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REACH Program Update: Program Implementation, October 2010
Data collected from REACH program staff and participants indicate three factors predict high campus implementation and program impact: 1. principals support, 2. attitudes toward SLOs, 3. teacher self-efficacy. Read the report for more information.AISD Pilot Teacher Appraisal System, 2011-2012
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 Teacher Retention Report II: Job Satisfaction, Attachment, and Turnover
The factors that best differentiated among 1,167 AISD teachers who left the district, transferred within the district, or remained on the same campus were attachment to teaching, attachment to school, and satisfaction with the work environment.AISD REACH Program Update, 2010-2011: Professional Development Units
Professional Development Units (PDUs) were new to the REACH program in 2010-2011. This report summarizes participants' experiences with PDUs and the influence of PDUs on student performance on TAKS and Student Learning Objectives.Project Advance Summary Report 2006-2007
This report summarizes 2006-2007 evaluation results of AISD's Project Advance activities. Project Advance staff worked with high school students and their parents to prepare students for post-secondary enrollment.Project Advance Summary Report 2007-2008
This report summarizes results from the 2007-2008 program evaluation of Project ADVANCE.State Compensatory Education 2006-2007
State Compensatory Education (SCE) is a supplemental program designed to eliminate disparities in (a) student performance on assessment instruments administered under chapter 39 of the Texas Education Code (1995, amended 2007), and (b) the rates of high school completion between students who are at…AISD Prekindergarten Program Longitudinal Summary Report, Issue 2: Half-Day versus Full-Day Programs, 2001-2002 Pre-K Cohort
Full-day pre-K students from the 2001–2002 cohort were more likely to pass the 2010 7th-grade reading TAKS than were kindergarten students from the 2002–2003 cohort who were assumed eligible for pre-K but did not attend pre-K in 2001–2002.High School Redesign: Student Advisory Evaluation 2007-2008
This report summarizes evaluation results from AISD's 2007-2008 high school Student Advisory/Family Advocacy Program.Office of Redesign: Quality Teaching for English Learners (QTEL), 2008-2009
Quality Teaching for English Learners (QTEL) aimed to improve teacher practice and improve student outcomes at Lanier and International High Schools. Overall, QTEL was moderately effective based on the myriad of mixed program results.