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District 62 introduces SEL screening and systems measurements, reports early gains
Summary
District 62 presented first-year results from its Savers SEL screener and Tiered Fidelity Inventory (TFI), reporting most students low-risk on SEL measures and district-level growth in systems implementation, and outlined next steps for tiered supports and family engagement.
District 62 officials on July 21 described new social-emotional learning (SEL) measurement tools and early results, saying the district saw strong initial outcomes and is working to build systemic supports to translate SEL screening into interventions.
Colin Mayer, director of social emotional learning, told the Board of Education the district administered the Savers screening tool to students and teachers — students in grades 2–8 self-assessed; teachers rated K–8 — and that spring results showed about 82% of students in the low-risk category from the student perspective and roughly 86% from teacher ratings.
Mayer said Savers assesses three domains: social skill development, academic behaviors (for example, class participation or preparedness) and emotional skill development. He reported that from fall to spring, seven of the nine grade levels captured by teacher ratings showed increases in the low-risk category. He noted the same sixth-grade cohort that showed dips in academic measures also showed some declines in SEL indicators, and urged thoughtful analysis rather than assuming one cause.
Mayer also described the district’s use of the Tiered Fidelity Inventory (TFI), a systems-level tool from the Center on PBIS (Positive Behavioral Interventions and Supports), which measures whether Tier 1, whole-school SEL systems are in place. He said sites self-assessed three times during the year: a district average of about 38% implementation in August, 64% in January and 66% in May. Mayer said PBIS guidance suggests roughly 70% implementation is the threshold at which student outcomes typically improve.
Mayer and administration outlined next steps: develop “data-decision rules” that combine Savers with other indicators (behavior referrals, suspensions, attendance, nurse visits, parent/teacher reports) so schools can act proactively; align Savers with tiered instruction so site teams can adapt core instruction; continue professional development and coaching through regional PBIS partners; expand family communications so parents understand scores and steps to help at home; and begin Tier 2 SEL team development.
Mayer said principals and site leaders led much of the TFI work and noted the district expects a multi-year build (three to five years) to reach sustained Tier 1 fidelity. Board members asked whether some middle schools need additional staffing; Mayer said staffing decisions (for social workers, psychologists and contractual partners) depend on attendance, student minutes of special services (IEP/504), and building-level needs and that the district will bring more detailed building-level data to principals and site teams for planning.
