Board to consider CRGC recommendation to adopt 'Kindness in the Classroom' as unified K–2 SEL resource

District curriculum leaders presented a recommendation to adopt a unified K–2 social-emotional learning (SEL) curriculum and asked the board to review community feedback ahead of formal consideration.

Len Bordon, the URST facilitator, described a five-meeting review process and a rubric-based evaluation that, the team said, showed medium-to-high alignment with Colorado standards and D-51 priorities. The curriculum selected by the committee was Kindness in the Classroom from the Random Acts of Kindness Foundation, which presenters said has a CASTLE 'Select' designation indicating evidence-based classroom alignment.

The URST reported the evaluation highlighted strong alignment across standards and SEL best practices; the only rubric area flagged for close review was trauma-informed practice, which the team said reflects differences in rubric interpretation (safety/consistency versus clinical interventions) and did not block the recommendation.

Jackie Anderson, the executive director of teaching and learning, laid out implementation steps that would follow adoption: scope and sequence decisions, teacher guidance, professional learning and family communications. She said the curriculum is designed for a universal, tier-one rollout in elementary morning minutes with later alignment work for advisory/adult-education time at middle and high schools.

District staff said two public open-house nights had been held and that a digital resource and feedback form would be posted so community members can review lessons and submit comment; the recommendation was scheduled for board consideration on March 24, with a two-week public comment window planned before that meeting.

Board members asked whether a parent opt-out process would apply to a core tier-one resource. District staff replied that district core instructional minutes are intended to be uniform; they recommended teacher–family conversations for concerns and noted that formal opt-outs are typically used for state assessments or particular materials rather than for core, universal daily instructional minutes.

If adopted, district leaders said the implementation team would map how the resource fits local school practices — aligning existing PBIS or other school-level systems rather than replacing effective local approaches — and provide in-person supports for teachers who feel the rollout adds to their workload.