INVEST: Working to Improve Outcomes for First-Time Substance Use Offenders Evaluation Findings, 2004-2005
The INVEST sessions are intended to help students and their parents improve communication skills, improve anger management strategies, develop positive conflict resolution methods, develop problem-solving skills, and access support services as needed. When a middle or high school student is removed from the home campus to the Alternative Learning Center (ALC) for a first-time substance use offense, he or she has the option of participating in INVEST. Students who choose to participate may return to their home campuses after attending four INVEST sessions with a parent or other significant…
The following report contains the results of the 2004-2005 AISD Parent Survey for all elementary, middle, and high schools.
This report summarizes the 2004-2005 program evaluation results of AISD's GEAR Up program, a program that encourages and supports students' rates of high school graduation and post-secondary enrollment.
During the 2004-2005 school year, AISD received a total Title IV grant of $477,413 that was used to support substance use and violence prevention efforts at each level of the AISD Student Intervention Model.
This report summarizes evaluation information for the AISD bilingual and English as a second language programs for the 2004-2005 school year.
This report summarizes AISD's parent and community involvement activities for the 2004-2005 school year.
This report summarizes AISD's 2004-2005 prekindergarten program activities and student participation and performance results.
This report describes the postsecondary enrollment rates for the Classes of 2002 through 2004.
This report summarizes some AISD activities to support reading and mathematics instruction in grades K-5 for the 2004-2005 school year.
Following pilot implementation in 2003-2004, a cohort of 16 AISD schools received district support for the implementation of Positive Behavior Support (PBS) on their campuses in 2004-2005. The results of the evaluation suggest that by spring 2005, most schools had created representative PBS teams, established clearly defined behavioral expectations, developed on-going systems for rewarding behavioral expectations, and implemented systems for responding to behavioral violations.