Transitional Bilingual Instruction Program - Procedures - 2162-P
The following procedures have been instituted for purposes of implementing a transitional bilingual instruction program.
A Transitional Bilingual Instruction Program, as defined by State law, means a system of instruction which uses two languages, one of which is English, to build upon and expand language skills to enable the student to achieve competency in English. In those cases where the use of two languages is not practicable, appropriate instruction for English learners may be provided primarily in English.
The District will provide English learners appropriate core academic instruction in addition to language instruction. The District's Transitional Bilingual Instruction Program is intended to supplement core academic instruction.
Program Application and Description Annually, the District will submit an application to the Office of Superintendent of Public Instruction (OSPI) requesting funding to support its Transitional Bilingual Instruction Program. In the application, the District will provide a description of its research-based program models including staffing and implementation strategies.
At the time of registration, the parents/guardians of each student will be asked to complete a home language survey which identifies the child's primary language and what language the child uses most at home. Students that indicate on the home language survey a primary language other than English or a language other than English in addition to English will be assessed within ten school days of enrollment and attendance using the State-approved screener to determine eligibility for the Transitional Bilingual Instruction Program. Student eligibility levels will be determined by OSPI and may change when the state approved screener changes. Staff will determine the appropriate instructional program for each eligible student.
If a transfer student has previously been identified as an English learner in Washington and has not yet scored at a â€œproficient" level, the student will be served in the receiving District's transitional bilingual instruction program based on the last score the student received in the sending district.
Continued Eligibility/Annual Assessment
Each eligible English language learner, including English learners under a parent/guardian waiver, must be assessed annually, using the State-approved language proficiency test to determine continued eligibility. Students remain eligible until they score at a "proficient" level on the annual State-approved language proficiency test.
After students have exited the transitional bilingual instruction program, school districts must monitor the academic progress of former English learners for at least two (2) years to ensure that: the students have not been prematurely exited; any academic deficits they incurred as a result of participation in the transitional bilingual instruction program have been remedied; and that the students are meaningfully participating in the standard instructional program comparable to their peers who never participated in the transitional bilingual instruction program.
Parents/guardians will be notified, in writing, of their child's initial eligibility and notified annually of their child's continuing eligibility for the transitional bilingual instruction program. At a minimum, the parent/guardian notification will contain:
- How the child's eligibility was determined and the child's current level of English proficiency;
- A description of the District's program and how it will meet the child's educational needs;
- The method of instruction used in the program in which their child is, or will be, participating, and the methods of instruction used in other available programs, if any, including how such programs differ in content, instructional goals, and use of English and a native language instruction;
- How the program in which their child is, or will be participating, will meet the educational strengths and needs of their child;
- How the program will specifically help their child learn English, and meet age-appropriate academic achievement standards for grade promotion and graduation; the specific exit requirements for the program, the expected rate of transition from such program into classrooms that are not tailored for English learners, and the expected rate of graduation from secondary school for such program if funds under this title are used for children in secondary schools;
- Information on the parent's right to decline to enroll their child in such program, withdraw from a program, or to choose another program or method of instruction, if available; and assisting parents in selecting among various programs and methods of instruction, if more than one program or method is offered; and
- In the case of a child with a disability, how the program meets the annual goals in the child's Individualized Education Program (IEP).
Communication with parents/guardians should be provided, when feasible, in the parents' primary language.
Record Keeping and Documentation
The District will maintain records of eligible students and comply with state reporting requirements. Original documents will be kept in the student's cumulative folder. These documents include the home language survey, parent notification letters, parental waiver (if applicable), and language proficiency test assessment data.
Communication to Families
The District will provide to parents/guardians, District staff and interested stakeholders a user-friendly description of the transitional bilingual instruction program using the parent notification letter templates provided by OSPI in the stakeholder's home/primary language when available. The description will include the process for identifying and serving English learners and provide contact information for the District's transitional bilingual instruction program manager (https://www.k12.wa.us/sites/default/files/public/migrantbilingual/pubdocs/ADA-ParentNotificationLetterELPA21English%20ADA.pdf).
The District will provide professional development for staff and paraeducators who directly support students in the District's transitional bilingual program. Such training will include appropriate instructional strategies for children of culturally different backgrounds, use of District-adopted curriculum materials, Multilingual Education standards and program implementation. Additionally, professional development will be provided staff who support Multilingual students in core/content areas or grade level classrooms. The training will include appropriate instructional strategies for Multilingual learners and Multilingual Education standards.
Report to the Board
The Board of Directors will annually approve the grant application for the transitional bilingual instruction program.
April 21, 1998
August 10, 2022