Program Implementation
The TEA English Learner 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 English Learners that meet and exceed state requirements.
Literature Reviews on Bilingual Education Programs and English as a Second Language Programs are available for you to stay current on research that has been conducted on effective programs for students.
In Texas, there are six state-approved program models that can be implemented to support English learners.
Building Bilingual and English as a Second Language (ESL) Programs
English Learner Program Implementation Resources Website
Transitional Bilingual Implementation Resources
Dual Language Immersion Implementation Resources
English as a Second Language Implementation Resources
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 English learners are afforded full opportunity to master the essential knowledge and skills required by the state.
| EL 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
|
Dual Language Immersion (DLI)
|
||
| At least on EL 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 English Learners 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.
Title III, Part A Federal Funds
Title III funds are allocated based on the PEIMS snapshot from the previous year of identified English learners participating in a Language Instruction Educational Programs (LIEP)
View this document Building Bilingual and English as a Second Language Programs to learn how school districts can build language programs to best serve English Learners 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 TeacherOpens a new window web page.
To learn about obtaining a Texas educator certificate, click on Educator TestingOpens a new window web page.
English as a Second Language Certification
Register for free ESL Certification Training online course at www.txeslprep.orgOpens a new window. Check out this videoOpens a new window and flyerOpens a new window for more information.
This course accompanies our TExES English as a Second Language (ESL) Supplemental #154 Preparation Manual.Opens a new window 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 English learners. As per state statute, these funds must be used to provide services to English learners 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 English learners. 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 stang to improve the education of English learners 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.
Title III Allowable Use Funds FAQ
The following resources are provided to support school districts, including charters and districts of innovation, in planning for providing appropriate bilingual education and ESL program models, as noted in TAC 89.1210 (c) and (d). Additionally, these resources serve to facilitate calculation of potential bilingual education exceptions or ESL waivers and for proper PEIMS coding entry.
- Navigation Video: 2020-2021 Bilingual Education Exception and ESL Waiver Application Instructions (running time 12:54)
- Bilingual Education Exception Scenario Chain (PDF) and Explanatory Video - Bilingual Programs (running time 18:34)
- English as a Second Language (ESL) Waiver Scenario Chain (PDF) and Explanatory Video - ESL Programs (running time 13:09)
- Code Guide for Bilingual and ESL Program Association
- Texas Education Data Standards (TEDS) Section 4 - Description of Codes (2019-2020 EL related code tables, including new funding code table updates)
- LEP/EL Decision Chart for the Language Proficiency Assessment Committee (LPAC)
Filing a Bilingual Education exception and/or ESL waiver
Visit the TEA Bilingual Education Exception and ESL Waiver Resources web page. Bilingual education exceptions and ESL waivers are due each year on November 1st.
- Frequently-Asked-Questions: Bilingual Education Exception and ESL Waiver
- Allowable Use of Bilingual Education Allotment (BEA) Funds Comprehensive Professional Development Plan
Identification of English Learners in Texas
Under ESSA, Title III, Part A, Texas uses a single, statewide assessment for the purpose of identifying English learners in grades PK-12, starting in the 2019-2020 school year. Data Recognition Corporation (DRC) serves as the State-approved sole source vendor for the LAS Battery of language proficiency assessments (English and Spanish) to be administered in accordance with TAC 18.1226 (c). To access the DRC Texas-dedicated web page for information on how to order tests, obtain the statewide discount, and access test administrator training, click https://laslinks.com/texas/
Reclassification/Exit
The single, statewide assessment for the purpose of reclassifying English learners in Texas in the area of English language proficiency is the Texas English Learner Proficiency Assessment System (TELPAS), which is also used to monitor annual progress.
The single, statewide academic achievement test for the purpose of reclassifying/exiting English learners is the STAAR or EOC. For English learners enrolled in grades 1, 2, 11, and 12, and for whom no STAAR or EOC is administered, a single statewide norm-referenced achievement test is to be used for the purpose of reclassification/exit in the place of the STAAR or EOC, beginning in the 2019-2020 school year. The State-approved vendor for the norm-referenced achievement test is Riverside Insights. To access the Riverside Insights Texas-dedicated web page for information on Iowa Assessments, Form F, click https://www.riverside-assessments.com/texas-assessment.
For English learners participating in a program and those with a parent denial, the Language Proficiency Assessment Committee (LPAC) meets at the end of every school year to review STAAR, EOC, and TELPAS data and to monitor progress and determine if the student has met the State’s criteria for reclassification as English proficient. English learners may only be reclassified as English proficient at the end of the school year and based on LPAC recommendation. Parental approval of program exit is required in order for a student to exit program services.
Specific information regarding criteria for English learner reclassification can be found here:
More information on the rationale for transitioning to a standardized process and use of single, statewide assessments for the purpose of identifying and reclassifying English learners in Texas can be found here:
Monitoring and Assessment
For English learners participating in a program and those with a parent denial, the Language Proficiency Assessment Committee (LPAC) meets at the end of every school year to review STAAR, EOC, and TELPAS data and to monitor progress and determine if the student has met the State’s criteria for reclassification as English proficient. English learners may only be reclassified as English proficient at the end of the school year and based on LPAC recommendation. Parental approval of program exit is required in order for a student to exit program services.
When the LPAC has determined an English learner has met the reclassification criteria and the parent has been notified of their child’s reclassification as English proficient, the LEP/EL indicator in PEIMS will change from a “1” to an “F” beginning in the following academic year.
| LEP/EL Indicator Code Guide | |
|---|---|
| 0 | Non-LEP/English Proficient |
| 1 | Identified as LEP/English Learner |
| 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 each student who has met criteria for reclassification, including parental denials, for the first two years after reclassification (LEP/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.
In accordance with federal requirements under ESSA, reclassified English learners are monitored for an additional two years (LEP/EL indicator codes “3” and “4”) for accountability purposes only. This data is collected within PEIMs and does not require any action from LPAC.
The Former LEP/EL code (5) was added in 2019-2020 to enable the state to track longitudinal progress of individual English learners after reclassification and to gauge overall program model effectiveness for the State’s bilingual and ESL programs.
Note: This new code for Former LEP/EL will only be used this year (2019-2020) for students who were a LEP/EL Indicator code 4 for their fourth year of monitoring after reclassification in the 2018-2019 school year. The Former LEP/EL code will stay with the student until he/she graduates.
