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TBIP and Title III iGrants TrainingFRIDAY, APRIL 3, FOR SCHOOL YEAR 2015-16

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The Bilingual Education Office evaluates and updates TBIP guidance every year. To support this process, in your grant applications, please provide your ideas toward innovative programs that you believe would:

• best meet the educational needs of English Language Learners

• would provide the flexibility school districts need to implement an effective local program leading to English Language Learners reaching academic achievement and assessment standards and English language proficiency.

Your ideas for program innovation

[email protected], Migrant and

Bilingual Education

FRIDAY, APRIL 3, 2015

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mailto:[email protected]

◦ Fewer questions.

◦ Responses will be autopopulated. Revisions to remaining questions are minimal so that districts can update their previous year’s grant rather than writing new responses.

◦ What are your recommendations?We will take your feedback until the grant applications are launched.

iGrant [email protected]

Director, Migrant and Bilingual Education


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Joint Guidance: U.S. Department of Education and Justice

Guidance to states, school districts, and schools regarding their obligations under federal law to ensure that English learner students have equal access to a high-quality education and the opportunity to achieve their full academic potential.http://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf


Bilingual Education


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http://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf


What does the State need to do to support districts in implementing guidance in the Dear Colleague Letter?

• Share policy considerations that you identify with me or your program supervisor.

•What professional development and technical support should the Bilingual Education office offer? Complete this survey to tell us:http://www.surveygizmo.com/s3/2075602/Title-III-August-Professional-Development-Planning


Bilingual Education


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http://www.surveygizmo.com/s3/2075602/Title-III-August-Professional-Development-Planning



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AGENDA• TBIP: Additional flexibility of allowable activities

• TBIP iGrants Training

• Title III: Additional flexibility of allowable activities

• Title III iGrants Training

• Making connections to the recent Dear Colleague Letter from the Department of Justice and Office of Civil Rights (throughout webinar)



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TBIP


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RCW 28A.150.260Allocation of state funding (b) To provide supplemental instruction and services for students whose primary language is other than English, allocations shall be based on the head count number of students in each school who are eligible for and enrolled in the transitional bilingual instruction program under RCW 28A.180.010 through 28A.180.080. The minimum allocation for each level of prototypical school shall provide resources to provide, on a statewide average, 4.7780 hours per week in extra instruction with fifteen transitional bilingual instruction program students per teacher. Notwithstanding other provisions of this subsection (10), the actual per-student allocation may be scaled to provide a larger allocation for students needing more intensive intervention and a commensurate reduced allocation for students needing less intensive intervention, as detailed in the omnibus appropriations act.

http://app.leg.wa.gov/rcw/default.aspx?cite=28A.150.260


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Current Guidance for TBIP-Allowable Activities• 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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What has changed?• Activities described in current guidance are still allowable under TBIP.

• Joint “Dear Colleague Letter” of January 7, 2015, from the U.S. Department of Education Office for Civil Rights and the U.S. Department of Justice Civil Rights Division provides explicit guidance regarding language development services and qualifications of staff providing ELL services.http://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf

• Need to allow additional flexibility for use of TBIP funds to increase ELL students’ access to language development and core instruction delivered by qualified certificated teachers through effective program models.


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Dear Colleague LetterRe: Use of Paras

Paraprofessionals, aides, or tutors may not take the place of qualified teachers and may be used only as an interim measure while the school district hires, trains, or otherwise secures enough qualified teachers to serve its EL students. And if a school district uses paraprofessionals to provide language assistance services to EL students that supplement those provided by qualified teachers, it may do so only if the paraprofessional is trained to provide services to EL students and instructs under the direct supervision of a qualified teacher.



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Dear Colleague LetterRe: ELL Services


When planning ELL services for 2015-16, districts need to consult the Dear Colleague letter. Some areas of note are:

(1) Serve all students, including kindergarteners, students who may have a scheduling conflicts, and English Language Learners who also receive services through Special Education.

(2) Use teachers adequately trained to deliver the EL program.

(3) Continue 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

(4) Monitor student progress and evaluate the district’s language instruction services to ensure that the needs of EL students who have not made expected progress are met.


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All Eligible Students Must Receive Services• Ensure that all TBIP-eligible students receive effective language

development support services (Levels 1-3) or academic support services (Level 4 students not at grade level).

• Administer funds so that that language development services are provided.


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http://www.k12.wa.us/MigrantBilingual/pubdocs/ProgramModels.pdfFRIDAY, APRIL 3, 2015

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http://www.k12.wa.us/MigrantBilingual/pubdocs/ProgramModels.pdf

Expanded Allowable Activities, Bilingual Programs

OFFSET the ADDITIONAL costs associated with providing more effective programming, for TBIP-eligible students only (as approved in the district’s TBIP Application):

•Recruitment costs (advertising, conference attendance, hiring fairs, translation of recruiting materials, recruitment of foreign teachers: visa fees and training)

•Core curriculum in other languages of instruction (above the cost of curriculum for non-bilingual classrooms)

•Curriculum development and support unique to the bilingual program

•Translation of instructional materials, with prior approval from the publisher


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Expanded Allowable Activities, Bilingual Programs

OFFSET the ADDITIONAL costs associated with providing more effective programming, for TBIP-eligible students only (as approved in the district’s TBIP Application):• Program development, including additional hours for collaboration

• Language assessments, both languages

• Intervention materials, other languages of instruction

• Supplemental materials unique to the bilingual language classroom used by ELLs and non-ELLs

• Additional staffing cost due to smaller class size

• Additional copying costs to provide materials in both languages


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Bilingual ProgramsDual Language:

◦ TBIP funds can support programs designed to prioritize access for English Language Learners. Allowable activities apply to expenditures for eligible ELL students.

◦ TBIP can also support program models that include 50/50 ratio of ELL to non-ELL. However, expenditures for non-ELL students must be paid with other funds.

◦ Split funding: TBIP support of Dual Language programs must be limited to a level that is proportional to the percentage of ELL students in classroom.

Late Exit and Early Exit:◦ TBIP funds can support both current and TBIP-eligible exited ELL students.


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EXAMPLE: Staffing

In a non Bilingual classroom at Fircrest Elementary, the average class size is 25 (with a budgeted cost of $3600 per pupil). The district wants to provide a Late Exit model for ELL students, but, due to low ELL counts, the class size in this model will be 20 (increasing the budgeted cost to $4500 per pupil).

In this scenario, TBIP can offset the difference between the per pupil costs ($900).


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EXAMPLE: Dual Language Program vs. Spanish Enrichment Program

In Lakeview School District, 25% of students are ELL. Of those, 50% speak Spanish as their primary language.

TBIP can support English language development for ELLs at Surrey Elementary. However, because the Spanish enrichment program was not designed to prioritize access to TBIP-eligible students, funds may not be used to support the general operation of this program.

Elementary School in Lakeview School District

ELL Students with Primary Language of Spanish

Program Models

Fox Elementary 150 (average of 30 ELLs per grade level)

ELL students at Fox Elementary are provided pull-out support by an ELL teacher and placed with classroom teachers who receive ongoing GLAD training

Surrey Elementary 15 ELLs across grade levels Surrey Elementary provides a Spanish Enrichment Program. Ells have equal access to this program but do not have priority for placement in this program. They receive the same type of support as ELLs at Fox Elementary.


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http://www.k12.wa.us/MigrantBilingual/pubdocs/ProgramModels.pdfFRIDAY, APRIL 3, 2015

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http://www.k12.wa.us/MigrantBilingual/pubdocs/ProgramModels.pdf

Dear Colleague LetterRe: Core Curriculum

For an ELL program to be reasonably calculated to ensure that ELL students attain equal participation in the standard instructional program within a reasonable length of time, if an ELL student enters the ninth grade with beginner-level English proficiency, the school district should offer ELL services that would enable her to earn a regular high-school diploma in four years. In addition, ELL students in high school, like their never-ELL peers, should have the opportunity to be competitive in meeting college entrance requirements.

http://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf(Page 19)


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Dear Colleague LetterRe: Providing Meaningful Access to All Curricular and Extracurricular Programs

States and school districts share a dual obligation to provide ELL students language assistance programs as well as assistance in other areas of the curriculum so that English Language Learners engage in grade-level academic content while they were learning English. This dual obligation requires school districts and states to design and implement ELL programs that are reasonably calculated to enable ELL students to attain both English proficiency and parity of participation in the standard instructional program within a reasonable period of time.

In adapting instruction for ELL students, school districts should ensure that their specialized instruction (e.g., bilingual or sheltered content classes) does not use a watered-down curriculum that could leave ELL students with academic deficits when they transition from ELL programs into general education classrooms.


(Pages 17-18)FRIDAY, APRIL 3, 2015

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Sheltered Content Classes, Including credit bearing classes (ELL students only)

TBIP can be used to offset the:

• Additional cost associated with smaller class size

• Cost of additional or more expensive materials appropriate for a sheltered content class


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Sheltered Content Classes: Staff QualificationsContent-Based Instruction (CBI) and Sheltered Instruction (SI) models both integrate English language development with academic content learning using English as the language of instruction.

Teachers are specifically trained in and utilize strategies and techniques to simultaneously support grade-level academic content attainment and foster English language development.

If TBIP funds are used to offset the cost of a sheltered class, school systems must be able to demonstrate that the teacher:

• has an ELL/ESL/Bilingual Endorsement or

• is receiving ongoing professional development to effectively provide content instruction to ELLs (including sheltered instructional strategies, understanding of second language acquisition, and the English Language Proficiency Standards)


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School districts have an obligation to provide the personnel and resources necessary to effectively implement their chosen EL programs. This obligation includes having highly qualified teachers to provide language assistance services, trained administrators who can evaluate these teachers, and adequate and appropriate materials for the EL programs.

At a minimum, every school district is responsible for ensuring that there is an adequate number of teachers to instruct EL students and that these teachers have mastered the skills necessary to effectively teach in the district’s program for EL students.


Dear Colleague LetterRe: Staffing and Resources


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Dear Colleague LetterRe: Staffing and Resources

School districts must:

(1) offer language assistance services based on student need, rather than staffing levels and teacher availability;

(2) utilize qualified ESL teachers for ESL instruction, rather than mainstream teachers, paraprofessionals, or tutors;

(3) provide adequate training to general education teachers who provide core content instruction to EL students.



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East River High School budgets for a mainstream class size of 25 students in U.S. History. An ELL-endorsed teacher who is highly qualified to teach history is teaching a sheltered U.S. History class to 15 ELLs at East River High.

In this example, Basic Education pays for 60% of the teacher’s salary and TBIP can pay for up to 40% of the teacher’s salary to offset the additional cost associated with the smaller class size.

Text books for the gen ed US History class cost $100. Text books for the sheltered U.S. History class cost $120.

TBIP can pay up to the $20 difference for each text book as well as for any additional supplies or supplemental materials needed to support ELLs in this class.

EXAMPLE: Offsetting cost of a Sheltered Content Class


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Does the district HAVE to fund all of these activities through TBIP?No. As a supplemental program, there is not enough TBIP funding available to absorb the costs of all of these activities.

This guidance is intended to provide increased flexibility regarding uses for existing funds.


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Professional Development

ReportingDISTRICTS MUST REPORT PD FOR THE 14 -15 SCHOOL YEAR BEFORE

THEIR TBIP OR TITLE I I I GRANTS CAN BE APPROVED.

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iGrants Form Package 716

Autopopulated with the professional development plan provided in the TBIP Grant, Form Package 219, for SY14-15. Adjust based on actual participants, funding source, and training description.Delete activities not conducted; Add activities conducted that were not on the original plan.Submit when professional development for the 14-15 school year is complete, no later than 8/31/2015.


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Five 8-hour sessions with 10 high school teachers in each session.

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Work with your district fiscal officer to calculate your estimated TBIP Allocation

• Estimate TBIP allocation using the F-203 form. • Include estimated number of current ELLs.• Estimate number of exited students by adding the number of

students who exited based on the 2014 WELPA and the number who exited based on the 2015 WELPA.

• To determine the dollar amount for current vs. exited ELLs, run the 1191SN from the F-203 form. Bilingual is section II. Line D is the allocated units for exited students. Line E is the total allocated units. Line O is the total allocation. (Line D / Line E) * Line O = allocation for exited TBIP students.

Contact: [email protected], Supervisor of Apportionment Payments, (360)725-6307


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Let’s get started with Form Package 219 (TBIP)

Due date: July 01, 2015 5:00 PM Project period: 9/1/2015 through 8/31/2016 FRIDAY, APRIL 3, 2015

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Exited TBIP Students Describe the district’s process to determine if a currently enrolled student who exited TBIP based on the 2014 or 2015 WELPA Annual Test needs assistance in reaching grade-level performance in academic subjects.

• State and district testing.• Classroom assessments and grades.• Teacher recommendations.• Must happen more often than once a year!


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Describe the TBIP-funded academic services that will be provided to students who exited TBIP based on the 2014 or 2015 WELPA Annual Test and require additional academic support.

Page 1:Exited TBIP Students

Services for eligible exited students not at grade level:• Homework supports.• In-class support.• Before/After/Saturday/Summer School Program.• Other innovative district supports.

Services should be:• Based on individual student need.• Provided by staff who are best qualified to meet an exited student’s academic need.• Different from language development supports provided to current ELLs.


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Dear Colleague Letter: Monitoring and Exiting EL Students from EL Programs and Services

Refer to page 32:


After students have exited an EL program, school districts must monitor the academic progress of former EL students for at least two years to ensure that:

◦ the students have not been prematurely exited;

◦ any academic deficits they incurred as a result of participation in the EL program have been remedied; and

◦ they are meaningfully participating in the standard instructional program comparable to their never-EL peers.


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What if a page is not approved?


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Six Types of Program ModelsBilingual Programs:

1. Dual Language (Two-Way Immersion or Two-Way Bilingual Education)

2. Developmental Bilingual Education (DBE or Late-Exit)

3. Transitional Bilingual Education (TBE or Early-Exit)

Alternative Instructional Programs (AIP) (Districts must meet AIP criteria as indicated on page 3.)

4. Content-Based Instruction (CBI)/Sheltered Instruction (SI)

5. Supportive Mainstream (Direct language development support + Placement with a classroom teacher who has received adequate training to provide ELLs access to grade-level curriculum)

6. Newcomer Program (Newcomer Programs can fall under either Bilingual or AIP designation)

Current schedules of TBIP eligible students must be kept on file indicating the type and amount of English language support services being provided to each student.


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Question for All Program Models• How are TBIP funds used within this program model?

Indicate how funds are used to provide supplemental instruction and services for students whose primary language is other than English. Explain how TBIP offsets the additional costs associated with providing effective programming for English Language Learners.


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Bilingual Program Descriptions1. How many students are served through this model?

Number of ELL: Number of Non-ELL:

2. Describe the implementation of the dual language program. Include information on:

◦ Languages of instruction

◦ Percentage of time spent teaching in each language by grade level

◦ How language of instruction time is divided by grade level: (e.g. by content area, unit of study, time of day, other?

3. How are TBIP funds used within this program model?


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Dual Language2. Describe the implementation of the dual language program.

The Highline Dual Language program will expand from 5th to 6th grade at Hilltop Elementary, from 4th to 6th grade at Mount View Elementary, and K to 1st grade at Madrona Elementary. The program at these three schools is Spanish-English.

White Center Heights elementary will move from K to 1st, which will include both a Spanish track and a Vietnamese track.

Planning is underway for middle school programming to open in September 2015.

Highline implements a 50-50 model, largely based on the Gomez & Gomez model. The language of instruction is divided by content area, and consistent across grade levels. Literacy is taught in both languages, Social Studies and Science are taught in Spanish or Vietnamese, and Math is taught in English.


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Dual Language2. Describe the implementation of the dual language program.

The Highline Dual Language program will expand from 5th to 6th grade at Hilltop Elementary, from 4th to 6th grade at Mount View Elementary, and K to 1st grade at Madrona Elementary. The program at these three schools is Spanish-English.

White Center Heights elementary will move from K to 1st, which will include both a Spanish track and a Vietnamese track.

Planning is underway for middle school programming to open in September 2015.

Highline implements a 50-50 model, largely based on the Gomez & Gomez model. The language of instruction is divided by content area, and consistent across grade levels. Literacy is taught in both languages, Social Studies and Science are taught in Spanish or Vietnamese, and Math is taught in English.


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Developmental Bilingual Education 2. Describe the implementation of the dual language program.

Grandview is implementing a One Way Developmental Bilingual Education Program. The percentage of ELL students have significantly increased over the last four to five years. A One-way language program will provide a stronger language and content environment that is conducive to academic achievement for these students.

Research:

1) challenging standards in the core curriculum domains while enriching students' development in both their first and second language.

2) program aims for full proficiency in two languages, an understanding and appreciation of the cultures associated with those languages, and high levels of achievement in all core academic domains. (Cloud, Genesee, and Hamayan 200,205).

3) the academic result for these students is outperformance of students taught in English-only programs. Students achieve above the 50th percentile on standardized tests of English reading by sixth or seventh grade.


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Developmental Bilingual Education (Continued) 2. Describe the implementation of the dual language program.

Aside from the demographic makeup of the one-way developmental bilingual program model, the instructional delivery is much the same as in the DL program:

1) 50% of the instruction is in Spanish and 50% is in English from Kindergarten through 2nd grade. Grade 3- 80% English, 20% Spanish, Grades 4 & 5- 85% English, Grades 6-8: 15% Spanish, 85% English (mainstreamed core class) maintenance model for 6th and 7th grade students (Spanish social studies class and Spanish honors for 8th grade)

2) The program design separates languages achieved through designating a target language per teacher, a target language to academic subject, and alternating a target language by day or week.

3) Teams of 2 teachers in each grade level to build capacity of serving more ELL students served in the DBE program.


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Developmental Bilingual Education (Continued) 2. Describe the implementation of the dual language program.

Language of Instruction times:

K-1: Spanish Reading and Writing (120 min),Science and Social Studies (30-60 min)English Math (90 min), English Oral Language Development block (30-40 min), Specialists

2nd grade: Semester 1- Spanish Reading/Writing(120 min), Science/Social Studies ( 30-60 min), English Math (90 min), English Oral Lang. Development (40 min), Specialist. Semester 2- Spanish Reading/Writing (100 min) Science/Social Studies ( 30-60 min. English Math (90 min), English Literacy (40 min), Specialist

3rd grade: Spanish Read Aloud/Shared reading (20 min), Science (60 min). English Reading/Writing (100 min),English guided reading/intervention (40 min), Math ( 90 min), Specialists

4th and 5th grades: Spanish Science/Social Studies (60 min). English Reading/Writing (130 min), Guided reading/intervention (40 min) Math ( 90 min), Specialists

6-8 grades: Maintenance of Spanish language for 6th and 7th grade in Spanish Social Studies, 8th grade Spanish Honors


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Walla Walla Early-Exit Model Design:

◦ Spanish and English are the languages of instruction.

◦ Kindergarten - Literacy is offered in either English or Spanish depending on the dominant language of the student. Math instruction is taught in English. All other content is taught in Spanish.

◦ 1st Grade - Literacy is offered in either English or Spanish depending on the dominant language of the student. Math instruction is taught in English. All other content is taught in Spanish.

◦ 2nd Grade - Literacy is offered in either English or Spanish depending on the dominant language of the student. Math instruction is taught in English. All other content is taught in Spanish.

◦ 3rd Grade- Literacy is offered taught in Spanish until January when literacy instruction is transitioned to English. Math instruction is taught in Spanish. All other content is taught in English.

◦ 4th and 5th Grades offer a continuation of Spanish literacy in order to maintain Spanish language skills. ESL services are also used to support students who are ELL.

Page 2: Transitional Bilingual Education


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Alternative Instructional Programs

Alternative to a Bilingual Program WAC 392-160-006

Language development support provided in English only or in English with primary language support.

Complete this section if your district is implementing:

◦ Content-Based/Sheltered Instruction model

◦ Supportive Mainstream

◦ Newcomer Program

District must meet one of the four conditions indicated.

WAC 392-160-040


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http://apps.leg.wa.gov/WAC/default.aspx?cite=392-160-005

http://apps.leg.wa.gov/WAC/default.aspx?cite=392-160-040


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For each grade span* in which this model is used, respond to the following questions:

1. Estimated number of students to be served:

2. Describe the implementation of the content-based/sheltered instructional program for the 2015-16 school year.

3. Indicate the amount and frequency of service by language proficiency level. Include how this amount and frequency is determined.

4. How does the district ensure that students have meaningful access to academic content in their mainstream classroom? (e.g., placement with ELL trained teachers, supplemental materials, etc.)


* Last section, describe services at alternative schools, online schools, and 1418 Programs.

Page 3: Content Based/Sheltered Instruction


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ShorelineContent Based Instruction and Sheltered Instruction at the High School Level

In high school, ELL students may be in one or two ELL classes in addition to a variety of sheltered (SIOP) content classes, such as U.S. History, World History, Biology, Integrated Physical Science, English Language Arts 10 and English Language Arts 11. ELL courses are taught by ELL/ESL endorsed teachers. The sheltered courses are taught by content area teachers who are trained in sheltered instruction.

Level 1 and 2 students who need additional support (based on WELPA and Lexile scores) attend one or two ELL classes daily, which provide additional English language development and literacy skills. ELL students with higher WELPA and Lexile scores attend one ELL class that meets 3 times per week. Students with lower WELPA and Lexile scores attend two ELL classes that meet daily.

All ELL students are taught by teachers highly qualified in their academic area. In addition, teachers that teach in sheltered content classes are also trained in SIOP and/or GLAD strategies to support ELL students' access to the content.

Our district ELL Specialist provides teachers with ongoing professional development in second language acquisition and sheltering strategies.

Page 3: Content Based/Sheltered Instruction (Example)


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For each grade span* in which this model is used, respond to the following questions:


2. Who provides language development instruction?

o ELL endorsed teacher

o Certificated teacher (other endorsement)

o Bilingual para-educator

o Non-bilingual para-educator

3. Describe the instructional support for the 2015-16 school year.

4. Indicate the amount and frequency of high school language development instruction by language proficiency level.

5. How does the district ensure that students have meaningful access to academic content in their mainstream classroom? (e.g., placement with ELL trained teachers, supplemental materials, etc.)


Page 4: Supportive Mainstream

* Last section, describe services at alternative schools, online schools, and 1418 Programs.FRIDAY, APRIL 3, 2015

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All students receiving pull-out or push-in program support will receive specially designed English Language Development instruction. The most academically at risk Level 1 and Level 2 students will receive pull out instruction with an ESL specialist (30 minutes a day). An ESL coach will utilize classroom content to design English Language Development instruction for Level 2 and Level 3 students; to be carried out by a para-educator (75 minutes per week). On an ongoing basis the TBIP staff will utilize a district created tool aligned to the Washington English Language Proficiency Standards to monitor student progress in language acquisition and adjust their level of academic support.

The Quincy School District continues to utilize Project GLAD strategies to support English Language Learners to access grade level standards in all content areas. To support the long-term implementation of the strategies, the district is in the second year of certifying a Project GLAD training team. During this year the team will be providing refresher training opportunities for key strategies in heterogeneous teams to support vertical integration throughout the district.

When selecting the new K-6 English/Language Arts curriculum, the district team selected materials that have explicit support to differentiate instruction for ELLs. In addition to differentiated lessons for vocabulary, the materials provide mainstream teachers with the resources and support pre-teaching lessons to Level 1 students prior to small group reading.

Page 4: Supportive Mainstream(Example)


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2. Entry Criteria:

3. Location:

4. Grade Levels:

5. Describe how the Newcomer program will be implemented. Include the number of hours per day.

6. Describe the criteria used to determine when students move from the Newcomer Program to another TBIP program model in the district.


Page 5: Newcomer Program


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Evergreen Public Schools have Newcomer Programs at the Elementary and Middle School levels. These programs are provided for students who are

at a Beginning/Advanced Beginning level (WELPA Placement Level I, but exceptions are made on a case by case situation for new immigrants who

may score at early Level II) of English language proficiency and who have no/limited experience in American schools, with parent approval. Many of

the newcomer students come with little or no school experience from their home country. For this reason, some are at-risk due to their limited first

language literacy and academic skills. Newcomer programs provide a safe environment for beginning intensive English, learning basic core academic

skills, and acculturating to the U.S. school system (Fred Genesee. CREDE. 1999).

Qualifying ELLs are bused to the Newcomer program for the full school day.

Services:

* At the elementary level, newcomers have language development instruction through literacy, math, and some science. They are mainstreamed for

physical education, music, and media center. Some intermediate level newcomer students are also mainstreamed for math in a 4th or 5th grade

general education classroom.

* At the middle school level, newcomers have language development instruction through literacy and history/geography. They are mainstreamed in

math classes with SIOP trained teachers and in one elective class. Support by a bilingual staff assistant is also provided in the math class.

Criteria for Exit:

* Specified Advanced Beginning Level benchmarks or greater in Reading and Writing

* In Listening and Speaking, beginning Intermediate Proficiency Level

Page 5: Newcomer Program, Example


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Staff QualificationsCertificated Teaching Staff

1. What credentials and/or qualifications specific to serving English language learners does the district require when hiring certificated teaching staff with TBIP funding?

Staff hired as Professional Development Trainers and/or ELL Coaches must have the experience and qualifications in the following areas:

• Instructional Strategies for ELL

• Second Language Acquisition

• Understanding and implementing ELP standards

• Alignment of curriculum to ELP standards(Do not include outside consultants in this section.)

2. Describe Professional Development Trainer's qualifications, experience, and areas of training that will be provided. Fill this out ONLY if the position is funded through TBIP.

3. Describe ELL Coach’s qualifications, experience, and support that will be provided to teachers ONLY if funded through this grant.


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Implementation of Professional Development


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Professional Development OpportunitiesOSPI sponsoring trainings in Eastern and Western Washington in August. Each training is one-day:• English Language Proficiency Standards• Academic Language• Home Visits and Funds of Knowledge

Information will be posted on http://www.k12.wa.us/MigrantBilingual/Training.aspx.

Help us plan dates and locations that work for your district:http://www.surveygizmo.com/s3/2075602/Title-III-August-Professional-Development-Planning


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http://www.k12.wa.us/MigrantBilingual/Training.aspx


With respect to monitoring EL students’ acquisition of English proficiency, SEAs must develop ELP standards to inform EL programs, services, and assessments that are derived from the four domains of speaking, listening, reading, and writing, and that are aligned to the State’s content standards. SEAs must also ensure that school districts implement these ELP standards.

Dear Colleague LetterRe: English Language Proficiency Standards

Tell us what support your district needs from the state to implement the new English Language Proficiency Standards:http://www.surveygizmo.com/s3/2075602/Title-III-August-Professional-Development-Planning


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ELP Standards Professional Development Modules – Coming Soon!

Development facilitated by Understanding Language with teacher teams from Iowa, Oregon, and Washington.

Modules, for synchronous and asynchronous delivery (3 hours each):• Overview

• Task Analysis

• English Language Proficiency Standards

• Proficiency Level Descriptors

• Formative Assessment

• Reflection

Watch for details on http://www.elpa21.org/.


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http://www.elpa21.org/

Massive Open Online Courses (MOOCs) Ell.Stanford.eduReading to Learn in Science (April 1 - June 1, 2015) for K – 8 teachers

Growing Success for English Language Learners: Creating & Implementing Quality Math Materials (February 24 - April 21, 2015) sponsored by North Carolina

Growing Success for English Language Learners: Creating & Implementing Quality ELA Materials (February 24 - April 21, 2015) sponsored by North Carolina

Constructive Classroom Conversations: Mastering Language for College and Career Readiness (February 18 - May 19, 2015)

Leadership Online Collaborative Course and Support: Creating a Strong Blueprint Implementation Plan for Your School/District (January 7 - March 29, 2015) (Blueprint for ELL Success, New York)

Seven Essential Practices for Developing Academic Oral Language and Literacy in Every Subject (January 14 - June 8, 2015) sponsored by USDOE


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https://novoed.com/science-mooc

https://novoed.com/math-north-carolina

https://novoed.com/ela-north-carolina

https://novoed.com/classroom-conversations-winter-2015

https://novoed.com/leadership-online

https://novoed.com/developing-academic-language-literacy

MODEL Units and lessons: Some internet resources: The Teaching Channel

Understanding Language Instructional Units:

https://www.teachingchannel.org/blog/2013/10/25/video-playlist-ell-instruction/

Interacting with Complex Texts: Scaffolding Reading

Grades 6 – 8/ELA/ELL

CCSS: ELA..R1.7.2

ELA.R1.7.4

ELA.R1.8


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http://ell.stanford.edu/

https://www.teachingchannel.org/blog/2013/10/25/video-playlist-ell-instruction/

The Teaching Channel


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Implementation of Professional Development

How does the district ensure professional development provided through TBIP and Title III is implemented? Describe the follow-up support provided to teachers.

Elementary Level:

ELL Specialists at Bellingham School District provide professional development on sheltered instruction to each elementary whole-group staff at the beginning of the year. They then implement coaching cycles by grade level that include the following steps:1. In-class observations to determine specific PD focus2. 1/2 Day PD for grade level team based on identified need3. Follow up demo lessons of strategies taught4. Observations of teachers implementing the strategies followed by specific feedback.

Exam

ple

:


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Implementation of Professional Development Continued

How does the district ensure professional development provided through TBIP and Title III is implemented? Describe the follow-up support provided to teachers.

Middle School and High School Level (Bellingham School District):

After secondary teachers go through the initial three-day SIOP training, they are provided with three half-days of release time (through title III) for follow up support that includes collaborating and planning SIOP implementation with content alike colleagues and ELL Specialist.

In addition to the 1/2 day follow-ups, ELL Specialists also provide SIOP-focused mini lessons during staff meetings and building-based PD time. They also facilitate instructional rounds that include these steps:

1. Pre-brief to identify look fors--how to know when students are learning?2. 3-4 walk through observations during which teachers write down what they notice regarding SIOP implementation

and the impact on student learning.3. Debrief during which teachers share what they noticed.4. Message out to all building staff with anonymous notes regarding what was observed. ELL Specialists provide this

feedback using the following format: I noticed implementation of Feature ______(brief description of feature) when ________. This impacted student learning by ______.

Exam

ple

:


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Comprehensive Evaluation Plan1. Based on the district’s most recent program evaluation, what is the district’s plan for

continuous improvement of its program to serve English Language Learners? What factors

were considered in the evaluation?


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To assess whether an EL program is succeeding in overcoming language barriers within a reasonable period of time, school districts must consider accurate data that permit a comprehensive and reliable comparison of how EL students in the EL program, EL students who exited the program, and never-EL students are performing on criteria relevant to participation in the district’s educational programs over time.

Meaningful EL program evaluations include longitudinal data that compare performance in the core content areas (e.g., valid and reliable standardized tests in those areas), graduation, dropout, and retention data for EL students as they progress through the program, former EL students, and never-EL students. When evaluating the effectiveness of an EL program, the performance of EL students in the program and former EL students who exited the program should be compared to that of never-EL students. While the data need not demonstrate that current EL students perform at a level equal to their never-EL peers, a school district’s data should show that EL students are meeting exit criteria and are being exited from the program within a reasonable period of time, and that former EL students are participating meaningfully in classes without EL services and are performing comparably to their never-EL peers in the standard instructional program. To assess whether the EL program sufficiently prepared EL students for more demanding academic requirements in higher grades, the districts must evaluate these data not only at the point that students exit EL services, but also over time.

Dear Colleague LetterRe: Program Evaluation

http://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf, Page 36.FRIDAY, APRIL 3, 2015

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TBIP Budget PlanSALARIES Headcount FTE

Certificated teachers

Administration

Administrative Support

Paraeducators

Professional Development Trainer

ELL Coach(es)

Other

For "Other" indicate job titles and description of duties funded through TBIP:

2. What other cost(s) will be funded through TBIP funds?


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Questions? Contact us:360-725-6147

[email protected], [email protected], Program [email protected], Program Supervisor

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Title III G

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