English as a Second Language - 2110P

The Federal Way Public Schools has adopted "English as a Second Language" as its instructional model.  Content instruction is in English and the student is mainstreamed for a majority of the school day.  Transitional Bilingual teachers team with mainstream teachers to implement a learning plan for the limited-English-proficiency student based on his/her academic needs.

Registration

At the time of registration at a school, parents of students shall be asked to identify the primary language that is spoken in the home.  This will be indicated on the district registration form.

Students whose primary language is other than English will then be screened by the English as a Second Language district coordinator to determine the English proficiency level of the student.

If the interview reveals that the student speaks English with a limited proficiency, the Language Assessment Scales Standardized Test will be administered.  If the score falls at three or below, the student shall be eligible to receive instruction.  Students who have been in other Washington state transitional bilingual programs will be eligible without further testing.  Students from other states will need to be re-tested.  Foreign exchange students will not be eligible for instruction.

Continued Eligibility

Each limited English proficiency speaking student shall be reassessed with a standardized reading and language arts test each year to determine if he/she is eligible to receive services from the Transitional Bilingual Program.  Any student who scores above the 35th percentile in all sub-tests of language arts and reading on the ITBS or scores a 4 in reading and a 3 in writing on the WLPT, or 400 in reading on the WASL and a 7 in writing shall be exited from the program.  Monitoring for each student who has been exited from the program will include a six-weeks progress report to be sent to the district coordinator by the home school.  Students whose grade is below "C" in reading and language arts will be served on a consultant basis to the mainstream teacher.

Evaluation of Previous Course Work

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

Up to one foreign language credit (180 hours of instruction) may be awarded for classes taken in which English is studied as a foreign language.  English credit will not be awarded for this study.

English credit may be awarded as follows for instruction students received in their native language:

• Up to one credit may be awarded students whose test scores show they are able to participate in advanced level classes in the district's Transitional Bilingual Program and if their native language instruction included the study of composition and literary concepts.
• Up to two credits may be awarded students whose test scores show they are able to participate in the district's regular English program and if their records document a high level of composition skills and literary concept development in English and the primary language.

Credit for other course work will be awarded based on established district criteria including number of hours of instruction per week, sequence of courses, course content and prerequisites. 

Credit for course work completed in other school districts in the United States will be awarded based on standards established for awarding credits to limited-English-speaking students.  For students in the graduation Class of 2000 and beyond, credits must be earned with a “C-” or better to be counted towards graduation.

When a student enters the school district without academic records from his/her native country, and it is determined that the student had attended high school, equivalent credits may be awarded by the high school principal on the recommendation of the transitional bilingual staff person.  The principal, with the recommendation of the staff, will determine the subjects for which these credits may be received.

Students of limited English proficiency who enter grades 9, 10, or 11 may be awarded credits toward graduation from high school on the basis of course work successfully completed in foreign schools or on the basis of alternative learning experiences.

Credit for Course Work Completed in the District

Any student of limited English proficiency who requires services in a Transitional Bilingual Program prior to successful participation in regular academic courses shall not be enrolled as a senior.

Students of limited English proficiency may earn a maximum of three credits in required English Social Studies courses.

Students of limited English proficiency should be awarded grades for course work on the basis of standards English-speaking students are required to meet.  An audit mark may be used, indicating progress by the student, but no credit awarded.

Non-Credit Program

Limited English proficiency students who enter the school district when they are eighteen years of age and who have had less than eight years of formal education will be enrolled in the Transitional Bilingual Program.  The district's staff will make every attempt to provide these students with an adequate program of survival English, history, math information and vocational counseling and training.  Such students will not normally receive a diploma.

Date:   10/28/03