Learning Services

Our district mission is to "prepare every student for success in every classroom, every day."

Strategic Action Plan

Goal Statement:  To meet individual student needs and support academic achievement in an engaging educational setting designed to produce postsecondary success

Action Steps :  

• Create, implement, and refine a viable age-appropriate rigorous curriculum

• Strengthen the K-12 intervention process and its implementation with an emphasis on core instruction

• Establish instructional non-negotiables across all buildings 

• Utilize student data to make instructional and programmatic decisions

• Implement high-quality, intentional, and data-driven Professional Development (PD) and Professional Learning Communities (PLCs) to address achievement and efficacy gaps

• Facilitate career and technical education opportunities and experiences for middle school and high school students that reflect current and forecasted workplace and job market needs. 

Yearly Screening Information

mySAEBRs: my Social, Academic, and Emotional Behavior Risk screener 

The Leavenworth School District strives to meet the needs of all of our students. As we partner with families to “prepare every student for success in every classroom, every day,” we wanted to inform you that the district will utilize a social, emotional, and behaviors risk screener for grades 2-12. 

Students will have the opportunity to complete the screener twice a year during the screening windows (Benchmark 1 - Benchmark 1 - Oct 6 - Oct 17, Benchmark 2 -  Feb 23 - Mar 6). 

Social-emotional behavior (SEB) skills are important for all students’ academic success.  This data will be gathered and building leadership teams and teacher teams will review the data to develop instructional next steps to support all students in specific grades, buildings, and throughout our entire district. 

What is social-emotional behavior (SEB)?  

SEB plays a key role in all students’ achievement. Students’ social skills and behaviors are directly linked to their ability to learn and succeed in school.This includes:  

How does SEB impact student academic success?  

Student growth and success is predicated not just upon acquisition of academic skills, but  also success within multiple inter-related behavioral domains. Like academic skill  assessments, valid and reliable SEB assessments provide insight into critical academic enabling skills that, if not developed, may present barriers to academic achievement. 

When students are safe, healthy, supported, engaged, and challenged, they are more likely to  experience positive academic outcomes and long-term success.¹ 

Explanation of mySAEBRs test items and administration 

The Social, Academic, and Emotional Behavior Risk Screener (mySAEBRS) is an evidence based assessment that allows students to self-assess their social, academic, and emotional  behavior competencies. It is appropriate for students in grades 2–12 and is administered  1–3 times a year. It is available in both English and Spanish.

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Students complete the self-assessment by rating the frequency of their behaviors in the  previous month, using a rating scale of Never, Sometimes, Often, and Almost Always. Students  answer 20 questions from the three interrelated domains below:  

Common uses and applications of mySAEBRs data:

Like valid and reliable academic screeners, mySAEBRS data is useful to educators for overall program evaluation in their classrooms and in determining how each student can be best supported for academic success. For teachers, the data can help them determine whether their students are ready to engage in school after summer break. For a school, the data can help determine whether to invest in the support of teacher classroom management practices or in the instruction of academic enabling skills. 

It’s important to note that an individual student’s score on the mySAEBRS assessment should never be used as the sole determinant of needs or support services. In cases where  mySAEBRS results may indicate a need for assistance, the results should be reviewed and discussed by a team that includes the student’s teacher(s) and guardian(s). mySAEBRS provides useful insights into student needs but must be considered alongside other sources of  information about the student. 

Additional resources: What is Social Emotional Behavior (SEB)?  mySAEBRs Overview 

Notice of proprietary information and acceptable use: The information contained in this document is confidential,  privileged, and only for the information of the intended recipient and may not be used, published, or redistributed without the prior written consent of Renaissance Learning, Inc. 

1. Algozzine, Bob & Wang, Chuang & Violette, Amy. (2011). Reexamining the Relationship Between Academic Achievement and  Social Behavior. Journal of Positive Behavior Interventions. 13. 3-16.

©Copyright 2022 Renaissance Learning, Inc. All rights reserved. | www.renaissance.com 606899.10.22

• The presence of skills that help students successfully learn and relate to others

• The absence of behaviors that can cause barriers to learning and developing healthy relationships  

• Increasing students’ social and emotional competence supports their ability to succeed in school  and life 

• Students with strong social and emotional competence have fewer behavior issues in the classroom  and are better able to manage stress and depression