SOCIAL EMOTIONAL LESSON PLAN.PDF

Social Emotional Lesson Template 
Section I- Proposed Scope of Work 
Key Impact Area – Social, Emotional, Mental and Physical Health Evidence-Based Learning Supports 
LEA Support 
During the fall of 2021, the Maricopa County School Superintendent (CSS) surveyed Maricopa County 
teachers regarding their levels of on-the-job stress and the related factors. Listed at the very top of 
teacher stressors were the behavior and emotional needs of students coming out of disrupted and 
remote learning environments. We heard comments such as: 
• 
“It’s as if kids completely forgot how to positively interact with adults and one another.” 
• 
“I have no idea how to support students who can’t manage transitions or the slightest 
frustrations. So many kids melt down when tasks get challenging, or their peers upset them.” 
• 
“None of us were prepared or trained to deal with the significant decline in emotional 
regulation. Everyone talks about learning loss, but no one is talking about social-emotional loss.” 
Our students need support and many of our teachers don’t have the training or resources to provide it. 
What’s more, our teachers are stressed and at a breaking point. “One more training” is not welcome or 
wise during this extremely stressful time. What is needed are job-embedded supports which support 
teachers with creating trauma sensitive classrooms. 
CSS is proposing to use ESSER funds to create lesson plan templates that use children’s literature to 
support 72 (36 a year) primary teachers to: 
• 
Realize the impact of adverse childhood experiences on neurobiological development and 
attachment 
• 
Recognize the impact trauma has on learning and behavior 
• 
Respond by building resilience and avoiding re-traumatization 
• 
Create a culture that prioritizes: 
o Safety – ensuring physical and emotional safety 
o Trustworthiness – being dependable, reliable, and authentic; delivering results 
o Choice – prioritizing choice, choices and options for people who have had control taken 
away, make a big difference 
o Collaboration – maximizing collaboration 
o Empowerment – prioritizing voice, empowerment and skill-building 
The lesson plans will be linked to a grade-level appropriate children's book but can easily be adapted for 
multiple titles. Initial lessons will be led by the MCSS during classroom visits. Lessons will also be 
distributed to all teachers on social media and in the monthly teacher newsletter. Each student will 
receive a copy of the book during the classroom visit. 
 
Effectively Leveraging ESSER Funds

Lesson Plan Development- MCSS will contract with an expert in social-emotional learning design to 
create three lesson plan templates, which use picture books as an instructional anchor, for 2nd, 3rd and 
4th  grades. The lessons will be structured so that teachers can re-use them with different picture books 
to teach different self-regulation strategies. 
Students in 2nd, 3rd and 4th  grades in the 2022-2023 school year are the youngest students impacted by 
disrupted learning due to the COVID pandemic. 
Resources/Picture Books- 1,080 books will be distributed to students participating in grade-level 
appropriate self-regulation lessons led by the MCSS.  The MCSS will identify a different 2nd, 3rd or 4th 
class to visit each week through the school year (36 weeks). Each student will receive their own copy of 
the picture book used during the lesson, resulting in 1,080 grade-level appropriate picture books (36 
classrooms) distributed through the school year. 
Video Production - MCSS will create tutorial videos and documents to support teachers with delivering 
lessons. Videos will include background information for teachers about the connection between adverse 
childhood experiences and learning and behavior to create a culture that prioritizes safety, 
trustworthiness, choice, collaboration, and empowerment.  
Videos will also include questions and prompts that can be used to support students throughout the 
school year.  
The MCSS will also create social media posts, newsletters, and other web content to promote the 
content. 
Comprehensively Assessing Local Needs 
We know student behavior is a wide-spread issue brought on by the disruptions in learning due to 
COVID-19. 
During the first semester of most schools being fully in-person (October 2021), the MCSS conducted a 
survey seeking information on teacher stress. The results were alarming.  
• 
96% of teachers reported experiencing stress at work. 
• 
78% of those stated that it was "severe" or "extreme." (It was 8% in 2018-2019)  
• 
46% "disagreed" or "strongly disagreed" that their school leaders took steps to reduce their 
stress.  
• 
62% "disagreed" or "strongly disagreed" that their district leaders took steps to reduce their 
stress.   
When asked about the symptoms those that feel stressed are experiencing, the top four were:   
• 
Anxiety   
• 
Irritability  
• 
Prolonged Fatigue  
• 
Trouble Concentrating

Additional data collected made clear that much of the stress came from increased instructional and 
emotional needs of students impacted by disrupted learning and lack of access to social-emotional 
supports due to remote work. 
Just this past week, the MCSS did a quick survey of 1,000 Maricopa County teachers. We asked if they 
were returning next year, and if not, why. 13% stated they are not returning and cited student behavior 
and lack of administrative support as a major factor. 
Our students are struggling and as a result, our teachers are struggling. They need help and many do not 
feel they are getting it from their building and district administration. We have no illusion that a book 
and lesson plan will solve the issue. However, teachers need bright spots of hope and support, and this 
project will provide that. 
Braiding of Federal, State, and Local Funds to Maximize Local Impact 
The MCSS will leverage approximately $111,000 in county general budget funds to support with the 
additional staffing, travel, coordination, and materials. The expected “in-kind” funds are as follows: 
• 
$20,000.00 in salaries (.25 FTE) 
• 
$3,000.00 in travel to schools throughout Maricopa County 
• 
$5,000.00 for supplies (paper, folders, photocopier maintenance and ink) 
Sustainability Planning 
The most impactful component of this project will be the lesson plans and training modules. These 
resources will be available for free download from the MCSS website.  
Evaluating and Measuring Impact 
Teachers will receive a pre and post survey which will measure their knowledge and comfort level of 
trauma-responsive practices. Teachers will also be given a survey three months from their visit by the 
MCSS to determine if they have continued implementing the practices. 
Section II- Capacity and Readiness 
The MCSS has a history of supporting schools with trauma-informed practices. Beginning in the fall of 
2015, MCSS launched the Youth Engagement Services program which connected justice-involved youth 
with mentors and provided schools with high populations of justice-involved youth with professional 
development in: 
• 
Social Emotional Learning 
• 
Motivational Interviewing 
• 
Resiliency  
• 
Tools and support needed to overcome adversity 
• 
Trauma Informed Practice 
• 
Cultural Sensitivity 
• 
Becoming a culturally responsive school 
Today, MCSS oversees two trauma-responsive alternative schools, where proven restorative practices 
are in place. Rather than using punitive measures, suspending, or otherwise removing students from the

community, these schools employ trauma-responsive strategies that teach self-regulation and 
community building. 
Section III- Demonstrated LEA Interest in Services and Supports 
In January 2022, the MCSS surveyed teachers to determine how many teachers wanted training to 
support student mental health. Teachers from 32 Maricopa County school districts and charter schools 
responded in the affirmative. In addition, the MCSS currently has 92 teachers on a waiting list to have 
the MCSS come to their classroom and read. 
The MCSS is partnering with Maricopa County Public Health to provide monthly trauma-informed 
training to middle school teachers (Youth Mental Health First Aid). Every session fills up within hours of 
announcing and has a waitlist of 30-50 teachers.  
Section IV- Budget 
July 1, 2022 - June 30, 2023 
$8,640.00 
1,080 grade-level appropriate picture books (36 classrooms) 
$10,000.00 
Contracted services to write lessons and training modules. 
$80,000.00 
Video Production services to format content and distribute lessons and related support  
 
materials electronically. 
 
July 1, 2023 - June 30, 2024 
$8,640.00 
1,080 grade-level appropriate picture books (36 classrooms) 
---------------- 
$107, 280.000