• Nonacademic Tests, Questionnaires, Surveys & Exams

     
    HB 2567 Section 27 
    Nonacademic Tests, Questionnaires, Surveys & Exams include questions about personal and private attitudes, values and beliefs, as well as practices of the student, parents, guardians, family members, associates, friends and/or peers. Screeners and other measures that impact academic progress and instructional practice (SAEBRS, Trusted Adult Surveys, etc.) are not subject to HB 2567. When administering Nonacademic Tests, Questionnaires, Surveys & Exams, USD 497 will:
    • Notify the parent in writing no more than four months before administration of the Nonacademic Tests, Questionnaires, Surveys and Exams (NTQSE).
    • Include a copy of the NTQSE; describe how the parent provides written consent; provide the name of the company or entity; and explain how the data will be used.
    • The parent must “opt-in” with consent in writing or electronic signature for each NTQSE.
    • The student may “opt-out” of the NTQSE, and must be informed of this right.
    • Post a copy of the NTQSE on the school district website (below).
    Kansas Communities that Care Survey (KCTC)
    The KCTC survey is conducted annually and anonymously with 6th, 8th, 10th, and 12th graders across the state. The survey provides valuable insights on the health risk behaviors and opinions of students in your county, district, and schools and is used to identify and fund the programs and activities our schools and community needs.  Parental consent will be administered through our PowerSchool registration system. 
    mySAEBRS 
    mySAEBRS (my Social, Academic, and Emotional Behavior Risk Screener) is a brief, norm-referenced tool for screening all students to identify those who are at risk for social-emotional behavior (SEB) problems. SAEBRS 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).