S.B. No. 2066
 
 
 
 
AN ACT
  relating to emergent bilingual students in public schools.
         BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF TEXAS:
         SECTION 1.  Section 21.0452(b), Education Code, is amended
  to read as follows:
         (b)  The board shall make available at least the following
  information regarding each educator preparation program:
               (1)  the information specified in Sections 21.045(a)
  and (b);
               (2)  in addition to any other appropriate information
  indicating the quality of persons admitted to the program, the
  average academic qualifications possessed by persons admitted to
  the program, including:
                     (A)  average overall grade point average and
  average grade point average in specific subject areas; and
                     (B)  average scores on the Scholastic Assessment
  Test (SAT), the American College Test (ACT), or the Graduate Record
  Examination (GRE), as applicable;
               (3)  the degree to which persons who complete the
  program are successful in obtaining teaching positions;
               (4)  the extent to which the program prepares teachers,
  including general education teachers and special education
  teachers, to effectively teach:
                     (A)  students with disabilities; and
                     (B)  emergent bilingual students [of limited
  English proficiency], as defined by Section 29.052;
               (5)  the activities offered by the program that are
  designed to prepare teachers to:
                     (A)  integrate technology effectively into
  curricula and instruction, including activities consistent with
  the principles of universal design for learning; and
                     (B)  use technology effectively to collect,
  manage, and analyze data to improve teaching and learning for the
  purpose of increasing student academic achievement;
               (6)  for each semester, the average ratio of field
  supervisors to candidates completing student teaching, clinical
  teaching, or an internship in an educator preparation program;
               (7)  the perseverance of beginning teachers in the
  profession, based on information reported through the Public
  Education Information Management System (PEIMS) providing the
  number of beginning teachers employed as classroom teachers for at
  least three years after certification in comparison to similar
  programs;
               (8)  the results of exit surveys given to program
  participants on completion of the program that involve evaluation
  of the program's effectiveness in preparing participants to succeed
  in the classroom;
               (9)  the results of surveys given to school principals
  that involve evaluation of the program's effectiveness in preparing
  participants to succeed in the classroom, based on experience with
  employed program participants; and
               (10)  the results of teacher satisfaction surveys
  developed under Section 21.045 and given to program participants at
  the end of the first year of teaching.
         SECTION 2.  Sections 21.054(d) and (e), Education Code, are
  amended to read as follows:
         (d)  Continuing education requirements for a classroom
  teacher must provide that at least 25 percent of the training
  required every five years include instruction regarding:
               (1)  collecting and analyzing information that will
  improve effectiveness in the classroom;
               (2)  recognizing early warning indicators that a
  student may be at risk of dropping out of school;
               (3)  digital learning, digital teaching, and
  integrating technology into classroom instruction;
               (4)  educating diverse student populations, including:
                     (A)  students who are eligible to participate in
  special education programs under Subchapter A, Chapter 29;
                     (B)  students who are eligible to receive
  educational services required under Section 504, Rehabilitation
  Act of 1973 (29 U.S.C. Section 794);
                     (C)  students with mental health conditions or who
  engage in substance abuse;
                     (D)  students with intellectual or developmental
  disabilities;
                     (E)  students who are educationally
  disadvantaged;
                     (F)  emergent bilingual students [of limited
  English proficiency]; and
                     (G)  students at risk of dropping out of school;
               (5)  understanding appropriate relationships,
  boundaries, and communications between educators and students; and
               (6)  how mental health conditions, including grief and
  trauma, affect student learning and behavior and how
  evidence-based, grief-informed, and trauma-informed strategies
  support the academic success of students affected by grief and
  trauma.
         (e)  Continuing education requirements for a principal must
  provide that at least 25 percent of the training required every five
  years include instruction regarding:
               (1)  effective and efficient management, including:
                     (A)  collecting and analyzing information;
                     (B)  making decisions and managing time; and
                     (C)  supervising student discipline and managing
  behavior;
               (2)  recognizing early warning indicators that a
  student may be at risk of dropping out of school;
               (3)  digital learning, digital teaching, and
  integrating technology into campus curriculum and instruction;
               (4)  effective implementation of a comprehensive
  school counseling program under Section 33.005;
               (5)  mental health programs addressing a mental health
  condition;
               (6)  educating diverse student populations, including:
                     (A)  students who are eligible to participate in
  special education programs under Subchapter A, Chapter 29;
                     (B)  students with intellectual or developmental
  disabilities;
                     (C)  students who are eligible to receive
  educational services required under Section 504, Rehabilitation
  Act of 1973 (29 U.S.C. Section 794);
                     (D)  students with mental health conditions or who
  engage in substance abuse;
                     (E)  students who are educationally
  disadvantaged;
                     (F)  emergent bilingual students [of limited
  English proficiency]; and
                     (G)  students at risk of dropping out of school;
               (7)  preventing, recognizing, and reporting any sexual
  conduct between an educator and student that is prohibited under
  Section 21.12, Penal Code, or for which reporting is required under
  Section 21.006 of this code; and
               (8)  how mental health conditions, including grief and
  trauma, affect student learning and behavior and how
  evidence-based, grief-informed, and trauma-informed strategies
  support the academic success of students affected by grief and
  trauma.
         SECTION 3.  Section 21.4551(b), Education Code, is amended
  to read as follows:
         (b)  A reading academy developed under this section must
  include training in:
               (1)  for a teacher providing instruction in reading to
  students at the seventh or eighth grade level:
                     (A)  administration of the reading instrument
  required by Section 28.006(c-1); and
                     (B)  interpretation of the results of the reading
  instrument required by Section 28.006(c-1) and strategies, based on
  scientific research regarding effective reading instruction, for
  long-term intensive intervention to target identified student
  needs in word recognition, vocabulary, fluency, and comprehension;
               (2)  for a teacher providing instruction in reading to
  students at the sixth, seventh, or eighth grade level:
                     (A)  strategies to be implemented in English
  language arts and other subject areas for multisyllable word
  reading, vocabulary development, and comprehension of expository
  and narrative text;
                     (B)  an adaptation framework that enables
  teachers to respond to differing student strengths and needs,
  including adaptations for emergent bilingual students [of limited
  English proficiency] or students receiving special education
  services under Subchapter A, Chapter 29;
                     (C)  collaborative strategies to increase active
  student involvement and motivation to read; and
                     (D)  other areas identified by the commissioner as
  essential components of reading instruction; and
               (3)  for a teacher providing instruction in
  mathematics, science, or social studies to students at the sixth,
  seventh, or eighth grade level:
                     (A)  strategies for incorporating reading
  instruction into the curriculum for the subject area taught by the
  teacher; and
                     (B)  other areas identified by the commissioner.
         SECTION 4.  Section 21.457, Education Code, is amended to
  read as follows:
         Sec. 21.457.  TRAINING FOR TEACHERS OF EMERGENT BILINGUAL
  STUDENTS [OF LIMITED ENGLISH PROFICIENCY]. The commissioner shall
  develop and make available training materials and other teacher
  training resources to assist teachers in developing the expertise
  required to enable emergent bilingual students [of limited English
  proficiency] to meet state performance expectations.
         SECTION 5.  Section 29.051, Education Code, is amended to
  read as follows:
         Sec. 29.051.  STATE POLICY. English is the basic language of
  this state. Public schools are responsible for providing a full
  opportunity for all students to become competent in speaking,
  reading, writing, and comprehending the English language. Large
  numbers of students in the state come from environments in which the
  primary language is other than English. Experience has shown that
  public school classes in which instruction is given only in English
  are often inadequate for the education of those students. The
  mastery of basic English language skills is a prerequisite for
  effective participation in the state's educational program.
  Bilingual education and special language programs can meet the
  needs of those students and facilitate their integration into the
  regular school curriculum. Therefore, in accordance with the
  policy of the state to ensure equal educational opportunity to
  every student, and in recognition of the educational needs of
  emergent bilingual students [of limited English proficiency], this
  subchapter provides for the establishment of bilingual education
  and special language programs in the public schools and provides
  supplemental financial assistance to help school districts meet the
  extra costs of the programs.
         SECTION 6.  Section 29.052(1), Education Code, is amended to
  read as follows:
               (1)  "Emergent bilingual student [Student of limited
  English proficiency]" means a student whose primary language is
  other than English and whose English language skills are such that
  the student has difficulty performing ordinary classwork in
  English.
         SECTION 7.  Sections 29.053(b), (c), and (d), Education
  Code, are amended to read as follows:
         (b)  Within the first four weeks following the first day of
  school, the language proficiency assessment committee established
  under Section 29.063 shall determine and report to the board of
  trustees of the district the number of emergent bilingual students
  [of limited English proficiency] on each campus and shall classify
  each student according to the language in which the student
  possesses primary proficiency. The board shall report that
  information to the agency before November 1 each year.
         (c)  Each district with an enrollment of 20 or more emergent
  bilingual students [of limited English proficiency] in any language
  classification in the same grade level shall offer a bilingual
  education or special language program.
         (d)  Each district that is required to offer bilingual
  education and special language programs under this section shall
  offer the following for emergent bilingual students [of limited
  English proficiency]:
               (1)  bilingual education in kindergarten through the
  elementary grades;
               (2)  bilingual education, instruction in English as a
  second language, or other transitional language instruction
  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.
         SECTION 8.  Sections 29.054(b) and (d), Education Code, are
  amended to read as follows:
         (b)  An application for an exception may be filed with the
  agency when a district is unable to hire a sufficient number of
  teachers with teaching certificates appropriate for bilingual
  education instruction to staff the required program. The
  application must be accompanied by:
               (1)  documentation showing that the district has taken
  all reasonable affirmative steps to secure teachers with teaching
  certificates appropriate for bilingual education instruction and
  has failed;
               (2)  documentation showing that the district has
  affirmative hiring policies and procedures consistent with the need
  to serve emergent bilingual [limited English proficiency]
  students;
               (3)  documentation showing that, on the basis of
  district records, no teacher having a teaching certificate
  appropriate for bilingual instruction or emergency credentials has
  been unjustifiably denied employment by the district within the
  past 12 months; and
               (4)  a plan detailing specific measures to be used by
  the district to eliminate the conditions that created the need for
  an exception.
         (d)  During the period for which a district is granted an
  exception under this section, the district must use alternative
  methods approved by the agency to meet the needs of its emergent
  bilingual students [of limited English proficiency], including
  hiring teaching personnel under a bilingual emergency permit.
         SECTION 9.  Section 29.055(c), Education Code, is amended to
  read as follows:
         (c)  In subjects such as art, music, and physical education,
  emergent bilingual students [of limited English proficiency] shall
  participate fully with English-speaking students in regular
  classes provided in the subjects.
         SECTION 10.  Sections 29.056(a), (c), (d), and (g),
  Education Code, are amended to read as follows:
         (a)  The agency shall establish standardized criteria for
  the identification, assessment, and classification of emergent
  bilingual students [of limited English proficiency] eligible for
  entry into the program or exit from the program. The student's
  parent must approve a student's entry into the program, exit from
  the program, or placement in the program. The school district or
  parent may appeal the decision under Section 29.064. The criteria
  for identification, assessment, and classification may include:
               (1)  results of a home language survey conducted within
  four weeks of each student's enrollment to determine the language
  normally used in the home and the language normally used by the
  student, conducted in English and the home language, signed by the
  student's parents if the student is in kindergarten through grade 8
  or by the student if the student is in grades 9 through 12, and kept
  in the student's permanent folder by the language proficiency
  assessment committee;
               (2)  the results of an agency-approved English language
  proficiency test administered to all students identified through
  the home survey as normally speaking a language other than English
  to determine the level of English language proficiency, with
  students in kindergarten or grade 1 being administered an oral
  English proficiency test and students in grades 2 through 12 being
  administered an oral and written English proficiency test; and
               (3)  the results of an agency-approved proficiency test
  in the primary language administered to all students identified
  under Subdivision (2) as being of limited English proficiency to
  determine the level of primary language proficiency, with students
  in kindergarten or grade 1 being administered an oral primary
  language proficiency test and students in grades 2 through 12 being
  administered an oral and written primary language proficiency test.
         (c)  The language proficiency assessment committee may
  classify a student as emergent bilingual [limited English
  proficiency] if:
               (1)  the student's ability in English is so limited or
  the student's disabilities are so severe that assessment procedures
  cannot be administered;
               (2)  the student's score or relative degree of
  achievement on the agency-approved English proficiency test is
  below the levels established by the agency as indicative of
  reasonable proficiency;
               (3)  the student's primary language proficiency score
  as measured by an agency-approved test is greater than the
  student's proficiency in English; or
               (4)  the language proficiency assessment committee
  determines, based on other information, including a teacher
  evaluation, parental viewpoint, or student interview, that the
  student's primary language proficiency is greater than the
  student's proficiency in English or that the student is not
  reasonably proficient in English.
         (d)  Not later than the 10th day after the date of the
  student's classification as an emergent bilingual [a] student [of
  limited English proficiency], the language proficiency assessment
  committee shall give written notice of the classification to the
  student's parent. The notice must be in English and the parent's
  primary language. The parents of students eligible to participate
  in the required bilingual education program shall be informed of
  the benefits of the bilingual education or special language program
  and that it is an integral part of the school program.
         (g)  A district may transfer an emergent bilingual [a]
  student [of limited English proficiency] out of a bilingual
  education or special language program for the first time or a
  subsequent time if the student is able to participate equally in a
  regular all-English instructional program as determined by:
               (1)  agency-approved tests administered at the end of
  each school year to determine the extent to which the student has
  developed oral and written language proficiency and specific
  language skills in English;
               (2)  satisfactory performance on the reading
  assessment instrument under Section 39.023(a) or an English
  language arts assessment instrument under Section 39.023(c), as
  applicable, with the assessment instrument administered in
  English, or, if the student is enrolled in the first or second
  grade, an achievement score at or above the 40th percentile in the
  reading and language arts sections of an English standardized test
  approved by the agency; and
               (3)  agency-approved criterion-referenced tests and
  the results of a subjective teacher evaluation.
         SECTION 11.  Section 29.059(b), Education Code, is amended
  to read as follows:
         (b)  A school district may allow a nonresident emergent
  bilingual student [of limited English proficiency] to enroll in or
  attend its bilingual education or special language programs if the
  student's district of residence does not provide an appropriate
  program. The tuition for the student shall be paid by the district
  in which the student resides.
         SECTION 12.  Sections 29.060(a) and (d), Education Code, are
  amended to read as follows:
         (a)  Each school district that is required to offer a
  bilingual education or special language program shall offer a
  voluntary program for emergent bilingual children [of limited
  English proficiency] who will be eligible for admission to
  kindergarten or the first grade at the beginning of the next school
  year. A school that operates on a system permitted by this code
  other than a semester system shall offer 120 hours of instruction on
  a schedule the board of trustees of the district establishes. A
  school that operates on a semester system shall offer the program:
               (1)  during the period school is recessed for the
  summer; and
               (2)  for one-half day for eight weeks or on a similar
  schedule approved by the board of trustees.
         (d)  A school district may establish on a full- or part-time
  basis other summer school, extended day, or extended week bilingual
  education or special language programs for emergent bilingual
  students [of limited English proficiency] and may join with other
  districts in establishing the programs.
         SECTION 13.  Section 29.062(a), Education Code, is amended
  to read as follows:
         (a)  The legislature recognizes that compliance with this
  subchapter is an imperative public necessity. Therefore, in
  accordance with the policy of the state, the agency shall evaluate
  the effectiveness of programs under this subchapter based on the
  achievement indicators adopted under Section 39.053(c), including
  the results of assessment instruments. The agency may combine
  evaluations under this section with federal accountability
  measures concerning emergent bilingual students [of limited
  English proficiency].
         SECTION 14.  Sections 29.063(b) and (c), Education Code, are
  amended to read as follows:
         (b)  Each committee shall include a professional bilingual
  educator, a professional transitional language educator, a parent
  of an emergent bilingual [a limited English proficiency] student,
  and a campus administrator.
         (c)  The language proficiency assessment committee shall:
               (1)  review all pertinent information on emergent
  bilingual [limited English proficiency] students, including the
  home language survey, the language proficiency tests in English and
  the primary language, each student's achievement in content areas,
  and each student's emotional and social attainment;
               (2)  make recommendations concerning the most
  appropriate placement for the educational advancement of the
  emergent bilingual [limited English proficiency] student after the
  elementary grades;
               (3)  review each emergent bilingual [limited English
  proficiency] student's progress at the end of the school year in
  order to determine future appropriate placement;
               (4)  monitor the progress of students formerly
  classified as emergent bilingual [limited English proficiency] who
  have transferred out of the bilingual education or special language
  program and, based on the information, designate the most
  appropriate placement for such students; and
               (5)  determine the appropriateness of a program that
  extends beyond the regular school year based on the needs of each
  emergent bilingual [limited English proficiency] student.
         SECTION 15.  Sections 29.066(a) and (b), Education Code, are
  amended to read as follows:
         (a)  A school district that is required to offer bilingual
  education or special language programs shall include the following
  information in the district's Public Education Information
  Management System (PEIMS) report:
               (1)  demographic information, as determined by the
  commissioner, on students enrolled in district bilingual education
  or special language programs;
               (2)  the number and percentage of students enrolled in
  each instructional model of a bilingual education or special
  language program offered by the district; and
               (3)  the number and percentage of students identified
  as emergent bilingual students [of limited English proficiency] who
  do not receive specialized instruction.
         (b)  For purposes of this section, the commissioner shall
  adopt rules to classify programs under this section as follows:
               (1)  if the program is a bilingual education program,
  the program must be classified under the Public Education
  Information Management System (PEIMS) report as:
                     (A)  transitional bilingual/early exit: a
  bilingual program that serves students identified as emergent
  bilingual students [of limited English proficiency] in both English
  and Spanish and transfers a student to English-only instruction not
  earlier than two or later than five years after the student enrolls
  in school;
                     (B)  transitional bilingual/late exit: a
  bilingual program that serves students identified as emergent
  bilingual students [of limited English proficiency] in both English
  and Spanish and transfers a student to English-only instruction not
  earlier than six or later than seven years after the student enrolls
  in school;
                     (C)  dual language immersion/two-way: a
  biliteracy program that integrates students proficient in English
  and students identified as emergent bilingual students [of limited
  English proficiency] in both English and Spanish and transfers a
  student identified as an emergent bilingual [a] student [of limited
  English proficiency] to English-only instruction not earlier than
  six or later than seven years after the student enrolls in school;
  or
                     (D)  dual language immersion/one-way: a
  biliteracy program that serves only students identified as emergent
  bilingual students [of limited English proficiency] in both English
  and Spanish and transfers a student to English-only instruction not
  earlier than six or later than seven years after the student enrolls
  in school; and
               (2)  if the program is a special language program, the
  program must be classified under the Public Education Information
  Management System (PEIMS) report as:
                     (A)  English as a second language/content-based:
  an English program that serves students identified as emergent
  bilingual students [of limited English proficiency] in English only
  by providing a full-time teacher certified under Section 29.061(c)
  to provide supplementary instruction for all content area
  instruction; or
                     (B)  English as a second language/pull-out: an
  English program that serves students identified as emergent
  bilingual students [of limited English proficiency] in English only
  by providing a part-time teacher certified under Section 29.061(c)
  to provide English language arts instruction exclusively, while the
  student remains in a mainstream instructional arrangement in the
  remaining content areas.
         SECTION 16.  Section 29.081(d), Education Code, as amended
  by Chapters 403 (S.B. 1746), 597 (S.B. 668), and 1060 (H.B. 1051),
  Acts of the 86th Legislature, Regular Session, 2019, is reenacted
  and amended to read as follows:
         (d)  For purposes of this section, "student at risk of
  dropping out of school" includes each student who:
               (1)  is under 26 years of age and who:
                     (A)  was not advanced from one grade level to the
  next for one or more school years;
                     (B)  if the student is in grade 7, 8, 9, 10, 11, or
  12, did not maintain an average equivalent to 70 on a scale of 100 in
  two or more subjects in the foundation curriculum during a semester
  in the preceding or current school year or is not maintaining such
  an average in two or more subjects in the foundation curriculum in
  the current semester;
                     (C)  did not perform satisfactorily on an
  assessment instrument administered to the student under Subchapter
  B, Chapter 39, and who has not in the previous or current school
  year subsequently performed on that instrument or another
  appropriate instrument at a level equal to at least 110 percent of
  the level of satisfactory performance on that instrument;
                     (D)  if the student is in prekindergarten,
  kindergarten, or grade 1, 2, or 3, did not perform satisfactorily on
  a readiness test or assessment instrument administered during the
  current school year;
                     (E)  is pregnant or is a parent;
                     (F)  has been placed in an alternative education
  program in accordance with Section 37.006 during the preceding or
  current school year;
                     (G)  has been expelled in accordance with Section
  37.007 during the preceding or current school year;
                     (H)  is currently on parole, probation, deferred
  prosecution, or other conditional release;
                     (I)  was previously reported through the Public
  Education Information Management System (PEIMS) to have dropped out
  of school;
                     (J)  is an emergent bilingual [a] student [of
  limited English proficiency], as defined by Section 29.052;
                     (K)  is in the custody or care of the Department of
  Family and Protective Services or has, during the current school
  year, been referred to the department by a school official, officer
  of the juvenile court, or law enforcement official;
                     (L)  is homeless;
                     (M)  resided in the preceding school year or
  resides in the current school year in a residential placement
  facility in the district, including a detention facility, substance
  abuse treatment facility, emergency shelter, psychiatric hospital,
  halfway house, cottage home operation, specialized child-care
  home, or general residential operation; or
                     (N) [(14)]  has been incarcerated or has a parent
  or guardian who has been incarcerated, within the lifetime of the
  student, in a penal institution as defined by Section 1.07, Penal
  Code; or
               (2)  regardless of the student's age, participates in
  an adult education program provided under a high school diploma and
  industry certification charter school program under Section
  29.259.
         SECTION 17.  Section 29.091(f), Education Code, is amended
  to read as follows:
         (f)  Each school district participating in the program
  shall, in the manner and within the time prescribed by commissioner
  rule, provide to the agency an annual written report that includes:
               (1)  a detailed description of the district's plan, as
  implemented;
               (2)  the number and grade levels of participating
  students;
               (3)  demographic information for participating
  students, including the percentage of students of each applicable
  race and ethnicity, the percentage of educationally disadvantaged
  students, the percentage of emergent bilingual students [of limited
  English proficiency] as defined by Section 29.052, the percentage
  of students enrolled in a school district special education program
  under Subchapter A, and the percentage of students enrolled in a
  district bilingual education program under Subchapter B;
               (4)  school attendance rates for participating
  students, before, during, and after program participation, as
  applicable;
               (5)  specific information that demonstrates whether
  the purposes described by Subsections (b)(2) and (3) have been
  achieved, including the results of assessment instruments
  administered under Section 39.023 for participating students,
  before, during, and after program participation, as applicable;
               (6)  aggregate results of assessment instruments
  administered under Section 39.023 for students of participating
  classroom teachers, new teachers, and student teachers, before,
  during, and after program participation by the students, as
  applicable;
               (7)  information regarding the manner in which teachers
  are selected for participation in the program and the manner in
  which teachers are compensated for their participation;
               (8)  statistical information for participating
  classroom teachers, new teachers, and student teachers, including
  the number of years employed in the teaching profession, the number
  of years teaching in the district in which the program is provided,
  the category and class of educator certification held, the highest
  level of academic degree earned, race, ethnicity, and gender;
               (9)  information regarding whether:
                     (A)  the program is provided on a full-day or
  half-day basis;
                     (B)  the program is voluntary or mandatory for
  educationally disadvantaged students;
                     (C)  the district has partnered with an outside
  provider to provide any supplemental service;
                     (D)  the district provides transportation to
  participating students; and
                     (E)  the district offers the program to students
  who are not educationally disadvantaged and, if so, under what
  circumstances;
               (10)  information on retention in the teaching
  profession of the participating teachers, including new teachers
  and student teachers; and
               (11)  any other information required by commissioner
  rule.
         SECTION 18.  Section 39.023(l), Education Code, is amended
  to read as follows:
         (l)  The State Board of Education shall adopt rules for the
  administration of the assessment instruments adopted under
  Subsection (a) in Spanish to emergent bilingual students in grades
  three through five [who are of limited English proficiency], as
  defined by Section 29.052, whose primary language is Spanish, and
  who are not otherwise exempt from the administration of an
  assessment instrument under Section 39.027(a)(1) or (2). Each
  emergent bilingual student [of limited English proficiency] whose
  primary language is Spanish, other than a student to whom
  Subsection (b) applies, may be assessed using assessment
  instruments in Spanish under this subsection for up to three years
  or assessment instruments in English under Subsection (a). The
  language proficiency assessment committee established under
  Section 29.063 shall determine which students are administered
  assessment instruments in Spanish under this subsection.
         SECTION 19.  Section 39.0241(d), Education Code, is amended
  to read as follows:
         (d)  Using funds appropriated for purposes of this
  subsection, the agency shall develop and make available teacher
  training materials and other teacher training resources to assist
  teachers in enabling emergent bilingual students [of limited
  English proficiency] to meet state performance expectations. The
  teacher training resources shall be designed to support intensive,
  individualized, and accelerated instructional programs developed
  by school districts for emergent bilingual students [of limited
  English proficiency].
         SECTION 20.  Sections 39.027(a) and (e), Education Code, are
  amended to read as follows:
         (a)  A student may be administered an accommodated or
  alternative assessment instrument or may be granted an exemption
  from or a postponement of the administration of an assessment
  instrument under:
               (1)  Section 39.023(a), (b), (c), or (l) for a period of
  up to one year after initial enrollment in a school in the United
  States if the student is an emergent bilingual student [of limited
  English proficiency], as defined by Section 29.052, and has not
  demonstrated proficiency in English as determined by the assessment
  system under Subsection (e);
               (2)  Section 39.023(a), (b), (c), or (l) for a period of
  up to two years in addition to the exemption period authorized by
  Subdivision (1) if the student has received an exemption under
  Subdivision (1) and:
                     (A)  is a recent unschooled immigrant; or
                     (B)  is in a grade for which no assessment
  instrument in the primary language of the student is available; or
               (3)  Section 39.023(a), (b), (c), or (l) for a period of
  up to four years, in addition to the exemption period authorized
  under Subdivision (1), if the student's initial enrollment in a
  school in the United States was as an unschooled asylee or refugee.
         (e)  The commissioner shall develop an assessment system
  that shall be used for evaluating the academic progress, including
  reading proficiency in English, of all emergent bilingual students
  [of limited English proficiency], as defined by Section 29.052. A
  student who is exempt from the administration of an assessment
  instrument under Subsection (a)(1) or (2) who achieves reading
  proficiency in English as determined by the assessment system
  developed under this subsection shall be administered the
  assessment instruments described by Sections 39.023(a) and (c).
  The performance under the assessment system developed under this
  subsection of students to whom Subsection (a)(1) or (2) applies
  shall be included in the indicator systems under Section 39.301, as
  applicable, the performance report under Section 39.306, and the
  comprehensive biennial report under Section 39.332. This
  information shall be provided in a manner that is disaggregated by
  the bilingual education or special language program, if any, in
  which the student is enrolled.
         SECTION 21.  Section 39.034(b), Education Code, is amended
  to read as follows:
         (b)  For emergent bilingual students [of limited English
  proficiency], as defined by Section 29.052, the agency shall use a
  student's performance data on reading proficiency assessment
  instruments in English and one other language to calculate the
  student's progress toward dual language proficiency.
         SECTION 22.  Sections 39.301(c) and (d), Education Code, are
  amended to read as follows:
         (c)  Indicators for reporting purposes must include:
               (1)  the percentage of graduating students who meet the
  course requirements established by State Board of Education rule
  for:
                     (A)  the foundation high school program;
                     (B)  the distinguished level of achievement under
  the foundation high school program; and
                     (C)  each endorsement described by Section
  28.025(c-1);
               (2)  the results of the SAT, ACT, and certified
  workforce training programs described by Chapter 311, Labor Code;
               (3)  for students who have failed to perform
  satisfactorily, under each performance standard under Section
  39.0241, on an assessment instrument required under Section
  39.023(a) or (c), the performance of those students on subsequent
  assessment instruments required under those sections, aggregated
  by grade level and subject area;
               (4)  for each campus, the number of students,
  disaggregated by major student subpopulations, that take courses
  under the foundation high school program and take additional
  courses to earn an endorsement under Section 28.025(c-1),
  disaggregated by type of endorsement;
               (5)  the percentage of students, aggregated by grade
  level, provided accelerated instruction under Section 28.0211(c),
  the results of assessment instruments administered under that
  section, the percentage of students promoted through the grade
  placement committee process under Section 28.0211, the subject of
  the assessment instrument on which each student failed to perform
  satisfactorily under each performance standard under Section
  39.0241, and the performance of those students in the school year
  following that promotion on the assessment instruments required
  under Section 39.023;
               (6)  the percentage of emergent bilingual students [of
  limited English proficiency] exempted from the administration of an
  assessment instrument under Sections 39.027(a)(1) and (2);
               (7)  the percentage of students in a special education
  program under Subchapter A, Chapter 29, assessed through assessment
  instruments developed or adopted under Section 39.023(b);
               (8)  the percentage of students who satisfy the college
  readiness measure;
               (9)  the measure of progress toward dual language
  proficiency under Section 39.034(b), for emergent bilingual
  students [of limited English proficiency], as defined by Section
  29.052;
               (10)  the percentage of students who are not
  educationally disadvantaged;
               (11)  the percentage of students who enroll and begin
  instruction at an institution of higher education in the school
  year following high school graduation; and
               (12)  the percentage of students who successfully
  complete the first year of instruction at an institution of higher
  education without needing a developmental education course.
         (d)  Performance on the indicators described by Section
  39.053(c) and Subsections (c)(3), (4), and (9) must be based on
  longitudinal student data that is disaggregated by the bilingual
  education or special language program, if any, in which emergent
  bilingual students [of limited English proficiency], as defined by
  Section 29.052, are or former emergent bilingual students [of
  limited English proficiency] were enrolled. If a student described
  by this subsection is not or was not enrolled in specialized
  language instruction, the number and percentage of those students
  shall be provided.
         SECTION 23.  Section 39.309(c), Education Code, is amended
  to read as follows:
         (c)  The Texas School Accountability Dashboard developed
  under Subsection (a) must include:
               (1)  performance information for each school district
  and campus in areas specified by Subsection (b) and must allow for
  comparison between districts and campuses in each of the areas;
               (2)  a comparison of the number of students enrolled in
  each school district, including:
                     (A)  the percentage of emergent bilingual
  students [of limited English proficiency], as defined by Section
  29.052;
                     (B)  the percentage of students who are unschooled
  asylees or refugees, as defined by Section 39.027(a-1);
                     (C)  the percentage of students who are
  educationally disadvantaged; and
                     (D)  the percentage of students with
  disabilities;
               (3)  a comparison of performance information for each
  district and campus disaggregated by race, ethnicity, and
  populations served by special programs, including special
  education, bilingual education, and special language programs; and
               (4)  a comparison of performance information by subject
  area.
         SECTION 24.  Section 39.332(d), Education Code, is amended
  to read as follows:
         (d)  In reporting the information required by Subsections
  (b)(3), (5), and (7), the agency shall separately aggregate the
  longitudinal performance data of all students identified as
  emergent bilingual students [of limited English proficiency], as
  defined by Section 29.052, or former emergent bilingual students
  [of limited English proficiency], disaggregated by bilingual
  education or special language program instructional model, if any,
  in which the students are or were enrolled.
         SECTION 25.  Section 48.105(a), Education Code, is amended
  to read as follows:
         (a)  For each student in average daily attendance in a
  bilingual education or special language program under Subchapter B,
  Chapter 29, a district is entitled to an annual allotment equal to
  the basic allotment multiplied by:
               (1)  for an emergent bilingual [a] student [of limited
  English proficiency], as defined by Section 29.052:
                     (A)  0.1; or
                     (B)  0.15 if the student is in a bilingual
  education program using a dual language immersion/one-way or
  two-way program model; and
               (2)  for a student not described by Subdivision (1),
  0.05 if the student is in a bilingual education program using a dual
  language immersion/two-way program model.
         SECTION 26.  Section 48.108(a), Education Code, is amended
  to read as follows:
         (a)  For each student in average daily attendance in
  kindergarten through third grade, a school district is entitled to
  an annual allotment equal to the basic allotment multiplied by 0.1
  if the student is:
               (1)  educationally disadvantaged; or
               (2)  an emergent bilingual [a] student [of limited
  English proficiency], as defined by Section 29.052, and is in a
  bilingual education or special language program under Subchapter B,
  Chapter 29.
         SECTION 27.  To the extent of any conflict, this Act prevails
  over another Act of the 87th Legislature, Regular Session, 2021,
  relating to nonsubstantive additions to and corrections in enacted
  codes.
         SECTION 28.  This Act takes effect September 1, 2021.
 
 
 
 
 
  ______________________________ ______________________________
     President of the Senate Speaker of the House     
 
         I hereby certify that S.B. No. 2066 passed the Senate on
  April 29, 2021, by the following vote:  Yeas 31, Nays 0.
 
 
  ______________________________
  Secretary of the Senate    
 
         I hereby certify that S.B. No. 2066 passed the House on
  May 26, 2021, by the following vote:  Yeas 105, Nays 42, two
  present not voting.
 
 
  ______________________________
  Chief Clerk of the House   
 
 
 
  Approved:
 
  ______________________________ 
              Date
 
 
  ______________________________ 
            Governor