Publications
Optional Extended Year Program Summary Report: 2004-2005
This report summarizes evaluation information for the AISD Optional Extended Year grant program for the 2004-2005 school year.
Title I Evaluation, 2004-2005
This report summarizes evaluation information for AISD's Title I program activities for the 2004-2005 school year.
Title V, Part A Summary Report: 2004-2005
This report summarizes evaluation results for AISD's federally-funded Title V Part A innovative program activities for the 2004-2005 school year.
State Compensatory Education, 2004-2005
State Compensatory Education (SCE) is a supplemental program designed to eliminate disparities in (a) student performance on assessment instruments administered under chapter 39 of the Texas Education Code (1995), and (b) the rates of high school completion between students who are at risk of dropping out of school, as defined by Texas Education Code 29.081 (1995), and all other students. This report examines the results for the State Compensatory Education program for at-risk students in AISD for the 2004-2005 school year.
Parent and Community Involvement Summary Report, 2004-2005
This report summarizes AISD's parent and community involvement activities for the 2004-2005 school year.
Title IV Safe and Drug Free Schools and Community, 2004-2005
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.
Title I Facilities for Neglected or Delinquent Youth Summary Report: 2004-2005
This report summarizes AISD's 2004-2005 Title I funded activities and students served in facilities for neglected youth or facilities for delinquent youth in the Austin attendance zones.
Positive Behavior Support Evaluation, 2004-2005
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.