Using SEL Data to Provide Small Group Supports

Using Social Emotional Learning Data to Guide Small Group Supports

Social emotional learning data can be a powerful tool within a tiered system of supports. Once you’ve gathered data on students’ social-emotional skills and competencies—from social awareness to growth mindset—there are several ways to take action on the results to support students.

One common method is to provide small group supports with SEL data. In the same way that your team may use academic data from a formative assessment to drive small group instruction for students in need, social emotional learning data can guide small group learning experiences around a specific topic, skill, or competency.

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Nye County - Rosemary Clarke Middle School

How Nye County Improved the Attendance Rate and Got 16 More Students to School Every Day

Attendance is a strong, leading indicator of student success. Research shows that student attendance—or a lack thereof—can have a marked impact on college, career, and life readiness.

That’s why, at Nye County School District (Nev.), school and district leaders are focused on reducing chronic absenteeism as a key lever to improve the graduation rate. Here are the steps that Nye County administrators took to increase daily attendance by 1.05% and draw an additional 16 students to school each day.

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Using SEL Data to Support Individual Students

A 4-Step Protocol for Using Social Emotional Learning Data to Support Individual Students

Collecting and analyzing social emotional learning data at the classroom, school, and district levels is a standard practice for understanding how a student body as a whole is doing socially and emotionally. Many schools and districts use aggregate-level SEL data to inform school- and district-wide supports.

In a tiered system of supports, however, looking at SEL data at the individual student level is just as important. Student-level SEL data can help you fill in the gaps and understand the full story of why a student is struggling so you can implement smarter Tier 2 and 3 interventions beyond the universal supports already in place.

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K-12 Early Warning System Implementation

6 Keys to an Effective School-Wide Early Warning System Implementation

A K-12 early warning system is more than just a technology platform. For an early warning system (EWS) to truly change student outcomes, it’s essential to build human processes and protocols around taking action on the data to support at-risk students.

School leaders and educators at McDevitt Middle School (Waltham, Mass.) know this well. Over the last year and a half, school teams at McDevitt—led by Principal Mike Sabin—have operationalized the use of early warning indicators across the school. From structured EWS meetings to action planning protocols, McDevitt has taken a multi-pronged approach in order to equip educators with the knowledge and tools they need to change outcomes for each and every student.

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Client Appreciation Week

Announcing Panorama’s Client Yearbook Awards 2017-2018

It’s Client Appreciation Week here at Panorama: five action-packed days of expressing our gratitude for the work you do every day to support students.

Over the course of the 2017-2018 school year, we’ve had the privilege of witnessing the outstanding work happening in schools and districts like yours. That’s why we’re thrilled to announce our first-ever Client Yearbook Awards—a spotlight on our partners who are using Panorama data in meaningful ways.

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Early Warning System Meetings

How to Lead an Early Warning System Meeting That Drives Impact for Students

Many schools and districts that have implemented an early warning system (EWS) build in structured time for educators and staff to review and collaborate on early warning data. Beyond using this time to identify at-risk students, educators find that EWS meetings are a valuable opportunity to create action plans for supporting these students.

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