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Chapter 89 Crosswalk EOY 2024 - Google Jamboard

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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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CONTACT US Cuahutémoc Paz, M.Ed.
Director of Language Proficiency, Biliteracy, and Cultural Diversity
956-984-6246
cpaz@esc1.net Leticia Sánchez, M.Ed.
Title III Coordinator
956-984-6193
lesanchez@esc1.net Felicia Salinas, M.Ed.
Bilingual/ESL Specialist
956-984-6118
fsalinas@esc1.net Pedro G…

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REQUIRED Documentation for Student Record

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REQUIRED Documentation for Student Record

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89.1220 (l) .1 (A-J)

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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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TAC 89.1250 Required Summer School Programs

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TAC 89.1250 Required Summer School Programs

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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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Texas Education Agency

The Texas Administrative Code (TAC) is a compilation of all Texas state agency rules published by the Office of the Secretary of State. The TAC is divided into titles and parts to represent subject categories and related state agencies. The State Board of Education (SBOE) and commissioner of education rules listed below are codified in the TAC under Title 19, Education, Part 2, Texas Education Agency. The Office of the Secretary of State keeps a searchable database of TAC rules.

The SBOE and commissioner may adopt new rules or amendments to or repeals of existing rules under authority granted by the Texas Legislature or federal law and according to the SBOE rulemaking process or the commissioner rulemaking process. Rules that are in the rulemaking process are published in the Texas Register and can be found on the SBOE rules home page and the commissioner rules home page.

The index below contains SBOE and commissioner rules that are currently in effect. Click on a chapter title to go to a listing of all rules contained in the chapter and PDF versions of each subchapter.

Subchapter A. State Board of Education Rules
Subchapter AA. Commissioner's Rules

Subchapter AA. Commissioner's Rules

Subchapter A. Board of Trustees Relationship
Subchapter B. Special Purpose School Districts
Subchapter AA. Commissioner's Rules on School Finance
Subchapter BB. Commissioner's Rules on Reporting Requirements
Subchapter CC. Commissioner's Rules Concerning School Facilities
Subchapter DD. Commissioner's Rules Concerning Missing Child Prevention and Identification Programs
Subchapter EE. Commissioner's Rules on Reporting Child Abuse or Neglect, Including Trafficking of a Child
Subchapter FF. Commissioner's Rules Concerning Veterans and Military Dependents
Subchapter GG. Commissioner's Rules Concerning Counseling Public School Students
Subchapter HH. Commissioner's Rules Concerning Classroom Supply Reimbursement Program
Subchapter JJ. Commissioner's Rules Concerning Automatic College Admission
Subchapter KK. Commissioner's Rules on County Boards of Education

Subchapter A. General Provisions
Subchapter B. State Adoption of Instructional Materials
Subchapter C. Local Operations
Subchapter AA. Commissioner's Rules Concerning the Commissioner's List of Electronic Instructional Materials
Subchapter BB. Commissioner's Rules Concerning State-Developed Open-Source Instructional Materials
Subchapter CC. Commissioner's Rules Concerning Instructional Materials and Technology Allotment
Subchapter DD. Instructional Materials Portal

Subchapter AA. Commissioner's Rules Concerning the Texas Virtual School Network (TxVSN)

Subchapter A. Required Curriculum
Subchapter B. Graduation Requirements
Subchapter C. Other Provisions
Subchapter D. Graduation Requirements, Beginning with School Year 2001-2002
Subchapter E. Graduation Requirements, Beginning with School Year 2004-2005
Subchapter F. Graduation Requirements, Beginning with School Year 2007-2008
Subchapter G. Graduation Requirements, Beginning with School Year 2012-2013
Subchapter AA. Commissioner's Rules on College and Career Readiness
Subchapter BB. Commissioner's Rules Concerning High School Graduation

Subchapter AA. Commissioner's Rules Concerning Driver Education Standards of Operation for Public Schools, Education Service Centers, and Colleges or Universities
Subchapter BB. Commissioner's Rules Concerning Provisions for Career and Technical Education

Subchapter AA. Commissioner's Rules

Subchapter A. Gifted/Talented Education
Subchapter C. Texas Certificate of High School Equivalency
Subchapter D. Special Education Services and Settings
Subchapter AA. Commissioner's Rules Concerning Special Education Services
Subchapter BB. Commissioner's Rules Concerning State Plan for Educating English Learners
Subchapter DD. Commissioner's Rules Concerning High School Equivalency Programs
Subchapter EE. Commissioner's Rules Concerning the Communities In Schools Program
Subchapter FF. Commissioner's Rules Concerning Transition Assistance for Highly Mobile Students Who Are Homeless or in Substitute Care
Subchapter GG. Commissioner's Rules Concerning Dropout Prevention Strategies
Subchapter HH. Commissioner's Rules Concerning Education in a Juvenile Residential Facility

Subchapter A. General Provisions
Subchapter B. Implementation of Assessments
Subchapter C. Local Option
Subchapter AA. Commissioner's Rules Concerning the Participation of English Language Learners in State Assessments
Subchapter BB. Commissioner's Rules Concerning Grade Advancement and Accelerated Instruction
Subchapter CC. Commissioner's Rules Concerning Implementation of the Academic Content Areas Testing Program
Subchapter DD. Commissioner's Rules Concerning Substitute Assessments for Graduation
Subchapter EE. Commissioner's Rules Concerning the Statewide Testing Calendar and UIL Participation
Subchapter FF. Commissioner's Rules Concerning Diagnostic Assessment

Subchapter AA. Commissioner's Rules Concerning Early Childhood Education Programs
Subchapter BB. Commissioner's Rules Concerning Master Teacher Grant Programs
Subchapter CC. Commissioner's Rules Concerning Coordinated Health Programs
Subchapter DD. Commissioner's Rules Concerning the Texas Accelerated Science Achievement Program Grant
Subchapter EE. Commissioner's Rules Concerning Pilot Programs
Subchapter FF. Commissioner's Rules Concerning Educator Award Programs
Subchapter GG. Commissioner's Rules Concerning College and Career Readiness School Models
Subchapter HH. Commissioner's Rules Concerning the Texas Adolescent Literacy Academies
Subchapter II. Commissioner's Rules Concerning Texas High Performance Schools Consortium
Subchapter JJ. Commissioner's Rules Concerning Innovation District
Subchapter KK. Commissioner's Rules Concerning Compliance Investigations in Connection with State-Funded Education Program Grants
Subchapter LL. Commissioner's Rules Concerning Innovative Instructional Programs
Subchapter MM. Commissioner's Rules Concerning Supplemental Special Education Services Program

Subchapter A. Budgeting, Accounting, Financial Reporting, and Auditing for School Districts
Subchapter B. Texas Education Agency Audit Functions
Subchapter C. Adoptions by Reference
Subchapter D. Uniform Bank Bid or Request for Proposal and Depository Contract
Subchapter AA. Commissioner's Rules Concerning Financial Accountability
Subchapter BB. Commissioner's Rules Concerning Financial Exigency
Subchapter CC. Commissioner's Rules Concerning Federal Fiscal Compliance and Reporting
Subchapter DD. Commissioner's Rules Concerning Fiscal Peer Groups
Subchapter EE. Commissioner's Rules Concerning Financial Accounting Guidelines

Subchapter A. Character Traits

Subchapter A. Elementary
Subchapter B. Middle School

Subchapter A. Middle School
Subchapter B. High School

Subchapter A. Agriculture, Food, and Natural Resources
Subchapter B. Architecture and Construction
Subchapter C. Arts, Audio/Video Technology, and Communications
Subchapter D. Business Management and Administration
Subchapter E. Education and Training
Subchapter F. Finance
Subchapter G. Government and Public Administration
Subchapter H. Health Science
Subchapter I. Hospitality and Tourism
Subchapter J. Human Services
Subchapter K. Information Technology
Subchapter L. Law, Public Safety, Corrections, and Security
Subchapter M. Manufacturing
Subchapter N. Marketing
Subchapter O. Science, Technology, Engineering, and Mathematics
Subchapter P. Transportation, Distribution, and Logistics
Subchapter Q. Energy

Subchapter AA. Teacher Standards
Subchapter BB. Administrator Standards

Subchapter AA. Commissioner's Rules Concerning School District Personnel Duties and Benefits
Subchapter BB. Commissioner's Rules Concerning Professional Development
Subchapter CC. Commissioner's Rules on Creditable Years of Service
Subchapter DD. Criminal History Record Information Review
Subchapter EE. Commissioner's Rules Concerning Registry of Persons Not Eligible for Employment in Public Schools

Subchapter A. General Provisions for Hearings Before the State Board of Education
Subchapter D. Independent Hearing Examiners
Subchapter AA. General Provisions for Hearings Before the Commissioner of Education
Subchapter BB. Specific Appeals to the Commissioner
Subchapter CC. Hearings of Appeals Arising Under Federal Law and Regulations
Subchapter DD. Hearings Conducted by Independent Hearing Examiners
Subchapter EE. Informal Review, Formal Review, and Review by State Office of Administrative Hearings

NOTE: The Texas Education Agency makes every effort to ensure that the information published on this internet site is secure; however, due to the limitations of internet security, the rules published here are for information only and do not represent legal documentation.

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Texas Administrative Code, Title 19, Part 2

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The Texas Administrative Code (TAC) is a compilation of all Texas state agency rules published by the Office of the Secretary of State. The TAC is divided into titles and parts to represent subject categories and related state agencies.

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The standardized forms for EOY:

--Change of Service Letter

--DLI Notification of Reclassification and Option to Continue in DLI Program

--TBE Parent of Reclassification and Approval of Program Exit

--ESL Parent of Reclassification and Approval of Program Exit

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Supporting Emergent Bilingual Students in Texas

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23-24 EOY LPAC Orientation Deep Dive_K12 STRIDE.pptx

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Region One Professional Development Website

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Region One Professional Development Website

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T-PESS was designed to give principals meaningful and manageable guidance as they chart their own course for professional growth and development, ultimately benefitting student success in their schools. This 1-day training is required for anyone who will appraise principals.

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Supporting Emergent Bilingual Students in Texas

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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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23-24 Texas Assessment Program Calendar of Events

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23-24 Texas Assessment Program Calendar of Events

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PK & EB Guidance starting at minute 10:23

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PK & EB Guidance starting at minute 10:23

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Emergent Bilingual Support Division LEA & ESC Webinar – 02.02.24

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Supporting Emergent Bilingual Students in Texas

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From here you can browse Snapshot data for any district, region or state level Summary Tables back to school year 2017-18. You can find data for selected groupings of districts in various Summary Tables. The Summary Tables include a State Totals table. The Peer Search allows users to generate lists of districts/charters meeting certain conditions. Download Statistics provides capabilities for downloading the detail and summary table data. Refer to the School Types Chart to see the range of grades in each school type (elementary, middle, elementary/secondary, high school).

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Supporting Emergent Bilingual Students in Texas

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5.15.24 K12 STRIDE EOY LPAC Deep Dive Jamboard - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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Workshop #292410    Remote Check In Code: LPAC

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Workshop #292410    Remote Check In Code: LPAC

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Supporting Emergent Bilingual Students in Texas

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Information about REQUIRED documents on pp. 182-183

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Form--Process for Considering Reclassification Criteria for EBs Dually Identified

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Form--Process for Considering Reclassification Criteria for EBs Dually Identified

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Access Google Forms with a personal Google account or Google Workspace account (for business use).

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Supporting Emergent Bilingual Students in Texas

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Reclassification Criteria Activity WARNINGS & REMINDERS

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Reclassification Criteria Activity WARNINGS & REMINDERS