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District outlines K–12 social-emotional curriculum, tiered behavior response and support services
Summary
District staff described implementation of Al's Pals and Character Strong, a tiered behavior response system, SAEBRS screening (consent-based), threat assessment, and suicide-prevention training and services.
District staff gave the board a multi-part update on social-emotional learning (SEL), character education and behavior supports across preK–12, describing classroom curricula, screening, response tiers and expanded access to mental-health resources.
Brandon Schrell (director of teaching and learning) and a team of teachers and counselors described the district’s tiered supports, noting that Tier 1 prevention includes districtwide behavior expectations (the Jayhawk Way: safe, kind, responsible), teacher professional learning on classroom environmental practices and districtwide SEL curricula: Al's Pals in preschool and Character Strong in grades K–12. Classroom teachers said the materials include up-to-date scenarios and visuals, short videos and student workbooks that are being used in morning announcements, guidance lessons and classroom time.
Staff described a systemwide reboot of behavior definitions and response procedures that classifies behavior as minor, major or serious and outlines required and optional responses. Universal screening uses the SAEBRS (Social, Academic, and Emotional Behavior Risk Screener) for students where parental consent is given; staff said earlier in the year roughly 1,400 lacked consent and that number has fallen to about 900 who do not yet have consent. When screening indicates need, teams use diagnostics and functional behavior assessments to identify supports. Tier 2 supplemental supports and Tier 3 interventions such as Prevent-Teach-Reinforce are being used and progress monitored.
The district presented its approach to bullying prevention and threat assessment, describing annual staff trainings and a problem-solving threat-assessment protocol to distinguish transient from substantive threats. Suicide-prevention measures include annual staff training, ASIST-trained staff (Applied Suicide Intervention Skills Training), referral pathways, school-based therapy through New Hope, and a student-led Green Bandana Project planned for next fall to connect students to trusted adults.
Staff said the district is using data from SAEBRS screenings, attendance, discipline logs and course performance to identify students who may benefit from additional supports and that buildings are using these data to identify “pain points” (for example, playground issues) and guide interventions. Administrators said they are working with the AEA to build implementation capacity.
