Laredo Independent School District affirms that bilingual education programs assist all Emergent Bilinguals in developing the abilities they need to listen, communicate, read, and write in the English language. Additionally, through the English language proficiency standards and the three Bilingual/ESL components (cognitive, affective, and linguistic), the LISD Bilingual/ESL Programs are dedicated to providing all EBs with a high-quality education within their classroom settings and to fostering ongoing academic success. All of this is done in an attempt to assist our EBs to prosper academically and thrive in a globalized culture after graduation.

Laredo Independent School District promotes a consistent district-wide Transitional Bilingual/Early Exit Education Program that focuses on meeting the individual needs of students through a rigorous curriculum. Classroom instruction in the Bilingual Program utilizes the student's native language as a foundation for learning content-based language instruction through the Texas Essential Knowledge Skills (TEKS), English Language Proficiency Standards (ELPS), and higher-level thinking skills while building the English Language proficiency to a level that will ensure a successful English transition. The conceptual refinement of languages (Spanish and English) assists Emergent Bilinguals as a scaffold to better understand the content being presented. The instruction in the English as a Second Language (ESL) Pull-Out Program takes place primarily in the students' ELAR classrooms. Teachers also implement rigorous content-based language instruction guided by the TEKS, ELPS, and other research-based instructional approaches to support the 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.

Dr. Carmen A. Pompa is the inaugural recipient of the Dr. Ramon G. Alaniz Pioneer Award. She will be honored with this prestigious award on Saturday, September 13, 2025, at the 4th Annual Unidos Para Texas Bilingual Education Conference at Texas A&M International University.

Congratulation to Santo Nino Elementary School that had the most parents attend our Title III Parent, Family, and Community Meeting on February 12, 2025!

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

Title III Parent, Family, and Community Meeting - February 12, 2025