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Board adopts R‑4 report on student connectedness and approves indicator revisions for elementary SEL
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Summary
The board accepted report R‑4 documenting social‑emotional learning (SEL) and connectedness indicators, approved separating K–3 from 4–6 indicators and changing the K–3 expectation to the 'developing' level for selected rubrics, and requested more grade‑level benchmarking education for the board.
The De Forest Area School District board voted to accept board report R‑4, a results report on student connectedness, citizenship and wellness that uses 17 indicators and six results to track progress. Presenters described that 13 indicators met benchmark, three indicators were below benchmark (notably elementary and intermediate SEL competencies), and one indicator still required baseline data.
"Thirteen of those indicators have met the indicator benchmark, three are below the indicator benchmark, and one we are still establishing baseline data," one presenter said during the report. The board discussed the evidence sources behind the ratings, which included student engagement surveys (Skyward), SEL screeners (SAVERS for K–3), civics exam results and ACP exit interviews that document community service hours.
Board members questioned how the SEL rubrics map to the policy language in R‑4, especially concerning perspective‑taking, empathy and global awareness. Staff explained that the rubrics include perspective‑taking and appreciation for diversity under the emotional‑development competency and that K–3 expectations were recalibrated after adopting the Character Strong curriculum and a new screener at early grades.
After discussion, the board approved a motion to accept the R‑4 report as written and later approved proposed indicator revisions that separate K–3 from intermediate grades; K–3 indicators will be reported at a 'developing' (80%) threshold while intermediate and secondary levels will continue to use the higher 'meeting/proficient' thresholds. Several board members asked staff to present more targeted training on rubric levels and grade‑level benchmarks before finalizing percentages and to provide disaggregated subgroup data where available.
The board also requested follow‑up information about mentoring pilots (including a Black Student Union mentorship pilot) and monthly mental‑health service volumes (staff reported on‑site therapists serve more than 65 learners per month). There was no litigation or regulatory change discussed; action items were limited to adoption of the report and indicator revisions.
The motion to accept the report and the motion to adopt the indicator revisions each passed by voice vote.
