Middle School Social Skills
Middle School Social Skills
Appropriate for ages 9-15

TeachTown Middle Social Skills offers teachers a comprehensive curriculum to teach crucial social skills, with a focus on increasing emotional intelligence and building self-management skills. This program utilizes evidence-based practices, such as video modeling, Peer-Mediated Instruction and Intervention, and visual supports, to teach appropriate, positive social skills and replacement behaviors. TeachTown Middle School Social Skills includes teacher-driven lesson plans that encourage the students to practice the appropriate social skills in the school setting along with their peers, interactive activities to build comprehension, and an online Comic Strip Builder where students can build their own social comics.

Behavior Domains and Targeted skills
Domain 1: Building and Maintaining Relationships
  • Joining a Group
  • Respecting Differences
  • Respecting Personal Boundaries
  • Understanding Different Relationships
  • Friendship Qualities: Who is a Friend

Domain 2: Interpersonal Skills
  • How to Initiate a Conversation
  • How to Leave a Conversation
  • How to Greet Others
  • Taking Turns in Conversations
  • Interpreting Body Language

Domain 3: Problem-Solving
  • Asking for Help
  • Finding a Compromise
  • Working Together to Solve a Problem
  • How to Respectfully Disagree

Domain 4: Self-Awareness
  • Staying Calm When Things Change
  • Expressing and Responding to Anger
  • Handling Frustration
  • What to Do When You’re Worried
  • Recognizing Your Strengths and Personal Qualities

Domain 5: Personal Care
  • Dealing with Body Changes
  • *additional skills coming!

Domain 6: Safety and Community Participation
  • Social Media and Internet Safety
  • Communicating via Text/Email
  • Taking Safe and Appropriate “Selfies”

Coming Soon: Fall 2017
  • Managing Body Odor
  • Friendship Qualities: Who is a Friend?
  • Handling Peer Pressure
  • Accepting Responsibility
  • Understanding Different Relationships
  • Understanding the Perception of Others
Lesson Plans
Lesson plans are designed to be implemented daily and sequentially, however implementation can be flexible to meet the diverse needs of classrooms and learners.
Lesson Plans
Interactive Activity
Interactive Activity
  • Each target social skill includes one Interactive Activity. This is an activity that the student can work on independently to improve their comprehension of the TeachTown Middle School Social Skills episodes and ability to make inferences about social situations. The Interactive activities are designed to supplement the teacher-driven lesson plans, and can be assigned as individual in-class activities or as homework.
  • The students will watch clips of the animated episode and will answer 10 multiple choice questions (interspersed between clips) about the target skill. – The questions and response options will be read aloud to them, so even students who are not fluent readers will be able to access this activity.
  • Data will be collected on their correct responses out of a possible 10 and reported, allowing teachers to use this activity for progress monitoring.
Comic Strip Builder
  • Students will be able to create their own social comic using the TeachTown scenes and characters. They will be able to add dialogue and will be able to save and print their comic strip.
  • There is a 5-panel comic strip and a 3-panel comic strip available for students who have varying ability levels and needs.
  • Prewriting worksheets are available for teachers to print and use with the students to help them “plan” their comic so that it follows the parts of a story (for an academic activity/extension). – Students can also access the Comic Strip Builder “for fun”!
Elementary Social Skills was designed by professionals with backgrounds in general and special education, developmental and behavioral psychology and speech-language pathology.
Research Base
Funding Program Alignments

Federal Funding Programs can help pay for TeachTown’s products and services. We’ve aligned our products to each funding source making it easy for you.


Federal Funding Programs can help pay for TeachTown’s products and services. We’ve aligned our products to each funding source making it easy for you.

Title 1 Sec. 1001(1)

DEFINITION Provides funding to ensure that high quality assessments, accountability systems, teacher preparation and training, curriculum and instructional materials are aligned with State Standards.

Title 1 Sec. 1001(2)

TeachTown Social Skills gives students the fundamental skills needed to increase self –esteem, peer interaction and teamwork which, in turn, support improvement in academic progress. Walker & Golly (1999) note that at-risk children “have not been taught basic manners and social conventions [and] often have very atypical views about standards governing appropriate behaviors” (Risk Factors in the Formative Years). (McDonald, Ana, 2002).

Title 1 Sec. 1001(3)

DEFINITION Closing the achievement gap between high and low performing children

Title 1 Part A Sec. 1001(8)

DEFINITION Closing the achievement gap between high and low performing children

Title 1 Part A Sec. 1001(8)

DEFINITION Providing children with enriched and accelerated programs, including the use of school wide programs that increase the amount and quality of instructional time

Title 1 Part A Sec. 1001(10)

DEFINITION Providing staff in participating schools substantial opportunities for professional development

Title 1 Part A Sec. 1001(12)

DEFINITION Affording parents substantial and meaningful opportunities to participate in the education of their children

Title 1 Sec. 1002(d)

DEFINITION Prevention and intervention programs for youth who are neglected, delinquent, or at risk

Title 1 Part A Sec. 1111(C)

DEFINITION Results in continuous and substantial academic improvement for all students.

Title 1 Part A Sec. 1111(C)

DEFINITION Results in continuous and substantial academic improvement for all students

Title 1 Part A Sec. 1115-2(B)

DEFINITION A child who, at any time preceding the first year, participated in a Head Start, Even Start, or Early Reading First Program

Title 1 Part A Sec. 1116 (12)(C)(ii)

DEFINITION Supplemental Educational Services that are of high quality, research based, and specifically designed to increase the academic achievement of eligible children on the academic assessments required under section 1111.

Title II Part A Sec. 2102 (1)

DEFINITION Increase student academic achievement through strategies such as improving teacher and principal quality and increasing the number of highly qualified teachers in the classroom.

Title II Part A Sec. 5101 (2)

DEFINITION To provide funding to enable State educational agencies to implement promising educational reform programs and school improvement programs based on scientifically based research.

Title III

DEFINITION Language Instruction for Limited English Proficient and Immigrant Students

Title V Part A Sec. 5101 (4)

DEFINITION To meet the educational needs of all students, including at-risk youth

Title V Part A Sec. 5101 (5)

DEFINITION To develop and implement educational programs to improve school, student and teacher performance, including professional development activities and class size reduction programs

Title V Subpart 3 Sec. 5131 (3)

DEFINITION Programs for the development or acquisition and use of instructional and educational materials, including library services and materials, academic assessments, reference materials, computer software and hardware for instructional use, and other curricular materials that are tied to high academic standards, that will be used to improve students academic achievement, and that are part of an overall education reform program.

Title V Subpart 3 Sec. 5131 (16)

DEFINITION Programs to establish or enhance pre-kindergarten programs for children

Title V Subpart 3 Sec. 5131 (22)

DEFINITION Programs and activities that expand learning opportunities through best-practice models designed to improve classroom learning and teaching

Title V Subpart 3 Sec. 5431 (a)(A)

DEFINITION Provides funding to the implementation of character education programs that are (A) able to be integrated into classroom instruction and to be consistent with State academic content standards; and (B) are able to be carried out in conjunction with other education reform efforts

Federal Grants Office of Special Education Programs 84.326

DEFINITION Promote academic achievement and improve results for children with disabilities by providing technical assistance, dissemination of useful information, and implementation activities that are supported by scientifically based research.

Federal Grants Office of Special Education Programs 84.327

DEFINITION Improve results for children with disabilities by promoting the development, demonstration, and use of technology; (2) support education media services activities designed to be of value in the classroom setting to children with disabilities; and (3) provide support for captioning and video description that is appropriate for use in the classroom setting.

Federal Grants Race to the Top – Early Learning Challenge 84.412

DEFINITION Focuses on improving early learning and development programs for young children by supporting States’ efforts to: (1) Increase the number and percentage of low-income and disadvantaged children in each age group of infants, toddlers, preschoolers who are enrolled in high-quality early learning programs (2) design and implement an integrated system of high-quality early learning programs and services; and (3) ensure that any use of assessments conforms with recommendations of the National Research Council’s reports on early childhood.

IDEA 2004 Part B IDEA 2004 Part B; Title 1 Part A; Title III

DEFINITION Professional development pertaining to interventions that can be applied to at-risk students by regular education teachers and other staff

Response to Intervention IDEA 2004 Part B; Title 1 Part A; Title III

DEFINITION Ensure that all children have a fair, equal and significant opportunity to obtain a high-quality education. Funds must be used for programs, activities, and strategies that are scientifically based on research and that meet the needs identified in the sites comprehensive needs assessment process

Response to Intervention IDEA 2004 Part B; Title 1 Part A; Title III

DEFINITION Through the allowance for districts to expend IDEA 2004 dollars on early intervening services (EIS) that an opportunity exists to assist general education with the implementation of RTI strategies

Funding Program Alignments
Middle School Social Skills is ideal for children with special needs, autism and emotional and social development needs while also proving effective with the entire classroom or school. Adults working with children that need additional support are thrilled with the progress they make in a variety of situations, settings, and social interactions.
Progress Monitoring
Behavior Data Collection and Assessment
Collecting data is very important, however it can sometimes be difficult when trying to work in a variety of settings. Middle School Social Skills curriculum has a data tool that helps with data-based interventions, prioritization of target skills and maintenance and generalization.

Student Assessment Summary Report
Each Assessment Includes:
Pre- and Post Tests (Objective) - Information based on direct observations and interactions with the child. Mastery is set at 3 consecutive correct responses (displays of target behavior) or 4/5 (80%) correct responses.

Progress Monitoring (Short-term Objectives) - If a student fails the pretest, the student enters progress monitoring. The student will now be assessed on short-term objectives. Each terminal goal or target skill is broken down into 3 short-term objectives.

Maintenance Assessments - Criterion-referenced assessments that cognitively assess the students' understanding of the target behavior.

ABC Data Collection - Data collection that assists in identifying patterns of behavior for target skills, further helping educators to find appropriate interventions and teaching strategies.
View Assessment
Organized by behavior domains for easy access

Preview Assessment
Preview assessment content and learning objectives

Assessment in Progress
Collect data in multiple environments

Student Assessment Progress
Data are automatically organized and graphed

ABC Data Collection
Collect data to help identify the function of behavior

Social Skills Curriculum
Lesson Plans and related materials organized by skill

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