Publications
Summary of the American Institutes for Research (AIR)'s Report on Social Emotional Learning (SEL) in The Austin Independent School District (AISD), 2013
This report summarizes findings from AIR's 2013 report analyzing the effectiveness of AISD’s implementation of SEL. Five major findings of the 2013 AIR report are presented, along with additional considerations.
Austin Independent School District (AISD) Climate Update
This report examines the relationships between student achievement and responses to the 2012-2013 TELL, Parent, and Student Climate surveys.
AISD REACH Program Update, 2012-2013: Student Learning Objectives
Results of the evaluation suggest the SLO process is related to some positive outcomes for teachers and students. However, evidence indicates a need for program refinements to address discrepancies in SLO performance by staff role and school.
Cultural Proficiency and Inclusiveness Update, 2011-2012 to 2013-2014
To improve the work environment for all staff and the campus environment for all students, AISD began the Cultural Proficiency & Inclusiveness initiative. Read more about AISD staff members' attitudes toward concepts integral to the initiative.
AISD REACH Program Update, 2012-2013: Student Learning Objectives
In 2012-13, 87% of educators at 38 REACH schools earned a stipend for meeting at least one Student Learning Objective (SLO) designed to address students’ needs. Relationships between SLOs, instructional practices, and student outcomes are described.
Austin Independent School District (AISD) Pilot Teacher Appraisal System Update: 2012-2013 Focus Group and Survey Summary
This report summarizes data gathered from focus groups and a survey designed to assess teachers’ experiences with AISD's pilot teacher appraisal system. Additional data are included regarding the timing of administrators’ classroom observations.
Student Climate Survey Results: Summary for 2010 – 2011 through 2012 – 2013
The student climate survey provides campuses with the opportunity to monitor students’ opinions regarding topics such as behavioral environment, adult fairness & respect, student academic self-confidence, teacher expectations, and student engagement.
Professional Development and Appraisal System (PDAS) in Austin Independent School District
Correlations for PDAS scores from year to year were moderate, and experienced teachers generally outperformed their novice peers. Data suggest a weak-to-moderate relationship between 3-year averages of teachers’ PDAS and student growth scores.