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Rawlins County USD 105


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MySAEBRS Information

SAEBRS & mySAEBRS Screening Tool

2023 Rawlins County USD 105 mySAEBRS Parent Letter

mySAEBRs: my Social, Academic,  and Emotional Behavior Risk screener 

Social-emotional behavior (SEB) skills are important  for all students’ academic success 

What is social-emotional behavior (SEB)?  

SEB plays a key role in all students’ achievement. Students’ social skills and behaviors are  directly linked to their ability to learn and succeed in school. This includes:  

The presence of skills that help students successfully learn and relate to others The absence of behaviors that can cause barriers to learning and developing healthy relationships  

How does SEB impact student academic success?  

Student growth and success is predicated not just upon acquisition of academic skills, but  also success within multiple inter-related behavioral domains. Like academic skill  assessments, valid and reliable SEB assessments provide insight into critical academic enabling skills that, if not developed, may present barriers to academic achievement. 

When students are safe, healthy, supported, engaged, and challenged, they are more likely to  experience positive academic outcomes and long-term success.1 

Increasing students’ social and emotional competence supports their ability to succeed in school  and life 

Students with strong social and emotional competence have fewer behavior issues in the classroom  and are better able to manage stress and depression 


Explanation of mySAEBRs test items and administration 

The Social, Academic, and Emotional Behavior Risk Screener (mySAEBRS) is an evidence based assessment that allows students to self-assess their social, academic, and emotional  behavior competencies. It is appropriate for students in grades 2–12 and is administered  1–3 times a year. It is available in both English and Spanish.

©Copyright 2022 Renaissance Learning, Inc. All rights reserved. | www.renaissance.com 606899.10.22 


Students complete the self-assessment by rating the frequency of their behaviors in the  previous month, using a rating scale of Never, Sometimes, Often, and Almost Always. Students  answer 20 questions from the three interrelated domains below:  

Social Behavior 

Academic Behavior 

Emotional Behavioral

I argue with others 

I like school 

I feel sad

I get along with my peers 

I am ready for class 

I feel nervous

I lose my temper 

I get good grades 

I like to try new things

I disrupt class 

I have trouble working alone 

I am happy

I am respectful 

It's hard to pay attention in class 

I am worried

Other people like me 

I participate in class 

When something bad happens, it  takes me a while to feel better

I have trouble waiting my turn 


I like being alone


Common uses and applications of mySAEBRs data 

Like valid and reliable academic screeners, mySAEBRS data is useful to educators for overall  program evaluation in their classrooms and in determining how each student can be best  supported for academic success. For teachers, the data can help them determine whether  their students are ready to engage in school after summer break. For a school, the data can  help determine whether to invest in the support of teacher classroom management practices  or in the instruction of academic enabling skills. 

It’s important to note that an individual student’s score on the mySAEBRS assessment should  never be used as the sole determinant of needs or support services. In cases where  mySAEBRS results may indicate a need for assistance, the results should be reviewed and  discussed by a team that includes the student’s teacher(s) and guardian(s). mySAEBRS  provides useful insights into student needs but must be considered alongside other sources of  information about the student. 

Additional resources: What is Social Emotional Behavior (SEB)?  mySAEBRs Overview 

Notice of proprietary information and acceptable use: The information contained in this document is confidential,  privileged, and only for the information of the intended recipient and may not be used, published, or redistributed without the prior  written consent of Renaissance Learning, Inc. 

1. Algozzine, Bob & Wang, Chuang & Violette, Amy. (2011). Reexamining the Relationship Between Academic Achievement and  Social Behavior. Journal of Positive Behavior Interventions. 13. 3-16.

©Copyright 2022 Renaissance Learning, Inc. All rights reserved. | www.renaissance.com 606899.10.22