Resources · How to use the results
From insight to instruction.
A SCOPE profile is a starting point, not a verdict. It's designed to be
used — to guide a lesson, shape a support plan, or open a conversation with a family.
Here's how to turn what you see into what you do next, grounded in the research behind the framework.
SCOPE results are a mirror, not a microscope — a snapshot of where a learner is
growing right now, meant to inform support rather than to sort, rank, or label.
Framing drawn from CASEL's guidance on formative SEL assessment (2023)
Reading a profile in three steps
Each of the seven skills is reported on a four-level developmental scale, with strengths,
growth areas, and next steps. Move from the big picture to a concrete action.
1
Start with strengths
Look first at where the learner is thriving. Strengths are the foundation you build on — and
naming them out loud helps a child see growth as something they already do, not a deficit to fix.
2
Notice the growth areas
The two "room to grow" domains show where support will matter most right now. Because SCOPE
breaks SEL into specific domains, you see not just that a gap exists but how it
shows up — conflict resolution reads differently from teamwork.
3
Choose one next step
Pick a single domain and a single strategy. Each level maps to a developmentally appropriate
move — a mini-lesson, a modeled skill, a reflection prompt — rather than a generic behavior plan.
What each level suggests
The level is a cue for the kind of support a skill needs next — always paired
with scaffolding and practice, never used as a fixed judgment.
Level 1Emerging
Teach and model the skill explicitly with adult support — visual cues, social stories, guided practice. An important starting point, not a concern.
Level 2Developing
Give structured practice and coaching. The skill is emerging inconsistently, so rehearse it in low-stakes moments and name it when you see it.
Level 3Proficient
Reinforce and extend. Offer chances to use the skill independently across new situations, and invite the learner to reflect on how it's working.
Level 4Advanced
Stretch and share. Invite the learner to apply the skill in challenging contexts and to model or mentor peers — deepening the skill by teaching it.
Putting results to work
Because SCOPE uses a shared developmental language, the same profile serves the classroom,
the support team, and the home — each in a different way.
🍎
In the classroom
- Use domain results as a planning tool: match a mini-lesson or routine to a growth area.
- Group flexibly for short skill workshops (e.g., emotional regulation, active listening).
- Weave SEL into academic work — a reading discussion becomes perspective-taking practice.
- Re-check later in the year to see growth, not to assign a grade.
🧩
In support planning
- Bring domain-level data to MTSS conversations to identify Tier 2 needs.
- Write specific, observable SEL goals for IEPs using the developmental progression.
- Track a domain over time as evidence of whether a support is working.
- Look at patterns across a class or grade to plan school-wide supports.
🏡
With families
- Share the plain-language family summary as a starting point for conversation.
- Lead with strengths, then choose one skill to nurture together at home.
- Offer simple, concrete practices — "feeling words," problem-solving scripts.
- Frame it as a snapshot of growth, reassuring families it isn't a diagnosis.
Use it well
A few principles from the research keep SCOPE results humanizing and instructionally useful.
✅ Do
- Treat results as formative — a guide for instruction and reflection.
- Center student voice: invite children to set their own growth goals.
- Pair every level with scaffolding, practice, and time.
- Read results in context, honoring each child's culture and experience.
- Celebrate progress against a child's own journey.
🚫 Don't
- Use results for placement, grading, or other high-stakes decisions.
- Treat a level as a fixed trait or a label for a child.
- Rank or compare students against one another.
- Read a single snapshot as a diagnosis or clinical evaluation.
- Act on results without the child's context and relationships in mind.
A note on what SCOPE is. SCOPE is a research-based tool that is still being
calibrated, so results are preliminary and may change as the assessment is refined. It is a
starting point for reflection and conversation — not a diagnosis, a clinical evaluation, or a
final measure of a child's abilities — and should not be used for placement or other high-stakes
decisions.
Ready to look at a profile?
See how a full SCOPE student profile is laid out — scores, strengths, growth areas, and next steps
— on the Outcomes page.
See a sample profile →
