This report compares the STEM-focused ACE summer program and the regular ACE summer program conducted at AISD during summer 2018. Students in both the regular and the STEM summer camp programs experienced positive STEM engagement; high academic self-confidence; a sense of being prepared for college, job or career in STEM; favorable school and behavioral environment; novel summer camp learning; and positive attitudes toward summer programming after attending the ACE Austin summer program.
Professional Pathways for Teachers (PPfT) is a human capital system that blends three primary components: appraisal, compensation, and professional development (PD) opportunities. The purpose of PPfT is to build the capacity of Austin Independent School District (AISD) teachers through a comprehensive system of supports and compensation with the ultimate goal of having a positive impact on teacher retention and student achievement. The current evaluation document presents descriptive analyses of the 2017–2018 PPfT appraisal and compensation data.
This report summarizes data gathered from pre- and post-intervention surveys conducted with parents/guardians and teachers of AISD students who were offered free grief support counseling services during 2017-2018 through a grant funded by The Christi Center.
This report summarizes some of the parent and family engagement services provided by PSSs to parents and families at their schools during the 2017–2018 school year.
In 2009-2010, Positive Behavior Support (PBS) was implemented on 80 Austin Independent School District (AISD) Campuses with support from the AISD PBS team. Through PBS, campuses develop a continuum of systemic and individualized strategies delivered within school-wide, classroom, and individual student systems.
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.
In the spring of 2017, the AISD Department of Research and Evaluation (DRE) administered the Substance Use and Safety Survey (SSUSS) to track middle and high school students’ self-reported knowledge, attitudes, and behavior related to substance use and perceptions of school safety. Results from this survey are used to inform and assist with district- and campus-wide substance use prevention and school safety planning.
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 Positive Behavior Support (PBS) model is based on national models that use behavior support systems at the universal, targeted, and intensive levels of intervention to promote pro-social behaviors, to reduce chronic disruptive and destructive behaviors among students, and to meet the needs of children with significant behavior challenges.
The 2007-2008 Positive Behavior Support (PBS) report provides a progress summary of PBS at AISD for the previous 4 years and summarizes the current district efforts to bring PBS to full-scale implementation.