, with the involvement of parents, educators, and community, is committed to addressing the unique needs of students from linguistically and culturally diverse backgrounds and to help them achieve the high content and performance standards expected of all students in Washington State. The program helps English Language Learners (ELLs) to become proficient in English and to meet state learning standards. Created in 1979, the program serves about eight percent of the state’s student population.
Guidelines for the Washington State Transitional Bilingual Instruction Program is a resource for schools on how to administer TBIP.
TBIP Data Entry Manual for the CEDARS Environment (PDF)
Washington state law WAC 392-160 defines “Transitional Bilingual Instruction Program” as a system of instruction which:
- Uses two languages, one of which is English, as a means of instruction to build upon and expand language skills to enable a student to achieve competency in English.
- Teaches concepts and knowledge in the primary language of a student, while the student also acquires English language skills.
- Tests students in the subject matter in English.
Student Eligibility and Placement
- Eligibility begins with the administration of a Home Language Survey to determine if a language other than English is spoken at home and if the child first spoke a language other than English.
- If the child speaks a language other than English, the student’s English language ability is measured with the Washington Language Proficiency Test within the student’s first 10 days of attendance.
- Students scoring at the Beginning, Advanced Beginning, Intermediate, or Advanced Level are eligible for TBIP services. Students who score at the Transitional Level are not eligible.
- Under federal guidelines, parents must be informed of student placement in a language program within 30 days of placement.
Bilingual Education Advisory Committee
The Bilingual Education Advisory Committee (BEAC) helps facilitiate the provisions of bilingual education and related services in order to meet the unique needs of students whose primary language is other than English.
Resources for Schools and Districts
ELL Program Needs Assessment Workbook
Use this workbook to evaluate your district’s current programs with specific goals and objectives in each of the following areas: Program Characteristics, Instruction, Specialized and Supplemental Curriculum, Staff Quality, Professional Development to Meet the Needs of ELLs, Parent and Community Involvement, Student Assessments and Program Evaluation.
Diagnostic Tool Kit Handout
This document is meant to provide users with a simple form for recording information about their programs in response to the 12 primary questions and related sub-questions that are critical to a successful and compliant program for ELs.
Framework for English Language Proficiency Development
Standards corresponding to the Common Core State Standards and the Next Generation Science
Bilingual Education Program Parent Brochure
Learning English in Washington schools: What parents should know
Translations: Amharic | Arabic | Cambodian (Khmer) | Chinese (traditional) | Japanese | Korean | Marshallese | Nepali | Punjabi | Russian | Samoan | Somali | Spanish | Tagalog | Ukrainian | Vietnamese
Home Language Survey
Survey used to determine whether a student should take the state language
proficiency assessment to be identified as an English language learner.
Available in 37 languages.
Washington English Language Proficiency Assessment
Determines English language levels and student eligibility for English language services.
English Language Development (ELD) Standards
Washington state content standards are aligned to the Listening, Speaking, Reading and Writing learning requirements.
The electronic system for school district reporting.
Title III Parent Notification of Student Placement in English Language Development Program
Annual Measurable Achievement Objectives (AMAO) Template Parent Notification Letter
Annual report to the Legislature
Side-by-Side: Title I, Part A & Title III, Part A (PDF)
Compares the purpose and requirements of Title I, Part A with Title III, Part A.