Schools & afterschool
Charter School
The Psychological Effects of Music Social Emotional Learning Supplemental Instructional Books are perfect for Charter Schools wanting to expose students to non-traditional subjects and want to expose students to music, emotions, and science in a current and relevant way.
FAQs
Straight answers.
Yes. Charters are accountable for graduation and persistence in a way that shows up directly in renewal, and attendance, behavior, and course performance are the indicators that predict completion.
Leaders building dropout prevention programs or looking for effective student engagement strategies generally have the data system and need the offering. Ways to increase student engagement that depend on mandates tend to move compliance rather than engagement. Our interactive SEL music assemblies and music recording STEAM programs provide the engagement.
We Align to that framework — not a claim that it moves your completion rate on its own.
Yes, at Tier 1 and Tier 2. Charters building a whole child framework or looking for tier 1 MTSS examples generally have more freedom to place it than a district school does.
It is supplemental content rather than a whole child curriculum, and it runs alongside whatever you already have.
Shared experience, mostly. School culture examples that hold up tend to involve students making something together rather than being told what the school values. Music is the perfect trojan horse to create this.
Leaders looking for school culture activities or community building activities for students in a charter setting usually need something that works across a wide grade span and does not require a specialist to run.
Yes. The Psychological Effects of Music Interactive Social Emotional Learning School Assembly works as a site-wide event an end-of-session showcase, or a family engagement event teaching students and/or parents who music effects their behavior, self-regulation and how music can be used as a tool to manage behavior, emotions and stress management.
For sites running enrichment across several campuses, we can do a SEL school tour providing morning and afternoon assemblies at multiple sites within a drive-able radius.Charters often use an assembly as a whole-school event tied to a value or theme the school is already teaching, which works because the session is music-driven rather than a lecture.
That is what they were built to be. The Psychological Effects of Music Supplemental Instructional Books use music as the vehicle, and music is where most students already see themselves.
Charters searching for culturally responsive books for students or a culturally responsive curriculum are usually choosing material for a specific community rather than a generic one. Ask for a sample of our supplemental books.
The offerings students choose. Most lists of the best student engagement strategies are classroom technique; this is content, which works differently.
The ones students choose. Among a list of student engagement strategies, most are classroom technique; this is content, which works differently.
Student engagement strategies middle school and student engagement strategies for high school diverge sharply — middle grades respond to novelty and peer connection, high school to relevance and autonomy. The Psychological Effects of Music Supplemental Instructional Books are banded for that.
We offer supplemental music and social-emotional material rather than a core music curriculum. Charters searching for a charter school music curriculum usually need one of two things: a full sequence taught by a music specialist, or something a general teacher can run. We are the second.
There is also a music appreciation curriculum component — listening and analysis work — which some charters use at the high school level where a music appreciation curriculum high school offering satisfies an arts requirement.
Yes. Charters running an alternative curriculum program, a project-based model, or a non-traditional schedule generally have an easier time fitting this than a comprehensive school does, because it does not assume a fixed instructional period.
For creative programming ideas that use an existing block rather than requiring a new one, the recording project cycle is usually the starting point.
Yes, and recording is genuinely project based — there is a deliverable, a deadline, revision, and a standard to meet.
Charters running STEAM based projects as part of their model usually need something with a real artifact at the end. A finished track is that.
Yes, and it is the narrower fit than general SEL. Most SEL material assumes a classroom teacher and a circle of chairs. SEL in the music classroom has different constraints: a director, an ensemble, and limited minutes.
Music SEL in our program means the social-emotional content rides on the musical work rather than replacing it.
Yes. For charters marketing a STEAM designation to families, recording gives the A something concrete behind it — applied physics and applied math delivered through a medium students already care about.
It runs as an elective block, an advisory period, or an after-school offering.
No state adoption rule applies — this is governed by your charter's own purchasing policy. Most charters authorize the school leader to purchase supplemental materials directly within a spending threshold. Check your internal policy for the threshold that applies. We provide a sole source justification with all proposals as we are sole copyright owners of our process and the only vendor that operates the way we do. This ensures avoiding the bidding process and making the approval process streamlined. We can provide a copy of the copyright upon request.
Scope. A comprehensive SEL program is designed to address all five core competencies across multiple years and typically replaces or anchors a school's whole approach. Ours is supplemental — it adds a music-based component to whatever you already run.
Schools searching for social emotional learning books for elementary students rather than a program are usually looking for exactly that: something additive that does not require rebuilding an existing framework.
Alignment is to the National Core Arts Standards for music, which most state arts standards derive from, and to the CASEL five core competencies. In California, the state's Transformative SEL competencies are CASEL's five with California developmental indicators layered on.
Ask us for the specific standard codes your grade band addresses.
Yes. Charters use Title I, Title IV, 21st CCLC, ELO-P, and Prop 28 funds for supplemental materials when the expense fits the approved plan for that stream. Your business office confirms the specific line against your own plan.
The books are consumable, so most schools order per student per year. Schools serving multiple grade bands usually order across bands after the first year.
Yes, and charters have more flexibility here than district schools. The programming runs as an elective block, an advisory period, or an after-school offering, on site or virtually.
It also gives a STEAM designation something concrete behind it — recording work is applied physics and applied math, delivered through a medium students already care about.
Charters compete for enrollment in a way district schools often do not, and distinctive programming is part of how families choose. Leaders working on increasing student enrollment or enrollment strategies frequently use arts programming as the visible differentiator.
We can tell you what the programming is. Whether it moves your enrollment numbers depends on your market, and we would rather say that plainly than promise a result.
No. We send our own staff to run the programming. We do not train your staff to run it.
Recording and production is a skill set, not a procedure. Trying to hand it off in a few hours would be like teaching a doctor to perform surgery in an afternoon — you would get a session that technically happened and a result nobody wants to hear.
Charters often ask because they want to run it independently across a school year. The honest answer is that you would be buying a worse version of the same thing.
No. We are supplemental. We do not replace your SEL curriculum, your trauma-informed practice, or any program you already have in place.
If you run a core SEL program, keep it — ours adds a music-based component alongside it. If you have trauma-informed protocols, training, and referral pathways, those stay in force exactly as they are. Nothing in our material substitutes for them, and our facilitators are not a substitute for your clinical, counseling, or behavioral staff.
You keep whatever framework you built. This is an additive music component, not a replacement decision requiring board action.
45 minutes to 2 hours. Most schools book a class period or 90 minutes.
The 90-minute format is the one we recommend when you have the room. 45 minutes works for a single class period or a tight bell schedule, and 2 hours suits a half-day event, a grade-level rally, or a Black History Month or Red Ribbon Week program.
Tell us your bell schedule and we will fit the session to it rather than asking you to build around us.
Yes. The Psychological Effects of Music interactive SEL School Assembly is built for exactly this — a family engagement event where parents and children participate together rather than sitting through a presentation. Participants learn how music can be used as a tool to manage behavior, emotions and scress management.
That is the difference that matters for attendance. Families come to an event where something happens; they skip an information night. The session is music-driven and participatory, so a parent who speaks little English and a fourth grader are in it on the same terms.
Charters live on family relationships more than district schools do, and a family engagement event doubles as an enrollment and retention touchpoint.
Charters lose students to transfer in a way district schools generally do not, and the reasons are usually about belonging rather than academics. Events, programs, and school assemblies like ours create a sense of belonging and new friendships which consequently increase retention.
Leaders working to increase student retention alongside enrollment find that distinctive programming families can picture is what makes a school worth staying at. Whether it moves your numbers depends on your market.
How this program runs
Same SIWM work. Built for Charter School.
Start with the social emotional learning books. Add a keynote. Bring a recording program when you want participants writing and performing — we produce the song and video.
Aligned with charter school priorities and applicable standards, including CASEL’s five SEL competencies; National Core Arts Standards in Music and Media Arts; ELA writing, speaking and listening; science and engineering through sound waves, frequency and acoustics; CTE Arts, A/V Technology and Communications; digital media literacy; and STEM/STEAM. The program also supports PBIS and MTSS priorities through student engagement, collaboration, positive behavior, school culture and college and career readiness.
Send a request and tell us this is a Charter School site.
The Psychological Effects of Music
SEL books & curriculum
SEL books by Ava Johnson plus keynotes for the same rooms.
Ava the Aviator
Keynotes & assemblies
Interactive talks on the science of sound and the psychology of music.
The studio
Recording & music video program
Participants write and perform. We record, produce, and film.