Social Emotional Learning Universal Screener FAQs

How students engage socially and emotionally with their peers, educators, and their school impacts learning and long-term success in life. Schools are teaching and creating contexts that promote social and emotional skills and wellness for all students based on Washington state SEL standards.

Across all content areas, educators use assessments to determine the strengths and challenges students possess so they can plan how to best teach and support them. Just as students participate in screenings for vision, physical health, reading, and other academic areas, SEB screening provides an indicator of whether a student’s SEB health is on track or if there might be a problem. Screening is a proactive approach in that it provides important information to ensure help is provided before little problems become big ones.

Universal screening data is typically collected two to three times per year and involves either teachers, parents, and/or students rating a short list of items, which typically takes a few minutes to complete. This is a tool used with all students for early risk identification. If risk is determined, parents will be notified by their child’s school.

Universal screening is part of a larger effort to promote the SEB well-being of students and their learning community. A school team usually oversees the SEB screening process and is responsible for establishing procedures and routines for SEB screening data collection, interpretation, and use.

This team typically includes administrators, teachers, support staff with mental health and behavioral expertise, and, ideally, family and youth leadership. This school team will also consult with other content experts when needed or their legal or Information Technology departments as necessary.

Note: Universal SAEBRS screening data provides only a general estimate of a student’s SEB functioning.

Screeners are developed to cast a wide net to detect all students that could possibly need additional support. Screeners are NOT intended to make diagnoses or determine each student’s highly specific needs. The most widely supported SEB screeners focus on social, emotional, and behavioral indicators that are reliable (consistent), valid (accurate and applicable), and associated with SEB wellness and academic success.

Professional standards are available to guide the creation and evaluation of measures such as a universal screener. With the increased focus on wellness, it is important for schools to communicate to families what the screener is measuring, how data will be used, and if the screener has been validated.

ISD reviewed several screening tools and selected SAEBRS due to many factors including that it is aligned with state standards, accessible to students through audio-visual support, reduces bias due to self-rating, and supports progress monitoring.

Similar to other data collected from all students in a school such as i-Ready, SAEBRS screening data are aggregated (combined) to identify patterns and evaluate how the student population as a whole is doing.

These data are summarized for educators, students, and families. The Family Educational Rights and Privacy Act protects individual student data. As noted within the Individuals with Disabilities Education Improvement Act (IDEA; 2004; see 34 C.F.R. 300.302 and S 34 C.F.R 300.300[d]2] [ii]), screening that is used to determine instruction or completed as part of regular school activities does not require parental consent.

 If a parent does not want their student to participate in the SEL self-rating screener called mySAEBRS, they can contact the school office for more information. 

Communication to parents varies depending on how a student scores on the screening.

Like all data used by schools to screen and monitor the progress of students in different areas, parents should be notified of the results, provided guidance on how to interpret the results, and have access to a contact should they have follow-up questions or concerns.

• For example, results showing school-wide data may be communicated to all parents and students or parents and/or students may receive information about their individual results when a school team is recommending follow-up steps.

Prior to collecting screening data, schools identify the purpose of the screening tool and develop procedures for how data will be used and communicated.

Parent notification and, depending on the follow-up recommendations, parent consent may be needed for further individualized assessment and services.

Sometimes a student’s score on a screener is in the average range, yet other sources of data (such as reports from a different person such as a parent or teacher) suggest risk exists. Schools have a referral process in place and will work with parents or students to ensure access to supports and services.

Schools are familiar with relevant ethical and legal guidelines and policies.

School teams have representation of counselors and psychologists that are expected to 

• Adhere to their professional ethical guidelines.
• Actively seek input from family and youth as they review or implement the screening procedures.
• Consult with the Information Technology and legal departments to ensure the security and adherence to applicable federal and state laws and policies.