Godley ISD presents bilingual program evaluation, recommends staffing and device purchases
Summary
Godley ISD’s bilingual/federal programs coordinator presented the 2024–25 evaluation, reporting current emergent-bilingual enrollment, evidence of language-growth on state assessments, and recommending more bilingual/ESL staff, targeted training and additional communication/assessment devices over a phased rollout.
Cecilia, the district’s American bilingual and federal programs coordinator, told the Godley ISD Board that the district’s bilingual program evaluation shows continued enrollment growth among emergent bilingual students and measurable language-acquisition gains, and recommended additional staffing, targeted training and new devices to support testing and instruction.
The presentation, described by Cecilia as the 2024–25 American bilingual program evaluation, outlined current enrollment figures and assessment results that the district is using to justify program expansion. Cecilia said the district “currently have 395 students” in the program model and reported that “28.4 percent of students showed language acquisition growth in one or more levels.” She urged hiring additional support staff, purchasing communication and testing devices for campuses, and adding dual-language and language-acquisition electives at the secondary level as part of a phased rollout.
Board members asked how teacher certification requirements affect testing and funding. Cecilia explained that teachers must meet core-content prerequisites before taking ESL certification assessments and described emergency certification routes for teachers who already hold required core credentials. She also said the district is using a “Grow Your Own” recruitment approach and coordinating with Region 11 to provide required professional development for teachers working with emergent bilingual students.
Cecilia identified next steps and constraints: some implementation depends on statewide funding timelines, and a full K–5 bilingual rollout would require an estimated 14–16 bilingual teachers. She said the district will also provide parents with information about services and is following TELPAS and other state assessment reporting processes for matched students.
The board asked for follow-up details on staffing timelines, cost estimates, and the proposed procurement of devices; administration said it will provide more detailed cost and timeline information in upcoming materials and in the written report shared with the board.
The board did not take formal action on the program at the meeting; the presentation was given as an informational item and staff will return with budget and implementation specifics for future consideration.
