The State School Board of Education’s Committee on Instruction voted to move forward with an application to grant state credits to a multilingual cultural class piloted in a North Texas independent school district.
Plano ISD applied for approval for its Multilingual Acculturation Studies for Newcomers course, which it recently added to its high school offerings.
The committee convened on June 22 and consisted of Member Audrey Young (R-Trinity), who chairs the committee; Member Evelyn Brooks (R-Frisco), vice chair; Member Pam Little (R-Fairview); and Member Melissa Ortega (D-El Paso).
Member Aicha Davis (D-Dallas) was not present and had not been physically present for any earlier meetings, although she occasionally attended online.
Monica Martinez, the TEA’s associate commissioner for standards and programs, presented the course information to the committee.
Multilingual Acculturation is a course specifically designed for recent immigrants or “newcomers” who need additional assistance with learning. Currently, Plano ISD is offering the class under an “Innovative Course” designation.
According to the Texas Education Agency, Innovative Courses “enable students to master knowledge, skills, and competencies not included in the essential knowledge and skills of the required curriculum.”
If the SBOE grants the application approval, it would enable passing students to earn state credits toward graduation requirements rather than just local credits. Additionally, approval by the SBOE means other school districts can offer the course.
Before the application can be approved, however, the district must pilot the course to meet the TEA’s requirements, as noted in the Innovative Course Application.
Member Ortega said, “After reviewing all the information, it seems like this course would be a benefit. … I see no problem approving it as it is.”
However, Member Brooks expressed concern that the course overlapped too much with other offerings already available to students, saying, “I see a focus where the information is repeated.”
Additionally, she suggested the course did not sufficiently focus on the U.S., explaining, “I would like to see the focus on assimilation in the country they are in.”
Looking at the way the course was taught, Brooks said, “It’s a lot of alternative assessments … instead of hard assessments, like tests,” indicating she did not consider the requirements academically rigorous enough.
Martinez said that staff had reviewed the course for overlap and noted that it was “distinct enough” that it could not be taught in an already existing approved class.
Ortega responded to Brooks, noting that the course was designed with the purpose of “helping emergent bilingual students.” She continued, “This is in Plano but there are so many other areas, especially along the border … that this could benefit many other students.”
“If there is an opportunity to give them more support, I don’t understand why we wouldn’t do that,” Ortega added.
Brooks countered that existing language courses and initiatives do just as much good. She reiterated her concerns with the pedagogy of the course, asserting, “Good teaching practices include all groups.”
“My only concern is on some of the execution parts,” Brooks explained. “I’m more comfortable with a more unified, objective-driven way,” she said, expressing a concern that the course over-relied on sociological aspects instead of academic objectives.
Responding to some of Brooks’ comments, Ortega contended, “I feel like for this we need as much support as possible … to help them become better U.S. citizens.”
“I like that language, ‘how to be a U.S. citizen,’ but that’s not even in here,” Brooks said, urging again that she would like the course to be more focused on integration into U.S. cultural institutions.
After the discussion between Brooks and Ortega, the motion was made to approve the course, with Ortega, Little, and Young voting in favor while Brooks voted against.
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