Transitional Programs for English Learners
EL students are taught in English and native language according to state requirements based on the number of students that speak the language at each school.
Transitional Bilingual Education (TBE)
This is a state-mandated program for a school with 20 or more EL students of the same language background. (Pre-Kindergarten is counted separately from Grades K-5.) TBE programs require native-language instruction in core subjects ,as well as English as a Second Language (ESL) instruction with the goal of developing English.
Transitional Program of Instruction (TPI)
This is a state-mandated program for a school with 19 or less English Learner (EL) students of the same language background. Some native language may be used in instruction. English as a Second Language (ESL) is the primary instructional methodology. TPI students receive instructional support through an ESL-certified teacher. Literacy-based instruction aligns with classroom content with a focus on developing English language proficiency.
TPI students in Pre-Kindergarten classrooms receive instructional support through the ESL-endorsed classroom teacher. Literacy-based instruction aligns with classroom content with a focus on developing English language proficiency.
TBE students in Pre-K classrooms receive instructional support through the bilingual-endorsed classroom teacher. The District’s core curriculum is taught using a simultaneous bi-literacy approach. Building on the strengths of two languages supports students’ bilingualism.
A Spanish-speaking student at beginning levels of English proficiency may be placed in dual language or a TBE classroom. TBE students will receive sheltered instruction in their native language as they transition to English.
EL students with more secure levels of English proficiency, or students who speak languages other than Spanish, will be placed in a general education classroom and will receive ESL services through an EL-certified teacher.
The general education classroom teacher and EL specialist teacher are instructional partners that collaborate and plan instruction for EL students. This shared planning ensures the success of English learners both academically and in acquiring the English language. Shared ownership and responsibility of all staff working with the EL student is a key predictor of student success.
Parents/guardians may refuse EL program support if their child is eligible for services by signing a bilingual program refusal form. They must also discuss this request with an administrator. However, this parental statement does not relinquish the District from its obligation to provide a meaningful education to the student and to continue to annually assess the student’s language proficiency with the ACCESS for ELs.