Administrators say SEL screening largely in the 'green' across Northern Lehigh SD, flagging groups for follow‑up

District administrators presented social‑emotional learning (SEL) and school‑climate results from the Renaissance Fundamentals screening tool and described how the data will inform targeted interventions.

“Our enrollment for the 2024–25 school year is just over 1,600 students,” an administrator said during the presentation, noting that counts are drawn from third‑day enrollment and the Oct. 1 PIMS upload and therefore fluctuate. The district showed demographic and subgroup breakdowns for the past three years.

At Peters Elementary, Mr. Schneiderwright summarized K–2 results across four reported factors (feelings about school; preparedness for learning; learner self‑worth; response to learning). He reported high percentages in preparedness for learning (kindergarten 96.1%; grade 1 95.7%; grade 2 97.4%) and said percentile rankings placed Peters “in the green” against national norms. “So again, that is one of the most important things to look at because this is the percentile score…this is all in the green,” he told the board.

Dr. Stoker reviewed Slatington’s data for grades 3–5 and sixth grade separately. While most factors were green, he flagged factor 3 (self‑regard as a learner), factor 7 (confidence in learning) and factor 9 (response to curriculum demands) as lower (around the 60–70% range) and noted those dips were more pronounced among girls of mixed backgrounds and some Black and African American students.

Middle‑ and high‑school presenters reported similar patterns: overall high satisfaction but pockets of lower perceived learning capability and engagement, particularly among some seniors and demographic subgroups. The high‑school presenter said groups with lower scores included female students and students who are African American or multiracial.

Administrators emphasized use of the screener in team settings: data will inform SST (Student Support Team), SAP (Student Assistance Program) interventions, class‑ and student‑level reviews, and programming such as the Bulldogs Inspire goal‑setting period. Presenters said the data allow the district to identify small groups or individuals for additional supports.

What’s next: staff will drill into cohort and individual scores, refer students to appropriate teams for interventions, and report back to the board on targeted strategies and outcomes.