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Social-Emotional and Behavior (SEB)

Assessments to help educators ensure students have the SEB skills they need to succeed in learning and thrive in college, career, and life.


Why Focus on SEB?


Explore Illuminate’s SEB Assessments

SEB functioning has a strong influence over academic achievement. Therefore, it’s important to assess for SEB functioning along with academics so educators can make instruction and intervention decisions that nurture the whole child.

Universal Screening for SEB Skills

Identify which students need additional assistance to meet learning goals and whether universal SEB instruction is effective.


Progress Monitoring for SEB Skills

Determine whether an SEB intervention is working and if it’s working fast enough.


CORE SEL Survey Administration

Measure student self-perception around four core SEL constructs: self-management, social awareness, growth mindset, and self-efficacy.


Integrate SEB into Your Data-Driven MTSS

Individual Student

Illuminate’s SEB assessments—screening, progress monitoring, and surveys—become part of the whole child data picture in eduCLIMBER. With all of the right data in the same place, educators can use eduCLIMBER’s built-in intervention tracking, intervention plans, and effectiveness reporting to support SEB needs so students are able to succeed in learning.


Understand classwide SEB needs to tailor Tier 1 universal instruction accordingly. Identify students who need targeted (Tier 2) and intensive (Tier 3) interventions and align the right supports.

School & District

With all of the right data in the same place, educators can use eduCLIMBER’s built-in SEB intervention tracking and effectiveness reporting to turn whole child data into action for each student.

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Explore Our SEB Resources


Get the Whole Picture: Using Social, Emotional and Behavioral...


SEB Before ABCs


Leveraging Social-Emotional Learning: Insights from Tustin Unified’s Journey...

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See How SAEBRS Assesses CASEL’s Competencies

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“It’s one thing to look at grades and see a student is struggling across most content areas. But when you’re able to piece together additional pieces of that data story—that they lack readiness skills or have difficulty with sustained attention and initial engagement—that informs the type of intervention needed.”

Patti Wilson
District Response to Instruction and Intervention Coordinator
Clarksville-Montgomery County School System, TN