• Students will master the TEKS in all content areas through accommodated instruction

• Students will acquire an advanced high level of English proficiency within 4 years as measured by TELPAS

• Students will graduate from high school in a timely manner

English as a second language programs shall be intensive programs of instruction designed to develop proficiency in listening, speaking, reading, and writing in the English language. Instruction in English as a second language shall be commensurate with the student's level of English proficiency and his or her level of academic achievement. In prekindergarten through Grade 8, instruction in English as a second language may vary from the amount of time accorded to instruction in English language arts in the general education program for English proficient students to a full-time instructional setting using second language methods. In high school, the English as a second language program shall be consistent with graduation requirements under Chapter 74 of this title. The language proficiency assessment committee may recommend appropriate services that may include content courses provided through sheltered instructional approaches by trained teachers, enrollment in English as a second language courses, additional state elective English courses, and special assistance provided through locally determined programs.19 TAC §89.1210.

Bilingual/ESL Office

• Provide adequate training to principals, classroom teachers, ESL itinerants, and teacher assistants

• Provide adequate resources

• Provide instructional guidance

• Provide frequent feedback to teachers and administrators

Campus Administrators

• Promote the program with the school community (students, parents, staff)

• Create a school environment where acceptance of diversity is evident  and valued

• Comply with TEA requirements by ensuring their staff is ESL certified according to the expectations delineated later in this manual.

Teachers

• Be advocates for the program

• Attend required trainings

• Follow the instructional guidelines recommended by the ESL Itinerants

• Provide the required accommodations

• Provide requested documentation in a timely manner\\

EB Compliance & Interventionist

• Support teachers with implementing best practices and providing linguistic accommodations

• Support students in the classroom

• Perform all duties attached to federal and state compliance

• Attend required meetings

• Attend required trainings

• Be an advocate for Emergent Bilingual/EB students

Parents

• Be actively involved in their child’s education by attending meetings and school events

• Respond promptly to communication attempts made by the school

• Keep their child in the program until the LPAC recommends student reclassification

• Provide structure (in terms of time and space) to do school work at home