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Rondout Valley presents school-climate survey; district to form K–12 SEL committee
Summary
District data director Alex Dan told the board that student surveys show strong peer connections but persistent bullying and vaping concerns; the district will form a K–12 SEL committee, pilot classroom programs, and disaggregate data while protecting anonymity.
Alex Dan, the Rondout Valley Central School District director of data, told the Board of Education on Aug. 26 that districtwide school-climate surveys show strong social connections but continuing concerns about bullying and vaping.
Dan said 93% of high-school students reported having friends at school and 89% said there is a teacher or adult who cares about them. At the same time, he said, only about 40% of students agreed they would report bullying and expect a teacher or administrator to stop it, and instances of teasing tied to race or ethnicity remain a concern.
The district added new engagement questions this year to ask students how they learn best; Dan said project-based learning, hands-on activities and collaborative work ranked highly. He also reported interest among students for later start times, expanded Advanced Placement options and improved school food.
Board members asked whether the district can break results down by race, gender and other demographics. Dan said the ThoughtExchange platform includes demographic questions and the district can produce disaggregated reports but that the system hides slices with fewer than five respondents to maintain anonymity.
“Some of these things are going to take a little while,” Dan said, describing the district’s plan to share results with building leadership teams and to use the data to set building goals and district strategic priorities. He said the presentation and sanitized survey results will be posted on the district website and promoted via social media.
District staff outlined actions the board can expect: creation of a K–12 social-emotional learning (SEL) committee, piloting the Everyday Speech program at elementary schools, enhanced student-review-team processes that include empathy interviews, and targeted progress monitoring for implemented interventions. Dan said teams will monitor data over time, using longer survey versions every few years to track implementation effects.
A board member asked how parents should proceed if they believe an individual education program (IEP) is not being followed. Staff directed parents to multiple channels, including the building principal, the special-education coordinator, or district staff who manage MTSS and SEL supports.
The board’s next steps will include public posting of the survey report and follow-through by building leadership teams and newly formed SEL committees; the board heard the presentation but did not take a formal vote on policy changes at the meeting.
