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Plano ISD shifts many dual-language classes to a 50/50 model and adjusts language allocation
Summary
District staff proposed moving one-way dual-language programs from an 80/20 model to a 50/50 model beginning in pre-K to strengthen biliteracy, adjust language-of-instruction allocations (math to English), and expand coaching to address gaps in English reading growth.
Plano ISD's executive director for multilingual services, Tali Gomez, told trustees the district is adjusting its dual-language model based on data that showed English reading growth lagging in some cohorts and a modest decline in emergent bilingual enrollment. As part of the changes, many one-way dual-language programs will transition from an 80/20 model to a 50/50 model beginning in pre-K next school year to support biliteracy pathways and staffing flexibility.
Gomez described program data, the rationale for the change and operational details: increased literacy block time, flexibility in small-group instruction, a move to provide tier-1 math instruction in English (while keeping number talks and spiral review in Spanish), and investments in PD and coaching. She also noted district efforts to address a nationwide bilingual-teacher shortage and to expand ESL coaching at secondary levels. The presentation included early results from two-way dual-language cohorts, pilot Saturday school attendance (~300 students), and preparations to report seal-of-biliteracy numbers when finalized.
Trustees asked about parent supports; Gomez confirmed district-sponsored ESL classes for parents, parent liaisons on campuses and planned materials and PD for staff to support the transition to a 50/50 model.
