Lucy Read Prekindergarten Demonstration School - First-Year Cohort's 3rd-Grade TAKS Performance, Spring 2011
Students who attended Read pre‐K in 2006-2007 performed better than the state average on their Spring 2011 3rd grade math TAKS and had a greater percentage scoring commended on math TAKS than did other AISD pre-K students or those assumed to qualify for pre‐K.
The National Wildlife Federation assists schools in developing Schoolyard Habitats®, where educators and students learn how to attract and support local wildlife. This report describes results in the first year of program implementation.
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.
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…
The AISD Parent Survey was designed to monitor the relationships between campus staff and parents. The survey results provide campus staff with feedback about how parents feel they are treated by school staff and their campus' educational environment.
The student climate survey provides campuses with important feedback from students regarding topics such as behavioral environment, adult fairness & respect, student academic self-confidence, teacher expectations, and student engagement.
This report uses the High School Exit Survey as a vehicle to explore explanations for the consistent postsecondary enrollment gap between Hispanic seniors and students of other races/ethnicities.
The ninth annual High School Exit Survey was administered online to seniors in every AISD high school during Spring 2011. In total, 3,793 seniors completed the survey, for an adjusted response rate of 87.3 percent.
Educators in REACH schools participated in focus groups and surveys about their experiences. Attitudes regarding the program and its elements were largely favorable, despite some challenges.
This report summarizes REACH participants' attitudes toward key program elements and activities in Fall 2009 and Fall 2010. Participants' opinions were stable over time.