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El Paso ISD reports large rise in bilingual reclassifications; rolls out 70/30 kindergarten plan and teacher-certification push
Summary
District staff told trustees that 1,457 students were reclassified non-emergent bilingual in 2024 (up from 46 in 2023), explained stricter criteria for biliteracy credit, and outlined a multi-year rollout that includes 70/30 kindergarten next year, expanded parent engagement, and targeted teacher certification and waiver training.
El Paso ISD staff updated the board on the district’s bilingual and dual-language programming, reporting a substantial increase in student reclassifications to non-emergent bilingual status and laying out an implementation timeline that shifts younger grades toward a 90/10 (PreK-3) and 70/30 (kindergarten next year) model en route to a full 50/50 dual-language model by 2027 in early grades.
Veronica and Jesus Mendoza Acosta, director of Connecting Languages, presented reclassification counts and the criteria used to reclassify students: an advanced-high TELPAS composite score, an appropriate STAAR/STAR (or EOC) level (approaches/meets/masters, as applicable), and a teacher subjective evaluation. The district reported 544 elementary, 492 middle and 421 high-school reclassifications in 2024 — a total of 1,457 students — compared with 46 reclassifications reported for 2023. "When we say they're reclassified, that just means that they're eligible to leave the dual language program if they so choose," a presenter said, while noting staff strongly encourage families to remain in dual-language instruction for the program benefits.
Staff explained why fewer students received a high-school biliteracy credit in 2024: the state requires proficiency verification rather than a classroom grade for the Spanish credit that can substitute for a foreign-language graduation requirement after five consecutive years in a dual-language program. The team said 2023 counts had reflected classroom grades while 2024 numbers reflect more rigorous, assessment-based criteria.
Certification and waiver counts were also discussed. Staff said the district had previously filed 124 bilingual exceptions and 125 ESL waivers; in a more recent filing bilingual exceptions fell to 65 and the district reported filing 19 bilingual exceptions for 2025. Staff noted an increase in ESL waivers this year resulting in part from a change in Texas Education Agency reporting that required the district to list substitutes and unfilled vacancies in waiver submissions. Jesus Mendoza described a training schedule for teachers on waivers and exceptions: he reported that, out of 156 teachers identified for ESL waiver training, 117 had registered or attended the planned sessions, and that bilingual-exception trainings had enrolled 10 teachers with additional sessions planned. The district said teachers who attend can be reimbursed for certification preparation costs and that the district is pursuing partnerships (including with UTEP) to expand coursework and training availability.
Program delivery details and timelines were detailed: PreK-3 classrooms follow a 90/10 Spanish-English split; PreK-4 is 80/20; kindergarten will move to 70/30 next year and the district intends to implement a 50/50 model for early elementary by 2027. Staff described instructional approaches such as preview–view–review (preview in Spanish, lesson in English, review in Spanish) to make academic content comprehensible while building home-language literacy. For secondary implementation, staff said dual-language delivery requires two courses taught in Spanish year-round (a Spanish-literacy course and a Spanish elective or core); the district plans a 2026–27 timetable to develop curriculum, identify courses (humanities, Chicano studies, Spanish literacy, electives), and certify teachers.
Staff also described a parent-engagement component required by Title III and said they will pilot family workshops at 12 campuses this spring with a larger rollout next year; the workshops will provide take-home materials and strategies for caregivers. The team said trend walks and a specific dual-language fidelity instrument inform implementation checks and that facilitators will continue campus coaching and supports.
Ending: Board members applauded the district’s bilingual planning, asked for continued parent outreach and certification supports, and thanked staff for the presentation and the timeline toward broader secondary implementation in 2026–27.
