Core Standards

Intended Learning Outcomes

After experiencing SQUEAK students will:

• develop a vocabulary for talking about neurodiversity, understanding that not everyone’s brain works the same way.

• appreciate differences and treat others with dignity and respect.

• learn breathing exercises to calm stressful moments.

• communicate effectively to resolve conflict.

Core Standards: Study Guide Activities

The activities in this study guide tie into Core Standards in Language Arts, Library Media, Health Education, and Fine Arts. View the standards in the table below or download a PDF here.

Core Standards: Experiencing the Play

CORE STANDARDS: HEALTH EDUCATION STRAND 1

Health Foundations and Protective Factors of Healthy Self (HF) 

Standard K.HF.2: Describe how to make friends and be a good friend.

• Squeak struggles to make and keep friends. They work through difficult situations with other students and with a teacher.

Standard K.HF.3: Communicate respectfully with others.

• Squeak learns how to appropriately communicate with students in their classroom by correcting negative behaviors.

Standard 1.HF.3: Demonstrate how to express gratitude, treat others with kindness, and respect differences.

• Squish is a student in Squeak’s class. After an altercation, Squish comes to understand Squeak’s differences and Squish makes a positive connection to a member of their own family.

Standard 2.HF.3: Identify ways to set, recognize, respect, and communicate personal boundaries.

• Squeak invades the personal boundaries of two classmates in the play. With the help of a teacher, they are reminded of better ways to communicate their needs and feelings.

Standard 2.HF.5: Describe characteristics of a good friend.

• Squeak has struggled to make and keep friends. After working out their misunderstanding and talking about their shared interests, Squeak comes to the realization that Squish has become their friend.

Standard 3.HF.3: Describe how to interact with those who are different from oneself and demonstrate ways to treat others with dignity and respect.

• Squeak shares how their brain works differently with two other students. Both students listen and reflect upon the situation and choices that were made. Although not explicitly stated, both students show respect to Squeak by listening.

CORE STANDARDS: HEALTH EDUCATION STRAND 2

Mental and Emotional Health (MEH)

Standard K.MEH.1: Identify how different emotions feel and how the body reacts to those emotions.

• Squeak is in tune with what is happening in their body and shares with the audience what it’s like to be them.

Standard K.MEH.2: Practice methods to calm down (for example, deep breathing, counting to 10, mindfulness).

• Squeak has been taught different breathing techniques to help them calm down. Squeak shares these strategies with the audience.

Standard 1.MEH.2: Demonstrate healthy ways to express needs, wants, and feelings.

• Squeak is coached by their parent and teacher about how to express their needs and feelings. They model this in the play.

Standard 2.MEH.1: Identify the causes of different emotions and practice methods to express emotions appropriately.

• Squeak talks directly to the audience to explain how their brain works and how expressing their emotions can be difficult at times.

Standard 2.MEH.2: Describe ways to respond to uncomfortable emotions or situations.

• Squeak and their parent model how to stop and breathe to regain focus during a hectic morning routine.

Standard 2.MEH.3: Identify trusted adults (for example, parent, guardian, relative, teacher, counselor, clergy) to talk with about emotions.

• Squeak models talking with a parent and with a teacher about their emotions.

Standard 3.MEH.2: Define positive and negative stress and identify how each type feels. Identify behaviors or ways to alleviate stress.

• The first scene of the play involves a stressful morning before school when Squeak is looking for their shoes. They use counting breaths to alleviate stress, connect with their parent, and refocus.