Rio Grande City Grulla Independent School District (ISD) | Success Story

Providing Early Language Support and Ongoing Monitoring with PreLAS

When districts have a high demand for bilingual education services but limited availability of certified bilingual educators, it can be a challenge to ensure students receive timely language support. In this success story, Marissa Victoria Aguilar, Bilingual/ESL Director at the Rio Grande City Grulla ISD in Texas, shares how her district uses PreLAS to identify Emergent Bilingual students’ language proficiency early on, ensuring they are placed in the appropriate program and receive the support they need to achieve early academic success.

What challenges do you have in your district specific to language learning?

One of the primary challenges our district faces in supporting language learning is the limited availability of certified bilingual teachers. With approximately 6,000 Emergent Bilingual students, the demand for qualified bilingual educators far exceeds the supply. This shortage impacts our ability to provide consistent, high-quality bilingual instruction across all grade levels. While we offer professional development and support for teachers pursuing bilingual certification, recruitment and retention remain ongoing challenges as we strive to meet the needs of our diverse student population.

Why did you select PreLAS, and how is it used in your district?

We selected PreLAS to help measure language proficiency early, supporting instruction and improving growth scores for Emergent Bilingual students. PreLAS is used district-wide solely for identifying Emergent Bilingual students and monitoring their language development and progress over time

What aspects of the PreLAS assessment do you find particularly engaging for students ages 3–5 years old?

The most engaging aspect of PreLAS for students ages 3–5 is the one-on-one interaction. Students enjoy following directions, retelling stories, identifying objects, and responding to questions in a playful, low-stress setting. Teachers and aides can observe each child’s language skills and use that data to guide targeted instruction.

Which PreLAS features are particularly important to your district? How do they address specific concerns and needs?

PreLAS offers bilingual assessment, age-appropriate tasks, and progress monitoring, addressing our need to identify language proficiency early. Its engaging format supports accurate results, guiding instruction and interventions. It ensures students receive timely language support, aligning with our commitment to dual language development and early academic success.

What about the PreLAS data and report(s) do you find most useful/beneficial?

The PreLAS data is valuable because it helps us identify each student’s language proficiency and place them in the appropriate program. It also guides the use of additional support based on individual scores. Progress monitoring allows us to track growth and determine the level of assistance needed for the following year.

How do your educators use PreLAS data/report(s) to inform classroom instruction?

Educators use PreLAS data to identify each student’s language proficiency level in English and/or Spanish. This information helps teachers tailor instruction to meet students’ linguistic needs by grouping students strategically, providing targeted language support, and incorporating appropriate scaffolding. The reports guide lesson planning, ensuring language objectives align with student abilities.

How do educators use PreLAS data to inform parents about their students’ language development?

Educators use PreLAS data to explain students’ language proficiency to parents, helping them understand their child’s placement in the bilingual program. It provides clear insight into language strengths and areas for growth, allowing teachers to discuss the type of support their child will receive and how it supports overall academic success.

What are the key takeaways you would share about your experience with PreLAS?

The PreLAS assessment has been instrumental in identifying our young learners’ language abilities early on. It gives us clear, reliable data to guide instruction, provide targeted support, and track progress.