Bilingual Education (BEA)
San Angelo ISD is committed to the academic and linguistic success of all Emergent Bilingual (EB) students. We provide inclusive, supportive learning environments where students can thrive academically while developing English language proficiency. Through targeted interventions and evidence-based instructional strategies, we ensure that EB students are equipped with the skills they need to succeed in school and beyond.
Mission Statement
Our mission is to empower Emergent Bilingual students to achieve full proficiency in listening, speaking, reading, and writing in English. We are dedicated to building strong literacy and academic foundations through the intentional use of research-based second language acquisition practices. Our goal is to prepare students for lifelong success while honoring their cultural and linguistic backgrounds.
Contact Information
Angie Pidgeon
Director of Differentiated Instruction and Special Populations
T: (325)947-3838
Goals (Set Forth By San Angelo ISD)
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Language Proficiency and Academic Success
Support Emergent Bilingual (EB) students in achieving English language proficiency while meeting or exceeding academic standards in all content areas through high-quality, research-based instruction. -
Bilingualism, Biliteracy, and Cultural Enrichment
Promote the development of bilingualism and biliteracy, while fostering cultural awareness and appreciation to help students thrive in a diverse and global society. -
Equity, Access, and Opportunity
Ensure equitable access to rigorous instruction, enrichment programs, and extracurricular opportunities that support the academic and personal growth of all EB students. -
Family and Community Engagement
Strengthen partnerships with families, community organizations, and higher education institutions to support student learning and encourage active involvement in the educational process. -
Professional Growth and Program Excellence
Provide ongoing professional development for educators and continuously evaluate program effectiveness to ensure high-quality instruction and continuous improvement.
Program Models
Elementary Level: Transitional Bilingual/Early Exit Program
San Angelo Independent School District implements a Transitional Bilingual/Early Exit Program model at the elementary level. This model is designed to support students identified as Emergent Bilingual (EB) by providing instruction in both English and Spanish. Students receive literacy and academic content instruction in their native language while simultaneously developing English language skills.
The goal of this model is to transition students to English-only instruction no earlier than two years and no later than five years after initial enrollment, as outlined by the Texas Education Agency (TEA). Instruction focuses on both oral and academic language development to ensure a strong foundation for long-term academic success.
Secondary Level: English as a Second Language (ESL) Program
English as a Second Language (ESL) Program Overview
Our district offers an English as a Second Language (ESL) program designed to support emergent bilingual students in developing English language proficiency while achieving academic success.
Program Models Offered
ESL Pull-Out Model: Students receive targeted English language instruction outside the general classroom for part of the day, focusing primarily on English Language Arts.
ESL Content-Based Model: Students remain in the general classroom, where all subjects are taught using ESL strategies by certified ESL teachers.
Program Goals
- Develop students’ skills in listening, speaking, reading, and writing in English.
- Support academic achievement across all content areas.
- Provide instruction that is culturally responsive and aligned with the Texas English Language Proficiency Standards (ELPS).
Our ESL program ensures that all students have equitable access to high-quality instruction that respects their linguistic and cultural backgrounds.
Teacher and Parent Resources
Language Proficiency Assessment Committee (LPAC)
The Language Proficiency Assessment Committee’s (LPAC) responsibilities follow a cycle throughout the year. The responsibilities include: Identification, Assessment and Documentation Review, Placement, Instructional Methodologies and/or Interventions, Collaboration, Annual Review, Assessment, and Parental Notification.
When a student enrolls in school and indicates a language other than English on the Home Language Survey, the LPAC’s time requirements begin. Within four weeks of enrollment (or 20 school days), the LPAC should review documentation of the student’s language proficiency and academic status, and recommend placement in a Bilingual, English as a second language (ESL), or mainstream education program. Parental permission must be acquired within the 20-day period. The LPAC must also recommend instructional methods and interventions and determine the state criterion-referenced assessment options at the appropriate time.
The LPAC also facilitates the participation of limited English proficient students in other special programs for which they are eligible, ensures parent notification of student progress and LPAC decisions made on behalf of the child, and continuously monitors assessment results, interventions, and program appropriateness.