##### Student SEL Data Reflection Protocol Adapted from CASEL's SEL Data Reflection Protocol for adults and the ATLAS Protocol from NSRF

This protocol provides a structured way for educators to engage in meaningful data reflection conversations with students and elevate their perspectives when interpreting data and making school-level decisions. Wehope that educators will use this protocol to equitably involve students in conversations with adults to identify areas of growth and make data-driven decisions around continuous improvement for transformative SEL (tSEL) implementation. Choosing to use this protocol emphasizes the importance of examining data from a student- centered perspective, which encompasses equity and power sharing.

### When to use the protocol

Use this protocol to support students to lead and participate in conversations about data. Adults should primarily act as observers and active listeners. Adults should engage in the discussion from a place of curiosity and support, with care to honor and learn from students' perspective s and interpretations of data.

Participants must represent a range of viewpoints for a rich and effective conversation. Ensure that when convening a group, participants include students who are of color, are eligible for free and reduced lunch, are English language learners, are enrolled in special education programs, and who experience marginalization in other ways.

With this protocol, students can:

- ● Identify disparities in their experiences that inform equity gaps in the data.
- ● Dialogue about differences in perspectives amongst student and adult stakeholders about the root causes that lead to data disparities.
- ● Share power in data- driven decision making that is consistent with students' and their classmates' developmental stages, cultural backgrounds, and individual differences.

Consider using this protocol to review and analyze:

- ● District-level academic and climate data
- ● School and classroom climate data
- ● School and classroom academic data
- ● Behavioral or attendance data

Ensure that you remove any detail that could identify individual students.

### Why is student voice critical for data reflection?

Students are most impacted by decisions made for their schools and classrooms; however, students are often left out of important conversations that shape their learning experiences. Student involvement in data reflection provides necessary context to support equitable, inclusive, and culturally responsive decision-making in schools. Student involvement in data reflection also provides adults with the opportunity to diverge from their ways of thinking and understand issues from a student perspective, which leads to the formation of stronger student- adult relationships. This protocol supports more informed decisions about tSEL implementation while also promoting student agency, belonging, and problem-solving skills which are central to their tSEL development.

Prior to using the student facilitator's guide, refer to Key Responsibilities of a Student Member of an SEL Team and Supporting Student Members of the SEL Team to prepare students for the facilitator role and to create an equitable space for their participation.

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

Copyright ' 2022 | Collaborative for Academic, Social, and Emotional Learning (CASEL) | casel.org | All Rights Reserved.