Multilingual and Migrant Programs

The Goose Creek CISD Dual Language Bilingual Education Program serves students in grades PK–5 and is designed to develop bilingualism, biliteracy, high academic achievement, and sociocultural competence. The program serves Emergent Bilingual students and, where applicable, native English speakers through a Spanish–English model.

The Three Pillars of Dual Language Education

The Dual Language Program is grounded in the nationally recognized Three Pillars of Dual Language Education:

Dual Language Model and Allocation Plan

Goose Creek CISD’s Dual Language model follows a strategic and protected language allocation plan to ensure instructional fidelity, equity of access, and longterm biliteracy development.

Instructional Practices
Dual Language instruction includes:

• Standards-based instruction with content and language objectives
• Preview–View–Review to ensure access to grade-level content
• Intentional cross-linguistic connections to promote the transfer of skills between Spanish and English
• Strategic translanguaging while honoring the language of instruction

Assessment and Progress Monitoring
Student progress is monitored using classroom assessments, literacy measures in Spanish and English, TELPAS, STAAR as applicable, and LPAC data reviews.

The ESL Program serves Emergent Bilingual students in grades PK–12 who are not enrolled in Dual Language. Instruction is delivered primarily in English with targeted linguistic supports to ensure access to grade-level TEKS.

Instructional Design

• Sheltered instruction and language scaffolds
• Explicit English Language Development
• Ongoing progress monitoring
• Content-Based Language Instruction (CBLI) to integrate academic content and language development

LPAC and ESL Placement

LPAC determines ESL placement based on English proficiency and educational background in alignment with TEC Chapter 29 and TAC Chapter 89.

The Language Proficiency Assessment Committee (LPAC) is required by the Texas Education Agency (TEA) and ensures that Emergent Bilingual students receive appropriate instructional services.

LPAC Responsibilities

• Identification and placement of EB students
• Program and instructional recommendations
• Assessment participation and linguistic accommodations
• Annual review of academic and language progress
• Reclassification and post-exit monitoring

Legal Framework

• LPAC processes align with:
  • Texas Education Code (TEC) Chapter 29, Subchapter B
  • Texas Administrative Code (TAC) Chapter 89
  • ESSA Title III requirements

The Newcomer Academy supports recently arrived EB students at the secondary level who are in their first years of enrollment in U.S. schools.

• Orientation to U.S. school systems and expectations

Program Focus

• Accelerated English language development
• Access to grade-level content with linguistic supports
• Social, emotional, and academic adjustment support

LPAC Role

LPAC places eligible students and monitors progress to determine readiness for transition to traditional ESL-supported classrooms.

The Migrant Education Program supports students who qualify as migratory under federal guidelines and experience educational disruption due to mobility.

Program Goals and Supports

• Instructional continuity and academic support
• Credit accrual and graduation assistance
• Coordination of services across districts and states
• Family outreach and advocacy to support highly mobile students

The program operates in alignment with ESEA Title I, Part C and TEA guidance.

The World Languages Program provides students with opportunities to learn additional languages and develop global competence. Goose Creek CISD currently offers Spanish, Italian, American Sign Language (ASL), and French.

Program Goals

• Develop communicative proficiency
• Promote cultural awareness
• Support college and career readiness

The Texas English Language Proficiency Assessment System (TELPAS) is an English language proficiency assessment aligned to the Texas English Language Proficiency Standards (ELPS). This assessment is designed to assess the progress that emergent bilingual (EB) students make in learning the English language. TELPAS fulfills ESSA requirements for assessing EB students in kindergarten through grade 12 in four language domains:

• Listening
• Speaking
• Reading
• Writing

 
Kinder–1st grade:

Students in Kindergarten and 1st Grade participate in holistically rated assessments across all four language domains: listening, speaking, reading, and writing. Rather than a traditional standardized test, these assessments are conducted through structured classroom observations during the spring testing window.
 
A trained teacher rater evaluates student performance in listening, speaking, and reading based on observed language use during instructional activities. Writing is assessed through a review of student writing samples collected throughout the school year. Ratings reflect each student's demonstrated English language proficiency and are used to document their progress toward English acquisition.

2nd–12th grade:

Students in Grades 2 through 12 complete TELPAS entirely online at their campus. The assessment is administered in two separate testing bands: a Reading and Writing assessment and a Listening and Speaking assessment. Each band is taken independently, allowing students to focus on one set of language domains at a time.

The Reading and Writing assessment measures each student's ability to comprehend written English and express ideas effectively in writing at their grade level. The Listening and Speaking assessment evaluates proficiency in understanding spoken English and communicating verbally in academic and social contexts. Together, both assessments provide a comprehensive picture of a student's overall English language proficiency and annual progress toward acquisition.

TEA-TELPAS