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District 34 pilots Ready Bodies Learning Minds movement program for preschool, sees early gains in self‑regulation
Summary
Glenview CCSD 34 presented Ready Bodies Learning Minds (RBLM), a movement‑based curriculum piloted in preschool and kindergarten with GEF grant support. Staff reported observational gains in attention, independence and classroom engagement and outlined expansion plans.
District 34 staff on March 18 presented Ready Bodies Learning Minds (RBLM), a movement‑based curriculum the district is piloting in preschool and kindergarten to build sensory, motor and self‑regulation skills that staff say support classroom learning.
The program: RBLM is a set of structured, play‑based movement exercises and a motor lab circuit the district purchased and adapted; staff said the work began with a GEF grant. Shannon Hartinger, a school‑based physical therapist, described the program’s components—four key classroom exercises staff call “superhero,” “popcorn,” “giraffe” and “rocking horse”—plus a motor lab where preschool students rotate through stations, spending about two minutes per station in small groups.
Why it matters: presenters said purposeful movement strengthens core stability and sensory processing, which they link to improved handwriting, attention and participation. "I truly felt like an educator," said Shannon Hartinger, describing being on campus full time and coaching teachers; she and other staff described more immediate responses from students and stronger classroom routines.
Implementation and scope: staff said preschool classes visit a 30‑minute motor lab once a week under therapist and occupational therapist direction. Kindergarten teachers have been taught core exercises and have begun integrating stations into PE. The team noted the pilot so far covers preschool and kindergarten; original grant language included through second grade but the team scaled initial implementation to focus on early grades.
Evidence and next steps: staff described observational gains—longer engagement in academic tasks, improved independence and social connection—and limited screening data used in preschool. They said more detailed outcome monitoring is planned as the rollout expands; staff also flagged the need for additional summer training and space scheduling for broader implementation in the next school year.
Board reaction: board members praised the program’s intuitive appeal and early results and thanked the GEF for grant support. Several board members suggested exploring expansion to upper grades over time.
