Special Populations

Bilingual Program

Emergent bilingual students in a bilingual program shall be provided content area instruction in both the primary language and English language and shall be structured to ensure that the students master the required essential knowledge and skills and higher-order thinking skills in all subjects. Grades for this program shall reflect their mastery of the TEKS.  

ESL Program

Emergent bilingual students in an ESL program shall be provided content-area instruction using second-language acquisition methods in English and shall be structured to ensure that students master the essential knowledge and skills and higher-order thinking skills in all subjects. Grades for this program shall reflect their mastery of the TEKS.

Special Education/504

All teachers working with a student identified with a disability and served through Special Education or Section 504 shall follow the accommodations/modifications as determined and documented in the student’s Individual Education Plan (IEP) or Section 504 Individual Accommodation Plan (IAP).

Instruction, assessment, and grading of students with disabilities shall be reflective of the accommodations/modifications documented in the IEP/IAP. When a student is at risk of failing a class, the teacher must document parent/guardian/adult student communication and the use of IEP/IAP-determined accommodations/modifications.

If a student is failing a class and/or fails to maintain progress toward an IEP goal for one reporting period, best practice states that the ARD committee should consider the need to meet and evaluate current supports and services that are not currently resulting in “progress.”