My conversation with Tamara Allen-Thomas, Superintendent of Clairton City School District outside of Pittsburgh, PA marks conversation #30! Today we explore a data-driven social emotional learning initiative focused on key indicators of student success.

"Our commitment to Social Emotional Learning (SEL) is a core priority in our district’s comprehensive plan. Following Maslow's hierarchy of needs, we believe students must feel safe and have the ability to self-regulate before they can engage deeply in learning. We use restorative circles when needed to address emotional dysregulation, and we've seen firsthand how addressing trauma unlocks academic potential.

We knew we needed additional expertise in this area so partnered with Awaken Pittsburgh for professional learning. They introduced us to mindfulness practices, starting with teacher training around using a 'cooling corner'. We also have an ongoing collaboration with Allegheny Health Network (AHN) who provide school-based counselors, SEL curriculum, and offer case management in our 'chill rooms". Our teachers are present during these sessions to reinforce the strategies, ensuring a consistent approach.

We are also focusing on data to drive personalized learning. We track Academics, Attendance, and Attitude, using behavior data from our MTSS framework. Monthly reports to the school board highlight attendance and referral rates, allowing us to monitor progress and identify curriculum gaps. AHN's surveys also provide valuable feedback on our SEL initiatives.

Our Professional Learning Communities (PLCs), held twice weekly at the end of the school day, are crucial for collaborative problem-solving and immediate data-driven adjustments. We call it 'Stop, Drop, and Do Data,' an approach that makes data feel woven into the fabric of our day, keeping everyone accountable to clear action steps and tangible deliverables.

Our next step is to deepen our data analysis. We are expanding professional development time to enable teachers to diagnose root causes and tailor instruction effectively. Building teacher buy-in and empowering students to share their goals during parent-teacher conferences are key focus areas. We are also addressing attendance challenges, acknowledging the unique context of our small district, where many students walk to school. We are working to help teachers check in on students who may be absent. Our goal is to create a holistic learning environment where students feel supported, engaged, and empowered to succeed. We are committed to continuous improvement, using data and a collective impact approach to drive positive outcomes for our students.

Overall, we have embraced a blended approach to professional development, balancing whole-group sessions for strategic planning with focused PLCs to address technical needs and data analysis. While I value in-person administrative meetings for fostering collaboration, we have found virtual offerings to be highly effective for many professional learning sessions, maximizing our time together and keeping us on task."