This report summarizes the Dual Language Training Institute October 2012 observations of implementing dual language classrooms in schools across the district.
This report suggests potential program sites for the middle school dual language program based on student needs, campus capacity, and parental and staff interest.
Staff's top three suggested priorities for the Dual Language (DL) program in 2013-2014 were: professional development opportunities, program alignment, and increased availability of materials and resources. Read more about DL staff suggestions here.
The following report examines 2012-2013 student academic performance results on STAAR, Tejas Lee, Language Assessment Scales (LAS) Links and TELPAS for English language learners in the AISD dual language program.
The following report presents third grade English Language Learners' 2012-2013 STAAR and TELPAS results and provides a comparison by program type.
This report describes English language learners who were more likely to exit the language program within 5 years of 1st-grade enrollment. A summary of student academic performance associated with successful exit and long-term ELL status is provided.
These maps provide an overview of existing dual language programs in the district for the 2012–2013 school year and the distribution of Spanish-speaking English language learners.
This report provides a comparison of AISD teacher salaries and bilingual stipends to those in other Texas districts and analyzes the 2011-2012 school year bilingual stipend distribution within AISD.
This report describes the AISD at-risk student population and expenditures for 2012-2013, results from program evaluations conducted in 2011-2012 and 2012-2013, and the longitudinal disparity between performance of at-risk and not-at-risk students.
Results from a January 2013 phone survey indicated that 5 out of 6 parents who responded believed AISD's dual language program was effectively helping their student learn a second language. Learn more about the dual language parent survey by reading the full report.