Presentation on theme: "TBIP/Title III IGrants Applications AMAO Improvement Plans Reporting Serving Native American Students under Title III Parent Notification Letters Bilingual."— Presentation transcript:
TBIP/Title III IGrants Applications AMAO Improvement Plans Reporting Serving Native American Students under Title III Parent Notification Letters Bilingual Education Advisory Committee Updates and reminders Migrant Education
Begin by evaluating the district’s ELL program to determine if activities identified in the approved application were completed, to what degree. Evaluation required by both TBIP and Title III. The Needs Assessment is a good planning tool.
Review guidance for Title III Consortiums: 20Consortium% pdf 20Consortium% pdf Overview of Bilingual Program Models Webinar & TBIP Guideline provide description of the components of each Model.
Required: Input from parents on the development of the district’s Title III plan and in the evaluation of the district’s ELL program. The Bilingual Education Parent Brochure may help you explain the program to parents:
What activities are allowable? See page 72 of the Bilingual Guidelines and the “Valid use of funds” section on the profile page of each grant.
Avoid problem areas: After school programs funded by Title III must focus specifically on language acquisition and not supplant other services for which students are eligible. Professional development must: o Improve the instruction and assessment of ELL students and o Enhance educators’ ability to understand and use curricula, assessment measures, and instructional strategies specific to ELL children. o Be research-based and specific to the instructional needs of ELL students. o Be of sufficient intensity and duration to have a positive and lasting impact on teachers' performance in the classroom.
Avoid problem areas: Teachers should not be funded by TBIP or Title III to provide classes that are a Basic Education responsibility. Instructional coaches funded by Title III cannot be used to administer state testing or provide direct services to students during the school day. Supplemental materials must be designed specific to language acquisition. TBIP and Title III cannot be used to fund parent engagement activities that are a Basic Ed responsibility.
Avoid problem areas: Title III parent and community participation plans must meet the following requirements: 1.LEAs must inform such parents about how they can be active participants in assisting their children to learn English, achieve at high levels in core academic subjects, and meet the same challenging State academic content and student academic achievement standards as all other children are expected to meet. 2.Districts must ask for parent input into the program or method of instruction used in the English language development program and into the development and evaluation of the district’s Title III plan.
The plan must be followed and the status reported to determine if the district is following the plan of improvement. The Needs Assessment Workbook – Provides the structure to plan the program. – Help identify the areas of focus for program activities.
By the 15 th of each month: New to program students Withdrawal students Professional development activities * Data is used for both state and federal reporting and each has a timeline.
Parents and students agreed with recommendations from last year: Improve communication with families. Provide bilingual education. Involve parents. Understand and respect customs, holidays and cultures. “We believe that the most important recommendation is to provide bilingual education because it helps us to value and understand different languages.” Promote literacy in the home languages; kids are losing their own native language.
Thank you for your current efforts to engage ELL families: Community Café: Conversations to build a community and to improve life for children. Natural Leaders Meetings for ELL families that integrate cultural and educational activities ESL classes for parents
Value the contributions that parents make :
More opportunities for parents and students to share and feel proud of their culture : School calendars to include information about our holidays. School curriculum to add themes about different cultures. To have an international night, culture pride day or to have at the start of the week an activity where the student can share things important to his/her culture. Community multi-cultural events not just ELL cultural events. Then, English-speaking families will see the benefits for their families to be a part of that community and support that multi-language community. Then all the kids (English and ELL) will be able to get along better in classes and in the community.
Students appreciate the efforts teachers make. I thank my teachers for showing respect to different cultures. They show patience and respect towards culturally sensitive clothing and everything else. My teachers also understand that I don't speak English very well. They always give me more time except for one. My ELL teacher gave me a Korean version of To Kill a Mockingbird. That helped me.
Students asked for more cultural sensitivity from staff and from other students. I would like my school staff to know how to pronounce my name correctly. I'm sure I'm not the only one who feels this way. My name is spelled Gi-Yeon. It is not hard. At first, I corrected everybody, but I gave up. Bullying of newcomers: students make fun of how you speak English in the class. Teachers must encourage students to do their best and support no matter what their level of English.
Parents also asked for more cultural sensitivity from staff and other students. Create a healthy, safe, and compassionate environment in schools so that the home language can be spoken in the school. Put groups of students together that are not friends so that they can get to know each other better and practice English without feeling embarrassed. Train front desk personnel with better people skills so parents don't feel intimidated to approach them.
Increased and more effective communication. In order to improve communication, our school district needs to send out flyers/letters/newsletters in our native language so our parents are able to know and understand what is taking place at school. Information gets lost between the school and home. For example, there used to be ESL classes for parents, but many did not attend because they did not receive the information. Send the information in a different way so that the copies don't get lost. Clear communication regarding students' progress. English is hard for parents to understand but reading grade reports is even harder.
Increased and more effective communication. I hope there will be multilingual students advising staff so parents can understand the school better and participate in more activities, in community services, volunteer services, and other school events. More bilingual staff. Students should not be translating. Materials should be translated in other languages and teachers should be consistent in providing that information to parents in primary language. Teachers should make early connections with parents and be more proactive in that role. Make the information to parents more attractive (less lengthy).
Parents appreciate the work teachers do: “We have amazing teachers at school. My job would not be easy for me as a mom if they were not there for me.”
Responses to frequently asked questions
Services and communication: What services would districts provide to Native American students who are eligible for Title III? Additional supports in one or more of the four modalities. What if they already receive before/after school assistance? Are staff providing the before/after school support trained in ELD strategies? How should districts explain the program to parents of Native American?
Do some Native American students qualify for both TBIP and Title III? Yes Do some Native American students only qualify for Title III? Yes What is the difference in how we report them? What documentation is required for the compliance files? Listing of required documents can be found on page 21 of the TBIP Guidelines. Guidelines.aspx Should Native American students who are eligible for Title III but not TBIP be reported in CEDARS? Yes Should they be part of the monthly Bilingual P223 count? No
What if they do not receive Title III funding? – Services would be provided through basic ed. Are districts required to identify Title III eligible Native American students? When should Native American students be identified? – At the beginning of the school year and assessed within 30 days of being identified as “at risk”.
LIMITED ENGLISH PROFICIENT- The term “limited English proficient”, when used with respect to an individual, means an individual: A. Who is aged 3 through 21; B. Who is enrolled or preparing to enroll in an elementary or secondary school; C. (i) Who was not born in the United States or whose native language is a language other than English; (ii) (I) Who is a Native American or Alaska Native, or a native resident of the outlying areas; and (II) Who comes from an environment where a language other than English has had a significant impact on the individual's level of English language proficiency; or
(iii) Who is migratory, whose native language is a language other than English, and who comes from an environment where a language other than English is dominant; and D. Whose difficulties in speaking, reading, writing, or understanding the English language may be sufficient to deny the individual; (i) The ability to meet the state's proficient level of achievement on state assessments described in section 1111(b)(3); (ii) The ability to successfully achieve in classrooms where the language of instruction is English; or (iii) The opportunity to participate fully in society.
Questions on who to test? Contact the Bilingual Education Program office. Questions about ordering or administering the test? Contact your District Assessment Coordinator. If the question is still unanswered, contact
WLPT-II Placement Tests will be used to determine eligibility for any student entering the program during the school year. For these students, use the parent notification letter that states: WELPA Annual Test was used this year to determine continued eligibility and the WELPA Placement Test will be used to place new students in program for For these students, use the letter that states:
When working with the Word version: Make sure that you have the font indicated. Compare your letter to the PDF version to make sure the text in both look the same. Do not delete language from the notification letter without making sure your letter addresses the required components listed on page 40 of the Bilingual Guidelines. Fill out all of the blanks, such as:
Persons interested in participating on the BEAC are encouraged to send a letter of interest and a résumé or curriculum vitae to the chair of the committee, Ellen Kaje at as soon as possible.
The Bilingual Education Advisory Committee (BEAC) helps facilitate the provisions of bilingual education and related services in order to meet the unique needs of students whose primary language is other than English. Five positions will open next year. Watch for the announcement calling for new members soon! Members’ travel to quarterly meetings is paid for by the state.
Register still for state-sponsored English Language Development trainings: English Language Development Standards/Content and Language Objectives that Work Cheney, WA: Monday, April 30, 2012 Olympia, WA: Thursday, May 3, 2012 Lake Stevens, WA: Thursday, May 24, 2012 Vocabulary Development and Instructional Strategies for English Language Learners Castle Rock, WA: Saturday, April 28, 2012 Cheney, WA: Tuesday, May 1, 2012 Silverdale, WA: Friday, May 4, 2012 Anacortes, WA: Tuesday, May 29, 2012 Shoreline, WA: Wednesday, May 30, 2012 Olympia, WA: Thursday, May 31, 2012
Updating the Washington State Transitional Bilingual Instruction Program Guidelines. Are there sections that need additional clarification? Send your feedback to State Transitional Bilingual Instruction Program Bilingual Database: Make sure all data is up-to-date in preparation for the transition to CEDARS.