Guy Banicki is an assistant professor of educational administration at Illinois State University in Normal and previously was superintendent at Catlin CUSD 5 in Vermilion County for eight years.
Most school improvement plans ask, “How can we become better?” The answer lies in policy and attention to details.
Catlin CUSD 5 made social and emotional learning a priority for the last six years. In response to the 2003 Illinois Children’s Mental Health Act, Catlin schools adopted the following policy regarding student social and emotional development:
Student social and emotional development shall be incorporated in the district’s education program and shall be consistent with the social and emotional development standards to be contained in the Illinois Learning Standards. The objectives for addressing the needs for students for social and emotional development through our education programs are to:
• Enhance students’ school readiness, academic success and use of good citizenship skills;
• Foster a safe, supportive learning environment where students feel respected and valued;
• Teach social and emotional skills to all students;
• Partner with families and the community to promote students’ social and emotional development; and
• Prevent or minimize mental health problems in students.
District 5 serves students in Catlin, Illinois, population 2,000 and located near Danville. Catlin Grade School serves approximately 380 students and the high school about 150 students.
The administration and staff collaborated with CASEL (Collaboration of Academic and Social and Emotional Learning) housed at the University of Illinois in Chicago. Roger Weissberg, executive director of CASEL, has conducted numerous studies and research on the impact of implementing social and emotional learning curriculum into schools.
The research indicates that students who receive such curriculum and have positive attitudes about school scored significantly higher on standardized academic tests when compared with students who do not receive such instruction. A large body of research, found on the CASEL website at http://www.casel.org/, has found SEL schools improve students’ social-emotional skills, attitudes about themselves and others, and social interactions. Social and emotional learning promotes young peoples’ academic success, health and well being. At the same time it prevents problems such as alcohol and drug abuse, violence, truancy and bullying.
Catlin schools attended to student’s social and emotional well-being in many ways before collaboration with CASEL. The grade school has addressed bullying. The junior high offered a community service program, and high school students served as mentors to grade school students.
But two surveys determined that the district could do more. A school climate survey was conducted at the grade school using an instrument adopted from the Academic Development Institute in Lincoln, Illinois. The high school used the “I Sing the Body Electric” survey. Both gathered information pertinent to the social and emotional need of students.
After further collaboration with CASEL, the district adopted curriculum that has been research-based. These programs were found to make significant improvements in students’ curriculum performance, and social and emotional behavior.
Catlin Grade School implemented “Social Decision Making/Social Problem Solving.” The high school adopted “School-Connect” and initiated it into the world history class, a freshman requirement. The high school also introduced a service learning-required course for next year.
Catlin schools continue to expand the vision to all staff, students and families.
Students continue to engage in social and emotional learning activities to build awareness and generate enthusiasm for social and emotional learning. The district continues to study ways and means to further build a cohesive, supportive environment for developing students’ social and emotional skills.