Bilingual & ESL
Guidelines and Procedures
Table of Contents
The Willis Independent School District Bilingual and English as a Second Language Handbook was written using Federal and Texas state laws, district board policies, and research-based methodologies. The handbook is a blueprint for all district personnel involved in such programs.
Dr. Ivan Velasco
Director of Learner Pathways
Frida K. Bond
WISD Bilingual/ESL Coordinator
WISD Bilingual Instructional Coach
Campuses and Language Programs
Campuses That Offer Bilingual Education
Roark Early Childhood Center
C.C. Hardy Elementary
Campuses That Offer ESL Services
Willis ISD offers English as a Second Language (ESL) language services at all Elementary, Middle School, and High School campuses. The district follows the ESL Pull-Out model provided by a teacher that is certified in English Language Arts and English as a Second Language (ESL).
Mission, Vision, Program Goals, and Values
The Willis ISD Bilingual Program will establish a path to second language acquisition and proficiency by providing rigorous academic instruction leading to bilingualism and biliteracy. Students will acquire interpersonal skills and achieve high academic levels in Spanish and English.
Our mission is to enhance and accelerate students' language acquisition to ensure bilingualism and biliteracy. We will maximize students' cognitive and affective development through culturally responsive teaching. As a result, our emergent bilingual students will acquire essential skills for lifelong learning, ensuring they become productive, responsible global citizens.
Nurture the primary language for emergent bilinguals to become bi-literate.
Create cross-linguistic connections between English and Spanish to acquire academic concepts.
Use sheltered instruction to acquire the target language.
Value the students' culture to create an optimal and inclusive learning environment.
Foster emergent bilinguals' linguistic, academic, and emotional needs by creating meaningful partnerships with parents, families, and the community.
Collaboration – Commitment – Accountability – Service – Excellence
Campus LPAC Coordinators
Roark Early Education Center
CC Hardy Elementary
To be determined
Lynn Lucas Middle School
Willis High School
Subchapter BB Chapter 89. Adaptations for Special Populations
Commissioner's Rules Concerning State Plan for Educating English Learners
According to the Texas Education Code (TEC), Chapter 29, Subchapter B, any student who has a primary language other than English and is designated as an English learner must be given a full opportunity to engage in bilingual education or English as a second language (ESL) program. To guarantee that all students have equal access to education, as mandated by law. To provide equal educational opportunity, as required by the TEC, 1.002(a), each school district must:
1. Identify emergent bilingual students 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 emergent bilingual students are afforded full opportunity to master the essential knowledge and skills required by the state; and
4. Assess achievement for essential knowledge and skills by the TEC, Chapter 29, to ensure accountability for emergent bilingual students and the schools that serve them.
Bilingual and ESL programs shall use instructional approaches designed to meet the academic needs of emergent bilingual students. The instruction and learning experiences shall be based on the state of Texas's essential knowledge and skills. Bilingual education programs shall aim to enable "emergent bilingual students to become proficient in listening, speaking, reading, and writing in the English language through the development of literacy and academic skills in the primary language and English" (Commissioner's Rules Concerning State Plan for Educating English Learners,
The programs shall emphasize the mastery of all core subjects based on grade-level expectations.
Click below to access the comprehensive TEA document,
Emergent Bilingual Identification and Placement
According to the state of Texas, Emergent Bilingual students' classification shall be determined within four calendar weeks of the student’s first day of enrollment in school. To qualify for a language program, a student must be identified as an Emergent Bilingual student using the following criteria:
The Home Language Survey (HLS) is the first step to identifying potential Emergent Bilinguals. Below are the HLS descriptors:
★ The first time a student enrolls in a Texas public school, the parent/guardian is required to complete a home language survey (HLS).
★ The home language survey is a required piece of the student's cumulative record (CUM) folder, and it must be completed within ten days of the student's initial enrollment to be valid.
★ Only one Home Language Survey is completed for each student. The survey follows the student for the rest of the academic journey. If a student transfers from another Texas school district, the receiving district must request the original Home Language Survey from the previous school.
★ The Home Language Survey consists of the following questions:
1- What language is used in the child's home most of the time?
2- What language does the child use most of the time?
★ If the response to the questions on the home language survey indicates that a language other than English is used, the student shall be administered the state-approved English language proficiency test per TAC 89.1225 for identification and shall be identified as Emergent Bilingual (Language Proficiency Assessment Committee EB Identification).
Program recommendations by the campus LPAC committee shall be made according to the home language documented in the Home Language Survey and the results of the Language Proficiency Assessment (see below).
Students in Pre-K through 5th grade whose HLS shows Spanish as the other language and are identified as EB by the Language proficiency assessment must be recommended for bilingual placement.
Students in Pre-K through 12th grade whose HLS shows a language other than English or Spanish and were identified as EB by the Language Proficiency Assessment must be recommended for ESL placement.
Parents/guardians have the right to accept or deny language services.
Students are identified as EB as follows:
★ Pre-K – Kinder. The student scored as a non-English or limited-English proficient speaker on the preLAS oral language proficiency test.
★ Grade 1st-12th. The student scored as a non-English or limited-English proficiency o the LAS Battery of assessments.
★ For Emergent Bilinguals that also receive Special Education services, the ARD committee must work in conjunction with the LPAC committee to ensure appropriate identification and reclassification of the student and recommended placement in a bilingual education or ESL program (19 TAC
§89.122 (h), (l), and (m).
The receiving registrar sends copies of all completed home language survey forms to the campus LPAC coordinator.
Click the link below to access the LPAC initial review form, and an example of a home language survey,
English Language Proficiency Test
The state of Texas utilizes the Pre-LAS and LAS Links assessment for identification and placement in language programs for newly enrolled students in Texas schools. The assessment is the second step in the screening process to identify qualifying students for the Bilingual/ESL programs. The test is designed around the four major language domains: speaking, listening, reading, and writing, with a mix of constructed-response and multiple-choice questions.
The PreLAS and LAS Links placement test descriptors:
★ Test for initial language program placement of Pre-K-12 students
★ Assess speaking, listening, reading, and writing
★ Available in paper or online formats
★ Complete assessments in about 30 minutes
★ Pre-LAS & LAS Links assessments used for identification are Forms C and Español B
Guidelines for the Administration of the LPA
Test administrators must be fluent in the language of the test they are administering. Therefore, each campus must designate a fluent English test administrator and a fluent Spanish test administrator. When a campus does not have a fluent Spanish-speaking paraprofessional, the principal or the designee shall notify the bilingual district office to arrange for a fluent Spanish tester to assist them. (LAS links an English language proficiency assessment: LAS links an English language proficiency assessment).
The following are the descriptors of the Texas Education Agency (TEA) approved assessments for identification by grade level:
For more information, click on the link below:
Language Proficiency Assessment Committee (LPAC)
The State of Texas requires school districts to establish a process for selecting and training the Language Proficiency Assessment Committee (LPAC) members. Assessment data review is the third step in the identification process.
A certified bilingual or ESL teacher
A parent of a current emergent bilingual student (may not be a district employee)
All LPAC members shall receive training and sign confidentiality oaths. The role of the language proficiency assessment committee upon the initial
enrollment to the end of each school year:
LPAC is required to review the home language survey for all incoming students to identify students who need to be administered the language assessment.
The LPAC assists with parent communication and shall give written notice to the student's parent or guardian, advising the student has been classified as Emergent Bilingual and requesting approval to place the student in the required bilingual education or ESL program.
The LPAC shall determine the appropriate assessment option for each Emergent
Bilingual student before the test administration of the state assessments.
The LPAC shall monitor the academic progress of each Emergent Bilingual and identify those who have met the criteria to exit.
Language Proficiency Assessment Committee members shall meet in conjunction with Admission, Review, and Dismissal (ARD) committee members to review and provide recommendations regarding the appropriate identification and reclassification of Emergent Bilingual students that qualify for special education services (TEA, BEGINNING OF YEAR LPAC GUIDANCE, 2021).
Click the link below to access the 2021-2022 BEGINNING OF YEAR LPAC GUIDANCE: LPAC BOY Guidance Checklist (texas.gov)
Personnel Roles & Responsibilities
The educators listed below perform a variety of roles within the ESL program guidelines. They are responsible for identifying ELs, coordinating and providing services based on assessed needs, and ensuring students' civil rights to education are not compromised.
District Director of Learner Pathways
As the district-level person responsible for the BIL/ESL programs, oversee the BIL/ ESL programs in collaboration with the Deputy Superintendent of Student Services, District Bilingual/ESL Coordinator, campus principals, LPAC coordinators, and BIL/ESL teachers to:
Develop and administer a budget to support the program;
Coordinate the communication and dissemination of information about the BIL/ESL program to campus and district administration, teachers, parents/guardians of ELs, and other interested community members
Maintain a program that aligns with state and federal regulations
Serve as a resource of professional information and support for BIL/ESL teachers
Facilitate inter-department collaboration on issues related to the program
Regularly evaluate BIL/ESL programs and develop plans for continued improvement of program services and support.
District Bilingual/ESL Coordinator
As the instructional leader over the Bilingual and ESL programs, the District Bilingual/ESL Coordinator, plays an important role in ensuring that:
Language programs and LPAC committees are aligned with state and federal regulations;
Provides support to campuses for improvement of instructional practice and support of Emergent Bilinguals
Serve as a resource of professional information and support for BIL/ESL teachers;
Trains all LPAC campus coordinators district-wide.
Trains Pre-LAS & LAS test proctors
Provides support to the campuses in order to ensure that the linguistic needs of all EB students are being met through instructional practices.
As the instructional leader and administrator, the principal plays a key role by ensuring that:
The Home Language Survey (HLS) is completed during the registration process;
The BIL/ESL teacher and LPAC Facilitator assigned to the campus are notified that a potential EL has enrolled;
A full range of appropriate services are provided to identified LEP students: BIL/ESL services, accommodated core classroom instruction, specialty or elective instruction, and special services (e.g., Title I, Gifted and Talented, and/or Special Education) when appropriate;
All records are carefully maintained;
The campus LPAC functions following the state and federal policies regarding the identification, placement, monitoring and support of ELs.
District Bilingual Instructional Coach
The primary role of the campus Willis ISD Bilingual Instructional Coach is to provide intensive instructional support to elementary bilingual teachers at all bilingual campuses by implementing a coaching model that leads to instructional growth for teachers and increased academic student achievement. The bilingual instructional coach will:
Communication with campus administrators regarding her progress with each bilingual teacher
Be strategic and innovative in using coaching sessions to improve instruction
Guide bilingual teachers to work collaboratively and interdependently with other bilingual teachers in the district
Develop and implement a bilingual curriculum that is aligned with the one-way dual language program
LPAC campus coordinator
The primary role of the campus LPAC coordinator is to provide leadership in appropriately serving BIL/ESL students as required by the district and state law in the following ways:
Serve as a communication link for BIL/ESL teachers and campus/district personnel.
Assist in parent communication.
Represent campus at BIL/ESL meetings as assigned by campus administration.
Assist campus/district administration in validating PEIMS information for students.
Coordinate with campus personnel in registration, testing, and identification of BIL/ESL students.
All required documentation is present in the Emergent Bilingual folders.
Ensure that LPACs are conducted promptly and that LPAC minutes are current and correct.
Disseminate the correct Limited English Proficient/LPAC required information to the principal and Data Specialist.
Monitor BIL/ESL student records, assuring they are current and correct.
Assist campus administration in properly transmitting BIL/ESL records from campus to campus.
Perform duties as assigned by the principal, his/her designee, Director of At-Risk Programs, or Deputy Superintendent of Curriculum Services.
Monitors and documents the progress of M1 and M2 students;
Evaluate the student's level of proficiency using state-approved instruments;
Enter proficiency data into the school's record-keeping system;
Communicate with classroom teachers regarding student linguistic accommodations, assessment standards, performance level descriptors;
Monitor ESL student progress by reviewing grades, reading level, assessment scores and other relevant data and reports regularly
ESL Teacher (Secondary)
As the educator with specialized training regarding English language acquisition and the social, emotional, and academic needs of ELs, the teacher's role is to:
● Deliver instruction based on best-practice for EBs;
● Implement the English Language Proficiency Standards (ELPS) into every lesson, articulating and posting language objectives for students during each class;
● Carefully analyze student TELPAS data to implement appropriate linguistic
accommodations based on students' proficiency levels;
● Communicate students' progress to LPAC campus coordinator;
● Stay abreast of best-practice in delivering high-quality instruction to ELs in the content areas.
Bilingual/ESL Teacher (Elementary)
The teacher is responsible for the English language acquisition during instruction in the content areas through instructional strategies designed to support EBs. In addition, the classroom teacher:
Follows the district Bilingual Model along with the district Time and Treatment Plan for bilingual students
Evaluates the student's level of proficiency using state-approved instruments
Enters proficiency data into the school's record-keeping system
Monitors and documents the progress of M1 and M2 students
Deliver instruction based on best-practice for ELs
Implements the English Language Proficiency Standards (ELPS) into every lesson, articulating and posting language objectives for students during each class
Carefully analyzes student TELPAS data to implement appropriate linguistic accommodations based on students' proficiency levels
Communicates students' progress to campus LPAC coordinators
Monitors ESL student progress by reviewing grades, reading level, assessment scores, and other relevant data and reports regularly
Stays abreast of best-practice in delivering high-quality instruction to EBs in the content areas.
Administer the Home Language Survey
Notify appropriate personnel when a Home Language Survey indicates a language spoken other than English
Request records from the previous campus
Conduct interviews with parents and students
Transmit records between campuses
Forward records to receiving campuses:
Years in US Schools History
Signed Parent Permission Letters
Summary of Woodcock-Munoz English and Spanish results
Summary of ITBS results
Original Home Language Survey
Campus Counselor (Secondary)
As a professional within the school who has a specific role to perform, the counselor performs that role, keeping in mind the unique characteristics of ELs that may require a counselor to:
Interact with ELs in a way that supports the cultural, social, emotional adjustments students are making;
Confer with the BIL/ESL Teacher when planning a student's middle or high school schedule
Collaborate with the BIL/ESL Teacher to help parents and students understand Texas' standards for language acquisition (ELPS)
Communicate to parents the participation of ELS in Texas' Assessment Program (STAAR/EOC, TELPAS, Woodcock Munoz, or ITBS), and the requirements for graduation.
Parents of Emergent Bilinguals
Parents, defined as natural parents or legal guardians, play an important role in the decisions that impact their child's education. They support the efforts of the campus and district in programming and service provision by
Completing and signing the Home Language Survey (HLS) for students in Grades PK-8; Providing input to campus LPACs in determining the student's primary language proficiency and English language proficiency
Giving written permission for student placement into or exit from a Bilingual or ESL program
Supporting the programming decisions for the campus by serving as a member of the LPAC and receiving training to carry out the LPAC functions
Monitoring progress of students in the BIL/ESL program by regularly reviewing grades, assessment data or other information
Communicating regularly with BIL/ESL Teacher and Classroom Teachers about student progress and/or concerns.
Dual Language Immersion/One-Way
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 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. Refer to the TEA Bilingual Education Exception Scenario Chain to find out the specific allowances.
The goal of the one-way dual language immersion model is for students to attain full proficiency in another language as well as English. This model provides ongoing instruction in literacy and academic content in the student's primary language and English, with at least half of the instruction delivered in the student's primary language for the duration of the program.
Students in the One-Way Dual Language Program receive grade-level instruction in the core content areas (mathematics, science, social studies, and language arts/reading).
The One-Way Dual Language Program serves Spanish speakers identified as English
Teachers foster primary language literacy as well as second language literacy by assisting students in the development of their second language through content area instruction and instruction in second language development using English as a Second Language (ESL) strategies.
First and second language instruction will take place in the classroom.
The importance of language separation is understood.
Music, Art, and Physical Education are taught in English. Concepts will be taught in one language at a time to ensure depth of understanding within the concept and the language of instruction.
One-Way Dual language students will receive the same content curriculum as English-only students.
Target Language Sign Mark the Language
The language poster indicator will be visible to students.
Physical response signal, or teacher artifact asdf switching the brain to indicate the language of instruction
What language is the teacher and students using during that portion of the lesson)
Physical Artifact or designated language switch.
Group students in bilingual pairs or partners for all subject area instruction. Use data such as PreLAS/TELPAS when grouping students
More dominant English students are paired with students more dominant in Spanish to facilitate content and language development.
Pairs should be fluid, not static, as students grow and develop new strengths.
Create a chart and place it where students can see it
Role of the student:
The dominant speaker in each language becomes a language model for their partner. Students should know the purpose of the pairs and be trained to ask their partners for help as needed. For example, a dominant English speaker needs to know she can ask her dominant Spanish-speaking partner how to say a particular word in Spanish. Students should know where to look to find their bilingual partner for each activity.
Role of the teacher:
Bilingual pairs should be posted in a place where students can always see who they are partnering with for each part of the day. Partner students differently as needed for each task, based on the level of complexity of the task and each student's strengths and weaknesses.
Red/BLUE Classroom Environment
Create anchor charts defining the language
Red is for Spanish and Blue for English (i.e. daily schedule, or label the classroom, routines, word walls)
Cross-Linguistic Connections (Language Bridging)
When the teacher brings the students’ languages together to guide them in transferring their knowledge from one language to the other by comparing or contrasting the languages.
Content and Language Objectives
Teachers will post content and language and state content and language objectives before, during, and after the lesson
Content objectives identify what the students should know and be able to do at the end of the lesson, and they are derived from the core standards. Content objectives will include the verbs of the TEKS/Guidelines
Language objectives will describe how students will demonstrate learning through language domains (L, S, R, W).
Word bank components:
Spanish words are in red
English words are in blue
Pictorial support for each word
A word bank will be evident for anyone walking into a bilingual classroom
The Word Bank highlights academic vocabulary words for each unit.
Sight word walls in Spanish and English
Each classroom should have a sight/frequently used word wall in the language of instruction for Language Arts.
Additionally, in the 1WDL program you should also have 2 sight word walls, one in
English and one in Spanish.
The English sight word wall supports your students during the portion of the instructional day by giving them a resource for how to spell frequently used words.
Spelling patterns and conventions should be discussed before the word is added to the word wall
What key concepts and/or academic vocabulary you will cover.
How the anchor chart will look like.
What TPR, story, or visual support you will use with the key concepts and/or vocabulary.
Which essential question to ask the students.
Which activity you will use to introduce key vocabulary
This is the lesson and delivered in the L2 language. The teacher needs to use sheltered instruction approach
Immediately discuss in L2 the anchor chart with the key concepts and/or academic vocabulary previously discussed in the L1 native language.
Supports students to use the language of instruction by listening, speaking, reading, and writing (you may restate, probe, use sentence stems, TPR, etc.)
Provide lessons using a sheltered approach (use visuals, hands-on activities, partners, etc).
This is the reflection or check for understanding, and it is done in the L1 native language.
If to use the anchor chart that was created with key concepts and/or academic vocabulary you will cover.
If to use another activity (sorting, oral respond, TPR, formative
Where to display work or anchor chart for future reference.
Dual Language Time and Content Allocation:
Students in PK will start semester 1 using the 90/10 program model and will receive 90% of instruction in Spanish and 10% in English. PK students will increase the percentage of instruction to 80/20 starting semester 2. The percentage of instruction in Spanish will gradually decrease, while the percentage of instruction in English will be 80/20 in Kindergarten and will increase to 70/30 in Grade 1. Grade 2 will increase to 60/40. In Grade 3, the percentage of instruction will become 50/50 and will remain as such for Grades 4, and 5.
All students will receive initial literacy in Spanish. Through cross-linguistic connections, teachers will teach Key vocabulary concepts to facilitate language transfer. Concepts and terms taught in one language will not be retaught or translated, rather the concepts will be use to continue instruction using the other language.
Students participating in the 80/20 program model receive 50% of instruction in Spanish and 50% in English in grades 3 to 5. Through cross-linguistic connections, bilingual teachers will teach essential vocabulary and concepts that will facilitate language transfer. Concepts and terms taught in one language will not be retaught or translated, rather the concepts will be used to continue instruction using the other language. Teachers and students will strategically use language to increase the development of full proficiency in both languages.
Content and Language Time Allocation by Grade
English as a Second Language
ESL teachers shall design lessons and incorporate instructional approaches to make grade-level academic content accessible to Emergent Bilingual students. The ESL program targets the English language development that includes all ELPS domains listening, speaking, reading, and writing skills. To inform instructional practices, teachers shall locate and analyze the most recent Texas English Language Proficiency Assessment System (TELPAS) levels for each emergent bilingual student. TEA guidelines:
Incorporate the ELPS alongside the content/grade level Texas Essential Knowledge and Skills (TEKS) for all ELs by providing a prioritized language objective in conjunction with the content objective for each lesson.
Prepare for use of comprehensible input methods (visuals/gestures, clear instructions, appropriate language for proficiency/primary language resources) that support the language objective.
Prepare to linguistically accommodate the instruction, pacing, and materials for
ELs based on their English proficiency levels.
Integrate both social and academic language development opportunities in listening, speaking, reading, and writing with increased linguistic complexity.
Create/Utilize classroom assessments that distinguish between English proficiency and content knowledge, providing a way for ELs at all proficiency levels to demonstrate their content knowledge.
Evaluate the effectiveness of each lesson's language objective and ELPS
integration through ongoing, formative assessments.
Communicate to the LPAC on academic and linguistic progress of current and former ELs (up to two years after reclassification) and about which state assessment designated supports are needed and utilized in classroom instruction and assessment for each EL, as applicable.
Emergent Bilingual Students will attain full proficiency in English in order to participate equitably in school.
Emergent Bilingual students receive all content area instruction (English language arts and reading, mathematics, science, and social studies) by ESL-certified teachers.
A pull-out model can be implemented within the Emergent Bilingual student's classroom, or the learner may be provided his or her English language arts and reading instruction by an ESL-certified teacher in another classroom setting.
Emergent Bilingual Student Reclassification Criteria
Emergent bilingual students may be reclassified as English proficient if the students are able to participate equally in an English instructional program with no second language acquisition assistance as determined by satisfactory academic performance and the results of a subjective teacher evaluation using the state's requirements found in the Emergent Bilingual Learner reclassification rubric.
An EB student/EL may not be reclassified as English proficient in prekindergarten or kindergarten as per Texas Administrative Code §89.1226(j). Parental approval for exit or continuation in the program beyond reclassification must be obtained (Emergent Bilingual/English Learner Reclassification Criteria Chart).
Click below to access the reclassification criteria chart:
Bilingual teachers in any program model must recognize that language variety exists for geographic, cultural, and social reasons and that all varieties should be respected and honored as valid. The consequences of language variety choice in various situations should be discussed to support academic, linguistic, and sociocultural goals.
Appendix A - Bilingual Program (TEA)
Appendix B: Identification and Placement Criteria
Appendix C-1: Exception Scenario 1
Appendix C: Exception Scenario 2
Appendix C-3: Exception Scenario 3
APPENDIX D: LEP Decision Chart
APPENDIX E: Reclassification Criteria
Chapter 89. Adaptations for Special Populations Subchapter BB. Commissioner's Rules Concerning State Plan for Educating English Learners. https://tea.texas.gov/sites/default/files/ch089bb.pdf. (2020).
LAS links an English language proficiency assessment: LAS links an English language proficiency assessment. LAS Links. (n.d.). https://laslinks.com/.
Texas Education Agency (TEA). (n.d.). 2021-2022 BEGINNING OF YEAR LPAC GUIDANCE. https://tea.texas.gov/sites/default/files/lpac-boy-guidance- checklist.pdf.
Texas Education Agency. (n.d.). LANGUAGE PROFICIENCY ASSESSMENT COMMITTEE EB Identification. https://www.txel.org/media/jwjdo5ns/identification-suggested-forms.pdf.