Educating our children in the richness of their past,
the diversity of their present and the possibilities for their future.

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Social-Emotional Learning

At Chicago Jewish Day School, we believe in an approach to learning in which all stages of development are celebrated.

Each child is a unique individual with their own rate and pattern of maturation. The job of a teacher is to accept each student at their current stage and to facilitate advancement to the next stage. 

Responsive Classroom

Academic achievement is advanced through an integrated social and academic curriculum. Research confirms that the time spent on social and emotional learning is earned back in  classrooms that run more effectively and efficiently.Social skills are intertwined with cognitive growth and intellectual progress. A person who can listen well and frame a good question, who has the assertiveness to pose questions, and who can examine a situation from a number of perspectives will be a strong learner. Our social-emotional and academic curriculum foster safe, challenging, and joyful classrooms. All these skills — essential to academic learning — are modeled daily through our social skills program, Responsive Classroom. Responsive Classroom is an approach to teaching and learning that fosters safe, challenging, and joyful classrooms and schools.

Middle School Advisory

Our advisory program for our upper grades is a continuation of the Responsive Classroom approach that we use in our lower grades. When children feel understood, safe, valued and respected, they learn to value and respect others, benefitting them emotionally as well as academically. Advisory offers students a daily routine for students engage in intellectually challenging games, activities, and discussions. It's also a time to address the social and emotional issues of young adolescents such as identity-formation, coping with change, emerging sexuality, the influence of popular culture, and the importance of developing good study and organizational habits. Each student has an advisor who remains with them for their three years of middle school and facilitates their advisory period. 

Mishpachot (families)


One hallmark of CJDS is our dedication to programming across the grades of the school. We believe significant learning occurs when students have the opportunity to interact with other students, both younger and older. In addition to informal opportunities, our Mishpachot  (families) programming promotes a mentoring and cooperative learning relationship between older and younger children.

Students are assigned to a school mishpacha with a faculty member and students from each grade. Together in their mishpachot, students participate in school-wide Shabbat and holiday celebrations, along with other set learning times that are built into the school year.