The following procedures have been instituted for purposes of implementing a transitional bilingual instruction program.

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.

Parents complete a Home Language Survey (HLS) at the school when they register their student. If the parent indicates that the student’s primary language is something other than English, the student is referred for an English proficiency assessment. The student is given an approved English proficiency test (e.g. Washington Language Proficiency Test II (WLPT-II)). The test checks a student’s overall ability to communicate and understand English through speaking, listening, reading and writing. A certified ELL teacher or trained WLPT-II proctor administers the test. If a student scores at Level 1, 2 or 3, he/she is eligible for transitional/bilingual services.

Continued Eligibility

Each English Language Learner shall be reassessed with an approved English proficiency test (e.g. Washington Language Proficiency Test (WLPT-II) to determine if he/she continues to be eligible to receive transitional bilingual instruction. A student exits the English Language Learner program when they pass the English proficiency test (e.g. WLPT-II) at Level 4. The English proficiency test is conducted on an annual basis to determine continued eligibility for all English Language Learners.

Evaluation of Previous Course Work

English Language Learners with academic records will be awarded credit based on the number of hours per week that the student attended class in accordance with the following guidelines:

1. Up to one foreign language credit (180 hours of instruction) may be awarded for classes taken in which English was studied as a foreign language. English credit will not be awarded for this study.
2. English credit may be awarded as follows for instruction students received in their native language:
1. Up to one credit may be awarded students whose test scores show they are able to participate in advanced level classes in the district's transitional bilingual program and if their native language instruction included the study of composition and literary concepts.
2. Up to two credits may be awarded students whose test scores show they are able to participate in the district's regular English program and if their records document a high level of composition skills and literary concept development in English and the primary language.
3. Credit for other course work will be awarded based on established district criteria including number of hours of instruction per week, sequence of courses, course content and prerequisites.

Credit for course work completed in other United States school districts will be awarded based on standards established for awarding credits to English Language Learners.

4. When a student enters the school district without academic records from his/her native country, and it is determined that the student had attended high school, equivalent credits may be awarded by the high school principal on the recommendation of a transitional bilingual staff person. The principal, with the recommendation of the staff, will determine the subjects for which these credits may be received.
5. Students of limited English proficiency who enter grades 9,10, or 11 may be awarded credits toward graduation from high school on the basis of course work successfully completed in foreign schools or on the basis of alternative learning experiences. (See 2410P.)

Credit for Course Work Completed in the District

Any student of limited English proficiency who requires instruction as an English Language Learner prior to successful participation in regular academic courses shall not be enrolled as a senior.

1. Students of limited English proficiency may require training in English-credits in required English Social Studies courses in the transitional bilingual program.
2. Students of limited English proficiency should be awarded grades for course work on the basis of standards English-speaking students are required to meet. An audit mark may be used, indicating progress by the student, but no credit awarded.

Approved:
5/7/90

Updated:
1/11/11