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This report provides a brief overview of Culturally Responsive Restorative Practices, an innovative framework intended to address discipline disparities and improve school climate and culture at ten AISD schools. This work is part of a 5-year, $3.5 million Education Innovation and Research (EIR) grant from the U.S. Department of Education. Highlights from year two of CRRP implementation include improved perceptions of school climate by students and staff, reduced reliance on exclusionary discipline, and steadily growing staff participation in CRRP and CP&I professional learning…
The main purpose of the 2019–2020 evaluation of the Department of Leadership Development was to evaluate the implementation of the newly developed assistant principal (AP) and principal hiring processes, designed to select a diverse group of equity-focused, effective novice leaders. The hiring process consisted of using an online video interviewing tool (HireVue) and an assessment center consisting of several tasks intended to assess candidates’ abilities to perform job-related duties.
This report describes the activities and accomplishments of AISD's CARES team during the second year of implementation, school year 2019–2020. Highlights include how CARES team members were able to: maintain and in many cases exceed high-quality standards, continue progress monitoring, and provide support and resources for families, staff and community members during the first few months of the pandemic, a time of great uncertainty. CARES also expanded aspects of their feedback functions and adapted their planned implementation goals in response to staff and families' expressed…
Families were asked which instructional model they planned for their student to participate in from the options remote off-campus learning and on-campus learning beginning January 4th, which instructional model they planned for their student to participate in if the Austin community moves into Stage 5 risk-based guidelines due to the COVID-19 pandemic, and their preference for how the district might adjust the 2020-2021 academic calendar if the district moves to 100% remote learning or closes schools following winter break in January 2021. Families responded on behalf of about 17,000 students.
Staff were asked to provide their preference for how the district might adjust the 2020-2021 academic calendar if the district moves to 100% remote learning or closes schools following winter break in January 2021. Overall, 70% of staff ranked the option to move instructional days to the end of the school year as their most preferred option, 18% ranked the option of holding once-a-month instructional days on Saturdays throughout the spring semester as their most preferred choice, and just 12% ranked moving instructional days to spring break as their most preferred choice.