Social Emotional Learning and PBIS

  • The Department of Teaching and Learning works with the Educational Services Department to support student social, emotional, and behavioral well-being through a multi-tiered system of support across all District 15 buildings. 

    PBIS: Positive Behavioral Interventions and Supports

    District 15 implements PBIS, Positive Behavioral Interventions and Supports, a district-wide prevention process for creating and maintaining school environments that are predictable, consistent, safe, and positive.

    PBIS focuses on preventative teaching and promoting positive behavior for all students. It includes universal structures for the school and classroom, a process for acknowledging positive behavior, and a process for correcting inappropriate behavior. 

    The goal of PBIS is to increase students’ motivation to behave appropriately, which could include students earning a prize, a “paw”, a certificate, or participating in a celebration, and to reduce recurring misbehaviors through targeted learning and support, which could include reteaching expectations, restoring relationships, and providing logical consequences.

    Classroom teachers embed behavior interventions and supports into their classroom and monitor behavior, which could include the use of chunked assignments, sensory tools, timers, and reflective point sheets. If a student needs more explicit support, they may receive out-of-the-classroom instruction.

    Social-Emotional Learning

    The mission of social emotional learning (SEL) in District 15 is for adults and students to understand and manage emotions, set goals, show empathy for others, establish positive relationships, and make responsible decisions to achieve school and life success. 

    Elementary classrooms, K-6, receive daily SEL instruction and junior high classrooms, 7-8, receive SEL instruction during structured building-level days. SEL instruction nurtures social-emotional competence and school community so all students feel safe, supported, and connected and are better equipped to succeed academically. 

    Current Resource:

    Grades K-5: Second Step Elementary Classroom Kits

    Grades 6-8: Second Step Middle School Digital Program


    Illinois was a leader in integrating social and emotional learning into education systems as the first state to adopt a comprehensive set of preschool to high school SEL standards in 2004: Illinois Social Emotional Learning (SEL) Standards.

    Self-Awareness and Self-Management

    1A. Identify and manage one’s emotions and behavior

    1B. Recognize personal qualities and external supports

    1C. Demonstrate skills related to achieving personal and academic goals

    Relationship Skills and Social Awareness

    2A. Recognize the feelings and perspectives of others

    2B. Recognize individual and group similarities and differences

    2C. Use communication and social skills to interact effectively with others

    2D. Demonstrate an ability to prevent, manage, and resolve interpersonal conflicts in constructive ways

    Responsible Decision-Making

    3A. Consider ethical, safety, and societal factors in making decisions

    3B. Apply decision-making skills to deal responsibly with daily academic and social situations

    3C. Contribute to the well-being of one’s school and community