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TEA LPAC/ARD Collaboration

When a student with a disability is, or might be identified as an Emergent Bilingual (EB) the student's admission, review, and dismissal (ARD) committee must work in conjunction with the language proficiency assessment committee (LPAC) to determine appropriate entry and exit criteria for a bilingual education or English as a Second Language (ESL) program.  (19 TAC §§89.1226(h), (l), and (m)).


The following information is referenced from the TEA LPAC and ARD Committee Collaboration document located on the Guidance Related to ARD Committee and LPAC Collaboration webpage


An FAQ document updated October 2021 is now available. 

Identifying a Student as an Emergent Bilingual/English Learner
The LPAC in conjunction with the ARD committee will identify a student as an emergent bilingual if the student’s ability in English is so limited or the student’s disabilities are so severe that the English language proficiency assessment described in 19 TAC §89.1226(c) cannot be administered. Local education agencies (LEAs) shall implement assessment procedures that differentiate between language proficiency and disabling conditions in accordance with 19 TAC Subchapter AA (relating to Commissioner’s Rules Concerning Special Education Services) and shall establish placement procedures that ensure that placement in a bilingual education or ESL program is not refused solely because the student has a disability. Access to special education and bilingual or ESL services may not be restricted or denied due to limited staffing, scheduling, or other reasons of administrative convenience.

Reclassifying an Emergent Bilingual/English Learner as English Proficient
Under 19 TAC §89.1226 (i), districts are required to use the current year’s Emergent Bilingual/English Learner Reclassification Criteria Chart located on the TEA Bilingual/ESL Programs webpage to reclassify emergent bilingual students as English proficient at the end of the school year.

This standardized process for reclassification applies to the majority of emergent bilingual students who are also eligible for special education services.

The standard reclassification criteria include three components:

  • English Language Proficiency Assessment
  • State Standardized Reading Assessment
  • Subjective Teacher Evaluation, using the Emergent Bilingual/English Learner Reclassification Rubric

The annual review of student progress and decision to reclassify must be conducted through coordination of the LPAC and ARD committee.

For more information regarding services for Emergent Bilingual students, visit the TEA Bilingual and ESL Programs webpage.