We are constantly measuring student learning data – but what about their well being? We should be just as agile (or in my opinion more so) at meeting the social-emotional needs of students as we are to their academic needs.
Our team decided to use micro-surveys. A set of eight questions, in four areas, delivered once or twice a month, to measure students’ perception of their own well-being. The four areas we looked are:
- School Enjoyment
- and Support
The fun part was designing the report. First, I grouped the questions by domain and color coded them. That way, similar questions would have similar colors.
Then, I created time series graphs for each homeroom teacher that showed the grade-level as a whole, their particular group of homeroom students, and how girls and boys answered.
This allowed homeroom teachers to engage in conversations of “noticings” and “wonderings” looking for differences and changes in the data over time.
Lastly, the same report included individual responses, so that homeroom teachers can track how students that they see every day are self-reporting:
Some questions arose: How do we know when a kid isn’t taking it seriously? Or answering honestly?
It was important to track our data and look for a few things:
- If a student reported low, we needed to get 2-3 more data points to see if maybe they were just a lower reporter
- We also needed to check that students self-reports had variety, which would show that they were answering the questions with thought
This data has been eye-opening. When we talk about students, we share our perspectives, academic results, and their perspectives. It’s the first time that student data from their eyes has become a part of our conversation.