Belton ISD reports growth in dual-language participation; district explains program models and assessment trends
Summary
District staff reported on emergent bilingual services on Oct. 20, describing dual-language expansion, program models, assessment results (TELPAS and STAR), and areas of focus including secondary supports and math instruction for multilingual learners.
Belton ISD officials updated trustees on emergent bilingual services, explaining program models, participation trends and assessment results during the Oct. 20 meeting.
Gabby Nino presented a district snapshot showing more than 50 non-English languages spoken in students' homes, with Spanish the most frequent. She explained that Spanish is the only language offered in the district's bilingual (dual-language) program; all other languages are served through English as a second language (ESL) structures. The district has adopted a dual-language model (one-way and two-way classrooms) for pre-K through fifth grade in selected campuses.
Nino outlined assessment data: TELPAS (English proficiency) results were described as generally stable with slightly higher advanced/high performance than state averages in 2025, and STAR Renaissance data showed gains in 3-5 reading and slight declines in 3-5 math for emergent bilingual students. She pointed to a notable increase in high-school biology outcomes after the district adopted a phenomenon-based, hands-on science approach and said the district is working to apply similar experience-based and vocabulary-focused strategies in math instruction.
District staff emphasized investments in professional learning for teachers, improved resources for dual-language classrooms and family engagement events for dual-language families. Staff said they will strengthen secondary supports and focus on embedding English language proficiency strategies across content areas.
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