Battle Ground Public Schools

Levy funds support Battle Ground’s focus on social-emotional learning

Middle school students brainstorming ways they can provide emotional support to fellow students they’ve never even met. Seniors banding together to encourage freshmen who are struggling to adjust to the academic rigors of high school. Fourth graders transforming their school’s courtyard with brightly painted rocks adorned with encouraging messages to build a more positive school culture.

These are all recent examples of highly successful programs in Battle Ground Public Schools that support the social-emotional well-being of students.

The district is committed to providing a safe and healthy environment for all students, families, and staff. One of Battle Ground Public Schools’ strategic goals is to support and promote the physical, emotional, and social well-being of students and staff. The goal is second only to academics.

Social-emotional learning goals are accomplished through student-driven peer support programs, alcohol and drug prevention education, suicide prevention and education efforts, and providing counseling and mental health resources, as well as the teaching of Positive Behavioral Interventions and Supports (PBIS). These social-emotional support programs, and the staff needed to administer them, are possible thanks to funds collected from the local levy.

With PBIS, staff teach behavioral expectations to students just as they would any core subject, and reinforce those expectations with specific acknowledgement systems. Research shows that learning occurs most effectively in environments where expected behaviors are taught and acknowledged.

Each BGPS school has a PBIS lead, which can be a school counselor, school psychologist, or a classroom teacher. The district also employs two PBIS coaches to help strategize and implement the program in all of its schools.

“We teach behavioral skills in the same way that we teach academic skills,” said Kristen McIntyre, one of BGPS’ two PBIS coaches. “Recognizing students for appropriate behavior is one of the best ways to encourage these behaviors.  As adults, we appreciate when someone at work acknowledges us for a job well done, and the same is true for children in the classroom.”

During remote learning, PBIS has been modified to focus on student engagement, attendance, and grades. “The priority is to ensure we’re staying connected,” said Becky Gawenit, PBIS coach for the district. “It’s especially important right now to continue building positive community, culture, and school climate.”

Some of the ways staff are staying connected during remote learning include holding virtual assemblies (complete with the customary pieing of a principal), staff members “love bombing” students at their homes to show them they care, and leading student groups through positivity campaigns.

The DREAM Team at Chief Umtuch Middle School just wrapped up a 12-week campaign designed to help their student peers identify, process, and manage their feelings and emotions during a challenging time. The middle school club designed a series of brightly colored emoji cards that were distributed with sack lunches as part of the district’s grab and go meals program, and more than 12,000 cards were distributed in all. The goal was to help provide support for the social-emotional needs of every student that the team can reach at home.

At the primary school level, bullying prevention education and engaging with school psychologists to learn about regulating emotions are key components of the district’s focus on social-emotional learning.

“For kids struggling with emotional regulation, having positive connections with an adult for even a few minutes each morning and afternoon can have a huge impact,” said Marissa Avalon, school psychologist at Glenwood Heights Primary School. “Having that guided conversation, setting specific goals, and providing encouragement to these students is beneficial in helping them make progress.”

At district high schools, peer mentoring programs like Battle Ground High School’s STRIPES program and Prairie High School’s Crimson Crew cover topics such as academic support, bullying prevention, kindness and positivity, and suicide prevention.

No matter which form social-emotional learning takes within the Battle Ground district, the goal is always to help equip students with the skills and abilities necessary to thrive now, and in the future as adults.