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 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.
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 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.
An Analysis of Students' Reliable Integrated Trend Scores (RITS) in the Electronic Child Study Team (eCST) Database
The purpose of this report is to analyze the stability of students’ reliable integrated trend scores (RITS) over time and to determine which elementary school factors predict RITS at the secondary level.
Principal interviews indicate that more practical professional development opportunities for teachers and more strategic support from licensed professionals would better help schools care for students with trauma-related behavioral needs.
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.