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.

Dual Language Immersion Implementation Resources

Texas Effective Dual Language Immersion Framework

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.

DLI Success Criteria & Self-Review Score Card (xlsx)

Updated October 2022

The tools created are broken down by levers:

Leadership & Family and Community Empowerment
Program Model & Design
Staffing & Professional Development
Lesson Planning & Methods
Curriculum & Resources

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

Transitional Bilingual Education Implementation Resources

Updated October 2022

TBE Rubric

TBE Scoring Tool

TBE Stakeholder Checklists

English as a Second Language Implementation Resources

Updated October 2022

ESL Rubric
ESL Scoring Tool

ESL Stakeholder Checklists

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 emergent bilingual students are afforded full opportunity to master the essential knowledge and skills required by the state.

EB 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 one EB 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 Emergent Bilingual Studentss 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.

Side-by-Side Funding Guidebook

Title III, Part A Federal Funds

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

Side-by-Side Funding Guidebook

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.

English as a Second Language Certification

Check out this video and flyer (PDF) for more information.

This course accompanies our TExES English as a Second Language (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.

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 bilngual 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 Riversight Insights webpage.

EB Reclassification Criteria Chart (PDF)

* 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.