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
2011 -12 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:
http://www.wabilingual.org/memos/2011_2012/Title%20III%
20Consortium%202011-2012.pdf
Overview of Bilingual
Program Models Webinar &
TBIP Guideline provide description
of the components of each
Model.
http://www.k12.wa.us/MigrantBilingual/Training.aspx
• 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:
http://www.k12.wa.us/MigrantBilingual/BilingualProgram.aspx#parentbrochure
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 15th 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.
Promote literacy in the home
languages; kids are losing their
own native language.
“We believe that
the most
important
recommendation
is to provide
bilingual
education because
it helps us to value
and understand
different
languages.”
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:
Students appreciate the efforts teachers make.
Students asked for more cultural sensitivity
from staff and from other students.
Parents also asked for more cultural sensitivity
from staff and other students.
Increased and more effective communication.
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. http://www.k12.wa.us/MigrantBilingual/TBIPGuidelines.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.
http://www.k12.wa.us/Assessment/
EL/default.aspx
• 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
Margaret.Ho@k12.wa.us.
http://www.k12.wa.us/MigrantBilingual/BilingualProgram.aspx
•
WLPT-II Placement Tests will be used to determine eligibility
for any student entering the program during the 2010-2011
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 2012-2013. For these students,
use the letter that states:
http://www.k12.wa.us/MigrantBilingual/BilingualProgram.aspx
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
ellen.kaje@shorelineschools.org
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:
http://www.k12.wa.us/MigrantBilingual/Training.aspx
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 alyssa.westall@k12.wa.us.
• Bilingual Database: Make sure all data is up-to-date
in preparation for the transition to CEDARS.
Helen.Malagon@k12.wa.us, Director
Alma.Chacon@k12.wa.us, Program Supervisor
Alyssa.Westall@k12.wa.us, Program Supervisor
Charisse.Sonnier@k12.wa.us, Program Assistant