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HEB ISD reports rise in emergent bilingual enrollment, exit gains in 2024
Summary
District staff presented the bilingual and ESL annual program evaluation, reporting growth in emergent bilingual students, assessment results and program supports including teacher certification assistance and added staff units.
Henry Butler, the district Bilingual/ESL coordinator, presented the HEB ISD bilingual and ESL annual program evaluation for school year 2023–24 and reviewed enrollment, state assessments and program supports.
Butler told the board the district’s emergent bilingual population increased from about 3,100 in 2016 to roughly 5,600 in 2024 and that the district exited 748 students from bilingual/ESL services in 2024, compared with 36 exits in 2023.
Why it matters: Growing emergent bilingual enrollment affects staffing, program delivery and assessment patterns. Butler described state and federal assessment rules the district uses to place and monitor students and outlined supports for teachers and campuses.
Assessment trends and accountability Butler said STAR, STAAR and TELPAS results showed some declines consistent with statewide patterns after recent assessment changes; he noted small cohort sizes can shift percentages with the addition or subtraction of a few students. The presentation explained TELPAS proficiency levels and the alternate TELPAS option for students with significant cognitive disabilities.
Program delivery and teacher supports Butler described the district’s bilingual and ESL delivery models (late‑exit and dual language bilingual models; ESL instruction in English) and said bilingual students begin exiting in fourth grade under the district’s late‑exit model, while ESL students may begin exiting in first grade. He said the district filed 80 bilingual program exceptions for languages with insufficient numbers to require a bilingual program and 34 ESL waivers for teachers who lacked ESL certification; the district provides full‑day training and reimbursement to help teachers gain certification.
Staffing and resources Butler said the district added three full‑time teaching units (one at Harwood Junior High, one at Bell High School and one full‑time ELPAC specialist) and is purchasing instructional materials and online programs to support bilingual and secondary ESL instruction.
Board discussion and context Board members asked whether the decline in assessment scores mirrored state trends; Butler and other staff said the dip aligned with statewide patterns and reflected the second year of a new state test. No vote was required for the report; staff said they will continue monitoring results and supporting teacher certification and campus coaching.
