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Overview of Skill Building Supports & Resources

For students who lack the skills to meet expectations, targeted skill-building supports provide direct instruction and practice. After identifying a student's specific skill need, match them to an appropriate evidence-based support. At Tier 2, these supports are delivered through small group sessions and are reinforced with school and family involvement to help students apply new skills. The four CST2 Skill-Building Support areas and information for matching students are described below, with grade-specific curricula provided in the following table

  1. Coping (Internalizing): For students to gain courage and coping skills to manage stress, anxiety or sadness.
    Matching Information:

    • Student has difficulty managing anxiety and sadness.
    • Student lacks coping skills to manage internalizing thoughts and feelings.
    • Student often withdraws, avoids, worries, or gets irritable when anxious.

  2. Regulation (Externalizing): For students to increase calm emotions and gain regulation skills for when they are angry or frustrated.
    Matching Information:

    • Student has difficulty managing emotions.
    • Student aggressively acts towards others in ways that hurt or harm relationships such as yelling, hitting, or having outbursts when upset.

  3. Relationships (Social Skills): For students to increase their kindness towards others, connection with peers, conversation skills, and conflict resolution skills.
    Matching Information:

    • Student struggles with friendships and connecting with peers.
    • Student has difficulty communicating effectively or having conversations with others.
    • Student has difficulty following social rules and gets into conflict with others.

  4. Self-Management (Executive Functioning): For students to improve their responsibility in managing their time and tasks, and improve executive functioning, with limited support from others.
    Matching Information:

    • Student struggles to manage their time, tasks, and things/personal belongings.
    • Student is often disorganized or forgetful.
    • Student gets off-task easily and requires support to complete tasks.
    • Student cannot manage responsibilities independently and requires significant support from adults.