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SEL Assessment

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Self-Awareness & Advocacy SELF-AWARENESS & ADVOCACY

8 QUESTIONS 5 PROBES RATING

1. Identifies personal strengths When asked, “What are your strengths?” student accurately identifies one or more personal strengths (e.g., answering math problems, playing soccer, being flexible, being a good friend).

PROBE Ask student, “What are your strengths?”

ADDITIONAL PROMPT: “What is something that you do really well in school? What is something that you do really well when you are with your friends?”

NOTES:

2. Identifies areas of personal challenge When asked “What is hard for you?” student accurately identifies one or more personal challenges (e.g., waiting patiently, handling changes in routine, writing neatly, making friends).

PROBE Ask student, “What is hard for you?”

ADDITIONAL PROMPT: “What do you find difficult when in school? What do you find difficult when you are with your friends?”

NOTES:

3. States how personal strengths and challenges affect academic performance When asked to identify how strengths/challenges impact his/her academic performance, student accurately identifies one or more ways (e.g., difficulty staying on task makes it hard for me to get work done, my strong memory for detail makes it easy to remember science facts).

PROBE Ask student, “How does (insert answer from question 1) affect your school work? How does (insert answer from question 2) affect your school work?”

ADDITIONAL PROMPT: “You said (insert answer from question 1) is something you are really good at, how do you show your teachers and friends that when you are in class or doing your homework? You said that (insert answer from question 2) is something that is really hard for you, how does that make being in class/doing your homework difficult?”

NOTES:

RATING SCALE 0

Unable to demonstrate

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Significant coaching required

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Moderate coaching required

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Minimal coaching required

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Independent

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49 QUESTIONS 20 PROBES

RATING

9. Greets people When first encountering a peer or adult (e.g., in the hallway or on entering a room), student uses contextappropriate greetings (e.g., more formal greetings with teachers, strangers, or other adults, and less formal greetings with familiar peers).

10. Checks in with others’ eyes/faces to establish/maintain connection during interactions When playing or conversing with peers, student uses periodic eye contact to secure and maintain connections with others.

PROBE Bring student together with a familiar peer (e.g., at lunch), ask students to share with each other something fun they did over the weekend. Observe students and check for periodic eye contact.

NOTES:

11. Notices and responds when others make social overtures to him/her When a peer makes a social overture (e.g., smiling, asking a question, inviting the student to play), student stops what s/he is doing, looks up, shifts gaze, and responds to the social overture (e.g., smiling back, answering the question, and accepting or politely declining the invitation to play).

12. Modulates voice level and tone When speaking in a variety of social contexts, student uses appropriate voice level (e.g., whispers in the library, yells when excited on the playground, uses conversation level in the classroom).

13. Engages in social pleasantries When complimented, student says, “Thank you,” when asking for something, student says, “Will you please…?” and when someone helps him/her, student expresses appreciation by saying, “Thank you.”

PROBE 1) Compliment student and observe whether s/he says, “Thank you.” 2) Block the student’s entrance through a door, and observe whether s/he says, “Please,” when asking you to move.

3) Offer student a cookie, and observe whether s/he says, “Thank you.”

NOTES:

14. Respects others’ personal space When positioning his/her body in proximity to peers, student stands or sits at a comfortable distance based on social context and relationships (e.g., sits closer to a friend than a stranger).

RATING SCALE 0

Unable to demonstrate

1

Significant coaching required

2

Moderate coaching required

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Minimal coaching required

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Independent

SEL Assessment

PAGE 12

Emotional Regulation

11 QUESTIONS 7 PROBES

EMOTIONAL REGULATION 58. Verbally communicates own emotions

When asked by a teacher, student uses words to express his/her emotions (e.g., happiness, sadness, anger, fear, pride, embarassment).

PROBE At various points during the day (i.e., when it appears the student is feeling happy or frustrated) ask the student to identify how s/he is feeling.

NOTES:

59. Identifies what makes him/her feel emotions When asked by a teacher, student accurately identifies what makes him/her feel happy (e.g., playing with a friend), sad (e.g. breaking a favorite toy), angry (e.g., fighting with a sibling), afraid (e.g., flying on an airplane), or proud (e.g., winning a race).

PROBE Ask student, “What are things that make you feel happy? What are things that make you feel sad?

What are things that make you feel upset/angry? What are things that make you feel proud?”

NOTES:

60. Uses strategies to calm self when upset When student is upset, s/he uses at least one strategy to calm down (e.g., self-talk, deep breathing, taking a break, going to a quiet space, talking to an adult).

61. Recovers from an upsetting situation in a reasonable amount of time When an upsetting situation occurs, student recovers in a timely manner (e.g., uses a strategy to return to original task/activity), and only removes self from task/activity for a brief period of time.

62. Maintains emotional control in social situations When in a variety of social contexts, student demonstrates age-appropriate emotional control (e.g., doesn’t overreact, emotional outbursts are rare).

RATING SCALE 0

Unable to demonstrate

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Significant coaching required

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Moderate coaching required

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Minimal coaching required

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Independent

SEL Assessment

PAGE 15

Executive Skills & Critical Thinking

RATING

70. Defines what it means to compromise When asked what compromise means, student identifies at least one way to compromise when two or more people have different ideas or desires (e.g., “You go first, I go second,” “We will do what you want for half the time, and then what I want to do for the other half.”)

PROBE Ask student, “What does it mean to compromise?” NOTES:

71. Attempts at least one solution to a problem When s/he experiences a challenging situation or problem, student attempts to solve the problem in an appropriate way (e.g., uses book or internet to answer questions, asks for help).

72. Handles annoyances When a peer’s actions are bothering him/her, student ignores, walks away, requests help from a teacher, or calmly asks peer to stop.

73. Transitions smoothly between activities When transitioning between activities, student moves from one to the other (including from preferred to nonpreferred) in a reasonable amount of time given activity or expectation, and without verbal protest/resistance.

74. Sets short-term goals When asked to set a short-term goal, student identifies a goal that can be achieved the same day (e.g., having a play date with a friend, earning enough points to access a reinforcement, getting an assignment done).

PROBE Ask the student to identify a goal s/he wants to accomplish that day.

NOTES:

75. Sets long-term goals When asked to set a long-term goal, student identifies a goal that requires a week or more to achieve (e.g., saving money to buy a video game, getting a good grade on a test, transitioning to a less restrictive educational setting).

PROBE Ask the student to identify a goal s/he wants to accomplish that school year.

NOTES:

RATING SCALE 0

Unable to demonstrate

1

Significant coaching required

2

Moderate coaching required

3

Minimal coaching required

4

Independent

SEL Assessment

PAGE 20

Self-Care

14 QUESTIONS 8

SELF-CARE PROBES

RATING

100. Identifies why it is important to maintain a nice appearance and keep your body clean When asked to identify why it is important to care about how you look and maintain good hygiene, student accurately provides one or more reasons (e.g., making a good first impression, maintaining friendships, preventing disease, smelling nice, looking nice, people thinking good thoughts about you).

PROBE Ask student, “What are some reasons why it is important to keep yourself looking nice?”

ADDITIONAL PROMPT: “Why does it matter if you shower/wash your hands/brush teeth/ wear clean clothes?”

NOTES:

101. Explains how you keep your body clean and healthy When asked to identify ways to maintain good hygiene and stay healthy, student is able to provide one or more examples (e.g., washing hands, taking a bath, showering, eating vegetables).

PROBE Ask student, “What are some ways that you keep yourself clean and healthy?”

ADDITIONAL PROMPT: “What do you do in the morning and night to keep yourself clean?”

NOTES :

102. Maintains proper hygiene by having clean clothes, hands and body Student demonstrates good hygiene habits by bathing regularly throughout the week, changing clothes daily, using deodorant if needed, and washing hands before mealtime, after using the restroom, or after sneezing into them.

103. Demonstrates restroom etiquette When using a public restroom, student knocks before entering a stall or bathroom, keeps eyes focused on task (i.e., if using urinal), handles feminine hygiene products appropriately, and keeps clothes on.

104. Manages appearance When asked to identify why it is important to care about how you look and maintain good hygiene, student accurately provides one or more reasons (e.g., making a good first impression, maintaining friendships, preventing disease, smelling nice, looking nice, people thinking good thoughts about you).

RATING SCALE 0

Unable to demonstrate

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Significant coaching required

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Moderate coaching required

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Minimal coaching required

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Independent

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4

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4

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