(a) Each school district that is required to offer bilingual education and special language programs shall establish a language proficiency assessment committee.
(b) Each committee shall include a professional bilingual educator, a professional transitional language educator, a parent of an emergent bilingual student, and a campus administrator.

(c) The language proficiency assessment committee shall:
(1) review all pertinent information on emergent bilingual 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 student after the elementary grades;
(3) review each emergent bilingual 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 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 student.
(d) The agency may prescribe additional duties for language proficiency assessment committees.
(e) The agency may not require members of a language proficiency assessment committee to complete training to serve on that committee.