As integral parts of the total school program, the district’s required curriculum for ESL programs includes the appropriate grade level TEKS for each subject, the ELPS, and the College & Career Readiness Standards (CCRS).

To emphasize the integration, ELPS are to be published alongside the TEKS.

Teachers of emergent bilingual students are provided with

• Ongoing, job-embedded training on ELPS integration and
• Campus-based opportunities to create and/or provide input on curriculum plans that incorporate ELPS in content instruction.

District-wide instructional leaders across all content-areas

• Are highly trained in ELPS integration and
• Consistently incorporate ELPS into content-area trainings, instructional materials, and curriculum resources.

The district-level ESL program manual outlines standards for instruction for emergent bilingual students that include ELPS, TEKS, and CCRS.

The district’s Instructional Materials Allotment or local funds are utilized to provide general instructional materials for all students, including emergent bilingual students.

The district’s Bilingual Education Allotment is utilized to provide targeted instructional materials specific to emergent bilingual students participating in the ESL program with parental approval.

In the district’s efforts to upgrade or improve instructional materials for the ESL program as noted in the district’s ESSA Consolidated Federal Application per SEC. 3115 (c) and (d), various stakeholders are involved in the decision and selection process.

Stakeholders include emergent bilingual students participating in the ESL program, and their parents, teachers of various grade levels and subject areas, campus administrators, campus and district instructional leaders, and community members.

Teachers of emergent bilingual students

• Distinguish the evaluation of English proficiency and content area knowledge within classroom assessments and
• Provide instructional interventions to address specific language needs as necessary.

Teachers of emergent bilingual students

• Provide ongoing, formative content and language assessments throughout each lesson,
• Review language objectives at the end of each lesson to determine effectiveness of the incorporation of the ELPS, and
• Accommodate classroom assessment as necessary, based on linguistic level, to ensure content-area assessment goal is achieved.

Campus-based leadership ensures that teachers are trained in and implement appropriate classroom assessment procedures for emergent bilingual students.

(Markos & Himmel, 2016)

Campus-based leadership, in conjunction with district-based leadership, allocates resources for classroom materials that:

• Facilitate alternative assessment methods,
• Provide linguistic accommodations, and
• Facilitate instructional interventions.

District-wide curriculum is provided for appropriate instructional interventions based on students’ grade level and English language proficiency level.

In conjunction with the LPAC, teachers of emergent bilingual students participating in ESL

• Regularly monitor the progress of academic success of current and former emergent bilingual students (two years after reclassification);
• Determine appropriate assessment options for the state criterion referenced test (STAAR), including language of assessment; and
• Provide designated support options as necessary.

Campus-based leadership

• Facilitates coordination between LPAC, testing coordinators, and ESL teachers to ensure that language of assessment and designated supports decisions meet students’ linguistic needs and are utilized in classroom instruction and assessment;
• Develops and administers a plan for timely and periodic evaluation of ESL student academic and linguistic progress in English and the primary language.

District-level benchmark assessments are

• linguistically accommodated to align with allowable designated supports on state assessment and
• reviewed by teachers for alignment to curriculum standards.

District-based leadership organizes timely and periodic evaluation of emergent bilingual students' academic and linguistic progress.

(Brisk & Proctor, 2012; Escamilla, et al., 2014; Howard, et al, 2018; USDE, 2015)

Teachers of emergent bilingual students

• Are informed of the English language proficiency levels of the emergent bilingual students within their classrooms.

The LPAC, with support of campus-based leadership

• Provides comprehensive and meaningful English language proficiency data of emergent bilingual students to teachers.
• Coordinates an appropriate timeframe for teachers to analyze the data and apply this analysis to lesson planning.

Campus-based leadership district-wide

• Is trained on practical tools that can be used to monitor, coach, and support teachers on differentiated instruction by proficiency level.
• Consistently incorporate data-analysis best practices in or during regular ongoing professional development.