This report summarizes AISD Bowie High School students' experiences with the first social and emotional learning (SEL) student data dig in 2018.
This report summarizes data gathered from pre- and post-intervention surveys conducted with parents/guardians and teachers of AISD students who were offered free grief support counseling services during 2017-2018 through a grant funded by The Christi Center.
Students in middle and high school as well as elementary school students from model SEL schools (online participants only) were asked 20 questions that assessed their SEL skills. These skills relate to the following SEL competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making.
Social and Emotional Learning Technical Report: An Analysis of the Revised School-Level Implementation Rubric and the SEL Specialists' Activity Log
This report analyzes the psychometric properties of the revised school-level SEL implementation rubric and the SEL specialists' activity log.
Social Emotional Learning Technical Report Research Brief: An Analysis of Student Level Outcomes, 2010-2011 Through 2016-2017
This report analyzes the influence of SEL on student-level outcomes since the implementation of SEL in AISD in 2010-2011.
This report summarizes student-level analyses conducted with the SEL Skills Survey and the Student Climate Survey to determine if a single measure of students' SEL skill acquisition and perceptions of school climate is possible.
This report analyzes the effects of the Social and Emotional Learning (SEL) program on outcomes of interest over time. Data are analyzed based on school longevity in SEL.
Social and Emotional Learning: The Effects of Program Implementation and Longevity, 2011-2012 through 2016-2017
This report examines the influence of social and emotional learning (SEL) implementation and longevity on selected staff and student outcomes. Results indicate that the degree to which schools implement SEL with fidelity is more related to student and staff outcomes than years of participation in SEL.
Social and Emotional Learning: The Effects of Program Implementation and Longevity, 2011-2012 through 2015-2016
This longitudinal analysis of SEL in AISD seeks to answer the following question, do program outcomes improve more because of length of time in SEL or because of program implementation?
This report, prepared in collaboration with the AISD Office of Innovation and Development (OID), summarizes the accomplishments of SEL in AISD from 2011-2012 through 2015-2016.