Home Language Survey (HLS) and LPAC Bilingual/ESL Placement and Reclassification Process

Oct 2, 2026

Uploaded by Kurz

Guidelines outline a Texas bilingual education and ESL identification workflow. Step 1 details the Home Language Survey (HLS) and triggers for English Language Assessment, including PK-1 listening/speaking and grades 2–12 listening, speaking, reading, and writing. It defines Bilingual Education models, LPAC composition, eligibility determination, and parent notification. Step 2 covers placement in general education with approval and two-year LPAC monitoring. Step 3 explains annual review using TELPAS and STAAR or other achievement measures. Step 4 describes outcomes for reclassification to English Proficient (EP) or continued Emergent Bilingual (EB) status, including program participation rules.

LanguageEnglish

CategoryExam

FormatPDF

Pages3

Reading Time8 min

AccessFree to download

Step 1: Identification

Home Language Survey (HLS)

English Language Assessment

Bilingual Education and LPAC

State-Approved Bilingual Programs and ESL Programs

Step 2: Placement

Step 3: Annual Review/Reclassification

Data Review

Student Reclassification Outcomes

Step 4: Monitoring After Reclassification

Bilingual Program Purpose and Benefits

Instruction and Standards (ELPS, TEKS)

STEP 1: IDENTIFICATION Home Language Survey (HLS) • Administered to all students upon enrollment • Student assessed if survey shows a language other than English in any of the three questions English Language Assessment • Administered if HLS contains a language other than English • Assess Listening and Speaking in grades PK-1 • Assess Listening, Speaking, Reading, Writing in grades 2-12 BILINGUAL EDUCATION Bilingual education refers to all six state-approved program models. The four bilingual program models are Dual Language Immersion (DLI) One-Way, DLI Two-Way, Transitional Bilingual Education (TBE) Late-Exit, and TBE Early Exit. The two English as a Second Language (ESL) models are ESL Pull-out/Push-In and ESL Content-Based. Language Proficiency Assessment Committee (LPAC): The LPAC is comprised of a Campus Administrator, a Bilingual/ESL Teacher (depending on program model), and a Parent Representative who meet to determine eligibility and identify a student as emergent bilingual (EB) . The LPAC then sends written notification to the parents who may accept or deny services. State-Approved Bilingual Programs • Dual Language Two-Way • Dual Language One-Way • Transitional Late Exit • Transitional Early Exit -OR- State-Approved ESL Programs • ESL Content-Based • ESL Pull-Out *A student with denial of services will still be classified as EB and be annually assessed until reclassification has been met. STEP 2: PLACEMENT • Written notification is sent to parents for approval to exit the bilingual education program model that was servicing the student • Student is placed in general education classroom upon parent approval • Student is monitored for two years by LPAC with annual written notice of progress sent to parents STEP 4: MONITORING AFTER RECLASSIFICATION STEP 3: ANNUAL REVIEW/RECLASSIFICATION Data Review: From multiple sources including: • Classroom observations, documentation, and screeners completed by the teacher • Texas English Language Proficiency Assessment System (TELPAS) • State of Texas Assessments of Academic Readiness (STAAR) or other academic achievement assessments Student Reclassification: a decision made by the LPAC that indicates that the student can be as successful as his native-English speaking peers. The decisions are based on the Reclassification Chart. Results: The student may reclassify as English Proficient (EP) or may continue as an emergent bilingual (EB) student. EB students may continue participation for the duration of the DLI program after reclassification. Bilingual Programs Serving Emergent Bilingual (EB) Students What is the purpose of the bilingual program? Bilingual programs are designed to make grade level academic content accessible to emergent bilingual students through the development of literacy and academic skills in the child’s primary/partner and English. The academic, linguistic, and backgrounds of emergent bilingual students are used in a bilingual program as the platform for acquiring grade-level content and develop academic language in the partner language and in English in all content areas. What are the four state-approved bilingual program models? In Texas, there are four state-approved bilingual program models: | Program Model Type | Goal | Instruction | | --- | --- | --- | | Dual Language Two-Way
Dual Language One-Way | Emergent bilingual students attain bilingualism and biliteracy to reach high levels of literacy and academic achievement in the partner language and English. | Emergent bilingual students receive instruction in literacy and academic content in the partner language as well as English from teachers certified in bilingual/ESL education. At least 50% of the instruction is delivered in the students’home language for the duration of the program. | | Transitional Bilingual
Late Exit
Transitional Bilingual Early Exit | Emergent bilingual students utilize their home language as a r

FAQs

What is the Home Language Survey (HLS) used for?

It is administered to all students upon enrollment to identify whether a language other than English is present in any of the three questions.

When is an English Language Assessment administered, and what skills are assessed?

It is administered if HLS contains a language other than English. Listening and speaking are assessed in grades PK-1, and listening, speaking, reading, and writing are assessed in grades 2–12.

How does LPAC decide student reclassification, and what are the possible outcomes?

LPAC makes a decision based on the Reclassification Chart using data from classroom observations, teacher screeners, TELPAS, and STAAR or other assessments. Results may be reclassification as English Proficient (EP) or continued Emergent Bilingual (EB) status.

Oct 2, 2026

Uploaded by Kurz