Program Implementation

Five elementary age students smiling for a group photo

The TEA English Learner 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 English Learners that meet and exceed state requirements.

Literature Reviews on Bilingual Education Programs (PDF) and English as a Second Language Programs (PDF) are available for you to stay current on research that has been conducted on effective programs for students.

In Texas, there are six state-approved program models that can be implemented to support English learners.

Building Bilingual and English as a Second Language (ESL) Programs (PDF)

English Learner Program Implementation Resources Website

Bilingual Education (BE) Program Models
Transitional Early Exit
A bilingual program model in which students identified as English learners 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 English learners 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.
Dual Language Immersion One Way
A bilingual/biliteracy program model in which students identified as English learners 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 English learners 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.
English as a Second Language (ESL) Program Models
ESL Content Based
An English acquisition program that serves students identified as English learners 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 English learners through English instruction provided by an appropriately certified ESL teacher under the TEC, §29.061(c), through English language arts and reading.

Dual Language Immersion Implementation Resources

Students working in pairs and talking to each other
Coming Soon!

The TEA English Learner Support Division is excited to be launching the Texas Effective Dual Language Immersion Framework (TxEDLIF) consisting of new resource tools to increase:

  1. the effective implementation of DLI,
  2. DLI programs PK-5/12th, and
  3. student outcomes state-wide.

Visit our Dual Language Guidance Committee page to learn about the mission behind the work.

Program Services

Texas school districts, including Charters and Districts of Innovation, are required to provide bilingual education (BE) and/or English as a Second Language (ESL) programs as integral parts of the general program, and to seek appropriately certified teaching personnel to ensure that English learners are afforded full opportunity to master the essential knowledge and skills required by the state.

EL Population Bilingual or ESL Program Model Options
20 or more ELs at the same grade level, district-wide, who share the same primary language (Meet the “Rule of 20”) Bilingual education (BE) program required (elementary grades only, PK-5, or PK-6 when grade 6 is clustered with any elementary grade levels) Transitional BE
  • Early Exit
  • Late Exit
Dual Language Immersion (DLI)
  • One-way
  • Two-way
At least on EL in the district, but not meeting the “Rule of 20” referenced above ESL program required (PK-12) ESL Pull-out
ESL Content-based

Funding for English Learners in Texas

Bilingual Education Allotment (BEA) State Funds

BEA funds are based on a weighted formula using the Average Daily Attendance (ADA) for English learners participating in bilingual education and English as a Second Language (ESL) programs. Allowable use of BEA funds is described in TEC §42.153.

Allowable Use of Funds Document (PDF)

Funding for english girl

Title III, Part A Federal Funds

Title III funds are allocated based on the PEIMS snapshot from the previous year of identified English learners participating in a Language Instruction Educational Programs (LIEP)

Title III Allowable Use of Funds FAQ (PDF)

Staffing

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 English Learners 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 TeacherOpens a new window web page.

To learn about obtaining a Texas educator certificate, click on Educator TestingOpens a new window web page.

Certification

English as a Second Language Certification

Register for free ESL Certification Training online course at www.txeslprep.orgOpens a new window. Check out this videoOpens a new window and flyer (PDF)Opens a new window for more information.

This course accompanies our TExES English as a Second Language (ESL) Supplemental #154 Preparation Manual. (PDF)Opens a new window 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.

Supplemental Staffing

Texas provides Bilingual Education Allotment (State Funding) to Local Education Agencies (LEAs) that serve English learners. As per state statute, these funds must be used to provide services to English learners 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 English learners. 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 stang to improve the education of English learners 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.

Title III Allowable Use Funds FAQ (PDF)

Supplemental staffing teachers
Bilingual Education Exception and/or ESL Waiver

The following resources are provided to support school districts, including charters and districts of innovation, in planning for providing appropriate bilingual education and ESL program models, as noted in TAC 89.1210 (c) and (d). Additionally, these resources serve to facilitate calculation of potential bilingual education exceptions or ESL waivers and for proper PEIMS coding entry.

Bilingual education exception girl

Filing a Bilingual Education exception and/or ESL waiver

Visit the TEA Bilingual Education Exception and ESL Waiver Resources web page. Bilingual education exceptions and ESL waivers are due each year on November 1st.

Process for Serving English Learners

Identification of English Learners in Texas

Under ESSA, Title III, Part A, Texas uses a single, statewide assessment for the purpose of identifying English learners in grades PK-12, starting in the 2019-2020 school year. Data Recognition Corporation (DRC) serves as the State-approved sole source vendor for the LAS Battery of language proficiency assessments (English and Spanish) to be administered in accordance with TAC 18.1226 (c). To access the DRC Texas-dedicated web page for information on how to order tests, obtain the statewide discount, and access test administrator training, click https://laslinks.com/texas/

Reclassification/Exit

The single, statewide assessment for the purpose of reclassifying English learners in Texas in the area of English language proficiency is the Texas English Learner Proficiency Assessment System (TELPAS), which is also used to monitor annual progress.

The single, statewide academic achievement test for the purpose of reclassifying/exiting English learners is the STAAR or EOC. For English learners enrolled in grades 1, 2, 11, and 12, and for whom no STAAR or EOC is administered, a single statewide norm-referenced achievement test is to be used for the purpose of reclassification/exit in the place of the STAAR or EOC, beginning in the 2019-2020 school year. The State-approved vendor for the norm-referenced achievement test is Riverside Insights. To access the Riverside Insights Texas-dedicated web page for information on Iowa Assessments, Form F, click https://www.riverside-assessments.com/texas-assessment.

Reclassification section

For English learners participating in a program and those with a parent denial, the Language Proficiency Assessment Committee (LPAC) meets at the end of every school year to review STAAR, EOC, and TELPAS data and to monitor progress and determine if the student has met the State’s criteria for reclassification as English proficient. English learners may only be reclassified as English proficient at the end of the school year and based on LPAC recommendation. Parental approval of program exit is required in order for a student to exit program services.

Specific information regarding criteria for English learner reclassification can be found here:

More information on the rationale for transitioning to a standardized process and use of single, statewide assessments for the purpose of identifying and reclassifying English learners in Texas can be found here:

Monitoring and Assessment

For English learners participating in a program and those with a parent denial, the Language Proficiency Assessment Committee (LPAC) meets at the end of every school year to review STAAR, EOC, and TELPAS data and to monitor progress and determine if the student has met the State’s criteria for reclassification as English proficient. English learners may only be reclassified as English proficient at the end of the school year and based on LPAC recommendation. Parental approval of program exit is required in order for a student to exit program services.

When the LPAC has determined an English learner has met the reclassification criteria and the parent has been notified of their child’s reclassification as English proficient, the LEP/EL indicator in PEIMS will change from a “1” to an “F” beginning in the following academic year.

LEP/EL Indicator Code Guide
0 Non-LEP/English Proficient
1 Identified as LEP/English Learner
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 each student who has met criteria for reclassification, including parental denials, for the first two years after reclassification (LEP/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.

In accordance with federal requirements under ESSA, reclassified English learners are monitored for an additional two years (LEP/EL indicator codes “3” and “4”) for accountability purposes only. This data is collected within PEIMs and does not require any action from LPAC.

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

Note: This new code for Former LEP/EL will only be used this year (2019-2020) for students who were a LEP/EL Indicator code 4 for their fourth year of monitoring after reclassification in the 2018-2019 school year. The Former LEP/EL code will stay with the student until he/she graduates.

Lep el indicator