Elem SCSW Model

Data-Based Decision Making

A comprehensive SEL model should be rooted in data-based decision making. SEL staff should use current research and evidence-based practices to implement interventions. It is imperative for SEL staff to understand the needs of the school and of the individual students by using a needs assessment and appropriate data points. SEL staff should work in congruence with school administrators and the school improvement plan to develop a systemic approach to meeting identified needs. Using a systemic approach allows SEL staff to

implement a wide range of strategies from individual student intervention to community-based interventions. As illustrated in the image, the individual is at the core of a systemic approach to interventions. As interventions widen to larger subgroups, it is important to examine the relationships and expectations connecting those groups with the individual. A systemic approach allows for a proactive and preventative design of a comprehensive SEL model (USBE School Counseling Model, 2016).

SEL staff should routinely evaluate the effectiveness of their comprehensive program by using access, attainment, and achievement data based on student outcomes. The goal of educators is to help students progress and succeed in school as well as close achievement gaps between student groups. By using access, attainment, and achievement data, information can be gathered regarding student outcomes as well as achievement gaps that are present within student subgroups. Access Data Access data provides information as to who is able to and who is not able to access and/or benefit from educational programs and interventions. By disaggregating access data, the school is able to identify gaps that exist within student subgroups and their ability to participate in school programs at the same ratio as the overall demographics (USBE School Counseling Model, 2016). For example, access data could show a gap indicating that fewer low-income students and students of color are enrolled in the Dual Language Immersion program. Our goal would be to close that gap to show the same ratio of students in each subgroup are participating in dual language immersion.

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Amended July, 2019