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Emergent Bilingual Information

Identification of Emergent Bilingual Students

Chapter 89: Adaptations for Special Populations

§89.1201 Policy Summary

Texas requires that students whose home language is not English and who are identified as Limited English Proficient (LEP) receive full access to a bilingual education or ESL program, in accordance with the Texas Education Code.

School districts must:

  • Identify LEP students using state criteria.

  • Provide bilingual or ESL programs as part of the regular academic program.

  • Employ certified teachers to support students in mastering required state standards.

  • Assess student progress to ensure accountability for both students and schools.

Identification, Program Entry, and Testing Procedures

The Language Proficiency Assessment Committee (LPAC) must follow all Texas state requirements. Student identification and placement must occur within the first four weeks of enrollment.

1. Home Language Survey (HLS)

  • All students must complete a Home Language Survey at initial enrollment.

  • Only one original HLS is kept in the student’s permanent record.

  • If a language other than English is indicated, English proficiency testing is required.

2. Identification of English Learners

A student is identified as an English Learner (EL) if:

  • They score below the state proficiency level on required English language assessments (PK–1: listening/speaking; Grades 2–12: listening, speaking, reading, writing), or

  • Their English proficiency is too limited to complete testing, or

  • For students with disabilities, the LPAC and ARD Committee determine eligibility based on language proficiency and/or assessment limitations.

3. LPAC Responsibilities

The Language Proficiency Assessment Committee (LPAC) must:

  • Determine EL identification.

  • Recommend appropriate program placement (Bilingual/ESL).

  • Notify parents of placement decisions.

  • Ensure access to all eligible district programs.

All documentation and parent permission must be completed within four weeks of enrollment.

4. LPAC Membership

Bilingual campuses must include:

  • Campus administrator

  • Bilingual teacher

  • Transitional language educator

  • Parent of an EL (not employed by the district)

Non-bilingual campuses must include:

  • Campus administrator

  • ESL teacher

  • Parent of an EL

5. Training

All LPAC members must be trained and certified before serving. Training must be provided in a member’s primary language if needed.

Emergent Bilingual Supporting Documentation