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2026 - 2027 Dual Language Program Models

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2026 - 2027 Dual Language Program Models

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Edcouch-Elsa Dual Language Model Schedule

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Late Exit Bilingual Program to ESL Transition

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Late Exit Bilingual Program to ESL Transition

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For EOY, teachers and administrators who do not attend the required in-person presentation must complete the following modules:

--LPAC Framework Review and Reclassification

--LPAC Framework Monitoring and Evaluation

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Supporting Emergent Bilingual Students in Texas

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Program Implementation Video Series - Overview Video
Produced on: 11/3/2021

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Transitional Bilingual Program Overview (Video)

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Transitional Bilingual Program Overview (Video)

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Click on a button title below to go to the appropriate FAQ section. If you have any specific questions about the following information, please use the Early Childhood Education Support Portal.

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Click on a button title below to go to the appropriate FAQ section. If you have any specific questions about the following information, please use the Early Childhood Education Support Portal.

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TEA REQUIRED Form: New Required HLS as of 8/9/23

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TEA REQUIRED Form: New Required HLS as of 8/9/23

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Adopted in 2018

Effective August 9, 2023

(a)
It is the policy of the state that every student in the state who has a primary language other than English and who is identified as anemergent bilingual student shall be provided a full opportunity to participate in a bilingual education or English as a second language (ESL) program, as required in Texas Education Code (TEC), Chapter 29, Subchapter B. To ensure equal educational opportunity, as required in TEC, §1.002(a), each school district shall:

(c)
The goal of ESL programs shall be to enableemergent bilingual students to become proficient in listening, speaking, reading, and writing in the English language through the integrated use of content-based languageinstructional methods. The ESL program shall include the mastery of grade level English reading and language arts, mathematics, science, and social studiesknowledge and skills as integral parts of the academic goals for all students to enable emergent bilingual students to participate equitably in school.

The following words and terms, when used in this subchapter, shall have the following meanings, unless the context clearly indicates otherwise.

Adopted in 2018

Effective August 9, 2023

(1)
Bilingual education allotment--An adjusted basic funding allotment provided for each school district based on student average daily attendance in a bilingual education orEnglish as a second language (ESL) program in accordance with Texas Education Code (TEC), §42.153.
Moved to §89.1203.(2)

(1)
Alternative language program Atemporary instructional plan that meets the affective, linguistic, and cognitive needs of emergent bilingual students and equips the teacher under a bilingual education exception or English as a second language (ESL) waiver described in §89.1207 of this title (relating to Bilingual Education Exceptions and English as a Second Language Waivers) to align closely to the required bilingual or ESL program through the comprehensive professional development plan.
Moved from §89.1203.(12)

(3)
Certified bilingual education teacher--A teacher appropriately certified in bilingual education as well as for the grade level and content area.

(4)
Certified English as a second language teacher--A teacher appropriately certified in ESL as well as for the grade level and content area.The term "certified English as a second language teacher" as used in this subchapter is synonymous with the term "professional transitional language educator" used in TEC, §29.063.
Moved from §89.1203.(2)

(5)
Content-based language instruction--An integrated approach to language instruction in which language is developed within the context of content delivery that is linguistically sustaining and is used across all programs for emergent bilingual students.

(6)
Dual language immersion(DLI) program --A state-approved bilingual program model in accordance with TEC, §29.066.
Moved from §89.1203.(3)

(7)
English learner (EL) --A student who is in the process of acquiring English and has another language as the student's primary or home language. The terms English language learner (ELL) and English learner are used interchangeably and are synonymous with limited English proficient (LEP) student, as used in TEC, Chapter 29, Subchapter B.

(8)
Exit--The point when a student is no longer classified asLEP/EL (i.e., the student is reclassified), no longer requires bilingual or ESL program services, and is classified as non-LEP/English proficient (EP) in the Texas Student Data System Public Education Information Management System (TSDS PEIMS). The term "exit" as used in this subchapter is synonymous with the description in TEC, Chapter 29, of "transferring out" of bilingual or special language programming.
Moved to §89.1203.(12)

(8)
Emergent bilingual--A student identified by the language proficiency assessment committee (LPAC) who is in the process of acquiring English and has another language as the student's primary or home language. This term is interchangeable with English learner as used in federal regulations and replaces the term "limited English proficient student" formerly used in TEC, Chapter 29, Subchapter B.

(9)
Reclassification--The process by which thelanguage proficiency assessment committee determines that an English learner has met the appropriate criteria to be classified as non-LEP/EP and is coded as such in TSDS PEIMS.
Moved to §89.1203.(21)

(9)
English as a second language program--A special language program in accordance with TEC, Chapter 29, Subchapter B.Another related term for an ESL program is "English as an additional language program."
Moved from §89.1203.(5)

(10)
School district--For the purposes of this subchapter, the definition of a school district includes a local education agency, an open-enrollment charter school, and a district of innovation.
Moved to §89.1203.(22)

(11)
Prekindergarten--For purposes of this subchapter, prekindergarten describes students enrolled in a 3- or 4-year-old prekindergarten program, as well as 3- or 4-year-old students enrolled in an early education setting.
Moved to §89.1203.(19)

(11)
English proficient student--A former emergent bilingual student who has met reclassification as English proficient by the LPAC.

(12)
Alternative language program--A program that meets theprogram that meets the affective, linguistic, and cognitive needs of ELs and equips the teacher under a bilingual education or ESL waiver described in §89.1207 of this title (relating to Bilingual Education Exceptions and English as a Second Language Waivers) through the comprehensive professional development plan.
Moved to §89.1203.(19)

(12)
Exit--The point when a student is no longer classified as anemergent bilingual student (i.e., the student is reclassified) and the student ends bilingual or ESL program participation with parental approval and based on the recommendation of the LPAC. The term "exit" as used in this subchapter is synonymous with the description in TEC, Chapter 29, of "transferring out" of bilingual or special language programming. For the purpose of meeting the goals of a DLI program, the LPAC may recommend continued program participation beyond reclassification.
Moved from §89.1203.(8)

(13)
Parent--The term "parent" as used in this subchapter includes the parent or legal guardian of the student in accordance with TEC, §29.052.
Moved to §89.1203.(17)

(13)
Language allocation plan--A strategically developed and clearly communicated plan for a DLI program model that defines the percentage of language of instruction for each content area and grade level.

(14)
Language proficiency assessment committee--A designated group of committee members as described in §89.1220 of this title (relating to Language Proficiency Assessment Committee) that ensures the appropriate identification, placement, assessment, services, reclassification, and monitoring of emergent bilingual students. The LPAC also meets in conjunction with all other committees related to programs and services for which an emergent bilingual student qualifies.

(15)
Non-emergent bilingual student--A student who has not been classified as an emergent bilingual student by the LPAC.

(16)
Paired teaching--A teaching partnership permissible in a DLI program model when half the content area instruction is in the partner language and half is in English (50/50 language allocation). One teacher provides content area instruction in the partner language while the second teacher provides content area instruction delivered in English. The teacher instructing in the partner language must hold bilingual education certification while the teacher instructing in English may hold either bilingual education or ESL certification.

(18)
Partner language--The designated language of instruction other than English within a DLI program. The partner language may or may not be the primary language of a DLI program student.

(20)
Primary language--The language an emergent bilingual student is exposed to prior to entering school and uses mainly to communicate at home and school, also known as mother tongue, first language, native language, home language, or heritage language.

(21)
Reclassification--The process by which theLPAC determines that an emergent bilingual student has met the appropriate criteria to be classified as English proficient, and the student enters year 1 of monitoring as indicated in the Texas Student Data System Public Education Information Management System.
Moved to §89.1203.(9)

Adopted in 2018

Effective August 9, 2023

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Supporting Emergent Bilingual Students in Texas

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Bilingual Education exception Scenario Chain

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Bilingual Education exception Scenario Chain

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TEA Standardized Letters (REQUIRED as applicable)

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TEA Standardized Letters (REQUIRED as applicable)

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Supporting Emergent Bilingual Students in Texas

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Supporting Emergent Bilingual Students in Texas

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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

English as a Second Language Program Models

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 tools created are broken down by levers:

1. Leadership & Family and Community Empowerment

2. Program Model & Design

3. Staffing & Professional Development

4. Lesson Planning & Methods

5. Curriculum & Resources

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

Transitional Bilingual Education Implementation Resources

English as a Second Language Implementation Resources

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Supporting Emergent Bilingual Students in Texas

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Title VI of the Civil Rights Act of 1964

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Title VI, 42 U.S.C. § 2000d et seq., was enacted as part of the landmark Civil Rights Act of 1964. It prohibits discrimination on the basis of race, color, and national origin in programs and activities receiving federal financial assistance. As President John F.

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Supporting Emergent Bilingual Students in Texas

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Supporting Emergent Bilingual Students in Texas

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Texas Statewide Language Proficiency Test Provider for English Learner Identification

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Bilingual and ESL Education Programs - TEA website

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Bilingual and ESL Education Programs - TEA website

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The Emergent Bilingual Support Division provides direction and leadership with the implementation of Bilingual and English as a Second Language (ESL) Programs for emergent bilingual (EB) students/English learners (ELs).

Announcements

Check out the Emergent Bilingual Student Web Portal TXEL.ORG for continuously updated resources for Teachers, Leaders, Parents and families of Emergent Bilingual Students, and Community Partners.

Language Proficiency Assessment Committee (LPAC) Guidance and Resources

Current School Year

2022-2023 Emergent Bilingual Support Update Meetings with LEAs and ESCs

The TEA Emergent Bilingual Support Division welcomes Local Education Agencies (LEAs) and regional Education Service Centers (ESCs) to join our English Learner Support Update Meetings. See our EL Portal for dates, meeting links, presentations, and recordings.

Program Requirement Resources

These resources, tools, and web pages provide guidance on bilingual and English as a second language (ESL) program requirements:

Program Requirement Resource Web Pages

Program Implementation

The TEA Emergent Bilingual Support Division has developed program implementation rubrics and associated tools to support LEAs with evaluating and enhancing their bilingual education and English as a Second Language (ESL) programs.

Program Statutes

The following statutes relate to bilingual and English as a second language (ESL) programs:

Title III, Part A - English Language Acquisition, Language Enhancement, and Academic Achievement Act

Title III, Part A of the Elementary and Secondary Education Act (ESEA), as reauthorized under the Every Student Succeeds Act (ESSA), aims to ensure that English learners (ELs) and immigrant students attain English proficiency and develop high levels of academic achievement in English. Title III will also assist all English learners meet the same challenging State academic standards that all children are expected to meet.

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Bilingual and English as a Second Language Education Programs

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The Emergent Bilingual Support Division provides direction and leadership with the implementation of Bilingual and English as a Second Language (ESL) Programs for emergent bilingual (EB) students/English learners (ELs). Check out the Emergent Bilingual Student Web Portal TXEL.ORG for continuously updated resources for Teachers, Leaders, Parents and families of Emergent Bilingual Students, and Community Partners.

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The Texas Education Agency (TEA) defines accommodations as changes to materials or procedures that enable students to participate meaningfully in learning and testing. Accommodation policies may apply to any student taking the State of Texas Assessments of Academic Readiness (STAAR ®) or the Texas English Language Proficiency Assessment System (TELPAS) depending on his or her needs and whether the student meets the eligibility criteria, as applicable.

Refer to the Accommodations section of the District and Campus Coordinator Resources for more information and additional resources.

These policies are divided into three main categories:

accessibility features-procedures and materials that should be made available to students who regularly use them during classroom instruction

locally-approved designated supports-procedures and materials that do not require TEA approval for students who meet eligibility criteria

designated supports requiring TEA Approval-procedures and materials that require the submission and approval of an Accommodation Request Form for students who meet eligibility criteria

Archive

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The Texas Education Agency (TEA) defines accommodations as changes to materials or procedures that enable students to participate meaningfully in learning and testing. Accommodation policies may apply to any student taking the State of Texas Assessments of Academic Readiness (STAAR ®) or the Texas English Language Proficiency Assessment System (TELPAS) depending on his or her needs and whether the student meets the eligibility criteria, as applicable.

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Supporting Emergent Bilingual Students in Texas

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TEA LPAC Orientation (Self-Paced Modules)

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TEA LPAC Orientation (Self-Paced Modules)

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For BOY, teachers and administrators who do not attend the required in-person presentation must complete the following modules:

--LPAC Framework Introduction

--LPAC Framework Identification

--LPAC Framework Placement

--LPAC Framework EB Student Services

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Supporting Emergent Bilingual Students in Texas

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Program Implementation Video Series - Overview Video
Produced on: 11/3/2021

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Supporting Emergent Bilingual Students in Texas

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To access students records, log in using your username and password to Successed ELLA

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Emergent Bilingual Program Handbook 9.1.26

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Padlet and Resources for Session: Targeting ELPS: Crafting Effective Language Objectives

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Padlet and Resources for Session: Targeting ELPS: Crafting Effective Language Objectives