Program Implementation

The TEA Emergent Bilingual Support Division is continuously developing program implementation resources for Local Education Agencies (LEAs) to utilize in providing effective bilingual education and English as a second language (ESL) programs for emergent bilingual students that meet and exceed state requirements.

In Texas, there are six state-approved program models that can be implemented to support emergent bilingual students.

Dual Language Immersion Program Models

Texas Effective Dual Language Immersion Framework (TxEDLIF) Site

The TxEDLIF site was developed in order to ensure the expansion and effective implementation of Dual Language Immersion (DLI) education throughout the state of Texas.

The TxEDLIF site details the Success Criteria, Rubrics, implementation examples, checklists by role, and much more.

Roadmap for Success:
Effective use of DLI Tools

Program Descriptions

Dual Language Immersion One-Way

A bilingual/biliteracy program model in which students identified as emergent bilingual students are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school.

Dual Language Immersion Two-Way

A bilingual/biliteracy program model in which students identified as emergent bilingual students are integrated with students proficient in English and are served in both English and another language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school.

Program Resources

Bilingual Program Brochure

Programs Overview Videos:

Dual Language Immersion Videos:

Training:

Program Implementation Resources Overview

K-2 Biliteracy Mapping Resources

The intent of the K-2 Biliteracy Mapping Resources is to provide planning and instructional support to dual language teachers and educators. The links below will give an overview of the use of the tools.

Transitional Bilingual Program Models

The resources below were developed to support Transitional Bilingual Program models - both Early Exit and Late Exit.

Review the Rubric before completing the scoring tool to determine next steps which can be broken down by role using the TBE Stakeholder Checklists.

Resources:

Roadmap for Success:
Effective use of TBE Tools

Program Descriptions

Transitional Early Exit

A bilingual program model in which students identified as emergent bilingual students are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than two or later than five years after the student enrolls in school.

Transitional Late Exit

A bilingual program model in which students identified as emergent bilingual students are served in both English and another language and are prepared to meet reclassification criteria to be successful in English-only instruction not earlier than six or later than seven years after the student enrolls in school.

Program Resources

Bilingual Program Brochure

Programs Overview Videos:

Transitional Bilingual Videos:

Training:

English as a Second Language Program Models

Texas English as a Second Language Framework (TxESLF) Site

The TxESLF site was developed to provide a structured, systematic approach to language instruction to help local education agencies meet TAC state policy.

The TxESLF site details the Success Criteria, Rubrics, checklists by role, and much more.

Roadmap for Success:
Effective use of ESL Tools

Program Descriptions

ESL Content-Based

An English acquisition program that serves students identified as emergent bilingual students through English instruction by a teacher appropriately certified in ESL under TEC, §29.061(c), through English language arts and reading, mathematics, science, and social studies.

ESL Pull-Out

An English acquisition program that serves students identified as emergent bilingual students through English instruction provided by an appropriately certified ESL teacher under the TEC, §29.061(c), through English language arts and reading.

Program Resources

ESL Program Brochure

Programs Overview Videos:

ESL Videos:

Training:

Program Implementation Resources Overview

Overview of PI Tools

This training will introduce participants to the Program Implementation resources developed by TEA to support EB instructional programs across the state.

CPE: 1.5 hours

Registration	Date	Day/Time
Closed #1	1/29/2025	Wednesday 9:00 a.m. - 10:30 a.m. CT
Closed #2	2/13/2025	Thursday 9:00 a.m. - 10:30 a.m. CT
Register #3	3/5/2025	Wednesday 4:00 p.m. - 5:30 p.m. CT
Register #4	4/3/2025	Thursday 9:00 a.m. - 10:30 a.m. CT
Register #5	5/20/2025	Tuesday 4:00 p.m. - 5:30 p.m. CT
Register #6	6/24/2025	Tuesday 9:00 a.m. - 10:30 a.m. CT

Title III Diving into TEA's
Transitional Bilingual Education Resources

This training will look more closely at the Program Implementation tools for Transitional Bilingual Education (TBE) Programs.

Participants will gain an understanding of how the Transitional Bilingual Education tools can be used in your district, campus, or classroom.

CPE: 1.5 hours

Registration	Date	Day/Time
Closed #1	2/25/2025	Thursday 9:00 a.m. - 10:30 a.m. CT
Register #2	3/25/2025	Tuesday 1:00 p.m. - 2:30 p.m. CT
Register #3	5/22/2025	Thursday 9:00 a.m. - 10:30 p.m. CT
Register #4	6/12/2025	Thursday 1:00 p.m. - 2:30 p.m. CT

Enhancing Biliteracy Instruction

This High Quality Instructional Materials (HQIM) biliteracy mapping training is for active Texas teachers, directors, and instructional coaches serving EB students in Kindergarten to 2nd grade.

CPE: 2 hours

Registration	Day 1	Day 2
Closed #1	Tuesday February 18, 2025 4:30 PM - 5:30 PM CST	Wednesday February 19, 2025 4:30 PM - 5:30 PM CST
Closed #2	Tuesday March 4, 2025 4:30 PM - 5:30 PM CST	Wednesday March 5, 2025 4:30 PM - 5:30 PM CST
Register #3	Tuesday April 15, 2025 4:30 PM - 5:30 PM CST	Wednesday April 16, 2025 4:30 PM - 5:30 PM CST
Register #4	Tuesday May 13, 2025 4:30 PM - 5:30 PM CST	Wednesday May 14, 2025 4:30 PM - 5:30 PM CST
Register #5	Tuesday June 17, 2025 4:30 PM - 5:30 PM CST	Wednesday June 18, 2025 4:30 PM - 5:30 PM CST
Register #6	Tuesday July 8, 2025 4:30 PM - 5:30 PM CST	Wednesday July 9, 2025 4:30 PM - 5:30 PM CST
Register #7	Tuesday August 5, 2025 4:30 PM - 5:30 PM CST	Wednesday August 6, 2025 4:30 PM - 5:30 PM CST
Register #8	Tuesday September 9, 2025 4:30 PM - 5:30 PM CST	Wednesday September 10, 2025 4:30 PM - 5:30 PM CST

View this document Building Bilingual and English as a Second Language Programs (PDF) to learn how school districts can build language programs to best serve emergent bilingual students and to eliminate the need for bilingual education exceptions and/or ESL waivers. This resource also includes ideas for recruitment and retention efforts.

Certification

Please contact the division of Educator Certification regarding certification issues at 512-936-8400.

To learn about alternative certification programs that offer a non traditional route to certification, visit Becoming a Certified Texas Educator Through an Alternative Certification Program. High school students, paraprofessionals and teachers who are considering pursuing certification, visit Grow Your Own Grant.

Bilingual Education Certification

29.061 - Bilingual Education and Special Language Program Teacher web page.

Check out the Bilingual Certification page for preparation manuals and free online courses for both the 164 Bilingual Education Supplemental exam and the 190 Bilingual Target Language Proficiency exam.

To learn about obtaining a Texas educator certificate, click on Educator Testing web page.

Check out the Certification Fact Sheet to learn more about the Bilingual Supplemental certification process and supports.

English as a Second Language Certification

This course accompanies our ESL Supplemental #154 Preparation Manual (PDF).

These resources are intended to equip Texas educators who desire to increase capacity in their districts and to enhance their existing ESL programs beyond minimum state requirements.

Check out the Certification Fact Sheet to learn more about the ESL Supplemental certification process and supports.

Supplemental Staffing

Texas provides Bilingual Education Allotment (State Funding) to Local Education Agencies (LEAs) that serve emergent bilingual students. As per state statute, these funds must be used to provide services to emergent bilingual students through bilingual Education and/or English as a Second Language (ESL) programs. Some allowable use of funds included salaries for bilingual/ESL teacher aides/paraprofessionals and consulting fees for ESC coaches to provide ongoing professional development.

Note: Title III, Part A funds cannot be used to meet the state requirements for serving emergent bilingual students. Title III, Part A funds are supplemental to all other funds, including, local, state and other federal funds.

Bilingual Education Allotment

Title III, Part A – ELA funds allows supplemental resources to improve the education of emergent bilingual students by assisting the children to learn English and meet the challenging State academic standards. School districts/Charter schools will indicate in their ESSA Consolidated Federal Application under BS6101 – Payroll Costs the position type.

Note: Title III, Part A – ELA statute limits the amount of funds that may be budgeted to administer the program, including direct administrative costs, to no more than 2% of the total grant awarded for any fiscal year.

Identification

Test

LAS Battery of language proficiency assessments (English and Spanish)

Purpose

Identifying emergent
bilingual students in grades PK-12

Vendor

Data Recognition Corporation (DRC)

For information on how to order tests, obtain the statewide discount, and access test administrator training, go to the DRC Texas webpage.

** Administered In accordance with TAC 18.1226(c)

Reclassification/Exit

Test	Purpose
Texas English Learner Proficiency Assessment System (TELPAS)	Reclassifying all emergent bilingual students in Texas in the area of English language proficiency
State of Texas Assessments of Academic Readiness (STAAR) or End of Course (EOC)	Reclassifying emergent bilingual students in Texas (grades 3-10) in the area of English academic achievement
Iowa Assessments, Form F	Reclassifying emergent bilingual students in Texas (grades 1-2, 11-12) in the area of English academic achievement

Emergent bilingual students may only be reclassified as English proficient at the end of the school year and based on Language Proficiency Assessment Committee (LPAC) when STAAR, EOC, and TELPAS data are reviewed to determine if the student has
met the state’s criteria for reclassification as English proficient.

Parental approval of program exit is required in order for a student to exit program services.

For information on how to order tests, obtain the statewide discount, and access test administrator training, go to the Riverside Insights webpage.

EB Reclassification Criteria Chart (PDF) Coming 3/6/25

* Information on the rationale for transitioning to a standardized process and use of single, statewide assessments for the purpose of identifying and reclassifying emergent bilingual students in Texas can be found in the Every Student Succeeds Act (ESSA) State Plan Title III, Part A.

Monitoring

EB/EL Indicator Code Guide

0	English Proficient
1	Identified as Emergent Bilingual student (EB)
F	Year 1 Monitoring
S	Year 2 Monitoring
3	Year 3 Monitoring
4	Year 4 Monitoring
5	Years 5+ after monitoring is complete

In accordance with TEC §29.056(g), the LPAC shall monitor the academic progress of all former emergent bilingual students for the first two years after reclassification (EB/EL indicator codes “F” and “S”).

Based on data reviewed in the two-year monitoring process, the LPAC may determine that a reclassified student is still in need of program services and may recommend a return to program placement, with parent permission.

Reclassified emergent bilingual students are monitored within PEIMS for an additional two years (Indicator codes “3” and “4”) for accountability purposes only and do not require any action from the LPAC.

The Former EB code (5) was added in 2019-2020 to enable the state to track longitudinal progress of individual emergent bilingual students after reclassification and to gauge overall program model effectiveness for the State’s bilingual and ESL programs.

Program Implementation

Dual Language Immersion Program Models

Roadmap for Success: Effective use of DLI Tools

Dual Language Immersion One-Way

Dual Language Immersion Two-Way

Bilingual Program Brochure

Programs Overview Videos:

Dual Language Immersion Videos:

Training:

Transitional Bilingual Program Models

Roadmap for Success: Effective use of TBE Tools

Transitional Early Exit

Transitional Late Exit

Bilingual Program Brochure

Programs Overview Videos:

Transitional Bilingual Videos:

Training:

English as a Second Language Program Models

Roadmap for Success: Effective use of ESL Tools

ESL Content-Based

ESL Pull-Out

ESL Program Brochure

Programs Overview Videos:

ESL Videos:

Training:

Overview of PI Tools

Title III Diving into TEA's Transitional Bilingual Education Resources

Enhancing Biliteracy Instruction

Identification

Reclassification/Exit

Monitoring

EB/EL Indicator Code Guide

Roadmap for Success:
Effective use of DLI Tools

Roadmap for Success:
Effective use of TBE Tools

Roadmap for Success:
Effective use of ESL Tools

Title III Diving into TEA's
Transitional Bilingual Education Resources