Project Activities
To carry out this independent evaluation, the researchers will use a multi-site cluster randomized trial to determine whether the SSIS-CIP program (1) improves first and second grade students' classroom social behavior, (2) increase their motivation and engagement during classroom instruction, and (3) enhances their learning of fundamental academic skills when implemented under routine conditions. The research team will also explore practical implementation considerations, such as timing of implementation (first or second grade) and acceptability of this program to teachers and students. They will also conduct a basic cost analysis to identify the resources necessary for routine implementation of the SSIS-CIP at these grade levels.
Structured Abstract
Setting
This study will take place in urban and suburban school districts in Virginia, North Carolina, and Oregon, with additional districts recruited as necessary through an agreement with SSIS-CIP's publisher.
Sample
In total, 192 first and second grade teachers and 1920 of their students (10 per classroom) from at least 24 schools will participate in this effectiveness study.
The Social Skills Improvement System Classwide Intervention Program (SSIS-CIP) was developed for general education teachers to promote 10 classroom skills that teachers have identified as important to success in school: (1) listening to others, (2) following directions, (3) following classroom rules, (4) ignoring peer distractions, (5) asking for help, (6) taking turns in conversations, (7) cooperating with others, (8) controlling temper in conflict situations, (9) acting responsibly with others, and (10) showing kindness to others. The program consists of a structured curriculum delivered in 10 units (one per week) corresponding to each targeted classroom skill. Each unit includes scripted teacher lesson plans, video vignettes, student workbook activities, progress monitoring tools, and information for parents. Since 2010, the SSIS-CIP has been purchased for use in more than 6,500 schools across 48 states and the District of Columbia.
Research design and methods
The research team will recruit 24 classrooms at each grade level in each study year (for a total of 192 classrooms), randomly assign them by grade level to implement SSIS-CIP for a 10 week period or continue with their typical classroom practices, document practices related to social skills in SSIS-CIP and comparison classrooms, and collect student outcome data from 10 students per classroom three times during the school year: fall (pretest), winter (immediate post-test), and spring (follow-up).
Control condition
Classrooms randomly assigned to the control condition will continue with their typical practices.
Key measures
Primary outcome measures include teacher-completed standardized rating scales (Social Skills Improvement System Rating Scale, Academic Competence Evaluation Scales), direct observations of student behavior in the classroom (Cooperative Learning Observation Code for Kids-2 (CLOCK-2)), computer-adaptive assessments of early academic skills (STAR Early Literacy and STAR Mathematics), and school records (grade promotion, support service utilization, and discipline). Measures of potential moderators include classroom quality (Classroom Assessment Scoring System (CLASS)) and composition (teacher report) and other teacher characteristics (teacher report of demographic information and professional development experiences). Teachers will complete checklists and questionnaires and researchers will observe classrooms to assess fidelity, feasibility, and acceptability of the SSIS-CIP.
Data analytic strategy
The research team will use three-level hierarchical linear modeling to test the impact of SSIS-CIP on each of the key outcome measures at different points in time (immediate post-test, end-of-year follow-up). They will also analyze potential mediation effects using multilevel structural equation modeling.
People and institutions involved
IES program contact(s)
Products and publications
Researchers will produce evidence of the effectiveness of the Social Skills Improvement System Classwide Intervention Program (SSIS-CIP) for improving first and second grade students' prosocial skills, academic motivation and engagement, and academic performance; information about the ways schools implement a newly adopted social skills curricula in first and second grade classrooms; and peer reviewed publications.
Publications:
DiPerna, J. C., Hart, S. C., Lei, P. W., Sun, T., Zhao, H., Husmann, K., & Li, X. (2024). Does universal SEL work under typical implementation practices? Outcomes of a first grade effectiveness trial. Journal of Research on Educational Effectiveness, 17(4), 874-909.
Frye, K. E., Anthony, C. J., Lei, P. W., Husmann, K. D., & DiPerna, J. C. (2025). Utility of the social skills improvement system–rating scales for capturing dynamic social constructs: Evidence using the measurement model of derivatives. Child development, 96(2), 721-735.
Hart, S. C., DiPerna, J. C., Lei, P. W., Zhao, H., Sun, T., Li, X., & Husmann, K. (2024). Does Universal SEL Promote Academic Success? Examining Learner Outcomes Under Routine Conditions in First-Grade Classrooms. AERA Open, 10, 23328584241262746.
Hart, S. C., DiPerna, J. C., Husmann, K., Zhao, H., & Lei, P. W. (2025). Social validity and cultural relevance of the SSIS SEL classwide intervention program in context: Insights From first-and second-grade teachers. School Psychology Review, 54(2), 184-201.
Hunter, L. J., DiPerna, J. C., Hart, S. C., Neugebauer, S., & Lei, P. (2022). Examining teacher approaches to implementation of a classwide SEL program. School Psychology, 37(4), 285.
Sandilos, L. E., Neugebauer, S. R., DiPerna, J. C., Hart, S. C., & Lei, P. (2023). Social–emotional learning for whom? Implications of a universal SEL program and teacher well-being for teachers’ interactions with students. School mental health, 15(1), 190-201.
Zhao, H., Lei, P. W., Hart, S. C., DiPerna, J. C., & Li, X. (2023, April). When is universal SEL effective under authentic conditions? Using LPA to examine program implementation in elementary classrooms. In Frontiers in Education (Vol. 8, p. 1031516). Frontiers Media SA.
Questions about this project?
To answer additional questions about this project or provide feedback, please contact the program officer.
