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.
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 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.
This report summarizes the Dual Language Training Institute October 2012 observations of implementing dual language classrooms in schools across the district.
Results of the evaluation suggest the SLO process is related to some positive outcomes for teachers and students. However, evidence indicates a need for program refinements to address discrepancies in SLO performance by staff role and school.
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.
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.
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.
This report provides a longitudinal overview of the AISD Reach mentoring program and its relationship to beginning teacher effectiveness and retention.