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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 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.
Click the icon above to enter the TxEDLIF site.
The Texas Effective Dual Language Immersion Framework (TxEDLIF)
was developed in order to ensure the expansion and effective implementation of Dual Language Immersion (DLI) education throughout the state of Texas.
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.
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.
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.
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
Register for free ESL Certification Training online course or live virtual training on the ESL Certification page.
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 Certificationi 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.
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.
* 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.
