Washington State
Multilingual English Learners:
Policies and Practices Guide
2022
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MULTILINGUAL ENGLISH
LEARNERS
Policies and Practices Guide
2022
Veronica Gallardo
Assistant Superintendent of System and
School Improvement
Prepared by:
• Kristin Percy Calaff, Ph.D., Director, Multilingual Education Program
• Sue Connolly, Multilingual Education Program Supervisor
sue.connoll[email protected].us
• Shannon Martin, Multilingual Education Program Supervisor
• Virginia Morales, Multilingual Education Program Supervisor
virginia.mora[email protected]
• Ema Shirk, Dual Language Program Supervisor
• Patty Finnegan, Ph.D., Assistant Director, Dual Language
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TABLE OF CONTENTS
Chapter 1: Definitions & Laws ........................................................................................................... 8
Definitions, Laws & Guidance........................................................................................................................................... 8
Federal Definitions ................................................................................................................................................................ 8
Federal Laws & Cases .......................................................................................................................................................... 9
Elementary and Secondary Education Act ......................................................................................................... 9
Castañeda v. Pickard .................................................................................................................................................. 9
Lau v. Nichols ................................................................................................................................................................ 9
Plyler v. Doe ............................................................................................................................................................... 10
Federal Guidance & Supportive Documents ........................................................................................................... 10
Washington State Definition and Laws ...................................................................................................................... 11
Washington State Definition Multilingual/English Learners .................................................................... 11
Washington State Law - RCW and WAC ......................................................................................................... 11
Chapter 2: Identification of Eligible Multilingual/English Learners ............................................12
Procedures ............................................................................................................................................................................ 12
Timeline ................................................................................................................................................................................. 12
Home Language Survey .................................................................................................................................................. 12
Student Groups ................................................................................................................................................................... 15
American Indian and Alaska Natives (Title III Part A) ................................................................................. 15
Immigrant Children & Youth (Title III, Part A) ............................................................................................... 17
Foreign Exchange Students .................................................................................................................................. 19
Sign Language as Primary Language ............................................................................................................... 19
In-State Transfer Students .................................................................................................................................... 20
Out-of-State Transfer Students .......................................................................................................................... 21
Language Proficiency Placement Test (Screener) .................................................................................................. 22
Screening of Kindergarten Students ................................................................................................................. 22
Screening of Students in Transitional Kindergarten ................................................................................... 23
Language Proficiency Placement Test/Screener Flow Chart.............................................................................. 24
Parent Notification of Eligibility .................................................................................................................................... 25
Parent Waivers .................................................................................................................................................................... 26
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Resources .............................................................................................................................................................................. 27
Chapter 3: Program Models ............................................................................................................28
Introduction ......................................................................................................................................................................... 28
Bilingual Program Models .............................................................................................................................................. 29
Two-Way Dual Language Program ................................................................................................................... 29
One-Way Dual Language ...................................................................................................................................... 29
Developmental Bilingual Education (Late-Exit) ............................................................................................. 30
Transitional Bilingual Education (Early-Exit) ................................................................................................... 31
Alternative Program Models .......................................................................................................................................... 31
Content-Based (Sheltered) Instruction (CBI): ................................................................................................. 31
Supportive Mainstream: ........................................................................................................................................ 32
Newcomer Program ................................................................................................................................................ 33
Resources .............................................................................................................................................................................. 33
Chapter 4: Dual Language ...............................................................................................................34
The Vision: Dual Language for All................................................................................................................................ 34
The Foundation for Success: Washington State’s Dual Language Program Framework Template .... 34
The Scaffold: Washington State’s Framework for Dual Language Education ............................................. 35
Chapter 5: English Language Development Services ....................................................................36
Dual Civil Rights Obligation ........................................................................................................................................... 36
Civil Rights Guidance-Staffing....................................................................................................................................... 36
Equitable Access to School and District Programs................................................................................................ 36
Services for Multilingual Learners ................................................................................................................................ 37
Services for Beginning-Level Students (typically receiving services less than 2 years) ................. 37
Services for Intermediate-Level Students (typically receiving services 2 to 5 years)...................... 38
Services for Long-Term English Learners (typically receiving services more than 5 years) ......... 38
Services for Multilingual English Learners in Alternative Learning Environments: Open Doors
Programs, Non-Traditional School Settings, and Online Learning/Virtual School ......................... 40
District TBIP Grant Application ........................................................................................................................... 42
Technology Supports for Eligible Students .................................................................................................... 42
Services for Exited (Former)TBIP Students................................................................................................................ 42
Program Evaluation Requirements Regarding Former English Language Learners ....................... 44
Reclassification of Exited English Learners – Fewer than 1% of Exited ELs ........................................ 44
References ............................................................................................................................................................................ 44
Chapter 6: Multi-Tiered System of Supports & Special Populations ..........................................45
Using a Multi-Tiered System of Supports for Multilingual Learners .............................................................. 45
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Services for MLs who also Qualify for Special Education Services .................................................................. 46
Culturally Responsive Practices for Identification of MLs with Disabilities ........................................ 46
Tiered Supports/Interventions Prior to Referral for Special Education Services .............................. 48
Referral Process ........................................................................................................................................................ 48
Early Literacy Screening ................................................................................................................................................... 49
What do Educators Need to Know about Early Literacy Screening of Multilingual Learners? ... 49
How are Screening Data Used for Multilingual Learners? ........................................................................ 51
How Should We Support Early Literacy Instruction and Intervention for Multilingual Learners?
........................................................................................................................................................................................ 52
Resources .............................................................................................................................................................................. 52
Chapter 7: Title III Programs ...........................................................................................................54
Title III Services for American Indian and Alaska Native Students .................................................................. 54
Identification, Placement & Family Communication .................................................................................. 54
Instructional Services .............................................................................................................................................. 54
Private School Participation in Title III ....................................................................................................................... 55
Consultation ............................................................................................................................................................... 55
Timing ........................................................................................................................................................................... 56
Identification .............................................................................................................................................................. 56
Services ........................................................................................................................................................................ 56
Reporting and Record Keeping .......................................................................................................................... 58
Complaint Process ................................................................................................................................................... 58
Chapter 8: Newcomer Students ......................................................................................................59
Immigrants, Refugees, and Asylees ............................................................................................................................. 59
Grant Support for Newcomers and Refugees ......................................................................................................... 59
K-8 Newcomers .................................................................................................................................................................. 60
High School Newcomers ................................................................................................................................................. 61
Intake, Assessment, and Placement .................................................................................................................. 61
Transcripts and Credit for Coursework from Other Countries ................................................................ 65
Pathways to Graduation ........................................................................................................................................ 71
Students with Limited or Interrupted Formal Education (SLIFE) ............................................................ 75
Notes & Resources ............................................................................................................................................................ 76
Chapter 9: Progress Monitoring and Program Evaluation ...........................................................77
Progress Monitoring ......................................................................................................................................................... 77
Proficiency Level Descriptors ............................................................................................................................... 78
Program Evaluation ........................................................................................................................................................... 78
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Process Evaluation ................................................................................................................................................... 78
Summative Evaluation ............................................................................................................................................ 79
District-level Continuous Improvement Plans ........................................................................................................ 80
School-level Continuous Improvement Plans ......................................................................................................... 81
Classroom-Level Plans ..................................................................................................................................................... 81
Resources .............................................................................................................................................................................. 82
Chapter 10: Staffing, Professional Learning & Allowable Expenses ...........................................83
Staffing for the Transitional Bilingual Instruction Program (TBIP) ................................................................... 83
Basic Education Staffing ........................................................................................................................................ 83
TBIP Funded Staffing .............................................................................................................................................. 83
Title III Funded Staffing .......................................................................................................................................... 84
Other Funded Staffing............................................................................................................................................ 84
Staffing Ratios ..................................................................................................................................................................... 84
Professional Learning ....................................................................................................................................................... 85
Professional Learning Activities .......................................................................................................................... 85
Monitoring Implementation ................................................................................................................................ 86
Instructional Resources .................................................................................................................................................... 86
Family Engagement ........................................................................................................................................................... 86
Title III Restrictions ............................................................................................................................................................ 87
Resources .............................................................................................................................................................................. 87
Chapter 11: Family Engagement & Communication.....................................................................88
Communication with Parents and Language Access ............................................................................................ 88
Parent Notification of Eligibility .................................................................................................................................... 89
Parent Waivers .................................................................................................................................................................... 90
Title III Family and Community Engagement Requirements ............................................................................. 91
Title III can fund: ....................................................................................................................................................... 91
TBIP and Title III CANNOT fund: ......................................................................................................................... 92
Food at Family Engagement Meetings – Reasonable and Necessary Costs ............................................... 92
Funds of Knowledge Toolkit .......................................................................................................................................... 92
Home Visits Toolkit ........................................................................................................................................................... 93
References ............................................................................................................................................................................ 93
Chapter 12: Student Data and Reporting.......................................................................................94
Tracking & Reporting Student Information ............................................................................................................. 94
Tracking Student ELP Screening & Placement........................................................................................................ 95
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P-223 Reporting ................................................................................................................................................................. 95
LEP Application ................................................................................................................................................................... 96
Legal Notice ......................................................................................................................................97
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CHAPTER 1: DEFINITIONS & LAWS
Washington State serves approximately 135,000 students identified as multilingual/English learners.
Districts implement transitional bilingual instruction programs– also referred to as English language
development programs - guided by both state and federal laws, policies, sound educational theory,
and effective, culturally responsive instructional practices. The OSPI Multilingual Education Program
has compiled, over time and in conjunction with stakeholders, this guide which outlines the policies
and practices for all district transitional bilingual instruction programs.
Definitions, Laws & Guidance
Federal Definitions
Multilingual/English Learner
A student who
A. is aged 3 through 21;
B. is enrolled or preparing to enroll in an elementary school or secondary school;
C. (i) was not born in the United States or whose native language is a language other than English;
(ii)(I) is a Native American or Alaska Native, or a native resident of the outlying areas; and
(II) comes from an environment where a language other than English has had a significant
impact on the individual's level of English language proficiency; or
(iii) who is migratory, whose native language is a language other than English, and who comes
from an environment where a language other than English is dominant; and whose difficulties
in speaking, reading, writing, or understanding the English language may be sufficient to deny
the individual
(i) the ability to meet the State's proficient level of achievement on State assessments
described in section 1111(b)(3);
(ii) the ability to successfully achieve in classrooms where the language of instruction is
English; or
(iii) the opportunity to participate fully in society.
Immigrant Children and Youth
Definition of Immigrant Children and Youth under Title III (ESEA Title III, Sec. 3201(5))
Age 3
through
21
Not born in
the United
States
Student is
identified as
“immigrant”
under Title III
Fewer than 3
years K-12 school
attendance in the
United States
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The term “immigrant children and youth” refers to individuals who:
• Are aged 3 through 21.
• Were not born in any state.
“State” means the 50 states, the District of Columbia, and the Commonwealth of Puerto
Rico (Section 3127 of ESEA). Children born to U.S. citizens abroad (e.g., children born on a
military base overseas) may be considered immigrants if they meet all the criteria in the
definition of immigrant.
• Have not been attending one or more schools in any one or more states for more than 3
full academic years. A full academic year is 10 months of school attendance, kindergarten
through 12th grade. If a student has been in different schools in different school districts
and even in different states, the number of months that the student has been in school in
any one or more states must not add up to a total of more than 3 full academic years.
Federal Laws & Cases
Elementary and Secondary Education Act
Title III, Part A – The Language Instruction for Limited English Proficient and Immigrant Students
purpose is to help ensure that children who are limited English proficient, including immigrant
children and youth, attain English proficiency, develop high levels of academic attainment in
English, and meet the same challenging State academic content and student academic
achievement standards as all children are expected to meet. This statement of purpose is explained
in greater detail in Section 3102
.
Castañeda v. Pickard
English language development instruction must be designed to meet individual needs for
sustained progress toward reaching English proficiency in the least amount of time (Castañeda v.
Pickard, 1981, U.S. Court of Appeals). Castañeda v. Pickard provides a three-pronged test to guide
districts in designing, evaluating, and improving their English language development program for
multilingual/English learners:
• Program designed must be based on sound educational theory and/or high-quality
research findings.
• Program must be sufficiently staffed and funded.
• District is obligated to evaluate the effectiveness of the services provided and make
adjustments to ensure students are achieving language proficiency and academic success.
Lau v. Nichols
Eligible multilingual/English learners must be provided appropriate supports for meaningful access
to rigorous content (Lau v. Nichols, 1974, U.S. Supreme Court).
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Plyler v. Doe
The U.S. Supreme Court ruled in Plyler v. Doe (457 U.S. 202 (1982)) that undocumented children
and young adults have the same right to attend public primary and secondary schools as do U.S.
citizens and permanent residents. Like other children, undocumented students are obliged under
state law to attend school until they reach a mandated age.
Federal Guidance & Supportive Documents
Non-Regulatory Guidance: English Learners and Title III of the Elementary and Secondary Education
Act (ESEA), as amended by the Every Student Succeeds Act (ESSA)
The US Education Department issued this guidance to provide States and local educational
agencies (LEAs) with information to assist them in meeting their obligations under Title III of the
Elementary and Secondary Education Act of 1965 (ESEA), as amended by Every Student Succeeds
Act of 2015 (ESSA). This guidance also provides members of the public with information about their
rights under this law and other relevant laws and regulations.
Dear Colleague Letter - Joint Guidance from the U.S. Departments of Education and Justice
The Departments (The Office for Civil Rights at the U.S. Department of Education and the Civil
Rights Division at the U.S. Department of Justice) issued joint guidance to assist SEAs, school
districts, and all public schools in meeting their legal obligations to ensure that EL students can
participate meaningfully and equally in educational programs and services. This guidance provides
an outline of the legal obligations of SEAs and school districts to EL students under the civil rights
laws.
The Equity and Civil Rights Office at OSPI prepared a presentation and Webinar
(June 12, 2015)
which highlights critical guidance from the Dear Colleague Letter.
The U.S. Department of Education created Fact sheets in English and Fact Sheets in Other
Languages to provide an overview of the guidance provided in the Dear Colleague Letter.
Guidelines for private school participation in federal programs is outlined in the following:
• Private School Participation in Federal Programs
• Elementary and Secondary Education Act, Title XIII, Part F, Secs. 8501-8506
• Office of Non-Public Education Non-Regulatory Guidance: Title IX, Part E, Uniform
Provisions Subpart 1 - Private Schools
• Non-Regulatory Guidance: Equitable Service Requirements Under Title VIII
• EDGAR 34 CFR 76. See parts 76 and 80.
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Washington State Definition and Laws
Washington State Definition Multilingual/English Learners
A student who meets the following two conditions is eligible for the Transitional Bilingual
Instructional Program:
• The primary language of the student is other than English; and
• The student's English skills impact student’s access to core/ content instruction.
Washington State defines “primary language” as the language most often used by a student (not
necessarily by parents, guardians, or others) for communication in the student's place of residence
or the language that the student first learned.
Washington State Law - RCW and WAC
Chapter 28A.180 RCW - Transitional Bilingual Instructional Program
In Washington's Basic Education Act, this is the statute that provides the mandate for transitional
bilingual education programs in public schools.
Chapter 392-160 WAC - Transitional Bilingual Instructional Program
State regulations that direct the administration of the Transitional Bilingual Instructional Program.
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CHAPTER 2: IDENTIFICATION OF ELIGIBLE
MULTILINGUAL/ENGLISH LEARNERS
Procedures
Every district must have written procedures to identify English language learners.
Timeline
Districts must determine the primary language and eligibility of each newly enrolled student no
later than the tenth day of attendance. For students entering kindergarten, the state-approved
language proficiency placement test may be administered beginning in August of the year of
enrollment.
Home Language Survey
All students who register with a school in Washington State must be asked to identify their primary
language. Districts must:
Use the state-approved home language survey for that can be downloaded from the
OSPI
Family Communication Templates website.
– OR –
Add the questions necessary to identify a student’s primary language from the state-
approved home language survey to the district’s enrollment form. For identification
purposes, the following questions are used to identify the student’s primary language:
• What language did your child first learn to speak?
• What language does YOUR CHILD use the most at home?
If the response to either of these questions is a language other than English, refer the student for
testing with the state-approved language proficiency placement test.
The Home Language Survey (HLS) must be verified and signed by the student’s parent(s) or
guardian(s); an emancipated youth may complete the HLS. Districts with a policy for accepting
verified electronic signatures may allow parents to complete the HLS and sign it
electronically. Districts should retain electronically the completed HLS in the same manner that
they retain other documents required for Consolidated Program Review, placing it in the student
cumulative file.
HLS indicates
language other
than English
(question 2 or 3)
Students
identified as
multilingual
learner
Language
proficiency
placement
test within 10
school days
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If the parent indicates that the child first learned another language and English simultaneously or
currently uses both English and another language, administer the state-approved language
proficiency placement test.
If a language other than English is indicated in the responses to any other question on the Home
Language Survey or enrollment forms, but the student’s primary language is identified as English,
follow up with parents/guardians to ensure that the questions were accurately answered.
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Student Groups
American Indian and Alaska Natives (Title III Part A)
Title III Definition of English Learners: ESEA Title VIII, Sec. 8101(20)
All districts are required to have procedures for the identification of American Indian and Alaska
Native (AI/AN) students who qualify for Title III. AI/AN students whose first language is English
may qualify for Title III supplemental instructional support through the following process:
1. Identify AI/AN students through:
• The district’s race/ethnicity forms during enrollment. AND/OR
• Responses to the question “Do grandparent(s) or parent(s) have a Native American
tribal affiliation?” on past versions of the Home Language Survey. Documented tribal
affiliation is not a requirement for Title III eligibility.
2. Search for Native American students in the Title III section of the LEP Application to
determine if student has previously been tested for Title III eligibility.
3. Review data to determine if student is academically at risk:
• Not meeting standard on state assessments.
• Below grade level on district assessments.
• In the absence of state and district assessment results, consider multiple indicators, such
as classroom-based assessments, curriculum-based assessments, or teacher
recommendations. For students newly entering the school system, allow sufficient time
for adjustment and instruction to occur before making the determination that the
student is academically at risk.
4. If a Native American student is academically at risk, inform parents/guardians that the
student is potentially eligible for Title III. In writing, explain the criteria for eligibility and the
purpose and benefits of Title III services. Inform parents of the screener date and that they
have the right to refuse testing. OSPI has developed a template letter
for this purpose. If
there is no initial response to the written notification, follow up with a phone call or in-
person contact and document the attempt to communicate with parents. Proceed with
administering the screener if there is no response or no refusal from the student’s parents.
5. Assess the student with the state language proficiency screener within 10 school days of
determination of academically at-risk status. Refer to the
English Learner Proficiency
Screeners page for current eligibility requirements.
6. Report all screener results (including Proficient) and program enrollment to CEDARS
through the district’s student information system. Refer to the
Student Limited English
Proficiency File (J) section of the CEDARS Data Manual for guidance.
7. Notify parents of student’s initial identification within 30 days of the beginning of the
school year, or within 15 days if identified during the school year, after administering the
screener. OSPI has developed a template letter
for this purpose. The notification must
include all required components of the Title III parent notification letter. Refer to ESEA Sec.
1112(e)(3) for the list of the required components.
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Immigrant Children & Youth (Title III, Part A)
Identification and Reporting
Identify students who meet the definition of “immigrant” by asking the following questions from
the state’s home language survey during enrollment:
• In what country was your child born?
• When did your child first attend a school in the United States? (Kindergarten-12th Grade)
Although many immigrant students are English language learners, this is not always the case.
Students who meet the Title III definition of “immigrant” must be reported regardless of their
primary language or language proficiency level.
Districts report immigrant students through their student information systems to CEDARS based on
the following data elements:
• Element B09 – Birth Date (required)
• Element B10 – Birth Country (required)
• Element B32 – Initial USA Public School Enrollment (required for students whose birth
country is not the United States). Provide the initial date of enrollment in a U.S. school,
kindergarten-12th grade, public or private.
• Element B34 – Number of Months Non-US Attendance in School
Immigrant Competitive Grant
Districts that have experienced a significant increase in their immigrant count are eligible to apply
for an immigrant grant on a competitive basis. To determine this increase, the state pulls the
October immigrant student count for each district from CEDARS. This count is compared to the
two preceding fiscal years to determine if a district has experienced a significant increase [ESEA
Title III, Section 3114(d)(1)].
Under ESEA Title III, Section 3115(e)(1), districts receiving an immigrant grant must provide
enhanced instructional opportunities for immigrant children and youth, such as:
• Family literacy, parent and family outreach, and training activities designed to assist parents
and families to become active participants in the education of their children.
• Recruitment of, and support for, personnel, including teachers and paraprofessionals who
have been specifically trained, or are being trained, to provide services to immigrant
children and youth.
• Provision of tutorials, mentoring, and academic or career counseling for immigrant children
and youth.
• Identification, development, and acquisition of curricular materials, educational software,
and technologies to be used in the program carried out with awarded funds.
• Basic instructional services that are directly attributable to the presence of immigrant
children and youth in the local educational agency involved, including the payment of costs
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of providing additional classroom supplies, costs of transportation, or such other costs as
are directly attributable to such additional basic instructional services.
• Other instructional services that are designed to assist immigrant children and youth to
achieve in elementary schools and secondary schools in the United States, such as
programs of introduction to the educational system and civics education.
• Activities, coordinated with community-based organizations, institutions of higher
education, private sector entities, or other entities with expertise in working with
immigrants, to assist parents and families of immigrant children and youth by offering
comprehensive community services.
Immigrant Students' Rights to Attend Public Schools
While school districts are required to identify immigrant students as defined by Title III, districts
may not take steps with the purpose of determining the documented status of children or their
parents.
The U.S. Supreme Court ruled in Plyler vs. Doe (457 U.S. 202 (1982)) that undocumented children
and young adults have the same right to attend public primary and secondary schools as do U.S.
citizens and permanent residents. Like other children, undocumented students are obliged under
state law to attend school until they reach a mandated age. As a result of the Plyler ruling, public
schools may not:
• Deny admission to a student during initial enrollment or at any other time on the basis of
undocumented status.
• Treat a student differently to determine residency.
• Engage in any practices to "chill" the right of access to school.
• Require students or parents to disclose or document their immigration status.
• Make inquiries of students or parents that may expose their undocumented status.
• Require social security numbers from students.
Please note that parents or guardians without social security numbers who are completing the Free
and Reduced-Price School Meals Application and Verification Form for a student only need to
indicate on the application that they do not have a social security number.
Requirements of the F-1 (Student) Visa Program, which only applies to students who apply for a
student visa from outside the U.S., do not alter the Plyler obligations to children residing in a
district’s service area. Dependents of a nonimmigrant visa holder of any type, including F-1, are
not prohibited from attendance at a public primary or secondary school.
School personnel — especially building principals and those involved with student intake activities
— should be aware that they have no legal obligation to enforce U.S. immigration laws and should
not attempt to do so. (U.S. Supreme Court, 1982)
Visit OSPI’s Immigrant Students’ Rights to Attend Public Schools
webpage for additional resources.
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Foreign Exchange Students
Districts are required to follow the same identification procedures for all students, including foreign
exchange students.
Districts may claim TBIP-eligible J-1 foreign exchange students for state and federal funding.
Foreign exchange students on an F-1 visa pay tuition as a condition of their visa, and, therefore,
cannot be claimed for state funding.
Sign Language as Primary Language
A student cannot be considered an English language learner for the purpose of qualifying for Title
III based solely on a reliance on signing for communication (e.g. American Sign Language) due to
the student’s or parent’s deafness or hearing impairment. However, a student who relies on
signing for communication can qualify for Title III services if the student’s home language is a
language other than English.
A student who uses American Sign Language for communication at home because of a family
member’s hearing impairment may be tested to determine TBIP eligibility. Districts should consult
with the family prior to testing as such students can only be identified as English Language
Learners under the state definition and not the federal definition. In this case, testing for TBIP
eligibility is not required by the state, but it is an option if the parents and district determine that it
is in the student’s best interest.
Student
Home
Language
Eligible for TBIP?
Eligible for Title III?
American Sign
Language (student has
hearing impairment)
English
No
Only Native American
students who qualify based
on the state procedures.
American Sign
Language
(student has hearing
impairment)
Not English
Yes, based on
state language
proficiency
placement test
results.
Yes, based on state language
proficiency placement test
results.
American Sign
Language
(student does not
have hearing
impairment but uses
ASL for
communication at
home)
American Sign
Language
Yes. The district
may test with
parent permission
to determine TBIP
eligibility but is
not federally
required to do so.
Only Native American
students who qualify based
on the state procedures.
American Sign Language is
not considered a language
other than English for the
purposes of the federal
definition of an English
Language Learner.
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In-State Transfer Students
Transfer students may complete a new home language survey as part of the enrollment packet. If
there is a discrepancy between the new home language survey and the home language survey
completed at the sending district, program eligibility determinations should be made based on the
home language survey that indicates a language other than English.
Look for the student in the LEP Application in the EDS system to determine whether the student
has already been identified as a multilingual /English learner in Washington if:
the student’s primary language is indicated as a language other than English.
– OR –
there is any indication in the student’s enrollment forms or cumulative file that the student
may have been identified as an English language learner in Washington in the past.
If no results are found for the student in the LEP Application of EDS, contact the sending district to
determine if the student completed the placement test, and information was simply not yet
uploaded to CEDARS.
If the sending district does not respond in a timely manner, administer the state language
proficiency placement test.
If the student’s original placement test becomes available after retesting, base program eligibility
on the results of the first placement test and contact the sending district to request that these
results be reported to CEDARS.
If a TBIP-eligible student has not been tested on the two most recent annual English proficiency
assessments, the district may choose to administer an assessment to determine current proficiency
level and inform placement decision. The following options are all acceptable options for this
purpose.
• A local assessment developed for the purpose of determining current proficiency and
informing placement.
• WIDA MODEL (district purchased),
• WIDA Screener. Please note that students who are already identified as English learners
may not exit EL services using the Screener regardless of their score.
No placement test is necessary for a student who has been served through a Transitional Bilingual
Instructional Program within the last twelve months in Washington and has not exited on the state
annual language proficiency assessment. These students should be placed directly into the TBIP
program.
Students who score proficient on the state annual language proficiency assessment are eligible for
follow-up academic support in the TBIP program as “exited TBIP students” for two years after
transitioning.
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Out-of-State Transfer Students
If the student has not been enrolled in a Washington State public school in the past 12 months and
meets the identification criteria on the home language survey, the student must take the WIDA
Screener to determine eligibility unless the student has out of state WIDA ACCESS scores, which
can be accepted under the following conditions:
• If a student met the current Washington State WIDA Exit Criteria at any point on the annual
WIDA ACCESS, then the student is ineligible for ELD services.
• If a student has WIDA ACCESS scores from within the previous 12 months and did not meet
the Washington State Exit Criteria, the student is eligible for services.
• If the student has not taken the WIDA ACCESS in the last 12 months and has not met the
current exit criteria based on a previous ACCESS score, then the student must be screened
using the WIDA Screener. Washington State does not accept WIDA Screener scores from
out of state.
All WIDA scores must reflect the requirements for the grade level the student was enrolled in when
the student completed the test. Regardless of how eligibility is determined, the student must be
identified for services within 10 school days of attending a Washington public school. If out-of-
state scores are not available within 10 days, the school will need to administer a WIDA screener
assessment to determine eligibility.
If a student who previously transitioned (exited) from the TBIP program returns to Washington
after having lived outside the United States in a non-English-speaking country for twelve or more
months, the district can administer the WIDA Screener to determine if there has been a loss of
English language proficiency. The student can re-qualify for TBIP services based on the new
placement test results.
Student enrolls and HLS
indicates potential ELD
eligibility
Student has
WIDA ACCESS
Results (not
screener)
Yes
Do the results meet exit
criteria in WA for the
student’s grade level at
time of testing?
Yes
Student is
ineligible for ELD
services
No
Student must be
screened for ELD
services.
No
Are the results
from within 12
months?
Yes
Student is
eligible for ELD
services without
screening.
No
Page | 22
Language Proficiency Placement Test (Screener)
Students whose primary language is a language other than English must be assessed by the tenth
day of attendance with the state-approved language proficiency placement test/screener. For the
2022 - 2023 school year, WA State will use the WIDA Screener for Kindergarten and the WIDA
Online Screener or WIDA Paper Screener for students who require accommodations.
Eligibility for English language development (ELD) services is determined by a student's domain
scores and overall score on the WIDA Screener assessment each student takes. Students must meet
the minimum score in all four domains and the overall composite score to be determined ineligible
for services.
Grade Level
Minimum Domain Score
Minimum Overall Score
Grade 1
4
4.5
Grades 2-12
4
5.0
If a student would qualify for a domain exemption and meets all other criteria for being ineligible
for services, please contact OSPI for guidance. For more information on screening, see the
OSPI
English Language Proficiency Screeners webpage.
The placement test is only for students who have been identified as potential ELLs based on the
Home Language Survey and for Native American students who have been determined to be
academically at risk. Districts may not administer the state language proficiency placement test to
students who are not potential ELLs.
Screening of Kindergarten Students
Incoming kindergarten students who enroll and begin attending prior to January 1 of their
kindergarten year must be screened only in the listening and speaking domain on the WIDA
Screener for Kindergarten. For incoming kindergarten students who enroll or begin attending on or
after January 1 of their kindergarten year, all domains must be completed on the WIDA Screener
for Kindergarten. For kindergarten students who screen prior to January 1, they must achieve a
level 5 on both speaking and listening domains as well as an oral language score of 5. Kindergarten
students who screen on or after January 1 must have a minimum of 4 in all four domains and an
overall score of 4.5.
Time of Year
Domain Score Minimum
Composite Score Minimum
Prior to January 1
5 (speaking and listening only)
5 Oral language
On or after January 1
4 (all four domains)
4.5 Overall
Page | 23
Screening of Students in Transitional Kindergarten
Students who may be eligible for English language development (ELD) services are required to be
screened and be provided with those services, including students in Transitional Kindergarten (TK)
programs. However, our state-approved English language proficiency assessment, the WIDA
Kindergarten Screener and WIDA Kindergarten ACCESS for ELLs assessment have not been
validated for children under 5, and therefore, are not appropriate for screening TK students until
they are closer to the typical age of kindergarten students.
The following procedure should be used for screening TK students:
1) Home Language Survey – Require the Home Language Survey for all TK students and use the
information from questions 2 and 3 to determine possible eligibility.
2) Provisional Qualification – Record all TK students who are possibly eligible based on the Home
Language Survey as provisionally-qualified English learners without a screener score, using their
date of enrollment as their Initial Placement Test Date.
3) Spring WIDA Screening – Beginning May 1
st
, all TK students must be given the WIDA
Kindergarten Screener prior to the end of their time in TK, following the guidance for early
kindergarten screening (listening and speaking only). This screening will fulfill the requirement for
annual English language proficiency assessment and will determine their eligibility for ELD services
the following school year upon entering kindergarten.
Provisionally-qualified TK students will be eligible for ELD services and will be able to be claimed on
the P-223 count for Transitional Bilingual Instruction Programs (TBIP) and Title III funding. Best
practice for early multilingual learners is to provide inclusive services through co-teaching or
through professional development for TK educators to integrate ELD supports and strategies into
the early learning environment. Pull-out services are not best practice and are discouraged.
For more information on early learning strategies for multilingual learners, see the
WIDA Early
Years Can Do Descriptors and WIDA Focus Bulletin: Promoting Equity for Young Multilingual
Children and Their Families.
Page | 24
Language Proficiency Placement Test/Screener Flow Chart
Page | 25
Parent Notification of Eligibility
Parental permission is not needed to assess a student’s English language proficiency for placement
purposes except during circumstances as outlined in the
Transitional Bilingual Instructional
Program Procedures for Eligibility and the state procedures for identifying Title III-eligible Native
American students. Districts must notify parents when a student initially qualifies for English
language development support services. Districts must also send parents/guardians their student’s
results on the annual state language proficiency assessment and notification of whether the
student continues to qualify for services.
Parent notification of initial placement or continued eligibility must be sent to parents no later than
30 days after the beginning of the school year or within two weeks of placement if the student
qualifies for language support services during the school year.
Notification
Required by TBIP?
Required by Title III?
Potential Eligibility, Prior to
Placement Testing
No
Only when testing Native
American
students who are not
eligible for TBIP.
Notification of Initial
Placement in Program
Yes (with parents’ right to opt
out of services)
Yes (with all eight Title III-
required components)
Notification of Continued
Placement in Program
Yes (with parents’ right to opt
out of services)
Yes (with all eight Title III-
required components)
Transition from Program
Not required but
recommended
Yes
Although TBIP legislation does not specify the information to be included in the parent notification
letter, Title I requires that the parent notification letter include the following components (
ESEA
Title I Section 1112 (e)(3)):
• the reasons for the identification of their child as an English Learner and need for placement
in a language instruction educational program.
SEPTEMBER
Notification of Continued
Eligibility OR
Notification of Placement
(New Students)
ON-GOING
Notification of Placement
(New Students) OR
Notification of Continued
Eligibility (New Transfers)
JUNE
Score Report
Score Report Letter OR
Transition Letter
(File Score Report in English in
Student Cumulative Folder)
Page | 26
• the child's level of English proficiency, how such level was assessed, and the status of the
child's academic achievement.
• 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, including
how such programs differ in content, instruction goals, and use of English and a native
language in instruction.
• how the program in which their child is or will be participating will meet the educational
strengths and needs of the child.
• how such program will specifically help their child learn English as well as meet age-
appropriate academic achievement standards for grade promotion and graduation.
• the specific exit requirements for such 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.
• in the case of a child with a disability, how such program meets the objectives of the
individualized education program of the child; and
• information pertaining to parental rights that includes written guidance detailing:
o Parents’ right to have their child immediately removed from such program upon
their request; and
o Parents’ option to decline to enroll their child in such program or to choose another
program or method of instruction, if available; and
o Assisting parents in selecting among various programs and methods of instruction,
if more than one program or method is offered by the eligible entity.
OSPI provides districts with a
template notification letter for both initial and continued eligibility
that includes these required components. It has been translated into several languages. The
expected rate of graduation (component 6) can be reported as the most recent district five-year
graduation rate found on the
Limited English tab in Appendix F of the Graduation and Dropout
Statistics Annual Report (under Graduation and Dropout Statistics). The expected rate of transition
(component 6) can be reported as the median number of years that students remain in program in
the district.
Districts must retain a copy of all parent notification letters in students’ cumulative files to
demonstrate program compliance.
Parent Waivers
Under the Transitional Bilingual Instructional Program, WAC 392-160-015(2), parents have the right
to opt their children out of TBIP services. Such a waiver of services must be documented and kept
on file by the district.
However, an administrator knowledgeable about the program must communicate the benefits of
program participation to parents or guardians in a language they can understand.
Page | 27
Districts must document the parent refusal of TBIP and Title III services and keep a signed copy of
the document in the student’s cumulative file. The state provides a
template form with translations
that districts may choose to provide to parents for this purpose.
Multilingual/English Learners whose parents have waived TBIP/Title III services are reported to the
state with an instructional model code of “P”. Districts do not receive supplemental TBIP or Title III
funding for these students but must still periodically review their progress with school staff and
annually assess the student’s progress toward English language proficiency. The
January 7th, 2015
Dear Colleague Letter states that districts retain the responsibility to ensure that the student has an
equal opportunity to have his or her English language and academic needs met when
parent/guardian(s) decline TBIP program participation. Districts can meet this obligation in a
variety of ways, including adequate training for classroom teachers on second language
acquisition.
Students under a parent waiver must continue to take the annual state English language
proficiency assessment until the student meets program exit criteria. TBIP-eligible students who
have met exit criteria are eligible for academic supports
through TBIP funding if they are not at
grade level, regardless of whether they were previously under a parent waiver.
A parent may choose to withdraw the waiver at any time with a written request. In this situation,
the district changes the student’s instructional model code in CEDARS and begins providing English
language development services to the student.
Resources
For more resources on identifying multilingual English learners, see the U.S. Department of
Education EL Toolkit Chapter 1, and for information on serving English learners who opt out of EL
programs, see EL Toolkit Chapter 7.
Page | 28
CHAPTER 3: PROGRAM MODELS
Introduction
The TBIP Task Force created and curates the legal definitions of program models offered in
Washington State. Districts may choose from among these models to provide a language
instruction education program for multilingual/English learners within their district. In Washington,
the priority model is Dual Language.
The Multilingual Education Program provides condensed definitions in the Multilingual Planning
Template and in the TBIP Grant application as well as a comparison document
outlining the
similarities and differences between the models. The complete definitions follow this table.
Dual Language Program (Two-way or one-way): Dual language programs provide instruction in
English and another language for at least 50% or more of the instructional time. Programs begin in
kindergarten and continue through middle or high school to fully develop bilingual and biliterate
proficiency.
Transitional Bilingual Programs (Early or late exit): Transitional bilingual programs use the
student’s primary language as a foundation to support English language development with 90% of
initial instruction in the primary language, increasing English instruction systematically until all
instruction is provided in English.
Alternative Programs (Content-based Instruction): Content-Based Instruction (CBI) or
“sheltered” instruction is used in classes comprised predominantly of multilingual/ English learners.
Explicit English language development (ELD) and grade-level academic content is delivered by
specifically trained EL teachers.
Alternative Programs (Supportive Mainstream): Students in the Supportive Mainstream model
access grade-level academic content and English language development through participation in
their mainstream classrooms with support provided either individually or in small groups by
specifically trained educators.
Newcomer Programs: Newcomer Programs provide specialized instruction to beginning level
multilingual/English learners who have newly immigrated to the United States and may have
limited or interrupted formal education or low literacy in their primary language. Typical program
length ranges from one semester to one year for most students.
Other Special Programs (Alternative Schools, Open Doors, Juvenile Detention, etc.):
Other special programs provide English language development and access to grade-level content
through individualized programming, based on the student’s needs.
Page | 29
Bilingual Program Models
Two-Way Dual Language Program
Dual language education in Washington State is designed to close opportunity gaps for student
groups who have been traditionally underserved. The dual language program prioritizes
multilingual/ English learners and/or Native American students. The goals of the program are to; 1)
become bilingual and biliterate, 2) attain high academic achievement in all content areas, and 3)
develop sociocultural competence. Programs begin in kindergarten and continue through middle
and/or high school to fully develop bilingual and biliterate proficiency. As with all other TBIP
allowable programs, designated English language development instruction is a civil rights
obligation and a required program component.
Two-way dual language programs begin with a balanced number of multilingual/ English learners
and English speakers. As multilingual/ English learners become proficient English speakers (ever-
English learners), the student balance is maintained by including the ever-English learners in the
multilingual/ English learners’ portion of the balance.
This is a basic education program. TBIP funds can be used to:
• provide supplemental supports to multilingual/ English learners in this program.
• offset additional costs associated with providing more effective programming for eligible
multilingual/ English learners.
• provide professional development pertaining to language development for multilingual/
English learners and build educator capacity to implement an effective dual language
program.
NOTE: Current schedules of TBIP eligible students (multilingual/ English learners) must be kept on
file indicating the type and amount of English language development services being provided to
each student.
One-Way Dual Language
Dual language education in Washington State is designed to close opportunity gaps for student
groups who have been traditionally underserved. The dual language program prioritizes
multilingual/ English learners and/or Native American students. The goals of the program are to; 1)
become bilingual and biliterate, 2) attain high academic achievement in all content areas, and 3)
develop sociocultural competence. Programs begin in kindergarten and continue through middle
and/or high school to fully develop bilingual and biliterate proficiency. As with all other TBIP
allowable programs, designated English language development instruction is a civil rights
obligation and a required program component.
One-way dual language programs serve only multilingual/ English learners and/or Native American
students. One-way dual language is implemented when the district’s demographic composition
cannot support a two-way dual language model.
Page | 30
This is a basic education program. TBIP funds can be used to:
• provide supplemental supports to multilingual/ English learners in this program.
• offset additional costs associated with providing more effective programming for eligible
multilingual/ English learners.
• provide professional development pertaining to language development for multilingual/
English learners and build educator capacity to implement an effective dual language
program.
NOTE: Current schedules of TBIP eligible students (English learners) must be kept on file indicating
the type and amount of English language development services being provided to each student.
Developmental Bilingual Education (Late-Exit)
Developmental Bilingual Education Late-Exit Bilingual programs are programs in which instruction
is carried out in both English and the student’s native language. All students entering the program
are multilingual/English learners who speak the target language as their primary language.
Typically, Late-Exit programs begin in kindergarten or first grade with 90% of instruction occurring
in the native language and 10% in English. Instruction in English incrementally increases, while
instruction using the native language gradually decreases until there is an equal balance of
instruction occurring in both languages. The 50/50 division of instructional time continues through
the completion of the program, which is usually in the 5th or 6th grade. Students then transition
into classrooms in which the instruction is all in English. As with all other TBIP allowable programs,
designated English language development instruction is a civil rights obligation and a required
program component.
Developmental Bilingual Programs typically divide native language (L1) and English language (L2)
instruction by means of content areas, unit of study, or by instructional time such as class period or
day. As with Dual Language programs, students may continue in the Late-Exit program after they
exit TBIP on the annual English language proficiency test. However, once the student exits TBIP
based on the annual English language proficiency test, they are no longer counted for TBIP
funding. Such exited students would then be counted as “Exited TBIP Students” for up to two years
after scoring at exit level on the annual English language proficiency test.
This is a basic education program. TBIP funds can be used to:
• provide supplemental supports to multilingual/ English learners in this program.
• offset additional costs associated with providing more effective programming for eligible
multilingual/ English learners.
• provide professional development pertaining to language development for multilingual/
English learners and build educator capacity to transition to a dual language model.
NOTE: Current schedules of TBIP eligible students (English learners) must be kept on file indicating
the type and amount of English language development services being provided to each student.
Page | 31
Transitional Bilingual Education (Early-Exit)
Transitional Bilingual Education (TBE) or Early-Exit Bilingual programs are similar to Late-Exit,
however instruction takes place over 3-4 years before the student transitions into instruction all in
English. The purpose of a Transitional Bilingual Education or Early-Exit model is to use the student’s
primary language as a foundation to support English language development. Early-Exit models
generally begin by initially providing 90% of instruction in the primary language and 10% in
English, increasing English instruction systematically until all instruction is provided in English. As
with all other TBIP allowable programs, designated English language development instruction is a
civil rights obligation and a required program component.
After completing the Early-Exit model, students move into classes in which instruction is in English.
When a student exits TBIP on the annual English language proficiency test, the student may or may
not continue to be served in an Early-Exit model and will no longer be counted for TBIP funding.
Such exited students would then be counted as “Exited TBIP Students” for up to two years after
scoring at a proficient level on the annual English language proficiency test.
Early-Exit is the least effective of the bilingual program models and should only be
implemented when the district is not able to provide a dual language or Late-Exit model.
Students in this model do not receive primary language instruction long enough to achieve
full biliteracy.
This is a basic education program. TBIP funds can be used to:
• provide supplemental supports to multilingual/ English learners in this program.
• offset additional costs associated with providing more effective programming for eligible
multilingual/ English learners.
• provide professional development pertaining to language development for multilingual/
English learners and build educator capacity to transition to a dual language model.
NOTE: Current schedules of TBIP eligible students (English learners) must be kept on file indicating
the type and amount of English language development services being provided to each student.
Alternative Program Models
Content-Based (Sheltered) Instruction (CBI):
(This is an alternative instructional program. Please ensure that the Alternative Instructional
Program section in iGrants is completed.)
Content-Based Instruction (CBI) is used in classes comprised predominantly of multilingual/ English
learners.
The CBI model pairs English language development with academic grade-level content using
English as the language of instruction. Explicit English language development instruction and
rigorous, grade-level academic content is delivered by teachers specifically trained in the field of
second language acquisition and instructional strategies for language learners. CBI classes can be
Page | 32
designed to meet core content credit requirements and/or to serve as language development
support classes. As with all other TBIP allowable programs, designated English language
development instruction is a civil rights obligation and a required program component.
Districts must follow State Certification Requirements
for both English language development and
content qualifications when assigning teachers to provide Content-Based Instruction. CBI courses
may be team taught or co-taught by an appropriately endorsed (EL/Bilingual) teacher and a
content teacher.
This is a basic education program. TBIP funds can be used to:
• provide EL-certified staffing and supplemental supports to multilingual/ English learners in
this program.
• offset additional costs associated with providing more effective programming for eligible
multilingual/ English learners.
• provide professional development pertaining to language development for multilingual/
English learners.
NOTE: Current schedules of TBIP eligible students must be kept on file indicating the type and
amount of English language support services being provided to each student.
Supportive Mainstream:
(This is an alternative instructional program. Please ensure that the Alternative Instructional Program
section in iGrants is completed.)
Students in this model access grade-level academic content and English language development
through participation in their mainstream classrooms.
Designated English language development: Explicit English language instruction is delivered
either individually or in small groups by teachers who have been specifically trained in the field of
second language acquisition and instructional strategies for language learners. As with all other
TBIP allowable programs, designated English language development instruction is a civil rights
obligation and a required program component.
Meaningful access to rigorous, grade-level content: In this model, English language instruction
is delivered throughout the day to ensure access to core content in English. It is therefore
imperative that districts implementing this model ensure that sufficient time and resources are
allocated for on-going professional development of classroom teachers who are responsible for
providing access to grade-level curriculum for the multilingual/ English learners in their classrooms.
This is a basic education program. TBIP funds can be used to:
• provide supplemental supports to multilingual/ English learners in this program.
• offset additional costs associated with providing more effective programming for eligible
multilingual/ English learners.
Page | 33
• provide professional development pertaining to language development for multilingual/
English learners.
NOTE: Current schedules of TBIP eligible students must be kept on file indicating the type and
amount of English language support services being provided to each student.
Newcomer Program
(Newcomer Programs are considered a separate group and are not required to meet the criteria for
an Alternative Instructional Program.)
Newcomer Programs provide specialized instruction to beginning level English language learners
who have newly immigrated to the United States and are especially useful for districts with large
numbers of students with limited or interrupted formal education who may have low literacy in
their primary language. Newcomer programs provide a foundation in both basic English language
skills and basic content instruction to facilitate students’ transfer into a district’s regular TBIP
program while familiarizing newcomers with the American education system. As with all other TBIP
allowable programs, designated English language development instruction is a civil rights
obligation and a required program component.
The amount of time that students spend in a Newcomer Program varies both in daily schedule and
program length depending on the student’s individual needs with a typical length of one semester
to one year for most students. Districts must establish clear criteria for students to move out of the
Newcomer Program and into the regular TBIP program. Criteria should be based on a combination
of English language ability and length of time in the Newcomer Program. Newcomer Programs
should never constitute the district’s entire English language development program but should
serve only as a foundation for students to move into the regular district TBIP program.
This is a basic education program. TBIP funds can be used to:
• provide EL-certified staffing and supplemental supports to multilingual/ English learners in
this program.
• offset additional costs associated with providing more effective programming for eligible
multilingual/ English learners.
• provide professional development pertaining to language development for multilingual/
English learners.
NOTE: Current schedules of TBIP eligible students must be kept on file indicating the type and
amount of English language support services being provided to each student.
Resources
The USDE Office of English Language Acquisition (OELA) Newcomer Toolkit is designed for staff
who work directly with newcomers, immigrants, asylees, refugees, and their families and provides
additional information and resources.
Page | 34
CHAPTER 4: DUAL LANGUAGE
The Vision: Dual Language for All
Dual language education is the most effective state-approved English language development
program model for multilingual/English learners. Decades of research demonstrate that dual
language education is the only program model that prevents and closes opportunity gaps for
multilingual/English learners, as well as for other historically underserved student groups (Collier &
Thomas, 2004, 2017; Lindholm-Leary, 2017; and Lindholm-Leary & Genesee, 2010). State
Superintendent Reykdal’s vision and strategic goals
for K-12 education focuses on educational
equity and he wants all students in Washington to have access to dual language education and the
opportunity to become proficient in two or more languages by 2030.
Washington’s dual language programs are designed for and prioritize multilingual/English learners
for at least half of the seats in each classroom. The goals of the programs are for students to attain:
• bilingualism and biliteracy proficiency,
• high academic achievement in all subject areas, and
• sociocultural competence (CAL, 2018).
Dual language programs begin in preschool/transitional kindergarten or kindergarten and extend
through high school to fully develop multilingual and biliteracy proficiency. Students in dual
language education learn literacy and core content in two languages.
School districts determine the language of instruction other than English and the dual language
program model based on the community’s demographics. There are two dual language program
models: one-way and two-way dual language education.
• One-way dual language programs are comprised solely of multilingual/English learners and
• Two-way dual language programs prioritize at least half of the seats for multilingual/English
learners and English dominant students are invited into the program as an opportunity to
become bilingual and biliterate while learning the general education curricula.
The Foundation for Success: Washington State’s Dual
Language Program Framework Template
Designing dual language programs for success and sustainability requires at least two years of
cross-departmental district planning, board support, and extensive collaborations with families,
community members, and educators. Districts with dual language grants are also required to
establish a Dual Language Advisory Board
to guide program development.
Given the complexities and importance of developing a foundation for success, OSPI recommends
that districts planning for a dual language program collaborate with the OSPI Dual Language
Education staff and complete the Dual Language Program Framework Template
a year prior to
beginning the program. Districts with dual language programs are also encouraged to complete
the Dual Language Program Framework Template to serve as the district’s guide for effective,
sustainable program development.
Page | 35
The Scaffold: Washington State’s Framework for Dual
Language Education
The Washington State Legislature has been a key supporter of dual language education with
legislation that prioritizes bilingual/dual language program models and continuous, seed grants to
support P–12 program planning, implementation, and expansion.
In 2017–18, OSPI convened dual language task forces comprised of dual language leaders,
educators, American Indian/Alaska Native language educators and Elders, students, families,
community members, and representatives from the Professional Educator Standards Board and the
Department of Children, Youth, and Families. The task forces determined the Guiding Principles for
Dual Language Education, 3
rd
edition (2018) published by the Center for Applied Linguistics (CAL),
would be the framework for dual language education in Washington. The P–12 Dual Language
Steering Committee, a smaller group of partners from the task forces, continues to guide and build
statewide scaffolds of support for dual language education.
The Dual Language Education and Resources webpage has information and resources for leaders
and educators including;
• recently adopted biliteracy standards and professional learning to support Spanish/English
dual language programs,
• OSPI-hosted virtual professional learning communities to support P–12 dual language
program planning, implementation, and expansion,
• OSPI-hosted in-person and virtual workshops to support program development, and
• tools and resources for effective, sustainable dual language programs.
The Dual Language Education in Washington: What Families Should Know webpage
has
information about program basics, how to support your child as they learn general education in
two languages, and a step-by-step guide to the listing of programs in the state.
Contact for Assistance:
Patty Finnegan, Ph.D. | patty.finnegan@k12.wa.us
| 360-725-4468
Page | 36
CHAPTER 5: ENGLISH LANGUAGE
DEVELOPMENT SERVICES
Dual Civil Rights Obligation
Districts must meet the dual obligation of providing designated English language development
services as well as provide meaningful access to rigorous, grade-level content. The OSPI
Multilingual Education Program supports and guides districts in designing and implementing
programs which draw upon the assets of multilingual/English learners and utilizes culturally
responsive practices. The OSPI Multilingual Education Program created
Meeting the Civil Rights
Requirements for Multilingual/English Learners in Washington State to clarify the criteria of this
dual obligation and to serve as a self-reflection tool for districts.
Civil Rights Guidance-Staffing
School districts have an obligation to provide the personnel and resources necessary to effectively
implement their chosen TBIP program models. This obligation includes having highly qualified
teachers to provide English language development services, trained and supported core content
teachers who provide meaningful access to rigorous, grade-level content, administrators trained in
second language acquisition who can evaluate these teachers, and adequate and appropriate
materials for the TBIP program.
Paraprofessionals, aides, or tutors may not take the place of qualified teachers and may be used
only as an interim measure while the school district hires, trains, or otherwise secures enough
qualified teachers to serve its multilingual/English learners. If a school district uses
paraprofessionals to provide language assistance services to multilingual/English learners that
supplement those provided by qualified teachers, it may do so only if the paraprofessional is
trained to provide services to multilingual/English learners and instructs under the direct
supervision of a qualified teacher.
Read more in the
January 7th, 2015 Dear Colleague Letter on meaningful participation for English
learners. Learn more about compliance monitoring for qualifications for staff who instruct
multilingual /English learners in section 7 of the
Consolidated Program Review checklist.
Equitable Access to School and District Programs
State and federal civil rights laws, including Title VI of the Civil Rights Act of 1964 and the Equal
Educational Opportunities Act of 1974, require school districts to allow multilingual/English learners
the opportunity to participate in all programs, services, and activities offered by the district.
Districts may not categorically deny multilingual /English learners from participating in any
program, service, or activity solely based on students’ English proficiency. This includes honors and
advanced courses, Career and Technical Education, Highly Capable Programs, online programs,
Title I services, special education, Advanced Placement, extracurricular activities, and athletic
programs. If, for example, a school district has a process for locating and identifying students for a
Page | 37
particular program or activity, it must also locate and identify multilingual/English learners who
could benefit from the program.
Tests used to place students in specialized programs should not prevent a student from qualifying
simply based on a student’s English proficiency. For programs with entrance exams, testing
multilingual/English learners in English may not effectively demonstrate their ability or skills.
Testing in the student’s primary language may be necessary to provide multilingual/English
learners an equal opportunity to participate.
For more information, refer to
Prohibiting Discrimination in Washington Public Schools:
Guidelines for school districts to implement Chapters 28A.640 and 28A.642 RCW and Chapter
392-190 WAC.
Services for Multilingual Learners
Multilingual English learners vary in their needs, trajectory toward proficiency and self-efficacy in
acquiring academic English. Program models have an impact on how students make progress.
Yet all students must experience robust, effective English language development instruction as
well as meaningful access to content. It may be beneficial to utilize an
individualized learning
plan to target the specific and unique needs of students which can guide all teachers and
support collaboration among teachers and with the student to reach the student’s goals.
The unique differences between students who are newcomers, students progressing toward
proficiency, those whose language development has stagnated (Long Term English Learners) and
students served in alternative learning environments are outlined in the sections that follow.
Services for Beginning-Level Students (typically receiving
services less than 2 years)
Beginning level students, at any grade level, arrive with varying levels of English proficiency. Some
have little to no conversational OR academic English while others have been simultaneously
acquiring their primary language as well as English (simultaneous bilingual). In general, these
students need
• An emphasis on oral language development as it is foundational to literacy in English
• Support in forming friendships/connections with English-only classmates and multilingual
students who do not share the newcomer’s language
• Access to dual language programs, where available
Please refer to Chapter 8: Newcomer Students of this Policies and Practices Guide for more
information on newcomers, including information on transcript review, pathways to graduation
and other topics specific to newcomers.
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Services for Intermediate-Level Students (typically receiving
services 2 to 5 years)
As students move through the grades, their language development (which is NOT a linear
trajectory) will typically show overall continued growth, with some plateaus, based upon the
program model. Some years may show little growth and others greater. The needs of students
who are continuing to develop language proficiency include:
• Ongoing, robust, targeted English language development instruction related to their
specific language proficiency and needs (requirement of the Civil Rights dual obligation)
• Continued emphasis on oral language development and academic discourse with
extensive opportunities for discussion and verbal interactions with more proficient peers
and adults
• Meaningful access to rigorous, grade level content throughout the day in all classes
(requirement of the Civil Rights dual obligation)
• Ongoing close monitoring of language development with targeted designated language
development instruction based upon formative assessment data
Services for Long-Term English Learners (typically receiving
services more than 5 years)
Characteristics of LTELS
Long-term English Learners or LTELs are students who have been receiving English language
services for more than 5 years and whose English development has stagnated. Typical
characteristics of LTELs include:
•
Significant needs in reading and/or writing.
•
Gaps in academic background knowledge.
•
Disengagement, learned passivity or even invisibility in school.
•
Lack of awareness that their academic skills, courses and/or academic record may not be
preparing them for college.
The majority of LTELs have lived most if not their entire lives in the United States and much of
their English exposure is from non-native speakers. Most LTELs express a desire to attend college
but have often internalized a sense of failure that they may believe is their responsibility.
Needs of LTELS
Long-term English Learners need a safe learning community with a growth mindset that affirms
their language, culture, and life experiences. They also benefit from instruction on cognitive and
metacognitive strategies, ample use of graphic organizers and non-linguistic representations,
and explicit instruction on study skills and the behaviors associated with academic engagement
and success. Long-term English Learners need us to identify and know them!
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Educators can support LTELs by identifying
them and assessing their skills to pinpoint
specific language needs. Schools should also
monitor their progress by analyzing student
work samples and observing their
participation and expressive oral language
development, adjusting instruction and
supports as needed.
Strategies for Supporting LTELS
The following are strategies for supporting long-term English Learners with a focus on
developing academic language, oracy, and literacy, addressing academic gaps, and engaging
students actively with rigor and relevance. It may be beneficial to utilize an individualized
learning plan to target the specific and unique needs of students which can guide all teachers
and support collaboration among teachers and with the student to reach the student’s goals.
Academic Language Development
• Utilize the WIDA ELD Standards Framework to identify language expectations and goals for
content units.
• Provide specific, targeted instruction on language functions and features needed to
complete expressive tasks and assessments in content units.
• Provide ample opportunities to use and practice the language functions and features
that are targeted in the language expectations for the unit.
• Engage students frequently in oral academic discourse and discussion with specific
instruction on the language features needed to interpret and comprehend visual and
auditory input.
Oracy and Literacy Development
• Oral language is the foundation to literacy: "If we can't say it, we can't write it.”
Connect literacy with an intentional emphasis on expressive oral language
development.
• Provide regular, structured opportunities for peer interaction and discussions (beyond
turn-and-talks) with ample opportunities to express ideas in their own words.
• Engage students in close reading across content areas, focusing on language
expectations, functions, and features from the WIDA ELD Standards Framework selected
for the unit.
• Engage with relevant, real-world informational texts that are high quality, of high
interest, and are not watered down.
• Write across a variety of topics and in a variety of formats to both express thoughts and
to support the learning process.
• Utilize frequent quick writes and opportunities to practice the targeted language functions
and features.
2019 WA State Data
Number of LTELs/Percent out of EL population per grade level
4th
5th
6th
7th
8th
9th
10th
11th
12th
4815
4596
4340
4525
4125
3730
2927
2497
2036
66.2% 68.4% 68.9% 70.1% 67% 61.3% 55.7% 51.4% 47.6%
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Addressing Academic Gaps
• Build background knowledge related to key unit concepts by connecting it to and
building on familiar prior knowledge, then applying it to new content.
• Teach vocabulary in word families, emphasizing cognates and false cognates and building
meaning around words.
• Provide ample opportunities to use new words in discussion and in writing with
scaffolds and graphic organizers, as necessary.
Active Engagement, Rigor, and Relevance
• Invite and expect (warmly demand) engagement.
• Provide support to take risks and extend and build language use.
• Maintain and communicate high expectations and academic rigor.
• Acknowledge the challenge and be an ally and support.
• Provide explicit instructions, models, mentor texts, rubrics, and examples and non-
examples of tasks, assignments, and expressive language expectations.
• Incorporate relevant, meaningful content, issues, and materials.
Preventing LTEL Status
To prevent multilingual learners from slipping into long-term English Learner status:
• Monitor their language development closely and often. For example, the WIDA
rubrics
for speaking and writing can be used to analyze student expressive language
associated with classroom assignments, tasks, projects, and assessments.
• Emphasize oral language development as an intentional foundation for literacy.
• If multilingual learners are in the 4
th
or 5
th
year of services and are not showing
progress, create individual short- term language goals
that all teachers can focus on
across content areas.
With systematic support and intentional strategies, educators can reduce the number of
multilingual learners who become long-term English learners and increase their success and
opportunities for the future.
Services for Multilingual English Learners in Alternative
Learning Environments: Open Doors Programs, Non-Traditional
School Settings, and Online Learning/Virtual School
Civil Rights Obligations
Public schools must take affirmative steps to ensure that multilingual English learners can
participate meaningfully in their educational programs and services. Open Doors programs,
non-traditional school settings and online/virtual learning environments must take the
same rigorous steps as traditional schools to meet these requirements. To comply with state
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and federal laws, the following civil rights obligations
must be met for multilingual English
learners enrolled in Open Doors programs, non-traditional school settings, or on-line/virtual
schools regardless of whether the school district receives Transitional Bilingual Instruction
Program (TBIP) or Title III funding:
•
Identify all multilingual English learners, including those with disabilities, using a home
language survey.
•
Provide all multilingual English learners with appropriate and effective English
language development services and accessible content instruction.
•
Ensure that qualified staff provide English language development services.
•
Communicate with students and their families in a language they can understand.
•
Send family notifications regarding program eligibility (or student
notifications for students 18 and older).
•
Avoid unnecessary segregation of multilingual English learners from general
education programs and services.
•
Assess and progress monitor English language development for all eligible
multilingual English learners.
Funding and Providing English Language Supports
English learners in alternative learning environments are entitled to Transitional Bilingual Instruction
Program (TBIP) services. The school district receives additional TBIP funding for their TBIP-eligible
students.
The District Assessment Coordinator (DAC) is responsible for oversight of TBIP eligibility testing
using the state-approved English Language Proficiency (ELP) screener
as well as administering the
WIDA ACCESS annual assessment to all eligible multilingual English learners each spring. Following
state procedures, the District Assessment Coordinator could also train staff from the alternative
learning environments to administer ELP assessments. The school district retains records of student
eligibility in the student’s cumulative file.
The school district must ensure that all eligible multilingual English learners receive English
language development services within 10 days of enrollment. The school district can send qualified
staff to provide English language development services through the ALE or contract with the ALE
program provider to deliver services. If the ALE program provider delivers TBIP services, the school
district retains the responsibility of oversight. The agreement between the provider and the school
district should include the percentage of funding that will flow through to the provider and the
percentage of funding that the district will retain for oversight, testing, and professional
development.
Exited EL students continue to receive TBIP monitoring, and the school district can claim Exited
TBIP funding for the two years after the student tests out of English learner status. For guidance,
see the Services for Exited Students section below.
Students who are TBIP-eligible and enrolled in an ALE program are claimed monthly on the P223
as one headcount in the TBIP field. The student’s TBIP program would be reported at the ALE
school. If the TBIP services are provided outside of the ALE program, the hours can be reported as a
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partial FTE at the school where the TBIP services are provided, and the FTE claimed at the ALE
program would be reduced so that no student’s total FTE exceeds 1.0. Exited ELs are reported
monthly on the P223 as one headcount in the Exited TBIP field at the Open Doors school or other
ALE program
District TBIP Grant Application
In order for a school district to receive TBIP funding, the district’s program must be approved
through an annual grant application. In the grant application, school districts will submit a
description of TBIP services delivered through the ALE program including the following:
•
Who will deliver services?
•
Qualifications for providing English language development services
•
A description of the services and the district’s oversight of these services
•
Professional development to staff delivering services
•
Who will be responsible for identification and annual testing?
•
How these services will be evaluated on an annual basis
The program narrative submitted for approval of a multilingual English learner pathway in
ALE can be used in the TBIP grant application.
Technology Supports for Eligible Students
Many districts recognize the positive potential of various technology software applications
to support MLs development of academic English. Districts may choose to use technology
supports for MLs provided:
• Software was specifically designed for MLs and language acquisition/English
language development
• Technology supports are NOT the sole designated ELD provided to the student
• Technology may ONLY be used to supplement (never replace) the ELD planned and
provided by a teacher with the appropriate endorsement/ knowledge of language
acquisition (paraeducators may provide supplementary instruction and must be
supervised by an endorsed teacher)
TBIP funds may be used to purchase supplementary technology support tools ONLY if the above
conditions have been met.
Services for Exited (Former)TBIP Students
RCW 28A.180.030 defines an “exited pupil” as a student previously enrolled in the transitional
bilingual instruction program (TBIP) who is no longer eligible for the program based on his or her
performance on an annual English language proficiency assessment approved by the
Superintendent of Public Instruction.
RCW 28A.180.040 requires school boards to provide
instructional support for exited pupils who need assistance in reaching grade-level performance in
academic subjects.
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The only means by which a student served under TBIP and/or Title III may demonstrate proficiency
in academic English and thereby exit services is through the annual language assessment approved
by the state. Beginning in spring 2022, this is the WIDA ACCESS Assessment.
After students have exited an EL program, school districts must monitor the academic progress of
former ELs for at least two years to ensure that:
• Students have not been prematurely exited.
• Students are meeting challenging state standards.
• Students are meaningfully participating in the standard instructional program
comparable to their never-EL peers.
Although funds are allocated based on the headcount of eligible exited TBIP students who are
enrolled in each district, districts will make the determination of the amount and type of
supplemental instructional support based on eligible students’ needs in the academic subjects in
which they are not at grade level. Academic subjects are not limited to those that fall within state-
testing requirements.
Districts should use more than one measure to determine when a student needs assistance in
reaching grade-level performance. Such review of exited students’ academic needs should occur
throughout the school year and not be limited to annual assessment results.
Measurements can include but are not limited to:
• State, district, and classroom assessments
• Grades
• Teacher recommendations.
Academic support could be provided by a member of the district’s English Language Development
staff or other district staff best able to meet the specific individual academic needs of the exited
students. This support may be provided before, during, or after school. The following items are
examples of ways a district may use exited TBIP funds for exited students:
• Expanded access to homework supports to increase academic achievement.
• In-class support
• Extended day, extended year, and/or Saturday support services
• Other innovative district supports designed to assist recently exited TBIP students in
reaching grade-level performance in academic subjects.
Services provided will depend on the individual academic needs of exited students identified as
needing support. The district should provide supports based on specific students’ needs, rather
than developing a program in which all recently exited English learners would participate.
The exit criterion of a proficient score on the annual language proficiency assessment is set with
the anticipation that transitioning multilingual learners are proficient enough in English to
participate meaningfully in the regular educational program. Districts should provide language
program services only as long as necessary for the English learner to transition out of program.
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While the focus of TBIP services to exited students is academic support, language development
support should also be provided if this need is identified through monitoring.
Program Evaluation Requirements Regarding Former English
Language Learners
Both TBIP and Title III require evaluation of the effectiveness of services to English learners with
regard to how students perform academically after they exit a district’s English language
development program.
ESEA Title III, Section 3121(4) indicates districts’ program evaluations must include “a description of
the progress made by children in meeting challenging State academic content and student
academic achievement standards for each of the two years after such children are no longer
receiving services” to support English language development.
Reclassification of Exited English Learners – Fewer than 1% of
Exited ELs
A school district’s monitoring of an exited EL student may indicate that a persistent language
barrier is the cause of academic difficulty. In such instances, first examine the student’s general
education and intervention services and determine whether they are adequate. After a thorough
examination of data and an in-person consultation with the family, school districts should retest
the student with the state’s English language proficiency screener to determine if there is a
persistent language barrier. Prior to re-assessing the student, school districts should document the
bases for rescreening and the parents’ consent to rescreening. In order to rescreen a student for
reclassification, the parent must consent to having their child rescreened.
If the results of the rescreening qualify the student as an English learner, the school district must
re-enter the student into English learner status, offer English language development services, and
send home the parent notification of student placement into program. The district may claim the
reclassified student for funding. Students who test but do not qualify on their initial screener, and
who later demonstrate a need to be re-assessed, should also follow the reclassification process.
Exited English learners may be considered for reclassification during or after the two-year
monitoring period.
References
Olsen, Laurie. Meeting the Unique Needs of Long-Term English Learners.
Olsen, Laurie. Secondary School Courses Designed to Address the Language Needs and Academic
Gaps of Long-Term English Learners. Available from Californians Together.
O’Hara, Pritchard, & Zwiers. Common Core Standards in Diverse Classrooms.
WIDA. The WIDA ELD Standards Framework and WIDA MODEL Rubrics. WIDA Resource Library
.
For more information on providing multilingual learners with English language development
services, see the U.S. Department of Education’s EL Toolkit Chapter 2
and for providing
meaningful access to curricular and extracurricular programs, see EL Toolkit Chapter 4.
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CHAPTER 6: MULTI-TIERED SYSTEM OF
SUPPORTS & SPECIAL POPULATIONS
Using a Multi-Tiered System of Supports for
Multilingual Learners
A strong Multi-tiered System of Supports (MTSS) can include multilingual learners in meaningful
ways to address their unique needs at all levels. This includes:
● Team-driven shared leadership. A team-based approach including classroom teachers,
bilingual educators, EL specialists, reading specialists, and/or special education specialists
may be helpful to determine what multilingual learners can do, what skills are still
developing, and how to best support the student’s academic, language and literacy
development.
● Data-based decision making. Reviewing data not only from English language proficiency
and academic assessments but also from observations and other data sources can help
provide a complete picture of the multilingual learner and support decision-making about
instructional needs.
● Family, student, and community engagement. Families and caregivers are critical
partners in understanding multilingual learners’ strengths and needs. Interpreters, bilingual
educators, and community language brokers can also help families understand their
essential role.
● Evidence-based practices. Multilingual learners need support with both their language
and literacy skills as well as academic content. Literacy interventions alone cannot take the
place of critical English language development (ELD) services provided by an educator with
specialized training. Multilingual learners also need regular meaningful access to content
that is taught using effective strategies for language learners.
● Continuum of supports. Multilingual learners should be included in Tier 1, 2 and 3
instruction and interventions to address their specific academic needs, in addition to having
regular designated ELD services.
For more ideas on how to address the needs of multilingual learners through MTSS, visit
mtss4els.org
.
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Services for MLs who also Qualify for Special Education
Services
Multilingual Learners who also qualify for special education services have unique and specialized
needs. At a minimum LEAs
• Ensure that English Language development is provided for all identified MLs who also
qualify for Special Education
• Ensure that an educator(s) with the proper knowledge and skills regarding language
acquisition participates on the Child Study, Referral and/or IEP team.
• Provide systems that support collaboration between EL Specialists, General Education
Teachers, and Special Education Teachers.
• Recognize the common misunderstandings and work to dispel the myths and provide
professional learning for all educators.
Culturally Responsive Practices for Identification of MLs with
Disabilities
The process to refer and identify an ML for special education services requires a pre-referral,
whole-child approach which considers multiple factors. Because multilingual learners come from a
wide range of educational, familial, cultural, and linguistic backgrounds, educator should consider
multiple factors including:
Personal and family characteristics
Educators should utilize a holistic approach which seeks to understand the child’s life at home and
at school. What is known about primary caregivers, family/household members, languages spoken
at home and by whom? What are the cultures and traditions of this child’s household and how are
those reflected in/ honored by school systems so as to communicate the child can utilize all
personal, cultural, and linguistic assets at school? What are the child’s interests, hobbies, talents,
and activities after school? When looking at multilingual English learners, these characteristics help
educators understand and learn to discern the differences between language/cultural differences
and true learning disability.
Psychological characteristics
The language acquisition process often includes a phase where students produce little English as
they begin to develop the ability to process and comprehend the input from classroom instruction
in English. The extent to which instruction is contextualized and involves extensive opportunities
for oral language development opportunities can impact the extent of an individual student’s silent
phase. Personality characteristics, such as out-going, reserved, shy, etc. should also be considered
as part of the pre-referral processes. In is helpful to observe the student in social and academic
settings where English only is spoken as well as settings where the child’s primary language is
spoken in addition to one-to-one versus group settings as part of the information gathering
process.
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Chapter 6 of the English Learner Toolkit
contains other examples of manifested learning behaviors
and indicators of possible disability versus indicators of language difference due to the language
acquisition process.
Previous schooling experiences
Students’ prior schooling experiences impact their current performance in US systems. While many
MLs may have been educated only in US schools, others may have experiences from multiple
international systems. Some MLs may have experienced interrupted schooling or trauma from war,
immigration and, most recently, the pandemic. All these factors must be considered when
discerning language development from disability.
Learning environments and how they impact MLs
Systematic evaluation of the instructional environment is also a part of the process to distinguish
disability-related behaviors versus language acquisition-related behaviors. This evaluation includes
the quality and amount of English language development services that have been provided and the
extent to which those services are integral to/connected to core-content instruction. It also
includes an evaluation of the complete school experience and the extent to which meaningful
access to all content instruction is being provided.
To what extent are the assets/functions of the bilingual brain considered when planning
instruction? To what extent does learning occur in meaningful, cohesive contexts as opposed to
separate, disconnected settings? To what extent is the WIDA ELD Standards Framework utilized in
planning instruction in core content classrooms? The likelihood of over referral is decreased if
educators reflect upon the systems, structures, and instruction to determine to what extent they are
providing adequate support and access to students acquiring English while being educated in
English.
Cross-cultural considerations
Standardized tools for evaluating students often rely on comparisons to speakers of English. It is
incumbent on the LEA to actively seek tools in the student’s primary language as well as be mindful
that interventions and instructional practices designed for speakers of English do not necessarily
benefit MLs.
Oral language development in both the primary language and in English
Oral language is foundational to literacy and as such deserves robust and extensive focus. This
should occur throughout the day and across content areas. Oral language is important in both the
student’s primary language and in English and is essential to develop student’s literacy in either or
both languages.
Literacy development in both the primary language and in English
It is important to look at the type of initial literacy instruction that was provided/is being provided.
Learning to read in the primary language then transferring those skills to English is preferable. As
seen in effective dual language programs, developing literacy in both languages results in stronger
long-term outcomes for both MLs and speakers of English including students with special needs.
Approaches to literacy development that are not designed or adapted for the unique needs of
multilingual English learners do not benefit MLs and can have a detrimental impact on MLs ability
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read and comprehend academic English. It is vital that literacy instruction addresses oral language
development, an emphasis on the similarities and differences between languages (cognates and
false cognates) and be fully contextualized with visuals and realia. For more information see Early
Literacy Screening section below.
The National Committee for Effective Literacy for Emergent Bilingual Students released a resource
in February 2022 which outlines specifics of literacy instruction for MLs.
Toward Comprehensive
Effective Literacy Policy and Instruction for English Learner/Emergent Bilingual Students
Tiered Supports/Interventions Prior to Referral for Special
Education Services
Tiered supports are provided to MLs in a manner similar to that provided speakers of English prior
to any referral process for possible identification for special education. It is important that the
tiered interventions/supports are designed or modified to address the unique needs of MLs as
interventions designed for speakers of English without modifications are inadequate to address
MLs needs.
Referral Process
The English Learner Toolkit identifies four factors that may contribute to over identification or
misidentification of MLs for Special Education services:
• Poor instructional practices
• Evaluating professional’s lack of knowledge base regarding second language
development versus disabilities
• Weak intervention strategies utilized prior to referral
• Inappropriate assessment tools (normed/designed for English-only speakers).
Misidentification/over identification is reduced when a collaborative multidisciplinary child student
team with knowledge of second language acquisition, special education, English language
development and the core curriculum engage in a supported process to gather and evaluate
information as outlined above. Each member of the team has important perspective and expertise
upon which the team draws to come to a shared decision regarding referral. This collaborative
process helps to ensure due diligence in identifying true disability when considering referrals of
students who are MLs for special education. Child study teams should document the evidence as
well as the evaluative process as outlined above in which they engaged prior to making the referral.
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Early Literacy Screening
What do Educators Need to Know about Early Literacy
Screening of Multilingual Learners?
Students with reading difficulties should be identified as early as possible, but it is important to not
confuse language development with a reading disability. Multilingual learners without learning
disabilities may exhibit reading behaviors and characteristics that look like native English speakers
who have reading disabilities. Some multilingual learners struggle with both language and reading,
and students of any language can have dyslexia regardless of their linguistic background.
For this reason, ALL eligible multilingual/English learners must be included in early literacy
screening except during their first 4 months of U.S. schooling. Multilingual learners’ screening
results should NOT be directly compared to grade-level norms. School teams should consider
student progress and development of both language and literacy skills over time. Students may
be screened in a language other than English if they have literacy skills in their home language
or are enrolled in dual language programs.
Consider the following when using screeners in other languages:
● Screeners in other languages must be designed and normed for that language. Dialect
variations must be considered. Use of an interpreter to provide sight translation of an
English screener into another language is NOT appropriate and will not yield useful results.
● Screeners in other languages may not provide the whole picture for a multilingual learner.
Most assessments have been normed for native speakers of that language, not children
who are simultaneously developing two or more languages.
● If a student has skills in two or more languages, it is best to assess first in the student’s
dominant language and then assess in the second language to confirm and/or add new
information about the student’s skills.
● Consider the student’s opportunity to learn in each language as well as previous and
current exposure to literacy skills in each. Families and caregivers may provide useful
information on students’ language and literacy skills and use of their home language.
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The following chart provides guidance on considerations for screening of multilingual learners at
various language levels.
WIDA Overall Score Range (Screener or
ACCESS Assessment)
Considerations for Screening
0-2.0 Newcomers are exempt from screening for first 4 months.
Students may screen in their home language (if possible).
Grade-level norms will not be applicable in English.
2.1-3.9 Students should be screened (unless in their first 4 months).
Students may screen in their home language (if needed).
Grade-level norms may not be applicable in English. Look at
progress over time.
4.0-6.0
Students should be screened.
Students may screen in their home language (if useful).
Grade-level norms may be applicable, but team should
consider progress as well.
Scores above a 4 in speaking and listening but lower in reading and writing may indicate warning signs
and/or a need for literacy intervention.
When reviewing and interpreting results of multilingual learners’ early literacy screening, educators
should consider the following:
● What strengths does the student bring? Look at other content areas for strength-based
skills. Use observations and other data points in addition to literacy assessment data.
● What does the student know in each language? Multilingual learners may still be
simultaneously developing language and literacy skills in two or more languages.
● What can the student do when viewed across languages? Assessment in a single
language (either English or another language) may not fully capture all the student’s skills.
Reviewing skills across both languages may help show what the student “can do.”
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How are Screening Data Used for Multilingual Learners?
The following questions may be useful when reviewing and interpreting the literacy screening
results of multilingual learners. Data review teams may include classroom teachers, bilingual
educators, EL specialists, reading specialists, and/or special education teachers. The use of home
languages may be more applicable to dual language programs and is not always possible in
programs with multiple languages.
Skill Questions to Consider
Phonological
Awareness
● Does the student’s home language break down words or sounds in this way?
(syllables vs. individual phonemes)
● Is the skill typical in the student’s home language? (i.e. rhyming, alliteration, etc.)
● If assessing in another language, is the task typical for that language?
Phonemic
Awareness
● Has the student acquired these phonemes in their spoken English?
● If assessing in another language, is isolating sounds/phonemes a typical
linguistic practice?
● What sounds does the student know in each language (if testing in multiple
languages)? Is there overlap?
● Are there sounds in English that are “tricky” for speakers of the student’s home
language (if known)?
Letter-Sound
Knowledge
● What letters does the student know in each language (if testing in multiple
languages)? Is there overlap?
● Are there letters that are “tricky” in English for speakers of the student’s first
language (if known)?
Rapid
Automatized
Naming Skills
● Can the student name objects in either language? (How many can they name
altogether across languages?)
● Is the student using a “non-standard” term that still means something similar?
● How does the student’s speed correspond to their language development?
To build upon students’ existing skills in one language as they develop another, school teams
should use the WIDA Can-Do Philosophy.
While students of any language background may have weaknesses associated with dyslexia,
multilingual learners are also overidentified for special education services in Washington state for
specific learning disabilities. Because of this, referring multilingual learners for evaluation must be
done with great caution. Many districts use a critical data process to consider multiple factors
including the student’s first language development and background before considering a referral
for testing. Separating Difference from Disability and The ELL Critical Data Process
may be helpful
in developing appropriate pre-referral processes for multilingual learners.
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How Should We Support Early Literacy Instruction and
Intervention for Multilingual Learners?
All students, including multilingual learners, benefit from instruction that is essential for students
with language-based learning disorders, including:
• Integrating content, language, and literacy instruction.
• Strengthening oral language development.
• Teaching writing in connection with reading as an essential skill.
• Building on student’s home languages and cultures.
• Focusing on comprehension to support academic literacy and student success.
Within the MTSS framework
, multilingual learners should be uniquely considered when
determining intervention groupings for each tier of instruction and intervention. These
considerations include:
● Tier 1 instruction that integrates content, language, and literacy and builds on students’
home languages and cultures.
● Regular designated English language development (ELD) provided by or in collaboration
with a specially trained educator.
● Explicit focus on oral language development and comprehension in addition to phonemic
awareness, phonics, fluency, and vocabulary.
● Intervention materials that are specially designed or adapted to ensure words/text are
connected to meaning using visuals, context, or other means.
● Interventions provided in the student’s home language in dual language programs or if
available. Stronger first language literacy is associated with stronger literacy in English.
See mtss4els.org
for more ideas on addressing the literacy needs of multilingual learners.
Resources
Collier, C. (2011). Seven steps to separating difference from disability. Thousand Oaks, CA: Corwin.
Escamilla, K., Olsen, L., and Slavick, J. (2022).
Toward Comprehensive Effective Literacy Policy and
Instruction for English Learner/Emergent Bilingual Students.
Gaab, N. (2017, February). It’s a myth that young children cannot be screened for dyslexia!
International Dyslexia Association.
OELA English Learner Toolkit
USDE Infogram on English Leaners with Disabilities
Regional Educational Laboratory (REL) Infographic on Identifying English Learners with Disabilities
OSPI webpage: Disproportionality Self-Study Overview and Resources
OSPI webpage: Providing a Continuum of Support for English Learners
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OSPI Presentation: Identification of MLs with Special Needs (Presentation May 19, 2022)
Sandman-Hurley, K. (2020). Dyslexia and the English learner dilemma. Language Magazine.
For more information on creating an inclusive environment, see the
U.S. Department of Education’s
EL Toolkit Chapter 5, and for information on addressing the needs of English learners with
disabilities, see EL Toolkit Chapter 6.
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CHAPTER 7: TITLE III PROGRAMS
Title III Services for American Indian and Alaska Native
Students
American Indian and Alaska Native students may qualify for supplemental services through Title III,
Part A, if they meet certain criteria based on their academic and linguistic needs.
Identification, Placement & Family Communication
It is important to use the approved Washington state process to identify, screen, and place
American Indian and Alaska Native students in Title III services and to engage families in this
process. See Chapter 2 in this Policies and Practices Guide for more information on these
requirements.
Instructional Services
Instructional services for American Indian and Alaska Native students who qualify under Title III
must be culturally and linguistically appropriate. As many AI/AN students may speak English as
their primary language, these services are inherently different than those provided for other eligible
multilingual English learners. Title III Services for AI/AN students must be planned by:
• ESSA Tribal Consultation with the nearest federally recognized Tribe(s) before submitting
Title III plans and applications if 50% or more of the district’s students are identified as
American Indian/Alaska Native AND/OR if the district receives $40,000 or more through
Title VI.
• Collaborating with the Title VI Coordinator.
• Selecting from the following Professional Learning Menu:
• Supplemental implementation of the Since Time Immemorial curriculum or tribally
developed history lessons with a language and literacy focus for Title III eligible students.
• Professional learning for English language development educators to use the Since Time
Immemorial or tribally developed history curriculum.
• Hosting family nights and introducing the Since Time Immemorial and tribally developed
curriculum as a resource to build language and literacy with their children.
• Northwest Native American reading curriculum (available from OSPI Office of Native
Education.)
• Literacy activities in preparation for the canoe journey or other tribally specific gatherings.
• Other (must be approved by the OSPI Office of Native Education).
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Private School Participation in Title III
Consultation
Timely and meaningful consultation in Washington begins with private schools completing the
Intent to Participate form, which is available between February and April through the EDS System. If
a non-profit, state-board-approved private school within the boundaries of a district that receives
Title III funds does not respond, the district must make reasonable attempts, at least one in writing,
to determine whether the private school intends to participate in Title III. Issuance of a single letter
to the private schools explaining the district’s intent to apply for funds is not adequate
consultation. The district should contact private school officials annually, even if the private school
has declined Title III services in past years.
District administrators must conduct a timely and meaningful consultation with appropriate private
school officials during the design and development of the private school’s Title III program on
issues such as:
• How the multilingual/English learner needs will be identified.
• What services will be offered.
• How, where, and by whom the services will be provided.
• How the services will be assessed and how the results of the assessment will be used to
improve those services.
• The size and scope of the services to be provided to the private school children, teachers,
and other educational personnel.
• The amount of funds available for those services.
• How that amount of funds is determined.
• How and when the agency, consortium, or entity will make decisions about the delivery of
services, including a thorough consideration and analysis of the views of the private school
officials on the provision of services through potential third-party providers; and
• Whether the agency, consortium, or entity shall provide services directly or through a
separate government agency, consortium, or entity, or through a third-party contractor; and
• Whether to provide equitable services to eligible private school children—
i. by creating a pool or pools of funds with all of the funds allocated under subsection
(a)(4)(C) based on all the children from low-income families in a participating school
attendance area who attend private schools; or
ii. in the agency’s participating school attendance area who attend private schools with the
proportion of funds allocated under subsection (a)(4)(C) based on the number of
children from low-income families who attend private schools.
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Timing
The required consultation must occur before the Local Education Agency (LEA) or consortium
makes any decision that affects the opportunities of eligible private school children, teachers, and
other educational personnel to participate in programs.
The consultation must be documented. The state provides a template consultation form, which
districts may use.
Consultation should be ongoing and must continue throughout the implementation and
assessment of services, with genuine opportunities for both parties to express their views.
Adequate notice of consultation is critical to ensuring meaningful consultation.
Identification
Districts may request documentation, as needed, from private school officials to identify Title III-
eligible students. This documentation should include responses to a home language survey and
scores on an English language proficiency assessment. The private school may, but is not required
to, use the WA state home language survey, language proficiency screener and language
proficiency annual assessment. The district and private school officials determine during the
consultation process which language proficiency assessment will be used for initial placement and
annually for continued eligibility and whether the district or the private school will be responsible
for administering the assessment.
Title I parent notification requirements in section 1112(e)(3) of the ESSA do not apply to parents of
multilingual/English learners in private schools. However, the district and private school officials
may wish to discuss, as part of timely and meaningful consultation, how parents will be made
aware of Title III services provided by the LEA.
Eligibility is determined based on the location of the private school, within the district’s boundaries,
and not the residence of the student.
Services
Multilingual/English learners at private schools are not eligible for services through the Transitional
Bilingual Instructional Program.
The district, in consultation with private school officials, determines appropriate Title III services
based on:
• The needs of the identified students and their teachers or other educational personnel
• The amount of Title III funds available for such services, subject to the expenditure
requirements under section 8501 of the ESEA.
Services provided to staff and Title III-eligible students at participating private schools must be
equitable to those provided to eligible students and staff at public schools in the district.
Participation is considered to be equitable if the district:
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• Assesses, addresses, and evaluates the needs and progress of public and private school
students and educational personnel on a comparable basis.
• Provides, in the aggregate, approximately the same amount of services to students and
educational personnel with similar needs.
• Spends an equal amount of Title III funds to serve similar public and private school students
and educational personnel.
• Provides both groups of students and educational personnel equal opportunities to
participate in program activities.
If the needs of private school students and staff are different from those of public-school students
and educational personnel, the district, in consultation with private school officials, must develop a
separate program design that is appropriate for their needs. Such a program design must take into
consideration the Title III funds available based on the number of identified students at the private
school.
Examples of Title III services include:
• Administration of English language proficiency (ELP) assessments for identification and/or
for the purpose of evaluating continued eligibility and the effectiveness of services (test
booklets, teacher training, stipends to teachers to administer assessments).
• Participation in district-sponsored professional development (PD), or PD organized
specifically to meet the needs of the private school teachers for the purposes of improving
services to multilingual/English learners.
• Tutoring for students before, during, or after school hours.
• Participation of private school multilingual/English learners in summer school.
• Participation of students in a weekend language development program.
• Purchase of supplemental instructional materials and supplies to support language
development.
Title III funds may not be used to finance the existing level of instruction in a private school.
Services must supplement and not supplant what the private school would otherwise offer absent
the Title III program. Services must be secular, neutral, and non-ideological. Services may be
provided directly by the school district or by a third-party contractor who is independent of the
private school and any religious organization during the hours of employment with Title III funds.
Like teachers serving public school Title III-eligible students, teachers providing Title III services to
private school students, whether district employees or third-party contract employees, are subject
to the requirement that teachers in a Title III program be fluent in English and any other language
used for instruction. Services must be implemented in a timely manner.
The state’s English language proficiency standards do not apply to private schools or their
students.
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The school district maintains control of:
• Funds used to provide services.
• The title to materials and equipment purchased.
• A third-party provider’s employment, contract, and supervision.
Funds used to provide services to private school children and educational personnel must not be
commingled with nonfederal funds. Only the school district may obligate and expend federal funds
on behalf of private school students and teachers.
Reporting and Record Keeping
The state requests a count of Title III-eligible students at participating private schools from districts
in the spring. This count is used in the calculation of the district’s Title III allocation for the
following year.
Districts maintain a record of evidence of consultation with the private school. Participating private
schools must retain records to support student eligibility and services agreed upon. Documentation
requests should not pose an administrative barrier to private school participation in Title III.
Complaint Process
Throughout the year, OSPI receives a number of questions related to equitable services in private
schools. Under ESSA, the state is required to have an ombudsperson available to monitor and
enforce the equitable services requirements.
If a disagreement arises, private school officials are encouraged to first contact their local federal
programs representative, or superintendent at the local school district, to resolve any issues that
affect the services provided. In the event that there are concerns needing the involvement of the
OSPI’s Ombud’s team, there are several options available.
• Private schools may indicate the consultation was not timely or meaningful on the
Affirmation of Consultation form.
• If district disagrees with the views of private school officials with respect to any topic
subject to consultation, the district must provide, in writing, to such private school officials
the reasons why the district disagrees.
• Submit a formal complaint to OSPI as allowed under Washington Administrative Code
(WAC).
The state's resolution or failure to make a resolution may be appealed to the U.S. Department of
Education.
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CHAPTER 8: NEWCOMER STUDENTS
Washington state welcomes many students every year from a wide range of countries and
circumstances. These students may have immigrated or are seeking refuge or asylum in our state. It
is important for schools and districts to be prepared to receive newcomer students throughout the
school year. The following guidance provides information on suggested programs and processes to
support these newly arriving students.
Immigrants, Refugees, and Asylees
While school districts typically do not collect information on a student’s immigration status,
families may volunteer this information as they enroll students in school. Certain grants and
additional services may be available to some groups of newly arriving students based on their
immigration status. These groups are defined as follows:
• Immigrant – Any person who was not born in the United States and immigrated to the
country. For school purposes, an immigrant student is one who was born outside of the
United States and has not attended school in any state for more than three full academic
years.
• Refugee – A person who is forced to leave their country and cannot return because of a
fear of persecution based on race, religion, nationality, political opinion, or membership in a
certain social group. They have crossed an international border to find safety in another
country. Refugees are typically granted this status before entering the United States.
• Asylee – A person fleeing persecution, who presents themself at the US border, a port of
entry, or is already in the United States. Asylee status is determined in the United States,
and one may seek asylum regardless of the country one comes from or one’s current
immigration status.
• Special Immigrant Visa (SIV) Holder – Certain individuals who worked with, or on behalf
of, the US government in Iraq or Afghanistan and are at risk because of their association or
service.
• Humanitarian Parolee – An individual who would otherwise be eligible for refugee or SIV
status but was not able to complete their visa processing before entering. Humanitarian
parole was granted to many Afghans for “urgent humanitarian reasons.”
1
This status is also
likely to be granted to Ukrainian people who entered as asylees.
For more information on immigration status and supports for newly arrived students, see this
Refugee Presentation and Video
by the International Rescue Committee.
Grant Support for Newcomers and Refugees
For schools or districts with a large or a recent increase in the number of immigrant and/or refugee
students, grant support may be available:
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• Immigrant Grant – This grant provides additional state funding to districts that have
experienced a recent increase in their newcomer population. OSPI reaches out directly to
eligible districts in the winter of each school year. Districts complete a grant application to
receive funds. No documentation of students’ immigration status is required for this grant.
• Refugee School Impact Grant – This grant provides funding from the federal Office of
Refugee Resettlement and serves refugee students who have been in the United States less
than three years. The grant is managed by School’s Out Washington and requires districts
to partner with a local community-based organization (CBO) to provide services that ensure
refugee students’ success. A focus on high academic performance, successful integration
into the school community, and strengthening the skills and knowledge of parents, schools,
and CBOs for the benefit of refugee children must be demonstrated. Documentation of
students’ status as refugees, parolees, or SIV holders is required.
• Afghan Refugee Grant – This new grant provides funding from the federal Office of
Refugee Resettlement specifically for Afghan refugees who arrived after July 31, 2021. The
grant is managed by OSPI, and funds are distributed directly to school districts to support
additional staffing, extended day academic and language support, professional learning,
and family engagement for newly arrived Afghan students and families. Documentation of
students’ status as refugees, or SIV holders is required.
K-8 Newcomers
Newly arriving students in grades K-8 should be placed in the age-aligned grade level,
regardless of the grade level or amount of schooling completed in their home country. School
systems vary widely across countries and school year calendars may not align to our typical US
school year. Well-intentioned family members may request that a student be placed in a lower
grade, but this should be discouraged as it is important for students to be placed with age-
appropriate peers.
Newcomer students in grades K-8 benefit from the following practices:
• Pre-Intake – Before starting school, the family may need support with enrollment,
obtaining required vaccinations, acquiring necessary school supplies, and transportation to
and from school. Many districts provide in-person or phone interpretation at a family center
or district office to assist the family with these needs.
• School Orientation – Newly arriving students may need support in their first days of school
attendance. This assistance may entail help with finding their classroom(s), meeting their
teacher(s), and learning basic routines such as where and when to use the bathroom, how
to use automatic soap and towel dispensers, and how to navigate the lunchroom and
playground. Assigning a student ambassador or buddy who speaks the student’s home
language can be an excellent way to help the student feel welcome and learn these routines
quickly.
• Early Instructional Activities – Newcomers with little to no previous English instruction
should be placed in either a specially designed class or group with an EL teacher, specialist,
or well-trained paraeducator (under the supervision of an EL teacher) who can provide
individual support on basic English skills. Lessons in the first days of arrival may include
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basic vocabulary such as language about school, food, clothing, and personal interests as
well as greetings and useful phrases. Lessons in which students can share their own
previous school experiences and compare/contrast with their new environment are both
culturally responsive and helpful in building upon their prior knowledge.
• Participation in Mainstream Instruction – Newcomers can participate in and benefit from
many instructional activities in the mainstream setting from the moment they begin
attending school. Students who may have minimal English skills may enjoy feeling included
and being part of the classroom community while listening to a read-aloud, following along
with an instructional activity, and observing interactions with classmates. Classroom
teachers may use strategies for multilingual learners including visual supports, graphic
organizers, choral responses, songs, and chants that allow newcomers to participate in
content instruction while developing their English language skills.
• Testing Accommodations - Recently Arrived English Learners (RAEL) can skip one
administration of state ELA testing in their first 12 months in US schools. Newcomers must
take state tests in math and science. Districts must plan for appropriate testing
accommodations for the math and science tests to ensure accessibility for the student. See
the Washington State Test Coordinators Manual available on the WCAP portal
for more
information.
High School Newcomers
Newly arriving students who are ages 14 to 18 should be placed in the grade that provides
continuity with their prior schooling or at the age-appropriate grade if this will be their first high
school experience. Students who are ages 19 or 20 at their time of arrival are usually placed in a
traditional high school, but may also request to participate in an Open Doors or other alternative
program to accommodate any outside responsibilities they may have while continuing their
education until graduation or age 21 (RCW 28A.150.220
).
Intake, Assessment, and Placement
A welcoming and efficient intake procedure is an important way to encourage belonging, foster
academic success, and establish effective language development support at the high school level.
Intake
Intake processes for newly arrived multilingual high school students traditionally require
partnership between the student, their guardians, the student’s high school counselor, their
certificated ELD teacher or language services case manager, and their community-based advocate,
if they have one. An interpreter can provide interpretation for the student and family but may not
serve as a member of the decision-making team. If a student arrives at their new school with
documentation of a diagnosed disability or records of special education services in their prior
school, a member of the school’s special education team should also be part of the intake process.
Newcomers may arrive with or without documentation of prior schooling. Strong high school
counseling and language support programs have processes and procedures in place for both
situations. The following considerations can assist in designing and refining multilingual student
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intake processes:
Students who Arrive with Transcripts
Students who Arrive without Transcripts
● Placement can be made in the
grade-level that provides
continuity of academic history.
● Official or unofficial transcripts*
or grade reports can be
reviewed by qualified staff if
formal evaluation has not been
completed.
● Students may be placed in the
next course in a series based on
successful prior completion of
equivalent courses.
● Placement can be made in the age-aligned
grade level until formal records are
available. If improper placement is
identified upon receiving formal records,
locally determined district procedures for
grade-level adjustment should be followed.
● Students should confer with their school
counselor and/or transcript evaluator to
determine placement testing needs and
appropriate course placement. This process
frequently requires collaboration between
the student’s high school counselor and a
member of the school’s or district’s
multilingual education team.
* More information on official vs. unofficial records and transcript evaluation procedures can be found in the section on
Transcripts and Credit for Previous Coursework below.
Newcomer students at the high school level benefit from the following intake practices:
● Enrollment/Intake Checklists- Different countries have different requirements and
processes for enrolling in a new school. Students and their families benefit from having a
translated printed list of the forms that will need to be filled out, documents that need to
be submitted and how they are used, and any meetings and placement testing that will take
place.
● Immediate Enrollment- Regardless of whether high school newcomers arrive at the end of
the school year or without transcripts, they should be placed in appropriate classes and be
assisted with accessing English language development (ELD) and other school support
services as soon as possible.
● ELD Teacher Participation in Student Scheduling - Coordination between the ELD
teacher and school counselor makes it easier to place students in classes that meet their
language development needs and move the student towards graduation. This collaboration
also ensures that students can feel comfortable asking questions and receiving help from
the ELD teacher or case manager and the student's counselor.
● Requesting Middle School Transcripts- In many countries, middle school includes the
equivalent of 9
th
grade in the United States. In Washington, students are also able to earn
high school credit as early as 7th grade for courses that meet high school level course
standards (RCW 28A.230.090(4)). Requesting middle school transcripts can help educators
identify students’ strengths and areas of interest and can ensure that students receive all
the credits that are eligible for transfer to their new school.
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● High School and Beyond Plan- The High School and Beyond Plan is a useful tool that can
assist school counselors and other student support staff in learning about a student's
interests and goals to identify possible pathways to graduation. For more information on
the High School and Beyond Plan, see OSPI's Graduation Requirements
webpage.
● Orientation and the First Week of School- High school newcomers come to Washington
schools with a wide variety of experiences. It is important to make sure that students have
printed copies of school maps with their classes and teachers listed, a printed copy of their
schedule, and a list of any log-in information they may need to access school technology.
Students may also need instructions for purchasing school lunch, locating bus stops,
understanding school behavior expectations, typical adult language (such as corrective vs.
attention-getting language), bell systems, and using lockers. It is also possible that
newcomers have not had access to computers or programs such as Canvas or Google
Classroom and will need assistance navigating these programs.
● Peer Language Connections- Pairing a student with other students who speak their
language, or a closely related language, can help students learn how to get to their classes,
to the cafeteria, and most importantly, build connections with their peers. This is one of the
most effective support practices for newcomers. Peer mentors also benefit from being in a
leadership role that supports their growth and development.
Assessment
Proper assessment procedures ensure that newcomers are appropriately placed in language
services and content classes. However, there are some assessments that should be avoided or that
newcomers do not need to take. Newcomers and their families should be informed about which
assessments they need to take and how the results of the assessments will be used.
English Language Proficiency Testing
The WIDA screener must be given within the student’s first ten school days (WAC 392-160-015).
The WIDA screener is the only approved way for a student to be identified as an Eligible
Multilingual Learner and be enrolled in the Transitional Bilingual Instruction Program (TBIP) (See
Chapter 2: Identification and Placement of this Policies and Practices Guide). The test can also give
insight into a student’s strengths in English and which instructional strategies would benefit them.
Strong ELD programs also track how quickly a student demonstrates increased capacity and
proficiency in English using the student’s screener score as a baseline to determine if a student
would benefit from highly capable identification testing and/or advanced learning opportunities.
While best practice is for students to complete the screener prior to scheduling classes, in some
cases that may not be possible. There may be time constraints, or a student may have experiences
that make it unwise to be subjected to a standardized test prior to meeting peers and support staff.
Students may also first need assistance navigating computer programs before engaging in
computer-based testing. When a schedule must be created prior to ELP screening, it is
recommended that a trained ELD teacher or language specialist attend the scheduling meeting to
do an informal screening and collaborate with the student’s school counselor for initial class
placements. Once this process has been completed, the ELD teacher or language specialist should
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then schedule the test with the student as soon as possible. Once the screener is given, class
schedules can be adjusted, as necessary.
Content Area Testing
Math is the most common content area where a need for placement testing arises during intake for
newcomer high school students. Math placement testing relies on the concept of threshold skills
and mathematical practices, and therefore should be administered by a math teacher or a language
specialist familiar with math testing and standards. Placement tests that are designed specifically
for newcomer students often include limited English and instead rely on technical drawings,
predictable formatting, and when possible, are available in the student’s primary language to
eliminate linguistic barriers. These can be formal written tests or informal conversations to gauge
math proficiency and problem-solving processes.
World Language Testing
It is also recommended that testing for World Language Competency and qualification for the Seal
of Biliteracy be completed as soon as possible. World Language Competency testing not only
creates an opportunity for students to earn additional credits but also provides valuable
information on the student’s primary language abilities. ELD and content area teachers can use this
information to evaluate the effectiveness of providing primary language support and/or access to
advanced class placement. Please visit OSPI’s World Languages website
for information on
available assessments by language.
State Testing
Recently Arrived English Learners (RAEL) can skip one administration of state ELA testing in their
first 12 months in US schools. Newcomers must take state tests in math and science. Districts must
plan to provide appropriate testing accommodations for the math and science assessments to
ensure accessibility for students who need them. See the Washington State Test Coordinators
Manual available on the WCAP portal
for more information.
Course Placement
New student schedules are made based on prior academic experience and graduation
requirements balanced by student interests and strengths. Placement in the appropriate
multilingual education model and designated ELD is part of a student’s language development
plan and must be determined by a certificated ELD teacher or language services case manager.
Newcomer students at the high school level benefit from the following placement practices:
● Placement in Dual Language Programs when Available- High school dual language
programs support students with achieving high levels of academic success. Classes that
meet graduation requirements and are accessed in the student’s strongest language are
critical for student success while they develop their English language skills. Dual language
programs are especially impactful when they are taught in the student’s primary language
(such as Spanish or Vietnamese) or a language in which the student had prior schooling
(such as students who were taught in Spanish in Mexico or Guatemala and have a primary
language of Mixteco or K’iche’).
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● Credit for Previous Coursework – Students with previous high school-level coursework in
their home country should have their transcripts evaluated to identify opportunities for
transfer credits. Students may also qualify for mastery-based credits (also referred to as
competency-based credits), including world language credit as explained above. Each
district has discretion over which courses to accept for transfer credit.
● Individualized Schedules- Students who arrive from other school systems may take classes
outside of their grade level so that they do not repeat courses or so that they can meet
graduation requirements regardless of when they enter Washington schools.
Transcripts and Credit for Coursework from Other Countries
All high school students must have a transcript that contains the student’s entire academic history
(WAC 392-415-070), including those courses that a student did not complete, high school classes
taken at the middle school level (RCW 28A.230.090(4)), and any high school-level courses taken
within or outside of the United States.
There is no standardized process for transcript evaluation in Washington - the decision to accept
credits is locally determined. Districts must decide how to award credit for prior coursework and
should have clear policies and procedures to grant transfer credits for domestic and foreign
transcripts. Because of the complex and technical nature of evaluating international transcripts, it is
suggested that districts create procedures including who will complete, coordinate, and oversee
the evaluation process.
Official vs. Unofficial Documents
Official transcripts or school records are signed, sealed documents received directly from the
sending school’s registrar or obtained directly from the student and family. Documents that have
been opened, are photocopies, or do not have a signature from the sending school’s
representative are not official documents. Unofficial documents can also include grade reports and
print-outs from online student or family access systems.
Many high school newcomers are unable to provide official transcripts. There is no law that states
that a district cannot accept unofficial documents. However, districts should be sure that any
unofficial documents are verified as authentic and accurately reflect the student’s academic history.
Districts should also state clearly in their policies and procedures if and how any unofficial
documents will be used. If only unofficial, unverified transcripts are available, districts should
consider adopting and implementing a competency or mastery-based crediting policy to reduce
barriers to graduation. This policy should be applicable to all students.
Translation vs. Evaluation
Transcript translation and transcript evaluation are two different processes. Transcript translation is
a word-for-word version of a non-English document rendered in English. Transcript evaluation is a
process that results in a list of courses eligible for transfer credit by determining equivalency
between courses taken outside the district and those offered within it.
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Transcript Evaluation Process
While transcript evaluation can be a complex process, accurate transcript evaluations can ensure
students are on the path toward on-time graduation and help staff members recognize the
student’s skills.
Since evaluation determines if foreign coursework meets state and locally determined graduation
requirements, transcript evaluation should be completed by staff who are familiar with the district’s
course catalog and Washington state graduation requirements and have training in transcript
evaluation and their district’s transfer credit policies. These staff members are usually school
counselors and/or school registrars but may also be district translators, migrant graduation
specialists, or language specialists who have received specific training to be transcript evaluators.
The following table outlines the transcript evaluation process and includes sample resources and
considerations to help school staff conducting the transcript evaluation process identify
equivalencies and grant transfer credit.
Step 1: Verification of Records
Resources Needed
Process
Considerations
Student transcripts or
academic records
Sending school’s
contact information
(This may be located
within the header or
footer of the transcript
or may need to be
located online.)
School staff familiar
with the language in
which the transcript is
written or a
professional
interpreter
1. Match the student’s name
on the transcript to the
student’s provided
identification.
2. Verify that the sending
school is a recognized/
accredited school through the
school’s website and/or
governing body.
3. If transcripts are not
received directly from a
sending registrar, call or email
to verify the authenticity of the
transcript with the sending
school.
Students frequently arrive with end-of-
year documents rather than an official
transcript. In these cases, it is helpful to
have information from the sending
school to assist in aligning local course
requirements with the previous school’s
course timeline.
The student and their family cannot
verify records themselves or serve as an
interpreter when calling the school.
OSPI’s webpage on
Interpretation and
Translation provides more information
and resources that may assist districts
that need support with minority
languages or languages new to their
schools.
Page | 67
Step 2: Translation
Resources Needed
Process
Considerations
Qualified translator
Student transcripts or
academic records
1. Identify a trained, qualified
translator or transcription
service. (Translation may not
be completed by the student
or a family member.)
2. Obtain an exact translation
of the transcript or academic
record, including headers and
footers, charts as rendered in
the original document, school
names and addresses, and any
handwritten comments.
Digital or machine translation, such as
services like Google Translate, can only
be used if a qualified translator reviews,
edits, and verifies that the rendered
document accurately reflects the source
document. OSPI’s webpage on
Interpretation and Translation provides
more information and resources that
may assist districts that need translation
support.
Creating a translated and similarly
formatted copy of the transcript will
ease the evaluation process.
Step 3: Evaluation
Resources Needed
Process
Considerations
Translated student
transcript or academic
records
A guide to
international school
systems (i.e.,
UNESCO’s National
Education System
Profiles)
Website for the
sending school’s
governing body (i.e.,
Secretaría de
Educación, Gobierno
de Puebla).
Sending school’s
website.
OSPI’s Learning
1. Determine if the transcript is
from a public, parochial, or
international school.
2. For each block of courses,
determine if transferring
courses are year-long or are
aligned with certain grading
periods (i.e., quarters,
trimesters, semesters) and
assign a US grade-level and
grading period equivalent
while maintaining the dates
provided.
3. Then, for each course:
a. Using the school’s or school
governing body’s website(s),
identify the standards for each
course.
Schooling Systems:
Public schools in other countries may
be part of a national or a regional
system or be attached to large public
universities.
Parochial and other schools may not
follow the same grade level and term
systems of public schools. Many follow
a system that aligns to the religious
order overseeing the school.
English and American international
schools may follow a UK or US system
of grade progression.
IB World Schools are all aligned with
the IB educational program.
In some countries, even when in-person
schools are managed regionally, virtual
schools may be managed by the federal
Page | 68
Standards and
Instructional Materials
Website
State Course Codes
b. Compare the standards
covered in the foreign course
to the
WA state standards to
determine areas of
equivalency. If no equivalency
exists, it is ineligible for
transfer.
c. Using the Washington state
course codes/descriptions,
assign an equivalent course
code.
d. Determine the grading scale
used on the student’s
transcript and assign grades
aligned with your local grading
scale.
e. Determine the number of
eligible transfer credits for
each course based on grades
earned.
educational authority.
Grade Level Settings:
It is common for 9th grade to be the
final year of “middle school” in many
countries. In systems that include grade
9 equivalent courses in a middle school,
course standards for 9
th
and 10-12
th
grade courses are usually found in
different places.
In many other countries, students in
grades 10 through 12 attend school in
multiple settings, such as vocational
schools or college preparatory
programs. It is important to identify the
setting in which a student took each
course to identify which standards to
use during the evaluation.
Grading Systems:
Schools using a 10-point grading scale
have final grades that mirror the
percentage earned in the course (i.e.,
8.9= 89%).
In some educational systems, an earned
grade of “5.0” or “50%” is a passing
grade but may not be the equivalent of
a passing grade in a Washington school.
If a student did not pass a course that
has a local equivalent, it must still be
included on the student’s transcript.
These courses would be evaluated with
credits listed as “0.0.”
Page | 69
Step 4: Transcription
Resources Needed
Process
Considerations
Original and translated
student transcripts or
academic records
Completed transcript
evaluation
OSPI’s website on
High School
Transcripts
1. Verify that the translation
and evaluation are complete.
2. Enter the evaluated courses
into the student’s official
transcript.
3. Print three copies of the
transcript– one for the student,
one for the cumulative file, and
one for the student’s school
counselor.
4. Document completion of
transcription on the evaluation
form (if applicable).
All academic history must be entered
on the student’s transcript in the order
taken.
Based on the transcript evaluation,
follow your district’s review process to
ensure that the student is in the correct
grade level based on their academic
history.
Step 5: Retention
Resources Needed
Process
Considerations
Completed transcript
evaluation packet,
including:
● Original
transcripts or
academic
records
● Translation of
original
documents
● Evaluation
process forms
(if applicable)
● Completed
Washington
state transcript
1. File the student’s original
records, any translations,
evaluation forms, and a copy
of the updated transcript in the
student’s cumulative file.
2. Submit a copy of completed
evaluation forms to the
student’s high school
counselor to assist in class
placement and graduation
tracking.
3. Give a copy of the
completed transcript to the
student/ student’s guardian for
their records.
Some registrars also keep a copy of
transcript evaluation packets completed
by year for their own records or for
auditing purposes.
If a school’s language support program
has a case management model, the
student’s case manager may benefit
from a copy of the packet.
School counselors should review any
current or future schedules when they
receive a copy of the completed
transcript to verify that no courses will
be repeated.
Page | 70
Some of the frequent errors made when determining equivalency are listed below:
Error
Correct Equivalency
Reason for Equivalency
ELA credit given for English
as a Foreign Language
01008 English as a
Second Language
Foreign language classes do not meet
CCSS grade level ELA standards
Assigning two semesters of
study with the same grade
for year-long courses
Transcribe as a year-
long course
On final transcripts, all high school
coursework must be listed with the
duration of the course and grading
periods listed in order, as taken.
No credit given for courses
that have term grades or
term exams but no final
grade
Partial credit given
with correctly
evaluated number of
credits and grade
earned if the course
has a district approved
equivalency
Many districts award partial credit to
students based on the following statutes:
• RCW 28A.300.542 (Students
experiencing homelessness)
• Chapter 13.34 RCW (Definition of a
dependent)
• Chapter 13.32A RCW (At-risk youth
or children in need of services)
Transfer Credit Policies
All decisions about which previous international coursework is eligible for transfer must be made
based on the local district’s policies and procedures.
Districts may consider the following recommendations:
● Mastery-Based or Competency-Based Crediting Policies and Procedures: Strong
master-based crediting policies and procedures can help districts with confusion that may
arise from unofficial transcripts or school records that cannot be verified. These policies can
help reduce barriers to graduation for newcomer and highly mobile students. Mastery-
based crediting may be a critical process in awarding students with credit for their
demonstrated proficiency in ELA and math if transcripts are not available.
● Clearly Designated Transcript Evaluators: When transcript evaluators are clearly identified
in district policy, procedures, and job descriptions, it can reduce the confusion in a
complicated process and help the transcript evaluation process move faster.
● Databases of Identified Equivalent Courses- Maintaining a list of commonly used course
equivalencies can assist in the transcript evaluation process. If a district, or group of
districts, maintains such a list, it is important that it be reviewed periodically to ensure that
the list remains valid.
● Manual Review of Transcripts for Students with International Academic History Who
Transfer from Other US Schools- Verifying previous translations and evaluations of
international transcripts can ensure that students are receiving all the credits for which they
are eligible.
Page | 71
Pathways to Graduation
Multilingual learners who enter high school between the ages of 14 and 20 need assistance with
developing a clear pathway to graduation regardless of when they enter Washington schools. It is
important that the appropriate school staff map out the courses that a student needs to graduate.
When staff develop a course-taking plan, they must consider the individual needs of students, their
English language skills, and prior courses they have taken.
Content-Based (Sheltered) Instruction Program
Schools that regularly receive newcomer students at the high school level may benefit from
implementing a content-based or sheltered instruction program that provides specially designed
courses for newcomer students to develop English language skills and earn core content credits in
a setting specifically tailored for them. These classes can ease students’ transitions into their new
environment and make content accessible for newcomer students. Below is an example of a
content-based instruction program for students who arrive in 9
th
grade:
9
th
Grade (1
st
year)
10
th
Grade (2
nd
year)
11
th
Grade (3
rd
year)
12
th
Grade (4
th
year)
Beginning ELD
Intermediate ELD
Advanced ELD (may
generate ELA credit)
Elective
(Arts/CTE/WL)
EL Reading &
Writing*
10
th
Grade ELA
11
th
Grade ELA
12
th
Grade ELA
EL HS Math (as
determined by
placement test or
first course in series)
Next math course in
series
Next math course in
series/ Advanced
Math
Advanced Math
EL Biology/EL
Science**
Chemistry (or
Biology)
Physics
Advanced Science (or
Elective)
EL World History* (or
PE/Health)
PE (or World History)
US History
Government/Other
S.S. Elective
Elective (or PE)
(Arts/CTE/WL)
Elective
(Arts/CTE/WL)
Elective
(Arts/CTE/WL)
Elective
(Arts/CTE/WL)
* Only one section of ELD can be used to meet most college entry ELA requirements. Additional years of ELD may
complete HS graduation requirements as determined locally but are not CADR.
** See EL Content Courses below.
Features and considerations of this model:
• ELD Courses – Newcomer students will generally need an ELD course to support their
English language development for the first 3 years they are enrolled unless they enter with
prior English skills. ELD courses can only generate ELA credit if they meet grade-level ELA
standards. Higher-level ELD courses may be designed to meet ELA standards, especially
language, speaking and listening standards.
Page | 72
• EL Content Courses – If feasible, students may also be scheduled into sheltered EL core
content classes in their first year of attendance. These classes are ideally taught by a content
teacher and co-taught or supported by an EL teacher and/or EL or bilingual paraeducator.
Content courses can also be set up with a “toggle” course code that allows students to
generate elective credit if they are not yet able to meet grade-level content standards
because of limited language skills and/or limited academic experience. These courses could
be repeated to generate content credit the following year.
• Credit for Previous Coursework – When building a program for newcomers, keep in mind
that students with previous coursework in their home country may have different course
progressions based on the courses they have taken previously.
• Core Content in the 2
nd
Year and Beyond – As students move into mainstream courses in
their 2
nd
year and beyond, they may continue to need support to access content and
continue to develop their English skills in content areas. ELD classes in the 2
nd
year and
beyond may be designed to provide academic language support. It is also recommended
that core content teachers receive professional development on strategies to support
intermediate and advanced multilingual learners. Students may also be scheduled into
clustered, reduced-size classes to provide extra support and attention.
• Students with Disabilities – Multilingual students with disabilities benefit from placement
in a content-based instructional program. Instructional methods and supports that meet
their language needs frequently provide opportunities for support as dictated by the
student’s IEP and facilitate coordination of services between content, language, and special
education teachers.
Keep in mind that all students generate basic education funding through their attendance and
should be supported using basic education funds. Supplemental services such as an EL co-teacher
or bilingual paraeducator supporting multilingual learners may be funded from the TBIP.
Supportive Mainstream Program
For schools that have small numbers of newcomer students at the high school level, newly arrived
students may need to be served in the Supportive Mainstream model. If possible, an ELD class
which may serve one level or various levels together can provide an environment that eases
students’ transitions and provides academic language support for students who are in mainstream
classes for most of their day. Below is an example of a Supportive Mainstream model for newcomer
students who arrive in 9
th
grade:
9
th
Grade (1
st
year)
10
th
Grade (2
nd
year)
11
th
Grade (3
rd
year)
12
th
Grade (4
th
year)
Beginning ELD (or
mixed ELD class)
Intermediate ELD (or
mixed ELD class)
Advanced ELD (or
mixed ELD class)
Elective
(Arts/CTE/WL)
9
th
Grade ELA (with
support)
10
th
Grade ELA (with
support)
11
th
Grade ELA
12
th
Grade ELA
EL HS Math (as
determined by
Next math course in
series
Next math course in
series/ Advanced
Math
Advanced Math
Page | 73
placement test or
first course in series)
Biology (or other
Science)
Chemistry (or other
Science)
Physics (or other
Science)
Advanced Science (or
Elective)
PE/Health
World History
US History
Government/Other
S.S. Elective
Elective
(Arts/CTE/WL)
PE or Elective
(Arts/CTE/WL)
Elective
(Arts/CTE/WL)
Elective
(Arts/CTE/WL)
Features and considerations of this model:
• ELD Courses – For students in a Supportive Mainstream model, ELD services are still
required and necessary. In a mixed-level ELD class, the EL teacher can engage in individual
or small group activities to differentiate instruction to meet student needs. Working closely
with core content teachers to preview or review academic language from other content
classes can also be helpful. If it is not possible to enroll students in an ELD class, the EL
teacher or paraeducator can “push-in” to ELA and other content classes to provide support.
• ELA with Support – Students who do not have access to a specialized ELD course or are
simultaneously enrolled in an ELA course may need modified assignments. Using a less
complex text to address the same standards, using a text in the student’s home language,
or providing other ways to access text (multimedia, shorter versions, etc.) can allow students
to participate fully while making the class more accessible and supportive.
• Content Courses – Similar to the Content-Based Instruction model, core content classes for
newcomer students can be set up with a “toggle” course code that allows students to
generate elective credit if they are not yet able to meet grade-level content standards
because of limited language skills and/or limited academic experience. These courses could
be repeated to generate content credit the following year.
• Credit for Previous Coursework – Students with previous coursework in their home
country may be able to skip courses they have already taken or qualify to earn mastery-
based credits.
• Clustering – When possible, clustering newcomer students within the same classroom can
allow schools to provide extra support. Similarly, pairing students with a classmate who
speaks their language can be supportive as they continue to develop English skills.
• Students with Disabilities – Multilingual students who receive both newcomer ELD and
specially designed instruction can have difficulty fitting in all the classes and supports they
need and are entitled to in a Supportive Mainstream program. Regular collaboration
between the educators responsible for specially designed instruction and English language
development can support proactive decision making and coordinated services to meet the
needs of their students in this setting.
Page | 74
Dual Language Program
Dual language programs are an excellent placement for newly arrived high school students who
speak the target language of that program. Dual language programs allow students to develop
their academic skills in content classes taught in their own language while also developing English
language proficiency. It is important to ensure that the dual language program is set up to allow
newcomer students access to the available classes in their home language while also allowing
participation in necessary ELD classes. Below is an example of a newcomer dual language schedule
in a Spanish/English Dual Language Program for a student who arrives in 9
th
grade:
Features and considerations of this model:
• Balance of Languages – To be considered dual language programs at the middle and high
school level, students should have a course in language arts in both languages each year
and at least one core content area taught in the non-English language (
CAL Guiding
Principles). Strong programs support newcomer students with a minimum of two and
maximum of four courses taught in the student’s primary language to ensure effective
support for both languages.
• Core Content Taught in Languages Other than English – Any core content courses such
as history, science, or math that are taught in the newcomer students’ language can provide
students with an excellent way to build on their prior learning and generate core content
credits while also focusing on developing their English proficiency.
• Electives in the Language Other than English – Electives that are language-rich, such as
Drama, Translation/Interpretation, or Careers in Teaching can provide newcomer students
with the opportunity to develop strong language skills while also enabling students to earn
Arts or CTE credit towards graduation.
9
th
Grade (1
st
year)
10
th
Grade (2
nd
year)
11
th
Grade (3
rd
year)
12
th
Grade (4
th
year)
Spanish Language
Arts 9
Spanish Language
Arts 10
Spanish Language
Arts 11
Spanish Language
Arts 12
Beginning ELD or 9
th
Grade ELD/ELA for DL
10
th
Grade ELA for DL
11
th
Grade ELA for DL
12
th
Grade ELA for DL
PE/Health
Spanish World
History
Spanish US History
Spanish Government/
Other S.S. Elective
Spanish HS Math (as
determined by
placement test or
first course in series)
Next math course in
series
Next math course in
series/ Advanced
Math
Advanced Math
EL Biology/EL Science
Chemistry
Physics
Adv. Science
Elective
(Arts/CTE)
PE or Elective
(Arts/CTE)
Elective
(Arts/CTE)
Elective
(Arts/CTE)
Page | 75
• Students with Disabilities – Placing newcomer students with disabilities in dual language
programs provides strong academic and linguistic support when the student has a personal
or academic history with the partner language. It is important that goals are set and
progress is monitored for both languages when communication, reading, or writing goals
are part of the student’s IEP.
Students with Limited or Interrupted Formal Education (SLIFE)
A student who has missed six months or more of formal schooling prior to enrollment in a US
school may be designated as a Student with Limited or Interrupted Formal Education (SLIFE). These
students may have also experienced traumatic events due to political unrest, violence, or extreme
poverty in their home countries. For newly arriving students at the high school level, SLIFE students
may have different needs than other high school newcomers.
The following practices are highly recommended for newly arriving SLIFE students:
• Use intake assessments and questionnaires to document prior academic history and identify
which skills they already have that can be built upon in school.
• Provide extra English language development (ELD) services and individual support in the
student’s home language, if possible.
• Schedule students in newcomer classes and/or necessary academic support classes.
• Consider appropriate career and technical education (CTE) classes based on student
interests and future goals.
• Use mastery-based crediting procedures to award credit for work and life skills.
• Collaborate with community-based organizations and local community colleges to provide
additional resources and/or specialized programs.
Newcomer Programs
Newcomer programs are designed specifically for students facing challenging transitions as they
adjust to new environments and into their new schools. These programs provide safe environments
that help orient students to the US school system and assist with the development of basic English
communication skills during their first 6 to 18 months in the country. These programs may offer
classes that are similar to Content-Based (Sheltered) Instruction models for half or more of the
school day. Transportation may be provided to the program. Districts able to offer a newcomer
program model must carefully consider how to address the possible impacts of segregation. For
this reason, full-day newcomer models are not recommended.
Alternative Learning Environments
All newcomer students, regardless of their prior schooling and age of entry, should be offered a
pathway to complete a full high school diploma. However, some students who arrive at an older
age may have unique needs and obligations outside of school, particularly if they are SLIFE. These
students may prefer to enroll in Open Doors or other alternative learning environments. School
counselors and EL teachers and specialists should be aware of these alternative options and work
with newly arrived SLIFE students to allow students and their families to make an informed choice
and develop an individualized plan to meet their needs.
Page | 76
Notes & Resources
1
National Immigration Forum; https://immigrationforum.org/article/explainer-humanitarian-
parole-and-the-afghan-evacuation/
The USDE Office of English Language Acquisition (OELA) Newcomer Toolkit is designed for staff
who work directly with newcomers, immigrants, asylees, refugees, and their families and provides
additional information and resources.
Page | 77
CHAPTER 9: PROGRESS MONITORING AND
PROGRAM EVALUATION
In order to ensure that the Transitional Bilingual Instruction Program is effective in supporting
eligible multilingual/English learners to reach full proficiency in English and master grade-level
standards, students’ progress should be regularly monitored, and the program should be evaluated
annually for continuous improvement.
A continuous improvement approach is integral to upholding the Castañeda (1981) framework
which articulates three standards for language instruction educational programs:
1. The program is based on sound educational theory or research;
2. The program is implemented effectively with adequate resources and personnel;
3. The program is evaluated as effective in overcoming language barriers.
Beyond upholding Castañeda, continuous improvement can be a powerful tool for promoting
multilingual/English learners’ access to high-quality instruction and services that build upon their
diverse assets.
Progress Monitoring
For multilingual learners to make adequate progress towards full proficiency in English and in
grade-level appropriate academic standards, schools/districts should be regularly monitoring
students’ progress in both language acquisition and academic mastery. A comprehensive plan
includes use of both formative and summative student assessments at least three times per year
that can inform instruction and interventions. While the state-required annual English language
proficiency assessment can provide some of this information, it is a single point in time and is not
adequate for comprehensive progress monitoring.
Schools/districts may want to use the Multilingual Learner Plan Template to articulate a plan for
progress monitoring using the following table:
Assessment & Monitoring of Student Progress
Name the assessment tools that are used to monitor eligible and exited multilingual learners’ academic
and linguistic progress and describe any processes for administration of progress monitoring, including
annual ELP assessments.
Academic Assessments
Language Assessments
Elementary:
Middle School:
High School:
Page | 78
Proficiency Level Descriptors
Another powerful tool for monitoring student progress is the WIDA Proficiency Level Descriptors
(PLDs). These interpretive and expressive grade band-level rubrics can be used to:
• Examine student work and determine students’ current performance levels;
• Set goals for language development, aligned to the Language Expectations;
• Determine student needs and develop scaffolding and supports; and
• Track student progress over time.
For more information and examples of how to use the PLDs to monitor student progress, see
“Using Proficiency Level Descriptors to Plan Instruction and Assessment Multilingual Learners
”
(Percy Calaff, Shafer Willner, Gottlieb, & Marinho Kray, 2022).
Program Evaluation
Equally as important as reviewing student progress is conducting an annual program evaluation.
Program evaluation is a systematic process which provides opportunities to reflect, learn, and
inform decision making. Evaluating the Transitional Bilingual Instruction Program is not only a
required component of the TBIP and Title III grants but is best practice in any educational system.
Program evaluation is a coordinated internal effort that involve various stakeholders and is an
opportunity to reflect on the continuous improvement of the system. It is not a punitive process
that reflects the work of individuals, nor is it necessarily conducted by external stakeholders.
While there is no one “right” way to conduct a program evaluation, most evaluations of
Multilingual Learner programs will include both a Process Evaluation and a Summative Evaluation.
Process Evaluation
A process evaluation focuses on the extent to which a program is operating as intended. Typically,
a process evaluation requires documentation of the strategies and overall plan for implementation.
The overall question this type of evaluation answers is how a program outcome was achieved.
Common types of data collected and used in a process evaluation include:
• Procedures for identification, placement, screening, and notification
• Demographic characteristics of program participants
• Documentation of ELD services and accessible content instruction
• Documentation of program models
• Characteristics of staff, staffing ratios, and professional learning plans
• Staff, student, and family perceptions of the program
Many of these data can be captured using the Multilingual Learner Plan Template, the
Consolidated Program Review (CPR) Checklist, and through family and school surveys using the
Family Feedback Survey Templates on the OSPI website.
Page | 79
Summative Evaluation
A summative evaluation focuses on whether a program has had the intended effect on outcomes.
Typically, a summative evaluation requires review of data on outcomes for the students served in
the program. The overall question this type of evaluation answers is the extent to which a
program outcome was achieved.
Common types of data collected and used in a summative evaluation include:
• Number and percent of multilingual learners (MLs) attaining proficiency and exiting
(transitioning from) ELD services
• Number and percent of former MLs who met academic standard on state assessments two
and four years after exiting/transitioning
• Number and percent of MLs who have not exited ELD service after 5 years (Long-Term
English Learners or LTELs)
• Number and percent of MLs who are dually qualified for Special Education services,
compared to the number and percent of the total student population
• Average years to exit ELD services
• 4 and 5 year graduation rates for MLs (current and exited MLs)
These data are required components for both the TBIP and Title III grant applications and/or are
included in the annual family notification letter to inform families of expected outcomes for the
program. Districts may want to review other data as well, including data from academic and
language assessments listed in the Progress Monitoring table above.
When reviewing these data, stakeholders may want to reflect on the following questions:
• How do your program’s data compare to the state average?
• How do these data look over time? What are the trends?
• What are implications for how to address disparate outcomes?
A successful Transitional Bilingual Instruction Program is rooted in research-based practices specific
to the unique linguistic and academic needs of multilingual English learners. Districts should use
these data to develop specific continuous improvement plans to:
• Provide equitable services to ensure that all multilingual English learners receive meaningful
access to content and English language development services that allow them to achieve
full English proficiency.
• Monitor academic progress for exited/transitioned students and provide targeted
assistance as needed through a Multi-tiered System of Supports.
• Support Long-Term English Learners (LTELs) with an intentional focus on academic
discourse and language skills needed to meet grade level standards.
• Monitor the number of students who are dually qualified for ELD and Special Education
services to prevent overidentification and ensure appropriate service are provided in both
areas.
Page | 80
The following chart gives an example of goals that a district might develop for continuous
improvement plans in each of these four areas:
ESSA Required Data Elements
District Data
Goals for Continuous
Improvement Plan
Number and % of ELs attaining ELP
and exiting EL services.
15% of ELs attained
proficiency in 2021
Increase specific ELD services for
intermediate students in grades 3-5
Number and % of former ELs who
met standard academic
assessments 2 and 4 years after
exiting.
50% of exited ELs met
standard after 2 years
60% of exited ELs met
standard after 4 years
Provide after-school academic
support for exited students who are
not meeting standard.
Number and % of ELs who have
not exited EL services after 5 years.
25% of ELs have not exited
after 5 years
Add AVID Excel classes at middle
school for LTELs
Percent and performance of
English learners who dually qualify
for Special Education.
10% of ELs qualify for SpEd
65% of these students are
making progress
Improve referral process to reduce
over-representation & provide
GLAD training for SpEd teachers
District-level Continuous Improvement Plans
After reviewing both the Process and Summative Evaluation data, districts should develop annual
continuous improvement plans to focus on the systems, structures and resources that are needed
to improve implementation and student outcomes.
1. Systems – In reviewing current systems, the district may want to use the
Multilingual
Learner Planning Template to ensure that procedures are communicated and carried out
consistently throughout the school system. Aligning multilingual learner program plans with
other district strategic plans and initiatives and ensuring that leaders throughout the system
understand the requirements and needs of multilingual learners can be critical in strong
implementation.
2. Structures – In reviewing current structures, the district may want to examine how
educators responsible for multilingual learners are situated at both the school and district
level. Do ML educators have a voice in decision making? Who receives professional learning
focused on MLs? How are MLs centered in the ongoing work of the district? What changes
may be needed to increase the visibility of MLs?
3. Resources – Use of increased funding to support MLs can be critical in improving
outcomes. In examining how funds are used to support the program, districts may want to
pay attention to how TBIP and Title III funds are distributed across schools to meet MLs’
needs as well as how other funding sources such as Basic Education, Title I, and LAP funds
are used for MLs. A strong program will leverage Basic Education dollars first with other
state and federal funds used to supplement and strengthen services. Braiding of these
supplemental funds can also support a strong Multi-tiered System of Supports in which MLs
have access to many linguistic and academic supports and interventions.
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As the district reviews program evaluation data, specific goals and steps to leverage systems,
structures, and resources in new or continuing ways should be articulated in a district-wide plan for
multilingual learners.
School-level Continuous Improvement Plans
Process and Summative Evaluation data also have implications for school-level continuous
improvement plans. If certain schools are struggling to implement effective programs or are
showing disparate outcomes for students, these schools may need specific plans to address the
needs of their multilingual learners and/or may require additional district support. Regardless of
the outcomes, all schools with multilingual learners should be able to articulate strategies they will
use to support MLs in reaching their school-wide goals.
To craft a strong school improvement plan for MLs, each school should:
1. Select at least two key goals from their school improvement plan for which they will
develop a specific plan for MLs. They should use disaggregated data to determine which
goals may be most critical for this group of students.
2. Develop specific strategies to support MLs for each of the key goals. For example, a
school that is focused on improving mathematical problem solving may choose a strategy
around using academic oral language to explain mathematical reasoning, based on the
theory that MLs may struggle with articulating their mathematical thinking in English, which
may be affecting their problem-solving outcomes.
3. Plan professional learning to support educators with the selected strategies. This can
help the school develop strong professional learning for all educators regarding how to
support MLs in the classroom with a specific focus on goals that are already shared school-
wide.
4. Monitor ML student progress on the goals so that the entire school is regularly looking
at ML student outcomes as well as outcomes for all students.
When MLs are specifically called out in a school improvement plan, the school is more likely to
have shared ownership of their achievement and to develop stronger professional learning plans to
meet their needs. Regardless of the number of multilingual learners in a school, all schools can
strategically include ML strategies in a school improvement plan.
Classroom-Level Plans
At the classroom level, teachers can also play a critical role in improving outcomes for individual
students. Using the Progress Monitoring plans outlined above, educators should be reviewing
student data at least three times a year to look at individual student growth and needs. These data
should include both linguistic and academic assessments from both formative and summative data
sources.
At the individual level, these data can inform individual goals that the student, family, and
teacher(s) can set together. The Multilingual/English Learner Individual Learning Plan Template is
one example of a tool that can be used to craft an individualized plan for MLs. Specifically,
identifying domain areas such as listening, speaking, reading, or writing in which a multilingual
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learner is still developing can help inform the specific ELD services needed as well as strategies in
the classroom that may support this development.
Resources
For more information on monitoring and exiting English learners from services, see the U.S.
Department of Education EL Toolkit Chapter 8, and for resources on program evaluation for ML
programs, see EL Toolkit Chapter 9.
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CHAPTER 10: STAFFING, PROFESSIONAL
LEARNING & ALLOWABLE EXPENSES
Staffing for the Transitional Bilingual Instruction
Program (TBIP)
Staffing for English language development services and accessible content should be provided
through various funding sources including basic education, TBIP and Title III. Effective September
2019, all teachers funded by the TBIP must hold an ELL or Bilingual Education Endorsement.
Basic Education Staffing
Teachers who are providing accessible content to eligible multilingual/English learners should
primarily be funded from basic education. In a dual language program or a supportive mainstream
model, most students will spend the majority of the school day in a classroom with a basic
education funded teacher. Even if the teacher holds an ELL or Bilingual endorsement, if they are
serving as the primary teacher of record, the teacher should be funded from basic education.
TBIP Funded Staffing
Teachers who are providing supplemental English language development services may be funded
using TBIP, as long as they hold an ELL or Bilingual Endorsement. However, keep in mind that
multilingual/English learners in content-based (sheltered) instruction classes at the secondary level
are still basic education students and the school/district receives funds for those students for each
class period throughout the day. If the EL teacher is the teacher of record for a given course, at
least part of their funding should come from basic education, with TBIP used to supplement this
funding or to allow for smaller class sizes than the typical formula allows.
TBIP funding can be used for:
• Teachers serving multilingual/English learners with an English Language Learner (ELL) or
Bilingual endorsement (Teachers who have the National Board for Professional Teaching
Standards in English as a New Language may add the English Language Learner
endorsement by following the Certification Office's process.)
• Teachers holding a previously issued Washington endorsement titled, "English as a Second
Language” (Primary, Secondary, or Support) or an equivalent endorsement with a new
name, provided that the equivalent endorsement aligns with other ELL or Bilingual
endorsements in the Certification Office's Migration Chart.
• Teachers serving multilingual/English learners who hold a Standard/Continuing certificate
(issued prior to 1987) and have significant training and/or experience in providing language
development services
• Instructional coaches and trainers with an ELL or Bilingual endorsement
• Non-instructional administrators who oversee or support the TBIP program
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• Supplemental academic support for transitioned (exited) students
• Paraprofessionals who directly provide supplemental support for multilingual/English
learners under the supervision of a qualified teacher. The percentage of TBIP funding
should match the percentage of the time spent providing language development services
(i.e. paraprofessionals who also provide core instruction support or supervision – lunch,
playground, bus – must be paid from another funding source for the percentage of the time
spent in those activities.)
TBIP funds CANNOT be used for:
• Teachers without an ELL or BE endorsement
• Instructional coaches and trainers without an ELL or BE endorsement
• Administrative costs of acquiring endorsements
• Paraprofessional time used to provide core reading support, supervisory duties, or other
activities not specifically related to language development instruction/support for
multilingual/English learners
Title III Funded Staffing
Title III funding CAN be used for:
• Extended day or extended school year support focused on language development for
multilingual/English learners, including staffing support
• Tutoring and/or supplemental language development instruction
• Culturally responsive language and literacy instruction for Title III-eligible American
Indian/Alaska Native students
• Instructional trainers and coaches
• Multilingual/English learner advocate positions
Other Funded Staffing
Many multilingual/English learners also qualify for Title I, Part A and Learning Assistance Programs.
These funding sources may also be used to supplement English language development services
and dual language programs. Please see the Title I, Part A and Learning Assistance Program
websites for more information.
Staffing Ratios
What is the ideal ratio of ELL/Bilingual-endorsed teachers to multilingual/English learners? It can be
difficult to identify an ideal ratio because of the differences in program models. In a dual language
program, for example, ELD services may be integrated into the English portion of the day and may
not require supplemental staffing. In a supportive mainstream program, EL teachers may be co-
teaching or co-planning with classroom teachers. Each model may require different levels of
staffing and expertise, depending on who is providing services and in what context.
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Regardless of the program model, a healthy TBIP program will have a number of ELL/Bilingual
endorsed teachers that is proportional to the number of eligible multilingual/English learners so
that there is sufficient expertise throughout the system to provide high quality instruction and
services to students. While the ideal ratio of ELL/Bilingual endorsed teachers to multilingual
learners is likely around 1:25, an adequate ratio is around 1:50. If a school/district has a ratio that is
much greater than this, there may be a lack of adequate knowledge and expertise to provide
strong supports for students. These numbers are not meant to indicate a suggested “caseload” as
all staff are responsible for the needs of multilingual/English learners, not just those who are ELL or
Bilingual endorsed.
Schools and districts that lack sufficient ELL/Bilingual endorsed teachers should make significant
efforts to provide professional learning to teachers in second language acquisition and English
language development strategies and may want to consider use of Title III funds to support
teachers earning an ELL or Bilingual endorsement. The Professional Educators Standards Board
(PESB) offers a list of approved educator programs
and provides information on ELL/Bilingual
endorsements.
Professional Learning
Both TBIP and Title III funds can be used to support professional learning for ELL/Bilingual
endorsed teachers, classroom teachers, and paraeducators who work with multilingual/English
learners. Professional development must be ongoing and of sufficient duration and intensity as to
have an impact on instruction.
Professional Learning Activities
Professional learning activities funded by Title III and/or TBIP may include:
• Effective services for multilingual/English learners and AI/AN students
• WIDA English Language Development standards & assessments
• Second language acquisition
• Instructional strategies for English language development & making content accessible
• Dual language research, program development, and instruction
• Culturally and linguistically responsive instruction for multilingual learners
• Core content or skills needed for ELL/Bilingual endorsed teachers to support content
instruction for multilingual learners (i.e. foundational skill instruction for EL teachers working
with PK–3 students, content for EL teachers doing co-teaching)
• Other topics related directly to services for multilingual/English learners
Professional learning activities, including conferences or workshops, should be designed as part of
a comprehensive plan that will directly impact staff members ability to support improved
educational outcomes for multilingual/English learners.
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Monitoring Implementation
All planned professional learning activities that are funded by Title III and/or TBIP should be
monitored to verify that new learning is implemented effectively and has a positive impact on the
achievement of multilingual/English learners. There are three levels of implementation monitoring
that can support strong professional learning plans:
1. Feedback – For each professional learning activity, the school/district should have an
immediate plan for soliciting feedback from participants on the relevance and usefulness of
the professional learning. This feedback can be used to improve professional learning and
address additional needs of staff members.
2. Implementation – After providing professional learning, the school/district should arrange
ways to determine how staff members are using and implementing the new strategies or
new learning. Implementation data may be collected through self-report surveys, classroom
observations, or focus groups. If difficulties are arising, these data can be used to determine
what may be the cause of those difficulties and what may be needed to improve
implementation.
3. Student Outcomes – After staff members have had time to implement new learning,
student data should be examined to determine whether new adult learning has had an
impact on student outcomes. These data may include student assessment results, student
surveys or feedback, and/or observations of students. If student outcomes are not affected
by professional learning, adjustments may be needed to the professional learning plan.
Instructional Resources
TBIP and Title III funds are supplemental and can be used only for instructional resources that
would not otherwise be available to all students. These may include:
• Language development curriculum that is designed specifically for multilingual learners.
• Instructional resources and materials to support meaningful access to content (examples
include bilingual texts, dictionaries, visual support materials)
• Supplies to implement effective instructional strategies for multilingual/English learners.
• Computer software that is specifically designed for supporting language development for
multilingual/English learners (general programs for teaching reading are not allowed)
Family Engagement
Title III, Part A, specifically requires family engagement to support multilingual/English learners.
These funds may be used for:
• Training for families and caregivers (Examples may include understanding language
development programs, understanding the U.S. school system, how to support bilingualism
and biliteracy at home, supporting culturally responsive language and literacy for AI/AN
students and families)
• Collecting input from families regarding the district’s TBIP program and ELD services for
multilingual learners and their families.
• Home visits
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Title III Restrictions
Title III funds are supplemental and CANNOT be used to meet the basic civil rights obligations of
schools which include:
• Identification and English language proficiency assessment (TBIP allowable)
• Language development services, with qualified staff, including for multilingual/English
learners who also qualify for special education (Primary use of TBIP funds)
• Meaningful access to content without unnecessary segregation (Basic Education)
• Program evaluation (TBIP allowable, Title III allowable only for in-depth evaluation, data
analysis, program improvement/development)
• Language access for parents (Basic Education or charged to applicable program)
Please note that the only activity codes allowable for Title III expenditures are: 21, 24, 27, 31, 32, &
33.
Resources
For more information on Staffing and Supporting an English Learner Program, see the U.S.
Department of Education’s EL Toolkit Chapter 3.
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CHAPTER 11: FAMILY ENGAGEMENT &
COMMUNICATION
Communication with Parents and Language Access
School districts must provide vital communications in a language that a parent or guardian can
understand (WAC 392-160-010). Under Title VI and the Equal Educational Opportunity Act, LEAs
must provide language assistance to EL families effectively with appropriate, competent staff or
appropriate and competent outside resources. Vital communications include written and oral
communications that contain information that is critical for accessing educational programs and
opportunities or is required by law. This also includes communications that could have negative
consequences for a student’s education if the information is not provided in an accurate or timely
manner.
Vital oral communications that require an adult interpreter may include, but are not limited to,
parent-teacher conferences, special education meetings, and meetings regarding student
discipline. Vital written communications that require translation may include, but are not limited to,
program information and applications, discipline notices, consent forms, complaint forms, notices
of rights, and letters or notices that require a response. Translation or interpretation of vital
information must be done by a qualified adult and never by a student.
To ensure compliance with these requirements, school districts should develop a process to
identify the language needs of students’ parents and guardians. To assist districts in this process,
questions relating to parents’ or guardians’ preferred language are included on the state’s Home
Language Survey. Since parents’ or guardians’ preferred language for communication may change
over time, it is suggested that districts periodically update this information. School districts should
also inform the district and building staff how to access and coordinate translation and interpreter
services when needed.
In most cases, interpretation and translation services are a general education responsibility when
such services are related to a school district’s core instructional services (BEA), general
operational/administrative protocols, and requirements.
School districts may be able to utilize program-specific funding for interpretation or translation
services when the purpose of the communication is for specific programs. For example,
Transitional Bilingual Instructional Program (TBIP) funds can be used to provide translation or
interpretation services for TBIP-related communications. Title III funds can supplement TBIP to
provide information to parents about the district’s English language development program. Title III
funds can be used to support the costs of interpretation and translation services that serve to
accommodate and facilitate parent outreach requirements under Title III. However, neither TBIP
nor Title III can fund translation or interpretation services for school policies, discipline, health
issues, free-and-reduced-lunch programs, state-mandated testing, promotion and graduation
requirements, parent-teacher conferences, school newsletters, all-school events, special education
procedures, or other information that is also communicated to parents of students who are not
eligible for TBIP.
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To learn about phone interpretation or access online training and sample translated documents,
visit OSPI’s Interpretation and Translation Services
website.
Parent Notification of Eligibility
Parental permission is not needed to assess a student’s English language proficiency for placement
purposes except during circumstances as outlined in the Transitional Bilingual Instructional
Program Procedures for Eligibility and the state procedures for identifying Title III-eligible Native
American students. Districts must notify parents when a student initially qualifies for English
language development support services. Districts must also send parents/guardians their student’s
results on the annual state language proficiency assessment and notification of whether the
student continues to qualify for services.
Parent notification of initial placement or continued eligibility must be sent to parents no later than
30 days after the beginning of the school year or within two weeks of placement if the student
qualifies for language support services during the school year.
Notification
Required by TBIP?
Required by Title III?
Potential Eligibility, Prior to
Placement Testing
No
Only when testing Native
American students who are
not eligible for TBIP.
Initial Placement in Program
Yes (with parents’ right to opt
out of services)
Yes (with all eight Title III-
required components)
Continued Placement in
Program
Yes (with parents’ right to opt
out of services)
Yes (with all eight Title III-
required components)
Annual Score Report
Not required but
recommended
Yes
Transition from Program
Not required but
recommended
Yes
Although TBIP legislation does not specify the information to be included in the parent notification
letter, Title I requires that the parent notification letter include the following components (ESEA
Title I Section 1112 (e)(3)):
• the reasons for the identification of their child as an English Learner and need for placement
in a language instruction educational program.
• the child's level of English proficiency, how such level was assessed, and the status of the
child's academic achievement.
• 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, including
how such programs differ in content, instruction goals, and use of English and a native
language in instruction.
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• how the program in which their child is or will be participating will meet the educational
strengths and needs of the child.
• how such program will specifically help their child learn English as well as meet age-
appropriate academic achievement standards for grade promotion and graduation.
• the specific exit requirements for such 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.
• in the case of a child with a disability, how such program meets the objectives of the
individualized education program of the child; and
• information pertaining to parental rights that includes written guidance detailing:
o Parents’ right to have their child immediately removed from such program upon their
request; and
o Parents’ option to decline to enroll their child in such program or to choose another
program or method of instruction, if available; and
o Assisting parents in selecting among various programs and methods of instruction, if
more than one program or method is offered by the eligible entity.
OSPI provides districts with a
template notification letter for both initial and continued eligibility
that includes these required components. It has been translated into several languages. The
expected rate of graduation (component 6) can be reported as the most recent district five-year
graduation rate found on the
Limited English tab in Appendix F of the Graduation and Dropout
Statistics Annual Report (under Graduation and Dropout Statistics). The expected rate of transition
(component 6) can be reported as the median number of years that students remain in program in
the district.
Districts must retain a copy of all parent notification letters in students’ cumulative files to
demonstrate program compliance.
Parent Waivers
Under the Transitional Bilingual Instructional Program, WAC 392-160-015(2), parents have the right
to opt their children out of TBIP services. Such a waiver of services must be documented and kept
on file by the district.
However, an administrator knowledgeable about the program must communicate the benefits of
program participation to parents or guardians in a language they can understand.
Districts must document the parent refusal of TBIP and Title III services and keep a signed copy of
the document in the student’s cumulative file. The state provides a
template form with translations
that districts may choose to provide to parents for this purpose.
English Language Learners whose parents have waived TBIP/Title III services are reported to the
state with an instructional model code of “P”. Districts do not receive supplemental TBIP or Title III
Page | 91
funding for these students but must still periodically review their progress with school staff and
annually assess the student’s progress toward English language proficiency. The
January 7th, 2015
Dear Colleague Letter states that districts retain the responsibility to ensure that the student has an
equal opportunity to have his or her English language and academic needs met when
parent/guardian(s) decline TBIP program participation. Districts can meet this obligation in a
variety of ways, including adequate training to classroom teachers on second language acquisition.
Students under a parent waiver must continue to take the annual state English language
proficiency assessment until the student meets program exit criteria. TBIP-eligible students who
have met exit criteria are eligible for academic supports through TBIP funding if they are not at
grade level, regardless of whether they were previously under a parent waiver.
A parent may choose to withdraw the waiver at any time with a written request. In this situation,
the district changes the student’s instructional model code in CEDARS and begins providing English
language development services to the student.
Title III Family and Community Engagement
Requirements
Title III requires that LEAs:
• provide and implement effective activities and strategies that enhance or supplement ELD
programs for English learners which must include parent, family, and community
engagement activities.
• inform parents on how they can be active participants in:
• assisting their children to learn English,
• achieving high levels in core academic subjects, and
• meeting the state’s academic content and student academic achievement standards as all
students are expected to meet.
• implement an effective means of outreach to parents which must include holding, and
sending notice of opportunities for, regular meetings for the purpose of formulating and
responding to recommendations from parents of English Learners.
• strengthen and increase parent, family, and community engagement in programs that serve
ELs.
Title III can fund:
• Parent trainings supplemental to trainings offered to all parents, such as ESL classes,
technology, homework support, understanding the US school system, and ways parents can
help their children succeed academically.
• Costs for parent meetings if agenda items are specific to the EL program.
• Academic enrichment activities for children at meetings for parents of multilingual/English
learners.
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• Translation/interpretation specific to the EL program.
• Supplemental activities in situations where the LEA is already meeting its obligations to
ensure meaningful communication with EL families in a language the families can
understand.
• Other activities as approved in Title III family and community engagement plan, such as
home visits.
TBIP and Title III CANNOT fund:
• Parent outreach coordinator or liaison whose duties are to communicate information
specific to basic education (discipline, attendance, academic progress in core content areas,
school procedures, graduation requirements).
• Family engagement activities which are disassociated from the goals of 1) improving the
English language skills of ELs and 2) assisting parents and families in helping their children
improve their academic achievement and becoming active participants in the education of
their children.
• Childcare
• LEAs’ language access obligations to families for non-EL specific messaging, as specified
under Title VI and the EEOA.
Food at Family Engagement Meetings – Reasonable and
Necessary Costs
Generally, there is a very high burden of proof to show that paying for food and beverages with
federal funds is necessary to meet the goals and objectives of a federal grant. When an LEA hosts a
meeting, the LEA should structure the agenda for the meeting so that there is time for participants
to purchase their own food, beverages, and snacks. In addition, when planning a meeting, LEAs
may want to consider a location in which participants have easy access to food and beverages.
While there may be some circumstances where the cost would be permissible, it is likely that those
circumstances will be rare. LEAs, therefore, will have to make a compelling case that the unique
circumstances they have identified would justify food and beverage costs as reasonable and
necessary.
Funds of Knowledge Toolkit
The Funds of Knowledge Toolkit provides resources for gathering information about students’
“funds of knowledge” which is a term originally used by Vélez-Ibáñez and Greenberg (1992) to
describe the historical accumulation of abilities, bodies of knowledge, assets, and cultural ways of
interacting that were evident in U.S.-Mexican households in Tucson, Arizona. Although these funds
of knowledge were demonstrated as culturally, socially, and cognitively complex, it was pointed out
that educators were not using them as a resource to enhance their students' academic progress.
Gonzalez, Moll, and Amanti's (2005) work on teachers engaging families outside of school contexts
provided rich examples of how to recognize particular funds of knowledge and apply them in a
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school setting. In the past decade, many scholars have extended the funds of knowledge concept
in a variety of different ways (see Hogg, 2011, and Rodriguez, 2013 for reviews of the literature).
Home Visits Toolkit
The Home Visits Toolkit provides practical tools to support classroom teachers and other educators
in conducting home visits as a means of increasing collaboration with families of multilingual
English learners and engaging families to learn more about their funds of knowledge.
References
González, N., Moll, L.C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in
households, communities, and classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
Hogg, L. (2011). Funds of knowledge: An investigation of coherence within the literature. Teaching
and Teacher Education, 27, 666-677.
Rodriguez, G. (2011). Power and agency in education: Exploring the pedagogical dimensions of
funds of knowledge. Review of Research in Education, 37(1), 87-120.
Vélez-Ibáñez, C.G., & Greenberg, J.B. (1992). Formation and transformation of funds of knowledge
among U.S. Mexican households. Anthropology & Education Quarterly, 23(4), 313-335.
For more resources on ensuring meaningful communication with parents, see the
U.S. Department
of Education’s EL Toolkit Chapter 10.
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CHAPTER 12: STUDENT DATA AND
REPORTING
All eligible multilingual English learners must be tracked in the district’s student information system
and reported to the state via the Comprehensive Education Data and Research System
(CEDARS).
Tracking & Reporting Student Information
All students identified as English Learners must be reported in English Learners File (J), including:
• Students receiving services in State Transitional Bilingual Instruction Program
• Native American students receiving English Language Development services under Title III
• Students who took the State English Language Proficiency placement test but did not qualify
for services in State Transitional Bilingual Instruction Program
• Native American students who took the State English Language Proficiency placement test but
did not qualify for English Language Development services under Title III
A student may not be receiving services but may have tested for one of the two programs and that
information should be reported in this file.
When students first enroll in a school district, the district is required to use a Home Language
Survey to capture information about the student’s first language and language spoken most often
at home. These two elements should be captured in CEDARS District Student File (B):
• B17 – Student Primary Language Code
• B18 – Student Language Spoken at Home
B17 corresponds to question 2 (What language did your child first learn to speak), and B18
corresponds to question 3 (What language does YOUR CHILD use the most at home). More
information is available on these two elements in the CEDARS Data Manual
on page 48.
Other important basic student information is captured in the English Learners File (J) including:
• J01 – School Year
• J02 – Serving County District Code
• J03 – District Student ID
• J04 – State Student ID
• J05 – Location ID
District Student Information Systems should be aligned to capture this information and report it
directly to CEDARS.
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Tracking Student ELP Screening & Placement
Based on the Home Language Survey, districts will screen and place students in the appropriate
program to provide ELD services, following the procedures outlined in the Identification, Screening,
and Placement guidance found in Chapter 2 of this Policies and Practices Guide.
Information regarding student’s screening and placement must be reported in English Learners File
(J). This includes reporting the instructional program model which may need to be updated when
students move between districts, schools, and/or programs. Information reported in the elements
listed below should only be for the most recent screener/placement test. They should not be used
to report any annual assessment information.
• J06 – Instructional Model Code
• J07 – Program Status Start Date
• J08 – Program Exit Date
• J09 – Exit Reason Code
• J13 – Initial Placement Test Date
• J17 – Program Designation
• J18 – Placement Test Code
• J19 – Grade Level at Placement
• J20 – Placement Test Score (formerly Placement Test Scale Score)
• J21 – Placement Status (formerly Placement Test Level, see Appendix N
for codes)
• J22 – Placement Test Date (If student has taken more than one placement test, this is the
most recent placement test date. If not, it will match element J13.)
• J23 – Overall Placement Test Score
For more information on these elements, see the CEDARS Reporting Guidance
, pages 111-115, and
the CEDARS Data Manual, pages 116-124.
P-223 Reporting
Districts must report student counts monthly on the P-223 Form including the number of qualified
multilingual English learners participating in the TBIP. TBIP enhanced funding is generated for
students who have been identified as eligible for TBIP services, are enrolled in a state-approved
TBIP program, and received TBIP services on or before the count day but sometime in the prior
month. On each monthly count day, report the enrolled TBIP student headcount in the field
provided on Form P-223.
Districts receive TBIP funding based on their budgeted enrollment from September to December.
Starting in January, districts receive TBIP funds based on the actual enrollment entered into the P-
223 from October through June and funding is reconciled based on those updated numbers. For
more information, see the Enrollment Reporting Handbook
.
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LEP Application
Districts can access information in CEDARS for students transferring within the state using the
Limited English Proficiency application in the Education Data System (EDS). This application also
includes a Possible Eligible, Not Reported (PENR) list of students whose information may be
incomplete and are therefore not being reported or receiving funding. It is important to check this
report regularly to keep student records complete and ensure that all eligible multilingual English
learners are receiving services.
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LEGAL NOTICE
Alternate material licenses with different levels of user permission are clearly indicated next to the
specific content in the materials.
This resource may contain links to websites operated by third parties. These links are provided for
your convenience only and do not constitute or imply any endorsement or monitoring by OSPI.
If this work is adapted, note the substantive changes and re-title, removing any Washington Office of
Superintendent of Public Instruction logos. Provide the following attribution:
“This resource was adapted from original materials provided by the Office of Superintendent of Public
Instruction. Original materials may be accessed at OSPI Multilingual Education Program
.
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orientation including gender expression or identity, the presence of any sensory, mental, or physical
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and complaints of alleged discrimination should be directed to the Equity and Civil Rights Director at
360-725-6162 or P.O. Box 47200 Olympia, WA 98504-7200.
Download this material in PDF at https://www.k12.wa.us/student-success/access-opportunity-
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Page | 98
Chris Reykdal | State Superintendent
Office of Superintendent of Public Instruction
Old Capitol Building | P.O. Box 47200
All students prepared for post-secondary pathways,
careers, and civic engagement.
