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A BILL TO BE ENTITLED
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AN ACT
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relating to a secondary-level English language learners' program |
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for public school students of limited English proficiency. |
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BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS: |
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SECTION 1. Section 29.053(d), Education Code, is amended to |
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read as follows: |
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(d) Each district that is required to offer bilingual |
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education and special language programs under this section shall |
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offer the following for students of limited English proficiency: |
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(1) bilingual education in kindergarten through the |
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elementary grades; |
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(2) bilingual education, instruction in English as a |
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second language, or other transitional language instruction |
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approved by the agency in post-elementary grades through grade 8; |
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and |
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(3) a secondary-level [instruction in] English [as a
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second] language learners' program, as provided by Sections |
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29.055(b-1) and (b-2), in grades 9 through 12. |
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SECTION 2. Section 29.055, Education Code, is amended by |
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adding Subsections (b-1), (b-2), and (g) to read as follows: |
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(b-1) A language program for students of limited English |
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proficiency in post-elementary grades through grade 12, as |
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applicable, as required by Section 29.053(d)(2) or (3), other than |
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a bilingual education program, must include the following |
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components: |
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(1) consistent with Section 29.056 and any other law: |
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(A) identification and placement procedures |
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that are based on information concerning a student's proficiency in |
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English and in the student's primary language; and |
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(B) specialized identification and placement |
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procedures and instructional support services for students who are |
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recent immigrants, as determined under commissioner rule, that take |
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into consideration a student's previous school experience; |
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(2) assessment, approved by the agency, that: |
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(A) is administered in English and, in |
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appropriate cases as determined under commissioner rule, in a |
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student's primary language; and |
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(B) measures a student's progress toward state |
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and district academic performance standards or mastery of subject |
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matter content; |
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(3) instruction in English as a second language that |
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is aligned with the various levels of English language proficiency |
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of students of limited English proficiency; |
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(4) in each subject in the required curriculum under |
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Section 28.002 that is designated as a core content area by |
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commissioner rule: |
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(A) use of sheltered instruction to teach |
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students, using the English language in a manner that enables |
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students to learn both the subject area material and the English |
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language; and |
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(B) adaptation of the standard curriculum in a |
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manner that results in a curriculum that: |
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(i) is consistent with and is as rigorous as |
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the standard secondary-level curriculum; and |
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(ii) is consistent with a student's level of |
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proficiency in English; |
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(5) instruction by: |
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(A) teachers who are appropriately certified for |
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English as a second language; and |
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(B) subject area teachers who are trained in |
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adapting instruction for students of limited English proficiency; |
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(6) a strategy that involves parents of |
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secondary-level students of limited English proficiency and, as |
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appropriate, interested members of the community in assessment of |
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the effectiveness of the program provided under this subsection; |
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and |
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(7) access to supplemental instructional services for |
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any student of limited English proficiency who does not reach |
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state, district, or campus academic performance standards. |
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(b-2) For a campus performing unsatisfactorily, as |
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determined by commissioner rule and consistent with applicable |
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performance standards under the agency's Performance-Based |
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Monitoring Analysis System, in offering language programs to which |
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Subsection (b-1) applies, a school district shall require campus |
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educators, including appropriate administrators, associated with |
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such a program to, as provided by State Board for Educator |
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Certification rule, participate in ongoing professional |
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development in effective, research-based practices for serving |
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students of limited English proficiency. In satisfying the |
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professional development requirements adopted under this |
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subsection, a subject area teacher and an administrator serving |
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students of limited English proficiency on the campus must |
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complete: |
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(1) at least six semester credit hours of higher |
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education coursework in English as a second language contact |
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methodology; or |
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(2) professional development, equivalent as |
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determined under State Board for Educator Certification rule in the |
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time commitment necessary for satisfying the requirement under |
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Subdivision (1), in using sheltered instruction to teach a subject |
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area. |
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(g) The commissioner and the State Board for Educator |
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Certification, as applicable, shall adopt rules as necessary to |
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administer this section. |
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SECTION 3. (a) Not later than March 1, 2016: |
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(1) the commissioner of education shall adopt rules as |
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necessary to administer Section 29.055(b-1), Education Code, as |
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added by this Act; and |
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(2) the State Board for Educator Certification shall |
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adopt rules as necessary to administer Section 29.055(b-2), |
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Education Code, as added by this Act. |
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(b) Beginning with the 2015-2016 school year, each school |
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district shall provide programs as provided by Sections 29.055(b-1) |
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and (b-2), Education Code, as added by this Act. |
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(c) A public school teacher teaching students of limited |
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English proficiency on or before March 1, 2016, must comply with the |
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educational or professional development requirements of that |
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provision not later than March 1, 2018. |
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SECTION 4. This Act takes effect immediately if it receives |
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a vote of two-thirds of all the members elected to each house, as |
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provided by Section 39, Article III, Texas Constitution. If this |
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Act does not receive the vote necessary for immediate effect, this |
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Act takes effect September 1, 2015. |