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?.
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AMAO Session Slides
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.
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
will be down for
maintenance on February 1st!
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.
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.
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.
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.
Other products include:
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).
Calandra Sechrist, Program Supervisor
OSPI Equity & Civil Rights Office
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
“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)
LEP – Limited English Proficient
Castañeda v. Pickard
648 F. 2d 989 (5th Cir. 1981)
A district must use a sound educational approach to address the English language needs of its students.
Is the program adequately supported so that the program has a realistic chance of success?
Students should not get instruction from aides, rather than teachers. Bilingual aides should work under the direct supervision of certificated classroom teachers.
What if we can’t find qualified teachers?
Does the district provide the resources, facilities and instructional materials necessary to effectively implement the program?
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.
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.
The district must periodically evaluate the program to ensure that it’s working, and must modify the program when necessary.
ELL students cannot be categorically excluded from Highly Capable, AP, honors, CTE, or other specialized programs.
U.S. Department of Education
Office for Civil Rights
U.S. Department of Justice,
Civil Rights Division
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): http://www.k12.wa.us/Equity/Interpretation.aspx
Programs for ELLs (OCR):
The Provision of an Equal Educational Opportunity to LEP Students (OCR, 2000):
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)
As for all ELLs:
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.
Districts maintain a record of evidence of consultation with the private school. A template consultation form can be downloaded from: http://www.wabilingual.org/memos/2011_2012/Private%20School%20Consultation%20Form.pdf.
Participating private schools must retain records to support student eligibility and services agreed upon.
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:
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.
Due April 1, 2013!
Evidence for this action item could include sign-in sheets, clock hour forms, communication to staff, training agendas, or other.