Journal & Topics Media Group

How Dist. 62 Schools Support Social Emotional Learning


Establishing safe, positive and productive work environments in Des Plaines Elementary School Dist. 62 schools has been a priority for administrators over the past year.

Since the Dist. 62 Board of Education approved a strategic plan in June 2018, schools in the district have been working on five goals outlined in the document, including one to develop learning environments and social emotional support structures in district buildings.

During the monthly school board meeting Sept. 16, principals from Chippewa Middle School, South Elementary School and Terrace Elementary School shared how they have made progress with the learning environment goal over the past year.

At Chippewa, Principal John Swanson said the approach to learning has been organized into three tiers: the “Second Step” curriculum program, resources at the school’s learning center, and services from a behavioral interventionist.

“Social emotional learning applies to everyone in the school,” said Swanson.

Second Step offers social emotional classes and instruction tailored specifically for middle and elementary schoolers, and provides tools for dealing with strong emotions, thoughts and decision making. Students at Chippewa have access to additional social emotional learning resources as well as help with other classwork, explained Swanson. He said the behavioral interventionist helps strengthen the social emotional learning lessons and helps students work through specific issues.

Second Step curriculum is also utilized at South as one of the school’s “universal supports,” said Principal Kristin Jares.

“We really believe that we need to hit our universal supports heavily,” she said. “We teach behaviour multiple times a year.”

In addition to the program, universal supports include expectations for teaching behavior and school-wide expectations for students. Consistency with consequences is part of the expectations and students are also rewarded with tickets to win prizes for individual instances of good behavior, as well as events like a hallway dance party when 95 percent of students meet behavior goals. Data collection and use of Cool Tools online resources are also part of the universal supports framework at South.

For more specific social emotional needs at the school, Jares said administrators have organized Social Academic Instructional Groups for students as well as mentoring groups. Behavioral Intervention Plans are sometimes used to address individualized behavioral issues, she added.

Bradley Stein of Terrace said the school has developed a program for social emotional learning helmed by the “Courageous Cardinal” school mascot. Presentations with the Cardinal demonstrate positive social emotional behaviors and techniques, he told the board. Additionally, the school created a “Cardinal Card” program and Facebook page to honor students for good behaviors and replaced a former “restorative recess” program with “Cardinal Class” for social emotional learning.

He said parents have had a positive response to the Cardinal Card Facebook page.

Stein also makes sure to meet with each student in the school for “Learning Lunches” held regularly with students grouped by grade level.

Other goals covered student growth and achievement, work environment for staff, community communications and resources.

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