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Bastrop ISD reports bilingual program growth as district sets targets to boost accountability
Summary
District officials reported that emergent bilingual students make up about 45.87% of the student body and that 10 campuses met TELPAS growth targets; leaders outlined goals to improve domain 3 (closing gaps) from 73 to 80 and plans to recruit certified bilingual teachers.
Bastrop ISD officials on Tuesday highlighted gains in bilingual student outcomes while outlining districtwide targets to improve accountability measures.
Elizabeth (Lizbeth) Moore, director of bilingual education, told the board that emergent bilingual students now represent about 45.87% of the districtstudent population and speak 21 to 22 languages. Moore said 10 campuses met or exceeded their TELPAS (Texas English Language Proficiency Assessment System) growth targets in the most recent year, and the department is working on an ESL/bilingual waiver application due in November.
"So currently, our emerging bilingual student population is about 45.87% of our whole student population," Moore said. "We also serve emergent bilingual students that speak 21, 22 other languages." Moore described three bilingual program models the district offers (ESL, one-way dual language immersion, and a transitional early-exit bilingual model) and said continued teacher certification and recruitment are central to future progress.
Moore said the bilingual program's current focus is on "domain 3, closing the gaps," with an internal target to increase that measure from 73 to 80. She described steps the department will take, including compliance-strengthening, campus visits called "TELPAS Talks," and collaboration with HR to recruit and retain properly certified teachers.
Interim Superintendent Dr. Christy Lee framed the bilingual work within broader district improvement efforts, noting the district has begun intentional campus support meetings to align data-driven strategies. Lee also summarized teacher feedback gathered across campuses: staffing and class-size pressure (including shortages in bilingual and special education staff), rising behavior challenges at a few campuses, and concerns about paraprofessional pay and benefit pressure.
"Our goal is to earn a B this year, and we know that we can make that happen," Lee said, citing the combination of growth targets and targeted supports. She said the district's monitoring and support strategies are intended to identify high-need campuses and prioritize resources.
Board members asked clarifying questions about TELPAS timing and reclassification; Moore explained that TELPAS measures progress in listening, speaking, reading and writing and that reclassification occurs when students reach proficiency. Moore also noted the department is expanding dual-language opportunities and strengthening systems to ensure programs run smoothly.
What happens next: the bilingual department will submit the waiver application in November and continue campus-level intervention and monitoring strategies aimed at closing the gaps and improving district accountability.
