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Home » Student Success » Access & Opportunity in Education » Migrant and Multilingual Education » Multilingual Education Program » Transitional Bilingual Instruction Program Guidance

Transitional Bilingual Instruction Program Guidance

Contact Information

Multilingual Education Program

Program Director, Supports ESD 101
564-999-3144c
Supervisor ESD 112, 113 & 114
360-725-4476
Supervisor ESD 121 & 189
360-725-4477
Supervisor ESD 105, 123, 171
360-522-0001
Asst. Director Dual Language
360-725-4468

Washington State serves approximately 130,000 students identified as multilingual English learners. Districts implement transitional bilingual instruction programs, also referred to as English language development programs. These programs are guided by both state and federal laws, policies, sound educational theory, and effective, culturally responsive instructional practices.

Program Guidance

The following documents provide guidance on required policies and practices for all TBIP programs and on required reporting for multilingual learners in the state Comprehensive Education Data and Research System (CEDARS) database.

All multilingual English learners who receive TBIP services, must be reported in the state Comprehensive Education Data and Research System (CEDARS) database. The following documents provide guidance and instructions on reporting requirements.

Instructional Services

District TBIPs must provide English language development services and access to rigorous grade level curricula and instruction. The following documents provide guidance and resources for developing research-based instructional practices for multilingual learners.

During the pandemic, multilingual learners and families have been faced with additional barriers to receiving the educational services they need. The following documents provide additional information and resources for supporting multilingual learners in these circumstances.

Toolkits & Resources

The Multilingual Education Program curates a collection of toolkits and resources to support districts in implementing effective, high-quality, transitional bilingual instruction programs.

National Academies Practitioner Toolkit: Promoting the Educational Success of Children and Youth Learning English-Promising Futures

  • This toolkit is designed for practitioners who work with children in grade 5 and younger. The toolkit is based on a report that examines what research evidence reveals about learning English from early childhood through high school, identifies effective practices for educators to use, and recommends steps policy makers can take to support high quality educational outcomes for children and youth who are learning English. 

USDE/Office of English Language Acquisition (OELA) English Learner Toolkit

  • The English Learner Toolkit, updated with ESSA references, was published in 2015 as a companion to support the 2015 Dear Colleague Letter (DCL) produced by the Department of Education, Office for Civil Rights, and the Department of Justice. Some chapters of the toolkit have been updated to reflect the Every Student Succeeds Act of 2015 (ESSA).

USDE/Office of English Language Acquisition (OELA) Newcomer Toolkit

  • The Newcomer Toolkit is specifically focused on newcomers to US school systems and is designed for staff who work directly with newcomers, immigrants, asylees, refuges, and their families.   

Funds of Knowledge Toolkit

This toolkit provides resources for gathering information about students’ funds of knowledge to connect classroom content with students’ cultural schemas and increase academic progress and student engagement.

Home Visits Toolkit

This toolkit provides practical tools to support classroom teachers and other educators in conducting home visits as a means of increasing collaboration with parents of English language learners.

Academic Language Toolkit

This toolkit provides resources for supporting academic language which is critical to school success for all students.

Professional Organizations & Networks

There are a variety of professional, non-profit, and other organizations and networks intended to advance the educational opportunities of multilingual learners.

Center for Applied Linguistics
The Center for Applied Linguistics is a private, nonprofit organization promoting access, equity and mutual understanding for linguistically and culturally diverse people around the world.

Colorín Colorado
A non-profit organization with information, activities, and advice for educators and families of English language learners.

Education Northwest
Chartered in 1966 as Northwest Regional Educational Laboratory, Education Northwest now conducts nearly 200 projects annually, working with schools, districts, and communities across the country on comprehensive, research-based solutions to the challenges they face.

NABE: National Association for Bilingual Education
National Association for Bilingual Education (NABE) [is] a non-profit membership organization…NABE’s priorities include: Improving instructional practices for linguistically and culturally diverse children; providing bilingual educators with more high-quality professional development opportunities.

TESOL: Teachers of English to Students of Other Languages
International professional organization for teachers of English with diverse on-line resources.

Understanding Language
Understanding Language aims to heighten educator awareness of the critical role that language plays in the new Common Core State Standards and Next Generation Science Standards.

WABE: Washington Association for Bilingual Education
The Washington Association for Bilingual Education promotes bilingual/multicultural education throughout the state of Washington in every possible way, at all educational and legislative levels, and among all groups.

WAESOL: Washington Association of Teachers to Speakers of Other Languages
WAESOL, the Washington state affiliate of Teachers of English to Speakers of Other Languages (TESOL), is a professional, non-profit organization whose purposes are to: promote scholarship, disseminate information related to ESL, strengthen at all levels of instruction and research in TESOL and dialects, cooperate in appropriate ways with other groups sharing similar concerns, serve members of the ESL community in the state of Washington.

Annual Reports to the Washington State Legislature

In state law, TBIP is a program within Washington's Basic Education Act - Chapter 28A.180 RCW(link is external). OSPI provides an annual report to the legislature on the Transitional Bilingual Instruction Program as required by RCW 28A.180.020.