Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Bilingual Education topic
No spam. Unsubscribe anytime.
Uvalde CISD presents bilingual program review; staff report steps to improve coding and reclassification tracking
Summary
District staff presented a bilingual program evaluation covering 2024‑25, including audits to correct student coding, LPAC training, TELPAS/TELPA data and reclassification procedures, and plans to improve monitoring and folder audits.
UVALDE, Texas — Uvalde CISD staff presented an evaluation of the district's bilingual and dual‑language programs, detailing efforts to correct student coding, improve language assessments and train campus personnel to monitor emergent bilingual students.
The presentation summarized work since the district's bilingual lead took the role in December 2024: creation of a bilingual advisory committee, trainings with Education Service Center Region 20, audits of coding for emergent bilingual and dual‑language students, and updates to the bilingual handbook. The presenter said the district is ‘‘still actually in the process of cleaning that up because it's due by October 31.’’
Why it matters: Correct home‑language coding and accurate LPAC (Language Proficiency Assessment Committee) processes determine which students receive language services, which assessments they take and when they may be reclassified out of bilingual status.
Key details from the presentation: staff said the district is auditing home language surveys and bilingual status coding in Skyward, tracking TELPAS (Texas English Language Proficiency Assessment System) and STAAR results, and setting up monitor codes (M1, M2) so teachers can see whether a student is in a first‑ or second‑year monitoring period after reclassification. The presenter said reclassification requires an advanced‑high TELPAS score, STAAR performance at approaches/meets/masters where applicable, and a teacher form recommending reclassification.
Staff also described professional development and folder audits for LPAC teams: region‑led training for ELPAC administrators, a series of LPAC PLCs (professional learning communities) and plans for middle‑ and end‑of‑year reclassification review. The presenter said the district will continue to track Spanish‑language coursework at high school and performance acknowledgments tied to graduation requirements.
What was decided: No formal board action was taken; staff outlined next steps that include finishing the coding cleanup, continuing LPAC PLCs, monitoring implementation fidelity and returning with updates.
Speakers quoted in this story spoke at the public meeting and are identified in district records.
