The following procedures have been instituted for purposes of implementing
a transitional bilingual instruction program.
In those cases in which the use of instruction in the student's primary
language is not feasible, transitional bilingual instruction may be limited
to English as a second language designated to enable the student to achieve
competency in English.
At the time of registration at a school, parents of students shall be
asked to identify the principal language that is spoken in the home. Students
from limited-English-speaking homes will be assessed by a staff member to
determine the English proficiency level of the student. If the interview
reveals that the student speaks little or no English, he/she will be declared
eligible for the transitional bilingual instruction. When the student shows
limited English-speaking skills, the school shall administer an approved
English proficiency test (e.g., Language Assessment Scales). If the score
on such test falls at "3" or below the student shall be eligible
to receive transitional bilingual instruction.
Continued Eligibility
Each limited-English-speaking student shall be reassessed with a standardized
reading and language arts test each year to determine if he/she is eligible
to receive transitional bilingual instruction. Any student who scores above
the 35th percentile will be exited from the program. No student shall continue
to be entitled to a transitional bilingual or alternative instructional
program after the student has received instruction in a transitional bilingual
or alternative instructional program conducted within any one or more school
districts for a period of three school years (i.e., 540 school days or portions
thereof): Provided, That each such student who is unable to demonstrate
an improvement in English language skills that is sufficient to overcome
the student's learning impairment (i.e., unable to score above the 35th
percentile on an approved test) shall continue to be entitled to an approved
bilingual instruction or alternative instructional program.
Evaluation of Previous Course Work
Limited-English-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 was 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 United States school districts
will be awarded based on standards established for awarding credits to limited-English-speaking
students.
- When a student enters the school district without academic records
from his/her native country, and it is determined that the student had attended
high school, equivalent credits may be awarded by the high school principal
on the recommendation of a transitional bilingual staff person. The principal,
with the recommendation of the staff, will determine the subjects for which
these credits may be received.
- Students of limited English proficiency who enter grades 9,10, or
11 may be awarded credits toward graduation from high school on the basis
of course work successfully completed in foreign schools or on the basis
of alternative learning experiences. (See 2410P.)
Credit for Course Work Completed in the District
Any student of limited English proficiency who requires training in English-as-a-Second-Language
prior to successful participation in regular academic courses shall not
be enrolled as a senior.
- Students of limited English proficiency may requires training in English-credits
in required English Social Studies courses in the transitional bilingual
program.
- 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-proficient students who enter the school district when
they are 18 years of age and who have had less than 8 years of formal education
will be enrolled in the transitional bilingual program. The district staff
will make every attempt to provide these students with an adequate program
of survival English, History, Math information and vocational counseling
and training. Such students will not normally receive a diploma.
Approved:
5/7/90