The Bilingual Program in College Place Public Schools operates using 3 different program models:
|Transitional Bilingual Early Exit (Grades K-3)|
The purpose of a Transitional Bilingual Education or Early-Exit model is to use the student’s native language as a foundation to support English language development.
TBE models generally begin by initially providing 90% of instruction in the native language and 10% in English, increasing English instruction systematically until all instruction is provided in English. TBE (Early-Exit) models differ from Developmental Bilingual (Late-Exit) models in that students move to English-only instruction more quickly, with students generally moving into mainstream English-only classes within three or four years.
|Supportive Mainstream (Grades K-12)|
Consistent, focused, and effective language development instruction is provided through ELL pull-out/push-in instruction or through small group work with the classroom teacher. Language instruction is delivered in English by teachers who have been specifically trained in the field of second language acquisition and strategies. Language instruction may occur either individually or in small groups within the mainstream classroom (Push-in) or separate from the mainstream classroom (Pull-out) with the focus of supporting English language development.
Students in this model access grade-level academic content through participation in their mainstream classrooms. It is therefore imperative that districts employing this model ensure that sufficient time and resources are allocated for professional development of classroom teachers who will be responsible for providing access to grade-level curriculum for the English language learners in their classrooms.
|Newcomer Program (Grades K-12)|
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 native language. Districts must establish clear criteria for when students are to move out of the Newcomer Program and into the regular TBIP program offered by the district. Such criteria should be based on a combination of English language ability and length of time in the Newcomer Program. Individual student factors should also be considered regarding a student’s preparedness to receive services through another program model. Program length is typically one semester to one year for most students.
Newcomer Programs should never constitute the entire English language development (ELD) program for any district, but should serve only as a foundation for students to move into the regular district TBIP program.
Please see our Bilingual Guidebook below for more information about program requirements.
|CPPS Bilingual Guidebook English|
|CPPS Bilingual Guidebook Spanish |
Also, you can find information on the OSPI website at: http://www.k12.wa.us/MigrantBilingual/BilingualProgram.aspx
|Meg Berg||Davis Elementary School ELL Learning Specialist|
|Erika Mitchell|| John Sager
Middle School and CPHS ELL Learning Specialist|
|Marissa Waddell||Director of State and Federal Programs|
|Cyndi Mehling||Administrative Assistant|