## Student SEL Data Reflection Protocol - Student Facilitator ' s Guide

######## At the start of the meeting:

- • someone, other than the facilitator, to take notes during the meeting. • someone, other than the facilitator, to take notes during the meeting.
- • with an introductory question that invites all voices into the room and builds comfort and • with an introductory question that invites all voices into the room and builds comfort and familiarity. Choose a question that you believe your group will be excited about and feel comfortable answering, to get the conversation flowing. For example:

########## Let's go around the circle to introduce ourselves. Tell us your name and…

- ▪ What song that has been stuck in your head lately.
- ▪ Tell us about an object that you are carrying in your backpack/pocket/wallet and what it means to you.
- ▪ One thing you wish all staff at our school understood about students' experience .
- • shared agreements for the meeting. • shared agreements for the meeting.
- • the steps below so the group knows what to expect. • the steps below so the group knows what to expect.
- • the data you'll be discussing in a format that is clear and easy to understand, and give the group • the data you'll be discussing in a format that is clear and easy to understand, and give the group some quiet time to look at it individually.
- 1. Facts: Describe the data.

Ask: What do you see in the data?

Facilitator notes: Later students will interpret the data, but at this point they are only observing and noticing.

- ● What seems important in the data? Why?
- ● What is surprising about the data?
- ● What is not surprising about the data?
- ● Which items are most important to you as a student?

Here you want students to identify what is important as it relates to their experience and their school environment, and discuss how the data deviates from or aligns with their expectations. Their views do not need to align with what adults see as important or surprising. T o avoid 'steering' the conversation, any adults present should focus on listening with an open mind and resist the impulse to suggest what students should focus on.

If there is little engagement, or if only a few people are sharing their ideas, try one of these options:

- • 3-5 minutes for everyone to write down their thoughts • 3-5 minutes for everyone to write down their thoughts on paper, then go around the circle to give everyone the opportunity to share out. Take notes on chart paper or a whiteboard where everyone can see, and when all have had the chance to share, work together to make connections and draw out themes from the notes.
- • apart the larger group into smaller groups to discuss what • apart the larger group into smaller groups to discuss what they see. Place students into groups together, and adults in a separate group. After 5-10 minutes or when conversation has slowed down, bring the group back together and invite each group to share out about their conversation, beginning with the students. Take notes on chart paper or a whiteboard where everyone can see, and work together to make connections and comparisons, and draw out themes from the notes.

For more information, tools, and resources, visit schoolguide.casel.org

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