The document begins by outlining and discussing the issues of English proficiency for graduation and the amount of time needed for appropriate instruction to meet that proficiency level. The history of bilingual instruction in the state and the student population affected by the requirements are described. The requirements for students entering the system before grade 9 and between grades 9 and 12 are outlined, with their rationales. The effective dates for phasing in the new policy, and student requirements under the interim policy, are discussed. Implementation issues such as student and parental notification, required implementation activities, and program expansion at the elementary level, and implications for the certification of bilingual teachers are also examined. In a concluding statement it is emphasized that bilingual education programs must be transitional; that no bilingual programs are to be conducted solely in the native language; and that beginning in 1985 districts will have to present clear evidence to explain why students have not exited from the bilingual program after three years. A glossary of commonly used terms and abbreviations and a question-and-answer section are appended. (MSE)