Conroe ISD pauses plan to discontinue dual-language immersion after hours of public comment

Conroe ISD trustees heard more than two hours of public comment Wednesday night before Superintendent Dr. Noll withdrew a recommendation to discontinue the district’s dual‑language immersion program and asked staff to work with parents and teachers on alternatives.

The recommendation to begin sunsetting the two‑way dual‑language program had been added to the board agenda with little prior notice, prompting dozens of parents, students and teachers to speak in favor of keeping the program. The public speakers described academic and social benefits, long family commitments to the program, wait lists at campuses such as Lamar Elementary, and consequences for families who moved into district attendance zones to enroll their children.

“Coming to this program has shaped major life choices including where we live and work,” said Kayla Bachmeier, a parent who identified herself as a CISD graduate and current teacher, summarizing comments made by many families. Several teachers and administrators described gains in biliteracy and classroom resilience; Brenda Yanez, a Lamar dual‑language teacher, said, “In August, children start with me with little to no Spanish and by May their level of language acquisition is astonishing.”

In response to the public comments and questions from trustees, Dr. Noll said the district must address staffing and funding issues that had prompted the recommendation but acknowledged the depth of community concern. “I’m not proud of our process,” he said. “Being wrong is human. Being able to say that and fix it is right. I’m going to withdraw my recommendation tonight.” The superintendent told the board he would present the data behind the recommendation and work with parents and staff to develop options and a timeline for follow‑up.

Trustees repeatedly asked for more granular financial and staffing information and for a collaborative path forward. District staff outlined several factors that contributed to the recommendation: uneven enrollment that left some dual‑language grade cohorts below the target 50/50 balance of native English and partner‑language speakers; a shortage of state‑certified bilingual teachers (the district reported multiple teachers on emergency permits and a growing number of bilingual exemptions submitted to the state); and the projected need to add teacher positions to sustain program growth across grades.

Dr. Medford, assistant superintendent for curriculum and instruction, described how cohort sizes below staffing targets increase per‑student costs and require additional training and in‑class coaching to support bilingual instructional practice. “Each one of these boxes (in our staffing chart) where we don’t have 22 students is a large inefficiency in the system,” she said, and added that the district would bring more detailed campus‑level data to future meetings.

Next steps: Dr. Noll said the administration will share the enrollment, staffing and budget data that informed the original recommendation, convene parents and teachers in a working group, and return to the board with options. Trustees called for an expedited process to ensure parents and teachers have a clear timetable for follow‑up. The board did not vote on program discontinuation; the superintendent’s withdrawal of the recommendation means no immediate policy change was adopted.

Community reaction and context: Parents and students said they had signed five‑year commitments to the immersion rosters and that many families made housing and other life decisions to remain enrolled in the program. Teachers and principals said recruitment and retention of bilingual teachers is the district’s core challenge; speakers and trustees suggested stronger district recruitment, targeted stipends/sign‑on bonuses, and outreach to neighboring districts as possible solutions.

The board directed staff to gather specific data and to engage a parent‑teacher working group; trustees emphasized that any future recommendation should include clear financial analyses, alternatives such as consolidation or phased expansion, and teacher‑recruitment strategies.

Ending: The board recessed its meeting after hearing many public speakers and after the superintendent announced the withdrawal; parents and teachers will be invited to work with district staff as the administration develops follow‑up materials for the board.