This report examines perceptions about Professional Development Units (PDUs), an optional component of the REACH program, as well as the effects of participation on instructional practice and student growth.
This report discusses the second year of AISD’s High Dosage Tutoring Program: students’ progress, program summaries, and participant survey results.
This report summarizes the Dual Language Training Institute October 2012 observations of implementing dual language classrooms in schools across the district.
This report describes performance for schools, classrooms, and students at REACH schools, compared with that of students at similar comparison schools. Results suggest REACH likely facilitated meaningful improvements over time.
Research from 6 years of AISD REACH suggested the program likely influenced student performance, teacher practices, and novice teacher retention. However, little evidence showed schoolwide growth or retention stipends facilitated desired results.
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.
In 2012-2013, AISD pre-K students demonstrated growth in receptive vocabulary on a nationally-normed test. Students enrolled in multiple programs showed greater growth in receptive vocabulary in their native language than did other pre-K students.
This report summarizes compliance and service data from AISD's federal Title I, Part A grant during 2012-2013. Title I, Part A funds were used to serve more than 46,000 students during 2012-2013, and funds were used to provide campus and district services and resources to support students, parents, and staff. For more information, please read the full report.
This report summarizes 2012–2013 AISD REACH peer observation scores, the stability of scores over time, teachers’ perceptions of peer observation, the relationship between peer observation and other measures of teaching, and the program cost.