EVIDENCE BASED INTERVENTION2019-04-05T15:14:20+00:00

SEL Definition

Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and 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.

Social and Emotional Learning




Our Evidence Based Intervention (EBI) is a life-transforming tool that leads students to take ownership of their actions and embrace the accountability for their post-secondary plan. With our “Competing As a Lifestyle, You vs You” curriculum and workshops, our Dream Builders help students discover and respond to their potential. Through each workshop, our Dream Builders coach the need for life disciplines and what happens when you don’t take ownership of applying them daily. With careful guidance, strong conviction, and a caring touch, we help students build a strong foundation as they enter the three most critical stages of their youth: the transition into high school, college, and career.

Our founder has been in student intervention for over fifteen years and has built successful programs in several school districts and mad an impact with other programs nationally. We offer two different evidence-based intervention courses for students. Based up the Multi-Tiered Systems of Support (MTSS) evidenced-based practices for tier 2 students we have worked to provide proven intervention model to students. These program options give your school an evidenced-based intervention option to support tier two student’s transformation. At the core of this program, it is executed with the understanding of Trauma triggers and the need for Social Emotional Learning support during the school day for students. As we partner with your school we impact the lives of the students and the lives of the staff.

Multi-Tiered System of Supports (MTSS) Defined:

MTSS is defined as “the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions” (Batsche et al., 2005). Based on a problem-solving model, the MTSS approach considers environmental factors as they might apply to an individual student’s difficulty and provides services/intervention as soon as the student demonstrates a need. Focused primarily on addressing academic problems, MTSS has emerged as the new way to think about both disability identification and early intervention assistance for the “most vulnerable, academically unresponsive children” in schools and school districts (Fuchs & Deshler, 2007, p. 131, emphasis added).

Alternative School Model

  • Alternate School Model – Dream Builders will hold daily morning meetings using a character quality that has been chosen for the week (example: honesty, trustworthiness). This Positive Morning Message (meeting) occurs daily. This meeting lasts approximately 10-15 minutes.
  • Coaching session’s frequency levels vary depending on students’ intervals of suspensions. On average students will see their Dream Builder twice a week.
  • Student onsite follow up visit

Traditional School Model

  • Traditional School Model – Students within the program will meet with their Dream Builder/Student Life Coach one to two days a week for a total of two hours in the class. Students can also take advantage of one on one time and lunch with their Dream Builder.
  • Our Dream Builders use two separate curriculums for students. We have three separate curriculums for intermediate, middle and high school students.

Social Emotional Learning Competencies

Self-awareness: The ability to accurately recognize one’s emotions and thoughts and their influence on behavior. This includes accurately assessing one’s strengths and limitations and possessing a well-grounded sense of confidence and optimism.

Self-management: The ability to regulate one’s emotions, thoughts, and behaviors effectively in different situations. This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.

Social awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.

Relationship skills: The ability to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This includes communicating clearly, listening actively, and cooperating, resisting inappropriate social pressure, negotiating conflict constructively, and seeking and offering help when needed.

Responsible decision making: The ability to make constructive and respectful choices about personal behavior and social interactions based on consideration of ethical standards, safety concerns, social norms, the realistic evaluation of consequences of various actions, and the well-being of self and others.

Research shows that SEL can have a positive impact on school climate and promote a host of academic, social, and emotional benefits for students. Durlak, Weissberg et al.’s recent meta-analysis of 213 rigorous studies of SEL in schools indicates that students receiving quality SEL instruction demonstrated:

  • Better academic performance: achievement scores an average of 11 percentile points higher than students who did not receive SEL instruction;
  • Improved attitudes and behaviors: greater motivation to learn, deeper commitment to school, increased time devoted to schoolwork, and better classroom behavior;
  • Fewer negative behaviors: decreased disruptive class behavior, noncompliance, aggression, delinquent acts, and disciplinary referrals; and reduced emotional distress: fewer reports of student.