College Place Public Schools believes strongly that bilingualism is an asset to our schools, community, and society at large. Our Bilingual Program in College Place Public Schools operates using multiple different program models:

College Place Public Schools is excited to offer a two-way Dual Language program starting in the 2025-2026 school year!

The College Place Public Schools Dual Language program prepares students to thrive academically and socially in a multicultural world by fostering biliteracy and celebrating cultural diversity. We create inclusive environments where all students own their learning, work collaboratively, and grow as global citizens.

The College Place Public Schools Dual Language mission is to cultivate a community where bilingualism is embraced as a cornerstone of academic excellence and cultural understanding.

The CPPS Dual Language program will be a Two-Way model allowing for both native-Spanish and native-English students to enroll into the program. The Dual Language program will be a service model for delivering ELD services for our students who qualify within OSPI guidelines as a “multilingual learner” necessitating that this group of students are awarded first priority for enrollment into the program. 

Our model will only serve one section of each grade level, and subsequently will need to be capped K-2 at a maximum of 23 students. With space permitting we will then engage in priority enrollment into the program for Heritage Language students (students whose families have spoken Spanish but lost the language) and native-English students, 

Registering for the Dual Language Program:

Online link: Dual Language Application (English)

Online link: Dual Language Application (Spanish)

A paper copy of the Dual Language Application can be found in the main district office, or at Davis Elementary’s main office.

Priority Enrollment:

Our Dual Language program is also our legal requirement for serving our students who receive designated English Language Development (ELD) services as part of their eligibility as a Multilingual Learner. As such, we have a tiered priority approach to those who are enrolled in our Dual Language program. 

Top Priority Tier: Families that check the requirements for ML eligibility, as part of their ELD services. 

Second Priority Tier: Waitlist for all others who have requested consideration from the application (linked above). Families that DO have siblings in our Dual Language program will have priority in this secondary tier. 

Third Priority Tier: Waitlist for all others who have requested consideration from the application (linked above). Families that DO NOT have a sibling currently in the Dual Language program.  

Additionally, those that apply and are on our waitlist, will be notified before the start of the school year. College Place Public Schools is committed to equity and closing of opportunity gaps, and as such, we have a desire to select students into our programs who match our community demographics as a district. 

 Also, please note that all families who apply for consideration into the Dual Language program, MUST attend a mandatory parent evening informational meeting, as part of the application process. These meetings will be communicated out to families in the community in the spring. 

For more information about the College Place Public Schools Dual Language Program, please review our:

--CPPS Dual Language Program Guide (English) or

--CPPS Dual Language Program Guide (Spanish)

Questions can be directed to Dr. Robert Aguilar, TBIP Director at raguilar@cpps.org or by phone at 509-522-3312.

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.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.

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 the grade-level curriculum for the English language learners in their classrooms. 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.

Our CPHS High School students in the Content-Based Instruction (CBI) or “sheltered” instruction model, are in classes comprised predominantly of multilingual/ English learners. Explicit English language development (ELD) and grade-level academic content is delivered by specifically trained EL teachers. Students receive core instruction and core credits towards graduation in this model.

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. 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 programming model. Program length is typically one semester to one year for most students.

Please see our Bilingual Guidebook below for more information about program requirements. 

Also, you can find information on the OSPI website at http://www.k12.wa.us/MigrantBilingual/BilingualProgram.aspx