Laredo Independent School District affirms that bilingual education programs assist all Emergent Bilingual Students to acquire the necessary skills of listening, speaking, reading, and writing in English in an effort to achieve academic excellence and succeed beyond graduation in an interconnected society. Together we will meet the cognitive, affective, and linguistic needs of Emergent Bilinguals within a culturally supportive environment in the classroom to promote student achievement. LISD Bilingual Education Programs are committed to educational excellence and continuous achievement for all Emergent Bilingual Students.

Laredo ISD will promote a consistent district-wide Bilingual Education Program that focuses on meeting the individual needs of students through a rigorous, affective, cognitive, and linguistic curriculum. Classroom instruction in the Bilingual Program shall utilize the student's native language as a foundation for teaching academic content that reflects the Texas Essential Knowledge Skills (TEKS) and higher-level thinking skills while building English proficiency to a level that will ensure successful English transition. The conceptual refinement of languages (Spanish and English) will assist Emergent Bilinguals as a scaffold to better understand the content being presented. Instruction in English as a Second Language (ESL) program will take place primarily in students' general education classrooms. Teachers will employ sheltered instruction strategies, ELPS, and other research-based instructional approaches to support English language development.

The Laredo Independent School District and the Bilingual/ESL Department are committed to addressing the needs of students identified as Emergent Bilinguals and to assure all Emergent Bilinguals receive equitable educational opportunities that enhance their affective, linguistic, and cognitive needs in accordance with TEKS, ELPS, federal regulation, and state policy.

Chapter 89. Adaptations For Special Populations Subchapter BB.

TEC Subchapter 89.1226

(i) For exit from a bilingual program 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 general education, all-English instruction program. This determination shall be based upon all of the following:

1. a proficiency rating on the state-approved English language proficiency test (TELPAS) for exit that is designated for indicating English proficiency in each of the four language domains (listening, speaking, reading, and writing);

2. passing standard met on the reading assessment instrument under the Texas Education Code (TEC), Subchapter 39.023(a), or, for students at grade levels not associated 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, Subchapter 28.0211.

(k) A student may not be exited from the bilingual or ESL program if the language proficiency assessment committee has recommended designated supports or accommodation on the state reading assessment instrument.

Reclassification Criteria 2023-2024

The LPAC, or Language Proficiency Assessment Committee, shall include:

• An appropriately certified bilingual or ESL educator (depending on what program the student is served in)

• A parent of an Emergent Bilingual student participating in the bilingual or ESL program

• A campus administrator in accordance with TEC (Principal, AP, or Dean)

In addition to the three required members of the LPAC, the school district may add other trained members to the committee.

TEA LPAC Resources