ANNUAL BILINGUAL & ESL PROGRAM EVALUATION 2025-26 School Year - Required Under TEC §29.053 and 19 TAC §89.1265

Oct 2, 2026

Annual bilingual and ESL program evaluation for the 2025–26 school year, required under Texas Education Code TEC §29.053 and 19 TAC §89.1265. The report outlines the annual board presentation deadline and district retention requirements, then covers the four required evaluation areas: academic progress for Emergent Bilingual (EB) students, English language proficiency development, reclassification, and professional development. It presents district language diversity, bilingual model descriptions, student participation counts, TELPAS progression rates, STAAR reading performance by program group, and 2022–2026 reclassification totals, including ESL waiver submissions and teacher certification supports.

LanguageEnglish

CategoryExam

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Purpose

Annual Evaluation Required

Board Presentation Deadline

Local Retention

Program Overview and Models

Dual Language One-Way (PK-2nd)

Transitional Bilingual Late Exit (3rd-5th)

Students in Bilingual and ESL Programs

Assessment and Outcomes

TELPAS Composite Rating

District STAAR Reading

Students Reclassified

Exceptions and Waivers

ESL Waivers submitted

Professional Development

ESL Certification Support for KISD teachers

ANNUAL BILINGUAL & ESL PROGRAM EVALUATION 2025–26 School Year Required under TEC §29.053 and 19 TAC §89.1265 Mrs . Eli Lopez Multilingual Services PURPOSE Texas school districts operating a bilingual or ESL program must evaluate that program every year and report findings to the board before the state deadline. Annual Evaluation Required TEC §29.053—districts must collect a full range of data each year to determine program effectiveness and ensure academic success for Emergent Bilingual (EB) students . Board Presentation Deadline 19 TAC §89.1265(a)—the annual evaluation report must be presented to the Board of Trustees before November 1 of each year. Local Retention TEC §29.062—the report must be retained at the school district level. This presentation reports the four required areas under §89.1265(b), plus the conditional bilingual-exception/ESL-waiver reporting under §89.1265(c). • Academic progress for EB students • English language proficiency development • Reclassification • Professional development KISD IS DIVERSITY SERVING OVER 89 DIFFERENT LANGUAGES LARGEST LANGUAGE GROUPS REPRESENTED IN KISD Spanish Pilipino (Tagalog) Vietnamese Korean French BILINGUAL KISD implements two Bilingual models (§89.1210. Program Content and Design) DUAL LANGUAGE ONE-WAY PK-2nd • The goal is to attain bilingualism and biliteracy. ⚬ Language of instruction is based on the model. ⚬ Content-based language instruction in English as well asthe primary language. TRANSITIONAL BILINGUAL LATE EXIT 3rd-5th • The goal is to acquire full proficiency in English. ⚬ Instruction is primarily in English. ⚬ Content is delivered in English with supports through the primary language. *2026-2027 DUAL LANGUAGE IN 3RD ENGLISH ASA SECOND LANGUAGE (ESL) From §89.1210. Program Content and Design Goal is to attain full proficiency in English to participate equitably in school • Serves PK-12th grades across all campuses • Delivers instruction in English using content-based language instruction methods Students in Bilingual and ESL Programs |
Bilingual |
2022-2023
1,186 |
2023-2024
1,329 |
2024-2025
1,291 |
2025-2026
1,347 | | | --- | --- | --- | --- | --- | --- | |
ESL | 3,473 | 2,927 | 3,191 | 3,312 | | |
Total Emergent Bilingual (EB) | 5,028 | 5,567 | 5,564 | 5,266 | | Difference in Total EBs from Bilingual and ESL are Denials or Pending parent permission *As of 9/22/2026 District TELPAS Composite Rating Texas English Language Proficiency Assessment System TELPAS K-2nd 33% of Students progressed at least One Proficiency Level TELPAS 3rd-12th 27% of Students progressed at least One Proficiency Level District STAAR Reading Academic progress of Bilingual and ESL students in Reading STAAR 2026 (Meets) | | Bilingual English | Bilingual Spanish | Bilingual Totals | ESL Students | District
Average | | --- | --- | --- | --- | --- | --- | | 3rd | 40%(167 tested) | 16%(19 tested) | 56% | 44% | 49% | | 4th | 35%(144 tested) | 44%(16 tested) | 79% | 33% | 47% | | 5th | 41%(150 tested) | 36%(28 tested) | 77% | 48% | 58% | | 6th | | | | 19% | 45% | | 7th | | | | 20% | 43% | | 8th | | | | 29% | 49% | | English I | | | | 33% | 52% | | English II | | | | 30% | 57% | Students Reclassified Number of Emergent Bilingual (EB) Students Reclassified based on TEA criteria in 19 TAC §89.1226 (i) . | | Total | | --- | --- | | 2022-2023 | 43 | | 2023-2024 | 332 | | 2024-2025 | 411 | | 2025-2026 | 415 | A district may reclassify an emergent bilingual as English proficient if the student meets all the following criteria: • TELPAS Advanced High Composite rating • K-2nd, 11th and 12th-40th percentile or above on Norm-Referenced Standard Achievement test • 3rd-10th-Approaches Grade Level or above on STAAR Reading • Teacher evaluation using TEA’s English Learner Reclassification Rubric Exceptions and Waivers

FAQs

What is the purpose of the annual bilingual and ESL program evaluation?

Texas school districts must evaluate bilingual or ESL programs each year, collect required data, and report findings to the board to ensure academic success for Emergent Bilingual students.

What four evaluation areas are required under 19 TAC §89.1265(b)?

The report covers academic progress for EB students, English language proficiency development, reclassification, and professional development.

What conditions support the reclassification of Emergent Bilingual (EB) students as English proficient?

Reclassification is based on meeting TEA criteria, including TELPAS Advanced High composite, performance percentiles on norm-referenced tests, STAAR reading grade-level/approaches targets, and teacher evaluation using TEA’s English Learner Reclassification Rubric.

Oct 2, 2026

Uploaded by Well Done