Academic achievement dominates curricula while students navigate complex social, digital, and emotional landscapes with few tools. MMMF makes soft skills explicit, measurable, and transferable.
Unaddressed in Schools
Soft skills are assumed, not taught. This curriculum makes them explicit and designs backward from real-world transfer.
Built from 18+ Years
Law enforcement, crisis response, SRO experience, and youth mentorship shaped every module in this course.
Transfer, Not Coverage
Every lesson and assessment is designed backward from one outcome: independent application to unfamiliar, high-stakes situations.
- Utah Highway Patrol Sergeant — 18+ Years
- MAT Candidate, Columbia College of Missouri
- Kappa Delta Pi Honor Society Member
- Published Author: Still. Small. Daily.
- Former SRO, Blue Peak High School
- Spanish Proficient (Professional)
- Dr. MLK Jr. Community Service Award (2026)
- CCAA Scholar (2025)
- Dean's List, Fall 2024 & 2021
- NAACP First Responders Award (2021)
- Excellence in Criminal Interdiction (2015)
- Officer of the Year, Tooele City PD (2010)
Day 1 covers curriculum overview & philosophy. Day 2 is a module-by-module deep dive. Day 3 focuses on facilitation practice & assessment training. Use the tabs above to navigate each day and component.
Every module and every lesson orbits around these four anchoring concepts. All four pillars are revisited in every module at increasing levels of complexity.
🤝 Respectful Communication
- Tone & body language
- Active listening
- I-statements & conflict repair
- Authority & feedback response
🧘 Emotional Regulation
- Trigger identification
- Pause–Label–Reframe–Respond routine
- Peer pressure & belonging
- Mindfulness & grounding
⚖️ Decision-Making Under Pressure
- Pause–Options–Consequences–Choose
- Consequence mapping
- Short vs. long-term thinking
- Digital permanence
🔁 Accountability & Repair
- Own it, fix it, follow through
- Integrity & trust-building
- Self-assessment cycles
- Personal growth targets
One cohesive program. Every module reinforces all four pillars at increasing complexity — exactly as Bruner's spiral curriculum model intended.
Modern Manners
- Eye contact & greetings
- Cell phone etiquette
- Gratitude practices
- Context-appropriate behavior
Emotional Intelligence
- Self-awareness & triggers
- Stress & anxiety tools
- Mindfulness basics
- Regulation routines
Conflict Navigation
- Disagreement without disrespect
- Apologies & repair
- Boundaries
- Peer mediation
Digital Citizenship
- Online tone & posting
- Digital permanence
- Reputation management
- Privacy & boundaries
Personal Growth
- Goal setting
- Self-assessment
- Integrity & follow-through
- Capstone project
4-Week Cycle
- Weeks 1–2: Direct instruction
- Week 3: Simulation & role-play
- Week 4: Collaborative challenge + reflection
Know these cold before Day 2. Every module applies one or both. Introduce PLRR first — students must regulate before they can decide well.
Pause – Label – Reframe – Respond
Used BEFORE decision-making. Self-regulation under stress.
Pause – Options – Consequences – Choose
Structured choice-making under pressure and competing priorities.
Always teach PLRR before POCC. Students cannot make good decisions when dysregulated. The PAUSE in POCC is only effective after students have practiced the full PLRR loop. In every scenario simulation, require students to show PLRR first, then move to POCC.
"How do my everyday choices shape how others trust me — and the opportunities I get?"
"What does respect look like when no one is watching?"
"Why do strong emotions make good decisions harder — and what can I do about it in the moment?"
"How should my behavior change depending on context: friend group, classroom, workplace, or online?"
MMMF is designed to work across multiple delivery contexts. Every track uses the same frameworks — the scenarios, complexity, and pacing differ.
- 1 term per year (16 weeks)
- Introductory complexity scenarios
- Peer, classroom, family contexts
- Emphasis on formative + reflection journals
- More modeling and think-alouds
- 1 term per year · Complexity increases each grade
- Gr. 9: Core concepts, familiar scenarios
- Gr. 10: Layered complexity, competing priorities
- Gr. 11: Dissimilar transfer, workplace/digital
- Gr. 12: Full capstone, novel scenario, authentic audience
- Cohort-based or workshop format
- Community centers, faith orgs, after-school
- Youth-relevant community scenarios
- No formal grading — growth documentation
- Flexible pacing to fit program schedule
- Workplace, family, personal growth contexts
- Same frameworks — adult-relevant scenarios
- Co-workers, partners, authority figures
- Pre/post CASEL-adapted surveys
- Weekend workshops or multi-week series
If you have a mixed-track group (e.g., a parent-educator workshop), anchor on the frameworks. PLRR and POCC are universal. Customize the scenarios — not the structure.
Objective: Participants understand MMMF's purpose, theoretical foundation, and four core pillars, and can articulate how the curriculum serves their specific track.
Open with your story — the SRO experience, Lions Quest, 18 years in the field. Make it real. This is not a textbook course. Let participants feel that from the first 5 minutes. Name cards: Name + Track + One word for why they're here.
In your participant workbook: "What surprised you most about the MMMF curriculum design? What question do you most want answered before Day 3?"
Objective: Participants can describe and deliver each of the five modules, apply PLRR and POCC in live scenarios, and begin a track-specific pacing plan.
Scenario: "Your supervisor criticizes your lesson in front of students." Walk through PLRR together — real time, out loud. Debrief: What did PAUSE feel like? What was hard about LABEL? This is the most important 60 minutes of Day 2.
"Which module do you feel most ready to teach? Which needs the most preparation? What specific resource would help you most?"
Objective: Participants demonstrate readiness to deliver MMMF, calibrate on rubrics, complete the Teacher Readiness Checklist, and receive MMMF Licensed Facilitator status.
Be direct but kind. The standard is: could this educator walk into a classroom or community session on Monday and deliver this with fidelity? If not — name it. Give them a specific growth target. This is where the training earns its credibility.
"What is one thing you will do differently in your classroom or community session next week because of this training?" Write it down. Sign it.
Four formative tools and two summative tasks. All aligned to the six learning targets and Utah CASEL/CCA Core Standards.
Weekly Reflection Journals
Five guided prompts each week tracking metacognitive growth. Targets LT 3, 5, 6.
Concept Sorting & Exit Reflections
Checks whether students can define and distinguish anchoring concepts. Informs pacing. Targets LT 1.
Scenario Analysis & Role-Play Rubrics
Observes framework application during structured practice. Peer observation checklists. Targets LT 2, 3.
Pre/Post Self-Efficacy Surveys
CASEL-based competency surveys at course start and end. Quantifies growth. Targets LT 1–6.
"How I Handle It" Capstone
Students present a real or simulated scenario demonstrating all course strategies. Targets LT 1–6.
Novel Scenario Performance Task
Unfamiliar, high-pressure scenario mixing school, digital, and community contexts. Real-world audience. Targets LT 1–6.
Use this rubric to evaluate student capstone presentations. Calibrate with your cohort on Day 3 using sample student responses.
| Criteria | Exceeds (10) | Meets (8) | Needs Improvement (5) |
|---|---|---|---|
| Clarity of Scenario | Clear, relatable, thoughtfully chosen with real-world grounding | Relevant and understandable | Unclear or vague scenario |
| Application of Strategies | Demonstrates mastery with nuanced, layered application | Applies most tools correctly | Few or incorrect applications |
| Self-Reflection | Insightful, honest, shows genuine growth awareness | Basic self-reflection shown | Minimal or shallow insight |
| Delivery | Confident, clear, and engaging throughout | Clear but with minor issues | Unclear or difficult to follow |
| Visual/Support Materials | Effective, well-prepared, enhances the presentation | Basic visuals included | Missing or ineffective visuals |
What was one skill or idea you practiced this week?
How did it go when you applied it outside the classroom?
What would you do differently next time?
How did someone else demonstrate good manners or emotional control this week?
What is one goal you want to set for next week?
Complete this before receiving MMMF Licensed Facilitator status. Be honest — areas marked not yet become your immediate growth targets.
Licensed facilitators receive: the full Participant Workbook, the Facilitator Handbook, scenario prompt card sets, Manners in Motion challenge cards, a scope & sequence guide, and access to the MMMF educator resource folder at readyforreal.life.