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There are three broad categories for assessing behavior and social emotional learning. It is important to be clear-minded about the types of assessments and their purposes.
Data based decision making in an MTSS school means a robust array of behavior and SE data is systematically gathered & reviewed to inform instruction, practices, programming, and culture; e.g., attendance, ODRs, and grades are analyzed monthly; screener - three times a year and CTC annually.
SEL is a curricular area with academic standards just like reading and math. The purpose of SEL Assessment is to understand student skill development as a result of the evidence-based SEL curriculum being implemented.
SEL is a curricular area with academic standards just like reading and math. The purpose of SEL Assessment is to understand student skill development as a result of the evidence-based SEL curriculum being implemented.
Measuring School Climate
Measuring School Climate
Measuring School climate systemically and systematically is essential for improving academic, social, emotional, and cognitive growth. Schools may use multiple measures to survey a variety of stakeholders. Asking for perspectives of staff, family, community members, and students ensures a broad and inclusive view of school climate. Analyzing these sources may help schools see strengths and set goals for improvement.
Measuring School climate systemically and systematically is essential for improving academic, social, emotional, and cognitive growth. Schools may use multiple measures to survey a variety of stakeholders. Asking for perspectives of staff, family, community members, and students ensures a broad and inclusive view of school climate. Analyzing these sources may help schools see strengths and set goals for improvement.
Types of Climate Surveys ⬇️
Types of Climate Surveys ⬇️
Universal risk screeners, such as the SAEBRS, BASC-BESS, Strengths & Difficulties Questionnaire, and SRSS-IE, are designed and validated to be used to find students who are potentially at risk and in need of support. They are not validated as a skills assessment.
Universal risk screeners, such as the SAEBRS, BASC-BESS, Strengths & Difficulties Questionnaire, and SRSS-IE, are designed and validated to be used to find students who are potentially at risk and in need of support. They are not validated as a skills assessment.
In Kansas MTSS, that means universally screening students for risk three times per year, and using early warning data such as attendance, behavior referrals and course grades to respond to needs. Additionally, diagnostic tools may be necessary to fully understand and respond to more chronic or acute needs.
In Kansas MTSS, that means universally screening students for risk three times per year, and using early warning data such as attendance, behavior referrals and course grades to respond to needs. Additionally, diagnostic tools may be necessary to fully understand and respond to more chronic or acute needs.
Universal Risk Screening (and Early Warning Data) help us find students who may be at risk and need additional support. For more information, visit here.
Check out our webinar on conducting and using the SAEBRS and mySAEBRS in Fastbridge to universally screen for risk:
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