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SELF-ASSESSMENT GUIDE DIVISION OF SPECIAL POPULATIONS MONITORING (Texas Real Estate Contracts)

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SELF-ASSESSMENT GUIDE
DIVISION OF SPECIAL POPULATIONS MONITORING
DEPARTMENT OF REVIEW AND SUPPORT
2020-2021
English Learner (EL) Program
EL Program Self-Assessment Guide Version 06.23.2020 Page 2
Table of Contents
Table of Contents ............................................................................................................................................................................... 2
List of Acronyms ................................................................................................................................................................................ 3
Purpose of the Self-Assessment ........................................................................................................................................................ 4
Self-Assessment Guide: An Overview ................................................................................................................................................ 4
Self-Assessment Instructions ............................................................................................................................................................. 4
Self-Assessment Rubric ..................................................................................................................................................................... 5
English Learner’s (ELs) Self-Assessment ......................................................................................................................................... 5
I. Implementation .......................................................................................................................................................................... 7
II. Student Performance............................................................................................................................................................... 32
III. Family Engagement/Parental Involvement ............................................................................................................................... 36
Self-Assessment Results ................................................................................................................................................................. 37
Self-Assessment Summary .............................................................................................................................................................. 38
Follow Up Questions ........................................................................................................................................................................ 39
Sources of Evidence ........................................................................................................................................................................ 40
Page 3
List of Acronyms
ARD – Admission, Review and Dismissal
BE/ESL – Bilingual Education/English as a Second Language
CDN – County District Number
CTE – Career and Technical Education
DLI – Dual Language Immersion
EL- English Learners
ELPS – English Language Proficiency Standards
ESSA – Every Student Succeeds Act
L1 – Primary Language
L2 – Second Language
LEA – Local Education Agency
LPAC – Language Proficiency Assessment Committee
SLA – Second Language Acquisition
STAAR – State of Texas Assessments of Academic Readiness
STAAR ALT 2 – State of Texas Assessments of Academic Readiness Alternate 2 Assessment
TEA – Texas Education Agency
TEKS – Texas Essential Knowledge and Skills
TELPAS – Texas English Language Proficiency Assessment System
TELPAS ALT – Texas English Language Proficiency Assessment System Alternate
EL Program Self-Assessment Guide Version 06.23.2020
EL Program Self-Assessment Guide Version 06.23.2020 Page 4
Purpose of the Self-Assessment
The purpose of the self-assessment is to assist LEA leadership teams in evaluating and improving their bilingual education
(BE) and/or English as a second language (ESL) program. The self-assessment is intended to help the leadership team
take a proactive approach by addressing areas of concern in the bilingual education or English as a second language
program and improving student outcomes.
Self-Assessment Guide: An Overview
The self-assessment guide includes a document listing sources of evidence that may be used to complete the self-
assessment. There are three components of the self-assessment: rubric, results, and follow-up questions. The self-
assessment rubric includes three sections: implementation, student progress, and family engagement/parental involvement.
The self-assessment results provide an overall indication of the quality level for each area of the rubric. The self-assessment
will provide results to build an actionable plan for improving bilingual education and English as a second language programs.
The final component includes follow-up questions about an LEA’s BE/ESL program. The self-assessment can be used on an
annual basis by LEAs to evaluate the strengths and weaknesses of their bilingual education or English as a second language
program and to evaluate student performance. While the self-assessment may be used as a continuous improvement tool by
all LEAs, LEAs with a determination level (DL) of 3 or 4 will be required to review their program through the self-assessment.
LEAs with a DL of 1 or 2 may review their program through the self-assessment but are not required to. LEAs with a DL 3 or
4 will be required to submit their completed self-assessment to TEA for review.
Self-Assessment Instructions
The self-assessment evaluation includes seven steps:
• Step 1: Identify sources of evidence, noted in a separate document not included in the self-assessment guide.
• Step 2: Read the guiding questions and quality levels for each compliance/strategy area listed in the rubric.
• Step 3: Select the quality level that best describes each
compliance/strategy area listed in the rubric.
• Step 4: Analyze the results from the self-assessment rubric by tallying the quality levels for the compliance/strategy
areas listed in the rubric.
• Step 5: Use the results to develop the self-assessment summary, which serves as a continuous improvement plan.
• Step 6: Answer the self-assessment follow-up questions (optional).
• Step 7: Use results from the summary to obtain support from the technical assistance division at the Texas
Education Agency (TEA).
EL Program Self-Assessment Guide Version 06.23.2020 Page 5
Self-Assessment Rubric
The self-assessment rubric is divided into three sections: implementation, student progress, and family engagement/parental
involvement. Each section includes guiding questions and compliance/strategy areas. There are three quality levels for each
compliance/strategy area: developing, proficient, and exemplary. Written justification should be provided for each quality level
selected.
English Learners (ELs) Self-Assessment
Implementation
1. The LEA has a clearly articulated mission for bilingual education (BE) and/or English as a second language (ESL) education that
is consistent with the Texas Education Code (TEC) and Texas Administrative Code (TAC) and a consolidated set of policies and
procedures exist for translating the vision into action.
2. The LEA ensures that the program models being implemented provide means for English learners (ELs) to become competent in
listening-comprehension, speaking, reading, and writing of the English language.
3. The LEA ensures that the program models utilized in schools facilitate the equitable participation of ELs.
4. The LEA ensures that it considers program content as it relates to methods of instruction, academic language development,
intensive nature of the program, provision of services and supports, and targeted audience.
5. The LEA ensures that a system is in place to ensure the quality of the LEA’s curriculum and its consistent use on all campuses.
6. The LEA confirms that data driven processes are used to ensure each EL is placed in an appropriate instructional setting.
7. The LEA ensures that it acquires and allocates instructional materials for BE/ESL programs in a timely manner.
8. The LEA ensures that the support services needed by ELs are determined, implemented and monitored.
9. The LEA ensures that it recruits and retains appropriately certified BE and ESL teachers as per 19 TAC §89.1245
10. The LEA ensures that it conducts needs assessments for professional development activities.
EL Program Self-Assessment Guide Version 06.23.2020 Page 6
11. The LEA ensures that the Language Proficiency Assessment Committee (LPAC) is active and effective.
12. The LEA ensures that Home Language Survey (HLS) procedures are in place in the LEA and are effectively maintained.
13. The LEA ensures that it evaluates its dual language immersion (DLI) program at least annually.
14. The LEA ensures that it evaluates its English as Second Language (ESL) program at least annually.
15. The LEA ensures that it evaluates its Transitional Bilingual Education program at least annually.
Student Performance
1. The LEA ensures that it reviews identified ELs student performance in comparison to general education peers and uses that data
to modify or adjust curriculum, instruction, and assessment.
2. The LEA ensures that it has a system in place to assess mastery of the Texas Essential Knowledge and Skills (TEKS) each
grading period; and the LEA ensures that this information is used by teachers in instructional decision making.
Family Engagement
1. The LEA ensures open communication and involvement with parents/guardians and families of ELs.
Both the proficient quality level and the exemplary quality level successively build on the previous quality level (e.g., The
exemplary quality level also includes the criteria for both the developing quality level and the proficient quality level.)
EL Program Self-Assessment Guide Version 06.23.2020 Page 7
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
1. Alignment of Mission,
Policies, and Procedures
Does the LEA have a clearly
articulated mission for BE/ESL
education that is consistent with
the Texas Administrative Code
(TAC) and Texas Education
Code (TEC) and does a
consolidated set of policies and
procedures exist for translating
the vision into action?
19 TAC §89.1201. Policy
The LEA has a mission
statement for BE/ESL that is
consistent with the state plan.
The LEA has policies and
procedures related to
BE/ESL.
The LEA has a mission
statement and aligned policies
and procedures specific to
BE/ESL.
Staff members have received
professional development and
are aware of the mission,
policies, and procedures.
The LEA implements their
mission statement by
consistently following
established policies and
procedures.
Staff receive regular
professional development
related to the LEA’s mission,
policies, and procedures for
BE/ESL
The LEA has a process and
plan for monitoring
effectiveness of established
policies and procedures in
implementing the mission, and
routinely uses data to inform
decision-making for
continuous improvement of the
LEA’s BE/ESL programs.
Justification for Quality Level
EL Program Self-Assessment Guide Version 06.23.2020 Page 8
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
2. Program Models
Does the LEA ensure that the
program models being
implemented provide means
for ELs to become competent
in listening-comprehension,
speaking, reading and writing
of the English language?
19 TAC §89.1205. Required
Bilingual Education and English
as a Second Language Programs
The LEA has selected a
program model(s)which
best serve the various
groups and needs of ELs in
the areas of listening-
comprehension, speaking,
reading, and writing.
Using integrated second
language acquisition
methods, ELs are provided
equitable opportunities to
attain full proficiency in all
domains of English (listening,
speaking, reading, and
writing), comparable to
students who are not
identified as ELs.
The program model(s) used by
the LEA to serve ELs enables
ELs to become competent in
the listening-comprehension,
speaking, reading, and writing of
the English language through
the development of literacy and
academic skills.
With the support of EL teachers,
ELs set and monitor progress of
individualized language goals for
all language domains as
addressed in the ELPS, and
according to English proficiency
and/or language and literacy
backgrounds, ELs receive
additional English language
development support beyond
minimum program
requirements.
The program model(s) used
by the LEA to serve ELs
reflects a strong success
rate in the development of
literacy and academic skills
which are on or above state
average results as evident
through state assessments.
LEA-wide instructional leaders
and curriculum specialists are
highly trained in the integration
of second language acquisition
methods into LEA curriculum
materials that target language
development in all content
areas.
LEA-wide language proficiency
assessment data
demonstrates progress of
ELs.
Justification for Quality Level
EL Program Self-Assessment Guide Version 06.23.2020 Page 9
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
3. Equitable Participation
Does the LEA ensure that
the program models utilized
in schools facilitate the
equitable participation of
ELs?
19 TAC §89.1205. Required
Bilingual Education and English
as a Second Language Programs
The LEA has selected a
program model(s)which
best serve the various
groups and needs of ELs in
the areas of listening-
comprehension, speaking,
reading, and writing.
The LEA ensures a system is
in place to coordinate
additional services (G/T,
Special Education, RtI,
Dyslexia, 504, AP
Coursework, CTE programs
of study, etc.) in conjunction
with the selected program
model(s) that the LEA has in
place.
The program model(s)
used by the LEA
emphasizes the mastery of
English language skills, as
well as mathematics,
science, and social studies,
to enable ELs to participate
equitably in school and
achieve the academic goals,
in addition to access to fine
arts and extracurricular
activities for all ELs.
Instructional materials are
also provided in
extracurricular activities in
the students’ primary
language.
The program model(s) used
by the LEA to serve ELs
reflect a strong success rate
in the development of literacy
and academic skills which are
on or above state average
results on core content
areas as evidenced through
state assessments.
Justification for Quality Level
EL Program Self-Assessment Guide Version 06.23.2020 Page 10
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
4. Supports for At-Risk
Students
How does the LEA ensure
that it considers program
content as it relates to
methods of instruction,
academic language
development, intensive
nature of the program,
provision of services and/or
support, and targeted
audience?
19 TAC §89.1210. Program
Content and Design
The LEA has identified and
prioritized its EL student
groups based on enrollment
and academic program
needs (e.g. long-term ELs,
highly schooled newcomers,
reclassified ELs, students
identified as both ELs and
migrant, students with
interrupted formal education,
refugees, ELs with
disabilities, and struggling
readers).
The LEA implements program
content based on identified at-
risk student groups as it relates
to methods of instruction,
academic language
development, intensive nature of
the program, provision of
services and/or support, and
targeted audience (e.g. Long-
term ELs, highly schooled
newcomers, reclassified ELs,
students identified as both ELs
and migrant, students with
interrupted formal education,
refugees, ELs with disabilities,
and struggling readers).
The LEA demonstrates that
EL student groups reflect a
strong success rate as
evident through state
assessment instruments.
Justification for Quality Level
EL Program Self-Assessment Guide Version 06.23.2020 Page 11
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
5. Implementation of ELPS
Does the LEA ensure that a system
is in place to verify the quality of the
LEA’s curriculum in all subjects and
its consistent use on all campuses?
19 TAC §89.1210. Program Content
and Design
19 TAC §74.4(b) English Language
Proficiency Standards
The LEA implements a
system of alignment
between the Texas Essential
Knowledge and Skills (TEKS)
and the English Language
Proficiency Standards (ELPS)
across the curriculum in all
subjects.
The LEA provides appropriate
professional development to
all staff regarding ELPS
alignment.
The LEA ensures that ELs
are provided with
linguistically
accommodated content
instruction that is
communicated, sequenced,
and scaffolded to ensure
mastery of the essential
knowledge and skills of the
required curriculum.
The LEA considers the extent
to which the curriculum is
aligned with the Texas Essential
Knowledge and Skills (TEKS):
• is the basis of
instruction in all
classrooms;
• is horizontally and
vertically aligned;
• is mastered by students
across all subject areas;
incorporates, integrates,
supports, and enhances
the implementation of the
English Language
Proficiency Standards
(ELPS) across the
curriculum.
The LEA provides models for
differentiating instruction
based on student data and best
practices and is monitored for
effective implementation by
administration with written
documentation.
The LEA infuses the English
Language Proficiency
Standards (ELPS) in all
aspects of the curriculum
which is aligned with the
Texas Essential Knowledge
and Skills (TEKS) and this
infusion becomes automatic
with instructors in their
planning, delivery and
differentiation of instruction.
Student success rates in
various academic areas
reflect student growth,
understanding, and
improved language
proficiency as reflected in
state assessment
instruments.
Justification for Quality Level
EL Program Self-Assessment Guide Version 06.23.2020 Page 12
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
6. Instructional Placement
How does the LEA confirm that data
driven processes are used to ensure
each EL is placed in an appropriate
instructional setting?
Training, planning and
dialogue with /among LEA
leadership is evident in
establishing procedures of
accessing student data,
review of data, and decision
making in appropriate
placement of ELs at
elementary, middle school
and high school settings.
The LEA/leadership uses data
driven processes to ensure
that each EL is placed in an
appropriate instructional
setting.
The LEA has a defined process
that is used to develop and
disseminate student data so that
all teachers are fully informed
about the needs of their ELs.
The LEA considers the following
data sources when making
instructional placement
decisions: TELPAS, STAAR,
benchmarks, personal
graduation plans (PGPs), and
local assessments.
New students are placed in
proper instructional settings and
receive appropriate support
services; each ESL student's
schedule reflects careful
placement into instructional
settings based on student data,
teacher preparation and
expertise, and a four-year
graduation plan.
The LEA monitors ELs learning
as a basis to guide instructional
Periodic informal audits by
LEA leadership (e.g. program
director, curriculum facilitators,
counselors, supervisors, etc.)
are conducted, and feedback
provided to school staff, to
ensure proper use of
information (e.g. data) and
placement of students is
properly and adequately
utilized in ensuring the
success of ELs.
Written follow-up audit
summaries to principals to
allow for corrective action and
support by central office in
enhancing support for ELs.
EL Program Self-Assessment Guide Version 06.23.2020 Page 13
decisions and support services;
and Language Proficiency
Assessment Committee (LPAC)
data is disseminated to persons
serving ELs and follows LPAC
compliance
processes/requirements.
Justification for Quality Level
EL Program Self-Assessment Guide Version 06.23.2020 Page 14
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
7. Instructional Materials
How does the LEA ensure that it
acquires and allocates instructional
materials for BE/ESL programs in a
timely manner?
(Has guidance been provided by
program?)
The LEA utilizes a process
(e.g. District Improvement
Plan /Campus Improvement
Plan) which prioritizes and
allocates LEA, state, and
federal funding for
instructional materials for
BE/ESL programs.
The LEA has a process (e.g.
District Improvement Plan
/Campus Improvement Plan) for
the acquisition and allocation
of instructional materials for
the BE/ESL program.
The LEA has a process to
ensure that BE/ESL
materials/textbooks are
aligned with English-only
materials/textbooks across
campuses.
The LEA has a process to
request, procure, and distribute
materials at the same time as
other student populations
receive instructional
materials.
The LEA has a process to
acquire and make available
supplemental and enrichment
books and materials that
support English language
acquisition for support of ELs
in all content areas.
The LEA (once having
procured and distributed
materials in a timely manner)
enhances the use of
instructional materials by
aligning curriculum learning
objectives and materials
through summer curriculum
writing by teachers of ELs.
EL Program Self-Assessment Guide Version 06.23.2020 Page 15
I. Implementation
7. Instructional Materials
Justification for Quality Level
EL Program Self-Assessment Guide Version 06.23.2020 Page 16
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
8. Planning, Monitoring, and
Support
How does the LEA ensure that the
support services needed by ELs are
determined, monitored, and
implemented?
The LEA has in place a
process (e.g. District
Improvement Plan and/or
Campus Improvement Plan)
which is used to guide the
LEA in its implementation
and allocation of human and
financial resources in
planning monitoring and
support of ELs.
The LEA implements its
process (e.g. District
Improvement Plan and/or
Campus Improvement Plan)
which allocates the necessary
human and financial
resources.
The LEA considers data
sources utilized in instructional
planning, including TELPAS,
STAAR, benchmarks, PGPs,
Interim State Assessments and
local assessments.
The LEA has a process for
developing differentiated
instructional plans for
elementary, middle, and high
school ELs.
The LEA has methods to monitor
implementation of differentiated
instructional plans for ELs.
The LEA has a process for
utilizing timely evaluations of
successful student learning to
guide instructional planning and
student support.
The LEA has a process to
ensure the successful
The LEA continues to
examine its LEA and campus
needs and takes the initiative
to expand and/or create
unique instructional
settings/programs which are
beyond the State basic
standards for addressing ELs
and which supports student
success in all academic and
personal endeavors.
EL Program Self-Assessment Guide Version 06.23.2020 Page 17
transitions from grade to grade
and between campuses
regarding the coordination of
services for ELs between and
among content area teachers
and BE/ESL teachers.
Justification for Quality Level
EL Program Self-Assessment Guide Version 06.23.2020 Page 18
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
9. Acquisition and Retention of
Staff
How does the LEA ensure that it
recruits and retains appropriately
certified bilingual and ESL
teachers?
19 TAC §89.1205. Required Bilingual
Education and English as a Second
Language Programs
19 TAC §89.1207. Bilingual Education
Exceptions and English as a Second
Language Waivers
The LEA implements a
process (e.g. District
Improvement Plan) to identify
its personnel needs and has
established budget
allocations to support its
efforts in the acquisition and
retention of staff.
If, within the past year, the
LEA has been granted
exception(s)/waiver(s) due
to an insufficient number of
certified teachers, a plan is in
place to ensure the LEA is
meeting the needs of ELs.
The LEA has a plan that
ensures acquisition of
required staff.
The LEA has a process (e.g.
District Improvement Plan) in
place for acquiring and
retaining appropriately certified
instructional staff
LEA has a system for supporting
teachers new to the LEA and to
the profession.
The LEA has a process for
assisting teachers in acquiring
Bilingual and ESL
supplemental certificates.
The LEA provides sheltered
instruction or other second
language acquisition training
to staff members serving ELs.
The LEA has staff
development opportunities
that are available, meet the
needs of staff and are timely,
and of a quality that meets the
needs of teachers who work with
ELs.
The LEA continues to
advance its recruitment and
retention efforts of teachers
by promoting/supporting
incentives (e.g. stipends,
training, recruiting bonuses,
etc.) in order to acquire and
retain teachers.
The LEA provides sheltered
instruction or other second
language acquisition
training to staff members
serving ELs at least twice a
year.
EL Program Self-Assessment Guide Version 06.23.2020 Page 19
I. Implementation
9. Acquisition and Retention of Staff
Justification for Quality Level
EL Program Self-Assessment Guide Version 06.23.2020 Page 20
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
10. Staff Development Needs
Assessments
How does the LEA ensure that it
conducts needs assessments for
professional development activities?
19 TAC §89.1245. Staffing and Staff
Development
The LEA has in place a plan
of action to identify staff
development needs of
teachers, paraprofessionals,
counselors, and
administrators who work
directly with ELs.
The LEA has an established
process for addressing
identified needs by providing
targeted professional
development to educators of
ELs.
The LEA implements its
process for conducting a needs
assessment for professional
development activities which
include utilization of data
sources, analysis of student
growth and teacher input.
Inclusive in the process are
campus administrators who
share their concerns and
recommendations for effective
and specific staff development
activities.
The LEA allocates funding
allowing principals, teachers,
counselors, and other
personnel that work directly
with ELs to attend training(s)
and/or present at state or
national conferences.
The LEA allows principals,
teachers, counselors, and
other personnel that work
directly with ELs to share new
learning with peers through
turn-around training and
monitoring the impact on
instructional practices (through
classroom observations), and
impact on student
achievement (outcome data
analysis).
These LEA efforts assist in
assessing current evidenced-
based and effective
programs for ELs from
various backgrounds which
could be replicated at the LEA
level.
EL Program Self-Assessment Guide Version 06.23.2020 Page 21
I. Implementation
10. Staff Development Needs
Assessments
Justification for Quality Level
EL Program Self-Assessment Guide Version 06.23.2020 Page 22
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
11. Language Proficiency
Assessment Committee (LPAC)
How does the LEA ensure that the
Language Proficiency Assessment
Committee (LPAC) is active and
effective?
19 TAC §89.1220. Language
Proficiency Assessment Committee
19 TAC §89.1266 Testing and
Classification of Students
The LEA understands the
state requirements relative
to the LPAC, its function, and
the various roles/positions
that must be represented.
The LEA follows the state
plan and conducts LPAC
training for the LEA’s
committee members as
required by law as well as
conducting LPAC meetings
regarding the review,
placement, and success of
students.
The LEA puts in place systems
which capture:
• student data relative to
student success, passing
rates, state assessment
standards and promotion
rates;
• identification, placement,
program services
(including assessment
decisions), coordination
with other special
programs, reclassification,
and exit.
In conducting the LPAC, the
LEA maintains records of
students exited/reclassified,
years in the program, and
current performance levels on
state assessments.
LPAC/ARD meetings are held
for dually identified students.
In LPAC meetings, the LEA
includes all parties as
required by law:
• extends invitations to
others who may assist
with second language
acquisition
recommendations;
• invites all parents of
children being
reviewed for program
placement and support
services.
The LPAC provides
additional reports and
resources to parents based
on LPAC recommendations.
The parent of the child is
given the opportunity to be
briefed on the process of the
LPAC. The parent agrees and
understands their role and the
primary requirements
regarding their student, the
student’s placement and
success.
The LEA has systems in
place for ARD/LPAC
communication not only at
annual ARDs but periodically
EL Program Self-Assessment Guide Version 06.23.2020 Page 23
throughout the year as the
student’s progress is
monitored.
Justification for Quality Level
EL Program Self-Assessment Guide Version 06.23.2020 Page 24
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
12. Home Language Survey (HLS)
How does the LEA ensure that
Home Language Survey (HLS)
procedures are in place in the LEA
and effectively maintained?
19 TAC §89.1215. Home Language
Survey
The LEA examines methods
of ensuring all campuses
meet state mandates by
keeping accurate student
records.
The LEA ensures training is
provided for all personnel
currently in the LEA, as well
as new hires regarding HLS.
The LEA accounts for student
records with regard to the HLS,
on-going training, audits
conducted, and follows up on a
timely basis with the assessing
of the student’s language as
required by law for appropriate
placement.
The LEA captures student
data (HLS, proficiency levels,
student placement, etc.) and
utilizes this data in
determining staff training
needs, selection of appropriate
instructional materials,
program adjustment and
enhancements, and teacher
certification, etc.
Justification for Quality Level
EL Program Self-Assessment Guide Version 06.23.2020 Page 25
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
13. DLI Program Evaluation
Does the LEA ensure that it
evaluates its dual language
immersion (DLI) program at least
annually by collecting a full range of
data to determine program
effectiveness to ensure student
academic success and report
findings as required by TEC
§29.062?
19 TAC §89.1265 – Evaluation
19 TAC §89.1227 - Minimum
Requirements for Dual Language
Immersion Program Model
19 TAC §89.1228 - Two-Way Dual
Language Immersion Program Model
Implementation
For DLI classroom teachers
not appropriately certified
(TEC §29.061) and for whom
an emergency permit
(TAC §89.1245a) cannot be
obtained, the LEA files for a
bilingual education
exception (TAC §89.1207a)
on or before November 1.
The LEA fulfills all
assurances of the exception
submission [TAC
§89.1207(a)(1)].
The LEA maintains required
documentation related to the
bilingual education
exception [TAC §89.1207(a)
(2)].
All DLI teachers of identified
English learners are
appropriately certified as per
TEC §29.061 (TAC §89.1210 (c)
(3) & (c)(4)) and in cases where
a bilingual-certified teacher
delivering instruction in the
partner language is paired with a
teacher instructing in English,
that partner teacher must be
ESL certified, as per TEC
§29.061 (b-1) (b-2).
LEAs providing a two-way dual
language model select
participants and obtain written
parent approval TAC §89.1228.
The program’s language
allocation plan:
• clearly outlines which
content areas are taught
in each language at each
grade level;
• indicates a minimum of
50% of instructional time
is provided in the
language other than
English for the duration of
the program, as per TAC
§89.1227(d).
In addition to meeting basic
implementation
requirements, teachers of
enrichment classes (art, PE,
music) and electives are ESL
certified and understand and
routinely apply second
language acquisition
methodologies during
instruction.
Program leaders devote a
minimum of one year to the
DLI program planning process
to ensure that the language
allocation plan meets the
needs of the immediate
context and community.
The language allocation plan
and school master schedule
allot time for DLI teachers to
engage in collaborative
planning with DLI and non-DLI
teaching colleagues.
Fidelity of implementation to
the language allocation plan is
systematically monitored at the
campus and LEA level.
EL Program Self-Assessment Guide Version 06.23.2020 Page 26
A program plan is implemented
at the elementary grades
(PK-5/6). TAC §89.1205(a)
Program participants receive
language and literacy
instruction in both English the
partner language, per TEC
§28.0051 (a) and TAC §89.1210
(c)(3) and (c)(4).
Oral language and literacy
instruction are allotted equal
time in both languages (50/50
model) or are provided initially
in the partner language (90/10,
80/20 model) and then allotted
equal time once the program
reaches a 50/50 division of
instruction in the two languages.
A strict separation of
languages is upheld.
English learners are provided
with culturally responsive,
linguistically accommodated
content instruction in English
and another language that is
communicated, sequenced, and
scaffolded to ensure mastery of
the essential knowledge and
skills of the required curriculum
(based on the TEKS and
ELPS), per TAC §89.1201.
A program plan is
implemented beyond the
elementary grades.
TAC §89.1205(g)
English learners are
encouraged to continue to
participate for the entire
duration of the program,
even after reclassification as
English proficient TAC
§89.1227(e).
Program participants become
bilingual and biliterate, as
demonstrated on assessments
conducted in both languages
at least annually.
With campus- and LEA-based
leadership support and in
conjunction with bilingual/
ESL staff support as
available, all DLI teachers
continuously and strategically
plan, deliver, reflect upon, and
receive feedback on
curriculum-based lessons that
incorporate culturally
responsive, linguistically
accommodated content
instruction in two languages.
DLI participants at the
campus-level perform as well
as, or outperform, like peers
EL Program Self-Assessment Guide Version 06.23.2020 Page 27
on content assessments
administered in English and/or
the partner language.
Culturally responsive
practices are routinely
spotlighted at the school level,
through the elevation of the
partner language through its
use during public
announcements, assemblies,
staff meetings, and
community gatherings.
Justification for Quality Level
EL Program Self-Assessment Guide Version 06.23.2020 Page 28
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
14. ESL Program Evaluation
Does the LEA ensure that it
evaluates its English as Second
Language (ESL) program at least
annually by collecting a full range of
data to determine program
effectiveness to ensure student
academic success and report
findings as required by TEC
§29.062?
19 TAC §89.1265 – Evaluation
19 TAC §89.1210 (d) - Program
Content and Design.
For ESL program teachers
not appropriately certified
(TEC §29.061) and for whom
an emergency permit
(TAC §89.1245a) cannot be
obtained, the LEA files for an
ESL waiver (TAC §89.1207b)
on or before November 1.
The LEA fulfills all
assurances of the ESL
waiver submission [TAC
§89.1207(b)(1)].
The LEA maintains the
teacher name(s) under the
ESL waiver with estimated
ESL certification completion
date by end of that school
year [TAC §89.1207(b)(2)].
All English learners with parental
approval for ESL program
participation receive English
Language Arts and Reading
(ELAR) instruction by teachers
who are certified in ESL, along
with ELAR for the appropriate
grade level(s), meeting minimum
requirements for ESL Pull-Out
[TAC §89.1210 (d)(2)].
Using integrated second
language acquisition methods,
English learners are provided
equitable opportunities to attain
full proficiency in all domains of
English (listening, speaking,
reading, and writing),
comparable to students who are
not identified as English learners
[§89.1210 (d)(1-2); §89.1201(c);
74.4 (a)(2)].
In addition to mastery of English
language skills, English learners
are provided with linguistically
accommodated content
instruction that is communicated,
sequenced, and scaffolded to
ensure mastery of the essential
knowledge and skills of the
required curriculum
All English learners with
parental approval for ESL
program participation receive
all content area instruction
(ELAR, math, science, and
social studies) by teachers
who are certified in ESL, along
with the appropriate subject
area and grade level(s),
meeting minimum
requirements for ESL
Content-Based [TAC
§89.1210 (d)(1)].
With the support of ESL
teachers:
• ELs set and monitor
progress of
individualized language
goals for all language
domains as addressed
in the ELPS;
• according to English
proficiency and/or
language and literacy
backgrounds, ELs
receive additional
English language
development (ELD)
support beyond
minimum program
requirements.
EL Program Self-Assessment Guide Version 06.23.2020 Page 29
[TAC §89.1210(d)(1-2); TAC
§89.1201 (c-d); 74.4
(a)(3); 74.4 (b)(2)].
In ELAR, English language
acquisition is targeted through
academic content-based
instruction that is linguistically
and culturally responsive,
meeting minimum
requirements for ESL Pull-Out
[TAC §89.1210 (d)(2)].
For English learners in grades
3 and higher who are at a
beginning to intermediate level,
intensive and ongoing second
language acquisition instruction
is focused, targeted, and
systematic [TAC §74.4 (b)(4)].
With campus- and LEA-
based leadership support
(and ESL specialist support as
available) all content-area
teachers of English learners
(in ELAR, math, science, and
social studies) continuously
and strategically plan, deliver,
and receive feedback on
curriculum-based lessons that
incorporate linguistically
accommodated content
instruction.
In all content areas (ELAR,
math, science, and social
studies), English language and
literacy development is
targeted through academic
content-based instruction that
is linguistically and culturally
responsive, meeting minimum
requirements for ESL Content-
Based [TAC §89.1210 (d)(1)].
All teachers of English
learners:
• are highly trained in
second language
acquisition stages of
development;
• provide targeted in-
class and supplemental
support for English
learners at various
English language
EL Program Self-Assessment Guide Version 06.23.2020 Page 30
proficiency levels;
• consider the students’
backgrounds (e.g.
beginning level
newcomers vs.
beginning level long-
term ELs; SIFE English
learners).
Justification for Quality Level
EL Program Self-Assessment Guide Version 06.23.2020 Page 31
I. Implementation
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
15. Transitional Bilingual
Education
Does the LEA ensure that it offers
an early exit, late exit, or transitional
bilingual program model in which
students identified as English
learners are served in both English
and another language and are
prepared to meet reclassification
criteria to be successful as required
by 19 TAC §89.1210(c)(1)?
19 TAC §89.1210 - Program Content
and Design
19 TAC §89.1201 - Policy
For TBE classroom teachers
not appropriately certified
(TEC §29.061) and for whom
an emergency permit
(TAC §89.1245a) cannot be
obtained, the LEA files for a
bilingual education
exception (TAC §89.1207a)
on or before November 1.
The LEA fulfills all
assurances of the exception
submission [TAC
§89.1207(a)(1)].
The LEA maintains required
documentation related to the
bilingual education
exception [TAC §89.1207(a)
(2)].
All English learners participating
in a Transitional Bilingual
Education (TBE) program
receive all content area
instruction (ELAR, SLAR, math,
science, and social studies) by
teachers certified in bilingual
education as per [TEC §29.061
and TAC §89.1210 (c)(1)&(c)
(2)].
A transitional early-exit
model is offered in all
elementary grades (PK-5/6).
§89.1205 (a) Students identified
as English learners are served
in both English and the primary
language and are prepared to
meet reclassification criteria not
earlier than two or later than
five years after the student
enrolls in school [TAC
§89.1210(c)(1)].
The LEA has established a
plan that:
• outlines the transition of
instruction from the
primary language to
English;
In addition to meeting basic
implementation
requirements, one or more
teachers of enrichment
classes (art, PE, music) and
electives at each bilingual
campus are bilingual or ESL
certified and routinely apply
second language acquisition
methodologies during
instruction.
A transitional late-exit model
is offered in all elementary
grades (PK-5/6). §89.1205(a)
Students identified as English
learners are served in both
English and the primary
language and are prepared to
meet reclassification criteria
not earlier than six or later
than seven years after the
student enrolls in school
[§89.1210(c)(2)].
The LEA has established a
plan that:
• outlines the transition
of instruction from the
primary language to
English;
EL Program Self-Assessment Guide Version 06.23.2020 Page 32
• shows when each
language is utilized by
time or content area for
each grade;
• models the hallmark of
an early exit model, the
rapid (early) exit of
Spanish instruction and
increase of English
instructional minutes;
• includes considerations
for making grade level
content accessible to all
program participants
regardless of level of
language development,
including additional
primary language
support;
• includes an annual
process of review.
Students in the primary grades
(PK-2) are provided literacy
instruction in the primary
language to facilitate transition
to English literacy; however,
primary language literacy
support is available throughout
the entire program [§89.1210
(c)(1) & (2)].
Instruction in academic content
delivered in the student’s
primary language and English
• shows when each
language is utilized by
time or content area for
each grade;
• aligns with late exit
model theory, which
emphasizes extended
development of the
primary language
through a gradual
increase in English
over the course of the
program;
• includes considerations
for making grade level
content accessible to
all program participants
regardless of level of
language development,
including additional
primary language
support;
• includes an annual
process of review.
Language and literacy
instruction in both languages
focuses on academic and
social language development,
and TBE teachers utilize
coordinated and explicit
strategies for making cross-
language connections.
Campus level instructional
EL Program Self-Assessment Guide Version 06.23.2020 Page 33
targets second language
development through academic
content [TAC §89.1210 (c)
(1-2)].
In order to ensure mastery of the
essential knowledge and skills of
the required curriculum (based on
the TEKS and
ELPS), per TAC §89.1201 (d),
TBE students are provided
linguistically accommodated
content area
instruction in the
primary language and English
according to the language
transition plan.
Linguistically accommodated
content instruction is
communicated, sequenced, and
scaffolded to ensure mastery.
scaffolded to ensure mastery.
leadership regularrly supports
TBE teachers in strategically
planning, delivering,
reflecting upon, and receiving
feedback on curriculum-
based lessons that
incorporate linguistically
accommodated content
instruction.
Justification for Quality Level
EL Program Self-Assessment Guide Version 06.23.2020 Page 34
II. Student Performance
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
1. State Assessment Data
Analysis
How are identified ELs performing in
comparison to their general
education peers?
19 TAC §89.1226. Testing and
Classification of Students, Beginning
with School Year 2019-2020
The LEA accesses state and
LEA achievement data that
are disaggregated by
race/ethnicity, gender, and
identification as ELs.
The LEA analyzes and utilizes
results of state and LEA
achievement data that are
available to campuses so they
can respond with timely and
effective improvements. Data for
ELs is used by both general
education teachers and teachers
of ELs.
The LEA examines and
analyzes state and LEA
achievement data to identify
discrepancies.
LPACs utilize data in order to
have a full understanding of its
role and importance in the
LPAC process.
The LEA utilizes data to
modify or adjust curriculum,
instruction, and assessment.
The LEA provides professional
development to assist campus
teachers and leadership to
make instructional
improvements resulting in
improved student outcomes for
ELs.
Justification for Quality Level
EL Program Self-Assessment Guide Version 06.23.2020 Page 35
II. Student Performance
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
2. TEKS Mastery
How does the LEA ensure that it
has a system in place to assess
mastery of the TEKS each grading
period and the LEA ensures that this
information is used by teachers in
instructional decision making
specific to ELs?
The LEA has designed/
implemented reporting
systems which allow the LEA
to examine mastery of skills
by various sub-groups (i.e.
ELs, dual identified SPED
students, migrant, etc.)
The LEA reporting systems
include alignment of
curriculum with evaluation
tools; student performance
evaluation measured by
benchmarks, embedded testing,
released STAAR assessments,
and content-based assessment.
The LEA reporting systems
includes successful
instructional strategies that
improve academic vocabulary,
reading comprehension, and
achievement as shown through
student performance
evaluations.
The LEA reporting systems
related to student mastery is
continuously evaluated and
aligned with curriculum
learning objectives through
summer teacher curriculum
writing activities and
instructional enhancements as
evidenced through ELs
improved mastery of skills by
state assessment results.
Justification for Quality Level
EL Program Self-Assessment Guide Version 06.23.2020 Page 36
III. Family Engagement/Parental Involvement
LEA/CDN:
Quality Levels
Strategy
Developing ☐
Proficient ☐
Exemplary ☐
1. Parental Involvement
How does the LEA ensure open
communication and involvement
with parents/guardians/families of
ELs?
The LEAs District
Improvement Plan
establishes a mission and
goals that allocates the
necessary resources to
ensure communication and
involvement with
parents/guardians/ families of
ELs.
The LEA routinely
communicates with
parents/guardians/
families of ELs regarding the
BE/ESL program and LPAC
process in students’ home
language(s) at least annually.
The LEA provides
opportunities for parental
input and provides opportunities
to increase parental
understanding of the LEAs
educational programs and
services, and of the BE/ESL
program.
The LEA encourages
parents/guardians/
families of ELs to participate in
school-sponsored activities,
including ways to support their
student within the educational
process and the student’s
success.
The LEA establishes a
parental involvement
committee specific to ELs and
is inclusive of LPAC members.
This parent advisory
committee provides input,
leadership, and guidance to
LEA leaders.
Justification for Quality Level
EL Program Self-Assessment Guide Version 06.23.2020 Page 37
Self-Assessment Results
Put a tally mark in each cell to indicate the quality level selected from the rubric. Then calculate the sum for each quality level.
Developing
Proficient
Exemplary
1. Alignment of Mission, Policies, and Procedures
2. Program Models
3. Equitable Participation
4. Supports for At-Risk Students
5. Implementation of ELPS
6. Instructional Placement
8. Planning, Monitoring, and Support
9. Acquisition and Retention of Staff
10. Staff Development Needs Assessments
11. LPAC
12. Home Language Study
13. DLI Program Evaluation
14. ESL Program Evaluation
15. Transitional Bilingual Education
Developing
Proficient
Exemplary
Developing
Proficient
Exemplary
Developing
Proficient
Exemplary
EL Program Self-Assessment Guide Version 06.23.2020 Page 38
Self-Assessment Summary
Use the results to complete the self-assessment summary. The summary provides you with an actionable plan for setting
English learner priorities aimed at improving both English learner compliance and student progress.
The list below provides a description of what information should be put in each column of the below summary table:
• In column 1: List the areas that were identified as Developing in the self-assessment rubric
• In column 2: List the (treatable) causes for each area needing improvement
• In column 3: List the goals for addressing each area needing improvement.
• In column 4: List the strategies that will be used to achieve the goals.
• In column 5: Explain how the goal(s) and strategies connect to the district improvement plan.
• In column 6: Enter both the timeframe and the person responsible for achieving the goal(s).
Area(s) for
Improvement
Cause(s)
Goal(s)
Strategies
Connection to
District
Improvement Plan
Timeframe/
Individual
Responsible
EL Program Self-Assessment Guide Version 06.23.2020 Page 39
Follow Up Questions
Please consider the questions below about your LEA’s EL program:
• What areas of strength did you identify? What areas of growth did you identify?
• How do the areas of growth affect outcomes for students who are part of special populations?
• What research-based practices can be used to address the areas that need improvement?
• How does the LEA ensure that general education and BE/ESL teachers collaborate in the development, review, and
utilization of curriculum and instructional materials?
• How does the LEA review BE/ESL programs to identify barriers for special populations students’ access to, or success in
these programs?
• Who is responsible at the LEA for ensuring equity across special populations?
EL Program Self-Assessment Guide Version 06.23.2020 Page 40
Sources of Evidence
LEAs can use the sources of evidence document to identify quality levels for the components of the self-assessment
rubric. However, sources of evidence may vary from LEA-to-LEA based on a LEA’s size, resources, personnel,
population, and other factors. Two common terms used in the sources of evidence include:
• Policy: Required by law or by TEA (e.g., legal policy and local policy)
• Procedure: Established or official way an LEA fulfills policy. This could include, but is not limited to, internal manuals,
operating procedures, and/or handbooks used to guide the LEA in its local EL BE/ESL processes.
Below is a list of evidence that can be used to complete the self-assessment rubric. This list does not include all
possible sources of evidence. LEAs are encouraged to use additional sources of evidence as needed to justify rubric
quality levels. Please document the use of additional sources of evidence.
Implementation
Alignment of Mission, Policies, and Procedures
• Mission Statements
• Policies
• Procedures
Program Models
• Master schedules
• Language allocation plan (dual language program
models only)
• Student handbook
• Program brochures
Equitable Participation
• Scheduling process (master schedule)
• Student participation data, disaggregated by student
sub-populations
Supports for At-Risk Students
• Tutoring
• Transportation
• Evidence of collaboration between teachers
• Referrals for special programs
• Counseling supports
EL Program Self-Assessment Guide Version 06.23.2020 Page 41
Implementation of ELPS
• Crosswalks showing collaboration with BE/ESL
teachers
• Lesson planning
• PD that includes BE/ESL and general education
teachers
Instructional Placement
• Crosswalks
• Procedures
• LPAC training agendas, presentation materials, and
participation rosters
• LPAC documentation
• Local LPAC audit summary reports
Instructional Materials
• Instructional resources budgets
• Instructional resources orders
• Process document describing approach for assessing
needs for instructional resources
• Rubric for assessing appropriateness of instructional
resources
• Data comparison analysis – general education
resources versus EL program resources
Equity audit documentation
Planning, Monitoring, and Support
• District and campus improvement plans
• Appropriate student data
• Instructional programs utilized
• Results of evaluations
• Grade to grade and campus to campus transition
plans
Acquisition and Retention of Staff
• Verification of staff certifications
• Targeted Recruiting Plan
• LEA policy related to how it determines experience
Staff Development Needs Assessments
• Needs assessments documentations
• Documentation of ongoing staff development
targeting the development of the skills needed to
effectively serve English learners (e.g. agendas,
power point materials, handouts, participant rosters,
etc.)
• Sign-in sheets demonstrating that BE/ESL and
general education teachers engaged in the training
• Agendas
EL Program Self-Assessment Guide Version 06.23.2020 Page 42
Language Proficiency Assessment Committee (LPAC)
• LPAC membership lists
• LPAC training
• LPAC parent participation
Home Language Surveys (HLS)
• Home language surveys
• Audits of student records
• Personnel Training records
DLI Program Evaluation
• Completed DLI Program Model Implementation
Rubric
ESL Program Evaluation
• Completed ESL Program Model Implementation
Rubric
Transitional Bilingual Education
• Completed Transitional Bilingual Education Model
Implementation Rubric
EL Program Self-Assessment Guide Version 06.23.2020 Page 43
Student Performance
State Assessment Data Analysis
• Disaggregated data, including ELs
• Professional development regarding data analysis
specific to ELs
TEKS Mastery
• Reporting systems that include ELs
• Curriculum alignment for ELs
• Curriculum writing agendas and sign-in sheets
specific to ELs
Family Engagement/Parental Involvement
Parental Involvement
• Flyers for open houses
• Parent surveys
• Advisory committee membership roster, meeting
agendas, minutes
• Newsletters
• Instrument, summary of event/activity evaluation
results, reflection documentation
Parental Involvement
• Websites
• Documentation for engagement events/activities held
(e.g. needs assessments, parent survey data
analysis and summaries, planning documents,
invitations, agendas, presentation/activity offerings,
event budget, event/activity evaluation survey
Additional Sources of Evidence
List other sources of evidence included in your English learners BE/ESL program self-assessment.
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SELF-ASSESSMENT GUIDE DIVISION OF SPECIAL POPULATIONS MONITORING (Texas Real Estate Contracts)

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