Dual Language Instructional Framework

Texas Effective Dual

Language Immersion

Framework

TEXAS EDUCATION AGENCY

English Learner Support Division

DRAFT - Pilot in Progress - Updated January 2022

Contents

History................................................................................................................................................................ 1

Benefits............................................................................................................................................................. 2

Dual Language Guidance Committee............................................................................................ 3

Dual Language Immersion Tools........................................................................................................ 3

7 Essential Steps When Starting a Dual Language Immersion Program...................... 4

Texas Effective Dual Language Immersion Framework.......................................................... 5

Texas Effective Dual Language Immersion Framework Rubric........................................... 7

Lever 1.......................................................................................................................................................... 9

Lever 2......................................................................................................................................................... 13

Lever 3......................................................................................................................................................... 16

Lever 4......................................................................................................................................................... 19

Lever 5......................................................................................................................................................... 26

District Administrator Checklist............................................................................................................ 30

Campus Administrator Checklist........................................................................................................ 33

DLI Teacher Checklist................................................................................................................................. 36

Dual Language Program Success Criteria.................................................................................... 39

Lever 1.......................................................................................................................................................... 40

Lever 2......................................................................................................................................................... 44

Lever 3......................................................................................................................................................... 47

Lever 4......................................................................................................................................................... 49

Lever 5......................................................................................................................................................... 52

References....................................................................................................................................................... 54

Glossary............................................................................................................................................................ 69

Additional Resources......................................................................................................... Coming Soon

History

Dual Language Immersion (DLI) programs have been a part of Texas

education since 1973 when former Governor Dolph Briscoe signed into law

the Bilingual Education and Training Act, which required bilingual education

for students and abolished the English-only teaching requirement imposed

in 1918.

In the summer of 2001, Senate Bill (SB) 467 and Senate Concurrent

Resolution No. 50, were unanimously passed by the House and Senate

ushering in the first DLI bill in the state of Texas. Although dual language

instruction was not prohibited with current laws, this law explicitly focused

on the “biliteracy” goals of DLI programs and encouraged school districts to

offer these innovative and successful instructional programs for all their

students. In addition, in 2007, Texas unanimously passed SB 1871 which

called for disaggregation of achievement data results of Emergent

Bilingual students by type of program served, and it further defined DLI

programs as one-way and two-way to serve both emergent bilingual

students and non-emergent bilingual students.

In 2019, the Texas legislature continued their support of DLI and passed

House Bill 3 that incorporated the Texas Commission on Public School

Finance’s recommendation to create a new DLI program allotment that

incentivized school districts to offer these programs, particularly for

emergent bilingual students, and the necessary resources to support these

programs. HB 3 promotes and supports quality DLI programs in Texas.

Texas continues to be a leader in the development and implementation of

DLI programs, legislative support for DLI programs, and high quality

implementation of these programs to educate large numbers of emergent

bilingual students more effectively.

Benefits

increased academic achievement in reading, writing, mathematics, and

science test scores,

increased self-regulation, emotional control, flexibility in thinking, impulse

control, planning skills, and self-monitoring skills,

increased engagement in higher-level learning as they progress

through the school system and beyond,

linguistic and academic proficiency in more than one language,

increased graduation rates,

a stronger sense of identity and self-esteem, and

increased parent involvement and satisfaction.

Dual language immersion programs provide students with an enriched

education that is beyond traditional schooling, a differentiated challenging

and engaging experience that supports the goals of dual language

education: developing bilingualism and biliteracy development in partner

language and English, high academic achievement in all content areas in

both languages and increased multiculturalism and high levels of socio-

cultural competence. DLI programs build on a student’s first language, no

matter what the language, to develop deep academic language, content

knowledge and skills and enhanced cognitive development.

The research on the benefits of programs is compelling and deep.

Overwhelming evidence shows that DLI programs are the only instructional

programs that close the academic achievement gap between emergent

bilingual students and non-emergent bilingual students.

Students participating in DLI programs have:

Culturally, all students who participate in dual language programs are able

to navigate a multicultural world easier through cultural competency and

can positively interact more easily with those who are different from them.

The economic benefits include a stronger competitiveness within the job

market and a high return on investment for DLI programs.

Dual Language Guidance Committee

In response to the growing research on the benefits of dual language

instruction and the state legislature’s support, the Texas Education Agency

wanted to partner with experts and practitioners in Texas by forming the Dual

Language Guidance Committee. This group’s goal was to positively impact

the academic achievement of emergent bilingual students in Texas by

developing a systemic and sustainable Dual Language Immersion Framework.

This group of committed professionals built on the expertise of experts,

research and practitioners to create three foundational documents: Dual

Language Immersion Rubric, Dual Language Checklists for District

Administrators, Campus Leaders and Teachers and Success Criteria for dual

language programs. These tools not only provide a description of exemplary

dual language programs, but the guidelines and tools to build one. Each

document is broken down into the most important aspects of dual language

instruction.

Dual Language Immersion Tools

This framework comes with three key tools. These should be used to clarify

how to make a dual language program exemplary. Directions on how to use

each tool are below. The previous DLI rubrics also provide resources for

high-quality DLI Implementation.

Dual Language Immersion Rubric:

The Dual Language Immersion Rubric provides holistic descriptions of DLI

programs at different stages of development: established, exceeds,

exemplary. Use this tool internally to diagnose your current state and the next

stage of implementation.

Dual Language Immersion Checklists:

The Dual Language Immersion Checklists provide detailed actions for each

group of DLI leaders: district, campus and teachers. These provide clear

actions for each role.

Dual Language Success Criteria

The Dual Language Immersion Success Criteria provides a measurement

system to assess your current state and identify the highest priority areas for

improvement.

7 Essential Steps to Start a Dual

Language Immersion Program

7 Essentials steps to consider when starting or enhancing a Dual Language

Immersion program to positively impact student outcomes in your district.

Gain support and understanding of DLI programming from district & campus

leadership, teachers and parents

Conduct a needs assessment related to students to be served (e.g.

achievement patterns, SES, mobility, cultural attributes), district resources and

community interests

Secure comprehensive long-term commitment and involvement at all levels

Collaboratively write clear vision & mission statements with set of guiding

principles based on dual language literature and research

A DLI program model should fit student and community needs and have

consensus among all stakeholders with the goal of biliteracy

Revise curriculum and procure culturally and linguistically sustaining resources

that align to DLI program model and language allocation plan

Design a long-term PD plan for all stakeholders that ensures deep

understanding of DLI program implementation (related to their participation)

and continuous PD support, as well as systematic DLI program assessments

and/or formal evaluations

Build Advocacy and Knowledge:

Understand District and Community Demographics:

Create a Stakeholder Group:

Develop a Mission and Vision Statement:

Design or Adopt a DLI Program Model:

Align Curriculum and Resources to DLI Program

Establish a Staff Development Plan & Evaluation:

TEXAS EFFECTIVE DUAL LANGUAGE

IMMERSION FRAMEWORK

Overview: The Texas Effective Dual Language Immersion Framework

(TxEDLIF) aims to provide districts, schools, and teachers state-wide the

tools they may need to increase:

A) the effective implementation of dual language immersion program,

B) dual language immersion PK -12, and

C) impact on students outcomes.

The TxEDLIF guides districts and schools across the state with levers and

essential actions that describe what effective educational entities

implement to ensure high academic achievement for their dual language

immersions students.

Objective-driven daily lesson plans with formative biliterate assessments. Data-driven

rigorous and scaffolded instruction.

TEXAS EFFECTIVE DUAL LANGUAGE IMMERSION FRAMEWORK

Lever 1

Leadership and Family & Community Empowerment

Leadership understands and supports DLI program fidelity through quality staffing and

professional development, development of biliterate curriculum, assessments, and

resources that ensure ongoing program fidelity and student success.

Program Model and Design

DLI program clearly prioritizes emergent bilingual students, has a clear language and

content allocation plan, and ensures 50% of instruction in partner language.

Lever 3

Staffing and Professional Development

Proactive staff recruitment, continuous professional development, and data-driven

targeted professional development plans based on DLI program goals.

Lever 4

Lesson Planning and Methods

Lever 5

Curriculum and Resources

Inclusive and collaborative development of assets-based, culturally and linguistically

sustaining practices, biliteracy curriculum, biliterate assessments and biliterate resources

aligned to DLI program goals.

Lever 2

Purpose:

The TxEDLIF's Rubric provides Local Education Agencies (LEAs) with a tool for self-evaluation of their DLI program

effectiveness. This rubric along with the Success Criteria and Success Criteria Self-Review are intended for internal use for

determining next steps for development and continuous improvement of DLI programs at the campus and district level.

Organization:

The TxEDLIF's Rubric has five levers that are critical in effective implementation and sustainability in high-performing DLI

campuses. Each lever consists of essential actions and foundational key practices.

Texas Effective Dual Language Immersion Framework's (TxEDLIF's) Rubric

Lever 1:

Leadership & Family and

Community

Empowerment

Lever 2:

Program Model

Lever 3:

Staffing & Professional

Development

Lever 4:

Lesson Planning &

Methods

Lever 5:

Curriculum

& Resources

Vision & Mission

Staffing & Professional

Development

Instructional

Policy

Curriculum &

Resources

Funding

Content Area

Dept. Collaboration

Assessents

Family & Community

Empowerment

State Assessments

Progress Monitoring &

Data Analysis

Classroom

Assessments

Resources

Curriculum

Standards

Culturally and

Linguistically

Sustaining Practices

Assessment

Language

Allocation Plan

Teacher

Certification

Recruitment

Lesson Plans

Special Program

Coordination

Program Content

Goals

Content-Based

Language Instruction

Program Duration

Retention

Professional

Development Plan

Differentiated

Instruction

Language Use

General Education

Coordination

Dual Language

Immersion Pedagogy

Authentic Biliterarcy

Development Across

Content-Areas

Program Language &

Literacy Goals

Program Culture

Goals

In each lever of the rubric, the scale develops from left to right, detailing performance levels from Established, Exceeds,

and Exemplary Implementation. The rubric is organized by essential actions and described with key practices. Each level

builds upon the experiences of the previous one.

When conducting a program evaluation using the rubric, use the associated Success Criteria Self-Review Scorecard for

the associated TxEDLIF lever to mark each key practice as Established Implementation, Exceeds Implementation or

Exemplary Implementation. Once each lever is scored, the aggregated calculation will be calibrated to provide the total

DLI Self-Review Score. The total will give the campus and district a quick analysis of their current overall implementation.

TxEDLIF Rubric Use

Expected Levels of DLI Program Implementation

Established Exceeds Exemplary

This level describes the DLI

Program as implemented

moderately well overall, but there

are multiple areas of

improvement in order to achieve

access to equitable instruction

and long-term academic

achievement for participating

emergent bilingual students.

This level describes the DLI

Program as implemented

remarkably well overall, but there

are some areas of improvement

in order to achieve access to

equitable instruction and long-

term academic achievement for

participating emergent bilingual

students.

This level describes the DLI

Program as implemented

exceptionally well overall, and

there are few, if any, areas of

improvement in order to achieve

access to equitable instruction

and long-term academic

achievement for participating

emergent bilingual students.

Lever 1: Leadership & Family and Community Empowerment

Established Exceeds Exemplary

A district/campus dual language

vision with goals.

A system to refine the vision and

mission with few stakeholders.

A district/campus dual language

vision supported with some

measurable goals and a plan that

includes expectations in

academic achievement, biliteracy

development and sociocultural

competence.

A system to refine the vision and

mission among some

stakeholders.

A district/campus dual language

vision supported with measurable

goals and a clearly focused plan

that commits to high expectations

in academic achievement,

biliteracy development and

sociocultural competence.

A system for continually refining

the vision and mission among all

stakeholders.

Expected Levels

Essential Action

Leadership understands and supports DLI program fidelity through quality staffing and PD,

development of biliterate curriculum, assessments, and resources that ensure ongoing program

fidelity and student success.

Vision and Mission

A recruitment plan to hire and retain

qualified leaders.

Few district/ campus leaders with

credentials as a bilingual or ESL

teacher.

A leader who receives at least twenty

hours of professional development

annually.

Leaders with at least one professional

goal that focuses on academic

outcomes for emergent bilinguals.

A recruitment plan to hire and retain

effective leaders.

Most district/ campus leaders with

credentials as a bilingual or ESL

teacher.

A leader who receives at least thirty

hours of professional development

annually. New DLI leaders attend an

induction academy.

Leaders with at least two measurable

goals that improve cultural and

academic outcomes for emergent

bilinguals.

A strategic recruitment plan to hire and

retain highly effective leaders.

All district/ campus leaders with credentials

as a bilingual or ESL teacher.

A leader who receives at least forty hours of

professional development annually,

including walkthroughs in classrooms. New

DLI leaders attend an induction academy.

Leaders with an individual professional plan

with measurable goals that improve

cultural and academic outcomes for

emergent bilinguals.

Leaders with clear role descriptions/

expectations and shared responsibilities to

support program responsibilities.

Staffing and

Professional

Development

A district DLI language assessment

policy not aligned to the DLI rubric.

An observation and feedback system

for teachers.

Systems and protocols established

to review student data.

A district DLI language assessment

policy mostly aligned to the DLI

rubric.

A quality observation and feedback

system for teachers and campus

leaders.

Systems and protocols established

to review student data that includes

both languages.

A clear district DLI language

assessment policy mostly aligned to

the DLI rubric.

A high-quality observation and

feedback system for teachers,

campus leaders, and district

administrators.

Systems and protocols established

to review student data that includes

both languages to refine instructional

and enrichment practices.

Instructional

Policy

Funding from a bilingual allotment

funds the dual language program.

Funding for professional

development aligned to the district/

school improvement plan.

Funding from a bilingual allotment,

centralized (district controlled) and

decentralized (campus controlled)

funds to a quality dual language

program.

Funding for quality professional

development aligned to the district/

school improvement plan.

Sufficient funding from a bilingual

allotment, centralized (district controlled)

and decentralized (campus controlled)

funds to a high-quality dual language

program.

Sufficient funding for consistent high-

quality professional development aligned

to the district/school improvement plan.

Funding

Content planned across the district

and campus levels.

Planning, instructional practices, and

student data monitored at the

district/campus levels.

Protocols for vertical and horizontal

planning across content at the

district and campus levels.

Periodically monitor planning,

instructional practices, and student

data to ensure collaboration

between DLI and the general

education program.

Established and ongoing protocols to

foster vertical and horizontal planning

within and across content at the district

and campus levels.

Consistently monitor planning,

instructional practices, and student data

to ensure collaboration between DLI and

the general education program.

Content Area

Department

Collaboration

An allocation of few biliterate

resources for classroom use.

Communication about the

expectations in assessment.

Professional development for dual

language administrators and content

specialists in assessment practices.

An allocation of most biliterate

resources for classroom use in both

languages.

Communication about the

expectations in assessment in both

languages.

Professional development for dual

language administrators and content

specialists in formative assessment

practices.

An allocation of equitable biliterate

resources for classroom use in both

languages that facilitate alternative

assessment methods, provide

linguistic accommodations, and

facilitate instructional support.

Communication about the

expectations in assessment in both

languages for each grade level.

Differentiated professional

development for dual language

administrators and content

specialists in effective formative

assessment practices.

Assessments

Systems involve stakeholders

through communication and

decision-making practices.

Parent Academy established by

district leaders to inform parents

about the DLI program

(TO BE REFINED AFTER FACE WORK IS

COMPLETE

Systems involve stakeholders

through effective communication

and decision-making practices.

Parent Academy established by

some campuses to ensure parents

understand the DLI program and

receive some biliterate resources to

support their children at home.

(TO BE REFINED AFTER FACE WORK IS

COMPLETE)

Systems fostered by district/ campus

leaders to involve stakeholders through

highly effective communication and

decision-making practices.

Parent Academy established and

maintained by district/campus leaders

to ensure parents understand the DLI

program and receive sufficient biliterate

resources to support their children at

home.

(TO BE REFINED AFTER FACE WORK IS

COMPLETE)

Family and

Community

Empowerment

(This criteria is

being revised.)

District leaders provide a curriculum

aligned to TEKS.

Few curriculum and biliterate

resources as indicated in their

campus improvement plan.

District/ campus leaders use student

data.

District leaders provide a curriculum

aligned to TEKS and the DLI rubric.

Most biliterate curriculum and

resources as indicated in their

campus improvement plan.

District/ campus leaders use student

data in both languages.

DLI teachers involved in the

development and procurement of

biliterate curriculum and resources.

District leaders provide a high quality

curriculum aligned to TEKS, ELPS and

the DLI rubric.

All biliterate curriculum and

resources as indicated in their

campus improvement plan.

District/ campus leaders use student

data in both languages to

differentiate supplemental biliterate

resources as needed for DLI

campuses/classrooms.

Curriculum and

Resources

Lever 2: Program Model and Design

Established Exceeds Exemplary

Certified bilingual teachers are in

areas required by the education

code.

There is limited professional

development focused on

language proficiency.

Certified bilingual teachers are in

core content areas.

There is some professional

development that supports and

strengthens partner language

and/or English proficiency.

Certified bilingual teachers in all

content areas.

Professional development to

support and strengthen partner

language and/or English

proficiency of dual language

teachers.

Expected Levels

Essential Action

Inclusive and collaborative development of assets-based, culturally and linguistically sustaining

practices, biliteracy curriculum, assessments and resources aligned to DLI program goals

TEACHER

CERTIFICATION

TEC 29.061

(89.1210(c)(3)&(c)(4)

29.061 (b-1)(b-2)

A language allocation plan exists, but

is not well-known.

Some decisions are based on the

language allocation plan.

There is an evaluation of the

program, but the focus is on English

data.

Few of the support services are

aligned with the language allocation

plan.

A language allocation plan exists

and is known.

The language plan is understood by

the campus leaders and guides

many, but not all decisions.

An evaluation of the program

includes qualitative and quantitative

data in both languages, but not an

equal amount.

Several, but not all of the support

services are aligned with the

language allocation plan.

A clear allocation plan that is aligned with

the latest research.

A plan implemented with fidelity and

monitored by all campus leaders.

An evaluation based on qualitative and

quantitative data in both program

languages and biliteracy trajectory data.

Support services (e.g., special education,

gifted education, ESL) and specials (e.g.,

art, music) aligned with the language

allocation plan.

LANGUAGE

ALLOCATION PLAN

89.1227(d)

The dual language program is run in

grades PK-3 only.

The students served are mostly

emergent bilingual students.

Newcomers are not offered the dual

language program.

Students learning English are exited

from the dual language program after

they are reclassified.

The dual language program runs

through the grade levels of the

elementary schools.

The students served are mostly

emergent bilingual students.

Newcomers are offered the dual

language program in grades PK-1st.

Reclassification of some emergent

bilinguals happens, but the school does

not encourage or discourage reclassified

students to stay in the program.

Programming beginning at PK, K or 1st

and continuing to roll up each year and

through 5th or 6th grade. Students

receive a recommendation to continue

into a dual language secondary

program.

Primary language English speakers can

enroll in the dual language program for

all grades PK-12.

Newcomers who speak the partner

language enter the dual language

program at all levels.

Re-classification of some emergent

bilinguals, but there is “no” exiting.

PROGRAM DURATION

89.1205 (a)(d)

89.1227 (e)

89.1233

89.1228

Content instruction is based on the

district’s curriculum. There are steps

taken to support a second language.

The goals of bilingualism, biliteracy

and sociocultural competences are

shared by some of the staff.

Content instruction is rooted in

culturally and linguistically sustaining

practices, communicated,

sequenced and scaffolded to ensure

high academic achievement in one

language. The goals of bilingualism,

biliteracy and sociocultural

competence are valued.

Culturally and linguistically sustaining

practices, linguistically accommodated

content instruction and design that is

communicated, sequenced, and

scaffolded to ensure high academic

achievement in both program

languages, bilingualism, biliteracy and

sociocultural competence.

PROGRAM

CONTENT GOALS

There is a limited plan that addresses

sociocultural competence. Some

teachers address this goal in their

classroom.

The school modifies the district

curriculum to incorporate sociocultural

competence when appropriate.

A plan exists that addresses the

development of sociocultural

competence and elevates biliteracy,

among all stakeholders.

Systems for the selection of

linguistically appropriate and culturally

and linguistically sustaining

instructional materials exist.

Opportunities for stakeholders to be involved

in creating a plan that addresses the

development of sociocultural competence

and elevates biliteracy, among all

stakeholders, including teachers, school staff,

administrators, and community members.

Systems for the selection of linguistically

appropriate and culturally and linguistically

sustaining instructional materials and their

thoughtful integration into the curriculum

along with the incorporation of sociocultural

competence skills into the curriculum.

PROGRAM

CULTURE GOALS

The language allotment time is not

consistent in all classrooms.

The understanding about the

importance of translanguaging and

print in both languages exists with

some adults in the program, but not

all.

The language allotment time is

consistent across grade levels, but

not cohesively across the school.

There is an asset-based lens on

students’ translanguaging, but little

attention to the separation of

instructional languages.

An equal allotment of oral language

and literacy “development” time in

both languages (50/50 model) or is

provided initially in the partner

language (90/10, 80/20 model) and

then allotted equal time in both

languages once the program

reaches a 50/50 division of

instruction in the two languages

An asset-based lens on students’

translanguaging and print in both

languages, but a strict separation of

instructional language is upheld.

PROGRAM

LANGUAGE AND

LITERACY GOALS

28.0051(a)

89.1210 (c)(3)(c)(4)

Lever 3: Staffing and Professional Development

Established Exceeds Exemplary

The school uses the district’s system

for recruitment and assignment for

teachers.

Individual teachers may reach out to

their network to recruit.

The school uses the district’s criteria,

protocols and induction program.

The interview process provided by

the district is used. Some questions

are asked in the partner language.

There is proactive recruitment of

bilingual certified teachers for the

school overall.

There are two or three modified

hiring practices for the program (i.e.

criteria, induction, protocols).

The interview process includes

bilingual personnel with some

specific dual language questions, but

the process overall focuses on

general education.

Ongoing and proactive recruitment

strategies that include many sources

for high-quality candidates.

Purposefully recruitment of

classroom, special education, elective

teachers and substitutes with

bilingual certification before hiring ESL

teachers.

Clear selection criteria, protocols,

hiring and induction processes for

teachers .

An interview process that includes

committees with bilingual personnel,

a purposeful interview protocol and

performance tasks focused on dual

language immersion and asset-

based values given in both

languages.

Expected Levels

Essential Action

Proactive staff recruitment, continuous professional development, and data-driven targeted PD

plans based on DLI program goals.

RECRUITMENT

89.1201 (a)(3)

89.1210 (c)(3-4)

89.1205 (g)

Teacher placements are primarily

driven by credentials.

Administrators and coaches provide

useful feedback on instruction that

may not be specific to a dual

language program.

There is some strategic placement of

teachers. The criteria is not clear to

all.

Some of the administrators and

coaches have a deep knowledge of

dual language and provide specific

feedback on the program.

Strategic teacher placements based on

student need, teacher strengths,

credentials and commitment to the

program with a recognition of the

importance of the primary grades for

language development in both

languages.

Administrators and coaches with a deep

knowledge of dual language education,

bilingual certification and a high level of

commitment to program goals.

ASSIGNMENT

89.1245 (a)

89.1210 (c)(3-4)

89.1250 (3)(t)

The school adopts the district’s

strategies for supporting and

retaining staff.

There is a congenial workplace with

little conflict, but limited

collaboration.

The campus leader implements

personalized strategies to support

and retain staff.

There is a positive workplace climate.

Staff works together to gather

biliterate resources for the program.

Campus and district leaders

implement targeted and

personalized strategies to support

and retain staff, including stipends

for bilingual staff.

A positive workplace climate where

all staff are valued, celebrated and

appropriately supported in carrying

out their work, including appropriate

biliterate resources for effective

implementation of the dual language

program.

RETENTION

89.1210 (a)(1)

Districtwide communication is the

main way programs are

communicated.

Data is available about under or

over-identification, but the analysis is

sporadic.

Few, if any, programs have support

staff and teachers who are bilingual.

Opportunities for other programs are

included in school wide

communications (i.e. newsletters,

announcements).

Annually data is reviewed to ensure

there is not over or under-

identification of students in

specialized programs.

Some programs have support staff

and teachers who are bilingual.

Purposeful encouragement of students to

access other special programs, such as

gifted/talented education, special

education, and counseling.

Monitoring of data to ensure there is not

over representation or under-

identification of students in any

specialized program such as special

education

Bilingual teachers and other support staff

provide specialized program services

when appropriate.

SPECIAL PROGRAM

COORDINATION

89.1220 (b)

89.1220 (g)(4)

89.1230 (a-b)

The school gives professional

development provided by the district

or a general education provider.

Professional development

occasionally includes modeling,

practice and reflection.

The professional development plan is

one year.

Board members and administrators

must identify their own professional

development

There is regular schoolwide

professional development provided

monthly to all adults.

Professional development usually

includes modeling, observation and

feedback, data and reflection within

the meeting time.

The professional development plan

covers 1-2 years.

There is optional professional

development on dual language to

board members and administrators.

Job-embedded professional

development given regularly to dual

language teachers, general education,

special education teachers and all

adults providing instruction.

Professional development consistent

with best practices for adult learning

and includes deliberate modeling,

observation and feedback cycles, data

and self-reflection.

A three-year plan for professional

development differentiated by teacher

experience.

Professional development on the best

practices of dual language for board

members, administrators and others in

a position to make decisions about the

dual language program.

PROFESSIONAL

DEVELOPMENT PLAN

89.1210 (c)(3-4)

89.1245 (e)(d)

There is limited coordination between

the programs, but often after the

general education plans are created.

Cross-collaboration rarely takes

place.

There is consistent coordination

between the general education and

dual language program in at least

three of these areas: planning,

offering professional development,

allocating resources and providing

access to electives, interventions and

accelerations.

Cross-collaboration is supported

when teachers initiate it.

Coordination considers a view of all

students’ needs, including those in a dual

language program. This includes

planning, offering professional

development, allocating biliterate

resources and providing access to

electives, interventions and accelerations.

Cross-training, cross-collaboration and

communication between general ed and

dual language teachers happens

systematically.

GENERAL

EDUCATION

COORDINATION

89.1210 (b)(f)

Lever 4: Lesson Planning and Methods

Established Exceeds Exemplary

Limited and inconsistent use of a

lesson plan template.

Learning objectives posted, but

limited reflection by students at the

end of lessons.

Although expectations are there for

rigorous learning through

cooperative groups and higher order

thinking, this type of instruction is in

place in only a few DLI classrooms.

There is limited evidence of formative

assessments and data for DLI

teacher reflection to adjust and

deliver differentiated instruction.

Lesson plan template clearly defines

language and content objectives

and is used by most DLI staff.

Learning objectives posted and

student learning reflection is

consistent in most classrooms.

Expectations are clearly established

for rigorous learning through

cooperative groups, higher order

thinking and scaffolding, and most

classrooms engage students in this

type of learning.

There are formative assessments

and data used by most DLI teachers

to reflect, adjust and deliver

instruction that supports all students.

Unit and lesson plan templates

clearly define language and content

objectives and are used by all DLI

staff.

Learning objectives posted. Students

understand the purpose and reflect

on it at the end of the lesson.

Instructional strategies that include

rigorous learning, higher order

questioning, cooperative learning,

hands-on activities, critical thinking &

scaffolding are consistent across DLI

classrooms.

DLI Teachers use formative

assessments that yield the data

necessary to reflect, adjust, and

deliver instruction that meets the

needs of each student.

Expected Levels

Essential Action

Objective-driven daily lesson plans with formative biliterate assessments. Data-driven rigorous

and scaffolded instruction.

LESSON PLANS

There is limited evidence of

culturally and linguistically

sustaining resources or instruction

in DLI programs.

There is inconsistent use of

culturally and linguistically

sustaining practices to engage

students in critical issues related

to strengthening equitable

instructional systems for

emergent bilingual students.

There is limited evidence of

culturally and linguistically

sustaining practices using funds

of knowledge to foster student

voice, agency and oral traditions.

Culturally and linguistically

sustaining practices are

inconsistently used by most DLI

teachers as a collective and

collaborative way of learning.

DLI program has identified

culturally and linguistically

sustaining resources, but not

consistently used in most DLI

classrooms.

Culturally and linguistically

sustaining practices are used in

most DLI classrooms engaging

students in critical issues related

to strengthening equitable

instructional systems for

emergent bilingual students.

Culturally and linguistically

sustaining practices include

integration of funds of knowledge

in most DLI classrooms to foster

student voice, agency and oral

traditions.

Culturally and linguistically

sustaining practices are student

centered with collective and

collaborative ways of learning in

most DLI classrooms.

DLI program includes culturally and

linguistically sustaining practices

that includes high-level

expectations, goal setting with

culturally and linguistically

sustaining resources and

experiences.

DLI classrooms use culturally and

linguistically sustaining practices to

foster “critical consciousness” by

addressing issues related to

strengthening equitable

instructional systems for emergent

bilingual students.

DLI classrooms use culturally and

linguistically sustaining practices to

integrate funds of knowledge that

foster student voice, agency and

oral traditions.

Culturally and linguistically

sustaining practices are student-

centered with collective and

collaborative ways of learning in

the majority of DLI classrooms.

CULTURALLY AND

LINGUISTICALLY

SUSTAINING

PRACTICES

DLI students are not consistently

engaged through cooperative

learning based on cognitive and

linguistic skills.

There is limited evidence that the

DLI program has clear biliteracy

integration of content, language

and literacy instruction in both

languages.

There is limited evidence that the

DLI program has clear and

consistent use of language and

vocabulary cross-linguistic

connections to make authentic

and meaningful connections.

DLI students are not consistently

engaged in contrastive analysis

and metalinguistic knowledge

across languages.

DLI students are engaged through

cooperative learning based on

cognitive and linguistic skills in

most DLI classrooms.

DLI program has clear biliteracy

integration of content, language

and literacy instruction in both

languages in most DLI

classrooms.

Although the DLI program has

clear and consistent use of

language and vocabulary cross-

linguistic connections, it is not well

known across all DLI classrooms.

In most DLI classrooms, DLI

students are consistently

engaged in contrastive analysis

and metalinguistic knowledge

across languages.

DLI students are consistently engaged

through cooperative learning based

on cognitive and linguistic skills.

DLI program has clear biliteracy

integration of content, language and

literacy instruction in both languages.

DLI program has clear and consistent

use of language and vocabulary

cross-linguistic connections to make

authentic and meaningful

connections.

DLI students are engaged in

contrastive analysis and

metalinguistic knowledge across

languages.

CONTENT-BASED

INSTRUCTION

Although DLI teachers have

common understanding that

language is also learned through

content and provides explicit

language strategies to support

biliteracy development, it is

implemented in few DLI

classrooms.

Although the DLI program

supports biliteracy development

with listening, speaking, reading

and writing in all content areas, it

is implemented in a few DLI

classrooms.

There is inconsistent integration of

content TEKS, Language TEKS and

Literacy TEKS in both languages

across most DLI classrooms to

facilitate deep and meaningful

learning.

Although the DLI program

recognizes the need for authentic

literacy practices in the partner

language that respects the

structure of the language, few of

the DLI classrooms address this

issue correctly.

There is common understanding

by most DLI teachers that

language is also learned through

content and provides explicit

language strategies to support

biliteracy development and

consistently implemented in

some DLI classrooms.

Although the DLI program

supports biliteracy development

with listening, speaking, reading

and writing in all content areas, it

is not implemented in some DLI

classrooms.

There is clear and consistent

integration of content TEKS,

Language TEKS and Literacy TEKS

in both languages of instruction

across most DLI classrooms to

facilitate deep and meaningful

learning.

Although the DLI program

recognizes the need for authentic

literacy practices in the partner

language that respects the

structure of the language, only

some of the DLI classrooms

address this issue correctly.

There is common understanding by

DLI teachers that language is also

learned through content and

provides explicit language strategies

to support biliteracy development

and consistently implemented in DLI

classrooms.

DLI program clearly supports

biliteracy development in that

listening, speaking, reading and

writing is incorporated by DLI teachers

in all content areas to build concepts

and content-based language.

There is clear and consistent

integration of content TEKS, Language

TEKS and Literacy TEKS in both

languages across DLI classrooms to

facilitate deep and meaningful

learning.

The DLI program recognizes the need

for authentic literacy practices in the

partner language that respects the

structure of the language and is

addressed correctly in the majority of

classrooms.

AUTHENTIC

BILITERACY

DEVELOPMENT

ACROSS CONTENT

AREAS

The DLI program promotes an

“asset-based philosophy” that

uses enrichment practices to

provide accelerated growth in

literacy development, however

there is still significant use of

remedial practices such as

pullout and RTI.

DLI teachers are inconsistent with

heterogeneously grouped

students that are given high-

quality classroom instruction,

including differentiation.

In few DLI classrooms, there is

evidence of effective instructional

practices such as higher order

thinking, scaffolding in both

program languages, project

based learning, and cross-

linguistic connections.

The DLI program promotes an

“asset-based philosophy” that

uses enrichment practices to

provide accelerated growth in

literacy development, however

there is still some use of remedial

practices such as pullout and RTI.

There is consistent use of

heterogeneously grouped

students given high-quality

classroom instruction, including

differentiation in some DLI

classrooms.

In most DLI classrooms, there is

evidence of effective instructional

practices such as higher order

thinking, scaffolding in both

program languages, project

based learning, and cross-

linguistic connections.

The DLI program promotes an “asset-

based philosophy” that uses

enrichment practices to provide

accelerated growth in literacy

development and no remedial

practices such as pullout and RTI.

DLI teachers are consistent with

heterogeneously grouped students

that are given high-quality classroom

instruction and supported through the

use of effective practices, including

differentiated instruction.

DLI classrooms use effective

instructional practices including

higher-order thinking,

evidence-based dual language

instruction,

scaffolding in both program

languages, project-based learning,

and cross-linguistic connections.

DLI

PEDAGOGY

Limited number of DLI teachers

engage students in instruction

that incorporates appropriate

separation of languages to

promote high levels of language

acquisition.

Few DLI teachers engage

students in instruction that

includes recognizing language

varieties within and across

program languages that include

a critical analysis of the

differential power and status of

language varieties at the local

and national level.

Few DLI teachers respect

language variation and make

space for it in the classroom to

support academic, linguistic, and

sociocultural goals.

Few DLI teachers engage

students in instructional activities

that include community-based

projects that incorporate

language varieties in a

meaningful way.

Some DLI teachers engage

students in instruction that

incorporates appropriate

separation of languages to

promote high levels of language

acquisition.

Some DLI teachers engage

students in instruction that

includes recognizing language

varieties within and across

program languages that include

a critical analysis of the

differential power and status of

language varieties at the local

and national level.

Some DLI teachers respect

language variation and make

space for it in the classroom to

support academic, linguistic, and

sociocultural goals.

Some DLI teachers engage

students in instructional activities

that include community-based

projects that incorporate

language varieties in a

meaningful way.

DLI teachers engage students in

instruction that incorporates

appropriate separation of languages

to promote high levels of language

acquisition.

DLI teachers engage students in

instruction that includes recognizing

language varieties within and across

program languages that include a

critical analysis of the differential

power and status of language

varieties at the local and national

level.

DLI teachers respect language

variation and make space for it in the

classroom to support academic,

linguistic, and sociocultural goals.

DLI teachers engage students in

instructional activities that include

community-based projects that

incorporate language varieties in a

meaningful way.

LANGUAGE USE

89.1210 (b)(2)(a)

74.4(a)(2)(c)(a)(4)

Some DLI teachers implement

differentiated instruction

“incorrectly” by providing varied

“levels of instruction” according to

student academic abilities.

Some DLI teachers implement

differentiated instruction

appropriately and provide “on-grade

level instruction” to all students

regardless of academic and

linguistic level.

Teachers implement differentiated

instruction appropriately by providing

“on-grade level instruction” for all

students regardless of academic and

linguistic level and differentiate the

strategy, methods and techniques to

support diverse students to learn at that

level.

DIFFERENTIATED

INSTRUCTION

89.1201 (a)

74.4 (b)(1), (a)(6)

Lever 5: Curriculum and Resources

Established Exceeds Exemplary

Curriculum is standards-based in

both languages supporting

bilingualism and biliteracy

development but lacking

embedded focus on sociocultural

competence.

Curriculum is based on enriched

education in both languages that

includes digital resources and an

emphasis on language diversity,

but limited focus on equitable

resources and literacy

development across subjects in

both languages.

Curriculum is standards-based in

both languages supporting

bilingualism and biliteracy

development. There is evidence of

a focus on sociocultural

competence

Curriculum is based on enriched

education in both languages that

includes digital resources and an

emphasis on language diversity,

and there is some focus on

equitable resources and literacy

development across subjects in

both languages.

clearly promotes culturally and

linguistically sustaining

practices, linguistic diversity and

equitable resources and literacy

for all learners

includes a scope and sequence

for language and literacy

development across subjects in

both languages, and

includes quality, digital biliterate

resources in both languages.

Curriculum is research and

standards-based addressing the

goals of bilingualism, biliteracy,

strong academic achievement in

both languages and an intentional

intertwining of sociocultural

competence.

DLI curriculum is challenging based

on an enriched education that

Expected Levels

Essential Action

Inclusive and collaborative development of assets-based, culturally and linguistically sustaining

practices, biliteracy curriculum, assessments and resources aligned to DLI program goals

CURRICULUM

STANDARDS

74.4 (a)(1)

89.1201 (a-b)(d)

DLI curriculum has hands-on

resources, but limited integration

of culturally and linguistically

sustaining practices and

authentic biliterate resources in

both languages.

Literacy resources generally do

not accurately reflect the

structure of literacy (reading &

writing) in the partner language.

Partner language resources are

mostly translated from English

versions.

Primary learning resources are

not consistent across subjects in

the language of instruction

according to the language

allocation plan.

Supplemental learning resources

are limited in partner language.

DLI curriculum has hands-on

resources and some integration

of culturally and linguistically

sustaining practices and

authentic biliterate resources in

both languages.

Literacy resources generally

accurately reflect the structure of

literacy (reading & writing) in the

partner language.

Partner language resources are

mostly authentic and not

translated English resources.

Primary learning resources are

mostly consistent across subjects

in the language of instruction

according to the language

allocation plan.

Supplemental learning resources

are available in most subjects in

both languages.

Include culturally and linguistically

sustaining practices in both

languages

address students’ prior knowledge

include a multilingual perspective,

and

are hands-on and authentic.

DLI curriculum includes asset-based

biliterate resources that

Literacy resources accurately reflect

the structure of the partner language

literacy process and include high-

quality literature.

Partner language resources based on

the partner language and not only

translated English resources.

Primary learning biliterate resources

available in language of instruction.

Supplemental learning biliterate

resources available in both

languages.

RESOURCES

74.4 (a)(1)

89.1201 (a-b)(d)

Student assessments are not

consistent with the language of

instruction according to the

language allocation plan.

Although assessments in literacy

development (reading & writing)

are used by teachers to inform

instruction, there are limited or no

assessments in most subject-

areas in both languages.

Few or no tools or assessments

that allow students to track their

own progress related to

metacognitive & metalinguistic

connections.

Few or no teachers use tools to

monitor the growth of both

languages.

Few or no teachers use student

portfolios with templates and

timelines for completion.

Student assessments generally

include culturally and linguistically

sustaining practices in both

languages or specific to

language of instruction.

Assessments in literacy

development (reading & writing)

and subject-areas are generally

used by most teachers to inform

instruction in both languages.

Some tools or assessments that

allow students to track their own

progress related to metacognitive

& metalinguistic connections are

available.

Teachers generally use tools to

monitor the growth of both

languages.

Most teachers use student

portfolios with templates and

timelines for completion.

Student assessments include

culturally and linguistically sustaining

practices in both languages or

specific to language of instruction.

Assessments allow teachers to

evaluate literacy skills,proficiency, and

subject-area knowledge in both

languages.

Several tools available to students to

build awareness of their own

strengths and weaknesses and track

their own progress on metacognition

and metalinguistics connections.

Observation tools that support

monitoring the growth of both

languages used by all teachers.

All teachers employ student portfolios

with templates and timelines for

completion

CLASSROOM

ASSESSMENTS

89.1210 (a)(1)

89.1220 (i), (l)(1)(G)

No continuous improvement

process aligned to state

standards in both languages at

all grade levels.

Student support and planning

decisions are mostly unilateral

and do not involve stakeholders.

Inconsistent conversations with

students regarding goal setting

and growth in both languages.

Inconsistent systems in place for

data-driven reflection by item

and student level in both

languages.

No clear and consistent visible

data on student progress to

foster student ownership and

goal setting

Limited communication with LPAC

on the academic and linguistic

progress of current and former

emergent bilingual students and

the recommended state and

local assessments

Limited continuous improvement

processes in place aligned to

state standards in both

languages at all grade levels.

Student support and planning

decisions involve some

stakeholders, but not all.

Consistent conversations with

students regarding goal setting

and growth in both languages.

Some systems in place for data-

driven assessments for emergent

bilinguals by item and student

level in both languages.

Some clear and consistent visible

data on student progress in most

classrooms to foster student

ownership and goal setting.

Inconsistent communication with

LPAC on the academic and

linguistic progress of current and

former emergent bilingual

students and the recommended

state and local assessments

Continuous improvement processes

aligned to state standards in both

languages at all grade levels.

Student support and planning

decisions include the input of all

stakeholders.

Systematized conversations with

students to develop student agency

in goal setting and monitoring growth

in both languages.

Systems in place for data-driven

assessments based on best

practices for emergent bilinguals by

item and student level in both

languages.

Visible data on student progress in all

classrooms and throughout the

school to foster student ownership

and goal setting

Communicates regularly with LPAC

on the academic and linguistic

progress of current and former

emergent bilingual students and the

recommended state and local

assessments

STATE ASSESSMENTS,

PROGRESS

MONITORING & DATA

ANALYSIS

89.1220 (l), (l)(1)(F)(I)

89.1226 (i)(k)

Hold a district-level DLI vision and mission

Clearly articulate a DLI district policy approved by the board to support program quality and

sustainability

Use a DLI program marketing strategy to ensure effective communication with all stakeholders to

highlight teacher & student successes, including traditional and online marketing tools

Create a strategic recruitment plan to hire and retain highly qualified and effective campus &

district leaders committed to DLI, including the development of specific job descriptions and

interview protocols for DLI leaders

Facilitate DLI professional development for directors, coordinators, campus principals & assistant

principals, coaches, specialists, counselors, and central office staff involved with supporting DLI

program

Actively participate in local, state, and national conferences & events to highlight the effective

implementation of the DLI program

Use district-wide systems and protocols to review student data that include both languages to

refine instructional and enrichment practices, based on a well-articulated district-wide DLI biliterate

assessment policy

Provide sufficient foundational and supplemental funding from local, state, and federal revenues to

implement a high-quality DLI program at respective campuses

Coordinate meetings between DLI program department and other content departments and

special programs to ensure collaboration between departments and participation of content

teachers and support staff in professional development related to the DLI program

Regularly convene district instructional leadership team meetings focused on district-wide quality

DLI implementation

Regularly provide progress reports & updates on DLI program to board members and other district

administrators at least twice per semester

Conduct a DLI program evaluation annually and share with the board of trustees and other district

administrators

District Administrator Checklist

DLI Program Implementation

Lever1

Leadership and Family & Community Empowerment

Use and allocate bilingual funds to support staff seeking bilingual certification, including

certification exam

Establish a district-wide DLI model and goals for all participating schools

Use a language allocation plan to be implemented in all DLI campuses and assures

appropriate allotment of oral language and literacy in both languages

Reclassify emergent bilingual learners but don’t exit them from the DLI program through at

least 5th or 6th grade

Facilitate inclusion of newcomers who speak the partner language, to participate in DLI

program, if available, for all grades PK-12

Promote a district-wide plan for academic & linguistic achievement in both program

languages to support biliteracy and social cultural competence

Ensure there are opportunities for all stakeholders to be involved and valued in the DLI

Program

Demonstrates an alignment and implementation of culturally and linguistically sustaining

instructional materials

Lever2

Program Model and Design

Lever3

Staffing and Professional Development

Establish a recruitment and retention plan with human resources department to incentivize

bilingual certification and actively recruit bilingual teachers

Strategically place teachers, and coaches based on student needs, teacher strengths,

credentials, and commitment to the DLI program in both languages and subjects

Provide specialized program services provided to DLI students allowing access to other

programs through the monitoring of data

Ensure a professional development plan targeting best practices used in DLI program for all

stakeholders and an intentional 6 hour annual refresher course

Create and monitor a cohesive collaboration between general education and DLI programs

aligned to the district's vision and mission statement

Establish professional development systems for district and campus leaders to understand

similarities and differences in curriculum for all content areas in DLI and general education

Adopt a district-wide lesson plan process that clearly defines content, language and

sociocultural objectives

Support instructional strategies district-wide of rigorous learning, scaffolding practices,

and cooperative, and hands-on learning

Use formative biliterate assessment data to reflect, adjust, and differentiate

instructional policy to accelerate student learning

Focus on culturally and linguistically sustaining practices districtwide in lesson plan

templates across content areas and grade levels

Integrate district-wide content, language and literacy TEKS in both program languages

of instruction

Establish and communicate a district-wide language development and biliterate

assessment policy

Lever4

Lesson Planning and Methods

Lever5

Curriculum and Resources

Adopt a standards-based biliterate curriculum that supports biliteracy, diversity and

sociocultural values across content areas in both languages

Adopt assets-based high-quality authentic resources aligned to the curriculum

according to the language allocation plan to address all learning modalities

Ensure quality primary biliterate resources are available in the language(s) of

instruction and supplemental resources are available in both languages

Ensure authentic formative and summative biliterate assessments in both languages

across content areas

Include in the district improvement plan a continuous improvement process to use

with students aligned to state standards in both languages at all grade levels

Ensure the language of assessment is in both languages for reading and writing

classroom & state assessments, when available

Create a vision and mission statement clearly aligned with DLI program goals and

expectations

Implement a comprehensive professional development plan aligned with DLI goals for

all school staff Adhere to district language assessment policy, observation & feedback

systems, and data protocols aligned with DLI programming

Establish and monitor vertical and horizontal planning to ensure collaboration between

the DLI and general education program

Establish, support, and monitor biliterate assessment expectations in both program

languages for each grade level

Prioritize procurement of supplemental biliterate resources in both languages aligned

with campus and district improvement plans

Place certified bilingual teachers strategically based on grade level and content assignments

Monitor the language allocation plan with fidelity

Evaluate the DLI program based on qualitative and quantitative data in both program

languages and biliteracy trajectory data

Begin DLI program at PK, K or 1st and roll it up each year through 5th or 6th grade

Support the re-classification of emergent bilingual students, but don’t exit them from the DLI

program

Offer the DLI program to newcomers who speak the partner language, if available, for all

grades PK-12

Utilize the district-selected culturally and linguistically sustaining instructional materials

Ensure appropriate allotment of oral language and literacy development time in both

languages depending on program model and design

Monitor consistent separation of instructional languages while supporting students’

translanguaging

Campus Administrator Checklist

DLI Program Implementation

Lever1

Leadership and Family & Community Empowerment

Lever2

Program Model and Design

Lever3

Staffing and Professional Development

Recruit teachers focused on high-quality candidates with asset-based values and a clear

priority for bilingual certified personnel versus ESL

Strategically place highly qualified teachers, and support staff across grade levels to ensure

strong program fidelity and student success

Value and celebrate DLI teachers and staff

Ensure emergent bilingual learners have equal access to special programs such as gifted &

talented education, STEM, AP, special education, counseling

Receive and provide continuous professional development on key program components and

best practices

Create and maintain systems of cross-collaboration between general education and DLI

teachers on professional development, allocation of biliterate resources, and acceleration

practices to support emergent bilingual students’ success

Monitor lesson plans to include rigorous, appropriate academic and linguistic objectives,

higher-order thinking activities and strategies, scaffolding in both program languages,

project-based learning, and cross-linguistic connections

Communicate expectations for and monitor implementation of culturally and linguistically

sustaining practices

Construct and monitor campus-wide initiatives that highlight the targeted and strategic

development of academic language in both languages with appropriate separation

Ensure lessons include listening, speaking, reading and writing across subject areas

Monitor biliteracy integration of content, language and literacy TEKS in both program

languages of instruction

Consistently monitor and support implementation of DLI instruction by providing appropriate

feedback & coaching for DLI teachers

Establish and communicate a campus-wide language development and biliterate

assessment policy

Monitor differentiated “on-grade level” instruction for all students regardless of academic

and linguistic level that aligns methods and techniques to support diverse student learning

Lever4

Lesson Planning and Methods

Lever5

Curriculum and Resources

Use a standards-based biliterate curriculum that supports biliteracy, diversity and

sociocultural values across content areas in both languages

Ensure assets-based biliterate resources that are authentic, rooted in culturally and

linguistically sustaining practices, and available in both languages

Obtain quality primary resources in language of instruction(s) and supplemental

resources in both languages

Use teacher observation tools to monitor student growth in literacy and content

knowledge in both languages

Use DLI student portfolios for students to build awareness of their metacognitive and

metalinguistic strengths and areas of growth

Continuously support culturally and linguistically sustaining assessments in both

languages

Use assessments in the classroom in the students’ first language. If possible, state

assessments in first language at the 3rd & 4th grade

Ensure systematized conversations with students to develop goal setting, monitoring

growth in both languages, and data-driven reflections to foster student ownership

Post and communicate program goals to students and families

Participate in an observation & feedback system for continuous improvement

Establish systems to collaborate with instructional leaders to integrate content and DLI

standards

Use partner language assessments that reflect the structure of that language

Analyze assessment data and assess students holistically through an asset-based

and biliteracy trajectory lens

Utilize and provide feedback on biliterate curriculum and resources aligned to best

practices and align to the goals of DLI

DLI Teacher Checklist

DLI Program Implementation

Lever1

Leadership and Family & Community Empowerment

Lever2

Program Model and Design

Obtain or actively pursue bilingual certification

Adhere to language allocation plan with fidelity and provide metalinguistic and

metacognitive connections in both languages

Plan for, deliver, and seek feedback on content instruction that is rooted in culturally and

linguistically sustaining practices

Communicate and model linguistic equity between the partner language and English,

actively integrating families, school, and local communities in this effort

Actively engage in the creation and implementation of a school-wide plan that addresses

the development of sociocultural competency and elevates biliteracy among all

stakeholders

Through an asset-based lens, support students’ linguistic approaches such as

translanguaging while maintaining a strategic separation of instructional language

Lever3

Staffing and Professional Development

Participate in protocol and recruitment committees as directed by administration

Collaborate with one another, feel valued and celebrated through PLCs, grade-level

meetings (horizontal & vertical) focused on DLI program goals

Advocate for the needs of emergent bilingual students to access special programs, such as

gifted & talented education, special education, and counseling

Monitor data of language development and content learning in both program languages to

ensure there is not overrepresentation or under-identification of students in any specialized

program such as special education

Participate in professional development aligned to the DLI program vision and goals

including biliteracy development, pedagogy, and DLI implementation best practices

Participate in professional learning opportunities to develop and elevate partner language at

high academic levels

Participate in cross-training, cross-collaboration, and communication between general

education and dual language teachers

Post clearly defined language, content and literacy objectives that students understand and

reflect on at the end of the lesson

Use effective instructional strategies that include rigorous learning, higher-order questioning,

hands-on activities, critical thinking, oracy strategies, project-based learning & scaffolding

Include formative biliterate assessments that evaluate the effectiveness of the lesson’s

language objective

Engage in culturally and linguistically sustaining practices that include funds of knowledge,

high-level expectations and goal setting that fosters “critical consciousness” with issues of

social inequities using culturally and linguistically sustaining resources and experiences.

Include a critical analysis of the differential power and status of language

Engage students through cooperative learning based on cognitive and linguistic skills and

differentiate strategies to maximize “on-grade level” learning, regardless of their level

Incorporate clear and consistent use of language and vocabulary and intentionally plan for

contrastive analysis facilitating students to make cross and metalinguistic connections while

remaining consistent in language of instruction.

Use explicit language strategies to support biliteracy development in listening, speaking,

reading and writing and incorporated in all content areas to build concepts and content-

based language.

Lever4

Lesson Planning and Methods

Use clear integration of content TEKS, Language TEKS and Literacy TEKS in both partner

language and English instruction to facilitate deep and meaningful learning

Teach in the partner language using authentic literacy practices that accurately reflect the

structure of the partner language

Use asset-based lessons that incorporate enrichment practices to provide accelerated

growth in biliteracy development and not remedial practices such as pullout and RTI

Heterogeneously group students with high-quality classroom instruction including

differentiated instruction and strategies that support cross-linguistic connections

Follow language of instruction while allowing students to draw from their linguistic repertoire

to engage and process learning supporting academic, linguistic, and sociocultural goals

Follow a rigorous standards-based authentic curriculum that supports biliteracy,

diversity and sociocultural values

Use assets-based primary learning resources in language of instruction and

supplemental biliterate resources that are rooted in culturally and linguistically

sustaining practices and available equitably in both languages

Create and use culturally and linguistically sustaining formative, summative

assessments (including performance-based assessments) and observation tools in

both program languages to monitor student growth in biliteracy development and

mastery in content knowledge and skills in both languages

Have systematized conversations with students to build awareness of their

metacognitive and metalinguistic strengths and develop student agency in goal

setting and monitoring growth in both languages

Use systems in place for data-driven assessments based on best practices for

emergent bilinguals by item and student level in both languages

Communicate regularly with LPAC on the academic and linguistic progress of current

and former emergent bilingual students and the recommended state and local

biliterate assessments

Lever5

Curriculum and Resources

Dual Language Success Criteria

The Dual Language Success Criteria provides a numerical model to assess

the current level of implementation of a dual language program. This tool

provides a measurement system to assess your current state and identify

the highest priority areas for improvement. The criteria are organized into the

same levers as the rubric and checklists:

Lever 1: Leadership and Family and Community Empowerment

Lever 2: Program Model

Lever 3: Staffing and Professional Development

Lever 4: Lesson Planning and Methods

Lever 5: Curriculum and Resources

1.1.a Clear DLI program vision and mission aligned to the DLI rubric with measurable DLI

goals clearly focused on high academic expectations, biliteracy development and

sociocultural competence

1.1.b DLI program clearly articulated in policy and approved by the board to support

program quality and sustainability

1.1.c DLI program marketing strategy to ensure effective communication with all

stakeholders to highlight teacher & student successes, including traditional and online

marketing tools

1.1.d Post and communicate DLI program goals to students and families

Prioritized Lever #1:

Leadership & Family and

Community Empowerment

Essential Action: Leadership understands and supports DLI program

fidelity through quality staffing and PD, development of biliterate

curriculum, assessments, and resources that ensure ongoingprogram

fidelity and student success.

Dual Language Program Success Criteria

Key DLI Program Practice

Success Criteria

1.1 DLI vision & mission supported

with measurable goals and a clearly

focused plan that commits to high

expectations in academic, biliteracy

development and sociocultural

competence

1.2.a Strategic recruitment plan to hire and retain highly qualified and effective campus &

district leaders committed to DLI, includes the development of specific job descriptions

and interview protocols for DLI leaders

1.2.b Instructional leadership is strategically recruited and retained to support a quality DLI

program

1.2 A strategic recruitment plan to

hire and retain highly effective

leaders

1.3.a Partner language is elevated to equal status with English

1.3.b Perception data is used to measure equitable experiences and a sense of belonging

for all students

1.3 A safe school culture that

elevates all students’ experiences

and fosters a sense of belonging

1.4.a Comprehensive professional development plan aligned with DLI goals for campus

administrators, teachers and all school staff and continuous monitoring and support of

DLI implementation (e.g. classroom observations, school walkthroughs)

1.4.b Support teachers to set and reach their own professional development goals to

continuously improve on best DLI practices

1.4 Individual professional

development plans with

measurable goals that improve

linguistic, cultural and academic

outcomes for emergent bilingual

students

11.5.a Facilitate DLI professional development for directors, coordinators, campus

principals & assistant principals, coaches, specialists, counselors, and central office staff

involved with supporting DLI program

1.5.b Actively participate in local, state, and national conferences & events to highlight the

effective implementation of their DLI program

1.5 Clear role

descriptions/expectations and

shared responsibilities to support DLI

program responsibilities

1.6.a Follow language of instruction as designated in the content and language allocation

plan and use campus & district biliterate assessments

1.6.b Adhere to district language assessment policy, observation & feedback systems,

and data protocols aligned with DLI programming

1.6.c Systems and protocols to review student data that includes both languages to refine

instructional and enrichment practices, based on a well-articulated district-wide DLI

assessment policy

1.6 A clear district DLI language

assessment policy mostly aligned to

the DLI rubric to review student data

that includes both languages to

refine instruction and enrichment

practices

1.7.a Sufficient foundational and supplemental funding from local, state, and federal

revenues to implement a high-quality DLI program

1.7.b Inclusive conversations with leaders on the funding needs of the DLI program

1.7 Sufficient funding from a bilingual

allotment, centralized (district

controlled) & decentralized

(campus controlled) funds for a

high-quality DLI program aligned to

DIP and CIP

1.8.a Establish systems to collaborate with instructional leaders to integrate content and

DLI standards

1.8.b Establish and monitor vertical and horizontal planning to ensure multidisciplinary

collaboration between DLI, general education and special programs

1.8.c Hold meetings between DLI program department and other content departments

and special programs to ensure collaboration between departments and participation of

content teachers and support staff in professional development related to the DLI

program

1.8 Established and ongoing

protocols to foster vertical and

horizontal planning within and

across content at all levels

1.9.a Analyze assessment data and assess students holistically through an asset-based

and biliteracy trajectory lens

1.9.b Consistently monitor planning, instructional practices, and student data to ensure

collaboration between DLI and the general education program

1.9 Consistently monitor planning,

instructional practices, and student

data to ensure collaboration

between DLI and the general

education program

1.10.a Establish, support, and monitor assessment expectations in both program

languages for each grade level

1.10.b Partner language assessments reflect the structure of that language and facilitate

alternative assessment method

1.10 An allocation of equitable

biliterate resources for classroom

use in the two program languages

that facilitate alternative

assessment methods, provide

linguistic accommodations, and

facilitate instructional support.

1.11.a Regularly convene Instructional Leadership Team (ILT) meetings focused on quality

DLI implementation for emergent bilingual students

1.11.b Regularly provide progress reports & updates on DLI program to board members

and other district administrators

1.11.c DLI program evaluation is conducted and shared annually with the board of trustees

and other district administrators

1.11 Systems fostered to involve

stakeholders through highly

effective communication and

decision-making practices,

including targeted professional

development for DLI administrators

and content specialists in effective

1.12.a Staff at all levels are involved in development and procurement of a biliterate

curriculum and resources

1.12.b Biliterate curriculum and resources are clearly aligned to DLI best practices and

asset-based critical lens aligned to the goal of DLI

1.12.c Established systems for collaboration between bilingual departments and general

education to create aligned biliterate resources documents, such as Year-at-a-Glance,

scope & sequence, exemplar lessons, instructional resources, etc.

1.12 Provide a high-quality

standards-based TEKS curriculum

and the DLI rubric and biliterate

resources as indicated in DIP and

CIP

1.13.a Prioritized procurement of supplemental resources in both languages aligned with

campus and district improvement plans

1.13 Use student data from both

languages to differentiate

supplemental biliterate resources as

needed for DLI

campuses/classrooms

Established - 70%

Exceeds - 80%

Exemplary - 90%

2.1.a Ensure all emergent bilinguals are served in the DLI program either through one-way

or two-way DLI classrooms

2.1.b Ensure the allocation of space for late-coming emergent bilinguals

2.1.c Serve emergent bilinguals in their first language and English

2.1.d Encourage emergent bilingual students whose first language is not available in a DLI

program to participate in another available DLI program

Prioritized Lever #2:

Program Model and Design

Essential Action: Prioritized emergent bilingual students, a clear

language and content allocation plan, and ensures 50% of instruction in

partner language.

Key DLI Program Practice

Success Criteria

2.1 DLI program clearly prioritizes

serving emergent bilinguals

2.2.a Establish and communicate a district-wide DLI model and goals for all participating

schools

2.2.b The language allocation plan is implemented and monitored with fidelity

2.2.c Provide metalinguistic and metacognitive connections in both the partner language

and English

2.2.d Evaluate DLI program based on qualitative and quantitative data in both program

languages and biliteracy trajectory data

2.2 A clear DLI model is

communicated, implemented and

evaluated

2.3.a Support campuses with DLI program roll-out to begin at PK, K or 1st and continue

each year until fully implemented at 5th or 6th grade

2.3.b Ensure reclassified emergent bilinguals continue in DLI program until at least 5th or

6th grade

2.3.c Facilitate inclusion of emergent bilingual students (including newcomers) who

speak the partner language, to participate in DLI program, if available, for all grades PK-12

2.3.d Show clear evidence ofcommunication and modeling of linguistic equity between

the partner language and English, actively integrating families, school, and local

communities in this effort

2.3.e Support reclassification of some emergent bilingual students but “no” exiting, as they

must continue in the DLI program

2.3 Students with different levels of

language proficiency have multiple

entry points into the DLI program

and are encouraged to continue

2.4.a Plan for, deliver, and seek feedback on linguistically accommodated content

instruction that is based on culturally and linguistically sustaining practices, ensures

academic & linguistic achievement in both program languages and support biliteracy

and sociocultural competence

2.4.b Promote a district-wide plan for academic & linguistic achievement in both

program languages to support biliteracy and social cultural competence

2.4.c Ensure there are opportunities for all stakeholders to be involved and valued in the

DLI Program

2.4.d Demonstrates alignment and implementation of linguistically appropriate and

instructional materials based in culturally and linguistically sustaining practices

2.4 Program model ensures high

academic achievement in both

languages, bilingualism, biliteracy

and sociocultural competence

2.5.a Provide opportunities for all stakeholders to be involved and valued in the DLI

program

2.5.b Staff at all levels are actively involved in the creation and implementation of a

school-wide plan that addresses the development of sociocultural competency and

elevates the understanding of biliteracy development among all stakeholders

2.5 Stakeholders are actively

involved in creating a school that

values the sociocultural

competence of students.

2.6.a Schedule reflects oral literacy and biliteracy development according to the

respective model design.

2.6.b Through an asset based lens, support students’ linguistic approaches such as

translanguagingwhile maintaining a strict separation of instructional language

2.6.c Appropriate allotment of oral language and literacy development time in both

languages depending on program model and design

2.6.e Model adheres to consistent separation of instructional languages while supporting

student’s translanguaging

2.6 Program model builds on the

assets of students’ languages and

builds biliteracy development

Established - 70%

Exceeds - 80%

Exemplary - 90%

3.1.a Recruitment process has a clear recruitment and hiring strategy that is focused on

high quality candidates with asset-based values and a clear priority for bilingual certified

personnel

3.1.b Collaborate to create a pathway for existing staff to develop DLI skills and work with

institutions on high-quality preparation for future staffing

Prioritized Lever #3:

Staffing and Professional

Development

Essential Action: Proactive staff recruitment, continuous professional

development, and data-driven targeted PD plans based on DLI program

goals.

Key DLI Program Practice

Success Criteria

3.1 Ongoing and proactive

recruitment strategies with clear

selection and hiring processes that

focus on hiring bilingual certified

teachers with an asset-based

mindset

3.2.a Use and allocate bilingual funds to support staff seeking bilingual certification

3.2.b Reimburse costs of certification exam for DLI teachers completing bilingual

certification

3.2.c Obtain or actively pursue bilingual certification in all content areas

3.2.d Strategically place certified bilingual teachers in grade level or content assignments,

considering not only certification and partnerships, but relationship to the grade level as

a whole.

3.2 Certified bilingual teachers are in

all content areas and grade levels

3.3.a Strategic placement of highly qualified leaders, teachers, and support staff across

grade levels to ensure strong program fidelity and student success

3.3.b Strategic placement based on student needs, bilingual strengths, credentialing, and

other staff factors

3.3 Strategic staff placements

based on student need, bilingual

strengths, credentials and

commitment to the program

3.4.a Systemically create professional learning opportunities that align with DLI goals

rooted in culturally and linguistically sustaining practices

3.4.b Collaborate and celebrate with a focus on the DLI program goals

3.4 Implement targeted and

personalized strategies to support

and retain staff to create a positive

workplace climate

3.5.a All DLI students have equitable access to special programs such gifted & talented

education, STEM, AP, special education, counseling

3.5.b Systematically monitor data of language development and content learning in both

program languages to ensure there is not over representation or under-identification of

students in any specialized program

3.5 Purposeful encouragement of

students to access other special

programs

3.6.a Staff receive continuous, targeted professional development aligned to DLI program

goals on key program components and best practices

3.6.b Annual DLI refresher course available

3.6 Job-embedded professional

development given regularly to all

adults providing instruction

3.7.a Professional development plans are based on data from all students

3.7.b Systems of cross-collaboration exist between general education and dual language

teachers on professional development

3.7 A view of all students’ needs

including those in a dual language

program when planning and

offering professional development

Established - 70%

Exceeds - 80%

Exemplary - 90%

4.1.a Clearly defined language, content, and sociocultural objectives that students

understand and reflect on at the end of the lesson and unit

4.1.b Effective instructional strategies that builds content understanding for rigorous

learning and include oracy strategies that build content background knowledge, higher

order questioning, hands-on activities, critical thinking, project-based learning &

scaffolding

4.1.c Grade level planning using formative biliterate assessments that evaluate the

effectiveness of the lesson’s language objective across all four language domains and

content understanding

4.1.e Formative assessment data is used to reflect, adjust, and differentiate instructional

policy to accelerate student learning

4.1.f Cooperative learning based on cognitive and linguistic skills and differentiated

strategies to maximize “on-grade level” learning, regardless of their level

Prioritized Lever #4:

Lesson Planning and

Methods

Essential Action: Objective-driven daily lesson plans with formative

biliterate assessments. Data-driven rigorous and scaffolded instruction.

Key DLI Program Practice

Success Criteria

4.1 Lesson plans include clear

objectives, a variety of formative

assessments, and rigorous

instructional strategies.

4.2.a Culturally and linguistically sustaining practices and resources include funds of

knowledge, high level expectations and goal setting that fosters critical consciousness

addressing issues of social inequities

4.2.b Communicate expectations for and monitor implementation of culturally and

linguistically sustaining practices

4.2.c Culturally and linguistically sustaining practices are included in daily lessons, across

content areas and grade levels

4.2 DLI program includes culturally

and linguistically sustaining

practices

4.3.a Explicit language strategies to support biliteracy development in listening, speaking,

reading and writing and incorporated in all content areas to build concepts and content-

based language

4.3.b Construct and monitor campus-wide initiatives that highlight the targeted and

strategic development of academic language based on grade level TEKS in both

languages

4.3.c Incorporate clear and consistent use of language and academic vocabulary and

intentionally plan for contrastive analysis facilitating students to make cross and

metalinguistic connections while remaining consistent in language of instruction

4.3.d Engage students in cross-language connections, such as identifying cognates and

non-cognates, analyzing pragmatics, syntax, phonology and spelling of the two program

languages.

4.3.e Incorporate authentic literacy practices in the partner language that respect the

structure of the language and is evident in majority of classrooms

4.3 Biliteracy instruction included in

all areas of instruction: content,

literacy, sociocultural and language

by building on authentic

connections and metalinguistic

analysis

4.4.a Lessons that include listening, speaking, reading and writing across subject areas to

support academic biliteracy development, conceptual understanding, and increased

reading & writing skills

4.4.b Integration of content, language (bilingualism) and literacy (biliteracy) TEKS in both

program languages of instruction

4.4.c Authentic literacy practices that accurately reflect the structure of the partner

language

4.4 DLI instruction is aligned to

content, language and literacy TEKS

and LPS in both languages.

4.5.a Use asset-based lessons that incorporate enrichment practices to provide

accelerated growth in biliteracy development and not remedial practices such as pullout

and RTI

4.5.b Heterogeneously groupings with high-quality classroom instruction including

differentiated instruction and strategies that support cross-linguistic connections

4.5.c Consistently monitor and support implementation of DLI instruction by providing

appropriate feedback & coaching for DLI teachers

4.5 DLI program promotes an asset-

based philosophy in planning and

instructional practices

4.6.a Maintain appropriate separation of languages and respect for language variation

4.6.b Follow language of instruction while allowing students to draw from their linguistic

repertoire to engage and process learning supporting academic, linguistic, and

sociocultural goals

4.6.c Establish and communicate a campus-wide language development and

assessment policy

4.6.d Critical analysis of the differential power and status of language varieties (e.g.

indigenous, colloquial)

4.6.f Establish and communicated district-wide language development and assessment

policy

4.6 DLI teachers engage students in

instruction that incorporates

appropriate separation of

languages to promote high levels of

language acquisition

4.7.a Differentiated grade level instruction for all students regardless of academic and

linguistic level that aligns methods and techniques to support diverse student learning

4.7.b Heterogeneously groupings with high-quality classroom instruction including

differentiated instruction and strategies that support cross-linguistic connections

4.7 DLI teachers implement

differentiated instruction

appropriately

Established - 70%

Exceeds - 80%

Exemplary - 90%

5.1.a Standards-based curriculum that supports biliteracy, diversity and sociocultural

values across content areas in both languages

5.1.b Authentic biliterate curriculum that targets the unique language systems that

support partner language and English literacy development

Prioritized Lever #5:

Curriculum and

Resources

Essential Action: Inclusive and collaborative development of assets-

based, culturally and linguistically sustaining practices, biliteracy

curriculum, assessments and resources aligned to DLI program goals.

Key DLI Program Practice

Success Criteria

5.1 DLI curriculum is research and

standard-based addressing the

goals of DLI

5.2.a Assets-based resources that are authentic, include culturally and linguistically

sustaining practices, address all learning modalities and available in both languages

5.2.b Quality primary biliterate resources in language of instruction(s) and supplemental

biliterate resources

asset-based biliterate resources

culturally and linguistically

ustaining ractices

addressing students’ prior

knowledge

a multilingual perspective

hands-on and authentic

activities

translanguaging development

5.2 DLI curriculum includes:

formative and summative authentic assessments in both languages

teacher and student assessment tools to assess the development of both languages

across subjects and grade levels

culturally and linguistically sustaining practices

performance-based assessment tools

5.3.a Observation tools to monitor student growth in language, literacy and content

knowledge in both languages

5.3.b Language of assessment is in the first language (L1) for reading and writing

campus and district assessments, if available

5.3.c DLI biliterate assessments include:

5.3.d Have systematized conversations with students to build awareness of their

metacognitive and metalinguistic strengths and develop student agency in goal setting

and monitoring growth in both languages

5.3.e Systems in place for data-driven assessments based on best practices for

emergent bilinguals by item and student level in both languages

include culturally and

linguistically sustaining practices

are in both languages or specific

to language of instruction

support student agency

include portfolios or other

student work

5.3 DLI biliterate curriculum and

resources ensure that campus and

district level assessments:

5.4.a Inclusive decisions and planning for DLI student support and success

5.4.b Systematized conversations with students to develop goal setting, monitoring

growth in both languages, and data-driven reflections to foster student ownership

5.4.c Campus and District Improvement Plans (CIP/DIP) include a continuous

improvement process used with students aligned to TEKS in both languages at all grade

levels

5.4 DLI program has continuous

improvement processes

Established - 70%

Exceeds - 80%

Exemplary - 90%

References

Texas Administrative Code (TAC) Chapter 89, Subchapter BB

§89.1203. Definitions.

The following words and terms, when used in this subchapter, shall have the following meanings, unless the context

clearly indicates otherwise.

(1)Bilingual education allotment--An adjusted basic funding allotment provided for each school district based on student

average daily attendance in a bilingual education or special language program in accordance with Texas Education

Code (TEC), §42.153.

§89.1201. Policy.

(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 an English learner shall be provided a full opportunity to participate in a bilingual education or English as a

second language (ESL) program, as required in the Texas Education Code (TEC),Chapter 29, Subchapter B. To ensure

equal educational opportunity, as required in the TEC,

§1.002(a), each school district shall:

(1)identify English learners based on criteria established by the state;

(2)provide bilingual education and ESL programs, as integral parts of the general program as described in the TEC,

§4.002;

(3)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; and

(4)assess achievement for essential knowledge and skills in accordance with the TEC, Chapter 29, to ensure

accountability for English learners and the schools that serve them.

(c)The goal of ESL programs shall be to enable English learners to become competent in listening, speaking, reading, and

writing in the English language through the integrated use of second language acquisition methods. The ESL program

shall emphasize the mastery of English language skills, as well as mathematics,science, and social studies, as integral

parts of the academic goals for all students to enable English learners to participate equitably in school.

(d)Bilingual education and ESL programs shall be integral parts of the total school program. Such programs shall use

instructional approaches designed to meet the specific language needs of English learners. The basic curriculum content

of the programs shall be based on the Texas Essential Knowledge and Skills (TEKS)and the English Language Proficiency

Standards (ELPS) required by the state.

§89.1205. Required Bilingual Education and English as a Second Language Programs.

(a)Each school district that has an enrollment of 20 or more English learners in any language classification in the same

grade level district-wide shall offer a bilingual education program as described in subsection

(b) of this section for the English learners in prekindergarten through the elementary grades who speak that language.

"Elementary grades" shall include at least prekindergarten through Grade 5; sixth grade shall be included when clustered

with elementary grades.)A school district shall provide a bilingual education program by offering dual-language

instruction (English and primary language) in prekindergarten through the elementary grades, using one of the four

bilingual program models described in §89.1210 of this title (relating to Program Content and Design).

(c)All English learners for whom a school district is not required to offer a bilingual education program shall be provided

an ESL program as described in subsection (e) of this section, regardless of the students' grade levels and primary

language, and regardless of the number of such students, except in cases where a district exercises the option described

in subsection (g) of this section.

(d)A school district shall provide ESL instruction by offering an English as a second language program using one of

the two models described in §89.1210 of thistitle.

(e)School districts may join with other school districts to provide bilingual education or ESL programs.

In addition to the required bilingual and/or ESL programs, school districts are authorized to establish a bilingual

education program, even if they have an enrollment of fewer than 20 English learners in any language classification

in the same grade level district-wide and are not required to do so under subsection (a) of this section. Under this

authorization, school districts shall adhere to all program requirements as described in §89.1210 of this title (relating

to Program Content and Design), and §89.1227, §89.1228, and §89.1229 of this title (relating to Dual Language

Immersion program models only).

(g) In addition to the required bilingual and/or ESL programs, school districts are authorized to establish a bilingual

education program at grade levels in which the bilingual education program is not required under subsection (a) of

this section. Under this authorization, school districts shall adhere to all program requirements as described in

§89.1210 of this title (relating to Program Content and Design), and §89.1227, §89.1228, and §89.1229 of this title

(relating to Dual Language Immersion program models only).

§89.1207. Bilingual Education Exceptions and English as a Second Language Waivers.

(a) Bilingual education program.

(1) Exceptions. A school district that is unable to provide a bilingual education program as required by §89.1205(a)

of this title (relating to Required Bilingual Education and English as a Second Language Programs) because of an

insufficient number of certified teachers shall request from the commissioner of education an exception to the

bilingual education program and the approval of an alternative program. The approval of an exception to the

bilingual education program shall be valid only during the school year for which it was granted. A request for a

bilingual education program exception must be submitted by November 1 and shall include:

(A) a statement of the reasons the school district is unable to provide a sufficient number of certified teachers to

offer the bilingual education program, with supporting documentation;

(B) a description of the alternative instructional program and methods to meet the affective, linguistic, and cognitive

needs of the English learners, including the manner through which the students will be given opportunity to master

the essential knowledge and skills required by Chapter 74 of this title (relating to Curriculum Requirements) to

include foundation and enrichment areas, English Language Proficiency Standards (ELPS), and College and Career

Readiness Standards (CCRS);

prekindergarten followed successively by subsequent grade levels to ensure that the linguistic and academic needs

of the English learners with beginning levels of English proficiency are served on a priority basis;

(D) an assurance that the school district will implement a comprehensive professional development plan, which

meets the following criteria: (i) is ongoing and targets the development of the knowledge, skills, and competencies

needed to serve the needs of English learners; (ii) includes the non-certified teachers that are assigned to

implement the proposed alternative program; and (iii) may include additional teachers who work with English

learners;

(E) an assurance that at least 10% of the bilingual education allotment shall be used to fund the comprehensive

professional development plan required under §89.1207(a)(1)(D) of this title;

(F) an assurance that the school district will take actions to ensure that the program required under §89.1205(a) of

this title will be provided the subsequent year, including its plans for recruiting an adequate number of certified

teachers to eliminate the need for subsequent exceptions and measurable targets for the subsequent year and

(G) an assurance that the school district shall satisfy the additional reporting requirements as per §89.1265(c)

(Evaluation).

(2) A school district submitting a bilingual education exception shall maintain written records of all documents

supporting the submission and assurances listed in sub-section (1) of this section, including:

(A) a description of the proposed alternative instructional program designed to meet the affective, linguistic, and

cognitive needs of the English learners;

(B) the number of teachers for whom a bilingual education exception is needed, by grade level, and per campus;

(D)a copy of the bilingual allotment budget documenting that a minimum of 10% of the funds were used to fund the

comprehensive professional development plan;

(3)Approval of exceptions. Bilingual education program exceptions will be granted by the commissioner if the

requesting school district:

(A)meets or exceeds the state average for English learner performance on the required state assessments; or

(B)meets the requirements and measurable targets of the action plan described in paragraph (1) (F) of this

subsection submitted the previous year and approved by the Texas Education Agency (TEA); or

(C)reduces by 25% the number of teachers under exception for bilingual programs when compared to the number of

exceptions granted the previous year.

(4)Denial of exceptions. A school district denied a bilingual education program exception must submit to the

commissioner a detailed action plan for complying with required regulations for the following school year.

(5)Appeals. A school district denied a bilingual education program exception may appeal to the commissioner or the

commissioner's designee. The Decision of the commissioner or commissioner's designee is final and may not be

appealed further.

(6)Special accreditation investigation. The commissioner may authorize a special accreditation investigation under

the Texas Education Code (TEC),§39.057, if a school district is denied a bilingual education program exception for

more than three consecutive years.

(7)Sanctions. Based on the results of a special accreditation investigation, the commissioner may take appropriate

action under the TEC, §39.102.

ESL certified.)

§89.1210. Program Content and Design.

(a)Each school district required to offer a bilingual education or English as a second language (ESL) program shall

provide each English learner the opportunity to be enrolled in the required program at his or her grade level. Each

student's level of proficiency shall be designated by the language proficiency assessment committee in accordance

with §89.1220(g) of this title (relating to Language Proficiency Assessment Committee). The school district shall

accommodate the instruction, pacing, and materials to ensure that English learners have a full opportunity to master

the essential knowledge and skills of the required curriculum, which includes the Texas Essential Knowledge and Skills

(TEKS) and English Language Proficiency Standards (ELPS). Students participating in the bilingual education program

may demonstrate their mastery of the essential knowledge and skills in either their primary language or in English for

each content area.

(1)A bilingual education program established by a school district shall be a full-time program of dual-language

instruction (English and primary language)that provides for learning basic skills in the primary language of the

students enrolled in the program and for carefully structured and sequenced mastery of English language skills under

Texas Education Code (TEC), §29.055(a).

(2)A program of instruction in English as a second language established by a school district shall be a program of

intensive instruction in English in which teachers recognize and address language differences per TEC, §29.055(a).

(b)The bilingual education program and ESL programs shall be an integral part of the general educational

program required under Chapter 74 of this title (relating toCurriculum Requirements) to include foundation and

enrichment areas, ELPS, and CCRS. In bilingual education programs, school districts shall purchase instructional

materials in both program languages with the district’s instructional materials allotment or otherwise acquire

instructional materials for use in bilingual education classes per TEC §31.029(a). Instructional materials for bilingual

education programs on the list adopted by the commissioner, as provided by TEC §31.0231, may be used as

curriculum tools to enhance the learning process. The school district shall provide for ongoing coordination

between the bilingual/ESL program and the general educational program. The bilingual education and ESL

programs shall address the affective, linguistic, and cognitive needs of English learners as follows.

(1) Affective.

(a) English learners in a bilingual program shall be provided instruction using second language acquisition

methods in their primary language to introduce basic concepts of the school environment, and content instruction

both in their primary language and in English, which instills confidence, self-assurance, and a positive identity with

their cultural heritages. The program shall be designed to consider the students’ learning experiences and shall

incorporate the cultural aspects of the students’ backgrounds TEC, §29.055(b).

(b) English learners in an ESL program shall be provided instruction using second language acquisition methods in

English to introduce basic concepts of the school environment, which instills confidence, self-assurance, and a

positive identity with their cultural heritages. The program shall be designed to incorporate the students’ primary

languages and learning experiences and shall incorporate the cultural aspects of the students’ backgrounds TEC,

§29.055(b).

(2) Linguistic.

(a) English learners in a bilingual program shall be provided intensive instruction in the skills of listening, speaking,

reading, and writing both in their primary language and in English, provided through the ELPS. The instruction in both

languages shall be structured to ensure that the students master the required essential knowledge and skills and

higher-order thinking skills in all subjects.

(b) English learners in an ESL program shall be provided intensive instruction to develop proficiency in listening,

speaking, reading, and writing in the English language, provided through the ELPS. The instruction in academic

content areas shall be structured to ensure that the students master the required essential knowledge and skills

and higher-order thinking skills in all subjects.

(3) Cognitive.

(a) English learners in a bilingual program shall be provided instruction in language arts, mathematics, science,

and social studies both in their primary language and in English, using second language acquisition methods in

either their primary language, in English, or in both, depending on the specific program model(s) implemented by

the district. The content area instruction in both languages shall be structured to ensure that the students master

the required essential knowledge and skills and higher-order thinking skills in all subjects.

(b) English learners in an ESL program shall be provided instruction in English in language arts, mathematics,

science, and social studies using second language acquisition methods. The instruction in academic content

areas shall be structured to ensure that the students master the required essential knowledge and skills and

higher-order thinking skills.

(1) Transitional bilingual/early exit is a bilingual program model in which students identified as English learners are

served in both English and another language and are prepared to meet reclassification criteria to be successful in

English-only instruction not earlier than two or later than five years after the student enrolls in school. Instruction in

this program is delivered by a teacher appropriately certified in bilingual education under TEC, §29.061(b)(1), for

the assigned grade level and content area. The goal of early-exit transitional bilingual education is for program

participants to use their primary language as a resource while acquiring full proficiency in English. This model

provides instruction in literacy and academic content through the medium of the students' primary language

along with instruction in English that targets second language development through academic content.

(2) Transitional bilingual/late exit is a bilingual program model in which students identified as English learners are

served in both English and another language and are prepared to meet reclassification criteria to be successful in

English-only instruction not earlier than six or later than seven years after the student enrolls in school. Instruction in

this program is delivered by a teacher appropriately certified in bilingual education under TEC, §29.061(b)(2), for

the assigned grade level and content area. The goal of late-exit transitional bilingual education is for program

participants to use their primary language as a resource while acquiring full proficiency in English. This model

provides instruction in literacy and academic content through the medium of the students' primary language

along with instruction in English that targets second language development through academic content.

(3) Dual language immersion/one-way is a bilingual/biliteracy program model in which students identified as

English learners are served in both English and another language and are prepared to meet reclassification criteria

in order to be successful in English-only instruction not earlier than six or later than seven years after the student

enrolls in school. Instruction provided in a language other than English in this program model is delivered by a

teacher appropriately certified in bilingual education under TEC, §29.061. Instruction provided in English in this

program model may be delivered either by a teacher appropriately certified in bilingual education or by a different

teacher certified in ESL in accordance with TEC, §29.061. The goal of one-way dual language immersion is for

program participants to attain full proficiency in another language as well as English. This model provides ongoing

instruction in literacy and academic content in the students' primary language as well as English, with at least half

of the instruction delivered in the students' primary language for the duration of the program.

(4) Dual language immersion/two-way is a bilingual/biliteracy program model in which students identified as

English learners are integrated with students proficient in English and are served in both English and another

language and are prepared to meet reclassification criteria in order to be successful in English-only instruction not

earlier than six or later than seven years after the student enrolls in school. Instruction provided in a language other

than English in this program model is delivered by a teacher appropriately certified in bilingual education under

TEC, §29.061, for the assigned grade level and content area. Instruction provided in English in this program model

may be delivered either by a teacher appropriately certified in bilingual education or by a different teacher

certified in ESL in accordance with TEC, §29.061, for the assigned grade level and content area. The goal of two-way

dual language immersion is for program participants to attain full proficiency in another language as well as

English. This model provides ongoing instruction in literacy and academic content in English and another language

with at least half of the instruction delivered in the non-English program language for the duration of the program.

(e) Except in the courses specified in subsection (f) of this section, second language acquisition methods, which

may involve the use of the students' primary language, may be provided in any of the courses or electives required

for promotion or graduation to assist the English learners to master the essential knowledge and skills for the

required subject(s). The use of second language acquisition methods shall not impede the awarding of credit

toward meeting promotion or graduation requirements.

(f) In subjects such as art, music, and physical education, English learners shall participate with their English-

speaking peers in general education classes provided in the subjects. As noted in TEC, §29.055(d), elective

courses included in the curriculum may be taught in a language other than English. The school district shall ensure

that students enrolled in bilingual education and ESL programs have a meaningful opportunity to participate with

other students in all extracurricular activities.

§89.1220. Language Proficiency Assessment Committee.

(a) School districts shall by local board policy establish and operate a language proficiency assessment

committee. The school district shall have on file policy and procedures for the selection, appointment, and training

of members of the language proficiency assessment committee(s).

(b) The language proficiency assessment committee shall include a certified bilingual educator (for students

served through a bilingual education program), a certified English as a second language (ESL) educator (for

students served through an ESL program), a parent of an English learner participating in a bilingual or ESL program,

and a campus administrator in accordance with Texas Education Code (TEC), §29.063.

district may add other trained members to the committee.

(d) No parent serving on the language proficiency assessment committee shall be an employee of the school

district.

(e) A school district shall establish and operate a sufficient number of language proficiency assessment

committees to enable them to discharge their duties within four weeks of the enrollment of English learners.

(f) All members of the language proficiency assessment committee, including parents, shall be acting for the

school district and shall observe all laws and rules governing confidentiality of information concerning individual

students. The school district shall be responsible for the orientation and training of all members, including the

parents, of the language proficiency assessment committee.

(g) Upon their initial enrollment and at the end of each school year, the language proficiency assessment

committee shall review all pertinent information on all English learners identified in accordance with

§89.1226 of this title (relating to Testing and Classification of Students) and shall:

(1) designate the language proficiency level of each English learner in accordance with the guidelines issued

pursuant to §89.1226(b)-(f) of this title;

(2) designate the level of academic achievement of each English learner;

(3) designate, subject to parental approval, the initial instructional placement of each English learner in the

required program;

(4) facilitate the participation of English learners in other special programs for which they are eligible while

ensuring full access to the language program services required under the TEC, §29.053; and

(5) reclassify students, at the end of the school year only, as English proficient in accordance with the criteria

described in §89.1226(i) of this title

(h)The language proficiency assessment committee shall give written notice to the student's parent or guardian,

advising that the student has been classified as an English learner and requesting approval to place the student in

the required bilingual education or ESL program not later than the 10th calendar day after the date of the student's

classification in accordance with TEC, §29.056. The notice shall include information about the benefits of the

bilingual education or ESL program for which the student has been recommended and that it is an integral part of

the school program.

(i)Before the administration of the state criterion-referenced test each year, the language proficiency assessment

committee shall determine the appropriate assessment option for each English learner as outlined in Chapter 101,

Subchapter AA, of this title (relating to Commissioner's Rules Concerning the Participation of English Language

Learners in State Assessments).

(j)Pending parent approval of an English learner's entry into the bilingual education or ESL program recommended by

the language proficiency assessment committee, the school district shall place the student in the recommended

program. Only English learners with parent approval who are receiving services will be included in the bilingual

education allotment.

(k)The language proficiency assessment committee shall monitor the academic progress of each student who has

met criteria for exit in accordance with TEC, §29.056(g), for the first two years after reclassification. If the student earns

a failing grade in a subject in the foundation curriculum under TEC, §28.002(a)(1), during any grading period in the

first two school years after the student is reclassified, the language proficiency assessment committee shall

determine, based on the student's second language acquisition needs, whether the student may require intensive

instruction or should be re enrolled in a bilingual education or special language program. In accordance with TEC,

§29.0561, the language proficiency assessment committee shall review the student's performance and consider:

(1) the total amount of time the student was enrolled in a bilingual education or special language program;

(2) the student's grades each grading period in each subject in the foundation curriculum under TEC, §28.002(a)(1);

(3) the student's performance on each assessment instrument administered under TEC, §39.023(a) or (c);

(4) the number of credits the student has earned toward high school graduation, if applicable; and

(5) any disciplinary actions taken against the student under TEC, Chapter 37, Subchapter A (Alternative Settings for

Behavior Management).

(l)The student's permanent record shall contain documentation of all actions impacting the English learner.

(1) Documentation shall include:

(A)the identification of the student as an English learner;

(B)the designation of the student's level of language proficiency;

(C)the recommendation of program placement;

(D)parental approval of entry or placement into the program;

(E)the dates of entry into, and placement within, the program;

(F)assessment information as outlined in Chapter 101, Subchapter AA, of this title;

(G)additional instructional interventions provided to address the specific language needs of the student;

(H)the date of exit from the program and parental approval;

(I)the results of monitoring for academic success, including students formerly classified as English learners, as

required under the TEC, §29.063(c)(4); and

(J)the home language survey.

(2) Current documentation as described in paragraph (1) of this subsection shall be forwarded in the same manner

as other student records to another school district in which the student enrolls.

§89.1226. Testing and Classification of Students.

(a) Beginning with school year 2019-2020, the provisions of this subsection supersede the provisions in §89.1225 of this

title (relating to Testing and Classification of Students).

(b) Within four weeks of initial enrollment in a Texas school, a student with a language other than English indicated on

the home language survey shall be administered the state-approved English language proficiency test for

identification as described in subsection (c) of this section and shall be identified as English learners and placed into

the required bilingual education or ESL program in accordance with the criteria listed in subsection (f) of this section.

English as identified on the home language survey:

(1) in prekindergarten through Grade 1, the listening and speaking components of the state-approved English

language proficiency test for identification; and

(2) in Grades 2-12, the listening, speaking, reading, and writing components of the state-approved English language

proficiency test for identification.

(d) School districts that provide a bilingual education program at the elementary grades shall administer a

language proficiency test in the primary language of the student who is eligible to be served in the bilingual

education program. If the primary language of the student is Spanish, the school district shall administer the

Spanish version of the state-approved language proficiency test for identification. If a state-approved language

proficiency test for identification is not available in the primary language of the student, the school district shall

determine the student's level of proficiency using informal oral language assessment measures.

(e) All of the language proficiency testing shall be administered by professionals or paraprofessionals who are

proficient in the language of the test and trained in the language proficiency testing requirements of the test

publisher.

(f) For entry into a bilingual education or ESL program, a student shall be identified as an English learner using the

following criteria.

(1) In prekindergarten through Grade 1, the student's score from the listening and speaking components on the

state-approved English language proficiency test for identification is below the level designated for indicating

English proficiency.

(2) In Grades 2-12, the student's score from the listening, speaking, reading, and writing components on the state-

approved English language proficiency test for identification is below the level designated for indicating English

proficiency.

(g) A student shall be identified as an English learner if the student's ability in English is so limited that the English

language proficiency assessment described in subsection (c) of this section cannot be administered.

(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 language proficiency assessment 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).

(i) For exit from a bilingual education or ESL program, a student may be classified as English proficient only at the

end of the school year in which a student would be able to participate equally in a general education, all-English

instructional program. This determination shall be based upon all of the following:

(1) a proficiency rating on the state-approved English language proficiency test for exit that is designated for

indicating English proficiency in each the four language domains (listening, speaking, reading, and writing);

(2) passing standard met on the reading assessment instrument under the Texas Education Code (TEC),

§39.023(a), or, for students at grade levels not assessed by the aforementioned reading assessment instrument, a

score at or above the 40th percentile on both the English reading and the English language arts sections of the

state-approved norm-referenced standardized achievement instrument; and

(3) the results of a subjective teacher evaluation using the state's standardized rubric.

(j) A student may not be exited from the bilingual education or ESL program in prekindergarten or kindergarten. A

school district must ensure that English learners are prepared to meet academic standards required by the TEC,

§28.0211.

(k) A student may not be exited from the bilingual education or ESL program if the language proficiency

assessment committee has recommended designated supports or accommodations on the state reading

assessment instrument.

(l) For English learners who are also eligible for special education services, the standardized process for English

learner program exit is followed in accordance with applicable provisions of subsection (i) of this section. However,

annual meetings to review student progress and make recommendations for program exit must be made in all

instances by the language proficiency assessment committee in conjunction with the ARD committee in

accordance with §89.1230(b) of this title (relating to Eligible Students with Disabilities). Additionally, the language

proficiency committee in conjunction with the ARD committee shall implement assessment procedures that

differentiate between language proficiency and disabling conditions in accordance with §89.1230(a) of this title.

(m) For an English learner with significant cognitive disabilities, the language proficiency assessment committee in

conjunction with the ARD committee may determine that the state's English language proficiency assessment for

exit is not appropriate because of the nature of the student's disabling condition. In these cases, the language

proficiency assessment committee in conjunction with the ARD committee may recommend that the student take

the state's alternate English language proficiency assessment and shall determine an appropriate performance

standard requirement for exit by language domain under subsection (i)(1) of this section;

(n) Notwithstanding §101.101 of this title (relating to Group-Administered Tests), all tests used for the purpose of

identification, exit, and placement of students and approved by the TEA must be re-normed at least every eight

years.

§89.1227. Minimum Requirements for Dual Language Immersion Program Model.

(a) A dual language immersion program model shall address all curriculum requirements specified in Chapter 74,

Subchapter A, of this title (relating to Required Curriculum) to include foundation and enrichment areas, English

language proficiency standards, and college and career readiness standards.

(b) A dual language immersion program model shall be a full-time program of academic instruction in English

and another language.

program language whenever possible.

(d) A minimum of 50% of instructional time shall be provided in the language other than English for the duration of

the program.

(e) Implementation shall:

(1) begin at prekindergarten or kindergarten, as applicable;

(2) continue without interruption incrementally through the elementary grades; and

(3) consider expansion to middle school and high school whenever possible.

(f) A dual language immersion program model shall be developmentally appropriate and based on current best

practices identified in research.

§89.1228. Two-Way Dual Language Immersion Program Model Implementation.

(a) Student enrollment in a two-way dual language immersion program model is optional for English proficient

students in accordance with §89.1233(a) of this title (relating to Participation of English Proficient Students).

(b) A two-way dual language immersion program model shall fully disclose candidate selection criteria and

ensure that access to the program is not based on race, creed, color, religious affiliation, age, or disability.

enrollment and continuation for students in this program model. The policy shall address:

(1) eligibility criteria;

(2) program purpose;

(3) the district's commitment to providing equitable access to services for English learners;

(4) grade levels in which the program will be implemented;

(5) support of program goals as stated in §89.1210 of this title (relating to Program Content and Design); and

(6) expectations for students and parents.

(d) A school district implementing a two-way program model shall obtain written parental approval as follows.

(1) For English learners, written parental approval is obtained in accordance with §89.1240 of this title (relating to

Parental Authority and Responsibility).

(2) For English proficient students, written parental approval is obtained through a school district-developed

process.

§89.1229. General Standards for Recognition of Dual Language Immersion Program Models.

(a) School recognition. A school district may recognize one or more of its schools that implement an exceptional dual

language immersion program model if the school meets all of the following criteria.

(1) The school must meet the minimum requirements stated in §89.1227 of this title (relating to Minimum Requirements

for Dual Language Immersion Program Model).

(2) The school must receive an acceptable performance rating in the state accountability system.

(3) The school must not be identified for any stage of intervention for the district's bilingual and/or English as a

second language program under the performance-based monitoring system.

(b) Student recognition. A student participating in a dual language immersion program model or any other state-

approved bilingual or ESL program model may be recognized by the program and its local school district board of

trustees by earning a performance acknowledgment in accordance with §74.14 of this title (relating to Performance

Acknowledgments).

§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.

§89.1233. Participation of English Proficient Students.

a. (a) School districts shall fulfill their obligation to provide required bilingual program services to English learners in

accordance with Texas Education Code (TEC), §29.053.

b. (b) School districts may enroll students who are not English learners in the bilingual education program or the

English as a second language program in accordance with TEC, §29.058.

c. (c) The number of participating students who are not English learners shall not exceed 40% of the number of

students enrolled in the program district-wide in accordance with TEC, §29.058.

§89.1235. Facilities.

Bilingual education and English as a second language (ESL) programs shall be located in the public schools of the

school district with equitable access to all educational resources rather than in separate facilities. In order to provide

the required bilingual education or ESL programs, school districts may concentrate the programs at a limited number

of facilities within the school district. Recent immigrant English learners shall be enrolled in newcomer centers for no

more than two years.

§89.1240. Parental Authority and Responsibility.

(a) The parent or legal guardian shall be notified in English and the parent or legal guardian's primary language that

their child has been classified as an English learner and recommended for placement in the required bilingual

education or English as a second language (ESL) program. They shall be provided information describing the bilingual

education or ESL program recommended, its benefits to the student, and its being an integral part of the school

program to ensure that the parent or legal guardian understands the purposes and content of the program. The entry

or placement of a student in the bilingual education or ESL program must be approved in writing by the student's

parent or legal guardian in order to have the student included in the bilingual education allotment. The parent's or

legal guardian's approval shall be considered valid for the student's continued participation in the required bilingual

education or ESL program until the student meets the reclassification criteria described in §89.1226(i) of this title

(relating to Testing and Classification of Students), the student graduates from high school, or a change occurs in

program placement.

(b) The school district shall give written notification to the student's parent or legal guardian of the student's

reclassification as English proficient and his or her exit from the bilingual education or ESL program and acquire written

approval as required under the Texas Education Code, §29.056(a). Students meeting exit requirements may continue

in the bilingual education or ESL program with parental approval but are not eligible for inclusion in the bilingual

education allotment.

(c) The parent or legal guardian of a student enrolled in a school district that is required to offer bilingual education or

ESL programs may appeal to the commissioner of education if the school district fails to comply with the law or the

rules. Appeals shall be filed in accordance with Chapter 157 of this title (relating to Hearings and Appeals).

§89.1245. Staffing and Staff Development.

(a) School districts shall take all reasonable affirmative steps to assign appropriately certified teachers to the required

bilingual education and English as a second language (ESL) programs in accordance with the Texas Education Code

(TEC), §29.061, concerning bilingual education and special language program teachers. School districts that are

unable to secure a sufficient number of appropriately certified bilingual education and/or ESL teachers to provide the

required programs shall request activation of the appropriate permits in accordance with Chapter 230 of this title

(relating to Professional Educator Preparation and Certification).

(b) School districts that are unable to employ a sufficient number of teachers, including part-time teachers, who meet

the requirements of subsection (a) of this section for the bilingual education and ESL programs shall apply on or

before November 1 for an exception to the bilingual education program as provided in §89.1207(a) of this title (relating

to Bilingual Education Exceptions and English as a Second Language Waivers) or a waiver of the certification

requirements in the ESL program as provided in §89.1207(b) of this title as needed.

authorized by the TEC, §42.153.

(d) School districts may compensate teachers and aides assigned to bilingual education and ESL programs for

participation in professional development designed to increase their skills or lead to bilingual education or ESL

certification.

(e) The commissioner of education shall encourage school districts to cooperate with colleges and universities to

provide training for teachers assigned to the bilingual education and/or ESL programs.

(f)The Texas Education Agency shall develop, in collaboration with education service centers, resources for

implementing bilingual education and ESL training programs. The materials shall provide a framework for:

(1)developmentally appropriate bilingual education programs for early childhood through the elementary grades;

(2)affectively, linguistically, and cognitively appropriate instruction in bilingual education and

ESL programs in accordance with §89.1210(b)(1)-(3) of this title (relating to Program Content and Design); and

(3)developmentally appropriate programs for English learners identified as gifted and talented and English learners

with disabilities.

§89.1250. Required Summer School Programs.

Summer school programs that are provided under the Texas Education Code (TEC), §29.060, for English learners who

will be eligible for admission to kindergarten or grade 1 at the beginning of the next school year shall be implemented

in accordance with this section.

(1)Purpose of summer school programs.

(A)English learners shall have an opportunity to receive special instruction designed to prepare them to be successful

in kindergarten and Grade 1.

(B)Instruction shall focus on language development and essential knowledge and skills appropriate to the level of the

student.

(C)The program shall address the affective, linguistic, and cognitive needs of the English learners in accordance with

§89.1210(b) of this title (relating to program Content and Design).

(2)Establishment of, and eligibility for, the program.

(A)Each school district required to offer a bilingual or English as a second language (ESL) program in accordance

with the TEC, §29.053, shall offer the summer program.

(B)To be eligible for enrollment:

(i)a student must be eligible for admission to kindergarten or to Grade 1 at the beginning of the next school year

and must be an English learner; and

(ii)a parent or guardian must have approved placement of the English learner in the required bilingual or ESL

program following the procedures described in §89.1220(g) of this title (relating to Language Proficiency

Assessment Committee) and §89.1226(b)-(f) of this title (relating to Testing and classification of Students).

(3)Operation of the program.

(A)Enrollment is optional.

(B)The program shall be operated on a one-half day basis, a minimum of three hours each day, for eight weeks

or the equivalent of 120 hours of instruction.

(C)The student/teacher ratio for the program district-wide shall not exceed 18 to one.

(D)A school district is not required to provide transportation for the summer program.

(E)Teachers shall possess certification as required in the TEC, §29.061, and §89.1245 of this title (relating to Staffing

and Staff Development).

(F)Reporting of student progress shall be determined by the board of trustees. A summary of student progress

shall be provided to parents at the conclusion of the program. This summary shall be provided to the student's

teacher at the beginning of the next regular school term.

(G)A school district may join with other school districts in cooperative efforts to plan and implement programs.

(H)The summer school program shall not substitute for any other program required to be provided during the

regular school term, including those required in the TEC, §29.153.

(4)Funding and records for programs.

(A)A school district shall use state and local funds for program purposes.

(i)Available funds appropriated by the legislature for the support of summer school programs provided under the

TEC, §29.060, shall be allocated to school districts in accordance with this subsection.

(ii)Funding for the summer school program shall be on a unit basis in such an allocation system to ensure a

pupil/teacher ratio of not more than 18 to one. The numbers of students required to earn units shall be established

by the commissioner. The allotment per unit shall be determined by the commissioner based on funds available.

(iii)Any school district required to offer the program under paragraph (2)(A) of this subsection that has fewer

than 10 students district-wide desiring to participate is not required to operate the program. However, those school

districts must document that they have encouraged students' participation in multiple ways.

(iv)Payment to school districts for summer school programs shall be based on units employed. This information

must be submitted in a manner and according to a schedule established by the commissioner in order for a

school district to be eligible for funding.

(B)A school district shall maintain records of eligibility, attendance, and progress of students.

§89.1265. Evaluation.

(a)All school districts required to conduct a bilingual education or English as a second language (ESL) program

shall conduct an annual evaluation in accordance with Texas Education Code (TEC), §29.053, collecting a full

range of data to determine program effectiveness to ensure student academic success. The annual evaluation

report shall be presented to the board of trustees before November 1 of each year and the report shall be retained

at the school district level in accordance with TEC, §29.062.

(b)Annual school district reports of educational performance shall reflect:

(1)the academic progress in the language(s) of instruction for English learners;

(2)the extent to which English learners are becoming proficient in English;

(3)the number of students who have been exited from the bilingual education and ESL programs; and

(4)the number of teachers and aides trained and the frequency, scope, and results of the professional development

in approaches and strategies that support second language acquisition.

(c)In addition, for those school districts that filed in the previous year and/or will be filing a bilingual education

exception and/or ESL waiver in the current year,the annual district report of educational performance shall also reflect:

(1)the number of teachers for whom an exception or waiver was/is being filed;

(2)the number of teachers for whom an exception or waiver was filed in the previous year who successfully obtained

certification; and

(3)the frequency and scope of a comprehensive professional development plan, implemented as required under

§89.1207 of this title (relating toBilingual Education Exceptions and English as a Second Language Waivers), and results

of such plan if an exception and/or waiver was filed in the previous school year.

(d)School districts shall report to parents the progress of their child in acquiring English as a result of participation in

the program offered to English learners.

(e)Each school year, the principal of each school campus, with the assistance of the campus level committee, shall

develop, review, and revise the campus improvement plan described in the TEC, §11.253, for the purpose of improving

student performance for English learners.

Sec. 28.0051. DUAL LANGUAGE IMMERSION PROGRAM.

(a) A dual language immersion program should be designed to produce students with a demonstrated mastery, in

both English and one other language, of the required curriculum under Section 28.002(a).

(b) The commissioner by rule shall adopt:

(1) minimum requirements for a dual language immersion program implemented by a school district;

(2) standards for evaluating: the success of a dual language immersion program; and the performance of schools

that implement a dual language immersion program; and

(3) standards for recognizing:

(A) schools that offer an exceptional dual language immersion program; and

(B) students who successfully complete a dual language immersion program.

levels consistent with rules adopted by the commissioner under this section.

Added by Acts 2001, 77th Leg., ch. 925, § 2, eff. June 14, 2001.

Sec. 29.061. BILINGUAL EDUCATION AND SPECIAL LANGUAGE PROGRAM TEACHERS.

(a) The State Board for Educator Certification shall provide for the issuance of teaching certificates appropriate for

bilingual education instruction to teachers who possess a speaking, reading, and writing ability in a language other

than English in which bilingual education programs are offered and who meet the general requirements of Chapter 21.

The board shall also provide for the issuance of teaching certificates appropriate for teaching English as a second

language. The board may issue emergency endorsements in bilingual education and in teaching English as a second

language.

(b) A teacher assigned to a bilingual education program using one of the following program models must be

appropriately certified for bilingual education by the board:

(1) transitional bilingual/early exit program model; or

(2) transitional bilingual/late exit program model.

(b-1) A teacher assigned to a bilingual education program using a dual language immersion/one-way or two-way

program model must be appropriately certified by the board for:

(1) bilingual education for the component of the program provided in a language other than English; and

(2) bilingual education or English as a second language for the component of the program provided in English.

(b-2) A school district that provides a bilingual education program using a dual language immersion/one-way or

two-way program model may assign a teacher certified under Subsection (b-1)(1) for the language other than

English component of the program and a different teacher certified under Subsection (b-1)(2) for the English

language component.

second language by the board.

(d) A school district may compensate a bilingual education or special language teacher for participating in a

continuing education program that is in addition to the teacher's regular contract. The continuing education program

must be designed to provide advanced bilingual education or special language program endorsement or skills.

(e) The State Board for Educator Certification and the Texas Higher Education Coordinating Board shall develop a

comprehensive plan for meeting the teacher supply needs created by the programs outlined in this subchapter.

Added by Acts 1995, 74th Leg., ch. 260, Sec. 1, eff. May 30, 1995. Amended by: Acts 2015, 84th Leg., R.S., Ch. 453 (H.B.

218), Sec. 1, eff. June 15, 2015.

Texas Administrative Code (TAC) §74.4. English Language Proficiency Standards

(a) Introduction.

(1) The English language proficiency standards in this section outline English language proficiency level descriptors

and student expectations for English language learners (ELLs). School districts shall implement this section as an

integral part of each subject in the required curriculum. The English language proficiency standards are to be

published along with the Texas Essential Knowledge and Skills (TEKS) for each subject in the required curriculum.

(2) In order for ELLs to be successful, they must acquire both social and academic language proficiency in English.

Social language proficiency in English consists of the English needed for daily social interactions. Academic language

proficiency consists of the English needed to think critically, understand and learn new concepts, process complex

academic material, and interact and communicate in English academic settings.

(3) Classroom instruction that effectively integrates second language acquisition with quality content area instruction

ensures that ELLs acquire social and academic language proficiency in English, learn the knowledge and skills in the

TEKS, and reach their full academic potential.

(4) Effective instruction in second language acquisition involves giving ELLs opportunities to listen, speak, read, and

write at their current levels of English development while gradually increasing the linguistic complexity of the English

they read and hear, and are expected to speak and write.

(5) The cross-curricular second language acquisition skills in subsection (c) of this section apply to ELLs in

Kindergarten-Grade 12.

(6) The English language proficiency levels of beginning, intermediate, advanced, and advanced high are not grade-

specific. ELLs may exhibit different proficiency levels within the language domains of listening, speaking, reading, and

writing. The proficiency level descriptors outlined in subsection (d) of this section show the progression of second

language acquisition from one proficiency level to the next and serve as a road map to help content area teachers

instruct ELLs commensurate with students' linguistic needs.

(b) School district responsibilities. In fulfilling the requirements of this section, school districts shall:

(1) identify the student's English language proficiency levels in the domains of listening, speaking, reading, and writing

in accordance with the proficiency level descriptors for the beginning, intermediate, advanced, and advanced high

levels delineated in subsection (d) of this section;

(2) provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is

linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's levels of

English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum;

(3) provide content-based instruction including the cross-curricular second language acquisition essential

knowledge and skills in subsection (c) of this section in a manner that is linguistically accommodated to help the

student acquire English language proficiency; and

(4) provide intensive and ongoing foundational second language acquisition instruction to ELLs in Grade 3 or

higher who are at the beginning or intermediate level of English language proficiency in listening, speaking, reading,

and/or writing as determined by the state's English language proficiency assessment system. These ELLs require

focused, targeted, and systematic second language acquisition instruction to provide them with the foundation of

English language vocabulary, grammar, syntax, and English mechanics necessary to support content-based

instruction and accelerated learning of English.

(1) Cross-curricular second language acquisition/learning strategies. The ELL uses language learning strategies to

develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-

level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English

must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the

student's level of English language proficiency.

(2) Cross-curricular second language acquisition/listening. The ELL listens to a variety of speakers including

teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in

all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English

language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the

foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated

(communicated, sequenced, and scaffolded) commensurate with the student's level of English language

proficiency.

(3) Cross-curricular second language acquisition/speaking. The ELL speaks in a variety of modes for a variety of

purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing

fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate,

advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-

level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English

must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the

student's level of English language proficiency.

(4) Cross-curricular second language acquisition/reading. The ELL reads a variety of texts for a variety of

purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning,

intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to

meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered

in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with

the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student

expectations apply to text read aloud for students not yet at the stage of decoding written text.

(5) Cross-curricular second language acquisition/writing. The ELL writes in a variety of forms with increasing

accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the

beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for

the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction

delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded)

commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of

these student expectations do not apply until the student has reached the stage of generating original written text

using a standard writing system.

Glossary

50/50 Model: A dual language immersion program model in which English and the partner

language are each used for 50 percent of instruction at all grade levels.

80/20 model: A dual language immersion program model in which students are instructed 80

percent of the time in the partner language and 20 percent in English in the first year or two, with

the amount of English instruction gradually increasing each year until English and the partner

language are each used for 50 percent of instruction.

90/10 model: A dual language immersion program model in which students are instructed 90

percent of the time in the partner language and 10 percent in English in the first year or two, with

the amount of English instruction gradually increasing each year until English and the partner

language are each used for 50 percent of instruction.

Achievement gap: A disparity in academic performance between groups of students.

Bilingual education: An umbrella term for dual language and transitional bilingual programs, and

used synonymously with transitional bilingual programs.

Bridging: The purposeful development of a visual generated by student input to bridge literacy

between languages (i.e., recognizing cognates and patterns).

Culturally and linguistically sustaining practices: Instructional practices that honor and elevate

students’ culture and their first language.

Dual-language Immersion (DLI): A state-approved bilingual program model in accordance with

TEC, §29.066.

Dual-Language Instruction: An educational approach that focuses on the use of the student's

primary language and English for instructional purposes.

Emergent bilingual: Students who are continuing to develop their home language while also

learning an additional language.

English learner: Students who are not proficient in English as determined by the Texas English

Language Proficiency Assessment.

Full immersion: A term denoting 90-100 percent partner language instruction, used more

frequently by world language immersion practitioners than two-way or developmental bilingual

practitioners. See 90/10 model.

Immersion (as a program type): A program in which at least 50 percent of instruction is in the

partner language and the focus of instruction is on both language and subject content, in both

English and the partner language.

Immersion (as a method): A method in which teachers speak in the partner language

exclusively during instructional time. The term may be used in immersion programs or in

traditional world language classes at any grade level.

Metacognitive: awareness and understanding of one's own thought processes.

Metalinguistic: A branch of linguistics that deals with the relation between language and other

cultural factors in a society.

Newcomer: Students who are new immigrants to the U.S. who are English learners

One-way immersion: Dual language immersion/one-way is a bilingual/biliteracy program

model in which students identified as emergent bilingual students are served in both in another

language and English and are prepared to meet reclassification criteria in order to be successful

in English-only instruction not earlier than six or later than seven years after the student enrolls in

school. Instruction provided in a language other than English in this program model is delivered

by a teacher appropriately certified in bilingual education under TEC, §29.061. Instruction provided

in English in this program model may be delivered either by a teacher appropriately certified in

bilingual education or by a different teacher certified in ESL in accordance with TEC, §29.061. The

goal of one-way dual language immersion is for program participants to attain full proficiency in

another language as well as English. This model provides ongoing instruction in literacy and

academic content in the students' primary language as well as English, with at least half of the

instruction delivered in the students' primary language for the duration of the program.

Partner language: An alternative term for “target” language or a language other than English that

is used for instruction. This is the preferred term in dual language education, in which both English

and the world language are “targets” for developing proficiency.

Sequential bilingual: Students who learn a new language after age three.

Simultaneous bilingual: Students learning a new language after age three.

Sociocultural: Combining social and cultural factors.

Translanguaging: A process by which students who are bilingual use both languages as one

integrated communication system.

Two-way immersion: A dual language immersion/two-way is a bilingual/biliteracy program

model in which students identified as English learners are integrated with students proficient in

English and are served in both English and another language and are prepared to meet

reclassification criteria in order to be successful in English-only instruction not earlier than six or

later than seven years after the student enrolls in school. Instruction provided in a language other

than English in this program model is delivered by a teacher appropriately certified in bilingual

education under TEC, §29.061, for the assigned grade level and content area. Instruction provided

in English in this program model may be delivered either by a teacher appropriately certified in

bilingual education or by a different teacher certified in ESL in accordance with TEC, §29.061, for

the assigned grade level and content area. The goal of two-way dual language immersion is for

program participants to attain full proficiency in another language as well as English. This model

provides ongoing instruction in literacy and academic content in English and another language

with at least half of the instruction delivered in the non-English program language for the

duration of the program.