REP Cognitive-Behavioral Instruction Curriculum: Grades 4-5
Through five lessons in a small-group setting, students learn skills to manage their strong emotions, address negative thoughts that lead to these emotions, and problem solve within challenging social or academic situations. This curriculum includes content that is appropriate for late elementary school students (grades 4-5).
REP Cognitive-Behavioral Instruction Curriculum: Grades 6-8
Through five lessons in a small-group setting, students learn skills to manage their strong emotions, address negative thoughts that lead to these emotions, and problem solve within challenging social or academic situations. This curriculum includes content that is appropriate for middle school students (grades 6-8).
REP Cognitive-Behavioral Instruction Workbook: Grades 4-5
This student workbook includes all of the materials a student will need to progress through REP, including homework sheets, lesson worksheets, and lesson overviews. This workbook is specific to the late elementary school version of the curriculum (grades 4-5).
REP Cognitive-Behavioral Instruction Workbook: Grades 6-8
This student workbook includes all of the materials a student will need to progress through REP, including homework sheets, lesson worksheets, and lesson overviews. This workbook is specific to the middle school version of the curriculum (grades 6-8).
REP Resilient Families Handbook
This Resilient Families process is designed to engage parents and caregivers as co-equal partners in supporting their child. REP implementers work to support parents and caregivers in developing tools that promote their child’s social-emotional skills. Finally, the handbook helps to establish a context for families and educators to collaborate as they coordinate support for their child.
A series of checklists that a REP facilitator or observer could use to assess whether key intervention steps are delivered with adequate quality.
REP Systems-Level Guidance Checklist
Educators should use this checklist in evaluating the appropriateness of REP for their school, while also considering readiness for implementation.