Which practice is part of monitoring students' social-emotional learning progress?

• A. Rely solely on standardized test scores
• B. Conduct only annual climate surveys
• C. Use ongoing data and assessments to track SEL progress and adjust strategies
• D. Ignore SEL data if academics improve

Answer: (C)

Monitoring students' social-emotional learning progress is about using ongoing data and assessments to track growth in SEL skills and to adjust strategies as needed. This approach draws from multiple data sources over time—teacher observations, student self-reports, performance tasks, behavior indicators, attendance, and classroom climate measures—to see how students develop self-awareness, self-management, social awareness, relationship skills, and responsible decision-making, and to tailor supports accordingly. It enables timely interventions, shows clear progress, and informs evidence-based changes to SEL programs or classroom practices so the work translates into real improvements in behavior and relationships, not just a snapshot at one moment. Relying solely on standardized test scores misses the SEL dimension, annual climate surveys provide only a single-point view and often don’t reflect individual progress or response to supports, and ignoring SEL data even when academics improve ignores how SEL and academics influence one another.