Albuquerque Public Schools
Social Emotional Support Services
General descriptors for grade levels with Level 1 and Level 2 Social Emotional Support Services.
Level 1
Elementary
Students in grades K-5 who require instruction that addresses the core deficits of Social Emotional Learning in order to acquire, use and generalize skills. Frequency and intensity in behaviors reflect the need for higher level of support.
- Building capacity for students to engage in curriculum, and supplementing core curriculum with activities and curriculum that supports Social Emotional needs.
- The focus is on addressing the social and emotional needs and filling in the skill gaps related to behavioral and social deficits in order for students to be more successful in a Less Restrictive Environment.
- Additional staff allocated to support intense needs of students.
Middle School
- Building capacity for students to engage in curriculum, and supplementing core curriculum with activities and curriculum that supports Social Emotional needs.
- The focus is on addressing the social and emotional needs and filling in the skill gaps related to behavioral and social deficits in order for students to be more successful in a Less Restrictive Environment.
- Additional staff allocated to support intense needs of students.
High School
Students in grades 9-12 who require instruction that addresses the core deficits of Social Emotional Learning in order to acquire, use and generalize skills. Frequency and intensity in behaviors reflect the need for higher level of support.
- Building capacity for students to engage in curriculum, and supplementing core curriculum with activities and curriculum that supports Social Emotional needs.
- The focus is on addressing the social and emotional needs and filling in the skill gaps related to behavioral and social deficits in order for students to be more successful in a Less Restrictive Environment.
- Additional staff allocated to support intense needs of students.
Level 2
Elementary
Students in grades K-5 who require instruction that addresses the core deficits of Social Emotional Learning in order to acquire, use and generalize skills. Frequency and intensity in behaviors reflect the need for higher level of support. Students in SES 2 are in self-contained classrooms for the majority of the school day.
- Building capacity for students to engage in curriculum, and supplementing core curriculum with activities and curriculum that supports Social Emotional needs.
- The focus is on addressing the social and emotional needs and filling in the skill gaps related to behavioral and social deficits in order for students to be more successful in a Less Restrictive Environment.
- Additional staff allocated to support intense needs of students.
Middle School
Students in grades 6-8 who require instruction that addresses the core deficits of Social Emotional Learning in order to acquire, use and generalize skills. Frequency and intensity in behaviors reflect the need for higher level of support. Students in SES 2 are in self-contained classrooms for the majority of the school day.
- Building capacity for students to engage in curriculum, and supplementing core curriculum with activities and curriculum that supports Social Emotional needs.
- The focus is on addressing the social and emotional needs and filling in the skill gaps related to behavioral and social deficits in order for students to be more successful in a Less Restrictive Environment.
- Additional staff allocated to support intense needs of students.
High School
Students in grades 9-12 who require instruction that addresses the core deficits of Social Emotional Learning in order to acquire, use and generalize skills. Frequency and intensity in behaviors reflect the need for higher level of support. Students in SES 2 are in self-contained classrooms for the majority of the school day.
- Building capacity for students to engage in curriculum, and supplementing core curriculum with activities and curriculum that supports Social Emotional needs.
- The focus is on addressing the social and emotional needs and filling in the skill gaps related to behavioral and social deficits in order for students to be more successful in a Less Restrictive Environment.
- Additional staff allocated to support intense needs of students.