Leading Social and Emotional Learning — How District Leaders Use SEL Data

(Social and Emotional Learning) Permanent link

Leading Social and Emotional Learning — How District Leaders Use SEL Data

SEL Cohort Webinar Brief: September 25, 2019

sel partners logosIn this special webinar for the AASA Social and Emotional Learning (SEL) Cohort, Panorama Education shares strategies being used by exemplary districts and schools throughout the country to collect, analyze, and use SEL-related data to improve student achievement, behavior, and attendance. The webinar is a powerful introduction to many of the themes and focus areas cohort members will explore in the October 13-14, 2019, SEL Cohort conference in Alexandria, VA. Facilitated by Ben Mark (Panorama Outreach Director) and Elizabeth Breese (Panorama Marketing Director), this webinar provides clear and very practical ways in which district leaders are using SEL data to: (1) improve academic outcomes, (2) promote student attendance, (3) evaluate the effectiveness of SEL and wellness programs, and (4) implement a Multi-Tiered System of Support (MTSS) to ensure student success in the required core curriculum and provide appropriate short-term and long-term supports and interventions related to student academic performance, engagement, efficacy, and self-regulation.

Webinar Highlights 

  • Panorama Education serves 900+ districts, impacting 9 million students. Its mission is to help educators use data to improve student outcomes by focusing on school climate and family engagement, social-emotional learning, and student success (including MTSS and early warning systems).
  • Schools and districts successfully making SEL a leadership priority integrate the monitoring of student progress related to key SEL performance indicators into district strategic plans, Profiles of a Graduate, school improvement plans, and community and family partnerships.
  • The webinar facilitators focused on results from the Panorama Social-Emotional Learning Survey, co-developed with the Harvard Graduate School of Education, the University of California Santa Barbara, and Johns Hopkins University.
  • Part of the total Panorama data management system, the survey can be custom-tailored to district frameworks, producing actionable SEL data related to student skills and competencies (e.g., self-management and growth mindset); student supports and environment (e.g., sense of belonging, teacher-student relationships, safety); and teacher skills and supports (e.g., professional learning and resources).

Key Conclusions

  • Schools that build strong student SEL skills tend to create safe classrooms and sites where students can focus on learning, achieve academic growth, and improve their capacity for collaboration and career/life outcomes;
  • Key focus areas include self-efficacy (do students believe they can succeed in achieving academic outcomes?) and engagement (are students attentive and invested in school?);
  • A successful data-driven SEL intervention system serves as an “early-warning” process to signal students who may need extra support with skills gaps and struggles that can result in issues related to attendance, behavior, and course performance; (4) Engagement is an especially significant SEL factor (with facilitators citing the statistic that 62% of students reporting high levels of engagement are less likely to fail courses); (5) Facilitators cited two districts with high levels of student poverty and mobility that have successfully used SEL data to improve student achievement, attendance, and behavior: (a) Olathe Public Schools (KS), which has demonstrated remarkable success in enhancing student “grit,” i.e., the ability to persevere in the face of setbacks; and (b) Ogden Public Schools (UT), which has improved student performance via relationship building, student goal setting, and preventative problem solving.

Webinar Archive and Follow Up Items

SEL Cohort

The AASA Social and Emotional Learning Cohort is a vibrant community of superintendents and district administrators engaged in meaningful dialogue about how SEL is contributing to the whole child—from physical and mental health to the development of fundamental, lifelong learning skills. To join the cohort, apply at https://www.aasa.org/application-SEL.aspx

Questions?

Contact:

Leading Social and Emotional Learning — How District Leaders Use SEL Data

(Social and Emotional Learning) Permanent link

Leading Social and Emotional Learning — How District Leaders Use SEL Data

SEL Cohort Webinar Brief: September 25, 2019

sel partners logosIn this special webinar for the AASA Social and Emotional Learning (SEL) Cohort, Panorama Education shares strategies being used by exemplary districts and schools throughout the country to collect, analyze, and use SEL-related data to improve student achievement, behavior, and attendance. The webinar is a powerful introduction to many of the themes and focus areas cohort members will explore in the October 13-14, 2019, SEL Cohort conference in Alexandria, VA. Facilitated by Ben Mark (Panorama Outreach Director) and Elizabeth Breese (Panorama Marketing Director), this webinar provides clear and very practical ways in which district leaders are using SEL data to: (1) improve academic outcomes, (2) promote student attendance, (3) evaluate the effectiveness of SEL and wellness programs, and (4) implement a Multi-Tiered System of Support (MTSS) to ensure student success in the required core curriculum and provide appropriate short-term and long-term supports and interventions related to student academic performance, engagement, efficacy, and self-regulation.

Webinar Highlights 

  • Panorama Education serves 900+ districts, impacting 9 million students. Its mission is to help educators use data to improve student outcomes by focusing on school climate and family engagement, social-emotional learning, and student success (including MTSS and early warning systems).
  • Schools and districts successfully making SEL a leadership priority integrate the monitoring of student progress related to key SEL performance indicators into district strategic plans, Profiles of a Graduate, school improvement plans, and community and family partnerships.
  • The webinar facilitators focused on results from the Panorama Social-Emotional Learning Survey, co-developed with the Harvard Graduate School of Education, the University of California Santa Barbara, and Johns Hopkins University.
  • Part of the total Panorama data management system, the survey can be custom-tailored to district frameworks, producing actionable SEL data related to student skills and competencies (e.g., self-management and growth mindset); student supports and environment (e.g., sense of belonging, teacher-student relationships, safety); and teacher skills and supports (e.g., professional learning and resources).

Key Conclusions

  • Schools that build strong student SEL skills tend to create safe classrooms and sites where students can focus on learning, achieve academic growth, and improve their capacity for collaboration and career/life outcomes;
  • Key focus areas include self-efficacy (do students believe they can succeed in achieving academic outcomes?) and engagement (are students attentive and invested in school?);
  • A successful data-driven SEL intervention system serves as an “early-warning” process to signal students who may need extra support with skills gaps and struggles that can result in issues related to attendance, behavior, and course performance; (4) Engagement is an especially significant SEL factor (with facilitators citing the statistic that 62% of students reporting high levels of engagement are less likely to fail courses); (5) Facilitators cited two districts with high levels of student poverty and mobility that have successfully used SEL data to improve student achievement, attendance, and behavior: (a) Olathe Public Schools (KS), which has demonstrated remarkable success in enhancing student “grit,” i.e., the ability to persevere in the face of setbacks; and (b) Ogden Public Schools (UT), which has improved student performance via relationship building, student goal setting, and preventative problem solving.

Webinar Archive and Follow Up Items

SEL Cohort

The AASA Social and Emotional Learning Cohort is a vibrant community of superintendents and district administrators engaged in meaningful dialogue about how SEL is contributing to the whole child—from physical and mental health to the development of fundamental, lifelong learning skills. To join the cohort, apply at https://www.aasa.org/application-SEL.aspx

Questions?

Contact: