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Tahoe Lake Elementary showcases social-emotional learning program to TTUSD board
Summary
School leaders and teachers presented the school’s social-emotional learning (SEL) program, describing use of the Second Step curriculum, daily mindfulness tools, structured recess activities and a wellness center; board members praised the approach.
Stephanie Stobczyk, principal of Tahoe Lake Elementary, and school staff described the school’s social-emotional learning approach to the Tahoe-Truckee Unified School District Board of Trustees, saying the program emphasizes inclusion, emotional regulation and routines that prepare students to learn.
Stobczyk said the site’s approach builds on a long-standing motto, “happy children learn,” and that the school uses a multi-tiered SEL model supported by a nine-person SEL team and district signature practices. Cassie Perkins, identified as the school counselor, said the school uses the research-based Second Step curriculum (Committee for Children), which she described as a sequence of lessons aligned to CASEL. Perkins said the program is delivered in classroom lessons described in the presentation as “about 34 40-minute lessons once a week” and that the curriculum has been updated over time.
Teachers described classroom-level practices used to translate lessons into everyday routine: inclusive morning greetings at classroom doors, community circles, timers and transition songs, a daily “Zenimal” mindfulness period after recess, and an end-of-day reflection. Staff also described structured-recess options — including board games, Legos, mini sports equipment and supervised “interactive tanks” (classroom animals) — which teachers said help students who struggle in unstructured play settings. A teacher credited the school’s PTO with donating about $1,000 worth of board games used during structured recess.
The presentation noted a wellness center at the school and introduced Emily Delorgate as the newly hired wellness center coordinator (not present at the meeting). Staff said the school highlights a monthly character trait (January: kindness) and reinforces the district’s three behavioral expectations: be safe, be responsible and be respectful.
Board members responded positively. One trustee praised structured recess and said calm classroom transitions are “underappreciated,” and another said classroom visits showed consistent implementation of the district’s new math curriculum and SEL supports.
The school’s presentation was an information item; no board action was required.
