Check-ins For Social

and Emotional
Learning and Grief
Support
Printable and for use with Google Forms™
& Google Slides™!

This Mindful Steps™ Resource Includes:

➢An Introduction to Mindful Steps™ Scales

➢Strategies and Considerations for Implementation
➢Pictorial and Word Scale Tools to Be Printed or
For Use With Google Forms™ and Google
Slides™

©2021, Mary Brey, Mindful Steps™. Includes: Scale Bank

All rights reserved. “Introduction”
 Terms of Use
Thank you for your purchase! By purchasing this resource, you are agreeing that the
contents are the property of Mary Brey, Mindful Steps™ and licensed to you only for
your classroom, office, or personal use as a single user. I retain the copyright and
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You May:
❏ Use free and purchased items with your own classroom students, clients, or personal use.
❏ Edit the files to best meet your needs.
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other such venues, only if credit is given to me as the author and a link back to my TpT store is
included in the presentation.
❏ Purchase licenses at a discount for others to use this resource.

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❏ Claim this work as your own or remove copyright or the Mindful Steps™ name or logo.
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Thank you for abiding by universally accepted codes of professional ethics while using
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experiencing a problem, please contact me and I will be more than happy to help sort it
out. You can message me at mary.brey@mindfulsteps123.com.

Thank you! Let’s connect:

Mary Brey, Mindful Steps™
 Welcome to the World of
Mindful Steps™ Scales
✢With Mindful Steps™ Scales ask not “How are you?” but “Where are you?”

✢This resource provides flexibility to be used with Google Forms™ and Google
Slides™, (as well as hard copies). Use Mindful Steps™ Scales for social and
emotional learning, relationship building, and grief support.

✢My Story: The super-short version: Life, or should I say death, threw me for quite
the loop. While supporting my sister after her son died by suicide and others in
their grief due to varied losses, I used a series of pictorial and word continuums to
extend a life-line as we connected using a shared language. As I coped with a
series of significant death-losses in a short period of time and realizing the power
of these scales, I pursued a passion project which has developed into Mindful
Steps™. For more on “My Story” and Mindful Steps™ visit
www.mindfulsteps123.com.

©2021, Mary Brey, Mindful Steps™. All rights reserved.

Building Relationships, Grief Support,
and Social-Emotional Learning

As stated by James Comer (1995) "No significant learning occurs without a

significant relationship" (as cited in Payne 2008, pg. 48). In addition to
academic benefits, meaningful relationships between a teacher and student
prove to be important socially, emotionally, and behaviorally, not only presently,
but in their future (Sointu, 2016). Trusting, meaningful relationships do not
occur by happenstance. Teachers and support staff who build meaningful
relationships do so intentionally and continually, in turn, creating a space where
the student becomes invested and intentional in the relationship as well (Fisher,
et. al., 2018).

With the changes, uncertainties, and stress brought on by Covid-19,

Trauma-Informed practices as proposed by the National Center for Child
Traumatic Stress Network, are critical for school systems to implement in order
for students to “feel safe, supported, and ready to learn” (Halladay Goldman, J.,
et al., 2020). The significance of relationships with students experiencing grief
and trauma can not be understated (Dods, J., 2013). Oftentimes individuals
who are experiencing trauma are not able to articulate themselves verbally and
other forms of expression are necessary (Malchiodi, C. A., 2015). Mindful
Steps™ Scales prove to be especially effective with these students because
they provide individuals insight to “where they are” at any given moment
without having to verbalize their thoughts and emotions. Teachers and
counselors can be mindful of this and allow students to choose placement on
the continuum without additional explanation required.

We live in a society that mostly looks at grief as something that needs to be

fixed as swiftly as possible (Heath, 2015). Grief is not an illness that needs to
be cured; when the bereaved have an understanding of this, they can be
assured they are not broken or in need of being repaired (Cacciatore, J., 2017).
With both the bereaved and their extended support system having this
knowledge and the understanding that grief is to be experienced, scales allow
for “sitting in a safe space.” Tools are not needed to “get out of grief,”

©2021, Mary Brey, Mindful Steps™. All rights reserved.

but to “withstand it” and “live inside it” as we find ways to lessen the anguish
brought on by profound grief (Devine, 2017). Scales can be used simply to let the
bereaved understand that “it’s okay not to be okay.”

In the forced remote learning brought on by Covid-19, teachers and counselors

have discovered the challenge of maintaining connections and nurturing existing
relationships. It is especially difficult building new relationships and creating
communities when remotely starting a new group or class. Martin (2019) states
that when relationships have not been established in remote learning, students
report a lack of interest, in turn, affecting their learning. Just as in “face-to-face,”
when educators build relationships remotely, intentionality is crucial as they
establish relationships with their students. Martin conveys that one of the key
strategies to build community within an online classroom is to allow students to
share their interests just as one would in a traditional classroom. Low-risk
questions and opportunities for students to share “who they are” and give others
insight into their lives creates opportunities for students and teachers to “break
down barriers” as they develop deeper, trusting relationships.

Mindful Steps™ Scales are the perfect tools to allow students to open up, share
interests, and establish and nurture relationships. Mindful Steps™ resources
provide prompts that can be considered “low-risk” or “medium/high risk”
questions to be used accordingly by age, situation, stage of the relationship, and
purpose.

(See final slide for citations.)

©2021, Mary Brey, Mindful Steps™. All rights reserved.

 How Can I Use This
Resource?
➢ Share daily with Google Forms™ for quick check-ins. (Edit forms as desired.)
➢ Use the scales individually with a student/client, in topic-focused groups, counseling settings,
morning meeting/advisory settings, classroom, at home, with friends and staff, and in distant
learning (really with anyone in any setting)!
➢ Use scales to facilitate self-awareness and self-management:
○ Quick check-in (1 - 3 minutes) See this resource and others for additional scales.
○ Check and reflect: discussion or journalling (5 - 15 minutes)
➢ Use scales in curricular area to incorporate SEL within the curriculum.
➢ Share Google Slides™. (Edit as desired.)
➢ Print and laminate Scales:
○ Tape on students’ desk for frequent, quick check-ins
○ Have a “pick-a-scale” jar on your desk as a conversation starter
○ Create “Where are you today?” bulletin board
○ Send scales home to promote “check-ins” and discussions
➢ Watch introduction video. Get dozens of more scales for use with Google Forms™ or Google
Slides™.

Getting Started
1. Explain Mindful Steps™ Scales by summarizing the “What? Why? How?” modifying for
age level.

2. Explain how to use the scales:

a. pictures from left to right can be compared to “high to low,” “good to bad”, “positive
to negative”; however, point out that they may interpret a scale differently and that
is okay
b. when using word-only scales, placement can also be anywhere on the
arrow/encourage students to come up with their own phrases on any given word
scale
c. when asked to decide the placement on a scale, anywhere can be chosen,
including in between pictures (some students may extend their placement well
beyond the arrow)!

©2021, Mary Brey, Mindful Steps™. All rights reserved.

 Considerations
➢ Flexibility: There is no “right” or “wrong” way to use the scales. Adjust suggested uses to
what works best for you and your students.

➢ Frequency: Use scales consistently to establish structure, routine, and a shared language.

➢ Age consideration:
○ When starting out with younger students, you may want to discuss each picture on the
scale and what they might mean related to “where” someone is at any given moment.
○ The “Word Imagery” scales and prompts lend themselves to upper, middle, and
secondary grade levels but can be adapted for younger children.

➢ Scale interpretations: To eliminate confusion, be sure you understand how your child/student
is interpreting a scale.
○ E.g. Did they pick an “apple core” not because they were upset or feeling depleted, but because
they were hungry or maybe because they were happy that they just had lunch?
○ E.g. Did they pick the “storm clouds” not because of how they felt that day, just because
they are fearful of storms in general?

➢ Reaction to scale: Awareness of extreme responses to a scale may cue you into a biased
reaction or upsetting emotional triggers. If this is the case, switch out for another scale and
address issues as needed.
○ E.g. A picture of a dog may trigger a recent loss of a pet or a traumatic experience with
a dog..
○ E.g. A picture of shattered glass may trigger a childhood trauma caused by a car crash
or violence.

English Language Arts and

Communication Connections
➢

➢ English language learners can better express themselves using images as a reference point.
➢ Emergent readers will benefit from images when communicating emotions, especially with the
3 X 3 non-linear “scales” if left to right tracking is not yet mastered.
➢ Word scales can be used to build vocabulary.
➢ Older students have the opportunity to learn and understand unfamiliar idioms.
➢ Metaphors and similes provided in the word scales and inferred in the pictorial scales can be
woven into figurative language lessons starting with young learners.

©2021, Mary Brey, Mindful Steps™. All rights reserved.

Access to Individual Digital
Google Forms™
Please note:

1. When you click the link, you will be prompted to make a copy for your own drive. Some
schools block access to Google files, you may want to use your personal drive instead to
ensure an easy copy process. You should then be able to upload to your own teacher
account, if needed.

2. You will be able to edit instructions, prompts, and settings.

3. Click “Send” in upper right corner or imbed link in an email or on your LMS.

Image Scales Word Scales

Apples Welcome Mat

Flowers Finding My Way

Feather/Brick Night Vision

Sky Happy Camper

Access to Digital
Google Slides™
Click here to access the Google Slide™ to share with students. Add desired prompts or adit as you
wish

©2021, Mary Brey, Mindful Steps™. All rights reserved.

 Ideas for Use
Introduction:
Use a continuum of real apples to match the Mindful Steps™
Apple Scale.

Google Forms™:
Send Google Forms™ to students for Daily Digital Check-ins.
Edit to add prompts and to meet your specific goals.

©2021, Mary Brey, Mindful Steps™. All rights reserved.

 Ideas for Use
Entrance Check-in:
Start class or meeting with a quick check-in.
Digitally share a scale or project on white board for students
to mark.

©2021, Mary Brey, Mindful Steps™. All rights reserved.

 Ideas for Use
ELA Connections:
Incorporate into English Language Arts using similes and
metaphors.

“Today I am light as a feather. Today I am as heavy as a brick.”

Students can add their own images or words to fit “where they are”.

“Today my grief is a thunderclap.”

©2021, Mary Brey, Mindful Steps™. All rights reserved.

 Ideas for Use
Home School Connection: Make scales a
common language between school and home.

Angel lets his family know “where” he is Cara and family check in by writing on the
using the scale on his bedroom door. mirror each day!

This grieving family checks in using scales

that remind them of their loved one.
©2021, Mary Brey, Mindful
Steps™. All rights reserved.
 Scale Bank: Introduction
©2021, Mary Brey, Mindful Steps™. All rights reserved.
 Scale Word Bank: Introduction
©2021, Mary Brey, Mindful Steps™. All rights reserved.
 More Mindful Steps™
Resources
Grow your list of Mindful Steps™ Scales for use within and beyond grief
support with these products: Meeting Greetings and Good-bye Closures,
Social-Emotional Learning Check-in Tools Mega Bundle (use with Google
Forms™), Seasonal & Holiday-themed Social-Emotional Learning Check-in
Tools Bundle, Check in Scales and Discussion Prompts

©2021, Mary Brey, Mindful Steps™. All rights reserved.

 Citations & Credits

Sources:
Cacciatore, J. (2017). Bearing the unbearable: Love, loss, and the heartbreaking path of grief. Somerville, MA: Wisdom
Publications.
Comer, J. (1995). Lecture given at Education Service Center, Region IV. Houston, TX.
Devine, Megan. It's Ok That You're Not Ok: Meeting Grief and Loss in a Culture That Doesn't Understand. Sounds True,
2017.
Dods, J. (2013). Enhancing Understanding of the Nature of Supportive School-based Relationships for Youth who have
Experienced Trauma. Canadian Journal of Education / Revue Canadienne De L'éducation, 36(1), 71-95. Retrieved July
29, 2020, from www.jstor.org/stable/canajeducrevucan.36.1.71
Fisher, D., Frey, N., Quaglia, R. J., Smith, D., & Lande, L. L. (2018). Engagement by design creating learning environments
where students thrive. Thousand Oaks, CA: Corwin Literacy.
Halladay Goldman, J., Danna, L., Maze, J. W., Pickens, I. B., and Ake III, G. S. (2020). Trauma Informed School Strategies
during COVID-19. Los Angeles, CA, and Durham, NC: National Center for Child Traumatic Stress.
Heath, J. (2015). No Time for Tears Coping with Grief in a Busy World. Chicago: Chicago Review Press
Malchiodi, C. A. (2015). Creative Interventions with Traumatized Children. New York, NY: Guilford Press.
Martin, Jeffrey. “Building Relationships and Increasing Engagement in the Virtual Classroom.” The Journal of Educators
Online, vol. 16, no. 1, 2019, doi:10.9743/jeo.2019.16.1.9.
Payne, R. (2008). Nine Powerful Practices. Poverty and Learning, 65(7), 48-52.
Sointu, E. T., Savolainen, H., Lappalainen, K., & Lambert, M. C. (2016). Longitudinal associations of student–teacher
relationships and behavioural and emotional strengths on academic achievement. Educational Psychology, 37(4),
457-467. doi:10.1080/01443410.2016.1165796

For photo credits: www.mindfulsteps123.com.

©2021, Mary Brey, Mindful Steps™. All rights reserved.