Seed Model Campus Cohort Program Evaluation: Early signs of campus improvement in social and emotional learning
This report looks at the impact of the Seed Model Campus Cohort Program in its first 3 years of implementation. Evidence put forth in the report suggests that by deliberately focusing on inclusive program design and peer-to-peer sharing with a focus on growth, the program already positively contributes to SEL implementation, particularly through increased coordination of SEL leadership efforts and through increased adult SEL skills.
This report analyzes teachers’ feedback on the Effective Teacher Language course, a social and emotional learning opportunity for teachers. The Effective Teacher Language course is available online to teachers for a Professional Learning Exchange Day.
This report describes campus effects of AISD's SEL program from the year prior to SEL implementation (i.e., 2010-2011 when available) through 2014-2015. Analyses also examine which SEL outcome measures were related to SEL implementation ratings.
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.
This report discusses best practices and barriers to successful implementation of social and emotional learning (SEL) at six case study schools in AISD. Researchers from the AISD Department of Research and Evaluation conducted focus groups and interviews with students and staff at two elementary schools, two middle schools, and two high schools to learn about what helps schools integrate SEL into the pedagogy and culture, and what hinders these efforts. A theoretical framework of AISD SEL implementation is proposed, as well as recommendations for campus and program improvement.
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?
2013-2014 Social Emotional Learning (SEL) Update: Analysis of the Tri-Level Program Implementation Rubric
AISD Social Emotional Learning (SEL) coaches rated schools on the degree to which they implemented 10 domains believed to best exemplify program goals. This study examines the validity and reliability of the implementation rubric they used.
Summary of the American Institutes for Research's (AIR) Report on Social Emotional Learning (SEL) in the Austin Independent School District (AISD), 2014
This report summarizes the analyses described in AIR's year 3 report for the Collaborating Districts Initiative (CDI) evaluation of AISD's SEL program. Recommendations are also included.
This report summarizes an external evaluation of the School-Connect program, an SEL curriculum for 9th grade students, at three AISD high schools.
In Spring 2018, the Families as Partners program hosted two camps where parents participated in social-emotional learning and developed their capabilities, connections, cognition, and confidence.