Assessments & Data
Piloting the ASQ: SE-2
During my internship at Drummond Montessori Magnet School, I collaborated with the school counselor to pilot the Ages & Stages Questionnaires: Social‑Emotional, Second Edition (ASQ:SE-2) as a way to strengthen early identification of social-emotional needs among preschool students. We began this initiative after noticing an increase in externalizing behaviors and requests for Tier 2 and Tier 3 supports, while lacking consistent early childhood data to guide interventions.
As part of the implementation process, I helped determine the appropriate questionnaire versions for students based on their age, prepared and distributed the screeners, and communicated with teachers and families about the purpose of the tool. Families completed the questionnaires by reflecting on their child’s behaviors across social-emotional domains such as self-regulation, social interaction, communication, and adaptive functioning.
After collecting the questionnaires, I assisted with scoring responses, organizing the data into spreadsheets, and analyzing patterns across classrooms. First, after collecting the surveys, I inputed the data using Google Forms. See my forms below.
After scoring and inputing the screeners, I analyzed the ASQ:SE-2 data at both a broad and individual level. On a larger scale, I reviewed patterns across classrooms to identify schoolwide social-emotional trends that could inform Tier 1 programming and classroom strategies.
The charts in this document illustrate patterns in social-emotional domains such as emotional regulation, peer interaction, and behavior concerns, allowing our counseling team to identify areas where additional classroom supports or targeted interventions may be beneficial.
Several trends emerged from the data. A notable number of students showed concerns related to self-soothing, long tantrums, and transitions, suggesting that many preschool students were still developing emotional regulation skills. The data also indicated emerging needs in peer interaction and social skills, including areas such as empathy, sharing, and peer play. After identifying these patterns, we collaborated with teachers to determine which Second Step lessons and classroom strategies would best support these needs at a Tier 1 level. We also used the data to identify students who may benefit from additional Tier 2 supports and discussed potential small group counseling topics, such as emotional regulation, friendship skills, and coping strategies, to provide more targeted interventions.
In addition to examining trends across the preschool program, I also analyzed the ASQ:SE-2 data at an individual level to determine potential next steps for specific students. The document to the right shows how I organized student scores, risk levels, and follow-up actions to guide targeted supports. This helped our counseling team identify students who may benefit from monitoring, teacher consultation, or Tier 2 small group interventions focused on emotional regulation and social skills.
After reviewing the results, I supported communication with families by sharing screening results in a clear and strengths-based way. We developed a letter to accompany each student’s ASQ:SE-2 results that explained the purpose of the screening, how scores are interpreted, and provided resources to support children’s social-emotional development at home.
I also created a resource packet that included the child’s completed questionnaire, scoring sheet, and additional materials such as information about social-emotional development and age-appropriate activities families could use at home. To the right you will see my introductory letter explaining the packet to parents.
When concerns were identified, we met with parents and teachers to review the results and discuss the student’s development across settings. We used the ASQ:SE-2 data alongside teacher observations and other school data to inform next steps, including bringing cases to the Behavioral Health Team to consider Tier 2 supports such as small group interventions or monitoring.
For more information about my experience implementing the Ages & Stages Questionnaires: Social-Emotional, Second Edition (ASQ:SE-2), please refer to the presentation below. I presented this session at a Chicago Public Schools School Counseling Conference, where I shared our process for administering the screener and using the data to support student interventions.
Advisory Council Presentation
For my Foundations of Professional School Counseling course at Loyola University Chicago, I created an advisory council presentation using the ASCA “Flashlight” presentation model. The presentation examines school data from Pilsen Community Academy and focuses on standardized test scores in English Language Arts for fifth-grade students. Using this data, my team and I identified a student outcome goal and developed a Tier 1 lesson focused on test-taking strategies, time management, and stress management to support students during standardized testing. The presentation highlights how school counselors can use data to guide programming, evaluate student outcomes, and plan next steps to better support student success.
iReady
As a kindergarten teacher at OLMCA, I used iReady weekly to help assess my students’ progresses in math and reading. Three times a year, I administered the diagnostic assessment, which gave me a basic idea of each student’s knowledge in both subjects.
Weekly, I would monitor their growth on the app/website and apply that knowledge to my lessons. I would also use the data to create interventions, if necessary.
I met with staff to discuss the school’s overall growth and potential areas of improvement.
Finally, I used data results as a way to show parents and other professionals a student’s prgress. This, along with other assessments, helped create a picture a specific student was at academically.
