Lake Dallas ISD reviews bilingual and ESL programs; district reports small enrollment declines and campus-level gains
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Summary
The Lake Dallas ISD Board of Trustees received an annual evaluation of the district's bilingual and English-as-a-second-language programs. Officials reported a small overall drop in emergent bilingual enrollment and described campus-level progress, targeted interventions and staff supports required by the Texas Education Code.
The Lake Dallas Independent School District Board of Trustees on Oct. 20 received an annual evaluation of the district's bilingual and ESL programs, showing a modest decline in overall emergent bilingual enrollment alongside targeted campus-level gains and new supports for teachers.
Deputy Superintendent Kelly O'Sullivan told trustees that the review is performed "in accordance with the Texas Education Code" and that the district is focused on recruitment, retention and teacher certification to support student success. "We know recruitment and retention is the utmost priority, and for our highly qualified teachers, and that goes directly to support our student success," O'Sullivan said.
Nut graf: The evaluation summarized districtwide counts, campus interventions and assessment data used to monitor progress under state rules. It identified program numbers, supports for teacher certification, and campus-level practices intended to move students toward reclassification and postsecondary readiness.
Most salient numbers presented by staff: the district's emergent bilingual population decreased from 541 last year to 524 this year; Lake Dallas Elementary reported 128 students in its bilingual program and 32 supported through ESL; and secondary ESL enrollment fell to 197 from 260 the prior year. Staff said efforts include teacher reimbursement for certification testing, bilingual/ESL stipends, professional development and partnerships with Region 11 and the Children's Learning Institute (CLI).
At Lake Dallas High School, Principal Doctor Bridal reported that 21 students moved to "monitor" status (a two-year monitoring period after exiting services) last school year and that 20 students achieved a composite level 4 on STAR/TELPAS-related measures, an 8% increase from the previous year. Bridal said the high school is emphasizing postsecondary readiness through lunch-and-learn programs and an "Elevation" tracking program that gives teachers access to individual plans for emergent bilingual students.
Lake Dallas Middle School Principal Ms. Beauban said nearly 100 students are enrolled across sixth through eighth grade (32, 35 and 31 per grade). She reported roughly 70 students who gained one performance level and nine who gained two levels on state measures, and said the campus is increasing individualized practice through K-12 Summit tools and by embedding English Language Proficiency Standards (ELPS) into classroom lessons.
Lake Dallas Elementary Principal Carrie Blevins said the campus serves 160 emergent bilingual students, including 24 newcomers (four in their first U.S. year, 12 in their second, eight in their third). Blevins said seven students were reclassified last year and that the campus uses CLI and STAR data to guide instruction and family reports with QR-code-linked home resources for each child.
Shady Shores Elementary Principal Ms. Bryant told the board 83% of third- through fifth-grade emergent bilingual students scored "advanced or higher" on listening TELPAS last year, and 80% of fifth graders scored advanced or higher on the overall TELPAS composite. Corinth Elementary Principal Ashley Faye reported roughly 74 emergent bilingual students districtwide at her campus and highlighted that 10 students were reclassified last year; she said grade-level gains ranged from about 50% to 73% depending on grade.
Districtwide practices described included summer and year-round professional development, coaching walks with Region 11, classroom-level ELPS implementation, K-12 Summit practice tied to TELPAS results, and parent-facing reporting after each CLI wave (wave 1: Sept'Oct; wave 2: Jan'Feb; wave 3: Apr'May). Staff said CLI-generated family reports include individualized activities accessible by QR code.
Board members asked clarifying questions about assessment timing and program expansion; staff said wave reporting and monitoring are used to track growth and inform interventions. The presentation was informational; trustees did not take formal action on the item during the meeting.
Ending: Staff told the board they will continue to prioritize bilingual certification, teacher supports and targeted campus interventions, and will return with progress updates as the district completes future assessment waves.
