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.
Analysis of 2017-2018 AISD student data shows significant gaps in school perceptions and experiences of transgender and gender-nonconforming students relative to their peers, illustrating the need for additional policies and procedures to support AISD transgender and gender-nonconforming students.
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 summarizes an external evaluation of the School-Connect program, an SEL curriculum for 9th grade students, at three AISD high schools.
This report describes how transgender middle and high school students at AISD feel about their school climates, as reported through the 2017 student climate survey, and how they perform at their schools.
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?
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.
Using qualitative analyses of teachers’ open-ended responses, this report describes teachers’ perceptions of positive changes on campuses because of social and emotional learning (SEL) and recommendations for the future of SEL at AISD.
This report describes characteristics of the 11 model SEL schools and compares them to non-model SEL schools.