The Emergent Bilingual Support provides direction and leadership for the implementation of Bilingual and English as a Second Language (ESL) Programs for emergent bilingual (EB) students.
Announcements
Check out the Emergent Bilingual Student Web Portal,
Language Proficiency Assessment Committee (LPAC) Guidance and Resources
Current School Year
2024-2025 Emergent Bilingual Support Update Meetings with School Systems and ESCs
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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
- (outside source)
- Guidance Related to ARD Committee and LPAC Collaboration
- NEW
- Single, Statewide Assessments for Emergent Bilingual Students
- Identification: Data Recognition Corporation (DRC) (Texas-dedicated site)
- Reclassification (Academic Achievement Component - Grades 1, 2, 11, and 12): , Iowa Assessments, Form F (Texas-dedicated site)
Program Implementation
The 7mÊÓƵ Emergent Bilingual Support Division has developed program implementation supports that can be accessed on the TXEL page. These tools are to support LEAs with evaluating and enhancing their bilingual 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. (ESSA, Section 3102)
