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This study examines the agreement across informant pairs of teachers, parents, and students regarding the students' social-emotional learning (SEL) competencies. Two student subsamples representative of the social skills improvement system (SSIS) SEL edition rating forms national standardization sample were examined: first, 168 students (3rd to 12th grades) with ratings by three informants (a teacher, a parent, and the student him/herself) and a second group of 164 students who had ratings by two raters in a similar role--two parents or two teachers. To assess interrater agreements, two methods were employed: calculation of q correlations among pairs of raters and effect size indices to capture the extant rater pairs differed in their assessments of social-emotional skills. The empirical results indicated that pairs of different types of informants exhibited greater than chance levels of agreement as indexed by significant interrater correlations; teacher-parent informants showed higher correlations than teacher-student or parent-student pairs across all SEL competency domains assessed, and pairs of similar informants exhibited significantly higher correlations than pairs of dissimilar informants. Study limitations are identified and future research needs outlined.

Social Emotional Learning (SEL) is a critical aspect of schooling. While a theoretical model put forward by the Collaborative for Academic, Social, and Emotional Learning (CASEL) has defined five well-accepted components of SEL, few assessments claim to measure these SEL components. This study examined the initial validation of scores for a new universal screening measure called the Social Emotional Learning Screening Assessment (SELA). The SELA's content and internal structure were based on the CASEL five model and the existing SSIS Performance Screening Guide. As part of a larger project, experienced Australian teachers of 268 children from prep through year 3 provided initial user and psychometric evidence for the SELA. The results indicated the teacher-completed SELA is well aligned with the CASEL model and offers educators a time-efficient, sensitive, and reliable measure that effectively identifies students at-risk socially and academically. Although preliminary but promising, further research with the SELA is required to replicate and extend these findings to educators in US schools and to test its application with larger, more diverse samples of students.