Schools Transforming Emotional Support for Struggling Students
June 10, 2024 | Coos Bay SD 9, School Districts, Oregon
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In a recent government meeting, educators from Eastside Elementary School presented significant advancements in their academic and social-emotional learning programs. The discussions highlighted the progress made in kindergarten readiness and the implementation of tiered support systems aimed at addressing students' emotional and behavioral needs.
The meeting revealed that kindergarten students entered the school year with 88% below the expected learning benchmarks. However, by the end of the year, this figure improved dramatically, with 74% of students meeting or exceeding benchmarks. This growth was attributed to dedicated efforts from the school staff, particularly through the Response to Intervention and Instruction (RTII) framework.
A key focus of the meeting was the introduction of a comprehensive social-emotional learning (SEL) intervention program, led by Rachel Lindsay, who has transitioned from a medical assistant to the school's SEL teacher. The program emphasizes proactive support for students, aiming to address their emotional needs through a structured tiered approach. The tiers include universal support for all students (Tier 1), targeted support for those showing signs of struggle (Tier 2), and individualized interventions for students with persistent challenges (Tier 3).
Lindsay emphasized the importance of integrating SEL into daily classroom activities, noting that teachers are now incorporating SEL lessons alongside traditional subjects. The program also promotes restorative practices over punitive measures, aiming to foster a supportive environment where students can learn from their mistakes rather than face harsh disciplinary actions.
The educators discussed various strategies employed within the SEL framework, including daily check-ins, positive reinforcement, and the establishment of a \"reset room\" designed for both students and staff to manage stress and emotional regulation. These initiatives are part of a broader commitment to create a safe and nurturing school environment that prioritizes both academic success and emotional well-being.
Overall, the meeting underscored the school’s dedication to continuous improvement in both academic performance and the emotional health of its students, with hopes of sustaining this momentum in the coming years.
The meeting revealed that kindergarten students entered the school year with 88% below the expected learning benchmarks. However, by the end of the year, this figure improved dramatically, with 74% of students meeting or exceeding benchmarks. This growth was attributed to dedicated efforts from the school staff, particularly through the Response to Intervention and Instruction (RTII) framework.
A key focus of the meeting was the introduction of a comprehensive social-emotional learning (SEL) intervention program, led by Rachel Lindsay, who has transitioned from a medical assistant to the school's SEL teacher. The program emphasizes proactive support for students, aiming to address their emotional needs through a structured tiered approach. The tiers include universal support for all students (Tier 1), targeted support for those showing signs of struggle (Tier 2), and individualized interventions for students with persistent challenges (Tier 3).
Lindsay emphasized the importance of integrating SEL into daily classroom activities, noting that teachers are now incorporating SEL lessons alongside traditional subjects. The program also promotes restorative practices over punitive measures, aiming to foster a supportive environment where students can learn from their mistakes rather than face harsh disciplinary actions.
The educators discussed various strategies employed within the SEL framework, including daily check-ins, positive reinforcement, and the establishment of a \"reset room\" designed for both students and staff to manage stress and emotional regulation. These initiatives are part of a broader commitment to create a safe and nurturing school environment that prioritizes both academic success and emotional well-being.
Overall, the meeting underscored the school’s dedication to continuous improvement in both academic performance and the emotional health of its students, with hopes of sustaining this momentum in the coming years.
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