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About Our Courses

Our Classes are Built on These Guidelines

Group Session Webinars

The weekly classes include an interactive group session webinar every other week to practice and reinforce anger management concepts. All attendees in the webinar see and hear one another and share with the group as part of the process.

Research Based Curriculum Content

Curriculum content is based on research data and strives to be linguistically and culturally sensitive. The fundamental theories of Cognitive Behavioral Theory, Maslow's Hierarchy of Needs Theory, and Blooms Taxonomy Theory of Learning are used as the basis for class development. The main theory used is Cognitive behavioral theory. One goal is to extinguish undesirable thoughts, ideas, and behaviors while supporting a student through intermittent positive reinforcement. Further, another goal is to pair positive learning experiences with class content so that students learn to respond favorably when exposed to the curriculum. Maslow's Hierarchy of Needs is taken into consideration when developing materials. Recognition of basic human needs such as physiological, safety, belongingness, esteem, cognitive, aesthetic, and self-actualizing needs are considered.

Customized Thematic Approach to Content Development

The class content consists of basic communication and anger management skills. Each class is related to the next, yet each has a separate and distinct theme that runs through each concept connecting the class content. There are layers of themes within the class such as conceptual themes and core academic themes. Transitional themes assist students with the supporting steps required to change thoughts and ideas about the class topic.

Class Structured based on Educational Theories of Learning and Standards

The educational approach to the classes is based on Blooms Taxonomy Theory. Concepts are presented sequentially starting with exposure to the knowledge first. The next step is designed for the student to master comprehension. The assessment component is designed to assess for application and synthesis of the class content.

Class content and literacy is designed to address the educational needs of those 13 year to adulthood. The California Department Education has developed academic strands of competencies in all curricular areas that are presented in the form of standards. Appropriate grade level standards in the areas of reading and written language are used for class development. Some of the areas covered fall within the categories of Word Analysis, Fluency, and Systematic Vocabulary Development, Reading Comprehension, Literary Response and Analysis, Writing Strategies, Writing Applications, Written and Oral English Language Conventions, Listening and Speaking, Strategies, and Speaking Applications. Depending on the student, the design of the curriculum assists to establish, or reinforce, basic reading and writing skills while working on the basic skills offered throughout the class.

Built-in, Thorough, Assessment Component to Promote Accountability

The accountability features offered throughout the classes are formative and seek to move students to mastery of a concept. This is achieved by sectioning the text into small bites of information. Each section or bite has at least three reinforcements in the form of questions. The vocabulary review, true and false questions, or fill in the blank questions within the class are designed as reinforcement to learning not as a global assessment of mastery. Therefore, the students can work independently and look up the answers by selecting the "help" button when taking the class.