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Tahoe Lake Elementary showcases social‑emotional learning program to TTUSD board
Summary
Staff at Tahoe Lake Elementary described their social‑emotional learning (SEL) program — including Second Step curriculum, signature practices, structured recess, wellness center and classroom ‘interactive tanks’ — and told the board the approach supports calmer classrooms and student engagement.
Principal Stephanie Spoczek and Tahoe Lake Elementary staff described the school’s social‑emotional learning program to the Tahoe‑Truckee Unified School District board on Jan. 22, highlighting classroom practices, staff training, and student supports aimed at improving students’ readiness to learn.
"We want our children to be their best selves, available for learning," Spoczek said as she explained the school’s history with SEL and its current emphasis on signature practices. The school uses the Second Step curriculum, a research‑based program aligned with CASEL, and staff members said the program consists of roughly 34 forty‑minute lessons taught weekly over about 24 weeks.
Cassie Perkins, the school counselor, told the board Second Step was introduced at Tahoe Lake around 2010 and that the district continues to update the curriculum in response to teacher feedback. The school also uses staff development with outside trainers to integrate SEL across grade levels, Perkins said.
Teachers described three “signature practices” used in classrooms: an inclusive welcome at the door, engaging transition strategies (timers and music), and an essential close that gives students a chance to reflect at the end of the day. "It supports the mental and physical health of the whole classroom community," said Gina (Miss G), a teacher who described check‑ins, community circles and chill time after lunch.
Staff described additional site supports including a wellness center (staff introduced new coordinator Emily Delorgate), structured recess options such as board‑game sessions and mini‑sports, and classroom resources like interactive tanks and class pets that teachers said can help students self‑regulate and build empathy. Fourth‑grade teachers Kelsey Adams and Judy Stovall said classroom tanks and pets encourage responsibility and calm interactions among students. One teacher noted the school’s PTO donated about $1,000 toward board‑game materials used during structured recess.
Board members praised the site team’s work. One board member commented that the structured‑recess model is a "genius" way to support students who find the playground overwhelming, and another said the school visit they had conducted recently showed strong, consistent implementation of the district’s math curriculum and supportive classroom practices.
The presentation was informational; no formal board action was taken on SEL during the meeting. Staff recommended continuing the SEL practices districtwide as part of TTUSD’s signature practices and highlighted the role of the wellness center and trained staff in supporting implementation.
