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SCUC ISD reports 88 students reclassified; bilingual, ESL evaluation identifies certification gaps
Summary
District staff reported annual bilingual and English‑learner program data: 88 students were reclassified last cycle, 750 emergent bilinguals are served, and the district will file waivers for some teachers lacking endorsements while expanding recruitment and stipend incentives.
District staff presented the annual bilingual education and English as a Second Language (ESL) evaluation at the Oct. 23 board meeting, reporting enrollment, language proficiency and teacher‑certification data and outlining next steps for professional development and staffing.
The district reported 750 students classified as emergent bilinguals this school year (454 in ESL and 276 in the one‑way dual language program). District officials said 88 students were reclassified this year after reaching the advanced‑high composite score on the TELPAS (Texas English Language Proficiency Assessment) and meeting local assessment requirements.
Staff reviewed TELPAS distribution across proficiency bands (beginner 16%, intermediate 35%, advanced 33%, advanced‑high 15% on 2024–25 TELPAS) and said 33% of the district’s emergent bilinguals grew at least one proficiency level during 2024–25. They also noted that newcomers (students with 0–3 years in U.S. schools) number about 260 this year.
On certification, the district reported it has 431 ESL‑endorsed teachers and 43 bilingual‑certified teachers. Staff said they will need to file one bilingual education exception and 13 ESL waivers this year for specialized placements where moving a student to a certified teacher was not feasible (for example, single‑teacher specialized classes or advanced courses). The district said waivers will be accompanied by plans emphasizing professional development, instructional support and teacher certification paths.
The board heard steps the district is taking to recruit and retain bilingual/ESL teachers: an increase in the bilingual stipend from $1,500 to $3,500, reimbursement for ESL certification costs (test and endorsement), recruitment presence at job fairs and coordination with Region 20 for certification preparation. Staff stressed that the ESL assessment is difficult and that the district is working to promote resources for teachers preparing for endorsement exams.
Trustees asked about certification pipelines and program placement; staff said they will continue teacher development (ELPS training and literacy routines), use Summit K–12 to monitor English proficiency progress, and maintain regular campus instructional support.
