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.
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.
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.
The student climate survey provides the opportunity to monitor students’ opinions regarding topics such as behavioral environment, adult fairness & respect, student academic self-confidence, teacher expectations, student engagement, school connectedness and SEL skills.
This report summarizes an external evaluation of the School-Connect program, an SEL curriculum for 9th grade students, at three AISD high schools.