OUR MISSION
Our mission is to teach social-emotional learning to children, through the sport of running, within the context of the school day. We teach running as a fun, non-competitive, all-inclusive way to benefit a child's mental, physical, and emotional health. Our trained cheetah guides will teach the benefits and joys of running to small groups of students, in kindergarten through 8th grade and at the same time focus on social-emotional learning. The small groups allow the cheetah guides to meet the needs of each student. This program can be used for students in TIER 2 of a Multi-Tiered System of Supports (MTSS) that need additional support to meet their social and emotional goals.
All children need to acquire and apply knowledge, skills, and attitudes to develop healthy identities. In this program, we use the sport of running as way for students to learn to manage their emotions, set and achieve personal goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.
Cheetah guides will provide effective, responsive, and equitable instruction for the students. They will foster a positive and supportive school environment; one that is safe and welcoming for all. Lastly, cheetah guides will communicate weekly with parents/guardians on the progress that their child is making toward their goals.
This program aligns with the Illinois State Standards for Social Emotional Learning and the 5 Core Standards for Social-Emotional Learning.
Illinois State Standards for Social Emotional Learning:
SEL 1B: Children will recognize personal strengths in themselves and others.
SEL 1C: Children will demonstrate skills related to achieving their running goals.
SEL 2B: Children will build relationships and support others who are different from them.
SEL 2C: Children will identify ways to work and play well with others.
5 Core Standards for Social-Emotional Learning:
Self-Management
Self-Awareness
Social-Awareness
Relationship Skills
Responsible Decision Making
