bilingual education program update - · and avoiding the unnecessary segregation of ells while...
TRANSCRIPT
Bilingual Education Program UpdateFRIDAY, OCTOBER 23, 2015
Access the training here: http://www.k12.wa.us/MigrantBilingual/Webinar/BilingualUpdateOctober23.pdf
We are giving away ELP Standards Binders.
Email [email protected] for your copy. Don’t forget to include your mailing address. We will send binders to the first ten people who respond!
Door Prize!
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Welcome!
Welcome!
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AgendaEducator Retooling Conditional Scholarship Program, Slide 5
Dual Language, Slide 6
English Language Learner Toolkit, Slides 7-43
Bilingual Teachers from Spain, Slides 44-46
District Recommendations through iGrants, Slides 47-51
Exited TBIP Students: Assessment Data and Services, Slides 52-54
AMAO Data and Improvement Plans, Slides 55-60
Professional Development Opportunities, Slides 61-64
Translated Resources, Slides 65-66
Migrant Education: What Non-Project Districts Should Know, Slides 67-79
Questions & Contact Info, Slide 80
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Educator Retooling Conditional Scholarship Program
Up to $3000 for WA certified teachers to add an endorsement in a district-identified shortage area
Eligibility information and application details: PESB Retooling Program webpage
Use the search tool to find a WA approved endorsement program
The next application deadline: January 8, 2016
Questions? Contact [email protected]
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Dual LanguageWhy is this program model getting more attention these days?Benefits Swenson & Watzinger-Tharp (2012)
1. Achieve high levels of proficiency in the new language.
2. Students in DL perform as well or better than their peers on standardized tests in English.
3. Increased cognitive flexibility, attention control, memory, and problem-solving skills.
4. Cultural competence skills; awareness and appreciation of other cultures and people.
5. Better prepared to engage in the global community and job market.
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EL ToolkitThe English Learner Tool Kit helps state and local education agencies help English Learners (ELs) by fulfilling legal obligations to English Learners under civil rights laws.
The Toolkit has 10 chapters (one for each section of the Dear Colleague Letter), and contains an overview, sample tools, and resources.
Access the Toolkit here: http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/index.html
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EL Toolkit – Contents
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Ch. 1 Identifying Potential English Learners
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All potential ELLs must be assessed with a valid and reliable assessment to determine if they are in fact ELLs.
Parents and guardians must be informed in a timely manner of their child’s ELP level and ELL program options.
LEAs are required to communicate information regarding a child’s ELP level and EL program options in a language the parent understands.
OSPI’s Identification Guidelines:http://www.k12.wa.us/MigrantBilingual/TBIP-Guidelines.aspx
Chapter 1: http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap1.pdf
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Ch. 2 Providing ELLs with a Language Assistance ProgramELL services and programs must be educationally sound in theory and effective in practice.
ELL programs must be designed to enable ELLs to attain both English proficiency and parity of participation in the standard instructional program within a reasonable length of time.
LEAs must offer ELL services and programs until ELLs are proficient in English and can participate meaningfully in educational programs without ELL support.
LEAS must provide appropriate special education services to ELLs with disabilities who are found to be eligible for special education and related services.
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Chapter 2: http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap2.pdf
Considering Students’ BackgroundsHow are placement in a particular ELL program and the provision of ELL services informed by a student’s English proficiency level, grade level, and educational and language backgrounds?
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Addressing the Needs of Long Term ELLs
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Ch. 3: Tools and Resources for Staffing an ELL ProgramLEAs must provide the personnel necessary to effectively implement ELL programs.
LEAS must provide adequate professional development and follow-up training in order to prepare ELL program teachers and administrators to implement the ELL program effectively.
LEAs must ensure that administrators who evaluate ELL program staff are adequately trained to meaningfully evaluate whether ELL teachers are appropriately employing their training in the classroom in order for the ELL program model to successfully achieve its educational objectives.
ELLs who are also students with disabilities (dually identified ELLs) may be receiving content instruction in general classroom environments and special education services as defined in their individualized education program (IEP), as appropriate.
Thus, it is important to train both general and special education teachers of dually identified ELLs.
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Chapter 3: http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap3.pdf
Tools and Resources for Staffing an ELL ProgramThe NEA recommends focusing on the following essential components of a comprehensive professional development program for general education teachers of ELLs, including:
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Ch. 4: Providing ELLs Equal Access to Curricular and Extracurricular ProgramsSEAs and LEAs must design and implement services and programs that enable ELLs to attain both English proficiency and parity of participation in the standard instructional program, within a reasonable length of time.
Meaningful access to the core curriculum (e.g. reading/language arts, math, science, and social studies is a key component in ensuring that ELLs acquire the tools to succeed in general education classrooms within a reasonable length of time.
ALLOWABLE ACTIVITY ALERT: SUMMER SCHOOL PROGRAMMING
Sacks (2014) studied one statewide effort to provide summer programs for ELLs and concluded that programs with a mix of academic instruction and enrichment activities diminished summer learning loss for ELLs.
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Chapter 4: http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap4.pdf
Providing ELLs Equal Access to Curricular and Extracurricular ProgramsThe National Association for Gifted Children recommends that states and school districts examine policies and practices to determine where and how diverse students are excluded from gifted programs.
Supportive programs should include opportunities to develop relationships with adults (doctors, lawyers, firefighters, police officers, etc.) and college students from varied cultural groups across multiple domains.
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Providing ELLs Equal Access to Curricular and Extracurricular Programs
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Ch. 5 Creating an Inclusive Environment for and Avoiding the Unnecessary Segregation of ELLsWhile ELLs may receive intensive English instruction or bilingual services in separate classes, it would rarely be justifiable to segregate ELLs from their non-ELL peers in subjects like physical education, art, music, or other activity periods outside of classroom instruction.
Schools should take steps to create positive school climates that welcome diversity and that prevent and address inappropriate behaviors, such as bullying and harassment.
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Chapter 5: http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap5.pdf
Creating an Inclusive Environment for and Avoiding the Unnecessary Segregation of ELLs
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Creating an Inclusive Environment For and Avoiding the Unnecessary Segregation of ELLs
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Ch. 6: Tools and Resources for Addressing ELLs with DisabilitiesLEAs must consider the English language proficiency of ELLs with disabilities in determining appropriate assessments and other evaluation materials.
LEAS must provide ELLs with disabilities with both the language assistance and disability related services they are entitled to under federal law.
LEAs must ensure that a student’s special education evaluation is provided and administered in the student’s native language or other mode of communication and in the form most likely to yield accurate information about what the student knows and can do, unless it is clearly not feasible to do so. Assessing whether a student has a disability in his or her native language or other mode of communication can help educators ascertain whether a need stems from lack of ELP and/or a student’s disability-related educational needs.
Does the IEP or Section 504 team include participants who have knowledge of the student’s language needs and training in special education and related services, and professionals with training in second language acquisition and EL services?
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Chapter 6: http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap6.pdf
Tools and Resources for Addressing ELLs with Disabilities
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Tools and Resources for Addressing ELLs with Disabilities
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Resource Studies!Free articles!
Reading group opportunities!
Personal study!
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Ch. 7: Serving ELLs who Opt Out of English Language Development ProgramsLEAs must continue to monitor the English language proficiency (ELP) and academic progress of students who opt out of EL programs and services. If a student does not demonstrate appropriate growth in ELP or maintain appropriate academic levels, the LEA must inform the parents in a language they understand and offer EL services.
LEAs may not recommend that a parent opt a child out of EL programs or services for any reason.
ELs who opt out of services must, like those receiving programs or services, have their ELP reassessed a minimum of once per year until they exit EL status.
After it is determined that the EL no longer qualifies as an EL, the LEA must continue to monitor the student for at least two years, just as it would an EL who has received EL programs and services.
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Chapter 7: http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap7.pdf
Ch. 7: Serving ELLs who Opt Out of English Language Development Programs
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Ch. 7: Serving ELLs who Opt Out of English Language Development Programs
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Serving ELLs who Opt Out of English Language Development Programs
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*This tool cites the relevant Title III requirements for notifying parents of their children’s EL status and their right to opt their children out of EL programs or particular EL services. SEAs and LEAs that receive Title I or Title III funds should be familiar with the requirements of Title I and Title III and ensure parental notification letters include all statutorily required elements.
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Serving ELLs who Opt Out of English Language Development Programs
30This tool cites the relevant Title III requirements for notifying parents of their children’s EL status and their right to opt their children out of EL programs or particular EL services. SEAs and LEAs that receive Title I or Title III funds should be familiar with the requirements of Title I and Title III and ensure parental notification letters include all statutorily required elements.
Ch. 8: Tracking the Progress of ELLsLEAs should establish rigorous monitoring systems that include benchmarks for expected growth and take appropriate steps to assist students who are not adequately progressing towards those goals.
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Tracking the Progress of ELLsThe Peer Analysis compares a LEP student to all other LEP students who came the same year, grade and placement level as the student in question. This ensures a comparison with the progress of similarly situated students from across the state.
Go to:
1) The Education Data System page: https://eds.ospi.k12.wa.us/Login.aspx
2) Login
3) Click “View My Applications”
4) Click “Limited English Proficiency”
5) Click “Reports” then “Assessments”
6) Click “Peer Analysis”
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Tracking the Progress of ELLsStudents exiting from EL status must be monitored for at least two years to ensure that(1) they have not been prematurely exited;(2) any academic deficits incurred as a result of participating in the EL program have been remedied; and (3) they are meaningfully participating in the standard program of instruction comparable to their never-EL peers.
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Tracking the Progress of ELLs
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Tracking the Progress of ELLsLEAs must monitor and regularly assess the progress of all ELs, including those who have opted out of EL programs, in both English language proficiency (ELP) and content knowledge. This includes conducting an annual ELP assessment and, at least annually, measuring their performance in grade-level core content areas.
ELs could benefit from multi-tiered systems of support. One such system for supporting students, including ELs, is Response to Intervention (RTI). RTI is not an EL program and may not substitute for one. However, RTI can provide additional systems of support for ELs in areas such as assessment, screening, intervention, and monitoring, which when combined can help improve instructional outcomes for ELs (Brown & Sanford, 2011; Sáenz, 2008).
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Ch. 9 Evaluating the Effectiveness of a District’s ELL ProgramLEAs should collect longitudinal data to monitor and compare the performance of current ELLs, former ELLs, and never-ELLs in the LEA’s standard instructional program. Data should not be limited to annual measurable achievement objectives (AMAOs).
Evaluation should be integrated into all EL program activities and focus on policies, procedures, programs, practices, resources, staffing, and student outcomes.
Meaningful EL evaluations include longitudinal data that compares the performance of current ELs, former ELs, and never-ELs in the LEA’s standard instructional program over time.
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Chapter 9: http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap9.pdf
Evaluating the Effectiveness of a District’s ELL Program
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Ch. 10 Ensuring Meaningful Communication with Limited English Proficient ParentsLEAs must have a process to identify LEP parents and provide them with free and effective language assistance, such as translated materials or an appropriate and competent interpreter.
SEAs and LEAs have an obligation to communicate meaningfully with limited English proficient (LEP) parents and to notify LEP parents adequately of information about any program, service, or activity called to the attention of non-LEP parents.
Access Translation Services: http://www.k12.wa.us/Equity/Interpretation.aspx
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Chapter 10: http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap10.pdf
Ensuring Meaningful Communication with Limited English Proficient Parents
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Ensuring Meaningful Communication with Limited English Proficient Parents
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Contract 05614 – Telephone Based Translation Services
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Bilingual Teachers from Spain
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Access at: http://www.k12.wa.us/MigrantBilingual/default.aspx
Bilingual Teachers from SpainThe Visiting Teachers Program is a collaborative program supported by the Ministry of Education of Spain, OSPI and ODE.
The Spanish visiting teachers make a one to three year commitment to teach in the US, provided that the school district agrees to rehire them.
Participant districts employ these teachers in accordance with state regulations and policies and pay them according to their experience and certification level.
This program has been very successful in the US for almost 30 years.
In autumn, school districts express interest in having guest teacher from Spain. At this point you are not making any commitment to hire, but put forward the description of the profile of teacher you might need to hire for the next school year.
In spring, a district representative travels to Madrid to interview the prospective candidates.
In summer, the teachers arrive, and the school districts must provide the visiting teachers initial support and mentoring.
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Bilingual Teachers from SpainCompleting the “Application for Spanish Teachers”:
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District Recommendations through iGrants
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District Recommendations through iGrants
“Provide updated ELL regional meetings for ELL directors to meet and discuss state requirements.”
“I also want to say how much I appreciated the table at WABE. It was so nice to have program supervisors available in an informal setting to answer quick questions!”
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Type into the Questions BoxWhich meetings or conferences should we attend in your region to meet with ELL program directors?
How can we improve our communication with you?
How can we improve our program webinars?
If you need to think about this for a while, email your program supervisor: [email protected] or [email protected].
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District Recommendations through iGrants“Co-teaching/team teaching with content area teachers at the high school
level so more students can gain required credits for English.”
“Teachers at the secondary level need content-specific instructional models that help them embed language into content. Teachers also need strategies for monitoring progress toward language acquisition in real time, rather than wait for large-scale accountability data.”
“Ongoing Sheltered Instruction PD, e.g. GLAD/SIOP for ALL teachers--ELL & Gen Ed. Most effective PD is to ensure implementation with follow-up coaching, demonstrations, refresher courses, etc.”
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District Recommendations through iGrants“Teacher training directed at general education teachers to meet the needs of their ELL students would provide flexibility and make programs more effective.”
“Embedded professional development through district trainers.”
“As a small district, having a regional trainer for GLAD and SIOP would be extremely beneficial. Finding ways to embed quality instructional strategies in EVERY classroom will not only benefit our ELL learners, but all learners.”
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District Recommendations through iGrantsThe flexibility within the set aside money in STBIP to assist exited ELL students has been fabulous. We've been able to offer them after school tutoring. This summer we offered exited ELL students at our junior high with a bit of a creative summer camp around science and math. It was nice to be able to think out of the box a bit...anything you can help us provide through Title III in a similar fashion would be great!
What is working in your district for Level 4 students?
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SMARTER Balanced Assessment Data, Math
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SMARTER Balanced Assessment Data, English Language Arts
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3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 11th Grade
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SBA ELA Outcomes Based on ELL Status in Washington
State ELL (All) ELL Newly Transitional (2015)
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AMAOs and Title III Improvement Plans
Preliminary AMAO results have been released.
Waiver request regarding accountability for proficiency under AMAO-3 submitted to the Department of Education.
Notifications regarding requirements to complete Title III Improvement Plans will be sent after our waiver request is formally approved.
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AMAO 2014-2015The Detailed Excel AMAO files are posted on the OSPI website in the EDS application
“Washington Assessment Management System (WAMS)”
https://eds.ospi.k12.wa.us/Login.aspx .
In WAMS, Select the Profile tab, then File Downloads. The excel files are located in WAMS under
2015 Administration, WELPA, and then AMAO Results.
If you do not have access to WAMS, contact your District Assessment Coordinator (DAC) to
provide you with the file.
This file includes all results regardless of the minimum cell size, so are only available by logging
onto EDS. Please treat these data as confidential in compliance with FERPA requirements.
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How are 2015 Level 4 Students Doing in my District?Look at Columns BL through BQ in your Detailed AMAO Spreadsheet to compare recently transitioned students in your district and schools by grade to state results.
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Student Level Growth on WELPA
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Current WELPA
data
Prior WELPA
data
What the data look like:
Student Level Growth on WELPA, Title III Eligible Native American Students
Overall Growth
85 Students made progress
152 Students have been assessed two years and have a gain score
56% Made progress
Elementary
51 Students made progress
77 Students have been assessed two years and have a gain score
66% Made progress
High School
6 Students made progress
18 Students have been assessed two years and have a gain score
33% Made progress
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Student Level Growth on WELPA, by language proficiency level
Level 1 and 2 Student Growth
237 Students made progress
259 Students have been assessed two years and have a gain score
92% Made progress
Level 3 High School Student Growth
14 Students made progress
27 Students have been assessed two years and have a gain score
52% Made progress
Level 3 Student Growth
296 Students made progress
409 Students have been assessed two years and have a gain score
72% Made progress
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Professional Development Modules for the ELP Standards
ELPA21 is working with Understanding Language and 16 teachers (8 are from Washington state!) to develop high quality professional development to support implementation of the ELP Standards. The training will consist of six online training modules that address topics for both ELL and content teachers, including ELP Standards implementation, English language application, and students’ understanding of language and content. Two modules have been released:
• Module 1: Overview: http://www.k12.wa.us/ELPA21/Modules.aspx#1• Help Educators to understand the new ELP standards and their connection to college and career ready
standards.• Provide organized resources to help educators use the new ELP standards to better support English
Language Learners.• Facilitate communication and collaboration between ELL and content-area teachers.
• Module 2: Task Analysis: http://www.k12.wa.us/ELPA21/Modules.aspx#2• How can educators analyze instructional tasks to better understand the content knowledge, analytical skills,
and language students are expected to demonstrate?• What does task analysis reveal about the demands of student tasks in relation to college- and career-ready
standards and language use?
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Academic Language Webinars Academic Language: Important for ALL, Essential for English Language Learners (ELLs)
PDF: http://www.k12.wa.us/MigrantBilingual/Webinar/AcademicLanguage6-10-15.pdfRecording: http://www.k12.wa.us/MigrantBilingual/Webinar/AcademicLanguage6-11-15.wmvParticipants will gain a theoretical understanding of the dimensions of academic language and instructional implications for ELLs, including the role that language register plays in the classroom. Presenter: Dr. Gisela Ernst-Slavit
Academic Language: From Paper to PracticePDF: http://www.k12.wa.us/MigrantBilingual/Webinar/AcademicLanguage6-16-15.pdfRecording: http://www.k12.wa.us/MigrantBilingual/Webinar/AcademicLanguageFromPaperToPracticeJune16.mp4Learn about strategies that integrate academic language into student learning plans and how to use the English Language Proficiency Standards as a tool for academic language instruction for ELLs in mainstream classrooms.Presenter: Dr. Gisela Ernst-Slavit
More workshops coming in the 15-16 school year. Training dates will be posted on http://www.k12.wa.us/MigrantBilingual/Training.aspx. To be added to our distribution list for notices, contact [email protected].
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ELL Family Engagement Webinars Funds of Knowledge
PDF: http://www.k12.wa.us/MigrantBilingual/Webinar/FundsofKnowledge5-27-15.pdfRecording: http://www.k12.wa.us/MigrantBilingual/Webinar/FundsofKnowledge5-27-15.wmvTopics covered include sociocultural perspectives of language and literacy, funds of knowledge, and classroom applications of funds of knowledge.Presenter: Dr. Eric Johnson
ELL Home VisitsPDF: http://www.k12.wa.us/MigrantBilingual/Webinar/HomeVisits6-3-15.pdfRecording: http://www.k12.wa.us/MigrantBilingual/Webinar/HomeVisits6-3-15.wmvThis webinar discusses building on families' strengths, parent engagement through home visits, framework for conducting home visits, and applying funds of knowledge from home visits into classroom practices.Presenter: Dr. Eric Johnson
More workshops coming in the 15-16 school year. Training dates will be posted on http://www.k12.wa.us/MigrantBilingual/Training.aspx. To be added to our distribution list for notices, contact [email protected].
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ELL Program Parent Survey Available in 36 languagesELL Program Family Survey (Multiple-Choice)http://www.k12.wa.us/MigrantBilingual/MultipleChoiceSurvey/default.aspxThe multiple-choice version of the survey is best used when families complete it individually with responses that are easily tabulated into a table or chart.
ELL Program Family Survey (Open-ended Questions)http://www.k12.wa.us/MigrantBilingual/OpenEndedSurvey/default.aspxThe open-ended version of the survey invites dialogue and is best used when a staff member can ask the questions personally or when the district has staff that can translate responses written in other languages to English.
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Infographic: Title I, Part A, Extra Academic Support for Your Child
Handout size (8.5x11) and poster size (11x17)
Color and black/white
Space for schools or districts to add their contact information
English, Spanish, Russian, and Vietnamese translations
http://www.k12.wa.us/TitleI/FamilyInvolvement/ParentsGuardians.aspx
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Title I, Part C, Migrant Education Program
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Title I, Part C, Migrant Education Program
30,343 during 2013-14 school year
2,801 (age 3-5 not in K)
11,716 (K-5 Grade)
5,666 (6-8 Grade)
7,816 (9-12 Grade)
2,344 (Out-of-School age 16-21)
1,473 (birth to 2 years of age)
Located across the state in over 165 school districts
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Top 20 Districts in WA State
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Migrant Child
A child who moved across district boundaries with their parent or guardian or by themselves within the last 36 months to work in temporary or seasonal agricultural or fishing activities.
Elementary and Secondary Education Act
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Services
•Child Nutrition Services – no application required once eligibility has been determined
•Access to health care support
•Access to credit retrieval services through Portable Assisted Study Sequence (PASS)
•Access to state-sponsored events/activities
•Professional development provided by the state or partner Educational Service District (North Central ESD, ESD 105, ESD 123, Northwest ESD)
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Identification and RecruitmentMigrant Student Data, Recruitment, and Support – Sunnyside, WashingtonLee Campos, [email protected]
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Migrant Student Data, Recruitment, and SupportIdentifies students in areas where there currently is not a sub-grant (non-project districts) – State Recruiters
Provides training on recruitment and reporting to districts that currently receive a sub-grant (Migrant Education Program funds)
Provides support to OSPI’s Migrant Education Program including the Portable Assisted Study Sequence (PASS)
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• Annual letter to non-project
school districts
• Notification of results of family
interviews
• Listing of students identified as
eligible for program services
• Listing of students eligible to
participate in state opportunities
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State Opportunities•Dare to Dream Academy for migrant students enteringGrades 9-10
•Academic Academy for migrant students entering Grades 11-12
•Students have an opportunity to earn .5 credit in math, science, or elective (drop out prevention)
In partnership with WSU, UW, EWU, CWU and AWSP (Association of Washington School Principals)
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Applying for Title I, Part CMigrant Education Program FundsMinimum of 20 students enrolled in your district.
Identified need beyond what current resources can provide.
Ability to continue recruiting eligible migrant students in district boundaries.
Ability to report student services into the migrant student database system (Migrant Student Information System).
OSPI annually notifies eligible districts of their intent to apply.
Coordinate services with other state, federal, and local resources for which the student is eligible and entitled.
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Contact InformationMea Moore, State DirectorMigrant and Bilingual Education [email protected]
Sylvia Reyna, Program SupervisorTitle I, Part C, Migrant Education [email protected]
Lupe Ledesma, Program SupervisorTitle I, Part C, Migrant Education [email protected]
Jenny Choi, Program SpecialistMigrant and Bilingual [email protected]
Terrie Beckman, Administrative AssistantMigrant and Bilingual Education [email protected]
ESD Partners:
◦ North Central ESD - ncesd.org
◦ ESD 105 - esd105.org
◦ Northwest ESD 189 – nwesd.org
◦ ESD 123 – esd123.org
Migrant Student Data, Recruitment, and Support – msdr.org
Migrant Education Health Program –health.msdr.org
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Upcoming Program Webinars
Date RegisterJan 15, 2016 https://attendee.gotowebinar.com/register/7798603248433800193
Feb 26, 2016 https://attendee.gotowebinar.com/register/5198999319580845825
Apr 1, 2016 https://attendee.gotowebinar.com/register/6965869425440012801
Jun 3, 2016 https://attendee.gotowebinar.com/register/7472910312100555777
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Questions? Contact us:360-725-6147
[email protected], Director
[email protected], Program Specialist
[email protected], Program Supervisor
[email protected], Program Supervisor
[email protected], Program Supervisor
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