The collection of student data through screening and progress monitoring of social and emotional learning (SEL) skills is just as important as the implementation of curriculum and practices. Monitoring skill acquisition allows teachers to identify effective practices, provide intervention, and intensify support for students who need it. In this article, we provide a practical demonstration of how to make instructional decisions based on screening and progress monitoring of student SEL skill acquisition.
ArdoinS. P.ChristT. J.MorenaL. S.CormierD. C.KlingbeilD. A. (2013). A systematic review and summarization of the recommendations and research surrounding curriculum-based measurement of oral reading fluency (CBM-R) decision rules. Journal of School Psychology, 51, 1–18. https://doi.org/10.1016/j.jsp.2012.09.004
2.
Assessment Work Group. (2019). Student social and emotional competence assessment: The current state of the field and a vision for its future. Collaborative for Academic, Social, and Emotional Learning.
3.
BavarianN.LewisK. M.DuBoisD. L.AcockA.VuchinichS.SilverthornN.. . . FlayB. R. (2013). Using social-emotional and character development to improve academic outcomes: A matched-pair, cluster-randomized controlled trial in low-income, urban schools. Journal of School Health, 83(11), 771–779. https://doi.org/10.1111/josh.12093
4.
BrackettM. A.RiversS. E.ReyesM. R.SaloveyP. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22(2), 218–224. https://doi.org/10.1016/j.lindif.2010.10.002
5.
BruhnA. L.McDanielS. C. (2021). Tier 2: Critical issues in systems, practices, and data. Journal of Emotional and Behavioral Disorders, 29(1), 34–43. https://doi.org/10.1177/1063426620949859
6.
BruhnA. L.McDanielS. C.RilaA.EstrapalaS. (2018). A step-by-step guide to Tier 2 behavioral progress monitoring. Beyond Behavior, 27(1), 15–27. https://doi.org/10.1177/1074295618756984
7.
CorcoranR. P.CheungA. C.KimE.XieC. (2018). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56–72. https://doi.org/10.1016/j.edurev.2017.12.001
8.
DatnowA.HubbardL. (2016). Teacher capacity for and beliefs about data-driven decision making: A literature review of international research. Journal of Educational Change, 17(1), 7–28.
DixonM. R.JacksonJ. W.SmallS. L.Horner-KingM. J.LikN. M. K.GarciaY.RosalesR. (2009). Creating single-subject design graphs in Microsoft Excel™ 2007. Journal of Applied Behavior Analysis, 42(2), 277–293. https://doi.org/10.1901/jaba.2009.42-277
11.
FildermanM. J.Barnard-BrakL. (2021). Comparing slope stability and validity for general outcome and specific subskill mastery measurement. Journal of Applied School Psychology. Advance online publication. https://doi.org/10.1080/15377903.2021.2012863
12.
FildermanM. J.TosteJ. R. (2018). Decisions, decisions, decisions: Using data to make instructional decisions for struggling readers. TEACHING Exceptional Children, 50(3), 130–140. https://doi.org/10.1177/0040059917740701
13.
GreshamF. M.ElliottS. N. (2008). Social skills improvement system—Rating scales manual. Pearson Assessments.
14.
KorpershoekH.HarmsT.de BoerH.van KuijkM.DoolaardS. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643–680. https://doi.org/10.3102/0034654315626799
MantzL. S.BearG. G.YangC.HarrisA. (2018). The Delaware emotional competency scale (DSECS-S): Evidence of validity and reliability. Child Indicators Research, 11, 137–157. https://doi.org/10.1007/s12187-016-9427-6
17.
McKownC. (2019). Challenges and opportunities in the applied assessment of student social and emotional learning. Educational Psychologist, 54(3), 205–221. https://doi.org/10.1080/00461520.2019.1614446
18.
McKownC.HermanB. (2020). SEL assessment to support effective social emotional learning practices at scale. Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.
19.
McKownC.Russo-PonsaranN. M.JohnsonJ. K.RussoJ.AllenA. (2016). Web-based assessment of children’s social-emotional comprehension. Journal of Psychoeduca-tional Assessment, 34(4), 322–338. https://doi.org/10.1177/0734282915604564
National Center on Intensive Intervention. (2013). Data-based individualization: A framework for intensive intervention. Office of Special Education, U.S. Department of Education.
22.
PennefatherJ. T.SmolkowskiK. (2015). Validation of the elementary social behavior assessment: A measure of student prosocial school behaviors. Assessment for Effective Intervention, 40(3), 143–154. https://doi.org/10.1177/1534508414557562
23.
PortnowS.DownerJ.BrownJ. (2015). An increase in emotional support, a reduction in negative social emotional skills, or both? Examining how universal social emotional programs achieve reductions in aggression. Society for Research on Educational Effectiveness.
24.
RussoN. M.LernerM. D.McKownC.WeberR. J.KarlsA.KangE.SommerS. L. (2019). Web-based assessment of social–emotional skills in school-aged youth with autism spectrum disorder. Autism Research, 12(8), 1260–1271. https://doi.org/10.1002/aur.2123
25.
Search Institute. (2016). User guide for the Developmental Assets Profile Author.
26.
SolandJ.Rimm-KaufmanS. E.KuhfeldM.Ventura-AbbasN. (2022). Empirical benchmarks for changes in social and emotional skills over time. Child Development, 93, 1123–1144. https://doi.org/10.1111/cdev.13741
27.
SteckerP. M.LembkeE. S. (2011). Advanced applications of CBM in reading (K-6): Instructional decision-making strategies manual. National Center on Student Progress Monitoring.
WalkerH. M.MarquezB.YeatonP.PennefatherJ.FornessS. R.VincentC. G. (2015). Teacher judgment in assessing students’ social behavior within a response-to-intervention framework: Using what teachers know. Education and Treatment of Children, 38(3), 363–382. https://doi.org/10.1353/etc.2015.0019
30.
WeissbergR. P.GorenP.DomitrovichC.DusenburyL. (2013). CASEL guide 2013. Effective social and emotional learning programs: Preschool and elementary school edition. CASEL.
