Our mission is to accelerate student achievement and increase social-emotional competency of students and educators by fostering the integration of social-emotional learning with academic instruction.
HIGH IMPACT TUTORING
We contract with schools to provide personalized instruction tailored to individual student needs through consistent, weekly tutoring as part of students’ regular school day. We employ well-trained, supported tutors who work with student groups of 3-4 students for at least 120 minutes per week, during the school day for a minimum of 10 weeks.
Private tutoring after school is also available.
SEL FRAMEWORK DEVELOPMENT
Our role in the development of the district SEL framework and implementation plan is to facilitate the process by bringing together those responsible for leading the work to articulate core beliefs, guiding principles, foundational components of the framework, and draft an implementation timeline with annual objectives and milestones.
We support leaders working to integrate social and emotional learning throughout their district, schools, and classrooms by facilitating data reviews to determine areas of strength and opportunities for growth, articulating beliefs and values that drive this work, and facilitating the development of an integrated SEL framework and implementation timeline.
A needs assessment led by our team includes a review of current data and policy, classroom observations, surveys, and focus groups of teachers, support personnel, and students to identify opportunities for SEL integration and accelerating student achievement.
We come to each student, classroom, school, and district, as a partner prepared to listen actively, assess collaboratively, facilitate thoughtfully, and empower for sustainability. A team of former classroom teachers and school administrators, we work with students, classroom leaders, schools and districts to:
articulate a philosophy of integrated social-emotional competence and academic instruction
establish systems and structures to integrate social-emotional learning with academic instruction
identify content for SEL instruction
determine supports necessary for sustainability
In consultation with district and school leaders, we begin with a comprehensive needs assessment and culminate with an implementation plan for accelerated student achievement and improved social-emotional competence.
We also offer integrated, high impact, small group tutoring for accelerated academic achievement. Please contact us for more information about setting up tutoring services.
We want to see students build social-emotional competence while engaging in rigorous academic challenges that boost their sense of self and belonging in their academic community.
We want to see all students achieve at the meets or exceeds level on their benchmarks.
We want to see academic communities enact systems and structures that embody the principles of an integrated SEL framework. An SEL framework that sustains the ever-growing social and emotional competence of students, school personnel, and educators for academic achievement.
We believe all students and educators thrive in a safe and supportive learning environment.
We believe social and emotional competence is essential for rigorous, meaningful academic engagement and that academic achievement is essential to well being.
We believe academic achievement flourishes when social and emotional learning is an integrated component of learning.
We believe the systems and structures of an organization enact its beliefs and values.
Gwyn Jolliff-Blake has worked in the field of education for over 25 years, with the majority of her time as a general education classroom teacher in a variety of settings providing in-person and remote instruction.
After earning a masters degree in reading instruction, she worked with novice and veteran teachers informally as a colleague and formally as an instructional coach to build their confidence, strategize the management of multiple demands, and problem solve the myriad of challenges teachers face. As a professional development designer and literacy specialist at Chicago Public Schools, she led professional development workshops for teachers in impactful instruction, and for administrators on the implementation of the Framework for Teaching and district wide literacy initiatives.
With specialized training in integrated curriculum design and thinking processes, Gwyn’s passion is helping students achieve their full potential, working with teachers and administrators to find clarity and common ground by exploring diverse perspectives, applying new insights to the work of supporting students’ learning and achievement. Colleagues appreciate her sense of calm and encouragement as a thought partner.
Susan Kajiwara-Ansai, a veteran educator, has served in many roles at school, district, and state levels. An award-winning elementary school teacher and reading specialist she worked with general education and diverse learners across grade levels, in multiple subject areas, in affluent and impoverished communities. Called on to share her classroom success, she lead professional development for teachers, networks of schools, and the entire district.
At Chicago Public Schools, she established the Office of Professional Learning tasked with district-wide learning for administrators and teachers implementing the new teacher evaluation system. As the Deputy Chief of Teaching & Learning at CPS, she oversaw the development and execution of strategic plans for content teams, grants administration, implementation of MTSS and district policy.
Susan has served on ISBE committees and the boards of several community organizations. Her work at all levels is marked by thoughtful listening, critical data analysis, collaborative planning, and empowering leadership to serve students, teachers, and administrators.
Reach out to Partners in Integrating Education to set up a time we can discuss working with you to accelerate student learning, and SEL competence in your classroom, school, or district.