# data[].attributes.headline
Can we compare this year's data to previous data to see if we are improving or declining?

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Can we compare this year's data to previous data to see if we are improving or declining?

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What are some things that make students feel like they belong?

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What are some things that make students feel like they belong?

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Student ownership of academics and behavior go up when they have a sense of belonging.

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Student ownership of academics and behavior go up when they have a sense of belonging.

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Community and student building (possibly with a new format) to have deeper connections.

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Community and student building (possibly with a new format) to have deeper connections.

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Is there a way to compare middle school information with other middle schools. Perhaps our data would compare more favorably when compared to the same peer group instead of including high school students who may have developed more connections and coping skills. 

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Is there a way to compare middle school information with other middle schools. Perhaps our data would compare more favorably when compared to the same peer group instead of including high school students who may have developed more connections and coping skills. 

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We need to continue to make connections with kids.

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We need to continue to make connections with kids.

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That overall, students feel safe, but not super connected to staff. 

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That overall, students feel safe, but not super connected to staff. 

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Sense of belonging is an area that could grow...(understand, connect, respect and matter)

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Sense of belonging is an area that could grow...(understand, connect, respect and matter)

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What systems can we develop with the staff to build on proactive SEL learning for students outside of Second Step and Advisory?

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We'd like to know more about how Simone can support us and what she can do in our classrooms.

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We'd like to know more about how Simone can support us and what she can do in our classrooms.

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We should continue having dedicated time for the social emotional programs we have purchased.

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We should continue having dedicated time for the social emotional programs we have purchased.

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Second step is working in elementary. Students are aware of emotional regulation, are able to handle social situations, and treat others with respect.

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Second step is working in elementary. Students are aware of emotional regulation, are able to handle social situations, and treat others with respect.

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students feel safe at the school but don't feel connected or like they belong.

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students feel safe at the school but don't feel connected or like they belong.

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Time to process, time to discuss, time to collaborate, time to create lessons or games or ? Time, more than more PD.

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Perhaps our own survey maybe with the exact same questions given to a larger majority of the students and staff.  And maybe we ask them from 2  different lenses - remote and in-person.

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Please be very cognizant of the buy-in from the staff for PD.  Programs and things we try to do are only good if there is staff buy in and for that to happen we need to be presented the material as a whole group and HAVE TIME to process and work on tasks that will make the program or initiative successful.

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We need to do more schoolwide work - we have a great opportunity to work with all  different grade levels and even before COVID, we rarely did.

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We have a lot of work to do when making the kids feel connected.  I would argue we as the staff need to feel connected too so that kids feel connected.

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While teachers have been trained and given resources, emphasis is continually put on only "tested" subjects. This mindset devalues the time spent teaching/building community and SEL. Instead, it becomes secondary rather than the base of all learning/growing.

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What topics should we arrange for staff SEL PD's? 

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What topics should we arrange for staff SEL PD's? 

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Student needs can be based on Bloomsights, where do we gather info for our staff needs?

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A PD directly focused at creating community connection across grade levels remotely.

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A PD directly focused at creating community connection across grade levels remotely.

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Instructional support for teachers is lacking in the SEL arena. Even though we have shared Teach-To's/Behavior Expectations and Behavior Report Form - and created opportunities to gather information related to SEL (Bloomsights), we haven't given a great deal of specific interventions for identified behavior support. This is true for students and staff.

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We may have done more SEL PD last year than this year, especially with new demands with technology and Covid restrictions. However, we also have lots of new staff members this year. I would be interested to see if the survey was completed by mostly new or returning staff. Maybe this is something to beef up each year as we have new people join our team.

# data[].attributes.subject
We may have done more SEL PD last year than this year, especially with new demands with technology and Covid restrictions. However, we also have lots of new staff members this year. I would be interested to see if the survey was completed by mostly new or returning staff. Maybe this is something to beef up each year as we have new people join our team.

# data[].attributes.headline
We need more SEL training as a staff. It seems that based on the student responses, some training targeted directly at how to build community and connection remotely would be really helpful so that we can improve those numbers with students.

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We need more SEL training as a staff. It seems that based on the student responses, some training targeted directly at how to build community and connection remotely would be really helpful so that we can improve those numbers with students.

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We haven't had enough training as staff on SEL stuff.

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We haven't had enough training as staff on SEL stuff.

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Staff needs PD in the area of SEL. It is clear that it is a piece that is lacking according to the data. This year, especially, we have not had the opportunity to address the SEL needs while in the midst of this pandemic. 

# data[].attributes.subject
Staff needs PD in the area of SEL. It is clear that it is a piece that is lacking according to the data. This year, especially, we have not had the opportunity to address the SEL needs while in the midst of this pandemic. 

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I would like to see if we could have some in person activities (social distance of course) that we could host at the school so that we can show students some fun to build interest.

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I would like to see if we could have some in person activities (social distance of course) that we could host at the school so that we can show students some fun to build interest.

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I am definitely worried about our connection with students. It has been extremely difficult and discouraging trying to build relationships that the students and teachers crave.

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I am definitely worried about our connection with students. It has been extremely difficult and discouraging trying to build relationships that the students and teachers crave.

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Use SEL morning time to teach emotional regulation more directly.  There are many SEL supports in school who can come into classrooms and help teach these skills. Utilizing Case, Christa, Simone, and maybe even Jennifer Sardinia could go a long way with this! Implementing an SEL curriculum that is specifically focused on increasing connectedness and regulation could help too. Second Step is great, but doesn't specifically target regulation.

# data[].attributes.subject
Use SEL morning time to teach emotional regulation more directly.  There are many SEL supports in school who can come into classrooms and help teach these skills. Utilizing Case, Christa, Simone, and maybe even Jennifer Sardinia could go a long way with this! Implementing an SEL curriculum that is specifically focused on increasing connectedness and regulation could help too. Second Step is great, but doesn't specifically target regulation.

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Could we use part of our February 25th time to explore ideas of how to address our students' needs? We do a lot of team building at the beginning of a school year, but how much of that continues once students feel "comfortable" being at school?

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Could we use part of our February 25th time to explore ideas of how to address our students' needs? We do a lot of team building at the beginning of a school year, but how much of that continues once students feel "comfortable" being at school?

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We need to provide ways for students to regulate emotions as well as community build across the school, not just within grade levels. 

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We need to provide ways for students to regulate emotions as well as community build across the school, not just within grade levels. 

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We need to make sure that even in a remote environment that students feel connected. I'd be curious to see how this data looks in comparison to last year, or a "normal" school year's data. 

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We need to make sure that even in a remote environment that students feel connected. I'd be curious to see how this data looks in comparison to last year, or a "normal" school year's data. 

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I like Aaron's suggestion to use PLC time to address the data.  We need to develop ways to reach out to students and increase their sense of community and belonging.  Perhaps this could be a focus of our afternoon building time on Feb. 25th?  (If it's not used for conference time, that is.)

# data[].attributes.subject
I like Aaron's suggestion to use PLC time to address the data.  We need to develop ways to reach out to students and increase their sense of community and belonging.  Perhaps this could be a focus of our afternoon building time on Feb. 25th?  (If it's not used for conference time, that is.)

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Maybe we could have time on a Wednesday to write kids cards as a tangible action. Beyond that, I am not really sure how to teach emotional regulation to 7/8 or what specifically I can do beyond what I've done already as an individual to address any of the survey results.

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Maybe we could have time on a Wednesday to write kids cards as a tangible action. Beyond that, I am not really sure how to teach emotional regulation to 7/8 or what specifically I can do beyond what I've done already as an individual to address any of the survey results.

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I'd like to have discussion time with my PLC about the results, and I'd like character committee to look into more data.

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I'd like to have discussion time with my PLC about the results, and I'd like character committee to look into more data.

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How long have these surveys been conducted? We have comparison TSD data, but how does that relate to year-over-year trends at HPS and district wide? Are there similar comparison schools that in TSD with significantly higher scores?

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How long have these surveys been conducted? We have comparison TSD data, but how does that relate to year-over-year trends at HPS and district wide? Are there similar comparison schools that in TSD with significantly higher scores?

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Student self-rated emotional regulation is low as well, so developing that might be an avenue to foster more connections between students and staff.

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Student self-rated emotional regulation is low as well, so developing that might be an avenue to foster more connections between students and staff.

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We aren't doing enough to recreate the connection students experience in person in the online environment, particularly with connections among students. 3/10 students don't feel very close with their teachers.

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We aren't doing enough to recreate the connection students experience in person in the online environment, particularly with connections among students. 3/10 students don't feel very close with their teachers.

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Share out methods we have seen be effective in the classroom (virtual and in-person).

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Share out methods we have seen be effective in the classroom (virtual and in-person).

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What are nationwide studies showing in these areas?

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What are nationwide studies showing in these areas?

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We need to begin thinking of new methods to make students feel connected.

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We need to begin thinking of new methods to make students feel connected.

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Students are feeling disconnected from their school and each other. Students are having difficulty understanding and managing their emotions at this present time.

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Students are feeling disconnected from their school and each other. Students are having difficulty understanding and managing their emotions at this present time.

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How to navigate getting kids emotional support outside of school. Therapy can be so expensive and such a difficult road to navigate that it would be so nice to have an understanding on how we can help families (and ourselves) find inexpenisive, quality counseling.

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How to navigate getting kids emotional support outside of school. Therapy can be so expensive and such a difficult road to navigate that it would be so nice to have an understanding on how we can help families (and ourselves) find inexpenisive, quality counseling.

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Asking their input to plan activities or clubs or creating opportunities to build a sense of community.

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Asking their input to plan activities or clubs or creating opportunities to build a sense of community.

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We need to create more community building activities across grade levels. Although this has been curtailed with the pandemic, I do believe it would help to get some activities planned with social distancing protocols in place.

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We need to create more community building activities across grade levels. Although this has been curtailed with the pandemic, I do believe it would help to get some activities planned with social distancing protocols in place.

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The data suggests that while we are higher than the district average, we still have work to do to help kids feel connnected to the school. Kids feel respected and a part of the community. It also suggests that emotional regulation strategies such as Second Step are helping students recognize and work through strong emotions.

# data[].attributes.subject
The data suggests that while we are higher than the district average, we still have work to do to help kids feel connnected to the school. Kids feel respected and a part of the community. It also suggests that emotional regulation strategies such as Second Step are helping students recognize and work through strong emotions.