Bay City ISD reports growth in bilingual program; staff note assessment transition affects early grades
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Summary
District presenters said emerging bilingual students make up about 16% of the population; reclassification rates have improved after a full‑time bilingual instructional coach was added, though performance dips from first to second grade were attributed to a shift from holistic teacher ratings to a computer‑based assessment.
Bay City ISD staff presented the district’s bilingual/ESL report, highlighting steady growth and some assessment‑related performance patterns.
Presenters said the district’s emerging bilingual population is about 16% and described the program as an "additional early exit" model supporting rapid English acquisition while also supporting academic content. Staff reported the district’s bilingual students "are actually outperforming our other, our overall student population" in grades 3–8 on state assessments and credited a full‑time bilingual instructional coach with helping reclassification rates double or triple in recent years.
The presenters also explained an observed decline in measured performance from first to second grade. They attributed that dip to a testing transition: kindergarten and first grade rely on a more holistic teacher‑based rating, while second grade uses a one‑time computerized assessment that requires students to speak into a microphone and answer questions in a block setting, which can be stressful for early English learners.
Board members asked clarifying questions about exposure to computers, the number of students reclassified versus fully graduated from bilingual services, and supports for parents. Staff described parent nights, practice exposure and ongoing professional development for ASL and EL teachers as mitigation steps.
Ending: Staff recommended continuing current supports and monitoring reclassification and assessment trends; the board did not take separate action on the report beyond asking questions.
