Elementary students receive academic instruction in Spanish and enhanced Fine Arts offerings, including Music, Class Piano, Visual Art, Dance, and Drama.
As the former director of fine arts for Arlington ISD, I enjoyed working on innovative and impactful programs. One of the most memorable and rewarding moments was being part of a groundbreaking initiative that still stands as one of the district’s most popular programs: the Fine Arts and Dual Language Academy. But, as with all great ideas, this one didn’t come without its challenges.
In the winter of 2014, Arlington ISD was deep into a facilities assessment process to guide a bond election. The goal was to address the future needs of the district’s buildings, most of which needed deferred maintenance, and the district's student enrollment had shifted over time.
One elementary school was flagged for closure during this assessment due to unused capacity. The room was filled with concern, and I could sense the anxiety building. This was a namesake school with political and emotional ties to the community. People began to exchange worried glances. As the conversation veered into the potential implications, I raised my hand. It was clear we needed a creative solution—and quickly.
“What if we turned this school into an Elementary Fine Arts Academy?” I suggested. I also said that transportation would need to be provided to ensure access for all students. After all, fine arts have always been a draw for parents, especially in a high-poverty district like ours, where access to arts education could make all the difference. The consultant looked at me, unsure whether to dismiss or embrace the idea. After a long pause, he surprised me by agreeing. He said YES, parents will want their kids to attend, solving enrollment and facility utilization problems. Essentially, self-selecting a transfer to utilize buildings that otherwise would need to be taken offline.
At that moment, the idea was born—but it was just the beginning. Not long after, another elementary school was recommended for closure. The pressure was mounting, and the conversation turned to replicating the Fine Arts Academy at another location. That’s when I raised my concerns. Having two fine arts academies could drain other schools in the district. Instead, I proposed a dual focus: combining fine arts with a language immersion program, specifically Spanish.
The concept evolved into something much larger than I had initially imagined. We settled on a model where both schools—one on the south side of the district and one on the north—would house two distinct strands: a Fine Arts Academy and a Language Immersion Academy. However, as we delved into the logistics, we realized that housing two separate strands in one school would be challenging to execute effectively. It was clear that we needed to find a more cohesive solution.
That’s when we landed on an idea that seamlessly blended the fine arts and language components. The result was a curriculum that offered Spanish language immersion for core content and instruction in four arts strands: music, visual art, dance, and theater. We even added a piano class to the rotation, ensuring that all students would experience music daily.
The success of this idea was not just in its execution but in the commitment of everyone involved. The bond package for the two campuses included over $20 million in capital improvements. These weren’t just cosmetic updates; we renovated the buildings with purpose, working closely with architects who were passionate about the project. A year was spent developing a thoughtful program and curriculum, ensuring that the Fine Arts Academy would be more than just a name change—it would be a place where students could thrive.
And thrive they did. The Fine Arts and Dual Language Academy became one of the most popular programs in the district, with a long waitlist of eager students. Parents embraced the opportunity to receive a rigorous education in the arts and their child's language for th. As the years passed, I saw firsthand how the program created a lasting impact on the students and families of Arlington ISD.
Looking back on it, I feel incredibly fortunate to have been part of such an innovative and collaborative effort. It wasn’t just about creating a program but providing access and excellence to every student, no matter their background. We brought together a dedicated team from world languages, fine arts, academics, and facilities to make this dream a reality. Although many of the team members have since moved on to new roles and projects, the impact of their work continues to resonate today.
And now, as I watch the first kindergartners from the program move into high school, I can’t help but reflect on how special that time was. We were working not just for the present but for the future of Arlington ISD. We knew we were part of something important—something that would benefit students for years to come.
Ultimately, it wasn’t just about the buildings or the programs; it was about ensuring every student had the opportunity to succeed through access and excellence through innovation. We will all always be proud to have helped create that.
Would you like to learn more about this? Have any questions? Send an email: jeremy@schoolmusicconsultants.com
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