2 - Student Data

Click the linked image above to get a copy of our indicators within our Evidence tool Collection tool!

Students are a school's most important stakeholder group. Their assets, needs, experiences, perspectives, and goals should shape the decisions that educators make about how best to approach the co-construction of a supportive learning environment. Collecting data from students at all grade levels helps a school to understand how students' experiences may be different at different ages.

Second indicator student data video.mp4

October Series Supportive Schools Day 4 Morning Session

Supportive Schools Certification Process- October Series Template Indicators 1 & 2

Required Evidence for Certification

The SY21 schoolwide data collection instrument(s) for all grade levels shows that the data is related to the CPS School Climate Standards. (Different instruments can be used at different grade levels.)
The schoolwide data report(s) shows both the number of responses and aggregated responses.
The findings were communicated to stakeholders (staff, students, families).
Decisions and changes were made as a result of the data analysis.

Planning Guide

Sample Milestones

a) SEL or Climate Team will decide on questions and data instrument for implementing a student survey related to students' school experiences, including school climate/belonging, social and emotional competencies, attendance, and/or discipline. Create a survey and modify questions for primary, English Learners, and non-readers.

b) Schedule time to administer the survey for ALL students.

c) Use the survey data to create schoolwide and/or grade-level reports.

d) Meet with school teams, students, and families to review and provide collaborative problem-solving from data reports using a process to ensure equity of voice. Reflect on the results and create new goals accordingly.

e) Prepare a presentation to communicate the data results and announce new changes as a result of the survey with all staff, students, and families.

Suggested Resources

Student Survey adapted from the CPS School Climate Self-Assessment (a)
Survey adapted for students in grades K-2 (a)
Copilot-Elevate Survey (Grades 6-12) focusing on equitable classroom learning conditions (a)
MTSS Problem-Solving Process Team Protocol for School and Grade-Level Teams (d)

Aligned Professional Learning

SEL MTSS in Aspen

Find upcoming dates and registration information in the OSEL Professional Learning Catalog

Additional Resources for Implementation

Collecting Data

The examples below have been compiled to help schools better understand some of the ways they can collect and organize data.

The CASEL Reunite, Renew, and Thrive Roadmap - SEL Critical Practice 4.1 - Elevate student voice in reflecting and acting on data around their learning and engagement. This resource contains multiple examples of tools for gathering student voice about their learning experiences both in classrooms and remote learning settings.
This folder contains examples of surveys that CPS schools have created.
You may wish to use this Student Survey adapted from the CPS School Climate Self-Assessment, either in its original form or tailored to reflect your unique school culture and student body, to gain students' perspectives about the school environment and their supportive relationships with school staff. .
Some students may benefit from having the survey read aloud to them and to have visuals to respond to. Here is an example of a survey adapted for students in grades K-2.
If you would like to conduct an inventory of students' SEL skills, here are free resources for validated measures that you can utilize that do not require any sort of student-data sharing agreement. To preserve the reliability of each scale, the questions must be reproduced as is, without deletions or changes to the wording.
- Washoe County School District - Social Emotional Competency Assessment - Grades 5-12, 17 or 40 items.
- Measuring MESH
- Panorama Education
- For more, you can access CASEL's Assessment Guide for Educators

Aggregating and Disaggregating Data

Schools have found it useful to collect student responses through Google Form, which also has some automatic capabilities to organize and report data (see the image to the left).
Collecting student data on paper or on a worksheet will require manual tallying of responses, but you may still find it useful to create charts and graphs in Google Sheets or Excel.
You may want to understand the experiences of different groups within your school, by race, gender, disability status, etc., to identify any inequities that are occurring. While gaining this type of understanding can be incredibly valuable, we encourage you to first consider whether disaggregating data in this way might make any student responses identifiable (e.g., if there are only a few students from a group at a certain grade level) that were meant to be anonymous.

Analyzing and Decision-Making

Share your data with staff, students, and/or families.
Use a protocol to analyze the data as a group and make decisions regarding next steps:
- ATLAS Looking at Data Protocol
- MTSS Problem-Solving Process Team Protocol for School and Grade-Level Teams (completed sample)

Tips for Submitting Evidence

Any data that all Chicago Public Schools collect (behavior data, attendance, grades, My Voice My School) are not considered sufficient evidence.
Data collected for only small subsets of students is not sufficient (i.e., intervention or focus group surveys)
If teachers use a rubric or a scale to track the social and emotional skills of all their students, that would be sufficient evidence for this indicator.
It is not necessary to use an evidence-based/validated assessment instrument for this indicator – self-created surveys are completely acceptable.
It should be clear to the reviewer that the data was not only collected but also analyzed and used. For example, you might share a PowerPoint presentation or handout that was shared with staff to summarize the results or share an agenda and notes from a team meeting where the results were discussed. If you are unable to share a document illustrating how data was analyzed and used, this can be explained in the narrative.