Hilltop presenters detail social-emotional learning programs, student-led Smile Squad

Hilltop School staff and students on May 13 presented a yearlong social-emotional learning (SEL) effort to the McHenry CCSD 15 Board of Education, describing data-driven supports, staff morale efforts and student-led activities intended to boost connection and reduce behavior problems.

Administrators and teachers said the school uses a multi-tiered system of supports aligned to the Illinois SEL standards and the CASEL framework and measures student growth with the Devereux Student Strengths Assessment (DESSA). Hilltop staff described schoolwide incentives, targeted small-group interventions and community-building activities; students demonstrated the Smile Squad, a third-grade group that leads announcements, reading visits and short performances.

School leaders said the work matters because connection supports learning and reduces incidents that interrupt instruction. Principal Christy Brown told the board the programs aim to ensure that ‘‘every learner matters’’ and that the school’s data show movement from red (need instruction) toward green (skills demonstrated) on DESSA measures between October and March. Learning resource teacher and SEL team leader Jenny Mihavic asked board members to consider how students remember teachers for how they made them feel, not just subject matter: “It wasn’t necessarily the lessons or the subjects that they taught, but the connection you had with them.”

Hilltop described several concrete practices: a staff-nomination program called VIB (Very Important Bee) that produced 19 nominations this year to boost adult morale; a partnership with Playworks to teach structured games and reduce unstructured-time conflicts; a classroom incentive system (Golden Class) with seven reward levels; targeted small-group interventions and a Check-in/Check-out system; and the Making Connections mentoring program. Staff said they use DESSA to identify competency areas needing instruction, such as responsible decision-making, and that targeted classroom visits were used to provide focused lessons on those skills.

Students from the Smile Squad described their activities and rationale: they said they visit classrooms to read, post jokes on morning announcements twice a week and lead small kindness activities. A student said the group formed because “Addie came to me and asked. She just needed some more connections.” Hilltop staff described a classroom songwriting project and other student-led work to increase belonging.

Board members applauded the presentation. A board member said, “Great job to all of you. Tremendous,” and the board provided certificates and photographs for the students. The presentation was informational; no formal motions or policy changes were proposed or taken at the meeting.

Hilltop staff asked the board to recognize the connection between adult morale and student outcomes and to continue support for the programs into next year.