Standard Aggregate Reports (SAR) allow community-based service providers to access aggregate data (i.e., summary data for multiple individuals) about students participating in their programs. Using this system, service providers gain access to valuable information about the discipline, attendance, and academic achievement outcomes of the students they serve. At the same time, AISD can maintain compliance with federal and local regulations protecting the confidentially of individual-level student data while being responsive to agency data needs.
The maps are part of a larger project developed to understand students’ mobility. They represent specific areas within Austin Independent School District (AISD) that have high and low levels of student residential mobility, and are used as a visual tool for understanding which areas are most affected by residential mobility.
These maps were designed in order to understand students’ mobility. They represent areas and campuses within the district that have varying levels of student campus mobility, and are used as a visual tool for understanding student mobility patterns.
In November 2011, ACCESS staff distributed a questionnaire about early childhood education services participation to all Austin Independent School District’s parents/guardians of kindergarten and prekindergarten students through their classroom teacher. This report was funded through the ACCESS grant as an adhoc request and provides a district summary of the data.
Positive Behavior Support (PBS), first piloted in Austin Independent School District (AISD) in 2003–2004, is a systems approach to the prevention of problem behavior and the improvement of students’ academic performance. In Fall 2010, the district PBS program was implemented at 81AISD campuses, and staff at one additional campus were preparing for implementation. Working with AISD PBS specialists, campus staff used data to problem solve and monitor strategies for change. Strategies ranged from universal interventions, implemented across all students, staff, and settings, to intensive…
Positive Behavior Support (PBS) is a systems approach to the prevention of problem behavior and the improvement of student academic performance. This research brief describes campus participation in PBS since 2003–2004, when it was first piloted by AISD. It also presents results from 2010–2011 end‐of‐year surveys, in which administrators and staff at PBS campuses shared their perspectives on the implementation and effects of PBS.
The ACCESS grant provided funding for a dropout specialist at Mendez Middle School to work with students and their families on identifying and overcoming barriers to attendance and to decrease the likelihood that students would drop out.
School-community liaisons (SCLs) function as school-based social workers, connecting students and families with school- and Community-based supports and services. Students returning to their home campuses following disciplinary placements represent a high-need population who benefit from dedicated SCL support.
Austin Community Collaboration to Enhance Student Success (ACCESS) first funded a gang specialist school resource officer (SRO) in Fall 2007 to decrease gang activity on campuses and to educate students, parents, and community members about gangs. The ACCESS-funded gang detective is a member of the Joint Juvenile Gang Intervention Unit (JJGIU), along with another detective from the Austin Independent School District (AISD) Police Department, and two detectives and a gang prevention coordinator from the Austin Police Department. The JJGIU was formed in response to a Joint Steering Committee on…
This report summarizes 2009-2010 evaluation results for AISD's ACCESS initiative Project Toward No Drug Abuse.