Presentation on theme: "Bilingual Education Program Webinar January 25, 2013."— Presentation transcript:
Bilingual Education Program Webinar January 25, 2013
New Assistant Superintendent Gil Mendoza, Assistant Superintendent of Migrant, Bilingual, and Native Education
What does this change mean? Increased coordination across Migrant, Bilingual and Native Education programs and with other OSPI divisions: School Success, Student Support Services, Career and College Readiness, Assessment, Teaching and Learning. Raised awareness at cabinet level of need for our served populations. Quicker decision making and approval process because of more direct reporting to the superintendent. Representation on several legislative and State Board of Education working groups. Working relationships with districts and ESD's will look the same: Helen and program supervisors directing existing operations.
Agenda Program data entry to CEDARS WELPA Annual Test Information on the development of new ELP standards & the ELPA 21 assessment Equity and Civil Rights Updates to TBIP/Title III Program guidance Program updates ( Grant Application Workshop, parent/student meetings)
LEP Data in CEDARS Paul McCold, PhD Migrant, Bilingual & Native Education Office of Superintendent of Public Instruction
LEP Data in CEDARS Available resources: AMAO Session Slides Understanding LEP Application Webinar
LEP Data in CEDARS Coming soon……
WABE Annual Conference 2013: What's Academic Language Got to Do with It? Friday, April 19, Saturday, April 20, 2013 Basic Training for TBIP Data Entry By Paul McCold, OSPI This workshop will review the procedures for enrolling, transferring, waiving, exiting, and transitioning TBIP students in the CEDARS environment. We will review the EDS LEP Application features, end of the school year procedures, and answer questions specific to your school district. LEP Data in CEDARS
CEDARS Bilingual Data Elements Element J01 – School Year Element J02 – Serving County District Code Element J03 – District Student ID Element J04 – State Student ID (SSID) Element J05 – Location ID Element J06 – Instructional Model Code Element J07 – Program Start Date Element J08 – Program Exit Date Element J09 – Exit Reason Code Element J13 – Initial WA Placement Test Date Element J17 – Program Designation Element J18 – Placement Test Code Element J19 – Grade Level at Placement Element J20 – Placement Test Scale Score Element J21 – Placement Test Level Score Element J22 – Placement Test Date
Finding CEDARS Submission Errors
SS S Finding CEDARS Submission Errors
Common Errors in CEDARS
LEP Application in EDS will be down for February 1 st maintenance on February 1 st !
WELPA Annual Test: Who to Test Students eligible for TBIP, including those whose parents have waived services. Native American students who are eligible for Title III. ELLs at private schools participating in Title III. Additional students required in districts working in partnership with the Office for Civil Rights.
WELPA Annual Test: Who to Test Any student eligible for TBIP or Title III who is present during the testing window, regardless of when the student was identified for program, must be tested. Students who qualify during the testing window must also test. This may mean that students not present for group testing must be tested individually. Districts should have a process in place to ensure that all students present during the testing window are assessed.
WELPA Test Window: Feb. 4 – March 8 Materials arrived in district Jan. 9 – 11 for students and assessment coordinators. Additional Orders: Jan. 15 – Feb. 26 via WAMS, https://eds.ospi.k12.wa.us/Login.aspx https://eds.ospi.k12.wa.us/Login.aspx These are SECURE materials, including DFAs, and must be kept in a locked, secure, limited-access area before and after actual test administration. School Assessment Coordinators should have their testing schedules ready, and have communicated with all school staff and the school community to ensure a coordinated, supportive testing environment for students.
WELPA 2013 – PICKUP DATES selected by District Assessment Coordinators March 8, 2013 (last day of test window) March 14, 2013 (default date if no pickup date was selected) BridgeportOcean Beach ALL OTHER DISTRICTS CamasOroville Columbia (Stev)Pomeroy EatonvilleProsser* EntiatRidgefield GrandviewWinlock HockinsonZillah Mount Adams*picked both pickup days
Questions from the Field ACMInspect testing locations. Any aids or prompts that might potentially assist students with answering any questions on a state assessment must be covered or removed. QMay the rubrics for Writing and/or Speaking be posted for students during testing? ANo. The rubrics are for use during scoring, and should not be posted for students reference in preparing their responses. Posting the rubrics would be a test violation. QMay the lists of words used in item directions be displayed for students during testing (Lists of Words to Pre-Teach)? ANo. The lists contain words to be pre-taught. The lists are not intended as glossaries to be used to answer test items. QWhat about displaying the alphabet for K & 1 students? AThis year, there are items that ask students to form letters or to identify letter/sound correspondence. Cover or remove the alphabet.
WELPA Contact Information, CTB McGraw-Hill Customer Support Center (800) Shipment, packaging, return and tracking OSPI Assessment Department of Operations (360) WELPA test operations, accommodations for state tests, irregularities, security, scoring alerts, Washington Assessment Management System (WAMS), or to enter updates for district assessment contact information OSPI WELPA, Special Populations Office (360) Test Development OSPI Bilingual Education Office (360) Policy issues, use of the WELPA CEDARS Customer Support (800) Technical Issues with the CEDARS database
Costs for Proctoring the WELPA TBIP may be used to cover costs for proctoring the WELPA. Staff whose salaries are funded by Title III, such as instructional coaches and trainers, cannot provide WELPA training to staff or administer the WELPA Annual Test during time funded by Title III.
What is ELPA 21? ELPA 21 (English Language Proficiency Assessment for the 21 st Century) is the name of a consortium of states recently awarded $6.2 million from the USDOE to develop an assessment system to measure progress in English language proficiency using common ELP standards that correspond to the Common Core State Standards and the Next Generation Science Standards.
Which states belong to ELPA 21? Thirteen states: Arkansas, California, Florida, Kansas, Iowa, Louisiana, Nebraska, Ohio, Oregon, South Carolina, Tennessee, Washington, and West Virginia. In addition, Arizona, Indiana, and New York are considering joining the consortium. Oregon is the lead state.
What products will the consortium develop? The consortium will develop a screener (placement test) and summative (annual) test, with emphasis on integrating technology-enhanced test items to optimize test results as well as to be current and innovative. The tests will be operational in
ELPA 21 – products (cont.) Other products include: an accommodations manual an administration manual, professional development materials to support teachers and administrators in administering ELPA 21 assessments and in using the assessment results appropriately.
What are the ELP standards that consortium states will implement in common? Development of ELP standards is on-going in a separately funded effort headed by Understanding Language (Stanford University) and the Comprehensive Center for Standards and Assessments Implementation (WestEd).
ELP Standards Review and Adoption Process in Washington Reviewers needed with expertise in English language development and math, science or English language arts. Potential reviewers should complete an online form: Standard-Reviewer-application Standard-Reviewer-application
Civil Rights Protections for English Language Learners Calandra Sechrist, Program Supervisor OSPI Equity & Civil Rights Office
What if our district doesnt receive Title III or TBIP funds?
School districts must provide services for ELL students, even if the district does not receive Title III or TBIP funds.
How did we get here?
FEDERAL LAW Title VI of the Civil Rights Act of U.S.C. §2000d | 34 C.F.R. Part 100 OCR Policy Documents (1970 Memo, 1985 Guidance, 1991 Memo) Lau v. Nichols, 414 U.S. 563 (1974) STATE LAW Equal Educational Opportunity Chapter 28A.642 RCW | Chapter WAC Guidelines: Prohibiting Discrimination in Washington Public Schools Washington Law Against Discrimination Chapter RCW | Chapter WAC
No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance. Title VI of the Civil Rights Act of U.S.C. §2000d
1970 OCR Memo Where inability to speak and understand the English language excludes national origin minority group children from effective participation in the educational program offered by a school district, the district must take steps to rectify the language deficiency in order to open its instructional program to these students. 35 Fed. Reg www2.ed.gov/about/offices/list/ocr/docs/lau1970.html
[T]here is no equality of treatment merely by providing students with the same facilities, textbooks, teachers, and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education. Lau v. Nichols 414 U.S. 563 (1974)
ELL – English Language Learners LEP – Limited English Proficient
How do we know if we need an ELL program?
Does the district have a process to identify potential ELL students?
How can the districts program meet Title VI requirements?
1.Sound Educational Theory 2.Effective Implementation 3.Program Evaluation and Modification Castañeda v. Pickard 648 F. 2d 989 (5 th Cir. 1981)
1.Sound Educational Theory A district must use a sound educational approach to address the English language needs of its students.
2. Effective Implementation Is the program adequately supported so that the program has a realistic chance of success?
2. Effective Implementation: Staffing Are program staff... Qualified? Trained? Supported? Evaluated?
2. Effective Implementation: Staffing Students should not get instruction from aides, rather than teachers. Bilingual aides should work under the direct supervision of certificated classroom teachers.
2. Effective Implementation: Staffing What if we cant find qualified teachers?
2. Effective Implementation: Resources Does the district provide the resources, facilities and instructional materials necessary to effectively implement the program?
2. Effective Implementation: Exit Criteria Students should not be exited from the ELL program unless they can read, write, and comprehend English well enough to participate meaningfully in the districts regular educational programs.
2. Effective Implementation: Special Education A school district must take steps to ensure that ELL students are not inappropriately placed in special education because of their limited proficiency in speaking/understanding English.
3. Program Evaluation & Modification The district must periodically evaluate the program to ensure that its working, and must modify the program when necessary.
Consolidated Program Review
Should ELLs have an opportunity to participate in all programs and activities?
ELL students must be given the opportunity to participate in all district programs and activities. ELL students cannot be categorically excluded from Highly Capable, AP, honors, CTE, or other specialized programs.
Routinely review course and program enrollment, disaggregated by sex, race, ELL, and disability to identify potential disparities.
Consolidated Program Review
Does the district need to provide interpretation and translation services for LEP families?
Vital communications must be in a language the parent can understand.
When do documents need to be translated?
When do we need an interpreter?
Children should never be asked to interpret for their parents.
Consolidated Program Review
To what extent can ELL students be separated from their non-ELL peers?
Is the degree of segregation in the program necessary to achieve the programs educational goals?
What happens if a district is out of compliance?
Consolidated Program Review: Civil Rights
Anyone can file a discrimination complaint with the district.
See WSSDA Sample Policy/Procedure 3210 Complaint to Superintendent Appeal to School Board Appeal to OSPI
OCR and DOJ can investigate complaints, and/or open a compliance review under Title VI. U.S. Department of Education Office for Civil Rights (OCR) U.S. Department of Justice, Civil Rights Division
Complainants also have a private right of action in superior court under state law. RCW 28A
Recent cases & compliance reviews
Helpful Resources Interpretation & Translation Services for Districts (OSPI): OSPI Civil Rights Guidelines (OSPI, 2012): Memoranda on Schools Obligations Toward National Origin Minority Students who are LEP (OCR): www2.ed.gov/about/offices/list/ocr/docs/laumemos.html The Provision of an Equal Educational Opportunity to LEP Students (OCR, 2000): www2.ed.gov/print/about/offices/list/ocr/eeolep/index.html Programs for ELLs (OCR):
Two home language surveys with different responses?
TBIP Eligibility: Students who are hearing impaired American Sign Language (ASL) is not considered a language other than English. A student who is deaf or hearing impaired whose home language is a language other than English can be placed in program based on an administrative decision.
Home-based Education English Language Learners who are home-schooled can be eligible for the Transitional Bilingual Instruction Program. RCW 28A (1) states that each person whose child is receiving home-based instruction under RCW 28A (4) must file annually a signed declaration of intent that he or she is planning to cause his or her child to receive home-based instruction. As long as this declaration of intent and a part-time/ancillary services form have been submitted to the district, part-time students who are enrolled in home-based education programs and meet TBIP eligibility requirements must be offered TBIP services. RCW 28A (2)
Title III Native American: Services As for all ELLs: Title III should supplement services provided through other state, local, and federal funds. The services should focus on language development and literacy support that will result in the student meeting the state standards and grade-level expectations. This could be extended day or extended year support, supplemental materials, parent engagement, or professional development for teachers.
If a Native American students primary language is a language other than English, follow the same identification procedures as for any other English Language Learner to determine eligibility for TBIP. If a Native American student primary language is English, the student is not eligible for TBIP and may qualify for Title III. Follow the identification procedures outline in the TBIP Guidelines. TBIP and Title III students must both be reported in CEDARS. Title III eligible Native American students should not be reported in the P223. Title III Native American: Not usually eligible for TBIP
Private Schools & Title III: Eligibility Is eligibility to participate in Title III services determined by students residency or the location of the private school? The location of the private school. Identified English Language Learners and teachers whose schools are located within an LEA that receives a grant from the state are eligible to participate in Title III.
Private Schools & Title III: Records Districts maintain a record of evidence of consultation with the private school. A template consultation form can be downloaded from: ate%20School%20Consultation%20Form.pdf. ate%20School%20Consultation%20Form.pdf Participating private schools must retain records to support student eligibility and services agreed upon.
Record Retention Refer to the School Districts and Educational Service Districts Records Retention Schedule through Washingtons Office of the Secretary of State for current guidance.School Districts and Educational Service Districts Records Retention Schedule As of November 2012, program documents in the students cumulative folder must be retained for 3 years after a student graduates or withdraws from the district and then can be destroyed. These documents include: Results of tests of school achievement (placement and annual test results) Such other information that will enable staff to counsel with students and plan appropriate activities. (Home Language Survey, parent notification letters; initial placement, continuing in program notification, transition, waiver)
Allowable Activities: Title III Update Tuition support for teachers working towards ELL and/or Bilingual Ed. endorsements. Specific courses for paraeducators within the general education degree that are related to ELs, as well as the related costs, such as books, that are reasonable and necessary for the purpose of an EL course.
Bilingual Education Program Supervisor Position open: Save the date for Parent/Student meetings ! Yakima: March 9 North of Seattle: March 23
Planning for next year Save the date for 2013 iGrants Training for TBIP & Title III: March 29, 10 AM to noon. We will offer regional trainings if requested. Professional development must be specific to language acquisition and supplemental materials must be designed for English Language Learners and used specifically with English Language Learners.
Planning for next year The Bilingual Education Office has been working with ESD 105, ESD 171, and ESD 189 to develop training specific to English language acquisition that districts can access on a contractual basis. Contact the ESDs to learn more about how they can meet your districts needs. ESDs provide services within their regions and can help with follow up and evaluation. Planning state-sponsored professional development for next year: what topics do you think we should cover?
Title III Improvement Plan Status Report Due April 1, 2013!
Title III Improvement Plan Status Report Upload the completed status report on iGrants form package 232 Title III LEP Page 5 – Responses, AMAO Questions.
Consolidated Program Review Evidence for this action item could include sign-in sheets, clock hour forms, communication to staff, training agendas, or other.
Budget Revisions Complete the Revision comments section explaining the reason for the budget revision. Provide detail about the activities that changed rather than saying adjusting for actuals. Do a grant revision if the scope of the activities described in the approved grant application has changed. Make sure that you are implementing your professional development plan in time to impact instruction in this school year. Budget revisions moving funds out of professional development will not be approved unless the district has satisfied TBIP and Title III professional development requirements.
Questions? Contact us: Associate Director Program Supervisor Program Assistant Data Analyst/Researcher