A district staff member presented College Station Independent School District’s annual bilingual and ESL program evaluation on Oct. 21, outlining student proficiency trends, staffing and certification gaps, budget sources and next steps.

The report said reclassified students — those meeting state criteria to exit English learner status — are showing notable academic progress: “This year, we had 145 students meet reclassification criteria across all schools and all grade levels,” the staff member reported. The presentation also noted that many students are performing at intermediate or higher composite levels on TELPAS and that reclassified students in grades 3–8 met standards in three of four content areas.

Why it matters: the report describes the district’s progress in moving emergent bilingual students toward English proficiency while also flagging staffing and certification shortfalls that the district must address to sustain gains.

District findings and context

The presenter said the district’s bilingual program serves emergent bilingual students in pre-K through grade 6 (dual language) while the ESL program serves pre-K through grade 12. Spanish remains the most represented partner language after English. The presentation showed the number of students in bilingual programs approaching the number in ESL programs.

On state assessments and language proficiency measures, the presenter said many students in K–6 and 7–12 are performing at intermediate and advanced composite levels on TELPAS. The presenter also reported stronger-than-expected performance among students reclassified from English learners, noting that reclassified students “are consistently meeting standard” on English I and English II end-of-course exams.

Staffing, certification and budget

The presentation listed workforce and budget details the district is tracking: the district says it needs 46 dual-language teachers and that 38 of those positions are filled by fully certified teachers. The presenter said the number of teachers serving elementary ESL students increased “from 283 to 337” and secondary ESL teachers increased “from 51 to 76” (figures given in the presentation). The staff member said federal, state and local allocations — including the state bilingual education allotment and federal funds — are used to support services.

The presenter said the district expects to file required exceptions or waivers this year where teachers are not yet certified, and emphasized a certification pipeline: “Our teachers who are not certified are participating in our Grow Your Own Strive program,” the presenter said, adding that certification is due by Nov. 1 for some participants. The district also described ongoing professional development (collaborative team meetings, compliance training) and a focus this year on teacher certification and implementing new English Language Proficiency Standards.

Programs and next steps

District leaders said they will evaluate the effectiveness of current investments, expand the Summer Language Academy (a rebranded summer program offering intensive English supports for newcomers and emergent bilinguals) and develop an Emergent Bilingual Family Advisory Committee. The presenter described the Summer Language Academy as distinct from remediation-focused summer school and said it targets listening, speaking, reading and writing based on TELPAS, LOSlink and MAP data.

Community questions and district responses

Board members and parents asked about year‑to‑year trends, classroom capacity for dual language cohorts and whether the program is matching native English speakers with English learners in two‑way programs. The presenter said dual‑language participation shifted from a prior 50/50 target to a two‑thirds/one‑third model to reflect demand and cost, and said the district adds units when feasible.

On certification and timelines, the presenter reiterated plans for Grow Your Own and other supports to move uncertified teachers to certification and said administrators will monitor certifications and file exceptions when required by state rules.

Ending

The presentation closed with the district flagging evaluation of resource effectiveness, expansion of summer supports and formation of the family advisory committee as immediate next steps. No formal board action was taken during the report segment.