In compliance with Section 27 of House Bill 2567, the district will maintain this page to share information about nonacademic tests, questionnaires, surveys or examinations. The district asks students and families to consider opting-in to these, as they can provide valuable data to help us better serve our students. Permission to participate in the nonacademic assessments must be obtained no more than 4 months before they are given. The full provisions of House Bill 2567 can be viewed here.
One caveat of the bill pertains to students who may be at risking of suicide. If any school district employee becomes aware that a student may be at risk of suicide by a credible report from the student, the student’s peers or another school district employee, after attempting to notify the parent, designated school personnel may administer a suicide risk assessment or screening tool. If parent cannot be verbally notified, as soon as contact is made, school personnel will provide the parent all information obtained from the risk assessment administered to the student.
Provided by Fastbridge, our academic assessment tool, mySAEBRS (my Social, Academic, and Emotional Behavior Risk Screener) is a brief, norm-referenced tool for screening students to identify those who are at risk for social-emotional behavior (SEB) problems. mySAEBRS is one of the only SEB universal screening tools built to align with a dual-factor model of student social-emotional functioning, which asserts that mental health should be defined by both the absence of problem behaviors and symptomatology (e.g., internalizing and externalizing behaviors) and the presence of well-being and competencies (e.g., social-emotional skills).
We believe this survey is a valuable tool because mySAEBRS can be used to identify students who are at risk for social, academic, and emotional behaviors up to five times a year. By evaluating in which of the three specific domains a student is at risk, we may determine what type of supports are most appropriate and which problem behaviors should be prioritized through intervention. For instance, if a student is only at risk for emotional problems, then we may decide to target emotional behaviors via the application of social-emotional learning (SEL) programs.
Other Important Items:
- Participation is voluntary and your child may decline to participate.
- mySAEBRS may be completed using a computer or tablet. Ratings correspond to the frequency of various behaviors in the previous month (Never, Sometimes, Often, Almost Always).
- Participation is important. This data is extremely helpful in identifying needs and providing timely support and resources.
Kansas Communities That Care
The Kansas Communities That Care survey is given to students in 6th, 8th, 10th and 12th grades with parental permission. The KCTC student survey has been given in Kansas every year since 1994‐95. It provides information about Kansas youth substance use, bullying and safety as well as student‐teacher relationships and student involvement. It helps schools and communities get money for student and community prevention programs ‐ money that benefits students. It is completely anonymous – no names or other personally identifiable information are collected ‐ students cannot be identified by their responses. It is very valuable to schools and communities to let them know what is working with youth and what areas need attention. State and county data can be viewed at kctcdata.org. To view the questions, go to kctcdata.org and click View the survey.
Below you will find the At a Glance district information for the past several years. We specifically use this information to inform our social/emotional education programs in the district. This information has been used to propose the hiring of social workers and WRAP workers. This information is also used countywide to to make Behavioral Health decisions for numerous organizations.
KCTC 348 At A Glance 2022 (427.8 KiB)
KCTC 348 At A Glance 2021 (427.4 KiB)
KCTC 348 At A Glance 2020 (303.7 KiB)
KCTC 348 At A Glance 2019 (305.1 KiB)