USD 232 SECD Survey Q&A
- Students in grades 3-12 take the survey.
- Elementary students (grades 3-5) take one form, and secondary students (grades 6-12) take a different form. The context is the same; questions are worded age-appropriately.
- The survey has 36 questions.
- Surveys are specific to each building, so staff can use data for individual and MTSS needs.
- The survey is approximately 15 minutes in length for students to take. Survey proctors may read surveys as needed for students, and may define words if students need assistance.
- The survey opens October 21st and will close at 4:00 on October 25th.
What does the acronym “SECD” mean?
The acronym stands for Social Emotional Character Development, one of the Five Outcomes developed by the Kansas State Board of Education that will help measure progress of the state educational vision. The other four outcomes are Kindergarten Readiness, Individual Plan of Study, High School Graduation Rates, and Postsecondary Completion.
What is the purpose of this survey?
The Kansas State Board of Education requires school districts to measure social-emotional growth of students. It is one of five outcomes to be measured in Kansas. As such, USD 232 works to meet accreditation as part of Kansas Education Systems Accreditation (KESA).
As shared by Kansas State Department of Education, we want to help students “develop nonacademic skills, such as teamwork, perseverance and critical thinking, so they can be more successful in their postsecondary pursuits. Social-Emotional learning is the process through which students and adults acquire the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, and establish and maintain positive relationships.”
Who created the survey?
The survey was created by School Improvement Services within Greenbush Southeast Kansas Education Center. This is a professional development cooperative utilized by many school districts, of which USD 232 is a participant. Greenbush provides services, training, and collegial collaboration through center-based support in multiple areas, one of which is all components of the accreditation process. Greenbush directors created the SECD survey for districts to use in gathering both qualitative and quantitative data. The survey has been professionally designed, researched, and piloted in Kansas school districts prior to use in USD 232.
Who is analyzing, viewing, and using the data?
The SECD survey data is analyzed and reported to the district through Greenbush. The cooperative also shares the results with the Kansas State Department of Education. The school district will use data from the survey in multiple means. At the district level, data is reviewed and used by the District Improvement Team, District Site Council, and Building Leadership Teams. It will be used as one of the determinate factors in setting district and building goals for the systems cycle. Additionally, the data will provide meaningful information for the District Multi-Tier System of Supports (MTSS) Committee, as well as provide baseline data for students’ perception of mindset, social abilities, and emotional growth over time. The school district and KSDE never ask for personally identifiable information related to this survey. The survey is used solely by schools and the district with the intent of school/district improvement. Any survey data provided to the public is voluntary and will be aggregate data included on a school or district accreditation page.
Who pays for the survey?
There is no charge for the creation, sharing privileges, or dissemination of data in this survey. Greenbush provides the survey service to school districts with whom they hold professional relationship.
Why does the district believe it's necessary to survey in this manner, and what does the district hope to accomplish with this information?
In accordance with KESA, the De Soto district will administer perception surveys to multiple stakeholder groups, including students, staff, parents, and community members. Each respective group will take one survey a year, and it will track longitudinal data. Due to the expanded understanding and appreciation of school improvement, the state of Kansas has new focus on holistic student growth. In addition to skill sets beyond academics, the goal is to attain trend data which shows improved student social and emotional development.
District survey results from the 2018-2019 school year can be found here .