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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 Ìýfor continuously updated resources for Teachers, Leaders,ÌýParents and families of Emergent Bilingual Students, and Community Partners.Ìý

Language Proficiency Assessment Committee (LPAC) Guidance and Resources

Current School Year

• Ìý
• Beginning-of-Year (BOY) LPAC Guidance Checklist
• Middle-of-Year (MOY) LPAC Guidance ChecklistÌý
• Coming Soon- Updated Emergent Bilingual Student Reclassification Criteria Chart (English and Spanish)Ìý

2023-2024

• End-of-Year (EOY) LPAC Guidance Checklist
• Emergent Bilingual/ English Learner Reclassification Criteria ChartÌý(English and Spanish) Updated November 2023
• Emergent Bilingual Student Summer School Guidance

2024-2025 Emergent Bilingual Support Update MeetingsÌýwith LEAs and ESCs

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

Program Requirement ResourcesÌýÌý

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

• NEWÌýÌý(Published September 2024)
• Guidance on Identification and Placement of English Learners Prior to KindergartenÌý(Updated November 2021)
• (MayÌý2022)Ìý
• LPAC Guidance for Deaf or Hard of Hearing English LearnersÌýand associated trainingÌý
• NEWÌýBilingual Education Certification PathwaysÌý
• TSDS PEIMS Code Guide for Bilingual and ESL Program AssociationÌý
• EB Student/EL Decision Chart for the LPAC with PEIMS codes (Updated November 2023)
• NEWÌý

Program Requirement Resource Web PagesÌýÌý

• Ìý(outside source)Ìý
• Guidance Related to ARD Committee and LPAC CollaborationÌý
• NEWÌýÌýÌý
• Single, Statewide AssessmentsÌýforÌýEmergent Bilingual Students
  • Identification:ÌýData Recognition Corporation (DRC) (Texas-dedicated site)
  • Reclassification (Academic Achievement Component - Grades 1, 2, 11, and 12):Ìý, Iowa Assessments, Form FÌý(Texas-dedicated site)

Program Implementation

The TEA Emergent Bilingual Support Division has developed to support LEAs with evaluating and enhancing their bilingual and English as a Second Language (ESL) programs.Ìý

Program StatutesÌýÌýÌý

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

• Texas Education CodeÌý- Bilingual Education and ESL Programs

• Texas Administrative Code,Ìý

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.