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Transitional Bilingual Instructional Program and Title III: Consolidated Program Review Training, 2015-16

David Murphy & Alyssa WestallBilingual Education Program SupervisorsDavid.Murphy@k12.wa.us, 360-725-4980Alyssa.Westall@k12.wa.us, 360-725-4476

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Title III and Transitional Bilingual Instructional

Program

Districts that receive TBIP only: Follow the directions for a desk review. The OSPI program reviewer will only conduct an onsite review if necessary.

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Agenda• 7.1 Identification: Slides 6-12• 7.2 Parent Notification: Slides 12-14• 7.3 Title III-eligible Native American Students: Slides 15-19• 7.4 Title III Immigrant Identification and Reporting: Slides 20-23• 7.5 ELL Services: Slides 12 and 24-28• 7.6 Implementation of Title III Plan: Slides 29-30• 7.7 Professional Development: Slide 31• 7.8 Use of Funds: Slides 32-35• 7.9 Program Evaluation: Slides 36-42• 7.10 Teacher, Parent and Staff Input: Slides 36-42• 7.11 Parent Engagement: Slides 43-45 • 7.12 Title III Improvement Plan: Slides 46-49• 7.13 Immigrant Grant: Slide 50• 7.14 Bilingual Education: Slides 51-53• 7.15 Students Eligible for ELL and Special Education Services: Slides 54-60• 7.16 TBIP-eligible Exited Students: Slides 61-64

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TBIP Items• 7.1 Identification: Slides 6-12• 7.2 Parent Notification: Slides 12-14• 7.3 Title III-eligible Native American Students: Slides 15-19• 7.4 Title III Immigrant Identification and Reporting: Slides 20-23

• 7.5 ELL Services: Slides 12 and 24-28• 7.6 Implementation of Title III Plan: Slides 29-30

• 7.7 Professional Development: Slide 31• 7.8 Use of Funds: Slides 32-35• 7.9 Program Evaluation: Slides 36-42• 7.10 Teacher, Parent and Staff Input: Slides 36-42• 7.11 Parent Engagement: Slides 43-45 • 7.12 Title III Improvement Plan: Slides 46-49• 7.13 Immigrant Grant: Slide 50

• 7.14 Bilingual Education: Slides 51-53• 7.15 Students Eligible for ELL & Special Education Services: Slides 54-60• 7.16 TBIP-eligible Exited Students: Slides 61-64

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Title III Items• 7.1 Identification: Slides 6-12• 7.2 Parent Notification: Slides 12-14• 7.3 Title III-eligible Native American Students: Slides 15-19• 7.4 Title III Immigrant Identification and Reporting: Slides 20-23• 7.5 ELL Services: Slides 12 and 24-28• 7.6 Implementation of Title III Plan: Slides 29-30• 7.7 Professional Development: Slide 31• 7.8 Use of Funds: Slides 32-35• 7.9 Program Evaluation: Slides 36-42• 7.10 Teacher, Parent and Staff Input: Slides 36-42• 7.11 Parent Engagement: Slides 43-45 • 7.12 Title III Improvement Plan: Slides 46-49• 7.13 Immigrant Grant: Slide 50• 7.14 Bilingual Education: Slides 51-53• 7.15 Students Eligible for ELL & Special Education Services: Slides 54-60• 7.16 TBIP-eligible Exited Students: Slides 61-64

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2014-15 CPR ResultsItem Item Description Noncompliance Instances Noncompliance Percentage

7.1 Identification 21 65.6%

7.16 TBIP Eligible Exited Students 16 50.0%

7.2 Parent Notification 12 37.5%7.8 Use of Funds 10 31.3%7.7 Professional Development 10 31.3%7.5 ELL Services 10 31.3%

7.3 Title III-eligible Native American Students 8 25.0%

7.15Students Eligible for ELL and Special Education

Services 8 25.0%

7.9 Program Evaluation 5 15.6%7.14 Bilingual Education 4 12.5%7.11 Parent Engagement 3 9.4%

7.4 Title III Immigrant Identification and Reporting 2 6.3%

7.12 Title III Improvement Plan 1 3.1%

7.6 Implementation of Title III plan 0 0.0%

7.13 Immigrant Grant 0 0.0%

7.10 Teacher, Parent and Staff Input 0 0.0%

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7.1 Identification“Some examples of when the Departments have identified compliance issues in the areas of EL student identification and assessment include when school districts: (1) do not have a process in place to initially identify the primary or home language

of all enrolled students; (2) use a method of identification, such as an inadequate HLS, that fails to identify

significant numbers of potential EL students; (3) do not test the English language proficiency of all Primary Home Language Other

Than English (PHLOTE) students, resulting in the under-identification of EL students;

(4) delay the assessment of incoming PHLOTE students in a manner that results in a denial of language assistance services; or

(5) do not assess the proficiency of PHLOTE students in all four language domains (e.g., assessing the students in only the listening and speaking domains and as a result missing large numbers of EL students).”--January 7, 2015 Dear Colleague Letter

Access the Dear Colleague Letter at: http://www.k12.wa.us/MigrantBilingual/LawsRegulations.aspx

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7.1 Identification

Identification Guidelines at: http://www.k12.wa.us/MigrantBilingual/BilingualProgram.aspx

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7.1 Identification 7.1 IdentificationTitle III and TBIP. The district has and implements procedures to identify and determine initial and continuing eligibility of English Language Learners. Sec 3116(b)(3)(C); Sec. 3116(d)(2); Sec. 9101(25); WAC 392-160-015               

 TBIP and Title III Grantees DISTRICT/BUILDING LEVEL B. Procedures for the identification, assessment and placement of potential

ELLs.

• State Procedures:http://www.k12.wa.us/MigrantBilingual/pubdocs/TBIPGuidelinesIdentification.pdf

• Ask all students questions from state Home Language Survey during enrollment:

What language did your child first learn to speak?

What language does YOUR CHILD use the most at home?

A response of a language other than English to questions #2 OR #3 triggers ELL placement testing.

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7.1 Identification 7.1 IdentificationTitle III and TBIP. The district has and implements procedures to identify and determine initial and continuing eligibility of English Language Learners. Sec 3116(b)(3)(C); Sec. 3116(d)(2); Sec. 9101(25); WAC 392-160-015               

 TBIP and Title III Grantees DISTRICT LEVEL A. Evidence that the procedures for identification, assessment, and placement of potential

ELLs have been communicated to district and building staff.

• Who is responsible for each step of the district’s procedures for identifying English Language Learners?

• How has the district trained these staff members in the implementation of the procedures? Provide evidence such as email, training agenda, publication of procedures in staff handbook, etc.

B. Procedures for the identification, assessment placement, and reporting of potential ELLs.

• How does the district collect ELL program information required to be reported to CEDARS?

• Tool: TBIP Data Entry Manual for the CEDARS Environment

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7.1 Identification

Courtesy of Prosser School District

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7.1 Identification 7.1 IdentificationTitle III and TBIP. The district has and implements procedures to identify and determine initial and continuing eligibility of English Language Learners. Sec 3116(b)(3)(C); Sec. 3116(d)(2); Sec. 9101(25); WAC 392-160-015             

Student-level Program documentation

• Desk reviews: OSPI Program Reviewer will send the district a list of 10 students 6 weeks prior to the desk review. Upload program documentation for each of the students.

• On-site reviews: OSPI Program Reviewer will randomly select student files to review program documentation during building visits. Upload a template of the following district documents to the Program Monitor Tool to be pre-reviewed.Home Language Survey (state template) State-approved language proficiency placement test score sheet

with date enrolled and date administered (state template: see Student Results Sheets)

State-approved language proficiency annual test score sheetWritten parent waiver (state template) Initial and continued placement parent notification letters (

state template)AMAO parent notification letter, if applicable. (state template)

 

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7.1 Identification (Desk Reviews)

SSID or Name

Home Language

Survey

Placement Test Score

Sheet

Annual Test Score Report

(3 most recent, if applicable)

Parent Notification

Letters of student identification and

program eligibility

(3 most recent, if applicable)

Parent Notification

of Transition from TBIP (if not on score

report)

Sample Student, SSID 123456789, Jefferson Elementary

                 

Another Student, SSID 223456712, Washington Middle School

                 

Waiver Student, SSID 233356734, Washington Middle School

         

Written parent waiver:

   

Not Eligible Student, SSID 999956734, Madison High School

  Non-ELL              

Under 7.5, we will ask for evidence of the ELL services that these students receive, such as students’ schedules or class/intervention rosters.

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7.1 Identification

Guidance on the PENR list is in the June 12th webinar: http://www.k12.wa.us/MigrantBilingual/Training.aspx

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7.1 IdentificationSample Possible Eligible Not Reported List, Hypothetical Cedar School District

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7.1 Identification

*These guidelines are for in-state transfer students and may be found here: http://www.k12.wa.us/MigrantBilingual/BilingualProgram.aspx

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7.2 Parent Notification 7.2 Parent NotificationTBIP. District has met parent communication requirements. WAC 392-160-010; WAC 392-160-015 Title III. The district has met the parent notification requirements. Sec 3302(a-d) (Initial Placement, Continued Eligibility and AMAO status).

 District or Building Level Title III and TBIP GranteesUpload one sample of each of documents below. For onsite reviews, the OSPI program reviewer will request student files. For desk reviews, OSPI will request specific student files six weeks in advance of the review. A. Parent notification forms, including all required components

under Title III, retrievable from students’ files sent within 30 days and in a language the parent understands

initial placement continued eligibility transition from TBIP Title III Grantees B. For districts that failed to meet one or more AMAOs (most

recent school year), template letter used and evidence that the parent notification was sent within 30 days of district’s notification by the State. Possible evidence for this item may be: document merge, mailing list, evidence of postage, returned undeliverable letter, OR email directing letter to be sent to each family with list of students and date sent.

NEW: We no longer require this letter to be placed in student files; we only need evidence that it was sent.

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7.2 Parent Notification

• Parent Communication and Engagement Guidelines

• Title III requires that the parent notification letter include the following components (ESEA Title III Section 3302):1. the reasons for the identification of their child as limited English proficient and in need of placement in a language

instruction educational program;2. the child's level of English proficiency, how such level was assessed, and the status of the child's academic achievement;3. the method of instruction used in the program in which their child is, or will be, participating, and the methods of

instruction used in other available programs, including how such programs differ in content, instruction goals, and use of English and a native language in instruction;

4. how the program in which their child is, or will be participating will meet the educational strengths and needs of the child;5. how such program will specifically help their child learn English, and meet age appropriate academic achievement

standards for grade promotion and graduation;6. the specific exit requirements for such program, the expected rate of transition from such program into classrooms that

are not tailored for limited English proficient children, and the expected rate of graduation from secondary school for such program if funds under this title are used for children in secondary schools;

7. in the case of a child with a disability, how such program meets the objectives of the individualized education program of the child; and

8. information pertaining to parental rights that includes written guidance:A. detailing

i. the right that parents have to have their child immediately removed from such program upon their request; andii. the options that parents have to decline to enroll their child in such program or to choose another program or method of instruction, if available; and

B. assisting parents in selecting among various programs and methods of instruction, if more than one program or method is offered by the eligible entity.

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7.3 Title III-Eligible Native American Students

 7.3 Title III-eligible Native American StudentsTitle III. The district has a process for identifying Native American students. Sec. 9101(25); Sec 3115(c)(1) ; Sec 3116(b)(6) ; Sec 3116(d)(3-4); Sec 3116(b)(3)(C); Sec. 3116(d)(2)

 DISTRICT and BUILDING LEVEL

Title III Grantees A. Procedures for student identification. B. Evidence that procedures have been

communicated to district and building staff. C. Evidence of implementation of

procedures, including analysis of academically at-risk status of self-identified Native American students.

D. List of eligible students. E. Description of Title III-funded services

provided and evidence of implementation of services.

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7.3 Title III-Eligible Native American Students

 7.3 Title III-eligible Native American StudentsTitle III. The district has a process for identifying Native American students. Sec. 9101(25); Sec 3115(c)(1) ; Sec 3116(b)(6) ; Sec 3116(d)(3-4); Sec 3116(b)(3)(C); Sec. 3116(d)(2)

  B. Evidence that procedures have been communicated to district and building staff.

• Who is responsible for each step of the district’s procedures for identifying Title III-eligible Native American students?

• How has the district trained these staff members in the implementation of the procedures? Provide evidence such as email, training agenda, publication of procedures in staff handbook, etc.

C. Evidence of implementation of procedures, including analysis of academically at-risk status of self-identified Native American students.

• For example: Excel spreadsheet showing test scores reviewed, report cards of Native American students, documentation of teacher recommendation.

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7.3 Title III-Eligible Native American Students

 7.3 Title III-eligible Native American StudentsTitle III. The district has a process for identifying Native American students. Sec. 9101(25); Sec 3115(c)(1) ; Sec 3116(b)(6) ; Sec 3116(d)(3-4); Sec 3116(b)(3)(C); Sec. 3116(d)(2)

  D. List of eligible students.

• List can be downloaded fromthe LEP Applicationin the Education Data System.

E. Description of Title III-funded services provided and evidence of implementation of services.

• After school support (roster, notice to families)• Placement with teacher who has participated in Title III-

funded professional development (evidence of PD)• Materials (purchase order)

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7.3 Title III-Eligible Native American Students

https://eds.ospi.k12.wa.us/Login.aspx

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7.4 Immigrant Identification and Reporting

 7.4 Immigrant Identification and ReportingTitle III. The district has documentation to support eligible immigrant students. Sec 3247(a) Sec 3301(6)(A-C).

 DISTRICT LEVEL and BUILDING LEVEL

Title III A. Description of procedures for

identification and reporting to CEDARS of students who meet the definition of immigrant under Title III, including the following data elements:• Birth country• Initial K-12 school enrollment

  B. Evidence that procedures for

identification and reporting of immigrant students have been communicated to staff responsible for reporting.

 

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Guidelines:http://www.k12.wa.us/MigrantBilingual/pubdocs/TBIPGuidelinesImmigrant.pdf

State Home Language Survey:http://www.k12.wa.us/MigrantBilingual/HomeLanguage.aspx

Age 3 through 21

Not born in US

Fewer than 3 years K-12 school attendance in US

Meets Title III Definition of Immigrant

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7.4 Title III Immigrant Identification and Reporting

 7.4 Title III Immigrant Identification and ReportingTitle III. The district has documentation to support eligible immigrant students. Sec 3247(a) Sec 3301(6)(A-C).

  B. Evidence that procedures for identification and reporting of

immigrant students have been communicated to staff responsible for reporting.

 • Who is responsible for collecting

information from the home language survey and reporting it to the district’s student information system?

• How has the district communicated to staff the information needed on the home language survey and where to report it? Provide evidence such as email, training agenda, publication of procedures in staff handbook, etc.

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Procedure: • Home Language Survey is completed for all students at registration.• Building Secretary checks to make sure Home Language Survey has been

completed.• Building secretary checks responses to questions #1 and #6. Students who were

not born in any of the 50 states, the District of Columbia or the Commonwealth of Puerto Rico or who have not been attending one or more schools in any one or more states for more than 3 full academic years should be identified as immigrant children and youth. Building secretary sends these Home Language Surveys to the Special Programs Office.

• The Federal Programs Secretary enters data from questions #1 and #6 into the Birth Hist screen in the General tab in the School Information System (Skyward).

Sample courtesy of Oak Harbor School District

7.4 Title III Immigrant Identification and Reporting

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7.5 ELL Services 7.5 ELL Services Title III and TBIP. The district ensures that language instruction educational services being implemented are research-based and assist students in developing English proficiency. Sec 3115(c)(1) ; Sec 3116(b)(6) ; Sec 3116(d)(3-4) WAC 392-160-010

 District and Building Level

Title III and TBIP Grantees A. Description of services implemented at each grade and language

proficiency level at each school.

B. Procedures for determining on a periodic basis that instructional services provided to each ELL student are appropriate to each ELL student’s language development needs. Evidence of implementation of these procedures.

C. ELL staff schedules. For desk reviews, upload all ELL staff schedules. For onsite reviews, the OSPI program reviewer will request specific staff schedules.

D. Roster of eligible ELL students indicating type and amount of English language support services being provided to each student and evidence of service, such as students’ schedules or class/intervention rosters. For desk reviews, provide this information for the students whose files were requested under Item 7.1. For onsite reviews, the OSPI program reviewer will request this information for specific students.

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7.5 ELL Services“When EL students are identified based on a valid and reliable ELP test, school districts must provide them with appropriate language assistance services.”-January 7, 2015 Dear Colleague Letter

Access the Dear Colleague Letter at: http://www.k12.wa.us/MigrantBilingual/LawsRegulations.aspx

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Everson, Nooksack and Sumas Elementary Schools

ELL Program services at Nooksack Valley’s elementary schools are comprehensive and include a variety of language experiences and instruction for students. Students receive language development services from ELL certified teachers and trained specialists. Services include mainstream class support, small group instruction, and ELL Extended Day program options. The teaching strategies used are thematic or content-based and include (a) language/vocabulary development, (b) Total Physical Response (TPR), and (c) experiential learning. NewcomersAll newcomers and transfers with a level of 2 or less receive English language development services. This population has “No English” or “Limited English” proficiency and instruction focuses on (a) survival skill language, (b) Basic Interpersonal Communication Skills (BICS), (c) phonics and literacy skills and (d) cultural adaptation. The base curricula used are Rigby’s English in My Pocket, and Hampton-Brown’s Phonics and Friends.

Grades 1-5: Mainstream Classroom SupportELL certified teachers and specialists work closely with classroom teachers to provide direct support to ELL students. This support is content and communication-based, and develops cognitive academic skills through language fluency, higher order thinking, learning strategies and academic language proficiencies. Our programs include the following:• One-on-One Assistance: Educational Assistants and Certified Staff work directly in the classroom in close coordination with the

teacher. Support is given in all classroom tasks, including: research, reading, following instructions, checking comprehension, and clarifying vocabulary.

• Adaptation of Curriculum: Certified Staff work directly with the classroom teacher to adapt curriculum according to the student’s language proficiency level using the Washington State ELP Standards and NVSD Benchmarks.

• Pre-Teaching: Key vocabulary and concepts in curriculum are pre-taught in small group instruction to facilitate full engagement by the ELL students in the mainstream classroom. Hampton-Brown’s Into English is the curriculum used for content and language development. Multi-level strategies are used to give students access to core curricula.

• Literacy Support: Small group instruction and in-class support focuses on grade-level literacy development based on the PEBC literacy learning model, Writer’s Workshop, and Reader’s Workshop.

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7.5 ELL Services 7.5 ELL Services Title III and TBIP. The district ensures that language instruction educational services being implemented are research-based and assist students in developing English proficiency. Sec 3115(c)(1) ; Sec 3116(b)(6) ; Sec 3116(d)(3-4) WAC 392-160-010

B. Procedures for determining on a periodic basis that instructional services provided to each ELL student are appropriate to each ELL student’s language development needs. Evidence of implementation of these procedures.

• Description of procedures and evidence, which may include: Excel spreadsheet with data

reviewed during progress monitoring.

PLC notes indicating change in service based on student needs.

Grades. Communication between classroom

teacher and ELL teacher.

ELL staff schedules. For desk reviews, upload all ELL staff schedules. For onsite reviews, the OSPI program reviewer will request specific staff schedules.

Staff funded through TBIP or Title III. If the staff member does not have a schedule, provide a job description instead.

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7.5 ELL Services“Some examples of when the Departments have identified compliance issues include when school districts: (1) exclude kindergarteners, or EL students with scheduling conflicts, from their EL

program; (2) supplement regular education instruction with only aides who tutor EL students

as opposed to teachers adequately trained to deliver the EL program; (3) fail to offer an EL program to a certain subset of EL students, such as students

with disabilities or students speaking particular languages; (4) stop providing language assistance services when EL students reach higher

levels of English proficiency but have not yet met exit criteria (including proficiency on a valid and reliable ELP assessment); or

(5) fail to address the needs of EL students who have not made expected progress in learning English and have not met exit criteria despite extended enrollment in the EL program. ”

--January 7, 2015 Dear Colleague Letter

Access the Dear Colleague Letter at: http://www.k12.wa.us/MigrantBilingual/LawsRegulations.aspx

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7.5 ELL Services 7.5 ELL Services Title III and TBIP. The district ensures that language instruction educational services being implemented are research-based and assist students in developing English proficiency. Sec 3115(c)(1) ; Sec 3116(b)(6) ; Sec 3116(d)(3-4) WAC 392-160-010

  D. Roster of eligible ELL students indicating type and amount of English language support

services being provided to each student and evidence of service, such as students’ schedules or class/intervention rosters. For desk reviews, provide this information for the students whose files were requested under Item 7.1. For onsite reviews, the OSPI program reviewer will request this information for specific students.

• Students selected will primarily be students who are new to program or students who did not show progress based on 2014 WELPA results (request from the District Assessment Coordinator: Student Level Growth on Annual WELPA report posted in the Washington Assessment Management System).

To access the report, District Assessment Coordinators sign into the EDS System and select Washington Assessment Management System (WAMS). Select the Profile tab, then File Downloads. The Student Level Growth excel files are located in WAMS under 2014 Administration, WELPA, and then AMAO Results.

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7.6 Implementation of Title III plan

 7.6 Implementation of Title III plan Title III The district is implementing activities as specified in its Title III application. Sec 3115(c)(d)(g), Sec 3128.

 DISTRICT LEVEL

Title III GranteesA. Evidence that program services for ELL students in approved Title III grant application are being implemented. Evidence depends on activities in grant application and could include contracts, time and effort, roster of students served, purchase orders, sign-in sheets, invoices, and other evidence. This evidence may have been uploaded under another item. If so, indicate as a comment the evidence that applies and where it is uploaded.

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7.7 Professional Development

 7.7 Professional Development Title III The district has met the requirements for ongoing and effective professional development. Professional development is of sufficient intensity and duration to have a positive and lasting impact on the teachers' performance in the classroom. One-day or short-term workshops and conferences must be a component of an established comprehensive professional development program for teachers. Sec 3115(c)(2) ; Sec 3212(a)(2)(A)(ii) ; Sec 3213(a)(2)(C) ; 3217(c)(4).

TBIP The district has met the requirements for professional development. The district has provided professional development training for administrators, teachers, counselors, and other staff on bilingual program models, and/or district's alternative instructional program, appropriate use of instructional strategies and assessment results, and curriculum and instructional materials for use with culturally and linguistically diverse students. WAC 392-160-010 

 District and Building Level

Title III and TBIP GranteesEvidence of professional development meeting the requirements for each program must include evidence of content, evidence of participation, and evidence of support of implementation:

A. Examples of evidence of content:• Agenda for each training (required)• contracts• clock hour forms• training materials or citation of training materials

  Examples of evidence of participation:

• schedule of trainings and sign-in sheets• Invoices• Meeting notices

  Examples of building or district support of implementation of professional

development:• follow-up coaching calendar, completed observation form• staff meeting agendas• evidence of collaboration

 

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7.7 Professional Development

“Where formal qualifications have been established been established, e.g., the SEA requires authorization or certification to teach in particular EL programs, or a school district generally requires its teachers in other subjects to meet formal requirements, a school district must either hire teachers who already have the necessary formal qualifications to teach EL students or require that teachers already on staff be trained or work towards attaining the necessary formal qualifications and obtain the formal qualifications within a reasonable period of time.”

--January 7, 2015 Dear Colleague LetterAccess the Dear Colleague Letter at: http://www.k12.wa.us/MigrantBilingual/LawsRegulations.aspx

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7.8 Use of Funds7.8 Use of FundsTitle III and TBIP. Activities charged are allowable, in compliance with federal statutes and regulations, and performance goals are achieved. 2 CFR 200 (d).

 District and Building Level

Title III Grantees Item always reviewed at the district level. Item only reviewed at building level if building receives Title III allocation from district.  A. Describe the program office’s specific criteria or processes used to determine if program activities are allowable. TBIP Grantees  B. Describe criteria used to identify allowable expenses under TBIP. C. Two-month transaction recap of current year TBIP expenditures. D. Evidence of fiscal process to support allowable activities (e.g.,

invoices, staff schedules and job descriptions). After reviewing the two-month expenditure report and evidence provided under other items, the OSPI program reviewer will request supporting evidence for specific items. For desk reviews, this may occur the week of the review.

District Level  E. If the LEA allocates Title III funds to buildings, evidence of district

procedures for allocating funds to buildings and for monitoring allowable activities at the building level.

*We will review the two month transaction recap through fiscal.

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7.8 Use of Funds7.8 Use of FundsTitle III and TBIP. Activities charged are allowable, in compliance with federal statutes and regulations, and performance goals are achieved. 2 CFR 200 (d).

 Title III Grantees  A. Describe the program office’s specific criteria or processes used to determine if

program activities are allowable.

• The iGrants training addresses Title III-allowable activities: PDF; Recording

• District criteria should be consistent with activities in approved Title III grant application.

E. If the LEA allocates Title III funds to buildings, evidence of district procedures for allocating funds to buildings and for monitoring allowable activities at the building level.

• If the district allocates Title III funds to buildings, how does the district ensure that expenditures are allowable? Provide the process.

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7.8 Use of Funds7.8 Use of FundsTitle III and TBIP. Activities charged are allowable, in compliance with federal statutes and regulations, and performance goals are achieved. 2 CFR 200 (d).

 TBIP Grantees

B. Describe criteria used to identify allowable expenses under TBIP.

• Allowable activities addressed in iGrants webinar:PDF; Recording. They include:

• Salaries for supervisory staff who are directly administering the TBIP and who would not otherwise provide such duties to ELLs if no TBIP existed.

• Supplemental teaching salaries for instructional staff to provide specialized instructional and linguistic support to students enrolled in the TBIP.

• Instructional resources (materials used to instruct students in a learning resource environment and designed for bilingual/ESL instruction).

• Purchase of service (professional development specific to second language acquisition).

• Program-related translation and interpreting services.• Consumable supplies/materials that directly support students’

supplemental instruction. • Technology expenditures that are directly related to the TBIP. • Travel expenditures that are directly related to the TBIP. • Cost of program printing expenditures. • Indirect costs as per the indirect allocation established by OSPI. • TBIP funds can be used for Civil Rights compliance.

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7.8 Use of Funds

• Districts may use TBIP dollars to fund an ELL teacher who co-teaches content classes.

• Districts may provide professional development to general education teachers with both TBIP and Title III dollars.

• Districts may use either TBIP or Title III to hire an ELL coach.

• For Dual Language: TBIP funds may support programs designed to prioritize access for English Language Learners.

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7.8 Use of Funds7.8 Use of FundsTitle III and TBIP. Activities charged are allowable, in compliance with federal statutes and regulations, and performance goals are achieved. 2 CFR 200 (d).

 TBIP Grantees DISTRICT AND BUILDING LEVEL

Two-month expenditure report of current year TBIP expenditures. Evidence of fiscal process to support allowable activities e.g., invoices, staff

schedules and job descriptions. After reviewing the two-month expenditure report and evidence provided under other items, the OSPI program reviewer will request supporting evidence for specific items. For desk reviews, this may occur the week of the review.

• Moneys appropriated by the legislature for the purposes of RCW 28A.180.010 through 28A.180.080 shall be allocated by the superintendent of public instruction to school districts for the sole purpose of operating an approved bilingual instruction program.

Source: http://app.leg.wa.gov/rcw/default.aspx?cite=28A.180&full=true#28A.180.080

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7.9 Program EvaluationTitle III. The district has an accountability system in place to meet Title III requirements. Sec 3121(a)(b)(c), Sec 3116(b)(3).  TBIP. The district has a plan for continuous improvement and evaluation of its program to serve English language learners. WAC 392-160-028,

 DISTRICT LEVEL

Title III Grantees A. Evidence of evaluation of the effectiveness of

programs and activities conducted with Title III funds, such as professional development, parent engagement, extended day/year services, or supplemental materials

 Evidence of program evaluation in the following areas: B. Progress made in language acquisition and academic

achievement. C. Number of students transitioning from ELL services. D. Academic progress made by former ELLs. TBIP Grantees  E. Evidence of the evaluation of services provided with

TBIP funds, such as instructional support, professional development and supplemental materials.

 

7.9 Program Evaluation

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7.9 Program Evaluation

Access the English Language Learner Toolkit

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Here’s What! So What? Now What? I dentif y 3 or more f acts or pieces inf ormation you now have based on the assessment data.

I nterpretations of the data …

A prediction, an implication or a question f or further study …

Example: 74% of students met standard on the comprehension section.

Sample courtesy of Everett School District.

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Sample courtesy of Evergreen School District (Clark County)

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7.10 Teacher, Parent and Staff Input

7.10 Teacher, Parent and Staff InputTitle III. The district includes teachers, parents, and other staff in the development and evaluation of the Title III plan. Sec 3116(b)(5).

DISTRICT LEVEL

Title III Grantees A. Evidence of the process used to develop

the Title III plan, which demonstrates stakeholders involved, such as:

• surveys• meeting agendas and notes• emails• sign-in sheet with list of individuals who

participated in program evaluation and planning.

  B. Summary of recommendations provided

by stakeholders and of evaluation results used to submit the Title III application.

 

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7.10 Teacher, Parent and Staff Input

ELL Program Family Surveys are available in more than 30 languages. These surveys may be used as tools to include families in the evaluation of their ELL programs.

Multiple Choice SurveyOpen-ended Survey

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7.11 Parent EngagementTitle III

7.11 Parent EngagementTitle III. The district meets the requirements for parental and community participation in programs for Limited English Proficient (LEP) students. Sec 3116(b)(4) ; Sec 3213(a)(2)(E) ; Sec 3214(g)(1)(B)(iv) ; Sec 3302(e)

DISTRICT LEVEL

Title III Grantees Evidence of implementation of Title III

Parent /Community Plan submitted in the district’s Title III application (e.g.) Calendar or documentation of

activities Sign-in sheets Documentation of parent feedback Event announcements

54Sample courtesy of Centralia School District

55Sample courtesy of Centralia School District

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7.12 Title III Improvement Plan

7.12 Title III Improvement Plan

ONLY FOR DISTRICTS THAT DID NOT MEET AMAOs The district has an accountability system in place if not meeting AMAOs for: 1. Two consecutive years. Sec

3122(b)(1-3), Sec 3302(b-c)).2. Four consecutive years. Sec

3122(b)(1-4), Sec 3302(b-c)).

DISTRICT LEVEL

Title III Grantees that did not meet AMAOs Evidence that the plan was submitted in

iGrants within 30 days of release of AMAO results. OSPI program reviewer will access this in iGrants; the district is not required to upload the plan to the Program Monitor Tool.

Evidence that the plan submitted in iGrants was completed and began implementation within 30 days of release of AMAO results. If this evidence has been uploaded under another item, indicate where.

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7.12 Title III Improvement Plan7.12 Title III Improvement PlanONLY FOR DISTRICTS THAT DID NOT MEET AMAOs The district has an accountability system in place if not meeting AMAOs for: 1. Two consecutive

years. Sec 3122(b)(1-3), Sec 3302(b-c)).

2. Four consecutive years. Sec 3122(b)(1-4), Sec 3302(b-c)).

A. Evidence that the plan was submitted in iGrants within 30 days of release of AMAO results. (OSPI program reviewer will access this in iGrants; the district is not required to upload the plan to the Program Monitor Tool.)

• Was the Improvement Plan submitted by the due date?• If the district was sent a “Needs More Work” notice, did the district

respond?

*Districts may house their Title III Improvement Plans in Indistar.

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7.12 Title III Improvement Plan7.12 Title III Improvement PlanDISTRICTS THAT DID NOT MEET AMAOs ONLY Title III. The district has an accountability system in place if not meeting AMAOs for: 1. Two

consecutive years. Sec 3122(b)(1-3), Sec 3302(b-c)).

2. Four consecutive years. Sec 3122(b)(1-4), Sec 3302(b-c)).

B. Evidence that the plan submitted in iGrants was completed and began implementation within 30 days of release of AMAO results. If this evidence has been uploaded under another item, indicate where.

• Did the district begin implementing its Title III Improvement Plan within 30 days? Provide evidence.

Excerpt from Title III Improvement Plan:

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7.12 Title III Improvement Plan

Examples of evidence• Phone log• Summary of feedback• List of questions

• Outlook calendar of staff member conducting calls

• Email to staff requesting that the calls be conducted

Examples of evidence• Updated individualized Academic Learning

Plan• Meeting agenda for staff to update the

individualized Academic Learning Plan

Examples of evidence• Meeting notes, agenda, sign-in sheet

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7.13 Immigrant Grant7.13 Immigrant GrantONLY FOR DISTRICTS THAT RECEIVED AN IMMIGRANT GRANT Title III. The district is implementing allowable activities as specified in its immigrant grant application, if applicable. Sec 3115(e)(1). 

DISTRICT LEVEL

Title III Immigrant Grantees If district receives an immigrant grant: A. Evidence of fiscal process to support allowable

activities e.g., invoices and time and effort forms. B. Description, schedule, and evidence of services

provided, as described in the approved grant.

Program Guidelines: Identification of Immigrant Children and Youth

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7.14 Bilingual Education7.14 Bilingual Education

TBIPDistrict makes available to each eligible student a transitional bilingual instructional program or, if the use of two languages is not practicable as provided in WAC 392-160-040, an alternative instructional program. WAC 392-160-010

TBIP Grantees DISTRICT A. If a bilingual instructional program is not provided,

evidence of one or more of the following conditions:• Necessary instructional materials in the student's

primary language are unavailable and the district has made reasonable efforts to obtain necessary materials without success;

 • The capacity of the district's bilingual instructional

program is temporarily exceeded by an unexpected increase in the enrollment of eligible students;

 • Bilingual instruction cannot be provided to students

without substantially impairing their basic education because of their distribution throughout many grade levels or schools, or both; or

 • Teachers who are trained in bilingual education

methods and sufficiently skilled in the non-English primary language(s) are unavailable, and the district has made reasonable attempts to obtain the services of such teachers.

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(4) Teachers who are trained in bilingual education methods and sufficiently skilled in the non- English primary language(s) are unavailable, and the district has made reasonable attempts to obtain the services of such teachers.

Evidence may include:– Job announcements seeking qualified teachers– Partnerships with local universities– Job fairs, conferences, contacts with professional organizations– Supporting bilingual teachers in pursuing Bilingual

Endorsements (allowable with Title III funds)

7.14 Bilingual Education

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7.15 Students Eligible for ELL and Special Education Services

7.15 Students eligible for ELL and Special Education ServicesTBIPStudents identified as being eligible for both the state transitional bilingual instructional program (TBIP) and special education program will participate in the TBIP to the same degree and consideration given to every other child in the TBIP. WAC 392-160-045

TBIP Grantees DISTRICT A. Evidence that students identified as being eligible for both the

state transitional bilingual instructional program (TBIP) and special education program participate in the TBIP to the same degree and consideration given to every other child in the TBIP. For example:

- IEP team includes certificated staff member with expertise in language acquisition.

- Student schedules- Professional development to students’ Special Education

teachers and evidence of collaboration between ELL and Special Education teachers.

B. District process for exiting a student from TBIP due to conditions beyond linguistic parameters.

C. For student(s) who have been exited from TBIP due to conditions beyond linguistic parameters, provide evidence that an IEP team, which includes a certificated staff member with expertise in language acquisition, has determined that the student’s disability is the factor for the English language skill deficiency. Include documentation of the process used to exit TBIP special education students from TBIP services. OSPI program reviewer will request this evidence for specific students; 6 weeks in advance of the review for desk reviews and prior to the day of the review for on-site reviews.

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“SEAs and school districts must ensure that all EL students who may have a disability, like all other students who may have a disability and need services under IDEA or Section 504, are located, identified, and evaluated for special education and disability-related services in a timely manner. School districts must provide EL students with disabilities with both the language assistance and disability-related services to which they are entitled under Federal law.”-January 7, 2015 Dear Colleague Letter

7.15 Students Eligible for ELL and Special Education Services

Access the Dear Colleague Letter at: http://www.k12.wa.us/MigrantBilingual/LawsRegulations.aspx

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7.15 Students Eligible for ELL and Special Education Services

WAC 392-160-045

Students with disabilities—Conditions for transitional bilingual entitlement.

(1) Students identified as being eligible for both the state transitional bilingual instructional program (TBIP) and special education program will participate in the TBIP to the same degree and consideration given to every other child in the TBIP.

(2) The district, in consultation with the student's IEP team shall determine whether the child's disability is the determinant factor for the child's English language skill deficiency.

(3) If it is determined that the child's disability is the determinant factor for the English language skill deficiency, the child shall not be eligible for the TBIP.

(4) If it is determined that the child's disability is not the determinant factor for the English language skill deficiency, the child shall be eligible for the TBIP.

(5) If it cannot be determined whether or not the child's disability is the determinant factor for the child's English language skill deficiency, the child shall be eligible for TBIP and the special education program. The child's district, in consultation with the student's IEP team shall assess annually whether or not the child's disability is the determinant factor for the child's English language skill deficiency. If the district and IEP team determine that the child's disability is the determinant factor for the child's English language skill deficiency then the child shall not be eligible for the TBIP.

(6) A child who is participating in both the TBIP and the special education program under this chapter shall be subject to all conditions of participation provided in this chapter.

WAC 392-160-045

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7.15 Students Eligible for ELL and Special Education Services

7.15 Students eligible for ELL and Special Education ServicesTBIP. Students identified as being eligible for both the state transitional bilingual instructional program (TBIP) and special education program will participate in the TBIP to the same degree and consideration given to every other child in the TBIP. WAC 392-160-045

TBIP Grantees 

If the district has students whose TBIP exit reason code reported to CEDARS is “G – Primary LEP factors attributed to Special Education”:

B. District process for exiting a student from TBIP due to conditions beyond linguistic parameters.

C. For student(s) who have been exited from TBIP due to conditions beyond linguistic parameters, provide evidence that an IEP team, which includes a certificated staff member with expertise in language acquisition, has determined that the student’s disability is the factor for the English language skill deficiency. Include the data the team reviewed to make this determination. OSPI program reviewer will request this evidence for specific students; 6 weeks in advance of the review for desk reviews and prior to the day of the review for onsite reviews.

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7.15 Students Eligible for ELL and Special Education Services

B. District process for exiting a student from TBIP due to conditions beyond linguistic parameters.

• How does a staff member with expertise in English language acquisition participate in making this determination?

• What language development supports has the student received? Have modifications been attempted? Did the student demonstrate growth?

• Has the ELL’s classroom and special education teacher(s) received training in effective strategies for working with ELs?

• How does the district determine that the ELL has been given adequate time to develop English language skills?

• How long has the student been in the country?• Has a peer analysis been done, indicating that the ELL student is indeed

exhibiting atypical performance compared to his/her ELL peer group?• What data is reviewed when making this determination?

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7.15 Students Eligible for ELL and Special Education Services

7.15 Students eligible for ELL and Special Education ServicesTBIP. Students identified as being eligible for both the state transitional bilingual instructional program (TBIP) and special education program will participate in the TBIP to the same degree and consideration given to every other child in the TBIP. WAC 392-160-045

TBIP Grantees 

If the district has students whose TBIP exit reason code reported to CEDARS is “G – Primary LEP factors attributed to Special Education”:

C. For student(s) who have been exited from TBIP due to conditions beyond linguistic parameters, provide evidence that an IEP team, which includes a certificated staff member with expertise in language acquisition, has determined that the student’s disability is the factor for the English language skill deficiency. Include the data the team reviewed to make this determination. (OSPI program reviewer will request this evidence for specific students; 6 weeks in advance of the review for desk reviews and prior to the day of the review for onsite reviews.)

• Provide documentation of the implementation of the district’s process followed to exit a particular student, such as meeting notes and roster of staff involved in making the determination.

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7.16 TBIP-eligible Exited Students

7.16 TBIP-eligible Exited StudentsThe district makes available a program of instructional support for up to two years immediately after transitioning to exited TBIP students who need assistance in reaching grade-level performance in academic subjects. Section 514 of the Third Engrossed Substitute Senate Bill 5034; Section 4(g) of the Engrossed Substitute House Bill 2051.

TBIP GranteesA. Evidence of the process that the district uses to

determine whether TBIP exited students who transitioned in spring 2014 or spring 2015 on the annual state language proficiency assessment need assistance in reaching grade-level performance in academic subjects.

B. Roster of students receiving support by content area.C. Evidence of services provided to these exited

students, with TBIP funding allocated for this purpose, according to the approved grant application.

Tool: Program Guidelines for Exited TBIP Students

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7.16 TBIP-eligible Exited Students

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C. Evidence of services provided to these exited students, with TBIP funding allocated for this purpose, according to the approved grant application.

Describe the TBIP-funded academic services that will be provided to students who exited TBIP based on the 2014 or 2015 state annual proficiency test and who require additional academic support.

Services available to eligible exited TBIP students will be taught by academic classroom teachers and occasionally trained para educators, and will be based on the academic needs of the student. Services will include:• Academic tutoring, before or after school or on Saturdays• Academic homework support, before or after school or on Saturdays• Summer academic support in preparation for the new school year, August, secondary students

7.16 TBIP-eligible Exited Students

Evidence could include:• Staff time sheet• Communication of service to family• Documentation of planning for summer school• Job description, including duties related to academic

services for exited students

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Questions?Call or email us!

David Murphy & Alyssa WestallBilingual Education Program SupervisorsDavid.Murphy@k12.wa.us, 360-725-4980Alyssa.Westall@k12.wa.us, 360-725-4476