Willis ISD reports growth in bilingual and ESL enrollment; district seeks bilingual teacher recruits

Erica Del Rio, coordinator of Willis ISD’s bilingual and English‑learner programs, briefed the board on April 6 about a multi‑year rise in emergent bilingual enrollment and the district’s program structure, professional‑development plans and recruitment efforts.

The lede: Since 2022–23, Willis ISD’s enrollment in bilingual and ESL programs has increased by 129 students. The district now operates dual‑language (Spanish/English) programming at Cannon Elementary, Hardy Elementary and Roark Early Education Center, and uses an ESL pull‑out model for students districtwide.

Nut graf: Del Rio said the district’s bilingual program follows a one‑way dual‑language model intended to produce bilingualism and biliteracy. She described program language allocations by grade level, staffing levels, training steps and recruitment activities intended to address a statewide shortage of bilingual‑certified teachers.

What the presentation covered

- Program model and numbers: Del Rio said Willis ISD’s one‑way dual‑language immersion (Spanish/English) runs pre‑K through grade 5 at three campuses. Typical language allocation transitions from roughly 80% partner language (Spanish) in pre‑K/kindergarten toward a 50/50 balance by grades 3–5. She reported 33 bilingual teachers employed across the three campuses; 14 were fully certified in bilingual instruction and the remaining 19 were receiving district support to obtain certification.

- ESL model: The district operates an ESL pull‑out model (pre‑K–12) where certified ESL teachers provide targeted English language‑acquisition instruction while students remain in mainstream classes for content areas. Del Rio said the ESL instruction follows state‑required English‑learner curriculum (Texas Essential Knowledge and Skills for ESL) and Chapter 89 rules.

- Professional development and curriculum: Del Rio described PD activities, including district trainings, attendance at the Texas TESOL regional conference, adoption of Spanish phonics and benchmark reading materials, and planned Title III symposium participation. She said teacher feedback on training had been positive and that the district will continue targeted PD in summer sessions.

- Family engagement and recruitment: The coordinator described family‑engagement events using simple home strategies and the district’s outreach to recruit bilingual staff; Del Rio reported district participation in regional job fairs (including Texas A&M–Kingsville) and other recruitment venues. She said family ties and relocation reluctance limit some candidates’ willingness to move but that Willis ISD emphasizes local proximity to Houston as a recruiting advantage.

Questions from trustees and responses

Trustees asked whether the district uses a late‑exit or early‑exit bilingual model. Del Rio said the district’s bilingual program currently functions as a late‑exit model with formal exit around fifth grade; she acknowledged earlier exit as a topic for further discussion because middle‑school data sometimes shows gains after immersion in English instruction.

Del Rio also discussed certification shortages: 14 of 33 bilingual teachers were fully certified; the district supports others through training and follow‑up to pass state exams.

Speakers

- Erica Del Rio — bilingual/ESL coordinator, Willis ISD (presenter) - Trustee (unnamed in transcript) — asked about exit timing and pull‑out instruction

Authorities

- statute: "Texas Education Code, Chapter 29 (bilingual education and special language programs)" — referenced_by: ["Erica Del Rio"] - statute: "Texas Administrative Code, Chapter 89 (procedures for serving English learners)" — referenced_by: ["Erica Del Rio"]

Clarifying details

- "enrollment_increase": 129 additional bilingual/ESL students since 2022–23 (source: Del Rio presentation) - "bilingual_teachers": 33 bilingual teachers districtwide; 14 fully certified, 19 in training toward certification - "language_allocation": pre‑K/kinder approx. 80% Spanish/20% English; grade 1 ~70/30; grade 2 ~60/40; grades 3–5 ~50/50 (as described by presenter)

Proper_names

- {"name":"Willis ISD","type":"agency"} - {"name":"Texas Education Code Chapter 29","type":"statute"} - {"name":"Texas Administrative Code Chapter 89","type":"statute"} - {"name":"Texas A and M University–Kingsville","type":"organization"}

Community relevance

- geographies: ["Willis ISD campuses; Cannon Elementary; Hardy Elementary; Roark Early Education Center"] - funding_sources: ["Title I/II/III/IV (ESSA) grants referenced elsewhere in meeting"] - impact_groups: ["emergent bilingual students","bilingual teachers","families"]

Meeting context

- engagement_level: {"speakers_count":2,"duration_minutes":80,"items_count":1} - implementation_risk":"low","history":[{"date":"2025-04-06","note":"Program update and recruitment update presented to the board"}]}