CorpusRecord 187603

BOE Curriculum Spotlight Feb 26 - PEOPEL Tutors

A searchable transcript preserved as part of the Discourse Corpus. Passage numbers provide stable references within this record; verify quotations against the original recording when available.

Source
YouTube / D230 Communication
Date
2026-03-31
Location
Cook County, IL
Material
Transcript
Extent
580 words · about 4 min
Collected
2026-06-30

Transcript

Verbatim source text

001I learned many different things. I learned to  talk more with my classmates, to be competitive,   and lots of different sports. PEOPLE program is  um our inclusive PE class. It's where we partner   with tutors and students to meet the needs of  all our students. This course is twofold. So,   we start with the PEOPEL tutor training class.  The PEOPEL PE training course is a semester   long course where Tom Syska, my counterpart,  trains students that have been accepted and   came highly recommended from their prior PE  teachers as being compassionate, empathetic,   caring, just wonderful individuals. The  first part of it, they learn about all   the disabilities and we go over what the  disability is, what we might see in class.   We're teaching them different strategies to  connect to have students participate and then   how to adapt physical education and

002fitness  activities, typical ones that we do in class.   Then they're taught how to break down the  certain skills. I show them how the students   might complete that skill and then how they can  help them. So when they're in the actual class,   they know how to do it kind of on their own  without the teacher's assistance. Once they   pass that class, they become PEOPEL tutors where  they're working with students through a variety of   activities. They're building friendships. For  tutors, it develops those leadership skills, those   communication skills, and an understanding of  diversity. I learned deeply about communication,   especially with the kid I work with. He might  not be able to hold like an entire conversation,   but just learning like how to communicate with  him through emotions, his facial expressions,   it really works your communication and your patience.

003Beyond the gym class, I have met so   many tutors and so many students that I see in  the hallway sometimes and they're always like,   "What's up, Laraibe? Hi, Laraibe." And it just  brings like light to my day. In regards to the   Ultima students, I believe seeing them with their  peers and developing a friendship with the tutors,   the connection is very genuine. And in regards to  the tutors, overall I think the experience   makes them a better person. Uh teaches them a lot  of patience, how to truly help others. I learned   that there's so many people that you can work with  and meet and it's good to have this background and   it's good to like work with students you don't  normally work with. I really want to help the   people around me cuz when you help these

004kids  they they're just so happy and it it makes you   feel like a whole new different person. To me,  one of the greatest things is the inclusion.    When I was here at Stagg, we really didn't see the  students in the Ultima program. And I think just   the collaborative daily impact they have on each  other is something that trickles out to the rest   of the school. When I play basketball, my friends  come out and play with me and they cheer me on.  I see the tutors in my class all over the school  building. It is nice to see so many familiar   faces. I also see them in clubs like the Hangout.  This class is beyond beneficial for both um the   tutors and the students. I cannot say how many  relationships are built in this, in

005this little   community that we have here with our PEOPEL program. Peer support changes everything for   students with disabilities. It builds belonging, a  sense of confidence, meaningful opportunities and   meaningful experiences. Together they learn that  being different is not less. It's very powerful.

This transcript may contain errors introduced by automated or source-provided captioning. Bracketed descriptions such as [Music] are retained from the source. Passage divisions are editorial aids and do not alter the wording.