Texas Administrative Code › Title 19 - EDUCATION › Part 2 - TEXAS EDUCATION AGENCY › Chapter 89 - ADAPTATIONS FOR SPECIAL POPULATIONS › Subchapter BB - COMMISSIONER'S RULES CONCERNING STATE PLAN FOR EDUCATING ENGLISH LANGUAGE LEARNERS › Section 89.1203 - Definitions

Current through Reg. 49, No. 28; July 12, 2024
The following words and terms, when used in this
					 subchapter, shall have the following meanings, unless the context clearly
					 indicates otherwise.
(1) Alternative
				  language program--A temporary instructional plan that meets the affective,
				  linguistic, and cognitive needs of emergent bilingual students and equips the
				  teacher under a bilingual education exception or English as a second language
				  (ESL) waiver described in §
										89.1207 of this title (relating to
				  Bilingual Education Exceptions and English as a Second Language Waivers) to
				  align closely to the required bilingual or ESL program through the
				  comprehensive professional development plan.
(2) Bilingual education allotment--An
				  adjusted basic funding allotment provided for each school district based on
				  student average daily attendance in a bilingual education or an ESL program in
				  accordance with Texas Education Code (TEC), §48.105.
(3) Certified bilingual education teacher--A
				  teacher appropriately certified in bilingual education as well as for the grade
				  level and content area.
(4)
				  Certified English as a second language teacher--A teacher appropriately
				  certified in ESL as well as for the grade level and content area. The term
				  "certified English as a second language teacher" as used in this subchapter is
				  synonymous with the term "professional transitional language educator" used in
				  TEC, §
										29.063.
(5) Content-based language instruction--An
				  integrated approach to language instruction in which language is developed
				  within the context of content delivery that is linguistically sustaining and is
				  used across all programs for emergent bilingual students.
(6) Dual language immersion (DLI) program--A
				  state-approved bilingual program model in accordance with TEC, §
										29.066.
(7) Dual-language instruction--An educational
				  approach that focuses on the use of English and the student's primary language
				  for instructional purposes.
(8)
				  Emergent bilingual--A student identified by the language proficiency assessment
				  committee (LPAC) who is in the process of acquiring English and has another
				  language as the student's primary or home language. This term is
				  interchangeable with English learner as used in federal regulations and
				  replaces the term "limited English proficient student" formerly used in TEC,
				  Chapter 29, Subchapter B.
(9)
				  English as a second language program--A special language program in accordance
				  with TEC, Chapter 29, Subchapter B. Another related term for an ESL program is
				  "English as an additional language program."
(10) English language proficiency standards
				  (ELPS)--Standards to be published along with the Texas Essential Knowledge and
				  Skills for each subject in the required curriculum outlined in Chapter 74 of
				  this title (relating to Curriculum Requirements), including foundation and
				  enrichment areas, ELPS, and college and career readiness standards.
(11) English proficient student--A former
				  emergent bilingual student who has met reclassification as English proficient
				  by the LPAC.
(12) Exit--The point
				  when a student is no longer classified as an emergent bilingual student (i.e.,
				  the student is reclassified) and the student ends bilingual or ESL program
				  participation with parental approval and based on the recommendation of the
				  LPAC. The term "exit" as used in this subchapter is synonymous with the
				  description in TEC, Chapter 29, of "transferring out" of bilingual or special
				  language programming. For the purpose of meeting the goals of a DLI program,
				  the LPAC may recommend continued program participation beyond
				  reclassification.
(13) Language
				  allocation plan--A strategically developed and clearly communicated plan for a
				  DLI program model that defines the percentage of language of instruction for
				  each content area and grade level.
(14) Language proficiency assessment
				  committee--A designated group of committee members as described in §
										89.1220 of this title (relating to
				  Language Proficiency Assessment Committee) that ensures the appropriate
				  identification, placement, assessment, services, reclassification, and
				  monitoring of emergent bilingual students. The LPAC also meets in conjunction
				  with all other committees related to programs and services for which an
				  emergent bilingual student qualifies.
(15) Non-emergent bilingual student--A
				  student who has not been classified as an emergent bilingual student by the
				  LPAC.
(16) Paired teaching--A
				  teaching partnership permissible in a DLI program model when half the content
				  area instruction is in the partner language and half is in English (50/50
				  language allocation). One teacher provides content area instruction in the
				  partner language while the second teacher provides content area instruction
				  delivered in English. The teacher instructing in the partner language must hold
				  bilingual education certification while the teacher instructing in English may
				  hold either bilingual education or ESL certification.
(17) Parent--The parent or legal guardian of
				  the student in accordance with TEC, §
										29.052(2).
(18) Partner language--The designated
				  language of instruction other than English within a DLI program. The partner
				  language may or may not be the primary language of a DLI program s
(19) Prekindergarten--Students enrolled in a
				  3- or 4-year-old prekindergarten program as well as 3- or 4-year-old students
				  enrolled in an early education setting.
(20) Primary language--The language an
				  emergent bilingual student is exposed to prior to entering school and uses
				  mainly to communicate at home and school, also known as mother tongue, first
				  language, native language, home language, or heritage language.
(21) Reclassification--The process by which
				  the LPAC determines that an emergent bilingual student has met the appropriate
				  criteria to be classified as English proficient, and the student enters year 1
				  of monitoring as indicated in the Texas Student Data System Public Education
				  Information Management System.
(22)
				  School district--A local education agency, an open-enrollment charter school,
				  or a district of innovation.