This annual award recognizes schools that use evidence-based practices to effectively promote the academic and social-emotional learning, engagement, and development of their students.
“This award is a true reflection and wonderful celebration of the collaborative spirit, strong sense of community, and passionate commitment to the academic, social and emotional success of our students that are hallmarks of our school and district as a whole,” said Arwen Pokorny Lyp, Principal of Hinsdale South. “I am incredibly proud of our faculty and staff, and appreciate the vital and valuable work they do to help the young men and women we serve pursue their ideal future. I am also proud of our students for not only embracing the various SEL programs, initiatives and strategies we have implemented, but also for the way they support, assist and encourage each other on a daily basis. This award truly belongs to and was earned by every member of our family here at South, and is a great source of South Pride for our entire school.”
Hinsdale South received this award largely because of its ability to flexibly adapt to the needs of individual students, while maintaining high standards for all of them. This is highlighted by the partnerships that the school has formed with organizations such as the Center for Childhood Resilience at Lurie Children’s Hospital Center and Yale University’s Center for Emotional Intelligence. Through its work with Lurie, Hinsdale South has successfully established trauma-informed practices across its entire building. Meanwhile, its efforts with Yale University have resulted in the effective integration of evidence-based social and emotional learning strategies into the school’s holistic curriculum.
Hinsdale South was also cited for its work in the area of relationship mapping. To help ensure that students have at least one adult in the building they feel connected to, the school conducts a formal relationship mapping activity in November where teachers review a list of every student and give a green indicator to those who would come to them if they had a problem, and a red indicator to those who may need extra support or intervention. Members of South’s team pay special attention to the students who receive either very few or no indicators. They meet with those students individually and disaggregate the data to identify trends. Then they share information with teachers to help foster connections. In the two years that have elapsed since this work began, the number of students who receive zero or one indicator has decreased.
In addition, Hinsdale South was recognized for the efforts it has undertaken to close the gaps that exist between white students and students of color. In order to provide every student with access to a supportive and rigorous academic experience, the school has eliminated all lower track levels in their core classes. It has implemented an interventionist support model to help meet every student where they are, and provide extra assistance to those who need it. It has sought to increase access to honors and AP courses by training teachers to understand that students need to be "AP ready in May" versus "AP ready in August," and scaffolding instruction to help every child who accepts the challenge of this coursework to be successful. It has also applied a racial equity lens to its programming (e.g., vibrant celebrations for Black History Month and Hispanic Heritage Month, racial affinity groups to further empower student voice, etc.) so that students "see themselves" in the school’s culture.
For winning the BEA Golden Psi Award, Hinsdale South will receive $1,000, a plaque that will be displayed in the school and recognition on APA’s website.