least three [personal stress triggers](https://everydayspeech.com/blog-posts/iep-goals-objectives/effective-iep-goals-for-stress-management-skills-in-elementary-students/) and use a calming strategy, like deep breathing, in 80% of observed instances, as part of their individualized education program. Including holiday scenarios in goal-setting adds real-world relevance. Role-playing common holiday stressors, like large family gatherings or unstructured downtime, can help students practice self-regulation techniques in advance. This preparation equips them with the confidence to [manage stress](https://www.yourtherapysource.com/blog1/2022/01/24/self-regulation-iep-goals/) in unpredictable situations. Other goals might target transitions, a frequent holiday challenge. Students could practice transitioning between school and home routines [using visual schedules or social stories](https://www.positiveaction.net/blog/social-emotional-skills-iep-goals), with success tracked over several weeks. For younger students, concrete tools like emotion cards or stress thermometers can be part of the goal framework. These tools provide a visual way to recognize and communicate feelings, a critical skill for [managing holiday stress](https://www.bridges4kids.org/IEP/iep.goal.bank.pdf). Tailoring these goals ensures students are not only prepared but also supported in applying what they’ve learned during high-stress times. ## Practical Strategies for Supporting Students ### Visual Tools for Routine Changes Practical strategies can make self-management IEP goals more effective during the holidays. Visual tools like daily schedules or countdown calendars can help students navigate changes in routines. For instance, including specific holiday events in a visual schedule helps prepare students for what’s ahead, [reducing uncertainty](https://lifeskillsadvocate.com/blog/iep-goals-for-impulse-control/). - Use daily schedules or countdown calendars to help students manage changes in routines. - Include specific holiday events in the visual schedule to prepare students for what’s ahead and reduce uncertainty. - Example: A countdown to a holiday party displayed visually can alleviate stress by setting clear expectations. ### Sensory Breaks for Overstimulation Sensory breaks are essential for managing overstimulation. Caregivers or educators can create quiet zones during holiday gatherings or events, giving students a safe space to decompress. Adding noise-canceling headphones or stress-relief items like fidget tools can further [help students self-regulate](https://www.yourtherapysource.com/blog1/2022/01/24/self-regulation-iep-goals/). - Create quiet zones during holiday gatherings or events to allow students to decompress. - Provide sensory aids like noise-canceling headphones or fidget tools to support self-regulation. - Example: A designated “calm corner” at family dinners equipped with stress-relief items. ### Mindfulness and Relaxation Techniques Teaching mindfulness and relaxation techniques, such as practicing deep breathing exercises, tailored to the student’s age is another effective approach. Techniques like progressive muscle relaxation, simple breathing exercises, or short guided meditations can empower students to respond calmly to [stressful moments](https://www.bridges4kids.org/IEP/iep.goal.bank.pdf). - Teach age-appropriate mindfulness practices like progressive muscle relaxation, practicing deep breathing exercises, or guided meditations. - Empower students to manage stress and respond calmly to challenging moments. - Example: Using a simple 5-minute breathing exercise before engaging in a busy holiday [activity](https://orilearning.com/self-identity-activities-for-high-school-students-lesson-plan/). ### Social Stories and Role-Play Social stories and role-play are great for building confidence in handling holiday-specific stress. For instance, practicing how to respond to questions from unfamiliar relatives or preparing for group activities helps students feel [more in control](https://everydayspeech.com/blog-posts/iep-goals-objectives/effective-iep-goals-for-stress-management-skills-in-elementary-students/) during these situations. - Use social stories to prepare students for holiday-specific situations, such as meeting unfamiliar relatives. - Engage in role-play to build confidence in handling group activities or common scenarios. - Example: Practicing responses to questions like, “What did you get for Christmas?” can reduce anxiety. ### Consistent Communication Consistent communication with students is also key. Caregivers and teachers should check in regularly to discuss upcoming events and reinforce strategies, ensuring students feel supported and prepared throughout the [holiday season](https://www.positiveaction.net/blog/social-emotional-skills-iep-goals). - Maintain open communication with students to discuss upcoming events and reinforce strategies. - Regular check-ins help students feel supported and prepared during the holiday season. - Example: Weekly meetings with caregivers or teachers to review holiday schedules and coping techniques. ## Measuring Progress and Adjusting Goals Tracking progress is essential to ensure self-management IEP goals and self regulation strategies are effective during the holidays. Tools like emotion logs or behavior charts allow students to document their feelings and responses to stressors. For instance, students can rate their stress levels during specific [holiday events](https://everydayspeech.com/blog-posts/iep-goals-objectives/effective-iep-goals-for-stress-management-skills-in-elementary-students/) and note what strategies they used to manage those feelings. Apps and digital tools designed for self-regulation, such as mood trackers or guided relaxation apps, can provide additional support. These tools make it easy to collect data on emotional patterns and coping strategies, [giving educators](https://www.yourtherapysource.com/blog1/2022/01/24/self-regulation-iep-goals/) and caregivers a clear picture of what’s working. Adjusting goals based on progress is crucial. For example, if a student struggles with a specific coping strategy, educators can introduce an alternative, like replacing mindfulness exercises with simpler grounding techniques. Reviewing tracked data weekly allows for timely [updates to the IEP](https://www.positiveaction.net/blog/social-emotional-skills-iep-goals). Short-term holiday-specific objectives can also be added to the plan. For instance, if a student has difficulty transitioning [back to school after the break](https://www.bridges4kids.org/IEP/iep.goal.bank.pdf), a temporary goal focusing on re-establishing routines can provide additional structure. Regular monitoring ensures that the IEP remains responsive to the student’s evolving needs. ### Related IEP Goal Resources - [IEP goals for negative self-talk](https://orilearning.com/iep-goals-to-overcome-negative-self-talk-in-students/) - [behavior IEP goals](https://orilearning.com/building-successful-behavior-iep-goals-essential-tips-and-examples/) - [writing SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) ### More On Self-Management IEP Goals ### What is the self-management goal for IEP? A self-regulation goal for IEP helps students learn to regulate their emotions, behaviors, and stress responses. They focus on self-awareness, impulse control, and setting realistic goals to handle challenges independently. ### What is an example of a self-regulation IEP goal? A goal could be: “Student will identify three personal stress triggers and use a calming strategy, like deep breathing exercises, in 80% of observed instances to manage emotional responses.” ### What is the IEP goal for keeping hands to self? A goal might be: “Student will demonstrate appropriate personal space by keeping hands to themselves during [peer interactions](https://orilearning.com/enhancing-social-engagement-a-guide-to-peer-interaction-iep-goals/) in 4 out of 5 observed opportunities.” ### What are the self-expression IEP goals? Self-expression goals may include: “Student will use ‘I feel’ statements to express emotions during group discussions in 3 out of 4 observed scenarios.” ## A Smarter Way to Manage Holiday Stress Managing holiday stress is a real challenge for students with self-management IEP goals, but it’s also an opportunity to grow their social and emotional skills, independence, and resilience. Addressing the disruptions, sensory overload, and social pressures of the holiday season requires targeted planning and support. By incorporating tailored goals, effective teaching strategies, and real-time progress tracking, educators and caregivers can help students navigate these stressors successfully. The holidays don’t have to be a time of overwhelm—they can be a season of empowerment when students are equipped with the right tools. [Ori Learning](https://orilearning.com/platform/) offers comprehensive solutions that align directly with these challenges. Its [SEL](https://orilearning.com/what-is-sels-role-in-developing-self-awareness/) and transition curricula are designed to help students build skills like emotional regulation and stress management in a way that’s practical and accessible. The online platform includes visual aids, interactive exercises, and customizable [lesson plans](https://orilearning.com/icebreakers-for-teens-lesson-plan/) that can be adapted for holiday-specific needs. Teachers and caregivers benefit from a user-friendly interface and tools to track progress, while students get access to engaging, easy-to-follow strategies for managing stress. Ready to see how [Ori Learning](https://orilearning.com/emotional-well-being-curriculum/) can transform your approach to self-management and SEL goals? Request a demo today to explore how its tools can support your students during the holidays and beyond. Visit [Ori Learning](https://orilearning.com/) and take the first step towards stress-free, successful transitions. A structured [transition planning curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. **Categories:** IEP Goal Bank --- ### [What Does an SEL Specialist Do?](https://orilearning.com/what-does-an-sel-specialist-do/) **Published:** May 27, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Discover what an SEL specialist does: roles, skills, program design, and impact of social-emotional learning specialists in schools to boost student well-being. **Content:** ## What does an SEL specialist do? Over the past two decades, social-emotional learning (SEL) has become a central focus in the U.S. educational system, beginning as supplementary and evolving into foundational to learning and personal growth as a student. As schools increasingly recognize the importance of addressing students’ emotional and social needs alongside their academic development, the role of specialists who are well-versed in SEL practices is also growing in significance. In this article, we detail the role and responsibilities of an SEL specialist and their impact on educational environments. We then elaborate by explaining the growing demand for SEL despite the challenges special educators face in embedding SEL instruction in school curricula. ### The role and responsibilities of an SEL specialist [You might be familiar with SEL](https://orilearning.com/what-is-sels-role-in-developing-self-awareness/) already, but not with the role of SEL specialist. So, what exactly does an SEL specialist do? An SEL specialist is an educational professional dedicated to integrating social-emotional learning into school curricula. They work to create programs and strategies that foster emotional intelligence, resilience, and interpersonal skills among students. In particular, SEL specialists design, implement, and evaluate SEL programs tailored to the unique needs of their school communities, while making sure they [align with the CASEL framework](https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/). Their work also involves collaborating with teachers, administrators, students and their parents, guardians or caregivers to create a supportive learning environment. The primary responsibilities of an SEL specialist include: - **Program development**: Creating a comprehensive, age-appropriate SEL curriculum that aligns with state and national standards. - **Professional development**: Training teachers and staff on SEL principles and techniques to ensure consistent and effective implementation. - **Student support**: Providing direct support to students through one-on-one counseling, group sessions, and [classroom activities](https://orilearning.com/social-emotional-learning-activities-to-try-in-the-classroom/). - **Assessment and evaluation**: Monitoring the effectiveness of SEL programs through data collection, analysis, and reporting to stakeholders. - **Community engagement**: Engaging parents, guardians and caregivers and the wider community to foster a holistic support system for students. To become an SEL specialist, you typically need to have a background in education, psychology, or a related field, followed by specialized training in SEL methodologies. Depending on the institution, advanced certifications or a master’s degree in SEL, counseling, or educational leadership may be required. ## The importance of SEL specialists in schools The need for SEL specialists stems from the growing recognition that academic success alone does not guarantee overall student well-being. By addressing social and emotional competencies, SEL specialists help students develop critical life skills that contribute to their holistic development into adults. Research consistently shows that SEL programs lead to significant improvements in students’ social behavior, academic performance, and emotional well-being. In a study comparing results from four large-scale meta-analyses of student outcomes related to participation in universal, school-based social and emotional learning (SEL) programs,[ Mahoney, J., Durlak, J., & Weissberg, R., (2018)](https://journals.sagepub.com/doi/10.1177/0031721718815668) found in their examination of 356 research studies that SEL programs positively impact students’ behavioral and academic outcomes, and concluded that they are feasible and effective in various educational contexts worldwide. In the short term, SEL interventions result in reduced behavioral problems (Morris et al., 2013), improved classroom climate (Greenberg et al., 2017), and enhanced student engagement (Schonert-Reichl et al., 2015). Long-term benefits include higher graduation rates ([Rodríguez-Planas, 2012](https://www.aeaweb.org/articles?id=10.1257/app.4.4.121)), better mental health outcomes (Vinokur et al., 2000), and increased employability (Greenberg et al., 2017). ## Positive trends in SEL implementation The SEL field has seen significant growth and evolution in recent years and has been gaining purchase in schools and districts, demonstrating that the value of SEL specialists’ work is increasingly being recognized. One notable trend we are seeing is the gradual integration of SEL into the wider school curriculum over the last 20 years. The data from various studies and projects support this, in particular those from large-scale implementation projects such as one in New Jersey, which aimed to build students’ SEL skills to a school-wide level (Romasz et al., 2004). The project was able to extend beyond classroom curricula to encompass school-wide activities, showing an evolution in the approach to how SEL is successfully integrated into wider educational practices in a systemic way. Additionally, technology is playing a vital role in SEL implementation by providing innovative tools and platforms that facilitate the teaching and learning of social-emotional skills. With the advent of new technologies designed to enhance SEL instruction, educators can deliver more personalized and engaging experiences for students. AR, VR, and AI have been shown to be effective in teaching core SEL skills (Mittal, 2020) and have led to significant improvements in students’ social and emotional skills, empathy, and responsibility, particularly when integrating interactive digital activities (Iaosanurak et al., 2016). Lastly, there is a growing emphasis on professional development for educators which equips them to effectively model and teach SEL skills. For instance, many schools are implementing workshops and training sessions focused on emotional intelligence, stress management, and empathy. A study by Hen & Sharabi-Nov, 2014 evaluating a 56-hour “Emotional Intelligence” training model for 186 teachers who on average reported greater self-introspection, emotional awareness, emotional regulation, and understanding of others. These initiatives help teachers integrate SEL into their daily curriculum, create a more supportive classroom environment, and ultimately foster students’ social and emotional growth. ## The challenges of implementing SEL in schools While the benefits of SEL are well-documented, implementing these programs can present certain challenges. Some of the common obstacles include: - **Resource limitations**: Schools may lack the financial resources or trained personnel needed to sustain comprehensive SEL programs and hire SEL specialists. Without adequate funding, schools struggle to provide the necessary staff training, purchase required materials, and allocate time within the curriculum for SEL activities. - **Resistance to change**: Teachers and administrators might be hesitant to prioritize or integrate SEL into an already packed curriculum. This resistance can stem from various factors, such as a lack of understanding of [SEL’s benefits](https://orilearning.com/benefits-of-sel/), concerns about the additional time and resources required, or a belief that academic subjects should take precedence. - **Measurement difficulties**: Unlike academic skills that can be measured through standardized tests, social-emotional learning involves personal growth, emotional intelligence, and interpersonal skills, which are harder to quantify. Additionally, the impact of these programs may vary significantly from one individual to another, further complicating the evaluation process. - **Cultural sensitivity**: Ensuring that SEL programs are culturally inclusive can be challenging in diverse school settings. Educators must be trained to understand cultural nuances and adapt their teaching methods accordingly, incorporating materials and practices that reflect and value the diverse experiences of students. Addressing these challenges requires a collaborative approach. Schools can seek funding through grants, partner with community organizations, and invest in professional development for staff. Additionally, emphasizing the long-term benefits of SEL can help garner support from stakeholders. ## More on SEL specialists ### What is the role of an SEL specialist in schools? An SEL specialist integrates social-emotional learning into school curricula, developing programs that foster emotional intelligence, resilience, and interpersonal skills. They train staff, support students, evaluate program effectiveness, and engage the community. ### What qualifications are needed to become an SEL specialist? Typically, an SEL specialist needs a background in education, psychology, or a related field, along with specialized training in SEL methodologies. Advanced certifications or master’s degrees in SEL, counseling, or educational leadership may also be required. ### What challenges do SEL specialists face in schools? Challenges include resource limitations, resistance to integrating SEL into the curriculum, difficulties in measuring SEL outcomes, and ensuring cultural sensitivity. Addressing these challenges requires collaboration, funding, professional development, and stakeholder support. ## Implementing SEL in school curricula: Next steps SEL specialists are fast becoming a crucial component of education: they provide direct support through counseling, group sessions, and targeted activities, and they ensure that SEL programs not only fit within educational standards but also benefit students, significantly contributing to their wellbeing and success both in the short and long term. The implementation of SEL within schools, while increasingly recognized for its importance, faces several challenges such as resource limitations, resistance to change, and the complexity of measuring social-emotional growth. Despite these hurdles, the field of SEL has witnessed remarkable growth and evolution, integrating new technologies and comprehensive professional development to enrich instruction. [Ori Learning’s Emotional Well-Being curriculum](https://orilearning.com/SEL-landing/) empowers educators to deliver essential social and emotional skill instruction with confidence and minimal training required for staff. Our platform is intuitive and easy to use and comes packed with powerful progress monitoring tools, as well as translation and accommodations features that support diverse learning needs. Developed using the UDL framework, the curriculum gradually builds upon and reinforces key skills with age-appropriate content that engages and inspires students throughout their learning journey. Learn more about Ori Learning’s [Emotional Well-Being curriculum](/emotional-well-being-curriculum/). **Categories:** Research & Trends **Tags:** professional development, special education director, Special education professional development, special education teacher, special education teacher burnout, Transition --- ### [Addressing Special Education Teacher Burnout](https://orilearning.com/addressing-special-education-teacher-burnout/) **Published:** January 16, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Special education teacher burnout: causes, effects, and proven strategies to prevent and reduce stress, improve wellbeing, retention, and student outcomes. **Content:** Special education requires its teaching staff to facilitate a positive environment for students with diverse learning needs to learn and grow as individuals. All too often, however, this can come at the cost of high levels of stress and academic and administrative overload, which subsequently results in a higher risk of burnout. In this article, we address special education teacher burnout: what it is, what causes it, and what its impact is on teachers and the field at large. We follow this up with useful suggestions for how to handle such scenarios in schools in order to prevent and alleviate the symptoms of burnout. ## Causes and impact of special education teacher burnout ### What unique challenges does special education pose which can lead to burnout? Teachers face a multitude of challenges in their work life. One of the most cited is that they have to manage a high workload which requires factoring in **many hours of preparation and administrative tasks** in addition to the allotted teaching time. There are, however, challenges that are unique to the subset of teachers working in special education. Among them are a **shortage of qualified staff** in the talent pool, a lack of adequate support on the job once hired, and **inequitable federal funding allocation** to special education schools across federal districts, to name a few. Most importantly, however, the nature of the special education teaching role lies in interacting with and instructing students who have varying degrees of difficulty in engaging with the curriculum and materials they are presented with. This presupposes educators having to deal with **emotionally charged situations in the classroom**. As a result of these many pressures, special education teachers (or SETs) have to deal with high amounts of stress and frustration, which is one of several signs of burnout. ### What does burnout look like in the context of special education? [According to WebMD](https://www.webmd.com/mental-health/burnout-symptoms-signs), burnout is **“a form of exhaustion”** which can be a “result of excessive and prolonged emotional, physical, and mental stress”, often related to one’s job. Staff in the special education sector have been identified as **specifically at risk of burning out** in the workplace. [Researchers have cited](https://www.x-mol.net/paper/article/1340405247622430720) some of the **SET-specific job responsibilities**, such as large amounts of administrative paperwork, the need to work long hours, and the lack of curricular resources, as contributing factors to an already stressful profession. In more severe cases, special education teacher burnout may even lead to [chronic mental and physical health concerns](https://eric.ed.gov/?id=EJ1342128) for the individual. This is why it is of the utmost importance that it be addressed in a timely, strategic way. ### What are the wider consequences of burnout in special education? Special education teacher burnout can also be **detrimental to student outcomes**. One [2017 study](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6294446/) showed that burnout had a direct impact on student IEP outcomes, with stress significantly reducing teaching quality and student engagement. This is further evidenced by a [systematic review](https://ouci.dntb.gov.ua/en/works/4rxGeKG9/) that found a **correlation between teacher burnout, poor academic achievement, and lowered student motivation**. One of the biggest contributors to teacher attrition is known to be burnout. Over the last three decades, the **shortage of qualified teachers who have stayed at their posts** has been a persistent issue. Between the 2015-16 and 2016-17 school years, the [special education teacher turnover rate was 11% higher](https://ies.ed.gov/ncee/edlabs/regions/central/pdf/REL_2019008.pdf) than that for general education teachers, with SETs being 72% more likely to transfer schools. Because of this underlying issue in the sector, there exist long-term implications beyond teacher attrition, as the funds needed to compensate for the staff shortages to recruit, train, and support new teachers have to be **diverted away from other departmental budgets where the money is needed**, including ones which help address special education teacher burnout. ## Detection and prevention of special education teacher burnout ### What are the signs of special education teacher burnout? Burnout can manifest in a variety of ways among special education teachers over time. Initially, the teacher might appear tired, lacking enthusiasm and falling behind on their work. They might begin to experience **fatigue, headaches, and insomnia**, while the emotional symptoms encompass **feelings of incompetence or ineffectiveness**, irritability, anxiety, and depression. Ultimately they might no longer be able to carry out their duties effectively. It can even go as far as to cause teachers to become reactive and lash out at their students verbally or physically due to the cumulative effect of the physical and emotional toll, as a [2020 study on teacher burnout](https://www.atlantis-press.com/proceedings/esic-19/125938846) shows. ### What are some strategies to combat special education teacher burnout? Detecting burnout early is key to preserving teachers’ well-being and maintaining a healthy, motivating learning environment for students, but it can also be prevented altogether through **early and proactive intervention**. #### **1. IEP Implementation guidance for new teachers** Teachers who have recently started their careers in special education will need additional **help with applying their theoretical knowledge in the classroom**, as well as guidance to navigate the challenging responsibilities of a new role. In particular, special education coordinators can **guide new teachers in developing, implementing, and monitoring IEPs**, ensuring that they familiarize themselves with individual students’ needs and work towards meeting them. #### **2. Ongoing professional and emotional support** People in any line of work need to feel supported, from entry-level employees to seasoned professionals. In order to identify the areas in which support is needed most, school directors may **conduct surveys to collect data** which can help in **understanding SETs’ most pressing needs and concerns**. In parallel, they can consider running training courses with a focus on **developing strategies for managing stress and building resilience** to give special education teachers the necessary tools to handle the emotional toll of their work. #### **3. Collaborative support networks** Peer-to-peer support groups which allow for **sharing relevant know-how and work experience** in a safe environment can significantly alleviate the stress experienced by special education teachers. Learning how to **communicate and collaborate effectively** with other colleagues is key to understanding the ways in which other people are both similar and different, and it helps **foster positive relationships based on empathy**. It is also a good idea to have a diverse support system which represents members across all school departments. #### **4. Streamlined administrative tasks** Teachers often end up taking on an administrative load outside of regular teaching hours, which reduces the amount of time they can dedicate to preparing for lessons. Finding **digital solutions** for documentation and reporting can **speed up and even automate certain parts of the process** of performing time-consuming administrative tasks such as filling out paperwork, recording grades, and conducting assessments. This can in turn **significantly reduce a special educator’s workload** and potentially mitigate burnout. #### **5. Regular feedback and recognition** Special education teachers who experience burnout may do so because they don’t feel effective or appreciated in the workplace. It is the job of directors and administrators to make time to **offer constructive appraisal** and provide **feedback and recognition** on a regular, consistent basis to **facilitate higher levels of teacher satisfaction and growth**. ## More on special education teacher burnout ### What is the stress level of special education teachers? Special education teachers experience a high degree of emotional stress on the job as a result of the demanding nature of their roles, including complex student needs, administrative challenges, and the pressure to meet IEP goals. ### What are the symptoms of teacher burnout? Common physical symptoms of burnout are fatigue, headaches, and insomnia, while the emotional symptoms typically encompass feelings of incompetence or ineffectiveness, irritability, anxiety, and even depression. ### How does teacher burnout affect students? Burnout in teachers can be detrimental to their students’ academic outcomes. At its worst, it can compromise the safety of the learning environment, making teachers become reactive and even lash out at their students verbally or physically. ## Special education teacher burnout: Next steps The long-term success of special education programs hinges on the well-being of the staff dedicated to maintaining them. Once we recognize the negative impact of burnout on special education teachers and the ripple effects it can have across the profession, it becomes imperative to adopt proactive prevention and mitigation measures, such as the ones suggested above. By making SETs’ mental and emotional health a priority, schools not only safeguard their staff’s professional fulfillment, but also enhance the overall effectiveness of special education initiatives. [Ori Learning](https://orilearning.com/emotional-well-being-curriculum/) is a great solution that can alleviate special education burnout by taking on the brunt of the workload. The platform is intuitive and easy to navigate without any additional training necessary. SETs can access a comprehensive curriculum that adapts to different instructional modes, providing them with the flexibility to customize scope and sequence or immediately implement ready-made lessons within the classroom. Moreover, administrative tasks are easier to streamline with Ori as all the data reporting is automated and easily accessible within the platform. Book a call with one of our representatives today to discuss your school’s requirements and let’s combat special education teacher burnout together. A [comprehensive transition solution](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. ### Related Resources - [how SEL can prevent teacher burnout](/sel-preventing-teacher-burnout-improving-student-outcomes/) - [the teacher turnover crisis](/how-close-are-we-to-solving-the-sky-high-special-education-teacher-turnover-rate/) - [systemic problems in special education](/special-education-problems-we-are-not-solving/) - [addressing teacher burnout](/addressing-special-education-teacher-burnout/) - [how to become a SPED director](/how-to-become-a-director-of-special-education/) **Categories:** Emotional Well-being, Leadership & Admin Strategies, Research & Trends **Tags:** burnout prevention strategies, educator wellbeing, school leadership support, special education burnout, special education challenges, special education directors, special education teacher burnout, staff retention, teacher self-care, teacher stress --- ### [Social Emotional Learning and the Brain: How It Engages During the Holidays](https://orilearning.com/social-emotional-learning-and-the-brain-how-it-engages-during-the-holidays/) **Published:** December 12, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Emotional well-being strategies for students reduce holiday stress by strengthening brain-based resilience, mindfulness, gratitude, and engagement. **Content:** The holiday season presents unique challenges for students, marked by increased stress, disrupted routines, and heightened emotional demands. Adverse childhood experiences, such as abuse, poverty, and other significant social issues, can exacerbate holiday stress for students. Social-emotional learning offers a transformative approach to addressing these stressors by actively engaging critical areas of the brain, like the prefrontal cortex and amygdala, to enhance emotional regulation and resilience. Readers will explore how targeted strategies — such as mindfulness and gratitude exercises, can mitigate holiday-related stress, maintain engagement through creative activities, and foster long-term benefits like emotional adaptability and stronger social bonds. This piece delves into the neuroscience behind SEL and offers practical insights for integrating these tools into both classroom and home settings during the holiday season. ## The Neuroscience of SEL and Its Impact on the Brain Social-emotional learning taps into key areas of the brain, particularly the prefrontal cortex and the amygdala. Insights from brain science reveal that the prefrontal cortex handles decision-making and self-regulation, making it critical for managing emotions and stress. These strategies help students strengthen those functions, equipping them to respond calmly to challenges. For instance, mindfulness practices reduce stress and improve emotional control by [actively engaging this part of the brain](https://curriculum.sweetwaterschools.org/home/subject-areas/social-emotional-learning/neuroscience-of-sel). Additionally, social-emotional learning helps students develop accurate self-perceptions by enhancing their self-awareness and understanding of their emotions. The amygdala, known as the brain’s emotional center, can become overactive during periods of stress—such as the busy holiday season. Consistent emotional-regulation practice can reduce this reactivity, helping students stay composed and less prone to emotional outbursts. [Richard Davidson’s research on mindfulness and emotional regulation](https://www.edutopia.org/video/heart-brain-connection-neuroscience-social-emotional-and-academic-learning/) highlights how these practices rewire the brain to decrease amygdala activation, creating a calmer state of mind. SEL also takes advantage of neuroplasticity—the brain’s ability to adapt and create new pathways. By repeatedly practicing skills like empathy or emotional regulation, students strengthen neural connections associated with [positive behaviors](https://orilearning.com/positive-classroom-behaviors/). This ability to rewire habits is especially important [during the holidays](https://www.ascd.org/books/social-emotional-learning-and-the-brain), a time when routines are disrupted, and stress can peak. In short, social-emotional learning gives the brain tools to manage emotions effectively, particularly during high-stress times, ensuring students remain engaged and balanced. ## Holiday Stressors and How SEL Helps Students Cope The holiday season often brings increased stress for students due to disrupted routines, social pressures, and heightened family dynamics. Students facing adverse childhood experiences such as abuse, poverty, divorce, and abandonment may find the holiday season particularly challenging. Social-emotional learning offers targeted strategies to help students navigate these stressors. For example, mindfulness practices like guided breathing can lower cortisol levels, a [stress hormone that spikes](https://www.ascd.org/books/social-emotional-learning-and-the-brain) during hectic periods. Lower cortisol improves focus and reduces the likelihood of emotional overload. Holidays can also trigger anxiety in students who struggle with change or face challenging home environments. These [programs](https://orilearning.com/sel-programs-expectation-vs-reality/) teach emotional identification and coping skills, enabling students to articulate feelings rather than internalize them. Activities such as group discussions about shared stressors [create a sense of community](https://www.wholechildcounseling.com/post/supporting-students-with-winter-social-emotional-learning-activities-for-counseling-and-classrooms?srsltid=AfmBOopQIJf4PljnewWHyY9bUPallFVLC4QEyVguk2m1TubprIZyAEB_) and provide emotional relief, creating supportive classroom environments. This approach also mitigates behavioral challenges often seen during the holidays. Students who practice self-regulation techniques are better equipped to manage irritability or frustration. These skills are particularly important when holiday disruptions lead to less sleep or more conflict. The emphasis on [emotional resilience](https://jubileeacademies.squarespace.com/s/SEL-Support-fort-Students-and-Staff.pdf) ensures students can maintain constructive behavior even in less-than-ideal circumstances. By addressing these common stressors head-on, social-emotional learning provides students with tools to thrive during the holidays rather than becoming overwhelmed. This not only reduces short-term struggles but also fosters long-term emotional stability. ## SEL Strategies to Enhance Student Engagement During the Holidays Social-emotional learning strategies tailored for the holiday season, incorporating brain-based learning, help keep students engaged despite disruptions. Storytelling and group activities centered on seasonal themes are particularly effective. These activities tap into the limbic system, the [brain’s emotional hub](https://www.amazon.com/Social-Emotional-Learning-Brain-Strategies-Students/dp/1416629491), fostering deeper emotional connections with peers and the material. Students participating in such activities often feel more connected and invested. Gratitude exercises are another powerful tool in this framework. Writing or sharing things they’re thankful for stimulates areas of the brain linked to positive thinking and empathy. These practices also reinforce neural pathways that [improve social bonds](https://www.ascd.org/books/social-emotional-learning-and-the-brain) and emotional well-being. Journaling during holiday breaks can boost self-awareness and mental clarity. By expressing their thoughts, [students engage](https://orilearning.com/8-tips-for-engaging-students-in-the-transition-planning-process/) the brain’s executive function, improving their ability to process emotions and set personal goals. This practice helps counteract [the lack of structure](https://static1.squarespace.com/static/5d8cc663d46259208da6d2a1/t/63a0efbe9b303419ba046fb7/1671491520200/SEL+Support+fort+Students+and+Staff.pdf) often seen during holidays. Games centered on empathy — like role-playing scenarios or solving teamwork challenges, also engage students actively. These interactive exercises support [problem-solving skills](https://www.wholechildcounseling.com/post/supporting-students-with-winter-social-emotional-learning-activities-for-counseling-and-classrooms?srsltid=AfmBOopQIJf4PljnewWHyY9bUPallFVLC4QEyVguk2m1TubprIZyAEB_) while strengthening peer relationships, providing a constructive outlet during what can otherwise be an unstructured time. Together, these strategies help students thrive during the holiday season. ## Long-Term Benefits of SEL Practice During Holiday Breaks Practicing social-emotional learning over holiday breaks offers long-term advantages for students, contributing to a positive school experience by helping them build emotional resilience and adaptability. When students regularly engage in [activities](https://orilearning.com/social-emotional-learning-activities/) like problem-solving or self-reflection, they create durable neural connections. These connections make it easier to manage stress and adapt to [routine changes](https://www.amazon.com/Social-Emotional-Learning-Brain-Strategies-Students/dp/1416629491), which are common during the holidays. Holiday breaks can also serve as a testing ground for SEL skills learned in the classroom. For instance, students who practice mindfulness techniques during this time return to school better prepared to handle academic challenges. These skills transfer to other areas of life, improving focus and [emotional regulation](https://www.edutopia.org/video/heart-brain-connection-neuroscience-social-emotional-and-academic-learning/) in high-pressure situations. Additionally, this consistent practice helps students develop other positive skills such as impulse control and stress management. Another long-term benefit is the opportunity for family involvement. SEL-based family activities, like sharing daily reflections or collaborative goal-setting, create stronger bonds and reinforce social skills. This intergenerational learning [builds empathy](https://www.ascd.org/books/social-emotional-learning-and-the-brain) and cooperation, which benefit students well beyond the holiday season. By integrating SEL into holiday routines, students are not just managing immediate stress but also preparing for lifelong emotional and cognitive growth. These consistent practices shape their ability to thrive in diverse and challenging environments. ### More On Social Emotional Learning and The Brain ### How does SEL prepare students for holiday stress? Social-emotional learning strengthens emotional regulation by engaging the brain’s prefrontal cortex and calming the amygdala. These activities help awaken students’ self-awareness, enabling them to better understand and manage their emotions during the holidays. Activities like mindfulness and guided breathing lower stress and promote resilience, helping students stay composed despite holiday chaos. ### What SEL activities teach and model empathy during holidays? Gratitude exercises and role-playing games are key. Students express thankfulness or take on different perspectives, fostering emotional connections and improving social bonds during a time when empathy is especially needed. ### How can storytelling boost students’ SEL skills during breaks? Storytelling taps into the brain’s emotional center, fostering deeper connections. It helps students express their own emotions, enhancing self-awareness and emotional connections. Seasonal themes make it relatable, enhancing self-expression and peer bonds while keeping students engaged in [meaningful](https://orilearning.com/webinar-ensuring-educationally-meaningful-and-legally-compliant-transition-plans-with-dr-mitch-yell-and-dr-kurt-hulett/) reflection. ### What SEL practices support teachers over holidays? SEL tools like journaling and mindfulness reduce teacher stress and improve focus. Collaborative activities with students or families create a sense of community, lightening the emotional load during the busy holiday season. ## Bridging the Holidays with Social-Emotional Learning Holiday breaks can disrupt the rhythm of learning, presenting unique challenges for social-emotional learning and focus. However, incorporating social-emotional learning into holiday routines empowers students to stay grounded and engaged. These practices not only calm the brain’s stress responses but also fosters resilience, empathy, and emotional regulation. These skills are particularly crucial during the holiday season, where emotional and behavioral challenges can spike. As students strengthen their capacity for self-awareness and connection, they lay the groundwork for sustained academic and personal growth. [Ori Learning](https://orilearning.com/platform/) addresses these challenges with its comprehensive emotional well-being and transition curriculum. Its online platform combines evidence-based strategies with practical tools, making it easy for teachers to create engaging, holiday-appropriate learning experiences. From gratitude exercises to journaling templates, Ori provides tailored solutions that integrate SEL [principles](https://orilearning.com/what-does-an-sel-specialist-do/) into the classroom and beyond. The platform’s versatility ensures that both students and educators can seamlessly incorporate these practices into daily life, even during extended breaks. Ready to see the impact of meaningful SEL in action? Start a free trial of Ori Learning’s platform today and explore how their expertly designed curriculum can help your students stay connected, focused, and ready to thrive—through the holidays and beyond. Learn more about Ori Learning’s [emotional well-being resources for educators](/emotional-well-being-curriculum/). **Categories:** Research & Trends --- ### [Key Differences Between Elementary and Secondary SEL](https://orilearning.com/key-differences-between-elementary-and-secondary-social-emotional-learning-sel/) **Published:** September 6, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Explore key differences between elementary and secondary emotional well-being programs, how developmental stages shape focus, implementation, and outcomes. **Content:** Social-emotional learning is significant in shaping students’ emotional and social skills during and beyond their school years. To reflect the different developmental needs of students throughout these years, elementary and secondary social-emotional learning implementation must vary as well. In elementary school, the focus is on **building foundational skills**, helping children learn to manage their emotions, build **positive relationships**, and make responsible choices. As students progress to secondary school, SEL programs evolve so students are able to address more complex challenges that arise. This article explores the key differences between elementary and secondary SEL, examining how developmental stages influence the focus of these programs, their intended outcomes, and the strategies used for implementation and evaluation. ## Elementary vs. Secondary SEL at a Glance DimensionElementary SEL (K-5)Secondary SEL (6-12)**Primary Focus**Foundational emotional and social skillsAdvanced stress management, decision-making, identity**Teaching Method**Morning circles, group activities, stories, role-playSubject integration, discussion, technology, peer-led**Key Skills**Emotion recognition, sharing, turn-taking, empathyConflict resolution, ethical choices, self-efficacy**Behavior Focus**Reducing aggression, building prosocial behaviorsManaging academic pressure, responsible decision-making**Measurement**Behavioral rating scales (BASC), CBMs, teacher observationLatent Profile Analysis, SELF instrument, surveys**Parent Role**High — programs like INSIGHTS extend SEL to homeLower — focus shifts to school community and peer groups**Student Independence**Teacher-directed with high scaffoldingIncreasing student ownership and self-monitoring## How Elementary and Secondary SEL Differ Developmentally First, let’s look at how these programs differ when it comes to developmental focus. ### Elementary SEL At the elementary level, the focus is on building foundational skills essential for young students’ development. One of the key areas is emotional recognition and regulation. This foundational skill helps children learn to understand their feelings and respond appropriately to emotional situations and has even been[ indirectly associated with academic achievement through engagement](https://psycnet.apa.org/record/2016-29689-001) — participating more actively in lessons and staying focused on tasks. For example, programs like [Second Step](https://www.secondstep.org/) teach students to identify and manage their emotions. Additionally, elementary social-emotional learning places a strong emphasis on developing social skills. Teachers have found that students who meet their social behavior expectations[ contribute to a cooperative classroom environment](https://www.jstor.org/stable/42899893) and have better academic performance compared to those who do not. Behaviorally, in elementary schools,[ social-emotional learning programs can lead to significant reductions in issues such as aggression](https://www.sciencedirect.com/science/article/abs/pii/S0022440517301292), while fostering prosocial behaviors like sharing and helping others. This creates a more conducive learning environment for all students. ### Secondary SEL At the secondary level, the focus shifts to developing advanced skills that address the unique challenges older students face. A key area is stress management, as secondary students encounter increased academic pressures. SEL programs provide techniques to[ help manage stress and anxiety effectively](https://www.sciencedirect.com/science/article/abs/pii/S0022440517301292). For example, [the RULER Approach](https://rulerapproach.org/), developed by the Yale Center for Emotional Intelligence, is widely used in secondary schools and teaches students how to recognize, understand, label, express, and regulate their emotions. Another key aspect is responsible decision-making, where students learn to make informed, ethical choices that impact themselves and the broader community. These programs in secondary schools have been linked to[ improved academic performance](https://srcd.onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2010.01564.x), particularly when integrated into subjects like mathematics, and have also led to better student motivation and fewer behavioral issues. To be effective, these programs often need to be adapted to fit the specific cultural and socio-economic contexts of the school environment, ensuring they are relevant and impactful for all students. ## SEL Implementation: Elementary vs. Secondary Approaches Now, let’s examine how implementation strategies and approaches differ between elementary and secondary grades. ### Elementary SEL In elementary schools, teacher training and support are essential for the effective implementation of social-emotional learning practices.[ Ideally, teachers should undergo comprehensive training on SEL programs](https://link.springer.com/article/10.1007/s10643-022-01324-3) to ensure they can deliver the curriculum with fidelity. Ongoing professional development, including regular coaching and feedback, is also essential to help teachers refine their approaches. Elementary SEL curriculum should be tailored to the developmental needs of young students, using age-appropriate language and activities, while still ensuring the delivery of the[ core concepts of social-emotional learning](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6544145/). Flexibility in delivery allows teachers to adjust the curriculum based on classroom dynamics and individual needs, ensuring continued engagement and effectiveness. Integrating these practices into daily classroom activities, such as morning circles and group projects,[ naturally promotes emotional well-being](https://www.researchgate.net/publication/373932908_The_Implementation_of_Social_Emotional_Learning_Approach_in_Elementary_School). Parental involvement is also key. [INSIGHTS](https://steinhardt.nyu.edu/people/sandee-mcclowry) is a program designed to help children understand their own and others’ temperaments, which can enhance their social-emotional skills. [7 Mindsets](https://7mindsets.com/) is another program that teaches students seven core mindsets essential for a fulfilling life. Programs like these include involvement from parents, caregivers, and guardians to extend SEL beyond the classroom, with outcomes [depending on the level of parental participation](https://www.tandfonline.com/doi/abs/10.1080/19345747.2015.1105892). ### Secondary SEL To implement SEL activities in secondary school, teachers will ideally receive specialized training to address complex issues like stress management and conflict resolution, reflecting the developmental needs of older students facing greater academic pressures. Social-emotional learning is integrated into specific subjects, like mathematics and language arts, to enhance both emotional and academic outcomes. Teachers[ adapt the curriculum to meet the unique needs of their students](https://www.sciencedirect.com/science/article/pii/S2773233924000214) and subject areas. [A holistic approach involves the entire school community](https://www.sciencedirect.com/science/article/abs/pii/S0022440523000122), ensuring SEL principles are reinforced across all aspects of student life. Creating a supportive school environment where students feel safe and valued is essential for their emotional development. Technology also increasingly plays a role in social-emotional learning for secondary school students, [especially following the pandemic](https://www.sciencedirect.com/science/article/pii/S2773233924000196). Digital tools provide interactive ways for students to learn and practice their social-emotional skills, while online training modules keep teachers updated with the latest strategies and resources. ## Measuring SEL Outcomes: Elementary vs. Secondary Beyond their implementation, SEL programs in middle school and high school also differ in how their outcomes are measured and evaluated. ### Elementary SEL There are a number of tools and techniques that can be used to assess the effectiveness of an SEL curriculum in elementary schools. Curriculum-Based Measures (CBMs) like the [Social-Emotional Learning Scale (SELS)](https://www.researchgate.net/publication/247782445_Development_and_Evaluation_of_the_Social-Emotional_Learning_Scale#:~:text=The%20SELS%20(Coryn%20et%20al,adaptive%20social%20and%20emotional%20functioning.) are commonly used to evaluate students’ social-emotional competencies, including self-regulation and peer relationships. Behavioral rating scales, such as the [Behavior Assessment System for Children (BASC)](https://www.apa.org/depression-guideline/behavior-assessment-system-children.pdf), help measure changes in behaviors, such as reductions in aggression or improvements in prosocial behaviors. The long-term impact of elementary SEL is often assessed through longitudinal studies, which show that positive effects on academic and behavioral outcomes can persist into later grades. These evaluation methods [tend to focus on broad outcomes](https://journals.sagepub.com/doi/abs/10.1177/1534508419862619?journalCode=aeib), rather than skills taught in programs, with skill development serving as a primary mechanism of change. ### Secondary SEL In secondary education, more advanced assessment methods are employed to evaluate SEL activities.[ Latent Profile Analysis (LPA)](https://www.sciencedirect.com/science/article/pii/S0001879120300701) helps identify distinct profiles of students’ social-emotional competencies and their correlation with academic outcomes. Key metrics for evaluating secondary SEL include self-efficacy and motivation, which are essential for academic and personal development. Tools like the [Self-Efficacy for Learning Form (SELF)](https://awspntest.apa.org/doi/10.1027/0044-3409.215.3.157#:~:text=from%20school%20records.-,Self%2DEfficacy%20for%20Learning%20Form%20(SELF),taking%2C%20writing%2C%20and%20studying.) are used to measure these dimensions. Additionally, evaluations focus on students’ abilities to manage stress, resolve conflicts, and make responsible decisions, often assessed through surveys and behavioral observations. The success of an SEL curriculum in secondary school is also influenced by teacher attitudes and classroom environments.[ Teachers’ beliefs about SEL and their comfort with its implementation can significantly impact outcomes](https://www.sciencedirect.com/science/article/pii/S2773233924000238#:~:text=For%20instance%2C%20teachers'%20beliefs%20about,et%20al.%2C%202012).), making teacher assessments essential. ## Implementing SEL in Elementary and Secondary Schools: Next Steps The success of social-emotional learning programs at any stage of education is significantly influenced by the training and support provided to educators, the involvement of the entire school community, and the quality of the SEL programs utilized. For a practical framework, see our [guide to choosing an SEL curriculum](https://orilearning.com/sel-curriculum/) that fits your school’s needs. [**Ori Learning’s Emotional Well-Being Curriculum**](https://orilearning.com/emotional-well-being-curriculum/) is a ready-to-teach solution for middle and high school students, with three instructional delivery modes and translation to over 100 languages to suit the needs of every student in your classroom. Get in touch with us today to take the next step in unlocking your students’ true potential. ## Frequently Asked Questions About K-12 SEL ### What is SEL in elementary school? Social-emotional learning in elementary school focuses on developing foundational emotional and social skills. It helps young students understand and manage their emotions, build positive relationships, and make responsible decisions. SEL programs integrate these lessons into daily classroom activities, aiming to create a supportive environment where students can grow in their emotional and social competencies, setting the stage for future academic and personal success. ### Which SEL skills are learned throughout the elementary years? In elementary school, students learn foundational social-emotional skills such as emotional recognition and regulation, which involve identifying and managing their feelings. They also develop social skills like empathy, effective communication, and cooperation, essential for positive interactions with peers. Additionally, students gain early decision-making skills to make responsible choices, contributing to a positive classroom atmosphere and improved academic performance. ### What is SEL in middle and high school? Social-emotional learning in high school addresses more complex issues like stress management, conflict resolution, and ethical decision-making. Programs integrate SEL into academic subjects to make it relevant to students’ lives. Middle and high school SEL emphasizes self-efficacy and motivation, preparing students for future challenges in higher education and the workforce, while fostering a supportive environment that helps them navigate the pressures of adolescence. ### Related Resources - [age-appropriate SEL activities](https://orilearning.com/social-emotional-learning-activities/) - [SEL activities for high school students](https://orilearning.com/social-emotional-learning-activities-to-try-in-the-classroom/) - [implementing SEL across grade levels](https://orilearning.com/implementing-social-emotional-learning-in-the-classroom/) - [self-regulation IEP goals](https://orilearning.com/developing-self-regulation-iep-goals-your-guide-with-examples/) ### More from Ori [![Teacher and student experiencing the benefits of SEL](https://orilearning.com/wp-content/uploads/2023/11/ori_blog_06.29.23_sel-strategies.png) 4 Key Benefits of SEL (Social-Emotional Learning) for Students](https://orilearning.com/benefits-of-sel/) [![What is social emotional learning — a guide for educators](https://orilearning.com/wp-content/uploads/2023/10/Definition-of-Social-Emotional-Learning.png) What Is SEL? A Guide to Social-Emotional Learning](https://orilearning.com/what-is-social-emotional-learning/) [![SEL expectations vs reality visualised with 2 hands holding a thumbs up and a thumbs down respectively.](https://orilearning.com/wp-content/uploads/2023/11/ori_blog_11.13.23_SEL-expectations-reality.png) Social-Emotional Learning: Expectations vs. Reality](https://orilearning.com/sel-programs-expectation-vs-reality/) **Categories:** Emotional Well-being, Research & Trends, Skill Building **Tags:** developmental differences, elementary emotional well-being, Emotional regulation, RULER Approach, Second Step, secondary emotional well-being, social emotional learning, stress management --- ### [Special Education Problems We Are Not Solving](https://orilearning.com/special-education-problems-we-are-not-solving/) **Published:** October 30, 2023 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Address persistent special education problems - funding gaps, teacher shortages, disproportionality, testing and transition barriers - with federal and state solutions. **Content:** Providing accessible education to children with special needs is a battle that educators, academic institutions, and legislators have been carrying out since before the creation and implementation of what is known as the IDEA. And while we’ve seen many improvements since it was first introduced in 1975, there remain a multitude of special education problems we are not solving. This article aims to shed light on these enduring issues in special education and delineate strategies in which they are being tackled at a federal or state level. Recognizing the importance of continuous improvement and advocacy, it is imperative to address these challenges and foster an environment that nurtures equal opportunities for the holistic development of all students. ## Key takeaways: - Special education **funding rose** from $13 billion to $15.5 billion in 2023. - Over **45% of US schools have staffing issues**, with 7% of all vacancies being in the special education sector. - White students frequently get IEPs for autism/ADHD, while **students of color get them for emotional behavioral disorders**. - In 2015, only 5.7% of students with disabilities **achieved reading proficiency**, compared to 36.6% of the general student body. - Employment for individuals with disabilities was at 21.3% in 2022, while for those without disabilities it was 65.4%. ## What are the current issues in special education and how can we solve them? ### 1. Budget and resource allocation Budget constraints and discrepancies in resource allocation significantly impact the quality and scope of services provided to students with disabilities, affecting their post-school outcomes. - Federal funds [went from $13 billion to $15.5 billion](https://www.edweek.org/policy-politics/special-ed-civics-and-high-need-schools-get-a-boost-in-new-federal-spending-package/2022/12) in the fiscal 2023 year. - Students in special education [went from 13% to nearly 15%](https://nces.ed.gov/programs/digest/d22/tables/dt22_204.30.asp) in the last decade. - Out of the overall students in special education, approx. 75% are classified as having mild to moderate disabilities. #### Solution Fiscal-year budgets tend to be spent on severe disabilities, leaving out a sizeable part of the student body with IEPs. This requires continued advocacy for increased special education funding and more streamlined resource distribution for children with mild and mild to moderate disabilities on a national, state, and district level. ### 2. Teacher recruitment and retention issues #### Problem Schools face an acute teacher shortage, especially in the special education sector. According to [NCES data from October 2022](https://nces.ed.gov/whatsnew/press_releases/12_6_2022.asp): - Over 45% of US public schools operate with a limited staff with 25% having multiple teaching vacancies. - The highest turnover rates are in special education, making up 7% of the vacancies. #### Solution To mitigate this issue in special education, schools ought to enhance their staff’s professional development to increase retention rates and bridge gaps in critical positions. In September 2023, [the US Department of Education awarded $35 million](https://www.ed.gov/news/press-releases/us-department-education-awards-more-35-million-develop-personnel-support-children-disabilities) for the purpose of training teaching staff for more effective support for students with disabilities. ### 3. Disproportionality in special education #### Problem Examining racial and ethnic disparities alongside gender and socioeconomic gaps reveals a persistent pattern of disproportionality within special education. ![Special education problems we are not solving: graph showing ethnic and racial disparities](https://orilearning.com/wp-content/uploads/2023/10/Screenshot-2023-10-30-at-14.05.58.png) Rachel Fish, a NYU Steinhardt Professor of Special Education, found in her [2022 study](https://pubmed.ncbi.nlm.nih.gov/35633599/) that: - White students are more likely to receive an IEP for higher-classed disabilities – performance-affecting disabilities such as autism and ADHD, whereas students of color are more likely to receive such for lower-classed disabilities like emotional behavioral disorders. - Male students, regardless of race, are more likely to be enrolled in special education programs than female students. Moreover, recent research has concluded that culturally and linguistically diverse students face difficulties and are often mislabeled based on inaccurate English-language comprehension screenings, grade retention, and lack of parental awareness regarding special education. #### Solution To combat such issues in special education, it is important to expose staff to relevant coaching on cultural and language diversity, equity, gender bias, and socioeconomic gaps, thus minimizing subjectivity in disability assessments and addressing unique learning needs. ### 4. Special education policy issues #### Problem A [2020 study published in the Journal of Disability Policy Studies](https://www.semanticscholar.org/paper/Bridging-the-Gap-Between-Research-and-Policy%3A-and-Nagro-Shepherd/dc86644bd11a4d31b16ce87cabc113fb0d79b8bd) indicated that inconsistencies in the implementation of laws across different states and districts often contribute to legal and compliance challenges, leading to disparities in the quality of services provided to students with disabilities. At the same time, lawsuits involving the transition of students with [disabilities have increased steadily since 2004.](https://files.eric.ed.gov/fulltext/EJ1327898.pdf) #### Solution Programs such as Ori Learning aim to deliver high-quality, legally sound special education services to schools that establish baselines and scale students’ progress according to their IEP goals. This significantly aids special education directors to stay on top of compliance regulations and consolidates their strategies. ### 5. Standardized testing and assessment concerns #### Problem Often, students with special needs will struggle to complete standardized tests as they don’t fit their level of reading or computational comprehension. As [EducationWeek](https://www.edweek.org/teaching-learning/why-are-students-with-disabilities-failing-standardized-tests/2016/05?cmp=SOC-EDIT-FB) noted: - In 2015, only 5.7 percent of students with disabilities met or exceeded the state’s proficiency standard in reading, compared to 36.6 percent of the general student population. #### Solution A solution to this challenge is to implement an accessible curriculum that allows for the accommodation of diverse needs and various ways of assessment. The Universal Design for Learning (UDL) is one such approach that provides a flexible educational framework, accommodating diverse learning styles, disabilities, and special needs based on the following three principles: - Multiple Means of Engagement - Multiple Means of Representation - Multiple Means of Action and Expression ### 6. Post-school transition and adult services #### Problem Preparing students for life after school and increasing access to adult services and opportunities remain central to ensuring the long-term success of a special education program. According to the [US Bureau of Labor Statistics](https://www.bls.gov/news.release/pdf/disabl.pdf): - 21.3% of people who struggle with a disability were employed, up from the reported 19.1% in 2021. - Meanwhile, the percentage of employed people without a disability in 2022 is 65.4. #### Solution Special education leaders should strive to implement comprehensive transition programs, establish strong community partnerships, and thus provide real-world training opportunities to equip students with the necessary skills and resources for independent living. Some notable initiatives include [Project SEARCH’s Transition-to-Work program,](https://projectsearch.us/transition-to-work/) the Disability Innovation Fund’s [Pathways for Partnerships](https://rsa.ed.gov/about/programs/disability-innovation-fund-pathways-to-partnerships), the [Vermont Linking Learning to Careers](https://www.mathematica.org/blogs/vermonts-linking-learning-to-careers-program-offers-a-road-map) initiative, etc. ## More on special education problems ### What are the key challenges in special education today? Key challenges include funding and resource allocation, teacher recruitment and retention, disproportionality, policy issues, standardized testing concerns, and post-school transition services. ### How is funding affecting special education? Funding issues impact the quality of services for students with disabilities, with federal funds increasing to $15.5 billion but still not sufficiently addressing the needs of students with mild to moderate disabilities. ### What steps are being taken to address teacher shortages in special education? Efforts include enhancing professional development and a $35 million grant by the US Department of Education to train staff for better support of students with disabilities. ## **Solving issues in special education: Next steps** As we navigate the complex terrain of special education, it is essential to remain committed to the principles of equity, inclusivity, and continuous improvement. Here at [Ori Learning](https://orilearning.com/platform/), we are committed to creating a learning platform that reflects the diversity of our students, offers accessibility to content, and provides an inclusive environment where all learners can thrive. We offer customized support to our district partners to meet individual needs and have extensive experience and success with research-based training and implementations that can scale and achieve strategic goals. [Our platform](https://orilearning.com/transition-curriculum/) is designed to be accommodating to a wide range of needs with features such as text enlargement, speech-to-text, read-aloud, as well as text translations into 130+ languages and read-aloud translation into 50+ languages. Book a call with us today and together, let’s tackle the special education problems we are not solving by looking at them through a fresh, transformative perspective. ### Related Resources - [failing students in transition planning](/transition-planning-are-we-failing-75-of-secondary-students-with-ieps/) - [teacher turnover crisis](/how-close-are-we-to-solving-the-sky-high-special-education-teacher-turnover-rate/) - [biggest challenges in special education 2026](/biggest-challenges-special-education-2026/) **Categories:** Compliance & Law, Leadership & Admin Strategies, Research & Trends **Tags:** disability employment gap, educator burnout, evidence-based strategies, IDEA law, IEP disparities, special education challenges, special education funding, staffing shortages --- ### [Top Social Emotional Learning Companies](https://orilearning.com/top-social-emotional-learning-companies/) **Published:** November 25, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Explore how social-emotional learning (SEL) is transforming education—driving student well-being, academic growth, digital innovation, and market trends. **Content:** Social-emotional learning ([SEL](https://orilearning.com/what-is-sels-role-in-developing-self-awareness/)) is rapidly transforming education, gaining recognition for its profound impact on student well-being, behavior, and academic achievement. Additionally, SEL programs play a crucial role in character development, helping students acquire vital personal skills such as patience, kindness, and self-control. The rise of digital tools and frameworks has enabled educators to seamlessly integrate SEL into both classroom and virtual environments, adapting to diverse student needs. Explore how leading SEL companies are innovating with structured frameworks, multimedia solutions, and professional development resources to enhance emotional growth and engagement. Key challenges, market trends, and the evolving role of SEL in whole-child development will also be highlighted, providing insights into how modern SEL programs shape educational experiences and foster student success. ## Overview of Social-Emotional Learning (SEL) Market Trends and Growth The SEL market is growing fast, largely because schools recognize SEL’s impact on student well-being and academic success. With more educators and policymakers prioritizing [social-emotional skills](https://orilearning.com/emotional-well-being-skills-10-questions-to-ask-in-the-classroom/) and emphasizing the role of emotional intelligence in fostering self-awareness, emotional regulation, and positive relationships, the SEL market is forecasted to continue expanding significantly over the coming years. This growth is seen in rising investments and the increasing number of SEL-focused companies aiming to meet demand. Tech integration is another big driver. Many SEL programs now include digital tools and platforms, helping schools easily manage and track student progress. This shift to digital, tech-supported SEL programs allows for personalized learning, data-driven insights, and broad accessibility, which are especially valuable in schools with diverse student populations. Moreover, a strong foundation in SEL supports mental health by contributing positively to overall well-being and preventing issues like substance abuse and criminal behavior. Additionally, SEL programs are finding increased adoption across age groups, from preschool through high school. Established leaders like [CASEL](https://casel.org/) have helped mainstream SEL by making it a consistent part of the K-12 curriculum. Overall, the trend suggests a continued focus on scalable, evidence-backed SEL solutions that can adapt to varied educational settings and needs. ## Key Players in the SEL Market and Their Approaches Several companies stand out for their unique approaches to social-emotional learning. To gain a deeper understanding of best practices in the social-emotional learning (SEL) market, it is essential to consider the innovative approaches key players have adopted to improve student outcomes and engagement. For example, CASEL has established itself as a leader by creating evidence-based frameworks that embed SEL within educational standards and curricula. This integration ensures a consistent, structured approach to developing skills like self-awareness, responsible decision-making, and strong relationship management throughout a student’s academic journey, thereby fostering healthy relationships. Social emotional competencies are crucial in SEL programs as they emphasize the development of skills such as self-awareness, self-management, social awareness, and responsible decision-making, which are essential for enhancing student emotional and social capabilities. In contrast, Move This World has taken a practical approach by leveraging interactive, video-based content tailored to PreK-12 students. By focusing on emotional regulation and self-expression, these programs enable students to manage their emotions effectively. Their adaptability across in-person and virtual settings demonstrates the growing demand for flexible, engaging SEL content that aligns with modern educational environments. Additionally, companies like Second Step and Rethink Ed emphasize teacher and administrator support, providing digital curricula and professional development resources that help educators integrate SEL seamlessly into daily classroom activities. These platforms showcase the diverse methods available for delivering SEL content, from structured frameworks to technology-enhanced multimedia solutions, ultimately highlighting the importance of adaptability, engagement, and teacher support in achieving [SEL goals](https://orilearning.com/social-emotional-iep-goals/). [Effective SEL implementation relies](https://orilearning.com/sel-programs-expectation-vs-reality/) not only on evidence-based practices but also on ongoing professional development and tools that foster engagement across multiple settings. Tailoring these solutions to meet diverse student needs while supporting educators remains critical for maximizing SEL’s impact within schools. ## Innovations and Technology in SEL Programs Tech innovation is transforming SEL programs by making them more accessible, engaging, and data-driven, thereby contributing to a positive school culture where students feel valued and connected. Companies have led the way by integrating digital video modules and interactive content into their offerings. These video-based resources allow [students to engage](https://orilearning.com/8-tips-for-engaging-students-in-the-transition-planning-process/) with SEL lessons in both classroom and remote settings, broadening accessibility and making SEL easier to adopt in hybrid learning environments. Data analysis tools are another major innovation, allowing educators to track students’ SEL progress and tailor interventions when necessary. This data-driven approach is becoming common as schools increasingly want measurable insights into how students are developing emotionally and socially. Another trend is the scalability of SEL content across grade levels, which companies like [CASEL](https://casel.org/) support by creating frameworks that work from preschool to high school. This continuity helps schools maintain a consistent SEL focus as students’ progress through different grades. By combining video-based content, data tracking, and scalable frameworks, SEL companies are expanding their impact and adapting their offerings to fit a wide range of educational needs and settings. [Ori Learning](https://orilearning.com/implementing-social-emotional-learning-in-the-classroom/) combines best practices into a comprehensive tool that seamlessly blends evidence-based frameworks, flexible content delivery, and extensive professional development resources. By doing so, Ori Learning ensures educators are fully supported as they cultivate essential SEL skills across diverse student populations and learning environments. The platform empowers schools to adopt SEL with confidence, offering adaptable, engaging solutions that foster meaningful student engagement and emotional growth. Ori Learning’s thoughtful integration of these best practices maximizes SEL’s positive impact, creating consistent and lasting benefits within the educational landscape. ## Impact and Effectiveness of SEL Programs The impact of SEL programs is increasingly backed by evidence showing that social and emotional skills improve both student behavior and academic performance. [CASEL’s frameworks](https://casel.org/casel-sel-framework-11-2020/), widely implemented in schools, are associated with positive outcomes like better academic scores and reduced behavioral issues, showing that [SEL has benefits](https://orilearning.com/benefits-of-sel/) beyond social skills. These frameworks are built on research-based practices that support students in developing empathy, self-control, and effective communication. For many companies, engagement is a key indicator of program effectiveness. Schools using Move This World’s SEL videos report higher levels of student participation and engagement in [SEL activities](https://orilearning.com/social-emotional-learning-activities-to-try-in-the-classroom/). This program encourages self-expression and emotional awareness, which translates into improved classroom interactions and student-teacher relationships. Teacher and staff support is also essential for success, and SEL companies recognize this by including professional development resources in their offerings. For example, providing trainings and ongoing support for educators, which helps ensure SEL practices are consistently applied in the classroom. These [resources make it easier for teachers](https://www.linkedin.com/pulse/top-10-social-emotional-learning-companies-cherry-stefin-y0p4f) to integrate SEL into daily routines, contributing to overall program success. Through structured, evidence-based approaches, these companies demonstrate that effective SEL programs can positively shape school environments. ## Challenges and Criticisms in the SEL Market Despite its benefits, the SEL industry faces challenges, especially around program implementation and standardization. Many schools struggle to adopt SEL programs fully due to limited resources and competing academic demands, which can prevent SEL from becoming a core part of the curriculum. This issue is especially common in under-resourced schools, where administrators have to prioritize traditional academic subjects over SEL. A lack of standardization across SEL programs also raises concerns. The variety of approaches can lead to inconsistent quality and difficulty measuring outcomes across different SEL providers. Educators and administrators often find it hard to compare results or assess which programs work best. For help navigating the options, see our [guide to evaluating SEL programs](https://orilearning.com/sel-curriculum/). Data privacy is another pressing issue. With the rise of digital SEL platforms, companies collect more student data to personalize learning and track progress. This has led to increased scrutiny around how student data is used, managed, and protected, as privacy concerns grow among parents and schools. Together, these challenges highlight the need for improved resources, standardization, and stronger data protections as the SEL market continues to expand. ## Future Directions and Emerging Trends in SEL The future of social and emotional learning (SEL) points towards a broader focus on whole-child development, with SEL programs aiming to address not only social and emotional growth but also academic and physical well-being. Companies are already moving in this direction by [integrating SEL](https://casel.org/) into broader educational frameworks that support a holistic view of student development. The demand for flexible learning options has also accelerated the growth of virtual and hybrid SEL models. Programs are adapting to this trend by creating resources that work seamlessly in both in-person and online environments, providing schools with versatile tools to support SEL regardless of setting. Global expansion is another emerging trend. SEL providers are tailoring their programs to different cultural and regional needs, making SEL accessible in diverse educational systems worldwide. This push for cultural adaptation is helping SEL companies reach more students by respecting local contexts and educational standards. These trends suggest that SEL will continue to evolve to meet the complex, global needs of students and educators alike. ### More on social emotional learning companies ### What are the best SEL programs? The best SEL programs are those that combine evidence-based frameworks, engaging multimedia, and strong educator support. Leaders offer [comprehensive solutions](https://orilearning.com/) that focus on emotional growth, flexible delivery, and seamless integration into school curricula. ### What is the big five of social emotional learning? The “Big Five” refers to core competencies emphasized in SEL: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These competencies promote well-rounded social and emotional development crucial for student success. ### What are the 5 C’s of social emotional learning? The 5 C’s in SEL commonly refer to critical areas of growth: competence, confidence, connection, character, and caring. These elements help guide students toward emotional balance, ethical behavior, strong relationships, and meaningful social connections. ### How do I become a certified social emotional learner? Becoming certified in SEL typically involves enrolling in training programs offered by SEL leaders like CASEL or specialized courses from educational institutions. Certification often covers strategies for fostering SEL, assessment techniques, and classroom integration methods. Learn more about Ori Learning’s [evidence-based emotional well-being curriculum](/emotional-well-being-curriculum/). ### More from Ori [![Teacher and student experiencing the benefits of SEL](https://orilearning.com/wp-content/uploads/2023/11/ori_blog_06.29.23_sel-strategies.png) 4 Key Benefits of SEL (Social-Emotional Learning) for Students](https://orilearning.com/benefits-of-sel/) [![A special educator is researching teacher burnout on a laptop](https://orilearning.com/wp-content/uploads/2023/10/ori_blog_10.25.23_strategies-to-implement-SEL-A.png) What Is SEL’s Role in Preventing Teacher Burnout & Improving Student Outcomes?](https://orilearning.com/sel-preventing-teacher-burnout-improving-student-outcomes/) [![What is social emotional learning — a guide for educators](https://orilearning.com/wp-content/uploads/2023/10/Definition-of-Social-Emotional-Learning.png) What Is SEL? A Guide to Social-Emotional Learning](https://orilearning.com/what-is-social-emotional-learning/) **Categories:** Research & Trends --- ### [Top Social Emotional Learning Resources You Need to Check Out Today](https://orilearning.com/top-social-emotional-learning-resources-you-need-to-check-out-today/) **Published:** November 28, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Social Emotional Learning (SEL) resources and evidence-based strategies to boost student self-awareness, empathy, and academic success across ages. **Content:** Social Emotional Learning ([SEL](https://orilearning.com/what-is-sels-role-in-developing-self-awareness/)) has become a cornerstone for fostering both social and academic growth among students. This approach strengthens essential skills like self-awareness, empathy, decision-making, and self-regulation, helping young individuals navigate everyday challenges with confidence and resilience. Readers can expect to explore a variety of evidence-based SEL resources tailored for different age groups, learn about key characteristics of effective programs, and gain insights into global and culturally responsive practices. The article emphasizes how [SEL programs](https://orilearning.com/sel-programs-expectation-vs-reality/) are evolving to be adaptable, practical, and deeply impactful in nurturing well-rounded, successful learners. ## Evidence-Based Benefits of Social Emotional Learning (SEL) Research overwhelmingly shows that SEL doesn’t just build social skills—it improves academics too. For instance, [students in well-implemented SEL programs](https://medicine.yale.edu/news-article/new-research-published-in-child-development-confirms-social-and-emotional-learning-significantly-improves-student-academic-performance-well-being-and-perceptions-of-school-safety/) report better grades and feel safer at school. SEL works because it builds core skills like self-awareness, empathy, and decision-making, which help students handle challenges and [make positive choices](https://link.springer.com/chapter/10.1007/978-3-030-85214-6_3) in both social and academic settings. One of the reasons SEL is so effective is that it focuses on critical developmental milestones and incorporates evidence-based practices. By addressing self-management and social awareness, [SEL programs prepare kids](https://link.springer.com/chapter/10.1007/978-3-030-85214-6_3) to navigate both classroom expectations and peer relationships. Programs tailored to age groups are even more impactful. For example, young children benefit from [SEL activities](https://orilearning.com/social-emotional-learning-activities-to-try-in-the-classroom/) that focus on basic emotional recognition, while older students need tools for [self-regulation](https://journals.plos.org/plosone/article?id=10.1371%2Fjournal.pone.0269996) and conflict resolution. This approach is validated through extensive research. Studies confirm that programs integrating regular practice, like weekly lessons or daily discussions, deliver the strongest benefits, with lasting impacts on [students’ academic motivation and behavior](https://link.springer.com/article/10.1007/s10964-024-01942-7). So, when schools invest in SEL, they’re not just building better students—they’re building well-rounded, resilient young people ready for life. ## Top SEL Resources for Different Educational Levels and Needs Choosing the right SEL resources depends on the age group and specific needs of your students. Our [SEL curriculum guide](https://orilearning.com/sel-curriculum/) breaks down the key factors to consider. Some programs focus on younger children, while others offer tools for teens. Here’s a look at some of the best options: - [CASEL’s SEL Framework](https://casel.org/): This framework is widely used because it’s flexible and research-backed, making it a great starting point for schools. It helps educators build foundational SEL competencies like self-management and relationship skills in ways that suit various classroom settings. - [Second Step](https://www.secondstep.org/): Known for its structured, easy-to-implement curriculum, Second Step offers SEL lessons and lesson plans for pre-K through high school. The program includes videos and activities that make learning about empathy and problem-solving engaging for younger students. - [Zones of Regulation](https://zonesofregulation.com/): This resource focuses on helping kids recognize and manage emotions. With tools like color-coded zones, students can identify their feelings and make better decisions in real-time. It’s particularly useful for students who struggle with self-regulation. - [RULER by Yale](https://medicine.yale.edu/childstudy/services/community-and-schools-programs/center-for-emotional-intelligence/ruler/): Developed by the Yale Center for Emotional Intelligence, RULER focuses on building emotional intelligence skills through a school-wide approach. The program is especially effective for creating a supportive school culture that prioritizes emotional well-being. - [Emotionally Responsive Practice at Bank Street College](https://www.bankstreet.edu/research-publications-policy/occasional-paper-series/archive/ops-43/emotionally-responsive-practice/): Emotionally Responsive Practice provides resources specifically for early childhood educators, emphasizing trauma-informed [SEL strategies](https://orilearning.com/infographic-strategies-for-creating-inclusive-emotional-well-being-programs/). Resources focus on creating a supportive learning environment where young children feel secure, understood, and emotionally engaged. - [MindUP by the Goldie Hawn Foundation](https://mindup.org/): MindUP combines SEL with mindfulness practices to help students enhance focus, reduce stress, and cultivate compassion. It offers research-based, age-appropriate lessons that align with core competencies and are easily adaptable into classroom settings. MindUP has been praised for its focus on mental health and well-being alongside traditional SEL competencies. Each of these resources provides unique tools to support SEL, whether through structured lessons, emotion management techniques, or school-wide initiatives. ## Core Components of Effective SEL Programs and Resources The best SEL programs have a few things in common. First, they include regular practice and skill-building activities, which [make SEL part of students’ daily lives](https://link.springer.com/article/10.1007/s10964-024-01942-7) rather than a once-a-week [lesson](https://orilearning.com/high-school-sel-my-identity-lesson/). Programs like this excel in this area by providing structured lessons that reinforce skills over time, helping students build habits that stick. Adaptability is also key. Programs that allow educators to tweak content for their classrooms or incorporate SEL into other subjects are more effective. [CASEL’s SEL Framework](https://casel.org/), for example, is widely adaptable and can be integrated across subjects, making SEL a natural part of academic life. This is especially useful in diverse classrooms where students come from different backgrounds. Additionally, professional development for educators is essential, as it enhances their skills and equips them to deliver SEL content effectively, including anti-bias and anti-racism training. Cultural relevance is crucial, too. SEL programs that incorporate [culturally responsive content](https://link.springer.com/chapter/10.1007/978-3-030-85214-6_3) resonate more with students and have a greater impact. Programs like [RULER from Yale](https://medicine.yale.edu/childstudy/services/community-and-schools-programs/center-for-emotional-intelligence/ruler/), which encourage students to explore emotions in personal ways, support this approach by being flexible enough to reflect students’ unique experiences. In short, effective SEL resources aren’t one-size-fits-all—they’re adaptable, regularly practiced, and culturally attuned, giving students the skills they need in a way that feels relevant and accessible. ## Global Perspectives and Cross-Cultural Considerations in SEL Resources SEL isn’t just for one region or culture—it’s globally adaptable. Programs that consider cultural differences and local needs resonate more deeply with students and are more effective. Research shows that SEL programs work best when they’re flexible enough to be customized to different [cultural contexts](https://link.springer.com/chapter/10.1007/978-3-030-85214-6_3). For example, in Korea, educators adapted SEL to focus on local values like community and respect, proving that core [SEL principles](https://journals.plos.org/plosone/article?id=10.1371%2Fjournal.pone.0269996) can work across diverse settings. Many resources are designed to be culturally responsive and inclusive, allowing educators to tweak content to better fit their students’ backgrounds. This adaptability makes it easier for SEL to resonate with students from varied ethnic, socioeconomic, and cultural backgrounds, ultimately strengthening its impact. Multicultural approaches to SEL ensure that students see their own experiences reflected in the lessons, which makes skills like empathy and social awareness feel relevant. For educators, having resources that can be adapted based on student needs—not just following a set script—leads to more authentic learning and stronger [relationships in the classroom](https://orilearning.com/strong-relationships-in-school/). ### More On Social Emotional Learning Resources ### What are social emotional learning resources? Social Emotional Learning (SEL) resources offer structured tools, lessons, and programs to help students develop skills like empathy, self-awareness, and decision-making. These resources are designed to nurture emotional intelligence and foster a positive school environment. ### What are the 5 SEL practices? The five key SEL practices include self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These practices aim to build emotional intelligence, guide [positive behaviors](https://orilearning.com/positive-classroom-behaviors/), and help students navigate social interactions effectively. ### What are the 5 core skills of social emotional learning? The five core skills of SEL are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Each skill fosters emotional understanding, behavioral control, social empathy, strong interpersonal bonds, and thoughtful choices. ### What are the 5 fundamentals of SEL? The fundamentals of SEL center around self-awareness, self-management, social awareness, relationship building, and responsible decision-making. Effective SEL emphasizes adaptability, consistent practice, cultural relevance, and integration into daily learning for holistic development. ## Empowering Students Through Effective SEL Resources Equipping students with robust [social and emotional skills](https://orilearning.com/emotional-well-being-skills-10-questions-to-ask-in-the-classroom/) is essential for their academic success and personal development. Implementing evidence-based SEL programs that are adaptable, culturally relevant, and integrated into daily learning can significantly enhance students’ abilities to navigate complex social environments and make informed decisions. By selecting resources that align with these core components, educators can foster environments where students thrive both academically and socially. [Ori Learning](https://orilearning.com/curriculum) provides comprehensive SEL and transition curricula designed to meet these needs. Our ready-to-teach lessons and activities are grounded in research and tailored for diverse learning environments. With built-in data collection tools, educators can monitor student progress effectively, ensuring that each learner receives the support they need to succeed. Ori Learning’s commitment to accessibility and instructional flexibility makes it a valuable resource for schools aiming to enhance their SEL initiatives. Stay informed about the latest developments in SEL and discover practical strategies to implement in your classroom. Subscribe to our newsletter for insights, resources, and updates that will help you empower your students to achieve their full potential. Learn more about Ori Learning’s [emotional well-being program](/emotional-well-being-curriculum/). ### More from Ori [![A man and woman dancing to demonstrate the importance of arts SEL](https://orilearning.com/wp-content/uploads/2022/06/ori_content_blog_sel-drama-1-600x600.png) Why Drama Class and Arts Education Are Vital for Social-Emotional Learning](https://orilearning.com/arts-is-vital-in-middle-school-for-emotional-well-being/) [![Teacher and student experiencing the benefits of SEL](https://orilearning.com/wp-content/uploads/2023/11/ori_blog_06.29.23_sel-strategies.png) 4 Key Benefits of SEL (Social-Emotional Learning) for Students](https://orilearning.com/benefits-of-sel/) [![A special educator is researching teacher burnout on a laptop](https://orilearning.com/wp-content/uploads/2023/10/ori_blog_10.25.23_strategies-to-implement-SEL-A.png) What Is SEL’s Role in Preventing Teacher Burnout & Improving Student Outcomes?](https://orilearning.com/sel-preventing-teacher-burnout-improving-student-outcomes/) **Categories:** Classroom Activities, Research & Trends --- ### [What Is SEL's Role in Preventing Teacher Burnout & Improving Student Outcomes?](https://orilearning.com/sel-preventing-teacher-burnout-improving-student-outcomes/) **Published:** October 26, 2023 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Discover how emotional well-being programs boost student outcomes, create safer schools, reduce teacher burnout, and deliver high ROI for districts and educators. **Content:** For every $1 invested in evidence-based social-emotional learning (SEL) programs, schools can see [up to $11 in return](https://www.apertureed.com/resources/are-sel-programs-worth-the-time-money-a-look-at-the-return-on-investment) — through higher test scores, fewer disciplinary incidents, and reduced teacher turnover. Research consistently shows that students receiving explicit SEL instruction perform better academically and develop skills that serve them throughout their lives. At the same time, SEL practices help reduce educator burnout and attrition. In this overview, we will explore these and other key benefits of social-emotional learning for your school or district. We will review the latest research and data on the effectiveness of such programs and propose strategies for implementing SEL effectively while preserving the well-being of those responsible for its implementation: school staff. ## How SEL Improves Student Outcomes for School Leaders ### **1. Enhanced academic and social success** More than [two decades of meta-analyses](https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2023.1281083/full#B3) corroborate that SEL interventions significantly bolster social-emotional competencies and long-term academic outcomes, alongside improved behavioral functioning and mental health. Students participating in SEL programs are in general more engaged and attentive at school, demonstrating a better attitude towards their studies. Additionally, such students score an average of 11 percentile points higher on academic achievement tests. ### **2. Safer school environments** Most recently [Cipriano et al.](https://pubmed.ncbi.nlm.nih.gov/37448158/) have reaffirmed the effectiveness of such programs by sampling 423 studies involving over 500,000 students. One of the key findings of Cipriano’s analysis is the effects of SEL on students’ perceptions of safety and inclusion at school. The study demonstrates close links between social-emotional learning and social awareness, leading to healthier, safer school climates. Students in these programs also regularly report lower levels of anxiety, stress and depression. ### **3. Long-term benefits & high ROI** Unlike other short-term solutions, SEL’s impact remains even after formal instruction ends. For instance, [a University of Chicago study found](https://consortium.uchicago.edu/sites/default/files/2023-04/Investing%20in%20Adolescents-Apr%202023-Consortium.pdf) that high schools emphasizing SEL had higher graduation rates, more graduates going on to attend college and less school-based arrests. Combined with the improved academic performance of students, safer school climate and reduced behavioral problems these long-term effects add to the substantial ROI that schools and districts often see when they invest in social-emotional learning. ## How SEL Reduces Teacher Burnout and Supports Educators The ROI of SEL programs becomes even more apparent when we take into consideration the knock-on effects they can have on educator well-being. ### **1. Reducing stress and burnout** The demands of the modern classroom can be overwhelming. Between grading, lesson planning, and managing classroom dynamics, burnout is a genuine concern. [Recent research](https://learningforward.org/2023/08/07/how-sel-can-reduce-educator-burnout/#:~:text=Social%20and%20emotional%20learning%20,of%20multiple%20research%20studies) has shown that SEL practices can provide educators with mechanisms to better navigate professional challenges, thereby reducing burnout and attrition rates among teachers. In addition, a case outlined in a [recent Wallace Foundation report](https://wallacefoundation.org/knowledge-center/pages/learning-to-focus-on-adult-sel-first-tulsa-vol2-pt7.aspx) demonstrated that staff burnout and turnover decreased noticeably when time was dedicated to social-emotional learning, with the percentage of staff reporting burnout dropping from 62% to 29%, and turnover rate dropping from 33% to 23%. Mindfulness-Based Interventions (MBIs), often combined with yoga or Cognitive Behavioral Therapy (CBT), [have been identified as popular and effective stress-reduction interventions for educators](https://pubmed.ncbi.nlm.nih.gov/37174145/#:~:text=Sixteen%20kinds%20of%20burnout%20and,led%20to%20decreased%20overall)[.](https://pubmed.ncbi.nlm.nih.gov/37174145/#:~:text=Sixteen%20kinds%20of%20burnout%20and,led%20to%20decreased%20overall) ### **2. Promoting emotional safety** A classroom where every student feels valued is more harmonious and productive. SEL helps in creating this nurturing atmosphere by fostering responsive classroom environments that build supportive relationships, which in turn [prevent isolation and disengagement among students](https://casel.org/fundamentals-of-sel/how-does-sel-support-your-priorities/sel-and-school-safety/#:~:text=SEL%20also%20helps%20foster%20responsive,our%20empathy%2C%20and%20our). Emotionally safe learning environments, where students feel secure expressing themselves and taking on challenges, can be achieved by making SEL an integral part of the school culture. Moreover, [as CASEL themselves point out](https://schoolguide.casel.org/focus-area-3/school/establish-schoolwide-norms/#:~:text=A%20supportive%20school%20climate%20that,be%20able%20to%20recognize), a school climate that promotes all students’ emotional well-being is a hallmark of a trauma-sensitive school. ### **3. Cultivating inclusivity** Our schools and districts are a melting pot of cultures, backgrounds, and experiences. social-emotional learning offers the tools to bridge the gaps of misunderstanding and create a more unified classroom. Creating classrooms [centered around caring, kindness, and self-reflection can foster a strong school culture of inclusivity](https://www.edutopia.org/article/how-sel-can-help-make-schools-feel-more-inclusive#:~:text=Educators%20can%20create%20inclusive%20schools,Foster%20a%20Strong%20School%20Culture). Such a culture can be cultivated by encouraging teachers to focus on students’ assets, strengths, and cultural backgrounds. Additionally, creating a classroom environment where students are encouraged to self-reflect, celebrate their identities, and support one another also fosters a culture of caring. Get the best return on your SEL investment with Ori Learning ## What can educational leaders do to support SEL implementation? If you would like to support the implementation of SEL programs at your school or district, here are some actionable steps you can take to achieve this: ### **1. Policy alignment and advocacy** Policy review and alignment: Conduct a thorough review of existing policies to ensure they are in alignment with SEL principles. Where necessary, advocate for policy adjustments or the formulation of new policies that support SEL implementation. Funding allocation: Secure sufficient funding for SEL programs, ensuring resources are available for training, materials, and evaluation. The sustainable funding could be sourced from federal grants, state allocations, or private foundations. ### **2. Professional development and training** Capacity building: Offer robust professional development programs to equip educators with the requisite knowledge and skills for effective SEL instruction. This could include training on mindfulness practices, conflict resolution, and culturally responsive teaching. Ongoing support: Provide ongoing support and mentoring for educators, creating a community of practice that encourages sharing of insights and experiences in SEL implementation. ### **3. Community engagement** Parental involvement: Engage parents and guardians in the SEL process by providing them with information on the benefits of social-emotional learning and how they can support their children’s social-emotional development. Partnerships with local organizations: Establish partnerships with local community organizations to support SEL initiatives, thereby creating a cohesive support system for students. ### **4. Continuous evaluation and improvement** Data collection and analysis: Collect and analyze data on the impact of SEL programs on student and teacher outcomes. Utilize this data to identify areas of improvement and celebrate successes. Feedback loops: Establish feedback mechanisms with all stakeholders to continuously refine and enhance the SEL programs. ### **5. Cultivating a culture of SEL** Visibility and communication: Promote SEL across the school or district through regular communications, highlighting the benefits and successes of these initiatives. Integrating SEL across curricula: Ensure that social-emotional learning principles are integrated across all subject areas and grade levels, fostering a school-wide culture of SEL. ## More about teacher burnout ### What are the symptoms of teacher burnout? Common physical symptoms of burnout are fatigue, headaches, and insomnia, while the emotional symptoms typically encompass feelings of incompetence or ineffectiveness, irritability, anxiety, and even depression. ### What are the long term effects of teacher burnout? If left untreated, teacher burnout may even lead to chronic mental and physical health concerns for the individual in the long term. It can lead teachers to exhibit increased emotional withdrawal, reduced patience, and strained interactions with students. ### Can teachers recover from burnout? Teachers can recover from burnout through support, self-care, and timely interventions that address root causes and focus on prevention. Professional counseling, workload adjustments, and a supportive environment contribute to recovery. ## Ready to bring the benefits of SEL to your school or district? The first step towards unlocking the multiple benefits of SEL is to choose the optimal curriculum. [Ori Learning’s Emotional Well-Being curriculum](https://orilearning.com/emotional-well-being-curriculum) empowers educators to deliver essential social-emotional learning instruction with confidence, requiring minimal training for staff. Our platform is intuitive and easy to use and comes packed with powerful progress monitoring tools, as well as translation and accommodations features that support diverse learning needs. Developed using the UDL framework, the curriculum gradually builds upon and reinforces key skills with age-appropriate content that engages and inspires students throughout their learning journey. ### Related Resources - [special education teacher burnout](/addressing-special-education-teacher-burnout/) - [teacher turnover crisis](/how-close-are-we-to-solving-the-sky-high-special-education-teacher-turnover-rate/) - [implementing SEL in the classroom](/implementing-social-emotional-learning-in-the-classroom/) **Categories:** Emotional Well-being, Leadership & Admin Strategies, Research & Trends **Tags:** academic achievement, educator mental health, emotional well-being, ROI in education, School Climate, SEL programs, student outcomes, teacher burnout prevention --- ### [Special Education Professional Development](https://orilearning.com/special-education-professional-development/) **Published:** May 14, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Effective special education professional development equips teachers with sustained, collaborative, and specialized PD to improve instruction and student outcomes. **Content:** Special education professional development is directed at teachers, but it is ultimately for the benefit of students and their outcomes. Through a process of continuous learning, teachers are able to fill in their knowledge and skill gaps in order to better serve their students and ensure that they get a quality education. There is, however, growing evidence that the existing professional development models are not sufficiently supportive of the complex work that special education teachers in particular perform ([Leko and Brownell](https://journals.sagepub.com/doi/abs/10.1177/004005990904200106), 2009, [Stelitano et al., 2019](https://policycommons.net/artifacts/4835957/supporting-students-with-high-incidence-disabilities-in-us-schools/5672690/)). These issues have a knock-on effect on student outcomes. In this article, we will discuss the challenges faced by special education teachers and the role of professional development (or PD) in overcoming them, and suggest effective strategies to implement special education professional development successfully and effectively in schools and districts with the help of case studies. ## Traditional challenges faced by special education teachers Special education teachers navigate a complex role that demands both autonomy and collaboration. At the heart of their profession lies a commitment to teaching students with special needs, involving specialized instruction and tailored assessments within a classroom environment. This core responsibility extends beyond the classroom to include essential preparation tasks such as grading and lesson planning, as well as frequently collaborating with peers and maintaining open lines of communication with their students’ families or caregivers. They are ultimately tasked with championing the integration and advocacy of students with disabilities in general educational settings. As rewarding as this work is, balancing the demands of the role along with the numerous obstacles that the special education field at large faces makes it incredibly challenging. These challenges range from the well-documented issue of “chronically and severely limited” resources in special education ([Weatherly and Lipsky, 1977](https://eric.ed.gov/?id=EJ163584)) to [burnout and job dissatisfaction](https://orilearning.com/addressing-special-education-teacher-burnout/) among special education teachers caused by poor working conditions ([Bettini et al., 2017](https://asu.elsevierpure.com/en/publications/cultivating-a-community-of-effective-special-education-teachers-l)) and the resulting [sky-high turnover rate](https://orilearning.com/how-close-are-we-to-solving-the-sky-high-special-education-teacher-turnover-rate/), which is roughly double that of general education teachers ([Tyler & Brunner, 2014](https://eric.ed.gov/?id=EJ1042743)). Each of these challenges adds considerably to the stress of an already overburdened profession, impacting the ability of teachers and schools to provide special education students with individualized instruction and a free appropriate public education (FAPE) which meets the standards outlined by IDEA. ## Challenges in the context of professional development There is a set of circumstances relating to the knowledge and prior experience of teachers which demonstrate a need for special education leaders to secure professional development in specific areas. One of these is that teachers have varying levels of expertise in different areas which don’t always overlap. [Leko and Brownell (2009)](https://journals.sagepub.com/doi/abs/10.1177/004005990904200106) give the example of Bill, a veteran special educator, and Karen, a novice special educator. Bill relies heavily on a scripted curriculum for teaching reading which leaves him with a limited framework for understanding reading instruction. In contrast, Karen has a background in mathematics but lacks knowledge in teaching mathematics to students with disabilities and is therefore unfamiliar with teaching social studies and science. This exemplifies the diverse profiles of special education teachers, which points to the individual nature of the professional development needs and approaches of each teacher. Another important factor in special education professional development is that traditional special education programs often provide broad-based education across grades K-12, focusing on general instructional practices and behavior management. This broad preparation may not provide sufficient content knowledge for specific subjects. According to [Leko and Brownell (2009)](https://journals.sagepub.com/doi/abs/10.1177/004005990904200106), special education teachers may struggle with providing appropriate content area instruction and need additional support in certain areas, especially if they have taken alternative routes. For example, Karen’s alternative route program emphasized general teaching principles, but offered limited information about the specific learning needs of students with disabilities in content areas. ## The 3 tenets of effective professional development Given the above-mentioned challenges, it is important to have clear frameworks which can help guide educators in establishing special education professional development goals for their schools and districts. [Woulfin et al. (2021)](https://www.sciencedirect.com/science/article/abs/pii/S0742051X21000019) highlight the following three tenets of effective professional development based on a review of the relevant literature: 1. **Extended duration**: PD must be sustained over time ([Desimone et al., 2002](https://journals.sagepub.com/doi/abs/10.3102/01623737024002081)[; ](https://journals.sagepub.com/doi/abs/10.3102/01623737024002081)[Garet et al., 2001](https://journals.sagepub.com/doi/abs/10.3102/00028312038004915)). Extended-duration (as opposed to short-duration) PD allows for increased opportunities for learning to take place, which includes the discussion of new ideas, reflection and feedback. 2. **Collaborative and contextual learning**: PD must take place in collaboration with other people. Professional learning communities (PLCs) are often cited in the literature ([Darling-Hammond & Richardson, 2009](https://jorluiseptor.github.io/EQUIP1/suplemental_docs/PLC/Darling-Hammond,%20L.%20and%20Richardson,%20N.%20(2009).%20Teacher%20Learning..pdf); [Dufour, 2004](https://www.siprep.org/uploaded/ProfessionalDevelopment/Readings/PLC.pdf)) and are a good example of this, as they provide a space for sharing best practices, and in so doing help integrate teachers and prevent them from isolation. 3. **Specialized content**: The content of PD has to be relevant (as opposed to generic) and focus on developing specialised knowledge and skills. According to [Pancsofar & Petroff (2013)](https://journals.sagepub.com/doi/abs/10.1177/0888406412474996), special education teachers report greater levels of confidence in working with students with disabilities following relevant, targeted PD. ## Implementing professional development strategies: Case studies In its [Best Practices Research Report](https://www.hanoverresearch.com/resources/k-12-education/best-practices-for-professional-learning-communities/) from July 2023, Hanover Research features several district spotlights which are case studies showing ways in which school districts and public schools go about implementing professional development, with a particular focus on professional learning communities (PLCs). We include the two most comprehensive case studies in a summarised form below: #### **Changing Instructional Culture in Quitman Public Schools** Quitman Public Schools (QPS), a small district in Quitman, Arkansas, initially lacked a clear mission, and there was skepticism about students’ ability to learn at high levels. Teachers operated independently, often using outdated methods, despite the district’s potential in academics and athletics. Eventually they began transforming their educational approach in 2020 by transitioning from independent to interdependent work through the use of PLCs. Over two years, QPS stakeholders crafted a mission statement that was followed up by the development of actionable collective commitments through a collaborative activity which encouraged teachers to engage with the mission statement to identify and agree on key behaviors. These commitments now underpin all district activities: they are reviewed at the start of PLC meetings and staff professional development to ensure ongoing alignment and focus on collaborative, effective educational practices. #### **PLC Leadership Roles in White River School District** In the White River School District, located in Buckley, Washington, the role of a team leader is crucial for enhancing the functioning of schools as PLCs. The district places significant emphasis on the thoughtful, deliberate selection of team leaders, recognizing their pivotal role in achieving the district’s mission of ensuring high levels of learning for all students and enabling coordination between the teams they lead. Team leaders in White River serve as a communication link between the administration and faculty, and are responsible for facilitating the team’s focus on critical questions and practices that improve student learning. They are also expected to possess strong planning and organizational skills, a demonstrated record of effective teaching, and the respect of their peers. In summary, Quitman Public Schools demonstrated a significant transformation by developing robust, actionable commitments rooted in a collaboratively formed mission statement, while White River School District emphasizes the crucial role of team leaders in fostering the success of PLCs, focusing on their selection and capabilities to enhance overall school performance. Both districts highlight the importance of leadership, collaboration, and strategic planning in achieving high levels of student learning and continuous improvement in instructional culture. ## More on special education professional development ### Why is professional development important in special education? Professional development helps special education teachers enhance their skills and knowledge. This ensures they can offer high-quality education and support to students with special needs, which ultimately improves the students’ outcomes. ### What are the most common challenges faced by special education teachers? Special education teachers often deal with limited resources, high job stress, and burnout, which can lead to high turnover and low retention rates. These challenges can impede the delivery of effective education to students with disabilities and demonstrate a need for professional development. ### What are the three essential characteristics of effective professional development in special education? Effective professional development should have the following characteristics: - Extended duration: PD must be sustained over time - Collaborative, contextual learning: PD must be a shared experience - Specialized content: PD must be targeted and relevant ## **Implementing professional development strategies: Next steps** Special education professional development is essential not only to address the unique challenges they face but also to enhance their instructional capabilities overall. Effective PD strategies must be sustained, collaborative, and specialized to meet the diverse needs of special education teachers. These strategies help in transforming educational practices through the development of focused mission statements and the strategic selection of team leaders. Ultimately, well-implemented PD leads to improved teacher performance and better educational outcomes for students with special needs, highlighting the critical link between teacher development and student success in special education. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. ### Related Resources - [the role of SEL specialists](/what-does-an-sel-specialist-do/) - [becoming a director of special education](/how-to-become-a-director-of-special-education/) - [special education certification](/special-education-certification-programs/) **Categories:** Leadership & Admin Strategies **Tags:** professional development, special education director, Special education professional development, special education teacher, special education teacher burnout, Transition --- ### [What Is SEL? A Guide to Social-Emotional Learning](https://orilearning.com/what-is-social-emotional-learning/) **Published:** January 3, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Learn how an emotional well-being curriculum in schools boosts students' emotional intelligence, academic success, and social skills with practical integration tips. **Content:** Social-emotional learning has become one of the most important frameworks in modern education, yet many educators and administrators still ask a foundational question: what is social emotional learning, and how does it translate into real outcomes for students? SEL is far more than a buzzword. It is a research-backed approach to education that teaches students the skills they need to understand their emotions, build healthy relationships, and make responsible decisions. In this guide, we will break down exactly what SEL is, explore the five core competencies that define it, examine the research behind its effectiveness, and show you how to bring social-emotional learning into your school or district. ## What Is Social Emotional Learning? Social emotional learning is the process through which students develop and apply the knowledge, attitudes, and skills necessary to manage emotions, set and achieve goals, feel and show empathy, establish positive relationships, and make constructive decisions. The [Collaborative for Academic, Social, and Emotional Learning (CASEL)](https://casel.org/fundamentals-of-sel/) defines SEL as an integral part of education and human development, not an add-on or afterthought. At its core, social-emotional learning recognizes that academic achievement alone does not prepare students for life. Students also need emotional intelligence, interpersonal skills, and the capacity for self-regulation. SEL provides a structured way to teach these skills intentionally, rather than leaving them to chance. Unlike approaches that focus narrowly on behavior management or discipline, SEL takes a proactive and developmental perspective. It builds the internal capacities that allow students to navigate challenges, work with others, and persist through difficulty. Whether a student is resolving a conflict on the playground, managing test anxiety, or collaborating on a group project, they are drawing on social-emotional competencies. States have also developed their own student support frameworks. [Texas requires character education and social-personal competencies](/texas-character-education-curriculum/) under two separate statutes. [Florida mandates character education and resiliency instruction](/florida-character-education-curriculum/) under HB 7065. [California](/california-sel-curriculum/) and [New York](/new-york-sel-curriculum/) have their own state-specific benchmarks and standards. ## The 5 CASEL Competencies: The Framework Behind SEL CASEL’s widely adopted framework organizes social-emotional learning into five interconnected competency areas. These competencies provide a clear structure for what SEL instruction should address, from self-understanding to responsible action. ### 1. Self-Awareness Self-awareness is the ability to accurately recognize one’s own emotions, thoughts, values, and how they influence behavior. It includes understanding personal strengths and limitations and developing a well-grounded sense of confidence and purpose. Students with strong self-awareness can identify what they are feeling, why they are feeling it, and how those feelings affect their actions and those around them. In practice, self-awareness looks like a student recognizing that they feel frustrated before a difficult test and choosing to use a calming strategy rather than shutting down. It is the foundation on which all other SEL competencies are built. ### 2. Self-Management Self-management refers to the ability to regulate emotions, thoughts, and behaviors effectively across different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward personal and academic goals. Students who develop strong self-management skills can delay gratification, cope with frustration, and persevere through setbacks. These are the skills that help a student stay focused during independent work time, manage anger constructively, or break a long-term project into manageable steps. ### 3. Social Awareness Social awareness is the ability to take the perspective of and empathize with others from diverse backgrounds and cultures. It involves understanding social and ethical norms for behavior and recognizing family, school, and community resources and supports. A socially aware student can consider how a classmate might feel after being excluded from a group, appreciate cultural differences in how people communicate, and recognize when someone needs help. This competency is central to building inclusive, respectful school communities. ### 4. Relationship Skills Relationship skills encompass the abilities needed to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking or offering help when needed. These skills extend beyond the classroom. Students who develop strong relationship competencies are better equipped to navigate friendships, work effectively in teams, and eventually build professional networks and healthy personal relationships throughout their lives. ### 5. Responsible Decision-Making Responsible decision-making is the ability to make caring and constructive choices about personal behavior and social interactions across diverse situations. It requires considering ethical standards, safety concerns, social norms, the realistic evaluation of consequences, and the well-being of self and others. When students learn responsible decision-making, they develop the capacity to pause before acting, weigh potential outcomes, and choose a course of action that aligns with their values. This competency connects directly to academic integrity, digital citizenship, and real-world problem solving. ## Why SEL Matters: What the Research Says The case for social-emotional learning is not built on anecdote. It is supported by decades of rigorous research demonstrating measurable improvements in student outcomes across academic, behavioral, and emotional domains. ### Academic Achievement A landmark [meta-analysis published by CASEL](https://casel.org/fundamentals-of-sel/what-does-the-research-say/) examined over 200 studies involving more than 270,000 students and found that students who participated in evidence-based SEL programs showed an average [11-percentile-point gain in academic achievement](https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13445) compared to peers who did not participate. This finding holds across grade levels, demographics, and geographic regions. The connection between social-emotional skills and academic performance makes intuitive sense. Students who can manage their emotions, focus their attention, and work collaboratively with peers are better positioned to engage deeply with academic content. SEL does not compete with academic instruction; it enables it. ### Behavioral Improvements Schools that implement SEL programs consistently report [reductions in disciplinary incidents, bullying, and aggressive behavior](https://www.rwjf.org/en/insights/our-research/2017/07/the-evidence-base-for-how-learning-happens.html). When students have the skills to manage conflict, regulate their emotional responses, and empathize with others, they are far less likely to resort to disruptive or harmful behaviors. This translates into fewer office referrals, less time lost to behavioral management, and a more productive learning environment for everyone. ### Long-Term Outcomes The [benefits of social-emotional learning](https://orilearning.com/benefits-of-sel/) extend well beyond the school years. [Longitudinal research](https://www.aeaweb.org/articles?id=10.1257/app.20150048) has shown that students with strong social-emotional competencies are more likely to graduate from high school, attend college, obtain stable employment, and maintain positive mental health into adulthood. They are also less likely to experience substance abuse, criminal involvement, or chronic mental health challenges. ### Teacher Well-Being SEL is not only beneficial for students. When schools adopt a systemic approach to social-emotional learning, teachers also benefit. Educators in SEL-focused schools report [higher job satisfaction, lower stress levels, and stronger relationships with students](https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2019.02325/full). Teaching social-emotional skills gives educators practical tools for classroom management and reduces the emotional toll of constant behavioral intervention. Schools that invest in SEL are also [better positioned to prevent teacher burnout](https://orilearning.com/sel-preventing-teacher-burnout-improving-student-outcomes/) and improve retention. ## SEL in the Classroom: What It Looks Like in Practice One of the most common questions educators ask is how SEL actually works in a classroom setting. Social-emotional learning is not a single lesson or a one-time assembly. It is a consistent, embedded practice that becomes part of the daily fabric of school life. ### Explicit Instruction Effective SEL implementation includes dedicated time for teaching social-emotional skills directly. This might involve structured lessons on identifying emotions, practicing conflict resolution through role-play, or discussing ethical dilemmas as a class. The most effective [social-emotional learning activities](https://orilearning.com/social-emotional-learning-activities/) are interactive, age-appropriate, and connected to students’ real experiences. ### Integration Across Subjects SEL does not need to exist in isolation. Skilled educators weave social-emotional themes into academic content naturally. A literature discussion can explore characters’ emotional experiences and decision-making. A science lab requires collaboration and communication. A history lesson can prompt perspective-taking across cultures and time periods. When SEL is integrated across the curriculum, students practice these skills repeatedly in authentic contexts. ### Classroom Culture and Routines Beyond formal instruction, SEL is reinforced through the daily rhythms of classroom life. Morning meetings, check-in circles, collaborative norms, and restorative practices all create an environment where social-emotional skills are practiced and valued. When a teacher greets each student by name at the door, facilitates a conflict resolution conversation, or models emotional regulation during a stressful moment, they are teaching SEL. ### School-Wide Systems The most successful SEL implementations go beyond individual classrooms. School-wide systems, including consistent behavioral expectations, shared language around emotions and problem-solving, and structures for student voice, create a coherent experience for students across grade levels and settings. When every adult in a building is reinforcing the same social-emotional competencies, the impact is multiplied. ## Benefits of SEL for Students at Every Level Social-emotional learning serves students across the full K-12 spectrum, though the specific skills and approaches evolve as students mature. ### Elementary Students For younger students, SEL focuses on foundational skills like identifying and naming emotions, sharing and taking turns, following classroom expectations, and developing basic empathy. These early investments create a strong base for more complex social-emotional development later. Students who build these skills in elementary school are better prepared for the social and academic demands of middle school. ### Middle School Students The middle school years bring unique social-emotional challenges, including heightened peer pressure, identity development, and the emotional intensity of adolescence. SEL during this period addresses skills like managing social conflict, navigating changing friendships, building self-advocacy, and developing a stronger sense of personal identity. These years are critical for establishing the habits and mindsets that carry students into high school. ### High School Students At the high school level, SEL connects directly to preparation for life beyond school. Students develop advanced competencies in areas like goal-setting for post-secondary planning, professional communication, ethical reasoning, and civic engagement. SEL at this stage also addresses the real pressures students face around academic performance, college applications, and future career decisions. ## How to Implement SEL in Your School or District Implementing social-emotional learning effectively requires more than purchasing a curriculum. It demands a strategic, systemic approach that involves leadership commitment, educator development, and ongoing evaluation. ### Step 1: Establish a Shared Vision Begin by building consensus among administrators, teachers, support staff, and families about why SEL matters and what your school or district hopes to achieve. A clear, shared vision ensures that SEL is not perceived as one more initiative layered on top of existing demands, but as a core component of the educational mission. ### Step 2: Select an Evidence-Based Curriculum Choose a curriculum that is grounded in research, aligned with the [CASEL framework](https://casel.org/fundamentals-of-sel/), and designed for your grade levels and student population. The best curricula for social-emotional learning provide structured lessons, clear learning objectives, and built-in assessment tools. Look for programs that are flexible enough to adapt to your school’s unique context while maintaining fidelity to the evidence base. For a deeper look at what to evaluate, see our [guide to choosing an SEL curriculum](https://orilearning.com/sel-curriculum/). ### Step 3: Invest in Professional Development Teachers are the primary delivery mechanism for SEL, and they need support. Effective professional development goes beyond a single workshop. It includes ongoing coaching, collaborative planning time, and opportunities for educators to develop their own social-emotional competencies. When teachers feel confident and supported, they are more effective at facilitating SEL for students. ### Step 4: Integrate SEL into Existing Structures Rather than treating SEL as a standalone subject that competes for limited instructional time, look for ways to embed it into existing structures. Advisory periods, morning meetings, restorative discipline practices, and cross-curricular integration all create space for SEL without requiring a complete schedule overhaul. ### Step 5: Engage Families and the Community SEL is most effective when it extends beyond the school building. Share resources with families, host workshops, and create opportunities for parents and caregivers to reinforce social-emotional skills at home. Community partnerships can also provide additional support, from mentorship programs to mental health services. ### Step 6: Measure and Monitor Progress Sustainable SEL implementation requires ongoing assessment. Use a combination of student self-reports, behavioral data, classroom observations, and climate surveys to [measure social-emotional learning outcomes](https://orilearning.com/how-to-measure-social-emotional-learning/). Regular data review allows schools to identify what is working, where gaps exist, and how to adjust instruction and support accordingly. ## Common Misconceptions About SEL Despite its strong research base, social-emotional learning is sometimes misunderstood. Addressing these misconceptions directly helps build broader support for implementation. **SEL takes time away from academics.** In reality, SEL supports academic achievement. Students who can regulate their emotions, collaborate with peers, and persist through challenges are better learners. The 11-percentile-point academic gain [documented in research](https://casel.org/fundamentals-of-sel/what-does-the-research-say/) makes clear that time spent on SEL is an investment in academic outcomes, not a diversion from them. **SEL is only for younger students.** While early childhood is an important window for social-emotional development, students at every grade level benefit from SEL. Adolescents and high school students face complex social and emotional challenges that require ongoing skill development and support. **SEL replaces parental responsibility.** SEL does not replace the role of families in children’s emotional development. It complements and reinforces what students learn at home. The most effective SEL programs actively involve families as partners in the process. **SEL is a one-time program.** Social-emotional learning is not a curriculum you implement once and move on from. Like academic skills, social-emotional competencies develop over time with consistent practice, reinforcement, and increasing complexity. Effective SEL is sustained and systemic. ## How Ori Learning Supports SEL Implementation At [Ori Learning](https://orilearning.com/emotional-well-being-curriculum/), we provide educators with the tools and curriculum they need to make social-emotional learning practical, measurable, and sustainable. Our Emotional Well-Being curriculum is CASEL-aligned and designed for K-12 classrooms. It gives educators the tools to support social-emotional learning through structured lessons that are easy to implement, adaptable to different school contexts, and grounded in current research. Every lesson is designed to be teacher-friendly while maintaining the rigor and evidence base that administrators require. ## Getting Started with SEL If you are asking “what is social emotional learning?” you are already taking the first step. Understanding the framework, the research, and the practical strategies behind SEL positions you to make informed decisions about how to support your students’ social, emotional, and academic growth. Social-emotional learning is not a trend. It is a fundamental shift in how we think about education, one that recognizes the whole child and prepares students not just for tests, but for life. The research is clear, the framework is established, and the tools are available. The question is no longer whether SEL works, but how quickly your school can begin. ### Related Resources - [why SEL matters in schools](/why-is-social-emotional-learning-important/) - [implementing SEL in the classroom](/implementing-social-emotional-learning-in-the-classroom/) ### More from Ori [![Teacher and student experiencing the benefits of SEL](https://orilearning.com/wp-content/uploads/2023/11/ori_blog_06.29.23_sel-strategies.png) 4 Key Benefits of SEL (Social-Emotional Learning) for Students](https://orilearning.com/benefits-of-sel/) [![A special educator is researching teacher burnout on a laptop](https://orilearning.com/wp-content/uploads/2023/10/ori_blog_10.25.23_strategies-to-implement-SEL-A.png) What Is SEL’s Role in Preventing Teacher Burnout & Improving Student Outcomes?](https://orilearning.com/sel-preventing-teacher-burnout-improving-student-outcomes/) [![SEL expectations vs reality visualised with 2 hands holding a thumbs up and a thumbs down respectively.](https://orilearning.com/wp-content/uploads/2023/11/ori_blog_11.13.23_SEL-expectations-reality.png) Social-Emotional Learning: Expectations vs. Reality](https://orilearning.com/sel-programs-expectation-vs-reality/) **Categories:** Emotional Well-being, Instructional Strategies, Research & Trends, Skill Building **Tags:** Classroom Strategies, Emotional Intelligence, emotional well-being, Relationship Skills, School Climate, self-awareness, social emotional learning, Student Development --- ### [10 SEL Questions to Build Social and Emotional Skills in the Classroom](https://orilearning.com/emotional-well-being-skills-10-questions-to-ask-in-the-classroom/) **Published:** November 23, 2023 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Boost classroom emotional well-being with quick, practical social-emotional learning questions and activities teachers can use across subjects to support student growth. **Content:** ### Related Resources - [self-esteem building questions](/7-self-esteem-building-questions-for-students/) - [SEL activities](/social-emotional-learning-activities/) - [teaching self-awareness](/how-to-teach-self-awareness/) At Ori Learning, we know that dedicated time for introducing and building social-emotional learning skills is the backbone of effective Emotional Well-Being programs. We also know that emotional well-being skills are even more impactful when they are [reinforced and practiced throughout the school day](http://www.jcsh-cces.ca/upload/Educating_Heart_Spring07-1.pdf). But is there really time for this in core content area classes? What can teachers do to incorporate emotional well-being skills across subject areas? The good news is it doesn’t require a ton of planning or professional development to give all teachers the tools they need to do it. Key takeaways: - Whether you have a dedicated emotional well-being program in place already, or are looking to incorporate emotional well-being into core content – there are **quick and easy activities** you can consider. - Particularly effective are questions that address students’ **feelings** about a given situation, prompt them to extract **learnings** from an event, or consider their **motivations** for an action. - **Anticipate pushback** from teens and be prepared with engaging icebreaker activities that put students in the right mindset for emotional well-being. ## 10 Questions to reinforce Emotional Well-Being throughout the school day ### 1. How are you feeling about this assignment, project, or test? Give students a moment to check in with themselves when they are tackling new material or substantial assignments. What feels easy for one person might seem overwhelming to someone else, and all of those reactions are completely normal. Teachers might also use this opportunity to discuss how a positive outlook can help future performance. If students feel nervous or overwhelmed, having a class discussion might help them to reframe the daunting work ahead as a challenge or adventure that they can take on together. ### **2. What do you think is the most important thing you learned this week?** Each student arrives at school carrying different baggage every day, and sometimes the most important thing they learn won’t be academic. Educators can support and validate their experiences by giving students time to share what seemed most important to them personally. This is also a great chance for teachers to gauge a student’s social-emotional learning skills. Also how mentally prepared their students are to tackle new concepts and to honor the different values their students bring to school each day. ### **3. What grade or score did you work the hardest for this term?** By focusing on effort rather than results, students build their growth mindset. Often, the marks that students feel they worked the hardest for aren’t the highest marks they’ve received. This can be a great talking point to build resilience and work ethic while recognizing that process is often more important than outcome. “Easy grades” don’t often bring the same pride that hard earned marks do. ### **4. Which of your strengths did you use the most for this assignment?** Linking strengths to schoolwork will help to reinforce for students that their strengths are honored and valued at school. It will also help to broaden student understanding of the strengths that support success at school. While math skills might help on a math test, so will “soft skills” like patience, resilience, focus, and confidence. Reinforcing these more abstract qualities and grounding them in a familiar context will enable them to work towards developing them in a more intentional way. ### **5. What are your personal and academic goals for this term?** Supporting realistic goal-setting and then allowing students time to make a plan to achieve those goals gives them a chance to practice not only goal-setting, but also self-reflection and prioritization. As they reflect on their academic goals, students cultivate a deeper understanding of their strengths, weaknesses, and personal motivations, and thus assess their progress, make adjustments as needed, and take ownership of their learning experiences. ### **6. What is your motivation for this assignment?** In order to be successful, students need to want to succeed. Giving them time to reflect on why their success is important to them can help give them the boost they need to prioritize their work and maintain a positive outlook. It’s also helpful for teachers to know when a student’s only perceived motivation is a passing grade, since this might allow the opportunity to help reframe the work ahead. ### **7. How does your work reflect your values this month?** It’s important for educators to recognize when a student’s energies are better spent on something other than schoolwork. A student who spent the week taking care of a sick grandparent or practicing for this weekend’s martial arts state championship might rightfully report that their schoolwork took a backseat to other values this week. That’s valuable information for teachers to have, and students feel validated when teachers recognize that schoolwork is not the only reflection of their values. ### **8. As part of the emotional well-being curriculum, what’s the most interesting thing you learned this week?** The breadth of interests that students come to school with can be a refreshing reminder of who they are outside of school. [Honoring those interests](https://mhanational.org/blog/10-tips-for-teachers-to-practice-social-emotional-learning-in-the-classroom/) and reinforcing the value of learning beyond the classroom helps students to feel confident in who they are and what they bring to the table. it sends a message that learning is not confined to the classroom walls ### **9. What mistakes have you made on this test or assignment, and what** emotional well-being skills have you used to manage them?** Students build problem-solving skills and resilience by recognizing their ability to overcome obstacles and mistakes. They can build core emotional well-being competencies by managing emotions, reframing their outlook, and recognizing mistakes as opportunities for growth. ### **10. What mistake did you learn the most from on this project?** Mistakes don’t have to be a bad thing. Celebrate mistakes as learning opportunities by asking students to think about how they’ve learned and grown from their past mistakes. ## More on social-emotional learning skills ### What does emotional well-being teach children? Emotional well-being encompasses a set of skills and competencies, which is part of a larger framework and approach that cultivates multiple skills essential for emotional intelligence and interpersonal effectiveness. ### What are the 5 emotional well-being skills? There are 5 core competencies that are taught in emotional well-being: 1. Self-awareness 2. Self-management 3. Social awareness 4. Relationship skills 5. Responsible decision-making ### What are emotional well-being interventions? Emotional well-being interventions are structured programs or strategies implemented in educational settings to promote students’ social and emotional skills. Examples include curricula focused on emotional regulation and activities promoting empathy and teamwork. ## Implementing emotional well-being skills in your curriculum: Key considerations It’s important to note that emotional well-being doesn’t happen within a bubble. Teachers can leverage the work their students are doing in emotional well-being to improve their academic performance, strengthen their relationships, and build community in the classroom across all subject areas. Along with these questions, you can deepen the impact of emotional well-being by incorporating mindfulness techniques into your teaching. You could encourage students to pay close attention to their environment at least once a day and take a non-judgemental and non-reactive stance to situations in their life. Doing this will help build mindfulness awareness into daily actions and decision-making. As you start exploring ways to implement emotional well-being in your day-to-day teaching activities, you should anticipate some pushback from students (especially from teens). To start on the right foot, you need a quick and memorable activity or lesson that demonstrates emotional well-being is an exciting and relevant subject, brought to life by an insightful and relatable educator. You will find everything you need to make a strong first impression in our engaging ‘Icebreakers for Teens’ life-skills lesson. Get access to it completely for FREE by clicking the button below. Learn more about Ori Learning’s [comprehensive emotional well-being curriculum](/emotional-well-being-curriculum/). **Categories:** Classroom Activities, Emotional Well-being, Skill Building **Tags:** classroom questions, emotional well-being, growth mindset, mental health education, SEL activities, social emotional learning, social emotional learning curriculum, social emotional learning skills, student reflection, teacher strategies --- ### [Social Emotional Learning Games for the Classroom](https://orilearning.com/social-emotional-learning-games/) **Published:** November 11, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Discover how games boost emotional well-being and social-emotional learning in classrooms—building empathy, decision-making, and resilience through play. **Content:** ### Related Resources - [more SEL activities](/social-emotional-learning-activities/) - [SEL activities for the classroom](/social-emotional-learning-activities-to-try-in-the-classroom/) - [SEL worksheets](/social-emotional-learning-worksheets/) Social emotional learning games give students a chance to practice empathy, decision-making, and self-awareness in a low-stakes setting — all while having fun. For middle and high school educators, game-based SEL offers a way to engage students who might tune out traditional lessons. Below, we break down the research behind social emotional learning games, share implementation tips, and list the best options for your classroom. ## How Social Emotional Learning Games Support Emotional Growth Games can be a powerful tool for social-emotional learning, offering unique opportunities for students to practice skills like empathy, self-awareness, and decision-making. Research shows that single-player narrative games help players engage with complex emotional situations, [improving their ability to understand and respond to others’ emotions](https://www.sciencedirect.com/science/article/abs/pii/S0360131522002792). These games create environments where players make choices that affect the storyline, encouraging them to think critically about the consequences of their actions. Another approach to using games for SEL is through role-playing experiences. In this method, students engage in tech-based role-plays, taking on different characters in various scenarios to explore different perspectives and situations, enhancing their [emotional and social understanding](https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1322721/full). This method helps students build empathy by experiencing the perspectives of different individuals, allowing them to understand a situation from another person’s perspective. It also allows them to practice communication and conflict resolution in a safe, simulated environment. These findings underscore the versatility of games in teaching SEL skills, from single-player narratives that promote introspection to interactive role-plays that foster collaboration and understanding among peers. By providing immersive and emotionally engaging experiences, games can complement traditional social emotional learning instruction, making learning more dynamic and relatable for students. ## How Social-Emotional Learning Works Through Gameplay Games support social-emotional learning through specific design elements like storytelling, decision-making, and safe play spaces. Research highlights how narrative-driven games can teach players to understand consequences by making decisions that directly impact the game’s storyline ([Toh, 2023](https://www.sciencedirect.com/science/article/abs/pii/S0360131522002792)). This process encourages players to take different perspectives, practice emotional regulation, and develop coping skills as they navigate various scenarios. The interactivity of such games makes learning more engaging, offering a unique alternative to traditional methods. Beyond structured gameplay, informal learning also occurs in gaming communities. For example, players in online gaming spaces often discuss strategies and share experiences, creating opportunities for social interaction and mutual support ([SAGE Journals, 2023](https://journals.sagepub.com/doi/10.1177/10468781231209697?icid=int.sj-abstract.citing-articles.1)). These interactions can foster social-emotional competencies like empathy and teamwork, as players help each other overcome challenges and reflect on their experiences. The safe environment that games provide allows for experimentation with different social roles and emotional responses without real-world consequences. This can be especially valuable in developing self-awareness and managing emotions. By combining immersive gameplay with opportunities for reflection and social exchange, games can effectively reinforce SEL skills in both structured and informal settings. ## Social Emotional Learning Games Improve Student Behavior Game-based SEL programs can positively impact student behavior and the overall classroom environment. Research on the “[iThrive Sim](https://journals.sagepub.com/doi/10.1177/10468781231209697?icid=int.sj-abstract.citing-articles.1)“ curriculum shows that students who participate in these programs often become more engaged with their peers and show increased empathy. These programs also help build self-confidence, enabling students to participate more actively and assertively in classroom activities. This engagement translates to better teamwork and a more inclusive atmosphere, as students are encouraged to consider others’ perspectives during role-play activities. Beyond engagement, social emotional learning games have been associated with reductions in negative behaviors. For example, programs that integrate role-playing and decision-making activities can help students develop better conflict resolution skills, leading to fewer instances of bullying or disruptive behavior ([Rivers, 2024](https://journals.sagepub.com/doi/10.1177/10468781231209697?icid=int.sj-abstract.citing-articles.1)). This creates a safer and more positive learning environment, where students feel comfortable expressing their emotions and working through challenges together. Additionally, educators using social emotional learning games have observed a stronger connection between students and the academic content. Games like those highlighted by [UNESCO](https://mgiep.unesco.org/article/using-games-for-transformation-and-social-and-emotional-learning) help students see the relevance of SEL skills in their daily lives, making the learning process feel more meaningful. This connection helps foster a classroom culture where emotional and social growth is valued alongside academic achievement. ## Challenges of Implementing Social Emotional Learning Games Implementing game-based SEL comes with challenges, particularly around balancing game design with educational goals. Developers must ensure that the games remain engaging for students while also [delivering specific SEL outcomes](https://www.sciencedirect.com/science/article/abs/pii/S0360131522002792). This can be difficult, as educational content may sometimes compete with the fun aspects of gameplay. Successful programs often require careful collaboration between game designers and educators to ensure the games align with curriculum needs and maintain student interest. Access to technology is another major hurdle. Not all schools have the resources to support tech-based SEL tools, which can limit the reach of [game-based learning programs](https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2024.1322721/full). Schools with limited access to digital devices may struggle to integrate these programs, creating disparities in the availability of innovative SEL approaches. Moreover, effective use of game-based SEL requires proper training for teachers. Educators need guidance on how to integrate these tools into existing teaching strategies, ensuring they are used effectively and consistently to support students’ [social-emotional development](http://growinggreatschoolsworldwide.com/wp-content/uploads/2017/11/41-3-Games-article.pdf). Without this training, the benefits of social emotional learning games might not be fully realized, as teachers might struggle to connect game content with broader SEL goals. ## Best Social Emotional Learning Games for the Classroom From interactive digital apps to hands-on activities, these games make learning about social-emotional skills fun and engaging. Here’s a list of some of the best games designed to build social and emotional skills in students, providing tools to help them navigate real-life situations with confidence. - [**10 Magnificent Games to Practice Social and Emotional Skills**](https://www.encourageplay.com/blog/10-magnificent-games-to-practice-social-and-emotional-skills-with-kids)This list includes engaging games that help students practice empathy, self-regulation, and cooperation. - [**16 Social-Emotional Learning Games for Kids**](https://proudtobeprimary.com/social-emotional-learning-games/)Features hands-on games like Emotions Jenga and Empathy Games, aimed at building social skills. - [**5 Social-Emotional Learning Games to Play with Your Child**](https://www.understood.org/en/articles/social-emotional-activities-for-children)Focuses on simple, low-tech games that teach students how to manage emotions and work with peers. - [**10 Social-Emotional Learning Activities to Engage Students**](https://explaineverything.com/blog/inspiring-educators/10-social-emotional-learning-activities-to-engage-students/)Includes creative activities like journal writing and goal-setting that integrate SEL into daily routines. - [**Twelve Games to Teach Social-Emotional Learning**](https://www.playworks.org/resource/twelve-games-to-practice-important-skills/)Offers fun and active games like Hula Hoop Challenge and Shipwreck to foster teamwork and empathy. - [**10 Best Social-Emotional Learning Games for Kids**](https://www.kidtivitylab.com/blog/10-best-social-emotional-learning-games-for-kids)This list highlights games like “Hedbanz” and “Q’s Race to The Top,” designed to improve social skills. - [**Emotional Intelligence Apps and Games**](https://www.commonsense.org/education/lists/emotional-intelligence-apps-and-games)A collection of top digital games and apps for building skills like anger management and empathy. - [**Social Emotional Learning Activities and Games**](https://www.teacherspayteachers.com/browse/hands-on-activities/games/social-emotional/social-emotional-learning/free)Offers downloadable SEL resources, including creative activities like “I-Spy Feelings Challenge.” - [**My PlayHome](https://www.myplayhomeapp.com/)An interactive dollhouse game that encourages students to explore social situations and practice empathy. - [**Quandary](https://quandarygame.org/)A game where players must navigate ethical dilemmas and learn to manage conflicting perspectives. These games help enhance social-emotional learning by involving players in complex, real-world scenarios where their decisions have significant impacts, promoting empathy and critical thinking. ### What are social-emotional learning games? Social-emotional learning games are designed to help students develop skills like empathy, self-awareness, and decision-making. These activities provide opportunities for students to practice emotional regulation, social interaction, and responsible behavior in real-world contexts. ### What are the activities that can be used for social and emotional skills development? Activities like role-playing, mindfulness exercises, group discussions, and cooperative games can be used to develop social-emotional skills in students. These activities help students improve their emotional awareness, collaboration, and conflict resolution skills. ### What are five effective social-emotional learning activities? Five effective social-emotional learning activities include mindfulness practice, empathy exercises, journaling for self-awareness, role-playing for conflict resolution, and collaborative games to build teamwork and social skills. ### What are the 5 keys to emotional well-being? The five keys to emotional well-being are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These core areas help students thrive in both personal and academic environments by fostering emotional and social competence. ## Making Social Emotional Learning Games Part of Your Classroom Routine Social emotional learning games are transforming how students develop key life skills like empathy, decision-making, and emotional regulation. Games provide a safe space for students to engage in complex scenarios, where every choice impacts the storyline and teaches them how their decisions affect others. This method creates an immersive learning environment where students can practice emotional responses, build social skills, and gain a better understanding of different perspectives. The interactive nature of these games ensures students stay engaged, making SEL both relatable and impactful. Schools that embrace these tools create more inclusive and emotionally supportive environments, preparing students for real-world challenges. Ori Learning addresses the challenges educators face in building social-emotional skills with solutions that integrate SEL seamlessly into the classroom. With structured content and interactive tools, we empower students to take control of their emotional development, while giving teachers real-time insight into their progress. [Our platform](https://orilearning.com/platform/) is built to ensure students not only develop emotional and social resilience but also transition those skills into real-world success. By focusing on emotional intelligence and personal growth, we help students thrive in ways that traditional teaching methods can’t fully reach. Ready to bring engaging SEL tools to your classroom? Subscribe to our newsletter today and stay updated on how Ori Learning can help your students build emotional strength and resilience while supporting their academic growth. Let’s make social-emotional learning a key part of every student’s journey to success. Learn more about Ori Learning’s [emotional well-being resources for educators](/emotional-well-being-curriculum/). **Categories:** Classroom Activities --- ### [New York SEL Curriculum for Grades 6–12](https://orilearning.com/new-york-sel-curriculum/) **Published:** March 25, 2026 **Author:** Dr. Miriam Gayle (VP of Operations) **Content:** Last updated: March 2026 New York does not have a single SEL statute. What it has is more layered than that. Through a combination of school climate legislation, a first-in-the-nation mental health education mandate, voluntary SEL benchmarks, and a quarter-billion-dollar investment in community schools, New York has built one of the most layered student support frameworks in the country. For district leaders evaluating a New York [SEL curriculum](/sel-curriculum/), that policy environment shapes what districts need and what they can fund. The challenge for secondary schools is translating that framework into consistent classroom instruction. New York’s 2.5 million students span nearly 700 districts — from New York City’s 1,800-school system to rural districts in the Adirondacks — and each one needs a structured approach to social-emotional learning that fits its schedule and student population. Advisory periods, community school models, and MTSS frameworks all need content designed for adolescents, not warmed-over elementary activities. ## New York Legislation Districts Should Understand New York’s student support framework is shaped by three intersecting laws. A dedicated SEL curriculum helps schools meet all three. The most consistent theme from New York districts is initiative fatigue. They’re managing DASA compliance, mental health instruction under Section 804, character education under 801-a, and often community school programming — and they want one tool that addresses several of those obligations rather than adding another disconnected program to the stack. ### Dignity for All Students Act (DASA) — Education Law Article 2 The [Dignity for All Students Act](https://www.nysed.gov/student-support-services/dignity-all-students-act), signed September 13, 2010 and effective July 1, 2012, is New York’s primary school climate law. DASA prohibits bullying, harassment, and discrimination based on 12 protected categories — including race, weight, national origin, religion, disability, sexual orientation, gender identity, and sex. Schools must designate Dignity Act Coordinators, report incidents through the SSEC system, and maintain codes of conduct that incorporate DASA provisions. What DASA does not provide is a proactive instructional framework for building the interpersonal skills that prevent incidents in the first place. It establishes the legal standard; SEL instruction builds student capacity to meet it. Districts implementing a structured SEL curriculum in grades 6–12 are addressing DASA’s goals through prevention rather than relying solely on incident response. All educators seeking New York State certification must also complete [DASA training](https://www.highered.nysed.gov/tcert/certificate/dasa.html) on harassment, bullying, and discrimination prevention — further evidence that the state expects school climate to be an active instructional priority. ### Education Law Section 801-a — Civility, Citizenship, and Character Education [Education Law Section 801-a](https://newyork.public.law/laws/n.y._education_law_section_801-a) requires K–12 instruction in “honesty, tolerance, personal responsibility, respect for others,” with emphasis on discouraging harassment, bullying, and discrimination. The law defines tolerance and respect to include awareness of different races, national origins, ethnic groups, religions, sexual orientations, genders, and abilities. The Board of Regents determines how these concepts integrate into curricula. This is, in effect, New York’s character education mandate — and it maps directly to the competencies taught in a CASEL-aligned SEL curriculum. Districts implementing SEL instruction are fulfilling Section 801-a’s requirements through structured, measurable programming rather than ad hoc character education efforts. ### Education Law Section 804 — Mental Health Education (First-in-Nation Mandate) Effective July 1, 2018, New York became the **first state in the nation** to require mental health instruction as part of K–12 health education. [Education Law Section 804](https://newyork.public.law/laws/n.y._education_law_section_804) requires schools to “recognize the multiple dimensions of health by including mental health and the relation of physical and mental health.” The law also addresses substance abuse prevention, violence prevention, and the development of coping skills. A 2024 follow-up audit by the [New York State Comptroller](https://www.osc.ny.gov/state-agencies/audits/2024/05/08/mental-health-education-supports-and-services-schools-follow) found that approximately one in five students who could benefit from additional mental health support does not receive it, and that schools still struggle with consistent implementation of the mandate. This compliance gap underscores the need for structured curriculum that gives schools a turnkey way to deliver mental health-adjacent instruction without requiring every teacher to develop lessons from scratch. ## How New York Defines and Supports SEL In demos with New York teams, questions often center on implementation ownership: whether the work belongs primarily with counseling, health education, building administration, or a broader student support team. That’s a predictable byproduct of the state’s policy structure, where responsibility touches several mandates rather than sitting neatly in a single program office. ### NYSED Social Emotional Learning Benchmarks The New York State Education Department published voluntary [Social Emotional Learning Benchmarks](https://www.nysed.gov/student-support-services/sel), revised in November 2022, that define what SEL competency looks like across five grade bands: K–2, 3–5, 6–8, 9–10, and 11–12. The benchmarks organize student development around three goals: 1. **Self-Awareness and Self-Management** — recognizing emotions, managing stress, setting goals, developing self-discipline 2. **Social Awareness and Relationship Skills** — empathy, perspective-taking, communication, cooperation, conflict resolution 3. **Responsible Decision-Making** — ethical reasoning, evaluating consequences, reflecting on personal and social impact While the benchmarks are voluntary, they give districts a state-endorsed framework for designing and evaluating SEL instruction. The grade-band structure — particularly 6–8, 9–10, and 11–12 — signals that NYSED expects developmentally differentiated instruction through high school graduation, not a one-size-fits-all approach that stops at elementary. ### The “Essential for Learning, Essential for Life” Framework NYSED’s foundational document, [“Social Emotional Learning: Essential for Learning, Essential for Life”](https://www.nysed.gov/sites/default/files/programs/student-support-services/sel-essentials-for-learning-and-life.pdf) (2018), establishes the state’s rationale for SEL. It references a landmark meta-analysis (Durlak et al., 2011) showing students who receive SEL instruction score an average of 11 percentile points higher on academic achievement tests. That document, combined with a 2019 commissioner’s memo introducing systemic implementation guidance, demonstrates that NYSED views SEL not as a supplemental initiative but as a structural foundation for academic success. ## Funding a New York SEL Curriculum New York’s education funding system provides multiple pathways for districts to fund SEL adoption — and the dollar figures are among the largest of any state. ### Foundation Aid — $24.9 Billion in FY2025 New York’s Foundation Aid formula, fully funded since FY2024, delivered [$24.9 billion in FY2025](https://www.governor.ny.gov/news/governor-hochul-announces-historic-education-investments-and-signs-legislation-improve-reading) within $35.9 billion in total school aid — the highest in state history. The progressive formula directs the greatest funding to the highest-need districts, with adjustments for poverty, disability, and English Language Learner status. Districts have broad discretion over how Foundation Aid supports student achievement, and SEL curriculum falls within allowable whole-child investments. ### Community Schools Set-Aside — $250 Million Within Foundation Aid, the [Community Schools Set-Aside](https://www.nysed.gov/student-support-services/foundation-aid-community-schools-set-aside-guidance) directs $250 million toward wrap-around services in high-need districts. Allowable uses include mental health services, counseling, after-school programming, and community school coordinators. This set-aside has been maintained at $250 million annually from FY2022-23 through FY2026-27. SEL curriculum falls directly under the set-aside’s purpose — countering environmental factors that impede student achievement. ### Title IV-A — $62.9 Million for NYC Alone Federal [Title IV-A (Student Support and Academic Enrichment)](https://www.nysed.gov/essa/title-iv-part-student-support-and-academic-enrichment) funds support three priority areas: Well-Rounded Education, Safe and Healthy Students, and Effective Use of Technology. Districts receiving allocations above $30,000 must spend at least 20% on well-rounded education and 20% on safe and healthy students — categories that directly encompass SEL curriculum. In 2025-26, New York City alone receives $62.9 million in Title IV-A, with Buffalo, Rochester, and other urban districts receiving multi-million-dollar allocations. ### After ESSER — Sustainable Funding Matters With ESSER funds fully expired, districts are evaluating which pandemic-era investments to sustain. Programs that demonstrated measurable impact on student well-being and school climate are the strongest candidates for continuation through state and local budgets. The key is having assessment data that shows results — not just participation counts, but evidence of student skill growth that justifies ongoing investment. ### Mental Health Infrastructure Governor Hochul’s $1 billion mental health plan includes $5.1 million to expand school-based mental health clinic satellites, bringing the statewide total to approximately [1,200 school-based mental health clinics](https://www.governor.ny.gov/news/governor-hochul-announces-51-million-establish-school-based-mental-health-clinics). SEL curriculum complements this infrastructure by building the foundational emotional competencies that make clinical interventions more effective — and by reaching the full student body, not just those who access clinical services. ## How Ori Learning Supports New York Districts New York’s SEL Benchmarks, DASA school climate requirements, Section 801-a character education mandate, and Section 804 mental health instruction law collectively demand that districts provide structured instruction in emotional competency, interpersonal skills, and responsible decision-making. Ori Learning’s [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) delivers 175 CASEL-aligned lessons across grades 6–12 that map directly to these state priorities. ### Crosswalk: Ori Learning Units to New York Frameworks Ori Learning UnitNYSED SEL Benchmark GoalDASA ThemeEd Law 801-a Concept**Self-Awareness** — identity, emotional recognition, strengthsSelf-Awareness & Self-ManagementUnderstanding personal identity; recognizing biasPersonal responsibility**Self-Management** — stress, impulse control, goal settingSelf-Awareness & Self-ManagementCoping strategies; de-escalationPersonal responsibility; self-discipline**Social Awareness** — empathy, perspective-taking, diversitySocial Awareness & RelationshipsRespect across protected categories; anti-discriminationTolerance; respect for others**Relationship Skills** — communication, cooperation, conflict resolutionSocial Awareness & RelationshipsBullying prevention; positive peer interactionsHonesty; civility; citizenship**Responsible Decision-Making** — ethical reasoning, consequences, problem solvingResponsible Decision-MakingEthical choices; community impactResponsible behavior; respect for rulesDistrict coordinators reviewing programs for adoption do not need to build alignment documentation from scratch — the curriculum’s structure already maps to the frameworks NYSED references. In a third-party study following ESSA Level III standards, 1,829 high school students using the curriculum during the 2023–24 school year showed statistically significant gains: students who completed all 25 lessons scored 11% higher on emotional well-being measures than those completing only five (Hunt & Styers, 2025). For New York districts justifying investment through community school accountability or budget renewal, measurable outcome data connects program cost to documented student growth. ### Features That Matter Most in New York A few capabilities are worth calling out specifically for the New York context: - **Multilingual access in 130+ languages:** New York City alone serves students speaking 180+ home languages. Full platform translation, text-to-speech, and speech-to-text ensure every student can engage with SEL content in their strongest language — a requirement, not a nice-to-have, for equitable implementation in New York districts. - **Assessment and reporting dashboards:** Pre- and post-assessments at the lesson and unit level generate the outcome data districts need for DASA reporting, community school accountability, and budget justification. District-level dashboards aggregate data across schools for central office visibility. - **Community school integration:** Three delivery modes — Front of Class (no student devices), Live Participation (teacher-paced, student devices), and Self-Paced (independent) — allow the curriculum to function within advisory blocks, counseling sessions, community school programming, and MTSS frameworks without requiring a schedule overhaul. - **Culturally responsive design:** Multiple response modalities (written text, audio recording, file upload) ensure students can express themselves in the way that best fits their cultural and linguistic context — supporting the Board of Regents’ [Culturally Responsive-Sustaining Education Framework](https://www.nysed.gov/curriculum-instruction/culturally-responsive-sustaining-education-framework). - **Rostering and SSO:** Google SSO, Microsoft SSO, Clever, and ClassLink integration means deployment works within the identity systems New York districts already use. ## Choosing an SEL Curriculum Within New York’s Policy Framework ### State Framework Alignment An effective New York SEL curriculum should align to the NYSED SEL Benchmarks and address the competencies embedded in DASA, Section 801-a, and Section 804. Programs that can demonstrate this alignment simplify adoption conversations with school boards and community stakeholders. ### Genuine Secondary Content Look for grade-specific lessons for each year from 6th through 12th — not a single course stretched across age groups. The NYSED Benchmarks differentiate between 6–8, 9–10, and 11–12 for a reason: what a 7th grader needs around emotional identification differs fundamentally from what a 12th grader encounters around identity, agency, and future planning. ### Multilingual and Accessible Design New York educates students who speak hundreds of languages. Any curriculum under consideration should provide full platform translation — not just PDF handouts — plus text-to-speech, speech-to-text, and IEP/504-compatible flexible pacing. Understanding [why social-emotional learning matters](/why-is-social-emotional-learning-important/) is important, but ensuring every student can actually access the instruction is what makes it equitable. ### Measurable Outcomes for Accountability With the Comptroller’s audits highlighting compliance gaps in mental health education, districts need programs that produce data — not just participation logs. Built-in pre- and post-assessments, lesson-level tracking, and exportable reports give administrators evidence for board presentations, state reporting, and funding renewal conversations. Schools that can [measure social-emotional learning outcomes](/how-to-measure-social-emotional-learning/) are better positioned to sustain investment year over year. ### Flexible Implementation Across Support Models New York schools use advisory periods, community school models, MTSS frameworks, restorative practices, and counseling programs — often in combination. Whatever model your district uses, the curriculum needs to work within it. Multiple delivery modes and self-pacing options prevent the common problem of purchasing a program that only works in one scheduling context. For context on how other states handle similar flexibility challenges, see how [California structures SEL delivery](/california-sel-curriculum/) across advisory, health, and MTSS contexts. ## Frequently Asked Questions ### Does New York require SEL instruction? New York does not have a single codified SEL mandate, but it has a stronger framework than most states. DASA (Education Law Article 2) requires schools to maintain positive school climates. Education Law Section 801-a mandates K–12 instruction in civility, character, and tolerance. Section 804 makes New York the first state to require mental health education in K–12. And NYSED’s voluntary SEL Benchmarks provide a state-endorsed competency framework. Together, these laws and guidance documents create a comprehensive expectation for social-emotional instruction. ### What is the Dignity for All Students Act and how does it relate to SEL? DASA, signed in 2010 and effective in 2012, prohibits bullying, harassment, and discrimination in New York schools across 12 protected categories. While DASA establishes the legal standard for school climate, it does not prescribe instructional approaches for building the skills that prevent incidents. [Implementing SEL in the classroom](/implementing-social-emotional-learning-in-the-classroom/) addresses the proactive side — teaching empathy, communication, conflict resolution, and respect — that makes DASA’s goals achievable through prevention rather than only incident response. ### How can New York districts fund SEL curriculum? Multiple funding streams are available: Foundation Aid ($24.9B statewide in FY2025) with broad discretion for whole-child programs; the $250 million Community Schools Set-Aside for wrap-around services including mental health and counseling; federal Title IV-A funds (NYC alone receives $62.9M in 2025-26); and Title II-A for professional development. Districts can also leverage local mental health budgets and align SEL purchases to DASA compliance and Section 804 implementation. ### What are the NYSED SEL Benchmarks? Published by NYSED and revised in November 2022, the SEL Benchmarks are voluntary competency expectations organized across five grade bands (K–2, 3–5, 6–8, 9–10, 11–12) and three goals: Self-Awareness and Self-Management, Social Awareness and Relationship Skills, and Responsible Decision-Making. They provide a state-endorsed reference point for districts designing or evaluating SEL programs. ### Is mental health education required in New York schools? Yes. Education Law Section 804, effective July 2018, makes New York the first state to mandate mental health instruction as part of K–12 health education. Schools must address the relationship between physical and mental health, well-being, and human dignity. The [School Mental Health Resource and Training Center](https://www.mentalhealthednys.org/) (operated by MHANYS) provides free educator training and lesson plans to support compliance — though Comptroller audits have found implementation remains inconsistent across districts. New York’s layered policy framework — DASA, Section 801-a, Section 804, and the SEL Benchmarks — means districts already have the mandate and the funding to implement structured SEL instruction. To see how Ori Learning’s Emotional Well-Being Curriculum aligns with New York’s requirements for grades 6–12, [request a demo](/demo-request/). You can also explore the full [curriculum overview](/emotional-well-being-curriculum/) or read our [guide to evaluating SEL curriculum](/sel-curriculum/) for additional context on what to look for. **Categories:** Emotional Well-being --- ### [Florida 504 Plan: Everything You Need to Know](https://orilearning.com/504-plans-in-florida-everything-you-need-to-know/) **Published:** July 26, 2024 **Author:** Dr. Miriam Gayle (VP of Operations) **Excerpt:** Comprehensive guide to 504 plans in schools: understand eligibility, accommodations, implementation, and how to support students with disabilities for academic success. **Content:** Every student, regardless of their abilities, should have the tools they need to thrive in a learning environment. For some students with disabilities, achieving their full potential at school might require a 504 plan. This guide discusses 504 plans in schools, equipping you with the knowledge and resources to ensure all students have equal access to success. In this article, we’ll: - Break down the basics of 504 plans, including what they are, who qualifies, how they work, and their importance for schools. - Discuss the positive effects 504 plans can have on student learning, achievement, and overall well-being. - Offer practical guidance on implementing a 504 plan in your school, including data collection, monitoring progress, and review frequency. - Answer questions you may have as a parent of a child requiring a 504 plan. By the end of this guide, you’ll be equipped to support students with disabilities through effectively producing and implementing 504 plans, encouraging a more inclusive and successful learning environment for everyone. ## What Is a 504 Plan in Florida? ### **What is a 504 Plan?** A 504 plan is a personalized roadmap for students with disabilities. It outlines the specific accommodations a student needs to fully participate and learn alongside their peers. These accommodations might include things like extra time on tests, preferential seating, or modified assignments. 504 plans are similar to IDEA in that they both aim to offer[ free and appropriate education](https://orilearning.com/fape-checklist-for-special-education/) to students with disabilities. However, a 504 plan is available to more students because it doesn’t require that the student’s disability affects their performance for them to be eligible for accommodations. ### **Who Qualifies for a 504 Plan?** Students with a physical or mental disability that hinders their ability to learn in the classroom qualify for a 504 plan. This could include conditions like ADHD, dyslexia, certain chronic illnesses, or learning disabilities. The key is that the disability must “substantially limit” a major life activity, as defined in the[ Rehabilitation Act of 1973](https://www.eeoc.gov/statutes/rehabilitation-act-1973). Learning is the obvious activity in the context of a school setting, but other activities include walking, hearing, seeing, breathing, speaking, caring for one’s self, performing manual tasks, and working. ### **How Does a 504 Plan Work?** A 504 plan isn’t a predetermined blueprint that applies to all students. Once a student is identified as a good candidate for the plan, it needs to be developed with that student in mind. Parents, teachers, and a school team work together to identify a student’s needs, determine appropriate accommodations (support), and set goals. Something important to note is that[ **Section 504**](https://www.ed.gov/about/offices/list/ocr/504faq.html) **doesn’t require a written plan**, but the school must still document the team’s evaluations and accommodations. Once everything is agreed upon, the plan is documented and implemented. Regular reviews ensure the plan continues to meet the student’s needs. ### **Why Are 504 Plans Important for Schools?** 504 plans are essential for public elementary and secondary schools because they ensure compliance with federal law ([Section 504 of the Rehabilitation Act](https://www.hhs.gov/sites/default/files/ocr/civilrights/resources/factsheets/504.pdf)). They allow for a fair and inclusive learning environment, so students with disabilities can access the same educational opportunities as their peers. ## Florida 504 Plan vs IEP: Key Differences To understand the benefits of 504 plans for schools, imagine a scenario where a student didn’t have access to the accommodations provided by this plan. A student’s disability could affect their ability to focus in class or cause them to feel overwhelmed by tests or frustrated with assignments they’re unable to grasp. Even if the student’s learning isn’t affected by their disability, they may still face accessibility challenges (which may or may not have a secondhand effect on their education) in their school due to a lack of a personalized 504 plan. 504 plans can be a game-changer for students with disabilities, leading to a ripple effect of positive outcomes including: ### **Boosted Learning** Providing students the support they need through accommodations can improve their learning in the classroom. They can focus on understanding concepts, participate more actively, and ultimately retain more information. This is particularly the case for students whose disabilities directly impair their learning outcomes without the necessary accommodations in place. ### **Improved Achievement** With the right support system in place, students with disabilities can overcome challenges and achieve academic success. This can translate into better grades, test scores, and a sense of accomplishment. A quantitative research paper,[ The Impact of Section 504 Plans on Academic Achievement](https://www.proquest.com/openview/220fc58f93bd52791020d462849aea40/1?pq-origsite=gscholar&cbl=18750&diss=y), highlighted several studies that observed the academic benefits of implementing a 504 plan. One noted that students with disabilities who received “meaningful accommodations” tended to have higher test scores, grades, and reading skills. Another found that students with disabilities achieved higher test scores when accommodations were provided compared to when they weren’t provided. ### **Enhanced Well-being** Feeling included and capable in the classroom can positively impact a student’s self-esteem and overall well-being. Providing accommodations under 504 plans can reduce frustration and anxiety, leading to a more positive and engaged learner. These benefits extend beyond the individual student. By working towards an inclusive environment where everyone feels supported, 504 plans contribute to a more positive and productive learning environment for the entire classroom. ## How to Get a 504 Plan in Florida: Step-by-Step Here, you’ll learn the steps required to write an effective 504 plan, from identifying the need for the plan right through to its implementation and beyond. ### **Step 1: Initial Meeting** The planning process begins with an initial meeting. A teacher, parent, or school psychologist might raise concerns about a student’s ability to participate or learn in the classroom. This could be due to observed difficulties, a recent diagnosis, or perhaps a referral from another professional. Schedule a meeting with the student’s parents, caregivers, or guardians, along with the student (if appropriate), the teacher(s) who have observed the challenges, and potentially a school psychologist or general education specialist. In the meeting, discuss the student’s specific challenges and their impact on learning. Gather information about the student’s strengths, weaknesses, and any existing support strategies already in place. This should enable you to determine the student’s eligibility for a 504 plan. ### **Step 2. Collecting and Evaluating Data** It’s helpful to collect data to support the student’s need for a 504 plan. This could include: - Academic records (grades, test scores) - Classroom observations - Teacher notes/reports - Reports from specialists (psychologists, therapists) - Standardized test results (if applicable) Review the data collected to determine if the student has a disability that substantially limits a major life activity. This can be done by the school team that conducted the initial meeting with the student and their caregivers. ### **3. Developing the 504 Plan** You can now discuss the student’s needs and brainstorm potential accommodations.The outcome of this discussion should be to decide on specific support that will help the student overcome their learning barriers. Be sure to set clear and measurable goals for the student and establish benchmarks to track the student’s progress. ### **Step 4. Documenting and Implementing the Plan** Document the 504 plan in writing. A[ Section 504 accommodation plan should include](https://www.fldoe.org/core/fileparse.php/7690/urlt/0070055-504bro.pdf) two key items: - *Evaluations*, or an outline of the student’s disability and their needs - *Accommodations,* or the agreed-upon support Accommodation plans don’t have a required time limit, but it’s helpful to include goals and timelines for review. It’s also good to include the responsible parties for implementing the plan. Make sure all relevant staff members (teachers, support staff) are aware of the plan and receive any necessary training on implementing the accommodations effectively. You’re now ready to put the 504 plan into action. ### **5. Review and Revision** There’s no legal requirement for reviewing and revising a 504 plan; reevaluation only needs to be conducted “periodically” if and when necessary under Section 504.[ OCR indicates that reevaluations every 3 years, as specified under IDEA](https://www.fldoe.org/core/fileparse.php/7690/urlt/0070057-sect504.pdf), would meet this requirement, but you may prefer to review the plan annually. The reviewing process allows you to assess the plan’s effectiveness. You may choose to adjust accommodations as needed, and update goals based on the student’s progress. Continue to collect data on the student’s progress to inform future revisions of the plan, ensuring it remains relevant and continues to support the student’s learning journey. ## Florida 504 Plan for Parents: Your Rights & Process The information provided in this guide should be valuable for both school officials and parents. However, if you’re a parent looking for more information about 504 plans, you may have some specific questions that will be answered in this section. ### **How to Get a 504 plan** Here’s a step-by-step approach to get a 504 plan for your child: - **Request a Meeting:** Contact your child’s teacher or school principal and express your concerns about their academic performance or challenges. Request a meeting to discuss the possibility of a 504 plan. - **Gather Documentation:** If your child has a formal diagnosis related to their learning difficulties (ADHD, dyslexia etc.), collect copies of reports or evaluations from healthcare professionals. Gather any other relevant documentation, such as past report cards or teacher notes, that highlight your child’s specific challenges. - **Prepare for the Meeting:** Before the meeting, make a list of specific areas where your child struggles. Research potential accommodations that might be helpful and come prepared to discuss them. - **Attend the Meeting:** Attend the meeting and be an active participant. Share your observations and concerns, and present any documentation you’ve gathered. Work collaboratively with the school team to identify appropriate accommodations for your child. Once everyone agrees on the accommodations, a written 504 plan will be developed. Be sure you understand the plan and ask questions if anything is unclear. ### **How Are Students Supported by 504 Plans?** The accommodations provided under a 504 plan depend on the barriers identified in the evaluation process. Possible ways that your child could be supported with accommodations include: - Extended time on assignments or tests - Preferential seating - Modified assignments or tests - Use of assistive technology - Breaks or modified classwork schedules - Note-taking assistance - Preferential communication methods (written vs. verbal instructions) Personalized accommodations will be offered based on the student’s disability. For instance, students on a 504 plan for ADHD are likely to receive accommodations that help them to avoid distraction and give them physical and mental breaks as needed. These can be tailored to work in conjunction with[ the student’s ADHD-focused IEP goals](https://orilearning.com/iep-goals-for-students-with-adhd-key-considerations-examples/). *Looking to set your child up for success beyond school? Explore*[ *Ori Learning’s ready-to-teach transition curriculum*](https://orilearning.com/transition-curriculum/) *based on UDL and featuring automated progress monitoring towards IEP goals.* ### **Are 504 Plans a Legal Requirement?** No, 504 plans aren’t are not directly mandated by law, but they are a legal requirement **in response to** a federal law. Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against individuals with disabilities in any program or activity receiving Federal financial assistance. This includes public schools. To comply with Section 504, public schools must provide accommodations to students with disabilities who need them to access educational opportunities equally. 504 plans serve as a documented way to ensure these accommodations are implemented. So, while 504 plans themselves aren’t directly mandated by law, schools are legally obligated to provide equal access to education for students with disabilities. 504 plans serve as a tool to fulfill this obligation. ### Related IEP Goal Resources - [how to write SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [adaptive skills IEP goals](https://orilearning.com/a-framework-for-adaptive-skills-crafting-iep-goals-for-student-independence/) ## Florida 504 Plan Requirements: What Schools Must Provide Hopefully, you’ve now learned everything you wanted to know about 504 plans, whether from the perspective of a school official or a parent. Remember, collaboration and communication are key to effectively writing a 504 plan and implementing the necessary accommodations. By joining forces, you can create a successful 504 plan that enables the student to get the most out of their time in education. Florida schools also navigate broader student support requirements beyond 504 plans — including [character education mandates under HB 7065](/florida-character-education-curriculum/) that address social-emotional competencies for all students. ## FAQ ### What is a 504? In Florida, a 504 plan is a document outlining accommodations a public school should provide to students with disabilities. It ensures these students have equal access to educational opportunities as their peers. ### How does the 504 plan differ from the IDEA? The Florida 504 plan and the Individuals with Disabilities Education Act (IDEA) have essentially the same end goal: to provide free, appropriate public education to students with disabilities. However, the key difference between the two is that a student can only receive education services under IDEA if their disability adversely affects their educational performance, while section 504 doesn’t require a disability to affect the student’s performance for them to be eligible for accommodations. ### What are 504 accommodations examples? Examples of[ accommodations for students with disabilities](https://orilearning.com/iep-accommodations-best-practices-for-successful-implementation/) include allowing extra time for the student to complete an assignment, giving them access to assisted technology, or giving them a quiet space to work. ### Is there a downside to having a 504 plan? While 504 plans offer significant benefits, there are a few potential downsides. For school officials, producing the plan can be time-consuming, requiring meetings and documentation. There’s also a chance some may view the plan as a label, and some students might feel singled out. Finally, the plan may not offer the same level of support as an Individualized Education Program (IEP) and isn’t as legally enforceable, which may affect a student’s ability to access the support they need. **Categories:** Compliance & Law --- ### [Is IEP Training Required for Teachers?](https://orilearning.com/is-iep-training-required-for-teachers/) **Published:** October 19, 2023 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Explore whether IEP training is required for teachers: legal mandates, state variations, and practical benefits to improve special education outcomes. **Content:** One question that seems to come up often in special education conversations is “Is IEP training required for teachers?” While you might expect this to be a straightforward ‘yes’, things are actually more complicated than that. In fact, to answer this question, we must first examine the legal frameworks around IEPs and transition at a federal and state level. Aside from legal mandates, we must also consider the practical benefits of IEP teacher training. In this article we will address these two aspects of the question and we will suggest actionable insights and additional resources for special education directors and transition coordinators who want to keep their teachers up to speed with the latest in the world of IEPs. ## Teacher IEP training: The legal aspect As the primary legislature in the field of special education, the IDEA aims to ensure that all children with disabilities have access to a free and appropriate public education (FAPE). It does this by mandating tailored education services to meet the educational needs of each student. Part of this effort is making certain that the teachers delivering these education services possess the necessary qualifications to do so effectively. In that sense, the IDEA requires that special education teachers must be [“highly qualified.”](https://www.ed.gov/policy/speced/guid/idea/tb-qual-teachers.pdf) As per the legal document itself, this entails: - Holding at least a bachelor’s degree. - Obtaining full state certification or licensure. - Demonstrating competence in each core academic subject an individual teaches. While IDEA lays out this foundational criterion, it does not provide a detailed roadmap for IEP training, leaving that up to individual states. ## State-level IEP training requirements for teachers Every state has the autonomy to refine, expand upon, or specify the federal guidelines provided by IDEA. While IDEA provides the foundation, state-level directives furnish the intricate details. For example, states can: - Define what constitutes “highly qualified” for their educators, potentially introducing additional criteria or training mandates. - Introduce distinct requirements for IEP development, review, and implementation training. Given the variations that exist in state legislature and the not-infrequent changes to state laws, it’s best to consult with State Department of Education websites or to reach out to representatives from these bodies directly. ## The benefits of individualized education plan training requirements One direct result of effective IEP implementation that we often see is improved academic performance. Training your teachers in the IEP arena means equipping them with the knowledge and tools to transform a written IEP document into tangible, real-world results. When executed proficiently such training empowers teachers to: - Implement tailored strategies addressing specific learning gaps, resulting in noticeable academic advancements. - Provide students with the exact support they need, maximizing their chances of success both in school and post-school settings. Both IDEA and state-specific guidelines have clear directives regarding the development and implementation of IEPs. Non-compliance isn’t just a bureaucratic misstep—it can lead to costly and reputation-damaging legal challenges. With that in mind, a thorough IEP training ensures: - Educators are well-versed in the legal mandates, reducing the risk of unintentional oversights. - Schools and districts are better equipped to demonstrate a commitment to fulfilling the rights of students with disabilities. Another tangible benefit of such training is improved communication among all stakeholders in the IEP process. As special education directors are aware, an IEP isn’t a solo endeavor. It requires strong collaboration between general educators, special educators, therapists, parents, and the students themselves. Thus, when all stakeholders have a solid grasp of the IEP: - Communication barriers are eliminated, ensuring everyone is aligned in their objectives and approaches. - Decisions are made more swiftly and effectively, eliminating potential bottlenecks and ensuring timely interventions. - A unified front forms, focusing on the student’s best interests, thus fostering a more supportive and productive educational environment. Looking for a transition solution that requires no additional training for teachers? ## What constitutes an effective IEP teacher training? So, after discussing the importance of IEP training for teachers, let’s explore what makes such initiatives effective in practice. Firstly, for any special education training to be productive it must encompass the full range of IEP activities: - Initiation: Identifying students who require an IEP and gathering preliminary data. - Development: Collaborative drafting of the IEP, ensuring it addresses each student’s unique needs. - Implementation: Putting the IEP into practice within the classroom and broader school environment. - Effective Progress Monitoring: Regularly assessing the students’ progress and plan effectiveness and making timely adjustments as needed. Specific emphasis must be placed on goal setting and crafting measurable outcomes. Another key factor for the successful implementation of IEPs in the classroom is understanding the fine distinctions between accommodations and modifications. Accommodations refer to adjustments and changes made to the learning environment, instructional materials, or methods to help a student with a disability participate in the general education curriculum on an equal basis with their peers. Accommodations do not alter the core content or learning objectives of the curriculum; instead, they make it more accessible for the student. Common examples of accommodations include: - Extended time for assignments or assessments - Use of assistive technology (e.g., screen readers, speech-to-text software) - Preferential seating in the classroom - Simplified language in instructions or materials - Providing a quiet space for tests or assignments Modifications involve changes to the curriculum itself, often involving a reduction in the complexity or depth of content, to better match a student’s ability and learning needs. Modifications are more substantial than accommodations and may include: - Simplifying assignments or assessments to match the student’s skill level - Reducing the number of questions or tasks in an assignment or test - Using alternative grading criteria - Providing alternative or modified materials - Adjusting learning goals or objectives to be more achievable for the student It’s important for educators to be able to discern when to use each approach. This ensures students receive the necessary support without compromising academic integrity. One often overlooked area of IEP teacher training is transition planning. As special educators are well aware, the journey for students with disabilities doesn’t end with graduation. According to data from the [Annual Report on People with Disabilities in America: 2023](https://www.researchondisability.org/annual-disability-statistics-collection) people with disabilities are twice less likely than their non-disabled peers to hold a bachelor’s degree or higher and twice more likely to be unemployed. This data puts heavy emphasis on transition planning as part of the IEP training teachers receive. Key aspects include: - **Post-secondary preparation**: Whether it’s college or vocational training, ensuring students are prepared for further education should be a high priority for special educators. - **Employment readiness**: Building skills and strategies for entering the workforce including building sought-after soft skills such as communication and work etiquette. - **Independent living**: For some students, this might involve teaching essential life skills or exploring supported living arrangements. ## “Is IEP teacher training required?”: Yes and… The field of special education is dynamic. As such, continuous learning isn’t a luxury; it’s a necessity. With ever-evolving legal mandates and educational best practices, regular training ensures compliance and the application of evidence-based strategies. Here are 3 steps towards implementing a productive IEP teacher training schedule in your school or district: 1. **Survey your options**: Do you have the in-house expertise to support regular training or would you require the help of an external consultant? 2. **Foster a collaborative approach**: Special education doesn’t operate in a silo. Integrating general education teachers into the training process ensures a uniform approach to IEP implementation, resulting in a cohesive educational experience for the student. 3. **Stay current**: Regularly review authoritative sources for teacher development, mentoring and support. See our top picks below. ### **Learning opportunities:** - [Council for Exceptional Children (CEC)](https://exceptionalchildren.org/): This is a leading association for special education professionals. They offer resources, conferences, workshops, and webinars tailored specifically to the challenges and developments in special education. - [edWeb.net](https://home.edweb.net/): This platform hosts webinars and discussions dedicated to special education topics. They often have sessions on IEP development, implementation, and related challenges. - [National Association of Special Education Teachers (NASET)](https://www.naset.com/professional-resources/resources-for-special-education-teachers): NASET provides an abundance of resources, publications, e-books, and courses designed specifically for special education professionals. Their offerings often delve deep into practical and strategic aspects of IEPs. - [Council of Administrators of Special Education (CASE)](https://www.casecec.org/): CASE offer conferences, webinars, publications, and a vast array of resources dedicated to leadership and administrative aspects of special education. ### **Mentorship & Peer support:** - [Special Education Local Plan Areas (SELPAs)](https://www.cde.ca.gov/sp/se/as/caselpas.asp): These are regional services in some states that offer support to special education programs in local districts. They often foster mentorship programs or peer support initiatives. - [National Association of State Directors of Special Education (NASDSE)](https://www.nasdse.org/): Joining or collaborating with your state’s special education association can open doors to mentorship opportunities. Experienced educators often provide guidance to newer members in the profession. - **Special education collaborative forums**: Platforms like [The Wrightslaw Way Community](https://www.wrightslaw.com/blog/) and [Pro Teacher Community](https://proteacher.net/discussions/forums/special-education.39/) offer opportunities for educators to discuss challenges, share experiences, and seek advice from peers across the country. - **Local university partnerships**: Many universities with strong education programs often facilitate mentorship programs or collaborative workshops between experienced educators and those new to the profession. ## More on IEP teacher training ### Is IEP training mandatory for all teachers? IEP training isn’t uniformly mandated across the board; requirements vary by state. While the IDEA requires teachers to be highly qualified, it leaves specific IEP training requirements to individual states. ### What legal mandates govern teacher qualifications for IEPs? The IDEA mandates that special education teachers must hold a bachelor’s degree, obtain full state certification, and demonstrate competence in core subjects, but doesn’t detail IEP training specifics. ### How do state-level IEP training requirements for teachers differ? States have the autonomy to define “highly qualified” educators and may set additional IEP training requirements, reflecting the variability in educational mandates across the U.S. An [IEP transition curriculum](https://orilearning.com/transition-curriculum/) gives teachers structured tools to support transition planning even without extensive specialized training. ### Related Resources - [how to write SMART IEP goals](/how-to-write-smart-iep-goals-with-examples/) - [special education professional development](/special-education-professional-development/) - [special education certification programs](/special-education-certification-programs/) - [IEP accommodations best practices](/iep-accommodations-best-practices-for-successful-implementation/) **Categories:** Compliance & Law, Instructional Strategies, Transition & SPED **Tags:** IDEA compliance, IEP training, SMART IEP goals, special education law, state IEP mandates, teacher qualifications, teacher requirements, transition coordinator resources --- ### [Alternate Assessments in Special Education: Beyond Standardized Testing](https://orilearning.com/alternate-assessments-in-special-education-beyond-standardized-testing/) **Published:** March 8, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Overview of assessments in special education: history, standardized vs non-standardized methods, and key alternate approaches like dynamic assessment, CBM, and AA-MAS. **Content:** ## Introduction to assessments in special education Assessment is a foundational tool in education which helps to identify students’ strengths, areas of need, and the best strategies to support their learning. In the context of special education, it can serve a multitude of different purposes. Chief among those are: screening, determining eligibility, IEP development, instruction planning, and evaluation (Pierangelo and Giuliani 2006, via [NASET](https://www.naset.com/publications/assessment-in-special-education-series)). For students with disabilities, traditional assessment methods have often failed to capture the full extent of their abilities and learning potential. These conventional assessments typically focus on a narrow range of skills, primarily measuring academic performance through standardized test formats that may not accommodate the diverse needs of learners with disabilities. Recognizing this gap, the period from 1990 to 2010 marked a significant step in the evolution of alternate assessments in special education. This era was characterized by important legislative changes in the U.S. and the development of innovative assessment approaches designed to offer a more inclusive and equitable evaluation of student performance. This article briefly touches on the milestones in this 20-year period before exploring the nuanced definitions of standardized and non-standardized assessments in special education. We then present three crucial developments in approach to non-standardized (or alternate) assessment and how they have proven beneficial to students with special educational needs. Note: “Non-standardized assessment” and “alternate assessment” are used interchangeably throughout. 1990-2010: A brief history of alternate assessments in special education ([Hager et al. 2005](https://eric.ed.gov/?id=EJ1148007), [Quenemoen 2008](https://eric.ed.gov/?id=ED504298), [Thurlow 2008](https://experts.umn.edu/en/publications/assessment-and-instructional-implications-of-the-alternate-assess)) - **1990s**: Maryland and Kentucky are the first states to make legislative changes which require that all students be included in school accountability analyses, including students with disabilities. - **1997**: The IDEA Amendments mandate the inclusion of students with disabilities in school accountability systems and the development of alternate assessment on a federal level. - **1999**: In the National Center on Educational Outcomes (NCEO) survey of state special education directors, 20 states indicated they were developing some type of alternate assessment. - **2001**: The No Child Left Behind Act (NCLB) increases the importance of assessing the technical quality of alternate assessments and their alignment to academic content standards. By 2003, nearly all states have at least one alternate assessment in place, with some states having multiple. - **2007**: The “2% regulation” is introduced in the NCLB, ushering in assessments based on modified achievement standards (AA-MAS) aimed at students with severe cognitive difficulties. ## Alternate assessments: Definitions and applications ### Standardized and non-standardized assessments In order to be able to talk about non-standardized assessments, it is important to first understand what differentiates them from their standardized counterparts. **Standardized assessments** are crafted with the broad population in mind, ensuring that they can be widely applicable across diverse groups. A hallmark of these assessments is their uniform administration and scoring procedures, which guarantee consistency in how the tests are conducted and evaluated. They are norm-referenced, meaning that an individual’s performance is compared against a common standard, which facilitates an objective measurement. This objectivity is further underscored by the quantifiable results produced by standardized assessments, providing clear, numerical data on performance. **Non-standardized assessments** are usually tailored for specific educational contexts, highlighting their adaptability to meet individual needs and goals. Unlike standardized assessments, these are criterion-referenced, measuring an individual’s performance against a specific set of criteria rather than comparing it to a broader norm. As a result, they boast flexible administration and scoring, which allows for a more personalized approach to evaluation. This also implies a more subjective measurement that is often judgment-based, relying more on qualitative analysis and the discretion of the evaluator. ### Standardization and individualization in alternate assessments An interesting perspective on standardization which goes beyond the standardization/non-standardization binary is offered by [Hager et al. (2005)](https://eric.ed.gov/?id=EJ1148007). They suggest that standardization is a necessary component of every assessment, including alternate assessments, in order for it to be considered effective. Hager et al. justify this dual need based on the fact that, on the one hand, a degree of standardization allows for assessments to be interpreted by an outsider not familiar with their specific context, while on the other hand individualization permits accommodating a wider range of abilities and performance levels. Alternate assessments should therefore ideally strike a balance between standardization and individualization. In their study, Hager et al. go on to propose a model for assessments in special education which aspires to balancing these two aspects, suggesting a standardized “set of specific target tasks with measurement procedures and scoring criteria for each”, from which an IEP team can then select those most relevant to the particular student and their needs and thus tailor the assessment to the disability of the student. ## Alternate assessments: Developments and strategies We are witnessing an ever-evolving landscape for special education assessment which increasingly emphasizes flexibility and inclusivity. The push for the inclusion of non-standardized educational strategies into the school curriculum is one manifestation of this. Three approaches to alternate assessment in particular are worth highlighting for their nuanced understanding of student learning and achievement: Dynamic assessment, Curriculum-based assessment (CBM), and Alternate assessment based on modified academic achievement standards (AA-MAS). ### Dynamic assessment Dynamic assessment is based on the premise that traditional, “static” assessments, where responses are recorded at a single point in time “without any attempt to intervene in order to change, guide, or improve the child’s performance” ([Turziel 2000](https://link.springer.com/article/10.1023/A:1009032414088)), may not fully capture a student’s learning capabilities. A more interactive, teaching-assisted assessment is proposed as an alternative which can lead to more accurate and useful information for educators. At its core, dynamic assessment prioritizes learning potential over accumulated knowledge. It is grounded in Vygotsky’s sociocultural theory, particularly the concept of the Zone of Proximal Development (ZPD), which posits that the distance between a child’s current ability and their potential development can be bridged through mediation and support. The mediational strategies that are employed are said to naturally mirror the learning process, and so can be integrated into real-life contexts more easily. On the practical level of special education interventions, a teacher can apply dynamic assessment by incorporating mediated activities focusing on improving memory, attention and problem-solving skills. This is done by presenting a task that is just above the student’s ability and assisting them in completing it, adjusting the level of help based on the student’s responses and gradually reducing support as the student demonstrates a sufficient level of competence. The research highlighted by Turziel comparing traditional and dynamic assessment methods indicates that, through mediation and individualized teaching strategies, dynamic assessment exploits and provides a more accurate reflection of children’s learning potential and is therefore more effective in enhancing cognitive modifiability, including in students with special educational needs. ### Curriculum-based measurement (CBM) Curriculum-based measurement (CBM) is a formative assessment designed to assess students’ academic progress against the general curriculum through direct and frequent observation and measurement. It applies “standardized observational procedures for repeatedly sampling performance on core reading, writing, and arithmetic skills” ([Deno 2003](https://journals.sagepub.com/doi/abs/10.1177/00224669030370030801)). As such, CBM combines elements of standardized and non-standardized assessment. “Curriculum-based” refers to the fact that the materials used for the assessment are taken directly from the teaching materials used in the classroom. The assessment involves tests that are brief, timed, and given on a regular weekly or monthly basis. The scoring for these tests often focuses on quantifiable measures such as the total word count in a writing exercise or the number of words read correctly in a reading exercise. CBM has broad applications which can support a wide range of educational decisions, including screening, evaluating interventions, eligibility for remedial and special programs, and monitoring inclusion in mainstream programs. Note that this assessment approach can be applied to a wider educational context as well as being effective for targeted groups of students, including students at risk for academic failure and those receiving special education supports. A study by [Stecker & Fuchs (2000)](https://www.tandfonline.com/doi/abs/10.1207/SLDRP1503_2) demonstrates CBM’s effectiveness in improving student achievement through detailed, data-driven instructional planning. For instance, it was found that teachers who utilized CBM for instructional adjustments based on individual student data achieved superior outcomes compared to those who did not tailor their instruction as closely to CBM data. ### Alternate assessment based on modified academic achievement standards (AA-MAS) Introduced as a flexibility option under the NCLB and IDEA in 2007, the alternate assessment based on modified academic achievement standards (AA-MAS) was developed specifically with students with disabilities in mind. It constitutes “a coordinated approach to ensuring that students with disabilities have an appropriate assessment that matches their current needs … while not giving up the high standards and expectations promoted by the NLCB” and, by extension, the general curriculum ([Thurlow 2008](https://journals.sagepub.com/doi/10.1177/1044207308327473)). In practice, AA-MAS would allow schools to count up to 2% of the total U.S. student population (or about 18% of special education students) as proficient on modified achievement standards under federal accountability systems. This led to state educators across the U.S. having to develop an AA-MAS either by changing their existing general assessment (e.g. by using simpler language or shortening passages) or developing an entirely new assessment to meet the requirement for tests to validly measure achievement against modified standards for eligible students. The implementation of AA-MAS has had significant implications for both assessment development and instructional practices for students with disabilities across the country. It raised the bar for accessibility standards in assessments, with the incorporation of modifications such as the use of visuals to support text and simplified language. These changes would allow students with disabilities to demonstrate their knowledge and skills in a manner that was previously not possible, and would help promote a culture of accountability for educators, who would have to ensure that students with disabilities also made progress in the general curriculum. ### What is the purpose of assessments in special education? Assessments identify strengths, areas of need, and strategies to support learning, including screening, IEP development, and instruction planning. ### What differentiates non-standardized assessments from standardized ones? Non-standardized assessments are criterion-referenced, flexible, and rely on qualitative data, tailored for specific educational contexts. ### What are the benefits of dynamic assessment in special education? Dynamic assessment prioritizes learning potential over accumulated knowledge, using mediation to reflect children’s learning capabilities more accurately. ## Alternate assessment: Next steps The discussion of assessments in special education over the last few decades presents a push-and-pull between the importance of maintaining a common standard for all students based on the general curriculum on the one hand, and the need to make modifications for students with special needs that do not fit into the traditional paradigm on the other. Balancing the rigorous expectations of a standard curriculum with the flexibility required to accommodate the diverse range of learning challenges faced by students with special needs is no easy task, and would explain why progress towards developing alternate assessments has been slow and uncertain. Nevertheless, the intention remains clear: to ensure that all students, regardless of their abilities, have a fair and accurate measure of their educational achievement in order to reach their full potential. [Ori Learning’s Transition Curriculum](https://orilearning.com/transition-curriculum/) offers a comprehensive solution for supporting your school or district’s special education programs, with a consistent set of high-quality instructional materials which are designed with student engagement in mind. Collaboration boards and interactive polls allow for students to share their thoughts and react to their peers in real time, while multiple question types and interactive drag-and-drop activities offer teachers flexibility in how to conduct assessments. Receive custom support backed by rich industry experience that can help you tackle your strategic goals at scale. Request a free demo of our platform to experience first-hand its powerful accommodation and translation features, automated reporting tools, and intuitive design. ### Related Resources - [measuring social-emotional learning](/how-to-measure-social-emotional-learning/) - [writing measurable IEP goals](/how-to-write-smart-iep-goals-with-examples/) - [UDL in special education](/what-is-udl-in-special-education/) **Categories:** Instructional Strategies --- ### [How to Become a Director of Special Education](https://orilearning.com/how-to-become-a-director-of-special-education/) **Published:** April 4, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Director of Special Education: learn leadership duties, qualifications, career paths, and practical strategies from Dr. Heidi Lambert’s experience. **Content:** The role of Director of Special Education is responsible for shaping the educational experience of students with special needs. This is a key leadership role in a school’s organizational structure which oversees the administration of special education programs, working cross-functionally with both staff and stakeholders to meet the educational objectives for successful student outcomes. In this article, we will cover everything an aspiring director needs to know to chart their own path to a leadership role, detailing the day-to-day responsibilities of a director, the qualifications and qualities required for the role, and how to gain practical experience and know-how in order to be considered eligible and to be prepared to take on the high demands and pressures of Director. ### Dr. Heidi M. Lambert, Director of Special Populations at RMA Public Schools With seven years of professional experience as a special education director, [Dr. Heidi Lambert](https://orilearning.com/leadership-spotlight-dr-heidi-m-lambert/) is ideally positioned to offer her perspective on the demands of the role and share valuable insights into the journey of becoming a director of special education, progressing through roles with increasing levels of responsibility within special education and seizing opportunities for further study along the way. Starting out as a middle school Math teacher, Dr. Lambert gained her Master’s in Special Education where she qualified to work as an educational diagnostician. After several years working as an educational diagnostician at a special education school, she was promoted to her first official leadership role as Assistant Principal. These were followed by Senior Manager and Area Director roles in an independent school district (ISD), during which she completed a PhD in Leadership. Dr. Lambert’s career path to her current leadership role as Director of Special Populations at RMA Public Schools is one of many different pathways to directorship. What stands out, however, is her commitment to continuous learning and career progression, as well as a willingness to grow into a responsible leader who has a great impact on the lives of students and educators. ## Director of Special Education: Qualifications Embarking on a career as a director of special education requires a solid educational foundation, coupled with [specialized training](https://orilearning.com/is-iep-training-required-for-teachers/) and additional qualification to navigate the complexities of this role. Below is an outline of the academic prerequisites and certifications which employers are looking for when hiring for the director’s position. - **Bachelor’s degree in Education**, Special Education, Psychology or a related field, providing a comprehensive understanding of educational theories, teaching methods, and child psychology. - **Master’s degree in Education**, specializing in special education, educational leadership, or administration, building on the knowledge and skills acquired in the Bachelor’s degree - **Teaching certification** demonstrating a professional’s competency in teaching. Certification is usually part of an education degree program, but they might need to be taken separately for those who have a degree in another field or who are changing careers. - **Аdministrative license or certification**, as required by the state. This could be an administrative credential that qualifies an individual to work in supervisory positions within schools or a district in that state. When it comes to further education requirements, Dr. Lambert believes there is some flexibility: “A PhD in Education Leadership will give you a good overview of the research regarding leadership and team management, including how to recruit people, why people are unhappy at work, and so on. It certainly helps to have one, but it’s not compulsory.” ## Director of Special Education: Job responsibilities A Director of Special Education ensures that students with disabilities in their school receive the educational services and supports they need to thrive. Their responsibilities are multifaceted and require a broad skill set, including leadership, communication, and a deep understanding of special education law and best practices. ### Administrative and strategic leadership While a director won’t be involved with the day-to-day of the administrative work, they are responsible for overseeing the administrative processes which govern a special education institution, such as analyzing data, managing budgets, and implementing education programs. This includes: - **Program implementation and review**: Develop and implement special education programs and services, ensuring they adequately meet the needs of students with disabilities. They are also tasked with evaluating the effectiveness of the program by performing reviews and data analysis, identifying areas for improvement and making decisions based on what they find. - **Compliance**: The school or district’s special education programs must [comply with federal, state, and local regulations and laws](https://orilearning.com/7-most-common-legal-errors-for-special-educators-to-avoid-in-the-transition-planning-process/). This includes ensuring that [IEP meetings](https://orilearning.com/11-things-to-do-before-presenting-a-transition-plan-at-an-iep-meeting/) and evaluations are completed on time, that school facilities are accessible and policies and procedures are kept up-to-date, and that state and federal reporting is done accurately. - **Budget management**: The budget for special education programs needs to be managed well to guarantee that resources for special education are allocated effectively. “I make sure everyone knows the needs of our department at our executive meetings,” says Dr. Lambert. “I keep in constant contact with the Chief Financial Officer, where I raise matters concerning student count and spend amount, among other things.” ### Collaboration and communication Directors work cross-functionally: they rely on and support many different teams to champion the school or district’s goals. They are also engaged in a lot of public-facing activity, keeping an open line of communication with parents/caregivers and other stakeholders in a child’s education. This includes: - **Staff support and development**: Hire, train, and supervise special education teachers and staff, ensuring they are well-equipped to meet students’ needs by providing opportunities for personal and professional development. - **Stakeholder engagement**: Work closely with teachers, parents, school administrators, and external agencies to create and maintain a supportive educational environment for students with disabilities. Dr. Lambert has a dedicated Transition Specialist who plans transition parent meetings at all nine of their campuses. “Thanks to them, parents know we exist and that there is support for their children”’. She also works closely with the marketing director of RMA to make sure that there are parent resources on the website and in the newsletter. - **Advocacy**: Serve as an advocate for students with disabilities, ensuring their needs are met in the educational system and beyond and removing barriers to success. Directors leverage their expertise and authority, pushing for the implementation of inclusive policies, and securing necessary resources and supports. ## Director of Special Education: Practical experience ### Developing leadership skills in educational settings The director role is one of the highest leadership roles in the education hierarchy, but it is not the only role where an educator can demonstrate leadership skills. Certain roles which are not formally designated as leadership roles will come with some leadership responsibilities. Heidi gives the example of educational diagnosticians, who serve as consultants to teachers and provide insights and strategies for accommodating students with diverse learning needs. Meanwhile, instructional coordinators provide guidance and training to teachers on teaching strategies and interventions for students with disabilities, and are another great example of a role for gaining experience in a position of authority. ### Networking for growth Engaging with professionals outside of their school who are working in the same field helps aspiring directors to gain access to specialized knowledge, connects them with a vast network of professionals, and opens doors to new opportunities. Attending conferences focused on special education or joining professional groups dedicated to special education, such as the [National Association of Special Education Teachers (NASET)](https://www.naset.com/), leads to serendipitous encounters where information and resources are shared, creating possibilities for future collaboration. Over time and with consistency, the benefits of these professional connections can multiply. ### The power of mentorship in shaping leaders Every director has at some point in their career been helped by someone who did it before them. Leaders are often able to spot the potential for leadership in others and nurture those qualities in them before they know how to do it themselves, as was the case with Dr. Lambert: “While I was not able to see it at the time, my boss saw in me the ability to not get swayed easily in sticky situations: I could stay cool when there was conflict, including when dealing with angry parents”. We can also be proactive in seeking out mentorship from professionals who we admire and who have already successfully walked the path to becoming a director. ## Director of Special Education: Leadership qualities and strategies In addition to learning the theory and acquiring the technical skills in a variety of different roles in special education, there are particular qualities that a leader learns along the way which make them fit for the role of Director. Building long-lasting professional relationships is at the heart of what makes a successful director, but they also need to navigate the issues that inevitably arise and apply creative solutions to them, some of which affect the sector more widely, such as staff shortages. Dr. Lambert shares what she has learned about how to approach people and how to handle some of the [complex issues in special education](https://orilearning.com/special-education-problems-we-are-not-solving/) from her own experience as a director. ### Relationship building and team development - **Hiring up**: Matching the right person with the right role takes considerable experience and acumen, whilst also being able to know and account for personal biases and put ego to one side. “I always hire up,” says Dr. Lambert. “I want someone that is smarter than me and has experience and expertise in areas where I don’t have it and who can complement mine.” - **Being present**: “Throughout the year I make sure the people I work with see me and my leadership team, and I make sure they see me often—at least once a week.” She stresses that these group meetings are not for discussing regulatory or compliance matters, but rather to do a pulse check and see how team morale is. - **Fostering transparency**: Dr. Lambert strongly believes in making space for voicing any issues or concerns her staff have: “I want staff to be able to tell me when they’re [feeling stressed or overwhelmed](https://orilearning.com/addressing-special-education-teacher-burnout/) so that I can find ways to support them.” This level of transparency makes it possible to address challenges together, and it contributes to a supportive work culture. - **Praising often**: It’s good practice to celebrate accomplishments publicly and handle sensitive issues discreetly: “I take the chance to praise others as a group, and if we have to have a difficult conversation, I do that one-on-one via email”. This separation of approaches based on the nature of the case maintains the morale of the group high while preserving the dignity of the individual. ### Creative problem-solving and crisis management In their role as decision-maker, directors are faced with important challenges and dilemmas which they are often forced to resolve by employing innovative thinking and strategic planning. [Staff shortages](https://orilearning.com/10-things-special-education-directors-can-do-to-address-the-special-education-teacher-shortage-crisis/) is one of the main issues she has today. “My greatest challenge is to try to figure out how to keep the people that I have,” Dr. Lambert is quick to point out. “I am constantly looking for things that will put us over and beyond what the neighboring school district is offering.” Staffing is a main pillar of education. If a school is understaffed, it has a direct impact not only on instruction, but also on compliance. In these cases, Dr. Lambert has to think outside the box and come up with creative solutions (“Sometimes I have to step into the role of art facilitator”), underscoring the importance of flexibility and resilience. Another instance concerns the need to address gaps in staffing. “When I started my role as director, we didn’t have anything in place to help students with transition beyond IEP meetings. I had an open position for another role which I repurposed for the gap, namely that we didn’t have someone dedicated to [facilitating the transition process](https://orilearning.com/how-to-choose-a-transition-curriculum-for-your-school-or-district/). I kept the same budget, but rewrote the job title and description for a transition specialist, and we were able to find someone who was passionate for the role.” ## More on becoming Director of Special Education ### What qualifications are needed to become a Director of Special Education? Candidates need a Bachelor’s or Master’s degree in Education or Special Education. Additionally, they will need to apply for teaching certification and an administrative license or certification, as required by the state. ### What are the primary responsibilities of a Director of Special Education? Key responsibilities include administrative and strategic leadership, such as developing and implementing special education programs, ensuring compliance with laws, managing departmental budgets, and collaborating with key stakeholders. ### How can I prepare for a leadership role in special education? Attending conferences or joining professional groups dedicated to special education where you can network with other professionals in the field can provide access to specialized knowledge and new opportunities, including finding an experienced mentor. ## Becoming Director of Special Education: Next steps Becoming a Director of Special Education is both challenging and immensely rewarding. It demands a unique blend of educational expertise, leadership skills, and a deep commitment to the well-being and success of students with special needs. As illustrated by Dr. Lambert’s career, this path is not linear but instead a series of deliberate steps. Aspiring directors must cultivate a solid foundation in special education, leadership, and administration, while also embracing continuous learning and networking opportunities. Her insights further underscore the importance of resilience, creativity in problem-solving, and the ability to foster strong, supportive relationships with staff and stakeholders. Ultimately, this role is about making a meaningful difference in the lives of students with disabilities: it offers the opportunity to advocate for inclusive policies, champion the needs of students, and lead teams in the creation of nurturing, effective educational environments. With Ori Learning, directors of special education can enjoy the peace of mind of having access to an easy-to-implement, comprehensive [Transition Program](https://orilearning.com/transition-curriculum/) which comes with tools out of the box for reporting on progress and demonstrating compliance. Find out how our curriculum can help you meet IEP goals safely and consistently. **Categories:** Leadership & Admin Strategies --- ### [Special Education Certification Programs](https://orilearning.com/special-education-certification-programs/) **Published:** April 18, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Explore top U.S. special education certification programs, pathways, and leadership options—online, hybrid, and advanced tracks to boost your teaching career. **Content:** Certification in special education, or any educational field, serves multiple roles in the teaching profession, benefitting educators, students, schools, and the broader educational system. It acts as a benchmark for the quality of instruction, guaranteeing a certain level of competence and readiness; it ensures that educators are in compliance with state and federal regulations governing education; and it demonstrates a commitment to continuous development in the profession. In this article, we highlight several reputable programs across the United States, each of which offers a curriculum designed to help educators progress to the next stage of their professional careers, whether it be as a teacher, administrator or a director. There is a variety of teaching modalities catering to individual preferences, including distance and hybrid learning, as well as differences in duration, requirements and outcomes which are mentioned for each program. ## Pathways to special education certification Becoming a certified special educator in the U.S. involves a comprehensive multi-step process, tailored to meet both educational and professional standards, alongside rigorous certification requirements leading to administrative and leadership roles. The first step is to obtain a bachelor’s or master’s degree in special education or a related field, with the option for those with degrees in other areas to pursue a master’s in special education. The latter is particularly appealing to career changers seeking deeper specialization. Candidates must then complete an accredited teacher preparation program, incorporating both theoretical and practical training in special education settings (these are usually included as part of a university degree program). Certification requires passing state-mandated general and special education-specific exams, applying for state certification which may include a special education endorsement, and undergoing a background check. Many will then go on to pursue advanced degrees or specialized certifications, such as those focusing on certain disabilities (e.g. mild-moderate versus severe), or those with a focus on administrative or leadership roles, to enhance their expertise and career prospects. Note that each state in the U.S. has its own specific requirements for certification, but many states will have an [interstate agreement](https://www.nasdtec.net/page/interstate) which allows a professional with certification in one state to practice in another. It is essential to check with the state’s department of education or the institution offering certification to confirm where it is accepted. ## Special education certification programs for teachers ### 1. Arizona State University (ASU) – Online Special Education Teacher Certification (MEd) **Description**: ASU’s Master’s program integrates teacher certification coursework with hands-on experiences in K-12 environments, with a strong emphasis on equitable learning, instructional design and [assessment for learners with disabilities](https://orilearning.com/alternate-assessments-in-special-education-beyond-standardized-testing/). You will also complete an applied research project that allows you to identify an education challenge and design an intervention. **Ideal for**: Educators looking to become certified K-12 special education teachers, with a curriculum that prepares them for a variety of future educational careers. **Admission requirements**: - A Bachelor’s or Master’s degree from a regionally accredited institution - A minimum cumulative GPA of 3.00 **Credits & Duration**: The program requires between 34 and 40 credit hours over the course of one year, depending on whether dual certification in Special Education and Elementary Education is pursued. **Professional outcomes**: Receive the title of MEd and achieve professional special education licensure to teach in Arizona and other states. **Link for more information**: ### 2. Johns Hopkins – Master of Science in Special Education **Description**: Whether pursuing a career in special education or developing expertise in this critical field, the Johns Hopkins School of Education offers prospective students two degree pathways to customize their master’s degree to their professional goals: [Mild-to-Moderate Disabilities](https://orilearning.com/5-critical-safety-skills-for-transition-age-students-with-mild-to-mild-moderate-disabilities/) and Severe Disabilities (Applied Behavior Analysis). **Ideal for**: - Mild-to-Moderate Disabilities pathway: Professionals looking to gain practical skills in evidence-based techniques to support diverse students in a range of educational settings. - Severe Disabilities (Applied Behavior Analysis) pathway: Professionals with a background in education or human services who want to learn how to design, implement, and evaluate evidence-based ABA practices to positively impact student learning outcomes. **Admission requirements**: Contact admissions office via website for more information. **Credits & Duration**: - Mild-to-Moderate Disabilities pathway: There are two focus areas available: elementary/middle school (grades 1–8) and secondary/adult (grades 6–12). With flexible enrollment options for full or part-time study, the program can be completed in as few as five semesters, but coursework must be completed within five years. - Severe Disabilities (Applied Behavior Analysis) pathway: The degree program is offered part-time with two courses in each of Fall, Spring, and Summer semesters, and can be completed in two years (three years with practicum electives) in a hybrid modality. Students gain 36 credits, not including the 3-12 additional electives credits needed to meet field experience requirements. **Professional outcomes**: Graduates will be eligible for Maryland state certification in special education, which is reciprocated by many other states. **Link for more information**: ### 3. Drexel University – Online Special Education Certification Program **Description**: This special education certification program is a part-time, online, accelerated program. The program emphasizes curriculum modification, comprehensive assessment strategies, and instructional techniques designed to support students at risk for school failure and those with identified disabilities. It prepares professionals for a wide range of responsibilities, including developing IEPs, mentoring teaching assistants, and managing transitions for students with special needs. The program provides certification options for both Special Education PreK-8 and Special Education 7-12. **Ideal for**: Already certified teachers in Pennsylvania ([Instructional I or II Certificate](https://www.education.pa.gov/Educators/Certification/PAEducators/Pages/LevelItoLevelII.aspx)) seeking to enhance their qualifications with specialized knowledge in special education and how to address the needs of students with disabilities, aiming for leadership roles in special education settings in the long term. **Admission requirements**: - A Bachelor’s degree from a regionally accredited institution - An active Pennsylvania (PA) Instructional I or Instructional II teaching certificate - Out-of-state teachers are welcome to participate in the Special Education Program as non-PA certification students **Credits & Duration**: Total of 27 graduate credits. If students haven’t taken the necessary prerequisite courses, they will need to complete an additional 9 credits, totalling 36. **Professional outcomes**: Completion of all courses required under state and federal regulations, as well as the PA General Standards for Special Education and the [standards outlined by the Council for Exceptional Children (CEC)](https://exceptionalchildren.org/standards/initial-special-education-preparation-standards). **Link for more information**: ### 4. National Association of Special Education Teachers (NASET) **Description**: The NASET/AASEP Board Certification in Special Education highlights a professional’s excellence in a particular area of special education, boosts their visibility and credibility, and confirms their proficiency to those outside the field. NASET provides various Board Certification Programs in Special Education (BCSE), such as special education certification programs focused on Inclusion in Special Education (BCISE) and [Individualized Education Program (IEP)](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) Development (BCIEP). **Ideal for**: Special education teachers seeking to enhance their qualifications and demonstrate a commitment to the profession. **Admission requirements**: A Master’s degree in a field involved with students with special needs or a related field (e.g. Law, Medicine, etc.). **Credits & Duration**: There are seven primary modules comprising 58 individual units which must be completed to become Board Certified in Special Education. The modules and examinations are available online 24/7, so you can progress through them at your own pace, but you must complete all 7 modules within 4 years of your application acceptance. **Professional outcomes**: Upon completion, professionals may use the respective NASET Credentials, B.C.S.E. (Board Certified in Special Education) after their educational degree (e.g., M.S., B.C.S.E or Ph.D., B.C.S.E.) denoting their achievement. **Note**: Board Certification in Special Education does not replace state licensing or recertify any professional unless the governing body responsible for recertification recognizes NASET/AASEP Board Certification. Check with your state and professional governing bodies. **Link for more information**: ## Special education certification programs for admins & directors ### 1. University of Washington – Enhancing Capacity for Special Education Leadership (ECSEL) **Description**: A collaborative program for special education administrators that focuses on knowledge and skills needed for local education administration and directorship. ECSEL’s curriculum is structured to incorporate both Washington State standards for the Residency Program Administrator certificate and the [Council for Exceptional Children’s (CEC) advanced standards for program administrators](https://exceptionalchildren.org/standards/advanced-administrator-special-education-professional-leadership-standards). The Year 1 program focuses on leadership for special education at the school level, while in Year 2 the focus shifts to leadership at the district level. **Good for**: Special education administrators looking to take the next step towards becoming directors of special education. **Admission requirements**: A Master’s Degree or higher upon application. **Credits & Duration**: Over the course of two years, the cohort-based special education certification program consists of three year-long seminars and a 400-hour internship requirement. In both years, the program operates in a blended on-line and face-to-face model, with summer and weekend meetings supplemented by e-learning resources. **Note**: While the ECSEL program no longer offers a Master’s degree option, candidates may register for graduate-level credits (up to 21 credits each program year) as a non-matriculated student. Candidates may also earn clock hours. **Professional outcomes**: The program qualifies candidates for the required [Washington Residency Program Administrator Certification](https://ospi.k12.wa.us/certification/administrator-certificate/out-state-applicants-administrators/residency-principal-or-program-administrator) and graduates of the ECSEL program are recommended for Washington State Residency Certification as an Education Program Administrator. **Link fore more information**: [https://www.uwb.edu/education/educator-professional-development/ec](https://www.uwb.edu/education/educator-professional-development/ecsel) ### 2. University of Northern Colorado – Online Special Education Director Licensure **Description**: A post-Master’s, non-degree licensure program that prepares you to become a director or administrator in schools serving students with disabilities, combining graduate-level coursework in special education, administration, and educational leadership/policy studies with an externship. You will become highly qualified for director of special education positions for school districts in Colorado (see the [CDE licensure requirements](https://www.cde.state.co.us/cdeprof/checklist-initialadministratordirectorofspecialed)) and across other states. **Ideal for**: Anyone trained as a special education teacher in Colorado wanting to transition into an administrator or director role. **Admission requirements**: - Master’s degree in Special Education - Valid Special Education or school psychologist license - Three years of relevant experience **Credits & Duration**: Varies based on academic background and previous coursework, but typically 9-21 credit hours over the course of 1-2 years. **Professional outcomes**: This program leads to recommendation for [Colorado administrator license](https://www.cde.state.co.us/cdeprof/checklist-initialadministratordirectorofspecialed) endorsed as a Director of Special Education K-12. Colorado offers licensure reciprocity with 48 states (all but FL & TX). **Link for more information**: ### 3. University of Pittsburgh – Supervisor of Special Education Certificate **Description**: This advanced graduate program is designed for individuals aiming to provide leadership in special education at district or Intermediate Unit levels. It focuses on supervising educational programs and directing professional and non-professional employees within special education programs. The curriculum includes courses on current issues and trends in special education, instructional practices, legal foundations, and an internship to develop practical skills. **Ideal for**: Professionals with a background in special education looking to move into supervisory roles. **Admission requirements**: Completion of 5 years of satisfactory certified school experience in the area of special education. **Credits & Duration**: The program requires 15 credits, including coursework and internship, typically completed in two years on a part-time, hybrid basis. **Professional outcomes**: Successful completion of the program results in a [Supervisor of Special Education PreK-12 Certificate](https://www.education.pa.gov/Educators/Certification/Staffing%20Guidelines/Pages/CSPG91.aspx) from the Pennsylvania Department of Education (PDE). An educator holding this certificate is qualified to function as a liaison between the school administration and the certified professional special education staff of a public school. **Link for more information**: ### 4. University of Wisconsin-Eau Claire – Director of Special Education and Pupil Services (DSEPS) **Description**: An online certificate program designed for individuals aiming to step into leadership roles as directors of special education and pupil services. Instructors are current or former DSEPS program graduates, providing practical learning experiences. **Ideal for**: Experienced special education professionals with classroom experience. **Admission requirements**: - Bachelor’s and Master’s degree with a minimum 3.0 GPA - Professional education license or eligibility - Experience in K-12 classroom teaching or as a school counselor, psychologist, or social worker **Credits & Duration**: The 15 credits must be completed in one year. **Professional outcomes**: With successful completion of the program, you will be eligible to apply for [Wisconsin DPI](https://dpi.wi.gov/licensing) (license code 80). You will also earn a graduate certificate from UW-Eau Claire. **Link for more information**: ## FAQ ### What are the basic requirements to become certified in special education? To become certified in special education, candidates typically need to first obtain a bachelor’s or master’s degree in special education. Requirements can vary by state, so it’s important to check with your state’s department of education for guidelines. ### Is it possible to teach special education without being certified? In most cases, no. Certification is legally required to teach in public schools in the United States, especially in the field of special education, which requires specific training and knowledge to effectively support students with disabilities. ### What are some ways to advance my career in special education? This can be achieved through pursuing advanced degrees or specialized certifications focusing on certain disabilities or administrative and leadership roles. Staying informed about interstate agreements can expand your employment opportunities in other states. ## Special education certification programs: Next steps This article serves as a roadmap for aspiring special educators. Beyond the basics of certification, it’s an invitation to continually seek growth through advanced studies and professional development, ensuring that educators not only enter the field ready to teach but also remain at the forefront of educational innovation and advocacy. With [Ori Learning’s transition curriculum](https://orilearning.com/transition-curriculum/), your school or district can enjoy the peace of mind of having access to an easy-to-implement, comprehensive program that allows you to report on progress and demonstrate compliance. Find out how our curriculum can help you meet IEP goals safely and consistently by booking a call with one of our representatives today. ### Related Resources - [special education professional development](/special-education-professional-development/) - [becoming a director of special education](/how-to-become-a-director-of-special-education/) **Categories:** Instructional Strategies --- ### [The Biggest Challenges in Special Education in 2026](https://orilearning.com/biggest-challenges-special-education-2026/) **Published:** January 17, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Explore urgent special education challenges—funding gaps, staffing shortages, and equity issues—and practical strategies to improve inclusion and outcomes. **Content:** Last updated: March 2026 [ ![Roz Prescott](https://orilearning.com/wp-content/uploads/2023/11/cropped-Roz-100x100.png)](https://orilearning.com/author/rozprescott/) Reviewed by [ Roz Prescott ](https://orilearning.com/author/rozprescott/) While special education in the US is facing significant roadblocks both in terms of funding and staffing, there are actionable strategies which give us plenty of cause for hope for greater inclusivity and equal educational opportunities in the future. This article explores the biggest challenges in special education today, examining the complexities that educators, policymakers, and parents grapple with in pursuit of an optimal learning environment for students with disabilities. The special education landscape: An overview - **Numbers:** As of the 2022-23 school year, approximately [7.5 million students](https://www.pewresearch.org/short-reads/2023/07/24/what-federal-education-data-shows-about-students-with-disabilities-in-the-us/) — roughly 15% of all public school enrollment — received special education services under IDEA, continuing a slow recovery from the COVID-19 dip. - **Disparities:** There are both [regional](https://nces.ed.gov/programs/coe/indicator/cgg) and [racial and ethnic disparities in special education](https://sites.ed.gov/idea/osep-fast-facts-race-and-ethnicity-of-children-with-disabilities-served-under-idea-part-b/): of all enrolled students, 19% are American Indian, 17% are Black, and 15% white, compared to only 8% of Asian students. - **Graduation:** According to [NCES data](https://nces.ed.gov/programs/coe/indicator/cgg/students-with-disabilities), 75.9% of students with disabilities aged 14–21 graduated with a regular high school diploma, while approximately 14% dropped out and 10% received an alternative certificate. - **Post-pandemic recovery:** Five years after COVID-19, 94% of elementary and middle schools remain below pre-pandemic academic levels, with little disaggregated research specifically tracking students with disabilities — a critical data gap that advocates are pressing Congress to close. ## The biggest challenges in special education Let’s examine the overarching challenges in special education today that are garnering the attention of special education directors, leaders, legislators, and caregivers alike. ### Workforce challenges in special education The staffing shortages that we are seeing can be separated into two issues which are closely related to each other, namely the **recruitment and retention** of qualified special education teachers and support staff. #### **1. Recruitment – “Hiring them”** ##### **The shortage is getting worse, not better** The special education teacher shortage has reached a new peak. In 2024–25, [45 states reported special education as a shortage area](https://www.aasa.org/resources/) — the most frequently cited shortage in the entire country. Nearly 80% of K–12 administrators surveyed in the 2024–25 K–12 Lens Report described the special education teacher shortage as a significant problem. The numbers behind the shortage are stark: approximately **365,967 teachers across 48 states and DC were not fully certified** for their special education roles, while another **~45,582 positions remained entirely unfilled** across 31 states and DC. Combined, roughly **411,549 special education roles — nearly 1 in 8 — were either vacant or filled by uncertified educators**. During 2022–23, 21% of schools had at least one special education vacancy and 55% reported difficulty filling positions. ##### **Declining interest in education as a career** There seems to be a general lack of interest in pursuing education as a career path. Only 5% of surveyed students taking the ACT reported interest in education as a career — a 29% decrease from prior years. The number of completers in teaching programs has dropped significantly over the past decade: This has a knock-on effect on the size of the talent pool from which hiring managers at special education schools can choose. ##### **Shortage of qualified special education candidates** Schools are struggling to fill vacancies, with a large majority of US schools expressing that they’re having issues with hiring educators alongside challenges in recruiting classroom aides, transportation staff, and mental health professionals. This issue has persisted for more than 15 years and shows no sign of self-correcting without structural intervention. #### 2. Retention – “Keeping them” ##### **High demands, low pay, high turnover** The annual turnover rate for special education teachers stands at approximately **15%**, well above the general teaching profession. Desiree Carver-Thomas, a researcher with the Learning Policy Institute, notes that [high demands and low pay in special education can lead to high turnover rates](https://www.gpb.org/news/2022/04/21/students-disabilities-have-right-qualified-teachers-theres-shortage), especially when schools resort to **hiring individuals lacking the proper training** due to a shortage in licensed special education teachers. Research from Texas found that 17% to 29% of teaching roles in special education are **vacant due to attrition** (low wages and lack of qualified staff willing to work under less-than-ideal conditions). ##### **Lack of adequate mentoring support** Special education teachers are known for having to manage **high levels of stress and pressure on the job**. It is therefore crucial that they receive the necessary support and mentorship in order for them to show up to work and thrive. Research by Smith and Ingersoll found that having a mentor in the same field **reduces the risk of leaving at the end of the first year by 30%**. With ~15% annual turnover, the cost of not investing in mentorship is very high. ## New and emerging challenges in special education in 2025–2026 Beyond the longstanding workforce and funding challenges, three new challenges have emerged in 2025–2026 that every special education leader needs to understand. ### Federal policy upheaval under the Trump administration The most dramatic policy challenge in a generation is unfolding at the federal level. In October 2025, the Office of Special Education and Rehabilitative Services (OSERS) — the federal office responsible for implementing IDEA — saw **121 of its 135 employees laid off** as part of a broader DOGE-driven federal workforce reduction. A federal judge subsequently blocked the move, but the episode sent shockwaves through the special education community about the stability of federal oversight. The administration has also proposed **transferring disability services from the Department of Education to the Department of Health and Human Services**, a reorganization that would require an act of Congress and that disability advocates warn could fragment the unified rights framework built under IDEA. Project 2025—the policy blueprint aligned with the current administration—proposes converting IDEA funding to **block grants and voucher programs** and allowing states to self-police compliance, changes that disability rights organizations argue would erode the federal floor of protections that parents have relied on since 1975. Special education leaders should closely monitor legislative developments and engage their congressional representatives to ensure IDEA’s core mandates remain intact. ### The mental health crisis among students with disabilities Students with disabilities are disproportionately affected by co-occurring mental health conditions, and the data in 2025–2026 paint a concerning picture: - The **suspension rate for students with emotional disturbances is 32%** — far above the general student population. - The **dropout rate for students with emotional disturbance is 26.8%**, compared to 8.9% for all students. - Students with disabilities represent **14% of enrollment** but account for **68% of seclusions and 76% of physical restraints** used in schools. - The **Keeping All Students Safe Act**, filed in December 2025, seeks to ban seclusion in schools and restrict the use of physical restraints, with bipartisan support. Addressing mental health is no longer an ancillary concern — it is central to keeping students with disabilities in school, learning, and on track for post-secondary success. ### AI in special education: Promise and peril Artificial intelligence has moved rapidly from novelty to widespread adoption in special education. In 2024–25, **57% of licensed special education teachers reported using AI tools for IEP and 504 plan development**. Roughly one-third use AI to identify trends in student data, summarize content, and select accommodations. The potential efficiency gains are real: AI platforms can **save teachers up to 6 weeks of administrative time per year**, with some tools reducing IEP preparation from three hours to as little as ten minutes. For a profession already stretched thin by paperwork, this represents meaningful relief. However, significant legal and ethical concerns remain: - **IDEA compliance:** The law requires that every IEP be unique and individually tailored to the specific student. AI-generated IEPs risk being generic, which can expose districts to compliance violations and due process complaints. - **Privacy:** 60% of students with IEP or 504 plans have expressed concerns about the privacy of their data when AI tools are used in the IEP process. Districts must ensure that any AI platform used complies with FERPA and applicable state privacy laws. The key principle: AI should augment the professional judgment of qualified special educators, not replace it. ### A landmark Supreme Court ruling expands disability rights In June 2025, the U.S. Supreme Court issued a unanimous ruling in ***A.J.T. v. Osseo Area Schools***, holding that families pursuing disability discrimination claims under the ADA and Section 504 of the Rehabilitation Act **no longer need to prove “bad faith or gross misjudgment”** by the school — a demanding standard that had historically made these claims very difficult to win. The decision lowers the bar for families seeking remedies beyond what IDEA provides and is the third consecutive unanimous Supreme Court ruling in favor of children with disabilities. Schools and districts should work with legal counsel to review their Section 504 policies and complaint procedures in light of this ruling. The intertwined challenges in special education today make providing quality services to children with disabilities somewhat difficult. Recent federal funding increases and state-level initiatives, however, reflect the **growing importance of sustainable, long-term strategies** to resolve such issues. ### **1. Addressing staffing shortages and pay** Addressing the staffing shortages in special education requires a multi-faceted approach that includes improving the **working conditions**, providing **adequate pay**, and offering **professional development** opportunities for special education personnel. [Over $35 million has been allocated by the U.S. Department of Education](https://www.disabilityscoop.com/2023/10/10/feds-aim-to-ease-shortage-of-special-educators/30578/) to bolster schools’ special education teaching and administrative staff. A significant sum of this grant is allocated for **scholarships** and other efforts to help students cover the cost of completing special education programs under the Disabilities Education Act. States including Arizona, Mississippi, and Tennessee have also enacted grow-your-own pipeline programs to recruit paraprofessionals into licensed roles. ### **2. Mentoring and training program initiatives** In recent years, there has been a notable increase in the importance of delivering quality initial teacher education for special education trainees through program initiatives and mentorship opportunities. The [Personnel Preparation program](https://www.ed.gov/programs/osepprep/index.html) is one such initiative by the US Department of Education aimed at meeting state-identified needs for adequate numbers of fully certified personnel to serve children with disabilities. One of the program’s aims is to **foster teacher-faculty partnerships** between local institutions and higher education providers to create **high-quality mentoring** and induction opportunities for trainees. Special Education Teacher Shortage: 10 Things You Can Do to Address The Crisis There is one main driver for the teacher shortages across the country. We suggest 10 different ways you can address it today. [ Read now ](https://orilearning.com/10-things-special-education-directors-can-do-to-address-the-special-education-teacher-shortage-crisis/) ### **3. Increased statewide funding and local advocacy** Both federal and state governments are working toward improving their special education budgets. For FY2026, Congress appropriated $15.43 billion for special education programs under IDEA — a modest increase over FY2025. However, given the post-ESSER fiscal cliff and the administration’s proposed structural changes to IDEA funding, local advocacy has never been more important. There are also efforts on a state level to provide increased funding for special education, with **all 50 states and the District of Columbia** recognizing the need for equitable access to resources and support for special education students and staff. ### **4. Technology and AI-assisted IEP solutions** Training solutions like [Ori Learning](https://orilearning.com/transition-curriculum/) offer a systematic approach to streamline special education services in and outside the classroom. By providing a consistent framework, school principals **simplify IEP goal management** and compliance regulation, enhance performance with data monitoring, and facilitate ongoing professional staff development. When paired with AI tools thoughtfully and within the bounds of IDEA, districts can meaningfully reduce administrative burden while keeping the qualified educator — not the algorithm — in the driver’s seat. ## More on challenges in special education ### Why are schools failing to find special education teachers? This failure is largely owed to an inability to attract and retain talented and qualified individuals to the profession due to unfavorable conditions, namely the long hours, below-average pay, and lack of professional support. In 2024–25, 45 states reported special education as a shortage area, and approximately 411,549 roles were either vacant or held by uncertified educators — nearly 1 in 8 positions nationwide. ### How does inadequate federal funding impact special education? The federal government committed to funding 40% of excess special education costs under IDEA, but the actual federal share is approximately 13%. This leaves districts to cover the remainder from local and state budgets. The post-ESSER fiscal cliff that hit in January 2025 has compounded this pressure, forcing many districts to cut or scale back programs they had expanded during the pandemic. ### What have the U.S. government done to address staffing shortages? Congress appropriated $15.43 billion for special education programs in FY2026, including $14.9 billion in IDEA Part B grants to states. The U.S. Department of Education has also allocated over $35 million specifically to bolster the special education teacher workforce through scholarships and pipeline programs. However, proposed structural changes to IDEA — including block grants and federal office staffing reductions — have raised concerns about whether these investments will be sustained. ### Related Resources - [unsolved problems in special education](/special-education-problems-we-are-not-solving/) - [teacher turnover](/how-close-are-we-to-solving-the-sky-high-special-education-teacher-turnover-rate/) - [teacher burnout](/addressing-special-education-teacher-burnout/) **Categories:** Compliance & Law, Leadership & Admin Strategies, Research & Trends **Tags:** 2023, biggest challenges in special education, disability education disparities, funding allocation, inclusive education, special education 2024, special education challenges, special education funding, special education graduation rates, special education staffing, staff recruitment, staff retention, teacher shortages --- ### [SEL Strategies for Your Classroom Behavior Plan](https://orilearning.com/the-role-of-sel-strategies-in-your-classroom-behavior-plan/) **Published:** December 5, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Embed social-emotional learning into classroom behavior plans to reduce disruptions, boost engagement, and build emotional skills with practical, proven strategies. **Content:** Social-emotional learning ([SEL](https://orilearning.com/what-is-sels-role-in-developing-self-awareness/)) equips students with core SEL competencies like self-awareness, empathy, and collaboration, helping them manage emotions and build relationships. When woven into classroom behavior plans, SEL shifts the focus from reactive discipline to proactive growth. This approach not only reduces disruptions but fosters a positive, engaged learning environment. Readers will explore practical [SEL strategies](https://orilearning.com/infographic-strategies-for-creating-inclusive-emotional-well-being-programs/), daily routines, and evidence-backed benefits for creating stronger, more supportive classrooms. ## The Role of Social and Emotional Learning in Classroom Behavior Management Social-emotional learning (SEL) helps students manage emotions, build positive relationships, and make responsible decisions. In classrooms, this translates to fewer behavior disruptions and a more engaged learning environment by developing emotional competencies. [Research from CASEL](https://casel.org/fundamentals-of-sel/what-does-the-research-say/) shows that SEL-based education improves outcomes like academic performance, emotional well-being, and classroom behavior. SEL works by addressing root causes of behavior issues instead of just reacting to them. For instance, it emphasizes teaching kids how to handle frustration or resolve conflicts productively. This proactive approach aligns well with classroom behavior plans, making them more effective. [Edutopia highlights that SEL focuses](https://www.edutopia.org/article/11-research-based-classroom-management-strategies/) on students’ holistic social and emotional needs, which leads to better self-regulation and cooperation. Behavior management isn’t just about rules—it’s about creating an environment where students feel seen, safe, and supported. When [SEL principles](https://orilearning.com/what-does-an-sel-specialist-do/) are embedded into behavior plans, teachers can better address both the academic and emotional needs of their students. This dual focus creates classrooms where students are motivated to engage and less likely to act out. In short, SEL provides a strong foundation for any behavior management strategy. By fostering emotional intelligence, it not only prevents problems but also promotes a positive, cooperative classroom culture. ## Core SEL Strategies for Classroom Behavior Plans SEL strategies give teachers actionable tools to shape student behavior by developing social and emotional competencies. One of the most effective approaches is teaching emotion regulation. This involves helping students recognize their feelings and use techniques like deep breathing or self-talk to stay calm during stressful moments. This is a foundational skill to reduce impulsive actions and [classroom disruptions](https://www.incredibleyears.com/blog/social-emotional-teaching-strategies). Building relationships is another essential SEL strategy. Fostering strong teacher-student connections creates trust, which encourages students to communicate openly about their challenges. Positive peer relationships are just as important, as they promote collaboration and reduce conflicts. These connections contribute to a [supportive classroom culture](https://blog.fevtutor.com/5-evidence-based-sel-strategies-for-your-school). Collaborative problem-solving is also key. This strategy involves students working together to find solutions to conflicts or challenges. It teaches critical thinking and teamwork while addressing behavior issues in a constructive way. When students feel ownership over solutions, they are more likely to follow through with [positive behavior changes](https://www.incredibleyears.com/blog/social-emotional-teaching-strategies). These strategies—emotion regulation, relationship building, and collaborative problem-solving—help students internalize [positive behaviors](https://orilearning.com/positive-classroom-behaviors/). By embedding them into behavior plans, teachers create an environment where students actively contribute to maintaining a respectful and productive classroom. ## Integrating Relationship Skills into Daily Routines and Instruction Incorporating SEL into everyday routines helps normalize emotional learning and behavior management. Morning check-ins are a simple but powerful way to start the day. Teachers can ask students about their mood or recent experiences, creating a space for emotional expression. This practice fosters trust and sets a supportive tone for the day. [Mental Health America recommends](https://mhanational.org/blog/10-tips-for-teachers-to-practice-social-emotional-learning-in-the-classroom/) this as a daily routine to strengthen [classroom relationships](https://orilearning.com/strong-relationships-in-school/). Group activities are another effective way to integrate SEL. Projects that require teamwork naturally build social skills, such as cooperation and conflict resolution. Social emotional learning activities, like role-playing and group discussions, enhance self-awareness and relationship-building. On the other hand collaborative [learning strengthens](https://www.edutopia.org/article/11-research-based-classroom-management-strategies/) peer bonds and reinforces positive behavior through shared responsibility. Active listening exercises also play a critical role. Encouraging students to practice listening without interrupting promotes empathy and understanding. It’s a straightforward way to help students connect with each other on a deeper level. [Reading Rockets highlights this strategy](https://www.readingrockets.org/classroom/social-emotional-learning-primer/classroom-strategies-support-sel) as a method to improve communication and reduce misunderstandings among peers. By weaving SEL practices into daily instruction, teachers ensure these skills are consistently reinforced. These small, routine actions accumulate, creating a classroom culture that values emotional intelligence and mutual respect. ## Behavioral Interventions Enhanced by SEL Behavior interventions are more effective when paired with SEL strategies to promote positive mental health. One proven method is using SEL to prevent disruptive behaviors before they start. Teaching students how to recognize triggers and respond calmly can [reduce incidents](https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/) of acting out. By focusing on emotional regulation, students learn to handle challenging situations without escalating them. Positive reinforcement is another key intervention. Rewarding students for showing kindness, teamwork, or self-control encourages them to repeat these behaviors. Specific, consistent praise helps [reinforce desired actions](https://www.incredibleyears.com/blog/social-emotional-teaching-strategies) and creates a cycle of positive behavior. SEL also supports interventions like conflict resolution. When issues arise, students trained in SEL can use problem-solving techniques to address disagreements constructively. This approach shifts the focus from punishment to skill-building, teaching students how to handle similar situations in the future. Collaborative [problem-solving](https://www.incredibleyears.com/blog/social-emotional-teaching-strategies) empowers students to take ownership of their actions. These interventions are more impactful because they address behavior holistically. Instead of simply responding to problems, they teach students the skills they need to prevent and resolve them independently. This proactive approach reduces teacher stress and creates a more peaceful classroom. ## Impact of Evidence-Based SEL Strategies on Classroom Behavior Evidence shows that SEL strategies not only improve behavior but also enhance classroom dynamics over time. Schools that implement SEL report fewer discipline problems and better [peer interactions](https://orilearning.com/enhancing-social-engagement-a-guide-to-peer-interaction-iep-goals/). [CASEL’s research shows SEL programs](https://casel.org/fundamentals-of-sel/what-does-the-research-say/) lead to increased classroom engagement and stronger emotional resilience among students. By reducing disruptions, SEL frees up more time for instruction. Teachers spend less energy on managing misbehavior and more on teaching. This translates into higher academic performance and greater student participation. [Students with SEL training](https://blog.fevtutor.com/5-evidence-based-sel-strategies-for-your-school) are more likely to collaborate effectively and maintain focus during lessons. The long-term [benefits of SEL](https://orilearning.com/benefits-of-sel/) strategies are just as significant. Students who develop emotional regulation and problem-solving skills in the classroom carry these abilities into adulthood. They are better equipped to navigate relationships and workplace challenges. SEL prepares students for life beyond school, emphasizing personal growth alongside [academic success](https://www.edutopia.org/article/11-research-based-classroom-management-strategies/). These findings make it clear that SEL isn’t just about short-term fixes for behavior. It builds foundational skills that improve classroom environments and prepare students for future challenges. Schools benefit from calmer, more focused classrooms, and students leave with lifelong tools for success, including enhanced social and emotional development. ### More on SEL Strategies ### What are the five effective SEL strategies? Five effective strategies include emotion regulation, relationship building, collaborative problem-solving, active listening, and enhancing both verbal and non verbal communication skills. These techniques foster emotional awareness and create a supportive learning environment. ### What is SEL in teaching strategies? SEL in teaching strategies means integrating [emotional and social skills](https://orilearning.com/emotional-well-being-skills-10-questions-to-ask-in-the-classroom/) into instruction. It involves fostering self-awareness, managing emotions, and promoting teamwork to enhance student behavior and engagement. ### What are the 5 core concepts of Self Awareness? The 5 core concepts of SEL are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These core concepts are essential for developing social emotional skills, providing the foundation for emotional and social development. ### What are the 5 fundamentals of Responsible Decision Making? The 5 fundamentals of SEL align with its core concepts: developing self-awareness, practicing self-management, understanding social awareness, building relationships, and making responsible choices. ## Tying It All Together SEL strategies create classrooms where students learn emotional and social skills alongside academics. From managing emotions to resolving conflicts, these tools empower students to take control of their actions while building a positive, respectful environment. Behavior plans that integrate SEL transform not just classroom dynamics but also long-term student outcomes. The insights and methods discussed here reveal a clear path to better behavior management, one that focuses on proactive, skill-building approaches instead of reactionary discipline. [Ori Learning](https://orilearning.com/emotional-well-being-curriculum/) provides a streamlined solution for teachers looking to integrate SEL into their classrooms. With comprehensive curricula for both social-emotional learning and life transitions, Ori equips educators with resources designed to meet every student’s needs. Their easy-to-use online platform simplifies lesson planning, giving teachers the tools they need to implement these strategies without added stress. By focusing on teacher usability and student engagement, Ori ensures that SEL becomes a natural part of daily classroom routines. Ready to take your behavior plans to the next level? Request a [demo from Ori](https://orilearning.com/your-ori-learning-demo-transition/) Learning to see how their SEL and transition programs can help your students thrive. [Request a demo now](https://orilearning.com/). **Categories:** Skill Building --- ### [The ADA Transition Plan](https://orilearning.com/the-ada-transition-plan/) **Published:** July 26, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** ADA transition plans help schools identify and remove accessibility barriers, ensuring students with disabilities can fully participate and thrive. **Content:** Every student should have the chance to succeed, regardless of their abilities. That’s the goal of the Americans with Disabilities Act, or ADA, a law that protects the rights of people with disabilities and ensures they have equal access to public services, including education. The benefits of a strong ADA transition plan are clear. And yet a[ 2020 report published by the Government Accountability Office](https://www.gao.gov/assets/d20448.pdf) estimated that 63% of school districts have barriers that might limit access for people with disabilities in a quarter or more of their facilities. A well-developed transition plan is key to identifying and removing these barriers, ensuring students with disabilities can fully participate in school life. ## **Key Takeaways:** - *The ADA requires schools to have a plan for ensuring accessibility for students with disabilities.* - *Effective transition plans create a roadmap for removing barriers and promoting inclusion.* - *These plans can help improve academic achievement for students with disabilities and foster a more positive learning environment for all.* ## ## The ADA and the Rules for Schools [The ADA is a law](https://www.ada.gov/#:~:text=The%20Americans%20with%20Disabilities%20Act%20(ADA)%20protects%20people%20with%20disabilities,many%20areas%20of%20public%20life.) that ensures people with disabilities have the same opportunities as everyone else. There are different sections of the ADA, but the key one for schools is[ Title II,](https://www.ada.gov/law-and-regs/regulations/title-ii-2010-regulations/) which covers public services. The ADA doesn’t spell out exactly how schools should be accessible. Instead, it requires schools to have a transition plan, which should include a couple of key things: ### **Self-Evaluation** This is where you take a close look at your school and identify any areas that might be creating barriers for students with disabilities. For example, are there physical barriers like stairs without ramps? Or maybe communication barriers where information isn’t available in different formats? The self-evaluation helps you pinpoint these issues. ### **Timeline for Action** Once you know what needs to be addressed, you need a plan to fix it. You can draw up a timeline that lays out the steps you’ll take and when you’ll get them done. If you’re looking for more information on Title II of the ADA, the[ U.S. Department of Justice](https://www.justice.gov/crt/disability-rights-section) has several helpful resources and provides guidance on creating transition plans specifically for schools. ## Strong Transition Plans Make a Difference A key mission in any school should be making sure all students feel welcome and have the tools they need to learn, and clear and well-defined ADA transition plans have a positive impact on everyone. Removing barriers and creating a more accessible environment ensures students with disabilities feel more included and supported, which can lead to improved grades and test scores. [A 2017 study on satisfaction among students with disabilities](https://muse.jhu.edu/pub/1/article/650715/summary) noted that the way in which these students perceived the campus climate affected the relationship between belonging and student satisfaction. While the study focused on college students, its message applies across the board: when the school climate encourages all students to feel welcome and valued, the entire school environment benefits. There’s a stronger sense of belonging and a more beneficial learning atmosphere for everyone. Positivity is another important marker of student well-being and success. A[ 2020 study in the Journal of School Health](https://onlinelibrary.wiley.com/doi/abs/10.1111/josh.12929) observed a link between a positive school climate and high satisfaction with school and reduced school absenteeism. The study data also suggested that students with more absences tended to perform less well academically, indicating that grades could be improved by a positive school climate and school satisfaction: two things that can be achieved with a well-formed transition plan. ## Key Elements of an Effective Transition Plan Here are some key[ ADA transition plan requirements](https://www.fhwa.dot.gov/indiv/docs/ada_transition_plans_report.pdf): ### **Conduct a Thorough Self-Evaluation** A key part of transition planning is evaluating your school to identify any accessibility barriers, such as physical barriers (staircases or inaccessible bathrooms), or communication barriers (providing information in different formats). It’s essential to do this adequately to[ avoid common legal errors](https://orilearning.com/infographic-7-common-legal-errors-in-transition-planning/) in your planning. ### **Work Together** Make sure to involve all stakeholders in your planning process, including administrators, teachers, special education educators, parents, and the students themselves. Everyone’s perspective is valuable in helping you to identify and address accessibility issues. ### **Set SMART Goals** The ADA requires transition plans to include a “detailed description” of the methods to remove the barriers you identified in the self-evaluation. You need to clearly define your goals for accessibility and make sure they’re Specific, Measurable, Achievable, Relevant, and Time-bound ([SMART](https://www.bitesizelearning.co.uk/resources/smart-goals-meaning-examples)). This will help you track your progress and ensure your plan is realistic and achievable. ### **Keep Records & Make Updates** Keeping good records is essential for your ADA transition plan’s success. Track your progress by documenting the steps you’ve taken to remove barriers. You should also keep a record of the opportunity provided to interested parties (such as the students with disabilities and their caregivers) to participate in the plan development. ## Making Your ADA Transition Plan: A Step-by-Step Guide If you’re ready to create a roadmap for accessibility in your school, this step-by-step guide will help you develop an effective ADA transition plan and break it down into manageable tasks. ### **Step 1: Assemble Your Team** Building a strong team to make your ADA transition plan is key. Where possible, include representatives from various areas like administration, special education, facilities, teachers, and even parents. Each person brings a valuable perspective to the table. Within your team, you should[ designate an ADA coordinator](https://archive.ada.gov/pcatoolkit/chap2toolkit.htm)—this is one of the three basic administrative requirements of the program. The coordinator is responsible (and should be named as responsible in the plan) for coordinating the efforts of your school, ensuring they comply with Title II and investigating any complaints that the entity has violated Title II. ### **Step 2: Self-Evaluation** Imagine yourself as a student with a disability in your school. Is there anything that might create a barrier? This self-evaluation is your chance to identify these issues. You can use this[ ADA Self-Evaluation Questionnaire](https://www.sa.gov/files/assets/main/v/1/nhsd/documents/section-504-ada-questionnaire-blank.pdf) to get a clearer understanding of your responsibilities. If you need help conducting your self-evaluation process, the Justice Department’s Civil Rights Division and the Department of Education’s Office for Civil Rights recently released a[ webinar](https://www.youtube.com/watch?v=M5F0IzIjYAk&ab_channel=TheJusticeDepartment) that outlines how school districts can increase accessibility for people with disabilities within the school facilities. ### **Step 3: Prioritize Needs and Set a Budget** Not everything can be addressed overnight. Once you’ve identified accessibility barriers, prioritize them based on need and impact. This will help you create a realistic plan and budget for addressing them. Your required budget depends on the changes you plan to make, in what order, and the speed at which you’ll make them. The University of Northern Colorado has shared a helpful resource,[ Budgeting for Access](https://www.ada.gov/topics/intro-to-ada/), which outlines the average costs of different items and accomodations you may need to make. Seek out support wherever possible. A[ 2024 study in Cities](https://www.sciencedirect.com/science/article/pii/S0264275124000519) observed that planners of high-quality plans were supported by internal and external factors, including technology, training, interdepartmental relationships, and connections with other organizations. *Are your resources limited? Look into grant opportunities offered by your state government or partner with community organizations to support your transition plan.* ### **Step 4: Chart Your Course** The ADA requires transition plans to include a “schedule of improvements to upgrade accessibility in each year” following the implementation of the plan. For this, you’ll need to develop a detailed timeline outlining the steps you’ll take to address the barriers identified in your self-evaluation. You don’t have to overwhelm your team by trying to do everything at once—instead, break down larger projects into smaller, more manageable tasks. This will make the process feel less overwhelming and help you track your progress. It’s important to clearly communicate the necessity of ADA compliance and the benefits of an inclusive learning environment to your stakeholders. Focus on small, achievable wins to keep momentum going. Remember, you can re-assess your plan every year and work on[ improving your transition programming following these steps.](https://orilearning.com/3-steps-to-boost-your-transition-planning/) ## Building an Accessible School With ADA Transition Plan: Next Steps The bottom line is that a well-developed ADA transition plan is a win-win for everyone. Making a plan for accessibility in your school doesn’t have to be overwhelming. If you follow the steps outlined in this guide, you can create a practical plan that fits your school’s needs. You’ll need to review your plan for compliance and validity, and use it in your yearly planning of projects and funding decisions. Remember the positive impact: a more inclusive environment benefits all students by fostering a sense of belonging, with the added bonus of reducing your legal risk. ## More on ADA Transition Plans ### What should the ADA transition plan include? Your transition plan is a roadmap for accessibility. ADA transition plan requirements include a self-evaluation to identify barriers for students with disabilities, and your SMART goals and timelines for fixing them. You’ll need to create a detailed action plan outlining the specific steps to remove those barriers and create a more inclusive learning environment. ### What’s the difference between an individual transition plan and an ADA transition plan? The key difference between an individual transition plan (ITP) and an ADA transition plan lies in who the plan benefits. An[ individual transition plan](https://orilearning.com/what-is-an-individual-transition-plan/) focuses on a specific student with a disability and outlines how the school will help them achieve their needs and goals. An ADA transition plan is broader, looking at the entire school environment and identifying physical or communication barriers that could prevent any student with a disability from fully participating. ### What does a transition plan include? A transition plan includes everything needed for you to make your school more accessible to everyone. It starts by identifying any obstacles that hinder accessibility, then describes how you can make these facilities accessible, with a schedule for making the modifications and identification of the people responsible for their implementation. ### What is a self-evaluation and transition plan? A self-evaluation involves analyzing your school for anything that might make it hard for students with disabilities to participate. You can then use these findings in a transition plan to create a roadmap, with clear goals and timelines for fixing the problems you identified. Explore [Ori’s transition curriculum](https://orilearning.com/transition-curriculum/) for structured lesson plans that align with ADA transition planning requirements. ### Related Resources - [transition services guide](/transition-services-a-comprehensive-guide-for-special-education-leaders/) - [FAPE requirements](/fape-checklist-for-special-education/) - [ADA transition plan requirements](/the-ada-transition-plan/) - [legal compliance in special education](/staying-out-of-special-education-jail-top-legal-tips-strategies/) - [community safety IEP goals](/developing-community-safety-iep-goals-for-students-with-disabilities/) **Categories:** Compliance & Law --- ### [Special Education Law Conferences 2026: Key Events](https://orilearning.com/special-education-law-conferences-2026/) **Published:** May 1, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Discover seven must-attend special education law conferences in 2024 for educators, attorneys, advocates, and administrators seeking legal insights and networking. **Content:** Last updated: March 2026 ## Introduction ### Related Resources - [special education conferences 2026](/special-education-conferences-2026/) - [FAPE compliance checklist](/fape-checklist-for-special-education/) - [special education legal tips](/staying-out-of-special-education-jail-top-legal-tips-strategies/) Special education law is evolving rapidly in 2026. Recent developments — including the Supreme Court’s landmark ruling in *A.J.T. v. Osseo Area Schools* expanding disability-discrimination protections, ongoing OSEP restructuring, and heightened scrutiny of district compliance— make staying current with the law more critical than ever for educators, administrators, advocates, and attorneys alike. We have curated nine leading special education law conferences in 2026 that offer expert-led sessions, CLE credit, networking, and practical strategies for navigating IDEA, Section 504, behavior, due process, and policy advocacy. Whether you are a school attorney, special education director, parent advocate, or classroom teacher, there is an event here for you. ## 1. COPAA 28th Annual Conference **Organized by:** Council of Parent Attorneys and Advocates (COPAA) **Location:** Crystal Gateway Marriott, Arlington, VA **Dates:** March 5–8, 2026 *(just concluded — listed as a reference event)* **Audience:** Attorneys, parent advocates, and families focused on educational equity and disability rights law **Cost:** Check site for details **Link:** ## 2. NSBA/COSA Spring School Law Seminar **Organized by:** National School Boards Association (NSBA) / Council of School Attorneys (COSA) **Location:** San Antonio, TX **Dates:** April 9–11, 2026 **Audience:** School attorneys and district counsel; CLE credit available; special education is a core seminar track **Cost:** Check site for details **Link:** ## 3. CASE Academy of Law and Leadership **Organized by:** Council of Administrators of Special Education (CASE) **Location:** Loews Atlanta Hotel, Atlanta, GA **Dates:** April 21–23, 2026 **Audience:** Educators, administrators, and legal professionals navigating IDEA/504 requirements, court rulings, due process outcomes, and state-level complaints **Speakers:** ‑ Julie Weatherly, Esq. ‑ Jim Walsh, Esq. **Cost:** $545–$865 **Link:** ## 4. LRP’s 47th Annual National Institute on Legal Issues of Educating Individuals with Disabilities **Organized by:** LRP Publications **Location:** New Orleans, LA **Dates:** April 26–29, 2026 **Audience:** School attorneys, special education administrators, hearing officers, and advocates; the gold-standard national special education law conference with 40+ sessions across six tracks: IDEA, Section 504, Behavior, Administration, Ethics/CLE, and Special Ed Connection **Cost:** Check site for details **Link:** Request a Demo See how Ori Learning’s Transition Program makes compliance easy. ## 5. Wrightslaw Special Education Law and Advocacy Training **Organized by:** Wrightslaw / Pete Wright, Esq. **Locations / Dates:** ‑ May 9, 2026 — Virtual ‑ July 7, 2026 — Buffalo, NY ‑ September 17, 2026 — Virtual **Audience:** Parents, advocates, educators, and attorneys seeking practical knowledge of IDEA rights and special education law **Cost:** Check site for details **Link:** ## 6. Special Education Legislative Summit (SELS) **Organized by:** Council for Exceptional Children (CEC) and CASE (co-sponsored) **Location:** The Westin Alexandria, Alexandria, VA **Dates:** July 19–22, 2026 **Audience:** Educators, education leaders, and advocates seeking to shape federal special education policy; includes Capitol Hill meetings **Cost:** Check site for details **Link:** ## 7. SEAS — Special Education Advocacy Summit **Organized by:** St. Mary’s University School of Law **Location:** St. Mary’s University School of Law, San Antonio, TX **Dates:** July 22–25, 2026 **Audience:** Experienced advocates, law students, new attorneys, and attorneys new to special education law; CLE credit available **Cost:** Attorneys $990; Advocates $825 **Link:** ## 8. CESD 25th Annual Dyslexia Conference **Organized by:** Center for Educational Services and Disabilities (CESD) **Location:** DoubleTree Hotel, Austin, TX (hybrid) **Dates:** October 12–13, 2026 **Audience:** Educators, administrators, and advocates focused on dyslexia law compliance, identification, and intervention **Cost:** Check site for details **Link:** ## 9. CESD 30th Annual Section 504 Conference **Organized by:** Center for Educational Services and Disabilities (CESD) **Location:** DoubleTree Hotel, Austin, TX (hybrid) **Dates:** November 16–17, 2026 **Audience:** School administrators, Section 504 coordinators, attorneys, and advocates; exclusively focused on Section 504 law and compliance **Cost:** Check site for details **Link:** Learn more about Ori Learning’s [curriculum for transition-age students](/transition-curriculum/). **Categories:** Compliance & Law --- ### [Transition Skills for High School Students: Why They Matter and How to Build Them](https://orilearning.com/transition-skills-for-high-school-students-why-they-matter-and-how-to-build-them/) **Published:** December 19, 2024 **Author:** Dr. Miriam Gayle (VP of Operations) **Excerpt:** Transition skills for high school students: social, career readiness, and independent living to build self-determination and success in adulthood. **Content:** Transitioning from high school to adulthood presents a crucial stage in a young person’s life, demanding skills that go beyond academics. Mastering social interactions, navigating career paths, and developing independent living abilities equip students to face the challenges of adulthood with confidence and competence. Despite these skills being foundational for future success, many students enter adulthood unprepared, hindered by systemic barriers, limited access to resources, or insufficient guidance. This gap underscores the importance of intentional, inclusive efforts to prepare students for life beyond high school, empowering them to succeed in diverse environments through the development of self determination skills. ## The Critical Need for Transition Skills [Transition skills](https://orilearning.com/transition-activities/) are essential for high school students to succeed in life after graduation. These skills cover areas like social interactions, job readiness, and independent living, all of which directly impact their ability to thrive in adulthood. Without these skills and critical transition knowledge, students face challenges like unemployment, [difficulty navigating adult responsibilities](https://publications.ici.umn.edu/impact/24-1/preparing-for-adult-life-important-social-skills-for-high-school-students), and dependence on others. Research shows that students who lack [transition planning](https://orilearning.com/8-tips-for-engaging-students-in-the-transition-planning-process/) are at a higher risk of poor outcomes. A study by [Vanderbilt University](https://iris.peabody.vanderbilt.edu/module/tran-scp/cresource/q1/p02/) highlights that many young adults struggle to secure stable jobs or manage daily tasks when they enter adulthood unprepared. These gaps often result in delays in achieving independence. Transition focused IEP meetings are crucial in enhancing students’ involvement in their transition planning. Students with transition skills tend to perform better in post-secondary education, work environments, and independent living. Data from the [Massachusetts Department of Elementary and Secondary Education](https://www.doe.mass.edu/sped/secondary-transition/transition-topics.html) points to a strong correlation between structured transition plans and improved life outcomes for young adults. By embedding transition preparation into high school programs, educators can address these risks and help students build confidence and self-sufficiency. Schools that prioritize transition planning set their students up for success not just in the short term but for life. ## Core Areas of Transition Skills Transition skills cover a range of abilities students need to navigate life after high school. Teaching self-awareness is crucial, as it helps students understand their own preferences and needs. [Social skills](https://orilearning.com/transition-curriculum/) are foundational, helping students interact effectively in new environments. For instance, [learning](https://orilearning.com/inclusion-or-illusion-universal-school-based-emotional-well-being/) how to approach others, maintain appropriate workplace communication, and resolve conflicts are [key skills](https://publications.ici.umn.edu/impact/24-1/preparing-for-adult-life-important-social-skills-for-high-school-students) that students can practice in structured settings. Another critical area is career development and job readiness. High school students benefit from exploring their strengths, setting career goals, and learning practical job skills like creating resumes and handling interviews. Vocational skills are essential in preparing special needs teenagers for employment, helping with job acquisition and retention, and navigating workplace challenges. [The Massachusetts Department of Education](https://www.doe.mass.edu/sped/secondary-transition/transition-topics.html) outlines how these skills prepare students to handle workplace expectations and seek accommodations if needed. Independent living skills are equally important. Students must learn to manage everyday responsibilities such as budgeting, cooking, and navigating transportation. [The University of Illinois](https://dres.illinois.edu/wp-content/uploads/2023/02/Transition-Guide-for-Students-and-Families-11-14_0.pdf) emphasizes the value of teaching students to think through real-world scenarios, like problem-solving in unfamiliar situations, to build independence. Each of these skill areas supports different aspects of adult life, from personal relationships to professional success. When schools focus on these areas, students are better equipped to handle the diverse challenges they’ll face after graduation. ## Effective Strategies for Building Transition Skills Schools can use targeted strategies to help students build transition skills. One of the most effective approaches is student directed transition planning. This method encourages students to take an active role in setting their goals and tracking their progress. By involving students directly, schools ensure that the [transition plan](https://orilearning.com/what-is-an-individual-transition-plan/) reflects their [personal aspirations and strengths](https://iris.peabody.vanderbilt.edu/module/tran-scp/cresource/q1/p02/). Another key strategy is integrating transition skill development into the existing curriculum. For example, [life skills](https://orilearning.com/life-skills-for-teens-to-have/) training can be included in courses like health or home economics, while career readiness programs can be tied to internships or job shadowing opportunities. Lessons facilitate high school students’ transitions to adulthood by promoting self-awareness, self-advocacy, and active participation in transition planning. Embedding these lessons into [regular school activities](https://www.doe.mass.edu/sped/secondary-transition/transition-topics.html) ensures consistent exposure and practice. Simulating real-world scenarios is also valuable. Role-playing exercises can teach students how to handle workplace dynamics or navigate social interactions. These practical, hands-on activities give students a safe space to [practice and build confidence](https://dres.illinois.edu/wp-content/uploads/2023/02/Transition-Guide-for-Students-and-Families-11-14_0.pdf) before facing real challenges. By using these strategies, schools can ensure that students are actively learning and applying transition skills, preparing them to handle life’s complexities with greater ease and independence. ## The Role of Educators and Schools Educators play a key role in equipping students with transition skills through adult life planning partnerships. Building strong partnerships with students and their families is essential. This collaboration ensures that goals are aligned and that the student’s needs and aspirations are at the center of planning. Schools that engage families in discussions about [post-graduation plans](https://iris.peabody.vanderbilt.edu/module/tran-scp/cresource/q1/p02/) often see better outcomes. Teacher training is another critical factor. Educators need to be prepared to identify skill gaps and implement transition strategies effectively. A self advocacy curriculum consists of detailed lesson plans, activities, and tools designed to enhance self-determination skills for students with disabilities. [East Carolina University](https://stepp.ecu.edu/) offers resources to help teachers integrate transition-focused lessons into their classrooms. These programs emphasize practical methods for teaching life skills and career readiness to diverse groups of students. Schools also benefit from forming partnerships with local businesses and organizations. These collaborations create opportunities for internships, mentorships, and workshops that expose students to real-world experiences. For example, connecting students with community programs can enhance their employability and help them build [professional networks](https://www.doe.mass.edu/sped/secondary-transition/transition-topics.html). By prioritizing these efforts, schools can create a robust support system that equips students to transition smoothly into adulthood. Educators are uniquely positioned to bridge the gap between academic preparation and real-life readiness. ## Overcoming Barriers to Transition Planning and Skill Development Not all students have equal access to transition resources, and addressing these disparities is critical. For instance, schools in low-income areas often lack funding for robust transition programs. To counter this, educators can implement [cost-effective solutions](https://stepp.ecu.edu/) like online training modules or peer mentoring systems. Students with disabilities face unique challenges. Many traditional programs aren’t designed to accommodate their needs, leaving gaps in preparation. Teaching critical transition knowledge is essential to bridge these gaps. Schools can close these gaps by customizing transition plans that include [individualized supports](https://publications.ici.umn.edu/impact/24-1/preparing-for-adult-life-important-social-skills-for-high-school-students), such as teaching [self-advocacy](https://orilearning.com/developing-self-advocacy-iep-goals/) skills or offering assistive technology. Another barrier is a lack of awareness about the importance of transition skills among parents and students. Outreach efforts, like workshops and informational sessions, can educate families on the value of transition planning and available resources. This helps ensure that [students are fully supported](https://dres.illinois.edu/wp-content/uploads/2023/02/Transition-Guide-for-Students-and-Families-11-14_0.pdf) at home and at school. By addressing these barriers, schools can ensure that every student—regardless of background or ability—has the tools they need to succeed in the next phase of life. Tailored, inclusive approaches make all the difference in leveling the playing field for students. ### More On Transition Skills for High School Students ### Why are transition skills important for high school students? Transition skills prepare students for adulthood, helping them succeed in jobs, education, and daily life. Without them, students may face struggles like unemployment or dependency on others. ### What are the key areas of transition skills? Social skills, career readiness, and independent living are core areas. They include effective communication, job preparation, and managing tasks like budgeting and cooking. ### How can schools teach transition skills? Schools can integrate them into classes, offer internships, simulate real-world scenarios, and involve students in goal-setting to build confidence and competence. ### What challenges exist in teaching transition skills? Lack of funding, resources for students with disabilities, and awareness among families often limit access. Solutions include customized plans, low-cost programs, and family workshops. ## Empowering Students for Life with Self Determination Skills and Ori Learning Transition skills are more than just a checklist for students leaving high school—they’re the foundation for navigating adulthood. From mastering workplace norms to developing critical independent living skills, students face complex challenges that demand preparation. Schools and educators play a pivotal role in bridging the gap between academic learning and real-world readiness. Yet, as explored, disparities in resources, individualized needs, and systemic barriers often leave many students unprepared. This highlights the need for accessible, comprehensive tools to address these gaps effectively. [Ori Learning](https://orilearning.com/emotional-well-being-curriculum/) provides solutions that align with these needs. Its platform delivers a blend of Social and Emotional Learning (SEL) and [transition curriculum](https://orilearning.com/special-education-curriculum-for-transition-students/) designed for diverse learners. The curriculum emphasizes real-world applications, helping students develop the social, career, and [independent living skills](https://orilearning.com/adult-transition/) discussed earlier. By offering resources that are easy to implement, Ori supports educators in embedding these critical lessons into their teaching without adding unnecessary complexity. The emphasis on inclusivity and practicality makes Ori a valuable ally for educators and students alike. Start preparing your students for success today. Explore Ori Learning’s SEL and transition curricula to give them the tools they need to thrive in school, work, and life. Visit [Ori Learning](https://orilearning.com/) to see how your school can make a difference. ### Related Resources - [transition services guide](/transition-services-a-comprehensive-guide-for-special-education-leaders/) - [self-advocacy goals in IEPs](/developing-self-advocacy-iep-goals-your-guide-with-examples/) **Categories:** Instructional Strategies, Skill Building, Transition & SPED **Tags:** career readiness, high school to adulthood, IEP transition, independent living skills, self-determination, social skills development, transition planning, transition skills --- ### [7 Engaging Social-Emotional Learning Activities for the Classroom](https://orilearning.com/social-emotional-learning-activities/) **Published:** January 8, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Boost classroom emotional well-being with seven engaging SEL activities—mindful minutes, goal-setting, check-ins, journals, parent engagement, and teacher practices. **Content:** A comprehensive SEL curriculum delivers clear long-term and short-term benefits — but even the **[best programs](https://orilearning.com/emotional-well-being-curriculum/)** can start to feel routine. Fortunately, plenty of engaging social-emotional learning activities can breathe new life into your curriculum. Whether you’re looking to add some quick refreshers to your day or simply want a few strategies to enhance learning in and out of the classroom, these seven little changes will make a big difference for your students. ## 7 Social-Emotional Learning Activities You Can Try Today ### **1. Add a mindful minute to your day** This is a quick self-regulation strategy to practice with your students, and it only takes a literal minute of your day. For younger students, you may start by providing options for their mindful moment, such as a guided breathing exercise or grounding practice. For older students, the options may be more open-ended. The better students get at this, the longer they may be able to sustain their mindful moment. If time allows, sharing about their mindful moments can also be a valuable social skills activity for students. ### **2. Write down goals together as a class** Goal setting is an important skill with a big impact across all [**five core SEL competencies**](https://casel.org/fundamentals-of-sel/). Through setting and working towards goals, students have the opportunity to practice self-awareness, build self-confidence, reflect on social dynamics, and actively engage with the decision-making process. Setting goals as a class encourages social awareness, communication, and teamwork. When goal setting becomes a normal practice in the classroom, students are more likely to apply it outside of school as well. ### **3. Create a teacher platform to share professional and personal SEL practices** Social-emotional learning is most effective when teachers practice it too, but with heavy teaching loads, limited planning time, and busy personal lives, teachers may sometimes [put their own well-being on the back burner](https://www.edsurge.com/news/2020-04-07-teachers-are-anxious-and-overwhelmed-they-need-sel-now-more-than-ever). Providing a platform for teachers to reflect on or share their own practices is a healthy reminder that their mental health is just as valuable as everyone else’s at school. ### **4. Praise student effort instead of results** It’s tempting to pile on encouragement for good grades and strong academic performances, but students are more likely to develop a growth mindset when they know that what matters most to those around them is their effort, not their end result. Try replacing exclamations of ***“Great job!”*** with comments like, ***“I can see how hard you worked on that!”*** ### **5. Add emotional check-ins to your daily routine** SEL curriculum is a practice, not a set of memorized facts, and adding elements of it to the daily routine encourages students to engage in the practice throughout the school day. Emotional check-ins can be as simple as having students color a square in to symbolize their feelings or writing one word onto an index card. This activity not only provides students with a reminder to make space for their feelings; it also gives teachers valuable data about how their students are doing emotionally and might help teachers to identify any patterns of concern. ### **6. Create SEL journals and allow access during free time** When students engage in this work, it’s helpful to keep it all in one place. This provides opportunities for reflection and allows students to review their progress throughout the year. Voluntary sharing of selected projects or entries through the year helps students build communication and social awareness skills. Allowing them access to these journals during free time also reinforces their personal practice of the skills they learned through more structured activities. ### **7. Engage parents** No matter how much time your students spend with you at school, families remain a primary influence on their students’ social-emotional development. Engaging parents in the curriculum can help them to reinforce these skills at home using shared vocabulary and practices. Including an Emotional Well-Being Tip of the Month in parent newsletters, sending home an introductory letter with each new unit, or simply opening conversation with parents in other ways can help them to understand what their children are learning, build their own understanding of emotional well-being skills, and reinforce these important practices outside the classroom. ## Frequently Asked Questions About SEL Activities ### What are some effective social-emotional learning activities for students? Integrating SEL activities like mindful minutes, goal setting, and emotional check-ins can make daily instruction more engaging and impactful. These activities are designed to be easily implemented into daily school routines, enhancing students’ emotional and social competencies. ### Why are goal-setting activities important for students? Goal-setting SEL activities enhance students’ self-awareness and confidence, fostering important social and emotional skills. This process encourages students to engage more deeply with their learning environment and peer interactions. ### What is the impact of focusing on effort in these activities? Emphasizing effort in SEL activities promotes a growth mindset among students, valuing their dedication and process over just outcomes. This approach encourages students to persist through challenges and view setbacks as opportunities for growth. ## SEL Activities Beyond the Classroom Even with a great curriculum, simply going through the motions of teaching these skills doesn’t guarantee that students will embrace these important practices. These activities can reinforce skills beyond the classroom walls and help to create habits that last, even after students move on to higher education or employment. But it’s important to foster real-life application of the skills learned in class. Integrating scenario-based discussions, role-playing activities, and interactive workshops gives students the chance to internalize and adapt the skills you’ve presented. Take [media literacy](https://orilearning.com/media-literacy-10-ways-to-tackle-it-with-teenage-students/) for example. While not immediately apparent as a social-emotional activity, exploring this topic with students can help them become better decision-makers and also teach them how to regulate the negative emotions misinformation can evoke. At the same time, media literacy has enormous application in today’s digital climate. If you want to explore how a media literacy lesson might be useful in teaching life skills for 15 minutes or less, check out our free lesson plan and printable resources by clicking the button below. Social-emotional learning works best when it is woven into the fabric of the school day — not treated as a standalone lesson. By adding even a few of these activities to your routine, you give students more opportunities to practice the skills that matter most. Ready to build a more comprehensive SEL program? Explore Ori Learning’s evidence-based curriculum to see how these activities fit into a bigger picture. ### Related Resources - [SEL activities for high school students](/social-emotional-learning-activities-to-try-in-the-classroom/) - [SEL games](/social-emotional-learning-games/) - [SEL worksheets](/social-emotional-learning-worksheets/) - [how SEL differs across grade levels](/key-differences-between-elementary-and-secondary-social-emotional-learning-sel/) - [emotional regulation activities](/the-role-of-sel-in-emotional-regulation/) **Categories:** Classroom Activities, Emotional Well-being, Instructional Strategies **Tags:** emotional well-being activities, goal setting for students, Inclusive SEL, mental health strategies, mindfulness in classroom, social emotional learning, teacher self-care, universal design for learning --- ### [Guiding Students to Success: Time Management Goals for IEPs](https://orilearning.com/guiding-students-to-success-time-management-goals-for-ieps/) **Published:** January 12, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Guide for educators: Create SMART time management IEP goals to help students with special needs improve scheduling, task completion, and academic success. **Content:** Time management is a critical skill for students, particularly those with special needs, as it supports academic achievement and daily functioning. This guide aims to assist educators in establishing impactful time management IEP (Individualized Education Program) goals to enhance students’ ability to manage their schedules and responsibilities efficiently. ## **Understanding the Importance of Time Management Skills** Time management is the process of organizing and planning how to divide one’s time between specific activities. Effective time management allows students to work smarter, not harder, so that they get more done in less time, even when time is tight and pressures are high. For students with special needs, this skill is essential for reducing stress, increasing productivity, and improving overall academic and personal outcomes. ## **The Significance of Time Management Goals in IEPs** Setting time management goals in a student’s IEP can significantly influence their educational and personal success. These goals help students gain control over their time, which can lead to better study habits, less procrastination, and improved ability to function in a variety of settings. ## **Creating SMART Time Management IEP Goals** - **Specific**: Define clear, specific goals such as managing daily task completion or improving the ability to estimate how long tasks will take. - **Measurable**: Establish how progress will be measured, such as by the number of tasks completed within the allocated time. - **Achievable**: Ensure the goals are attainable, given the student’s current ability and resources. - **Relevant**: The goals should meet the student’s personal educational needs and help them towards long-term objectives. - **Time-bound**: Set deadlines for milestones and the final goal to keep the student on track. ## **Time Management IEP Goals and Compliance** Time management IEP goals need to be compliant with the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP) and the legal requirements under the Individuals with Disabilities Education Act (IDEA). This ensures that the goals are personalized to the student’s needs and provide a framework for measurable progress. - **Alignment with PLAAFP**: Goals must reflect the student’s current capabilities and challenges as identified in the PLAAFP. - **Legal Compliance**: Goals should adhere to the educational standards required under IDEA, ensuring they contribute positively to the student’s educational experience. - **Individualized and Specific**: Customize goals to fit the unique needs and circumstances of the student, enhancing their practical relevance. - **Measurable Progress**: Use clear metrics to monitor improvements and make adjustments as needed. ## **Time Management IEP Goals Samples** #### **Daily Planning** - By (date), the student will independently create and follow a daily to-do list, marking off completed tasks, achieving this for 80% of the school days in a month. - By (date), the student will prioritize daily tasks using a color-coded system and complete all high-priority tasks first for three consecutive weeks. #### **Task Initiation and Follow-through** - By (date), the student will begin homework assignments within 30 minutes of getting home and complete them before dinner, as measured over four consecutive weeks. - By (date), the student will use a digital calendar to set reminders for upcoming tests and assignments and start preparing for them at least three days in advance, maintaining this practice throughout the school semester. #### **Time Estimation** - By (date), the student will estimate the time needed for tasks with 80% accuracy and adjust their schedule accordingly to complete these tasks on time for one month. - By (date), the student will track the time spent on homework for each subject and adjust their planning if tasks consistently take longer or shorter than expected for two consecutive weeks ## **Additional Time Management IEP Goals** #### **Managing Breaks and Downtime** - By (date), the student will schedule short breaks between homework tasks to prevent burnout, adhering to this schedule for at least 90% of the time during a four-week period. - By (date), the student will use a timer to ensure that leisure activities do not exceed planned durations, maintaining this discipline in 85% of instances over a semester. #### **Long-term Project Management** - By (date), the student will outline all steps needed to complete a long-term project and follow this plan, completing all stages by the predetermined deadlines for two major assignments. - By (date), the student will regularly update a project progress chart and discuss it during weekly check-ins with a teacher or parent, showing consistent progress across the school term. ## **Conclusion** Integrating specific, measurable time management goals into a student’s IEP can profoundly impact their academic performance and daily life. By focusing on these skills, educators can help students develop a stronger command over their time, leading to enhanced learning efficiency and greater personal autonomy. This guide provides a structured approach to crafting effective time management IEP goals, supporting students in achieving their fullest potential. Structured [transition lesson plans and activities](https://orilearning.com/transition-curriculum/) give educators a clear path for teaching time management and other essential life skills. ### Related Resources - [how to write SMART IEP goals](/how-to-write-smart-iep-goals-with-examples/) - [executive functioning IEP goals](/executive-functioning-iep-goals-your-guide-with-examples/) - [task initiation IEP goals](/a-step-by-step-guide-to-setting-task-initiation-goals-in-ieps/) - [task completion goals](/developing-work-completion-iep-goals-your-guide-with-examples/) **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [A Step-by-Step Guide to Setting Task Initiation Goals in IEPs](https://orilearning.com/a-step-by-step-guide-to-setting-task-initiation-goals-in-ieps/) **Published:** March 22, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Learn practical Task Initiation IEP goals and strategies to help students with special needs overcome procrastination and start tasks independently. **Content:** Task initiation is a critical executive function skill that enables students to begin tasks promptly and efficiently. This guide is designed to assist educators in crafting effective Task Initiation IEP goals, helping students with special needs overcome procrastination and improve their ability to start tasks independently. ## **Understanding Task Initiation** Task initiation involves the ability to begin a task without undue procrastination, in a timely manner. For students with special needs, difficulties with task initiation can hinder academic performance and increase anxiety, making it a key area of focus in educational planning. ## **The Significance of Task Initiation Goals in IEPs** Incorporating task initiation goals into a student’s Individualized Education Program (IEP) is essential for promoting independence and productivity. These goals help students develop the necessary skills to initiate tasks, enhancing their overall academic and life skills proficiency. ## **Creating SMART Task Initiation IEP Goals** - **Specific**: Define what the student is expected to achieve, specifying the tasks and settings. - **Measurable**: Include criteria that clearly track the student’s progress in initiating tasks. - **Achievable**: Set realistic goals considering the student’s current capabilities. - **Relevant**: Link the goals to academic and personal development needs. - **Time-bound**: Establish a timeframe for the student to accomplish these goals. ## **Task Initiation IEP Goals and Compliance** Effective task initiation IEP goals should be compliant with legal standards and tailored to the student’s Present Levels of Academic Achievement and Functional Performance (PLAAFP). This ensures that the goals are suited to meet the identified needs within the context of the Individuals with Disabilities Education Act (IDEA). - **Alignment with legal and educational requirements**: Goals must cater to the student’s unique educational needs as stipulated under IDEA. - **Measurable and specific**: Goals should have clear, quantifiable criteria for assessment. - **Regular reviews and adjustments**: It’s crucial to reassess goals periodically to ensure they remain relevant and challenging. ## **Task Initiation IEP Goals Samples** **Disclaimer**: These sample goals are provided as a template. It’s important to customize each goal to the specific circumstances and needs of the student to ensure they are meaningful and achievable. - **Immediate Start**: By (date), the student will begin their assigned task within 5 minutes of instruction, improving from their baseline of needing reminders 80% of the time to requiring reminders only 20% of the time. - **Homework Initiation**: By (date), the student will independently start their homework within 30 minutes of arriving home, as evidenced by a weekly tracking sheet showing improvement from 1 out of 5 days to 4 out of 5 days. - **Classwork Initiation**: By (date), upon entering the classroom, the student will start their starter activity without teacher prompting in 8 out of 10 instances, up from 3 out of 10. ### Related IEP Goal Resources - [SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [task completion goals](https://orilearning.com/developing-work-completion-iep-goals-your-guide-with-examples/) - [executive functioning IEP goals](https://orilearning.com/executive-functioning-iep-goals-your-guide-with-examples/) - [IEP goals for focus and attention](https://orilearning.com/enhancing-concentration-iep-goals-for-improved-focus-and-attention/) ## **Additional Examples of Task Initiation IEP Goals:** - **Project Commencement**: By (date), the student will independently begin multi-step projects by creating a task list and starting the first task within one school day of assignment, shown by documented teacher observations improving from 1 out of 5 projects to 4 out of 5 projects. - **Morning Routine Initiation**: By (date), the student will start their morning routine at school (e.g., unpacking, turning in homework, sitting at their desk) within 10 minutes of arrival with 90% consistency, up from 50% consistency, as tracked by daily teacher logs. - **Digital Learning Initiation**: By (date), the student will log into their required learning platforms and begin their assignments within 15 minutes of scheduled start time, with progress from needing reminders 70% of the time to only 30% of the time, as recorded by the learning management system logs. #### **Strategies for Teaching Task Initiation Skills** - **Visual Aids**: Use visual schedules and checklists to remind students of tasks they need to start. - **Routine Building**: Help students establish consistent routines that facilitate automatic task initiation. - **Motivational Reinforcements**: Implement positive reinforcements for timely task initiation to encourage consistent behavior. ## **More on Task Initiation IEP Goals** Task initiation is more than just starting tasks; it involves overcoming the inertia that many students with executive functioning difficulties face. By including task initiation goals in an IEP, educators can provide students with the tools they need to succeed academically and in everyday activities. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in teaching these skills systematically. By adopting Ori Learning’s innovative strategies and resources, schools can ensure these IEP goals are not only met but exceeded, thereby fostering greater independence and efficiency in their students’ educational journeys. Discover how our curriculum supports robust IEP goal attainment by scheduling a consultation with our experts today. **Categories:** IEP Goal Bank **Tags:** Compliance, Executive Functioning, IEP, IEP Goals, Transition, Transition Plans --- ### [Coping Strategies for Students: A Social-Emotional Learning Guide](https://orilearning.com/coping-strategies-for-students/) **Published:** February 24, 2025 **Author:** Tess Hileman, M.Ed. **Excerpt:** Teach emotional well-being in your classroom to help students manage stress, build resilience, and recover from trauma with practical coping strategies. **Content:** ### Related Resources - [SEL’s role in emotional regulation](/the-role-of-sel-in-emotional-regulation/) - [self-regulation IEP goals](/developing-self-regulation-iep-goals-your-guide-with-examples/) Coping with stress is a challenge that many students face, with an [NYU survey](https://www.nyu.edu/about/news-publications/news/2015/august/nyu-study-examines-top-high-school-students-stress-and-coping-mechanisms.html) finding that nearly half of students feel a great deal of stress every day, and 31 percent feel somewhat stressed. As an educator, you have the power to help your students build the skills they need to manage stressful situations. This article will explore how social-emotional learning can equip your students with the tools to handle stress, build resilience, and improve their well-being. You’ll learn about the connection between teaching coping strategies and SEL, the impact of building resilience, and how SEL programs can support students dealing with trauma. Plus, we’ll highlight a few effective SEL programs and strategies you can easily integrate into your classroom to help your students succeed, no matter the challenges they face. ## The Role of Social-Emotional Learning in Coping with Stress Social-emotional learning helps students develop skills to manage their emotions, build empathy, set goals, and become more resilient. When you teach SEL in your classroom, you’re equipping your students with the tools to handle stressful situations and tackle future challenges. ### How SEL Supports Emotional Regulation [According to the Collaborative for Academic, Social, and Emotional Learning (CASEL)](https://casel.org/fundamentals-of-sel/), SEL creates a supportive environment where students learn to understand and regulate their emotions, preparing them to face challenges inside and outside the classroom. Justina Schlund from CASEL emphasizes that [SEL is essential for creating emotionally safe environments for students](https://kappanonline.org/5-ways-to-think-about-social-and-emotional-learning-russo-schlund/). When they’re dealing with stress, students need stability and support. SEL programs provide that support, helping students stay focused even when they’re facing tough situations. ### SEL and Teaching Resilience One example of SEL coping strategies in action comes from [Kendria Jones at Pine Bluff’s Jack Robey Jr. High School](https://www.edpost.com/stories/teachers-must-instill-the-why-of-discipline). [Teachers who demonstrate resilience and positive coping strategies set an important example for students](https://orilearning.com/social-emotional-learning-activities-to-try-in-the-classroom/). Likewise, Jones uses SEL strategies to teach resilience by sharing her personal experiences with students, which helps her students relate to her and builds stronger connections within the classroom. You can build trust and emotional safety (both essential for learning) when your students understand that their educators care about their well-being. As an educator, you can implement SEL strategies in your classroom to reduce student stress. With an effective SEL program in place, your students can learn to better handle their emotions and build resilience, and respond to challenges more confidently. ## SEL as a Tool for Trauma Recovery and Resilience Building Adverse childhood experiences (ACEs) and traumatic events—such as school shootings—can have lasting effects on your students’ emotional and academic performance. ACEs can make it difficult for students to focus on their learning, often causing them to struggle emotionally and display disruptive behaviors. [A study published in BMC Public Health](https://bmcpublichealth.biomedcentral.com/articles/10.1186/s12889-022-14524-8) found associations between ACEs and decreased school engagement and poorer educational outcomes. The good news is that SEL programs can help students heal from traumatic situations by equipping them with the tools they need to process and cope with their emotions. Here are some of the best strategies to consider implementing: ### Trauma-Informed Teaching to Support Students Trauma-informed teaching has been proven to be effective in helping educators support students dealing with the aftermath of traumatic experiences. [A study into a whole-school trauma-informed program](https://learningforward.org/journal/teaching-in-turbulent-times/trauma-informed-practices-help-educators-study-finds/) found that the educators who took part had improved attitudes toward trauma-impacted students and experienced less burnout in their roles. In trauma-informed classes, you focus on empathy and emotional awareness. Your aim is to create a space where your students can express their emotions safely and begin to heal. Start by providing them with a supportive environment where they feel understood and valued, allowing them to develop the necessary coping strategies. ### Teaching Resilience Through SEL One of the most powerful ways you can help students recover from trauma is by teaching resilience through SEL. When your students learn how to manage their emotions and tackle problems resiliently, they’re more likely to overcome challenges and succeed. You can help your students to view setbacks not as failures but as opportunities to grow and learn. Encouraging a resilient mindset will help your students face difficulties head-on and develop the coping strategies and SEL skills to keep moving forward. ### The Positive Impact of SEL in Trauma Recovery [Case studies show how powerful SEL can be in trauma recovery](https://inee.org/sites/default/files/resources/Case_studies_on_SEL_Kim_Baskin_2014.pdf): schools that incorporate SEL into their curricula experience stronger community ties. They can also benefit from better mental health and fewer behavioral issues. SEL programs offer a structured solution for building a culture of care and support, so you can provide students with the protective factors they need to [succeed in the long term](https://orilearning.com/long-term-benefits-of-social-emotional-learning/), even in the face of past traumas. When you implement SEL in your classroom, your students can apply coping strategies and SEL skills to work through their challenges and build a more positive and connected environment. ### When to Work with Mental Health Professionals Trauma-informed teaching doesn’t always mean that you should plan and deliver support to your students independently. There may be times when it’s beneficial, or even necessary, to work with mental health professionals. Collaborating with experts in mental health means you can offer your students the comprehensive support they need. This should strengthen the support system available to students, in turn increasing the effectiveness of your SEL programs. So, focus on how you can prioritize SEL and trauma-informed practices to create a classroom environment that encourages emotional healing and academic success. This is especially important if you have students who are dealing with the long-term effects of trauma. Want to see how an emotional well-being solution can transform your classroom? [Sign up for a demo](https://orilearning.com/demo-request/) of Ori Learning’s Emotional Well-Being curriculum to help your students cope with trauma and tackle challenges with confidence. ## Effective SEL Programs and Coping Strategies for Students As an educator, you have the power to help your students manage stress and anxiety by implementing SEL programs. In this next section, we’ve listed some of the most effective SEL programs and coping strategies, which are easy to integrate into your classroom routine. ### Teacher Anxiety Program for Elementary Students (TAPES) One effective SEL program is the [Teacher Anxiety Program for Elementary Students (TAPES)](https://www.edweek.org/leadership/how-to-ease-students-academic-anxieties-when-learning-speeds-up/2023/05). TAPES trains you to identify and manage student anxiety, focusing on resilience-building techniques. You’ll learn to recognize signs of stress early, so you can respond effectively to students’ emotional needs and support them in regulating their emotions. With TAPES, you help students develop coping strategies and social-emotional skills for managing stress, so they have the tools to succeed. ### Michele Lew’s Practical SEL Worksheets Another popular tool is [Michele Lew’s four-step SEL worksheets](https://www.k12dive.com/news/worksheets-can-help-students-identify-stress-build-resilience/541857/), which guide students in identifying their stressors and developing personalized coping mechanisms. Lew’s program is especially helpful in high-pressure educational settings where students may feel overwhelmed. The worksheets encourage students to recognize their emotional triggers and find healthy ways to respond to stress. ### YouthThink, an Innovative SEL Initiative [YouthThink is another innovative SEL initiative](https://www.k12dive.com/news/schools-must-adopt-strategies-to-help-students-deal-with-trauma/511434/) that has shown success in addressing ACEs and supporting emotional health. The program offers interactive activities that build emotional regulation skills. With its adaptable approach, YouthThink works in a range of educational environments and supports students from different backgrounds. The program shows how it’s possible to customize SEL programming to meet the needs of all students, no matter the challenges they face. You can easily implement SEL programs like the examples we’ve shared above to help your students manage stress and build emotional resilience. These programs offer engaging SEL activities that give students the tools to understand their emotions and develop effective coping strategies. Incorporating these resources into your classroom is an effective way to support your students in facing challenges with more confidence and emotional strength. ## Integrating Coping Strategies and SEL into Your Classroom: Next Steps [Integrating SEL into your classroom](https://orilearning.com/implementing-social-emotional-learning-in-the-classroom/) can make a big difference in reducing stress and supporting your students’ emotional well-being. When you focus on emotional regulation, resilience, and empathy, you can create a space where your students can flourish, both personally and academically. As the research shows, SEL not only helps students manage stress and trauma but also builds a strong, supportive school community. Ready to take your students’ emotional well-being to the next level? Try a demo of Ori Learning’s Emotional Well-Being curriculum and discover how it can help your students build resilience and cope better with challenges in and out of the classroom. Learn more about Ori Learning’s [emotional well-being program](/emotional-well-being-curriculum/). **Categories:** Skill Building --- ### [Integrating Social and Personal Competencies into Your Texas MTSS Framework](https://orilearning.com/texas-mtss-social-personal-competencies/) **Published:** March 25, 2026 **Author:** Dr. Miriam Gayle (VP of Operations) **Content:** Last updated: March 2026 Texas districts are building Multi-Tiered Systems of Support that go beyond academics. The Texas Education Agency defines MTSS as “an integrated framework for the systemic alignment of evidence-based prevention and intervention practices to support all the needs of all students” — and increasingly, that means addressing social, personal, and emotional competencies alongside reading and math. Education Service Centers across Texas — the primary providers of MTSS professional development for districts — are beginning to embed social and personal competencies as a core component of multi-tiered support. This is a recent and still-emerging shift that most districts have not yet encountered. The practical questions are immediate: how do you deliver consistent competency instruction across campuses, document it for compliance, and connect it to the rest of your tiered support system? ## Understanding the Texas MTSS Framework MTSS in Texas takes a whole-child approach. While many Texas MTSS resources focus on accelerated academic intervention — especially after HB 1416 established requirements for students not meeting STAAR benchmarks — [TEA’s MTSS vision](https://tea.texas.gov/academics/special-student-populations/special-education/programs-and-services/multi-tiered-system-of-supports-mtss) has always been broader. The framework encompasses academic, behavioral, mental health, and wellness needs across three tiers of support. The TEA-funded **TIER Project** — now housed at [spedsupport.tea.texas.gov](https://spedsupport.tea.texas.gov/topics/mtss) — provides free MTSS training through regional Education Service Centers. The project offers six training pathways, all approved for Continuing Professional Education (CPE) credit: 1. **MTSS Introduction Module** — 6 foundational pathways covering the multi-tiered framework 2. **MTSS Leadership Module** — 6 advanced pathways for campus and district leaders 3. **Screening Module** — interpreting universal screening data for tier placement 4. **Behavior Module** — evidence-based behavior practices within MTSS 5. **Mental Health Module** — supporting student mental health within MTSS, including social and personal competencies 6. **Additional resources** — MTSS Myth Busters, co-teaching arrangements, daily intervention dosage logs, and workshop materials These free resources give Texas districts a strong foundation for building systems that serve the whole child, not just academic performance — and the mental health module specifically addresses the social and personal competency instruction that fits within Tier 1. Texas frames the non-academic components differently than most states. Rather than adopting a single national label, Texas has developed its own policy language around personal skills, character education, and mental health competencies — all of which fit within the MTSS structure. ## The Terminology Shift: Social and Personal Competencies in Texas Nationally, educators searching for student support within tiered frameworks use various national terms. In Texas, however, the policy language has moved in a different direction — and understanding this shift matters for district leaders making curriculum decisions. During the 87th Legislative Session, [SB 123](https://capitol.texas.gov/tlodocs/87R/billtext/html/SB00123F.HTM) added new requirements to existing character education law. The original draft referred to “social and emotional skills,” but the final bill deliberately settled on **“personal skills”** — adding self-management, interpersonal skills, social awareness, responsible decision-making, and self-awareness to the character traits already required under [TEC §29.906 and TEKS Chapter 120](/texas-character-education-curriculum/). That wording was deliberate. The final bill frames these competencies as personal development and character building rather than relying on nationally debated terminology. For districts, the practical result is the same — students still learn to manage emotions, build relationships, and make responsible decisions — but the language aligns with Texas policy. We use “social and personal competencies” throughout as a practical umbrella for the personal skills, character-development, and wellness competencies districts address within MTSS. It captures the skills Texas law requires, reflects the personal-development framing the state prefers. ## Where Social and Personal Competencies Fit Across MTSS Tiers ### Tier 1: Universal Instruction and Prevention According to the Texas School Mental Health framework, Tier 1 universal supports include student well-being skills instruction, character education, behavioral expectations, positive reinforcement, restorative practices, mental health literacy, community building, and prevention programs addressing bullying, suicide, and substance use. Structured curriculum makes the biggest difference at Tier 1. A consistent Tier 1 program ensures every student in grades 6–12 receives explicit instruction in competencies like self-awareness, emotion regulation, and responsible decision-making — the same personal skills required under Texas law. Strong Tier 1 instruction is intended to reduce the number of students who need more intensive Tier 2 and Tier 3 supports, easing the burden on counselors and intervention teams. For districts implementing MTSS programs for schools, the key is choosing curriculum that is evidence-based, age-appropriate for secondary students, and structured enough to deliver with fidelity across multiple campuses. It also needs to generate data — informed tier placement decisions depend on having baseline and progress measures from Tier 1. Texas MTSS coordinators are often managing systems built primarily around academic intervention and STAAR remediation. Adding a social-personal competency layer means the curriculum has to fit into time that’s already spoken for — advisory periods, flex blocks, or intervention pullouts — not require new schedule space. That’s the practical barrier most districts hit first: not whether to teach these competencies, but where in the day it actually happens. ### Tier 2: Targeted Supports Some students will need more than universal instruction. Tier 2 provides targeted, small-group interventions for students showing skill gaps or behavioral concerns identified through Tier 1 screening and progress data. In Texas, districts should be aware that **TEC §26.0081** requires parental notification when a student not receiving special education services begins receiving intervention strategies at Tier 2 or Tier 3. Notices must be provided in English or the parent’s native language. Effective MTSS curriculum at Tier 1 supports this transition by providing the assessment data needed to identify which students need targeted intervention and in which specific competency areas — whether that is self-management, relationship skills, decision-making, or understanding how competency instruction fits alongside [broader behavior frameworks like PBIS](/what-is-the-difference-between-sel-pbis/). ### Tier 3: Intensive, Individualized Supports Tier 3 serves students with significant or persistent needs through individualized intervention plans, often coordinated with school mental health services, functional behavior assessments, and crisis response systems. While Tier 3 typically involves specialized providers, a strong Tier 1 foundation means fewer students reach this level — and those who do have documented data showing how they responded to universal and targeted instruction. ## Texas Policy and Compliance Considerations District administrators building MTSS systems for social and personal competencies need to account for several Texas-specific requirements. **[TEC §38.351](https://statutes.capitol.texas.gov/GetStatute.aspx?Code=ED&Value=38.351)** connects schools to evidence-based training and programming related to skills such as managing emotions, establishing positive relationships, and responsible decision-making — competencies that align directly with Tier 1 MTSS instruction. The Health and Human Services Commission coordinates with TEA to maintain a [list of recommended evidence-based programs](https://tea.texas.gov/about-tea/other-services/mental-health/mental-health-and-behavioral-health) for mental health promotion and intervention. **TEC §48.009(b)(4)** requires annual PEIMS reporting of students receiving intervention strategies. Districts need systems that can document which students are receiving supports at each tier and track their progress over time — making curriculum with built-in assessment and reporting capabilities especially useful for supporting PEIMS documentation workflows. **SB 123 and TEC §29.906** establish that schools must provide instruction in character traits and personal skills including self-awareness, self-management, social awareness, interpersonal skills, and responsible decision-making. Districts using MTSS can integrate these requirements directly into Tier 1 universal instruction rather than treating them as separate compliance obligations. ## Funding Social and Personal Competency Supports in Texas Two primary funding pathways are available for Texas districts looking to implement MTSS curriculum focused on social and personal competencies. **Coordinated Early Intervening Services (CEIS)** funds can be used for students not yet identified as needing special education services, particularly in early grades. These funds are specifically designed to support prevention-oriented programs that reduce the need for more intensive intervention. The **School Safety Allotment** provides annual funding that can legally be used for mental health personnel, programming, and behavioral health services. As of 2025-26, districts receive **$21.10 per student (ADA)** plus **$33,540 per campus** — more than double the previous amounts of $10/ADA and $15,000/campus. The increase was enacted by [HB 2 during the 89th Legislative Session](https://tea.texas.gov/about-tea/news-and-multimedia/correspondence/taa-letters/school-safety-89th-legislative-updates). However, most districts have historically directed these funds toward physical security: TEA’s first School Safety Allotment report showed that only 1.4% was used for mental health in FY23. For a mid-sized district of 5,000 students across 8 campuses, the allotment now totals approximately $374,000 — a significant resource that district leaders can strategically direct toward Tier 1 wellness and competency instruction. Districts should also explore Title IV-A allocations for safe and healthy students and local wellness program budgets when building the funding case for MTSS curriculum adoption. ## Tier-by-Tier Curriculum Support Within Texas MTSS Ori Learning’s [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) is designed specifically for grades 6–12 and maps directly to the three tiers of support Texas districts need within their MTSS framework. ### MTSS Tier Alignment - **Tier 1 — Universal Instruction:** 175 structured lessons across five units deliver consistent competency instruction to every student. Lessons include warm-up activities and exit tickets that provide baseline screening data, giving MTSS teams the foundation they need for informed tier placement. - **Tier 2 — Targeted Small-Group Intervention:** Self-paced delivery mode allows counselors and intervention specialists to assign specific lessons or units to small groups, targeting the exact competency areas where students show gaps — without requiring a teacher-led session. - **Tier 3 — Intensive Individual Support:** Individual student progress data — completion rates, assessment scores, and response patterns — feeds directly into intensive support planning, documenting how a student responded to Tier 1 and Tier 2 instruction. In a third-party study following ESSA Level III standards, 1,829 high school students using the curriculum during the 2023–24 school year showed statistically significant gains: students who completed all 25 lessons scored 11% higher on emotional well-being measures than those completing only five (Hunt & Styers, 2025). For MTSS teams, that dose-response data provides Tier 1 evidence that supports the entire prevention-to-intervention logic model. ### Features Most Relevant to Texas Districts - **Assessment and documentation:** Pre- and post-assessments at the lesson and unit level support PEIMS documentation workflows and help MTSS teams track progress across tiers. - **District dashboards:** Campus and district-level reporting allows leadership to monitor implementation fidelity and aggregate outcomes across schools — essential for districts managing MTSS at scale. - **Flexible delivery:** Three modes — front-of-class instruction, live participation, and self-paced — fit advisory periods, health classes, dedicated blocks, or intervention pullouts. - **130+ language translations** with text-to-speech and speech-to-text support Texas’s multilingual student populations and students requiring accommodations. ### Crosswalk: Ori Learning Units to Texas Requirements and MTSS Tiers Ori Learning UnitTEC §29.906 Personal SkillsTEC §38.351 CompetenciesMTSS Tier AlignmentSelf-AwarenessSelf-awareness; integrity; honestyManaging emotionsTier 1 universal; Tier 2 targeted for students with limited self-insightSelf-ManagementSelf-management; responsibility; perseverance; self-controlManaging emotionsTier 1 universal; Tier 2/3 for students with emotion regulation needsSocial AwarenessSocial awareness; caring; empathy; compassionEstablishing positive relationshipsTier 1 universal; Tier 2 for social skill gapsRelationship SkillsInterpersonal skills; courtesy; cooperation; good citizenshipEstablishing and maintaining positive relationshipsTier 1 universal; Tier 2 for conflict resolution or peer relationship concernsResponsible Decision-MakingResponsible decision-making; accountability; fairnessResponsible decision-makingTier 1 universal; Tier 2/3 for students with behavioral decision-making patterns**[See how Ori Learning can support your Texas MTSS strategy →](/demo-request/)** ## Building a Practical District Strategy For districts building out competency instruction within MTSS, a practical starting point: 1. **Define your district terminology.** Align language with Texas policy — “personal skills,” “character education,” and “social and personal competencies” rather than nationally contested terms. This simplifies board presentations and parent communication. 2. **Map Tier 1 expectations.** Identify which competencies your Tier 1 instruction must cover based on TEC §29.906, TEC §38.351, and your district’s strategic plan. 3. **Select curriculum with data capabilities.** Your Tier 1 program needs to generate assessment data that feeds into Tier 2/3 placement decisions. Without this, the social-personal side of your MTSS lacks a strong data foundation. 4. **Align funding.** Review School Safety Allotment usage ($21.10/ADA and $33,540/campus as of 2025-26), CEIS eligibility, Title IV-A allocations, and local wellness budgets. Build the case that Tier 1 prevention programming reduces demand for costlier Tier 2/3 interventions. 5. **Leverage free TEA resources.** The TIER Project’s free CPE-approved training modules — especially the MTSS Introduction, Leadership, and Mental Health pathways — and regional ESC support can supplement your implementation without additional cost. 6. **Monitor and adjust.** Use Tier 1 assessment data to identify students needing targeted support, document interventions for PEIMS compliance, and refine your approach each semester. ## What Texas MTSS Coordinators Should Evaluate in a Competency Curriculum Texas MTSS coordinators selecting a competency curriculum should press vendors on several practical questions: - **Tier-ready data infrastructure** — Does the program generate baseline screening data and ongoing progress measures that feed directly into tier placement decisions? Without assessment data from Tier 1, your MTSS team is making Tier 2/3 referrals based on teacher observation alone. - **Alignment to TEC §29.906 personal skills and TEC §38.351 competencies** — Does the curriculum explicitly address the competencies Texas law requires: self-awareness, self-management, social awareness, interpersonal skills, and responsible decision-making? Ask for a crosswalk, not just a general alignment claim. - **Secondary-specific content (grades 6–12)** — Many competency programs were designed for elementary students and retrofitted upward. Texas secondary students need age-appropriate scenarios, activities, and language — not adapted K-5 content. - **Flexible delivery across MTSS contexts** — Can the same curriculum serve advisory-period Tier 1 instruction, small-group Tier 2 intervention, and individual Tier 3 support without requiring three separate programs? Districts managing MTSS at scale need one platform that flexes across tiers. - **PEIMS-compatible documentation** — TEC §48.009(b)(4) requires annual reporting of students receiving intervention strategies. Does the platform track which students receive which supports and generate exportable records that simplify PEIMS compliance? - **Parent notification support** — TEC §26.0081 requires parent notification for Tier 2/3 interventions. Does the program’s data system make it clear when a student transitions between tiers, so your notification process is triggered at the right time? ## Frequently Asked Questions ### What is Texas MTSS? Texas MTSS (Multi-Tiered System of Supports) is an integrated framework that aligns evidence-based prevention and intervention practices to address all student needs. It uses a three-tier structure — universal instruction for all students, targeted support for some, and intensive intervention for a few — across academic, behavioral, mental health, and wellness domains. The TEA-funded TIER Project provides free CPE-approved implementation training through regional Education Service Centers, including six training pathways covering introduction, leadership, screening, behavior, and mental health. ### How do social and personal competencies fit into Texas MTSS? Social and personal competencies — including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making — are part of Tier 1 universal supports within Texas MTSS. The Texas School Mental Health framework identifies these as core components of Tier 1 instruction alongside character education, behavioral expectations, and prevention programming. Strong Tier 1 competency instruction reduces the need for more intensive Tier 2 and Tier 3 interventions. ### Why does Texas use “personal skills” instead of “social and emotional skills”? During the 87th Legislative Session, SB 123 added competency requirements to Texas character education law. The original bill draft used “social and emotional skills,” but the final version adopted “personal skills” — a deliberate choice that frames these competencies as personal development and character building. The required skills (self-management, interpersonal skills, social awareness, responsible decision-making, and self-awareness) are substantively similar to national frameworks, but the Texas terminology avoids politically contested language. ### Can Texas districts use the School Safety Allotment for MTSS curriculum? Yes. The School Safety Allotment can fund mental health personnel, programming, and behavioral health services — which includes Tier 1 curriculum that teaches social and personal competencies. As of 2025-26, districts receive $21.10 per ADA and $33,540 per campus (increased by HB 2 during the 89th Legislature). In FY23, only 1.4% of School Safety Allotment funds statewide were used for mental health, suggesting significant untapped funding for districts that want to invest in prevention-oriented wellness instruction. ### Are Texas districts required to notify parents about Tier 2 and Tier 3 MTSS interventions? Yes. TEC §26.0081 requires that parents be notified when their child begins receiving intervention strategies at Tier 2 or Tier 3, provided the student is not already receiving special education services. The notification must be provided in English or the parent’s native language. TEA provides a sample parent notification form on its MTSS page. Districts should build clear communication processes into their MTSS implementation plans to meet this requirement. For more on how Ori Learning supports Texas districts, explore the [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/). **Categories:** Emotional Well-being --- ### [Texas Character Education Curriculum for Grades 6–12](https://orilearning.com/texas-character-education-curriculum/) **Published:** March 25, 2026 **Author:** Dr. Miriam Gayle (VP of Operations) **Content:** Last updated: March 2026 Texas has its own language, its own standards, and its own legislative framework for teaching students the personal skills they need to thrive. Finding a curriculum that aligns with state terminology — not national frameworks — is the first challenge for any Texas district evaluating its options. Two statutes define the landscape: TEC §29.906 and §38.351. Together they shape how districts approach character education, emotional well-being instruction, and program alignment — and how [Ori Learning’s Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) fits within that framework for grades 6 through 12. ## Why Texas Schools Need a State-Aligned Character Education Curriculum Texas has deliberately charted its own course on student character development and emotional instruction. While many states adopt the language and frameworks of national organizations, Texas codified its own approach through legislation and Texas Essential Knowledge and Skills (TEKS) standards that use terminology specific to the state’s educational priorities. That gap complicates the evaluation process. Most commercially available curricula rely heavily on national terminology that does not align with the legislative language Texas educators, school boards, and communities expect to see. Administrators who adopt a curriculum using language that conflicts with state policy risk pushback from stakeholders and misalignment with compliance requirements. What districts need is a curriculum built around the competencies Texas has identified — trustworthiness, responsibility, caring, citizenship, managing emotions, maintaining positive relationships, and responsible decision-making — without relying on terminology that does not reflect how Texas defines this work. ## What Texas Calls Character Education and Personal Skills Texas addresses student character development and emotional competencies through two distinct but complementary frameworks. Understanding both is critical for district planning and [TEC §29.906](https://statutes.capitol.texas.gov/GetStatute.aspx?Code=ED&Value=29.906) compliance. ### Texas Positive Character Traits and Personal Skills (TEKS) Under Texas Education Code §29.906, school districts are required to adopt a character education program that addresses **positive character traits and personal skills**. The specific standards are codified in 19 Texas Administrative Code (TAC) Chapter 120 and organized around four strands: - **Trustworthiness:** Honesty, integrity, reliability, and loyalty in personal and academic contexts - **Responsibility:** Accountability, self-discipline, perseverance, and the ability to manage one’s own actions - **Caring:** Kindness, empathy, compassion, and consideration for others’ well-being - **Good Citizenship:** Respect for authority, cooperation, participation in community life, and respect for rules and laws These standards must be addressed at least once per grade band: K–2, 3–5, 6–8, and 9–12. Districts often search for Texas positive character traits and personal skills resources that match TEKS language — and have flexibility in how they deliver this instruction, whether through a standalone course, integrated into existing subjects, or delivered through advisory periods. TEA’s [Character Education program page](https://tea.texas.gov/academics/learning-support-and-programs/character-education) outlines the district adoption requirements and Character Plus Schools designation process. ### Texas Requirements for Managing Emotions, Positive Relationships, and Decision-Making The second framework comes from Texas Education Code §38.351, which addresses **mental health and emotional well-being** in schools. The Texas Education Agency (TEA) maintains a list of best practices and approved programs for districts implementing instruction in three areas: - Managing emotions - Establishing and maintaining positive relationships - Responsible decision-making These three competency areas overlap with frameworks used nationally, but Texas frames them within its own mental health and school safety legislation rather than treating them as a standalone curricular mandate. The TEA’s Mental Health Best Practices list, maintained through [schoolmentalhealthtx.org](https://schoolmentalhealthtx.org), provides districts with vetted programs that meet these criteria. TEC §29.906 and TEC §38.351 together cover both character development and emotional competency instruction — which means a single curriculum can address competencies from both statutes. Education Service Centers across Texas — the primary providers of MTSS professional development for districts — are increasingly framing personal and social competencies as a core component of multi-tiered support systems. That shift means the curriculum a district selects for character education often needs to serve double duty: satisfying TEC §29.906 while also fitting into the broader [MTSS framework](/texas-mtss-social-personal-competencies/) ESCs are helping districts build. ## Texas Character Education Requirements and TEC 29.906 Compliance ### Instruction Required Across Grade Bands Character education is not optional in Texas. Under TEC §29.906, districts must provide instruction in positive character traits at each grade band. For secondary schools, that means dedicated instruction must occur at least once during grades 6–8 and again during grades 9–12. Because instruction is required in grades 6–8, districts need a Texas middle school character education solution with age-appropriate content and flexible implementation options. Many districts exceed this minimum by embedding character education across multiple grade levels or offering it as a recurring advisory component. ### Delivery Can Be Standalone or Integrated Texas does not prescribe a single delivery model. Districts may implement character education as: - A standalone course or advisory period - Integrated content within existing courses (English Language Arts, Health, or Career and Technical Education) - A supplemental program delivered through counseling or student support services That flexibility matters because schedule time is the scarcest resource in most Texas secondary schools. Between STAAR accountability, academic pacing, and CTE requirements, districts rarely have room to add a dedicated course. The curriculum has to work within time that already exists — advisory blocks, health classes, or counseling pullouts — not demand new schedule space. ### District Adoption and Stakeholder Review Texas law gives local school boards authority over curriculum adoption for character education. Districts that pursue a Character Plus School designation (discussed below) must demonstrate stakeholder involvement in program selection and implementation. This typically includes input from teachers, parents, and community members — making it important to choose a program with transparent content that stands up to review. District leaders should verify whether any proposed curriculum simplifies TEC 29.906 compliance during board review and implementation. ## Texas Legislation Shaping Student Support Three pieces of legislation are particularly relevant for districts planning character education and emotional well-being instruction. ### SB 11 and the Safe and Supportive Schools Framework Senate Bill 11, passed in 2019 following the Santa Fe High School tragedy, established the Safe and Supportive Schools framework. The law strengthened requirements for threat assessment teams, mental health training for educators, and evidence-based programs that support student emotional well-being. SB 11 significantly expanded TEA’s role in maintaining lists of vetted programs and best practices for student mental health, creating the foundation for the resources now available at schoolmentalhealthtx.org. ### The Texas School Safety Allotment Initially established under HB 3 (2019) and significantly expanded by HB 2 (89th Legislature), the Texas School Safety Allotment provides dedicated funding for school safety and student support programs. As of the 2025–2026 school year, the allotment provides: - **$21.10 per student** in average daily attendance (ADA) - **$33,540 per campus** The per-ADA amount reflects a base of $20 plus an additional $1 per ADA for every $50 a district’s maximum Basic Allotment exceeds $6,160, as enacted by [HB 2 of the 89th Legislature](https://tea.texas.gov/about-tea/news-and-multimedia/correspondence/taa-letters/school-safety-89th-legislative-updates). These funds can be used for mental health programs, character education initiatives, threat assessment team operations, and other allowable expenses under the Safe and Supportive Schools framework. For districts evaluating curriculum purchases, the Texas School Safety Allotment represents a dedicated funding stream that can offset or fully cover the cost of an evidence-based character education and emotional well-being program. ### Character Plus School Designation Texas offers a **Character Plus School** designation through TEA, recognizing campuses that demonstrate exemplary character education programming. To earn this designation, schools must show evidence of a comprehensive character education program that involves stakeholders, integrates across campus culture, and produces measurable outcomes. Eligible campuses must document structured instruction, parent and community involvement, and measurable impact on student behavior and school climate. Earning this designation starts with documented, assessment-based character education programming. ## Funding a Texas Character Education Curriculum Districts have multiple pathways to fund character education and emotional well-being curriculum implementation: - **Texas School Safety Allotment:** The primary dedicated funding source. At $21.10 per ADA plus $33,540 per campus (as of 2025-26), a mid-sized Texas high school of 1,500 students receives approximately $65,190 annually through this allotment alone. - **Title IV-A (Student Support and Academic Enrichment):** Federal funds that can be used for programs supporting safe and healthy students, including character education and emotional well-being instruction. - **Local mental health budgets:** Districts with dedicated mental health or student support budgets can allocate funds toward curriculum that addresses TEC §38.351 competencies. - **TEA competitive grants:** Periodically available grants for mental health and school safety initiatives may cover curriculum costs, particularly for districts implementing programs from TEA’s approved lists. When presenting a curriculum purchase to the school board, linking the investment directly to the Texas School Safety Allotment and demonstrating alignment with TEC §29.906 and §38.351 strengthens the case significantly. ## Aligning Curriculum to TEC §29.906 and TEC §38.351 Ori Learning’s [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) addresses the competency areas defined by both TEC §29.906 and TEC §38.351 — positive character traits, managing emotions, maintaining positive relationships, and responsible decision-making — within a single digital platform for grades 6 through 12. The curriculum uses competency-based language that aligns with Texas policy, so districts can adopt it without introducing terminology that conflicts with state expectations or triggers stakeholder concern. ### Alignment to Texas Character and Mental Health Priorities The curriculum’s five units map directly to both Texas frameworks. District coordinators evaluating programs for TEC §29.906 compliance can use this crosswalk to verify coverage without building one from scratch: Ori Learning UnitTEC §29.906 StrandTEC §38.351 Competency**Self-Awareness** — identity, emotional recognition, strengths identificationCaring, Responsibility—**Self-Management** — managing emotions, stress, impulse control, goal settingResponsibilityManaging emotions**Social Awareness** — empathy, perspective-taking, appreciation of diversityCaring, Good Citizenship—**Relationship Skills** — communication, cooperation, conflict resolutionGood CitizenshipPositive relationships**Responsible Decision-Making** — ethical reasoning, evaluating consequences, problem solvingTrustworthinessResponsible decision-makingFor districts seeking a managing emotions curriculum in Texas that also addresses relationships and responsible decision-making, Ori Learning covers all three TEC §38.351 competencies within a single platform. In a third-party study following ESSA Level III standards, 1,829 high school students using the curriculum during the 2023–24 school year showed statistically significant gains: students who completed all 25 lessons scored 11% higher on emotional well-being measures than those completing only five (Hunt & Styers, 2025). That dose-response data supports Character Plus School documentation and School Safety Allotment program reporting. ### Features Texas Districts Prioritize Texas districts evaluating character education programs consistently raise four practical requirements: - **Assessment and compliance documentation:** Every lesson includes pre-assessments and post-assessments, generating measurable data districts need for program evaluation, stakeholder reporting, and [documenting student growth](/how-to-measure-social-emotional-learning/) in the competencies Texas has identified. This documentation supports Character Plus School applications and annual School Safety Allotment reporting to TEA. - **Flexible delivery for advisory periods:** Three instructional modes — front-of-class presentation, live student participation, and self-paced independent work — allow districts to deploy the curriculum in a dedicated advisory block, integrated health class, counselor-led group, or individual assignment without purchasing separate products for each context. - **Multilingual access for diverse Texas populations:** Full lesson content is available in 130+ languages on demand, with built-in text-to-speech and speech-to-text. For districts across Texas serving large English learner populations, this removes a barrier that most character education programs do not address. - **District dashboards and campus-level reporting:** Administrators managing implementation across multiple campuses get district-level dashboards with usage tracking, progress monitoring, and exportable reports — supporting the data documentation that Texas accountability systems and [MTSS frameworks](https://tea.texas.gov/academics/special-student-populations/special-education/programs-and-services/multi-tiered-system-of-supports-mtss) require. Rostering integrations with Google SSO, Microsoft SSO, Clever, and ClassLink are compatible with the systems Texas districts already use. [See how the curriculum supports Texas districts](/demo-request/). ## How to Choose a Texas Character Education Curriculum The first filter is terminology. If a program uses generic national branding without mapping to the language in TEC §29.906 and TEKS Chapter 120, districts may face questions at the board level and in parent communication. Texas districts need materials that use the state’s own vocabulary — positive character traits, personal skills, managing emotions — from the outset. Coverage across both statutes is worth checking carefully. TEC §29.906 addresses character traits; TEC §38.351 addresses emotional competencies. Many programs satisfy one framework but not both. Districts that want to avoid purchasing two separate programs should ask vendors for a crosswalk showing alignment to both statutes, not just a general “character education” claim. Secondary content is a persistent gap. Texas requires character education instruction at the 6–8 and 9–12 grade bands, but most programs on the market were built for elementary. Check whether the vendor has dedicated content for each secondary grade level, or whether they are repackaging K–5 material with minor adjustments. Related: the program should work within advisory, health, standalone, or counseling delivery models — Texas secondary schedules rarely have room for a dedicated new course. Finally, assessment and documentation capability separates programs that help with compliance from ones that create more work. Built-in pre- and post-assessments that generate exportable data simplify stakeholder reporting, Character Plus School applications, and School Safety Allotment documentation. If the program requires teachers to manually track completion, that is a burden most campuses will not sustain. Learn more about [how districts approach implementation](/implementing-social-emotional-learning-in-the-classroom/) of student well-being programs across diverse school settings. ## Frequently Asked Questions ### What terminology does Texas use for character and personal skills education? Texas uses two primary terms: **“positive character traits and personal skills”** under TEC §29.906 and the TEKS in 19 TAC Chapter 120, and **“managing emotions, establishing and maintaining positive relationships, and responsible decision-making”** under the mental health framework in TEC §38.351. Many districts also use the term “character education” as a general descriptor for this instruction. ### Is character education required in Texas? Yes. Under TEC §29.906, school districts must adopt a character education program. The TEKS require instruction at each grade band (K–2, 3–5, 6–8, 9–12), meaning districts must provide this instruction at least once during middle school and once during high school. Because districts must adopt a program, many leaders search for a Texas character education curriculum that aligns with TEC §29.906. ### What are the Texas positive character traits and personal skills TEKS? The standards are codified in 19 TAC Chapter 120 and organized around four strands: Trustworthiness, Responsibility, Caring, and Good Citizenship. Each strand includes specific student expectations for each grade band, addressing topics from personal integrity and self-discipline to community participation and respect for others. ### Can districts integrate character education into existing courses? Yes. Texas allows districts to deliver character education as a standalone course, integrated within existing subjects such as English Language Arts or Health, or through advisory periods and counseling programs. The flexibility means districts can choose the model that fits their schedule and staffing. ### Can the Texas School Safety Allotment fund character education? Yes. The Texas School Safety Allotment provides $21.10 per ADA and $33,540 per campus (as of 2025-26), and these funds can be used for character education and mental health programs. Districts can also use Title IV-A federal funds, local mental health budgets, and periodic TEA competitive grants. ### What is the Character Plus School designation? The Character Plus School designation is a TEA recognition for campuses that demonstrate comprehensive, stakeholder-involved character education programming with measurable outcomes. Schools earning this designation have implemented a structured character education program, involved parents and community members, and produced evidence of positive impact on school culture and student behavior. To explore how Ori Learning supports districts seeking a Texas character education curriculum that meets both character education and mental health requirements, [request a demo](/demo-request/) or visit the [curriculum overview page](/emotional-well-being-curriculum/). You can also see how [Florida structures character education](/florida-character-education-curriculum/) under its own state framework. **Categories:** Emotional Well-being --- ### [What Is SEL's Role in Developing Self-Awareness?](https://orilearning.com/what-is-sels-role-in-developing-self-awareness/) **Published:** January 24, 2025 **Author:** Tess Hileman, M.Ed. **Excerpt:** Learn practical SEL strategies to foster students' self-awareness, boost academic performance, and build empathy in culturally responsive classroom practices. **Content:** Self-awareness is a key component of Social Emotional Learning (SEL), influencing both academic and personal growth. This article explores how self-awareness fits into SEL and why it’s so important for students’ development. We’ll share strategies for developing self-awareness in your classroom and look at research and case studies that highlight the impact of SEL on self-awareness. By the end, you’ll have a better understanding of how you can implement SEL practices that promote self-awareness and help your students develop emotionally. ## Understanding Self-Awareness Self-awareness, defined as the ability to understand your own beliefs while recognizing how others see you, plays a central role in Social Emotional Learning. This balance between internal and external perspectives shapes your experience in school and life. ### What Does the Research Show? Research shows that self-awareness improves confidence and academic success. A 2022 study in Educational Evaluation and Policy Analysis found that students transitioning out of English learner programs reported higher self-esteem. This boost in self-perception directly improved their performance on school tasks, proving the connection between self-perception and achievement. Self-acceptance and belonging have both been shown to build self-awareness. When students feel safe to embrace their individuality, they’re able to perform better in school environments. True belonging happens when students feel part of a community without losing their sense of self. A [2020 study published in Intelligence](https://www.sciencedirect.com/science/article/abs/pii/S0160289620300106) found that self-consciousness impacts school performance from childhood through adolescence. When they practice self-evaluation, students better understand their strengths and weaknesses, which helps them succeed academically. Self-awareness also encourages empathy and broader thinking. When students understand themselves, they develop a better understanding of others. This skill prepares them for the academic and social challenges they’re likely to face. These perspectives show how self-awareness in education influences student wellbeing and performance. By prioritizing this skill, you can create environments that encourage growth and equip students to confidently handle challenges. ## SEL Strategies for Developing Self-Awareness So, what SEL strategies can be used to improve self-perception? The CASEL framework is a good example of an effective strategy, placing self-awareness at the core of SEL. It focuses on helping students understand their emotions, values, and strengths. ### Adapt SEL to Reflect Your Community’s Needs Schools like the [Oakland Unified School District ](https://www.ousd.org/social-emotional-learning?utm_source=chatgpt.com)have adapted SEL to reflect their community’s diverse needs. They updated definitions and standards to align with values around race, class, and equity. These changes make SEL more relevant and meaningful for their students. ### Introduce Activities that Develop Self-Awareness Many schools now include [activities that boost self-awareness](https://orilearning.com/social-emotional-learning-activities-to-try-in-the-classroom/) in their curriculums. Programs like “Mindful Moments” teach students techniques such as Breath Focus, Body Scan, and A Kind Line. You can implement these exercises in classroom environments to help students tune in to their thoughts, feelings, and body, giving them tools to manage stress, stay focused, and exhibit more [positive classroom behaviors](https://orilearning.com/positive-classroom-behaviors/). Unit 1 of Ori Learning’s Emotional Well-Being curriculum focuses heavily on discovering self-awareness. Schedule a demo to discover how our curriculum can transform your classroom today. ### The “Cultural Plunge” Model Another approach is [the “cultural plunge” model created by Jesús Nieto](https://www.jstor.org/stable/23478735) at San Diego State University. This method places teachers in unfamiliar cultural settings. Stepping out of your comfort zone forces you to confront personal biases and gain new perspectives. When you reflect on these experiences, you can deepen your empathy and improve your ability to connect with others ### Use Empathy-Building Skills You can also use empathy-building exercises to help students develop self-awareness. At Lesley Ellis School, [fifth and sixth graders take part in a mock Ellis Island event](https://www.youtube.com/watch?v=rvdaxu56PWo&ab_channel=ElyriaSchoolsPioneerTV). They experience what it might have felt like to be an immigrant, helping them build perspective and connect history to their own feelings and the emotions of others. ### Modify Your Teaching to Cultural Influences Culturally responsive teaching also plays a key role in self-awareness education. [It’s essential to account for cultural influences on learning](https://www.oecd.org/content/dam/oecd/en/publications/reports/2009/11/evaluating-and-rewarding-the-quality-of-teachers-international-practices_g1ghb967/9789264034358-en.pdf?utm_source=chatgpt.com). When you adapt your teaching to reflect these differences, you can create lessons that align with your students’ values and experiences. ### Combine Theory With Practical Approaches You can make self-awareness lessons more effective by combining practical and theoretical approaches. Mindfulness activities can help your students reflect on their thoughts and feelings, while integrating cultural awareness into your teaching connects lessons to students’ personal experiences. Both methods work together to support holistic student growth. As an educator, you have the opportunity to shape SEL practices in ways that reflect your students’ needs and backgrounds. You can use culturally sensitive strategies and encourage empathy to help students understand themselves and build stronger connections with the world around them. You might even [use SEL games](https://orilearning.com/social-emotional-learning-games/) as a fun, unique opportunity for students to practice skills like empathy and self-awareness. ## Case Studies and Research on SEL’s Impact on Self-Awareness There are numerous case studies and research papers that demonstrate the impact that SEL can have on self-awareness. These include: ### North East ISD Boosts Student Self-Awareness with SEL in Algebra II In the North East Independent School District in San Antonio, Texas, [educators have successfully integrated SEL into their math curriculum](https://learningforward.org/wp-content/uploads/2021/08/coaching-with-sel-in-mind.pdf). They focused on improving students’ self-awareness through SEL strategies in Algebra II classes. Once SEL language and practices were included, students became more reflective and engaged in their learning. This helped students grasp mathematical concepts and understand their own learning processes, strengthening their self-perception. Texas has since formalized these expectations through state statute, requiring all districts to teach [character education and social-personal competencies](/texas-character-education-curriculum/) — including emotional management and relationship-building — across K–12 grade bands. ### Sacramento City Unified School District Integrates SEL and Equity In the Sacramento City Unified School District, [SEL is being used to promote racial and economic equity in education](https://www.edweek.org/teaching-learning/opinion-response-using-social-emotional-learning-to-challenge-systems-of-oppression/2017/10). The district pairs SEL with equity-focused policies to create a more inclusive school culture. This helps address issues such as disproportionality in discipline and achievement gaps, encouraging students to link their self-awareness with a deeper understanding of societal dynamics. ### Using Digital Platforms for Developing Self-Awareness in SEL An [experimental study by Evolution Labs founder Peter Kraft](https://www.edweek.org/education/opinion-sel-for-gen-z-the-responsibility-of-meeting-students-where-they-are/2018/05) shows how digital platforms can support self-awareness, especially for tech-savvy students. Kraft’s company focuses on how educational tools can fill gaps in SEL delivery. These tools offer students structure and content that match their comfort with technology. This method makes SEL more accessible and allows students to reflect on themselves at their own pace, using familiar mediums. It helps students engage in self-awareness practices in a way that feels natural to them. ### Developing Self-Awareness in Early Childhood Education In early childhood education, [Linda M. Perez’s research from 2011](https://eric.ed.gov/?id=EJ956380) emphasizes the importance of emotional self-perception. She argues that emotional intelligence should be nurtured from an early age. Her studies use structured activities and reflective practices to help young children explore and express their emotions. ### Multicultural Self-Awareness in K-12 Teacher Training In another study published in 2012 in SRATE Journal, researchers in Lleida, Catalonia, looked at multicultural self-awareness among K-12 teachers. The study used the Cultural Diversity Awareness Inventory to measure teachers’ self-perceptions in diverse settings, highlighting the need for teacher training programs that incorporate SEL’s self-awareness component. This helps teachers understand their cultural competencies and how they influence their teaching. These studies highlight the numerous different ways that we can use SEL for developing self-consciousness in education. Combining curriculum integration, technology, and teacher training is an effective way to help students and educators in your school to grow academically and personally. ## Challenges and Recommendations for SEL Implementation Defining and measuring self-awareness can be tough, especially if you work in a diverse educational setting. CASEL stresses the need for better assessment tools and clear definitions to meet the varied needs of schools. ### Time Constraints and Teacher Development One of the biggest barriers to [implementing SEL in the classroom](https://orilearning.com/implementing-social-emotional-learning-in-the-classroom/) is the lack of time to properly develop educators’ skills in this area. To effectively teach SEL, you need to be provided with professional development focused on self-awareness. Training teachers in SEL can ensure your classroom strategies meet these goals, leading to better student outcomes. ### Resistance to SEL There’s also the issue that some schools resist integrating SEL into their curriculum. [Learning consultant Debbie Silver](https://www.edweek.org/education/opinion-is-social-emotional-learning-another-self-esteem-hoax/2017/07) points out that SEL must fit within the existing school culture to be successful. You can address this resistance by communicating the value of SEL and slowly adapting it into your framework without overwhelming staff. ### Culturally Responsive SEL A key recommendation for successfully implementing SEL strategies is that they should be customized for different student populations. Research shows that culturally responsive SEL practices improve self-perception and help students connect with their cultural identities. For example, a [2024 study in School Psychology Review](https://www.tandfonline.com/doi/full/10.1080/2372966X.2024.2432853?src=exp-la&utm_) noted that culturally responsive SEL programs effectively promote self-awareness among students. Empathy and self-awareness are key components of global citizenship, and SEL programs should reflect this diversity. ### Involve the Community Another recommendation for effectively implementing SEL is to involve the community. Engaging families, community leaders, and organizations is a great way to enrich SEL programs. Involving the community means you can provide more support and diverse perspectives that benefit students and educators, improving the success of your SEL delivery. ### Supporting Educators in Integrated SEL To successfully integrate SEL, your school leaders or [SEL specialists](https://orilearning.com/what-does-an-sel-specialist-do/) should provide educators with the tools and training they need. This ongoing support will help your teachers develop emotional intelligence in themselves and their students. ## Takeaway Remember that you have the ability to shape your students’ journey toward self-awareness through SEL. Integrating these practices into your classrooms will enable you encourage your students’ growth and empathy, helping them to build a deeper understanding of themselves and others. Start implementing these strategies today, and watch your students build the confidence and self-awareness they need to succeed academically and personally. Ready to bring SEL to your classroom? [Request a demo of Ori Learning’s Emotional Well-Being curriculum](https://orilearning.com/emotional-well-being-curriculum/) and see how it can support your students’ growth. **Categories:** Skill Building --- ### [PBIS and SEL: Key Differences for Educators](https://orilearning.com/what-is-the-difference-between-sel-pbis/) **Published:** May 29, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Discover key differences between SEL and PBIS—how social and emotional learning and positive behavioral interventions shape school climate, outcomes, and implementation. **Content:** Creating a positive and supportive learning environment is key to ensuring student success. Social and Emotional Learning (SEL) and Positive Behavioral Interventions and Supports (PBIS) are two prominent frameworks that offer unique approaches to achieve this goal. Here, we’ll break down the key distinctions between PBIS and SEL, identifying their individual focuses and benefits. ## **What is SEL and PBIS?** SEL and PBIS are educational methods designed to create a positive school environment. At a glance, they’re similar in their practices and intended outcomes. Both are designed to go beyond simply addressing academic performance and are intended to address the child’s social and emotional needs across the board, covering issues including: - Classroom disruptions - Bullying & harassment - Student engagement When implemented in an integrated system, with long-term goals of equity and student well-being, SEL and PBIS[ are considered compatible theories and practices of great value](https://www.emerald.com/insight/content/doi/10.1108/JRIT-01-2019-0015/full/html). Not every aspect of these two approaches is identical. Understanding the differences between SEL and PBIS will empower you to choose the most effective strategies for your educational setting. ## 5 Main differences between SEL and PBIS ### 1. Focus SEL and PBIS each focus on achieving different end goals when applied in a learning environment. The key difference here is that SEL focuses on helping children to modify their thinking to encourage positive behavior, while the primary focus of PBIS is to prevent students in schools from behaving disruptively. #### SEL: Change to the Individual SEL focuses on developing students’ social and emotional skills, helping them understand and manage their emotions, build healthy relationships, and make responsible decisions. Implementing SEL has positive outcomes for all children, but[ SEL programs are especially beneficial for at-risk youth](https://orilearning.com/benefits-of-sel-for-at-risk-youth/), equipping them with the tools to navigate social situations, build self-awareness, and ultimately thrive inside and outside the classroom. This approach allows for skill-building, with the intention of changing the individual rather than the environment. #### PBIS: Change to the Environment The PBIS framework focuses on creating a positive school environment by establishing clear behavioral expectations and acknowledging the learning establishment’s desired behaviors. This approach emphasizes prevention and intervention strategies to minimize disruptions and promote positive interactions, with the aim of making proactive changes in the learning environment. ### 2. Approach The approach to implementing SEL programs and PBIS frameworks is also different. While SEL takes a head-on instructional approach, emphasizing explicit teaching and practice of social and emotional skills, PBIS focuses on building systems with the use of a tiered structure. #### SEL: Instructional SEL provides explicit instruction and encourages practice. It’s approached in a similar manner to teaching math or reading, but for social and emotional skills. The program uses curriculums, activities, and discussions to help students develop their skills and competencies over time. #### PBIS: Systems-Based PBIS implements a tiered system of interventions. Tier 1 focuses on creating a positive school culture with clear expectations, while the higher tiers provide targeted support for students who might display challenging behaviors. These tiers are discussed in more detail in the **Universality vs. Targeted Support** section. [Implementing a school-wide PBIS framework](https://www.pbis.org/resource/teaching-social-emotional-competencies-within-a-pbis-framework) almost always makes more sense for improving student outcomes than introducing separate, competing initiatives. ### 3. Measurement The method used to measure the applied teachings of the two programs is another difference between them. SEL focuses on analyzing the internal development of students’ social and emotional skills, while PBIS measures observable behavioral changes in the school environment. #### SEL: Self- Assessments, Observations, & Surveys SEL is more about observing a student’s ability to apply learned skills in real-world situations and is measured through: - **Self-Assessments:** Here, students have the opportunity to reflect on their own social and emotional skills. Examples of assessments include rating scales and journaling prompts that encourage students to evaluate their own behaviors. - **Teacher Observations:** Teaching staff can use their own observations to assess how students apply their social and emotional skills in real-world situations. - **Student Surveys:** Surveys can also be used to measure students’ social-emotional well-being and perceptions of the school climate. #### PBIS: Quantitative Data PBIS data is often more quantitative, providing objective evidence of the program’s effectiveness in creating a positive and predictable school environment. Some of the key elements of PBIS measurements are: - **Behavior tracking:** Involves tracking the frequency and type of behavioral incidents that occur within the school environment, from minor disruptions (talking out of turn, not following instructions) to major disruptions (bullying, physical altercations) and office referrals. - **Positive behavior recognition:** Could include teacher acknowledgments (verbal praise, positive notes sent home), token systems (points awarded for positive behavior, redeemable for rewards), and referrals (allowing for recognition from senior members of staff). - **Tiered Fidelity Assessments:** These evaluate how consistently and effectively each tier of the program is being implemented across the school. **Note**: While quantitative data is key for measuring the success of a PBIS program, it’s not the only factor to consider. Qualitative data, such as teacher and student feedback, can also help when evaluating the program’s impact on the school community. Fostering Inclusivity in Social Emotional Learning (SEL) Delve into evidence-based strategies for building and implementing inclusive SEL programs. Essential for directors of counseling and counselors, this infographic elucidates how to integrate SEL interventions that engage all students, particularly those from marginalized groups. - **Program Design:** Highlights the application of Universal Design for Learning (UDL) and the importance of addressing systematic barriers for students with disabilities. - **Program Development:** Emphasizes culturally affirming programs and family involvement to enrich SEL. - **Program Implementation:** Focuses on the role of teachers and the need for adult development in SEL programs. - **Program Research:** Points out the impact of culture on emotional development and the value of culturally responsive pedagogy. [ Grab Your Copy Now ](https://orilearning.com/infographic-strategies-for-creating-inclusive-emotional-well-being-programs/) ![Social-Emotional Learning in the Classroom](https://orilearning.com/wp-content/uploads/2024/05/ori_social_03.11.24_download_rubric-3-768x768.png) ### 4. Outcomes & Timeframes The timeframes for the intended outcomes differ when looking at SEL and how it differs from PBIS. SEL is like planting seeds – it cultivates long-term social and emotional skills that benefit students throughout their lives. PBIS, on the other hand, focuses on getting immediate results in terms of behavior. #### SEL: Long-Term Development The desired outcome of an SEL program is to [facilitate long-term benefits](https://orilearning.com/benefits-of-sel/) for the individual, including improved academic performance, reduced disciplinary incidents, and stronger social bonds between students. This has been scientifically proven, with[ one of the most comprehensive studies by Yale School of Medicine](https://medicine.yale.edu/news-article/new-research-published-in-child-development-confirms-social-and-emotional-learning-significantly-improves-student-academic-performance-well-being-and-perceptions-of-school-safety/) concluding that students who participate in SEL programs “demonstrated increased academic achievement and school functioning including improved attendance and engagement in learning”. SEL teaches children behaviors that can be beneficial throughout their education and the rest of their lives. It may be more effective when applied to younger children, who are yet to establish problematic behavioral patterns, but it can still be implemented effectively for older students, who have the advantage of being more emotionally aware, #### PBIS: Immediate Behavior Change PBIS focuses on immediate behavior changes to create a more positive and productive learning environment. It aims to reduce disruptions and create a safe space for learning. Ultimately, the end goal of PBIS is to ensure as many students as possible can remain in school until they graduate. Because it’s intended for fast, shorter-term results, there’s no “best” time to implement PBIS, and all grade levels can benefit from PBIS teachings. However, there is some evidence to suggest that PBIS is also best implemented early.[ A 2012 study on the effects of school-wide PBIS on behavioral problems](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3483890/) concluded that the positive effects of the studied PBIS programs were generally strongest among children who were first exposed to these programs in kindergarten. ### 5. Universality vs. Targeted Support PBIS and SEL programs also differ when we consider who they’re targeted towards. SEL programs typically take a more universal approach, since their goal is to equip all students with a foundational set of social and emotional skills. PBIS is different in that it incorporates both universal elements and targeted support. #### SEL: Implemented Universally Generally, SEL programs are designed to be implemented universally for all students, regardless of their behavioral needs. Here’s how this universality is implemented: - **Curriculum Integration:** SEL concepts and activities are often woven into the academic curriculum, so all students receive consistent exposure to social and emotional learning throughout the school day. - **School-Wide Initiatives:** Schools might implement school-wide initiatives to promote social and emotional learning. This could involve establishing social-emotional learning expectations or incorporating mindfulness practices into the school routine. - **Classroom Activities:** Teachers can use classroom activities, such as role-playing scenarios, group discussions on social dilemmas, or collaborative projects, to help students develop their social and emotional skills. #### PBIS: More Personalized Approach While some PBIS elements are implemented for all students, higher tiers of intervention might be targeted towards students who need additional support with managing challenging behaviors. Here’s how the PBIS system combines universal expectations with targeted interventions: - **Tier 1: Universal Prevention:** Aims to foster a positive school-wide culture with clear expectations for behavior. This tier focuses on teaching expected behaviors and creating a supportive environment for all students. - **Tier 2: Targeted Interventions:** Applies to a smaller group of students who exhibit more frequent challenging behaviors, and could involve social skills groups, anger management programs, or check-in/check-out systems to provide targeted support. - **Tier 3: Intensive Support:** For students with the most severe behavioral challenges, who require individualized interventions tailored to their specific needs. Intensive support could involve collaboration with mental health professionals or specialized behavior support plans. ## More on SEL and PBIS Is there a difference between PBS and PBIS? PBS (positive behavioral supports) and PBIS (positive behavioral interventions and supports) are terms that are used interchangeably to define the approach to improve behavior and social competence using the PBIS (or PBS) framework. Is SEL the same as behavior management? SEL helps with behavior management, but the two are not exactly the same. SEL equips students with social and emotional skills, like self-awareness, which can help them manage their behaviors. Behavior management focuses on the outer world, with clear expectations and consequences. Imagine SEL as giving students the tools, and behavior management as creating a system to use those tools effectively for a positive learning environment. What can schools do instead of PBIS? If PBIS isn’t the right fit for your school, or it doesn’t quite help you to achieve your intended learning outcomes, you can consider alternatives such as restorative justice for repairing harm and building relationships, SEL to address the root of behavior issues, and broader initiatives that promote a positive school climate. ## Implementing SEL and PBIS in schools: Next steps While both SEL and PBIS aim to create a positive and supportive learning environment, their approaches, intended outcomes, timeframes, and performance measurements differ. Aligning PBIS and SEL is possible and can be done effectively in an educational environment. Choosing the right [SEL curriculum](https://orilearning.com/sel-curriculum/) is the foundation for making that alignment work. Implementing both programs is favorable and offers greater benefits, including[ more significant improvements to students’ mental health](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4446139/) compared to implementing either program alone. However, depending on your current situation and the issues you’d like to prioritize, it may be best to start with one of these programs before considering the other. Ori Learning’s Emotional Well-Being curriculum offers engaging, age-appropriate, and comprehensive learning solutions for students at middle and high schools, leveraging a curriculum platform designed with teachers in mind and students at heart. If you’d like to learn more about SEL in action, you can[ request a demo of our Emotional Well-Being curriculum here](https://orilearning.com/emotional-well-being-curriculum/). ### Related Resources - [classroom behavior plans](/creating-an-effective-classroom-behavior-plan-a-step-by-step-guide-for-teachers/) - [positive classroom behaviors](/positive-classroom-behaviors/) ### More from Ori [![A special educator is researching teacher burnout on a laptop](https://orilearning.com/wp-content/uploads/2023/10/ori_blog_10.25.23_strategies-to-implement-SEL-A.png) What Is SEL’s Role in Preventing Teacher Burnout & Improving Student Outcomes?](https://orilearning.com/sel-preventing-teacher-burnout-improving-student-outcomes/) [![What Does an SEL Specialist Do?](https://orilearning.com/wp-content/uploads/2024/05/ori_blog_05.21.24_SEL-specialist.png) What Does an SEL Specialist Do?](https://orilearning.com/what-does-an-sel-specialist-do/) [![Implementing Social-Emotional Learning in the Classroom](https://orilearning.com/wp-content/uploads/2024/07/ori_blog_072524_Implementing-SEL.png) Implementing Social-Emotional Learning in the Classroom](https://orilearning.com/implementing-social-emotional-learning-in-the-classroom/) **Categories:** Research & Trends --- ### [The Benefits of SEL for At-Risk Youth and Students](https://orilearning.com/benefits-of-sel-for-at-risk-youth/) **Published:** January 5, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Boost outcomes for at-risk middle and high school youth with a CASEL-aligned emotional well-being curriculum—build resilience, regulation, relationships. **Content:** At-risk students — those facing poverty, family instability, or academic struggles — are among those who benefit most from structured social-emotional learning (SEL). Research shows that a CASEL-aligned SEL curriculum can measurably improve emotional regulation, resilience, and academic outcomes for these learners. This is why it’s crucial for schools and districts to invest in [a CASEL-aligned, inclusive Emotional Well-Being curriculum](https://orilearning.com/emotional-well-being-curriculum/) that effectively addresses the needs of middle and high school students, especially those identified as at-risk. This post explores the benefits of SEL for at-risk youth and why it is a crucial component of their education. It also covers strategies to maximize the effectiveness of SEL for these adolescents and provides actionable tips to advance their development. Key Takeaways: - **Incorporating SEL** into your middle or high school curriculum can improve emotional regulation, foster resilience, promote positive relationships and ultimately support the academic success of at-risk adolescents. - **Useful strategies for teaching** social-emotional skills include cultural inclusion, trauma-informed practices, family and community engagement and navigating peer pressure. - **Measuring the success of SEL** initiatives through standardized assessments and attendance tracking is crucial for the success of the program. ## Key Benefits of SEL for At-Risk Youth Empowering students to thrive in today’s complex world should be a top priority for all educators. While teachers play a major role in the positive development of at-risk students, there are also numerous benefits of having a dedicated SEL curriculum. Below are some of them. ### Improves Emotional Regulation SEL instruction helps at-risk youth develop skills to understand and manage their emotions, which can be particularly challenging for those who have experienced traumatic events. By learning techniques for emotional regulation, such as deep breathing, mindfulness, and positive self-talk, at-risk youth can better manage stress, anxiety, and anger, leading to improved well-being. ### Fosters Resilience This approach also helps at-risk youth develop resilience, the ability to bounce back from adversity. Through these activities and lessons, at-risk youth can learn to understand and cope with challenges, develop a growth mindset, and build self-esteem, which are all critical components of resilience. ### Promotes Positive Relationships These programs focus on developing social-emotional competencies that are important for building healthy relationships. At-risk youth can learn how to communicate effectively, resolve conflicts, and build supportive relationships, which can improve their overall sense of well-being and reduce the risk of negative outcomes. ### Supports Academic Success Finally, This approach has been shown to have a positive impact on academic achievement. By improving emotional regulation, fostering resilience, and promoting positive relationships, at-risk youth can create a more supportive learning environment, which can lead to improved academic performance. ## Strategies to Strengthen SEL for At-Risk Students Having a comprehensive [SEL curriculum](https://orilearning.com/sel-curriculum/) in place at your school or district is the first step to creating a safe and enriching learning environment. However, there are numerous ways to boost its effectiveness specifically for those most in need. Here are some strategies to focus on when implementing SEL initiatives for at-risk youth. ### Cultural Sensitivity and Inclusion For these programs to be effective when working with at-risk youth, it’s important to account for the cultural background of every student. You can consider incorporating examples, stories and activities that resonate with the unique make-up of your classroom. Demonstrate understanding and respect by including accommodations for diverse learners and staying aware of cultural sensitivities. These steps make the learning experience more relatable and meaningful for at-risk students. ### Trauma-Informed SEL Practices As noted above, many at-risk students have experienced traumatic events in the past. Traumatic experiences can have significant consequences for an individual’s ability to regulate emotions and build relationships. This is why it’s important to emphasize trauma-informed practices in your curriculum when working with at-risk youth. Such practices involve understanding the effects of trauma on behavior and learning, and tailoring interventions to create a safe and supporting environment. ### Family and Community Engagement At-risk youth can greatly benefit from the involvement of family and community members in these initiatives. Hosting workshops, providing resources and establishing effective communication channels for families and caregivers can help foster a supportive environment and extend the effectiveness of these efforts beyond the classroom. ### Long-term Impact The goal of any emotional well-being initiative should be long-term effectiveness. Especially during post-secondary transition, it is important to integrate teaching practices that promote social-emotional growth and positive social interactions. This can include regular check-ins or group sessions that address the challenges faced on the way to adulthood and independent living. ### Healthy Peer Relationships While these are challenges faced by all teenagers, at-risk adolescents are even more susceptible to harmful influences in their environment. Therefore, it’s important to implement strategies for navigating peer relationships and peer pressure as part of this curriculum. You can: - Initiate open dialogues in groups and encourage students to share their experiences and concerns, fostering a sense of belonging and promoting peer support. - Integrate role-playing to help students practice assertive communication and learn to say no. - Teach the distinction between healthy and unhealthy peer dynamics and help guide students in identifying positive influences. ## Measuring SEL Impact on At-Risk Youth The benefits of SEL for at-risk students are undeniable. A comprehensive **[study by CASEL](https://files.eric.ed.gov/fulltext/ED505369.pdf)** on the effectiveness of such programs found that students who had taken SEL classes demonstrated: - 9-percentile-point decrease in conduct problems, such as classroom misbehavior and aggression - 10-percentile-point decrease in emotional distress, such as anxiety and depression - 9-percentile-point improvement in attitudes about self, others, and school - 23-percentile-point improvement in social-emotional skills - 9-percentile-point improvement in school and classroom behavior - 11-percentile-point improvement in achievement test scores While these statistics are impressive, many educators still struggle to measure the success of their own initiatives. It’s important to set clear metrics tailored to the objectives of the program from the beginning and to track progress consistently. This can be achieved through standardized assessments that gauge emotional regulation improvements or tracking attendance and engagement for relationship-building. Ori Learning’s Emotional Well-Being curriculum for middle and high schools not only provides you with engaging, age-appropriate lessons but also gives you the comprehensive monitoring tools you need to reliably track progress and empower achievement. Book a call with us today to discover how you can transform your emotional well-being classes into an enriching and meaningful experience for at-risk and other students. ### More from Ori [![Teacher and student experiencing the benefits of SEL](https://orilearning.com/wp-content/uploads/2023/11/ori_blog_06.29.23_sel-strategies.png) 4 Key Benefits of SEL (Social-Emotional Learning) for Students](https://orilearning.com/benefits-of-sel/) [![A special educator is researching teacher burnout on a laptop](https://orilearning.com/wp-content/uploads/2023/10/ori_blog_10.25.23_strategies-to-implement-SEL-A.png) What Is SEL’s Role in Preventing Teacher Burnout & Improving Student Outcomes?](https://orilearning.com/sel-preventing-teacher-burnout-improving-student-outcomes/) [![What is social emotional learning — a guide for educators](https://orilearning.com/wp-content/uploads/2023/10/Definition-of-Social-Emotional-Learning.png) What Is SEL? A Guide to Social-Emotional Learning](https://orilearning.com/what-is-social-emotional-learning/) **Categories:** Emotional Well-being, Instructional Strategies, Research & Trends **Tags:** At-risk youth, CASEL framework, Emotional regulation, emotional well-being, Resilience building, SEL Curriculum, Student mental health, Trauma-informed practices --- ### [Emotional Literacy & SEL: Building Skills for Student Success](https://orilearning.com/emotional-literacy-and-sel/) **Published:** January 30, 2025 **Author:** Tess Hileman, M.Ed. **Excerpt:** Emotional literacy and social-emotional learning (SEL) equip students with emotional regulation, empathy, and relationship skills to boost classroom success and resilience. **Content:** ### Related Resources - [SEL and emotional regulation](/the-role-of-sel-in-emotional-regulation/) - [developing self-awareness through SEL](/what-is-sels-role-in-developing-self-awareness/) Understanding and managing emotions are vital life skills for everyone, and that’s where social-emotional learning (SEL) comes in. SEL programs give you the tools to [help your students build emotional literacy](https://orilearning.com/why-is-social-emotional-learning-important/), equipping them to navigate relationships and overcome any challenges they may face, helping them succeed in school and beyond. In this article, we’re exploring why emotional literacy matters and how it ties into SEL. We’ll also be sharing practical strategies you can use to teach emotional regulation, integrate SEL into your curriculum, and address common challenges like bullying and balancing academic goals with emotional growth. ## Importance of Emotional Literacy and Social-Emotional Learning (SEL) Emotional literacy and SEL play a key role in supporting students’ relationships and personal well-being. When students develop emotional literacy, they learn to identify and manage their emotions, which [has been proven to help them communicate effectively](https://medicine.yale.edu/news-article/new-research-published-in-child-development-confirms-social-and-emotional-learning-significantly-improves-student-academic-performance-well-being-and-perceptions-of-school-safety/) and build meaningful connections. You can use the tools and structures provided in SEL programs to cultivate these skills, helping your students prepare for challenges they’re likely to face academically and outside of school. ### Emotional Intelligence & Its Role in SEL Emotional intelligence (EI) is a central part of SEL and focuses on recognizing and managing emotions, both in yourself and in others. These abilities help us to [succeed in various settings, from classrooms to workplaces](https://orilearning.com/how-social-emotional-learning-skills-shape-long-term-career-success/). Research has consistently shown that students with strong EI are more likely to achieve better academic results and adapt well to complex social environments. [Daniel Goleman’s research on emotional intelligence](https://pmc.ncbi.nlm.nih.gov/articles/PMC7329378/) shows us how powerful these skills can be in education. By helping your students build self-awareness, empathy, and strong relationship skills, you’re equipping them with practical tools they can use in their daily lives to connect with others and handle challenges effectively. ### The Link Between Emotional Competence & Bullying When you help students develop their emotional literacy and SEL skills, you’re also addressing issues like bullying. Students are less likely to act out in harmful ways if they understand their own emotions and recognize how others feel, and [SEL has been proven to reduce problem behaviors](https://files.eric.ed.gov/fulltext/ED505369.pdf) that interfere with learning and development. Supporting your students’ understanding of their emotions through SEL programs creates an environment where empathy becomes second nature. This can help you reduce conflict and establish a culture of respect and kindness in your school. ## Effective Strategies for Teaching Emotional Regulation in SEL Programs Teaching emotional regulation works best when you use creative, engaging strategies that connect with your students. Some of the most effective ways to explore social-emotional themes include dialogic reading and literature circles. Facilitating open discussions about characters’ emotions and choices helps your students build their academic skills *and* emotional awareness. These encourage your class to have meaningful conversations that make SEL relatable and relevant. ### Integrating Emotional Literacy with Literature Steph Whiting’s character therapy approach highlights how you can combine emotional competence with literary analysis. When you guide students to connect emotionally with characters, they begin to reflect on their own experiences. This improves their understanding of literature and builds their self-awareness and empathy. ### Combining Multimedia and SEL Pairing books with multimedia tools like video games has been [shown to be an effective way to enhance literacy and learning](https://blog.ufes.br/kyriafinardi/files/2017/10/What-Video-Games-Have-to-Teach-us-About-Learning-and-Literacy-2003.-ilovepdf-compressed.pdf), adding an exciting dimension to SEL. The interactive storytelling provided by these tools lets students practice emotional regulation and problem-solving in real-time scenarios. This method is a good option for engaging middle and high school students who do best in hands-on, immersive learning environments. It’s an effective way to make lessons stick while keeping your students actively involved. ### Practical Tools for Emotional Awareness Tools like Emotional Mapping and [Mood Meter](https://unhconnect.unh.edu/s/1518/images/gid4/editor_documents/moodmeter-2020.pdf) are also worth considering for teaching emotional regulation in SEL programs. These give your students practical ways to recognize and regulate their emotions. Your students can use these strategies to link their feelings to learning objectives, making it easier for them to stay focused and bounce back from issues they may face inside and outside of the classroom. By introducing them to your class, you’re equipping students with lifelong skills for emotional and academic success. Support your students’ emotional growth with the right tools and resources. Learn more about how Ori Learning’s Emotional Well-Being curriculum can build strong emotional awareness and lasting relationships. ### Building Accountability Through Peer Activities Peer reflection and role-play exercises have both been [proven to be powerful tools for supporting students’ emotional intelligence](https://www.researchgate.net/publication/368953048_The_Effect_of_Role_Playing_Methods_on_Social-emotional_Development_in_Preschool_Children). These emotional literacy and SEL activities encourage students to take responsibility for their actions and develop accountability. For example, [Two Rivers Public Charter School has incorporated these methods](https://www.nextgenlearning.org/articles/designing-social-emotional-learning-two-rivers-public-charter) to create a culture of care and excellence. You can adapt similar practices in your school to nurture emotionally intelligent leaders. ### Using Oral Histories to Teach Empathy Oral history projects, like [those led by Voice of Witness](https://voiceofwitness.org/education/), can help your students develop empathy by engaging with real-world stories. You can implement these projects to encourage your students to explore diverse perspectives and connect lessons they learn in the classroom to broader social contexts. When students hear firsthand accounts of others’ experiences, they gain a deeper appreciation for different lives and challenges. Voice of Witness’s artifact interviews and Youth Participatory Action Research (YPAR) activities are excellent examples of how you can incorporate oral histories into SEL. These activities have been shown to strengthen emotional and social skills and inspire students to engage with their communities in meaningful ways. ## Challenges and Solutions in Implementing Emotional Literacy Interventions [Bringing SEL programs into your school](https://orilearning.com/implementing-social-emotional-learning-in-the-classroom/) can present unique challenges. Here are some of the most common challenges you might face, and how to solve them: ### No Consistent Tools For Measuring Emotional Intelligence One of the biggest obstacles you may have to deal with is not having consistent [tools for measuring SEL](https://orilearning.com/how-to-measure-social-emotional-learning/) and emotional intelligence. Without clear, standardized methods, it’s tough to track your students’ progress or show the impact of your efforts. To solve this problem, we need to look at the bigger picture. Schools, researchers, and policymakers need to work together to create reliable ways to measure success. ### Balancing SEL and Academic Priorities Another common challenge when implementing emotional literacy and SEL practices is the overwhelming focus on data-driven instruction. There’s no denying that academic performance is important, but we shouldn’t allow it to overshadow the need for social and emotional development. Preparing students for real-world challenges means we should value their emotional growth just as much as test scores. You can integrate SEL into your curriculum by taking a balanced approach that prioritizes your students’ emotional well-being alongside their academic achievements. ### Addressing the Root Causes of Bullying If your school’s anti-bullying program is falling short, it might be because it’s not tackling the underlying issue: low emotional intelligence. Students who struggle to understand or regulate their emotions are more likely to act out aggressively. Embedding SEL into your school’s broader strategies should help you address these root causes, reducing bullying and promoting a school culture of empathy and respect. ### Tailoring SEL to Your School’s Needs For your school’s SEL programs to truly make a difference, they should reflect your students’ unique needs. Start by reviewing our [SEL curriculum](https://orilearning.com/sel-curriculum/) resource to understand what to prioritize. That means understanding your students’ challenges and strengths, and designing initiatives that connect with their experiences. Collaboration is key here. You can partner with parents, staff, and local organizations to strengthen your efforts and help embed SEL into your school’s culture. When everyone works together, your programs are more likely to create lasting, positive change. ## Implementing Emotional Literacy and SEL In Classrooms: Next Steps By this point, you should now have a good understanding of how emotional literacy and SEL can transform how your students understand themselves and their emotions. Using strategies that have been proven effective, like peer reflection, multimedia tools, and [creative classroom activities](https://orilearning.com/social-emotional-learning-activities-to-try-in-the-classroom/) can help your students build skills that improve their relationships and prepare them for challenges. Ready to integrate emotional literacy into your classroom? Request a demo today to explore how Ori Learning’s Emotional Well-Being curriculum can equip your students with the skills they need to succeed academically and personally. ### More on Emotional Literacy and SEL ### What is the connection between SEL and literacy instruction? SEL and literacy instruction go hand in hand. When students develop emotional skills, they gain the tools to better understand and engage with texts. You can integrate SEL into your literacy lessons by encouraging students to reflect on characters’ emotions and relate them to their own experiences. ### What is the SEL theory of social emotional learning? The SEL theory focuses on developing students’ ability to recognize and manage their emotions, form positive relationships, and make responsible decisions. This helps them build their emotional intelligence, which in turn supports their academic success and personal well-being. ### What is social emotional literacy? Social emotional literacy is a term that’s used to describe the ability to understand and manage emotions in yourself and others. It involves recognizing your feelings and practicing empathy, using this awareness to guide and adapt your behavior across different social situations. ### What happens when a child lacks social emotional development? Without proper social emotional development, a child may struggle with managing their emotions and handling social situations. You’ll likely see challenges in their behavior and communication, as well as their academic performance, and they may also find it difficult to adapt to new environments. Learn more about Ori Learning’s [emotional well-being lessons](/emotional-well-being-curriculum/). ### More from Ori [![Building strong relationships visualized with one hand shaking another.](https://orilearning.com/wp-content/uploads/2022/06/ori_blog_15-ways-to-build-strong-relationships-in-school-01-600x600.png) 15 Ways for Schools to Build Strong Relationships](https://orilearning.com/strong-relationships-in-school/) [![What is social emotional learning — a guide for educators](https://orilearning.com/wp-content/uploads/2023/10/Definition-of-Social-Emotional-Learning.png) What Is SEL? A Guide to Social-Emotional Learning](https://orilearning.com/what-is-social-emotional-learning/) [10 SEL Questions to Build Social and Emotional Skills in the Classroom](https://orilearning.com/emotional-well-being-skills-10-questions-to-ask-in-the-classroom/) **Categories:** Skill Building --- ### [SEL Activities for High School Students](https://orilearning.com/social-emotional-learning-activities-to-try-in-the-classroom/) **Published:** November 25, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Explore research-backed SEL activities to boost students' emotional skills, classroom well-being, and academic success with practical, age-adaptable strategies. **Content:** Social-emotional learning (SEL) develops students’ ability to understand and manage their emotions, cultivate positive relationships, and make thoughtful decisions. Schools that integrate [SEL into their curriculum](https://orilearning.com/what-is-sels-role-in-developing-self-awareness/) often see increased student focus, better overall well-being, and a more inclusive classroom community. By fostering empathy, self-awareness, and teamwork, these activities create a strong base for personal development, leading to improved academic outcomes and a healthier school environment. Educators exploring [SEL in the classroom](https://orilearning.com/implementing-social-emotional-learning-in-the-classroom/) will find research-backed insights on core SEL skills, and practical, engaging activities to strengthen these skills in students of all ages. This guide also highlights effective ways to integrate SEL consistently, ensuring that students build and reinforce these skills throughout the school year. ## Importance and Impact of Social-Emotional Learning (SEL) on Students Research has consistently shown that students benefit academically and socially when [SEL activities](https://orilearning.com/social-emotional-learning-activities-to-try-in-the-classroom/) are integrated into their school day. For instance, a study by [Yale Medicine (2023)](https://medicine.yale.edu/news-article/new-research-published-in-child-development-confirms-social-and-emotional-learning-significantly-improves-student-academic-performance-well-being-and-perceptions-of-school-safety/) found that students involved in [SEL programs](https://orilearning.com/sel-programs-expectation-vs-reality/) not only perform better academically but also experience improvements in social skills and a stronger sense of school safety. By building skills like empathy, self-awareness, and responsible decision-making, SEL activities give students tools for managing emotions and relationships that are crucial both in and out of school. The [Hechinger Report (2023)](https://hechingerreport.org/proof-points-a-research-update-on-social-emotional-learning-in-schools/) provides further insight, revealing that SEL programs improve school climate overall by enhancing students’ emotional skills. A positive school environment often leads to better academic engagement and reduces behavioral issues, as students feel more connected and secure in their classroom settings. When SEL programs are implemented, students tend to display improved well-being, including less stress and more positive interactions with peers, which contributes to a stronger focus on learning. In sum, SEL isn’t just about “soft skills”—it’s a foundation for both personal and academic growth. Programs that prioritize [SEL equip students with critical skills](https://pmc.ncbi.nlm.nih.gov/articles/PMC6544145/) that directly impact their success across many areas, including school performance, peer relationships, and general mental health. ## Key Components of Effective SEL Activities Effective SEL activities target five core areas: self-awareness, self-management, social awareness, relationship skills, and [responsible decision-making](https://pmc.ncbi.nlm.nih.gov/articles/PMC6544145/), all of which are essential social emotional skills. Research highlights that the best activities are evidence-based and interactive, promoting engagement through hands-on learning rather than passive instruction. This structure allows students to practice SEL skills in real time, which helps solidify learning and makes skills more transferable to [real-life situations](https://pmc.ncbi.nlm.nih.gov/articles/PMC6544145/). A core component of effective SEL programming is consistency. [CASEL (2023)](https://casel.org/fundamentals-of-sel/what-does-the-research-say/) emphasizes that consistent practice, such as including SEL exercises in daily or weekly routines, is essential for fostering these skills over time. Activities that are clear, purposeful, and well-integrated into the school day create familiarity and reinforce skill-building. Moreover, SEL activities work best when they’re adaptable to different age groups and classroom settings, ensuring that students at various developmental stages engage meaningfully. For instance, older students might benefit from more complex problem-solving scenarios, while younger students may respond better to simple storytelling exercises that model [empathy and self-regulation](https://files.eric.ed.gov/fulltext/ED505369.pdf). By using core evidence-based components and adjusting activities to fit student needs, SEL activities can effectively support a broad range of learning goals and environments. ## Self-Awareness Activities Self-awareness activities help students understand their emotions and how these affect their thoughts and actions. Simple tools like reflection journals encourage students to regularly write about their feelings and daily experiences, which helps them build [emotional vocabulary](https://files.eric.ed.gov/fulltext/ED505369.pdf) and identify personal patterns. For young students, this process can be guided with prompts that help them connect their feelings to specific situations, like a positive or challenging event from the day. Another effective self-awareness [activity](https://orilearning.com/self-identity-activities-for-high-school-students-lesson-plan/) is emotion mapping, where students track emotions throughout the school day on a visual chart. This activity enables them to observe how their emotions shift in different situations, which [helps them start to recognize triggers](https://casel.org/fundamentals-of-sel/what-does-the-research-say/) and responses more consciously. For example, students might use colored markers to track feeling “happy,” “frustrated,” or “excited” at different times, helping them see connections between emotions and activities. Both reflection journaling and emotion mapping are adaptable for various age groups. Older students may benefit from more nuanced emotion mapping, noting not just the feeling but also its intensity and related thoughts. These activities serve as practical tools for [building self-awareness](https://pmc.ncbi.nlm.nih.gov/articles/PMC6544145/) and encourage students to become more thoughtful about how they experience and react to their environment. ## Self-Management Strategies Self-management strategies help students regulate emotions, focus, and set achievable goals. In addition to mindfulness and breathing exercises, positive self-talk can be a powerful tool for students to manage their emotions and boost their confidence. Mindfulness and breathing exercises are simple yet effective ways to help students handle stress and improve focus. By practicing brief mindfulness or breathing sessions, students can become more grounded and reduce impulsive reactions, which supports their [overall emotional control](https://hechingerreport.org/proof-points-a-research-update-on-social-emotional-learning-in-schools/). Integrating a few minutes of deep breathing or quiet reflection at the start of class can create a calm environment and prepare students for focused learning. Goal-setting exercises are another key self-management tool. Students can set small, attainable goals—like completing a task by a specific time or participating in class—that build a habit of accountability. [Lawson (2019)](https://pmc.ncbi.nlm.nih.gov/articles/PMC6544145/) emphasizes that goal-setting helps students develop persistence as they break down larger objectives into steps, learning to manage both time and effort effectively. These exercises can be adapted for any age: younger students might work on short-term, daily goals, while older students can focus on longer-term projects. Both of these self-management strategies foster a structured approach to emotional regulation and self-discipline. As students practice managing their stress and setting realistic goals, they build a skill set that benefits them [academically and personally](https://casel.org/fundamentals-of-sel/what-does-the-research-say/). ## Social Awareness Practices Social awareness activities teach students to recognize and empathize with others’ perspectives and experiences. One effective practice is empathy circles, where students gather in small groups and each takes a turn sharing a personal experience while others listen closely without interruption. This practice [builds listening skills](https://medicine.yale.edu/news-article/new-research-published-in-child-development-confirms-social-and-emotional-learning-significantly-improves-student-academic-performance-well-being-and-perceptions-of-school-safety/) and teaches students to consider viewpoints outside their own, a foundational skill in empathy. Empathy circles also help students identify their own emotions as they listen to and reflect on the experiences of their peers. Another impactful activity is diverse perspectives discussions, where students explore stories, media, or experiences from various cultures and backgrounds. This activity [fosters cultural awareness](https://casel.org/fundamentals-of-sel/what-does-the-research-say/) and helps students appreciate the range of perspectives people bring to any situation. For younger students, these discussions might be based on books or stories with characters from different backgrounds, while older students could discuss current events or cultural narratives that reveal different societal experiences. These social awareness activities can be adapted to different age groups and help students develop openness to diversity. By providing space for students to both share their stories and learn from others, these exercises help build a respectful and inclusive classroom culture. Students gain practical experience in understanding others’ emotions, which enhances their capacity to build meaningful, [respectful relationships](https://hechingerreport.org/proof-points-a-research-update-on-social-emotional-learning-in-schools/). ## Relationship-Building Activities Relationship-building activities give students a chance to develop teamwork and communication skills. Group projects with rotating roles are one effective way to practice these skills. By assigning roles such as leader, recorder, or presenter and rotating these roles regularly, students [learn to work cooperatively](https://files.eric.ed.gov/fulltext/ED505369.pdf) and appreciate each team member’s. This approach also gives students a chance to build confidence in different areas of group work and become more adaptable in social settings. Another relationship-building activity is the compliment circle, where students take turns giving and receiving positive feedback. This simple exercise encourages kindness and helps students see the strengths in their peers, which promotes mutual respect and a [positive classroom environment](https://pmc.ncbi.nlm.nih.gov/articles/PMC6544145/). For younger students, the teacher might model how to give specific, meaningful compliments, while older students can be encouraged to reflect on qualities they genuinely admire in others. Both of these activities help create a classroom where students feel valued and connected to one another. They are also highly adaptable: group projects can vary by subject or goal, and compliment circles can be part of a daily or weekly routine. Together, these activities build a foundation for strong peer relationships and encourage an inclusive, [supportive classroom culture](https://casel.org/fundamentals-of-sel/what-does-the-research-say/). ## Responsible Decision-Making Exercises Responsible decision-making activities help students think through choices and understand consequences, reinforcing their social and emotional skills. A common exercise for this is scenario analysis, where students are given [hypothetical situations](https://hechingerreport.org/proof-points-a-research-update-on-social-emotional-learning-in-schools/) that require them to weigh options and consider potential outcomes. This activity helps them practice analyzing consequences and making thoughtful choices, skills they can apply to real-life situations. For younger students, scenarios can be simple, such as choosing how to handle a disagreement with a friend, while older students might tackle more complex situations involving ethical decisions. Another activity is creating classroom agreements, where students collectively establish a set of norms or expectations for behavior. By allowing students to participate in setting the rules, they feel more accountable and invested in following them. According to [Yale Medicine (2023)](https://medicine.yale.edu/news-article/new-research-published-in-child-development-confirms-social-and-emotional-learning-significantly-improves-student-academic-performance-well-being-and-perceptions-of-school-safety/), this collaborative approach reinforces a sense of community responsibility and encourages students to think about how their actions affect others in the group. Both scenario analysis and classroom agreements help students internalize the importance of responsible choices and collective accountability. When students are guided in considering the impact of their decisions, they gain practical skills in managing conflicts and respecting group dynamics. These exercises are flexible and can be tailored to different age [groups or situations](https://casel.org/fundamentals-of-sel/what-does-the-research-say/), making them a valuable addition to any SEL program. Looking for a structured approach? Explore our [SEL curriculum guide](https://orilearning.com/sel-curriculum/) for help choosing the right program. ## Strategies for Implementing SEL Activities Consistently For SEL activities to have a lasting impact, they need to be consistent parts of the school day to effectively develop social emotional skills. Setting up [daily routines that incorporate SEL elements](https://casel.org/fundamentals-of-sel/what-does-the-research-say/), like a quick morning mindfulness exercise or an end-of-day reflection, helps reinforce these skills over time. Regularity is key—when students know to expect SEL moments, they’re more likely to engage fully and integrate these skills naturally into their behavior. Visual cues around the classroom, such as posters highlighting SEL core skills or charts for tracking personal goals, can also reinforce these routines. These cues act as constant, subtle reminders for students to apply [SEL principles](https://files.eric.ed.gov/fulltext/ED505369.pdf) throughout the day. For example, a simple poster showing steps for calming down or tips for conflict resolution can prompt students to independently use these tools when needed. To support consistency, teachers can also model SEL behaviors, showing students firsthand how to handle stress, communicate effectively, or resolve conflicts. Regularly embedding these [SEL strategies](https://orilearning.com/infographic-strategies-for-creating-inclusive-emotional-well-being-programs/) creates a supportive learning environment where students not only practice but also see [SEL skills in action](https://hechingerreport.org/proof-points-a-research-update-on-social-emotional-learning-in-schools/), helping them become second nature over time. ## Bringing Social-Emotional Learning to Life in the Classroom Classrooms that integrate social-emotional learning (SEL) activities help students develop vital social and emotional skills for managing their emotions, making thoughtful decisions, and building meaningful relationships. When students are guided through self-awareness practices, social skills development, and responsible decision-making exercises, they not only gain tools for personal growth but also contribute to a more positive school climate. Research-backed activities, whether through mindfulness routines or group-based empathy exercises, equip students to connect with others and handle life’s challenges with resilience. Consistent SEL practices build a foundation for students to excel both academically and personally. [Ori Learning](https://orilearning.com/emotional-well-being-curriculum/) provides a streamlined solution for implementing SEL activities consistently and effectively. With tools designed to address core [SEL areas](https://orilearning.com/what-does-an-sel-specialist-do/), Ori’s resources enable educators to bring structured, engaging SEL activities into the classroom. Ori’s platform simplifies self-management strategies, like goal-setting and mindfulness, while also fostering group collaboration and empathy through activities focused on social awareness and relationship-building. Each activity is crafted to support student engagement and development, and Ori’s interactive features allow teachers to seamlessly integrate SEL practices within any classroom schedule. Curious about how Ori can support SEL in your classroom? [Request a demo](https://orilearning.com/) to experience Ori’s approach to social-emotional learning firsthand. Explore tools that make SEL accessible, engaging, and adaptable for students at every stage. Try Ori today and see the positive impact it can make on your classroom environment and students’ overall growth. ### More on social emotional learning activities ### What is a social-emotional learning activity? It’s an activity designed to help students recognize and manage their emotions, build positive relationships, develop empathy, and make responsible decisions, focusing on essential emotional skills. Activities often focus on self-awareness, self-management, social skills, and collaborative engagement. ### What are the 5 SEL practices? The core SEL practices are: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, Responsible Decision-Making, all of which are essential social emotional skills. ### What are the activities that can be used for social-emotional development? Activities include reflection journals, mindfulness exercises, empathy circles, group projects with rotating roles, and scenario-based decision-making exercises to help students reflect and build essential [emotional and social skills](https://orilearning.com/emotional-well-being-skills-10-questions-to-ask-in-the-classroom/). ### What are examples of SEL in the classroom? Examples include using emotion mapping charts to help students identify their feelings, practicing mindfulness, engaging in empathy-building discussions, setting personal goals, creating classroom agreements, and conducting team-building projects to foster collaboration and understanding. ### More from Ori [10 SEL Questions to Build Social and Emotional Skills in the Classroom](https://orilearning.com/emotional-well-being-skills-10-questions-to-ask-in-the-classroom/) [7 Engaging Social-Emotional Learning Activities for the Classroom](https://orilearning.com/social-emotional-learning-activities/) [![a handwriting on a piece of paper with an orange background](https://orilearning.com/wp-content/uploads/2024/09/ori_blog_073124_sel-worksheets.png) Social Emotional Learning Worksheets](https://orilearning.com/social-emotional-learning-worksheets/) **Categories:** Classroom Activities --- ### [Effective SEL Strategies That Boost Classroom Engagement](https://orilearning.com/how-effective-social-emotional-learning-strategies-boost-classroom-engagement/) **Published:** November 14, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Unlock student engagement and resilience with proven Social Emotional Learning (SEL) strategies that boost well-being, academic success, and classroom culture. **Content:** Students today are growing up in a world that is fast-paced, highly connected, and filled with unique challenges. From a young age, they are exposed to the pressures of academic performance, social media, and the expectations of an increasingly competitive global economy. This environment can often feel overwhelming, leading to heightened stress, anxiety, and social comparison. Balancing these pressures while maintaining academic and personal well-being is no easy task and requires effective social emotional learning strategies In this context, emotional understanding is more important than ever. Students need to develop resilience, emotional regulation, and empathy to navigate their relationships, manage stress, and stay focused on their goals. Social and emotional learning (SEL) is a proven way to boost student engagement and foster both academic and emotional growth. But how can teachers effectively implement SEL strategies in their classrooms? What are the key factors that make SEL programs successful, and how can schools ensure long-term impact? In this article, we’ll answer these questions and more. We’ll explore social emotional learning strategies that educators can use to enhance classroom engagement, from fostering better communication skills to promoting mindfulness. You’ll also learn about the critical role of teacher well-being in SEL success, and how integrating SEL into daily routines can create lasting benefits. ## **Social Emotional Learning Program Effectiveness: Data and Outcomes** Social-emotional learning (SEL) programs have demonstrated clear benefits across both[ academic success and behavioral outcomes](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0269996). Studies show that well-implemented[ SEL strategies improve students’ performance](https://files.eric.ed.gov/fulltext/ED630375.pdf) in key academic areas like reading, math, and science. On the behavioral side, SEL programs have been linked to reductions in disruptive behavior and emotional distress, while fostering[ positive social interactions](https://files.eric.ed.gov/fulltext/ED630375.pdf) and school engagement. These improvements aren’t just short-term.[ Meta-analyses reveal](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0269996) that the effects of SEL interventions are sustained over time, with follow-up studies confirming long-lasting benefits in both academic achievement and emotional well-being. Furthermore, SEL’s impact appears to be consistent across[ diverse student groups](https://files.eric.ed.gov/fulltext/ED630375.pdf), irrespective of race, socioeconomic background, or location. Although many schools have started using SEL programs to help students build social and emotional skills, these programs are not always effectively implemented. According to research the success of SEL programs, tend to ensures students actively engage with and practice[ social-emotional skills](https://files.eric.ed.gov/fulltext/ED630375.pdf). In short, when SEL is integrated properly, it leads to meaningful improvements in both academic outcomes and students’ overall well-being, making it a powerful tool for educators. ## **Core Components of Effective Social Emotional Learning Strategies** [SEL programs](https://link.springer.com/article/10.1007/s11121-018-0953-y) that work well usually follow a few core principles. The most effective programs are structured around the[ SAFE framework](https://files.eric.ed.gov/fulltext/ED630375.pdf): they are **sequenced**, **active**, **focused**, and **explicit**. - Sequenced means activities are carefully ordered to build skills over time. - Active learning, where students practice skills rather than just hearing about them, is key. - Focused programs concentrate specifically on developing personal and social skills, and explicit programs clearly define and teach those skills. - Effective SEL programs also emphasize the development of active listening skills, which are crucial for effective communication and interpersonal development. Therefore, critical part of making SEL work is training teachers. Successful implementation hinges on whether teachers know how to[ integrate SEL](https://link.springer.com/article/10.1007/s11121-018-0953-y) into their everyday instruction. Ongoing training and mentoring are essential for keeping teachers engaged and ensuring that they can[ deliver SEL content effectively](https://files.eric.ed.gov/fulltext/ED630375.pdf). Without adequate support, even the best-designed programs can fall flat. That’s why incorporating collaborative learning activities can enhance relationship skills, helping students build and maintain healthy relationships through teamwork and social-emotional learning. Additionally, research highlights the importance of[ teachers’ own social-emotional skills](https://files.eric.ed.gov/fulltext/ED630375.pdf). Teachers who manage their own stress and emotions well are more effective in promoting a healthy, supportive classroom environment. Therefore, programs that prioritize teacher well-being have effectively reduced burnout and improved classroom outcomes. That’s why practical social emotional learning strategies to enhance self-management, such as journaling and practicing mindfulness, are also integral to effective SEL programs. Ultimately, the best[ SEL strategies](https://link.springer.com/article/10.1007/s11121-018-0953-y) are those that actively engage both students and teachers in the learning process. ## **Long-Term and Systemic Impacts of SEL** The benefits of social-emotional learning (SEL) go beyond short-term academic gains. SEL programs also foster positive relationships, enabling students to create and maintain beneficial connections with others. Studies show that SEL programs can have long-lasting effects, both academically and emotionally. Because, students who go through well-structured SEL programs continue to show improvements in their[ emotional regulation and social interactions](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0269996) long after the programs end. This lasting impact[ makes SEL a strong investment for schools](https://files.eric.ed.gov/fulltext/ED630375.pdf) looking to foster not only academic achievement but also well-being over time. System-wide integration of SEL is critical for maximizing its effects. When SEL is embedded into the fabric of a school—rather than treated as a stand-alone program—it has a much broader impact. Schools that fully integrate SEL into daily routines and the overall school climate see more significant and sustained improvements in both[ student behavior](https://files.eric.ed.gov/fulltext/ED630375.pdf) and academic outcomes. Integrating SEL into the school fabric promotes social and emotional development, helping students grow emotionally and socially over time. Another key to long-term success is aligning SEL with academic learning. When SEL is woven into the curriculum, it[ improves students’ engagement](https://link.springer.com/chapter/10.1007/978-3-030-85214-6_3) and helps them master academic content more effectively. Overall, SEL works best when it’s not just an add-on, but part of a school’s core mission. This systemic approach makes the positive effects of SEL programs more likely to stick. ## **Global Perspectives and Cultural Adaptation** While much of the research on SEL originates from Western contexts, there’s growing interest in how these strategies apply globally. In countries like Korea, SEL[ programs have been adapted successfully](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0269996), showing positive results in improving social-emotional skills and academic attitudes among students. That means programs that emphasize social awareness help students develop empathy and responsible decision-making skills, which are crucial in diverse cultural contexts. These programs, tailored to fit local cultural values, highlight the flexibility of SEL and its potential for worldwide implementation. Cultural adaptation is key. SEL programs need to align with the[ educational goals and social norms](https://link.springer.com/chapter/10.1007/978-3-030-85214-6_3) of each region to be effective. What works in the U.S. or Europe may not automatically succeed elsewhere without adjustments. For instance, in Korea, SEL has been integrated into ethics education, and researchers have developed curricula that[ blend SEL with core subjects](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0269996) like math and social studies. Internationally, SEL plays a significant role in promoting inclusive education, especially in developing countries.[ Social emotional learning strategies](https://link.springer.com/chapter/10.1007/978-3-030-85214-6_3) help address issues like inequality in education by improving school environments and providing marginalized students—such as girls or children with disabilities—the skills to succeed. This global application of SEL also ties into broader educational goals, such as the United Nations’ Sustainable Development Goal 4, which aims for inclusive and equitable education for all. ## **Challenges and Considerations in SEL Implementation** Despite the proven benefits of SEL, there are common barriers to effective implementation. One of the biggest issues is inadequate training and support for teachers. Many schools adopt[ SEL programs](https://files.eric.ed.gov/fulltext/ED630375.pdf) without offering sufficient professional development, which[ leaves educators underprepared](https://link.springer.com/article/10.1007/s11121-018-0953-y) to integrate SEL into their classrooms effectively. Without the right training and ongoing coaching, even the most well-designed SEL programs can struggle to gain traction. Regular check-ins between educators and students can provide crucial insights into students’ mental health, fostering a supportive environment that enhances both academic performance and overall well-being. Another challenge is a lack of systemic support.[ Successful SEL implementation](https://files.eric.ed.gov/fulltext/ED630375.pdf) requires strong backing from school leadership. Principals and administrators need to be involved, understanding[ the value of SEL](https://link.springer.com/article/10.1007/s10964-024-01942-7) and creating a supportive environment for it to thrive. When leadership is disengaged, SEL programs are less likely to be sustained over the long term. Additionally, there’s a need for continuous assessment. Schools must regularly evaluate the effectiveness of SEL programs by tracking both student outcomes and teacher feedback. If you’re evaluating options, our [SEL curriculum guide](https://orilearning.com/sel-curriculum/) can help you compare programs. This ensures that programs can be adjusted to meet evolving needs and remain relevant over time. In some cases, SEL programs fail to show meaningful results because they aren’t properly tailored to the specific school context or population. Addressing these challenges is crucial for ensuring that SEL programs achieve their full potential. ## **Social Emotional Learning Strategies That Prepare Students for Success** In conclusion, we can say that Social Emotional Learning (SEL) is a fundamental approach to increase student engagement and promote both academic and personal growth. Well-implemented social emotional learning strategies improve classroom behavior, strengthen social interactions, and encourage higher levels of student participation. By integrating SEL into the daily curriculum, schools help students develop important skills such as self-awareness, emotional regulation, and empathy, creating a supportive and positive learning environment. These benefits extend beyond the classroom, preparing students for long-term success in both their academic journeys and personal lives. Thus, these skills are also highly valued by employers and vital for personal well-being. Incorporating social and emotional learning activities into the curriculum helps students develop essential life skills through engaging and interactive methods. [Ori Learning’s platform](https://orilearning.com/) is designed to support diverse learners with features like multilingual translation, text-to-speech, and flexible lesson formats. Whether you’re teaching in person, remotely, or in a hybrid setting, Ori’s tools allow to tailor lessons to meet students where they are.[ Effective social emotional learning strategies](https://orilearning.com/emotional-well-being-curriculum/) should teach kids the validity of all emotions, helping them identify and manage their feelings through methods like emotional reflection exercises and daily journal prompts. With a focus on both SEL and transition skills, Ori Learning’s curriculum ensures that students are ready for the challenges of both school and the world beyond. To stay ahead and learn how to better prepare your students for the future, subscribe to Ori Learning’s newsletter. You’ll receive expert tips, updates on the latest research, and practical resources to help foster resilience, compassion, and success in every learner. Ready to take the next step? Sign up now and start building a brighter future for your students. ## More on Effective Social Emotional Learning Strategies ### What are the 5 C’s of social-emotional learning? The 5 C’s are crucial SEL skills: Critical Thinking, Collaboration, Creativity, Communication, and Curiosity. These help students succeed academically and socially. ### What is an SEL strategy? An SEL strategy is a plan to help students develop social and emotional skills through activities like journaling, mindfulness, and collaborative projects. ### How to apply SEL in the classroom? Apply SEL by incorporating activities like emotional check-ins, group discussions, and problem-solving exercises to support emotional and social growth. ### What are the 4 pillars of social-emotional learning? The 4 pillars are Self-Awareness, Self-Management, Social Awareness, and Responsible Decision-Making, foundational for positive behavior and relationships. ### Related Resources - [hands-on SEL activities](/social-emotional-learning-activities/) - [positive classroom behaviors](/positive-classroom-behaviors/) ### More from Ori [![A man and woman dancing to demonstrate the importance of arts SEL](https://orilearning.com/wp-content/uploads/2022/06/ori_content_blog_sel-drama-1-600x600.png) Why Drama Class and Arts Education Are Vital for Social-Emotional Learning](https://orilearning.com/arts-is-vital-in-middle-school-for-emotional-well-being/) [![Teacher and student experiencing the benefits of SEL](https://orilearning.com/wp-content/uploads/2023/11/ori_blog_06.29.23_sel-strategies.png) 4 Key Benefits of SEL (Social-Emotional Learning) for Students](https://orilearning.com/benefits-of-sel/) [![A special educator is researching teacher burnout on a laptop](https://orilearning.com/wp-content/uploads/2023/10/ori_blog_10.25.23_strategies-to-implement-SEL-A.png) What Is SEL’s Role in Preventing Teacher Burnout & Improving Student Outcomes?](https://orilearning.com/sel-preventing-teacher-burnout-improving-student-outcomes/) **Categories:** Research & Trends --- ### [4 Key Benefits of SEL (Social-Emotional Learning) for Students](https://orilearning.com/benefits-of-sel/) **Published:** November 28, 2023 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Discover four evidence-based benefits of emotional well-being curricula: higher academic gains, fewer behavior problems, better mental health, and long-term success. **Content:** Students who participate in social-emotional learning (SEL) programs score an average of 11 percentile points higher on academic assessments than their peers — that is just one of the measurable benefits SEL brings to K-12 classrooms. This approach provides a framework for students to develop essential life skills, such as empathy, self-awareness, and effective communication, which are crucial for their success in school and beyond. However, some skeptics question the benefits of such programs and their effectiveness in achieving these goals. This article will examine four well-documented benefits of social-emotional learning and present research findings that speak to the efficacy of having a well-crafted [Emotional Well-Being curriculum](https://orilearning.com/emotional-well-being-curriculum/). Key takeaways: - Students who participate in these programs demonstrate on average an **11-percentile point gain in academic achievement** compared to their non-SEL peers. (Durlak et al., 2011) - They exhibit a remarkable **38% reduction in behavior problems** compared to their peers who do not participate in these programs. (Taylor et al, 2017) - They are **less likely to suffer negative outcomes** such as substance abuse, criminal behavior, and mental health issues in their late adolescence and early adulthood. (Jones et al., 2015) - They exhibit significantly **lower levels of depression, anxiety, and stress** than their non-SEL peers. (Payton et al., 2008) ## The 4 Key Benefits of SEL for Students ### 1. Improved academic performance One of the most concrete ways to measure the effectiveness of social-emotional learning curricula is to examine their impact on academic performance. Numerous studies have shown a **strong correlation between such instruction and improved academic outcomes**, highlighting the significance of these programs in supporting students’ growth and learning. For example, a [meta-analysis conducted by Durlak et al. (2011)](https://library.bsl.org.au/jspui/bitstream/1/3563/1/Impact%20of%20enhancing%20students'%20social%20and%20emotional%20learning.pdf) found that students who participated in such programs demonstrated an 11-percentile point gain in academic achievement compared to their peers who did not benefit from this instruction. This notable improvement in academic performance showcases the potential of these curricula to boost students’ success in their academics. This increase in academic performance can be attributed to the development of essential life skills such as problem-solving, decision-making, and goal-setting, which are all fostered through these programs. By **promoting these crucial cognitive skills**, **these programs help students become better equipped to tackle complex tasks** and navigate the challenges they face in school. The same capabilities also underpin independent living and as such play a key role in post-secondary development. Moreover, students with strong social and emotional skills can better manage stress, form healthy relationships, and persevere through difficult situations. This resilience enables them to maintain focus and motivation, which are critical to achieving academic success. ### 2. Reduced behavioral problems Another undeniable proof of the effectiveness of this approach lies in the significant reduction of behavioral problems in students. Students who participate in these programs have **considerably decreased aggression, bullying, and disruptive behaviors in the classroom**, creating a more conducive learning environment for all. In [a study by Taylor et al. (2017)](https://pubmed.ncbi.nlm.nih.gov/28685826/), students who participated in such programs exhibited a remarkable 38% reduction in behavior problems compared to their peers who did not participate in these programs. This noteworthy decrease in problematic behaviors highlights the transformative impact of these curricula on students’ lives. Developing emotional regulation, empathy, and interpersonal skills through social-emotional learning enables students to better manage their emotions and resolve conflicts peacefully. When students learn to **understand and regulate their emotions effectively, they become more capable of interacting positively with their peers**, fostering a sense of belonging and connectedness. Moreover, the benefits of this approach for students extend into developing **crucial conflict-resolution skills**, such as active listening, perspective-taking, and effective communication. By cultivating these abilities, students become more adept at navigating interpersonal challenges and **avoiding escalating tensions** that can lead to disruptive behaviors. ### 3. Enhanced Mental Health and Emotional Well-Being The benefits of SEL on students’ emotional well-being is another critical aspect to consider. Adolescence can be challenging for many young people, with increased pressures and expectations from school, family, and peers. These programs have been shown to promote emotional well-being by **fostering resilience, self-awareness, and self-regulation**, ultimately helping students navigate this challenging period more effectively. In Payton et al.’s (2008) ground-breaking research, [The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students](https://files.eric.ed.gov/fulltext/ED505370.pdf), the authors demonstrated that students who participated in these programs had significantly lower levels of depression, anxiety, and stress than their non-SEL peers. This notable improvement in mental health illustrates the power of social-emotional learning curricula to support academic achievement and contribute to students’ overall well-being. Furthermore, when students feel emotionally supported and have the skills to manage their emotions, they are more likely to engage in their education and succeed academically. This **connection between social-emotional learning and academic success** underscores the importance of incorporating such programs into the educational experience. ### 4. Long-Term Benefits of SEL Finally, the long-term benefits of these curricula offer compelling evidence of their effectiveness, in that the skills developed through these programs continue to positively impact students’ lives long after they leave school. Jones et al. (2015) found that students who had participated in these programs in elementary school were [less likely to experience negative outcomes](https://prevention.psu.edu/publication/early-social-emotional-functioning-and-public-health-the-relationship-between-kindergarten-social-competence-and-future-wellness/) such as substance abuse, criminal behavior, and mental health issues in their late adolescence and early adulthood. Moreover, these students were more likely to achieve **higher levels of education and secure stable employment**, emphasizing the strong connection between social-emotional learning and long-term success in various aspects of life. These programs thus enhance students’ social and emotional skills and provide a solid foundation for personal and professional achievements. The long-term benefits of such programs also extend to the development of healthy relationships, effective communication, and emotional intelligence, which are essential skills for **navigating the complex social dynamics of modern life**. Students who participated in these curricula are better prepared to handle interpersonal challenges and maintain supportive social networks, contributing to their happiness and well-being. ## Frequently Asked Questions About SEL Benefits ### How does SEL impact academic achievement? Students in these programs show an 11-percentile point gain in academic achievement, attributed to enhanced problem-solving, decision-making, and goal-setting skills. ### Can SEL reduce classroom behavioral issues? Yes, Participation in these programs leads to a 38% reduction in student behavior problems by developing emotional regulation, empathy, and interpersonal skills. ### Are there long-term benefits to participating in SEL programs? Long-term benefits include decreased likelihood of negative outcomes like substance abuse and increased chances of achieving higher education and stable employment. ## How to Get Started with SEL in Your Classroom From academic gains and behavioral improvements to stronger mental health and lasting life skills, the research is clear: SEL delivers measurable results at every stage of a student’s development. Schools that invest in evidence-based SEL curricula give their students the tools to thrive both inside and outside the classroom. When [selecting an SEL curriculum](https://orilearning.com/sel-curriculum/), it’s important to consider factors such as ease of implementation and use for educators, learning accommodations for diverse learning styles and cultural backgrounds, as well as the effectiveness of assessment and progress tracking functionalities. Ori Learning’s Emotional Well-Being curriculum offers you a turnkey solution that requires very little special training to operate, 3 instructional delivery modes, as well as translation to over 100 languages to suit the needs of every student in your classroom. Get in touch with us today to take the next step in unlocking your students’ true potential. ### Related Resources - [long-term benefits of SEL](/long-term-benefits-of-social-emotional-learning/) - [SEL benefits for at-risk youth](/benefits-of-sel-for-at-risk-youth/) - [measuring SEL outcomes](/how-to-measure-social-emotional-learning/) ### More from Ori [![A special educator is researching teacher burnout on a laptop](https://orilearning.com/wp-content/uploads/2023/10/ori_blog_10.25.23_strategies-to-implement-SEL-A.png) What Is SEL’s Role in Preventing Teacher Burnout & Improving Student Outcomes?](https://orilearning.com/sel-preventing-teacher-burnout-improving-student-outcomes/) [![What is social emotional learning — a guide for educators](https://orilearning.com/wp-content/uploads/2023/10/Definition-of-Social-Emotional-Learning.png) What Is SEL? A Guide to Social-Emotional Learning](https://orilearning.com/what-is-social-emotional-learning/) [![SEL expectations vs reality visualised with 2 hands holding a thumbs up and a thumbs down respectively.](https://orilearning.com/wp-content/uploads/2023/11/ori_blog_11.13.23_SEL-expectations-reality.png) Social-Emotional Learning: Expectations vs. Reality](https://orilearning.com/sel-programs-expectation-vs-reality/) **Categories:** Emotional Well-being, Instructional Strategies, Research & Trends **Tags:** academic achievement, behavior improvement, education research, emotional well-being, life skills education, SEL benefits, social emotional learning, Student mental health --- ### [Long-Term Benefits of Social Emotional Learning (SEL)](https://orilearning.com/long-term-benefits-of-social-emotional-learning/) **Published:** November 1, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Discover how emotional well-being and SEL boost students' academic performance, mental health, social skills, and long-term success in school and life. **Content:** ### Related Resources - [key benefits of SEL](/benefits-of-sel/) - [how SEL helps at-risk students](/benefits-of-sel-for-at-risk-youth/) - [SEL skills and career success](/how-social-emotional-learning-skills-shape-long-term-career-success/) In today’s fast-moving world, students face a mix of social, emotional, and academic pressures. While schools often focus on grades and tests, there’s a growing understanding that skills like emotional control, empathy, and problem-solving are just as crucial. That’s where the benefits of social-emotional learning (SEL) come in—it gives students the tools to handle their emotions, build better relationships, and make smart decisions, helping them succeed both in school and life. This foundation enhances students’ resilience, self-regulation, and overall mental health, contributing significantly to their emotional development. Such practices lead to positive outcomes, such as improved student self-perception and engagement. ## Academic Performance Improvements SEL has a direct impact on students’ academic achievement, positively influencing various educational metrics such as standardized test scores, attendance, and grades. Studies show that [students participating in SEL programs](https://files.eric.ed.gov/fulltext/ED505369.pdf) show an 11-percentile-point improvement in academic achievement compared to peers without SEL instruction (Durlak et al., 2011). They also perform better on cognitive tests, showing measurable gains on standardized assessments. The enhanced emotional regulation and self-awareness fostered by these programs help students stay focused and manage academic challenges more effectively. Meta-analyses of over 250 SEL programs reinforce these findings, revealing that schools with [high-quality SEL implementation](https://cdn.secondstep.org/static/pdf/committee-for-children-the-case-for-a-comprehensive-approach-to-social-emotional-learning.pdf) see consistently stronger academic gains than schools with weaker programs. This correlation underscores the power of this approach to transform the learning experience, not just emotionally, but academically as well. It is clear that when students are better equipped to handle their emotions and social interactions, their overall school performance flourishes. These benefits aren’t just short-term. The skills developed through such programs, such as perseverance, self-discipline, and effective communication, are key contributors to long-term academic achievement and success. [Integrating these practices into school curricula](https://medicine.yale.edu/neurodevelopment/news-article/new-research-published-in-child-development-confirms-social-and-emotional-learning-significantly-improves-student-academic-performance-well-being-and-perceptions-of-school-safety/) supports a well-rounded approach to education, addressing both emotional well-being and cognitive development. ## Mental Health Benefits of SEL SEL delivers lasting benefits to emotional and mental health, starting in childhood and continuing into adulthood. Students involved in these programs show a significant [reduction in emotional distress, anxiety, and depression](https://files.eric.ed.gov/fulltext/ED505369.pdf). These programs help children build skills like self-awareness and emotional regulation, which lead to a more stable and resilient mental state. The impact of SEL isn’t just limited to childhood. Studies show that the emotional health developed through these programs plays a critical role in maintaining mental well-being later in life. [Adults who participated in SEL ](https://assets.publishing.service.gov.uk/media/5a80dc7240f0b62305b8d8ff/Overview_of_research_findings.pdf)during their school years tend to have lower levels of self-destructive behaviors, such as substance abuse or chronic stress. This lifelong emotional regulation reduces the likelihood of mental health struggles, making [social-emotional learning](https://orilearning.com/coping-strategies-for-students/) a key factor in long-term psychological resilience. One of the standout benefits is the role these programs play in equipping students with coping mechanisms to manage stress and other life challenges. Whether it’s handling social pressures or personal setbacks, the [ability to manage emotions effectively](https://assets.publishing.service.gov.uk/media/5a80dc7240f0b62305b8d8ff/Overview_of_research_findings.pdf) contributes to a healthier, happier life overall. This makes SEL an essential tool for improving mental health outcomes, not just during school but throughout a person’s life. ## Social and Behavioral Development SEL significantly improves social and emotional skills, enhancing responsible decision-making and overall student success. Research shows that these programs [help reduce negative behaviors](https://files.eric.ed.gov/fulltext/ED505369.pdf) like aggression, delinquency, and substance abuse. In fact, research shows significant reductions in aggressive behavior among students in SEL programs. These programs promote positive behaviors by teaching students how to manage their emotions and interactions effectively. SEL also enhances students’ social awareness and relationship skills. These are essential for maintaining healthy relationships both in school and later in life, whether with family, friends, or colleagues. Students learn how to communicate better, resolve conflicts, and empathize with others, all of which contribute to [stronger social connections](https://cdn.secondstep.org/static/pdf/committee-for-children-the-case-for-a-comprehensive-approach-to-social-emotional-learning.pdf). These social skills are key not just in personal relationships, but also in professional settings, as they contribute to long-term success in the workplace. Overall, the social and behavioral benefits go beyond the classroom. Students who develop better social skills are more likely to succeed in their personal and professional lives, as these skills are foundational for building relationships and [navigating social environments](https://assets.publishing.service.gov.uk/media/5a80dc7240f0b62305b8d8ff/Overview_of_research_findings.pdf). ## Impact on School Climate and Safety SEL plays a big role in creating a positive school environment. When schools implement these programs, [students report feeling safer](https://medicine.yale.edu/neurodevelopment/news-article/new-research-published-in-child-development-confirms-social-and-emotional-learning-significantly-improves-student-academic-performance-well-being-and-perceptions-of-school-safety/) and more connected to their school community. A strong sense of safety is fundamental to effective learning, as it helps students feel secure enough to focus and engage fully in their education. Beyond feelings of safety, SEL contributes to a better overall school climate. Schools that embrace these programs often see fewer disciplinary issues. With students [learning to manage their emotions and resolve conflicts](https://cdn.secondstep.org/static/pdf/committee-for-children-the-case-for-a-comprehensive-approach-to-social-emotional-learning.pdf), schools experience reductions in suspensions and disciplinary referrals, leading to a more peaceful, productive atmosphere. Classrooms become places where students and teachers can build stronger, more positive relationships, which also helps reduce behavioral problems. The positive impact on school climate also improves teacher-student dynamics. This approach fosters mutual respect and understanding, making it easier for teachers to manage classrooms and for students to feel supported. In essence, SEL transforms the school environment into one that supports better learning outcomes. ## Benefits of Social Emotional Learning for Educators and Workplace Settings Educators who engage in these practices experience less stress and burnout. With improved [social-emotional skills](https://cdn.secondstep.org/static/pdf/committee-for-children-the-case-for-a-comprehensive-approach-to-social-emotional-learning.pdf), teachers can better manage their classrooms and maintain a positive, engaging environment, leading to better student outcomes and a more manageable workload. This approach helps teachers build stronger relationships with their students, improving classroom dynamics and reducing behavioral issues. In the workplace, social-emotional skills continue to be essential. Employees who developed SEL skills during their education often have better interpersonal relationships, leading to higher job satisfaction and career advancement. These skills—like emotional regulation, empathy, and teamwork—are vital for navigating the complexities of [modern work environments](https://assets.publishing.service.gov.uk/media/5a80dc7240f0b62305b8d8ff/Overview_of_research_findings.pdf). The focus on communication and problem-solving prepares individuals to succeed not only academically but professionally, contributing to a more adaptive and collaborative workforce. Overall, SEL gives both educators and workers the emotional and social tools needed to thrive, reducing stress and promoting better engagement, both in classrooms and in the workplace. ## SEL as a Tool for Equity and Social Mobility SEL plays a critical role in addressing educational inequality and promoting social mobility. These programs help close achievement gaps, especially for students from disadvantaged backgrounds. By focusing on emotional health and self-regulation, SEL offers these students essential skills for overcoming [socio-economic challenges and succeeding in school](https://assets.publishing.service.gov.uk/media/5a80dc7240f0b62305b8d8ff/Overview_of_research_findings.pdf). Children from lower-income families often see significant improvements in both academic and emotional outcomes when exposed to high-quality SEL programs. Beyond immediate academic benefits, SEL has long-term effects on social mobility. The skills developed through These skills—like self-control, perseverance, and resilience—are linked to higher employment rates and better job opportunities later in life. These emotional and social skills help individuals navigate complex social structures, increasing their chances of economic success. By leveling the playing field for students who might otherwise be at a disadvantage, SEL contributes to a more equitable society, providing all students, regardless of background, with the tools they need to manage their emotions and interactions effectively, creating pathways to both academic and career success. ## Broader Lifelong Benefits of Social-Emotional Learning The benefits of social-emotional learning extend far beyond school and work, impacting overall health and well-being throughout life. Individuals with strong social-emotional skills tend to adopt healthier lifestyles. Studies show that [adults who developed social-emotional skills](https://assets.publishing.service.gov.uk/media/5a80dc7240f0b62305b8d8ff/Overview_of_research_findings.pdf) in childhood are less likely to engage in harmful behaviors like smoking, substance abuse, and unhealthy eating, which can lead to lower rates of obesity and other health problems. These healthier choices contribute to better long-term physical well-being. These skills also strengthen personal relationships and family dynamics. The emotional intelligence gained through this foundation—like empathy, communication, and conflict resolution—helps individuals maintain healthier, more [fulfilling relationships](https://files.eric.ed.gov/fulltext/ED505369.pdf), both at home and in their broader social circles. These skills are essential for navigating family life, friendships, and community interactions, contributing to greater life satisfaction overall. Ultimately, this foundation shapes not just academic and professional success, but also a person’s overall quality of life. SEL fosters emotional resilience and better social connections, which are key contributors to long-term happiness and well-being. ## Empowering Students for Lifelong Success Social-emotional learning is more than an academic tool — it is a foundation for lifelong success. SEL helps students thrive emotionally, socially, and professionally, with lasting benefits that span academic performance, mental health, and social skills. These programs prepare students with essential life skills like emotional regulation, empathy, and resilience that not only enhance their school experience but also prepare them for challenges in adulthood. These skills are critical for long-term success, contributing to better outcomes in both personal and professional settings. To implement SEL effectively you need a powerful solution. And here is where [Ori Learning](https://orilearning.com/) is stepping in. Our ready-to-use SEL and transition curricula are designed to help educators foster emotional intelligence and prepare students for college, careers, and community involvement. Not sure where to start? Our [SEL curriculum selection guide](https://orilearning.com/sel-curriculum/) can help. [Ori’s platform](https://orilearning.com/platform/) is user-friendly, with built-in assessments and accessibility features that support students of all abilities. By integrating these practices into daily learning, Ori empowers educators to create a more supportive, emotionally aware environment for students to thrive. Stay ahead in preparing students for the future. **Subscribe to Ori Learning’s newsletter** to stay informed about the latest strategies and tools to equip students for success in college, careers, and beyond. Learn more about Ori Learning’s [Emotional Well-Being curriculum](/emotional-well-being-curriculum/). ### More from Ori [![Teacher and student experiencing the benefits of SEL](https://orilearning.com/wp-content/uploads/2023/11/ori_blog_06.29.23_sel-strategies.png) 4 Key Benefits of SEL (Social-Emotional Learning) for Students](https://orilearning.com/benefits-of-sel/) [![A special educator is researching teacher burnout on a laptop](https://orilearning.com/wp-content/uploads/2023/10/ori_blog_10.25.23_strategies-to-implement-SEL-A.png) What Is SEL’s Role in Preventing Teacher Burnout & Improving Student Outcomes?](https://orilearning.com/sel-preventing-teacher-burnout-improving-student-outcomes/) [![What is social emotional learning — a guide for educators](https://orilearning.com/wp-content/uploads/2023/10/Definition-of-Social-Emotional-Learning.png) What Is SEL? A Guide to Social-Emotional Learning](https://orilearning.com/what-is-social-emotional-learning/) **Categories:** Emotional Well-being, Research & Trends, Skill Building **Tags:** Academic performance, Emotional regulation, emotional well-being, Long-term student success, School Climate, social emotional learning, Student mental health, student resilience --- ### [IEP Accommodations for Autism: 10 Essential Strategies for Students](https://orilearning.com/top-10-iep-accommodations-for-students-with-autism/) **Published:** September 4, 2024 **Author:** Dr. Miriam Gayle (VP of Operations) **Excerpt:** Discover 10 essential IEP accommodations for students with autism—practical strategies, visual supports, sensory adjustments, and social skills to boost learning. **Content:** Students with autism often face unique challenges in the classroom. To give them **equal opportunities to succeed**, Individualized Education Programs (IEPs) outline specific accommodations tailored to their individual needs. This article will explore ten essential IEP accommodations for autism that can significantly improve the learning experience for students with ASD. We’ll explore practical strategies and use real-world examples to guide you in creating inclusive and supportive learning environments for students on the spectrum. ## Visual Supports for Students with Autism Visual supports are key communication tools for many students with autism. They can include pictures, symbols, or written words that help explain information or routines. For students who struggle with spoken language, visuals can be a lifeline. There have been some concerns that visual supports affect a child with autism’s ability to learn language, but no evidence of this has been found in studies. On the contrary,[ many children on the spectrum have been found to start using more language](https://cdd.health.unm.edu/autismportal/wp-content/uploads/2019/10/Visual-Supports-for-Children-with-ASD.pdf) soon after visual supports are introduced in a school or home setting. The types of visual supports used depend on the child’s individual needs. For instance, they may benefit from a visual schedule that shows them what will happen next. Or, they may need help understanding social situations, and visual stories (which break down social interactions into easy-to-follow steps) can be incredibly helpful here. Using visual supports can make the world a bit more predictable and understandable for children with ASD, making them a key component of IEP accommodations for autism. ## Flexible Scheduling [Routines are also often essential for children with autism](https://journals.sagepub.com/doi/abs/10.1177/1088357615587503), especially during their fast-paced, progression-focused school years. Unexpected changes can be overwhelming and stressful. That’s why flexible scheduling is a key accommodation for many students with autism, to make school life easier and less anxiety-inducing. Allowing for flexible scheduling by, say, adjusting class times or break periods, can help create a learning environment that better suits the needs of students with ASD. For example, a student might find it difficult to concentrate after lunch, and a short break or a change of activity could help them refocus. Or perhaps a student needs extra time to transition between classes. Building in a few extra minutes can make a big difference. A great way to effectively implement flexible scheduling in middle school is to create individualized daily schedules with visual supports. This can help students anticipate changes, reduce anxiety, and gain independence.[ A study in Research in Autism Spectrum Disorders](https://www.sciencedirect.com/science/article/abs/pii/S1750946710000930) found that participants began transitioning between classroom activities more independently after being exposed to two types of visual schedules. ## Social Skills Training as an IEP Accommodation Social skills can be a challenge for many students with autism, which is why social skills training is often included in an effective IEP for these students. Teaching students how to interact with others can help them build friendships and improve communication with their peers, in turn increasing their confidence. Social stories are a great way to start. These simple stories break down social situations into easy-to-understand steps and have been[ proven effective at addressing inappropriate behaviors](https://link.springer.com/article/10.1007/s10803-009-0931-0) and improving outcomes when used in general education settings. Peer mentoring and group activities can be beneficial IEP accommodations for high-functioning autism. These students often have strong cognitive abilities but may struggle with social interactions. Group work provides students with opportunities to practice their social skills in a structured environment, while peer mentoring allows them to make one-on-one connections. The desired outcome is that the student develops their empathy, builds friendships, and is better equipped to handle social situations. Remember, social skills are learned, and with patience and practice, students can make significant progress. This makes social skills training one of the key IEP accommodations for autism in middle school. ## Chunking and Scaffolding Tackling large tasks is another common challenge for students with autism due to their overwhelming nature. Breaking down assignments into smaller steps, or “chunking,” can make learning more manageable. Combining this approach with “scaffolding,” which provides support as students learn new skills, can be incredibly beneficial when used in the student’s IEP. Chunking and scaffolding can be tailored to meet a student’s individual learning needs For instance, for a student struggling with a long math problem, chunking would involve breaking the problem down into smaller steps and providing clear instructions, helping the student understand the process better. If the teacher offered hints or examples to guide the student as they worked through each step, this would be scaffolding. Chunking and scaffolding help students build confidence and independence, with proven benefits, especially in reading, literacy, and language development. A study referenced in[ Enhancing Reading Comprehension for Students with Autism](https://fisherpub.sjf.edu/education_ETD_masters/13/) examined the effectiveness of a program using the scaffolding approach along with software to teach various reading skills. The study authors concluded that the students’ ability to construct sentences “enhanced greatly” in a short period. ## Individualized Instructional Strategies Every student with autism is unique, so it’s essential to tailor your teaching methods to their specific strengths and challenges. Individualized instructional strategies, another key IEP accommodation for students with ASD, involve creating a learning plan that fits the student’s needs perfectly. These strategies can vary from student to student, but they have one thing in common: they’re designed to[ support inclusive education for autistic students](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9620685/). Possible strategies include using technology to provide extra support, such as speech-to-text software or visual aids, and adapting teaching styles to match the student’s learning style, whether it’s visual, auditory, or kinesthetic. The goal is to create an environment where the student feels engaged and motivated, and selecting the right strategies for the student in question is an important part of drawing up their IEP accommodations for autism. ## Sensory Accommodations for Students with Autism Sensory overload is common for many students with autism. When creating an IEP plan for a student on the spectrum, consider how you can create a calmer classroom environment to support their ability to learn and focus. This involves reducing sensory distractions, such as noise levels, lighting, and even the feel of furniture, as much as possible. A[ 2023 review on acoustic conditions in classrooms](https://www.ingentaconnect.com/content/ince/incecp/2023/00000265/00000004/art00014) even noted that high levels of reverberation and background noise could lead to a sensory overload in children with autism. While there’s likely not a lot that you can do about the likes of classroom acoustics, you can still make a big difference by implementing small changes to support the particular student’s needs, like using noise-canceling headphones or providing soft seating. IEP accommodations for autism in middle school may also include incorporating sensory breaks throughout the day to help students regulate their senses, feel calmer, and focus better. Some strategies to consider include: - Short periods of physical activity, such as stretching or jumping jacks, to help release energy and improve focus. - Sensory tools like fidget toys or stress balls to provide tactile stimulation. - Playing calming music or using noise-canceling headphones to reduce auditory overload. - Sensory-friendly spaces, such as a quiet corner with soft seating and dim lighting, to offer a retreat from sensory stimulation. ## Peer Mentoring Peer mentoring involves pairing students with classmates who can offer support and guidance, which has been[ proven to help improve social skills and overall well-being](https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0180854). A buddy system can be a great starting point. With this method, you’ll assign a classmate to help a student with autism who may struggle to handle the school environment. You may choose to assign older students to mentor younger ones, offering advice and support. Make sure you choose compatible pairs, and it’s best to “train” the mentors before you begin the system. It’s important that your selected mentors have the necessary knowledge about autism and communication strategies to support their peers effectively. The intended outcome here is that students with autism feel more connected and included in their school community. ## Consistent Routines A predictable school day helps students with ASD feel at ease. When you’re making an IEP for a student who struggles with change, consider how you can establish clear and predictable schedules to help the student feel safe and confident at school. A structured learning environment has been[ proven to improve academic outcomes for students with autism](https://files.eric.ed.gov/fulltext/EJ1230708.pdf); in fact, the provision of structure was reported to be the strongest factor affecting academic attainment for students with ASD. There are a few ways you can reinforce routines, providing a sense of security and reducing anxiety for students on the spectrum, including: - Visual schedules - Timers and countdowns - Physical activities to mark transitions between exercises or classrooms What’s important is that you’re consistent across different classes and teachers to avoid confusion, which could have the opposite of the intended effect and cause more instability and anxiety for the student. While some flexibility is necessary, you should aim to maintain a core structure—and when you do need to make changes, introduce them gradually. ## Behavioral Interventions in Autism IEPs Many students with autism have behavioral challenges, but with the right approach, these challenges can be managed in a school environment. An effective and supportive method of managing challenging behavior is to develop a positive behavior support plan. This plan should focus on identifying the function of the behavior, rather than just the behavior itself. When you understand why a student is behaving in a certain way, you can develop strategies to address the underlying issue. Positive reinforcement is an essential component of a successful behavior support plan. For instance, you could praise a student for staying on task, offer extra recess time for completing assignments, or use a token economy system can motivate positive behavior. A[ 2010 study, “Improving Motivation for Academics in Children with Autism”](https://link.springer.com/article/10.1007/s10803-010-0962-6), found that children with ASD worked faster, and were more interested and less disruptive, when rewards-based motivational components were incorporated into their academic tasks. Consistent reminders and feedback reinforce your expectations. For example, explicitly stating “stay in your seat during independent work time” and providing visual cues can clarify your expectations. Additionally, consistent consequences help you set clear standards and effectively implement your behavior plan. If a student disrupts the class, a logical consequence might be a brief time-out or loss of a privilege. Consistency helps students learn that their actions have consequences and promotes positive behavior. ## Regular Communication with Parents or Guardians It’s important that you have open and frequent communication with the parents, guardians, or carers of the student you’re making the IEP plan for, to create and maintain a consistent approach that benefits the student. You can keep everyone informed about the student’s progress and challenges through regular meetings (which can be conducted via a phone or video call if more convenient), and emails are a great way to share quick updates that don’t require a meeting. It’s essential that you share information about the student’s behavior, academic performance, and social interactions with their guardians. Involving parents in the IEP development process will give you access to the insights and perspectives of the people who know the student best. Building a strong partnership with parents will enable you to create a supportive and collaborative environment that promotes the student’s overall well-being and academic success. Open communication is a two-way street. Encourage parents to share their observations and concerns, as this information can be invaluable in helping you to develop effective support strategies. ## Implementing IEP Accommodations for Students with Autism: Next Steps Implementing these IEP accommodations for autism should enable you to create a more inclusive and supportive learning environment for students with ASD. It’s essential to remember that every student is unique, and the accommodations on their plan should be tailored to their individual needs. Remember, these accommodations aren’t just about helping students with autism; they benefit the entire classroom community. Providing the right support empowers students with autism to thrive in the classroom and beyond, and, importantly, fosters understanding and respect for individual differences amongst everyone in the school environment. [Ori Learning’s Transition curriculum](https://orilearning.com/transition-curriculum/) has been intentionally designed to support students mild-to-moderate learning disabilities in transitioning beyond secondary school. It features built in accommodations like text to speech, text enlargement, and speech-to-text functionalities, ensuring that students can learn and communicate in a way that suits them. Get in touch with us today to take the next step in setting your students up for post-secondary success. ## More on IEP Accommodations for Autism ### What are their specific needs and accommodations for autism? Specific needs and accommodations for autism vary widely from one person to the next. However, common challenges faced by students with autism include difficulty with social interaction, communication, sensory processing, and executive functioning. IEP accommodations for autism focus on providing structure, predictability, and support. This might involve using visual aids, creating sensory-friendly environments, offering flexible scheduling, and providing explicit social skills instruction. ### What are the IEP strategies for autism? IEP strategies for autism involve creating a supportive learning environment tailored to individual needs. This includes using visual aids, flexible scheduling, social skills training, breaking down tasks, personalized instruction, reducing sensory distractions, peer mentoring, establishing routines, behavior management, and strong parent partnerships. Using the correct IEP [accommodations for students with autism](https://orilearning.com/20-5-classroom-modifications-for-students-with-autism/) enables educators to help these students succeed in the classroom and beyond. ### How to accommodate a student with autism? Accommodating a student with autism is about establishing an inclusive learning environment. This starts with understanding their specific needs, then delivering tailored accommodations to support their learning. Remember, each student is unique, so individualized approaches are essential. The goal is to work collaboratively with the student, their family, and other professionals, to create a positive and successful learning experience. ### Related Resources - classroom modifications for students with autism - [how to write SMART IEP goals](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/) - [social skills IEP goals](https://orilearning.com/social-skills-iep-goals-examples/) - [behavior IEP goals](https://orilearning.com/building-successful-behavior-iep-goals-essential-tips-and-examples/) ### More from Ori [![Students with special needs learning together online](https://orilearning.com/wp-content/uploads/2024/01/ori_blog_01.24.24_Online-Learning-for-Students-with-Special-Needs.png) Does Online Learning Work for Special Needs Students?](https://orilearning.com/does-online-learning-work-for-special-needs-students/) [![Two school students benefitting from IEP accommodations](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_03.04.24_conference.png) IEP Accommodations: Best Practices for Successful Implementation](https://orilearning.com/iep-accommodations-best-practices-for-successful-implementation/) [![A student with autism writes in her notebook with ideas for employment after school.](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_02.06.24_autism-employment.png) How Can We Aid the Transition of Students with Autism To Employment?](https://orilearning.com/how-can-we-aid-the-transition-of-students-with-autism-to-employment/) **Categories:** Instructional Strategies --- ### [Best Practices in Special Education: Quick Guide](https://orilearning.com/best-practices-in-special-education-quick-guide/) **Published:** May 3, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Advance special education with evidence-based practices, inclusive strategies, data-driven decisions, and targeted professional development for better student outcomes. **Content:** Special education is a field that demands continuous refinement and adaptation to ensure that every student receives the support they need to thrive. As our understanding of learning differences evolves and new research emerges, it’s crucial for educators to stay informed about best practices and implement them effectively in their classrooms. This comprehensive guide delves into the essential aspects of advancing best practices in special education, offering practical insights and actionable strategies for educators and administrators alike. Key Takeaways: - Incorporating Evidence-Based Practices (EBPs) in special education requires assessing research quality, gradual integration into routines, and adaptation to each student’s unique needs. - School leaders should promote a culture of evidence-based decision-making, allocate resources for EBP implementation, and emphasize the importance of inclusive practices. - Collaboration among all educational stakeholders is crucial for inclusive education, requiring clear communication protocols, respect, and the use of collaborative tools. - Data-driven decision-making enhances special education by identifying student needs, adjusting strategies, and monitoring EBP effectiveness. - Ongoing, tailored professional development is essential for teachers to stay current with best practices and improve their skills in implementing EBPs and collaborative techniques. ## Understanding Evidence-Based Practices (EBPs) and Their Implementation in Special Education Evidence-based practices (EBPs) form the foundation of effective special education. These practices are supported by rigorous research, demonstrating their efficacy in improving student outcomes. It’s important to distinguish EBPs from research-based practices, which have some empirical support but lack the extensive evidence base of EBPs, and recommended practices, which are often based on expert consensus but may not have been systematically evaluated. Implementing EBPs in special education classrooms can be challenging due to various factors such as resource limitations, training needs, and the necessity to adapt practices to diverse student needs. To overcome these challenges, educators should: - Assess the quality and relevance of research supporting EBPs by reviewing study designs, sample sizes, and the generalizability of findings to their specific student population. - Integrate EBPs into classroom routines gradually, starting with small, manageable changes and building up to more comprehensive implementation over time. - Maintain flexibility in adapting EBPs to individual student contexts, considering factors such as learning styles, cultural backgrounds, and co-occurring disabilities. ## Role of Educational Leadership in Advancing Best Practices School leaders play a pivotal role in promoting the use of EBPs and inclusive practices in special education. Effective leadership strategies include: - Fostering a school culture that values evidence-based decision-making and continuous improvement. - Allocating resources, such as professional development opportunities and material resources, to support the implementation of EBPs. - Regularly communicating the importance of EBPs and inclusive practices to staff, students, and families. To operationalize these strategies, school leaders can: - Set up dedicated training sessions and collaborative planning time for teachers to learn about and discuss EBPs. - Establish systems for monitoring the impact of EBPs on student outcomes, such as regular data review meetings and progress reporting. - Celebrate successes and share case studies of effective EBP implementation to reinforce their value and inspire continued efforts. ## Collaborative Approaches for Inclusive Education Collaboration among special education teachers, general education teachers, and other stakeholders is essential for creating inclusive educational environments that meet the needs of all students. Research has consistently shown that collaborative practices lead to better student outcomes, increased teacher satisfaction, and more efficient use of resources. However, effective collaboration can be hindered by various barriers such as time constraints, communication breakdowns, and differences in expertise and perspectives. To overcome these barriers, schools can: - Establish clear protocols and expectations for collaborative meetings, including developing focused agendas and assigning specific roles and responsibilities to team members. - Foster an environment of mutual respect, trust, and open communication where all team members feel valued and heard. - Leverage collaborative tools and technologies, such as shared document platforms and messaging apps, to facilitate ongoing communication and documentation. ## Data-Driven Decision Making in Special Education Data plays a crucial role in informing teaching practices and interventions in special education. By regularly collecting and analyzing data on student performance and progress, educators can: - Identify areas of strength and weakness for individual students and groups. - Adjust teaching strategies and interventions based on student response. - Monitor the effectiveness of EBPs and make data-informed decisions about their continued use. To harness the power of data-driven decision-making, schools should: - Set up comprehensive data collection systems that track both academic performance and behavioral improvements. - Provide training and support for teachers in interpreting and using data to guide their instructional decisions. - Establish a culture of continuous improvement where data is regularly reviewed and acted upon to refine practices and improve student outcomes. ## Professional Development for Sustained Impact Ongoing professional development is critical for ensuring that special education teachers stay up-to-date with emerging best practices and continue to refine their skills. However, traditional “one-size-fits-all” approaches to professional development often fail to address the specific challenges and needs of individual teachers and school contexts. To maximize the impact of professional development, schools should: - Tailor training to the specific demographics, challenges, and priorities of their district or school. - Offer a mix of formal training sessions and job-embedded learning opportunities, such as coaching and mentoring. - Integrate professional development into teachers’ regular schedules in a way that minimizes disruption and maximizes engagement. - Select professional development programs that emphasize practical, hands-on training in EBPs and collaborative practices. ## A Call to Action Advancing best practices in special education is an ongoing process that requires the commitment and collaboration of all stakeholders. By prioritizing evidence-based practices, fostering a culture of collaboration, harnessing the power of data, and investing in targeted professional development, we can create educational environments that truly meet the needs of all students. As special educators and leaders, we have a responsibility to continuously refine our practices and adapt to the evolving needs of our students. By embracing the strategies and insights outlined in this guide, we can take meaningful steps towards ensuring that every student receives the high-quality, individualized support they need to thrive academically, socially, and emotionally. Let us work together to build a future where best practices in special education are not just aspirational goals, but a lived reality in every classroom and every school. A [comprehensive transition solution](https://orilearning.com/transition-curriculum/) can support special education teams in implementing these best practices consistently. ## Sources & Further Reading 1. *[“Unravelling Evidence-Based Practices in Special Education”](https://journals.sagepub.com/doi/10.1177/0022466911420877)*by Bryan G. Cook & Sara Cothren Cook 2. *[“Evidence-Based Practices in Special Education: Current Assumptions and Future Considerations”](https://link.springer.com/article/10.1007/s10566-017-9390-5)* by Jacqueline Russo-Campisi 3. *[Improving Special Education](https://www.dmgroupk12.com/blog/10-best-practices-for-improving-special-education)* by the District Management Journal (DMJ) 4. [*“High-Leverage Practices in Special Education”* ](https://highleveragepractices.org)by the Council for Exceptional Children ### Related Resources - [writing effective IEP goals](/how-to-write-smart-iep-goals-with-examples/) - [FAPE checklist](/fape-checklist-for-special-education/) - [Universal Design for Learning](/what-is-udl-in-special-education/) - [challenges facing special education in 2026](/biggest-challenges-special-education-2026/) **Categories:** Leadership & Admin Strategies --- ### [5 Critical Safety Skills for Transition-Age Students with Mild to Mild-Moderate Disabilities](https://orilearning.com/5-critical-safety-skills-for-transition-age-students-with-mild-to-mild-moderate-disabilities/) **Published:** March 14, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Behavior analyst Shane Spiker outlines five essential safety skills and practical strategies to teach transition-age students with mild to mild-moderate disabilities. **Content:** Introduction [Shane Spiker](https://behaviorlive.com/instructors/shane-spiker1) (PhD, BCBA, IBA, LBA) is a behavior analyst who has been providing services in the field of applied behavior analysis (ABA) since 2010. He has worked with teen and adult learners with autism and other disabilities who exhibit dangerous problem behaviors both at home and in their community. We sat down with Shane to talk about his experience as a behavior analyst and how it applies to safety skills for special education students. He lists five skills that are essential for transition-age students with mild to mild-moderate disabilities to learn in order to stay safe, and he offers some best practices and beginner-friendly resources for new teachers facing these challenges for the first time. ## What are safety skills and why are they important for transitioning students? Simply put, safety skills help people recognize danger and keep away from it. People will sometimes say that safety skills are about avoiding certain situations, when really it’s about knowing how to protect yourself. I see this being an issue with transition-age students, who struggle to understand that they have body autonomy and that they can set boundaries with others, because they lack the relevant knowledge and skills. This is why it’s so important that we teach safety skills. The ultimate goal is to help students stay free from danger physically, psychologically, and emotionally, both as individuals and as members of their community. ## How important are safety skills in the broader context of transition and transition planning? Safety skills are foundational to developing every other transition skill: it’s very difficult to imagine how a student can thrive as an adult without having at least a basic understanding of how to stay safe, whether it be in the classroom, the workplace, or at home. I like to use the example of a learner I worked with once whose family was really insistent on him learning the names of all the planets. While that was useful from an education standpoint, he also suffered from a lack of self-control which led him to frequently inflict inadvertent injuries to his head. So, in terms of general behavior management and safety skills, we should deal with any immediate danger to the student first before we can focus on the academic side of the curriculum. Teaching safety skills for students is not just about personal safety and wellbeing, but that of others and the wider community they belong to. Fostering safe relationships and safe spaces has a huge impact on people’s psychological, emotional, and spiritual wellbeing and contributes towards feeling relaxed, engaged, and happy. ## Can you provide an overview of the behavior strategies around teaching safety skills for students that are commonly cited in academic literature? Behavioral skills training (BST) is probably the main strategy. It combines the theory from behavior analysis with practical exercises to teach learners a whole range of safety skills, from how to navigate relationships safely to how to handle a situation involving a gun. Crucially, BST gives learners an opportunity to rehearse a skill long before it’s ever needed. The training accounts for the different learning styles and provides written, auditory and visual instruction respectively. At the end, learners get to practice what they’ve learned on their own until they get it right, with the guidance of instructors who can address errors and provide feedback on the spot. ## What are five critical safety skills that we should teach transition students with mild to mild-moderate disabilities? 1. **Body autonomy**: Setting the boundary between what is okay and what is not okay for others to do in relation to your body. This includes things like [consent and assent](https://masteraba.com/understanding-assent-and-assent-withdrawal-in-aba/). 2. **Situational awareness**: Being able to identify a potential danger in a given scenario or circumstance, and knowing how to avoid danger if and when it arises (for example identifying exits in a building in the event of an emergency). 3. **Identifying helpers**: Establishing who can be a support in the event that there is a danger or risk. The danger can range from the personal (e.g. running out of money) to the collective (e.g. an earthquake in the region). 4. **Conflict resolution**: The ability to de-escalate a heated conversation or a situation and prevent it from becoming a potential risk to you. 5. **Saying “no”**: Understanding that people won’t always honor or accept your boundaries, and that they might try to even pressure you, and knowing how to navigate those situations. ## What are some challenges that you’ve experienced in teaching safety skills? One of the biggest challenges for me is that it’s hard to engineer naturally occurring scenarios for the purposes of practicing safety skills. What I mean is that you can teach a safety skill like conflict resolution in a classroom and role-play it in a variety of scenarios, but it can’t account for every real-life conflict that the student will encounter: there are situations that we just can’t prepare for. Another challenge is that we have to go in with the understanding that many folks with mild to mild-moderate disabilities present varying levels of impulsivity. Impulsivity becomes a diminished safety skill issue, as it reduces an individual’s ability to make decisions in the interest of their safety. This is something that needs to be addressed early on. Finally, there’s dignity of risk, which concerns a person’s right to make their own decisions and face the consequences of them. When we have someone in our care, we often try to protect them from negative outcomes so that they don’t get hurt. But the truth is that anyone, whether with or without a disability, should be allowed to make some mistakes in order to learn from them. Of course, it should never be to the detriment of their health, so the challenge here is being able to make a judgment about what is or isn’t an acceptable risk. The best way to tackle this as an educator is to simply talk about it openly with your students and educate them: that it’s okay for people to take risks sometimes, but that we have a responsibility to know where the line is and make the right call. ## How do the different stakeholders in a transition plan collaborate and contribute towards the safety of a student? When there are multiple people involved, the first thing I do is to help them tap into the value which everyone in the room shares in common, which is safety. Specifically, we all want to ensure the safety of the person we’re serving and whose transition plan we are making: the student. Once we all agree on safety as a shared value, we can start to define it more granularly: What does safety look like for us? What are our safety concerns? Notice the use of the word “we” and “our” here instead of “I” or “you”, placing the focus on what we can do as a collective. It’s only after establishing our shared interest in the safety of the student and defining the terms that we can start setting goals on the basis of any skill deficits that the student has, and then working towards a comprehensive transition plan. Going through these steps first will facilitate the collaborative process. Remember that, at the end of the day, the parents and teachers know their learners best. My job as a behavior expert is to make a behavioral assessment. The family and team of educators I’m working with are experts on their students, and so ultimately they and the student are in charge of making the final decision. ## For educators who are new to teaching safety skills, what are some recommendations and best practices that you can share with them? **Ask for help**. If you’re new to something, it can never hurt to ask somebody who has done it before for their thoughts on a particular situation. That person should be someone you trust and who you know is going to give you honest feedback. **Know your biases**. Sometimes when we work with folks with disabilities we can be overprotective of them. Recognizing that we have biases and being able to reflect on our feelings about a situation (e.g. “Why is this scenario so stressful for us?”) prevents us from conflating issues or blowing them out of proportion. **Be open to new solutions**. We can go into a transition planning meeting to discuss safety skills for students with a specific idea or concern we want to put forward, but somebody else might have a better idea, or a different idea which we hadn’t thought of. Allow for space to discuss ideas you might not have otherwise considered. ## Can you recommend some beginner-friendly resources that readers can use as a starting point for learning about safety skills for transitioning students? I would recommend people check out the resources from organizations like the [Association for Positive Behavior Support](https://apbs.org/) and [Home and Community Positive Behavior Support Network](https://hcpbs.org/) to learn more about positive behavior support. You can also connect with local law enforcement and find out what their safety strategies are. They usually have programs that help support learners with disabilities in those spaces as well as useful resources such as the [Police-Mental Health Collaboration Toolkit](https://bja.ojp.gov/program/pmhc). There is a great example of one of these programs in Florida, where they recently [introduced legislation](https://www.fox13news.com/news/new-disabilities-registry-may-be-game-changer-for-florida-law-enforcement-agencies) which allows people with special needs or their loved ones to submit information about their disability to a database, which can help local law enforcement identify them more easily and provide more context. [SIECUS (Sex Ed for Social Change)](https://siecus.org/) is an organization that focuses on relationship safety, body safety, and reproductive health. A lot of people that I have worked with will raise the question of sexuality and safety around preventing abuse, so SIECUS is a great resource to explore. Lastly, there’s the [Big Red Safety Box](https://nationalautismassociation.org/big-red-safety-box/), which is provided by the National Autism Association for dealing with wandering, elopement, “running” or fleeing behaviors in folks with autism. It’s provided free-of-charge to families to help educate them and provide them with tools such as a wandering emergency plan and emotion identification cards for the family member with autism. ## Finally, what are your thoughts on the future of safety skills education for transition-age students with mild and mild-moderate disabilities? There’s a growing emphasis on emotional and psychological safety more than it has historically. Physical safety has always been at the forefront, but given what we now know about trauma, psychological wellbeing and psychological safety, I think there will be more discussions around those topics in future. A [daily living and transition skills curriculum](https://orilearning.com/transition-curriculum/) helps educators teach safety skills alongside other critical competencies for independent living. **Categories:** Instructional Strategies **Tags:** Best Practices --- ### [How to Teach Self Awareness](https://orilearning.com/how-to-teach-self-awareness/) **Published:** January 28, 2025 **Author:** Dr. Miriam Gayle (VP of Operations) **Excerpt:** Learn how to teach self-awareness in the classroom with practical SEL strategies, mindfulness practices, and tools that boost students' emotional growth. **Content:** ### Related Resources - [SEL’s role in developing self-awareness](/what-is-sels-role-in-developing-self-awareness/) - [self-esteem questions for students](/7-self-esteem-building-questions-for-students/) Self-awareness can be a game-changer in education, helping students unlock deeper emotional understanding and personal growth. In this article, we’re exploring how to bring this essential skill into your classroom, using practical techniques and proven strategies. If you’re wondering how to teach self awareness, this guide is for you. Read on to learn about the methods that can help students better connect with themselves and their peers, enhancing their learning experience. ## Establishing the Foundation of Self-Awareness in Education Beyond being just a skill, self-awareness is a cornerstone of social-emotional learning (SEL). Helping your students build this quality in students can drive their academic and personal growth. As one of the five core competencies within SEL, self-awareness focuses on understanding emotions, identifying strengths and weaknesses, and recognizing how these influence behavior and decision-making. This practice has been[ proven to significantly improve students’ emotional skills](https://srcd.onlinelibrary.wiley.com/doi/10.1111/j.1467-8624.2010.01564.x?utm_source=chatgpt.com), behavior, and academic performance. A standout example of how to teach self-awareness effectively is the [Self Science curriculum at Nueva Learning Center](https://www.nuevaschool.org/why-nueva/social-emotional-learning). This model integrates emotional recognition and interpersonal understanding into everyday learning. Embedding these principles helps the school’s students develop a stronger connection to themselves and others, essential for a supportive and reflective classroom environment. We can build on these foundations by consistently encouraging our students to explore their emotions. Integrating these practices into daily activities enables you to create an environment where self-awareness becomes second nature. This not only helps students understand themselves better but also strengthens their ability to engage meaningfully with each other. ## Methodologies for Teaching Self-Awareness When it comes to the best methods for how to teach self-awareness, there are a few different approaches to take: ### Building Emotional Vocabulary Teaching your students to articulate their emotions starts with practical tools. One effective method is encouraging them to use structured language like, “I feel… when you… could you please…?” This reduces the likelihood of misunderstandings and helps students communicate clearly among themselves. It has been [proven especially beneficial in handling conflicts.](https://pmc.ncbi.nlm.nih.gov/articles/PMC5961625/?utm_source=chatgpt.com) As you guide your students in adopting this framework, you’ll notice a change in how they handle conflicts. Giving them the language to express their feelings means you’re empowering them to resolve their issues independently and with greater empathy. Over time, this practice helps you establish a classroom culture that’s rooted in respect and understanding. ### Enhancing Metacognition Self-reflection plays a big role in self-awareness. With this in mind, you can introduce activities such as “think-write-pair-share” to teach self-reflection, engaging students in analyzing their thoughts and understanding their learning processes. These encourage students to pause, reflect, and articulate their perspectives, helping to build their cognitive connections. Educators and school leaders like [Starr Sackstein advocate for transitioning students from dependence to independence](https://www.edweek.org/education/opinion-letting-go-of-the-reins-to-allow-for-student-self-advocacy/2013/12). When students practice reflective activities, they gain the tools to assess their actions and make informed decisions, which is key for boosting their self-sufficiency. Encourage your students to regularly evaluate their choices and outcomes, which should help them build a habit of introspection. This, in turn, has the potential to improve their academic performance, preparing them to face future challenges confidently and [achieve career success](https://orilearning.com/how-social-emotional-learning-skills-shape-long-term-career-success/). ### Mindfulness Practices Introducing mindfulness techniques like Breath Focus and Body Scan can help your students tune into their internal states. Using these practices in your classroom has been shown to encourage students to become more aware of physical and emotional cues and [disengage from distracting thoughts](https://www.health.harvard.edu/mind-and-mood/six-relaxation-techniques-to-reduce-stress?utm_source=chatgpt.com), so they can recognize stress and respond more effectively. You don’t have to make major changes to teach self-awareness through mindfulness. Introducing simple exercises to be carried out at the start or end of the day can be enough to help your students center themselves. Over time, these practices will help your students to better manage their stress and maintain their focus, contributing to a healthier learning environment. ### Inquiry-Based Learning And finally, encouraging your students to explore their emotions through inquiry-based learning can deepen their understanding of how their feelings influence their behavior. [Encourage your students to ask questions](https://orilearning.com/emotional-well-being-skills-10-questions-to-ask-in-the-classroom/) like, “Why did I react this way?” [so they’ll link their emotions to actions](https://www.researchgate.net/publication/283612147_Teaching_emotional_self-awareness_through_inquiry-based_education?utm) and become better at managing them. You can incorporate these methods into discussions or journaling activities, inviting your students to explore their thoughts and develop their critical thinking skills. As they connect emotions to outcomes, they’ll gain a clearer understanding of how their choices shape their experiences. Want more tips on enhancing self-awareness in the classroom? Sign up for our newsletter to stay updated with the latest strategies and insights from Ori Learning. ## Cultivating an Environment Conducive to Self-Awareness Knowing how to teach self-awareness is one thing, but how do you create the right learning environment for your teaching approaches to be effective? To cultivate an environment that encourages your students to develop their self awareness, focus on establishing the following: ### Safe Spaces for Expression Your students need a supportive environment to express their emotions and thoughts. An example of effective implementation of safe spaces for self-expression is at Southwest Leadership Academy, which has introduced structured SEL weeks to create opportunities for students to share openly and practice self-awareness without worrying about being judged. To create this kind of space in your classroom, you should start with active listening and validation. When your students feel heard, they’re more likely to open up and engage with the self-awareness activities you plan to introduce. Establishing clear norms around respect and confidentiality should further reinforce their trust. ### Emotional Literacy as a Daily Practice Daniel Goleman, renowned for his work on emotional intelligence, emphasizes [modeling emotional literacy in the classroom](https://www.mindful.org/daniel-goleman-we-should-be-teaching-emotional-literacy-in-schools/?utm_source=chatgpt.com). Teachers who demonstrate empathy and take responsibility for their emotions set a powerful example. [The Self Science program](https://www.academia.edu/84970308/Educating_people_to_be_emotionally_intelligent?utm) integrates these principles, encouraging students and educators to prioritize their emotional understanding. You can model these behaviors as you teach self-awareness by sharing your own reflections or acknowledging when emotions influence your actions. Being transparent with your students will help them to see self-awareness as a lifelong skill rather than a one-time lesson. ### Gradual Independence Scaffolding is another practice that can be extremely helpful in encouraging students to take charge of their learning. Providing structured support initially and gradually reducing the support you offer is an effective way to help your students build confidence and self-awareness For example, you could start with guided reflections and slowly transition to student-led discussions. This allows your students to develop their voice and take ownership of their learning journey. ### Goal-Setting Techniques [Sanée Bell’s coaching strategies](https://ascd.org/el/articles/creating-a-culture-of-feedback?utm_source) encourage students to visualize success, and this is something else that you can consider adopting in your classroom. Encouraging your students to set clear, achievable goals helps them develop a sense of ownership over their progress. These techniques offer a good way to build self-awareness and [prepare your students for lifelong learning](https://orilearning.com/author/tess_hileman/). Encourage your students to revisit their goals regularly and adjust them as needed. This reinforces the idea that self-awareness is dynamic and evolves with experience. ### Equity and Leadership Dr. Bell’s leadership model highlights how self-awareness helps promote equity, and there are numerous ways to promote equity when you’re considering how to teach self-awareness. When you and your students reflect on your biases and actions, you have the opportunity to create more inclusive spaces, benefiting everyone in the classroom. Prioritizing self-awareness in your teaching practice means you’re contributing to a culture of equity and understanding. This offers two benefits in one: it enriches the classroom experience and prepares your students to engage thoughtfully with the world. ## Evaluation and Feedback Mechanisms Evaluation and feedback are an important part of teaching self-awareness. In this section, we’re breaking down the different evaluation and feedback mechanisms you have at your disposal when introducing self-awareness into your teaching practices. ### Self-Assessment Tools Using data-informed assessments allows your students to evaluate their progress. Lessons adapted from the ESL/ELL framework show how modifying traditional evaluation methods can improve students’ self-awareness So, how can you implement self-assessment tools in your learning environment and effectively teach self-awareness? A good option is to encourage your students to use rubrics or reflection prompts to assess their work. This helps them identify their strengths and areas for growth, making the evaluation process more meaningful. ### Mindfulness Outcomes [Research on mindfulness programs](https://pmc.ncbi.nlm.nih.gov/articles/PMC7511255/?utm) demonstrates their measurable benefits, including reduced stress and improved self-regulation. These findings show us the value of incorporating mindfulness into your teaching and classroom evaluation practices. You can track these outcomes by encouraging your students to keep journals or making time for regular class discussions. Your students can gain valuable insights by observing changes in their behavior or focus, and you can use this feedback to [learn a lot about the effectiveness of your implemented activities](https://orilearning.com/how-to-measure-social-emotional-learning/). ### Reflection Activities Reflection activities enhance students’ metacognitive skills, allowing them to think critically about their learning experiences. These activities are [effective across diverse educational settings](https://pmc.ncbi.nlm.nih.gov/articles/PMC10228263/?utm_), making them a versatile tool for educators. An easy way to incorporate reflection into your students’ daily routines is by asking them to share one insight or question at the end of a lesson. This encourages them to practice continuous self-awareness and helps them understand the value of introspection. ### Constructive Feedback You shouldn’t be surprised to hear that feedback is essential for growth. Daniel Goleman and other experts emphasize the importance of making feedback actionable, helping students and educators refine their approaches over time When you’re providing feedback, there are right and wrong approaches to take. For your feedback to be the most effective, focus on your students’ specific behaviors or outcomes rather than general traits. This should ensure that your students understand what to improve and how to achieve it. Ready to look deeper into self-awareness techniques? Subscribe to our newsletter for expert guidance and practical tools delivered straight to your inbox. ## Overcoming Challenges in Teaching Self-Awareness As with any teaching practice, helping your students to learn and understand the importance of self-awareness comes with its share of challenges. When you’re learning how to teach self-awareness, it’s essentially that you consider these as you prepare to implement new practices. To prepare you for these, we’ve shared some of the key hurdles you might face, and, importantly, how to overcome them. ### Addressing Resistance You’ll likely find that some of your students resist self-awareness activities due to ingrained habits. You can encourage them to open up by creating relatable exercises and showing the immediate benefits of when you teach self-reflection. For instance, you might try linking self-awareness to goals that matter to students, such as improving their friendships or doing well on an upcoming test. This makes the practice more engaging and relevant to their lives. Encouraging students to open up may take a while, so have patience! ### Improving Emotional Literacy Programs Poorly implementing emotional literacy programs can also cause you to face common issues. The [William T. Grant Foundation](https://wtgrantfoundation.org/grants/social-and-emotional-learning?utm_source=chatgpt.com) stresses the need to use research to guide educational policies and practices, with the aim of reducing inequality and improving the effectiveness of programs. The quality of your teaching will influence the success of social and emotional learning (SEL) programs. If you’re comfortable discussing emotions and modeling emotional competence, you can create a more effective learning environment. Focusing on practical strategies and establishing supportive environments is the best approach to making self-awareness an integral part of your classroom. If you know how to address or avoid challenges in implementing self-awareness teaching, you’ll be all set to improve academic outcomes and prepare your students for life beyond school. The most effective way to overcome these challenges is to collaborate with other educators. Share your successes and setbacks and work on creating a collective knowledge base, helping everyone refine their approaches and achieve better outcomes. ### More on How to Teach Self-Awareness ### What is self-awareness, and why is it important in education? Self-awareness is the ability to understand and analyze your emotions, thoughts, and behaviors. In education, it helps students manage their emotions, build empathy, improve their decision-making, and [implement positive classroom behaviors](https://orilearning.com/positive-classroom-behaviors/), all of which will help them succeed in academic and social settings. ### How can educators integrate self-awareness into the curriculum? Educators who want to know how to teach self-awareness can teach self-reflection, and use mindfulness exercises, and role-playing scenarios to introduce self-awareness into the curriculum. These allow students to explore their emotions and develop emotional literacy skills essential for academic and personal growth. ### What are some examples of tools for teaching self-awareness? Examples of tools for teaching self-awareness include structured language tools like the “I Feel…” framework, mindfulness practices such as Body Scan and Breath Focus, and reflective exercises like “think-write-pair-share.” These help students articulate and regulate their emotions effectively. ### What are the challenges of teaching self-awareness? The most common challenges of teaching self-awareness include student resistance, lack of familiarity with reflective practices, and institutional focus on standardized testing. Gradually implementing new practices, teacher training, and demonstrating the link between self-awareness and academic success should help you to overcome or even avoid them. ### How can mindfulness improve self-awareness in students? Mindfulness helps improve students’ self-awareness when you teach self-awareness, encouraging them to focus on the present moment, recognize their emotional triggers, and manage stress. Exercises like deep breathing and guided body scans can encourage their emotional and physical self-advocacy. ## How to Teach Self-Awareness: New Steps Teaching self-awareness is an ever-evolving process that you’ll need to adapt to new research and diverse classroom needs. By advancing our efforts to introduce self-awareness teaching practices in the classroom, we create not only better students but also empathetic, resilient individuals ready to excel in life. Learn more about Ori Learning’s [school-based emotional well-being program](/emotional-well-being-curriculum/). **Categories:** Skill Building --- ### [Self-Awareness SEL Activity: The Split-Self Portrait Art Exercise](https://orilearning.com/foster-emotional-well-being-with-our-self-awareness-activity-split-self-portrait/) **Published:** February 4, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Boost students' emotional well-being with the Split-Self Portrait self-awareness activity—creative SEL lesson fostering identity exploration and introspection. **Content:** # **Foster Emotional Well-Being with Our Self-Awareness Activity: Split-Self Portrait** Our **Split-Self Portrait Activity** is designed to enhance students’ self-awareness by encouraging them to explore the contrast between how they perceive themselves and how the world views them. This creative, reflective exercise empowers students to deepen their emotional well-being, promoting introspection and self-understanding. With this activity, educators can guide students through a meaningful exploration of identity, encouraging personal growth and emotional insight. - **Encourage Self-Reflection**: Help students express their inner thoughts and feelings through a blend of words, art, and imagery that visually represents their self-perception. - **Creative Expression**: Students can utilize various mediums—from drawings to magazine cutouts—to craft a portrait that represents both their internal and external selves. - **Boost Emotional Intelligence**: By engaging with this activity, students develop a stronger sense of self-awareness, an essential component of emotional intelligence that fosters resilience and self-regulation. Transform your classroom into a space of personal growth and emotional well-being. Fill out the form to receive your copy of the **Split-Self Portrait Activity** and inspire your students to better understand themselves and their emotions. ## Download Your Free SEL Integration Lesson Plan ![a smiling boy in a blue background](https://orilearning.com/wp-content/uploads/2024/10/ori_blog_091724_pdf-SEL-worksheet-split-self-portrait-768x363.png "ori_blog_091724_pdf-SEL-worksheet-split-self-portrait – Ori Learning – Ori Learning") More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Classroom Activities, Emotional Well-being, Skill Building **Tags:** creative expression, Emotional Intelligence, emotional well-being, identity exploration, SEL lesson plan, self-awareness activity, self-reflection, self-reflection exercise, split-self portrait, student identity, student self-reflection --- ### [How Social & Emotional Skills Shape Long-Term Career Success](https://orilearning.com/how-social-emotional-learning-skills-shape-long-term-career-success/) **Published:** November 18, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Discover how social-emotional learning (SEL) programs boost student well-being, academic performance, and long-term career success, plus implementation tips. **Content:** ### Related Resources - [long-term benefits of social-emotional learning](/long-term-benefits-of-social-emotional-learning/) - [transition services guide](/transition-services-a-comprehensive-guide-for-special-education-leaders/) In an ever-evolving world, success extends far beyond academic achievement, requiring skills that help individuals navigate complex social and emotional landscapes. A well-structured social emotional learning curriculum is essential for nurturing these skills and ensuring they are effectively integrated into students’ lives. This article dives into the role of social-emotional learning (SEL) in shaping not just academic outcomes but long-term career success and personal growth. Readers will discover how SEL programs build key skills like self-awareness, relationship-building, and responsible decision-making, and how these competencies continue to benefit students throughout their lives. The article also covers practical strategies for implementing SEL in schools, the measurable impacts it has on students, and the challenges educators face in fully integrating these programs into curricula. By the end, you’ll understand why SEL is a vital investment for future-ready students and schools alike. ## Overview of Core Components in Social and Emotional Learning Programs Social-emotional learning (SEL) focuses on developing five key social and emotional skills: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These skills are foundational for helping students understand and manage their emotions, build positive relationships, and make good choices: - **Self-Awareness**: This involves students recognizing their emotions, strengths, and limitations. It helps them build confidence and [develop a realistic understanding of themselves](https://pmc.ncbi.nlm.nih.gov/articles/PMC6544145/). - **Self-Management**: Focuses on managing emotions and behaviors effectively, such as controlling impulses and working towards goals. - **Social Awareness**: Empathy and understanding others’ perspectives are central here. It involves recognizing social norms and appreciating diversity. - **Relationship Skills**: These skills help students establish and maintain healthy relationships. It covers teamwork, active listening, and conflict resolution. - **Responsible Decision-Making**: This skill involves making thoughtful choices about behavior and [social interactions](https://pmc.ncbi.nlm.nih.gov/articles/PMC9231796/), considering the well-being of oneself and others. These five competencies guide evidence-based SEL programs in schools, offering a framework for integrating social and [emotional growth with academic learning](https://pmc.ncbi.nlm.nih.gov/articles/PMC6544145/). By focusing on these skills, SEL programs aim to create a balanced approach that benefits students both inside and outside the classroom. ## Measurable Benefits of SEL in Schools Social-emotional learning (SEL) has been shown to boost students’ academic performance. [Research from Yale](https://medicine.yale.edu/news-article/new-research-published-in-child-development-confirms-social-and-emotional-learning-significantly-improves-student-academic-performance-well-being-and-perceptions-of-school-safety/) highlights how SEL programs improve students’ grades and test scores while fostering a sense of safety within the school environment. Schools that effectively implement SEL often see students more engaged in their learning, which leads to better academic outcomes. Beyond academics, SEL significantly enhances emotional well-being. Programs that emphasize emotional regulation help students manage stress and anxiety, leading to a more [positive school experience](https://hechingerreport.org/proof-points-a-research-update-on-social-emotional-learning-in-schools/). Improved emotional skills translate into healthier peer interactions and fewer disciplinary incidents. These improvements contribute to a positive school climate, fostering a supportive and nurturing educational environment. SEL also supports social behavior improvements, such as increased cooperation and empathy among students. This creates a [more inclusive and supportive classroom environment](https://medicine.yale.edu/news-article/new-research-published-in-child-development-confirms-social-and-emotional-learning-significantly-improves-student-academic-performance-well-being-and-perceptions-of-school-safety/), contributing to overall school climate improvements. These benefits, when combined, help create a balanced educational experience that supports students’ development in and out of the classroom. ## Long-term Impact of SEL on Students The positive effects of social-emotional learning (SEL) extend well beyond the classroom. A meta-analysis of over 200 studies found that students in SEL programs continue to benefit years later, with improvements in social skills, reduced emotional distress, and [lower rates of problem behaviors](https://hechingerreport.org/proof-points-a-research-update-on-social-emotional-learning-in-schools/). These skills help students manage challenges like stress and peer pressure during their school years and beyond, while also understanding and improving their personal behavior. SEL also contributes to better life outcomes, including higher rates of high school graduation and college attendance. The ability to understand and manage emotions, make thoughtful decisions, and maintain positive relationships supports students in navigating the complexities of academic and social life, leading to better success in higher education and the workforce. There are economic benefits as well. Research suggests that investing in SEL can result in long-term savings by reducing future costs associated with [mental health services and interventions](https://casel.org/fundamentals-of-sel/what-does-the-research-say/). The development of emotional resilience and problem-solving skills can reduce the likelihood of more costly interventions later in life, making SEL a valuable investment for schools and communities. ## The Role of SEL in Building Long-Term Career Success [Social-emotional learning](https://orilearning.com/emotional-literacy-and-sel/) (SEL) lays the foundation for long-term career success by developing essential social emotional skills. By developing emotional intelligence, students who engage with SEL are better equipped to navigate the interpersonal dynamics of the modern workplace. They excel in teamwork, empathy, and conflict resolution, all of which are key to thriving in collaborative environments. Furthermore, the self-management skills fostered by SEL help individuals stay organized, resilient, and adaptable to changing job demands, making them valuable assets in any professional setting. [Employers are increasingly looking for soft skills](https://casel.org/fundamentals-of-sel/what-does-the-research-say/) alongside technical abilities, and SEL addresses this growing demand. Graduates who have honed their SEL competencies tend to have stronger problem-solving abilities, better emotional regulation, and a greater capacity for leadership. These attributes don’t just make for better employees – they also lead to career longevity and advancement opportunities, as individuals who can manage stress and build relationships tend to rise through the ranks faster. SEL ultimately prepares students for a workforce where [emotional intelligence](https://pmc.ncbi.nlm.nih.gov/articles/PMC6544145/) is just as crucial as technical know-how. By focusing on SEL, students not only set themselves up for academic achievement but also gain the tools needed for long-term professional growth. Investing in these skills early provides a significant career advantage. ## Best Practices for Implementing SEL Programs For social-emotional learning (SEL) to be effective, it must be seamlessly integrated into everyday classroom routines. Successful programs avoid treating SEL as a separate subject; instead, they embed it within core activities like group projects, role-playing exercises, and class discussions ([NCBI, 2019](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6544145/)). This approach helps students practice skills like empathy and self-regulation in real-time, making these concepts more tangible and relevant. Teacher training is a critical factor in the effectiveness of SEL programs. Educators need professional development to model and reinforce [SEL skills consistently](https://medicine.yale.edu/news-article/new-research-published-in-child-development-confirms-social-and-emotional-learning-significantly-improves-student-academic-performance-well-being-and-perceptions-of-school-safety/). Training can include strategies for conflict resolution, managing classroom dynamics, and guiding students through their emotions. This helps create a consistent, supportive environment that benefits all students. Additionally, tailoring SEL programs to the local context enhances their effectiveness. Schools that adapt SEL content to reflect the cultural and social realities of their student body often see [better engagement and outcomes](https://pmc.ncbi.nlm.nih.gov/articles/PMC9231796/). Tailoring SEL programs to reflect the diverse backgrounds of students ensures that the content is relevant and inclusive, fostering a sense of belonging and community. This ensures that the program feels relevant and inclusive, fostering a sense of belonging and community among students. Adapting content allows schools to address the specific needs and challenges of their unique student populations. ## Challenges in Implementing SEL Programs Implementing social-emotional learning (SEL) programs in schools faces several hurdles. One of the biggest challenges is the inconsistency in program quality. While some schools adopt evidence-based models, others may implement programs that lack the same rigor, leading to varying levels of success ([Hechinger Report, 2023](https://hechingerreport.org/proof-points-a-research-update-on-social-emotional-learning-in-schools/)). This inconsistency can result in uneven benefits for students, making it harder to measure the true impact of SEL across different schools. Funding is another significant barrier. Many schools struggle to secure the resources needed for comprehensive SEL training and materials. Even though [SEL programs can provide long-term benefits](https://casel.org/fundamentals-of-sel/what-does-the-research-say/), initial costs for training teachers and purchasing resources can be prohibitive. Without sufficient funding, programs may be implemented in a limited capacity, reducing their overall effectiveness. Resistance from educators and parents can also slow SEL adoption. Some believe that focusing on SEL might take away time and resources from traditional academic subjects. This can create pushback, even though research shows that [SEL supports academic gains](https://medicine.yale.edu/news-article/new-research-published-in-child-development-confirms-social-and-emotional-learning-significantly-improves-student-academic-performance-well-being-and-perceptions-of-school-safety/). Addressing these concerns through clear communication about the benefits of SEL is essential for broader acceptance and success. ### More On Social Emotional Learning Skills ### What are the 5 core skills of social emotional learning? The 5 core skills are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These help students understand emotions, build relationships, and make thoughtful choices. ### What are examples of social-emotional skills? Examples include managing emotions, showing empathy, working well in teams, resolving conflicts, and making responsible choices. These skills help in personal interactions and overall emotional well-being. ### What are the 4 pillars of social emotional learning? The 4 pillars are self-awareness, social awareness, self-management, and responsible decision-making. These provide a foundation for understanding oneself, interacting with others, and making positive choices. ### What are the 5 standards of social emotional learning? The 5 standards are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These guide SEL programs, ensuring students develop emotional intelligence and interpersonal skills. ## Unlock the Full Potential of SEL with Ori Learning As research shows, social-emotional learning (SEL) can transform students’ academic performance, emotional well-being, and long-term success. Implementing high-quality SEL programs can be a challenge, but with the right tools, schools can overcome those barriers. Ori Learning provides a comprehensive solution through its online platform that integrates SEL and transition curricula into a user-friendly experience. Designed with both teachers and students in mind, [Ori Learning’s platform](https://orilearning.com/platform/) makes it easy to integrate SEL into everyday classroom activities. It provides structured lessons and tools that address key SEL competencies, helping students develop crucial life skills while ensuring that educators have the support they need. This approach helps create a consistent, engaging SEL experience, tailored to the diverse needs of every classroom. If you’re ready to see how Ori Learning can support your school’s SEL goals, consider scheduling a demo. Experience firsthand how Ori’s platform can make SEL a seamless part of your curriculum, empowering students to thrive both in and out of the classroom. Learn more about Ori Learning’s [emotional well-being lessons](/emotional-well-being-curriculum/). **Categories:** Emotional Well-being, Research & Trends, Skill Building **Tags:** career success skills, Relationship Skills, responsible decision-making, SEL Curriculum, SEL implementation, self-awareness, social emotional learning, student well-being --- ### [Creating an Effective Classroom Behavior Plan a Step-by-Step Guide for Teachers](https://orilearning.com/creating-an-effective-classroom-behavior-plan-a-step-by-step-guide-for-teachers/) **Published:** December 2, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Build an effective classroom behavior management plan with clear expectations, positive reinforcement, and tech tools to create a focused, inclusive learning environment. **Content:** ### Related Resources - [SEL vs. PBIS](/what-is-the-difference-between-sel-pbis/) - [social cues IEP goals](/developing-social-cues-iep-goals-your-guide-with-detailed-examples/) Managing classroom behavior through a comprehensive behavior management plan is one of the most crucial skills for creating a space where both teaching and learning can flourish. A well-structured behavior plan isn’t just a tool for maintaining order; it’s a foundation for building trust, encouraging student accountability, and maximizing instructional time. From defining clear expectations to utilizing innovative tools like classroom apps, the strategies available today empower teachers to navigate behavioral challenges with confidence and consistency. This guide provides a step-by-step approach to crafting an effective classroom behavior plan. It dives into methods for assessing student needs, establishing actionable rules, applying logical consequences, and leveraging technology to streamline management. Along the way, educators will uncover practical insights and evidence-backed techniques to ensure their classroom remains both productive and inclusive. Whether you’re a seasoned teacher or just starting out, the knowledge shared here will equip you to foster a harmonious and engaging learning environment. ## Understanding the Importance of a Classroom Behavior Management Plan When it comes to keeping a classroom on track, having a behavior plan is non-negotiable. Without a classroom behavior management plan, chaos can take over, and learning gets sidelined. Research backs this up: clear rules and expectations lead to fewer disruptions and [better focus for students](https://files.eric.ed.gov/fulltext/EJ976654.pdf). It’s about creating a space where everyone knows what’s expected—and what happens if they don’t meet those expectations. The connection between good behavior management and academic success is solid. A well-implemented plan doesn’t just keep students in line; it supports their learning. [Effective behavior plans](https://files.eric.ed.gov/fulltext/EJ1137898.pdf) can significantly reduce time lost to distractions, giving teachers and students more time to focus on lessons. It’s not just about control—it’s about enabling success. Behavior plans also play a key role in building relationships. When students see consistency and fairness in how rules are applied, they’re more likely to trust their teacher. That trust becomes the foundation for better [engagement and cooperation in the classroom](https://ceedar.education.ufl.edu/wp-content/uploads/2015/11/Behavior-Management-tier-two-and-three-strategies.pdf). In short, a good behavior plan isn’t just a management tool—it’s a cornerstone of a functional, positive classroom environment. ## Foundations of an Effective Behavior Plan ### Setting Clear and Specific Expectations Clarity is king when it comes to behavior rules. Developing clear classroom procedures for tasks such as asking questions and managing assignments can prevent misbehavior and enhance efficiency. Students need to know exactly what’s expected of them, and those expectations must be easy to understand and follow. Research shows that clearly stated rules lead to [better compliance](https://files.eric.ed.gov/fulltext/EJ976654.pdf) and fewer misunderstandings. For example, instead of saying, “Be respectful,” try something more specific, like, “Raise your hand before speaking.” Specificity matters. Alignment with school-wide expectations can also amplify the impact of your behavior plan. When classroom rules mirror broader school norms, students experience a consistent structure across their day, which [boosts their ability](https://ceedar.education.ufl.edu/wp-content/uploads/2015/11/Behavior-Management-tier-two-and-three-strategies.pdf) to follow through. ### Positive Reinforcement Strategies for Positive Behavior Positive reinforcement isn’t just about handing out gold stars. It’s about encouraging positive behavior by catching students doing the right thing and ensuring that behavior sticks. Research confirms that frequent, specific acknowledgment of good behavior can drastically improve the [classroom environment](https://files.eric.ed.gov/fulltext/EJ976654.pdf). Examples include verbal praise (“Great job staying focused during that [activity](https://orilearning.com/self-identity-activities-for-high-school-students-lesson-plan/)!”) or small rewards like extra recess time. Token economies, where students earn points or tokens for [positive behaviors](https://orilearning.com/positive-classroom-behaviors/) that can be exchanged for rewards, are another evidence-backed strategy. These systems are flexible and can be tailored to suit your [classroom needs](https://ceedar.education.ufl.edu/wp-content/uploads/2015/11/Behavior-Management-tier-two-and-three-strategies.pdf). ### Consistency in Implementation Rules and reinforcements won’t mean much if they’re applied inconsistently, which is why an effective behavior management plan is crucial. Students quickly pick up on mixed signals, which can erode trust and disrupt the classroom flow. [Consistent implementation](https://files.eric.ed.gov/fulltext/EJ976654.pdf)—responding to behaviors the same way every time—is a cornerstone of effective management. Case studies show that classrooms with consistent management strategies see reduced [behavioral issues](https://files.eric.ed.gov/fulltext/EJ1137898.pdf) and better overall engagement. Consistency is the glue that holds an effective behavior management plan together. ## Steps to Develop a Classroom Behavior Plan ### Conducting a Classroom Assessment Before setting up a behavior plan, we need to know what we’re dealing with: - Observe students and identify common [behavioral patterns](https://ceedar.education.ufl.edu/wp-content/uploads/2015/11/Behavior-Management-tier-two-and-three-strategies.pdf). - Are there recurring disruptions? - Specific times or situations that spark issues? Gathering this data gives a clear starting point. Tools like behavior checklists or simple observation logs can help streamline this process. Understanding these patterns helps in creating strategies that not only manage but also motivate students to participate positively in their learning environment. ### Designing Behavior Rules Once we have the data, it’s time to craft the rules. Keeping them simple, specific, and actionable. Instead of a vague rule like “Be good,” go for something like “Stay in your seat unless given permission to leave.” Rules like these are [easy for students to follow](https://files.eric.ed.gov/fulltext/EJ976654.pdf) and easier to enforce. ### Establishing Negative Consequences Rules need teeth. Positive behaviors should earn rewards, while breaking the rules should lead to logical negative consequences. For instance, if a student disrupts the class by talking out of turn, the consequence might be a loss of participation points or time to reflect. The key is consistency: the same rule should result in the same [consequence](https://ceedar.education.ufl.edu/wp-content/uploads/2015/11/Behavior-Management-tier-two-and-three-strategies.pdf) every time. Logical consequences also help students connect their actions to the outcomes, making it a learning experience instead of just punishment. Research supports this approach as a way to [foster accountability](https://files.eric.ed.gov/fulltext/EJ976654.pdf) and reduce repeat offenses. ## Integrating Technology in Behavior Plans ### Overview of Classroom Management Apps Technology is changing the game in classroom behavior management. Mobile apps designed for tracking and [improving student behavior](https://link.springer.com/article/10.1007/s43494-024-00122-3) offer teachers a streamlined way to monitor progress and deliver interventions. These apps provide tools to document behaviors, assign rewards, and even communicate with parents in real-time. ### Benefits of Digital Tools The biggest win with these tools is their efficiency. They cut down on paperwork and allow teachers to focus more on teaching. Apps can automate point systems, track trends, and highlight areas needing improvement, [making data-driven decisions easier](https://link.springer.com/article/10.1007/s43494-024-00122-3). This means teachers can address issues faster and more effectively. ### Promoting Positive Outcomes Through Tech Using technology also helps [engage students](https://orilearning.com/8-tips-for-engaging-students-in-the-transition-planning-process/). Many apps gamify behavior management, making it more interactive and motivating for students. Research highlights the potential of such tools to not only improve behavior but also foster a sense of accountability and [self-regulation](https://link.springer.com/article/10.1007/s43494-024-00122-3) in students. ## Monitoring and Adapting Behavior Plans Behavior plans aren’t set in stone. They need regular tweaking to stay effective. Collect data on student behaviors—what’s working, what’s not—and use it to make informed changes. Tracking trends over time helps [pinpoint specific problems](https://files.eric.ed.gov/fulltext/EJ976654.pdf) and refine strategies. Collaborative feedback is essential. No teacher should go it alone. Involve students, parents, and colleagues in the review process. Students can offer insights into what motivates them, parents [provide support](https://ceedar.education.ufl.edu/wp-content/uploads/2015/11/Behavior-Management-tier-two-and-three-strategies.pdf) from home, and colleagues bring fresh ideas to the table. Collaboration ensures the plan feels fair and achievable for everyone involved. Building positive relationships with students, parents, and colleagues is essential for effective collaboration and successful behavior plan implementation. Workshops and training sessions on classroom management can expose you to new tools and methods. Schools that prioritize ongoing teacher development see better behavior outcomes and stronger [classroom environments](https://files.eric.ed.gov/fulltext/EJ1137898.pdf). Continuous learning helps teachers stay adaptable and ready to tackle new challenges. ## Addressing Challenges in Behavior Plan Implementation ### Managing Resistance from Students Resistance happens. Some students push back against new rules or structures. Build rapport by showing you’re invested in their success. Start with small wins—acknowledge even minor improvements to foster cooperation. Flexible strategies, like offering choices, can also help [students feel more control](https://ceedar.education.ufl.edu/wp-content/uploads/2015/11/Behavior-Management-tier-two-and-three-strategies.pdf) and less opposition. ### Ensuring Equity Behavior plans need to work for everyone, not just the majority. Cultural differences, learning styles, and [individual](https://orilearning.com/what-is-an-individual-transition-plan/) needs can impact how students respond. Use tools like [functional behavior](https://files.eric.ed.gov/fulltext/EJ976654.pdf) assessments to understand the “why” behind behaviors. Adjust strategies to ensure fairness, such as modifying consequences for students with specific needs while maintaining consistency for the group. Incorporating social and emotional learning into behavior plans ensures that diverse needs are met and fosters overall student development. ### Avoiding Common Pitfalls Inconsistency is the quickest way to derail a behavior plan. Stick to the rules and consequences you’ve set. Another trap is overcomplicating the plan—too many rules or rewards can [confuse students](https://files.eric.ed.gov/fulltext/EJ1137898.pdf) and overwhelm teachers. Keep it simple, clear, and actionable. Lastly, don’t forget self-reflection. Regularly evaluate your plan to identify blind spots and refine your approach. [Collaboration with colleagues](https://ceedar.education.ufl.edu/wp-content/uploads/2015/11/Behavior-Management-tier-two-and-three-strategies.pdf) can provide fresh perspectives and keep the plan effective. ### More on Classroom Behavior Plans ### How do you write a classroom behavior plan? Start by observing student behavior patterns and identifying key challenges. Set clear, specific rules, outline logical consequences, and incorporate positive reinforcement. Consistently apply these strategies and adapt based on feedback and results. Implementing the plan at the beginning of the school year helps set the tone for a structured and positive learning environment. ### What are the 5 P’s of classroom behavior? The 5 P’s stand for Preparation, Practice, Politeness, Promptness, and Participation. They establish clear expectations, teaching students the skills and attitudes needed for a cooperative and productive classroom environment. ### What is a behavior plan in the classroom? It’s a structured strategy to manage and guide student behavior. It includes rules, consequences, and reinforcements to create a positive learning environment and address disruptions effectively and fairly. ### Is a behavior plan the same as an IEP? No, a behavior plan focuses on managing classroom behavior, while an Individualized Education Program ([IEP) is a legally binding](https://orilearning.com/7-most-common-legal-errors-for-special-educators-to-avoid-in-the-transition-planning-process/) plan tailored to a student’s unique learning needs and educational goals. ## Mastering Classroom Behavior for Better Learning Outcomes Creating a structured classroom environment where every student can thrive isn’t just about maintaining order—it’s about fostering trust, engagement, and academic success. A robust behavior plan ensures clear expectations, minimizes disruptions, and builds relationships that empower both teachers and students. These plans work as more than management tools; they are pathways to productive, positive learning spaces. But challenges, like maintaining consistency and equity, underline the importance of adaptability and collaboration. When executed thoughtfully, these strategies set the stage for lasting classroom harmony. [Ori provides](https://orilearning.com/) educators with streamlined tools that transform the complexities of behavior management into manageable solutions. By integrating features that align with positive reinforcement, clear rule-setting, and equitable practices, [Ori’s platform](https://orilearning.com/platform/) enables teachers to focus more on teaching and less on tracking behaviors. With intuitive apps that gamify behavior management, promote real-time communication with parents, and analyze student trends, Ori supports data-driven decisions and encourages accountability in students, making behavior plans practical and impactful. Want to see how Ori can simplify classroom management for you? Request a demo today and take the first step toward a more focused, collaborative, and positive classroom environment. Learn more about Ori Learning’s [Emotional Well-Being curriculum](/emotional-well-being-curriculum/). **Categories:** Instructional Strategies --- ### [Special Education Teacher Shortage: 10 Things You Can Do to Address The Crisis](https://orilearning.com/10-things-special-education-directors-can-do-to-address-the-special-education-teacher-shortage-crisis/) **Published:** November 21, 2023 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Special education teacher burnout fuels shortages—10 proven strategies for directors to reduce turnover, boost teacher wellbeing, and improve student outcomes. **Content:** As all special education directors are painfully aware, the United States has an epidemic-level special education teacher shortage. Without quality teachers available to nurture and educate our most vulnerable students, the entire educational enterprise breaks down. There are numerous reasons for this state of affairs such as inadequate resources and funding, high workload and stress, lack of competitive compensation. Some of these are systemic but others can be addressed at a school or district level by special education directors. In this article, we’ll address one often overlooked driver for endemic staff shortages in the area – namely special education teacher burnout. We’ll go over 10 strategies that can help you create a safe and empowering environment for educators in the classroom and reduce turnover rates among special education teachers. ## Special education teacher burnout: The invisible cause for educator shortages As the statistics above demonstrate, there are many factors outside the control of directors when it comes to the special education teacher shortage in the country. For one, they can hardly control the number of applications and candidates that walk through their doors. That being said, there is still much you can do as a special education director to retain the high quality and devoted educators currently under your leadership. “As I speak with special education directors around the country at conferences and various events, I always get the sense that these leaders feel completely powerless to impact the number of quality special educators in their district.” Dr Hulett – a special education expert with over 20 years of experience – remarks. Contrary to the feeling of powerlessness that’s permeating schools and districts, Dr Hulett claims special education directors can play a critical role in addressing staff shortages. By alleviating special education teacher burnout, directors can meaningfully reduce special education turnover rates and increase teacher wellbeing. Here are 10 strategies to achieve this. ## 10 Strategies to address special education teacher burnout and high turnover rates ### 1. Foster supportive and collaborative work environments Create a positive and inclusive work environment where special education teachers feel supported, valued, and respected. Encourage collaboration, teamwork, and regular communication among staff members. ### 2. Adequate staffing and resources Ensure that special education departments have appropriate staffing levels to manage caseloads effectively. Advocate for sufficient resources, including instructional materials, technology, and support staff, to meet the diverse needs of students with disabilities. ### 3. Professional development and training Provide ongoing professional development and training opportunities that address the unique challenges and needs of special education teachers. Offer workshops, conferences, or seminars focused on topics such as self-care, stress management, effective instructional strategies, and behavior management techniques. ### 4. Workload management Regularly assess and monitor the workload of special education teachers to prevent overwhelming work demands. Support workload management by reviewing paperwork requirements, providing administrative assistance, and promoting time management strategies. ### 5. Collaboration with parents and families Foster strong partnerships with parents and families of students with disabilities. Effective collaboration can help reduce the burden on special education teachers by sharing responsibilities, gaining insights into students’ needs, and working together to develop appropriate interventions and supports. Give teachers a transition curriculum that takes care of itself with Ori Learning ### 6. Access to supportive services Ensure that special education teachers have access to supportive services such as counseling or employee assistance programs (EAPs). These services can provide mental health support, counseling, or stress management resources for teachers experiencing burnout or high levels of stress. ### 7. Recognition and appreciation Regularly recognize and appreciate the hard work and dedication of special education teachers. Celebrate their successes, acknowledge their contributions, and provide positive feedback to boost morale and motivation. ### 8. Transparent communication Maintain open and transparent communication channels with special education teachers. Ensure that they have access to important information, updates, and changes related to policies, procedures, and student support services. ### 9. Encourage self-care and wellness Promote self-care and wellness practices among special education teachers. Educate them on the importance of self-care and provide resources, such as workshops, wellness programs, or access to wellness apps, to support their well-being. ### 10. Advocate for policy and system improvements As leaders, special education directors and superintendents can advocate for policy changes and system improvements that positively impact special education teachers. This may include addressing funding issues, reducing administrative burdens, and advocating for inclusive practices and equitable resources. ## More on the special education teacher shortage crisis ### Why do so many special education teachers quit? The most common reasons for special education teachers quitting are the lack of support, difficulty balancing competing priorities, ignorance and disrespect among peers, heavy workloads, and heightened stress levels. ### How stressful is teaching special education? Special education teachers commonly experience emotional stress on the job as a result of the demanding nature of their roles, including complex student needs, administrative challenges, and the pressure to meet IEP goals. ### Where is the highest demand for special education teachers? In almost all states, except New Hampshire and New Mexico. Highest employment levels for special education teachers are registered in New York, Pennsylvania, California, Texas and Florida. ## What else can you do to empower your special education teachers? By implementing these strategies, special education directors can contribute to reducing special education burnout, enhancing teacher well-being, and ultimately improving outcomes for students with disabilities. It is crucial to regularly assess the effectiveness of these strategies and seek feedback from special education teachers to ensure ongoing support and improvement. In order to combat the special education teacher shortage crisis, we must start by doing everything we can to value, care for, and protect those special educators under our current care. What better way to empower your special educators than providing a more comprehensive and effective way to teach the essential skills needed for post-secondary success? With Ori Learning’s transition curriculum you get a solution that is easy to implement, age-appropriate and engaging so your teachers can focus on what matters most – creating better opportunities for students. Get a free demo with 30-day access for your school today. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. **Categories:** Emotional Well-being, Leadership & Admin Strategies, Research & Trends **Tags:** burnout prevention strategies, special education, special education directors, special education leadership, special education staffing, special education teacher burnout, special education teacher shortage, staff retention, supporting special educators, teacher burnout, teacher turnover solutions --- ### [Social-Emotional Learning: Expectations vs. Reality](https://orilearning.com/sel-programs-expectation-vs-reality/) **Published:** December 4, 2023 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Explore emotional well-being in schools: expectations vs. reality, implementation challenges, and practical strategies to build inclusive, effective curricula. **Content:** Social-emotional learning (SEL) programs promise transformative results: higher academic achievement, fewer behavioral incidents, and students equipped with lifelong interpersonal skills. But how often does the reality match the pitch? Across U.S. schools, SEL implementation frequently falls short — not because the framework is flawed, but because of predictable gaps in training, resources, and follow-through. Below, we break down nine common expectation-vs.-reality gaps and what schools can do to close them. Key takeaways: - SEL focuses on **nurturing emotional intelligence**, interpersonal skills, and self-awareness to equip individuals with tools for **healthy relationships,** responsible decisions, and overall success. - Implementing these programs in education enhances **academic performance**, fosters essential life skills, builds positive relationships, and creates a **supportive classroom climate**. - Integrating these competencies requires embedding them in the curriculum, offering **professional development**, cultivating a positive school climate, engaging families and the community, and assessing progress to **empower students** for academic, emotional, and social growth. 1\. Adoption Expectation: Most educators expect these programs to be universally adopted. ## Reality: Adoption of these programs is not universal and **varies greatly from school to school**. While some schools may have fully embraced this approach and made it a central part of their curriculum, others may have yet to see the value in these programs. 2\. Integration Expectation: A common expectation is that these programs will be seamlessly integrated into the curriculum. Reality: SEL is often treated as **an add-on** rather than a fundamental part of the curriculum. Many schools **lack the resources and time** to fully integrate it into the daily routine, so the activities may feel disconnected from the rest of the curriculum. 3\. Teacher training and support Expectation: Teachers in these programs will receive adequate training and support. Reality: Implementing this approach effectively requires specialization, but many schools [struggle to provide adequate training](https://www.forbes.com/sites/petergreene/2022/09/26/why-your-schools-social-emotional-learning-program-is-failing/?sh=7d382116754f) and resources to teachers, leaving them feeling **unprepared and unsure** of how to effectively weave these skills into their lessons. 4\. Immediate results Expectation: Students will show immediate improvement in social-emotional skills. Reality: Developing social and emotional skills takes **time and consistent practice**. While students may show some improvement in the short-term, the full benefits of these programs [may not become apparent until later in life](https://casel.s3.us-east-2.amazonaws.com/meta-analysis-child-development-1.pdf). Get the best return on your investment with Ori Learning’s solution 5\. Universal applicability Expectation: Many assume these programs take a one-size-fits-all approach. Reality: Aspects of the curriculum have to be **tailored to the specific circumstances** of students. This means taking into account factors such as **cultural background** and **learning style** to ensure programs are inclusive of everyone. 6\. Assessment and monitoring Expectation: Results from these programs are easily measurable. Reality: Measuring student progress is **complex**. It requires the use of appropriate assessments and monitoring tools to track progress in more **abstract areas** such as empathy, emotional regulation, self-awareness and relationship-building skills. 7\. Parental involvement Expectation: These programs only involve teachers and students. Reality: **Parents and caregivers** also play an important role in the development of social and emotional skills at home. For any program to be truly effective, it must depend on the **active participation** of the student’s **wider support network**. 8\. Teacher well-being Expectation: Student well-being and support are the sole considerations of this curriculum. Reality: These programs should also focus on creating a **safe learning environment for both students and teachers**. Teachers need to feel comfortable discussing and teaching social and emotional topics while fostering the same sense of comfort in others. 9\. Integration beyond classroom Expectation: These skills will only ever be practiced within school settings. Reality: The true value of these programs for students is in the **real-world application** of the skills they learn. Educators should encourage the application of these skills beyond the classroom in settings such as **family and community engagement** through engaging scenarios and roleplay. ### What is social-emotional learning? Social-emotional learning (SEL) is an educational approach that develops essential competencies such as self-awareness, empathy, communication, and responsible decision-making to support students’ overall well-being and academic success. ### What is the theory behind SEL? SEL draws on developmental psychology, prevention science, and emotional intelligence research. Frameworks like CASEL’s five core competencies provide the foundation for most school-based programs, promoting a holistic view of student well-being. ### What are the five core competencies of SEL? There are 5 main concepts that are the pillars of SEL: 1. Self-awareness 2. Self-management 3. Social awareness 4. Relationship skills 5. Responsible decision-making The gap between SEL expectations and classroom reality is real — but it is not inevitable. Schools that invest in structured curricula, ongoing teacher training, and family engagement see measurably better outcomes. Ori Learning’s [Emotional Well-Being curriculum](https://orilearning.com/emotional-well-being-curriculum/) is designed to address exactly these challenges, with built-in accommodations, progress monitoring, and translation into 100+ languages. Request a demo to see how it works in practice. ### Related Resources - [why social-emotional learning is important](/why-is-social-emotional-learning-important/) - [measuring SEL program effectiveness](/how-to-measure-social-emotional-learning/) - [implementing SEL effectively](/implementing-social-emotional-learning-in-the-classroom/) **Categories:** Emotional Well-being, Instructional Strategies, Research & Trends **Tags:** classroom integration, curriculum development, emotional well-being, expectations vs reality, School Climate, social emotional learning, student life skills, teacher training --- ### [Interview: Johnny Collett - Director, of Special Education at the Council of Chief State School Officers](https://orilearning.com/johnny-collett-special-education-outcomes/) **Published:** March 17, 2017 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Johnny Collett and CCSSO explain how PSEL 2015 guides inclusive principal leadership to improve outcomes and college-career readiness for students with disabilities. **Content:** As former State Special Education Director in Kentucky, and Program Director, Special Education Outcomes at the Council of Chief State School Officers (CCSSO), Johnny Collett knows a thing or two about leadership. CCSSO worked closely with other members of the National Policy Board for Educational Administration (NPBEA) to develop the [*2015 Professional Standards for Educational Leaders (PSEL)*](https://www.npbea.org/psel/)*,* a document designed to ensure that all school leaders – whether in preparation programs or current practice – have the skills and abilities they need to help children succeed. In January 2017, CCSSO released, jointly with the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center, *PSEL 2015 and Promoting Principal Leadership for the Success of Students with Disabilities*. The document is meant to supplement the PSEL 2015 and provide guidance on how the standards can be applied to support inclusive principal leadership in policy and practice and highlights aligned key principal competencies toward meeting those goals. On April 26th, Johnny, along with CCSSO Senior Program Associate **Kaylan Connally**; Former NASDE president, **Alice Parker,** and Former Assistant Secretary of OSERS, Alexa Posny** will explore the standards in-depth at ONEder’s “*Promoting Leadership in Special Education*” conference, in Newark, New Jersey. **Can you tell us a little about your background? Where are you from, and how did you find your way into the field of education?** Prior to coming to CCSSO, I was the state director of special education in Kentucky. I also served as an assistant division director, and before that, an exceptional children consultant at the Kentucky Department of Education (KDE). Prior to working at KDE, I was a high school special education teacher. **How, and why, did you become involved with the CCSSO?** In early 2015, while serving as the state special education director in Kentucky, I became aware of a new position that CCSSO had established to focus on supporting states in their work to improve outcomes for children with disabilities. Having seen the work from various perspectives at both the local and state level, as well has having had the opportunity to engage in national conversations around improving outcomes for children with disabilities, I became increasingly interested in how I might lend my experience to add value to CCSSO’s efforts to support states in this space, and how we might all work together across the country toward collective impact in service to all kids. **Why is academic success for students with disabilities important to you?** The same reason that academic success *for any student* is important to me. While it is true that much progress has been made over the last 40 years since the passage of the Individuals with Disabilities Education Act (IDEA), it is also true that there is still much work to do to ensure that all children, including students with disabilities, are prepared for success. For example, states have learned that a focus on compliance under IDEA, while *necessary*, is *not sufficient* by itself to improve achievement and outcomes for SWD. States are not content to maintain environments where the achievement of compliance alone is viewed as success. As a result, the focus has expanded beyond compliance to include intentional focus around results and to improving achievement and outcomes for SWD, as well as associated staff development and school improvement toward that end. **What is the biggest challenge to the academic success of students with disabilities?** At CCSSO, we are committed to supporting states in their efforts to ensure that all students – regardless of their background – are prepared for success in college, careers, and life. And, we are mindful that for “all to mean all”, it has to mean *each*. So, as we think about and prioritize our work, the guiding question for us is always, “Is it right for *each* kid and does it lead to college and career readiness?” There are, of course, a number of challenges to improving outcomes for students with disabilities, some of which are deeply complex and historically rooted. As a result, there are often not simple solutions and needed changes do not happen overnight. However, we are committed to prioritizing equity in our work to support states and to ensure that each child has access to the resources and educational rigor they need, at the right moment in their education, regardless of their circumstances or background. I will call out one challenge that is particularly on my mind lately, and one about which I often speak. I refer to it as the intersection of high expectations and appropriate supports. Here’s what I mean. I find that we tend to talk about one or the other of those. For example, we may talk about having high expectations for all students, but we may not extend that conversation to the resources and supports that kids need to be successful. Conversely, we may talk about the resources and supports that kids need, but, at the same time, perpetuate a culture of low expectations for those kids. I contend that conversations that focus on either side of this intersection, without the other, are equally wrongheaded. So, as we think about improving academic achievement and outcomes for students with disabilities, we must talk about **both** high expectations **and** appropriate supports. That may seem simple, but I would argue that we may not be as intentional around this as we like to think that we are. **Why did the CCSSO release the** ***PSEL 2015 and Promoting Principal Leadership for the Success of Students with Disabilities*****?** Principals are the second most influential in-school support to students and have the responsibility to create and foster the conditions for teaching and learning that provide them an equitable opportunity to succeed. As a result, ensuring that principals are equipped to meet the needs of every child is critical. CCSSO has a relentless focus on kids and believes in the power of both teachers and leaders to improve student outcomes. While having a highly effective teacher and access to rigorous curriculum is important, students must also have access to highly effective principals who lie at the nexus of high expectations and appropriate supports. Student success means making sure every leader has the preparation, development, and support they need. Building on an existing body work around educator preparation, including *Promises to Keep: Transforming Educator Preparation to Better Serve a Diverse Range of* *Learners*, this guidance includes a range of actions states can take to strengthen inclusive principal leadership in both policies and practices related to principal preparation and development*.* **Why is it so important to have a guidance document to the PSEL 2015 related to students with disabilities?** When principals cultivate an environment where all students feel safe, supported, and included, students with disabilities and other struggling learners thrive. In years past, school leaders primarily focused on complying with various Individualized Education Program (IEP) requirements, laws, and regulations related to educating students with disabilities. That focus has since expanded beyond compliance to one that ensures that students with disabilities are ready for college and careers when they leave high school. While the PSEL 2015 calls out the importance of principals in ensuring the success of each and every child, it also extends to all school leaders—not just principals. It is important to call out the principal’s critical role in supporting equitable learning opportunities for each student and in leading inclusive learning environments that enable them to succeed. The guidance calls out those aspects of the standards that are particularly relevant for principals to effectively support teachers to meet students’ diverse learning needs and highlights key competencies aligned to the standards that principals need to lead inclusive schools. **Who took part in developing this document?** CCSSO and the CEEDAR Center convened the Principal Competencies Advisory Group from January through October 2016 to inform this guidance document. The Advisory Group comprised principals; leaders from state and local departments of education; members of the higher education community; and representatives of professional associations serving educational leaders. These individuals guided the conceptualization, organization, and content of this document after an in-depth review and synthesis of the relevant literature on principal leadership. **How did you find the exemplars included as examples for the standards?** Many of the examples included in the document are those informed by practitioners in the Advisory Group. We felt it was important to provide examples to bring the document to life and help illustrate what inclusive principal leadership “looks like” in practice straight from the practitioners themselves. **What input did you get on the standards from educators, families, or students with disabilities?** CCSSO and CEEDAR shared initial draft guidance at several convenings of SEA leaders and educators. The Advisory Group itself comprised principals or former principals and provided extensive revisions to ensure clarity and maximum impact. An in-depth review and synthesis of literature on principal leadership for serving students with disabilities was integrated into the working group’s recommendations and the final guidance document. **While the document is intended for chief state school officers and state education agency staff, what is the biggest take-away for school leaders?** The standards focused on literature that refers directly to principals rather than special education administrators, special education coordinators, and/or school-level non-administrative special education leaders. This was a deliberate choice because of the principal’s primary role in creating and leading learning environments that foster the success of students with disabilities. The PSEL 2015 standards, on which this guidance document is based, extends to all school leaders—not only to principals. We thought it was important to call out those aspects of the standards that are key for supporting and ensuring principals can meet the needs of diverse learners and foster equitable learning environments where each child can succeed. **What additional resources are available for school leaders and educators?** *The CCSSO website* has many additional resources available for both teachers and leaders. *PSEL 2015 and Promoting Principal Leadership for the Success of Students with Disabilities* is part of a suite of guidance documents created to stimulate a more nuanced conversation about school leadership and strengthening the instructional capacity of principals. Along with PSEL 2015, these include 2015 Model Principal Supervisor Standards, and CCSSO’s *Our Responsibility, Our Promise* and [*Promises to Keep*](https://ceedar.education.ufl.edu/). The latter two publications outline how states can transform educator preparation so teachers and principals are better equipped to help all students achieve. The suite also includes the forthcoming National Educational Leadership Preparation (NELP) standards from the National Policy Board for Education Administration. These standards align directly with the PSEL 2015 and inform the preparation of aspiring educational leaders and the process by which preparation programs seek accreditation. CCSSO supports and engages member states in the use and application of such resources through membership meetings as well as through various collaboratives and working groups. **How have the standards been received?** Positively. A subset of states has revised leadership standards to align with the PSEL 2015 and are beginning to use the standards for professional learning for principals, evaluation and feedback, and informal coaching. They’re also beginning to apply the standards to their licensure and certification requirements. And many more states have plans to revise their leadership standards to align with PSEL. Now is the time to support states in advancing inclusive principal leadership in policy and practice. **What’s the best anecdote you’ve heard about implementing the standards since they were launched?** We recently hosted a group of aspiring special education leaders for a meeting at CCSSO. The group, comprised mostly of current principals and special education teachers or coordinators, wanted to learn more about our organization, membership, strategic support to states, and federal policy influence. At the meeting, we shared copies of the [*PSEL 2015 and Promoting Principal Leadership for the Success of Students with Disabilities*](https://ceedar.education.ufl.edu/wp-content/uploads/2017/01/PSELforSWDs01252017.pdf). A participant shared that she wished this document had informed her principal preparation program—she hadn’t had the opportunity to study or practice all of the skills and competencies included in the document. Luckily, she was a former special education teacher and could extend her knowledge of meeting students’ diverse learning needs based on her former role. But she emphasized how that is rare in the current principal landscape. Many principals are not former special education teachers, and those in her cohort often leveraged her and her knowledge of the supports needed by students with diverse learner profiles. She highlighted how much this document is needed in current principal preparation policy and practice to support *all* principals to lead inclusive schools. **What’s next for CCSSO?** CCSSO recently held, in collaboration with CEEDAR and the Center on Great Teachers and Leaders (GTL), a convening of national experts focused on principal supports and students with disabilities. Thirty-two individuals representing federally-funded TA centers, national organizations, and CCSSO staff discussed the critical role of principals in supporting teachers and improving outcomes for all students, with a particular focus on students with disabilities. Each organization committed to take their learnings and share them back with their colleagues and made specific commitments for how they will move this work forward within their particular scope of work. To facilitate this ongoing collaboration and ensure we are all communicating a consistent, rather than conflicting, message regarding strengthening support for school leadership, CCSSO is committed to supporting this group in collective work to advance inclusive principal leadership in both policy and practice over the next year. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. ### Related Resources - [challenges in special education](/biggest-challenges-special-education-2026/) - [special education professional development](/special-education-professional-development/) **Categories:** ONEder Archive --- ### [OSEP Puts Emphasis on Indicator 14: What It Means for Students with Disabilities](https://orilearning.com/osep-puts-emphasis-on-indicator-14-what-it-means-for-students-with-disabilities/) **Published:** April 15, 2022 **Author:** Jon Izak (Founder & CEO) **Excerpt:** OSEP's emphasis on Indicator 14 spotlights declining post-school outcomes and the urgent need for effective transition and job readiness for students with disabilities. **Content:** ### Related Resources - [transition services guide](/transition-services-a-comprehensive-guide-for-special-education-leaders/) - [transition planning outcomes](/transition-planning-are-we-failing-75-of-secondary-students-with-ieps/) In October 2022, the Office of Special Education Programs (OSEP) released a [statement emphasizing the importance of Indicator 14](https://exceptionalchildren.org/blog/osep-announces-new-initiative-transition). Indicator 14 measures post-school outcomes and is a critical tool for evaluating the success of transition programs for students with disabilities. The Director also indicated this will impact how IDEA compliance is measured for school districts by stating, “for the upcoming year, I will be asking OSEP staff to think about how we improve the transition processes for all children with disabilities.**“** According to the director of OSEP, the latest data on Indicator 14 is concerning. The median data for post-secondary education and employment for youth with disabilities who exit school has declined, highlighting the need for improved transition processes. In addition, the Department of Labor’s Annual Youth Labor Force Participation Rate and Unemployment Rate shows that only 46.7% of adults with disabilities age 20–24 are part of America’s labor force, compared to 72% of comparably aged non-disabled Americans. This results in an unemployment rate of 16.5% for young adults with disabilities–nearly twice the rate of non-disabled Americans. These statistics make it imperative to provide meaningful transition services earlier in school. As a provider of transition curriculum focused on employment readiness for students with mild and mild/mod disabilities, it’s important to stay informed about initiatives and trends in the field. OSEP’s emphasis on Indicator 14 underscores the importance of focusing on post-school outcomes and provides valuable information for educators and policymakers. Moving forward, it’s likely that OSEP will continue to put a greater emphasis on Indicator 14 as a means of improving post-school outcomes for students with disabilities. This will require collaboration between educators, policymakers, and service providers to develop effective strategies for supporting students as they transition to post-secondary education and employment. Learn more about Ori Learning’s [emotional well-being program](/emotional-well-being-curriculum/). **Categories:** Compliance & Law --- ### [10 Ways to Tackle Media Literacy With Your Students](https://orilearning.com/media-literacy-10-ways-to-tackle-it-with-teenage-students/) **Published:** June 25, 2022 **Author:** Jeremy Knoll **Excerpt:** Empower students with practical media literacy strategies for educators: classroom lessons, fact-checking, social media analysis, and family outreach. **Content:** Media literacy has always been tough in trying to figure out the difference between good, bad, and questionable sources, but now it’s an even bigger challenge than ever. I’ve seen it in my own high school classroom. Many times, students don’t even realize the “news” they’re passing on is coming from some so-called social media influencer. It is no secret that students’ consumption of media is on the rise, and it probably won’t be slowing down anytime soon. Between the pandemic and the rise of TikTok, a lot more young people are getting their news in a quick-hit format, as[ this article from EdSurge highlights](https://www.edsurge.com/news/2022-03-24-kids-media-use-is-up-blame-the-pandemic-and-tiktok). As educators, we can help. If this is a topic you’re trying to tackle in your classroom or school, here are some things you can do to help students become more savvy media consumers. ### **Examine the fundamentals of the media students consume.** One of the best ways to establish good media literacy skills is to talk about what it actually means. You can use this **media literacy lesson plan and activity available for free right here** to help you get started. Created to be complete in 20 minutes or less, it’s a perfect way to talk about how students can become better media consumers. ### **Remember media literacy is for every subject.** One of the best ways to turn students into savvy media consumers is to talk about it across all disciplines. Whether students are writing research papers in English or lab reports in Chemistry, all teachers can reinforce the fundamentals of vetting sources to find the most valid information. By focusing on this in all academic classes, we can create more media-literate citizens. ### **Set high expectations for well-sourced information.** Teachers are used to requiring works cited pages when students do research. We all know how to properly cite according to MLA format, but this only goes so far. Beyond that, we should be requiring students to present us with some sort of source validity analysis. Rather than simply presenting *where* their information comes from, let’s start asking them *why* it comes from there. ### **Try doing a *Fact-Check Friday*.** Consider setting aside a few minutes of class time every Friday for *Fact-Check Friday.* Have students present things they have been hearing about pop culture events, politics, and the like. Then together do a little googling around to see what you can find. This is the perfect opportunity to emphasize and reiterate the CRAAP (Currency, Relevance, Authority, Accuracy, and Purpose) components from the earlier mentioned media literacy lesson plan. ### **Model information gathering.** Teachers do all kinds of research behind the scenes as they prepare their lessons. In doing so we search through source material to find the most valid information available to us. Rather than doing all of this work behind the scenes, we can bring some of it to the forefront. Trying to find a good first-person account of the Great Depression? Show the class. Looking for an article about plant-based foods for Cooking 101? Show the class how you select a valid source. ### **Use social media to introduce the idea of separating truth from fiction.** Bring social media into the classroom rather than simply telling students why it is so dangerous. One place to start is looking at images of people and analyzing which images are digitally manipulated through filters and Photoshop. This is a great exercise for classes like Art, Health, Photography, Fashion, etc. It is a great way to introduce the concept of not believing everything you see and separating what is real from what is not. ### **Use social media again to examine the idea of falsehoods through omission.** We all know the lives we see on people’s Instagram feeds are just carefully curated stories rather than the whole truth. By leaving out the bad pictures, the failures, the awful experiences, these feeds create a lie: there is such a thing as a perfect life. Looking at this critically can introduce the idea of bias through omission and help kids foster a more realistic sense of what they are looking at. ### **Let students know you understand the pressures of a digital world.** Sometimes educators fall victim to shaming students for their media consumption. We reprimand students for having phones out in class, talk about their screen time totals, and in doing so, we separate ourselves from that part of their life. Instead, let’s try talking to students about our own struggles in using phones as an escape, feeling compelled to check each notification, and reading clickbait articles. Hopefully, this will get them to engage with us in discussing their media consumption. ### **Make mobile phone policies mimic the real world.** People solve debates by turning to their phones all the time. When schools simply ban phones altogether, we separate the world of media consumption from the world of education. Instead, let’s consider allowing phones to be a useful tool in the learning process. Whenever possible, let’s have students engage with that technology in a way that’s meaningful and carefully thought out, by practicing healthy media literacy skills right there on their phones. ### **Reach out to families.** As educators, we are much more aware of what students are consuming than many parents. Organize a media literacy night for parents to offer them some of the same information we offer our students. We are unlikely to create citizens who delete all their social media accounts and start combing through the print edition of *The New York Times*. But we can help students think about media more thoughtfully while taking notice of where it comes from. By bringing media literacy to the forefront of our instruction, we can create a generation of students who enter the world looking at media with a critical eye. ### Related Resources - [SEL activities](/social-emotional-learning-activities/) - [teaching self-awareness](/how-to-teach-self-awareness/) - [transition skills for high school students](/transition-skills-for-high-school-students-why-they-matter-and-how-to-build-them/) - [SEL games for teens](/social-emotional-learning-games/) - [icebreaker lesson plan](/icebreakers-for-teens-lesson-plan/) Learn more about Ori Learning’s [Emotional Well-Being curriculum](/emotional-well-being-curriculum/). **Categories:** Classroom Activities, Instructional Strategies, Skill Building **Tags:** classroom activities, CRAAP test, digital citizenship, evaluating sources, fact-checking, lesson plans, media literacy, social media influence, social media news, source evaluation, student research skills, teaching media literacy, teaching strategies --- ### [7 Self-Esteem Building Questions for Students](https://orilearning.com/7-self-esteem-building-questions-for-students/) **Published:** December 11, 2023 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Boost student confidence and wellbeing with seven framed questions teachers can use to build self-esteem, engagement, and classroom participation. **Content:** Educators know the benefits of having self-confident students. Whether working with kindergarteners or seniors, studies and articles [like this one from the National Education Association](https://www.nea.org/professional-excellence/student-engagement/tools-tips/building-student-confidence) have shown time and time again that students with positive self-confidence are more eager to learn, retain information better, and they’re more likely to participate in class. Most educators also have a pretty good idea of how to encourage students and build student confidence in their own classrooms. Yet, framing can make a big difference in how students perceive or receive a teacher’s efforts. Here are 7 self-esteem building questions you can ask students to build self-identity in the classroom. ## 7 Questions for building confidence in students ### 1. What questions do you have? A few years ago, a teacher went viral for her simple tweet about changing her approach to taking questions. Instead of asking her students, “Do you have any questions?” she started asking “What questions do you have?” This simple shift of a few words made a huge impact in her students’ willingness to bring up questions, concerns, or things they didn’t understand. It created a more welcoming, encouraging environment versus students being afraid to ask questions or feeling like they weren’t supposed to. Try this approach in your own classroom and observe how the conversation changes. ### 2. Do you need a moment? There could be a dozen different reasons why a student isn’t ready to talk, give an answer, or engage in conversation. When you ask a student a question and you’re met with that awkward silence, don’t force it. By asking students if they need a moment, you’re allowing them permission to take a pause. Then try to move on or let them know you’ll come back to them, so they have time to come up with something. It’s a small thing, but it can really help them build confidence in getting involved in the classroom. ### 3. What do you think? This one seems a bit obvious. Of course, students would want to be asked what they think—everyone does. But it’s one of those that’s easy to forget to do. This open-ended, friendly question isn’t intimidating or pointed in any way. It’s just meant to invite students to give their opinion. If you can get used to doing this one regularly, it can go a long way in helping students see that you really do care what they think! ### 4. How did you do that? Everyone has a different way of thinking or doing things, and sometimes it just helps to let someone talk about their approach. This can be huge for helping students feel like their way has value. This is one of those questions where you ask the question and then truly sit back and listen. Plus, even if you have a pretty good idea of how they did something, they are likely to tell you something you didn’t think of, so it’s a great teacher-learning moment for you at the same time. ### 5. Can you help me out? There are many students who readily volunteer to help out, but it’s important to be sure to ask other students to lend a hand as well. This can go a long way in building strong classroom teacher-to-student relationships. By asking for help, you’re letting them know that you trust them. This is huge for confidence. Hopefully, this will encourage them to have more ownership in the classroom and feel more comfortable overall. ### 6. What did you find challenging? This is another one where the framing makes a huge difference. By asking students what they found challenging, it’s an acknowledgment to them that it’s a challenging subject, assignment, or task. If you say, “Was that challenging?” it’s too easy for students to say yes or no—most likely no. But if you ask what was challenging about it, you’ll likely get an answer that is helpful to you in doing assessments and learning about your students. ### 7. What could I do differently? There are a lot of ways to ask a question like this, including “How can I help?” or “What do you need from me?” This will let students know that you are there for them and ready to help, which will ultimately help give them a safe space and build up confidence in the classroom. Some teachers have also had success with this approach by having a suggestion box or jar that allows students to share anonymous notes or suggestions. It all depends on the classroom and students. It can feel unusual for some people to ask for feedback from their students, but after you get over that initial worry, it can be powerful. ## More on self-esteem in students ### Why do students have low self-esteem? Students can experience low self-esteem in the classroom because of how others respond to them. Negative feedback from teachers and bullying by classmates can lead to feelings of worthlessness. ### How can students develop self-esteem? Students develop self-esteem through positive experiences, achievements, recognition, and supportive environments. Encouragement from educators, peers, and family, coupled with overcoming challenges, fosters confidence and a sense of accomplishment. ### How can teachers help students build self-esteem? Most educators have a pretty good idea of how to encourage students. Framing the subject using questions can help make a big difference in how students perceive or receive a teacher’s efforts. ## How to make the most of our 7 questions for building student confidence? It’s important to consider various factors such as overall context, learning preferences and cultural differences when incorporating these questions into classroom activities. Here are some key factors to pay close attention to when asking self-esteem building questions. ### Contextualization Questions such as the ones outlined above only work when integrated purposefully into classroom settings. Consider what is the best time to ask a particular self-esteem building question – the beginning of a lesson, after a challenging task, during group activities or one-to-one sessions? Also make sure to set aside reflection periods, and to encourage student-led discussions around the questions. In this way, you will create a more tailored and supportive learning environment that enhances the effectiveness of the proposed activity. ### Cultural sensitivity A student’s cultural background may to a large extent determine their response to your questions. Be mindful of the fact that there are different approaches to student-teacher interactions that stem from varying cultural norms. To avoid putting students in the spot and jeopardizing your efforts, familiarize yourself with the classroom make-up, learn about communication preferences and school etiquette and consider what impact these factors might have to students’ reactions to your questions. ### Variety of learning styles Just like cultural differences can play a role in student responses, so can diverse learning styles. Some students might be more comfortable answering your questions up-front for the whole class to hear. While others might prefer an anonymous written response. Still others may be more inclined to give a creative response to an otherwise straightforward question. Make sure you have accommodations in place for each of these response options and encourage students to go with whatever feels most natural to them. ### Integrate into lesson plans Finally, to ensure consistency and intentional use of the questions, consider integrating them into your existing lesson plans or building a whole lesson around self-esteem. Explore how to structure a self-identity discussion and what activities you can utilize to promote engagement. As self-identity and self-esteem can be tough topics to tackle for middle and high-school students, engaging activities can really help make this process easier. Get a clear understanding of what an effective self-identity lesson plan – delivered in 15 minutes or under – should look like. Download our free Life Skills Lesson to get started with effective self-confidence teaching strategies. Learn more about Ori Learning’s [Emotional Well-Being curriculum](/emotional-well-being-curriculum/). **Categories:** Classroom Activities, Emotional Well-being, Instructional Strategies, Skill Building **Tags:** classroom participation, classroom questions, confidence building, positive psychology education, self-esteem in students, student engagement, student self-identity, teacher strategies --- ### [Social Emotional Learning Books for Students](https://orilearning.com/emotional-well-being-booklist/) **Published:** June 14, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Curated non-fiction emotional well-being books for students 11+, helping middle and high schoolers build empathy, emotional vocabulary, confidence, and social skills. **Content:** ### Related Resources - [SEL activities](/social-emotional-learning-activities/) - [top SEL resources](/top-social-emotional-learning-resources-you-need-to-check-out-today/) - [emotional literacy](/emotional-literacy-and-sel/) - [emotional well-being questions for the classroom](/emotional-well-being-skills-10-questions-to-ask-in-the-classroom/) - [developing self-awareness in students](/what-is-sels-role-in-developing-self-awareness/) While recommendations of emotional well-being books are abundant for young children, it is harder to find similar suggestions for middle and high school students. This is partly because emotional well-being competencies are well-suited to storytelling and illustrations that capture emotions. These books are equally important for older students, however, as they can offer vocabulary to articulate feelings, strategies to boost self-confidence, and scenarios that demonstrate acts of empathy and support. In [Scholastic’s *Teacher & Principal School Report: 2nd Edition*](https://www.scholastic.com/site/teacher-principal-school-report/key-findings.html), which captured data from 4,517 public school educators between December 9, 2019 and January 31, 2020, among the top reasons listed for incorporating fiction and non-fiction emotional well-being books into the curriculum were: they helped students understand people different from them (83%), they encouraged them to develop more empathy (81%), and they allowed them to see themselves in characters and stories (81%.) With these important benefits in mind, the following list offers non-fiction emotional well-being books for students 11 and up. Some cover a range of topics and themes, while others focus more deeply on just one. They also vary in the ways they might be incorporated into instruction and in the ways they present their subject matter. The list is organized by age group and highlights the reason each title is a standout so you can select those best-suited for your students. ## Middle School Title ![](https://orilearning.com/wp-content/uploads/2024/06/What-Can-I-Say-A-Kids-Guide-to-Super-Useful-Social-Skills-to-Help-You-Get-Along-and-Express-Yourself-Speak-Up-Speak-Out-Talk-about-Hard-Things.jpg) [What Can I Say?: How to Speak Up, Speak Out, Deal with Hard Things, and Be a Good Friend](https://www.amazon.in/What-Can-Say-Super-Useful-Yourself/dp/1635864348) Ages 9-12 Snapshot Focused on social skills for life in-person, on the phone, and online, this book offers guidance for everyday social interactions like introducing yourself, starting a conversation, and being a good neighbor. More complex challenges, like ending a friendship, navigating dates, and supporting someone in need, receive coverage as well. Graphic novel-style art by Debbie Fong accompanies examples of how to put guidance into practice. **What makes it stand out?** Author Catherine Newman, who students may recognize thanks to her middle-grade novel *One Mixed-Up Night*, intentionally focuses on making this emotional well-being book inclusive to all, regardless of their family structure, abilities, cultural background, religion, and more. ![](https://orilearning.com/wp-content/uploads/2024/06/How-to-Master-Your-Mood-in-Middle-School-Kid-Confident-Book-2-Kid-Confident-Middle-Grade-Shelf-Help-Series.jpg) [*How to Master Your Mood in Middle School*](https://www.amazon.com/Master-Your-MOOD-Middle-School/dp/1433838184) 10-14 Book #2 of the nonfiction *Kid Confident* book series, developed by expert psychologist Bonnie Zucker, interweaves insights from brain science and the mental health and wellness fields with real-life stories from other middle schoolers. Its chapters cover, for example, moods, mindsets, and actions but also advice on getting help when things are too much. **What makes it stand out?** This book specifically targets middle schoolers who are likely to see similarities with Raina Telgemeier’s *Guts* and James Patterson’s *Middle School* series. ![](https://orilearning.com/wp-content/uploads/2024/06/Be-Your-Own-Superhero-Unlock-Your-Powers.-Unleash-Your-Awesome.jpg) [*Be Your Own Superhero: Unlock Your Powers. Unleash Your Awesome*](https://www.amazon.com/Be-Your-Own-Superhero-Awesome/dp/0241417414?asin=B07YFZB9VW&revisionId=46883e70&format=2&depth=1) 8-12 Author Dr. Laura Meek guides readers toward recognizing strengths they already possess and how they give them powers, like being more empathetic, a better listener, less anxious, and more equipped to manage outbursts. Along the way she outlines activities to nurture readers’ inner and outer heroes so they can thrive and make positive differences to others. **What makes it stand out?** The book focuses on the superheroes middle schoolers love and the superpowers they might not have realized they possess, like telepathy and shapeshifting. ![](https://orilearning.com/wp-content/uploads/2024/06/Know-YourSELf-A-Journal-of-Social-Emotional-Learning-in-Self-Awareness.png) [*Know YourSELF: A Journal of Social Emotional Learning in Self-Awareness*](https://www.amazon.com/Know-YourSELf-Emotional-Learning-Self-Awareness/dp/1732333033) 11-13 Focused on self- and social awareness, this journal can be added to toolboxes of educators looking to build these competencies at the individual, class, and school levels. Offering quotes as a starting point for self-reflection, students record their thoughts which can be opportunities to connect with others during group share-outs and build a greater sense of community. **What makes it stand out?** Research shows incorporating SEL across the curriculum, school day, and school community is important. This journal enables underutilized moments of the school day, like homeroom and advisory periods, to be leveraged to foster greater emotional well-being schoolwide. ## Middle School & High School Title ![](https://orilearning.com/wp-content/uploads/2024/06/The-Emotionally-Intelligent-Teen-Skills-to-Help-You-Deal-with-What-You-Feel-Build-Stronger-Relationships-and-Boost-Self-Confidence-The-Instant-Help.jpg) [*Emotionally Intelligent Teen: Skills to Help You Deal with What You Feel, Build Stronger Relationships, and Boost Self-Confidence*](https://www.amazon.com/Emotionally-Intelligent-Teen-Relationships-Self-Confidence/dp/1648482082/ref=asc_df_1648482082/?tag=hyprod-) Ages 11-17 Snapshot Also new to bookshelves in 2024, Olivia M. Dalton’s book focused on social skills is intended to help teens understand the concepts of self-awareness and identity and use them as cornerstones for friendships that last. **What makes it stand out?** Guidance on managing peer pressure and navigating conflict, both in-person and online, complements techniques to help teens become more self-confident, socially adept, and resilient. ![](https://orilearning.com/wp-content/uploads/2024/06/Establishing-Friendships-for-Teens-A-Social-Skill-Book-for-Teens-to-Overcome-the-Challenges-of-Creating-New-Friendships-That-Last.jpg) [*Establishing Friendships for Teens: A Social Skill Book for Teens to Overcome the Challenges of Creating New Friendships That Last* ](https://www.amazon.com/Establishing-Friendships-Teens-Overcome-Challenges-ebook/dp/B0D28BR9N6/ref=sr_1_1?crid=4A2N0IEBAOVC&dib=eyJ2IjoiMSJ9.L6Wg1O7OWnZqYweGTjXysO-) 11-17 Also new to bookshelves in 2024, Olivia M. Dalton’s book focused on social skills is intended to help teens understand the concepts of self-awareness and identity and use them as cornerstones for friendships that last. **What makes it stand out?** Guidance on managing peer pressure and navigating conflict, both in-person and online, complements techniques to help teens become more self-confident, socially adept, and resilient. ![](https://orilearning.com/wp-content/uploads/2024/06/Silence-is-Not-An-Option-You-can-impact-the-world-for-change.jpg) [*Silence is Not An Option: You can impact the world for change*](https://www.amazon.com/Silence-Not-Option-impact-change/dp/0702310565) 10-16 Author Stuart Lawrence experienced the crushing loss of his brother following a racist attack by a group of six while he waited for a bus. Drawing on what he learned as he moved forward as well as a 15-year career as a secondary school teacher, this book captures insights spanning self-confidence, self-control, attitude, personal passion, time management, failure, and goal-setting. **What makes it stand out?** Simple tips, easy to incorporate daily, alongside a clean layout make it highly accessible. On a list of books mainly authored by women, this book stands out because it was written by a man who shares many male role models he has admired throughout his life. ![](https://orilearning.com/wp-content/uploads/2024/06/The-Social-Teen-Master-Conversation-Skills-Squash-Shyness-Create-Lasting-Friendships-and-Thrive-in-Social-Situations-Teen-Radiance.jpg) [*The Social Teen: Master Conversation Skills, Squash Shyness, Create Lasting Friendships, and Thrive in Social Situations*](https://www.amazon.com/Social-Teen-Conversation-Friendships-Situations/dp/B0CTCLRBFQ) 12+ Drawing on strategies used with her students, Marnie Davis offers advice for connecting, conversing, and cultivating relationships with friends, family, and future co-workers more confidently and comfortably. While chapters include actionable steps, the book also showcases how a more confident social life can enhance one’s personal happiness. **What makes it stand out?** Vignettes, real-life scenarios, and hypothetical exchanges enable readers to envision exchanges and how incorporating guidance offered might make a difference. ## Specifically targets tweens and teens on the spectrum Title ![](https://orilearning.com/wp-content/uploads/2024/06/he-Social-Survival-Guide-for-Teens-on-the-Autism-Spectrum-How-to-Make-Friends-and-Navigate-Your-Emotions.jpg) [*The Social Survival Guide for Teens on the Autism Spectrum: How to Make Friends and Navigate Your Emotions*](https://www.amazon.com/Social-Survival-Guide-Autism-Spectrum/dp/1647390109/ref=sr_1_1?crid=3EAB3UEH3HPA0&dib=eyJ2IjoiMSJ9.BGw4bge_XYmS4D4HtddAB0zzia_LmaA-t_6Wb8QnhhnzXjGYVyETpiI9__1oaorWpgCzS2egse5diPF55dBh-mZsN-f4aSJCW-6rXNPERaPqIdYOsdMuJCEWtFNvuHceyxTyThNY2jC1Edbd7XYtHnTes64YwBpNmRiXdcHmIP2evc0BOrLYcb8JBR7s8AzCEw985GIrRjpCcyTfwb8l-qw_DDTRIRKE50F9o5-AZgE.DFT8DPTpxFSZ9ZC-b1bwtsVDfLwLCNikGJGlOFHsJrY&dib_tag=se&keywords=The+Social+Survival+Guide+for+Teens+on+the+Autism+Spectrum%3A+How+to+Make+Friends+and+Navigate+Your+Emotions&qid=1716988731&s=books&sprefix=the+social+survival+guide+for+teens+on+the+autism+spectrum+how+to+make+friends+and+navigate+your+emotions+%2Cstripbooks%2C130&sr=1-1) Ages 12-16 Snapshot Drawing on 20 years of research and experience, Lindsey Sterling divides this resource into thirds. She starts with basics of conversation, thoughts, and feelings, before turning to emotional self-regulation and a survival guide for inevitable social moments like joining in conversations, navigating unexpected encounters and confrontation, as well as bullying. **What makes it stand out?** It pairs practical social skill-building with cognitive behavioral strategies to make an easy-to-read emotional well-being book which is well-suited to autistic teens. ![](https://orilearning.com/wp-content/uploads/2024/06/The-Asperkids-Secret-Book-of-Social-Rules-10th-Anniversary-Edition.jpg) [*The Asperkid’s (Secret) Book of Social Rules](https://www.amazon.com/Asperkids-Secret-Book-Social-Rules/dp/1787758370/) 12+ A standout from the beginning, *The Asperkid’s (Secret) Book of Social Rules 10th Anniversary Edition* is refreshed with all-new illustrations and content focused on social media. As its title suggests, the book focuses on common situations, like cultivating friendships, dating, negotiating conversational landmines, and discussing neurodiversity. **What makes it stand out?** Jennifer Cook wrote this book shortly after both she and her children were diagnosed on the spectrum. It has remained a standout and was named one of *BookAuthority*‘s 74 Best Autism Books of all time in 2020. ## Title ![](https://orilearning.com/wp-content/uploads/2024/06/Social-Skills-for-Teens-The-Empowering-Handbook-To-Help-Your-Kids-Make-True-Friends-Even-As-An-Introvert-Communicate-Whats-On-Their-Mind-Manage.jpg) [*Social Skills for Teens: The Empowering Handbook To Help Your Kids Make True Friends Even As An Introvert, Communicate What’s On Their Mind, Manage Anxiety & Have The Confidence To Socialize*](https://www.amazon.com/Social-Skills-Teens-Empowering-Communicate/dp/B0CNMQF2KD/ref=sr_1_1?crid=7U9UHL30BCGI&dib=eyJ2IjoiMSJ9.wpMbjSUpdtSnnrlIOv31qqO2GclOWmTfZydOU-) 13-18 ## Snapshot Alice P. D. Hancock had a bird’s eye view of teens’ social interactions as an art teacher and gymnastics coach. She recognized the importance of teens understanding the “why” of their social anxiety and related struggles. Practical exercises throughout offer readers the chance to put learning into action as they go about their daily lives. **What makes it stand out?** It covers a range of social situations, from mastering casual conversations and making friends to soft skills for college and career readiness, like what it takes to be part of a team and how to navigate confrontation. ## High School & Young Adult Title ![](https://orilearning.com/wp-content/uploads/2024/06/DECIDE-AND-SOLVE-Decision-making-Guide-for-Teens-The-New-You-Teen-Bestsellers.jpg) [*DECIDE AND SOLVE: Decision-making Guide for Teens* ](https://www.amazon.com/DECIDE-SOLVE-Decision-making-Guide-Teens-ebook/dp/B0BH1BGSXR) Ages 16- Young adults Snapshot This book starts by looking closely at what sets decision-making apart from problem-solving, particularly the processes involved with each and how this matters when it comes to the adolescent brains and distinguishing risky options from safe ones. It also addresses the inevitable ethical and moral challenges that arise when others try to influence one’s decision-making or disagree with the choices made. **What makes it stand out?** *Decide and Solve* is part of author Stefany K. Thomann’s *New You Teen Bestsellers* book series which focuses on a range of personal skills, targeting teens and young adults and the skills they need to thrive. These emotional well-being books, with their range of subject matter and varying formats, offer numerous opportunities for integration across the school day. Many of them are designed to promote introspection as well as offer activities for interaction. As discussed, students benefit from familiarizing themselves with the vocabulary of feelings. Using these words, whether during activities like journal reflections or pair and shares, offers an opportunity for them to connect what they are learning to what they, and others like them, are experiencing day to day. Learn more about Ori Learning’s [emotional well-being resources for educators](/emotional-well-being-curriculum/). **Categories:** Skill Building --- ### [Introduction to Ali Taylor](https://orilearning.com/introduction-to-ali-taylor/) **Published:** September 17, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Dr. Ali Taylor discusses integrating SEL across academics in a September webinar—practical CASEL 5 strategies for teachers to boost behavior, engagement, and achievement. **Content:** *A Conversation on Integrating SEL Across Academics with our September 2024 Webinar Speaker Dr. Ali Taylor* Introduction **Ali Taylor, Ph.D.** is an Assistant Professor of Special Education at Bellarmine University in Louisville, Kentucky. Her research focuses on improving outcomes for **students with disabilities** in the P-12 school system. Specifically, she is interested in seeing improved behavioral outcomes for students with emotional and behavioral disorders. Her research centers on practice-based opportunities to support pre-service teachers’ understanding of data-based decision-making. She implements experiential learning projects with her students, allowing them to gain practice administering, scoring, and analyzing data for Multi-Tiered Systems of Support and Individualized Education Programming. Prior to teaching at Bellarmine, Dr. Taylor taught **special education** in the early childhood inclusive setting and self-contained emotional/behavioral unit for seven years in Indiana. This Q&A complements the webinar featuring Dr. Taylor, available here. ## In your experience, why is it critical to embed Social Emotional Learning (SEL) into the general education curriculum rather than treating it as a separate component? It is essential because it provides time and space to teach the whole student. This holistic experience allows for the two (i.e., SEL and academics) to complement each other rather than being isolated. Additionally, it allows students to be able to see the value: SEL becomes just as important as the general, core curriculum and, in this way, students see firsthand the real-world applications. ## What’s a lesson about leadership that you’ve learned or been reminded of recently? A leadership lesson I’ve learned is to lead with appreciation not expectation. You have to acknowledge and highlight your team’s accomplishments no matter the size. One way I do this is by creating newsletters that break down what each staff member or student has contributed to an event or project. I make a point to be actively involved, supporting from the planning stages to the execution and final results. I capture these moments through pictures and videos to showcase the effort and dedication it took to achieve our goals. This helps everyone appreciate the various elements that went into making something successful. I’ve noticed that our leaders, both students and staff, respond more positively to future tasks and ideas when they see their efforts being acknowledged and appreciated in real time. I don’t assume tasks will just get done because it’s someone’s job; instead, I show appreciation for the hard work involved. It’s crucial for my team to feel valued and supported. Recognizing their efforts daily helps us build stronger relationships and achieve more together. This understanding and appreciation have been instrumental in fostering a collaborative and motivated environment. ## How does this integration impact both students and teachers? For students, they are able to regulate their behaviors and deal with various emotions they encounter. This, in turn, allows them to engage more with the content, focus, and ultimately attain higher levels of academic success. They will be better prepared for life after graduation. For teachers, *I jump right to classroom management.* There are many teachers, especially new or novice teachers that struggle with classroom management. SEL integration allows teachers to deepen student/teacher relationships, increasing the trust factor while helping them understand their students’ backgrounds and needs. Overall, this helps cut down on behavioral issues and allows for more effective teaching. When the classroom runs smoothly, there is increased job satisfaction. ## Could you walk us through how general education teachers can effectively incorporate the CASEL 5 competencies into their lesson planning? There are various ways general education teachers can incorporate the CASEL 5 into their lesson planning. When I am lesson planning, I find it helpful to target one competency for a lesson. I like being able to intentionally plan and integrate SEL strategies to address that particular competency. However, there is overlap between the CASEL 5, so it is okay to connect your lesson to multiple competencies. I start by thinking about key takeaways for the lesson. What SEL skills or concepts do I want my students to work on in this lesson? I find it helpful to include SEL learning target(s)/objective(s) and then examine student characteristics and the learning environment. When thinking through the actual lesson, I include SEL teaching strategies. I have a list of easy to implement, general strategies that I refer to as my “go-to” list. These can easily be implemented in different subject areas. There are also other SEL strategies that are content-specific. ## What might this look like in a typical lesson? Perhaps you are teaching history and your lesson centers on civic dialogue. Your lesson integration might focus on social awareness; however, students need to have developed self-management skills to participate in respectful civic dialogue. In this example, I would start class with a mood meter to gauge my students’ moods on the topic of focus for the dialogue. Then, I would remind them of the norms for civic dialogue and allow space for civic dialogue to occur. In doing so, I am integrating the content with the competencies of social awareness and self-management. ## What are some common challenges or misconceptions educators face when trying to integrate SEL into their everyday teaching? How do you recommend navigating these challenges while maintaining academic rigor? As a former teacher, I draw from my own experiences and those of in-service teachers I have observed over the years. In the secondary setting, it seems the most common challenge is time constraints. When you only have a group of students in a class for a short period of time and academic instruction to get through, it can easily become overwhelming to also consider teaching SEL. A common misconception is SEL lessons need to be in addition to or separate from academic instruction. This challenge can be navigated with intentionality in lesson planning and dedication to integrating SEL. Teachers must buy into SEL for students to buy in as well. Another challenge could be lack of training. It is a misconception that SEL instruction is only for elementary students. SEL programming and training for teachers also need to occur in middle and secondary settings. This instruction is important for all students, no matter their age. There also exists the misconception SEL requires expertise in areas such as psychology or counseling. Teachers can easily learn and implement SEL strategies into their classrooms with no formal training. Although professional development helps support SEL instruction, it is not a requirement to start integrating SEL into academic instruction. ## You’ve developed an observation tool for administrators to assess SEL integration in classrooms. Can you share how this tool can be used effectively and what key indicators they should look for when observing SEL practices? I spoke before about the need for teachers and students to “buy into” SEL instruction. This can be reinforced when there is a school-wide commitment to SEL instruction. As the head of the school, administrators can help classroom teachers effectively implement SEL into academic instruction. The observation tool can be used as an informal way for an administrator to observe SEL integration into academic instruction. Ideally, the classroom teacher would complete the SEL lesson plan and submit it to their administrator before the lesson. Once received, the administrator should first examine how SEL is integrated according to the lesson plan. Specifically, they should consider content knowledge, learning target(s)/objective(s), student characteristics, and the learning environment. During the teaching observation, the administrator should record observations, including specific examples of SEL integration. The observation should conclude with a meeting between the administrator and teacher to discuss overall feedback, focusing on strengths and areas for growth. ## With increasing pressure on teachers to ensure students meet academic targets, how can SEL be integrated into lessons without sacrificing time dedicated to core academic subjects? Can you provide some examples of how SEL can actually enhance academic learning? It is true. There are so many pressures teachers face ensuring students meet academic targets. This can be really overwhelming, and when thinking about SEL integration, it would be easy to think, “This is just another thing to add to my overwhelming responsibilities.” While SEL integration can happen very easily, it should be intentionally planned beforehand. This integration can happen in different ways throughout the lesson: during assessment, during transitions and other routines, at the beginning/end of a lesson. In addition, any collaborative activities during the lesson can also target SEL. There are so many SEL strategies that can easily be integrated into the academic lesson without sacrificing time dedicated to core academic concepts. As I mentioned, for me, the biggest gain is enhanced academic learning through focus and better engagement. When students are more engaged, they are more motivated to face academic challenges. The academic challenges we present to students can help them become stronger critical thinkers and problem-solvers. Overall, SEL can also help students with academic anxieties they face. We can teach coping strategies and help increase students’ belief in themselves. All of this promotes a better classroom environment. As I mentioned, it is critical we go beyond teaching academic content. We need to embody the whole student approach by integrating SEL into academic content. When we do this, we will see successful students in thriving classrooms taught by educators who deeply care about their students’ well-being. Learn more about Ori Learning’s [Emotional Well-Being curriculum](/emotional-well-being-curriculum/). **Categories:** Research & Trends **Tags:** educational leaders, leadership spotlight, special education director --- ### [Social Emotional Learning Worksheets](https://orilearning.com/social-emotional-learning-worksheets/) **Published:** September 20, 2024 **Author:** Tess Hileman, M.Ed. **Excerpt:** Support students' success with SEL worksheets—bite-sized, classroom-ready activities to build empathy, self-awareness, self-management, and decision-making. **Content:** ### Related Resources - [SEL activities](/social-emotional-learning-activities/) - [SEL games](/social-emotional-learning-games/) Academic achievement alone isn’t sufficient for school students to thrive. Developing strong social and emotional skills is equally important for their overall well-being and future success. Social Emotional Learning (SEL) empowers students to understand and manage their emotions, build positive relationships, make responsible decisions, and achieve their personal and collective goals. An effective way to foster these essential skills with bite-sized snippets of SEL practice is by using Social Emotional Learning worksheets. This guide will explore the importance of SEL worksheets, provide practical guidance on how to use them in an educational setting, and share strategies that you can use to maximize their impact. Your ultimate goal is to create supportive learning environments that nurture students’ holistic development, and this is more than achievable with the strategic use of free Social Emotional Learning worksheets. ## The Importance of Social Emotional Learning Activities Worksheets Social Emotional Learning (SEL) is more than just a buzzword—its ability to positively impact students’ overall success is backed by extensive research. SEL worksheets offer a structured approach to developing essential life skills that complement traditional academic learning. They engage students in thoughtful activities and reflections, helping them to understand and manage their emotions, build empathy, interact effectively with others, and develop healthy coping mechanisms. The benefits of SEL worksheets extend beyond the classroom. Students who possess strong social and emotional skills are more likely to: - **Achieve academic success.** Research has shown a[ direct correlation between SEL and improved academic performance](https://srcd.onlinelibrary.wiley.com/doi/abs/10.1111/cdev.13968). - **Build positive relationships.** Effective communication and empathy are key to fostering strong friendships and collaborations, and SEL interventions have been found to “significantly improve” peer relationships (see above link to meta-analysis). - **Make responsible decisions.** When students understand emotions and consequences, they can make informed choices. - **Manage stress and adversity.** SEL skills equip students with tools to cope with challenges and build resilience, and its implementation[ has been linked to a reduction in emotional distress](https://www.ceeol.com/search/article-detail?id=1194874), unease, pressure, or social withdrawal. - **Contribute positively to their community.** Empathy and social awareness are essential for active citizenship. SEL has been found to[ improve both cognitive and emotional empathy](https://journals.sagepub.com/doi/abs/10.1177/1053825920923382) in children and adolescents. ## Common Types of Social and Emotional Learning Worksheets SEL worksheets come in a variety of formats. Each worksheet is designed to target specific social and emotional skills, so they complement one another and are effective, not repetitive, when used simultaneously. Here are some common types of Social and Emotional Learning worksheets: ### **Self-Awareness Worksheets** These worksheets help students understand their emotions, strengths, and values. They might include activities such as: - Emotion identification and labeling - Personal strengths and weaknesses assessments - Goal setting and planning - Mindfulness and relaxation techniques ### **Self-Management Worksheets** These focus on helping students regulate their emotions and behaviors. Activities might include: - Anger management strategies - Problem-solving exercises - Impulse control activities - Time management skills ### **Social Awareness Worksheets** Social awareness worksheets help students understand the perspectives of others and develop empathy. Activities might include: - Perspective-taking exercises - Empathy building activities - Conflict resolution strategies - Diversity and inclusion activities ### **Relationship Skills Worksheets** These help students build and maintain positive relationships with their peers. Activities might include: - Communication skills practice - Teamwork and collaboration exercises - Assertiveness training - Active listening activities ### **Responsible Decision-Making Worksheets** Responsible decision-making worksheets help students make thoughtful choices based on ethical considerations. Activities might include: - Decision-making models - Consequences and outcomes analysis - Ethical dilemmas and discussions - Goal setting and planning ## How to Successfully Integrate Social Emotional Learning Worksheets Into Your Curriculum (with Evidence-Based Strategies) To effectively integrate SEL worksheets into your curriculum, you’ll need to do some forward planning. The good news is that high-quality Social and Emotional Learning worksheets, like those produced by Ori Learning, are ready to teach, with classroom-ready activities, accessibility, and instructional flexibility built in. But if you’ve never used Social and Emotional worksheets before, you will still need to determine how to blend these snippets of SEL teaching with your existing classroom schedule. Here are some evidence-based strategies to help you maximize the impact of SEL worksheets in a school environment: ### **Align Worksheets with Curriculum Goals** Research indicates that integrating SEL, even in bite-sized formats, into core academic subjects enhances students’ learning and motivation. For example, there’s evidence that [SEL implementation has a positive impact on students’ reading, writing, and math outcomes](https://nwcommons.nwciowa.edu/cgi/viewcontent.cgi?article=1365&context=education_masters). One study found that SEL increased students’ reading achievement, and another reported “positive outcomes” contributing to academic proficiency in reading, math, and writing in children who participated in an SEL program versus those who didn’t. When you’re looking at ways to integrate SEL into your lesson plans, ensure that Social Emotional Learning worksheets complement your existing curriculum. For instance, use empathy-focused worksheets during a literature unit or problem-solving worksheets in math class. This integration reinforces the relevance of SEL skills in different academic areas. ### **Create a Supportive Classroom Environment** A positive classroom environment is key to the success of SEL initiatives. Research shows that[ students are more likely to engage in learning and exhibit positive behavior in classrooms where they feel safe, respected, and supported](https://books.google.co.uk/books?hl=en&lr=&id=G7dJKVBK99UC&oi=fnd&pg=PR5&dq=students+are+more+likely+to+engage+in+learning+and+exhibit+positive+behavior+in+classrooms+where+they+feel+safe,+respected,+and+supported&ots=xOpzq7o4kD&sig=sBoebrTN2bg3fU6U24Oldl0JrTY&redir_esc=y#v=onepage&q=students%20are%20more%20likely%20to%20engage%20in%20learning%20and%20exhibit%20positive%20behavior%20in%20classrooms%20where%20they%20feel%20safe%2C%20respected%2C%20and%20supported&f=false). Classrooms with a strong sense of community lead to increased student engagement and better social outcomes. To create a supportive environment, establish clear expectations, routines, and rules that encourage students to respect and empathize with one another. Integrating Social Emotional Learning worksheets focused on empathy and communication can reinforce these values during daily activities. Encourage students to contribute to the creation of classroom norms and involve them in discussions about how to maintain a positive atmosphere. This helps them internalize the importance of a supportive environment for their social and emotional development. ### **Differentiate Instruction** Differentiating your instruction methods will ensure you meet the diverse needs of students in your classroom—something that’s particularly important when implementing SEL, which,[ despite how it’s often misinterpreted](https://orilearning.com/sel-programs-expectation-vs-reality/), is not universal and varies in its implementation from one school to the next. Research suggests that[ differentiated instruction enhances students’ social and emotional development](https://stars.library.ucf.edu/honorstheses/1186/) by addressing their individual learning styles and abilities. You can differentiate your SEL instruction by offering a variety of worksheets and activities that cater to different learning preferences. Also consider the varying levels of SEL skills among your students to ensure everyone can benefit from your instruction regardless of their starting point. You can provide simpler Social and Emotional Learning activities worksheets for students who need extra guidance and more advanced problem-solving scenarios for those ready to tackle deeper issues. ### **Foster Student Ownership** Effective SEL implementation isn’t all about your own instruction—it should also include empowering your students to take ownership of their learning. When students feel a sense of control and responsibility over their learning, their engagement and motivation significantly increase. Research shows that student-driven learning activities, such as[ following personalized learning plans, can boost their intrinsic motivation and effectively meet their learning needs and interests](https://www.tandfonline.com/doi/abs/10.1080/15391523.2020.1728449). You can encourage ownership in an educational setting by involving students in the selection and creation of Social Emotional Learning worksheets and activities. For example, you could allow students to choose from a range of SEL topics that interest them or encourage them to create their own scenarios for role-playing exercises. You can also[ ask questions to reinforce SEL throughout the day.](https://orilearning.com/emotional-well-being-skills-10-questions-to-ask-in-the-classroom/) Giving students input in what they learn should help to boost engagement and make their learning experience more relevant. ### **Provide Opportunities for Practice** The best way for your students to develop their social and emotional skills is through regular practice, much like any other academic subject. Consistent practice of SEL activities leads to more meaningful skill development and better long-term outcomes. For instance,[ this 2020 elementary school study](https://link.springer.com/article/10.1007/s12310-020-09392-9) found that students who were exposed to the same SEL program across multiple grade levels showed “further gains in several social skill domain areas and academic engagement” compared to students who were exposed to the program in second grade only. Incorporate Social Emotional Learning worksheets and activities into your routine so your students have ample opportunities to practice these skills. You might start each day with a reflection or discussion prompt from an SEL worksheet, so students can practice their empathy, problem-solving, or self-regulation regularly. ### **Collaborate with Colleagues** You’ll have an easier time successfully implementing SEL worksheets into the curriculum if there’s effective collaboration among teachers in your school. Research highlights that collaboration in educational settings[ improves the school culture and climate by “creating a safe space where all voices are heard and equally”](https://journals.sagepub.com/doi/full/10.1177/19427751211014920), ensuring more cohesive student experiences and greater improvements in social and emotional outcomes. Share ideas and resources with your colleagues to create a unified approach to SEL. For instance, you might work with another teacher to align Social and Emotional Learning worksheets with themes in both your classrooms, so your students experience a consistent focus on social and emotional learning throughout their day. ### **Seek Feedback** Gathering feedback will help you refine and improve your SEL implementation. When you incorporate feedback from students, parents, and colleagues, you can improve your educational practices and, therefore, your student outcomes. According to research,[ when teachers actively seek and respond to feedback, they can make informed adjustments to enhance teaching quality](https://www.researchgate.net/profile/Imcra-Journals-Imcra/publication/329814430_1926_Azrbaycan_mktbi_Azerbajdzanskaa_skola_Azerbaijan_Journal_of_Educational_Studies_No_4/links/5d1375a9299bf1547c80fcc3/1926-Azrbaycan-mktbi-Azerbajdzanskaa-skola-Azerbaijan-Journal-of-Educational-Studies-No-4.pdf#page=26) and student learning. Regularly ask your students to share their experiences with SEL worksheets and activities, and invite parents to provide their observations as well. Additionally, collaborate with colleagues to discuss what’s working and what might need improvement. Use this feedback to fine-tune your approach, ensuring that the SEL instruction continues to meet the needs of all students effectively. ## Incorporating Social Emotional Learning Worksheets Into Educational Settings: Next Steps Integrating free Social Emotional Learning worksheets into your curriculum will greatly support your mission to create a balanced educational experience. Align these worksheets with your curriculum goals, and prioritize establishing a supportive classroom environment where SEL concepts are practiced daily, to enhance student engagement and learning outcomes. Free printable Social Emotional Learning worksheets make a great addition to any SEL program, lesson, or activity. You can weave them into your curriculum, using them to supplement your lessons and to practice pro-social skills and facilitate conversations. ## More on empathy games:More on Social Emotional Learning Worksheets ### What are the 5 social emotional learning skills? The five social-emotional learning (SEL) skills are social awareness, relationship skills, self-awareness, self-management, and responsible decision-making. Self-awareness involves understanding your own emotions and how they affect your behavior. Self-management is about controlling your emotions and managing stress. Social awareness means recognizing and understanding the feelings of others. Relationship skills involve communicating effectively and working well with others. Responsible decision-making is about making choices that are ethical and beneficial for yourself and others. ### What are SEL worksheets? SEL worksheets are educational tools designed to help students develop their social and emotional skills. These worksheets include various activities and prompts that focus on topics like managing emotions, understanding others, and improving communication and relationships. They can be used in the classroom or at home to support the practice and growth of essential life skills related to social and emotional development. ### What are the 4 pillars of social emotional learning? The four pillars of social-emotional learning are self-awareness, self-management, social awareness, and relationship skills. Learn more about Ori Learning’s [comprehensive emotional well-being curriculum](/emotional-well-being-curriculum/). **Categories:** Classroom Activities --- ### [50 Years of Special Education Law](https://orilearning.com/infographic-50-years-of-special-education-law/) **Published:** February 10, 2024 **Author:** Stefan Kalpachev **Excerpt:** Explore a 50-year infographic timeline of special education law—key milestones from the Rehabilitation Act and IDEA to ADA and Endrew F., shaping equitable education. **Content:** ![50 Years of Special Education Law](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_02.08.24_50-years-inforgraphic-1024x463.png "ori_blog_02.08.24_50-years-inforgraphic – Ori Learning – Ori Learning") # **Trace the Evolution of Special Education Law: A 50-Year Retrospective** This detailed infographic provides a visual chronicle of the significant milestones in special education law over the last five decades. Beginning with the Rehabilitation Act of 1973, this timeline features landmark legislations, critical amendments, and groundbreaking court decisions that have collectively shaped the landscape of special education as we know it today. - **Rehabilitation Act of 1973:** Section 504 sets the stage for prohibiting discrimination based on disability. - **Individuals with Disabilities Education Act (IDEA):** Mandates and continually redefines Free Appropriate Public Education (FAPE). - **Americans with Disabilities Act (ADA):** Broadens the scope of protection beyond education. - **Endrew F. v. Douglas County School District:** Elevates expectations for what IEPs must achieve. This timeline serves as an informative recap of the past and underscores the ongoing commitment required to advance educational equity. For special education leaders, it’s a testament to progress and a beacon for future advocacy. Dive into this enriching historical perspective to fortify your leadership – **fill the short form and download your copy of the infographic today!** ## Download Now More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Compliance & Law --- ### [Actionable Strategies for Building Inclusive Social-Emotional Learning Programs](https://orilearning.com/infographic-strategies-for-creating-inclusive-emotional-well-being-programs/) **Published:** February 10, 2024 **Author:** Stefan Kalpachev **Excerpt:** Inclusive emotional well-being strategies for schools: evidence-based program design, UDL, culturally affirming practices, and adult development to support all students. **Content:** ![Actionable Strategies for Creating Inclusive SEL Programs](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_02.08.24_inclusive-sel-infographic-1024x463.png "ori_blog_02.08.24_inclusive-sel-infographic – Ori Learning – Ori Learning") # **Fostering Inclusivity in Emotional Well-Being** Delve into evidence-based strategies for building and implementing inclusive emotional well-being programs. Essential for directors of counseling and counselors, this infographic elucidates how to integrate emotional well-being interventions that engage all students, particularly those from marginalized groups. - **Program Design:** Highlights the application of Universal Design for Learning (UDL) and the importance of addressing systematic barriers for students with disabilities. - **Program Development:** Emphasizes culturally affirming programs and family involvement to enrich emotional well-being. - **Program Implementation:** Focuses on the role of teachers and the need for adult development in emotional well-being programs. - **Program Research:** Points out the impact of culture on emotional development and the value of culturally responsive pedagogy. This infographic is a tool to ensure emotional well-being benefits are shared equitably, enhancing academic performance, mental health, and reducing behavioral and attendance issues for all students. **Fill out our brief form to access this free resource, and start implementing emotional well-being interventions that are truly effective and inclusive!** ## Download Free Resource More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Research & Trends --- ### [Free Life Skills Lesson Plan: Building Strong Relationships](https://orilearning.com/building-strong-relationships-free-lesson-plan/) **Published:** June 25, 2022 **Author:** Stacy Tornio **Excerpt:** Free 15-minute life skills lesson on building strong relationships for teens: printable discussion cards, poster, and simple steps to improve trust, respect, and support. **Content:** Building strong relationships is a lifelong journey, and it’s a skill that will come in handy year after year. As a teenager, there are so many different types of relationships to build with adults. Whether you’re trying to build rapport with a parent, coach, teacher, or boss, it can be a tricky and even intimidating task. This is where this free lesson plan can help. This is part of the series, Life Skills Lessons, which have been designed to be completed in 15 minutes or less. Enter your information below to get the printable for free. ## Download Lesson Plan Here’s a closer look at what’s in the lesson plan. ### The building strong relationships lesson plan has three simple steps. ![Life Skills Lesson Plan: Building Strong Relationships](https://orilearning.com/wp-content/uploads/2022/07/ori_content_printables_building-strong-realtionships_instructions-1024x801.png "ori_content_printables_building-strong-realtionships_instructions – Ori Learning") Many times students think of relationships as being romantic, but this helps teens see all the other different types that can exist. ### Use the free discussion cards. ![Life Skills Lesson Plan: Building Strong Relationships](https://orilearning.com/wp-content/uploads/2022/07/ori_content_printables_building-strong-realtionships_discussion-cards-1024x801.png "ori_content_printables_building-strong-realtionships_discussion cards – Ori Learning") These printable cards have prompts that can be down in partners or groups. Just print and cut. ### Print out the free poster. ![Life Skills Lesson Plan: Building Strong Relationships](https://orilearning.com/wp-content/uploads/2022/07/ori_content_printables_building-strong-realtionships_poster-1024x801.png "ori_content_printables_building-strong-realtionships_poster – Ori Learning") This printable is a great look at trust, respect, and support. *We hope you enjoy this lesson plan on building strong relationships. [Look for more 15-minute lesson plans here](https://orilearning.com/tag/15-minute-lesson-plans/).* **Categories:** Classroom Activities **Tags:** 15-minute lesson plans, life skills --- ### [Icebreakers for Teens: A Life Skills Lesson in 15 Minutes or Less](https://orilearning.com/icebreakers-for-teens-lesson-plan/) **Published:** June 28, 2022 **Author:** Stacy Tornio **Excerpt:** Quick 15-minute icebreakers for teens to boost communication, build connections, and explore similarities and differences with fun 'Would you rather?' prompts. **Content:** It’s not always easy to plan icebreakers for teens, but they can make a huge difference in building strong relationships. In order to be successful, you want a quick lesson or activity that is sure to get engagement from even the toughest crowd. This is where these icebreakers for teens activity from Ori can help. This is part of the series, Life Skills Lessons, which have been designed to be completed in 15 minutes or less. This one specifically will help teens build their communications skills while also helping them figure out how they can be alike and different. Enter your email to get it. ## Download Lesson Plan **Want to get a closer idea of what’s in this icebreakers for teens lesson? Take a look.** ### The icebreakers for teens activity can be broken down into three easy steps. ![Icebreakers for Teens Lesson Plan](https://orilearning.com/wp-content/uploads/2022/06/ori_content_printables_breaking-the-ice_instructions-1024x801.png "ori_content_printables_breaking-the-ice_instructions – Ori Learning") ![Icebreakers for Teens Lesson Plan](https://orilearning.com/wp-content/uploads/2022/06/ori_content_printables_breaking-the-ice_instructions-cont-1024x801.png "ori_content_printables_breaking-the-ice_instructions cont – Ori Learning") Introduce the topic, explore it with teens, and then review it. You’ll be able to complete this in 15 minutes or less. ### You’ll also get a poster. ![Icebreakers for Teens](https://orilearning.com/wp-content/uploads/2022/06/ori_content_printables_breaking-the-ice_venn-1024x801.png "ori_content_printables_breaking-the-ice_venn – Ori Learning") Hang this poster in your classroom or use it in the discussion of how we are all alike and different. ### This print-and-play activity will get teens talking. ![Icebreakers for Teens](https://orilearning.com/wp-content/uploads/2022/06/ori_content_printables_breaking-the-ice_would-you-rather-1024x801.png "ori_content_printables_breaking-the-ice_would you rather – Ori Learning") This classic “Would you rather?” activity is an easy way to get teens talking, discussing, and connecting. *We hope you enjoy this lesson plan on icebreakers for teens! [Look for more 15-minute lesson plans here](https://orilearning.com/tag/15-minute-lesson-plans/).* ### Related Resources- [icebreaker activities for teens2. [SEL games ](\"\/social-emotional-learning-games\/\")](\"\/5-icebreaker-activities-for-teens-that-arent-boring\/\") **Categories:** Classroom Activities **Tags:** 15-minute lesson plans --- ### [7 Common Legal Errors in Transition Planning](https://orilearning.com/infographic-7-common-legal-errors-in-transition-planning/) **Published:** February 5, 2024 **Author:** Stefan Kalpachev **Excerpt:** Avoid costly legal errors in transition planning for schools and districts—learn seven essential compliance tips to reduce litigation risk and protect your reputation. **Content:** ![7 Common Legal Errors in Transition Planning](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_01.16.24_legal-errors-graphic-4-1024x463.png "ori_blog_01.16.24_legal-errors-graphic-4 – Ori Learning – Ori Learning") # **How to Avoid the Most Common Legal Errors in Transition Planning?** Navigating the legalities associated with transition can be a maze fraught with potential missteps. However, with this incisive resource, you’ll unlock the insights needed to avoid the most prevalent legal errors. We’ve distilled complex regulations into seven crucial points, helping support your school or district in staying out of common litigation pitfalls. ## **Why Download This Infographic?** - **Expert Analysis:** Digest the essence of intricate legal mandates with ease. - **Practical Tips:** Implement strategies that circumvent legal traps and promote compliance. - **Risk Mitigation:** Equip yourself and your team with the knowledge to proactively address issues before they escalate. Take the first step towards protecting your school or district from costly and reputation damaging legal action. **Complete our straightforward form, and you’ll receive your copy of this critical resource completely for free**. More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Compliance & Law --- ### [SEL Lesson Plan Template: Embed Social-Emotional Learning Into Any Lesson](https://orilearning.com/intentional-emotional-well-being-lesson-integration-lesson-plan-template/) **Published:** January 7, 2025 **Author:** Stefan Kalpachev **Excerpt:** Download a free Emotional Well-Being Lesson Plan template to integrate SEL competencies into lessons, build student self-awareness, social skills, and academic growth. **Content:** The **Intentional Emotional Well-Being Lesson Plan Template** provides a structured approach to aligning academic goals with essential emotional well-being competencies, ensuring students develop both cognitive and emotional skills. With this template, you can strategically embed emotional well-being into your lesson plans, from defining learning objectives to reflecting on student progress, all while fostering a supportive and inclusive learning environment. ## **Why Use This Emotional Well-Being Integration Lesson Plan Template?** - Integrate key emotional well-being competencies—self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—directly into your subject lessons, fostering well-rounded student development. - Establish clear, measurable learning targets for both academic content and emotional well-being, ensuring progress in all areas. - Tailor your lessons to meet the diverse needs of your students, considering their backgrounds, abilities, and unique interests. Fill out the form on the side to receive your **Intentional Emotional Well-Being Integration Lesson Plan Template** today. # Download Your Free Emotional Well-Being Lesson Plan Template ![Free SEL Lesson Plan Template](https://orilearning.com/wp-content/uploads/2024/10/ori_blog_091724_pdf-intentional-sel-lesson-integration-768x363.png "ori_blog_091724_pdf-intentional-sel-lesson-integration – Ori Learning – Ori Learning") More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Classroom Activities --- ### [Ori Learning's Transition Curriculum Secures Nearly 100% Staff Buy-In At RMA Public Schools](https://orilearning.com/ori-learnings-transition-program-gets-100-buy-in-from-rma-public-schools/) **Published:** March 23, 2025 **Author:** Jon Izak (Founder & CEO) **Excerpt:** RMA Public Schools raised graduation rates and motivation for students with disabilities using Ori Learning’s data-driven transition program for postsecondary planning. **Content:** ![RMA Public schools case study banner](https://orilearning.com/wp-content/uploads/2025/03/ori_blog_102523_strategies-to-implement-SEL-B-1024x463.png "rma_case_study – Ori Learning – Ori Learning") *Learn how RMA Public Schools boosted graduation rates and student motivation with Ori Learning’s transition program—empowering at-risk students with disabilities through data-driven, personalized postsecondary planning.* # About RMA Public Schools RMA Public Schools is a specialized credit recovery campus for 9th to 12th graders. With a mission to cater to all students, it operates under an open-enrollment charter system which accepts students with disabilities who have dropped out or are at risk of dropping out of traditional school. Their primary focus is on graduating students by providing a four-hour daily schedule based on an accelerated academic curriculum. This unique approach underscores RMA's commitment to addressing the educational needs of students requiring a more focused and supportive learning environment.​ > Ori took us out of the rote, box-checking way of doing transition, and helped us get to a place where we could present some real data for each student. > > Dr. Heidi Lambert, Director of Special Populations, RMA Public Schools ### The Challenge RMA observed a behavioral pattern among students who weren’t sure of their post-graduation futures. “When a student doesn’t know what’s next for them after graduation, they tend to self-sabotage,” says Dr. Heidi M. Lambert, who serves as Director of Special Populations at RMA. This pattern presented itself in the data, which showed that students with disabilities in particular were staying on longer than most, often struggling to stay motivated and to attend their classes regularly. The school had excellent special education teachers, but it lacked a structured transition program, highlighting an opportunity to bridge a gap in the school's support system for transition-age students. ### The Solution The turning point for RMA came after Dr. Lambert heard about Ori Learning from someone in her professional network, who specifically praised the Transition Program. After doing some more independent research, Dr. Lambert learned that the program not only removed the burden of legal and compliance matters, but also provided a framework for holding teachers accountable to improving transition outcomes for students with disabilities. This is what ultimately won Dr. Lambert over as a special education leader. She implemented the transition curriculum for the 2023/24 school year at RMA and quickly established an Ori Learning champion in her team. ### The Results By January 2024 the program had received unanimous support from staff. Teachers and students alike vouched for the user-friendliness of the platform, and school counselors were “wowed” by the comprehensive information contained in the transition resources. Based on the positive feedback she has received so far, she is confident that it is working. “Ori took us out of the rote, box-checking way of doing transition, and helped us get to a place where we could present some real data for each student.” She even decided to open up the Ori Learning platform to general education students at RMA, saying that if she could, she would “make it a requirement for everyone”. ## Read the Full Case Study! Get a personalized demo of the Ori Learning platform. [ Request a Demo ](https://orilearning.com/demo-request/) More from Ori [![A confident high-school student reviewing his resume with a job coach in a career-center setting](https://orilearning.com/wp-content/uploads/2026/06/pre-ets-resume-job-coach.jpg "pre-ets-resume-job-coach – Ori Learning – Ori Learning") ](https://orilearning.com/pre-employment-transition-services/)### [ A Practical Guide to Pre-Employment Transition Services (Pre-ETS) for Schools ](https://orilearning.com/pre-employment-transition-services/) 06/03/2026 [![Texas MTSS coordinator planning social-personal competency instruction](https://orilearning.com/wp-content/uploads/2026/03/texas-mtss-featured-v4.jpg "texas-mtss-featured-v4 – Ori Learning – Ori Learning") ](https://orilearning.com/texas-mtss-social-personal-competencies/)### [ Integrating Social and Personal Competencies into Your Texas MTSS Framework ](https://orilearning.com/texas-mtss-social-personal-competencies/) 03/25/2026 [![California student exploring SEL curriculum aligned with state standards](https://orilearning.com/wp-content/uploads/2026/03/california-sel-curriculum-featured-v4.jpg "california-sel-curriculum-featured-v4 – Ori Learning – Ori Learning") ](https://orilearning.com/california-sel-curriculum/)### [ California SEL Curriculum for Grades 6–12 ](https://orilearning.com/california-sel-curriculum/) 03/25/2026 [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** From Ori Learning, Leadership & Admin Strategies, Other Ori Resources, Research & Trends, Transition & SPED **Tags:** at-risk students, credit recovery schools, Ori Learning, postsecondary planning, special education, staff buy-in, student motivation, transition curriculum --- ### [Fairfax County Public Schools Simplifies Special Education Transition With Ori Learning](https://orilearning.com/fairfax-county-public-schools-simplifies-special-education-transition-with-ori-learning/) **Published:** March 23, 2025 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Fairfax County Public Schools partnered with Ori Learning to deliver IEP-aligned transition curriculum, transforming special education for virtual and in-person learning. **Content:** ![Fairfax County Public Schools Case study](https://orilearning.com/wp-content/uploads/2025/03/ori_blog_102523_strategies-to-implement-SEL-B-2-1024x463.png "fairfax_case_study – Ori Learning – Ori Learning") *Discover how Fairfax County Public Schools revolutionized special education with Ori Learning’s transition curriculum—empowering 188,000+ students and transforming IEP-aligned virtual and in-person learning.* # About Fairfax County Public Schools Fairfax County Public Schools (FCPS), one of the largest school districts in the United States, provides comprehensive educational services to a diverse student body, including specialized programs in special education, career readiness, and STEM education. Committed to preparing students for success, FCPS supports over 188,000 students in Fairfax County, Virginia. Its specialized transition programs help students with disabilities achieve independence and employment readiness through tailored educational solutions, highlighting FCPS's dedication to accessibility and individualized learning. > Ori’s platform transformed our ability to deliver engaging, accessible transition programming tailored to each student's unique needs. > > Trevor Christensen, Transition Resource Teacher, Fairfax County Public Schools ### The Challenge When FCPS shifted entirely to virtual learning in March 2020, the absence of an established online curriculum for special education transition programming caused significant disruption. Trevor Christensen, a Transition Resource Teacher at FCPS, explained, "We didn’t have any kind of infrastructure or curriculum ready for all-online learning." FCPS urgently needed an accessible, engaging, and cost-effective solution aligned with Individualized Education Programs (IEPs) that could support both virtual and in-person instruction, highlighting a critical gap in their educational framework. ### The Solution After evaluating various options, FCPS selected Ori Learning’s e-learning platform for its comprehensive transition curriculum, user-friendly design, and adaptive learning capabilities. Ori's Transition Suite, composed of eight units designed explicitly for transition planning, was implemented to complement FCPS’s existing IEP processes. Notably, the onboarding experience stood out, with Ori’s customer success team providing detailed training and responsive support. FCPS educators appreciated Ori’s adaptability, noting enhancements such as the inclusion of daily living skills components and improved accessibility features based directly on user feedback. ### The Results Ori Learning’s curriculum quickly gained widespread adoption and positive reviews among FCPS educators and students. Teachers praised the intuitive interface, comprehensive training, and ease of integration into existing classroom structures, resulting in minimal disruption during implementation. Approximately 60-70% of STEP and EFE teachers now regularly utilize Ori, integrating it seamlessly into their weekly routines. Trevor Christensen remarked, "The teachers that use it love it. Our assistive technology staff love it. All of our leadership here likes it." The successful integration of Ori’s curriculum has positioned FCPS to effectively address evolving educational needs and expand inclusive learning opportunities district-wide. ## Read the Full Case Study! Get a personalized demo of the Ori Learning platform. [ Request a Demo ](https://orilearning.com/demo-request/) More from Ori [![A confident high-school student reviewing his resume with a job coach in a career-center setting](https://orilearning.com/wp-content/uploads/2026/06/pre-ets-resume-job-coach.jpg "pre-ets-resume-job-coach – Ori Learning – Ori Learning") ](https://orilearning.com/pre-employment-transition-services/)### [ A Practical Guide to Pre-Employment Transition Services (Pre-ETS) for Schools ](https://orilearning.com/pre-employment-transition-services/) 06/03/2026 [![Texas MTSS coordinator planning social-personal competency instruction](https://orilearning.com/wp-content/uploads/2026/03/texas-mtss-featured-v4.jpg "texas-mtss-featured-v4 – Ori Learning – Ori Learning") ](https://orilearning.com/texas-mtss-social-personal-competencies/)### [ Integrating Social and Personal Competencies into Your Texas MTSS Framework ](https://orilearning.com/texas-mtss-social-personal-competencies/) 03/25/2026 [![California student exploring SEL curriculum aligned with state standards](https://orilearning.com/wp-content/uploads/2026/03/california-sel-curriculum-featured-v4.jpg "california-sel-curriculum-featured-v4 – Ori Learning – Ori Learning") ](https://orilearning.com/california-sel-curriculum/)### [ California SEL Curriculum for Grades 6–12 ](https://orilearning.com/california-sel-curriculum/) 03/25/2026 [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** From Ori Learning, Instructional Strategies, Other Ori Resources, Transition & SPED **Tags:** adaptive learning, assistive technology, Fairfax County Public Schools, IEP alignment, Ori Learning, special education, transition curriculum, virtual learning --- ### [Ensuring Educationally Meaningful and Legally Compliant Transition Plans](https://orilearning.com/webinar-ensuring-educationally-meaningful-and-legally-compliant-transition-plans-with-dr-mitch-yell-and-dr-kurt-hulett/) **Published:** January 3, 2026 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Watch our exclusive webinar on special education transition plans: legal compliance, IEP best practices, Endrew F. and Perez v. Sturgis insights for districts. **Content:** Our May 2023 webinar brought together over 500 school district administrators to delve into essential strategies for crafting and implementing transition plans in special education. Featuring [Dr. Mitch Yell](https://exceptionalchildren.org/about-us/board-directors/mitchell-l-yell-phd) and Dr. Kurt Hulett, renowned special education legal experts, this session provides unparalleled insights into recent landmark U.S. Supreme Court cases – Endrew F. v. Douglas County School District and Perez v. Sturgis School District. Why This Session Is a Must-Watch: 1. **Critical Legal Insights**: Understand the implications of major court rulings on your district’s practices. 2. **Actionable Strategies**: Learn how to craft meaningful PLAAFP statements and develop comprehensive annual goals for transition plans. 3. **Data Monitoring Expertise**: Gain knowledge on [monitoring key transition progress](https://orilearning.com/transition-curriculum/) data points. 4. **Litigation Prevention Tips**: Receive guidance on creating internal consistency among all IEP elements to minimize liability. 5. **Engaging Interactive Session**: Benefit from the expert answers to thoughtful questions raised by attendees during the live session. For a limited time, we are offering free access to this resource. Don’t miss the opportunity to enrich your understanding of special education transition planning and compliance. **To access the full webinar recording and stay updated on our upcoming sessions, please fill out the form beside this description.** })}); ### Related Resources - [legal errors in transition planning](/7-most-common-legal-errors-for-special-educators-to-avoid-in-the-transition-planning-process/) - [transition services guide](/transition-services-a-comprehensive-guide-for-special-education-leaders/) **Categories:** Compliance & Law, Leadership & Admin Strategies, Transition & SPED **Tags:** annual transition goals, Endrew F. case, IEP compliance, litigation prevention, PLAAFP statements, special education law, Supreme Court rulings, transition planning --- ### [Why Drama Class and Arts Education Are Vital for Social-Emotional Learning](https://orilearning.com/arts-is-vital-in-middle-school-for-emotional-well-being/) **Published:** June 28, 2022 **Author:** Laura Wheatman Hill **Excerpt:** Discover how arts education and drama classes boost students' emotional well-being, building empathy, decision-making, resilience, and inclusive SEL skills. **Content:** ## Introduction I’d always hear how important arts education is in emotional well-being. But it wasn’t until I was in the classroom as a drama teacher that I experienced it firsthand. Then I saw how powerful arts emotional well-being really is. Articles like [this one from the New Jersey Board of Education](https://www.njsba.org/school-leader/social-and-emotional-learning-and-arts-education/) support this by saying, “One of the most important avenues for (emotional well-being) to take place is in the visual and performing arts.” They call it a potential superpower for schools who embrace it, and I definitely know this to be true. Skills like decision making, relationship building, and being both self-aware and socially aware are all important when it comes to creating art. And one of the best ways this can happen is with drama class. It can work wonders for middle and high school students. ## 5 Ways Drama and Arts Education is Vital for Emotional Well-Being ### 1. Drama class helps us explore our true selves. Drama is all about being a different character than oneself, right? This is true in a lot of ways, but at the same time, playing someone different often helps students tap into truths about themselves. It can help them portray a range of emotions that may not be “allowed” either by their own self-restriction, their family, or even society as a whole. When they can explore other emotions through a character, it can help students access their own emotions, learn empathy, and practice resilience. I’ve had many students in my classes who lose themselves and find themselves through character work. Many kids who don’t “fit in” anywhere else can be who they are in the theater. Since we can try on different personas on stage, kids who are questioning or unsure can often feel safe figuring out their identities in a theater space. This is where artseducation can really help students come out of their shells. ### 2. Drama helps us connect to one another. Social skills are one of the main teaching targets in my drama classes, no matter the age. Even when I work with high schoolers or adults, this is an important focus. I always tell my drama classes or casts that drama is a team sport. We have to work together in order to achieve our goals. Social awareness, how you relate to others, and how your actions impact others can all be challenging concepts to learn. Drama exercises can really help students understand this and get better with practice. I’ve had many students who struggle socially, either because of neurodivergence or a lack of practice, and they can practice this in a drama class setting. It can also help with those uncomfortable situations. For instance, people will get their feelings hurt in drama class, but we work through this. We talk a lot about consent and physical and emotional space. Friendships and sometimes romances (or as they’re called, “showmances”) are made and broken. We practice the full range of human relationships both on and off-stage. It makes a big difference, too. I really want my students to feel like they have a home in my class, and I see it happening as the school year goes on. One of the greatest compliments I ever got as a drama teacher was someone passing along that a student of mine told his family that he didn’t have any friends until he joined the school play. ### 3. Drama class helps students with decision-making. The cliche of “the show must go on” is always true because things always go wrong in live theater. For instance, an actor gets sick, a set-piece falls down, or we have to rush to get a costume ready for opening night—these are all stressful, real scenarios that my students have to deal with regularly. Decisions need to be made and they need to be made on a very strict deadline. Year after year, I see my students step up to the challenge, and I’m so proud of the way they tackle the challenges. These important teenage skills get used in other classes, too. I’ve seen my students grow and mature, putting the things they learn in drama class into math, science, and humanities classes. They are better problem solvers, speech givers, and group project participants, all became of drama. ### 4. Arts education is a great introduction to real life. One of the ways I’ve seen drama apply to real life is an overall disappointment. Casting can be heartbreaking, but it’s inevitable. When students don’t get a certain part, it helps them learn how to cope and adjust. These are such important skills that will help them for years to come. Probably my favorite skill students learn is collaborative problem-solving. Students really have to learn how to work well with others, and they can transfer this skill into so many other parts of their life. This is true for both now and the future. This is another one that will be with them for years. It’s been true for myself. I’ve learned to be a great improviser over years, both in the classroom. It helped me deal with irate customers in my first retail job. It helped me make people laugh on first dates. And it has even helped me parent my own children at home. Many drama students go on to do non-theatre jobs and use their skills to great success. Law schools apparently love theatre majors. I also know many project managers who used to be great stage managers. And yes, many theatre kids become educators because teaching uses all sorts of important emotional well-being skills. ### 5. Emotional Well-Being skills and drama go hand in hand. In this write-up for American Theatre, Stephan Sachs writes, “Rehearsing a play teaches young people teamwork, collaboration, tolerance, and the importance of listening to and following direction. They learn about problem-solving, discipline, goal-setting, and time management. And they discover that getting something significant accomplished can also be fun.” All of these are emotional well-being skills. Plus, let’s not forget that the activist kids who spoke out [after the Parkland shooting were the drama kids](https://www.americantheatre.org/2018/02/23/surprised-that-never-again-leaders-are-theatre-kids-im-not/). While I love to be a patron of the arts and I enjoy teaching drama for the sake of the art itself, it’s the arts skills that bring me the real, life’s-work-worthy joy. Having kids feel safe and loved in my auditorium is more important than a kid feeling like a star. Plus having a student be able to use their voice to express their true thoughts or stand up for what’s right is more important than whether or not they can sing on-key. And having a group work together and feel like they achieved a goal is better than a production being flawless. I love the theatre and I love working with drama students because they are social, they are emotional, and we are all learning to be most fully human. ## More on arts and emotional well-being in education ### Why is arts education and emotional well-being important? Arts education and emotional well-being is crucial for developing skills like decision-making, empathy, and resilience, which are vital for personal and social growth. ### How does drama class contribute to emotional well-being? Drama class aids emotional well-being by allowing students to explore different emotions and identities, improve social skills, and practice resilience through character work and collaborative exercises. ### What skills do students develop in drama classes that apply to other areas of life? Students in drama classes develop collaborative problem-solving, decision-making, and social awareness skills that they can transfer to other academic subjects and real-life situations. ## Incorporating arts education: Next steps The skills that students develop in drama class—ranging from empathy and resilience to teamwork and problem-solving—extend far beyond the rehearsal room: these skills prepare them to succeed academically and to face real-world challenges. By embracing arts and emotional well-being, schools provide students with a nurturing environment where they can explore their emotions, connect with others, and grow into well-rounded individuals. [Ori Learning’s Emotional Well-Being curriculum](https://orilearning.com/emotional-well-being-curriculum/) provides a simple yet powerful framework for nurturing students’ emotional intelligence, social skills, and overall well-being. By understanding what emotional well-being stands for and the benefits it provides, educators can create a supportive and inclusive learning environment that benefits students academically, emotionally, and socially. The integration of emotional well-being into educational settings offers numerous advantages, including improved academic performance, the development of essential life skills, the fostering of positive relationships, and the promotion of a positive classroom climate. ### Related Resources - [SEL activities](/social-emotional-learning-activities/) - [implementing SEL in the classroom](/implementing-social-emotional-learning-in-the-classroom/) - [self-identity activities](/self-identity-activities-for-high-school-students-lesson-plan/) **Categories:** Research & Trends --- ### [Does Online Learning Work for Special Needs Students?](https://orilearning.com/does-online-learning-work-for-special-needs-students/) **Published:** January 25, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Explore benefits and challenges of online learning for special needs students—practical IEP insights, accessibility strategies, and inclusive solutions. **Content:** Online learning has become an integral part of the wider educational paradigm thanks to the exponential rate of technological progress and, more recently, the urgency of a global pandemic. As far as the special education sector is concerned, these changes have proven to be a double-edged sword. While the traditional norms of the classroom and the textbook have been overhauled to address a wider array of needs, including that of enabling online learning for special needs students, this has not always resulted in a positive outcome for this group. In this article, we will explore both the strengths and challenges of online learning in order to determine to what extent it is fit for purpose as an approach to special needs instruction. ## Benefits of online learning for special needs students ### 1. Recorded lessons with custom learning speeds Online learning is optimized for self-paced study. When using virtual environments such as Zoom or Microsoft Teams, classes and lectures can be easily recorded and stored in an online repository, such as Moodle, Canva or Schoology or indeed any other learning management system (LMS), where they can be accessed at any time and from anywhere. This is a crucial resource for special education students, especially in cases where following along in real time might be particularly challenging. The ability to control the speed at which a recorded class is viewed, as well as pausing and rewinding, can help students with learning disabilities grasp complex concepts more effectively, allowing them to learn at their own pace and reducing the pressure of keeping up in real time. ### 2. Accessible content in a variety of formats Another key strength of an online-based education is the versatility of the digital medium, which makes it well-suited to individual learning styles and preferences. In the context of online learning for special needs students, the educational material that is presented on the screen can be customized dynamically according to the nature of the student’s learning need with the help of adaptive, algorithm-powered learning technologies. This includes the use of text-to-speech functionality for students with visual impairments and closed-captioned instructional videos and lessons for students with auditory challenges or impairments. Such multimodality can offer an additional layer of support to those who may struggle with traditional, text-based learning by providing content in more accessible formats. ### 3. Break-out rooms for easier class management While the interface of a virtual learning environment might appear to be lacking in the physical presence and personal approach that a team of teachers can bring to a real classroom, being online can in some cases actually enhance communication and cooperation between student and teacher. To give just one example, a teacher may decide to take students aside in a break-out room to address challenging or disruptive behaviors without having to single them out in front of an entire class, while also not interfering with the learning of others. This takes away the stress and tension that such a situation would otherwise generate for students and teachers alike. ## Challenges of online learning for special needs students ### 1. Disproportionate effects of limited face-to-face contact on students with severe disabilities Platforms such as Microsoft Teams and Zoom may create a semblance of face-to-face interaction in a virtual setting, but this is not enough to justify denying in-person support to students who rely on it the most, namely those with more severe disabilities. This is brought to light by [one study](https://link.springer.com/article/10.1007/s40617-020-00549-1) exploring the social validity of distance-learning programs for students with such disabilities: 90% of children required that a parent sit next to them for the duration of the program, while 60% required a staff member to be in a breakout room. Despite making such accommodations, it was clearly not enough to offset the notable absence of in-person interactions, with the majority of parents and teachers (55% and 54.5% respectively) agreeing that switching to a virtual mode of engagement negatively impacted students’ education overall. These findings serve to reinforce the argument that online learning for special needs students should not be treated as a one-size-fits-all solution, and that additional provisions need to be made for those with severe developmental disabilities and high behavioral needs in order for it to be considered successful across the board. ### 2. Inconsistent implementation of IEPs across districts The ability of technology to extend the classroom beyond its physical confines has played a crucial role in times of crisis, most recently during the Covid-19 pandemic. Nevertheless, we cannot overlook the concerning fact that the implementation of Individualized Education Programs (IEPs) for special needs students forced to study from home during this period were far from consistent. The **[Harvard Law School Project on Disability](https://hpod.law.harvard.edu/news/entry/lessons-from-united-states-school-district-policies-and-approaches-to-special-education-during-the-covid-19-pandemic)** studied how 24 U.S. school districts adapted their teaching methods and services for students with disabilities at the beginning of the pandemic. They found big differences in how well these students’ needs were met while learning from home, even within the same district. For instance, almost half of these districts (45%) implemented only one or none of the four key measures to adapt the students’ IEPs for online learning. Furthermore, none of the districts adopted the same strategies despite being comparable in terms of available resources. In addition, a student survey conducted as part of a **[joint study conducted by researchers from the Applied Science Private University, Amman, and Najran University](https://www.frontiersin.org/articles/10.3389/feduc.2021.638470/full)** listed “Adjusting of online courses to deaf or hard of hearing students and students with disabilities” as the most significant challenge they experienced in the transition to online learning during the pandemic. The special education sector was by no means unique in falling short of the requirements. However, the above results indicate a need for more federal guidance on strategies to ensure quality education standards are met under the Individuals with Disabilities Education Act (IDEA) in a remote learning environment. ## More on online learning in special education ### What are the benefits of online learning for special needs students? Online learning offers recorded lessons for self-paced study, accessible content in various formats, and break-out rooms for class management. ### What challenges do special needs students face with online learning? The challenges include limited face-to-face interaction for students with severe disabilities and inconsistent IEP implementation across districts. ### How can technology enhance online learning for students with special needs? Technology plays a pivotal role in adapting content based on individual students’ progress and needs. Additionally, virtual and augmented reality tools can provide immersive and interactive experiences which facilitate learning. ## Leveraging online learning for special needs students: Next steps This brief analysis of online learning demonstrates its immense potential to be a resource for learning success for students with special needs, but only provided that adequate steps are taken towards implementing this modality in a way which takes into account the specific and individual learning needs of students. [Ori Learning](https://orilearning.com/emotional-well-being-curriculum/) offers a research-based solution which is designed to accommodate a variety of use cases. It can be used for multiple modes of instruction and delivery styles depending on location and available resources, including face to face, hybrid and fully online/distance learning. Receive custom support backed by rich industry experience that can help you tackle your strategic goals at scale. Request a free demo of our platform to experience first-hand its powerful accommodation and translation features, automated reporting tools, and intuitive design. ### Related Resources - [IEP accommodations](/iep-accommodations-best-practices-for-successful-implementation/) - [UDL in special education](/what-is-udl-in-special-education/) - [challenges in special education](/special-education-problems-we-are-not-solving/) **Categories:** Instructional Strategies, Research & Trends **Tags:** accessible educational content, adaptive learning tools, adaptive technologies, COVID pandemic, IEP transition planning, learning management systems, online learning, online learning special needs, remote learning disabilities, self-paced education, special education technology, virtual learning environment --- ### [IEP Accommodations: Best Practices for Successful Implementation](https://orilearning.com/iep-accommodations-best-practices-for-successful-implementation/) **Published:** February 1, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** IEP accommodations for special education leaders: practical strategies, legal context, and district success stories to better support students with disabilities. **Content:** Accommodations made to Individual Education Plans (IEPs) support students in overcoming hurdles to their education that stem from a disability. The aim is to ensure every student has the same opportunities. The main challenge for special educators, parents, and caregivers is to make accommodations that are tailored to the individual, as they are not a one-size-fits-all. The challenges and opportunities outlined in this article aim to capture the complex landscape special education leaders are navigating, and uncover potential in-roads so that all students can maximize their potential. Key takeaways: - Accommodations require changing only the format or delivery of the content; the content of the curriculum itself remains the same. - Special education operates within legal guidelines like the IDEA and Section 504, which in turn determine the accommodations that can or can’t be made. - Limited research makes selecting and implementing accommodations challenging; schools can utilize existing resources as a starting point. - Meade County and Knox County districts show positive outcomes from proactive, student-centered approaches to implementing accommodations. ## Accommodations, modifications, interventions While this article focuses on accommodations made to IEPs, it is important to make a clear distinction between accommodations and two other strategies used in special education, modifications and interventions, which can easily be confused if not defined. ### Accommodations When making accommodations to a student’s IEP, the expectations, requirements, and content of the material and curriculum remain the same. Instead, it is the format or delivery of the material that is adapted to be more accessible. Examples include giving a student extra time to complete an assignment or allowing them to use assistive technology. ### Modifications In cases where the disability requires that the expectations, requirements or content of the core curriculum need to be adjusted, we would consider making modifications. For example, if a student is struggling significantly with reading comprehension due to a learning disability, a modification might involve providing simplified reading materials at a lower reading level. ### Interventions If skill or knowledge deficits are the issue, whether a student has a disability or not, interventions may be effective. These are temporary and targeted strategies aimed at developing a skill or bridging a knowledge gap, and often involve additional specialized instruction and progress monitoring. In summary, accommodations are substantially different from modifications, while interventions may be deployed in tandem with accommodations. Educators need to carefully consider the most appropriate approach according to the student’s use case. ## Legal context of IEP accommodations Special education is [deeply rooted in the Civil Rights Movement](https://www.aspeninstitute.org/blog-posts/improving-special-education-4-strategies-for-district-leaders/). Over time, legislation, litigation, and most recently diversity, equity, and inclusion (DEI) initiatives across society at large have shaped it into its current form. Since accommodations are made to IEPs, which have to adhere to certain laws and principles, they need to be considered in the context of a wider plan which has been shaped by half a century of legal change in the US. ![infographic containing information about 50 years of special education legislation in the context of IEP accommodations](https://orilearning.com/wp-content/uploads/2024/02/ori_marketing_docs_02.05.24_inforgraphic-1.png) ## Overcoming the limitations of IEP accommodations Selecting and implementing practices that support positive student outcomes is a key responsibility of special education leaders. Accommodations are one such practice. Generally categorized based on the type of barrier they are intended to overcome, four accommodation categories are commonly referenced: **presentation, setting, timing/scheduling,** and **response flexibility**. Educators do not typically opt for making accommodations, however. This is due in part to research on their effectiveness being scarce: as recently as 2023, the [National Center on Educational Outcomes](https://nceo.umn.edu/docs/OnlinePubs/NCEOBrief31.pdf) listed 49 potential research topics across a range of accommodations; meanwhile, [Kern et al.](https://eric.ed.gov/?id=EJ1224455) specifically mention their inability to locate any empirical research studies examining accommodations for high school students. Furthermore, the need for accommodations that are tailored to individual students versus ones that are generally applicable to a wider group makes it more difficult to present useful data. This leaves educators, who rely heavily on such data to make decisions for their schools and districts, with a significant challenge. [A thick body of research](https://tiescenter.org/resource/G7/VVN2oMRZGzGg1syrviMA) underpins two cornerstones from which special education leaders can, nonetheless, begin selecting accommodations, building implementation processes and teams, and setting up continuous improvement plans: - **Cornerstone 1**: The capacity to initiate organizational change on behalf of all students is important if change is to be made on behalf of individual students. - **Cornerstone 2**: An individual cannot create change in a complex system like education. Many change agents need to be engaged across multiple levels simultaneously. Crucially, special education representatives from the classroom to the district office need to collaborate to support students with accommodations by creating a system committed to organizational change for students at large. Finally, in addition to the lack of empirical evidence and the challenge of identifying accommodations for individual students mentioned above, accommodations are usually more labor-intensive and costly to implement. Potential guidance is available from the field of implementation science, specifically [the Active Implementation Frameworks approach](https://journals.sagepub.com/doi/10.1177/10442073221096392). These frameworks serve as lenses which bring into focus innovation, implementation, and improvement. ## Implementing IEP accommodations: First steps Ensuring the successful integration of accommodations within a school district is a collaborative effort involving district leaders, school leaders, educators, and support staff. Below we delve into specific strategies and responsibilities, highlighting the crucial role each stakeholder plays in initiating the process. ### **District leaders** - **Leverage existing policy.** Your school or district has likely already committed to DEI initiatives; these can be the foundation on which to build your IEP accommodations strategy. - **Utilize relevant data.** Even if published research may be lacking, districts have their own data on what has worked for them, including the efficacy of continuous improvement plans and progress monitoring. These can be used to inform decisions on which accommodations to incorporate and how. - **Consider school climate.** While accommodations can promote wellness and safety for students with disabilities, school climate is also a barometer of organizational health overall and should be taken into account. ### **School leaders** - **Build trust.** Students and their families must know you care and have their best interest at heart whenever making changes (this also goes for special education staff). Reinforce this message in the process to demonstrate your support and earn their trust. - **Commit to creativity.** As a school leader, you are positioned to turn ideas into action. Be open to thinking outside the box and trying out unconventional ideas if you believe it could help improve student outcomes. ### **Educators and support staff** - **Keep students in the loop.** Seek out their input and listen. You can ask them how comfortable they are with the selected accommodation, or how effective and user-friendly they found it. After making an accommodation, take the time to explain why you believe a certain accommodation is right for them. - **Encourage self-advocacy.** Empower students to advocate for themselves and ask for accommodations to be made. You should also prepare your team to know the next steps to take if and when a student does show initiative. ## Success stories involving accommodations Success stories from two educational districts in particular, Meade County (KY) and Knox County (TN), highlight the impactful transformations that can occur when innovative strategies and inclusive practices are applied thoughtfully and consistently. ### **Meade County School District (KY)** This district embarked on [an overhaul of its special education](https://www.kentuckyteacher.org/features/2020/01/a-special-education-success-story/) in 2014 and has seen a reduction in the number of students performing below college- and career-ready standards. Recognized with a best practice award from the Kentucky Department of Education in 2019, the overhaul is based on five pillars: - Districtwide buy-in starts at the highest administrative levels and is communicated to principals, staff members, parents and students. - Instructional focus is not limited to compliance. - Obstacles to college and career readiness need to be recognized and solutions identified. - An emphasis on co-teaching maximizes personnel and funding. - Elimination of outside noise and honing in on student-centered approach. ### **Knox County Schools (TN)** Following months of frustration and faltering trust among parents, caregivers, and district special education staff, [a task force was assembled](https://www.knoxnews.com/story/news/education/2023/05/02/knox-county-schools-announces-task-force-to-improve-special-education/70171959007/#:~:text=Knox%20County%20Schools%20announces%20a%20new%20task%20force%20to%20improve%20special%20education&text=Knox%20County%20Schools%20has%20announced,nine%20parents%20and%20one%20teacher.) and charged with pinpointing challenges and providing recommendations for improvement. Task force recommendations included: - Enacting a new code of conduct for special education and district leaders that calls for serving students more proactively and aiming to go above and beyond minimums required by law. - Building expertise in inclusion and structural reforms which support all students in achieving their potential. - Increased transparency. - Convening a District Special Education advisory team to monitor progress. ## More on IEP accommodations ### What are IEP accommodations? IEP accommodations alter the format or delivery of material to make it more accessible without changing the curriculum content. Examples include extra time for assignments or assistive technology. ### How do modifications differ from IEP accommodations? Modifications adjust the curriculum’s expectations, requirements, or content due to a student’s disability, like providing simplified reading materials for better comprehension. ### Why are personalized accommodations crucial in special education? Personalized accommodations address individual needs rather than applying a one-size-fits-all approach, essential for effective support in special education. ## Implementing IEP accommodations: Next steps IEP accommodations are important for students with disabilities to reach their potential. They are challenging mainly because they need to be student-specific to provide support. Special education leaders from the district to the classroom are called on to leverage, discuss, and review data regularly. They must also stay informed, advocate for creative, student-centered solutions, and contribute as team members. [Ori Learning](https://orilearning.com/platform/) offers solutions to support leaders with accommodations. Embedded data reporting tools allow educators and administrators to track and report progress to support data-based decision-making and compliance at the student, school, and district levels. Pre-assessments highlight areas of need and support development of targeted IEP goals, which can subsequently support decision-making around accommodations. Post-assessments indicate progress towards mastery of the content and related IEP goals. They can also indicate adjustments to an accommodation that might better support a student. Book a demo with us to learn how Ori Learning can support you in identifying, implementing, improving, and sustaining IEP accommodations for your students. A structured [transition curriculum](https://orilearning.com/transition-curriculum/) can support educators in addressing these challenges systematically. ### Related Resources - [writing effective IEP goals](/how-to-write-smart-iep-goals-with-examples/) - [IEP accommodations for autism](/top-10-iep-accommodations-for-students-with-autism/) - [classroom modifications for autism](/20-5-classroom-modifications-for-students-with-autism/) - [FAPE requirements](/fape-checklist-for-special-education/) **Categories:** Instructional Strategies --- ### [Special Educator Burnout Factsheet](https://orilearning.com/special-educator-burnout-factsheet/) **Published:** February 5, 2024 **Author:** Stefan Kalpachev **Excerpt:** Free infographic for special education leaders: proven strategies to prevent educator burnout—data, case studies, and actionable wellbeing tactics. **Content:** ![Special Educator Burnout Factsheet](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_01.16.24_special-ed-inforgraphic-1024x463.png "ori_blog_01.16.24_special-ed-inforgraphic – Ori Learning – Ori Learning") # **Discover Proven Strategies to Combat Educator Burnout** In the demanding world of special education, burnout is an unfortunate and pervasive reality, impacting both staff wellbeing and student success. This free infographic, tailored specifically for special education leaders, presents a crucial resource in the fight against burnout at every level. ## **Why Do You Need This?** - **Relevant Data:** Uncover the latest statistics on educator burnout and its effects on staff turnover and school performance. - **Actionable Strategies:** Gain access to evidence-based methods proven to reduce burnout, such as fostering trust, providing leadership support, facilitating collaboration, and promoting self-care. - **Real-World Impact:** Learn from successful case studies where these strategies have led to improved educator wellbeing and enhanced teaching environments. This free resource has the potential to transform your approach to staff wellness and productivity. **Simply complete the brief form, and we’ll deliver your infographic straight to your inbox within seconds!** ## Download Now More from Ori Learning [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Leadership & Admin Strategies --- ### [ESSA III: Ori's Emotional Well-Being Curriculum Research​](https://orilearning.com/download-white-paper-on-strengthening-emotional-well-being-in-secondary-education/) **Published:** July 23, 2025 **Author:** Dr. Miriam Gayle (VP of Operations) **Excerpt:** Strengthening emotional well-being in secondary education: Ori Learning offers a research-based, scalable curriculum to support students' mental health in grades 6–12. **Content:** # ESSA III: Ori's Emotional Well-Being Curriculum Research 11% Improvement in Emotional Well-Being Scores​ ## Research Highlights This report highlights the urgent need for structured emotional health support in middle and high schools, presenting Ori Learning as a research-based, scalable solution. - **Problem**: Adolescents face rising emotional health challenges (anxiety, stress, disconnect), yet schools lack consistent, accessible tools for emotional skill development, with traditional interventions often falling short. - **Solution**: [Ori Learning offers an evidence-informed emotional well-being curriculum](https://orilearning.com/emotional-well-being-curriculum/) for grades 6-12. ![](https://orilearning.com/wp-content/uploads/2025/07/WHITE-PAPER-2048-x-968-px-768x363.png "WHITE PAPER 2048 x 968 px – Ori Learning – Ori Learning") ### Download White Paper More from [Ori Learning](https://orilearning.com/platform/) [ See all resources ](https://orilearning.com/?page_id=987829) **Categories:** Emotional Well-being, From Ori Learning, Other Ori Resources, Research & Trends, Skill Building **Tags:** adolescent mental health, emotional skill development, emotional skills curriculum, emotional well-being, emotional well-being curriculum, ESSA Level III, evidence-based intervention, high school curriculum, high school SEL, middle and high school, middle school curriculum, middle school SEL, Ori Learning, school mental health, secondary education, social emotional learning --- ### [3 Steps to Boost Your Transition Planning](https://orilearning.com/3-steps-to-boost-your-transition-planning/) **Published:** January 19, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Improve special education transition planning: practical steps for district leaders to audit programs, engage stakeholders, revamp IEP meetings, and build SMART goals. **Content:** When I have the opportunity to speak with special education directors, I ask as many questions as time allows. I find many of the questions result in responses that are consistent and predictable; whereas, other questions often yield a far greater diversity of answers. For example, most special education directors name time restrictions, overwhelming paperwork, compliance issues, and [teacher shortages](https://orilearning.com/10-things-special-education-directors-can-do-to-address-the-special-education-teacher-shortage-crisis/) as the greatest challenges of their everyday work life – or some close resemblance to these issues. Conversely, when asking these same leaders about what steps they would take to significantly improve their transition planning processes and programming, I am most often met with a lengthy pause which is quickly followed by a look of consternation. At first, I was surprised at the variance in responses, but then it began to make sense. The tangible issues that slow us down and make our work lives harder are often right in front of us on a daily basis. It is not hard to identify blocks, barriers, and challenges. That said, the ability to revamp, change, markedly improve, or re-imagine a given practice or program is much harder. I once had a clever special education director coyly respond to my question with “If I knew how to do it, don’t you think I would have done it by now?” With a sheepish grin, I replied, “Touche, my friend. Touche.” All too often the barrier to change and growth isn’t a willingness or desire to do so, it is the lack of a clear path, resources, and a blueprint. To that point, as a professional community of people who support special educators in the transition planning process, we need to spend more time reviewing trending research, talking to experts, observing leading approaches in the schools and communities, and sharing our findings with the field. In that spirit, and after lengthy conversations with professionals and experts who serve the special education community, I came up with the following 3 steps to boost and markedly improve your transition programming. ## Step 1: Do your research Interview and survey your parents, students (current and former), special educators, general educators, local leaders of community-based employment service programs, transition experts at local and state universities, members of organizations like CEC and DCDT, and anyone else you believe has important information on the topic of transition planning in your community to share. Beginning with feedback from key stakeholders not only achieves buy-in for your transition initiatives but also: 1. Increases the overall quantity of intellectual inputs, 2. Maximizes ideas and resources, 3. Provides a number of perspectives from different lenses, 4. Helps you to see beyond your professional blinders and biases, and 5. Creates a more collegial and inclusive work environment. By reviewing articles, trending research, and expert organization documents, you will uncover innovative and new initiatives, expand your repertoire of ideas for new programming, likely uncover and adopt more evidence-based and research-based practices, and spark new and progressive ideas. **After this step, you should have the following:** - Inputs and insights on current transition planning from your full continuum of stakeholders. - Buy-in from your stakeholders on advancing new transition initiatives and concepts. - Awareness of trending research, new approaches, perceptions of current programming, constituent needs and concerns, and desired outcomes. - Awareness of other transition programs that are having positive impacts in special education. - Awareness of websites, organizations, and individuals that have resources and tools to advance your transition programming. ## Step 2: Program evaluation With an objective and analytical eye, review the continuum of [transition services and the overall quality of the programming](https://orilearning.com/transition-curriculum/) you currently provide. Since its late addition to federal law via the 1997 IDEA reauthorization, transition programming has often not received the focus and extensive efforts afforded to other substantive areas of the IDEA. Over the last few decades, the need for transition planning has only become more important and present in due process hearings and litigation. However, as we discussed in a [previous article](https://orilearning.com/transition-planning-are-we-failing-75-of-secondary-students-with-ieps/), our collective focus and effort in this area have not increased at the same pace. For that reason, a number of districts in the U.S. do not have a broad array of transition services and supports – and those services are often provided at various degrees of quality dependent on the severity of the disability. ### Pro tip: Keep your chin up After collecting input, objectively evaluating your current programming, reviewing research, speaking with experts, listening to parents, and receiving input from students, you may find the following: - You have very few distinct programs or resources for transition; - You have far more transition options for moderate to severe students than you do for mild students; - Most of your caseload is enrolled in the same transition programs and have the same goals; - You lack a valid and reliable way to measure progress in essential areas of the transition process; and - You don’t have physical evidence or documentation of the transition annual goals each child on your caseload has engaged in. ### Pro tip: Don’t sweat it and take action If the five listed statements above resonate loud and clear with you, please know that you are absolutely and unequivocally not alone. So, with that said, let it go and give yourself some grace. The key to improving practice in special education is simply to identify the area of need and make a firm commitment to addressing it. **After step 2, you should have the following:** - Insight into the strengths and weaknesses of your current transition program. - “>Awareness of the gaps in your programming and options. - Awareness of the appropriateness of programmatic coverage by topic and disability. - Awareness of what work needs to be done to improve the overall transition program. - A better idea of what metrics to follow and measure. - A strong sense of what needs to be in your new blueprint. ## Step 3: Create the new blueprint Remember, an architectural blueprint only provides the overall design and measurements of the structure. It does not go into the detail of how to actually build or bring the structure to fruition. Similarly, you don’t have to solve all of the questions and provide extensive detail today. Let’s first start with your vision and the general design of your new program. The most important element of launching a new program is determining what needs to be done, how it is going to be done, what you need to get it done, and how you know when it is done. I have developed a simple, yet efficient process with sample priority areas. You can find more details in the checklist below. ### Check 1: Identify the specific focus areas for your blueprint - Think of these as the pillars or foundations of your new home. - The Focus Areas are your new, high-priority areas of need and improvement. - Generally speaking, you will have between 5-8 focus areas. ### Check 2: Create S.M.A.R.T. goals for each new focus area - You should have 3-5 goals for each focus area. - Completing these goals would mean you’ve successfully improved that focus area. ### Check 3: Identify the resources needed to successfully implement your new focus areas and each subsequent goal ### Check 4: Develop discrete action steps that need to happen in order for you to accomplish your goals and fulfill the expectations of the focus area - You may have anywhere from 5-10 action steps per goal. **After going through this checklist, you should have the following:** - A set of specific areas of focus on which to drive programmatic change. - A set of S.M.A.R.T. goals to successfully grow and develop your areas of focus. - A set of action steps in order to take the right and sequential steps to achieve each goal. - A method for measuring goals and evaluating the overall success of improving each area of focus. ![Steps to Boost Your Transition Planning](https://orilearning.com/wp-content/uploads/2024/01/White-paper-creative-printable-to-do-list-checklist-e1694532796183-1024x890-1.png) ## More on transition planning ### What are the most common challenges faced by special education directors? Time restrictions, overwhelming paperwork, compliance issues, and teacher shortages are frequently mentioned challenges. ### What are the steps to improve transition programming in special education? Conducting research, evaluating current programs, and creating a new blueprint with specific focus areas and SMART goals are recommended. ### How does stakeholder feedback contribute to transition planning? Feedback from parents, students, and educators increases buy-in, ideas, perspectives, and creates a collegial work environment. ## What else can you do to boost transition planning? Now that you have an extensive amount of information from your most important stakeholders; rated, ranked, and reviewed your current transition programs; reviewed the literature base in transition planning; and consulted with experts and expert organizations, you are more than ready to re-imagine your transition program. Still not sure if your transition planning is the best it can be? Get in touch with us today to discuss how implementing Ori Learning’s solution can help you markedly improve transition outcomes across your school or district. **Categories:** Leadership & Admin Strategies, Research & Trends, Transition & SPED **Tags:** compliance issues, IEP meetings, post-secondary goals, special education, teacher challenges, team collaboration, transition planning, transition rubric --- ### [7 Most Common Legal Errors for Special Educators to Avoid in the Transition Planning Process](https://orilearning.com/7-most-common-legal-errors-for-special-educators-to-avoid-in-the-transition-planning-process/) **Published:** November 28, 2023 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Avoid common legal errors in IEP transition planning: expert tips on IDEA compliance, FAPE, assessments, parent involvement, and preventing costly litigation. **Content:** One of the age-old fears of being a special educator is the reality that you may make a legal error in your service and engagement in the transition planning process. Whether you are in your first or thirtieth year, the anxiety associated with the copious amount of legal requirements stipulated by the IDEA never goes away. When even a minor oversight can lead to progressively tougher penalties, it’s important to stay up to date with changes in legislation and to be aware of the most common legal pitfalls of the IEP process. To best prepare you to anticipate these hurdles, we’ve consulted with [Dr. Kurt Hulett, P.h.D](https://exceptionalchildren.org/about-us/board-directors/kurt-hulett-phd) – a leading expert in special education who advises teachers and districts across the country on how to navigate the labyrinth of legal intricacies in the IEP process. ## The rise of transition planning-related legal action According to Dr. Hulett, legal action is becoming more widespread and penalties more severe when it comes to the transition planning process. “With recent U.S. Supreme Court and U.S. Circuit of Appeals cases, the frequency of cases – along with the degree of consequences ([Perez v. Sturgis, 2023](https://www.supremecourt.gov/opinions/22pdf/21-887_k53m.pdf)) – are only increasing.” In the case noted by Dr. Hulett above, the Supreme Court ruled that students with disabilities and their families do not have to exhaust the administrative adjudication procedures under the Individuals with Disabilities Education Act (IDEA) in all circumstances before filing a lawsuit seeking compensatory damages under the Americans with Disabilities Act (ADA) or other federal anti-discrimination laws. In other words students and parents can now file cases without going through all the usual administrative processes, meaning a further increase in legal actions may be coming in the future. In addition to a general rise in litigation in special education, Dr. Hulett also notes “a spike in transition planning-related state complaints, IEP due process filings, and litigation.” This surge in legal challenges raises significant red flags and underscores the critical importance of understanding and adhering to the legal requirements surrounding this crucial phase of a student’s educational journey. Drawing on his extensive experience working with teachers and districts across the country, Dr. Hulett has prepared a list of the seven most common errors made by educators that lead to FAPE violations specific to transition planning. ## 7 Widespread legal errors to avoid during IEP transition planning ### 1. Insufficient parent involvement Failing to include parents or guardians in the transition planning process or not considering their input and preferences can be a legal error. Parents are key members of the IEP team and should be actively involved in decision-making. Moreover, their insights into their child’s strengths and challenges are invaluable for ensuring the successful transition of students into adult life. ### 2. Lack of appropriate assessments Inadequate or outdated assessments can lead to an incomplete understanding of the student’s needs, strengths, and areas requiring further development. It’s crucial to conduct comprehensive assessments to inform the transition plan effectively. ### 3. Failure to develop measurable post-secondary goals Post-secondary goals in the transition plan should be [specific, measurable, achievable, relevant, and time-bound (SMART)](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/). Failing to develop meaningful and measurable goals can undermine the effectiveness of the plan and expose institutions to legal action. As per IDEA legislation, schools must demonstrate how they plan to achieve the goals they lay out in the transition plan and include details on timelines and performance measures they will use in the process. ### 4. Inadequate transition services and supports The transition plan should include a range of appropriate and individualized transition services and supports necessary to help the student achieve their post-secondary goals. Failure to provide adequate services or address specific needs can be a legal error. To meet FAPE requirements, schools must provide students with education that is tailored to their individual needs and benefits them in a meaningful way. ### 5. Insufficient documentation It is essential to document all aspects of the transition planning process, including assessments, goals, services, accommodations, and progress monitoring. Incomplete or insufficient documentation can create compliance issues. This is not only crucial for ensuring clear and transparent communication within the IEP team but also creates a trail of records that demonstrate the school’s adherence to federal law. ### 6. Lack of timeliness and monitoring Transition planning should include specific timelines for implementing the plan and monitoring the student’s progress. Failing to establish timelines or regularly monitor progress can impede the student’s successful transition. This is why it’s important to choose a transition curriculum that allows you to accurately measure the success of each individual student. ### 7. Noncompliance with legal requirements The special education transition planning process must comply with applicable laws and regulations, such as the Individuals with Disabilities Education Act (IDEA) and [Section 504 of the Rehabilitation Act](https://www.hhs.gov/sites/default/files/ocr/civilrights/resources/factsheets/504.pdf). Failing to adhere to the mandates outlined in laws like IDEA and Section 504 can not only jeopardize the student’s access to appropriate education and support but also expose educational institutions and professionals to potential legal liabilities, including costly litigation and reputational damage. ## How to avoid legal errors in the IEP process? By placing a priority and focus on these seven areas, you can markedly decrease your chances of landing in hot water and meaningfully increase the quality of each child’s transition plan. As Dr. Hullet remarks: “Remember to place the individual needs of each child at the center of the transition planning process and legal compliance will likely follow.” When we begin each element of the IEP process with a genuine focus on the individual child, a focus on his or her specific data, measure priority areas regularly and reliably, and utilize evidence practices and approaches to serve the child, legal compliance tends to follow in short order. In the words of Dr. Hulett: “When the spirit of IDEA is adhered to in the IEP transition planning process, the letter of the law is often met.” With [Ori’s transition curriculum](https://orilearning.com/transition-curriculum/) your school or district can enjoy the peace of mind of having access to an easy-to-implement, comprehensive program that allows you to report on progress and demonstrate compliance. Find out how our curriculum can help you meet IEP goals safely and consistently. ## More about legal issues in the IEP transition planning process ### What are 3 key legal concepts on an IEP? Three key legal concepts related to an Individualized Education Program (IEP) are: 1. Free and Appropriate Public Education (FAPE) 2. Least Restrictive Environment (LRE) 3. Procedural Safeguard ### What are the federal regulations for IEP? Federal IEP regulations stipulate, among other things, that parents must be involved in the transition planning process along with educators, and that a clear roadmap must be created including SMART goals for each child and IEP. ### What is a substantive violation of the IEP? A substantive violation of IEP occurs if services are inadequate for Free Appropriate Public Education (FAPE) requirements. Examples include insufficient assessments, unclear annual goals, and not ensuring a Least Restrictive Environment (LRE). **Categories:** Compliance & Law --- ### [Preparing for a Transition IEP Meeting: 11 Important Tips](https://orilearning.com/11-things-to-do-before-presenting-a-transition-plan-at-an-iep-meeting/) **Published:** February 14, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Checklist for special educators: prepare and present student IEP transition plans confidently, ensuring compliance, clarity, parent buy-in, and measurable outcomes. **Content:** Creating a comprehensive Individualized Education Program (IEP) is among the most challenging, extensive, and detailed processes special educators will engage in over the lifespan of their career. It demands adherence to [complex federal and state regulations](https://orilearning.com/is-iep-training-required-for-teachers/) and paying meticulous attention to detail to ensure that IEPs are accurate, legally compliant, and meaningful for the child. An aspect of the IEP planning process which can often be overlooked is presenting it to stakeholders, which include the student’s parents/guardians, at an IEP meeting. Presenting a coherent and well-structured IEP is essential to gaining the approval and buy-in of parents. For transition plans in particular, parents will likely be anxious and looking for reassurance from educators that their child is on the right path to adulthood. To ease the stress that this process entails, we have created a checklist which special educators can go through before presenting a student’s transition plan to a wider audience. This checklist aims to give structure to the preparation phase and ensure that all relevant information is presented. ## Reviewing the documentation ### 1. Read through the student’s transition plan - Familiarize yourself with the student’s current transition plan, including their goals, objectives, and services. - Ensure that the plan aligns with the student’s strengths, interests, and post-secondary aspirations. ### 2. Gather updated assessment information - Collect and review any recent assessment results, including academic, vocational, social, and independent living skills assessments. - Consider how the assessment data informs the student’s progress and any necessary adjustments to their transition plan. ### 3. Identify and document current needs - Determine the student’s current needs and identify any accommodations or modifications required for their successful transition. - Document any supports, services, or assistive technology necessary to address the student’s unique challenges. ### **4. Evaluate progress towards goals** - Assess the student’s progress towards their transition goals and objectives. - Determine if any modifications or revisions to the goals are necessary based on the student’s performance and feedback. ### **5. Review available transition services** - Identify the available transition services and supports that can facilitate the student’s post-secondary goals. - Ensure that the services align with the student’s needs, interests, and desired outcomes. ## Preparing the presentation ### **6. Develop a presentation outline** - Create an outline or agenda for presenting the transition plan at the IEP meeting. - Ensure that key components, such as goals, objectives, services, and accommodations are clearly and systematically presented. ### **7. Prepare documentation and materials** - Organize all necessary documents, including assessment reports, progress reports, and any additional supporting materials needed for IEP meeting. - Create visual aids and/or some slides to enhance understanding of and engagement with your presentation during the IEP meeting. ### **8. Anticipate questions and concerns** - Anticipate potential questions, concerns, or objections that may arise during the IEP meeting. - Prepare clear and concise responses backed by relevant data and information. ### **9. Practice and rehearse** - Rehearse your presentation several times to make sure that it flows naturally and to boost confidence. - Record yourself presenting, watch the video back and see if there are opportunities to improve on your delivery. ## Presenting and discussing the transition plan ### **10. Maintain professionalism and collaboration** - Approach the IEP meeting with professionalism, empathy, and a willingness to collaborate with all team members. - Listen actively to others’ perspectives and work together to create the most effective transition plan for the student. ### **11. Consider parent and student input** - Seek input from the student and their parents regarding their thoughts, concerns, and aspirations for the transition plan. - Incorporate their feedback and perspectives, and invite them to participate in the decision-making process. ![IEP meeting preparation checklist with 11 points on a salmon-pink background. ](https://orilearning.com/wp-content/uploads/2024/02/marketing_social_02.12.24_collaboration-supportive-services-2.png) ### What is the purpose of a transition IEP meeting? The meeting aims to ease parent anxiety by presenting a structured transition plan, ensuring all relevant information is communicated. ### Why is presenting an IEP important? Presenting a coherent IEP is crucial for gaining parent approval and reassurance that their child is on the right path to adulthood. ### How should educators prepare for an IEP meeting? Preparation involves reviewing documentation, gathering updated assessments, identifying current needs, evaluating goal progress, and reviewing transition services. ## Transition plan presentation: Next steps The steps provided above are designed to equip special educators with a structured approach for creating meaningful, personalized transition plans that comply with legal standards and support each student’s journey into adulthood. It is crucial to remember that the effectiveness of an IEP, especially a transition plan, relies not only on thorough preparation, but also on the collaborative effort among educators, parents, and the student which ensues after the IEP meeting. Transition planning is a continuous process of assessment, adaptation, and advocacy to ensure that every student has the skills, knowledge, and support necessary for future success. With [Ori Learning’s transition curriculum](https://orilearning.com/transition-curriculum/), your school or district can enjoy the peace of mind of having access to an easy-to-implement, comprehensive program that allows you to report on progress and demonstrate compliance. Find out how our curriculum can help you meet IEP goals safely and consistently by booking a call with one of our representatives today. **Categories:** Compliance & Law, Instructional Strategies, Transition & SPED **Tags:** IEP checklist, IEP meeting preparation, individualized education program, parent engagement, special education, student transition goals, Transition IEP, transition planning --- ### [FAPE Checklist for Special Education Leaders](https://orilearning.com/fape-checklist-for-special-education/) **Published:** May 18, 2024 **Author:** Jon Izak (Founder & CEO) **Excerpt:** Ensure FAPE compliance: practical checklist and expert tips for special educators to build legally sound IEPs, track progress, and engage stakeholders. **Content:** The requirement of a free, appropriate public education (FAPE) in US legislation has existed in some form for over half a century, and it was first explicitly referred to in the Education for All Handicapped Children Act of 1975, the predecessor to the Individuals with Disabilities Education Act (IDEA). Over time, with the re-verification of IDEA and the rulings of several landmark cases, FAPE gained greater definition and was further tested by the COVID-19 pandemic and the necessity for distance learning. In this article, we will unpack the meaning of FAPE in the context of special education, we will review the historical and more recent developments in special education law in relation to FAPE, and we will provide a practical summary of key recommendations in the form of a FAPE checklist showing how schools and districts should navigate FAPE requirements under IDEA to ensure compliance. ## Definition of key terms of FAPE The terms of FAPE are, for the most part, unambiguous. We know that “free” means that the education and services provided to the person with a disability must be funded by the federal government at no additional cost to the beneficiary of the education, and that the recipients of these funds include public school districts, higher education institutions and other state and local agencies (hence “public”). However, the same cannot be said for the term “appropriate”. This is largely because the U.S. Congress chose not to formally define it in legislation, but instead “established a baseline mechanism, a written document called the individualized education program (IEP)” ([Stafford, 1978](https://heinonline.org/HOL/LandingPage?handle=hein.journals/vlr3&div=5&id=&page=)) which could serve as the blueprint of FAPE for eligible students. The IEP, for its part, needs to meet the standard of enabling the child to achieve “meaningful educational progress”—a term which was coined in the context of the Supreme Court case of *Board of Education of Hendrick Hudson Central School District v. Rowley* (1982) to signify going above and beyond what is considered the bare minimum (or “*de minimis”*)—in order to be considered in compliance with IDEA. Consequently, in the case of a suspected violation of FAPE as provided by a special education student’s IEP, it is possible to request a review by an impartial due process hearing officer in order to determine whether the education and provisions were indeed “appropriate”. In such legal proceedings, the IEP would serve as “the primary basis for determining if a school district delivered a FAPE” to the student in question ([Yell, Conroy, and Katsiyannis, 2016](https://ir.lawnet.fordham.edu/ulj/vol41/iss2/7/)). The lack of official language in legal documents to support the idea of appropriateness, both in IDEA and Section 504 of the Rehabilitation Act of 1973, would help explain the prevalence of FAPE-related disputes, the most important of which are the aforementioned Rowley (1982) case and the *Endrew F. v. Douglas County School District* (2017), or simply the Endrew F. (2017) case. ## Historical landmarks and developments in FAPE legislation Despite the aforementioned reticence to codify FAPE in special education law, opting instead to define it in terms of a student’s IEP, the passing of subsequent legislation and the filing of case disputes on substantive issues relating to IEPs have played an important part in shaping, scoping and defining FAPE in practice. The overall trajectory over the course of 50 years underscores a growing emphasis on quality and tailored educational outcomes for students with disabilities. Starting in 1975, FAPE was introduced to ensure education for children with disabilities. Subsequent Supreme Court decisions, particularly in 1982 and 2017, refined this mandate to emphasize not just access but also meaningful educational benefits tailored to individual needs. Legislative enhancements through the Americans with Disabilities Act in 1990 and updates to the Individuals with Disabilities Education Act in 1997 and 2004 ensured broader accessibility and more detailed educational plans. Below is a more detailed timeline of the most significant legislative milestones concerning the development of FAPE requirements in the last 50 years. - In 1973, **Section 504 of the Rehabilitation Act of 1973** was the first piece of legislation passed which recognized the rights of special education students, prohibiting discrimination based on disability in programs receiving federal financial assistance, including public schools. - In 1975, the terms “free” and “appropriate” were used for the first time in the **Education for All Handicapped Children Act of 1975**—the predecessor to IDEA—and was stated in the following terms: “the State involved shall use such funds to assure the provision of a free appropriate education to handicapped children” ([Education for All Handicapped Children Act of 1975](https://www.govinfo.gov/content/pkg/STATUTE-89/pdf/STATUTE-89-Pg773.pdf)). - In 1982, the **Supreme Court case of Rowley (1982)** provided further clarification on what FAPE in special education entails, ruling that students with disabilities must receive “some educational benefit” ([Board of Educ. v. Rowley, 458 U.S. 176, 1982](https://supreme.justia.com/cases/federal/us/458/176/)), but fell short of guaranteeing the maximum possible benefit. - In 1990, the **Americans with Disabilities Act (ADA)** was passed and required accommodations for individuals with disabilities in all public spaces, which includes schools. This included modifications to policies and practices to ensure equal access to education. - In 1997, the **Individuals with Disabilities Education Act (IDEA)** was reauthorized and included provisions for transition services for students aged 16 and older, as well as requirements for IEPs to include measurable annual goals that address academic and functional needs. - In 2004, the **Individuals with Disabilities Education Improvement Act (IDEA)** was passed, providing greater clarity on FAPE by requiring that students with disabilities have access to the general education curriculum, accommodations and modifications, and individualized services written into their IEPs. - In 2017, the Supreme Court case of **Endrew F. (2017)** further defined FAPE by ruling that students with disabilities must receive “an educational program reasonably calculated to enable \[them\] to make progress in light of their circumstances” ([Endrew F. v. Douglas County School District, 2017](https://www.supremecourt.gov/opinions/16pdf/15-827_0pm1.pdf)). - In 2020, the **COVID-19 pandemic** tested school districts in their readiness to ensurе educational equity and the continuing of ongoing provision of special education services mandated by federal law under IDEA and ADA during the worldwide disruption caused by the pandemic and ensuing stay-at-home mandates. ### Related IEP Goal Resources - [self-regulation IEP goals](https://orilearning.com/developing-self-regulation-iep-goals-your-guide-with-examples/) - [executive functioning IEP goals](https://orilearning.com/executive-functioning-iep-goals-your-guide-with-examples/) ## FAPE checklist with expert recommendations In order for teachers and educators to meet FAPE requirements under IDEA, they need to be skilled in developing reasonably calculated IEPs which enable students to make appropriate, meaningful progress as set by the new, higher standard of Endrew F. (2017), which goes beyond merely the aforementioned *de minimis* requirement. [Rozalski, Yell, and Warner (2021)](https://www.mdpi.com/2075-471X/10/2/38) created a list of six recommendations which special educators should take into account for IEP and IDEA compliance purposes, with specific guidance for teacher training admnistrators. We have provided a summary of the recommendations below along with a FAPE checklist for easy reference. 1. **Improve the legal literacy of special education teachers** Teachers need to be well-versed in the legal frameworks governing special education rights and responsibilities to ensure that they adhere to all relevant laws and regulations. This includes understanding IDEA and other pertinent legislation and staying up-to-date on any changes or new policies. Legal literacy helps teachers know their obligations under IDEA and [avoid unintentional violations of students’ rights](https://orilearning.com/7-most-common-legal-errors-for-special-educators-to-avoid-in-the-transition-planning-process/), and it also ensures they can advocate effectively for their students. Teacher preparation programs should therefore provide resources for continuous legal education and consider including extensive coursework that covers special education law in depth. 2. **Prepare general educators to teach students with disabilities** *General* educators, not just special educators, must be equipped to teach students with disabilities effectively. This includes training in special education strategies, understanding the IEP process, and knowing [how to implement accommodations and modifications](https://orilearning.com/iep-accommodations-best-practices-for-successful-implementation/). Given that many students with disabilities spend a significant amount of time in general education classrooms, it is crucial that all teachers are prepared to support these students’ learning needs. Teacher preparation programs should integrate special education content throughout their curriculum to ensure general educators are competent and confident in their ability to teach students of all abilities. 3. **Prepare teachers to involve stakeholders in programming decisions** Involving parents, guardians or caregivers in the special education process is not only a legal requirement but also essential for the success of students. Special education teachers should be able to meaningfully engage these stakeholders in the development and implementation of a student’s IEP by strengthening their responsibility and role in the process. Teacher preparation programs should contain training for [developing effective communication and collaboration strategies](https://orilearning.com/11-things-to-do-before-presenting-a-transition-plan-at-an-iep-meeting/). These include understanding others’ perspectives, informing and actively involving others in decision-making, and creating a welcoming environment for external input. 4. **Prepare teachers to understand, administer and interpret relevant and meaningful assessments** Accurate and comprehensive assessments are the foundation of effective special education programming. Teachers need to be proficient in administering a variety of assessment tools, interpreting the results, and using this information to develop individualized and appropriate IEPs. Teacher preparation programs should offer in-depth training on [alternate assessment techniques](https://orilearning.com/alternate-assessments-in-special-education-beyond-standardized-testing/) for both academic and functional assessments and ensure that preservice teachers have ample opportunities to practice these skills. 5. **Prepare teachers to understand and develop measurable annual goals** Developing measurable annual goals is required for tracking student progress and ensuring that special education programs are truly effective. Teachers should learn how to set specific, ambitious, and realistic goals that address each student’s unique needs. These goals should be clear and measurable, providing a way to monitor progress and make necessary adjustments. The data from a student’s present levels of achievement should be used as a baseline against which to measure progress towards these goals. Teacher preparation programs should focus on teaching [the principles of SMART goal-setting](https://orilearning.com/how-to-write-smart-iep-goals-with-examples/), as well as how to use data from a student’s present levels of achievement to inform goal development and measure progress towards achieving these goals. 6. **Prepare teachers to collect, understand and handle progress monitoring data** Regular progress monitoring allows special educators to determine if students are making appropriate gains towards their IEP goals. Teachers must be skilled in collecting and analyzing data, interpreting the results, and making informed decisions about instructional changes. This data-driven approach ensures that the teaching is effective and responsive to students’ needs. Teacher preparation programs should train preservice teachers in using progress monitoring tools and techniques, emphasizing the importance of ongoing assessment and data use in instructional planning. ## Navigating FAPE requirements in IEPs: Next steps The concept of a free, appropriate public education remains central to ensuring that students with disabilities benefit from the same education as their able-bodied peers. From its early legislative mentions in the 1970s to the more defined parameters set by landmark Supreme Court cases, the evolution of FAPE has been geared toward enhancing educational quality and inclusivity. The historical analysis highlighted significant milestones that have shaped the FAPE landscape. Notable court cases such as Rowley (1982) and Endrew F. (2017) have played significant roles in clarifying the standards that define “appropriate” education, moving from a minimal benefit to one that requires meaningful progress based on the child’s potential. The expert recommendations, on the other hand, underscore the necessity for continuous improvement in the skills and knowledge of educators. This involves a robust understanding of legal frameworks, inclusive teaching practices, stakeholder involvement, to name a few. These elements are crucial for developing IEPs that not only comply with legal standards but also genuinely enhance the outcomes of students with disabilities. With [Ori Learning’s transition curriculum](https://orilearning.com/transition-curriculum/), your school or district can enjoy the peace of mind of having access to an easy-to-implement, comprehensive program that allows you to report on progress and demonstrate compliance. Find out how our curriculum can help you meet IEP goals safely and consistently by booking a call with one of our representatives today. ## More on FAPE in special education ### What are the three main components of FAPE? The three main components of FAPE in special education are: - **Free**: education and services must be free of cost to the beneficiary - **Appropriate**: they must be tailored and appropriate to the student’s needs through an IEP - **Public**: they must be provided by public education agencies. ### What is the role of IEPs in defining the terms of FAPE? An IEP, or Individualized Education Program, is a written document that outlines tailored educational plans for students with disabilities. It serves as the blueprint for ensuring that the education provided meets the FAPE requirements. ### What legislative acts have shaped FAPE in special education over the years? Key acts include Section 504 of the Rehabilitation Act (1973), the Education for All Handicapped Children Act (1975), the Americans with Disabilities Act (1990), and updates to the Individuals with Disabilities Education Act (1997, 2004). **Categories:** Compliance & Law **Tags:** professional development, special education director, Special education professional development, special education teacher, special education teacher burnout, Transition --- ### [5 Icebreaker Activities for Teens That Aren’t Boring](https://orilearning.com/5-icebreaker-activities-for-teens-that-arent-boring/) **Published:** June 27, 2022 **Author:** Stacy Tornio **Excerpt:** Engaging icebreaker activities for teens that high school teachers can use to build rapport, boost class camaraderie, and fill short gaps with meaningful connection. **Content:** Icebreakers for teens can work wonders in the classroom. They can be great for both getting to know students and encouraging camaraderie. Plus, they can be perfect for giving you something to do when you have an extra 5-10 minutes to fill at the end of class. Yet, not all icebreakers will be well received by teenagers. A lot of the games or activities out there are created for younger kids, and they just come off boring to teenagers. So to help you cut through the good, bad, and boring, we talked directly to high school students who have been through their fair share of icebreakers over the years. Here are activities they said they’d do again and again. ## 5 icebreaker activities your students will actually enjoy ### 1. Bond over ways you’re all alike It’s easy to find ways we’re all different, but it’s good practice to find ways we’re alike as well. In this quick Life Skills Lesson Plan (15 minutes or less), you’ll be able to unpack a quick lesson with students in which they learn to look for and embrace similarities. The accompanying activity for the lesson plan encourages students to gather in small groups and find a way they are all similar. Then it encourages them to celebrate differences as well. It’s a quick and easy way to get students talking and connecting with one another. ### 2. Play icebreaker BINGO BINGO is a classic, and it’s perfect to pull out for an icebreaker activity. You can find plenty of printable BINGO board options online—or you can also get an entire set of free ones here. With this, students will go around mingling with other classmates to try to fill their board. They’ll learn a lot about one another in a matter of minutes. The printable boards here have many different options, so no two games or boards are the same. You decide whether you want them to collect a BINGO after one line or if you want them to try to fill out the entire sheet. ### 3. Try the ABCs game If you need an icebreaker activity that’s really quick and easy, then consider the ABC game. This one is probably the friendliest on the list as far as being really general. It’s all about striking up a conversation and thinking quickly on your feet. It’s not necessarily about learning about a person’s hobbies or interests, which isn’t a bad thing. (Sometimes you need to start with the basics of just getting students comfortable talking and interacting with one another.) With it, you pair students up (small groups can work well, too), and you have students select a topic or subject. Then they just roll through the alphabet, listing off items that fit. It’s a simple, straightforward game that anyone can play. It gets students talking and interacting. Many teachers say it works well as a warm-up activity for a deeper “getting to know you” kind of activity. ### 4. Ask “Would you rather?” questions Would You Rather is such a good way to pull people into a game or conversation because you can’t help but think about what answer you’d select each time. Asking these types of questions can work well in both small, partner settings and in big groups. In fact, it’s a great way to find commonalities in large groups. Students who never thought they’d have something in common will definitely find some similarities when playing a big game of Would You Rather. This is another one where you can find plenty of Would You Rather questions and printables online. If you’d like to have some vetted and ready for the classroom list, be sure to pull them from the [Life Skill Lesson](https://orilearning.com/icebreakers-for-teens-lesson-plan/). ### 5. Let students decide When students have a say in the activity, they’re much more likely to be invested in it. Or when they have an opportunity to vote on something and choose between multiple options, that also works well. So put it to the test. Ask students to come up with ideas for icebreaker activities. Collect them all during one class period, and then pull together the top options. Let students vote or just go in order, tackling one after another. You might just discover a new favorite. Plus, students will appreciate the fact that you cared enough to ask them for suggestions. At least, that’s the hope. These are teenagers after all, so you might also have to threaten them with a really boring activity first before they give you better, creative options. Good luck and have fun! **Categories:** Classroom Activities, Instructional Strategies, Skill Building **Tags:** ABC game, classroom games, group bonding, high school students, icebreaker activities, icebreaker bingo, teen engagement, would you rather --- ## Pages ### [Ori Learning: Emotional Well-Being and Transition Curriculum](https://orilearning.com/) **Published:** August 3, 2022 **Author:** Jon Izak (Founder & CEO) **Content:** Special Education # Standardize Transition Curriculum Across Your District Empower your team with a cohesive **Scope & Sequence (Grades 9–12 & 18+ Programs)** tailored for students with **mild to moderate needs**. Move beyond “box-checking” and “teachers fending for themselves” with a curriculum that **automates data collection.** [ Explore Transition Curriculum ](/transition-curriculum) General Education ## Evidence-Backed Life Skills & Well-Being Curriculum Our neuroscience-based curriculum is proven to drive an **11% improvement in emotional well-being scores**\*—building the essential **life skills** students need to succeed in and out of the classroom. [\*Read the ESSA Level III Impact Study](/ori-learning-white-paper_final-071625-1) [ Explore Well-being Curriculum ](/emotional-well-being/) ![#image_title](https://orilearning.com/wp-content/uploads/2025/12/logo1-2-1.png) ![#image_title](https://orilearning.com/wp-content/uploads/2025/12/logo2-2.png) ![#image_title](https://orilearning.com/wp-content/uploads/2025/12/logo3-768x156.webp) ![#image_title](https://orilearning.com/wp-content/uploads/2025/12/Logo4.jpg) ![#image_title](https://orilearning.com/wp-content/uploads/2026/01/logo5-2-1-removebg-preview-768x195.png) ![#image_title](https://orilearning.com/wp-content/uploads/2025/12/logo6-768x420.png) ![#image_title](https://orilearning.com/wp-content/uploads/2025/12/logo7.png) ![#image_title](https://orilearning.com/wp-content/uploads/2026/01/logo-8-removebg-preview.png) ![#image_title](https://orilearning.com/wp-content/uploads/2025/12/logo9-768x294.png) ![#image_title](https://orilearning.com/wp-content/uploads/2025/12/logo10.png) ![#image_title](https://orilearning.com/wp-content/uploads/2025/12/logo11-2.png) High School & 18+ ## Transition Readiness Curriculum - **One Lesson. Three Access Points.** Stop cobbling together resources. Ori offers three distinct tiers—**Foundational, Core, and Extension**—allowing you to teach one cohesive lesson that engages your mixed-ability classrooms. - **A “Coordinated Set of Activities”** Eliminate the curriculum scramble. Our roadmap covers all required domains—**Employment, Education, & Independent Living**—to ensure you meet the **Coordinated Set of Activities** mandate. - **Measure Learning Over Time** Track growth without paperwork. Built-in assessments measure **instructional progress** automatically, providing the data teams need to document IEP goal mastery. [ View Transition ](/transition-curriculum/) Grades 6 - 12 ## Life Skills & Well-Being Curriculum - **Flexible Tier 1 Instruction** Scalable curriculum designed to fit any schedule. Deliver via **Student-Paced** modules for independent learning or **Live Participation** for group discussion. - **Built Exclusively for Secondary** Avoid the student "eye-roll." Unlike K-12 generalists, our content is designed specifically for the **adolescent brain**—using authentic scenarios that respect their maturity. - **Proven Impact on Well-Being** Achieve measurable results with an **ESSA Level III** evidence-based program. Research confirms an **11% increase in well-being scores** for students who complete the course. [ View Well-being ](/emotional-well-being/) ## Universal Instructional Quality Power your entire district with the only platform that ensures **high-fidelity curriculum delivery** across every classroom and setting. ### Automated Data & Fidelity - **Integrated Assessments:** Utilize **Pre/Post-Assessments** to baseline needs and measure growth. - **Verifiable Service Delivery** Automatically track module completion to validate exactly which lessons were delivered for compliance reporting. - **Implementation Fidelity** Give Admins real-time visibility into district-wide usage to ensure mandates are actually being met. ### Universal Access & Expression - **True UDL Support** Let students demonstrate knowledge their way via **voice typing**, drawing tools, or interactive response modes. - **Inclusive Instructional Tools** Reduce cognitive load for diverse learners with built-in **read aloud** and visual scaffolding. - **Global Access** Ensure ELL students and families are never left behind with real-time translation for **130+ languages**. ### Flexible & Controlled Delivery - **3 Delivery Modes** Switch instantly between **Front-of-Class, Student-Paced,** or **Live Participation** with zero prep required. - **Active Engagement** Move beyond static PDFs. Use **Collaboration Boards** and **Project-Based Learning** to spark genuine student interaction. - **Teacher Empowerment** Eliminate lesson-planning burnout with ready-to-use guides that include pacing, vocabulary, and objectives. ## Trusted to Drive Outcomes See how districts are automating compliance and saving time. "Ori’s platform transformed our ability to deliver engaging, accessible transition programming tailored to each student's unique needs." ![](https://orilearning.com/wp-content/uploads/2025/12/fcps-seal_FINAL-800x800-1.png "fcps seal_FINAL-800x800 – Ori Learning – Ori Learning") Trevor Christensen Career and Transition Services [ Read Full Story ](/fairfax-county-public-schools-simplifies-special-education-transition-with-ori-learning/) "Ori took us out of the rote, box-checking way of doing transition, and helped us get to a place where we could present some real data for each student." ![](https://orilearning.com/wp-content/uploads/2025/12/RMA-Logo-300x300.png "RMA Logo – Ori Learning – Ori Learning") Dr. Heidi Lambert Director of Special Populations [ Read Full Story ](/ori-learnings-transition-program-gets-100-buy-in-from-rma-public-schools/) ### Ori Learning is the evolution of ONEder, AutisMate, and SpecialNeedsWare - building on over a decade in Special Education. --- ### [Transition Curriculum for Students with Disabilities](https://orilearning.com/transition-curriculum/) **Published:** December 9, 2025 **Author:** Jon Izak (Founder & CEO) **Content:** # Transition Curriculum for Students with Disabilities Ori Learning’s transition curriculum is a vertically aligned program for grades 9–12 and adult transition (18–22+) that builds employment skills, independent living, self-determination, and postsecondary readiness—while simplifying planning and documentation. [ Request Demo ](/demo-request/) [ View High School & Adult Solutions ](#transition-solutions) ![Students using Ori's Transition Curriculum](https://orilearning.com/wp-content/uploads/2026/01/transition-curriculum-students-768x429.png "transition-curriculum-students – Ori Learning – Ori Learning") ## What is a Transition Curriculum? A transition curriculum is a structured scope and sequence required within special education that prepares students for life after high school—while supporting Indicator 13 alignment and clearly articulated post-secondary goals. It bridges academic instruction and functional adulthood by focusing on post-school outcomes such as competitive integrated employment, postsecondary education or training, and independent living. **A strong transition curriculum includes:** - Self-determination and goal setting - Job exploration and workplace readiness - Daily living and community access skills - Social/interpersonal and self-advocacy skills - Progress monitoring and documentation For general education students in grades 6–12, [Ori Learning’s Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) builds the social-emotional foundation that complements transition readiness across both programs. [Explore our unified framework across 6 core domains →](#unified-framework) The ori framework ## Transition Curriculum Framework: 6 Core Domains Stop retraining students every time they move up a grade. Our solutions are built on the same **6 Core Domains**, ensuring consistent vocabulary from ages 14 through adulthood. [### 1. Self-Determination From identifying strengths and limitations **(HS)** to advocating for workplace accommodations and rights **(Adult)**. ](#curriculum-details) [### 2. Education & Training From developing study habits and post-secondary plans **(HS)** to accessing community learning centers and vocational training **(Adult)**. ](#curriculum-details) [### 3. Employment Skills From career interest surveys and resume building **(HS)** to workplace safety, hygiene, and job retention **(Adult)**. ](#curriculum-details) [### 4. Independent Living From understanding leases and financial literacy **(HS)** to cooking meals, doing laundry, and managing a household **(Adult)**. ](#curriculum-details) [### 5. Interpersonal Skills From navigating peer pressure and digital communication **(HS)** to handling conflict resolution in professional settings **(Adult)**. ](#curriculum-details) [### 6. Health & Wellness From stress management and emotional regulation **(HS)** to independently managing doctor appointments and prescriptions **(Adult)**. ](#curriculum-details) ## High School Transition Curriculum (Grades 9-12) ##### Focus: College & Career Readiness A standards-aligned curriculum for students focusing on self-discovery, post-secondary planning, and **documented service delivery**. - **Indicator 13 Support:** Automatically generate the **evidence of implementation** required for audits—including assessment dates, instructional logs, and student artifacts. - **Spiraled Scope & Sequence:** Age-appropriate progressions that mature with the student—from Freshman exploration to Senior launch. - **Standards Aligned:** Instruction mapped to Common Core ELA and CASEL competencies to ensure academic rigor alongside [transition planning](https://orilearning.com/8-tips-for-engaging-students-in-the-transition-planning-process/). [ View High School Transition ](/high-school-transition) ## Adult Transition Curriculum (18-22+ Programs) ##### Focus: Functional Independence A functional curriculum designed to build **independence** in daily living, employment, and community access. - **WIOA & Pre-ETS Aligned:** Targeted instruction for Job Exploration and Workplace Readiness to support funding coordination and **validate grant reporting requirements.** - **Modular Design:** Skill-based units (not grade levels) for flexible adult instruction. - **Real-World Application:** Practical focus on [independent living, safety, financial literacy, and vocational skills](https://orilearning.com/transition-skills-for-high-school-students-why-they-matter-and-how-to-build-them/) to **bridge the gap between school and adulthood.** [ View Adult Transition ](/adult-transition/) ## A Vertically Aligned Scope & Sequence See how our curriculum matures with your students from Grade 9 through Age 22. Self-Determination - **High School Focus (Grades 9-12):** Focuses on recognizing strengths and limiting beliefs , and overcoming obstacles to set long-term goals. - **Adult Focus (18-22+):** Shifts to active leadership, where students learn to lead their own IEP meetings and advocate for their disability rights in housing and employment. Independent Living - **High School Focus (Grades 9-12):** Covers foundational routines like personal care, cooking, and keeping a space organized. - **Adult Focus (18-22+):** Advances to functional autonomy, including transportation training (reading schedules/maps) , budgeting for rent and utilities , and emergency preparedness. Employment Skills - **High School Focus (Grades 9-12):** Students practice building resumes, filling out applications, and mock interviewing. - **Adult Focus (18-22+):** Focuses on job retention, including workplace safety, communicating with managers, and understanding work ethic. Education & Training - **High School Focus (Grades 9-12):** Students build [executive function](https://orilearning.com/executive-functioning-iep-goals-your-guide-with-examples/) skills, exploring personal learning styles, study habits, and time management strategies. They learn to navigate accommodations and develop test-taking strategies to support academic success. - **Adult Focus (18-22+):** The focus shifts to lifelong learning and using technology responsibly. Students explore community training programs and apprenticeships while learning to request and utilize accommodations independently in educational or workplace settings. Social Skills - **High School Focus (Grades 9-12):** Instruction focuses on navigating peer pressure, digital citizenship (cyberbullying), and building healthy friendships. Students practice conflict resolution and learn to respect different points of view in a school environment. - **Adult Focus (18-22+):** Students refine complex social skills needed for adulthood, such as making strong first impressions, understanding personal boundaries, and handling conflict respectfully in professional and community settings. Health & Wellness - **High School Focus (Grades 9-12):** Students build self-awareness around mental health, stress management, and hygiene routines. They learn to identify emotions and practice healthy decision-making regarding nutrition and safety. - **Adult Focus (18-22+):** The curriculum advances to healthcare literacy, where students learn to schedule doctor appointments, understand medications, and create personalized wellness plans that include physical movement and mental health support. ## Research & Best Practices - [Guideposts to Success](https://www.dol.gov/agencies/odep/program-areas/individuals/youth/guide) – [National Collaborative on Workforce & Disability for Yout](https://files.eric.ed.gov/fulltext/ED598433.pdf)h - [Effective Practices in Secondary Transition](https://transitionta.org/topics/effective-practices/) – [National Technical Assistance Center on Transition](https://transitionta.org/topics/effective-practices/) - [Transition IEP Indicator 13 Checklist](https://transitionta.org/i13-checklists/) – [National Secondary Transition Technical Assistance Center](https://transitionta.org/indicator-13/) - [Universal Design for Learning (UDL) –](https://www.cast.org/what-we-do/evidence/) [CAST](https://www.cast.org/what-we-do/evidence/) ![](https://orilearning.com/wp-content/uploads/2026/01/Evidence.png "Evidence – Ori Learning – Ori Learning") ## Powered by the Ori Learning Platform Both solutions are built on the same secure, accessible technology to ensure consistency across your district. #### Defensible Data & Documentation Move beyond simple tracking. Automatically log instructional hours, completion dates, and assessment results to create a defensible data trail for **Indicator 13** and district reporting. #### Universal Design for Learning (UDL) **True inclusion requires access.** We provide built-in Read Aloud, Symbol Support, and Translation for 130+ languages, ensuring students with **mild-to-moderate needs** can demonstrate knowledge their way. #### Flexible Delivery Models **Adapt to any setting.** Switch instantly between **Front-of-Class** for group instruction, **Student-Paced** for independent stations, or **Live Participation** for interactive engagement—giving teachers full control of the room. ## Transition Curriculum FAQ ### What is a transition curriculum? A transition curriculum is a structured set of lessons and activities designed to help students with disabilities prepare for life after high school. It covers skills in employment, postsecondary education, independent living, self-advocacy, and community participation. Under the Individuals with Disabilities Education Act (IDEA), transition planning must be included in a student’s IEP by age 16 — and a transition curriculum provides the instructional content to support those goals. ### What are the 6 core domains of a transition curriculum? Ori Learning’s transition curriculum is built around six core domains that address the full range of skills students need for adult life: 1. **Self-Determination** — Self-awareness, self-advocacy, goal setting, and decision-making 2. **Education & Training** — Study skills, organization, learning supports, and postsecondary planning 3. **Employment Skills** — Job search, resume building, interviews, workplace behavior, and career readiness 4. **Independent Living** — Daily routines, meal preparation, household management, and community navigation 5. **Interpersonal Skills** — Communication, teamwork, relationship building, and conflict resolution 6. **Health & Wellness** — Mental health, physical health, emotional regulation, and nutrition ### What does IDEA require for transition planning? The Individuals with Disabilities Education Act (IDEA) requires that transition planning begin no later than the first IEP in effect when a student turns 16 (many states require it by age 14). The IEP must include measurable postsecondary goals in education/training, employment, and (where appropriate) independent living, along with transition services to help the student reach those goals. A transition curriculum provides the structured instructional content to support this process. ### What is the difference between transition planning and a transition curriculum? Transition planning is the IEP-driven process of setting postsecondary goals and identifying services for a student with a disability. A transition curriculum is the instructional content — the lessons, activities, and assessments — that teaches the skills those goals require. Transition planning determines *what* a student needs; a transition curriculum provides *how* they learn it. ### At what age does transition curriculum begin? IDEA requires transition planning in the IEP by age 16, though many states mandate it by age 14. Ori Learning’s high school transition curriculum begins in grade 9, giving students four full years to build skills across six domains before graduation. The adult transition curriculum (ages 18–22+) continues skill development for students who remain in school-based programs after high school. [Learn about the high school transition curriculum](/high-school-transition/) or [explore the adult transition curriculum](/adult-transition/). ### What is the difference between high school transition and 18+ transition curriculum? High school transition curriculum (grades 9–12) focuses on exploration, planning, and building foundational skills in career awareness, self-determination, and independent living. It emphasizes group discussion (80% of lessons) and collaborative learning. Adult transition curriculum (ages 18–22+) shifts to applied independence — self-advocacy, IEP participation, job readiness, and community-based skills. 97% of adult lessons include journal reflection for self-directed learning. Both share the same six-domain framework, ensuring vertical alignment from high school through adulthood. ### How is transition curriculum funded in public schools? Transition curriculum can be funded through several federal and state mechanisms: IDEA Part B special education funds, Pre-Employment Transition Services (Pre-ETS) under WIOA for eligible students, state special education allocations, and in some cases remaining ESSER funds. Programs serving students ages 18–22 often leverage vocational rehabilitation (VR) partnerships and WIOA Title IV funding to support curriculum purchases and implementation. ### What evidence-based practices should a transition curriculum include? According to the National Technical Assistance Center on Transition (NTACT:C) and research by Test et al., effective transition curricula should include self-determination instruction, career and vocational education, community-based instruction, and explicit teaching of social and independent living skills. Ori Learning incorporates evidence-based frameworks including Universal Design for Learning (UDL), Carol Dweck’s Growth Mindset, and SMART Goals methodology, with pre/post assessments in every lesson to measure student outcomes. ## Explore Transition Curriculum Resources **Curriculum pages:** - [High School Transition Curriculum (Grades 9–12)](/high-school-transition/) — 168 lessons across six domains - [Adult Transition Curriculum (Ages 18+)](/adult-transition/) — 60 lessons with Pre-ETS alignment - [Download the Transition Scope & Sequence](/scope-and-sequence/) — Review units, lessons, and standards alignment **From the blog:** - [How to Choose a Transition Curriculum for Your School or District](/how-to-choose-a-transition-curriculum-for-your-school-or-district/) - [Transition Skills for High School Students: Why They Matter](/transition-skills-for-high-school-students-why-they-matter-and-how-to-build-them/) - [Case Study: Fairfax County Public Schools](/fairfax-county-public-schools-simplifies-special-education-transition-with-ori-learning/) - [Case Study: RMA Public Schools — 100% Staff Buy-In](/ori-learnings-transition-program-gets-100-buy-in-from-rma-public-schools/) *Curriculum designed by Tess Hileman, M.Ed., Kate Sundquist, Tynishia Williams, and Dr. Miriam Gayle, EdD. Last reviewed May 2026.* ### Ori Learning is the evolution of ONEder, AutisMate, and SpecialNeedsWare - building on over a decade in Special Education. --- ### [Emotional Well-being Curriculum](https://orilearning.com/emotional-well-being-curriculum/) **Published:** May 16, 2026 **Author:** Jonathan Izak **Content:** # Emotional Well-being Curriculum Our neuroscience-based curriculum is proven to drive an **11% improvement in emotional well-being scores**\*—building the essential **life skills** students need to succeed in and out of the classroom. [\*Read the ESSA Level III Impact Study](/ori-learning-white-paper_final-071625-1) [ Request Demo ](/demo-request/) ![Student's Using Ori's Emotional Well-Being Curriculum](https://orilearning.com/wp-content/uploads/2026/01/emotional-well-being-curriculum-students.png "emotional-well-being-curriculum-students – Ori Learning – Ori Learning") GRADE 6-12 CASEL-aligned INSTRUCTIONAL MODEL ## The 5 Competencies of Life Readiness A vertically aligned 6–12 roadmap that builds the character and interpersonal skills required for lifelong achievement. ### Self-Awareness Recognizing how personal values and perspectives influence behavior to build a foundation of confidence and agency. ### Self-Management Mastering impulse control, stress management, and the internal tools required to maintain academic focus in any setting. ### Social Awareness Developing empathy and perspective-taking to navigate interpersonal dynamics and uphold community standards of respect. ### Relationship Skills Mastering the high-level communication skills necessary for building healthy peer relationships and effective workplace teamwork. ### Responsible Decision-Making Learning to evaluate consequences and make constructive choices that align with personal goals, safety, and ethics. [ Download Full Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjM1OSIsInRvZ2dsZSI6ZmFsc2V9) ## Reach Every Learner in the Room Universal Design for Learning - **True UDL Support:** Students demonstrate knowledge and build resilience their way via multiple means of representation, creative tools like Canva, drawing, projects, and other interactive tools. - **Authentic Student Perspectives:** Our platform delivers the core skills and concepts while ensuring that a student’s own life experiences, values, and views remain the central focus of every lesson. - **Global Access:** Real-time translation for 130+ languages and integrated text-to-speech ensure that every student’s unique life experiences and views take center stage in the language and format they are most comfortable with. ![](https://orilearning.com/wp-content/uploads/2025/12/ori_blog_012424_Online-Learning-for-Students-with-Special-Needs-1536x695png-768x348.webp "ori_blog_012424_Online-Learning-for-Students-with-Special-Needs-1536x695png – Ori Learning – Ori Learning") ![](https://orilearning.com/wp-content/uploads/2025/12/ori_blog_091924_cognitive-vs-emotionalpng-768x363.webp "ori_blog_091924_cognitive-vs-emotionalpng – Ori Learning – Ori Learning") ## Proactive Support Without the Prep Time FLEXIBLE & CONTROLLED DELIVERY - **3 Delivery Modes:** Instantly switch between Front-of-Class, Student-Paced, or Live Participation. - **Interactive Engagement:** Utilize built-in Collaboration Boards and interactive scenarios to move beyond lectures and encourage healthy peer-to-peer communication. - **Teacher Empowerment:** Ready-to-use guides include lesson pacing, key vocabulary, and specific instructional objectives to ensure consistent, high-quality delivery every time. ## Actionable Insights for District Leaders EVIDENCE-BASED IMPACT - **Validated Academic Growth:** Anchor your program in research showing that proactive student support leads to an **average 11% gain** in emotional well-being scores. - **Real-Time Fidelity Tracking:** Monitor district-wide usage and lesson completion through administrative dashboards, ensuring every student receives a consistent, high-quality instructional experience. - **Competency-Based Data:** Automatically generate progress reports based on built-in **Pre/Post-Assessments**, turning student progress into objective, verifiable data for school board reporting. ![](https://orilearning.com/wp-content/uploads/2025/12/Short-Simple-Steps-to-Writing-SMART-Goals-and-Short-Term-Objectives-for-Transition-Planning-with-Examples-1-1536x695png-768x348.webp "Short-Simple-Steps-to-Writing-SMART-Goals-and-Short-Term-Objectives-for-Transition-Planning-with-Examples-1-1536x695png – Ori Learning – Ori Learning") ## Frequently Asked Questions ### What is an emotional well-being curriculum? An emotional well-being curriculum is a structured instructional program that teaches students skills in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Unlike one-off lessons or advisory programs, a vertically aligned curriculum builds these competencies progressively across grade levels. Ori Learning’s Emotional Well-Being Curriculum covers grades 6–12 with a neuroscience-based approach aligned to the CASEL framework, giving educators a ready-to-teach program that requires no additional prep time. ### How does Ori Learning’s curriculum align with CASEL competencies? Ori Learning’s Emotional Well-Being Curriculum maps directly to all five CASEL competencies: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making. Each unit focuses on one competency area with lessons that progress from foundational understanding to real-world application. The curriculum also aligns with state-specific social-emotional learning standards in all 50 states, making it straightforward for districts to document compliance. ### What grades does the Emotional Well-Being Curriculum cover? The curriculum spans grades 6 through 12 with a vertically aligned scope and sequence. Middle school lessons (grades 6–8) introduce core concepts through age-appropriate scenarios and interactive activities. High school lessons (grades 9–12) build on those foundations with more complex real-world applications, including identity development, stress management, and decision-making under pressure. This vertical alignment means students develop deeper competencies each year rather than repeating the same content. ### How is the curriculum implemented in classrooms? Ori Learning’s curriculum is delivered through a digital platform that gives teachers complete lesson plans, student-facing materials, and facilitation guides. Lessons are designed for flexible delivery — they can be taught in advisory periods, health classes, homeroom, or dedicated social-emotional learning blocks. Each lesson takes approximately 30–45 minutes and includes built-in differentiation for diverse learners through Universal Design for Learning principles. No special training is required; teachers can begin instruction immediately. ### What research supports the curriculum’s effectiveness? An independent ESSA Level III impact study found that students using Ori Learning’s Emotional Well-Being Curriculum showed an 11% improvement in emotional well-being scores compared to baseline. The curriculum’s instructional design is grounded in neuroscience research on adolescent brain development, with lesson structures that reflect evidence-based practices for social-emotional skill acquisition. District leaders receive real-time analytics dashboards to track student progress and measure program impact at the school and district level. ### Can this curriculum be used alongside existing programs? Yes. Ori Learning’s Emotional Well-Being Curriculum is designed to complement existing school initiatives, including PBIS frameworks, MTSS tiered support systems, restorative justice programs, and advisory curricula. The curriculum serves as a Tier 1 universal support that strengthens the foundation for more targeted interventions. Districts using the curriculum alongside other programs report that the structured scope and sequence fills gaps that piecemeal approaches often leave unaddressed. --- ### [High School Transition](https://orilearning.com/high-school-transition/) **Published:** December 17, 2025 **Author:** Jon Izak (Founder & CEO) **Content:** # High School Transition Curriculum for Grades 9–12 A standards-aligned, spiraled high school transition curriculum that prepares students with **mild-to-moderate** needs for postsecondary success—while simplifying **Indicator 13 compliance.** [ Request Demo ](/demo-request/) [ Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjM1OCIsInRvZ2dsZSI6ZmFsc2V9) ![](https://orilearning.com/wp-content/uploads/2025/12/classroom-3-768x768.png "classroom 3 – Ori Learning – Ori Learning") 168 Lessons · 6 Domains · Grades 9–12 · Financial Literacy Included · 3-Tier Differentiation · Pre/Post Assessment ## A 4-Year High School Transition Pathway A spiraled scope and sequence that builds independence and readiness across Grades 9–12. ###### Grade 9 ### Exploration Start strong with self-awareness and routines. Build study habits, self-care, and confidence while exploring job, strengths skills and friendships. ###### Grade 10 ### Planning Turn interests into a plan. Choose courses with purpose, level up time management, and build workplace + budgeting basics for growing independence. ###### Grade 11 ### Practice Make it real with hands-on practice. Strengthen communication, work ethic, and problem-solving—plus postsecondary readiness and smart learning tools. ###### Grade 12 ### Launch Launch your next chapter by putting your plan into action. Practice adult-life skills like housing, budgeting & bills, responsibilities and healthcare—and advocate for your rights and supports. ## Progression of High School Transition Curriculum Across 6 Core Domains A spiraled scope and sequence that develops transition skills year by year across Grades 9–12 #### Self-Determination Across four years, students build a stronger sense of self and direction—starting with identifying strengths and support needs, then growing into self-advocacy, decision-making, and leadership. Along the way, they practice seeking support, overcoming limiting beliefs, solving problems, and developing resilience. By the end of high school, students take greater responsibility for choices and goals and are prepared to advocate for themselves as they move into adult life. #### Independent Living Students develop practical independence skills that start with daily routines—cleaning, cooking, personal care, organization, and time management—and expand into community navigation and accessing resources safely. Over the years, students add more complex responsibilities like budgeting, paying bills, choosing housing, and managing appointments. By the end of high school, students have the foundational knowledge and routines needed to handle adult responsibilities more independently and safely. #### Employment Skills Students build career readiness from the ground up—job search basics, résumé writing, applications, and interview preparation—while learning what employers expect (professionalism, punctuality, communication, teamwork). As skills mature, students practice real workplace behaviors like reliability, leadership, safety, and using workplace technology. By the end of high school, students connect strengths and interests to career options and develop the advanced habits and communication skills needed to thrive on the job. #### Education & Training Students learn how to manage learning demands in high school and beyond by building study habits, organization systems, and routines that support academic growth. Over time, instruction expands into planning tools, time management, motivation strategies, and the changing expectations of postsecondary environments. By upper grades, students apply these skills to evaluate pathways, prepare for graduation, and navigate real academic responsibilities—including requesting accommodations and building independent learning habits. #### Social Skills Students strengthen communication, empathy, and relationship skills across increasingly complex situations. Early instruction focuses on navigating friendships, social cues, and digital behavior while building foundational communication and conflict-resolution skills. As students grow, they learn boundary-setting, leadership, respect for differences, and strategies for handling challenging social dynamics. By the end of high school, students apply mature interpersonal skills across school, workplace, and community settings. #### Health & Wellness Students build lifelong wellness habits through emotional awareness, physical health routines, stress management, safety practices, and healthy decision-making. Early learning establishes foundational routines (hygiene, movement, nutrition basics, emotional regulation) and grows into preventive care, stress reduction, and help-seeking strategies. By the end of high school, students create personal wellness plans and practice the skills needed for healthy transitions into adulthood. ## What's Included in the High School Transition Curriculum Ori Learning’s high school transition curriculum delivers 168 lessons spanning four grade levels and six core domains, plus a dedicated Financial Literacy strand. Each domain spirals across all four years, building complexity and independence as students progress from 9th through 12th grade. Each domain includes five lessons per grade level. Sample lessons shown below. Domain9th Grade10th Grade11th Grade12th Grade**Self-Determination**Finding My Strengths, Reaching My GoalsOvercoming Limiting Beliefs, Setting Short-Term GoalsMy Mindset, Long-Term GoalsMaking Decisions, Understanding Rights & Responsibilities**Education + Training**My Learning Style, Learning Support AccommodationsHow to Study, Using a PlannerPostsecondary Options, Learning with AIPostsecondary Planning, Requesting Accommodations**Employment Skills**Building a Résumé, Interviewing with ConfidenceExploring Career Interest, Preparing for Entry-Level JobsWorkplace Communication, Work EthicDigital Work Tools, Professional Communication**Independent Living**How to Cook and Prepare Food, Making a ScheduleBudget Basics, Daily Routines That WorkBeing Active in My Community, Solving Community ProblemsFinding a Place to Live, Creating a Budget, Paying Bills**Social Skills**Communication Skills, Bullying and CyberbullyingBuilding Healthy Relationships, Resolving ConflictsTeamwork, Setting BoundariesConflict Resolution, Leading with Integrity**Health + Wellness**What Is Mental Health?, Understanding EmotionsManaging Stress, Staying SafeSelf-Care, Managing My FeelingsSubstance Use Prevention, Healthy Transitions**Financial Literacy**Introduction to Money, Ways to Earn & Spend, How to SaveMoney Matters, Budgeting Basics, Bank Accounts, Credit vs. DebitEvery lesson includes pre/post assessments to measure growth, 3-tier differentiation to meet diverse learner needs, and scenario-based activities that connect skills to real life. ### Research & Best Practices Ori Learning’s transition curriculum is grounded in evidence-based transition practices and national frameworks: - [Guideposts to Success](https://www.dol.gov/agencies/odep/program-areas/individuals/youth/guide) — National Collaborative on Workforce & Disability for Youth - [Effective Practices in Secondary Transition](https://transitionta.org/topics/effective-practices/) — National Technical Assistance Center on Transition (NTACT:C) - [Transition IEP Indicator 13 Checklist](https://transitionta.org/i13-checklists/) — National Secondary Transition Technical Assistance Center - [Universal Design for Learning (UDL)](https://www.cast.org/what-we-do/evidence/) — CAST ### See the Full Grades 9–12 Scope & Sequence Download the complete scope and sequence to review unit progression, lesson objectives, and standards alignment. [ Download Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjM1OCIsInRvZ2dsZSI6ZmFsc2V9) [ Request a Demo ](/demo-request/) ## Built on Universal Design for Learning (UDL) For Students We don’t treat accessibility as an “add-on.” We use UDL to ensure instruction works best for every learner. - **Leveled Tasks:** Foundational, Core, and Extension activities for every lesson to meet students where they are. - **Voice & Choice:** Students answer via Text, Audio, or Drawing. - **Accommodations Bar:** Integrated text-to-speech and translation for 130+ languages. ![](https://orilearning.com/wp-content/uploads/2025/12/Gemini_Generated_Image_iaq2k2iaq2k2iaq2-2-e1766098879238-768x587.png "Gemini_Generated_Image_iaq2k2iaq2k2iaq2 – Ori Learning – Ori Learning") ![](https://orilearning.com/wp-content/uploads/2025/12/Gemini_Generated_Image_2uir572uir572uir-768x419.png "Gemini_Generated_Image_2uir572uir572uir – Ori Learning – Ori Learning") ## Ready-to-Teach Engagement FOR TEACHERS Move beyond static PDFs. Our interactive lessons engage students with real-time participation tools while giving teachers full control. - **3 Delivery Modes:** Instantly switch between Front-of-Class, Student-Paced, or Live Participation. - **Collaboration Boards:** Digital sticky notes for class discussion with moderation controls. - **Zero-Prep Planning:** Comprehensive guides include pacing, vocabulary, and objectives. ## Assess. Instruct. Measure. FOR ADMINISTRATORS Transition is a process, not a checkbox. Ori Learning supports the entire lifecycle: - **Establish Baseline:** Start the course with a **Pre-Course Assessment** to identify current interests and knowledge gaps. - **Targeted Instruction:** Students engage in differentiated lessons that build real-world skills and vocabulary. - **Monitor Progress:** Use **Post-Course Assessments** to track growth, providing evidence that students are acquiring the skills needed for their post-secondary goals. ![](https://orilearning.com/wp-content/uploads/2025/12/Gemini_Generated_Image_twe8qftwe8qftwe8-1-768x573.png "Gemini_Generated_Image_twe8qftwe8qftwe8 – Ori Learning – Ori Learning") ## Frequently Asked Questions About High School Transition Curriculum ### What should a high school transition curriculum include for students with IEPs? A comprehensive high school transition curriculum should address six core domains: self-determination, education and training, employment skills, independent living, interpersonal skills, and health and wellness. It should align with IDEA Indicator 13 requirements and support measurable postsecondary goals in the student’s IEP. Ori Learning’s curriculum covers all six domains across 168 lessons with built-in pre/post assessments to document progress. ### How does this curriculum align with IDEA Indicator 13 requirements? IDEA Indicator 13 requires that transition-age students have coordinated, measurable IEP goals tied to postsecondary outcomes. Ori Learning’s high school transition curriculum provides structured lessons in career readiness, independent living, and self-determination that directly support these goals. Pre/post assessments in every lesson help IEP teams document student progress toward transition objectives. ### What grades does Ori’s high school transition curriculum cover? The curriculum spans grades 9 through 12 with 168 lessons organized across six core domains. Each domain spirals across all four grade levels, progressing from Exploration (Grade 9) through Planning, Practice, and Launch (Grade 12). A dedicated Financial Literacy strand is also included. ### How is instruction differentiated for students with different support needs? Every lesson includes three tiers of differentiation designed using Universal Design for Learning (UDL) principles. Students can engage through multiple means of representation, expression, and engagement. Lessons feature group discussion, collaboration boards, and scenario-based activities—allowing teachers to match instruction to individual learning profiles. ### What standards does Ori’s high school transition curriculum align to? The curriculum is grounded in evidence-based transition practices recognized by the National Technical Assistance Center on Transition (NTACT:C), the DOL/ODEP Guideposts to Success framework, and CAST’s Universal Design for Learning. It also supports IDEA transition planning requirements and the Indicator 13 checklist. ### Can this curriculum be used in self-contained, resource, and inclusion settings? Yes. The three-tier differentiation model and flexible delivery options allow teachers to use Ori’s transition curriculum in self-contained special education classrooms, resource rooms, co-taught inclusion settings, and transition-focused programs. Lessons can be delivered whole-class, small-group, or independently. Curriculum designed by **Tess Hileman, M.Ed.** and **Dr. Miriam Gayle, EdD** — bringing decades of experience in special education, transition planning, and curriculum development to every lesson. ## The Journey Doesn’t End After Grade 12 See how our High School curriculum aligns with our Adult Transition track through a **single, vertically aligned framework** — from Grade 9 through age 22+. [Explore the Adult Transition Curriculum](/adult-transition/) or [download the full Scope & Sequence](/scope-and-sequence/). [ Explore the Continuous Pathway ](/transition-curriculum) --- ### [Adult Transition](https://orilearning.com/adult-transition/) **Published:** December 24, 2025 **Author:** Jonathan Izak **Content:** # Adult Transition Curriculum (Ages 18+) A functional, Pre‑ETS–aligned curriculum designed for adult transition programs—helping learners apply skills for work, independent living, and community participation. [ Request a Demo ](/demo-request/) [ Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjM1MyIsInRvZ2dsZSI6ZmFsc2V9) ![](https://orilearning.com/wp-content/uploads/2025/12/b-768x768.png "b – Ori Learning – Ori Learning") 60 Lessons · 6 Units · Ages 18–22+ · Pre-ETS Aligned · 3-Tier Differentiation · Pre/Post Assessment ## Built for 18–22+ Transition Programs Ori Learning’s adult transition curriculum is designed specifically for post-secondary transition programs serving young adults with disabilities. Whether you run an 18–22 program, community-based instruction, or Project SEARCH-style model, this curriculum provides structured, age-appropriate lessons that respect the maturity and goals of adult learners. - 18–22 transition programs - Post-secondary special education classrooms - Community-based instruction (CBI) programs - Life skills and independent living programs - Pre-ETS service providers - Vocational rehabilitation partnerships ## Adult Transition Curriculum Across 6 Core Domains Six units (10 lessons each) focused on the skills adults use every day—in real settings. ## REAL-WORLD SKILLS LEARNERS PRACTICE: [ Job Interviews ](#employment-skills) [ Workplace Communication ](#employment-skills) [ Speaking Up for Myself ](#self-determination) [ Transportation Training ](#independent-living) [ Doctor Visits & Medications ](#health-wellness) [ Shopping with a Budget ](#independent-living) #### Self-Determination Learners build self‑awareness and confidence by exploring personal interests, strengths, and values. They practice setting concrete goals, making informed choices, and participating actively in their own planning. Instruction strengthens self‑advocacy by teaching learners how to communicate needs, request accommodations, and understand rights related to work, housing, and disability—building the skills needed for independent, self‑directed adult life. #### Independent Living Learners develop practical strategies for lifelong learning—organization, time management, and using technology responsibly. They strengthen everyday academic skills used in adult life, like reading schedules, following directions, and problem‑solving when they’re stuck. They also explore training pathways (career centers, technical training, apprenticeships, and community programs) while learning how to use supports and accommodations effectively—so they can navigate education and training environments with greater autonomy. #### Employment Skills Learners explore careers that match strengths and interests and practice the full job search process—from job search strategies and résumé building to applications and interview practice. The unit emphasizes essential workplace behaviors such as reliability, communication, work ethic, and safety—helping learners understand what it takes to find meaningful employment and succeed on the job. #### Education & Training Learners master routines required for daily independence, including personal grooming, clothing care, and household management. They build confidence navigating the community through transportation training and practical budgeting. Instruction also covers meal preparation, safety, and emergency preparedness—supporting learners as they manage their day, their responsibilities, and their living space with increasing independence. #### Social Skills Learners strengthen connection and communication skills by practicing first impressions, respecting personal boundaries, starting conversations, and handling conflict in real settings. The unit also addresses navigating complex social situations online and offline, building healthy relationships, understanding empathy, and participating in the community—building social confidence for workplace and personal life. #### Health & Wellness Learners establish a foundation for a healthy lifestyle by building routines for hygiene, nutrition, movement, sleep, and stress management. They learn to recognize and regulate emotions and build safe, healthy relationships. Practical health skills—like making doctor appointments, understanding medications, and knowing what to do in emergencies—support learners in creating a personalized wellness plan for adult independence. ## What's Included in the Adult Transition Curriculum UnitLessonsSkills Students Practice**Self-Determination** (10 lessons)Getting to Know Me, My Strengths and Challenges, Setting Goals That Fit Me, Making My Own Choices, Being a Part of My IEP Team, Speaking Up for Myself, Understanding My Rights, Planning for My Future, Self-Reflection and Growth, Celebrating My IndependenceSelf-awareness, self-advocacy, rights, IEP participation, future planning**Education + Training** (10 lessons)Why School Matters, Getting Organized, Following Directions, Learning Supports, Exploring Job Training Programs, Using Technology to Learn, Everyday Academic Skills, Problem Solving When I’m Stuck, Learning in the Community, Time Management for LifeOrganization, technology, community learning, time management**Employment Skills** (10 lessons)My Interests, My Future Job; Understanding What a Job Is; Job Search; Building a Résumé; Applying for Jobs; Job Interviews; Workplace Etiquette; Workplace Communication; Work Ethic; Workplace SafetyJob readiness, applications, interviews, workplace behavior**Independent Living** (10 lessons)Getting Dressed for the Day, Doing Laundry, Household Management 101, Shopping with a Budget, Cooking and Meal Prep, Transportation Training, Apartment Basics, Going to a Restaurant, Emergency Preparedness, Planning My DayDaily routines, household management, budgeting, transportation, safety**Social Skills** (10 lessons)Making a Good First Impression, Personal Space and Boundaries, Starting Conversations, Handling Conflict, Going Out With Friends, Being a Good Friend, Online Etiquette and Safety, Community Participation, Giving and Receiving Feedback, Leadership and TeamworkCommunication, relationships, conflict resolution, community engagement**Health + Wellness** (10 lessons)Personal Hygiene and Self-Care, Healthy Eating Habits, Exercise and Movement, Sleep and Routines, Managing Stress, Doctor Visits and Medications, Safety and First Aid, Mental Health Awareness, Healthy Relationships, Building a Wellness PlanHygiene, nutrition, exercise, stress management, mental health, safety Every lesson includes pre/post assessments, 3-tier differentiation, and age-appropriate activities. The curriculum emphasizes self-directed learning with journal reflection and scenario-based practice connecting skills to real-world settings. ## Help Adult Learners Take an Active Role in Their IEP One of the most distinctive features of the adult transition curriculum is its focus on self-advocacy and IEP participation. These lessons don’t just teach about rights — they give learners practice speaking up, preparing for meetings, and planning for their future. - **Being a Part of My IEP Team** — Practice preparing for and participating in IEP meetings - **Speaking Up For Myself** — Build confidence in self-advocacy across settings - **Understanding My Rights** — Learn about disability rights, age of majority, and legal protections - **Planning For My Future** — Set goals and create actionable plans for life after school - **Self-Reflection and Growth** — Develop self-awareness through guided journal reflection - **Celebrating My Independence** — Recognize growth and set new goals ## Aligned to Pre-ETS and WIOA Priorities Ori Learning’s adult transition curriculum maps directly to the five required Pre-Employment Transition Services (Pre-ETS) activities under WIOA, making it easier for programs to document instructional alignment with federal funding requirements. Pre-ETS Required ActivityOri Learning LessonsJob exploration counselingMy Interests, My Future Job; How to Find a JobWork-based learning readinessWorkplace Etiquette; Workplace Communication; Workplace SafetyPostsecondary education counselingExploring Job Training Programs; Why School MattersWorkplace readiness trainingWork Ethic; Following Directions; Time Management for LifeSelf-advocacy instructionSpeaking Up For Myself; Understanding My Rights; Being a Part of My IEP Team *Use language carefully: this curriculum supports alignment with Pre-ETS and WIOA priorities. Contact us for detailed mapping documentation.* ### Download the 18+ Transition Scope & Sequence Review the full unit progression, lesson objectives, and standards alignment for the adult transition curriculum. [ Download Scope & Sequence ](#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijk5MjM1MyIsInRvZ2dsZSI6ZmFsc2V9) [ Request a Demo ](/demo-request/) ## Inclusive Instruction for Diverse Learners Universal Design for Learning Adult transition programs often serve a mix of learning profiles in a single room. We’ve built supports into the platform to engage students with **mild-to-moderate support needs** alongside those ready for independent work. - **Leveled Tasks:** Foundational, Core, and Extension activities for every lesson to meet students where they are. - **Voice & Choice:** Students answer via Text, Audio, or Drawing. - **Accommodations Bar:** Integrated text-to-speech and translation for 130+ languages. ![](https://orilearning.com/wp-content/uploads/2025/12/Gemini_Generated_Image_iaq2k2iaq2k2iaq2-2-e1766098879238-768x587.png "Gemini_Generated_Image_iaq2k2iaq2k2iaq2 – Ori Learning – Ori Learning") ![](https://orilearning.com/wp-content/uploads/2025/12/Gemini_Generated_Image_2uir572uir572uir-768x419.png "Gemini_Generated_Image_2uir572uir572uir – Ori Learning – Ori Learning") ## Flexible Delivery for Dynamic Programs FOR TEACHERS Adult transition schedules are rarely static. Whether you have a full group for morning meeting or students rotating in and out from job sites, our platform adapts to the flow of your day. - **3 Delivery Modes:** Instantly switch between Front-of-Class (group instruction), Student-Paced (independent work), or Live Participation (interactive). - **Collaboration Boards:** Digital sticky notes for class discussion with moderation controls. - **Zero-Prep Planning:** Comprehensive guides include pacing, functional vocabulary, and objectives so you can focus on students, not setup. ## Align Instruction to Pre-ETS & WIOA Funding FOR ADMINISTRATORS Secure your funding streams. Our platform aligns instruction to federal mandates, simplifying the documentation required for Vocational Rehabilitation (VR) and district reporting. - **Aligned to Pre-ETS Categories:** Our curriculum domains map directly to the 5 required Pre-Employment Transition Services, clarifying your data for VR coordination. - **Track Service Delivery:** Automatically log lesson completion to provide evidence that transition services were delivered, not just planned. - **Verifiable Student Data:** Timestamped student responses provide a clear audit trail of progress toward post-secondary goals. - **Consistent Framework:** Built on the same 6 Core Domains as our High School Curriculum, ensuring a seamless vertical pathway. [\[Learn more about our High School Curriculum\]](/transition-curriculum) ![](https://orilearning.com/wp-content/uploads/2025/12/Gemini_Generated_Image_twe8qftwe8qftwe8-1-768x573.png "Gemini_Generated_Image_twe8qftwe8qftwe8 – Ori Learning – Ori Learning") ## Frequently Asked Questions About Adult Transition Curriculum ### What is an 18–22 adult transition program? An 18–22 transition program serves young adults with disabilities who continue to receive special education services after high school. These programs focus on developing independence, employment readiness, self-advocacy, and community participation skills. Ori Learning’s adult transition curriculum provides 60 structured lessons across six domains specifically designed for this population. ### How does adult transition curriculum align with Pre-ETS and WIOA requirements? Ori Learning’s curriculum maps to all five required Pre-Employment Transition Services (Pre-ETS) activities under WIOA: job exploration counseling, work-based learning readiness, postsecondary education counseling, workplace readiness training, and self-advocacy instruction. Each unit contains lessons that directly address these federally funded service areas. ### How is adult transition curriculum different from high school transition curriculum? While both curricula share the same six-domain framework, adult transition curriculum emphasizes applied independence and self-direction. 97% of adult lessons include journal reflection (compared to 80% group discussion in high school). Adult lessons focus on IEP participation, community-based skills, and workplace readiness rather than foundational exploration. [Learn about the high school transition curriculum](/high-school-transition/). ### How do you teach self-advocacy and IEP participation to adult learners with disabilities? Ori Learning includes dedicated lessons on self-advocacy and IEP participation: “Being a Part of My IEP Team,” “Speaking Up For Myself,” and “Understanding My Rights.” These lessons use scenario-based practice and journal reflection to help learners prepare for real IEP meetings, understand their legal rights, and communicate their needs and goals effectively. ### Can this curriculum be used in community-based instruction settings? Yes. The flexible delivery model allows lessons to be used in classroom settings, community-based instruction (CBI), job coaching contexts, and small-group or independent work. Lessons on transportation, workplace communication, and community resources are designed to transfer directly to real-world environments. ### How can adult transition programs document progress toward IEP transition goals? Every lesson includes pre/post assessments that measure skill growth over time. Assessment data can be used to document progress toward measurable postsecondary goals in the student’s IEP, support transition planning conversations, and demonstrate program effectiveness to administrators and funding agencies. Curriculum designed by **Tess Hileman, M.Ed.** and **Dr. Miriam Gayle, EdD** — bringing decades of experience in special education, transition planning, and curriculum development to every lesson. ## A Continuation of the Secondary Journey Our Adult track is the final stage of a **vertically aligned pathway.** See how our [High School Transition Curriculum](/high-school-transition/) builds the foundation, or [download the full Scope & Sequence](/scope-and-sequence/) to review the complete framework. [ Explore the Continuous Pathway ](/transition-curriculum) --- ### [Scope & Sequence Downloads](https://orilearning.com/scope-and-sequence/) **Published:** May 17, 2026 **Author:** Jonathan Izak **Content:** # Scope & Sequence Downloads **A scope and sequence outlines what students will learn and the order in which they’ll learn it.** Use these guides to evaluate curriculum fit, align to state standards, and plan your instructional calendar. Each guide details every unit, lesson title, and learning objective across the full curriculum. *Updated for the 2025–2026 school year* [ EWB Grades 6–12 ](#ori-section-ewb) [ HS Transition 9–12 ](#ori-section-transition-hs) [ 18+ Transition ](#ori-section-transition-18plus) **CASEL-Aligned** **UDL-Designed** **136 Languages** **3 Differentiation Tiers** ## Compare Our Curricula at a Glance CurriculumGradesAudienceUnitsLessonsStandards**Emotional Well-Being**6–12General Education5 CASEL-aligned25 per grade (7 courses)CASEL, CCSS-ELA, NJSLS, TEKS**Transition — High School**9–12Special Education6 + Financial Literacy44 per grade bandCCSS-ELA, DLM, NJSLS, TEKS**Transition — 18+**18+Post-Secondary SpEd339Transition planning goals ## Emotional Well-Being Curriculum Scope & Sequence (Grades 6–12) **General Education** - **Grades:** 6–12 (one course per grade level) - **Lessons:** 25 per grade × 7 grade-specific courses - **Alignment:** CASEL five competencies, CCSS-ELA, NJSLS, TEKS - **Design:** Adolescent developmental neuroscience + Universal Design for Learning - **Pacing:** Fits advisory periods, homeroom, health class, or dedicated SEL blocks - **Accommodations:** Text-to-speech in 136 languages, adjustable zoom, speech-to-text **Units Covered:** 1. Self-Awareness 2. Self-Management 3. Social Awareness 4. Relationship Skills 5. Responsible Decision-Making Learn more about the [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/). ### Download the Free Guide **This guide includes:** - Unit-by-unit curriculum map - Lesson titles and learning objectives - Grade-level instructional sequence - Standards alignment details ## High School Transition Curriculum Scope & Sequence (Grades 9–12) **Special Education** - **Grades:** 9–12 (two grade bands: 9–10 and 11–12) - **Lessons:** 44 per grade band - **Differentiation:** Mild, Medium, and Spicy tiers per lesson - **Alignment:** CCSS-ELA, DLM Essential Elements crosswalk, NJSLS, TEKS - **Includes:** Financial Literacy courses (new 2025) covering budgeting, banking, and money management - **Accommodations:** Text-to-speech in 136 languages, adjustable zoom, speech-to-text **Units Covered:** 1. Self-Determination 2. Education & Training 3. Employment Skills 4. Independent Living Skills 5. Social Skills 6. Health & Wellness 7. Financial Literacy Learn more about the [High School Transition Curriculum](/high-school-transition/) or explore the full [Transition Curriculum](/transition-curriculum/). ### Download the Free Guide **This guide includes:** - Unit-by-unit curriculum map - Lesson titles and learning objectives - Differentiation tier details - Standards alignment details ## 18+ Transition Curriculum Scope & Sequence **Post-Secondary Special Education** - **Audience:** Adult learners ages 18+ in post-secondary transition programs - **Lessons:** 39 across three units - **Focus:** Independent living, employment readiness, self-advocacy, and goal-setting - **Alignment:** Post-secondary transition planning goals - **Accommodations:** Text-to-speech in 136 languages, adjustable zoom, speech-to-text **Units Covered:** 1. Self-Determination 2. Education & Training 3. Employment Skills Learn more about the [Adult Transition Curriculum](/adult-transition/) or explore the full [Transition Curriculum](/transition-curriculum/). ### Download the Free Guide **This guide includes:** - Unit-by-unit curriculum map - Lesson titles and learning objectives - Program-level instructional sequence - Transition planning alignment ## Which Scope & Sequence Guide Should I Download? If your program serves…Download this guideStudents in grades 6–12 in general education SEL, advisory, or health class**[Emotional Well-Being Curriculum](#ori-section-ewb)**Students in grades 9–12 with IEPs, transition plans, or in self-contained classrooms**[High School Transition Curriculum](#ori-section-transition-hs)**Adult learners ages 18+ in post-secondary transition or community-based programs**[18+ Transition Curriculum](#ori-section-transition-18plus)** ## Scope & Sequence FAQs ### What’s included in a scope and sequence? Each scope and sequence guide lists every unit, lesson title, and key learning objective for the full curriculum. You’ll see the instructional sequence from the first lesson to the last, so you can evaluate how topics build on each other and where the curriculum aligns to your standards. ### How do I use the scope and sequence for curriculum planning? Use it to map Ori Learning’s lessons to your instructional calendar, identify alignment with state standards (including CASEL, Common Core ELA, and state-specific frameworks like NJSLS and TEKS), and plan pacing across semesters or advisory periods. ### What grades does Ori Learning cover? The [Emotional Well-Being Curriculum](/emotional-well-being-curriculum/) serves grades 6 through 12 in general education settings. The [Transition Curriculum](/transition-curriculum/) covers grades 9–12 and 18+ for students receiving special education services — including the [High School Transition](/high-school-transition/) and [Adult Transition](/adult-transition/) programs. ### Can I see a sample lesson before purchasing? Yes. [Request a demo](/demo-request/) to get a guided walkthrough of the platform, including a live sample lesson. You’ll see the student experience, teacher tools, and built-in accommodations like text-to-speech in 136 languages. --- ### [Request a Demo](https://orilearning.com/demo-request/) **Published:** August 11, 2022 **Author:** Jonathan Izak **Content:** [ ![](https://orilearning.com/wp-content/uploads/2022/08/Ori_Logo_Color-tiny.png "Ori_Logo_Color tiny – Ori Learning – Ori Learning") ](/) ## See Ori Learning in Action A single platform for Transition compliance and Emotional Wellbeing. Book a personalized walkthrough for your district. - **For Transition Teams** See transition curriculum and planning tools that support postsecondary readiness and day‑to‑day implementation. - **For Well-being Teams** Preview instruction and activities that strengthen self‑awareness, responsible decision making, and healthy relationships. - **Robust Data to Support Fidelity and Compliance** Track progress with real‑time dashboards for Directors, Admins, and Teachers—across the solution(s) you implement. “Or*i took us out of the rote, box-checking way of doing transition, and helped us get to a place where we could present some real data for each student.”* **Dr. Heidi Lambert** Director of Special Populations Trusted by innovative districts ![](https://orilearning.com/wp-content/uploads/2026/01/logo1-2.png "logo1-2png – Ori Learning – Ori Learning") ![](https://orilearning.com/wp-content/uploads/2026/01/Logo4.jpg "Logo4jpg – Ori Learning – Ori Learning") ![](https://orilearning.com/wp-content/uploads/2026/01/logo10.png "logo10png – Ori Learning – Ori Learning") ![](https://orilearning.com/wp-content/uploads/2026/01/logo7.png "logo7png – Ori Learning – Ori Learning") ## See Ori Learning in Action - **Focused demos—Transition or Emotional Wellbeing.** See only what your team is evaluating. - **20-minute walkthrough, tailored to your district.** No prep required. Book a 20-minute walkthrough tailored to your district. Your information stays private. [**Privacy Policy**](/privacy-policy) [Questions? **Contact us**](/contact/) Trusted by innovative districts ![](https://orilearning.com/wp-content/uploads/2026/01/logo1-2.png "logo1-2png – Ori Learning – Ori Learning") ![](https://orilearning.com/wp-content/uploads/2026/01/Logo4.jpg "Logo4jpg – Ori Learning – Ori Learning") ![](https://orilearning.com/wp-content/uploads/2026/01/logo10.png "logo10png – Ori Learning – Ori Learning") ![](https://orilearning.com/wp-content/uploads/2026/01/logo7.png "logo7png – Ori Learning – Ori Learning") --- ### [About Ori Learning](https://orilearning.com/about/) **Published:** January 9, 2026 **Author:** Jonathan Izak **Content:** # Modernizing Life Readiness for Every Learner We built Ori to solve the complex challenges of student independence—whether that’s specialized Transition planning or district-wide Emotional Well-being. Modern, robust, and research-backed solutions that work for every tier of support. ![](https://orilearning.com/wp-content/uploads/2026/01/Oriel-AutisMate-768x576.webp "Oriel AutisMate – Ori Learning – Ori Learning") ## ORIEL USING AUTISMATE ![](https://orilearning.com/wp-content/uploads/2026/01/IMG_4431-scaled-e1767952473210-768x690.jpeg "IMG_4431 – Ori Learning – Ori Learning") ## ORIEL TODAY ## Our Story ## It Started With a Brother's Promise Over a decade ago, our founder Jon Izak watched his younger brother, Oriel, navigate life with autism. While verbal communication was a challenge for Oriel, Jon recognized that his brother possessed profound visual learning capabilities that traditional tools simply weren’t tapping into. Jon saw an opportunity to bridge that gap. Partnering with researchers at **Boston Children’s Hospital (Harvard Medical School)**, he engineered a solution designed specifically to harness those visual strengths. It wasn’t just code; it was a research-backed platform built to unlock independence. The impact was real. Through the dedication of his teachers and family—supported by technology that finally met his needs—Oriel thrived. Today, he is proudly employed as a member of the culinary team at Marriott. That same promise drives Ori Learning today: empowering educators with modern, evidence-based solutions to ensure every student is ready for life. ## A Unified Platform Purpose-Built for Universal Learning We don’t treat content and code as separate worlds. We build them side-by-side to serve a single purpose: unlocking student potential. Our technology is the engine designed specifically to power our UDL-based curriculum—giving educators the flexibility to teach how they want, and students the power to learn by capitalizing on their strengths. ## Curriculum for Every Learner True Universal Design isn’t about lowered expectations; it’s about multiple pathways to success. Our curriculum is built from the ground up to offer diverse ways of representation and engagement. We don’t just make learning ‘accessible’—we make it universally effective, ensuring every student can connect with the material in the way they learn best. ## Technology That Adapts We engineered our platform to turn ‘learning styles’ into ‘learning strengths.’ Whether a student thrives through visual cues, auditory support, or interactive tasks, our technology adapts instantly to meet them there. It offers the robust functionality schools require with the intuitive flexibility educators need to let every student shine. ## Our Team ![](https://orilearning.com/wp-content/uploads/2026/02/Jon-Izak-e1770840480752-258x300.jpg "Jon Izak – Ori Learning – Ori Learning") ###### Jon Izak Founder and CEO ![](https://orilearning.com/wp-content/uploads/2026/02/Miriam-1-e1770842533617-258x300.jpg "Miriam – Ori Learning – Ori Learning") ###### Dr. Miriam Gayle VP of Operations ![](https://orilearning.com/wp-content/uploads/2026/03/Gemini_Generated_Image_hs29l5hs29l5hs29-scaled-e1774542898371-257x300.png "Gemini_Generated_Image_hs29l5hs29l5hs29 – Ori Learning – Ori Learning") ###### Gennia Yosifovich VP of Product and Technology ![](https://orilearning.com/wp-content/uploads/2026/02/Yaniv-e1770840864589-258x300.jpg "Yaniv – Ori Learning – Ori Learning") ###### Yaniv Yosifovich Chief Technology Officer ![](https://orilearning.com/wp-content/uploads/2026/02/cole-e1770843296113-258x300.jpg "cole – Ori Learning – Ori Learning") ###### Cole Ganopulos Director of Sales ![](https://orilearning.com/wp-content/uploads/2026/02/erica-3-e1770843198916-258x300.jpg "erica – Ori Learning – Ori Learning") ###### Erica Williams *Account Executive* ![](https://orilearning.com/wp-content/uploads/2026/02/Sam-e1770841303948-258x300.jpg "Sam – Ori Learning – Ori Learning") ###### Sam Gifford Snr. Customer Success Manager ![](https://orilearning.com/wp-content/uploads/2026/02/DSC_8016-e1770843454636-258x300.jpg "DSC_8016 – Ori Learning – Ori Learning") ###### Justin Gillette Customer Success Manager ![](https://orilearning.com/wp-content/uploads/2026/02/Netta-e1770841501503-258x300.jpg "Netta – Ori Learning – Ori Learning") ###### Netta Cabell Office Manager/Bookkeeper ![](https://orilearning.com/wp-content/uploads/2026/02/Tynishia-e1770841106962-258x300.jpg "Tynishia – Ori Learning – Ori Learning") ###### Tynishia Williams Content Writer ![](https://orilearning.com/wp-content/uploads/2026/02/kate-1-e1770842818852-258x300.jpg "kate – Ori Learning – Ori Learning") ###### Kate Sundquist Content Writer ![](https://orilearning.com/wp-content/uploads/2026/02/Kerri-2-e1770936867300-258x300.jpg "Kerri – Ori Learning – Ori Learning") ###### Kerri Sumner Implementation Specialist ![](https://orilearning.com/wp-content/uploads/2026/02/Rocky-e1770841366975-258x300.jpg "Rocky – Ori Learning – Ori Learning") ###### Rocky Barajas Sales Development Representative ![](https://orilearning.com/wp-content/uploads/2026/02/Josh-e1770845382908-258x300.jpg "Josh – Ori Learning – Ori Learning") ###### Joshua King Quality Assurance Engineer --- ### [Download Your Transition Planning Rubric!](https://orilearning.com/resource-download-rubric/) **Published:** May 16, 2024 **Author:** Jon Izak (Founder & CEO) **Content:** ## Download Your Transition Planning Rubric! [ Download Your Transition Planning Rubric! ](https://3819245.fs1.hubspotusercontent-na1.net/hubfs/3819245/Transition%20Rubric%20(Ori%20Learning).pdf) - **Tailored Feedback:** Utilize a structured scoring system to evaluate and enhance individual transition plans. - **Fillable Format:** Conveniently fill out the rubric digitally or print it for hands-on collaboration. - **Action-Oriented Guidance:** Benefit from a clearly defined path towards creating robust and legally compliant IEPs. ### See Ori Learning in Action! - 300+ lessons, activities & projects - Research-based and ready to teach - Built-in data collection tools - Pre- and post-assessments - Translations into 130+ languages - Multiple delivery modes, accommodations & adjustments ![](https://orilearning.com/wp-content/uploads/2024/05/Screen-Shot-2023-06-22-at-2.43.28-PM.remini-enhanced-Heidi-scaled.jpeg "Screen Shot 2023-06-22 at 2.43.28 PM.remini-enhanced - Heidi – Ori Learning – Ori Learning") “Ori took us out of the rote, box-checking way of doing transition, and helped us get to a place where we could present some real data for each student.” **Heidi M. Lambert** **Director of Special Populations** **RMA Public Schools** More Practical Resources Tailored for You! [![50 Years of Special Education Law](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_02.08.24_50-years-inforgraphic.png "ori_blog_02.08.24_50-years-inforgraphic – Ori Learning – Ori Learning") ](https://orilearning.com/infographic-50-years-of-special-education-law/)### [ 50 Years of Special Education Law ](https://orilearning.com/infographic-50-years-of-special-education-law/) 02/10/2024 [![7 Common Legal Errors in Transition Planning](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_01.16.24_legal-errors-graphic-4.png "ori_blog_01.16.24_legal-errors-graphic-4 – Ori Learning – Ori Learning") ](https://orilearning.com/infographic-7-common-legal-errors-in-transition-planning/)### [ 7 Common Legal Errors in Transition Planning ](https://orilearning.com/infographic-7-common-legal-errors-in-transition-planning/) 02/05/2024 [ See all resources ](https://orilearning.com/?page_id=987829) --- ### [Download Your Transition Planning Rubric!](https://orilearning.com/download-your-transition-planning-rubric/) **Published:** May 24, 2024 **Author:** Stefan Kalpachev **Content:** # Download Your Transition Planning Rubric! ![Image of the transition rubric on a yellow background with text "Download your transition rubric"](https://orilearning.com/wp-content/uploads/2024/04/ori_social_03.11.24_download_rubric-768x768.png "ori_social_03.11.24_download_rubric – Ori Learning – Ori Learning") ### Elevate Your Team’s Approach to IEP Meetings Ori’s Transition Planning Rubric supports district leaders and educators in guiding their teams towards excellence in transition planning, from gauging student engagement to evaluating post-secondary goals and services. [ Download Your Transition Planning Rubric ](https://3819245.fs1.hubspotusercontent-na1.net/hubfs/3819245/Transition%20Rubric%20(Ori%20Learning).pdf) ## See Ori Learning in Action! ![](https://orilearning.com/wp-content/uploads/2024/05/Screen-Shot-2023-06-22-at-2.43.28-PM.remini-enhanced-Heidi-768x563.jpeg "Screen Shot 2023-06-22 at 2.43.28 PM.remini-enhanced - Heidi – Ori Learning – Ori Learning") “Ori took us out of the rote, box-checking way of doing transition, and helped us get to a place where we could present some real data for each student.” **Heidi M. Lambert** **Director of Special Populations** **RMA Public Schools** [ Request a Demo ](#overview) More Practical Resources Tailored for You! [![50 Years of Special Education Law](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_02.08.24_50-years-inforgraphic.png "ori_blog_02.08.24_50-years-inforgraphic – Ori Learning – Ori Learning") ](https://orilearning.com/infographic-50-years-of-special-education-law/)### [ 50 Years of Special Education Law ](https://orilearning.com/infographic-50-years-of-special-education-law/) 02/10/2024 [![7 Common Legal Errors in Transition Planning](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_01.16.24_legal-errors-graphic-4.png "ori_blog_01.16.24_legal-errors-graphic-4 – Ori Learning – Ori Learning") ](https://orilearning.com/infographic-7-common-legal-errors-in-transition-planning/)### [ 7 Common Legal Errors in Transition Planning ](https://orilearning.com/infographic-7-common-legal-errors-in-transition-planning/) 02/05/2024 [ See all resources ](https://orilearning.com/?page_id=987829) --- ### [Download Your 7 Common Legal Errors Infographic!](https://orilearning.com/resource-download-7-common-legal-errors/) **Published:** May 24, 2024 **Author:** Stefan Kalpachev **Content:** # Download Your 7 Common Legal Errors in Transition Planning Infographic! [ Download Your Infographic! ](https://3819245.fs1.hubspotusercontent-na1.net/hubfs/3819245/7%20Common%20Legal%20Errors%20Infographic%20(Ori%20Learning).png) - **Expert Analysis:** Digest the essence of intricate legal mandates with ease. - **Practical Tips:** Implement strategies that circumvent legal traps and promote compliance. - **Risk Mitigation:** Equip yourself and your team with the knowledge to proactively address issues before they escalate. ### See Ori Learning in Action! - 300+ lessons, activities & projects - Research-based and ready to teach - Built-in data collection tools - Pre- and post-assessments - Translations into 130+ languages - Multiple delivery modes, accommodations & adjustments ![](https://orilearning.com/wp-content/uploads/2024/05/Screen-Shot-2023-06-22-at-2.43.28-PM.remini-enhanced-Heidi-scaled.jpeg "Screen Shot 2023-06-22 at 2.43.28 PM.remini-enhanced - Heidi – Ori Learning – Ori Learning") “Ori took us out of the rote, box-checking way of doing transition, and helped us get to a place where we could present some real data for each student.” **Heidi M. Lambert** **Director of Special Populations** **RMA Public Schools** More Practical Resources Tailored for You! [![Ensuring Educationally Meaningful and Legally Compliant Transition Plans - webinar title on a salmon pink background with headshots of Dr. Yell and Dr. Hulett.](https://orilearning.com/wp-content/uploads/2024/03/marketing_social_03.13.24_webinar-ensuring-educationally-meaningful_2000x620-1.png "Legally Compliant Transition Plans Webinar – Ori Learning – Ori Learning") ](https://orilearning.com/resource-download-watch-dr-yells-webinar-on-demand/)### [ Watch Dr. Yell’s Webinar on Demand! ](https://orilearning.com/resource-download-watch-dr-yells-webinar-on-demand/) 05/24/2024 [![50 Years of Special Education Law](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_02.08.24_50-years-inforgraphic.png "ori_blog_02.08.24_50-years-inforgraphic – Ori Learning – Ori Learning") ](https://orilearning.com/resource-download-50-years-of-special-education-law/)### [ Download Your 50 Years of SPED Law Infographic! ](https://orilearning.com/resource-download-50-years-of-special-education-law/) 05/24/2024 [![Transition Planning IEP Toolkit](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_01.16.24_rubric.png "ori_blog_01.16.24_rubric – Ori Learning – Ori Learning") ](https://orilearning.com/download-your-transition-planning-rubric/)### [ Download Your Transition Planning Rubric! ](https://orilearning.com/download-your-transition-planning-rubric/) 05/24/2024 [ See all resources ](https://orilearning.com/?page_id=987829) --- ### [Download Your 50 Years of SPED Law Infographic!](https://orilearning.com/resource-download-50-years-of-special-education-law/) **Published:** May 24, 2024 **Author:** Stefan Kalpachev **Content:** # Download Your 50 Years of Special Education Law Infographic! [ Download Your Infographic! ](https://3819245.fs1.hubspotusercontent-na1.net/hubfs/3819245/50%20Years%20of%20SPED%20Law%20Infographic%20(Ori%20Learning).pdf) - **Expert Analysis:** Digest the essence of intricate legal mandates with ease. - **Practical Tips:** Implement strategies that circumvent legal traps and promote compliance. - **Risk Mitigation:** Equip yourself and your team with the knowledge to proactively address issues before they escalate. ### See Ori Learning in Action! - 300+ lessons, activities & projects - Research-based and ready to teach - Built-in data collection tools - Pre- and post-assessments - Translations into 130+ languages - Multiple delivery modes, accommodations & adjustments ![](https://orilearning.com/wp-content/uploads/2024/05/Screen-Shot-2023-06-22-at-2.43.28-PM.remini-enhanced-Heidi-scaled.jpeg "Screen Shot 2023-06-22 at 2.43.28 PM.remini-enhanced - Heidi – Ori Learning – Ori Learning") “Ori took us out of the rote, box-checking way of doing transition, and helped us get to a place where we could present some real data for each student.” **Heidi M. Lambert** **Director of Special Populations** **RMA Public Schools** More Practical Resources Tailored for You! [![Ensuring Educationally Meaningful and Legally Compliant Transition Plans - webinar title on a salmon pink background with headshots of Dr. Yell and Dr. Hulett.](https://orilearning.com/wp-content/uploads/2024/03/marketing_social_03.13.24_webinar-ensuring-educationally-meaningful_2000x620-1.png "Legally Compliant Transition Plans Webinar – Ori Learning – Ori Learning") ](https://orilearning.com/resource-download-watch-dr-yells-webinar-on-demand/)### [ Watch Dr. Yell’s Webinar on Demand! ](https://orilearning.com/resource-download-watch-dr-yells-webinar-on-demand/) 05/24/2024 [![7 Common Legal Errors in Transition Planning](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_01.16.24_legal-errors-graphic-4.png "ori_blog_01.16.24_legal-errors-graphic-4 – Ori Learning – Ori Learning") ](https://orilearning.com/resource-download-7-common-legal-errors/)### [ Download Your 7 Common Legal Errors Infographic! ](https://orilearning.com/resource-download-7-common-legal-errors/) 05/24/2024 [![Transition Planning IEP Toolkit](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_01.16.24_rubric.png "ori_blog_01.16.24_rubric – Ori Learning – Ori Learning") ](https://orilearning.com/download-your-transition-planning-rubric/)### [ Download Your Transition Planning Rubric! ](https://orilearning.com/download-your-transition-planning-rubric/) 05/24/2024 [ See all resources ](https://orilearning.com/?page_id=987829) --- ### [Watch Dr. Yell's Webinar on Demand!](https://orilearning.com/resource-download-watch-dr-yells-webinar-on-demand/) **Published:** May 24, 2024 **Author:** Stefan Kalpachev **Content:** # Watch 'Ensuring Educationally Meaningful & Legally Compliant Transition Plans' On-Demand! - **Critical Legal Insights**: Understand the implications of major court rulings on your district’s practices. - **Actionable Strategies**: Learn how to craft meaningful PLAAFP statements and develop comprehensive annual goals for transition plans. - **Data Monitoring Expertise**: Gain knowledge on monitoring key transition progress data points. - **Litigation Prevention Tips**: Receive guidance on creating internal consistency among all IEP elements to minimize liability. - **Engaging Interactive Session**: Benefit from the expert answers to thoughtful questions raised by attendees during the live session. ### See Ori Learning in Action! - 300+ lessons, activities & projects - Research-based and ready to teach - Built-in data collection tools - Pre- and post-assessments - Translations into 130+ languages - Multiple delivery modes, accommodations & adjustments ![](https://orilearning.com/wp-content/uploads/2024/05/Screen-Shot-2023-06-22-at-2.43.28-PM.remini-enhanced-Heidi-scaled.jpeg "Screen Shot 2023-06-22 at 2.43.28 PM.remini-enhanced - Heidi – Ori Learning – Ori Learning") “Ori took us out of the rote, box-checking way of doing transition, and helped us get to a place where we could present some real data for each student.” **Heidi M. Lambert** **Director of Special Populations** **RMA Public Schools** More Practical Resources Tailored for You! [![50 Years of Special Education Law](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_02.08.24_50-years-inforgraphic.png "ori_blog_02.08.24_50-years-inforgraphic – Ori Learning – Ori Learning") ](https://orilearning.com/infographic-50-years-of-special-education-law/)### [ 50 Years of Special Education Law ](https://orilearning.com/infographic-50-years-of-special-education-law/) 02/10/2024 [![7 Common Legal Errors in Transition Planning](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_01.16.24_legal-errors-graphic-4.png "ori_blog_01.16.24_legal-errors-graphic-4 – Ori Learning – Ori Learning") ](https://orilearning.com/infographic-7-common-legal-errors-in-transition-planning/)### [ 7 Common Legal Errors in Transition Planning ](https://orilearning.com/infographic-7-common-legal-errors-in-transition-planning/) 02/05/2024 [ See all resources ](https://orilearning.com/?page_id=987829) --- ### [Ready-to-Use Emotional Well-Being and Transition Lessons for Grades 6-12](https://orilearning.com/back-to-school-with-ori-learning/) **Published:** August 29, 2025 **Author:** ed2market **Content:** # Start the School Year Strong With Free Emotional Well-Being and SpEd Transition Lessons The first weeks back to school can be overwhelming, especially without a plan. Ori Learning’s ready-to-use emotional well-being and special education transition lesson plans help you engage students from day one and set the tone for a successful year. [ Get My Free Lesson Plans ](#lessons) ![shocked teacher](https://orilearning.com/wp-content/uploads/2025/08/The-Back-to-School-Struggle-Is-Real-819x1024.png "The Back-to-School Struggle Is Real – Ori Learning – Ori Learning") ## The Back-to-School Struggle Is Real Every August, teachers walk into classrooms with big goals, but without high-quality, easy-to-implement curriculum, those first critical weeks can slip into chaos. - Teacher burnout is alarmingly high, with 44% of K-12 teachers in the US reporting frequent feelings of burnout ([Research.com](https://research.com/education/teacher-burnout-challenges-in-k-12-and-higher-education)). - Over 30% of educators say they rarely or never have the resources to meet the increased academic, social, and behavioral needs of their students ([National Center for Education Statistics](https://nces.ed.gov/whatsnew/press_releases/10_17_2024.asp#:~:text=Seventy%2Dfour%20percent%20of%20public,70%20percent%20in%202023%E2%80%9324.)). **Ori Learning gives you the tools to flip the script so you can start building skills, relationships, and confidence from day one.** "Head and shoulders above other curriculum we have used. We love Ori!" -Kara STransition Coordinator, San Francisco Unified School District ![-Kara S](https://orilearning.com/wp-content/uploads/2025/08/San-Francisco-Unified-School-District.png) ## Ready-to-Use Lessons for Real-World Impact ![#image_title](https://orilearning.com/wp-content/uploads/elementor/thumbs/Getting-the-Job-icon-raw59bb5808zpo81au11oh11yo3yog2otugy7hhm58.png "Getting the Job icon") ## Getting the Job Job Interviews: How to Interview with Confidence ![#image_title](https://orilearning.com/wp-content/uploads/elementor/thumbs/Taking-Perspective-raw2j6xnslxfr2r09f52e8etknql5wjeo6u8pmz3oc.png "Taking Perspective") ## Taking Perspective How You See the World ![#image_title](https://orilearning.com/wp-content/uploads/elementor/thumbs/Daily-Living-Skills-raw2jqo9s4ogivyc25o8clfi1r1anjprqwjfsg5u1o.png "Daily Living Skills") ## Daily Living Skills Planning My Week: Making a Schedule ![#image_title](https://orilearning.com/wp-content/uploads/elementor/thumbs/Caring-for-My-Community-raw2ivnlilhzvr7e3a9jkb9ag1a6ljammn0eybftr0.png "Caring for My Community") ## Caring for My Community Helping Others [ Download My Free Lessons ](#lessons) Use these sample lessons immediately to:- Boost student engagement in the first weeks of school - Build essential emotional well-being and transition skills - Reduce planning time so you can focus on teaching ## Trusted by Educators Nationwide “The content is relevant and current. Everything is user-friendly for me and my students. The teacher interface and tools are especially great." Karen T.Special Programs Coordinator, San Marcos Unified School District ![Karen T.](https://orilearning.com/wp-content/uploads/2025/08/San-Marcos-Unified-School-District.png) ## More Ways to Start the Year Strong Jumpstart your planning with these educator-favorite emotional well-being and special education resources: ![#image_title](https://orilearning.com/wp-content/uploads/elementor/thumbs/transition-curriculum-herojpg-qddq7mti6qq64qisuj0xcmx5xjfxij4g7dl93mgnug-transparentwebp-r1o1ms2uo6zrymxl9i48rrcxqe3qd36r90gp27rgpu.png "transition-curriculum-herojpg-qddq7mti6qq64qisuj0xcmx5xjfxij4g7dl93mgnug-transparentwebp") Emotional Well-Being Resources: - [5 Icebreaker Activities for Teens That Aren’t Boring](https://orilearning.com/5-icebreaker-activities-for-teens-that-arent-boring/) - [7 Engaging Emotional Well-Being Activities](https://orilearning.com/social-emotional-learning-activities/) - [10 Positive Classroom Behaviors for a Thriving Environment](https://orilearning.com/positive-classroom-behaviors/) - [Creating an Effective Classroom Behavior Plan](https://orilearning.com/creating-an-effective-classroom-behavior-plan-a-step-by-step-guide-for-teachers/) ![Streamline progress monitoring 
& support compliance](https://orilearning.com/wp-content/uploads/2024/06/girl-boy-laptop-300x264.png "girl boy laptop – Ori Learning – Ori Learning") Transition and Special Education Resources: - [How to Develop ADHD IEP Goals That Work](https://orilearning.com/how-to-develop-adhd-iep-goals-that-work/) - [Transition Skills for High School Students](https://orilearning.com/transition-skills-for-high-school-students-why-they-matter-and-how-to-build-them/) - [Developing Self-Advocacy IEP Goals](https://orilearning.com/developing-self-advocacy-iep-goals-your-guide-with-examples/) - [7 Mistakes You’re Making with Your Special Education Transition Lesson Plans](https://orilearning.com/special-education-transition-lesson-plans/) "The flexibility and the multimodal approach of Ori Learning really benefits our students and our teachers. I think everybody here in our district are really huge fans of it." Trevor C.Career and Transition Services, Fairfax County Public Schools ![Fairfax County Public Schools](https://orilearning.com/wp-content/uploads/2025/08/Ori-Learning-website-icons.png) ## Get Your Free Lesson Plans Today Give yourself and your students a strong start this school year. Grab our curated bundle of emotional well-being and transition lessons you can teach tomorrow. --- ### [Demo Thank You East](https://orilearning.com/demo-thank-you-east/) **Published:** January 4, 2026 **Author:** Jonathan Izak **Content:** ✓ REQUEST RECEIVED ## You're on the list! Thanks for reaching out. We’ve sent a confirmation email to your inbox. - **Want to skip the wait?** Our team is available this week. Use the calendar to book a time right now. - **Wait for our email.** If you don't book a time now, we'll reach out shortly. [ ← Return to Homepage ](/) --- ### [Demo Thank You West](https://orilearning.com/demo-thank-you-west/) **Published:** January 14, 2026 **Author:** Jonathan Izak **Content:** ✓ REQUEST RECEIVED ## You're on the list! Thanks for reaching out. We’ve sent a confirmation email to your inbox. - **Want to skip the wait?** Our team is available this week. Use the calendar to book a time right now. - **Wait for our email.** If you don't book a time now, we'll reach out shortly. [ ← Return to Homepage ](/) --- ### [Demo Thank You](https://orilearning.com/demo-thank-you/) **Published:** January 4, 2026 **Author:** Jonathan Izak **Content:** [ ![Ori Learning logo](https://orilearning.com/wp-content/uploads/2023/08/landing-logo.svg "landing-logo – Ori Learning – Ori Learning") ](/) ✓ REQUEST RECEIVED ## Thank you! Thank you for your interest in Ori Learning. An Ori team member will be in touch by email within the next 24 hours. [ ← Return to Homepage ](/) --- ### [Downloadable Resources](https://orilearning.com/downloadable-resources/) **Published:** July 9, 2024 **Author:** Stefan Kalpachev **Content:** # Downloadable Resources ![screen captures from a lesson plan on self-identity activities for teens](https://orilearning.com/wp-content/uploads/2022/06/Exploring-my-Identity-1536x695.png "self identity activities – Ori Learning – Ori Learning") ## Free Life Skills Lesson: Self-Identity Activities for High School Students [ Read More ](https://orilearning.com/self-identity-activities-for-high-school-students-lesson-plan/) ![7 Common Legal Errors in Transition Planning](https://orilearning.com/wp-content/uploads/2024/02/ori_blog_01.16.24_legal-errors-graphic-4-1024x463.png "ori_blog_01.16.24_legal-errors-graphic-4 – Ori Learning – Ori Learning") ## How to Avoid the Most Common Legal Errors in Transition Planning? [ Read More ](https://orilearning.com/infographic-7-common-legal-errors-in-transition-planning/) --- ### [Success Stories](https://orilearning.com/success-stories/) **Published:** July 8, 2025 **Author:** ed2market **Content:** # Success Stories At Ori Learning, success means more than just checking boxes—it means transforming the future for students, educators, and entire school communities. Our mission is to equip every learner with the tools and confidence they need to thrive beyond the classroom. See how schools across the country are using Ori’s accessible, data-driven transition curriculum to spark engagement, improve outcomes, and build real pathways to independence and success. ### Have a story? We want to hear it! [ Share your Experience ](https://docs.google.com/forms/d/e/1FAIpQLSdQD6Hn3gQdGoLLO-Ltt3u0ETu8dpvK551gBRJpECXVRxqa0w/viewform) ![High five for success stories](https://orilearning.com/wp-content/uploads/2025/07/Success-Stories.png "Success Stories – Ori Learning – Ori Learning") ## Case Studies [![Fairfax Country Public Schools logo](https://orilearning.com/wp-content/uploads/2025/03/Fairfax-Country-Public-Schools-Case-study.png "Fairfax Country Public Schools - Case study – Ori Learning – Ori Learning") ](https://orilearning.com/fairfax-county-public-schools-simplifies-special-education-transition-with-ori-learning/)### [ Fairfax County Public Schools Simplifies Special Education Transition With Ori Learning ](https://orilearning.com/fairfax-county-public-schools-simplifies-special-education-transition-with-ori-learning/) Fairfax County Public Schools partnered with Ori Learning to deliver IEP-aligned transition curriculum, transforming special education for virtual and in-person learning. [ Read More » ](https://orilearning.com/fairfax-county-public-schools-simplifies-special-education-transition-with-ori-learning/) [![RMA Texas Public Schools logo](https://orilearning.com/wp-content/uploads/2025/03/rma-texas-public-schools-case-study.png "rma texas public schools - case study – Ori Learning – Ori Learning") ](https://orilearning.com/ori-learnings-transition-program-gets-100-buy-in-from-rma-public-schools/)### [ Ori Learning’s Transition Curriculum Secures Nearly 100% Staff Buy-In At RMA Public Schools ](https://orilearning.com/ori-learnings-transition-program-gets-100-buy-in-from-rma-public-schools/) RMA Public Schools raised graduation rates and motivation for students with disabilities using Ori Learning’s data-driven transition program for postsecondary planning. [ Read More » ](https://orilearning.com/ori-learnings-transition-program-gets-100-buy-in-from-rma-public-schools/) “The content is relevant and current. Everything is user-friendly for me and my students. The teacher interface and tools are especially great." Karen T.Special Programs Coordinator, San Marcos Unified School District ![Karen T.](https://orilearning.com/wp-content/uploads/2022/08/ori_web_illustrations_thumbs-up-150x150.png) As an ESS School Counselor, I enjoy having all the Emotional Well-Being lessons available and get to have our students discover themselves. I also use the Transition Curriculum; it provides hands-on deck worksheets for our students. The best part is the collaboration boards and having students have access to the lessons at their own pace. Katygene JMany Farms High School "The flexibility and the multimodal approach of Ori Learning really benefits our students and our teachers. I think everybody here in our district are really huge fans of it." Trevor C.Career and Transition Services, Fairfax County Public Schools ![Trevor C.](https://orilearning.com/wp-content/uploads/2022/07/ori_web_illustrations_100-150x150.png) "Head and shoulders above other curriculum we have used. We love Ori!" Kara STransition Coordinator, San Francisco Unified School District ![Kara S](https://orilearning.com/wp-content/uploads/2022/07/ori_web_illustrations_sparkles-150x150.png) "I love forwarding the targeted lesson suggestions to my team, they have been a great motivation." Sonya T.Transition Coordinator, Pikes Peak BOCES ![Sonya T.](https://orilearning.com/wp-content/uploads/2023/05/ori_web_illustrations_megaphone-1-1-150x150.png) "We love the read-aloud feature!! It has made our utilization of Student Paced mode more accessible to our struggling learners." TeacherSouth-Western High School District ![Teacher](https://orilearning.com/wp-content/uploads/2024/04/empowering-generations-icon.svg) The program offers a wide range of transition-focused lessons and resources that are thoughtfully designed to build the skills students need for success after high school. It has significantly enhanced our Transition Program and improved the quality of our IEP transition planning. We’re now able to include more detailed information and data on students’ interests, goals, and post-secondary plans, making our documentation more personalized and meaningful. Miranda BMany Farms High School --- ### [Your Ori Learning Transition Demo!](https://orilearning.com/your-ori-learning-demo-transition/) **Published:** June 12, 2024 **Author:** Stefan Kalpachev **Content:** # Watch Your Demo of the Ori Learning Transition Solution! ### Here’s why 100’s of teachers LOVE Ori Learning’s Transition Solution: - **300+** lessons, activities & projects - Research-based and **ready-to-teach** - Built-in **data collection** tools - Pre- and post-**assessments** - Translations into **130+ languages** - Multiple **delivery modes**, accommodations & adjustments ### Get Hands-On Resources for You & Your Students Send this 15-minute demo to your school or district administrator, and you’ll receive access to all these amazing Ori Learning Classroom Resources: **2x Self-Management & Self-Awareness Activities** **3x Job Search Worksheets** **4x 15-minute Lesson Plans** --- ### [Security Controls Summary](https://orilearning.com/security-controls-summary/) **Published:** August 5, 2025 **Author:** Jon Izak (Founder & CEO) **Content:** --- ### [High School SEL My Identity Lesson – Ori Learning](https://orilearning.com/high-school-sel-my-identity-lesson/) **Published:** May 7, 2023 **Author:** Jon Izak (Founder & CEO) **Content:** # My Identity: Understanding Who I Am (Grade 9) [ Start the Lesson ](https://app.orilearning.com/session?courseId=35&contentId=ae30c6f4-f64f-794a-9936-2a0777c4da09&pageIndex=-1&_ga=2.69369689.877129985.1662949519-511835181.1659026057) [ Lesson Plan ](https://orilearning.com/wp-content/uploads/2023/05/HS-Grade-9-U1-L1-Front-Of-Class-Lesson-Guide.docx.pdf) ## Comprehensive Lesson Plan​ ### Request Scope and Sequence ##### **High School Social and Emotional Learning Curriculum Grades 9-12** - Captivates your high school students - Designed for teachers with all levels of SEL experience - Supports all students with translation to 136 languages and built-in accommodations ![Ready-to-teach curriculum](https://orilearning.com/wp-content/uploads/2023/02/web_platform_media_2.png "web_platform_media_2 – Ori Learning – Ori Learning") [ Request a Demo ](https://orilearning.com/demo-request/) ![High School Social and Emotional Learning Lesson Grades 9-12](https://orilearning.com/wp-content/uploads/2023/09/our-transition-curriculum-in-action-1024x739.png "our-transition-curriculum-in-action.png – Ori Learning – Ori Learning") #### Want to see our SEL Curriculum in action? “Before Ori, I didn’t have access to a vocational skills curriculum for my students with mild disabilities. Now I have everything I need in one place.” Sara S.Special Education Teacher, West Aurora School District, Illinois ![Sara S.](https://orilearning.com/wp-content/uploads/2023/05/ori_web_illustrations_100-1.png) “My students love answering questions and getting immediate feedback. When they hear that correct answer chime, they’re so happy. It's empowering." Alexa D.Learning Behavior Specialist, West Aurora School District, Illinois ![Alexa D.](https://orilearning.com/wp-content/uploads/2023/05/ori_web_illustrations_megaphone-1.png) “The content is relevant and current. Everything is user-friendly for me and my students. The teacher interface and tools are especially great." Karen T.San Marcos Unified School District, California ![Karen T.](https://orilearning.com/wp-content/uploads/2023/05/ori_web_illustrations_thumbs-up-1.png) --- ### [Contact Us - Ori Learning](https://orilearning.com/contact/) **Published:** June 21, 2022 **Author:** Walter Rodriguez **Content:** # Contact Us We’re always happy to hear from you! ## Get in touch with Ori **Need customer support?** Call us at 646-278-9959 Ext 3 Our Customer Support Center is open between 8 am – 4 pm EST. Or, head to our online [Help Center.](https://support.orilearning.com/knowledge) For general inquiries, [email us](mailto:info@orilearning.com). --- ### [Dominic Ramirez Meeting Link](https://orilearning.com/dominic-ramirez-meeting-link/) **Published:** May 1, 2024 **Author:** Jon Izak (Founder & CEO) **Content:** --- ### [Cole Ganopulos Meeting Link](https://orilearning.com/cole-ganopulos-meeting-link/) **Published:** May 1, 2024 **Author:** Jon Izak (Founder & CEO) **Content:** --- ### [Jon Izak Meeting Link](https://orilearning.com/jon-izak-meeting-link/) **Published:** April 19, 2024 **Author:** Jon Izak (Founder & CEO) **Content:** --- ### [Growth Mindset SEL Lesson - Ori Learning](https://orilearning.com/sel-middle-school-growth-mindset-lesson/) **Published:** October 24, 2022 **Author:** Jon Izak (Founder & CEO) **Content:** # Growth Mindset: How The Brain Learns (Grade 6) [ Start the Lesson ](https://app.orilearning.com/session?courseId=66&contentId=deda5f01-a11d-4ad6-bffb-fb79a4c3f6b0&pageIndex=-1&_ga=2.69369689.877129985.1662949519-511835181.1659026057) [ Lesson Plan ](/wp-content/uploads/2023/05/Lesson-Plan-Front-of-Class-1.pdf) ## Comprehensive Lesson Plan ### Request Scope and Sequence ##### **Middle School Social and Emotional Learning Curriculum Grades 6-8** - Captivates your middle school students - Designed for teachers with all levels of SEL experience - Supports all students with translation to 136 languages and built-in accommodations ![](https://orilearning.com/wp-content/uploads/2023/05/web_platform_media_2.png "web_platform_media_2png – Ori Learning – Ori Learning") #### Want to see our SEL Curriculum in action? [ Request a Demo ](https://orilearning.com/demo-request/) ![High School Social and Emotional Learning Lesson Grades 9-12](https://orilearning.com/wp-content/uploads/2023/09/our-transition-curriculum-in-action-1024x739.png "our-transition-curriculum-in-action.png – Ori Learning – Ori Learning") “Before Ori, I didn’t have access to a vocational skills curriculum for my students with mild disabilities. Now I have everything I need in one place.” Sara S.Special Education Teacher, West Aurora School District, Illinois ![Sara S.](https://orilearning.com/wp-content/uploads/2023/05/ori_web_illustrations_100-1.png) “My students love answering questions and getting immediate feedback. When they hear that correct answer chime, they’re so happy. It's empowering." Alexa D.Learning Behavior Specialist, West Aurora School District, Illinois ![Alexa D.](https://orilearning.com/wp-content/uploads/2023/05/ori_web_illustrations_megaphone-1.png) “The content is relevant and current. Everything is user-friendly for me and my students. The teacher interface and tools are especially great." Karen T.San Marcos Unified School District, California ![Karen T.](https://orilearning.com/wp-content/uploads/2023/05/ori_web_illustrations_thumbs-up-1.png) --- ### [Career Interests Transition Lesson - Ori Learning](https://orilearning.com/career-interests-transition-lesson/) **Published:** September 20, 2022 **Author:** Jon Izak (Founder & CEO) **Content:** # Exploring Career Options: Career Interests [ Start the Lesson ](https://app.orilearning.com/session?courseId=12&contentId=b27575b1-1323-e6b5-3fc1-8970e91d88da&pageIndex=-1) ### Lesson Resources [ Modifiable Worksheet ](https://docs.google.com/document/d/15KS4N93-c01kUo3jPfMNYovoidFxUf8RekV99Td0mH8/edit?usp=sharing) [ Lesson Plan ](/wp-content/uploads/2022/09/ori_content_SEL-lesson-guide_front-of-class_U1L4_growth-mindset_1DzMw7O4BNLfnNQeX8xhh4MHrQQpiOUBq.pdf) ### Comprehensive Lesson Plan ### Request Scope and Sequence **8** **Transition Courses** (150+ Lessons) 1. Developing Self-Determination 2. Building Self-Advocacy 3. Exploring Career Options 4. Interpersonal Skills See all eight courses… ![Ready-to-teach curriculum](https://orilearning.com/wp-content/uploads/2023/02/web_platform_media_2.png "web_platform_media_2 – Ori Learning – Ori Learning") #### Want to see our Transition Curriculum in action? [ Request a Demo ](https://orilearning.com/demo-request/) ![High School Social and Emotional Learning Lesson Grades 9-12](https://orilearning.com/wp-content/uploads/2023/09/our-transition-curriculum-in-action-1024x739.png "our-transition-curriculum-in-action.png – Ori Learning – Ori Learning") “Before Ori, I didn’t have access to a vocational skills curriculum for my students with mild disabilities. Now I have everything I need in one place.” Sara S.Special Education Teacher, West Aurora School District, Illinois ![Sara S.](https://orilearning.com/wp-content/uploads/2023/05/ori_web_illustrations_100-1-1.png) “My students love answering questions and getting immediate feedback. When they hear that correct answer chime, they’re so happy. It's empowering." Alexa D.Learning Behavior Specialist, West Aurora School District, Illinois ![Alexa D.](https://orilearning.com/wp-content/uploads/2023/05/ori_web_illustrations_megaphone-1-1.png) “The content is relevant and current. Everything is user-friendly for me and my students. The teacher interface and tools are especially great." Karen T.San Marcos Unified School District, California ![Karen T.](https://orilearning.com/wp-content/uploads/2023/05/ori_web_illustrations_thumbs-up-1-1.png) --- ## Categories ### [Emotional Well-being](https://orilearning.com/category/emotional-well-being/) --- ### [Transition & SPED](https://orilearning.com/category/transition-and-special-education/) --- ### [IEP Goal Bank](https://orilearning.com/category/transition-and-special-education/iep-goal-bank/) --- ### [Compliance & Law](https://orilearning.com/category/transition-and-special-education/compliance-and-law/) --- ### [Leadership & Admin Strategies](https://orilearning.com/category/transition-and-special-education/leadership-and-admin/) --- ### [Instructional Strategies](https://orilearning.com/category/transition-and-special-education/instructional-strategies/) --- ### [Skill Building](https://orilearning.com/category/emotional-well-being/skill-building/) --- ### [Classroom Activities](https://orilearning.com/category/emotional-well-being/classroom-activities/) --- ### [Research & Trends](https://orilearning.com/category/emotional-well-being/research-and-trends/) --- ### [From Ori Learning](https://orilearning.com/category/company/) --- ### [Ori Webinars](https://orilearning.com/category/company/ori-webinars/) **Description:** Webinars hosted by Ori Learning --- ### [Other Ori Resources](https://orilearning.com/category/company/other-ori-resources/) --- ### [ONEder Archive](https://orilearning.com/category/oneder-archive/) ---