SEL Awardee

Raymond Baker

Hinsdale South
Hinsdale D86
Willowbrook, IL
“Statistics of success rates of individuals with disabilities in post-secondary education environments is alarmingly very low. Our program is extremely unique in that we support the most marginalized population of college students, all of whom have disabilities (as well as low-income, ELL learners, women of color, LGBTQIA+) through a high school dual enrollment program. The goal of this project is to provide a college course (College Stress Management) in collaboration with our local community college that utilizes evidence-based SEL teaching best practices, through culturally responsive instruction while developing an equitable curriculum that provides transformative opportunities and supports the development of student voice, leadership development, and emotional growth. We will use part of these funds from this grant to create a curriculum that is culturally responsive and leverages student voice to create an equitable space for learning. We will also use some of these funds to hold a leadership symposium for the women in our program. This summit will include an overnight leadership camping trip. We will partner with our local college's field and experiential learning department to create this course/summit so that students would earn college credit while participating in the leadership development weekend. This grant will allow us an opportunity to provide equitable access to post-secondary options for our district's most marginalized students utilizing intentional SEL, culturally responsive curriculum, and leadership development to amplify student voice and agency over their education.”
Tags: Culturally Responsive Approaches, Curriculum, ELs, Girls & Young Women of Color, High School, Housing Inequities, Identity Development, Leadership Development, LGBTQI+, Outdoors, Project-based Learning, Student Engagement, Student Leadership & Voice, Students Affected by Suspensions, Students with Disabilities, Suburban, Teacher, Traditional Public School, Trauma-Informed