Types of SEL Constructs & Measures

What Core Competencies are Used to Measure SEL in SFUSD?

Self-management refers to a student’s ability to regulate their emotions, thoughts, and behaviors effectively. Students with strong self-management skills arrive to class prepared, pay attention, follow directions, allow others to speak without interruption, and work independently with focus.

Social awareness is the ability to take the perspective of and empathize with others from diverse backgrounds and cultures. Social awareness is prerequisite for interacting effectively with peers and authority figures.

Students and adults with a growth mindset believe that their abilities can be developed through effort, while those with a fixed mindset believe that their intelligence and talents are fixed at a certain level and cannot be developed, further.

Students with strong self-efficacy have confidence in their ability to succeed and to exert control over their own motivation, behavior, and environment.

(Adapted from: CORE SEL Pilot: Background Information and Research Base)

What are Formative Measures of SEL Skills?

Refer to the Social Emotion Learning section within Teacher Guides for Report Cards

How Were the Competencies Chosen?

SFUSD and other districts in the CORE partnership chose these four SEL skills because they are:

  • Meaningful indicates that a particular competency is predictive of important academic, career, and life outcomes.
  • Measurable indicates that the competency can be measured reliably through a valid assessment that is feasible to administer at scale in chools.
  • Malleable indicates that there is research showing that the competency can be developed in a school setting.
(from "Expanding the Definition of Student Success: A Case Study of the CORE Districts" (Krachman, Arnold, and LaRocca, 2016).

Where can I find out more about Student SEL Survey administration?

View more information regarding district-wide Spring SEL Survey administration at: RPA Survey Website


Email us at sel@sfusd.edu

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This page was last updated on August 9, 2022