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.
Results from the 2011-12 pilot teacher appraisal system suggest peer, administrator, and student feedback are valuable tools that can be used with Student Learning Objectives and value-added data to provide a holistic evaluation of teachers in AISD.
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.
This report summarizes an external evaluation of the School-Connect program, an SEL curriculum for 9th grade students, at three AISD high schools.
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.
Has school climate in AISD changed over time since the implementation of the Learning Support Centers
This report summarizes changes in student discretionary discipline removals from AISD schools and changes in staff's climate survey as well as students' climate survey results from 2011-2012 through 2015-2016, with a focus on when learning support centers were implemented in 2012-2013.
An Analysis of Students' Reliable Integrated Trend Scores (RITS) in the Electronic Child Study Team (eCST) Database
The purpose of this report is to analyze the stability of students’ reliable integrated trend scores (RITS) over time and to determine which elementary school factors predict RITS at the secondary level.
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.
The present report documents the pilot’s influence on teachers’ job satisfaction; attachment to the teaching profession, their school, and the district; data use practices; teaching efficacy; collegial experiences; and requests for transfer.
This report, prepared in collaboration with the AISD Office of Innovation and Development (OID), summarizes the accomplishments of SEL in AISD from 2011-2012 through 2015-2016.