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The programs target competency in English listening, speaking, reading, and writing within 3–4 years using research-based second language acquisition methods. Instruction emphasizes language and academic integration in mathematics, science, and social studies, supports professional development for teachers, and encourages parental engagement and multicultural awareness. Ongoing progress is measured via TELPAS and reclassification criteria under Texas Administrative Code Chapter 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Done","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-10-02",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main goal of the Bilingual and ESL program for Emergent Bilinguals?","Question",{"text":113,"@type":114},"Enable Emergent Bilinguals to become competent in English listening, speaking, reading, and writing through literacy and academic skill development in the primary language and English, using integrated second language acquisition methods for ESL.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does Kaufman ISD define when English proficiency is achieved?",{"text":118,"@type":114},"English language proficiency is demonstrated by meeting reclassification criteria mandated by the Texas Administrative Code (TAC), Chapter 89.",{"name":120,"@type":111,"acceptedAnswer":121},"How is student progress monitored for Emergent Bilinguals?",{"text":122,"@type":114},"Emergent Bilinguals must show adequate yearly progress on the Texas English Language Proficiency Assessment System (TELPAS), progressing one level per year from beginner through advanced high.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},498055,1791095440,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","Department of Bilingual Education  \n&  \nEnglish as a Second Language  \nEmphasǴinDž ǘcellencǂ  \nEmbracinDž DiversitǗ  \nEmpowerinDž Studentǒ  \nThe Kaufman Independent School District recognizes that in order to succeed in our multicultural community, students must be empowered with the skills, confidence, and knowledge that prepare them for the challenges  \nof tomorrow.  \nTABLE OF CONTENTS  \nProgram Goals…………………………...……………………………………………….……..2  \nBilingual Education Program-BE…………………………………………………………..…..2  \nEnglish as a Second Language Program-ESL…………………………………………...….3  \nCritical Attributes of Instruction………………………………………………………………...3  \nLanguage Acquisition Characteristics………………………………………………………...4  \nPrinciples of Instruction………………………………………………………………………...5  \nClassroom Strategies Checklist for Emergent Bilingual…………………………………....7  \nInstructional Program Design Overview……………………………………………………...8  \nElementary Bilingual and ESL Programs……………………………………………….…….9  \nTransitional Bilingual Education Program Model…………………………………………...10  \nAlternative Bilingual Program………………………………………………………………...11  \nSecondary ESL Instructional Program………………………………………………………13  \nProgram Placement and Implementation…………………………………………………...15  \nEnglish Learner (EL) Identification/Reclassification Flowchart…………………………...22  \nLanguage Assessments………………………………………………………………………23  \nEnglish Language Proficiency Standards-ELPS………………………………………….23  \nSpecial Programs……………………………………………………………………………...26  \nSummer School Program……………………………………………………………………..27  \nParent Engagement…………………………………………………………………………...28  \nProgram Evaluation……………………………………………………………………………30  \n1  \nBilingual-ESL Handbook Revised 11-2-21  \nProgram Goals  \nThe goal of the Bilingual and English as a Second Language program shall be to enable Emergent Bilinguals (EB) to become competent in listening, speaking, reading, and writing in the English language through the development of literacy and academic skills in the primary language and English language for students in the Bilingual program; and through the integrated use of second language acquisition methods for students in the ESL program. The programs shall emphasize the mastery of English language skills, as well as mathematics, science, and social studies, as integral parts of the academic goals for all students to enable EB to participate equitably in school.  \nKaufman ISD promotes:  \n1. Academic and linguistic achievement to enable students to become proficient in the areas of listening, speaking, reading, writing, and comprehension.  \n2. Professional development among Bilingual/ESL teachers to ensure implementation of effective teaching practices for the success of the students.  \n3. Opportunities for parental engagement by providing programs that strengthen parenting skills and allowing parents to provide educational support at home.  \n4. Multicultural and multilingual awareness among peers.  \nBilingual Education Program  \nKaufman Independent School District believes that in order to effectively meet the needs of every student whose primary language is other than English, and who is identified as an Emergent Bilingual (EB), the student shall be provided a full opportunity to participate in a bilingual education or English as a Second Language (ESL) program, using their primary language to support instruction as needed, while transitioning to English.  \nThe goal of Kaufman ISD’s bilingual program shall be the achievement of English proficiency in reading, writing, listening, and speaking within 3-4 years through the  \n2  \nBilingual-ESL Handbook Revised 11-2-21  \nintegrated use of research-based second language acquisition methodology. English language proficiency shall be demonstrated by meeting reclassification criteria as mandated by the Texas Administrative Code (TAC), Chapter 89.  \nAll Emergent Bilinguals (EB) are required to show adequate yearly progress on the Texas English Language Proficiency Assessment System (TELPAS ), by progressing one level per year from begi","cbCaitvciHiq79qz","https://ap.wps.com/l/cbCaitvciHiq79qz","pdf",423403,31,"English","# Program Goals\n## Bilingual Education Program-BE\n## English as a Second Language Program-ESL\n## Critical Attributes of Instruction\n## Language Acquisition Characteristics\n## Principles of Instruction\n## Classroom Strategies Checklist for Emergent Bilingual","[{\"question\":\"What is the main goal of the Bilingual and ESL program for Emergent Bilinguals?\",\"answer\":\"Enable Emergent Bilinguals to become competent in English listening, speaking, reading, and writing through literacy and academic skill development in the primary language and English, using integrated second language acquisition methods for ESL.\"},{\"question\":\"How does Kaufman ISD define when English proficiency is achieved?\",\"answer\":\"English language proficiency is demonstrated by meeting reclassification criteria mandated by the Texas Administrative Code (TAC), Chapter 89.\"},{\"question\":\"How is student progress monitored for Emergent Bilinguals?\",\"answer\":\"Emergent Bilinguals must show adequate yearly progress on the Texas English Language Proficiency Assessment System (TELPAS), progressing one level per year from beginner through advanced high.\"}]","Bilingual-ESL Handbook Revised 11-2-21 - Program Goals and Instructional Program Design | PDF",1790975599,78]