1. The Internship Experience
Thomas Romero
EDLPS 601
University of Washington

2. Rural Washington-Benton County
East of Yakima and Klickitat counties
Located in southeastern Washington at the confluence of the Columbia, Snake and Yakima rivers
Ranching and dry-land farming made up the bulk of its economy in the 1800s
Today, it is the ninth most densely populated county in the state with 103 persons per square mile due to its nuclear-related and other research and development industries
However there are still rural areas where agriculture is the principal economy
Rural Washington-Benton County

3. School District Demographics
Student Demographics
Enrollment
October 2014 Student Count
1,501
May 2015 Student Count
1,467
Gender (October 2014)
Male
784
52.2%
Female
717
47.8%
Race/Ethnicity (October 2014)
Hispanic / Latino of any race(s)
628
41.8%
American Indian / Alaskan Native 8
0.5%
Asian 6
0.4%
Black / African American 5
0.3%
White
808
53.8%
Two or More Races 46
3.1%
Special Programs
Free or Reduced-Price Meals (May 2015)
919
62.6%
Special Education (May 2015)
218
14.9%
Transitional Bilingual (May 2015)
291
19.8%
Migrant (May 2015)
217
14.8%
Section 504 (May 2015) 12
0.8%
Foster Care (May 2015) 13
0.9%
School District Demographics

4. Shifting District Demographics Over Time
Academic Year
Bilingual Enrollment
5.9%
7.6%
6.4%
8.5%
11.9%
11.3%
14.4%
16.1%
19.8%
Currently at the Primary Building (K-2) the bilingual student enrollment is 30.1%

5. Other Contributing Factors
Identified for School Improve since 2013 AYP Cells Special Education and Transitional Bilingual
Required to submit Annual Measure of Achievement Objectives Improvement (AMAO) Plan by OSPI’s Bilingual and Title III Offices
New Administrative Leadership at the District and Building Level

6. Current Role
District K-12 Bilingual Instructional Coach and Migrant Program Advocate
Activities Involved
Promote the Alignment of the District’s Bilingual and Title III Programs
Provide Technical Support to the district director with the development and articulation of the District’s AMAO Improvement Plan
Facilitate and communicate K-12 students enrolled in the State Transitional Bilingual Instructional Program and their language development levels to all district personnel

7. Current Role
District K-12 Bilingual Instructional Coach and Migrant Program Advocate
Activities Involved
Provide staff development on the English Language Development Standards district-wide
Provide professional development and coaching for teachers working with identified students
Advice and assist with the Washington State Language Development Testing (ELPA 21)
Assist district director with required program reporting

8. Proposed Project Overview
Problem of Practice
Due to the shortage of trained Bilingual and ESL professionals; small rural districts may not have access to staff whom may have experience and expertise in program development and implementation to best impact the language and academic development. Furthermore often district leaders are under the state pressure to provide research-based models to best serve bilingual/ELL students as required under the District AMAO and School Improvement Plans.

9. Conceptual Framework

10. Theory of Action
The district leaders with the assistance of an consulting instructional coach trained in the discipline of Bilingual/ELL Education can identify a research based alternative model of instruction for their elementary K-3 bilingual classrooms, and also support the existing ELL teachers at the Intermediate School, Middle School, and High School to increase language development and support across the district.

11. Action Steps for Instructional Coach
Assess current resources and staff assigned to program
Establish systematic district-wide process for communicating with district staff students in program and their language levels
Establish a coaching cycle in bilingual classrooms to provide modeling, and support of research based instruction
Meet on regularly with program staff to align and articulate program goals and identify program model

12. Action Steps for Instructional Coach
Establish a district wide task force to develop district AMAO Improvement plan
Train district staff on the Washington State English Language Proficiency Levels
Provide professional development opportunities for bilingual and mainstream teachers at the elementary level
Evaluate and assess if program goals were met, and set new targets for up-coming academic year.

13. Instructional Models
Traditional Choices Models for Language Instruction from OSPI Bilingual Education Office
Dual Language
Transitional Bilingual Model
Alternative Instructional Model
Sheltered English
Pull-out/Push-in

14. An Alternative Approach
A Translanguaging Model based upon Garcia’s (2013, 2014) premise of a dynamic language base of English and Spanish which validates the students schema and provides a broad platform for learning
Language Learning is not departmentalized into English and Spanish Learning Components
Language is used as a tool for teaching and moves fluidly from L1 to L2 and vice versa

15. An Alternative Approach
Intentionally using Jimenez’s (2015) TRANSLATE strategy for literacy instruction
Use of ELP Standards as anchors for learning tied to the English Language Arts and Math Practices, of the Common Core, and to the Science Practices of the Next Generation Science Standards
Using a coaching instructional model