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Washington Unified reports 96% SEL survey participation and higher favorability, but student‑voice and subgroup gaps remain
Summary
District presenters told trustees that spring SEL (CalHOPE) survey participation rose from 70% to 96% and overall favorability is near recent highs, while opportunities for student voice and emotional experiences remain the lowest‑scoring dimensions. African‑American student responses showed measurable gains; district coaches will convene focus groups and use a $100,000 restorative‑practices grant to scale interventions.
Washington Unified staff presented spring social‑emotional learning (SEAL) survey results showing a sharp rise in participation and modest gains in student‑reported supports, while flagging persistent gaps for certain dimensions and subgroups.
"This spring, we increased our participation rate by 26% to 96%," Audrey Street, a district presenter, told trustees, linking the jump to district goals, site‑level engagement and teacher coaching that emphasized closing the feedback loop with students.
Key findings and context: The district reported overall favorability around high single digits compared with past years, with the highest scores in "resources for coping" and culturally responsive experiences and the lowest in "opportunities for student voice and leadership" and "emotional experiences." Presenters used heat maps to show differences by grade and race and highlighted a notable increase in sample size for African‑American students; that subgroup showed a multi‑point gain year over year in several dimensions, including a 7% rise in resources for coping and a 6% rise in opportunities for student voice, presenters said.
What the district will do: SEAL coaches and school sites outlined actions already underway — weekly lessons using evidence‑based curricula (Wayfinder, Second Step), student voice action cycles, teacher professional learning on restorative practices and empathy interviews with students. The district said it secured a $100,000 grant to expand restorative‑practices training and plans to convene student focus groups and targeted interventions at sites with the largest gaps.
Why it matters: High participation strengthens the survey’s representativeness and gives the district more confidence in disaggregated results; however, trustees emphasized that improving equity requires targeted investments to move subgroup outcomes and to translate student feedback into visible change.
At the meeting: Trustees asked whether a three‑year goal to raise student‑reported academic/emotional supports by 10% remains feasible; staff called the goal ambitious but attainable, given the recent grant and site‑level actions. Trustees also urged site focus groups that include targeted convenings for African‑American students so those students can speak in a setting they find safe.
Sources: Presentation by Audrey Street and SEAL staff (survey administration methods, dimension scores and proposed follow‑up actions).
