Bryan ISD board hears proposal to shift early‑exit bilingual program to one‑way dual‑language model

Bryan Independent School District officials presented a plan Feb. 26 to transition the district's early‑exit bilingual model toward a one‑way dual‑language program that would deliver sustained instruction in Spanish and English through sixth grade for Spanish‑speaking students.

Dr. Georgiana Adams Molina, the district's director of bilingual education, told the school board the shift is intended to promote biliteracy and higher academic outcomes. “This proposal is to transition from the existing early‑exit program to the highly effective one‑way dual language program,” she said, noting that the Texas Education Agency (TEA) “strongly prefers and promotes dual language models” and that research and state data support long‑term bilingual instruction.

The one‑way model differs from the district's two‑way program in that it serves primarily Spanish‑speaking students rather than mixing English‑ and Spanish‑dominant students in the same class; proponents said that model will allow students to continue developing their home language while building English, rather than exiting language supports after second grade as under the early‑exit model.

Juanita Ontiveros, principal at Veil Elementary, told the board that in her experience the one‑way model supports students’ confidence and long‑term academic growth: “This shift isn't about a program change. It's about raising expectations, honoring our students' identities, and really doing what's best for our kids.” Another principal noted the district already runs successful two‑way programs on some campuses and that parents respond strongly to dual‑language offerings.

District staff said the proposal is backed by stakeholder engagement: more than 100 parents attended in‑person meetings or completed an online survey, and the administration reported that roughly 90% of respondents either strongly supported or supported the transition. Dr. Molina said teachers and principals involved in the review have been positive about the change and emphasized that the district will plan training, oversight and student transition supports if the board moves forward.

Board members asked about assessment and eventual English‑language proficiency. Dr. Molina said the district would maintain an instructional split (roughly 50% English, 50% Spanish in the dual‑language model) with a language‑of‑assessment calendar layered on top to monitor mastery; most students would continue to take state assessments in English, and the district would track both content mastery and language outcomes.

One parent who spoke during the stakeholder summary said, “As a mother, I think it is better that children learn in both languages. It is a better future for my son.” Dr. Molina reported teachers also told the district the one‑way model helps students retain their native language and become truly bilingual.

Next steps outlined by staff include further stakeholder engagement, professional development for bilingual teachers, and planning for a phased transition if the board approves the proposal. The board did not take a final vote on the programming change at the Feb. 26 meeting; staff characterized this presentation as the next step in the district's planning and engagement process.