Student SEL Task - Continued Growth Screener 6-8

Continued Growth

student screen

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Task

Student Directions: Here are some questions for you to answer about how you get along with others. Read each statement and choose the answer that best describes you.


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

1. When someone asks me how I feel, I can tell them, I feel happy, sad or mad. For example, "I was angry I was not invited to my friend's birthday party."

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

2. I know what I am able to do well. For example, "I am good at hockey. Last week I scored two goals."

Self-Awareness
The student states how his/her behavior affects self and others.

3. I know my choices can affect how others feel. For example, "My friend was upset when I invited someone else to sleep over."

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

4. I will tell someone when I make a mistake. For example, "While doing the dishes, I accidently put the dirty dishes away in the cabinet."

Self-Management
The student identifies and attempts a challenge.

5. When something is hard for me I ask for help. For example, "I can ask my teacher when I can't figure out my algebra assignment."

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

6. When I am playing a game I will wait my turn. For example, "I wait for my friends' time to be up before I take my turn on technology."

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

7. If others were saying mean things about a classmate I will not follow along. For example, "My friends started a rumor on social media about a classmate and tagged me in the status. I untagged myself and commented to support the targeted classmate."

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

8. When I am not sure what I need to do, I ask my teacher to help me. For example, "I ask my teacher if I have missing assignments so I can make time to finish the assignments."

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

9. When I have a problem with my friends or family, I am willing to try my friend's idea to solve the problem. For example, "When my two friends and I want to play a two player game we set a schedule so it is fair."

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

10. I listen and follow directions I am given. For example, "During soccer practice, I finish my drills and take my equipment home to be washed and bring it back next practice."

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

11. I know what it takes to be a good friend. For example, to be a good friend to others, "I have a good group of friends. I know they will stick up for me and are always there when I have a problem."

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. I am friends with people who are different than me in some ways. For example, "I have friends that don't celebrate the same holidays as my family."

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

13. I know everyone needs personal space. When I am standing by others, I make sure I am at least one arm's length away from him/her.

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

14. I can tell how someone is feeling by looking at and listening to them. For example, "I can tell when my friend gets embarrassed. His face turns red and he puts his head down."

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

15. I know the right way to get attention from adults and students. For example, "When I want to share a thought in music, I know I need to raise my hand for the teacher to call on me."