SEL Screening Tool - Continued Growth Parent 6-8

Continued Growth

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Secondary Parent/Guardian Screener

Parent/Guardian Directions: Below is a short assessment regarding your child's understanding and ability to apply Social Emotional Skills in everyday situations. Please select the response for each question as it relates to the child.


Self-Awareness
The student labels their emotion in a given situation.

1. The child is able to identify an appropriate emotion when asked "how they feel" at home. (i.e. The child is able to tell you, "I am excited to go on vacation next month.")

Self-Awareness
The student will recognize one of their strengths.

2. When discussing areas of strength at home, the child shares something they do well. (i.e. "I am good at playing the guitar.")

Self-Awareness

3. The child is able to identify how his actions might affect others. (i.e. The child is able to tell you, "adult in my home gets excited when I help get my little brother ready for bed.")

Self-Management
The student will identify/acknowledge his/her mistakes

4. The child admits when they have made a mistake. (i.e. The child will answer honestly when asked if they finished their chores).

Self-Management
The student identifies and attempts a challenge.

5. The child tells someone when they are unable to complete a new task or chore. (i.e. The child asks for help when learning to fold laundry. He/she will refold clothes without complaint.)

Self-Management
The student waits his/her turn while playing a game or other activity.

6. The child waits for his/her turn while playing a game. (i.e. While playing a board/card game, the child waits and allows others to take their turn).

Responsible Decision Making
The student will identify a time when they did the right thing, even though it is not popular.

7. The child makes a responsible decision when they are in a situation with a "good" or "bad" choice. (i.e. When playing with others, the child will choose not to break the rule about leaving the yard even though the others decided to go to the park.)

Responsible Decision Making
The student will ask a clarifiying question to guide the decision making process.

8. The child will ask a question to gain a clear understanding of what is being asked of them. (i.e. Before grabbing a snack, the child may ask how long until breakfast/lunch/dinner and make a reasonable decision on whether to eat the snack or wait until meal time.)

Responsible Decision Making
The student accepts a solution to solve a presented/given social problem.

9. The child accepts a given solution to solve a conflict with others in the house. (i.e. When trying to decide a fair way to share the video game, the child agrees to setting a timer for each person's turn.)

Relationship Skills
The student follows simple one to three step oral directions.

10. The child follows simple one to three step spoken directions. (i.e. When told to , the student will complete his/her homework, take out the trash and help set the table for dinner.)

Relationship Skills
The student is able to list two qualities of a good friend.

11. The child is able to give two reasons why he/she chose a certain person to have as a friend. (i.e. When asked why they chose a certain friend to stay overnight, the child can share at least two positive qualities of their friend.)

Relationship Skills
The student uses positive language/words that shows being accepting/respectful of others regardless of their race, abilities, language, culture or religion.

12. The child uses positive words that shows respect toward others regardless of their race, abilities, language, culture or religion. (i.e. The child invites a diverse group of friends to parties or other social gatherings.)

Social Awareness
The student maintains appropriate personal space or social distancing from peers and adults.

13. The child maintains appropriate personal space or social distancing from friends and family. (i.e. While seated during a meal, the child will leave an appropriate amount of space between his/her chair and others.)

Social Awareness
The student will identify up to 2 nonverbal cues that help determine how others are feeling.

14. The child identifies up to 2 nonverbal cues that help determine how others are feeling. (i.e. The child recognizes when I am upset by the look on my face.)

Social Awareness
The student will raise a hand (or other appropriate physical cues) to gain attention and wait to be called on.

15. The child displays an appropriate behavior to get the attention of others. (i.e. During dinner, the child will signal or wait for a break to ask a question or make a comment about the discussion.)