HEB ISD annual bilingual/ESL evaluation: district meets ELP goal while noting certification and waiver challenges

Hurst‑Euless‑Bedford ISD staff presented the district’s 2024–25 bilingual and ESL annual evaluation, describing program models, assessment results and implementation challenges.

Miss Butler, who presented the evaluation, summarized program models: a one‑way dual‑language program (initial 80% Spanish/20% English instruction moving toward a 50/50 balance), a late‑exit bilingual model and ESL pull‑out or inclusionary delivery models for non‑Spanish speakers. Butler said all elementary teachers must hold ESL certification and secondary ELA teachers who work with English learners also must hold the appropriate certification.

Assessment results showed dual‑language students were retaining Spanish while developing English skills. Butler said, “Our students are keeping their Spanish as they are adding English,” and pointed to benchmark results showing dual‑language kindergarteners scoring at or above benchmark on Spanish foundational assessments as evidence of transfer. For 2024–25 the district’s English language proficiency (ELP) rate was reported at 54, meeting the district targets by school type.

Staff reported reclassification and exit criteria that include STAR reading/language arts performance, TELPAS composite and domain expectations, a teacher evaluation and norm‑referenced testing where STAAR is not applicable. The district reported exiting 570 students the prior year and more than 1,300 students over the last two years after applying the exit criteria; presenters noted that exiting previously high‑proficiency students can affect subgroup statistics.

Butler also reviewed staffing, certification and waiver realities. The district filed 80 bilingual classroom teacher exceptions to serve students who speak languages other than Spanish (where specific bilingual certification is not available) and reported 31 ESL waivers last year, of which 11 teachers obtained ESL certification. To support teachers the district reported roughly 160 educators attended targeted professional development, plus coaching cycles and Region 11 online modules.

Trustees asked clarifying questions about exceptions and certification timelines; staff emphasized the district’s plan to provide coaching, focused training and alternative instructional methods while teachers complete required certifications. No board action was taken on the evaluation; the presentation was provided for review.