This annotated bibliography contains a record of the evolution of a system for evaluating children in the classroom setting. The Barclay Classroom Climate Inventory is a needs assessment system in the affective-social domain. It is unique in that it taps three inputs, self-report, peer judgements and teacher expectations. These inputs are blended together in six factor scores that allow readers to evaluate how individuals are perceived within the context of their environment. In addition, diagnostic predictive indices are provided for identifying children with personal or social problems, gifted and creative children and children needing remedial instruction and work. Though the inventory began as a system for evaluating affective-social needs, it has become an integral part of a decision-making process wherein teams of local school personnel make an effort to develop systematically affective and social skills in a manner analogous to the effort traditionally made to develop cognitive skills. Utilizing modern technology as a tool, the system provides great latitude for school personnel to design their own interventions on either curricular or individual levels, and utilizing three major strategy approaches: feedbacks, social-modeling and reinforcement, and environmental change. (Author)