This project combines qualitative and quantitative data to provide a comprehensive examination of mentoring practice in an attempt to understand the ways in which mentoring leads to positive outcomes for beginning teachers and their students.
AISD REACH supports educators with mentoring and professional development opportunities, and rewards teaching in high needs schools, achieving student learning objectives, and schoolwide growth. This report highlights program successes since 2007-08.
Educators in REACH schools participated in focus groups and surveys about their experiences. Attitudes regarding the program and its elements were largely favorable, despite some challenges.
Professional Development Units (PDUs) were new to the REACH program in 2010-2011. This report summarizes participants' experiences with PDUs and the influence of PDUs on student performance on TAKS and Student Learning Objectives.
Overall 2011 retention rates for REACH teachers were not significantly higher than that of similar non-REACH peers. However, data suggest that the intensive mentoring program is making a greater impact on novice teacher retention each year.
This report examines TAKS growth for teachers who established and met individual and/or team Student Learning Objectives (SLOs) in 2010-2011. Results are inconsistent regarding the overall influence of SLOs on student growth.
This report provides AISD staff with a guide to sustain project evaluation practices on ARRA IDEA projects after grant funding ends by enhancing staff capacity to include evaluation in planning, managing, and improving the projects and programs.
This report summarizes compliance and service data from the more than $31 million in federal Title I, Part A grant funds to AISD in 2010–2011 which was used to serve more than 43,000 students at 67 Title I schools.
American Recovery and Reinvestment Act (ARRA) Individuals with Disabilities Education Act (IDEA) Evaluation 2009-2011
AISD used $16 million to support 25 ARRA IDEA projects to reduce the student academic achievement gap, reduce disproportionality, reduce dropout, improve district processes, improve teacher quality, and evaluate programs.
In a Spring 2011 survey about professional development opportunity needs, teachers and campus administrators most often requested training in the state’s new academic assessment and using technology. For more information, read the full report.