SEL Screening Tool - Basic Teacher K-2 Basic teacherscreener-basic-teacher teacher screen Enter your student's first name: Enter your student's last name: K-2 Teacher Screener Teacher Directions: Below is a short assessment regarding your student's understanding and ability to apply Social Emotional Skills in everyday school situations. Please select the response for each question as it relates to the student being evaluated. Self-Awareness The student labels their emotion in a given situation. 1. The student is able to identify an appropriate emotion when asked "how they feel" at school. (i.e., The student is able to tell you, "I feel happy when I learn something new.") Never Seldom Occasionally Frequently Always Self-Awareness The student will recognize one of their strengths. 2. When discussing areas of strength at school, the student shares something they do well. (i.e., "I am good at Math. I finish my math fact sheet correctly before time is up.") Never Seldom Occasionally Frequently Always Self-Awareness The student states how his/her behavior affects self and others. 3. The student is able to identify how his actions might affect others. (i.e., The student is able to say, "Mr. Q is happy when I complete my morning work.") Never Seldom Occasionally Frequently Always Self-Management The student will identify/acknowledge his/her mistakes 4. The student admits when they have made a mistake. (i.e., When asked, the student will answer honestly if they did not complete an assignment.) Never Seldom Occasionally Frequently Always Self-Management The student identifies and attempts a challenge. 5. The student shares when they discover a skill they cannot do and will attempt the skill. (i.e., When presented with a new math skill, the student will listen to the teacher's directions and try to answer the problem.) Never Seldom Occasionally Frequently Always Self-Management The student waits his/her turn while playing a game or other activity. 6. The student waits for his/her turn while playing a game. (i.e., While playing a game, the student will sit and wait until being chosen to answer a question or until it is his/her turn.) Never Seldom Occasionally Frequently Always Responsible Decision Making The student will identify a time when they did the right thing, even though it is not popular. 7. The student chooses the "right" decision when they are participating in a natural social situation. (i.e., When friends/classmates are not following procedures in the bathroom, the student will remove themselves from the situation) Never Seldom Occasionally Frequently Always Responsible Decision Making The student will ask a clarifiying question to guide the decision making process. 8. The student will ask a clarifying question to help them make an appropriate decision. (i.e., The student will ask if they should do this activity before that activity) Never Seldom Occasionally Frequently Always Responsible Decision Making The student accepts a solution to solve a presented/given social problem. 9. The student accepts a proposed solution to a given social situation. (i.e., While arguing with a classmate about who will be the line leader, the student agrees to compromise that neither student will be the line leader.) Never Seldom Occasionally Frequently Always Relationship Skills The student follows simple one to three step oral directions. 10. The student follows simple one to three step spoken directions. (i.e., When given the directive, the student will get out a piece of paper, write his/her name at the top with fewer than two prompts.) Never Seldom Occasionally Frequently Always Relationship Skills The student is able to list two qualities of a good friend. 11. The student lists two qualities of a good friend. (i.e., During a class discussion on friendship, the student will share two characteristics of a friend (good listener, patient, friendly...) Never Seldom Occasionally Frequently Always 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 show respect toward others regardless of their race, abilities, language, culture or religion. (i.e., the child shows interest when noticing that a peer is eating lunch food different from their own.) Never Seldom Occasionally Frequently Always Social Awareness The student maintains appropriate personal space or social distancing from peers and adults. 13. The student maintains appropriate personal space or social distancing from peers and adults. (i.e., While walking down the hall with the class, the student stays the proper distance behind or in front of other classmates.) Never Seldom Occasionally Frequently Always Social Awareness The student will identify up to 2 nonverbal cues that help determine how others are feeling. 14. The student identifies up to 2 nonverbal cues that help determine how others are feeling. (i.e., Noticing a classmate crying, the student will ask him/her why they are sad.) Never Seldom Occasionally Frequently Always Social Awareness The student will raise a hand (or other appropriate physical cues) to gain attention and wait to be called on. 15. The student raises a hand (or other appropriate physical cues) to gain attention and wait to be called on during classroom instruction. (i.e., While participating in a classroom discussion about a story they read, when wanting to participate in the discussion, the student will signal nonverbally (raising their hand) and wait to be called on to respond.) Never Seldom Occasionally Frequently Always Submit Immersive Reader
teacher screen Enter your student's first name: Enter your student's last name: K-2 Teacher Screener Teacher Directions: Below is a short assessment regarding your student's understanding and ability to apply Social Emotional Skills in everyday school situations. Please select the response for each question as it relates to the student being evaluated. Self-Awareness The student labels their emotion in a given situation. 1. The student is able to identify an appropriate emotion when asked "how they feel" at school. (i.e., The student is able to tell you, "I feel happy when I learn something new.") Never Seldom Occasionally Frequently Always Self-Awareness The student will recognize one of their strengths. 2. When discussing areas of strength at school, the student shares something they do well. (i.e., "I am good at Math. I finish my math fact sheet correctly before time is up.") Never Seldom Occasionally Frequently Always Self-Awareness The student states how his/her behavior affects self and others. 3. The student is able to identify how his actions might affect others. (i.e., The student is able to say, "Mr. Q is happy when I complete my morning work.") Never Seldom Occasionally Frequently Always Self-Management The student will identify/acknowledge his/her mistakes 4. The student admits when they have made a mistake. (i.e., When asked, the student will answer honestly if they did not complete an assignment.) Never Seldom Occasionally Frequently Always Self-Management The student identifies and attempts a challenge. 5. The student shares when they discover a skill they cannot do and will attempt the skill. (i.e., When presented with a new math skill, the student will listen to the teacher's directions and try to answer the problem.) Never Seldom Occasionally Frequently Always Self-Management The student waits his/her turn while playing a game or other activity. 6. The student waits for his/her turn while playing a game. (i.e., While playing a game, the student will sit and wait until being chosen to answer a question or until it is his/her turn.) Never Seldom Occasionally Frequently Always Responsible Decision Making The student will identify a time when they did the right thing, even though it is not popular. 7. The student chooses the "right" decision when they are participating in a natural social situation. (i.e., When friends/classmates are not following procedures in the bathroom, the student will remove themselves from the situation) Never Seldom Occasionally Frequently Always Responsible Decision Making The student will ask a clarifiying question to guide the decision making process. 8. The student will ask a clarifying question to help them make an appropriate decision. (i.e., The student will ask if they should do this activity before that activity) Never Seldom Occasionally Frequently Always Responsible Decision Making The student accepts a solution to solve a presented/given social problem. 9. The student accepts a proposed solution to a given social situation. (i.e., While arguing with a classmate about who will be the line leader, the student agrees to compromise that neither student will be the line leader.) Never Seldom Occasionally Frequently Always Relationship Skills The student follows simple one to three step oral directions. 10. The student follows simple one to three step spoken directions. (i.e., When given the directive, the student will get out a piece of paper, write his/her name at the top with fewer than two prompts.) Never Seldom Occasionally Frequently Always Relationship Skills The student is able to list two qualities of a good friend. 11. The student lists two qualities of a good friend. (i.e., During a class discussion on friendship, the student will share two characteristics of a friend (good listener, patient, friendly...) Never Seldom Occasionally Frequently Always 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 show respect toward others regardless of their race, abilities, language, culture or religion. (i.e., the child shows interest when noticing that a peer is eating lunch food different from their own.) Never Seldom Occasionally Frequently Always Social Awareness The student maintains appropriate personal space or social distancing from peers and adults. 13. The student maintains appropriate personal space or social distancing from peers and adults. (i.e., While walking down the hall with the class, the student stays the proper distance behind or in front of other classmates.) Never Seldom Occasionally Frequently Always Social Awareness The student will identify up to 2 nonverbal cues that help determine how others are feeling. 14. The student identifies up to 2 nonverbal cues that help determine how others are feeling. (i.e., Noticing a classmate crying, the student will ask him/her why they are sad.) Never Seldom Occasionally Frequently Always Social Awareness The student will raise a hand (or other appropriate physical cues) to gain attention and wait to be called on. 15. The student raises a hand (or other appropriate physical cues) to gain attention and wait to be called on during classroom instruction. (i.e., While participating in a classroom discussion about a story they read, when wanting to participate in the discussion, the student will signal nonverbally (raising their hand) and wait to be called on to respond.) Never Seldom Occasionally Frequently Always
K-2 Teacher Screener Teacher Directions: Below is a short assessment regarding your student's understanding and ability to apply Social Emotional Skills in everyday school situations. Please select the response for each question as it relates to the student being evaluated. Self-Awareness The student labels their emotion in a given situation. 1. The student is able to identify an appropriate emotion when asked "how they feel" at school. (i.e., The student is able to tell you, "I feel happy when I learn something new.") Never Seldom Occasionally Frequently Always Self-Awareness The student will recognize one of their strengths. 2. When discussing areas of strength at school, the student shares something they do well. (i.e., "I am good at Math. I finish my math fact sheet correctly before time is up.") Never Seldom Occasionally Frequently Always Self-Awareness The student states how his/her behavior affects self and others. 3. The student is able to identify how his actions might affect others. (i.e., The student is able to say, "Mr. Q is happy when I complete my morning work.") Never Seldom Occasionally Frequently Always Self-Management The student will identify/acknowledge his/her mistakes 4. The student admits when they have made a mistake. (i.e., When asked, the student will answer honestly if they did not complete an assignment.) Never Seldom Occasionally Frequently Always Self-Management The student identifies and attempts a challenge. 5. The student shares when they discover a skill they cannot do and will attempt the skill. (i.e., When presented with a new math skill, the student will listen to the teacher's directions and try to answer the problem.) Never Seldom Occasionally Frequently Always Self-Management The student waits his/her turn while playing a game or other activity. 6. The student waits for his/her turn while playing a game. (i.e., While playing a game, the student will sit and wait until being chosen to answer a question or until it is his/her turn.) Never Seldom Occasionally Frequently Always Responsible Decision Making The student will identify a time when they did the right thing, even though it is not popular. 7. The student chooses the "right" decision when they are participating in a natural social situation. (i.e., When friends/classmates are not following procedures in the bathroom, the student will remove themselves from the situation) Never Seldom Occasionally Frequently Always Responsible Decision Making The student will ask a clarifiying question to guide the decision making process. 8. The student will ask a clarifying question to help them make an appropriate decision. (i.e., The student will ask if they should do this activity before that activity) Never Seldom Occasionally Frequently Always Responsible Decision Making The student accepts a solution to solve a presented/given social problem. 9. The student accepts a proposed solution to a given social situation. (i.e., While arguing with a classmate about who will be the line leader, the student agrees to compromise that neither student will be the line leader.) Never Seldom Occasionally Frequently Always Relationship Skills The student follows simple one to three step oral directions. 10. The student follows simple one to three step spoken directions. (i.e., When given the directive, the student will get out a piece of paper, write his/her name at the top with fewer than two prompts.) Never Seldom Occasionally Frequently Always Relationship Skills The student is able to list two qualities of a good friend. 11. The student lists two qualities of a good friend. (i.e., During a class discussion on friendship, the student will share two characteristics of a friend (good listener, patient, friendly...) Never Seldom Occasionally Frequently Always 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 show respect toward others regardless of their race, abilities, language, culture or religion. (i.e., the child shows interest when noticing that a peer is eating lunch food different from their own.) Never Seldom Occasionally Frequently Always Social Awareness The student maintains appropriate personal space or social distancing from peers and adults. 13. The student maintains appropriate personal space or social distancing from peers and adults. (i.e., While walking down the hall with the class, the student stays the proper distance behind or in front of other classmates.) Never Seldom Occasionally Frequently Always Social Awareness The student will identify up to 2 nonverbal cues that help determine how others are feeling. 14. The student identifies up to 2 nonverbal cues that help determine how others are feeling. (i.e., Noticing a classmate crying, the student will ask him/her why they are sad.) Never Seldom Occasionally Frequently Always Social Awareness The student will raise a hand (or other appropriate physical cues) to gain attention and wait to be called on. 15. The student raises a hand (or other appropriate physical cues) to gain attention and wait to be called on during classroom instruction. (i.e., While participating in a classroom discussion about a story they read, when wanting to participate in the discussion, the student will signal nonverbally (raising their hand) and wait to be called on to respond.) Never Seldom Occasionally Frequently Always