Supporting the Whole Child with SEL Data: From Understanding to Action Westerville City Schools & Panorama Education February 2019 ASCD Ohio
Ben Mark Tami Santa Outreach Director Student Assistance Programs Panorama Education Westerville City Schools
Today, we will: • Introduce Westerville City Schools and how we’re supporting the whole child with social-emotional learning data GOALS • Overview how Ohio districts are measuring students’ SEL • Work with SEL data to consider student voice and discuss action planning • Share evidence-based interventions and discuss organizing for action in districts • Address your questions
Westerville City Schools • Located 15 miles northeast of Columbus serving a culturally and economically diverse 52-square-mile area • Serving 15,000 students • 15 elementary schools, 4 middle schools, 3 high schools, 1 Early Learning Center and 1 Academic Enrichment Center • All three district high schools have been identified by Newsweek magazine as being among the best high schools in America
How to Measure SEL and Use the Data
Why invest in social-emotional learning? Students who are involved in SEL programs … 13% 11:1 academic gains return on investment improved classroom behavior & stress management Source: www.casel.org/impact
Survey Implementation Plan Westerville City Schools Year 1 - Full District Year 2 - Full Results to WCS/Data Implementation Fall Implementation Fall Pilot Spring 2017 Inquiry Workshops/PD 2017 2018 • 6 buildings • Grades 1-12, all • Oct. 2017, Nov. • 3 Surveys: Sept. • Allowed for students 2017, Spring 2018 2018, Dec. 2018/ adjustments, better • Surveyed 3 times Jan. 2019, May prep in Fall (Sept. 2017, Jan. 2019 2018, May 2018) • Continue to offer • PD Opportunity, 3 PD/workshops/ workshops 1st year collaboration: Nov. (facilitated by 2018 (Panorama) Panorama)
Two Levers for Developing Safety, Relationships, and Academics Supports: Promote positive Competencies: Build students’ school climate with attention to social-emotional skills around equity and the experiences of all self-regulation, motivation, and students social awareness
Panorama Social-Emotional Learning Survey Developed under the leadership of: Dr. Hunter Gehlbach Available at www.panoramaed.com/social-emotional- learning
Panorama support the whole student with research- backed measures, including: Student Skills & Competencies Student Supports & Teacher Skills & Supports Grit Teacher Self-Reflection Environment Growth Mindset Professional Learning about School Climate Self-Management SEL Teacher-Student Relationships Social Awareness School Climate Sense of Belonging Self-Efficacy Resources for Student Support School Safety Learning Strategies Educating All Students Engagement Classroom Effort Rigorous Expectations Social Perspective-Taking Valuing of Specific Subjects Self-Efficacy About Specific Subjects Valuing of School Emotion Regulation
Westerville City Schools is using Panorama to measure: Student Skills & Competencies Student Supports & Self-Management Environment Emotional Regulation Sense of Belonging Grit Engagement Social Awareness
Engagement (Grades 6-12 version) How attentive and invested students are in class. 1. How excited are you about going to your classes? 2. How often do you get so focused on activities in your classes that you lose track of time? 3. In your classes, how eager are you to participate? 4. When you are not in school, how often do you talk about ideas from your classes? 5. Overall, how interested are you in your classes? Source: Panorama Social-Emotional Learning Survey
Looking at School-Wide Trends
What Our Students are Telling Us ● Data Inquiry and Exploration ● National averages V. Your district/school ● Whole district V. Your building ● Then start drilling down to the numbers ● Involve various stakeholders to get clear picture
Student Voice Focus Groups: Engaging to Learn More ● Once you have taken essential steps with building level/data team ● Whole group staff data inquiry and feedback (use of playbook) ● Potential parent groups/PTA ● STUDENTS ○ Focus Groups from each grade level ○ Show them results ○ Ask for their feedback, accuracy and IDEAS ● Example: Middle School, sense of belonging (Whole School Approach) ○ Clubs Driven by Students and Trusted Adults
WCS Action Steps DISTRICT LEVEL BUILDING LEVEL CLASSROOM LEVEL EFFORTS EFFORTS EFFORTS ● Current district level SEL ● Choose 1-2 Topics (of the 6) Example: • Sense of Belonging programming and resources ● Involve Student and Teacher • Engagement ● Common Language Feedback ● Align with district goals ● Inventory Current Programs ● Directs new ideas/ and Building Level Efforts/ How do we create a safe, programming and resources Strategies in this/these areas nurturing classroom? ● Highlights areas of strength ● Explore Playbook and ***Sarah Detrick To Join ● Informs WCS of areas for Current Successes Us improvement ● Choose Strategies ● Implement (then re-measure)
About Panorama: Supporting over 900 districts across the country, including 16 across Ohio
● Suburban Ohio ● Suburb of Columbus, Ohio ● Serving 16,000 students ● Serving 10,500 students in 19 schools ● Growing community with increasing diversity ● Mission is to empower a community of learners who will ● District Focus: Supporting the change the world whole child, including student wellness, belonging, and ● In order to learn, students need to relationships feel safe and supported
Why are your districts prioritizing social-emotional learning?
Ready for Tomorrow ● Students are more than test scores ● Puts focus on developing lifelong skills ● Requires measuring holistic progress ● Measurement is about the learning journey, not the score
Growth Mindset Parent Program WHO? Whole families attend. Teachers facilitate. WHERE? At your own school, where families are most comfortable. HOW IT WORKS: Students do an activity about growth mindset. In a separate area of the school, parents learn about growth mindset. WHAT’S THE IMPACT? Parents are hungry to learn and use strategies with their children to turn mistakes and challenges into growth opportunities. At the elementary level, growth mindset is a strength: Panorama results from one Hilliard elementary school.
Four Vision Statements for Worthington Schools 1. We will provide a safe environment where every student can grow intellectually, emotionally, socially, and physically. 2. We will engage each student with diverse opportunities to maximize every student’s potential. 3. We will provide consistent communication and promote dialogue with the community. 4. We will be responsible and transparent with our community resources. 
School Climate and Whole Child Supports in Schools’ Continuous Improvement Plans Worthingway Middle School Goals ➔ Improve Sense of Belonging (currently 50%) ➔ Fully implement PBIS ➔ Participate in health, wellness, and suicide prevention program Worthington Kilbourne High School Goals ➔ Improve Sense of Belonging (currently 42%) ➔ Improve Teacher-Student Relationships (52%) ➔ Add Homeroom time -- 1 session per marking period -- to focus on social-emotional skills 
Tier 1: Core Supports for Every Student “We will provide a safe environment where every student can grow intellectually, emotionally, socially, and physically.” ● Using Responsive Classroom as a daily practice -- an evidence- based program that focuses on engaging academics, positive community, effective management, and developmental awareness. ● Building relationships with families to support academics and attendance. We aim for common goals and using language between school and home. ● Regular reflection on each student’s progress by looking at data across academics, attendance, and behavior. 
10-Minute Break
Data Inquiry & Action Activities
Write Your Own Headline A vision- and goal-setting activity for individuals, pairs, or groups • Imagine it’s June 2020. Your School Climate and SEL plans have been a huge success. • You pick up your local newspaper, or open your local news site. What would the related headline say? • Consider: How would things be different in your community if that headline came true?
June 20, 2020
June 20, 2019 “Strong relationships at North Street School: All students have caring relationship with at least one adult at school”
Activity: Data Inquiry with the SEL Data Packet What are students telling us? What might that mean they’re asking us to do?
Data Inquiry in the student’s voice What are your students What does that mean they How might you address telling you? are asking you to do? their request?
Data Inquiry in the teacher’s voice What does that mean they How might school/district What are your fellow are asking school/district leaders address their teachers telling you? leaders to do? request?
Organizing for Action Sarah Detrick, ELA teacher, WSHS Classroom based interventions and strategies Promoting SEL in the classroom
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