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Project Parkway

Subcommitte 2/A/3 Essential Question:
How do we know when students are not being successful in their social/emotional/behavioral development?

9/28/2009: What data will be collected to reveal current reality?

SSD data to be collected:
# of students referred to KEYS
# of students in Gold Star
# of students in Phase II and Phase III for social emotional reasons
# of students diagnosed with an ED or OHI diagnosis
# of students referred to SSD with social emotional concerns yet diagnosed “non-disabled.”

Early Childhood data to be collected
:
Parent surveys and questionnaires
Developmental checklist

Counselor/Social Work data to be collected
:
# of Care Team referrals for social emotional needs
# of Counselor referrals for social emotional needs
# of Social Worker referrals
# of students involved in district counselors’ leadership groups
Climate Surveys


Discipline/Citizenship Grades data
:
Low Citizenship Grades
Suspensions in which the standard relates to social/emotional development

 

3/1/2010: Key Findings

A. Positive Observations Revealed by the Data
  • Parkway has alternative programs in place to help struggling students in the middle schools and high schools.
  • Parkway has at least one counselor in every school to assist with students who are struggling in their social/emotional/behavioral development.
  • Students struggling in their social/emotional/behavioral development can be referred to the school’s Care Team by a teacher.
  • Through Special School District programs, Parkway has programs for students who are identified with the disability of “Emotionally Disturbed” (ED) or “Other Health Impaired” (OHI).
  • Parkway has a systematic method for suspending students who have committed an infraction of one of the suspension standards.
  • Frequent suspensions of a student would indicate that a student is struggling in their social/emotional/behavioral development.
  • Suspensions occur at a lower percentage rate in the elementary schools.
  • The Early Childhood Programs in Parkway have a questionnaire that asks parents about their child’s social/emotional/behavioral development.
  • Parents registering their child in a Parkway Kindergarten are given a standard questionnaire asking about their child’s social/emotional/behavioral development.
B. Identified Needs
  • There is not a systematic method for early identification of students struggling with their social/emotional/behavioral development.
  • There is not a standardized questionnaire given to parents regarding their child’s social/emotional/behavioral development when registering their child in grades 1st through 12th.
  • There are not any standardized programs in place to help elementary students who are struggling in their social/emotional/behavioral development unless they are identified with a disability.
  • There is not a systematic method for tracking students’ social/emotional/development in middle schools and high schools.
  • There is a limited number of students who can be accepted into the alternative middle and high school programs in Parkway.
C. (If Necessary) Additional Data Needed
  • Are there schools that have a system in place in which the same adult keeps track of the same student’s emotional development throughout their years at the middle school or high school? An example of this would be an advisory or homeroom in which the teacher has the expectation of keeping track of the same students as the students go through their years at the school, keeping watch of their social/emotional/behavioral development.
  • Are there schools who give their parents a social/emotional developmental questionnaire about their child when registering their child for first through twelfth grades?