Evaluation and Research

The Center for School Evaluation, Intervention and Training (CSEIT) is responsible for coordinating the efforts necessary to evaluate the effectiveness of project activities and for providing the infrastructure to support that evaluation. Duties include evaluation tool development, data collection, the development of a data management system, as well as completing local, state, and federal reports. 

The Center for School Evaluation, Intervention and Training (CSEIT) collaborates with various local, state and higher education institutions across the country via a series of federally funded grants and partnerships. Through these partnerships, CSEIT works to apply research-based tools and evidence-based practices that can address student, family and community outcomes.

Please find below the list of current and previous research projects of the Center:


Center for Community Arts Partnerships (CCAP) at Columbia College Chicago, Arts in Education Model Development and Dissemination Grant, Middle School Evanston Expansion and Dissemination (MSEED) - CSEIT

Columbia College Chicago will partner with an LEA, Evanston/Skokie District 65 in Illinois, to implement the MSEED project, which will address the Absolute Priority and Competitive Preference Priorities 1, 2 and 4. MSEED will expand and disseminate CCAP's Arts Integration Mentorship Project (Project AIM), a research based model that has been developed since 2002 through two consecutive AEMDD grants that effectively integrates standards-based arts education into the core elementary and middle school curriculum, and improves the academic performance of at-risk students in the arts, reading, writing and mathematics. Through teaching artist residencies, teacher-artist collaborations, and sustained, intensive professional development, Project AIM integrates high quality instruction in media arts, music, dance, theater, and visual arts with other academic content areas. The goal of MSEED is to disseminate the Project AIM model to all middle school students in Evanston/Skokie District 65 by working with 7thand 8th grade teachers in the three other district schools that serve 6th-8th graders. The expected outcomes are to increase student achievement in reading and math, increase students' executive functioning capacity, increase students· higher order and critical thinking skills, and increase teachers' ability to create and deliver arts integrated curriculum.

Aspire of Illinois - CSEIT

This grant from the Opus Foundation will help Aspire to 1) develop a new model for delivering inclusion services that will build the capacity of local schools, pre-schools and educators to successfully include children with disabilities in their classrooms and 2) pilot the new capacity-building model at two pre-schools In the city of Chicago, which will enhance Kindergarten readiness for 70 preschool-aged children. The grant will help Aspire refine training materials for professional development workshops, create classroom resource toolkits for educators, and plot these tools with educators In preschool classrooms during calendar year 2014 (1/1/14 to 12/31/14).

The grant will also support Aspire's development of a new program evaluation process. The Center for School Evaluation, Intervention and Training at Loyola University, will work with the Aspire project manager to develop appropriate indicators of success, outcome projections, and assessment tools. In partnering with Loyola University, the ACS team will be better equipped to apply evidence-based practices to refine the new program module during the pilot phase and measure the Impact of our professional development training.

Illinois Institutions of Higher Education (IHE) Partnership – CSEIT

The Illinois IHE Partnership, a multi-year federally funded State Personnel Development Grant (SPDG) project of the Illinois State Board of Education, is working directly with Illinois Institutions of Higher Education (IHE) to incorporate critical elements of multi-tiered system of supports (MTSS) into preservice educator program curricula.  The services provided through the Illinois IHE Partnership focus on incorporating knowledge and skills related to differentiated, evidence-based instruction, intervention, and ongoing monitoring of students' progress to fully prepare preservice candidates to enter educational systems with a solid foundation in effective practices, including MTSS.

Collaboration for Effective Educator Development, Accountability, And Reform Center (CEEDAR Center) - CSEIT

The goal of the CEEDAR Center is to create aligned professional learning systems that provide teachers and leaders effective opportunities to learn how to improve core and specialized instruction in inclusive settings that enable students with disabilities to achieve college and career ready standards.  To accomplish this purpose CSEIT will be part of the collaborative relationships among SEAs, IHEs, and non-profit organizations to reform teacher and leadership preparation, revise licensure standards and refine preparation evaluation systems.

Big Shoulders/Opening Doors to All - CSEIT/Greeley Center for Catholic Education

The Center for School Evaluation, Intervention, and Training (CSEIT) at the Loyola University Chicago (LUC) seeks funding from Big Shoulders to plan and conduct an evaluation of the Opening Doors to All Program.

The ODTA program is designed and implemented by the Andrew M. Greeley Center for Catholic Education at Loyola University Chicago and funded by the Big Shoulders Fund. The overarching goal of the ODTA initiative is to build the capacity of schools and classroom teachers to address the varied needs of all learners, including those with learning disabilities, language obstacles or other challenges to learning.



The following grants and partnerships have been completed by the Center. 

Parent and Education Partnership (PEP)

The Parent & Educator Partnership (PEP) oversees the Parent Mentor Project. The purpose of the Parent Mentor Project is to increase parents’ knowledge and awareness of issues regarding their child’s Individualized Education Program.  The purpose of the evaluation conducted by Loyola University Chicago/Center for School Evaluation, Intervention, and Training, is to assist PEP in the implementation of the Parent Mentor Impact Survey and to provide PEP with a written report of survey results to help inform future services of the Parent Mentor Project.

High-School School-wide Positive Behavior Supports Research

CSEIT works with high schools in the Chicago Public Schools system to conduct longitudinal research on interventions for the whole school, groups of students, and specific students and families.

Illinois Alliance for School-based Problem-solving and Intervention Resources in Education (IL-ASPIRE)

The Illinois Alliance for School-based Problem-solving and Intervention Resources in Education (I-ASPIRE) project is a statewide effort under the coordination of the Illinois State Board of Education.

I-ASPIRE attempts to "establish and implement a coordinated, regionalized system of personnel development that will increase the capacity of school systems to provide early intervening services, aligned with the general education curriculum, to at-risk students and students with disabilities, as measured by improved student progress and performance". I-ASPIRE is funded by a five-year (2005-2010) State Personnel Development Grant under part D of the Individuals with Disabilities Education Improvement Act (IDEA, 2004).

Illinois Character Education Positive Supports Project (ICEPS)

The Illinois Character Education Positive Supports (ICEPS) was implementing a federally funded Partnership in Character Education project in the northern, central, southern and Chicago regions of the state. A partnership between the Center for School Evaluation, Intervention, and Training (CSEIT) and the Illinois Positive Behavior Support Network (IL-PBIS) involved implementing, evaluating, and replicating a whole school change instructional character education model impacting teachers and administrators, students, parents as well as community and business members.  This collaboration provided a comprehensive three tiered model of prevention consisting of character education through self-determination as well as positive behavioral and academic supports for high schools. 

Illinois Statewide Technical Assistance Network (ISTAC)

Funded by the Illinois State Board of Education, ISTAC integrates efforts of seven statewide initiatives that provide outreach to students whose behavior, physical, and academic needs impede their ability to learn.  CSEIT provides support for the evaluation efforts of the ISTAC partners.

Social and Emotional Learning Standards (SEL) and School Mental Health Supports (SMH) Projects

The Illinois Children’s Mental Health Act of 2003, which created the Illinois Children’s Mental Health Partnership (ICMHP), called for a statewide strategic plan to address reforming the Illinois children’s mental health system and also required the Illinois State Board of Education (ISBE) to develop Social and Emotional Learning Standards (SEL) as part of the Illinois Learning Standards.  ICMHP and ISBE worked together to develop the SEL Standards and also developed a comprehensive strategic plan for building a children’s mental health system that addresses mental health promotion, prevention and early intervention to meet the needs of Illinois’ students referred to as School Mental Health Supports (SMH).

Tertiary-Level Demonstration Project

CSEIT is working with the Illinois Positive Behavior Support Network and the University of Kansas on a joint research effort funded by the U.S. Department of Education. The partners are currently involved in successful implementation of Positive Behavior Supports in Illinois and Kansas and will apply tools and practices that have proven effective for improving outcomes for individual students with complex needs.

University of Oregon

CSEIT works in partnership with the University of Oregon on a collaborative research project entitled ‘Systematic Analysis and Model Development for High School Positive Behavior Support’. This four year project is funded by the Institute for Education Science, at the U.S. Department of Education. High schools face tremendous challenges in their attempts to provide students with the academic and social skills needed to succeed in the adult world. A three-tiered model of support, school-wide positive behavior support (SWPBS), has been shown to be effective in enhancing the social and academic success of students in middle and high schools but use in high schools has not been widespread. The purpose of this project is to a) identify factors that contribute to the success or failure of implementation of SWPBS in high schools, b) develop a model to guide implementation of SWPBS in high schools and c) preliminarily evaluate the effects of the model on important student outcomes.