With Rhithm Pro, you'll have access to a library of Pre-Built Skills and Climate assessments for use with students and teachers.

• Assessments for students

  • Brief Resilience Scale

  • Social Emotional Competency Surveys

  • Teacher & Peer Relationships

  • Well-being Surveys

• Assessments for teachers and staff

• Determining which assessment to use

Student assessments

Brief Resilience Scale

• A 6 question empirically-validated survey which measures resilience, or a students' ability to bounce back from adverse experiences

• Recommended for students grades in grades 3-12th

Attribution: Smith, B. W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J. (2008). The brief resilience scale: assessing the ability to bounce back. International journal of behavioral medicine, 15(3), 194-200.

Social Emotional Competency Surveys

The following 5 assessments are designed to measure the student’s perceived level of competency for each CASEL competency.

Self Awareness

• Self-awareness is the ability to identify and assess your thoughts, feelings, and values, as well as how they intersect with your behavior.

• This 3-4 questions asks measures student perceptions around how easily they can identify their strengths, coping skills, feelings, and (for older students) how this may impact their ability to focus.

• Available in the following grade bands: 6-12th, 3-5th, K-2nd

Social Awareness

• Social awareness is the ability to take the perspective of and empathize with others, as well as learn social and ethical behavior.

• This 3-4 question survey helps determine a student perceptions around how easily they can learn from others, interpret feelings cues, identify when others need help, and (for older students) know how their actions impact classmates

• Available in the following grade bands: 6-12th, 3-5th, K-2nd

Self Management

• Self-management is putting self-awareness into action. It refers to the ability to not only identify but regulate emotions, thoughts, and behaviors.

• For younger students, this 3 question scale helps determine a student’s perceptions how easily they can wait their turn, finish difficult tasks, and control their temper when upset.

• For older students, this 5 question scale explores a student's perceptions around their ability to complete tasks when frustrated, be patient while excited, finish tasks when they are difficult, set goals for themselves, and remain calm while stressed.

• Available in the following grade bands: 6-12th, 3-5th, K-2nd

Relationship Skills

• Relationship skills include the ability to communicate, listen, validate emotions, resist social pressures, and use conflict resolution methods, among other social skills.

• For older students, this 5-6 question survey explores student perceptions around the ease at which they can respect a classmate during a disagreement, get along with classmates, get along with teachers, share what they feel with others, and forgive

• For youngest students, this 4 question survey explores student perceptions around their ability to get along with classmates, teachers, tell others how they are feeling, and forgive

• Available in the following grade bands: 6-12th, 3-5th, K-2nd

Responsible Decision Making

• Responsible decision-making is the ability to make positive, constructive choices about your behavior and social interactions.

• This 3-5 question survey assesses student perceptions around their ability to know what is right or wrong, say no to a friend, help make school a better place, and (for older students) think about what may happen before a decision and problem-solve.

• Available in the following grade bands: 6-12th, 3-5th, K-2nd

Attribution: Items adapted from the Washoe County School District Social Emotional Competency Assessment

Teacher & Peer Relationships

• This 4 question scale assessment is intended to help measure sense of belonging and connectedness to others by assessing student perceptions of the relationships they have with peers, teachers, & other adults.

• Available in the following grade bands: 3-12th, K-2nd

Attribution: Items Adapted from CAYCI 2016 & ASCS 2016

Well-being Surveys

Currently, there is not a singular accepted definition of Well-being or widely-accepted evidenced-based instrument for measuring well-being across student populations. Rhithm’s clinical team has developed these additional pre-built assessments, based on current, available validated and reliable sources, to provide campus and district administrators clearer insight into student’s well-being.

Rhithm’s clinical team has identified 5 key Well-being Domains, separate yet similar to the Rhithm Essential Check-In: Mental, Emotional, Physical, Relational, and Purpose & Meaning.

Combined Well-being Survey

• There are four versions of this assessment: 6-12 (19 questions), Simplified 6-12 (11 questions), 3-5 (13 questions), and K-2 (11 questions). The combined assessment includes questions for all 5 Well-being domains. Being able to evaluate overall well-being, across domains, allows for a broader view of abilities and needs for balanced and healthy functioning.

Mental Well-being Survey (6-12, 3-5, K-2)

• There are three versions of this assessment, one for each age group: 6-12 (1 question), 3-5 (1 question), and K-2 (1 question). Each assessment asks students to reflect on their mental concentration.

Emotional Well-being Survey (6-12, 3-5, K-2)

• There are three versions of this assessment, one for each age group: 6-12 (3 questions), 3-5 (3 questions, and K-2 (3 questions). Each assessment asks students to reflect on their emotional abilities and needs, including identifying, sharing, and regulating feelings.

Physical Well-being Survey

• There are three versions of this assessment, one for each age group: 6-12 (5 questions), 3-5 (3 questions), and K-2 (3 questions). Each assessment asks students to reflect on their physical abilities and needs, such as energy and physical resources.

Relational Well-being Survey (6-12, 3-5, K-2)

• There are three versions of this assessment, one for each age group: 6-12 (6 questions), 3-5 (3 questions, and K-2 (3 questions). Each assessment asks students to reflect on their relational needs, including their sense of belonging and support from others.

Purpose & Meaning Well-being Survey (6-12, 3-5, K-2)

• There are three versions of this assessment, one for each age group: 6-12 (4 questions), 3-5 (3 questions, and K-2 (1 questions). Each assessment asks students to reflect on their strengths and ability to influence change.

Note: The Combined and Physical Well-being Surveys asks a question around a student’s access to food at home, which we believe is a powerful factor related to well-being, and worth assessing. Campus administrators should have a protocol in place to respond to students who indicate food scarcity prior to administering this survey. More on supporting to students who are Hungry can be found [here].

Attributions: See Below

Teacher assessments

Teacher Mental Health

• This 4 question scale assesses teachers’ perceptions of their experiences related to mental health and wellbeing by asking about their ability to keep up with their workload, whether or not they feel happy while teaching, excited by teaching, and the frequency of experiencing poor mental health.

• Attribution: Adapted from the YRBS, NV School Well-Being Survey, & Engaged Teacher Scale

Teacher Safety: Health & Well-Being

• This 5 question scale is designed to assess teachers’ emotional safety around their and loved ones’ health and well-being. It does this by allowing teachers to report their perceived concern with their or a family member's health or health care, concern with their or a family member’s wellbeing, concern with responsibilities to care for children or loved ones, concern about feelings of isolation, and concern about feelings of burnout.

• Attribution: Adapted from the NV School Well-Being Survey

Teacher Safety: Basic Needs

• This 4 question scale is designed to assess teachers’ emotional safety around their ability to meet their basic needs. It does this by allowing teachers to report their level of concern around paying the bills, job security, access to food, and housing needs.

• Attribution: Adapted from the NV School Well-Being Survey

Click here to learn more about using pre-built assessments!

Determining which assessment to use

Check out this resource, which is meant to help you better under what pre-built might be most helpful based on your student or campus' regulation needs.

Well-being Survey Attributions

Anderson-Butcher, D., Amorose, A.J., Iachini, A., & Ball, A. (2013). Community and youth collaborative institute school experience surveys. Columbus, OH: College of Social Work, The Ohio State University.

Angold, A., Costello, E. J., Messer, S. C., Pickles, A., Winder, F., & Silver, D. (1995). The development of a short questionnaire for use in epidemiological studies of depression in children and adolescents. International Journal of Methods in Psychiatric Research, 5, 237 -249.

Child Trends. (2014). Measuring elementary school students' social and emotional skills: Providing educators with tools to measure and monitor social and emotional skills that lead to academic success. Child Trends Publication, 37.

Davidson, L., Crowder, M.,Gordon, R.,Domitrovich, C., Brown, R., Hayes, B. (2018). A continuous improvement approach to social and emotional competency measurement. Journal of Applied Developmental Psychology, 55, 93-106. https://doi.org/10.1016/j.appdev.2017.03.002.

Goodman, R., Meltzer, H., Bailey, V. (1998). The strengths and difficulties questionnaire: A pilot study on the validity of the self-report version. European Child and Adolescent Psychiatry, 7, 125-130.

Liddle, I., & Carter, G. F. (2015). Emotional and psychological well-being in children: The development and validation of the stirling children’s well-being scale. Educational Psychology in Practice, 31(2), 174–185. https://doi.org/ 10.1080/02667363.2015.1008409

Nevada Department of Education. (2020). Nevada School Well-being Survey

Snyder, C. R., Hoza, B., Pelham, W. E., Rapoff, M., Ware, L., Danovsky, M., ... Stahl, K. J. (1997). The development and validation of the Children’s Hope Scale. Journal of Pediatric Psychology, 22(3), 399–421.

Weissman, MM., Orvaschel, H., Padian, N. (1980). Children’s symptom and social functioning self report scales: Comparison of mothers’ and children’s reports. Journal of Nervous Mental Disorders, 168(12), 736–740.