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Shenendehowa presents SEL survey: strong inclusion and relationships, gaps in parent engagement and secondary PD
Summary
District staff presented results of a Hanover Research social-emotional learning (SEL) survey showing high agreement on inclusion and relationships but identifying needs for parent engagement, more professional development for secondary teachers and improved monitoring at middle/high school levels.
Mr. Davis, a district staff member, told the Board of Education that the Shenendehowa Central School District administered a social-emotional learning (SEL) survey Sept. 23–Oct. 4 through Hanover Research and received 1,160 responses overall: about 600 parents (roughly 3% of district parents), more than 300 staff (about 20% of staff) and 250 students in grades 6–12.
The presentation compared Shenendehowa responses to a national benchmark. "We had over 1,160 participants," Mr. Davis said, and the district received both raw spreadsheets and a Hanover summary the team used to identify strengths and areas for growth. He said the survey aligned to CASEL competencies and also supports the district’s Title IV needs-assessment requirements tied to increased Title IV funding.
District findings showed consistent strengths around inclusion and respect, peer and staff relationships, social awareness and growth mindset. Mr. Davis summarized one pattern: "Our students rated themselves ... slightly lower than the national average, but staff rated student competency ... much higher than the national average." He said parents’ responses were roughly in line with national parent benchmarks. The district saw stronger SEL scores reported for elementary students (as reported by their parents and teachers) and relatively lower self-reported scores among middle- and high-school students.
Board members asked follow-up questions about how the survey treated elementary responses (elementary students were not surveyed directly; parents and teachers answered on their behalf) and whether trends matched national pre- and post-COVID results. Mr. Davis referenced CDC youth-risk data for general mental-health trends but said he did not have the national SEL benchmark data for areas of growth on hand.
District next steps described by Mr. Davis include: using the survey to set SEL growth goals, strengthening parent communication and engagement around SEL, expanding professional development and collaborative planning time for middle- and high-school teachers, and improving monitoring of SEL progress beyond the current K–5 curriculum assessment cadence. He noted the district recently added a sixth-grade health course paid for by a grant and continues to embed SEL skills into curriculum maps at all levels; at the elementary level the district uses the Second Step curriculum.
The presentation included teacher, parent and student free-text responses that staff said reflected generational differences in perception and selection bias inherent to voluntary surveys. Mr. Davis characterized the overall district result as "significant strengths" in SEL but with clear, actionable gaps to address at the secondary level and in parent engagement.
District staff and board members did not take a formal vote on SEL implementation during this session; the presentation was informational and will inform future planning and professional-development efforts.
