Austin district implements new strategies to improve dual language program effectiveness

The Board Information Session Meeting held on May 8, 2025, focused on the progress and future plans for bilingual education within the district. The meeting began with a presentation outlining the goals and key performance indicators (KPIs) related to the dual language program. The emphasis was on collaboration between the administration and campuses to support students effectively.

A significant part of the discussion revolved around the implementation of a new tracking report in Frontline, which aims to monitor student progress in achieving the Seal of Biliteracy. The administration highlighted the importance of understanding retention rates, particularly the observed dips in student performance during the tenth and eleventh grades. The team is committed to investigating these trends to enhance student outcomes.

Trustee Hunter raised questions regarding the percentage of bilingual certified teachers who have completed foundational training and how the district measures the impact of this training on biliteracy outcomes. The administration confirmed that they are compiling data from the previous year and will provide updates on current training efforts.

Trustee Singh inquired about the implications of waiving bilingual certification requirements and whether this affects student performance across different campuses. The administration acknowledged the need for further analysis to understand the correlation between teacher certification and student achievement.

Trustee Kaufman expressed concerns about the potential loss of Title III funding, which supports English language acquisition for bilingual students. The administration indicated that the district heavily relies on this funding for direct campus support and professional learning. They noted that the proposed federal budget zeroes out this funding, which could significantly impact bilingual education initiatives.

Trustee Quintana sought clarification on strategies to address the drop in student enrollment in dual language courses during high school. The administration discussed systemic strategies, including flexible scheduling and equitable advising, to ensure students can pursue dual language pathways without sacrificing other academic opportunities.

The meeting concluded with a commitment from the administration to provide further data and updates on the discussed topics, particularly regarding the tracking of student progress and the implications of funding changes. The board expressed appreciation for the thorough presentation and the ongoing efforts to enhance bilingual education in the district.