Multilingual Services Department

Betsy Maldonado-Haisler
Executive Director of Multilingual Services
[email protected]

Lizbeth Cavazos
Secretary for the Executive Director of Multilingual Services
[email protected]

Multilingual Services

Christine Kujawa
Multilingual Program Specialist
Accelerated English Academy & Secondary Newcomer Program (Grades 7-12)
[email protected]

Karen Krall
Program Director of Secondary ESL
LPAC Compliance for High Schools
[email protected]

Rachel Briones
Federal Programs and Multilingual Initiatives
[email protected]

Eva Carrillo-Iniguez
Multilingual Program Specialist
LPAC Compliance for Primary and Middle Schools
[email protected]

Catalina Lugo
Multilingual Program Specialist
LPAC Compliance for Elementary Schools
[email protected]

Gema Gatica
Secretary for LPAC Compliance
[email protected]

Nancy Sotelo
NGS Specialist
Secretary for Federal Programs
[email protected]

Instructional Support

Spanish Language Arts

Matt Warford
Executive Director for Elementary Teaching and Learning
[email protected]

Sonia Castro
Multilingual Program Specialist
Grades 3-5 Spanish Language Arts/ESL
[email protected]

Italia Cea
Multilingual Program Specialist
PK-Grade 2 Spanish Language Arts/ESL
[email protected]

Ruby Turcios
Secretary for Spanish Language Arts/ESL
[email protected]

Professional Learning (SIOP/ESL)

Akilah Willery
Executive Director for Professional Learning and Instructional Technology
[email protected]

Lidia Calderon
Multilingual Program Specialist
Secondary ESL – Middle School
[email protected]

Jeanette Mercer
Multilingual Program Specialist
Elementary ESL
[email protected]

Two-Way Dual-Language Immersion starts in fall 2019 in kindergarten classrooms at the following campuses:

  • de Santiago EC/PK/K School
  • García-Leza EC/PK/K School
  • Hinojosa EC/PK/K School
  • Magrill EC/PK/K School
  • Vines EC/PK/K School

The program will expand by one grade level each subsequent year.

No matter one’s first language, learning a second language is becoming crucial as we become global citizens. AlSD’s Two-Way Dual-Language Immersion program is offering new opportunities for families to become part of this proven method that helps students become proficient in two languages.

Learn more

Through the implementation of a Transitional Bilingual Program model, the Aldine Independent School District Bilingual program targets the academic, linguistic, and social needs of each student whose native language is not English. The students are provided the instructional support necessary to acquire the English language and to become academically successful in the mainstream classroom.  Spanish is used by Bilingual certified staff to deliver academic content so that literacy in the native language is attained.  Linguistic support is given to students whose first language is Vietnamese in their native language by ESL certified teachers. Instruction in Bilingual/ESL classrooms is based on the content area Texas Essential Knowledge and Skills (TEKS) and district developed ESL curriculum guidelines.  Teachers follow a district Pacing Chart to increase the amount of English instruction each year as commensurate with the students’ level of English proficiency.  Assessment data and level of student English proficiency in listening, speaking, reading, and writing are used to meet the educational needs of each English Language Learner so that the transition to an all English academic environment is successful.

In the ESL program, Pre-Kindergarten through sixth grade students who speak a language other than Spanish and middle and high school ELLs receive specialized language instruction. They receive all English instruction with linguistic support from a certified ESL teacher.  Students receive rigorous and targeted instruction to ensure that they are able to access and acquire English literacy and content knowledge and skills. 

Aldine ISD offers a transitional bilingual program for students enrolling in PK – grade 6 from other countries and with no English proficiency.

Students entering Aldine ISD in grades 7 – 12 from other countries and with no English proficiency qualify for our newcomer program.  The Accelerated English Academy serves students in grades 7 -12 at their zoned campus.  First-year, non-English speaking students are provided an accelerated English language curriculum using the Accelerated Learning methodology.  Sheltered instruction is used in all content area courses.  

The federally-funded Title III, Part A program allows Aldine ISD to provide supplemental instructional services for accelerated English language development.  The program also provides supplemental professional development for teachers.

Aldine ISD provides supplemental services for qualifying migrant students through the Title I, Part C – Migrant program.  The district contact for this program is Deborah Rivera.

  1. Provide educators the tools needed to deliver appropriate quality instruction that meets unique linguistic needs so that English Language Learners reach their full academic potential.
    • Use Needs Assessments and Program Evaluations as guides to plan needed staff development sessions each month.
    • Set the stage each year by focusing educators, via the Bilingual/ESL Symposium, on research-based instructional strategies and best practices that enhance English language proficiency.
    • Provide training in the SLA and ESL curriculums so that instruction is linguistically accommodated (communicated, sequenced and scaffolded) commensurate with students’ levels of English language proficiency to ensure that students learn the knowledge and skills in the required curriculum.
  2. Monitor compliance with federal and state law and allocate Title III resources to ensure equity for each English Language Learner.
    • Plan and deliver differentiated LPAC training three times each year.
    • Hold audits and give immediate feedback so that a systematic process is in place at each campus.
    • Give individualized guidance at the beginning and end of each year to ensure proper student placement and instruction.
    • Use Needs Assessments and Program Evaluations as guides in making purchasing decisions consistently throughout the year.
  3. Provide necessary instructional support so that students acquire the English language and become academically successful in the mainstream classroom.
    • Provide consistent training on delivering focused, targeted, and systematic second language acquisition instruction based on students’ English proficiency level.
    • Emphasize language-rich instruction that provides English Language Learners with a sound foundation of English language vocabulary, grammar, syntax, and English mechanics necessary to support content-based instruction and accelerated learning of English.
  4. Guide teachers and administrators in the use of data and level of student English proficiency in listening, speaking, reading, and writing to meet the educational needs of each student.
    • Analyze student progress measured by TELPAS and guide district instructional focus so that there is progression of second language acquisition from one proficiency level to the next each academic year.
    • Collaborate with teachers and administrators so that students are taught at the appropriate English instructional level based on data.
  5. Market our vision, mission, core beliefs and commitments, and goals to stakeholders (teachers, administrators, students, parents, and community) through positive and professional public relations.