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\n2023, Vol. 32(1) 15–23  \n© Hammill Institute on Disabilities 2022 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/10742956221143112](DOI: 10.1177/10742956221143112)[ ](DOI: 10.1177/10742956221143112)[journals.sagepub.com/home/bbx](journals.sagepub.com/home/bbx)  \nMarissa J. Filderman, PhD 1, Clark McKown, PhD2, Pamela Bailey, MA 1, Gregory J. Benner, PhD 1, and Keith Smolkowski, PhD3  \nAbstract  \nThe 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.  \nKeywords  \nsocial and emotional learning, screening, progress monitoring, emotional and behavioral disorders  \nStudent screening and progress monitoring data have become widely deployed educational practices in general and special education classrooms. Data use is particularly important for special education teachers, as a 2017 Supreme Court ruling (Endrew F. v. Douglas County School District, 2017) determined that “reasonably calculated” appropriate progress unique to each child with disabilities must be made, increasing the urgency of systematic progress monitoring. In response to evolving policy and practice imperatives, research (e.g., Ardoin et al., 2013) and guidance (e.g., National Center for Intensive Intervention [NCII], 2013) on the effective applications of academic progress monitoring have emerged.  \nAs a result, in academic subject areas, educators have reasonably sound tools to screen children who may have difficulties and monitor the progress of students who are receiving intensive support beyond general education instruction (NCII, 2013) . Although functional behavior analysis has been available for the most intensive students for years, the use of progress monitoring data for behavioral decision-making remains an area in need of further research and guidance (Bruhn & McDaniel, 2021) . Recently, Bruhnand colleagues (2018) provided a step-by-step guide to data-based decision-making related to behavioral intervention. Such guidance has not yet been described for social and emotional learning (SEL) interventions (McKown, 2019; Soland et al., 2022) .  \nIn contrast to the problem-solving approach of behavioral intervention, SEL provides explicit instruction to support the development of a discrete set of skills that helps  \nstudents engage in age-appropriate and socially acceptable behaviors (i.e., self-awareness, self-management, responsible decision-making, social awareness, and relationship skills; Weissberg et al., 2013) . SEL instruction is linked to positive academic, behavioral, and mental health outcomes for students (Corcoran et al., 2018; Korpershoek et al., 2016) . Students who receive SEL intervention have improved academic performance (Bavarian et al., 2013), SEL skills and attitudes (Brackett et al., 2012), and behavior (Portnow et al., 2015) . As SEL instruction builds this unique set of skills, corresponding measures, goals, and guidelines are necessary (McKown & Herman, 2020) . Accordingly, in the present article, we provide steps for data use for SEL within the context of multitiered systems of support (MTSS) . Specifically, we describe how to use (a) screening data to identify at-risk students in need of Tier 2 intervention and (b) progress monitoring data to make data-based decisions on when and how to provide intensive, individualized Tier 3 intervention for students who do not respond to T","cbCailWM86sbvHsv","https://ap.wps.com/l/cbCailWM86sbvHsv","pdf",365256,"English","# Abstract\n# Keywords\n# Student Screening and Progress Monitoring Data\n# SEL and Behavior-Decision Guidance\n# Using Screening Data to Identify At-Risk Students\n## Step 1: Select a Tool","[{\"question\":\"Why is screening and progress monitoring of SEL skills important?\",\"answer\":\"Because collecting student data helps teachers determine what practices work, provide interventions, and increase support for students who need it.\"},{\"question\":\"How can educators use screening data in an MTSS framework for SEL?\",\"answer\":\"Screening data can identify students at risk of not meeting end-of-year goals, indicating the need for targeted Tier 2 small-group intervention.\"},{\"question\":\"What role does progress monitoring play in SEL instruction?\",\"answer\":\"Progress monitoring supports data-based decisions about when and how to provide intensive, individualized Tier 3 intervention for students who do not respond to Tier 2.\"}]","Beyond Behavior - Vol. 32 - Abstract | PDF",1792080577,23]