SAEBRS QUESTIONNAIRE• The SAEBRS Questionnaire is a UNIVERSAL SCREENER of all CVUSD students in grades K-

8th.• 2 screening periods during 2020-19 school year: Fall 2020 and Winter 2020.• SAEBRS has CONTEXTUAL questions so that they apply to both DISTANCE LEARNING and

BLENDED LEARNING models.• The following slides give you EXAMPLES of behaviors to look for when rating Always or

Never.• Consider behaviors that might fall “in between” Always and Never categories.• You are answering these questions based on the student’s behavior in the last 30 days

regardless of the reason of the behavior.

CONSIDERATIONS FOR STUDENTS IN SPECIAL EDUCATION

OR ENGLISH LANGUAGE DEVELOPMENT(ELD)

• Answer the questions in the context of each student's language level/overall language ability (fluency, comprehension).

• Answer the questions in the context of each student’s disability or Special Ed qualification.

• You’re answering based on each student’s ability to display the behavior sought by each of the prompts.

SOCIAL BEHAVIOR

ArguingDoes this student argue in class?

Almost Always Never

Engages in argumentative behavior with teacher or students.

The student is defiant when instructions are given, or he/she is asked to complete or perform a task or direction.

The student readily complies with instructions in all settings and activities of the school day.

SOCIAL BEHAVIOR

Cooperation with PeersDoes this student cooperate with peers?

Almost Always Never

Performs well in a group setting. Cooperates with a team when working in a

small group. Has positive relationships with classmates. Virtual- Is respectful of other students’ speaking

time when others are speaking or presenting. DL- Respects the chat space within the virtual

classroom by staying on task and supporting others.

Is unable to cooperate when working in a small group.

Always takes the lead in a small group withoutthe capacity of sharing tasks.

When in a small group, doesn't take responsibility for his/her tasks within the group.

The student does not share items/supplies out of his/her own will.

Student constantly interrupts others and may want his/her own way to be the "right" way to do things.

SOCIAL BEHAVIOR

Temper OutburstDoes this student engage in temper outbursts?

Almost Always Never

Struggles to manage emotions which lead to inappropriate behaviors which could include but are not limited to yelling, screaming, hitting, foul language, poor attitude, throwing things, and making mean comments.

Is able to manage his/her emotions and has appropriate responses within the class setting.

Displays regulated behavior with appropriate facial expressions/body language, and the comments in the chat section or when speaking to the whole class, are positive and applicable to the class setting.

SOCIAL BEHAVIOR

Disruptive BehaviorDoes this student engage in disruptive beahvior?

Almost Always Never

Unmutes self and blurts out comments. Demonstrates lack of self-control in various

class settings. Constantly Interrupts the teacher or others

when they’re speaking. Constantly types comments (sometimes

inappropriate) in the chat section of the class.

Uses hand gestures or facial expressions that are inappropriate during class.

Is able to wait for his/her turn when seeking to participate in class.

Demonstrates self-control when happy, sad, or upset and engages in appropriate behavior following classroom expectations.

SOCIAL BEHAVIOR

Polite and Socially AppropriateIs this student polite and socially appropriate?

Almost Always Never

Stays muted when directed to do so. Uses appropriate verbal language with

teacher and peers. Uses appropriate texting in chat section with

teacher and peers. Follows classroom expectations.

Engages in inappropriate language with peer and/or teacher.

Does not wait for his/her turn in situations when turn-taking is involved.

SOCIAL BEHAVIOR

ImpulsivenessIs this student impulsive?

Almost Always Never

Has a hard time waiting for his/her turn. Constantly plays with the mute tool or the

chat section of the class. Must always be first to speak or to participate

in activities. Doesn’t wait for the teacher to finish

instructions before wanting to ask questions. Blurts out the first thing that comes to his/her

mind regardless of appropriateness.

The student always waits for his/her turn when necessary.

The student stays on task with minimal or no redirection of behavior.

ACADEMIC BEHAVIOR

INTEREST IN ACADEMIC TOPICSDoes this student show interest in academic topics?

Almost Always Never

Shows interest in the topics being discussed. The student participates during class and is

engaged with the content. Although he/she is below grade-level, this

student attempts to complete work.

The student is not interested in class activities.

The student seems tired or bored during class.

The student removes himself/herself from classroom by leaving the room for long periods of time.

ACADEMIC BEHAVIOR

PREPAREDNESS FOR INSTRUCTIONIs this student prepared for instruction?

Almost Always Never

Is prepared every morning with materials and computer ready to go.

Completes classwork/homework and turns it in on time.

Has identified materials ready as directed by teacher (i.e. whiteboard).

Follows teacher's cues during class session.

The student is constantly running off to gather materials because they are not close by.

The student’s computer is constantly uncharged.

ACADEMIC BEHAVIOR

PRODUCTION OF ACCEPTABLE WORKDoes this student produce acceptable work? This does not mean academically correct.

Almost Always Never

Work is neat, and it shows that effort was placed in the assignment.

The student displays pride in his/her work. The student’s work reflects the student’s own

effort.

Work is messy and rushed. The student shows disregard for quality of

work even after he/she was prompted to correct or improve.

ACADEMIC BEHAVIOR

DIFFICULTY WORKING INDEPENDETLYDoes this student find it difficult to work independently? This does not pertain to academic ability.

Almost Always Never

A student who may be below grade-level. A student who cannot understand instructions

or follow them on his/her own. Struggles to follow directions on his/her own. Constantly needs one-on-one assistance in

order to complete work or understand assignments.

The student always completes assignments/tasks independently when asked.

ACADEMIC BEHAVIOR

DISTRACTEDNESSIs the student distracted?

Almost Always Never

The student has a hard time focusing for an extended period.

The student begins a task but does not complete it because of distractions.

The student might be constantly distracted by what is going on around him/her.

The student is easily distracted and struggles to stay on task.

The student can maintain focus on a task. The student can maintain focus despite

other distractions happening around him/her.

ACADEMIC BEHAVIOR

ACADEMIC ENGAGEMENTIs the student academically engaged?

Almost Always Never

The student is actively engaged with the content being taught.

When the student participates, it is always with relevant ideas and comments.

When the student participates, it is often with comments that don’t pertain to the topic being discussed.

The student’s work does not reflect interest in the topic.

The student may have the capacity to understand and participate, but for some reason, is not engaged with the content.

EMOTIONAL BEHAVIOR

SADNESSIs the student sad?

Almost Always Never

The student frequently complains of feeling sick. The student does not participate in class. The student does not interact with other students

and only does so minimally when forced to do so.

The student repeatedly has low work completion.

Is always easily hurt and cries over minute details or situations.

Student constantly makes self-deprecating, pessimistic, suicidal comments.

The student has had a sudden change in friends or frequently changes friends.

The student frequently talks about engaging in risky behavior

The student’s appearance appears well groomed and clean.

The student displays positive facial expressions and comments during class interactions.

EMOTIONAL BEHAVIOR

FEARFULNESSIs the student fearful?

Almost Always Never

The student frequently complains about stomach aches or headaches.

The student expresses excessive worry of school related responsibilities, and consequences.

The student's comments or body language seems anxious/afraid.

The student smiles, laughs, and displays positive and appropriate responses to teacher and peers.

EMOTIONAL BEHAVIOR

ADAPTABLE TO CHANGEIs the student adaptable to change?

Almost Always Never

The student can “shake off” emotions and move on quickly.

The student accepts last minute changes to schedule or situations well and transitions without a problem.

The student can transition between activities and contexts quickly and is prepared for the next activity.

The student always gets stuck in an emotional response and has a hard time get out of it. Example: is upset with a classmate and holds on to that situation and does not let it go.

The student never adjusts well to a last-minute substitute teacher.

The student takes a long time transitioning from one activity to the next. For ex- he/she refuses to transition if work isn’t finished.

EMOTIONAL BEHAVIOR

POSITIVE ATTITUDEDoes the student have a positive attitude?

Almost Always Never

The student always has good things to say about classmates or situations.

The student appears clean and well groomed.

The student appears happy with his/her life. The student asks for help when situations or

tasks are difficult. The student accepts redirection and/or

correction when it occurs.

The student always has negative comments about activities or instructions.

The student always complains about perceived unfairness from adults and/or other students’ behavior.

The student always becomes defensive and argumentative when redirected and/or corrected.

EMOTIONAL BEHAVIOR

WORRYDoes this student worry?

Almost Always Never

The student frequently complains of feeling sick before certain activities and asks to be excused from those.

The student has a pattern of being frequentlylate or absent, especially during certain activities.

Student displays positive body language and makes appropriate comments when responding to peers and teacher.

EMOTIONAL BEHAVIOR

DIFFICULTY REBOUNDING FROM SETBACKSDoes this student have difficulty rebounding from setbacks?

Almost Always Never

The student always has a hard time forgiving other people when he/she is wronged.

The student always “gets stuck” when he/she doesn’t understand or doesn’t have to complete a task.

Student has no problem adjusting to last minute changes in the school day schedule.

Student quickly adjusts to changes and is available to help other students.

EMOTIONAL BEHAVIOR

WITHDRAWALDoes this student seem withdrawn?

Almost Always Never

The student is always absent minded. The student is always distracted doodling or

playing with things in his/her area. The student does not turn in work. The student "shuts out" what is going on

around him/her and does his/her own thing.

The student is always on task. The student completes work and turns it in

when requested by teacher. The student can re-direct himself/herself with

minimal to no assistance from teacher. Student interacts with peers and teacher

when appropriate.