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0
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Student does not participate in
the bilingual education program
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2
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Transitional bilingual/early exit
-
a bilingual program that serves students identified as students of limited
English proficiency in both English and Spanish, or another language, and
transfers students to English-only instruction; it provides instruction in
literacy and academic content areas through the medium of the student’s first
language, along with instruction in English oral and academic language
development. Non-academic subjects such as art, music, and physical education
may also be taught in English; exiting to an all English program of
instruction will occur not earlier than the end of first grade, or if the
student enrolls in school during or after first grade, the student will
remain in the program for a minimum of two to five years before being
eligible to exit the bilingual program; students that have met exit criteria
in accordance with TAC §89.1225 (h)(i)(k) may
continue receiving services but the school district will not be allocated the
bilingual allotment - TEC §42.153. Students who are proficient in English may also be
served in this program only with appropriate parental permission, but are not
eligible for Bilingual Program Average Daily Attendance (allotment).
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3
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Transitional bilingual/late exit:
-
a bilingual program that serves students identified as students of limited
English proficiency in both English and Spanish, or another language, and
transfers a student to English-only instruction; academic growth is
accelerated through cognitively challenging academic work in the students’
first language along with meaningful academic content taught through the
students’ second language, English; the goal is to promote high levels of
academic achievement and full academic language proficiency in the students’
first language and English; students enrolled in the transitional
bilingual/late exit program are eligible to exit the program not earlier than
six or later than seven years after the students enroll in school; students
that have met exit criteria in accordance with TAC §89.1225 (h)(i)(k) may continue receiving services but the school
district will not be allocated the bilingual allotment - TEC §42.153. Students who are proficient in
English may also be served in this program only with appropriate parental
permission, but are not eligible for Bilingual Program Average Daily
Attendance (allotment).
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4
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Dual language immersion/two-way:
-
a biliteracy program that integrates students
proficient in English and students identified as students of limited English
proficiency in both English and Spanish, or another language, and transfers a
student identified as a student of limited English proficiency to
English-only instruction; instruction is provided to both native English
speakers and native speakers of another language in an instructional setting
where language learning is integrated with content instruction. Academic
subjects are taught to all students through both English and the other
language; Program exit will occur not earlier than six or later than seven
years after the student enrolls in school; students that have met exit
criteria in accordance with TAC §89.1225 (h)(i)(k) may continue receiving services but the school district
will not be allocated the bilingual allotment - TEC §42.153.
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5
|
Dual language immersion/one-way:
-
a biliteracy program that serves only students
identified as students of limited English proficiency in both English and
Spanish, or another language, and transfers a student to English-only
instruction; in an instructional setting where language learning is
integrated with content instruction. Academic subjects are taught to all
students through both English and the other language; Program exit will occur
not earlier than six or later than seven years after the student enrolls in
school; students that have met exit criteria in accordance with TAC §89.1225
(h)(i)(k) may continue
receiving services but the school district will not be allocated the bilingual
allotment - TEC §42.153. Students who are proficient in English may also be served in this
program only with appropriate parental permission, but are not eligible for
Bilingual Program Average Daily Attendance (allotment).
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0
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Student does not participate in the English as a Second
Language (ESL) program
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2
|
English as a second language/content-based:
an English program that serves students identified as students of limited
English proficiency in English only by providing a full-time teacher
certified under TEC §29.061(c) to provide supplementary instruction for all
content area instruction; it integrates English-as-a-second-language
instruction with subject matter instruction which focuses not only on
learning a second language, but using that language as a medium to learn
mathematics, science, social studies, or other academic subjects. Exiting to
an all English program of instruction will occur not earlier than the end of
first grade, or if the student enrolls in school during or after first grade,
the student will remain in the program for a minimum of two to five years
before being eligible to exit the ESL program; students that have met state
requirements for exit criteria in accordance with §89.1225 may continue receiving
services but the school district will not be allocated the bilingual
allotment - TEC §42.153; At the high school the LEP student receives
sheltered instruction in all content areas.
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3
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English as a second language/pull-out:
an English program that serves students identified as students of limited
English proficiency in English only by providing a certified teacher under
TEC §29.061(c) to provide English language arts instruction exclusively,
while the student remains in a mainstream instructional arrangement in the
remaining content areas; instruction may be provided by the ESL teacher in a
pull-out or inclusionary delivery model; exiting to
all English program of instruction will occur not earlier than the end of
first grade, or if the student enrolls in school during or after first grade,
the student will remain in the program for a minimum of two to five years
before being eligible to exit the ESL program; students that have met state
requirements for exit criteria in accordance with §89.1225 may continue
receiving services but the school district will not be allocated the
bilingual
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