Professional Development Units (PDUs) are an optional component of the REACH program. The following report summarizes the effects of PDU participation on instructional practice and student growth.
This report summarizes results from Spring 2014 focus groups held with a sample of AISD dual language program classroom teachers to find out their opinions about the dual language program.
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.
AISD REACH Program Update 2009-2010 Texas Assessment of Knowledge and Skills (TAKS) Results and Student Learning Objectives (SLOs)
This report describes the relationship between Student Learning Objectives and student performance on the Texas Assessment of Knowledge and Skills.
Each year in the fall and spring semesters, the Peabody Picture Vocabluary Test and the Test de Vocabulario en Imágenes are administered to a sample of pre-K students in AISD. The following report provides Fall 2013 results for each vertical team of schools.
The AISD REACH campus reports provide REACH campuses with information regarding key program indicators for their schools. To learn more, select a campus report.
In 2011, AISD worked with the nationally recognized New Teacher Center (NTC) to create a comprehensive survey to help the district to better understand how teachers and school staff feel about critical issues that can influence educator retention and effectiveness.
Does AISD promote a culturally proficient and inclusive environment for all staff and students? This report summarizes data gathered from district-wide surveys that address issues related to cultural diversity. Click here to find out more!
Single gender schools are rapidly growing in the United States. Understanding the rationale behind these models and identifying best practices is a necessity. The following report presents research-based and hands-on strategies in all-boys settings.