Monday, July 13th - Tuesday July 14th, 2026

The Title III Symposium provides valuable instructional tools and research-based strategies to ensure that emergent bilingual students attain English proficiency while learning academic content that will ensure they meet the state’s academic achievement standards. Statewide practitioners, including TEA staff, will offer sessions on innovative approaches for supporting our emergent bilingual students.

2025 Title III Symposium Recap Video

Welcome to the 2025 Title III Symposium! Check out what you can expect by attending this amazing conference to support educators of emergent bilingual students.

Don't forget to use the arrows to see the 2024 Title III Symposium Recap video.

2026 Focus Topics

Leadership & Family and Community Empowerment

Establishing strong community partnerships and effective parent, family, and community engagement activities
Ensuring access to emergent bilingual students and their families
Developing a school/classroom environment that is responsive to the needs of students and families from a variety backgrounds.

Program Model and Design

Creating LPAC procedures for identification, placement, and reclassification of emergent bilingual students
Providing ongoing support for and monitoring linguistic growth and content performance
Strategic lessons to facilitate the transition to English literacy

Staffing and Professional Development

Creating a recruitment and retention plan
Planning a comprehensive professional development plan that is responsive to campus and district needs

Lesson Planning and Methods

Incorporating ELPS into content-area instruction
Monitoring instructional practices for emergent bilingual students
Ensuring linguistic accommodations for emergent bilingual students
Using data to guide instruction

Curriculum and Resources

Linguistically sustaining practices, curriculum, assessments, and resources aligned to program goals
Structuring academic content instruction to ensure mastery of TEKS, higher-order thinking skills, and academic proficiency (L, S, R, W) in English.
Planning content-based language instruction that is, communicated (context-embedded resources, accessible language, repeated practice), sequenced (explicit language instruction, connections to prior learning) and/or scaffolded (modeling, structured language supports, task-based approach)

Valuable information to link content and instructional strategies in innovative ways to ensure the success of emergent bilingual students

Networking opportunities to connect and share examples of the tremendous things happening in your districts, schools, and classrooms.

Feelings of inspiration being refreshed and renewed to support our State’s EB students as they follow their individual journeys toward achieving success.