Relay Data Protocol

The questions below, adapted from CASEL's SEL Data Reflection Protocol, can help guide equity-minded reflections on specific types of data.

• How are staff and students perceiving school climate differently?
• What do we know about perceptions of newcomers to our school?
• How does our school's climate compare to how you remember your schooling experience?
• Are some groups experiencing school climate differently than others? How can we find out?
• How does our approach to school climate reflect the cultures and identities of our students and families?
• How can we elevate student voice as we define next steps?

• Does this data give a full picture of students' abilities? What else would complete the picture?
• Is there anything about this assessment/assignment that disadvantages some students? 
• Do the students value the knowledge they are assessed on? How can we find out?
• What would your students say about this data? Their parents?
• What kinds of academic interventions are we offering? Are these interventions being accessed in an equitable way? 

• What could be the root causes of our attendance issues?
• When you were in school, did you have attendance and/or disciplinary issues? What factors were at play for you?
• How do you think students with chronic attendance issues perceive school climate?
• Is disciplinary action applied equitably across all demographic groups?
• Do students believe discipline is applied equitably? How can we find out?
• How might biases and assumptions be harming our students who have more disciplinary issues?

• Is our parent engagement equitable? Who are we not reaching?
• If you lived in this community and were deciding whether to have your child attend here, what would make you feel welcome?
• What biases or assumptions may be causing staff to engage more or less with families?
• What assumptions do we tend to make about parents who are difficult to contact? What other explanations could there be?
• What lived experiences impact a family or community member's interest in engaging with our school?
• Do we have relationships with other important institutions in this community? How could these relationships make us more effective?