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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 418 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).
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).
 
Additional information: 
  • mySAEBRS is designed for universal screening of students in grades 2 through 12. 
  • Required Opt-in
  • mySAEBRS can be used to identify students who are at risk for social, academic, and emotional behaviors up to five times a year. By evaluating in which of the three specific domains a student is at risk, educators may determine what type of supports are most appropriate and which problem behaviors should be prioritized through intervention.