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Migrant and Bilingual Education Program School Year 2010-2011 K-20 August 20, 2010

Purpose of today's K-20. To provide new and returning ELL administrators with essential information regarding TBIP/Title III.To provide a general timeline of important activities during the upcoming school year.. 2. Mission Statement . English Language learners will meet state standards and develop English language proficiency in an environment where language and cultural assets are recognized as valuable resources to learning..

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Migrant and Bilingual Education Program School Year 2010-2011 K-20 August 20, 2010

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    1. Migrant and Bilingual Education Program School Year 2010-2011 K-20 August 20, 2010 Helen Malagon, Interim Director Migrant & Bilingual Education Program, OSPI 1

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    3. Mission Statement English Language learners will meet state standards and develop English language proficiency in an environment where language and cultural assets are recognized as valuable resources to learning. 3

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    5. Legal Requirements Title VI of the Civil Rights Act of 1964 Lau v. Nichols Castańeda v. Pickard Office of Civil Rights, Department of Education Policy 5 OSPI is available to technical assistance in the area of Civil Rights and Equity. These slides are included in this presentation so that TBIP/Title III personnel are aware of the legal requirements for ELLs.OSPI is available to technical assistance in the area of Civil Rights and Equity. These slides are included in this presentation so that TBIP/Title III personnel are aware of the legal requirements for ELLs.

    6. Title VI of the Civil Rights Act of 1964 Prohibits discrimination based on race, color or national origin in programs or activities which receive federal financial assistance. Students must have equal access to education, regardless of English proficiency. 6

    7. LAU V. NICHOLS 414 U.S. 563 (1974) “. . . there is no equality of treatment merely by providing [ELL] students with the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.” 7

    8. Castańeda v. Pickard 648 F. 2d 989 (5th Cir. 1981) Court decision established a three-part test to evaluate the adequacy of a district’s program for ELL students. 1ST PRONG: Sound Educational Theory 2ND PRONG: Effective Implementation 3RD PRONG: Program Evaluation and Modification 8 is the program based on an educational theory recognized as sound by some experts in the field or is considered by experts as a legitimate experimental strategy; are the programs and practices, including resources and personnel, reasonably calculated to implement this theory effectively; and does the school district evaluate its programs and make adjustments where needed to ensure language barriers are actually being overcome? [648 F.2d 989 (5th Cir., 1981)]is the program based on an educational theory recognized as sound by some experts in the field or is considered by experts as a legitimate experimental strategy; are the programs and practices, including resources and personnel, reasonably calculated to implement this theory effectively; and does the school district evaluate its programs and make adjustments where needed to ensure language barriers are actually being overcome? [648 F.2d 989 (5th Cir., 1981)]

    9. OCR Policy Two areas are examined in determining Title VI compliance: Is there a need for the district to provide an alternative program designed to meet the educational needs of all language minority students? Is the district’s program likely to be effective in meeting the educational needs of its language minority students? 9

    10. Districts should have procedures in place for identifying and assessing language- minority students who are in need of alternative language services to participate meaningfully in recipient’s educational program. OCR POLICY Need for Alternative Program 10

    11. To assess whether there is meaningful participation, OCR considers whether LEP students are: Performing as well as their non-LEP peers; Successfully participating in essentially all aspects of the school’s curriculum without the use of simplified English materials; Dropping out or being retained-in-grade at rates comparable to those of their non-LEP peers. OCR POLICY Need for Alternative Program 11

    12. Is an alternative program adequate? To determine the adequacy of an alternative program, OCR adopts the three prongs of Castańeda. 12

    13. For questions and technical assistance for civil rights laws – contact: Equity and Civil Rights Office, OSPI  (360) 725-6162 equity@k12.wa.us   13

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    15. School districts who need additional support to meet the needs of ELLs can receive federal and state financial support through: State Transitional Bilingual Instruction Program (TBIP) based on Washington state law: RCW 28A.180 and WAC 392-160. Title III, Elementary and Secondary Education Act 15

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    17. Title III Title III funds must be used to supplement the level of Federal, State, and local funds that, in the absence of Title III funds, would have been expended for programs for LEP children and immigrant children and youth. [Section 3115(g) of ESEA] 17

    18. Annual Measurable Achievement Objectives AMAOs The Title III AMAOs are: AMAO 1: ELL making progress in learning English. AMAO 2: ELL attaining English language proficiency AMAO 3: ELL meeting AYP in the ELL cell Districts will be notified by our office during September of their AMAO status. 18

    19. Annual Measurable Achievement Objectives AMAOs REMINDER: Districts who do not meet AMAO targets during the 2010-2011 will need to notify parents. Districts that did not meet AMAOs for two or more consecutive years must develop a 2 year or 4 year Improvement Plan. 19

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    21. State Transitional Bilingual Instructional Program (TBIP) 21

    22. Identification of Potential ELL students Every student who registers with a school district must indicate whether or not the first language by the student is/was English or a language other than English. This question is not about what language the student now speaks. This question can be on the district registration form or on a separate Home Language Survey. 22 We have had questions from districts regarding the language the student now speaks. I HLS is directed at what language the child first learned to speak.We have had questions from districts regarding the language the student now speaks. I HLS is directed at what language the child first learned to speak.

    23. Sample Home Language surveys are available at: www.wabilingual.org 23

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    26. WLPT-II Placement Test The Washington Language Proficiency Test II (WLPT-II) is used to determine English language levels for student eligibility for English language services. Currently, this is the only assessment of reading, writing, speaking, and listening knowledge and skills used in Washington State for English language proficiency for English language learners (ELLs). 26

    27. WLPT-II Placement Test Districts are responsible for ordering these tests – check with your District Assessment Coordinator. Cost of placement tests can be charged to TBIP budget, but NOT out of Title III budget. Check the OSPI Assessment website for placement test trainings dates. www.k12.wa.us/assessment/WLPTII/PlacementTestTrainings.aspx 27

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    31. Databases Containing Eligible ELL Information Each district maintains its own Student Information System (SIS) – names include WESPaC, WISPC, Citrix, SASI, Zangle, etc. Districts upload comprehensive student information each month to CEDARS, which is the OSPI student database. This upload has been greatly expanded to include bilingual program information. Currently, CEDARS is not linked to the bilingual database – therefore, districts will still have to upload bilingual data to the separate bilingual database for the 2010-11 school year. 31

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    34. Why is the State Bilingual Database important? Documents student initial and continued eligibility. Provides a mechanism for districts to search student level data. Complies with state and federal reporting requirements for ELL students. Provides student, staff, and professional development data for program evaluations. 34

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    40. Access to the Bilingual Database Non-disclosure forms due no later than October 1, 2010. This is how your password is issued. www.wabilingual.org – Under Forms or www.k12.wa.us/MigrantBilingual 40

    41. Uploads to the Bilingual Database Ensure all End-of-Year Reporting has occurred for the 2009-2010 school year. Professional Development/Staff Reports Correct all Student Level Data on the Correction Reports Call our office for Technical Assistance if needed. Your TBIP/Title III grants will not be approved until all 2009-2010 End-of-Year Reporting has been completed. 41

    42. Bilingual Database Start of the School Year Requirements Update the database with 2010-2011 enrollments. Withdraw all students who are no longer in your district. Enroll new students by the 15th of each month. District student information system (exit L4s) – each district is responsible for updating their own student info system. 42

    43. Need Help with the Database? Email our office by August 31, 2010. Terrie Beckman at terrie.beckman@k12.wa.us 43

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    45. iGrants Application Status of grants…. 45 Communication to SD regarding changes needed to their application can be found under the notes section. Under each subsection of the TBIP application you will fine a text box labeled “For OSPI Use Only”. Program supervisors will check yes or no for approving each section. Please review note regarding revision to a section if the no box is checked. Communication to SD regarding changes needed to their application can be found under the notes section. Under each subsection of the TBIP application you will fine a text box labeled “For OSPI Use Only”. Program supervisors will check yes or no for approving each section. Please review note regarding revision to a section if the no box is checked.

    46. Allowable Activities 46

    47. September-October 2010 Parent Notification Send parent notification to new students. No signature required. Sample Forms available at: www.wabilingual.org or OSPI website. Send parent notification of students continuing in program, if not done in June 2010, including WLPT-II annual score sheet. 47

    48. September-October 2010 Begin planning bilingual parent/teacher conferences. Provide schools with a copy of the TBIP Guidelines Make the rounds at staff meetings/schools regarding TBIP, ELL program info. Provide schools with list of current and former ELLs with most recent assessment info, including information on proficiency levels. www.k12.wa.us/MigrantBilingual/ELD.aspx 48

    49. November-December 2010 If you have not done so, enter all L4 in your district’s database. You must keep your ELL info in your district student information system current since this will determine your annual WLPT-II student labels and ordering information. Continue uploads on the 15th of each month, entering any new information not included in the previous month’s upload. Immigrant count – A Memo outlining reporting requirements will be sent to districts in the fall. 49

    50. January 2011 Check with your District Assessment Coordinator regarding annual WLPT-II test materials. Send out a courtesy letter to all ELL parents notifying them of the upcoming WLPT-II test in February-March. 50

    51. February-March 2011 Conduct annual WLPT-II testing of all eligible ELLs, including those whose parents have refused services. ELLs who were eligible for the first time in Washington State after December 31, 2010 will not take the annual test. 51

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    53. Washington Language Proficiency Test -II Contact Information Policy issues, test administration, WLPT-II test training, score review or reports OSPI WLPT-II Alternative Assessment Office (360) 725-6342 kimberly.hayes@k12.wa.us or WLPT-II@k12.wa.us Material ordering, shipment, packaging, return, and tracking Pearson's Customer Support Center (800) 763-2306 WLPT-II@support.pearson.com Washington Assessment Management System (WAMS); WLPT-II Test operations, irregularities, and security; scoring alerts; or to update assessment contact information OSPI Assessment Department of Operations (360) 725-6348 Assessment@k12.wa.us Technical Issues with the CEDARS database CEDARS Customer Support (800) 725-4311 customersupport@k12.wa.us 53

    54. The feds are coming…. Title III will receive a monitoring visit from the Office of English Language Acquisition during the first week of November. Two or more districts will be selected for an on-site visit. 54 We do not know at this time which districts will be selected. Once we are provided this information, we will contact those districts.We do not know at this time which districts will be selected. Once we are provided this information, we will contact those districts.

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    56. Technical Assistance 2010-2011 Webinar Dates 56

    57. AMAO Technical Assistance Workshops – Tentative Dates 57

    58. Grant Application Trainings 2011-2012 School Year 58

    59. Save the Dates Professional Development Opportunities

    60. Bilingual Program Staff (360) 725-6147 Helen Malagon, Interim Director helen.malagon@k12.wa.us Terrie Beckman, Administrative Assistant to the Interim Director and Migrant & Bilingual Education terrie.beckman@k12.wa.us 60

    61. Bilingual Program Staff (cont.) Alma Chacon, Program Supervisor alma.chacon@k12.wa.us Susanne Beauchaine, Program Supervisor susanne.beauchaine@k12.wa.us Paul McCold, Data Analyst paul.mccold@k12.wa.us Suzy Hill, Bilingual Assistant suzy.hill@k12.wa.us 61

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