- 29.051 - State Policy
- 29.052 - Definition
- 29.053 - Establishment of Bilingual Education and Special Language Programs
- 29.054 - Exceptions
- 29.055 - Program Content; Method of Instruction
- 29.056 - Enrollment of Students in Program
- 29.0561 - Evaluation of Transferred Students Reenrollment
- 29.057 - Facilities; Classes
- 29.058 - Enrollment of Students Who Do Not Have Limited English Proficiency
- 29.059 - Cooperation Among Districts
- 29.060 - Preschool, Summer School, and Extended Time Programs
- 29.061 - Bilingual Education and Special Language Programs Teachers
- 29.062 - Compliance
- 29.063 - Language Proficiency Assessment Committee
- 29.064 - Appeals
- 29.066 - PEIMS Reporting Requirements
Compliance and Accountability
How are English learners identified in Texas?
What program services are available for English Learners in Texas?
When is a Texas school district required to provide bilingual education services?
• Early Exit
• Late Exit Dual Language Immersion (DLI)
How are English learner program services aligned with State standards?
What professional development opportunities and instructional resources are available for teachers that serve English learners and immigrant students?
Can a student be awarded high school credit for completing a dual language immersion program at an elementary school?
The student must have participated in a dual language immersion program for at least five consecutive school years.
The student must achieve high levels of academic competence as demonstrated by performance of meets or masters grade level on the State of Texas Assessments of Academic Readiness (STAAR®) in English and Spanish, as applicable.
The student must achieve proficiency in both English and a language other than English as demonstrated by scores of proficient or higher in the reading and speaking domains on language proficiency or achievement tests in both languages.
How should school districts document the award of credit for completion of the dual language immersion program at an elementary school?
Does Texas award a Seal of Biliteracy?
What funds are available to support the State's English learners?
Bilingual Education Allotment (BEA) State Funds
Title III, Part A Federal Funds
Title III Allowable Use of Funds FAQOpens a new window
How are English learners identified in Texas?
What state and federal requirements are in place to ensure that Texas educators meet the needs of English learners?
Texas Education Code (TEC)
Texas Administrative Code (TAC)
- 89.1201 - State Policy
- 89.1203 - Definitions
- 89.1205 - Required Bilingual Education and English as a Second Language Programs
- 89.1207 - Exceptions and Waivers
- 89.1210 - Program Content and Design
- 89.1215 - Home Language Survey
- 89.1220 - Language Proficiency Assessment Committee
- 89.1226 - Testing and Classification of Students, Beginning with School Year 2019-2020
- 89.1227 - Minimum Requirements for Dual Language Immersion Program Model
- 89.1228 - Dual Language Immersion Program Model Implementation
- 89.1229 - General Standards for Recognition of Dual Language Immersion Program Models
- 89.1230 - Eligible Students with Disabilities
- 89.1233 - Participation of English Proficiency Students
- 89.1235 - Facilities
- 89.1240 - Parental Authority and Responsibility
- 89.1245 - Staffing and Staff Development
- 89.1250 - Required Summer School Programs
- 89.1265 - Evaluation
Every Student Succeeds Act (ESSA)
Title III, Part A StatuteOpens a new window (pages 153-165)
Billingual Education Allocation (BEA) and Title III, Part A Funding Guidance
How is the academic progress and English language acquisition of English learners measured and monitored?
How are English learners monitored after reclassification and program exit?
Identified as LEP/English Learner
Year 1 Monitoring
Year 2 Monitoring
Year 3 Monitoring
Year 4 Monitoring
Years 5+ after monitoring is complete
For how many years does monitoring occur after reclassification?
What does “5” on the LEP/EL indicator code table mean?
What additional assessment resources are available?
- TELPAS ResourcesOpens a new window
- Testing CalendarOpens a new window
- Accommodation ResourcesOpens a new window
- Information on State Assessments for English Learners STAAROpens a new window
- STAAR en españolOpens a new window
- TELPAS Understanding the Conf St Report - A Guide for ParentsOpens a new window
- 2019-2020 Decision-Making Guide For LPACSOpens a new window
What special provisions are in place to ensure equitable access of eligible English learners toSpecial Education and/or Gifted and Talented services?
§89.1226. Testing and Classification of Students.(h) The language proficiency assessment committee in conjunction with the admission, review, and dismissal (ARD) committee shall identify a student as an English learner if the student's ability in English is so limited or the student's disabilities are so severe that the English oral language proficiency or norm-referenced assessments described in subsection (c) of this section cannot be administered. The decision for entry into a bilingual education or ESL program shall be determined by the language proficiency assessment committee in conjunction with the ARD committee in accordance with §89.1220(f) of this title (relating to Language Proficiency Assessment Committee).
§89.1230. Eligible Students with Disabilities.(a) School districts shall implement assessment procedures that differentiate between language proficiency and disabling conditions in accordance with Subchapter AA of this chapter (relating to Commissioner's Rules Concerning Special Education Services) and shall establish placement procedures that ensure that placement in a bilingual education or English as a second language program is not refused solely because the student has a disability. (b) Language proficiency assessment committee members shall meet in conjunction with admission, review, and dismissal committee members to review and provide recommendations with regard to the educational needs of each English learner who qualifies for services in the special education program.
Items for English learners with Multiple Needs
Additional Resources:http://www.gtequity.org/Opens a new window
How does the Texas Accountability System track and report on academic achievement of English learners?
- the student advances by at least one score of the composite rating from the prior year to the current year, or
- the student’s result is Advanced High.
Use the links below to access more information:
- 2019 Accountability Ratings SystemsOpens a new window
This webpage provides list reports and downloadable Excel files for academic accountability ratings, designations, and the data used to determine ratings for each school and district.
- Texas Academic Performance Report Opens a new window(TAPR)
The TAPR pulls together a wide range of information, including student performance, staff and student demographics, program enrollment, and plenty more.
- A-F ResourcesOpens a new window
This webpage provides users with helpful presentations, videos, and visuals that describe the state academic accountability system.
- TexasAssessment.govOpens a new window
TexasAssessment.gov provides parents, administrators, and educators resources and other helpful information about Texas assessments.
- TXschools.govOpens a new window
TXschools.gov provides users with an in-depth look at accountability performance, finance, and profile. It also features compare, correlated, and analyze tools.
Phone: (512) 463-9536
Phone: (512) 463-9536
Early Childhood Education
Early Childhood Individual Contacts
Phone: (512) 463-9581
Special Education or IEP-Related Services
Department of Special Populations
Phone: (512) 463-9704