Programs » Bilingual & ESL Program

Bilingual & ESL Program

Bilingual Director
Noe J. Garcia, Bilingual Director
Phone:  (956) 262-4755, Ext. 2407
Lisa Menchaca, High School Counselor/Language Services Coordinator
Phone:  (956) 262-4755
Ismael Garcia, Middle School Counselor/Language Services Coordinator
Phone:  (956) 262-4760
Carmen Reyna, Elementary Counselor/Language Services Coordinator
Phone:  (956) 262-9357

Bilingual Education and ESL Program Services

La Villa Independent School District complies with Texas Education Code (TEC) §29.051-29.064 - Bilingual Education and ESL Programs, and Texas Administrative Code, Chapter 89.

State policy indicates that English is the basic language of the state of Texas. Public schools in the state of Texas are responsible for providing a full opportunity for all students to become competent in speaking, reading, writing, and comprehending the English language. Instruction given only in English is not adequate for the education of students that come from environments in which the primary language is other than English. Bilingual education and special language programs can meet the needs of these students and facilitate their integration into the regular school curriculum.

Any district with an enrollment of 20 or more students of limited English proficiency in any language in the same grade level shall offer a bilingual education or special language program.

Each district that is required to offer a bilingual education or special language program shall offer the following for students of limited English proficiency:

  1. bilingual education in kindergarten through elementary grades;
  2. bilingual education, instruction in English as a second language, or other transitional language approved by the agency in post-elementary grades through grade 8; and
  3. instruction in English as a second language in grades 9 through 12.

A bilingual education program established by a school district shall be a full-time program of dual-language instruction that provides students learning of basic skills in their primary language and structured and sequenced mastery of English language skills. Students of limited English proficiency shall participate fully with English-speaking students in regular classes provided in the subjects of art, music, and physical education. Students shall be given a meaningful opportunity to participate fully with other students in all extracurricular activities. A program of instruction in English as a second language established by a school district shall be a program of intensive instruction in English from teachers trained in recognizing and dealing with language differences. Students’ learning experiences shall be considered, and their cultural backgrounds shall be incorporated in the bilingual education or English as a second language program.

School districts must provide teachers properly certified to teach bilingual education or special language programs. If the district is not able to provide properly certified teachers for the bilingual education or English as a second language program, the district needs to file an exception or waiver. The district must use alternative methods to meet the needs of its students of limited English proficiency, including hiring teaching personnel under a bilingual emergency permit.

Bilingual/ESL Program Models at La Villa ISD

Bilingual Education Programs

Bilingual education programs are designed to make grade level academic content accessible to English learners through the development of literacy and academic skills in the child’s primary language and English. The academic, linguistic, and cultural background of English learners is used in a bilingual education program as the platform for acquiring grade level content material in the primary language and in English.

Early Exit Transitional Bilingual Program:English learners receive instruction in literacy and academic content in their primary language as well as English from teachers certified in bilingual education. As the child acquires English, the amount of instruction provided in the primary language decreases until full proficiency in English is attained.

English as a Second Language Programs

English as a Second Language (ESL) programs are designed to make grade level academic content accessible to English learners. ESL programs target English language development, including listening, speaking, reading, and writing skills, through academic content instruction that is linguistically and culturally responsive. The ESL program uses the academic, linguistic, and cultural background of English learners as a platform for acquiring grade level content material in English.

ESL Content-Based:English learners receive all content area instruction (English language arts and reading, mathematics, science, and social studies) by ESL certified teachers. (Elementary campuses)

ESL Pull-Out:A pull-out model can be implemented within the English learner’s classroom, or the English learner may be provided his or her English language arts and reading instruction by an ESL certified teacher in another classroom setting. (Secondary campuses)

LPAC and State Requirements

La Villa Independent School District follows the state criteria for the identification, assessment, and classification of students of limited English proficiency eligible to enter or exit the program. It is the policy of Texas that every student in the state who has a primary language other than English and who is identified as an English learner shall be provided full opportunity to participate in a bilingual education or English as a second language program.

To ensure equal educational opportunity, as required in the TEC, Section 1.002(a), each school district shall:

-identify English learners based on criteria established by the state

-provide bilingual education and ESL programs, as integral parts of the general program as described in the TEC, §4.002;

 -seek appropriately certified teaching personnel to ensure that English learners are afforded full opportunity to master the essential knowledge and skills required by the state; and

-assess achievement for essential knowledge and skills in accordance with the TEC, Chapter 29, to ensure accountability for English learners and the schools that serve them

Language Proficiency Assessment Committee (LPAC)

School districts shall administer only one home language survey to each new student enrolling for the first time in a Texas public school in any grade from prekindergarten through Grade 12. School districts shall require that the survey be signed by the student's parent or guardian for each student in prekindergarten through Grade 8 or by the student in Grades 9-12 as permitted under the Texas Education Code, §29.056(a)(1). The original copy of the survey shall be kept in the student's permanent record.

The home language survey shall be administered in English, Spanish, and Vietnamese; for students of other language groups, the home language survey shall be translated into the primary language whenever possible. The home language survey contains the following questions:

1“What language is spoken in the child’s home most of the time?”

2“What language does the child speak most of the time?”

If the response on the home language survey indicates that a language other than English is used, the student shall be administered the state-approved English language proficiency test for identification and shall be identified as English learner. For students previously enrolled in a Texas public school, La Villa ISD shall secure the student records, including the home language survey. LPAC shall meet and review the student’s information including the home language survey, language assessments, and all other pertinent information to determine if the student is English proficient or English learner within four weeks of the student’s enrollment. The LPAC shall designate the language proficiency level of each English learner in accordance with the guidelines established in Chapter 89, level of academic achievement, initial instructional placement in the required program (subject to parental approval), facilitate the participation of English learners in other special programs, ensure full access to the language program services required in TEC, Section 29, and reclassify students as English proficient in accordance with the criteria described by the state (only at the end of the school year).

The LPAC shall give written notice to the student’s parent or guardian, advising the student has been classified as English learner and requesting approval to place the student in the required bilingual education or ESL program.

The LPAC shall determine the appropriate assessment option for each English learner prior to the administration of the state assessments.

The LPAC shall monitor the academic progress of each English learner and those who have met criteria for exit.

The language proficiency assessment committee (LPAC) shall include an appropriately certified bilingual educator (for students served through a bilingual education program), an appropriately certified English as a second language (ESL) educator (for students served through an ESL program), a parent of an English learner participating in a bilingual or ESL program, and a campus administrator in accordance with Texas Education Code (TEC), §29.063.

Language proficiency assessment committee members shall meet in conjunction with admission, review, and dismissal committee members to review and provide recommendations with regard to the educational needs of each English learner who qualifies for services in the special education program.

Required Summer School Program

Summer school programs that are provided under the Texas Education Code (TEC), §29.060, for English learners who will be eligible for admission to kindergarten or Grade 1 at the beginning of the next school year.

Program Evaluation

La Villa ISD shall evaluate the effectiveness of programs offered to determine program effectiveness to ensure student academic success. Annual school district reports of education performance shall include:

-the academic progress in the language(s) of instruction for English learners;

-the extent to which English learners are becoming proficient in English;

-the number of students who have been exited from the bilingual education and ESL programs; and

-the number of teachers and aides trained and the frequency, scope, and results of the professional development in approaches and strategies that support second language acquisition.

School districts shall report to parents the progress of their child in acquiring English as a result of participation in the program offered to English learners.

Each school year, campus principals and their campus level committees, shall develop, review and revise the campus improvement plan for the purpose of improving performance of English Learners.

Texas Education Code (TEC) §29.051-29.064 Texas Administrative Code, Chapter 89

Foreign Language Courses

The study of world languages is an essential part of education. Students gain an understanding of two basic aspects of human existence: the nature of communication and the complexity of culture. Students who effectively communicate in more than one language, with an appropriate understanding of cultural context, are globally literate and possess the attributes of successful participants in the world community.

Foreign Language Courses

Spanish I, II                                                                           Latin I, II

Biliteracy Acknowledgement

Students can earn a performance acknowledgement in bilingualism and biliteracy. Students must demonstrate proficiency in accordance with district grading policy in two or more languages by:

  1. Complete all English language arts requirements and maintaining a minimum grade point average (GPA) of the equivalent of 80 on a scale of 100; and
  2. Satisfy one of the following:
    • Completion of a minimum of three credits in the same language other than English with a minimum GPA of the equivalent of 80 on a scale of 100; or
    • Demonstrate proficiency in the Texas Essential Knowledge and Skills for Level IV or higher in a language other than English with a minimum GPA of the equivalent of 80 on a scale of 100; or
    • Complete at least three credits in foundation subject area courses in a language other than English with a minimum GPA of 80 on a scale of 100; or
    • Demonstrate proficiency in one or more languages other than English through one of the following methods:
  1. Score of 3 or higher on a College Board AP exam for a language other than English; or
  2. Score of 4 or higher on an IB exam for a higher-level language other than English course; or

iii. Performance on a national assessment of language proficiency in a language other than English of at least Intermediate High or its equivalent

3. In addition to meeting the requirements to earn a performance acknowledgment in bilingualism and biliteracy, an English language learner must also have:
  • Participated in and met the exit criteria for a bilingual or English as a Second Language (ESL) program; and
  • Scored at the Advanced High level on the Texas English Language Proficiency Assessment System (TELPAS)



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