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Explorer Elementary expands Conscious Discipline, adds SEL data tracking and TLC supports
Summary
Explorer/Discovery elementary reported year-one implementation of Conscious Discipline, weekly SEL lessons, a TLC behavioral support room with small-group interventions, and new social-emotional data collection to inform tiered supports.
School leaders reported that Explorer (Discovery) Elementary completed the first year of a multi-year Conscious Discipline implementation and expanded tiered social-emotional supports for students.
The building rolled out the Conscious Discipline framework in August with a full-day professional-development session for teachers, paras, lunchroom staff and bus drivers. Staff participated in follow-up coaching sessions and an eight-video “Handling Upset” course that emphasized adult regulation as the foundation for supporting student behavior. The school embedded a weekly SEL lesson plan led by the mental-health specialist and distributed video lessons for classrooms when push-in support was not available.
The school’s TLC program — a center for targeted behavioral intervention — saw several students return to general-education classrooms for more of the school day. Presenters said the TLC program used biweekly collaboration meetings with administration, the special-education teacher and the social worker, and that staff observed a decrease in behaviors for students in the TLC program. A school presenter noted that roughly five students were in the room at the time of the discussion and several students had “graduated” from the TLC interventions during the year.
Staff also began systematic collection of student-reported social-emotional data with a Panorama survey; results were used at winter data meetings to place students into SEL small-group interventions. The school added a twice-weekly SEL small-group slot during intervention time, led by the district social worker, using CASEL-aligned lessons. Presenters tied the SEL work to academic supports, noting that students frequently named math as a top stressor and that math tutoring and small-group intervention were part of the district’s response.
The district described additional classroom- and school-level practices: morning routines that include mindful movement, a “school family” board for celebrations, a traveling sportsmanship award (a signed basketball used as a display trophy), Slumberkins curriculum in small-group work, and a lunch-buddies program run by the behavior specialist to support recess and unstructured times.
Why it matters: school leaders said year-one professional learning created a stronger, more consistent Tier 1 SEL program; the school added Tier 2 group supports informed by student survey data. Presenters asked the board to continue the Conscious Discipline book-study and to sustain SEL supports as the district adopts a new core math program next year.
The school’s behavior specialist is shared with a partner early-childhood program (Little Hornets) on a two-day split schedule. Staff asked that board members and administrators continue supporting time and resources for SEL and small-group interventions in the coming year.
