Overview

This document outlines what data is collected within a Communities in Schools (CIS) version of the SEAD assessment and what standard reporting is tied to the assessment within the Blueprint structure.

SEAD Assessment

“SEAD is the interconnected relationship between academics and social-emotional skills that reinforce equitable and human-centered educational environments for youth and adults.”

Value Proposition

Developing a standard blueprint for the CIS SEAD assessment along with a standard reporting output allows us to show Communities in Schools locations that we understand their approach to helping students, and that our software platform empowers them to succeed.

Limitations

  • This assessment is locked down and cannot be edited by any users

Data Captured in the CIS SEAD Assessment

The SEAD assessment is a collection of questions divided into 12 sections that is completed by a student.

Students can choose from a collection of five potential answers to each question:

  • Strongly Disagree
  • Disagree
  • Neutral
  • Agree
  • Strongly Agree

In addition to the assessment questions, the Apricot user will collect the name of the student that is completing the assessment in order to tie it back to the correct Tier 1 record.

Locked Down Assessment Form Structure

It is critical to know that the SEAD assessment cannot be edited by users, not even an administrator. This is because the assessment and the data it collects is managed from a central entity; in this case, Communities in Schools national. In order to maintain compliance with a national standard, we do not want users editing this assessment and causing data capture issues that may conflict with the national standard.

CIS SEAD Scoring Guide

Subscale Scoring: The following subscales are scored on a 5-point scale. For each individual subscale, calculate the average of the items corresponding to that subscale.

Social Support (Home)

Section I, Question 1: I have people at home who care about me.

Section I, Question 2: When I have problems at school, I have people at home who are willing to help me.

Section I, Question 6: When I have a problem, there is someone at home that I can talk to about it.

Social Support (Peers)

Section I, Question 3: I have friends who look out for me.

Section I, Question 4: My friends want me to do well in school.

Section I, Question 5: I have friends who I know I can trust.

School Belongingness

Section II, Question 1: I feel like I belong at my school.

Section II, Question 2: I feel like people pay attention to my ideas at school.

Section II, Question 3: People really listen to what I have to say at my school.

Section II, Question 4: I feel like I matter at my school.

Section II, Question 5: I feel like I fit in at my school.

Problem Behaviors

Section III, Question 1: It is fun to tease or pick on people.

Section III, Question 2: Sometimes I make fun of other people.

Perspective Taking

Section IV, Question 1: I can easily see another person’s point of view.

Section IV, Question 2: I am good at predicting how other people will feel.

Section IV, Question 3: I am good at understanding what other people are feeling.

Section IV, Question 4: I can understand other peoples’ views, even if I don’t agree with them.

Empathy

Section V, Question 1: I feel sad or concerned when I see that other people are in pain or upset.

Section V, Question 2: I enjoy taking care of other people.

Section V, Question 3: It makes me sad to see other people who are upset or in pain.

Emotion Regulation

Note: all items need to be reverse scored prior to averaging so that higher scores correspond to better emotion regulation (e.g., 1=5, 2=4, 3=3, 4=2, 5=1)

Section VI, Question 1: I get mad or sad very easily.

Section VI, Question 2: I have a hard time dealing with stress.

Section VI, Question 3: It is hard for me to control myself when I get angry.

Section VI, Question 4: I can go from being happy to being mad or sad very fast.

Self-Worth

Section VII, Question 1: In general, I feel good about myself.

Section VII, Question 2: I am happy with who I am as a person.

Growth Mindset

Section VIII, Question 1: Having to try hard at something is normal and important for getting better at it.

Section VIII, Question 2: Getting help from others when I make a mistake is a good way to learn.

Section VIII, Question 3: It is a good idea to let other people know that I want to learn and get better at something.

Section VIII, Question 4: If I am having trouble learning to do something, I should keep trying or try a different approach.

Academic Self-Efficacy

Section IX, Question 1: I know that I can learn anything in school if I really work at it.

Section IX, Question 2: I can do well in school if I put my mind to it.

Academic Competence

Section X, Question 1: I feel that I am very good at my school work.

Section X, Question 2: I feel like I am just as smart as other people my age.

Section X, Question 3: I can finish my school work quickly.

Section X, Question 4: I almost always can figure out the answers to my schoolwork by myself.

Academic Engagement

Section XI, Question 1: I enjoy going to school each day.

Section XI, Question 2: Learning new things is exciting.

Section XI, Question 3: I enjoy challenging class assignments.

Academic Motivation

Section XII, Question 1: Getting good grades is important to me.

Section XII, Question 2: Graduating from high school is important to me.

Section XII, Question 3: I plan to go to college

Section XII, Question 4: Getting a good education will help me reach my goals in life.

Domain Scores: Calculate the average of the subscales that comprise each domain. Then, multiply the average by 2 so that the domain is on a 10-point scale.

Social Support

Social Support (Home)

Social Support (Peers)

School Belongingness

Social Awareness

Perspective

Taking Empathy

Self-Control

Note: The behavioral problems subscale is inversely correlated with emotion regulation. To correct this, behavioral problems needs to be inverse scored so that it is positively correlated with emotion regulation. Subtract the behavioral problems subscale score from 6 before averaging the self-control domain score.

Behavioral Problems

Emotion Regulation

Self-Perceptions

Self-Worth

Growth

Mindset

Academic Self-Efficacy

Academic Mindset

Academic Competence

Academic Engagement

Academic Motivation

Overall SEAD Score: To calculate the overall SEAD score, sum the 5 domain scores and multiply by 2 so that the score is out of 100.

CIS SEAD Reports in Apricot Results Reporting

Data Dictionary

Domain Scores: Calculate the average of the subscales that comprise each domain. Then, multiply the average by 2 so that the domain is on a 10-point scale.

Individual Level Report

This report shows scores and performance levels tied to individual students and shows their quantitative score, for a selected date range, based on the SEAD assessment domains.

Organization Level Report

These scores combine all students listed in the individual report to show the average scores for the entire population of students who have taken the SEAD assessment.

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