This report summarizes feedback from teachers and program coordinators who participated in focus group discussions about a newly implemented professional development model called Project GLAD.
Bilingual and English as a Second Language Academic Performance Summary Report, STAAR and EOC, 2017-2018
This report summarizes the bilingual and English as a second language participants’ academic performance during 2017–2018. Students' advanced placement course performance, STAAR and EOC performance, and graduation and dropout rates are summarized.
During the summer of 2014, Austin ISD’s Department of English Language Learners provided guided language acquisition design (Project GLAD) training to 33 district teachers. Teachers from two AISD campuses were selected to participate in the district’s pilot of the Project GLAD program. This report summarizes Fall 2014 survey responses from the 33 teachers who participated in the training.
This report summarizes results from a 2019 spring survey of 8th-grade students in the middle school Dual Language Program. Most students indicated they enjoyed the program, realized the academic benefits, and wanted to continue Dual Language in high school.
This report summarizes AISD English learners’ (ELs) TELPAS performance on the 2018 Spring administration. Student performance is summarized by domain and composite ratings, and years in U.S. schools. The changes made to the test are also discussed.
Ten AISD elementary campuses implemented one-way and two-way dual language pilot programs in the 2010–2011 year. What were parent and staff’s perception of its implementation? Did students advance in second language proficiency? Find out more.
Fifth-Grade Native English Speakers' Performance on the Spanish-Language Proficiency Assessment, STAMP 4Se, 2018-2019
This report examines fifth-grade native English speakers’ performance on the Spanish language proficiency assessment. Spanish language proficiency was assessed with the STAMP 4Se assessment, which was given in the Spring 2019 semester to fifth-grade native English speaking students enrolled in the two-way Dual Language (DL) Program. Students were assessed on four domains of Spanish language proficiency (reading, listening, writing, and speaking). Student performance levels on all four domains increased compared with student performance in 2018.
This report provides a description of ELL enrollment in the district, examines ELL progress in English proficiency and academic content areas, and evaluates the dual language program in its first year of district wide implementation.
This report provides a longitudinal analysis of enrollment patterns and development of English proficiency among International High School students.
The New Bilingual Teacher Institute follow-up survey allowed new bilingual teachers to reflect on how well the training prepared them and its usefulness, professional development, and support and resources received in their first year of teaching.