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Migrant and Bilingual Education Program School Year 2010-2011 Webinar October 15, 2010. Helen Malagon, Interim Director Migrant & Bilingual Education Program, OSPI. REMEMBER THIS IS A WEBINAR.

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Migrant and Bilingual Education ProgramSchool Year 2010-2011WebinarOctober 15, 2010

Helen Malagon, Interim Director

Migrant & Bilingual Education Program, OSPI


Remember this is a webinar l.jpg
REMEMBER THIS IS A WEBINAR

  • You have to have audio at your computer to hear this webinar –the audio is NOT controlled from OSPI’s end.

  • Please make sure you un-mute your computer speakers and turn up the volume so you can hear.

  • The audio will be one-way –you will hear OSPI, but OSPI will not hear you.

  • If you have questions/comments during the webinar, please type these in the question box and submit.


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Agenda

  • Professional Educator Standards Board

    Update

  • Grant Application Updates

  • Allowable Activities

  • Consolidated Program Reviews

  • Bilingual Database Reminders

  • Professional Development Opportunities



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State Transitional Bilingual Instruction Program iGrants 219

All submitted applications have been reviewed. Not all have been approved.

Most common items marked as “Needs More Work”

  • Professional Development Activities

  • Collaboration and coordination with other funding sources.

  • Evaluation of Program

  • Budget


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State Transitional Bilingual Instruction Program iGrants 219 – NEEDS MORE WORK

Professional Development Activities

The PD for Title III are included in the TBIP application and is a required activity.


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State Transitional Bilingual Instruction Program iGrants 219 – NEEDS MORE WORK

  • Professional Development Activities not identified, or listed without month and year activity is planned. Identify participants, example: 6-8 grade teachers(Page 5)

The PD for Title III are included in the TBIP application and is a required activity.


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State Transitional Bilingual Instruction Program iGrants 219 – NEEDS MORE WORK

Collaboration and coordination with other funding sources (Page 5)

EXAMPLE:

Coordination of professional development opportunities will be with Title III (LEP), Title I, LAP, Title IIA, and Title IID as follows:

  • Title I/LAP - Reading/Writing and Math Support for all students that are academically struggling.

  • Title IIA - Instructional Coaching and Professional Development Support

  • Title IID - infusion of technology into the curriculum to improve academic achievement and increase student engagement and participation for ELLs: i.e., document camera, student response clickers, projector, laptops, etc.


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State Transitional Bilingual Instruction Program iGrants 219 – NEEDS MORE WORK

Budget

Remember to list FTE Program Staff


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State Transitional Bilingual Instruction Program iGrants 219 - NEEDS MORE WORK

Evaluation of Program (Page 6)

  • Describe the process and how the district will evaluate the district's instructional program for English language learners for the 2010-2011 school year.

  • List who will be involved in the evaluation process (name, role).

  • Based on the 2009-2010 evaluation of TBIP, what improvement steps will be implemented during the 2010-2011 school year? Include activities completed and those that will need to be completed from the 2009-2010 Form 219 Grant Application.


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Title III iGrants 232

Applications are still in process of being reviewed. Not all have been approved.

Most common items marked as “Needs More Work”

  • Collaboration and coordination with other funding sources.

  • Promoting Parental and Community Participation.

  • Budget page

  • AMAO Improvement Plans


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Title III iGrants 232

Collaboration and coordination with other funding sources.

Example:

The Happy Valley School District will use Title I funds to provide supplemental instruction through our tiered intervention delivery system. Title III funding will be used to provide additional instructional support for ELL students. Title I funding will also be used to provide additional support to students who do not meet standard through tier II and III services. Title III money will be used to provide training and materials that are in addition to the services already offered through Title I. Title I funding will be used to offer parent involvement activities Title III will be used to provide interpreters and translated materials and activities for the ELL students and their parents at these events. Title II will be used to pay for staff development that focuses on differentiated instruction, using assessment data to inform instructional practices, and respond to the individual needs of students (RTI). Title III will pay for additional staff development in Sheltered Instruction and how to understand and use the ELD standards. Title II funding pays for building literacy coaches at each school and for the district TOSA's that support the teachers to improve the learning for all students. The Title III funds will provide funding to provide additional support and coaching by the building ELL teachers.


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Title III iGrants 232

Promoting Parental and Community Participation.

REMINDER:

Contracting Interpreters and Translating materials cannot be the only evidence of PROMOTING parental and community participation!


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Title III iGrants 232

Promoting Parental and Community Participation.

The Downtown School District will conduct at least two district level meetings for parents of ELL, migrant and immigrant students. Parents will design meetings with the assistance of program administrators. During the school year the Downtown School District will provide a parent conference organized by parents of ELL, migrant and immigrant students with the assistance of program administrators and home visitors.

The Downtown School District will also provide parent-training sessions in the areas of ESL/literacy, technology, mathematics and other opportunities that will assist parents with their child’s academic success


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Title III iGrants 232

Budget page

The following Activities are NOT allowable under Title III

  • Activity 15 (Public Relations)

  • Activity 23 (Principal’s Office)

  • Activity 26 (Health/Related Service)

  • Activity 28 (Extracurricular)

  • Activities 41-91


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Title III Accountability

What is a State required to do if an LEA fails to meet the annual measurable achievement objectives for English language proficiency?

If a State determines that an LEA has failed to make progress toward meeting the annual measurable achievement objectives for two consecutive years, the SEA must require the LEA to develop an improvement plan.

The improvement plan shall specifically address the factors that prevented the LEA from meeting its objectives (3122(b)(2). The State must also provide technical assistance during the development and throughout the implementation of this improvement plan.

If a State determines that an LEA has failed to meet the annual measurable achievement objectives for four consecutive years, the State must:

(1)   require modification of the LEA’s curriculum, program, and method of instruction;

(2)   (a) determine if the LEA will continue to receive funds; and

(b) require the LEA to replace educational personnel relevant to the LEA’s

failure to meet the objectives.


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Title III ConsortiumsiGrants 231

Applications are still in process of being reviewed. Not all have been approved.

Districts in a Consortium are still required to meet the same requirements as if they applied for Title III funds themselves.

*See CPR checklist or call us if you have questions



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Title III Immigrant and Immigrant Competitive iGrants 212

Immigrant applications are still in process of being reviewed. Not all have been approved.

Immigrant children and youth means individuals who:

(A) are aged 3 through 21;

(B) were not born in any State

(C) have not been attending one or more schools in any one or more States for

more than 3 full academic years.

For the definition above, “state” means the 50 states, the District of Columbia, and the

commonwealth of Puerto Rico.

Are children (students) born to United States citizens abroad (e.g., children born on a military base overseas) considered immigrants for purposes of Title III, Part A?

These children can be considered immigrants if they meet all the criteria in the definition of immigrant.


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Title III Immigrant CompetitiveiGrants 228

Immigrant Competitive Grants are read by a team and grant awards will be allocated by October 22, 2010.

How does the state allocate immigrant funds?

The state allocates funding on both a formula and competitive basis. A district

must meet three conditions:

o Experienced a 2% increase as compared to the average of the two preceding fiscal years.

o Have limited or no experience in serving immigrant children and youth.

o Plan must meet the purpose of under section 3116.



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State Transitional Bilingual Instruction Program (TBIP)

TBIP Guidelines

Available at: www.k12.wa.us/MigrantBilingual/BilingualProgram


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Title III Supplement, not Supplant Requirement

Title III funds must be used to supplement the level of Federal, State, and local funds that, in the absence of Title III funds, would have been expended for programs for LEP children and immigrant children and youth.

[Section 3115(g) of ESEA]


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The First Test of Supplanting: Required by Law

The Department of Education assumes

supplanting exists if –

A local educational agency (LEA) uses Title III

funds to provide services that the LEA is

required to make available under State or local

laws, or other Federal laws.


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The Second Test of Supplanting: Prior Year

The Department of Education assumes supplanting exists if –

An LEA uses Title III funds to provide services

that it provided in the prior year with State, local,

or other Federal funds.

This assumption may be rebutted.


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Any determination about supplanting is very fact specific, and it is difficult to provide general guidelines without examining the details of a situation.

When in doubt – CALL US! 360.725.6147


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Questions To Ask When Considering Using Title III Funds and it is difficult to provide general guidelines without examining the details of a situation.

  • What is the instructional program/service provided to all students?

  • What does the LEA do to meet Lau requirements?

  • What services is the LEA required by other Federal, State, and local laws or regulations to provide?

  • Was the program/service previously provided with State, local, and Federal funds?


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L and it is difficult to provide general guidelines without examining the details of a situation. AU V. NICHOLS 414 U.S. 563(1974)

  • “. . . there is no equality of treatment merely by providing [ELL] students with the same facilities, textbooks, teachers and curriculum; for students who do not understand English are effectively foreclosed from any meaningful education.”


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Budgets and Program Revisions and it is difficult to provide general guidelines without examining the details of a situation.

  • PER BULLETIN NO. 054-10 GRANTS MANAGEMENT

  • http://www.k12.wa.us/BulletinsMemos/bulletins2010.aspx

  • BUDGET REVISIONS

  • Budget revision––when required. Each sub-grantee (the district) shall expend monies in accordance with the budget documentation approved by this office as a part of the grant application process. A sub-grantee must submit for approval by this office a request for revision of its approved budget when one or more of the following circumstances apply:

    • The sub-grantee intends to increase expenditures beyond the approved amount.

    • The sub-grantee intends to change by more than 10 percent of the subtotal “Budgeted Direct Expenditures” from budget Forms SPI 000B or 1100B the expenditures within any activity total or object total.

    • The sub-grantee intends to expend monies in any activity or object cell where no monies were previously budgeted.


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Funding: Carry-Over and it is difficult to provide general guidelines without examining the details of a situation.

Program Allowable Carry Over

State Transitional Bilingual Program (TBIP) 0

Title III (Consortiums included) 15%

Immigrant 15%


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Consolidated Program and it is difficult to provide general guidelines without examining the details of a situation.

Review


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Consolidated Program Reviews and it is difficult to provide general guidelines without examining the details of a situation.

Districts in ESDs 121 and 171 will be reviewed during the 2010-11 school year, as well as the largest districts and selected focused districts. Desk reviews will be conducted the last three weeks of January 2011. On-site reviews will begin February 2011.

To find out if your districts will be reviewed and for a copy of the CPR Checklist:

http://www.k12.wa.us/ConsolidatedReview/ReviewTools.aspx


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Bilingual Database and it is difficult to provide general guidelines without examining the details of a situation.


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Access to the Bilingual Database and it is difficult to provide general guidelines without examining the details of a situation.

  • Non-disclosure forms were due no later than October 1, 2010. This is how your password is issued.

  • Still need a password? Complete and mail the form to us!


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Bilingual Database and it is difficult to provide general guidelines without examining the details of a situation. Start of the School Year Requirements

  • Update the database with 2010-2011 continuing enrollments.

  • Withdraw all students who are no longer in your district.

  • Enroll new students by the 15th of each month.

  • Enter any professional development completed as of the 15th of the month.

    District student information system

    (exit L4s) – each district is responsible for updating their own student info system.


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Uploads to the Bilingual Database and it is difficult to provide general guidelines without examining the details of a situation.

First time user? The following webinar provides a general overview. Even though the format of the main website has changed, the information is still the same!

  • Go to www.wabilingual.org

  • Select Presentations

  • Select the Presentation titled:

    • “Using the Bilingual Database for 2009-10 School Year”

  • Forward to the 6:00 minute mark to begin!


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September-October 2010 and it is difficult to provide general guidelines without examining the details of a situation. Parent Notification

  • Send parent notification for new students. No signature required.

  • Sample Forms available at: www.wabilingual.org.

  • Send parent notification of students continuing in program, if not done in June 2010, including WLPT-II annual score sheet.



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Preparing for the WLPT-II Annual Database

  • Exit students on your district’s Student Information System

  • WLPT-II Test Booklet Labels are printed based on your district’s Student Information System


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Questions on the WLPT-II Annual Database

For questions and support on the WLPT-II – contact:

OSPI Assessment Department of Operations(360) 725-6348Assessment@k12.wa.us

http://www.k12.wa.us/assessment/WLPTII/default.aspx

ALWAYS check in with your District Assessment Coordinator first. This person is OSPI’s point of contact for all issues related to ordering and administering the WLPT-II.


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Department of Education Visit Database

  • Title III will receive a monitoring visit from the Office of English Language Acquisition during the first week of April 2011.

  • Two or more districts will be selected for an on-site visit.

  • These districts will be notified as soon as we have more information.



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www.wabilingual.org Database CALENDAR


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Professional Development Opportunities Database

  • CONEVyT Update:

  • ELD Trainer of Trainers:

  • RTI for ELLs Webinars


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Technical Assistance Database2010-2011 Webinar Dates


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WLPT-II Update from Assessment Office Database

Agency does not foresee refilling the WLPT Coordinator position for the near future

Agency is finalizing a new RFP for solicitation of a new language proficiency testing contract; first implementation tentatively scheduled for 2012

Accommodations manual is targeted for release by Oct 22

Updated training materials for the 2011 administration will be posted next week

Regional assessment webinars K. DeRousie


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Bilingual Program Staff Database(360) 725-6147

  • Helen Malagon, Interim Director

    helen.malagon@k12.wa.us

  • Terrie Beckman, Administrative Assistant to the

    Interim Director and Migrant & Bilingual Education

    terrie.beckman@k12.wa.us


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Bilingual Program Staff (cont.) Database

  • Alma Chacon, Program Supervisor

    alma.chacon@k12.wa.us

  • Susanne Beauchaine, Program Supervisor

    susanne.beauchaine@k12.wa.us

  • Paul McCold, Data Analyst

    paul.mccold@k12.wa.us


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