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District presents student‑survey results and districtwide SEL expectations; principals to align plans to data
Summary
Kennewick School District staff presented spring student‑survey results showing 68% participation and an overall mixed trend on students feeling safe, known and valued; district leaders proposed uniform social‑emotional learning (SEL) expectations, described MTSS tiers and asked principals to align school improvement plans to measurable outcomes.
District leaders presented spring student‑survey results and a proposed set of districtwide social‑emotional learning (SEL) expectations May 6, asking principals to align school improvement plans and data collection to measure impact on student behavior, attendance and school climate.
"We want greater than 90% of our students to report they feel safe, known and valued," a district presenter said while summarizing the six survey items used for the district performance metric. Participation across grades 3–12 was roughly 10,370 students, a 68% response rate, staff reported.
Nut graf: The presentation combined survey findings with an SEL program review and a MTSS (multi‑tiered systems of support) framework that asks schools to use district‑adopted SEL curricular materials for explicit instruction, collect consistent behavior data and target Tier‑2 and Tier‑3 interventions where needed.
Staff highlighted that elementary results generally trended higher than middle and high school measures and that the district saw increases in students reporting access to a trusted adult and adult respect, but declines in students reporting peer respect and feeling safe on buses. Presenters said building teams will drill into comment data and develop school goals—some targeted to bus safety—so the district can identify best practices and share them across sites.
The district recommended these uniform expectations: implement procedure 03/1990’s team‑based data review; develop and implement SEL teaching and reinforcement as part of school improvement planning; adopt district‑approved SEL curricula for explicit instruction when used; employ MTSS to match intensity of interventions to student need; and collect consistent behavior data. Staff said a planned data‑visualization tool (also proposed in the Amistad plan) would reduce the time staff spend assembling spreadsheets and make behavior and attendance trends easier to act on.
Ending: Principals and supervisors will convene in June to review expectations and evidence of implementation; staff said the district will provide training and tools to improve longitudinal tracking of behavior and SEL outcomes.
