Positive Behavioral Interventions & Support

Rather than a prescribed program, PBIS provides systems for schools to design, implement, and evaluate effective school-wide, classroom, non-classroom, and student specific plans. PBIS includes school-wide procedures and processes intended for all students and all staff in all settings. PBIS is not a program or a curriculum. It is a team-based process for systemic problem solving, planning, and evaluation. It is an approach to creating a safe and productive learning environment where teachers can teach and all students can learn.

Second Step

Second Step is used as our Social Emotional Learning Curriculum in School District 2. Becoming a successful learner isn’t just about academics. Second Step offers a social-emotional learning curriculum that supports the whole child. It teaches skills for resolving conflicts, working with others, forming healthy relationships, and making good decisions—so students can be more successful emotionally, socially, and academically.

Class Catalyst

Class Catalyst is a web-based program that students can use every day as a check-in on their readiness to learn! Students are presented with built-in strategies around regulation and are able to communicate their needs and feelings directly to their teacher.

Restorative Practices

We believe in the power of Restorative Practices at School District 2. We use restorative practices as an alternative to some of the more punitive measures of discipline. Through restorative practices, we provide opportunities to correct wrongdoing while maintaining positive student-to-adult relationships. These interventions build life and character skills in students that focus on self-regulation, peaceful conflict management, and civic responsibility.

Zones of Regulation

Self-regulation is something everyone continually works on whether or not we are cognizant of it. We all encounter trying circumstances that test our limits from time to time. If we are able to recognize when we are becoming less regulated, we are able to do something about it to manage our feelings and get ourselves to a healthy place. Zones of regulation helps students identify feelings and practice self-regulation strategies (such as deep-breathing).

Growth Mindset

A growth mindset is the underlying belief that abilities can be developed through effort and practice. Children with a growth mindset persist in the face of challenges because they understand that effort and hard work can change ability and intelligence.

Trauma Informed Teaching

A trauma-informed classroom understands the wide-spread impact of trauma, the signs and symptoms of trauma, and how individuals recover. It also is part of a larger school system that integrates knowledge about trauma into its policies and procedures, putting these into practice. It also seeks to not re-traumatize students.

Mindfulness

Mindfulness has become a trendy word that is used to describe everything from yoga exercises to colouring activities. It can be hard to find a simple way to explain it, especially to children. Mindfulness simply means taking notice of what’s around you and how you feel which allows you to focus more deeply, pay attention, and deal with emotions in a more effective manner.