SEL (Social Emotional Learning) Programs

Arts Integration

As a partner with Arts Every Day School, we have integrated arts with academics to expose students to local art and provide opportunities to engage in academics with the arts. [Numerous studies reveal six benefits associated with arts in schools, including better reading and language skills, mathematics skills, thinking skills, social skills, motivation to learn and a positive school environment] (Ruppert, 2006).  And therefore, the goal of the Arts Every Day Schools program is to ensure students the opportunity to
learn, grow, create and innovate through art and design during the school day.

Art supports our memory and cognition, sparks new ideas, and provides an emotional outlet. Art can be used as a therapeutic intervention using journals, collage, and a multitude of other art forms that provide an opportunity to express feelings and thoughts. Sharing our feelings, thoughts, and ideas helps build trusting relationships and a safe space.

For more information click here 


Restorative Practices

A strategy attending to social-emotional relationships in the school setting and implemented to de-escalate violent or aggressive behavior, reduce bullying, improve behavior, and build healthy relationships. Each day begins with a Restorative Circle.

Step 1: Redirection
Class Dojo: Warning

Step 2: Restorative Conversation
Class Dojo: Warning

Step 3: Self-reflection
Class Dojo: -1 Point

Step 4: Buddy Teacher Reflection (10 minutes), Return to Class for Restorative Conversation
Class Dojo: -1 Point

Step 5: Support Referral, Parent/Guardian Contacted, Mindful Me Room, Restorative Conversation
Class Dojo: -1 Point

Monthly Incentives for students with 80% or more positive feedback on Class Dojo!

For more information, contact your scholar’s teacher or visit the website here.


A program offering innovative services, products and initiative to the youth, families, and organizations of Baltimore City. For more information, visit the WIN website.



An integrated instruction model developed to meet the needs of individual students. Students are initially assessed with the age-appropriate World-class Instructional Design and Assessment (WIDA) PreLas, W-APT, or Paper Screener; and then re-assessed annually with the WIDA Access Test. Contact your scholar’s ESOL teacher for more information or visit the WIDA website WIDA

  • Instructional models:
    • EL-Specific English-only instruction is pull-out ESOL:  sheltered content, and/or scheduled ESOL class.
    • Mixed classes with English-only Support is push-in ESOL and/or co-teaching.

Contact your scholar’s ESOL teacher for more information or visit the District website: Baltimore City Public Schools (2018).  


Traelo/Bring-it is an after-school program offered after school to support ESOL students with social and academic language including content area assignments in a comfortable safe and inviting environment.  Fun activities and snack are included. Non-ESOL students are welcome to attend to support EL peers. All students staying after-school are required to have parent/guardian permission. Please see Mrs. Alvarez for the permission slip.

Contact Mrs. Alvarez,,
410-802-8103, (text/call/whatsapp) for more information.



Strategic Adolescent Reading Intervention (STARI)Me4.hmmm

This year some 6th graders will attend STARI classes.  “STARI (2016) is a literature-focused, Tier II intervention for students in grades 6-9 who are reading 2-4 years below grade level.” STARI is designed to support students acquisition of literacy skills including decoding, fluency, summarizing, and debate, which are necessary to comprehend grade-appropriate texts.
In addition to STARI, literacy skills are taught across content areas: English Language Arts, Math, Science, and Social Studies.

For more information, please visit the website or contact Mrs. Alvarez