District reports mixed SEL results, strong family resource center satisfaction; plans to strengthen MTSS, data integration and RULER

Creighton School District staff presented the board with guardrail reports on student social'emotional learning, family supports and staff recruitment. The presentations combined Panorama student survey results, a Listen for Good client satisfaction survey for the district'run Family Resource Center, recruitment outcomes for international teachers and discussion of systems changes to strengthen MTSS and data integration.

Key results reported

- Panorama (student self'management, grades 6'8): the district reported 236 student responses and a spring rate of 65% of students responding favorably to self'management indicators, just below the interim goal of 66%. Staff noted the spring result improved from the prior year, and certain subgroups (female students; seventh and eighth grades) exceeded the goal. Staff pointed to the low response rate (15'17% of the cohort) and parental opt'in permission requirements as limiting participation and interpretability.

- Family Resource Center (Listen for Good): survey development concluded and 41 completed surveys were collected (Dec. 2024'Mar. 2025). The center exceeded its interim target: 41% favorable vs. a 25% target. District staff and the center'manager, Mr. Carvajal, highlighted: 100% of respondents said they would recommend the center; 91% said the center met their needs; 97% reported feeling respected by center staff; and 71% of respondents reported using the center to receive help with food, childcare, utility bills or clothing, often multiple times per month.

District response and planned changes

Staff described a set of system'level changes intended to address gaps and scale supports: (1) strengthening and systematizing MTSS (multi'tiered systems of support) across schools, including hiring a director role and four student support coaches focused on student supports; (2) implementing the RULER framework for Tier 1 SEL instruction with leader training planned for September; (3) adopting EduCLIMBER as a unified data platform and pursuing parallel administration of Panorama and FastBridge/SABERs for a year to allow correlation of measures before migrating; and (4) increasing coaching capacity, including optional classroom video reflection for teachers as part of the impact'coaching cycle.

Recruitment and staff supports

The district reported meeting an interim recruitment measure with 22 international teachers on H'B/J'1 visas employed this year (several separations and hires resulted in a net of 22). Staff noted recent federal pauses on visa appointments temporarily affected new candidate processing; district staff said the pause on some J'1 appointments was lifted recently and the district is working with its immigration counsel and pursuing residency sponsorship for three employees.

Workforce retention efforts included stay interviews: the district conducted stay interviews across sites and departments, collecting qualitative feedback from 71 certified and 48 classified employees. Staff said they will disaggregate stay'interview results by experience level and present findings to the board.

Board questions and concerns

Board members asked how the district will support students with the lowest self'management scores (example: a sixth'grade male special education student). Staff described MTSS, special education team collaboration, IEP processes, functional behavior assessments and targeted coaching as mechanisms already in place and acknowledged fidelity and systematization need strengthening. Board members requested clearer documentation on what will change for specific subgroups and asked for these planned interventions to be incorporated into future reports.

Why it matters: SEL, family supports and teacher recruitment are directly linked to student outcomes. Staff framed the Family Resource Center results as evidence of strong family engagement while acknowledging data gaps and the need to scale consistent Tier 1 SEL and MTSS practices across schools.

Next steps: staff will continue to strengthen MTSS implementation, run Panorama and SABERs in parallel for correlation, systematize data into EduCLIMBER with interventions and tracking, and return to the board with disaggregated stay interview results and updated interim measures where needed.