Summary the Educator Excellence Innovation Program (EEIP) in Austin Independent School District Into the Third Year of Implementation
EEIP is a Texas Education Agency (TEA) grant program that funds innovation in teacher supports and leadership opportunities.
EEIP is a Texas Education Agnecy (TEA) grant program that funds innovation in teacher supports and leadership opportunities. This report describes feedback from teachers at the six EEIP schools and summarizes implementation in the third year of the program.
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.
The Coordinated School Health (CSH) reports describe how the CSH program was implemented at AISD campuses. The reports provide summary- and campus-level information about achieved CSH action goals and information about changes in physical fitness of students at the campus since the previous year.
This report describes results from a survey designed to assess students' emotions and behaviors prior to and following their participation in targeted grief support counseling.
This report describes how mindfulness strategies have been used in Austin ISD and summarizes students' and staff members' perceptions of mindfulness strategies.
This report provides information on AISD's bilingual and English as a Second Language programs implemented in 2016–2017, summarizing the numbers of students served, and students’ language acquisition and academic performance.
This report summarizes student-level analyses conducted with the SEL Skills Survey and the Student Climate Survey to determine if a single measure of students' SEL skill acquisition and perceptions of school climate is possible.
This report examines the relationship between participation in the Afterschool Centers on Education (ACE) and student academic outcomes at the 16 Cycle 8 ACE campuses. Students' years of participation in ACE was positively associated with better student outcomes. Specifically, those with more years of ACE participation had better STAAR passing rates, school attendance rates, and elementary math grades than those with fewer years of participation.
Research on creative learning shows that students attending arts-rich schools have higher levels of motivation and better academic and social success. Arts richness is measured in the Creative Campus profile reports according to nine diverse components and is based on information gathered in the 2016-2017 Arts Inventory and school records. This is an annual report used to track the progress of our district's investment in the whole child through the arts and creative teaching. By systematically investing in understanding the arts-richness of our schools district and campus leaders can…