Grades K–2
Take the Strengths Check-In for Grades K–2 →
[Bracketed text] is AI-drafted content and proposed edits for review, and dashed cards are proposed new skills. None of it is approved.
PLAN
3 skills
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Planning and prioritizing
Set a goal and make a road map with key, manageable steps to reach it[, and decide which steps come first]
What it looks like
- Following a visual checklist to independently complete a three-step morning routine, such as hanging up a backpack, placing a folder in the bin, and moving to a morning seat.
- Using a "First-Then" board to complete a required reading goal before moving to a chosen reward activity like playing with blocks.
- Drawing a picture map with a clear beginning, middle, and end to outline the steps of a story before starting to write.
What it doesn't look like
- Staring at a blank page without a starting point because the assignment was given as one giant, multi-step project without any broken-down visual steps.
- Abandoning a half-finished task to jump to a preferred activity because there is no clear boundary or "First-Then" structure in place.
- Waiting passively for a teacher to tell them the very next step because they do not have a visual roadmap to guide their independent choices.
Tools to help
- [Picture checklist: Make a simple chart with drawings or photos for each step of the morning routine. Your son checks off each step as he finishes it.]
- [First-Then card: Write or draw "First" and "Then" on a card, such as "First reading, then blocks." Point to it when he wants to skip ahead.]
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Organization
Identify materials and resources, and develop systems that keep track of work and tasks, organize information, and structure study and learning
What it looks like
- [Putting things in their place: He hangs up his coat, puts his folder in his backpack, and returns toys to the right bin without being asked.]
- [Gathering materials first: Before an art project, he collects crayons, paper, and glue so he can work without stopping to search.]
What it doesn't look like
- [Searching for lost items: He cannot find his shoes, folder, or water bottle when it is time to leave because they were dropped in different places.]
- [Mixing up papers: Homework, notes from school, and drawings end up crumpled together at the bottom of his backpack.]
Tools to help
- [Launch spot: Pick one spot by the door for his backpack, shoes, and coat. Label it with a picture so he knows where each item goes.]
- [Labeled bins: Sort toys and supplies into bins with a picture on the front. At cleanup time, your son matches each item to its picture.]
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Time management
Be aware of time - it passing, how much is needed, how to use it, what is urgent versus what can wait - to stay within time limits [Punctuation: set off "it passing ... what can wait" with parentheses or commas instead of spaced hyphens]
What it looks like
- [Watching a timer: He uses a visual timer to see how much play time is left and starts cleaning up when it runs out.]
- [Knowing what comes next: He can tell you that after lunch comes recess, then reading, using the class picture schedule.]
What it doesn't look like
- [Surprised by transitions: He is upset when play ends because he did not notice time passing or know a change was coming.]
- [Rushing at the last minute: Getting dressed takes so long that the family scrambles to leave, and he is not sure why time ran out.]
Tools to help
- [Visual timer: Use a timer that shows time shrinking as a colored disk or bar. Set it for short tasks like brushing teeth or tidying up.]
- [Five-minute warning: Tell your son, "Five more minutes, then bath." Give a second warning at one minute so the change feels expected.]
What Browning is doing
[Teachers may use picture schedules, visual checklists, and simple class routines so boys learn to follow steps and know what comes next. TODO: verify with the division.]
Try this week
[Make a picture checklist for your son's morning routine with three or four steps. Let him check off each step and see how it feels to finish.]
ENGAGE
3 skills
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Healthy habits
Monitor sleep, physical activity,[ nutrition,] stress management, and mindful technology use
What it looks like
- [Following a bedtime routine: He moves through bath, pajamas, teeth, and a book in the same order most nights and settles to sleep.]
- [Noticing body signals: He says he is tired, hungry, or needs to move, and he asks for a snack, a rest, or a break outside.]
What it doesn't look like
- [Melting down when tired: Small problems feel huge late in the day because he has not had enough rest or food.]
- [Struggling to stop screen time: He has a hard time turning off a show or game, even with a reminder, and becomes upset.]
Tools to help
- [Bedtime picture chart: Post the steps of bedtime with pictures in his room. Keep the order the same each night so it becomes automatic.]
- [Screen time ending ritual: Agree ahead of time on when a show ends. Let your son turn it off himself, then move to a set next activity.]
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Emotional control
Identify[, name,] and manage feelings to direct behavior, complete tasks, collaborate productively, and accomplish goals
What it looks like
- [Naming feelings: He says, "I feel mad because he took my turn," instead of yelling or grabbing.]
- [Using a calm-down strategy: When upset, he takes deep breaths, hugs a stuffed animal, or goes to a quiet spot, then returns to play.]
What it doesn't look like
- [Big reactions to small problems: He cries, throws things, or yells when a tower falls or a game does not go his way.]
- [Trouble recovering: After he gets upset, it takes a long time to settle, and he has difficulty going back to the activity.]
Tools to help
- [Feelings chart: Hang a chart of faces showing different feelings. Ask your son to point to how he feels, then talk about what might help.]
- [Calm corner: Set up a cozy spot with a pillow, a book, and a squeeze ball. Practice using it when he is calm so he knows what to do later.]
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Task initiation
Get started on tasks independently and without unnecessary delay[, even when a task feels hard or boring]
What it looks like
- [Starting with a small cue: After hearing "Time to get dressed," he goes to his room and begins without more reminders.]
- [Jumping into work: At school, he opens his book or picks up his pencil when the teacher gives directions.]
What it doesn't look like
- [Wandering before starting: He walks around, plays with something else, or asks unrelated questions instead of beginning the task.]
- [Waiting to be shown each time: He sits quietly and waits for an adult to come over and start the task with him.]
Tools to help
- [Ready, set, go: Count down together, "Ready, set, go," to begin a chore or homework. A playful start can make the first step easier.]
- [Tiny first step: Name one very small action, such as "Put on one sock." Once your son starts, the rest often follows.]
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Proposed new skill
[Collaboration]
[Work with others, share ideas, listen, and contribute to a group]
The ENGAGE summary says students show up "ready to learn and collaborate," but no skill names collaboration.
What Browning is doing
[Classrooms may include feelings check-ins, calm-down spaces, and movement breaks to help boys notice their emotions and get ready to learn. TODO: verify with the division.]
Try this week
[Ask your son each evening to point to a face on a feelings chart. Talk briefly about what made him feel that way.]
PERSIST
4 skills
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Working memory
[Hold information in mind and use it. ]Help your brain work efficiently by taking notes, breaking tasks and material into chunks, and connecting new concepts to things already known
What it looks like
- [Following two-step directions: He hears "Put your plate in the sink and get your shoes" and does both without a reminder.]
- [Retelling a story: After a read-aloud, he tells you what happened at the beginning, middle, and end.]
What it doesn't look like
- [Forgetting the second step: He puts his plate in the sink, then goes back to play because the rest of the direction slipped away.]
- [Losing track mid-task: He starts to tell you about his day but forgets what he wanted to say.]
Tools to help
- [Say it back: After giving a direction, ask your son to repeat it in his own words. This helps him hold it in mind.]
- [One direction at a time: Give one or two steps at once. Add the next step once he finishes, and use a picture list for longer routines.]
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Goal-directed persistence
Work toward a goal without giving up or getting distracted[, and keep going after setbacks]
What it looks like
- [Finishing a puzzle: He keeps working on a puzzle or block tower, even when a piece is hard to find, until it is complete.]
- [Practicing a new skill: He tries again and again to tie his shoes or ride a bike, and he keeps going after a few tries.]
What it doesn't look like
- [Stopping when it gets hard: He leaves a drawing or worksheet unfinished as soon as one part becomes tricky.]
- [Moving to something easier: He switches to a favorite activity when the current one takes more effort than expected.]
Tools to help
- [Sticker progress chart: Break a goal into small steps and add a sticker for each one. Your son can see how far he has come.]
- [Praise the effort: Say what you noticed, such as "You kept trying even when it was tricky." Focus on his effort, not just the result.]
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Sustained attention
Maintain focus and attention on the task despite distraction, boredom, or tiredness[, including digital distractions]
What it looks like
- [Listening to a whole story: He sits through a read-aloud, follows the plot, and asks questions about the characters.]
- [Staying with a task: He works on a drawing or a short worksheet for several minutes without leaving his seat.]
What it doesn't look like
- [Pulled away by small sounds: He looks up and stops working each time someone walks by or a noise happens.]
- [Drifting off during instructions: He misses parts of what was said because his attention moved to something nearby.]
Tools to help
- [Quiet work spot: Set up a small space for homework or reading with few toys and no screens nearby. Keep it the same each day.]
- [Short bursts with breaks: Have your son focus for five to ten minutes, then take a short movement break before the next round.]
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Asking for help
Determine when you need assistance, support, or guidance and seek it out[ from the right person]
What it looks like
- [Raising his hand: When he does not understand a direction, he raises his hand and asks the teacher to explain again.]
- [Using his words: At home, he says, "Can you help me open this?" instead of whining or giving up.]
What it doesn't look like
- [Staying stuck in silence: He sits quietly without working because he is unsure what to do and does not ask.]
- [Getting frustrated instead of asking: He cries or pushes the task away when it is hard, rather than asking someone for help.]
Tools to help
- [Help phrases: Practice simple phrases with your son, such as "Can you show me?" or "I don't understand." Role-play them during play.]
- [Try one, then ask: Teach him to try one thing on his own first, then ask for help. Praise him when he asks.]
What Browning is doing
[Teachers may break lessons into short parts, use read-alouds to build listening, and encourage boys to ask for help when they are stuck. TODO: verify with the division.]
Try this week
[Pick one puzzle or building project and work on it a little each day this week. Praise your son for sticking with it.]
ADAPT
2 skills
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Flexibility
Identify and thoughtfully adjust to change or challenges by trying new strategies or seeking other perspectives
What it looks like
- [Accepting a change in plans: When rain cancels the park trip, he feels disappointed but agrees to play a board game instead.]
- [Trying another way: When his block tower keeps falling, he tries a wider base or different blocks.]
What it doesn't look like
- [Upset by changes: He cries or refuses to move on when a routine changes, such as a different route to school.]
- [Stuck on one way: He keeps doing the same thing that is not working and becomes more and more frustrated.]
Tools to help
- [Plan B talk: Before an outing, talk about what could change and a backup plan. Your son learns that changes can be handled.]
- [Name the feeling, then the next step: When plans change, say, "You feel disappointed. That makes sense. What could we do instead?"]
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Response inhibition
Stop and think before acting[ or speaking]
What it looks like
- [Waiting his turn: During a game, he waits for his turn to roll the dice without grabbing them.]
- [Pausing before reacting: When a classmate bumps him, he stops and uses words instead of pushing back.]
What it doesn't look like
- [Blurting out: He calls out answers or interrupts others before they finish talking.]
- [Acting fast without thinking: He grabs a toy from a friend or runs off before hearing the full direction.]
Tools to help
- [Stop-and-go games: Play Red Light, Green Light, Simon Says, or freeze dance. These games build the habit of stopping on cue.]
- [Stop, breathe, think: Teach your son three simple steps to use when he feels a strong urge. Practice them together when he is calm.]
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Proposed new skill
[Stress tolerance]
[Stay calm and keep thinking when things are uncertain, hard, or not going as planned]
The ADAPT summary says students "manage emotions constructively," but neither ADAPT skill covers emotions. This would carry emotions into ADAPT as well as ENGAGE.
What Browning is doing
[Teachers may prepare boys for changes in the day and use games that practice waiting, stopping, and trying new ways. TODO: verify with the division.]
Try this week
[Play Red Light, Green Light or freeze dance with your son this week. Afterward, talk about how it felt to stop when he wanted to keep going.]
REFLECT
2 skills
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Metacognition
[Think about your own thinking. ]Use self-monitoring and external feedback to reflect on progress in the moment and again after completion
What it looks like
- Spontaneous Self-Correction During a Task Students notice their own mistakes in the moment and fix them without prompting.
- Immediate Response to External Feedback Students actively use peer, teacher, or environmental clues to adjust what they are doing right away.
- Simple Post-Task Reflection Students evaluate their own work and progress after finishing an activity.
What it doesn't look like
- Plodding Through Errors Without Stopping Students completely ignore errors and continue working without any real-time self-monitoring.
- Ignoring or Resisting External Feedback Students fail to adjust their actions when feedback is provided, either due to a lack of attention or an inability to process the hint.
- Incapacity to Reflect After Completion Students cannot identify what went well or what was difficult once a task is finished.
Tools to help
- [Thumbs check: After a task, ask your son to show thumbs up, sideways, or down for how it went. Then ask, "What helped?"]
- [Check your work together: Before he says he is done, have him look at his work once more and point to one thing to fix or add.]
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Growth mindset
Understand that everyone has strengths and areas for growth, identify your own, and believe that ability is not fixed and can be developed[, and see mistakes as part of learning]
What it looks like
- Trying again after a mistake: A student messes up a drawing or a math problem, but instead of crying or quitting, they erase it or grab a new paper to try another way.
- Using the word "yet": A child says, "I can't read this long word yet," which shows they know their skill will grow with more practice.
- Talking about goals and strengths: A student proudly tells their teacher, "I am great at sharing blocks, but I need to practice writing my lowercase letter b," showing they know both their good points and areas to build up.
What it doesn't look like
- Quitting, shutting down, hiding mistakes “I’ll never learn to read!” “I already know how to do that.” / “I’m not good at anything.”
Tools to help
- [The power of yet: When your son says "I can't," help him add "yet." Share a time you learned something hard.]
- [Mistake stories: At dinner, take turns sharing one mistake from the day and what you learned. Show him that everyone makes mistakes.]
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Proposed new skill
[Transfer]
[Use what you learned in one class or situation in a new one]
The REFLECT summary says students "transfer learning to new contexts," but no skill covers it.
What Browning is doing
[Teachers may ask boys to look back at their work, notice what went well, and name one thing to try next time. TODO: verify with the division.]
Try this week
[At bedtime, ask your son, "What was hard today, and what did you do?" Share your own answer too.]