CORE Social Emotional Learning Surveys Overview and Guide

The questions are Multiple Choice Advanced items, which means students can only pick one response which will be translated into a rubric score that helps populate the prebuilt reports.

The best way to review CORE Survey information about your students is by CORE Domains, or question groups, in your assessment setup. Each domain has it's own performance band that can be assigned to help evaluate a student's SEL growth.

The CORE SEL Survey Summary Report and CORE SEL Survey Roster Report are available. These reports were designed specifically to work with the CORE SEL Survey assessments.

Social and emotional learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

• Families face increased economic and social pressures
• Children are exposed to an increasingly complex world through media and have unmediated access to information and social contacts through various technologies.  In many communities, there is less support for and involvement in institutions that foster children’s social emotional development and character (Weissberg & Durlack, 2015)
• Today’s educators face the major challenge of educating an increasingly multicultural and multilingual group of students from racially, ethnically, and economically diverse backgrounds.
• Teachers, student-support staff, and community agencies serve students with different abilities and motivation for engaging in learning, behaving positively, and performing academically.
• It has been estimated that 40 to 60% of U.S. high school students across urban, suburban, and rural schools are “chronically disengaged” (Klem & Connell, 2004).
• The life conditions of children have changed dramatically during the last century (Weissberg & Greenberg, 1998; Weissberg, Walberg, O’Brien, & Kuster, 2003).
• There is broad agreement that today’s schools must offer more than academic instruction to prepare students for life and work (National Research Council, 2012).
• Increasing number of state and local educational agencies adopting social and emotional learning standards (Durlak et. al., 2011)
• ESSA  At least one “non-academic” measure included in accountability

• Oakland
• San Francisco
• Los Angeles
• Sacramento
• Fresno
• Santa Ana
• Garden Grove
• Long Beach

• Sacramento and Riverside counties (coordinated through their County Offices of Education)
• San Bernardino City Unified School District
• A consortium of districts in the Silicon Valley (the East Side Alliance coordinated by the Silicon Valley Education Foundation)
• Sweetwater Union High School District
• Aspire Public Schools, Green Dot Public Schools
• Oxnard family of schools

Yes. Each district has agreed to administer the SEL CORE Survey during the Spring and submit results to CORE.

Yes! CORE has provided their two surveys. CORE has also reviewed and provided feedback for scales/groupings.

Collaborative for Academic, Social, and Emotional Learning or CASEL conducted a 2017 Meta-analysis Case Study on Promoting Positive Youth Development Through School-based Social and Emotional Learning Interventions of Follow-Up Effects (213 studies 270,000 K-12 students)

• 9% improvement in attitudes about self, others, and school
• 23% improvement in social and emotional skills
• 9% improvement in classroom behavior
• 11% improvement in achievement test scores
• 9% decrease in conduct problems, such as classroom misbehavior and aggression
• 10% decrease in emotional distress, such as anxiety and depression