ࡱ> AC@ B&bjbj΀ .:=@@8,$_(GGGs #p"GG$pGGDG/[uj#<_,##D#Dy_#@ I: Transitional Bilingual Instruction Program The following procedures arehave 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 pupil to achieve competency in English. Or in those cases where the use of two languages is not practicable, appropriate instruction for English language learners may be provided primarily in English. The district will provide English language learners appropriate core academic instruction in addition to language instruction. The districts Transitional Bilingual Instruction Program is intended to supplement core academic instruction. In those cases in which the use of instruction in the student's primary language is not feasible, transitional bilingual instruction may be limited to English as a second language designated to enable the student to achieve competency in English. At the time of registration at a school, parents of students shall be asked to identify the principal language that is spoken in the home. Students from limited-English-speaking homes will be assessed by a staff member to determine the English proficiency level of the student. If the interview reveals that the student speaks little or no English, he/she will be declared eligible for the transitional bilingual instruction. When the student shows limited English-speaking skills, the school shall administer the WLPT II. After testing, if the student places in Proficiency Levels: Beginning/Adv. Beginning, Intermediate, or Advanced, they shall be eligible to receive transitional bilingual instruction. Program Application and Description Annually, and prior to August 1 of each year, the district will submit an application to the Office of Superintendent of Public Instruction requesting funding to support its Transitional Bilingual Instruction Program. In its application the district will provide a description of its research-based program models including staffing and implementation strategies. Eligibility At the time of registration, the parents/guardians of each student shall be asked to complete a home language survey which identifies the childs primary language. Students that indicate on the home language survey a primary language other than English will be assessed within ten school days of enrollment and attendance using the Washington Language Proficiency Placement Test to determine eligibility for the transitional bilingual instruction program. Any student who scores a level one (beginning/advanced beginning), two (intermediate) or three (advanced) will be eligible for the program. Students who score at level four (transitional) are not eligible for the program. Staff will determine the appropriate instructional program for each eligible student. Continued Eligibility Each limited-English-speaking student shall be reassessed each year with the Washington Language Proficiency Test (WLPT) to determine if he/she is eligible to receive transitional bilingual instruction. Any student who places in the Proficiency Level: Transitional in the WLPT OR if they receive a 3 or above in Reading and Writing on the WASL they will be exited from the program. No student shall continue to be entitled to a transitional bilingual or alternative instructional program after the student has received instruction in a transitional bilingual or alternative instructional program conducted within any one or more school districts for a period of three school years (i.e., 540 school days or portions thereof): Provided, That each such student who is unable to demonstrate an improvement in English language skills that is sufficient to overcome the student's learning impairment (i.e., unable to meet the criteria defined by the state) shall continue to be entitled to an approved bilingual instruction or alternative instructional program. Parent/Guardian Notification Parents/guardians will be notified, in writing, of their childs initial eligibility and notified annually of their childs continuing eligibility in the Transitional Bilingual Instruction Program. At a minimum the parent/guardian notification will contain: How the childs eligibility was determined and the childs current level of English proficiency; A description of the districts program and how it will meet the childs educational needs; The specific exit requirements for the program; and Information on the parents right to refuse services. Communication with parents/guardians should be provided, when feasible, in the parents primary language. Continued Eligibility/Annual Assessment Each eligible English language learner must be assessed annually, using the state-approved language proficiency test to determine continued eligibility. Students remain eligible until they reach level four (transitional) on the annual state-approved language proficiency test. Evaluation of Previous Course Work Limited-English-speaking students with academic records will be awarded credit based on the transcripts provided from previous school (within U.S. or outside of U.S.): Expected Graduation Year For eligible English language learners who require extended time to meet high school graduation requirements, the district may set an expected graduation year beyond the typical four years of high school or through the school year in which a student turns 21. 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 cumulative folder and copies in the program folder if applicable. These documents include the home language survey, parent notification letters, parental waiver (if applicable), and language proficiency test assessment data. Communication Plan The district will develop and provide to parents/guardians, district staff and interested stakeholders a user friendly description of the Transitional Bilingual Instruction Program offered in the district. The description will include the process for identifying and serving English language learners and provide contact information for the districts transitional bilingual instruction program manager. Report to the Board Annually, prior to the board of directors program approval, the superintendent or designee will report on the status of the districts Transitional Bilingual Instruction Program. Credit for Course Work Completed in the District Any student of limited English proficiency who requires training in English-as-a-Second-Language prior to successful participation in regular academic courses shall not be enrolled as a senior. A. Students of limited English proficiency may earn a maximum of five credits in required English courses in the transitional bilingual program. B. Students of limited English proficiency should be awarded grades for course work on the basis of standards English-speaking students are required to meet. A pass/fail grade may be awarded for coursework with appropriate and approved by the high school principal. Non-credit Program Limited-English-proficient students who enter the school district when they are 18 years of age and who have had less than eight years of formal education will be enrolled in the transitional bilingual program. The district staff will make every attempt to provide these students with an adequate program of survival English and support with adapting to the new cultural demands. 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