BILINGUAL EDUCATION (BE) /
ENGLISH AS A SECOND LANGUAGE (ESL)
SELF-ASSESSMENT
DIVISION OF SPECIAL POPULATIONS MONITORING
DEPARTMENT OF REVIEW AND SUPPORT
2021-2022
ENTER YOUR COUNTY DISTRICT NUMBER (CDN) IN THE SPACE BELOW
BE/ESL Self-Assessment Page 2
Table of Contents
Table of Contents ............................................................................................................................................................................... 2
List of Acronyms ................................................................................................................................................................................ 3
Purpose of the Self-Assessment ........................................................................................................................................................ 4
Self-Assessment Guide: An Overview ................................................................................................................................................ 4
Self-Assessment Instructions ............................................................................................................................................................. 4
Self-Assessment Rubric ..................................................................................................................................................................... 5
BE/ESL Self-Assessment .................................................................................................................................................................. 5
I. Implementation .......................................................................................................................................................................... 7
II. Student Performance............................................................................................................................................................... 32
III. Family Engagement/Parental Involvement ............................................................................................................................... 36
Self-Assessment Results ................................................................................................................................................................. 37
Self-Assessment Summary .............................................................................................................................................................. 38
Follow Up Questions ........................................................................................................................................................................ 39
Sources of Evidence ........................................................................................................................................................................ 40
Page 3
List of Acronyms
ARD – Admission, Review and Dismissal
BE/ESL – Bilingual Education/English as a Second Language
CDN – County District Number
CTE – Career and Technical Education
DLI – Dual Language Immersion
EB Student - Emergent Bilingual Student (LEP/EL)
ELPS – English Language Proficiency Standards
ESSA – Every Student Succeeds Act
L1 – Primary Language
L2 – Second Language
LEA – Local Education Agency
LPAC – Language Proficiency Assessment Committee
PGP - Personal Graduation Plan
SIFE - Students with Interrupted Formal Education
SLA – Second Language Acquisition
STAAR – State of Texas Assessments of Academic Readiness
STAAR ALT 2 – State of Texas Assessments of Academic Readiness Alternate 2
TEA – Texas Education Agency
TEKS – Texas Essential Knowledge and Skills
TELPAS – Texas English Language Proficiency Assessment System
TELPAS ALT – Texas English Language Proficiency Assessment System Alternate
BE/ESL Self-Assessment
BE/ESL Self-Assessment Page 4
Purpose of the Self-Assessment
The purpose of the self-assessment is to assist LEA leadership teams in evaluating and improving their bilingual education
(BE) and/or English as a second language (ESL) program. The self-assessment is intended to help the leadership team
take a proactive approach by addressing areas of concern in the bilingual education or English as a second language
program and improving student outcomes.
Self-Assessment Guide: An Overview
The self-assessment guide includes a document listing sources of evidence that may be used to complete the self-
assessment. There are three components of the self-assessment: rubric, results, and follow-up questions. The self-
assessment rubric includes three sections: implementation, student progress, and family engagement/parental involvement.
The self-assessment results provide an overall indication of the quality level for each area of the rubric. The self-assessment
will provide results to build an actionable plan for improving bilingual education and English as a second language programs.
The final component includes follow-up questions about an LEA’s BE/ESL program. The self-assessment can be used on an
annual basis by LEAs to evaluate the strengths and weaknesses of their bilingual education or English as a second language
program and to evaluate student performance. While the self-assessment may be used as a continuous improvement tool by
all LEAs, LEAs with a determination level (DL) of 3 or 4 will be required to review their program through the self-assessment.
LEAs with a DL of 1 or 2 may review their program through the self-assessment but are not required to. LEAs with a DL 3 or
4 will be required to submit their completed self-assessment to TEA for review.
Self-Assessment Instructions
The self-assessment evaluation includes seven steps:
• Step 1: Identify sources of evidence, noted in a separate document not included in the self-assessment guide.
• Step 2: Read the guiding questions and quality levels for each compliance/strategy area listed in the rubric.
• Step 3: Select the quality level that best describes each compliance/strategy area listed in the rubric.
• Step 4: Analyze the results
from the self-assessment rubric by tallying the quality levels for the compliance/strategy
areas listed in the rubric.
• Step 5: Use the results to develop the self-assessment summary, which serves as a continuous improvement plan.
• Step 6: Answer the self-assessment follow-up questions (optional).
• Step 7: Use results from the summary to obtain support from the technical assistance division at the Texas
Education Agency (TEA).
BE/ESL Self-Assessment Page 5
Self-Assessment Rubric
The self-assessment rubric is divided into three sections: implementation, student progress, and family engagement/parental
involvement. Each section includes guiding questions and compliance/strategy areas. There are three quality levels for each
compliance/strategy area: developing, proficient, and exemplary. Written justification should be provided for each quality level
selected.
Bilingual Education / English as a Second Language Self-Assessment
Implementation
1. The LEA has a clearly articulated mission for bilingual education (BE) and/or English as a second language (ESL) education that
is consistent with the Texas Education Code (TEC) and Texas Administrative Code (TAC) and a consolidated set of policies and
procedures exist for translating the vision into action.
2. The LEA ensures that the program models being implemented provide means for emergent bilingual students to become
competent in listening-comprehension, speaking, reading, and writing of the English language.
3. The LEA ensures that the program models utilized in schools facilitate the equitable participation of emergent bilingual students.
4. The LEA ensures that it considers program content as it relates to methods of instruction, academic language development,
intensive nature of the program, provision of services and supports, and targeted audience.
5. The LEA ensures that a system is in place to ensure the quality of the LEA’s curriculum and its consistent use on all campuses.
6. The LEA confirms that data driven processes are used to ensure each emergent bilingual students is placed in an appropriate
instructional setting.
7. The LEA ensures that it acquires and allocates instructional materials for BE/ESL programs in a timely manner.
8. The LEA ensures that the support services needed by emergent bilingual students are determined, implemented and monitored.
9. The LEA ensures that it recruits and retains appropriately certified BE and ESL teachers as per 19 TAC §89.1245.
10. The LEA ensures that it conducts needs assessments for professional development activities.
BE/ESL Self-Assessment Page 6
11. The LEA ensures that the Language Proficiency Assessment Committee (LPAC) is active and effective.
12. The LEA ensures that Home Language Survey (HLS) procedures are in place in the LEA and are effectively maintained.
13. The LEA ensures that it evaluates its dual language immersion (DLI) program at least annually.
14. The LEA ensures that it evaluates its English as Second Language (ESL) program at least annually.
15. The LEA ensures that it evaluates its Transitional Bilingual Education program at least annually.
Student Performance
1. The LEA ensures that it reviews identified emergent bilingual students performance in comparison to general education peers
and uses that data to modify or adjust curriculum, instruction, and assessment.
2. The LEA ensures that it has a system in place to assess mastery of the Texas Essential Knowledge and Skills (TEKS) each
grading period; and the LEA ensures that this information is used by teachers in instructional decision making.
Family Engagement
1. The LEA ensures open communication and involvement with parents/guardians and families of emergent bilingual students.
Both the proficient quality level and the exemplary quality level successively build on the previous quality level (e.g., The
exemplary quality level also includes the criteria for both the developing quality level and the proficient quality level.)
BE/ESL Self-Assessment Page 7
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
1. Alignment of Mission,
Policies, and Procedures
Does the LEA have a clearly
articulated mission for BE/ESL
education that is consistent with
the Texas Administrative Code
(TAC) and Texas Education
Code (TEC) and does a
consolidated set of policies and
procedures exist for translating
the vision into action?
19 TAC §89.1201. Policy
The LEA has a mission
statement for BE/ESL that is
consistent with the state plan.
The LEA has policies and
procedures related to
BE/ESL.
The LEA has a mission
statement and aligned policies
and procedures specific to
BE/ESL.
Staff members have received
professional development and
are aware of the mission,
policies, and procedures.
The LEA implements their
mission statement by
consistently following
established policies and
procedures.
Staff receive regular
professional development
related to the LEA’s mission,
policies, and procedures for
BE/ESL
The LEA has a process and
plan for monitoring
effectiveness of established
policies and procedures in
implementing the mission, and
routinely uses data to inform
decision-making for
continuous improvement of the
LEA’s BE/ESL programs.
Justification for Quality Level
BE/ESL Self-Assessment Page 8
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
2. Program Models
Does the LEA ensure that the
program models being
implemented provide means
for emergent bilingual students
to become competent in
listening-comprehension,
speaking, reading and writing
of the English language?
19 TAC §89.1205. Required
Bilingual Education and English
as a Second Language Programs
The LEA has selected a
program model(s)which best
serve the various groups and
needs of emergent bilingual
students in the areas of
listening-comprehension,
speaking, reading, and writing.
Using integrated second
language acquisition
methods, emergent bilingual
students are provided equitable
opportunities to attain full
proficiency in all domains of
English (listening, speaking,
reading, and writing),
comparable to students who are
not identified as emergent
bilingual students.
The program model(s) used by
the LEA to serve emergent bilingual
students enables emergent
bilingual students to
become competent in the
listening-comprehension, speaking,
reading, and writing of the English
language through the development
of literacy and academic skills.
With the support of certified BE/
ESL teachers, emergent bilingual
students set and monitor progress
of individualized language goals for
all language domains as addressed
in the ELPS, and according to
English proficiency and/or language
and literacy backgrounds,
emergent bilingual students receive
additional English language
development support beyond
minimum program requirements.
The program model(s) used by
the LEA to serve emergent
bilingual students reflects a
strong success rate in the
development of literacy and
academic skills which are on or
above state average results as
evident through state
assessments.
LEA-wide instructional leaders
and curriculum specialists are
highly trained in the integration of
second language acquisition
methods into LEA curriculum
materials that target language
development in all content areas.
LEA-wide language proficiency
assessment data demonstrates
progress of emergent bilingual
students.
Justification for Quality Level
BE/ESL Self-Assessment Page 9
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
3. Equitable Participation
Does the LEA ensure that the
program models utilized in
schools facilitate the
equitable participation of
emergent bilingual students?
19 TAC §89.1205. Required
Bilingual Education and English
as a Second Language Programs
The LEA has selected a
program model(s)which best
serve the various groups and
needs of emergent bilingual
students in the areas of
listening-comprehension,
speaking, reading, and writing.
The LEA ensures a system is in
place to coordinate additional
services (G/T, Special
Education, RtI, Dyslexia, 504,
AP Coursework, CTE programs
of study, etc.) in conjunction with
the selected program model(s)
that the LEA has in place.
The program model(s) used
by the LEA emphasizes the
mastery of English language
skills, as well as mathematics,
science, and social studies, to
enable emergent bilingual
students to participate
equitably in school and achieve
the academic goals, in addition
to access to fine arts and
extracurricular activities for all
emergent bilingual students.
Instructional materials are
also provided in extracurricular
activities in the students’
primary language.
The program model(s) used by
the LEA to serve emergent
bilingual students reflect a
strong success rate in the
development of literacy and
academic skills which are on or
above state average results on
core content areas as
evidenced through state
assessments.
Justification for Quality Level
BE/ESL Self-Assessment Page 10
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
4. Supports for At-Risk
Students
How does the LEA ensure
that it considers program
content as it relates to
methods of instruction,
academic language
development, intensive nature
of the program, provision of
services and/or support, and
targeted audience?
19 TAC §89.1210. Program
Content and Design
The LEA has identified and
prioritized its emergent
bilingual student groups based
on enrollment and academic
program needs (e.g., long-term
emergent bilingual students,
highly schooled newcomers,
reclassified emergent bilingual
students, students identified as
both emergent bilingual students
and migrant, students with
interrupted formal education,
refugees, emergent bilingual
students with disabilities, and
struggling readers).
The LEA implements program
content based on identified at-risk
student groups as it relates to
methods of instruction, academic
language development, intensive
nature of the program, provision of
services and/or support, and
targeted audience (e.g. Long-term
emergent bilingual students, highly
schooled newcomers, reclassified
emergent bilingual students,
students identified as both
emergent bilingual students and
migrant, students with
interrupted formal education,
refugees, emergent bilingual
students with disabilities, and
struggling readers).
The LEA demonstrates that
emergent bilingual student
groups reflect a strong
success rate as evident
through state assessment
instruments.
Justification for Quality Level
BE/ESL Self-Assessment Page 11
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
5. Implementation of ELPS
Does the LEA ensure that a system is
in place to verify the quality of the
LEA’s curriculum in all subjects and its
consistent use on all campuses?
19 TAC §89.1210. Program
Content and Design
19 TAC §74.4(b) English Language
Proficiency Standards
The LEA implements a system
of alignment between the
Texas Essential Knowledge and
Skills (TEKS) and the English
Language Proficiency Standards
(ELPS) across the curriculum in
all subjects.
The LEA provides appropriate
professional development to all
staff regarding ELPS alignment.
The LEA ensures that emergent
bilingual students are provided
with linguistically
accommodated content
instruction that is
communicated, sequenced,
and scaffolded to ensure
mastery of the essential
knowledge and skills of the
required curriculum.
The LEA considers the extent to
which the curriculum is aligned
with the Texas Essential Knowledge
and Skills (TEKS):
• is the basis of instruction
in all classrooms;
• is horizontally and
vertically aligned;
• is mastered by students
across all subject areas;
incorporates, integrates,
supports, and enhances the
implementation of the
English Language
Proficiency Standards
(ELPS) across the
curriculum.
The LEA provides models for
differentiating instruction based
on student data and best practices
and is monitored for effective
implementation by administration
with written documentation.
The LEA infuses the English
Language Proficiency
Standards (ELPS) in all aspects
of the curriculum which is aligned
with the Texas Essential
Knowledge and Skills (TEKS)
and this infusion becomes
automatic with instructors in
their planning, delivery and
differentiation of instruction.
Student success rates in
various academic areas reflect
student growth,
understanding, and improved
language proficiency as
reflected in state assessment
instruments.
Justification for Quality Level
BE/ESL Self-Assessment Page 12
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
6. Instructional Placement
How does the LEA confirm that data
driven processes are used to
ensure each emergent bilingual
student is placed in an appropriate
instructional setting?
Training, planning and
dialogue with /among LEA
leadership is evident in
establishing procedures of
accessing student data, review
of data, and decision making in
appropriate placement of
emergent bilingual students at
elementary, middle school and
high school settings.
The LEA/leadership uses data
driven processes to ensure that
each emergent bilingual student is
placed in an appropriate
instructional setting.
The LEA has a defined process
that is used to develop and
disseminate student data so that all
teachers are fully informed about
the needs of their emergent
bilingual students.
The LEA considers the following
data sources when making
instructional placement decisions:
TELPAS, STAAR, benchmarks,
personal graduation plans (PGPs),
and local assessments.
New students are placed in proper
instructional settings and receive
appropriate support services; each
ESL student's schedule reflects
careful placement into
instructional settings based on
student data, teacher preparation
and expertise, and a four-year
graduation plan.
The LEA monitors emergent
bilingual students learning as a
basis to guide instructional
Periodic informal audits by LEA
leadership (e.g. program
director, curriculum facilitators,
counselors, supervisors, etc.) are
conducted, and feedback
provided to school staff, to
ensure proper use of
information (e.g. data) and
placement of students is
properly and adequately utilized
in ensuring the success of
emergent bilingual students.
Written follow-up audit
summaries to principals to allow
for corrective action and support
by central office in enhancing
support for emergent bilingual
students.
BE/ESL Self-Assessment Page 13
decisions and support services;
and Language Proficiency
Assessment Committee (LPAC)
data is disseminated to persons
serving emergent bilingual
students and follows LPAC
compliance
processes/requirements.
Justification for Quality Level
BE/ESL Self-Assessment Page 14
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
7. Instructional Materials
How does the LEA ensure that it
acquires and allocates instructional
materials for BE/ESL programs in a
timely manner?
The LEA utilizes a process
(e.g. District Improvement
Plan /Campus Improvement
Plan) which prioritizes and
allocates LEA, state, and
federal funding for instructional
materials for BE/ESL
programs.
The LEA has a process (e.g.
District Improvement Plan
/Campus Improvement Plan) for
the acquisition and allocation of
instructional materials for the
BE/ESL program.
The LEA has a process to ensure
that BE/ESL materials/textbooks
are aligned with English-only
materials/textbooks across
campuses.
The LEA has a process to
request, procure, and distribute
materials at the same time as
other student populations
receive instructional materials.
The LEA has a process to
acquire and make available
supplemental and enrichment
books and materials that
support English language
acquisition for support of
emergent bilingual students in all
content areas.
The LEA (once having procured
and distributed materials in a
timely manner) enhances the
use of instructional materials by
aligning curriculum learning
objectives and materials through
summer curriculum writing by
teachers of emergent bilingual
students.
BE/ESL Self-Assessment Page 15
I. Implementation
7. Instructional Materials
Justification for Quality Level
BE/ESL Self-Assessment Page 16
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
8. Planning, Monitoring, and
Support
How does the LEA ensure that the
support services needed by
emergent bilingual students are
determined, monitored, and
implemented?
The LEA has in place a
process (e.g. District
Improvement Plan and/or
Campus Improvement Plan)
which is used to guide the
LEA in its implementation
and allocation of human and
financial resources in
planning monitoring and
support of emergent bilingual
students.
The LEA implements its process
(e.g. District Improvement Plan and/
or Campus Improvement Plan)
which allocates the necessary
human and financial resources.
The LEA considers data sources
utilized in instructional planning,
including TELPAS, STAAR,
benchmarks, PGPs, Interim State
Assessments and local
assessments.
The LEA has a process for
developing differentiated
instructional plans for elementary,
middle, and high school emergent
bilingual students.
The LEA has methods to monitor
implementation of differentiated
instructional plans for emergent
bilingual students.
The LEA has a process for utilizing
timely evaluations of successful
student learning to guide
instructional planning and student
support.
The LEA has a process to ensure
the successful
The LEA continues to examine
its LEA and campus needs and
takes the initiative to expand
and/or create unique
instructional settings/
programs which are beyond the
State basic standards for
addressing emergent bilingual
students and which supports
student success in all academic
and personal endeavors.
BE/ESL Self-Assessment Page 17
transitions from grade to grade
and between campuses regarding
the coordination of services for
emergent bilingual students
between and among content area
teachers and BE/ESL teachers.
Justification for Quality Level
BE/ESL Self-Assessment Page 18
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
9. Acquisition and Retention of
Staff
How does the LEA ensure that it
recruits and retains appropriately
certified bilingual and ESL teachers?
19 TAC §89.1205. Required Bilingual
Education and English as a Second
Language Programs
19 TAC §89.1207. Bilingual Education
Exceptions and English as a Second
Language Waivers
The LEA implements a
process (e.g. District
Improvement Plan) to identify its
personnel needs and has
established budget
allocations to support its
efforts in the acquisition and
retention of staff.
If, within the past year, the LEA
has been granted bilingual
exception(s)/ ESL waiver(s)
due to an insufficient number of
certified teachers, a plan is in
place to ensure the LEA is
meeting the needs of
emergent bilingual students.
The LEA has a plan that
ensures acquisition of
required staff.
The LEA has a process (e.g.
District Improvement Plan) in place
for acquiring and retaining
appropriately certified
instructional staff
LEA has a system for supporting
teachers new to the LEA and to the
profession.
The LEA has a process for
assisting teachers in acquiring
Bilingual and ESL supplemental
certificates.
The LEA provides sheltered
instruction or other second
language acquisition training to
staff members serving emergent
bilingual students.
The LEA has staff development
opportunities that are available,
meet the needs of staff and are
timely, and of a quality that meets
the needs of teachers who work
with emergent bilingual students.
The LEA continues to advance
its recruitment and retention
efforts of teachers by
promoting/supporting
incentives (e.g. stipends,
training, recruiting bonuses,
etc.) in order to acquire and
retain teachers.
The LEA provides sheltered
instruction or other second
language acquisition training
to staff members serving
emergent bilingual students at
least twice a year.
BE/ESL Self-Assessment Page 19
I. Implementation
9. Acquisition and Retention of Staff
Justification for Quality Level
BE/ESL Self-Assessment Page 20
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
10. Staff Development Needs
Assessments
How does the LEA ensure that it
conducts needs assessments for
professional development activities?
19 TAC §89.1245. Staffing and Staff
Development
The LEA has in place a plan of
action to identify staff
development needs of teachers,
paraprofessionals, counselors,
and administrators who work
directly with emergent bilingual
students.
The LEA has an established
process for addressing
identified needs by providing
targeted professional
development to educators of
emergent bilingual students.
The LEA implements its process
for conducting a needs
assessment for professional
development activities which
include utilization of data sources,
analysis of student growth and
teacher input.
Inclusive in the process are
campus administrators who share
their concerns and
recommendations for effective and
specific staff development
activities.
The LEA allocates funding
allowing principals, teachers,
counselors, and other personnel
that work directly with emergent
bilingual students to attend
training(s) and/or present at
state or national conferences.
The LEA allows principals,
teachers, counselors, and other
personnel that work directly with
emergent bilingual students to
share new learning with peers
through turn-around training and
monitoring the impact on
instructional practices (through
classroom observations), and
impact on student achievement
(outcome data analysis).
These LEA efforts assist in
assessing current evidenced-
based and effective programs
for emergent bilingual students
from various backgrounds which
could be replicated at the LEA
level.
BE/ESL Self-Assessment Page 21
I. Implementation
10. Staff Development Needs
Assessments
Justification for Quality Level
BE/ESL Self-Assessment Page 22
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
11. Language Proficiency
Assessment Committee (LPAC)
How does the LEA ensure that the
Language Proficiency Assessment
Committee (LPAC) is active and
effective?
19 TAC §89.1220. Language
Proficiency Assessment Committee
19 TAC §89.1266 Testing and
Classification of Students
The LEA understands the
state requirements relative to
the LPAC, its function, and the
various roles/positions that
must be represented.
The LEA follows the state plan
and conducts LPAC training for
the LEA’s committee members
as required by law as well as
conducting LPAC meetings
regarding the review,
placement, and success of
students.
The LEA puts in place systems
which capture:
• student data relative to
student success, passing
rates, state assessment
standards and promotion
rates;
• identification, placement,
program services
(including assessment
decisions), coordination with
other special programs,
reclassification, and exit.
In conducting the LPAC, the LEA
maintains records of students
exited/reclassified, years in the
program, and current
performance levels on state
assessments.
LPAC/ARD meetings are held
for dually identified students.
In LPAC meetings, the LEA
includes all parties as
required by law:
• extends invitations to
others who may assist
with second language
acquisition
recommendations;
• invites all parents of
children being reviewed
for program placement
and support services.
The LPAC provides additional
reports and resources to
parents based on LPAC
recommendations.
The parent
of the child is given
the opportunity to be briefed on
the process of the LPAC. The
parent agrees and understands
their role and the primary
requirements regarding their
student, the student’s placement
and success.
The LEA has systems in place
for ARD/LPAC communication
not only at annual ARDs but
periodically
BE/ESL Self-Assessment Page 23
throughout the year as the
student’s progress is
monitored.
Justification for Quality Level
BE/ESL Self-Assessment Page 24
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
12. Home Language Survey (HLS)
How does the LEA ensure that Home
Language Survey (HLS) procedures
are in place in the LEA and effectively
maintained?
19 TAC §89.1215. Home Language
Survey
The LEA examines methods of
ensuring all campuses meet
state mandates by keeping
accurate student records.
The LEA ensures training is
provided for all personnel
currently in the LEA, as well as
new hires regarding HLS.
The LEA accounts for student
records with regard to the HLS,
on-going training, audits
conducted, and follows up on a
timely basis with the assessing of
the student’s language as required
by law for appropriate placement.
The LEA captures student data
(HLS, proficiency levels, student
placement, etc.) and utilizes this
data in determining staff training
needs, selection of appropriate
instructional materials, program
adjustment and enhancements,
and teacher certification, etc.
Justification for Quality Level
BE/ESL Self-Assessment Page 25
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
13. DLI Program Evaluation
Does the LEA ensure that it evaluates
its dual language immersion (DLI)
program at least annually by collecting
a full range of data to determine
program effectiveness to ensure
student academic success and report
findings as required by TEC
§29.062?
19 TAC §89.1265 – Evaluation
19 TAC §89.1227 - Minimum
Requirements for Dual Language
Immersion Program Model
19 TAC §89.1228 - Two-Way Dual
Language Immersion Program Model
Implementation
For DLI classroom teachers not
appropriately certified
(TEC §29.061) and for whom an
emergency permit (TAC
§89.1245a) cannot be obtained,
the LEA files for a bilingual
education exception (TAC
§89.1207a) on or before
November 1.
The LEA fulfills all assurances
of the exception submission
[TAC §89.1207(a)(1)].
The LEA maintains required
documentation related to the
bilingual education
exception [TAC §89.1207(a)(2)].
All DLI teachers of identified
emergent bilingual students are
appropriately certified as per TEC
§29.061 (TAC
§89.1210 (c) (3)
& (c)(4)) and in
cases where a bilingual-certified
teacher delivering instruction in the
partner
language is paired with a
teacher instructing in English, that
partner teacher must be ESL
certified,
as per TEC
§29.061 (b-1) (b-2).
LEAs providing a two-way
dual
language model select participants
and obtain
written parent approval
TAC §89.1228.
The program’s language allocation
plan:
• clearly outlines which content
areas are taught
in each
language at each grade
level;
• indicates a minimum of 50%
of instructional time is
provided in the language
other than English for the
duration of the program, as
per TAC 89.1227(d).
In addition to meeting basic
implementation requirements,
teachers of enrichment classes
(art, PE, music) and electives are
ESL certified and understand and
routinely apply second language
acquisition methodologies during
instruction.
Program leaders devote a
minimum of one year to the DLI
program planning process to
ensure that the language
allocation plan meets the needs
of the immediate context and
community.
The language allocation plan
and school master schedule allot
time for DLI teachers to engage in
collaborative planning with DLI
and non-DLI teaching colleagues.
Fidelity of implementation to
the language allocation plan is
systematically monitored at the
campus and LEA level.
BE/ESL Self-Assessment Page 26
A program plan is implemented at
the elementary grades
(PK-5/6). TAC §89.1205(a)
Program participants receive
language and literacy instruction
in both English the partner
language, per TEC §28.0051 (a)
and TAC §89.1210 (c)(3) and (c)(4).
Oral language and literacy
instruction are allotted equal time in
both languages (50/50 model) or
are provided initially in the partner
language (90/10, 80/20 model) and
then allotted equal time once the
program reaches a 50/50 division of
instruction in the two languages.
A strict separation of languages is
upheld.
Emergent bilingual students are
provided with culturally responsive,
linguistically accommodated
content instruction in English and
another language that is
communicated, sequenced, and
scaffolded to ensure mastery of the
essential knowledge and skills of
the required curriculum (based on
the TEKS and ELPS), per TAC
§89.1201.
A program plan is implemented
beyond the elementary grades.
TAC §89.1205(g)
Emergent bilingual students
are
encouraged to continue to
participate for the entire duration
of the program, even after
reclassification as English
proficient TAC
§89.1227(e).
Program participants become
bilingual and biliterate, as
demonstrated on assessments
conducted in both languages at
least annually.
With campus- and LEA-based
leadership support and in
conjunction with bilingual/ESL
staff support as available, all DLI
teachers continuously and
strategically plan, deliver, reflect
upon, and receive feedback on
curriculum-based lessons that
incorporate culturally responsive,
linguistically accommodated
content instruction in two
languages.
DLI participants at the campus-
level perform as well as, or
outperform, like peers
BE/ESL Self-Assessment Page 27
on content assessments
administered in English and/or
the partner language.
Culturally responsive practices
are routinely spotlighted at the
school level, through the
elevation of the partner language
through its use during public
announcements, assemblies,
staff meetings, and community
gatherings.
Justification for Quality Level
BE/ESL Self-Assessment Page 28
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
14. ESL Program Evaluation
Does the LEA ensure that it evaluates
its English as Second Language (ESL)
program at least annually by collecting
a full range of data to determine
program effectiveness to ensure
student academic success and report
findings as required by TEC
§29.062?
19 TAC §89.1265 – Evaluation
19 TAC §89.1210 (d) - Program
Content and Design.
For ESL program teachers not
appropriately certified
(TEC §29.061) and for whom an
emergency permit
(TAC §89.1245a) cannot be
obtained, the LEA files for an
ESL waiver (TAC §89.1207b) on
or before November 1.
The LEA fulfills all assurances of
the ESL waiver submission [TAC
§89.1207(b)(1)].
The LEA maintains the teacher
name(s) under the ESL waiver
with estimated ESL certification
completion date by end of that
school year [TAC §89.1207(b)
(2)].
All emergent bilingual students with
parental approval for ESL program
participation receive English
Language Arts and Reading (ELAR)
instruction by teachers who are
certified in ESL, along with ELAR for
the appropriate grade level(s),
meeting minimum requirements for
ESL Pull-Out
[TAC §89.1210 (d)(2)].
Using integrated second language
acquisition methods, emergent
bilingual students are provided
equitable opportunities to attain full
proficiency in all domains of English
(listening, speaking, reading, and
writing), comparable to students who
are not identified as English learners
[§89.1210 (d)(1-2); §89.1201(c);
74.4 (a)(2)].
In addition to mastery of English
language skills, emergent bilingual
students are provided with
linguistically accommodated content
instruction that is communicated,
sequenced, and scaffolded to
ensure mastery of the essential
knowledge and skills of the required
curriculum
All emergent bilingual students
with parental approval for ESL
program participation receive all
content area instruction (ELAR,
math, science, and social
studies) by teachers who are
certified in ESL, along with the
appropriate subject area and
grade level(s), meeting minimum
requirements for ESL Content-
Based [TAC §89.1210 (d)(1)].
With the support of ESL
teachers:
• emergent bilingual students
set and monitor progress of
individualized language goals
for all language domains as
addressed in the ELPS
• according to English
proficiency and/or language
and literacy backgrounds,
emergent bilingual students
receive additional English
language development (ELD)
support beyond minimum
program requirements.
BE/ESL Self-Assessment Page 29
[TAC §89.1210(d)(1-2); TAC
§89.1201 (c-d); 74.4
(a)(3); 74.4 (b)(2)].
In ELAR, English language
acquisition is targeted
through
academic content-based
instruction that is linguistically
and culturally responsive, meeting
minimum requirements for ESL
Pull-Out [TAC §89.1210 (d)(2)].
For emergent bilingual students
in grades 3 and higher who are at
a beginning to intermediate level,
intensive and ongoing second
language acquisition instruction is
focused, targeted, and systematic
[TAC §74.4 (b)(4)].
With campus- and LEA-based
leadership support
(and ESL specialist support as
available)
all content-area
teachers of emergent bilingual
students (in ELAR, math,
science, and social studies)
continuously and strategically
plan, deliver, and receive
feedback on curriculum-based
lessons that incorporate
linguistically accommodated
content instruction.
In all content areas (ELAR,
math, science, and social
studies), English language and
literacy development is targeted
through academic content-based
instruction that is linguistically
and culturally responsive,
meeting minimum requirements
for ESL Content-Based [TAC
§89.1210 (d)(1)].
All teachers of emergent bilingual
students:
• are highly trained in
second language
acquisition stages of
development
• provide targeted in-class
and supplemental support
for emergent bilingual
students at various
English language
BE/ESL Self-Assessment Page 30
proficiency levels
• consider the students’
backgrounds (e.g.
beginning level
newcomers vs. beginning
level
long-term emergent
bilingual students; SIFE
emergent bilingual
students).
Justification for Quality Level
BE/ESL Self-Assessment Page 31
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
15. Transitional Bilingual
Education
Does the LEA ensure that it offers an
early exit, late exit, or transitional
bilingual program model in which
identified emergent bilingual students
are served in both English and another
language and are prepared to meet
reclassification criteria to be successful
as required by 19 TAC
§89.1210(c)(1)?
19 TAC §89.1210 - Program Content
and Design
19 TAC §89.1201 - Policy
For TBE classroom teachers not
appropriately certified
(TEC §29.061) and for whom an
emergency permit
(TAC §89.1245a) cannot be
obtained, the LEA files for a
bilingual education
exception (TAC §89.1207a) on
or before November 1.
The LEA fulfills all assurances
of the exception submission
[TAC §89.1207(a)(1)].
The LEA maintains required
documentation related to the
bilingual education
exception [TAC §89.1207(a)(2)].
All emergent bilingual students
participating in a Transitional
Bilingual Education (TBE)
program receive all content area
instruction (ELAR, SLAR, math,
science, and social studies) by
teachers certified in bilingual
education as per [TEC §29.061 and
TAC §89.1210 (c)(1)&(c)(2)].
A transitional early-exit model is
offered in all elementary grades
(PK-5/6). §89.1205 (a) Identified
emergent bilingual students are
served in both English and the
primary language and are prepared
to meet reclassification criteria not
earlier than two or later than five
years after the student enrolls in
school [TAC §89.1210(c)(1)].
The LEA has established a
plan that:
• outlines the transition of
instruction from the
primary language to
English;
In addition to meeting basic
implementation requirements,
one or more teachers of
enrichment classes (art, PE,
music) and electives at each
bilingual campus are bilingual or
ESL certified and routinely apply
second language acquisition
methodologies during
instruction.
A transitional late-exit model is
offered in all elementary grades
(PK-5/6). §89.1205(a) Identified
emergent bilingual students are
served in both English and the
primary language and are
prepared to meet reclassification
criteria not earlier than six or
later than seven years after the
student enrolls in school
[§89.1210(c)(2)].
The LEA has established a
plan that:
• outlines the transition of
instruction from the
primary language to
English;
BE/ESL Self-Assessment Page 32
• shows when each language
is utilized by time or content
area for each grade;
• models the hallmark of an
early exit model, the rapid
(early) exit of Spanish
instruction and increase of
English instructional
minutes;
• includes considerations for
making grade level content
accessible to all program
participants regardless of
level of language
development, including
additional primary language
support;
• includes an annual process
of review.
Students in the primary grades
(PK-2) are provided literacy
instruction in the primary language
to facilitate transition to English
literacy; however, primary language
literacy support is available
throughout the entire program
[§89.1210
(c)(1) & (2)].
Instruction in academic content
delivered in the student’s primary
language and English targets
second language development
through academic content [TAC
§89.1210 (c)
(1-2)].
• shows when each
language is utilized by
time or content area for
each grade;
• aligns with late exit model
theory, which emphasizes
extended development of
the primary language
through a gradual increase
in English over the course
of the program;
• includes considerations for
making grade level
content accessible to all
program participants
regardless of level of
language development,
including additional
primary language support;
• includes an annual
process of review.
Language and literacy
instruction in both languages
focuses on academic and social
language development, and TBE
teachers utilize coordinated and
explicit strategies for making
cross-language connections.
Campus level instructional
leadership regularly supports
TBE teachers in strategically
planning, delivering, reflecting
upon, and receiving feedback on
curriculum-based lessons that
incorporate linguistically
accommodated content
instruction.
BE/ESL Self-Assessment Page 33
In order to ensure mastery of the
essential knowledge and skills of
the required curriculum (based on
the TEKS and ELPS), per TAC
§89.1201 (d), TBE students are
provided linguistically
accommodated content area
instruction in the primary language
and English according to the
language transition plan.
Linguistically accommodated
content instruction is
communicated, sequenced, and
scaffolded to ensure mastery.
scaffolded to ensure mastery.
Justification for Quality Level
BE/ESL Self-Assessment Page 34
II. Student Performance
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
1. State Assessment Data
Analysis
How are identified emergent bilingual
students performing in comparison to
their general education peers?
19 TAC §89.1226. Testing and
Classification of Students, Beginning
with School Year 2019-2020
The LEA accesses state and
LEA achievement data that are
disaggregated by race/ethnicity,
gender, and identification as
emergent bilingual students.
The LEA analyzes and utilizes
results of state and LEA
achievement data that are available
to campuses so they can respond
with timely and effective
improvements. Data for emergent
bilingual students is used by both
general education teachers and
teachers of emergent bilingual
students.
The LEA examines and
analyzes state and LEA
achievement data to identify
discrepancies.
LPACs utilize data in order to
have a full understanding of its
role and importance in the LPAC
process.
The LEA utilizes data to modify or
adjust curriculum, instruction, and
assessment.
The LEA provides professional
development to assist campus
teachers and leadership to make
instructional improvements
resulting in improved student
outcomes for emergent bilingual
students.
Justification for Quality Level
BE/ESL Self-Assessment Page 35
II. Student Performance
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
2. TEKS Mastery
How does the LEA ensure that it has a
system in place to assess mastery of
the TEKS each grading period and the
LEA ensures that this information is
used by teachers in instructional
decision making specific to emergent
bilingual students?
The LEA has designed/
implemented reporting
systems which allow the LEA to
examine mastery of skills by
various sub-groups (i.e.
emergent bilingual students,
dual identified SPED students,
migrant, etc.)
The LEA reporting systems include
alignment of curriculum with
evaluation tools; student
performance evaluation measured
by benchmarks, embedded testing,
released STAAR assessments,
and content-based assessment.
The LEA reporting systems
includes successful instructional
strategies that improve academic
vocabulary, reading
comprehension, and achievement
as shown through student
performance evaluations.
The LEA reporting systems
related to student mastery is
continuously evaluated and
aligned with curriculum learning
objectives through summer
teacher curriculum writing
activities and instructional
enhancements as evidenced
through emergent bilingual
students improved mastery of
skills by state assessment
results.
Justification for Quality Level
BE/ESL Self-Assessment Page 36
III. Family Engagement/Parental Involvement
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
1. Parental Involvement
How does the LEA ensure open
communication and involvement with
parents/guardians/families of
emergent bilingual students?
The LEAs District Improvement
Plan establishes a mission
and goals that allocates the
necessary resources to ensure
communication and
involvement with parents/
guardians/ families of
emergent bilingual students.
The LEA routinely communicates
with parents/guardians/
families of emergent bilingual
students regarding the BE/ESL
program and LPAC process in
students’ home language(s) at least
annually.
The LEA provides opportunities
for parental input and provides
opportunities to increase parental
understanding of the LEAs
educational programs and services,
and of the BE/ESL program.
The LEA encourages
parents/guardians/
families of emergent bilingual
students to participate in school-
sponsored activities, including ways
to support their student within the
educational process and the
student’s success.
The LEA establishes a parental
involvement committee specific
to emergent bilingual students
and is inclusive of LPAC
members.
This parent advisory committee
provides input, leadership, and
guidance to LEA leaders.
Justification for Quality Level
BE/ESL Self-Assessment Page 37
Self-Assessment Results
Put a tally mark in each cell to indicate the quality level selected from the rubric. Then calculate the sum for each quality level.
Developing
Proficient
Exemplary
1. Alignment of Mission, Policies, and Procedures
2. Program Models
3. Equitable Participation
4. Supports for At-Risk Students
5. Implementation of ELPS
6. Instructional Placement
8. Planning, Monitoring, and Support
9. Acquisition and Retention of Staff
10. Staff Development Needs Assessments
11. LPAC
12. Home Language Survey
13. DLI Program Evaluation
14. ESL Program Evaluation
15. Transitional Bilingual Education
Developing
Proficient
Exemplary
Developing
Proficient
Exemplary
Developing
Proficient
Exemplary
BE/ESL Self-Assessment Page 38
Self-Assessment Summary
Use the results to complete the self-assessment summary. The summary provides you with an actionable plan for setting emergent
bilingual student priorities aimed at improving both emergent bilingual student compliance and student progress.
The list below provides a description of what information should be put in each column of the below summary table:
• In column 1: List the areas that were identified as Developing in the self-assessment rubric.
• In column 2: List the (treatable) causes for each area needing improvement.
• In column 3: List the goals for addressing each area needing improvement.
• In column 4: List the strategies that will be used to achieve the goals.
• In column 5: Explain how the goal(s) and strategies connect to the district improvement plan.
• In column 6: Enter both the timeframe and the person responsible for achieving the goal(s).
Area(s) for
Improvement
Cause(s)
Goal(s)
Strategies
Connection to
District
Improvement Plan
Timeframe/
Individual
Responsible
BE/ESL Self-Assessment Page 39
Follow Up Questions
Please consider the questions below about your LEA’s BE/ESL program:
• What areas of strength did you identify? What areas of growth did you identify?
• How do the areas of growth affect outcomes for students who are part of special populations?
• What research-based practices can be used to address the areas that need improvement?
• How does the LEA ensure that general education and BE/ESL teachers collaborate in the development, review, and utilization of
curriculum and instructional materials?
• How does the LEA review BE/ESL programs to identify barriers for special populations students’ access to, or success in these
programs?
• Who is responsible at the LEA for ensuring equity across special populations?
BE/ESL Self-Assessment Page 40
Sources of Evidence
LEAs can use the sources of evidence document to identify quality levels for the components of the self-assessment rubric.
However, sources of evidence may vary from LEA-to-LEA based on a LEA’s size, resources, personnel, population, and other
factors. Two common terms used in the sources of evidence include:
• Policy: Required by law or by TEA (e.g., legal policy and local policy)
• Procedure: Established or official way an LEA fulfills policy. This could include, but is not limited to, internal manuals, operating
procedures, and/or handbooks used to guide the LEA in the local processes regarding their bilingual and/or ESL programs.
Below is a list of evidence that can be used to complete the self-assessment rubric. This list does not include all
possible sources of evidence. LEAs are encouraged to use additional sources of evidence as needed to justify rubric
quality levels. Please document the use of additional sources of evidence.
Implementation
Alignment of Mission, Policies, and Procedures
• Mission Statements
• Policies
• Procedures
Program Models
• Master schedules
• Language allocation plan (dual language program
models only)
• Student handbook
• Program brochures
Equitable Participation
• Scheduling process (master schedule)
• Student participation data, disaggregated by student sub-
populations
Supports for At-Risk Students
• Tutoring
• Transportation
• Evidence of collaboration between teachers
• Referrals for special programs
• Counseling supports
BE/ESL Self-Assessment Page 41
Implementation of ELPS
• Crosswalks showing collaboration with BE/ESL
teachers
• Lesson planning
• PD that includes BE/ESL and general education
teachers
Instructional Placement
• Crosswalks
• Procedures
• LPAC training agendas, presentation materials, and
participation rosters
• LPAC documentation
• Local LPAC audit summary reports
Instructional Materials
• Instructional resources budgets
• Instructional resources orders
• Process document describing approach for assessing
needs for instructional resources
• Rubric for assessing appropriateness of instructional
resources
• Data comparison analysis – general education resources
versus BE/ESL/EL program resources
Equity audit documentation
Planning, Monitoring, and Support
• District and campus improvement plans
• Appropriate student data
• Instructional programs utilized
• Results of evaluations
• Grade to grade and campus to campus transition plans
Acquisition and Retention of Staff
• Verification of staff certifications
• Targeted Recruiting Plan
• LEA policy related to how it determines experience
Staff Development Needs Assessments
• Needs assessments documentations
• Documentation of ongoing staff development targeting
the development of the skills needed to effectively serve
emergent bilingual students (e.g. agendas, power point
materials, handouts, participant rosters, etc.)
• Sign-in sheets demonstrating that BE/ESL and general
education teachers engaged in the training
• Agendas
BE/ESL Self-Assessment Page 42
Language Proficiency Assessment Committee (LPAC)
• LPAC membership lists
• LPAC training
• LPAC parent participation
Home Language Surveys (HLS)
• Home language surveys
• Audits of student records
• Personnel Training records
DLI Program Evaluation
• Completed DLI Program Model Implementation
Rubric
ESL Program Evaluation
• Completed ESL Program Model Implementation
Rubric
Transitional Bilingual Education
• Completed Transitional Bilingual Education Model
Implementation Rubric
BE/ESL Self-Assessment Page 43
Student Performance
State Assessment Data Analysis
• Disaggregated data, including emergent bilingual
students
• Professional development regarding data analysis
specific to emergent bilingual students
TEKS Mastery
• Reporting systems that include emergent bilingual
students
• Curriculum alignment for emergent bilingual
students
• Curriculum writing agendas and sign-in sheets
specific to mergent bilingual students
Family Engagement/Parental Involvement
Parental Involvement
• Flyers for open houses
• Parent surveys
• Advisory committee membership roster, meeting
agendas, minutes
• Newsletters
• Instrument, summary of event/activity evaluation
results, reflection documentation
Parental Involvement
• Websites
• Documentation for engagement events/activities held (e.g.
needs assessments, parent survey data analysis and
summaries, planning documents, invitations, agendas,
presentation/activity offerings, event budget, event/activity
evaluation survey
Additional Sources of Evidence
List other sources of evidence included in your BE/ESL program self-assessment.