bilingual education program webinar january 25 2013
Skip this Video
Download Presentation
Bilingual Education Program Webinar January 25, 2013

Loading in 2 Seconds...

play fullscreen
1 / 106

Bilingual Education Program Webinar January 25, 2013 - PowerPoint PPT Presentation

  • Uploaded on

Bilingual Education Program Webinar January 25, 2013. New Assistant Superintendent. Gil Mendoza, Assistant Superintendent of Migrant, Bilingual, and Native Education [email protected] What does this change mean?.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Bilingual Education Program Webinar January 25, 2013' - tevin

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
new assistant superintendent
New Assistant Superintendent

Gil Mendoza, Assistant Superintendent of Migrant, Bilingual, and Native Education

[email protected]

what does this change mean
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.
  • 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 (2013-14 Grant Application Workshop, parent/student meetings)
lep data in cedars


Paul McCold, PhD

Migrant, Bilingual & Native Education

Office of Superintendent of Public Instruction

[email protected]

360 725-4147

lep data in cedars1


Available resources:

AMAO Session Slides


LEP Application


lep data in cedars2


Coming soon……


WABE Annual Conference 2013: What's Academic Language Got to Do with It?

Friday, April 19, 2013 - 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.

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





LEP Application in EDS

will be down for

maintenance on February 1st!

welpa annual test who to test
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 test1
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
WELPA Test Window: Feb. 4 – March 8
  • Materials arrived in district Jan. 9 – 11for students and assessment coordinators.
  • Additional Orders: Jan. 15 – Feb. 26 via WAMS,
  • 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 contact information http www k12 wa us assessment el contactinfo aspx
WELPA Contact Information,
  • CTB McGraw-Hill Customer Support Center(800) [email protected], packaging, return and tracking
  • OSPI Assessment Department of Operations(360) [email protected] 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) [email protected] Development
  • OSPI Bilingual Education Office(360) [email protected] issues, use of the WELPA
  • CEDARS Customer Support(800) [email protected] Issues with the CEDARS database
costs for proctoring the welpa
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
What is ELPA 21?

ELPA 21 (English Language Proficiency Assessment for the 21st 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
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
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 2016-17.

elpa 21 products con t
ELPA 21 – products (con’t.)

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
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
ELP StandardsReview 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:
civil rights protections for english language learners
Civil Rights Protections for English Language Learners

Calandra Sechrist, Program Supervisor

OSPI Equity & Civil Rights Office

School districts must provide services for ELL students, even if the district does not receive Title III or TBIP funds.

Title VI of the Civil Rights Act of 1964

42 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)


Equal Educational Opportunity

Chapter 28A.642 RCW | Chapter 392-190 WAC

Guidelines: Prohibiting Discrimination in Washington Public Schools

Washington Law Against Discrimination

Chapter 49.60 RCW | Chapter 162-26 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 1964

42 U.S.C. §2000d

1970 ocr memo
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. 11595


[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

Sound Educational Theory
  • Effective Implementation
  • Program Evaluation and Modification

Castañeda v. Pickard

648 F. 2d 989 (5th Cir. 1981)

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 can’t 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 district’s 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 it’s working, and must modify the program when necessary.

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.
does the district need to provide interpretation and translation services for lep families
Does the district need to provide interpretation and translation services for LEP families?
Is the degree of segregation in the program necessary to achieve the program’s educational goals?
Consolidated Program Review:

Civil Rights

OCR and DOJ can investigate complaints, and/or open a compliance review under Title VI.

U.S. Department of Education

Office for Civil Rights


U.S. Department of Justice,

Civil Rights Division

Complainants also have a private right of action in superior court under state law.

RCW 28A.642.040

helpful resources
Helpful Resources

Memoranda on Schools’ Obligations Toward National Origin Minority Students who are LEP (OCR):

OSPI Civil Rights Guidelines (OSPI, 2012):

Interpretation & Translation Services for Districts (OSPI):

Programs for ELLs (OCR):

The Provision of an Equal Educational Opportunity to LEP Students (OCR, 2000):

tbip eligibility students who are hearing impaired
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
Home-based Education

English Language Learners who are home-schooled can be eligible for the Transitional Bilingual Instruction Program. RCW 28A.200.011(1) states that each person whose child is receiving home-based instruction under RCW 28A.225.010(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.150.350(2)

title iii native american services
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.
title iii native american not usually eligible for tbip
Title III Native American:Not usually eligible for TBIP
  • If a Native American student’s 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.
private schools title iii eligibility
Private Schools & Title III: Eligibility

Is eligibility to participate in Title III services determined by student’s 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
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:

Participating private schools must retain records to support student eligibility and services agreed upon.

record retention
Record Retention

Refer to the School Districts and Educational Service Districts Records Retention Schedulethrough Washington’s Office of the Secretary of State for current guidance.

As of November 2012, program documents in the student’s 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
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.

program updates1
Program Updates
  • Bilingual Education Program Supervisor Position open:
  • Save the date for Parent/Student meetings!Yakima: March 9North of Seattle: March 23
planning for next year
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 year1
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 district’s 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 report1
Title III Improvement PlanStatus Report
  • Upload the completed status report on iGrants form package 232 Title III LEP Page 5 – Responses, AMAO Questions.
consolidated program review
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
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:


[email protected], Associate Director

[email protected], Program Supervisor

[email protected], Program Assistant

[email protected], Data Analyst/Researcher