How Implementation Data Is a Window into What Works—and What Doesn’t

Solving student behavior problems as a school leader or teacher can be a mystery, especially when it comes to managing multiple classrooms. Every classroom is different, full of unique student personalities and teacher-student dynamics. But what if the answer to a school’s biggest behavioral challenges is already there in your Second Step® implementation data?  

That’s exactly what Anecia Grigsby, principal at Cedarhurst Elementary School in Burien, Washington, discovered after years of implementing Second Step programs across two different school districts. What started as a commitment to consistent, schoolwide human skills instruction became an example in how implementation data can be a window into what’s working, what isn’t, and what to do next to improve student behavior in individual classrooms, schools, and entire districts. In the recent webinar Proof in Practice: The Power of Consistency Across Classrooms, Principal Anecia Grigsby shared how Second Step implementation data revealed key insights about student behavior, paving the way for schoolwide improvement.  

A tale of two classrooms

As a building principal, Principal Grigsby had always understood the importance of data. But it wasn’t until she built a practice of regularly reviewing lesson completion data in the Second Step Leader Dashboard that the student behavior picture became clear. Over multiple weeks, she noticed that classrooms where teachers were consistently teaching Second Step lessons weren’t showing up in schoolwide behavior reports. On the other hand, the classrooms where implementation was inconsistent or behind schedule were generating referrals and requesting administrative support.  

The clearest example was in two grade 3 classrooms. One classroom was ahead of schedule on Second Step lessons all year, according to implementation data. From this classroom, Principal Grigsby “never heard a peep.” The other classroom had only completed about half the lessons by the end of the year. That classroom was a constant source of removals and conflicts.  

“I do believe there is a correlation,” Principal Grigsby says, “and that’s why I started really thinking about—how much are classrooms talking about these things?”  

Data as a conversation starter

What makes Principal Grigsby’s approach stand out is what she did with this data. Rather than using lesson completion rates to call teachers out, she used the data as an opportunity for conversation.  

She shared implementation progress in staff newsletters, publicly celebrating teachers who were on track and, of course, highlighting the behavioral success that came as a result. When she noticed someone was falling behind, she sat down with them, not to reprimand but to ask questions like, how can I support you? What obstacles are preventing consistent instruction? In some cases, the answer was time, so she restructured the master schedule to build in a dedicated block for Second Step instruction. In other cases, she went into classrooms to co-teach so teachers could see lessons in action. This helped teachers see that implementation didn’t have to be a burden but rather a support system for the work they were trying to do.  

“I can’t get mad at anybody if they’re feeling overwhelmed trying to fit everything,” Principal Grigsby reflects. “That’s on me to figure out for them.”  

When human skills are the foundation, better behavior follows

Over time, consistent implementation changed how Anecia’s team thought about student support altogether. With a solid universal program in place, teachers could more accurately identify which students needed more targeted intervention versus those who simply hadn’t had consistent foundational instruction. The conversation around struggling students shifted from reactive to proactive. Now, teachers have started asking a more holistic question: are we meeting this student’s social and emotional needs as well as their academic needs?  

A Second Step® lesson for every school leader

Principal Anecia Grigsby’s advice to other principals and district leaders is clear: don’t just adopt Second Step programs and then forget them. To really know what’s working, leverage the tools in the Leader Dashboard, such as class creation and lesson completion data.  

You don’t have to be a data or tech wizard to make the most of Second Step data. With consistent oversight and follow-through, implementation data is a window into what’s happening for students as well as a window of opportunity to help them thrive.  

To learn more about how Second Step programs support districts with actionable data, schedule a consultation today.

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