Bilingual Education Program Webinar April 26, 2013

1. Bilingual EducationProgram WebinarApril 26, 2013 Gil Mendoza, Assistant Superintendent, Migrant, Bilingual, and Native Education Helen Malagon, Associate Director, Migrant and Bilingual Education Paul McCold, Data Analyst, Migrant and Bilingual Education Alyssa Westall, Program Supervisor, Migrant and Bilingual Education Margaret Ho, WELPA Coordinator

2. Agenda • Process for Review of new English Language Proficiency Standards (Helen) • WELPA Updates (Margaret) • New Home Language Survey (Helen/Alyssa) • Native Americans and Title III • Immigrant Reporting (Helen/Alyssa) • Bilingual Data Reporting (Paul) • Language of Math (Helen/Alyssa) • Program Updates and Reminders (Helen/Alyssa)

3. New English Language Proficiency Standards

4. May 20, 2013 • Draft ELP Standards for ELA provided to ELPA21 states. • Convene a team with content expertise in English Language Arts (ELA) and ELD to review and provide structured feedback to the ELDs. • Draft ELDs will be posted for 30 days with reviewers’ annotations.

5. Summer 2013 Draft ELP Standards for Mathematics provided to ELPA21 states • Convene a team with content expertise in English Mathematics and ELD to review and provide structured feedback to the ESDs. • Draft ELDs will be posted for 30 days with reviewers’ annotations.

6. 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:http://www.surveygizmo.com/s3/1128161/New-ELD-Standard-Reviewer-application • The review may take place during the summer.We will ask potential reviewers to provide summer contact information. • If you have only partially completed your application to review, please complete it as soon as possible.

7. Immediate Need • Identify practitioners with expertise in both ELAs and ELDs. • Identify practitioners with expertise in both math and ELDs. • Identify practitioners with expertise in both science and ELDs. • If you are interested in applying to participate in the review access:http://www.surveygizmo.com/s3/1128161/New-ELD-Standard-Reviewer-application Contact charisse.sonnier@k12.wa.us with questions or to request the link electronically. By applying, you are not committing to be available on the date of the review. You are only agreeing to be part of our talent pool.

8. WELPA Placement Test • Test forms and DFAs for SY2013-14 are the same as for SY2012-13 • Baseline student materials amounts posted on WAMS for District Assessment Coordinators (DACs) • Based on historical need + 15% overage • Amounts by grade span form, e.g. Form K & 1 includes K amounts + Grade 1 amounts • Baseline DFA amounts posted on WAMS, 1:10 ratio

9. WELPA Placement Test Two WELPA DFAs: K–5, 6–12 Five forms* of the LAS Links student test: • K & 1 • 2 & 3** • 4 & 5** • 6–8** • 9–12** * No large print forms available ** Braille form available Delivery dates: DACs select on WAMS (7/30, 8/14, or 8/27) Training PPT: http://www.ctb.com

10. WELPA Placement Test: Additional Orders • Year-round ordering, beginning April 24 • Cost per DFA is $23.75 • Cost per bundle of 10 student books/form is $28. 40 • Orders placed by DACs using secure login

11. WELPA Annual - Updates Surveys: • Coordinator/Administrator survey: 2013-WELPA-Coordinator-Administrator-Survey • Test Proctor survey: 2013-WELPA-Proctor-Survey • Test Material survey (for Coordinators or Administrators): 2013-WELPA-Test-Material-Delivery-and-Return-Shipment-Survey Surveys will be available until 5:00 pm on Wednesday, June 5.

12. WELPA Annual - Updates • Scoring completed, and reporting activities underway • TBD, due to testing irregularities: • date individual student reports in-district from CTB • date district-level GRF will be posted for DACS • date CTB-generated CD of district-level results arrives in-district

13. ELPA 21 Timeline - Overview • September 2012: U.S. Department of Education awarded grant to ELPA21 • 2012-13: ELPA21 Governing Structure convened • December 2013: States adopt common set of ELP standards • 2013-14: Test development • 2014-16: Pilot test, field test, item calibration • 2016-17: Deploy operational assessment system

14. New Home LanguageSurvey

15. New Home LanguageSurvey • If the answer to either of these questions is a language other than English, test the student with the WELPA Placement Test.

16. New Home LanguageSurvey • If the answer to both of these questions is English: • BUT, the response to one of these questions is a language other than English: • A person knowledgeable about the program must follow up with parents/guardians in a language they can understand to ensure that questions 2 and 3 were clearly understood.

17. New Home Language Survey • Translations in 30+ languages will be available by the end of May. • By the beginning of next school year, a recording will narrate the questions on the form and provide an explanation of the form in each of these target languages. My district has already printed the current version. What do I do? • If enrollment packets have already been printed, the district may continue to use the current WA State Home Language Survey until the district reprints. However, all districts must implement the new home language survey no later than spring 2014.

18. Definition of Immigrant The term “immigrant children and youth,” which is defined in section 3301(6) of Title III, refers to individuals who: a. Are aged 3 through 21; b. Were not born in any state; and 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 (Section 3301(6) of ESEA). • Children born to U.S. citizens abroad (e.g., children born on a military base overseas) may be considered immigrants for purposes if they meet all the criteria in the definition of immigrant. Are all students who are English Language Learners immigrant students? • No!

19. Why continue to identify immigrant students if my district does not receive an immigrant grant? SEC. 3111. FORMULA GRANTS TO STATES - Requirement of Title III. • (A) IN GENERAL- In making State allotments under paragraph (3), for the purpose of determining the number of limited English proficient children in a State and in all States, and the number of immigrant children and youth in a State and in all States, for each fiscal year, the Secretary shall use data that will yield the most accurate, up-to-date numbers of such children and youth.

20. Why continue to identify immigrant students if my district does not receive an immigrant grant? (ii) SUBSEQUENT YEARS- For subsequent fiscal years, the Secretary shall determine the number of limited English proficient children in a State and in all States, and the number of immigrant children and youth in a State and in all States, using the more accurate of — • (I) the data available from the American Community Survey available from the Department of Commerce; or • (II) the number of children being assessed for English proficiency in a State as required under section 1111(b)(7).

21. Criteria for Immigrant Funding (1) Subgrants are award to eligible entities that have experienced a significant increase, as compared to the average of the 2 preceding fiscal years, in the percentage or number of immigrant children and youth, who have enrolled, during the fiscal year preceding the fiscal year for which the subgrant is made. (2) In awarding subgrants under paragraph (1)— A) shall equally consider eligible entities that satisfy the requirement of such paragraph but have limited or no experience in serving immigrant children and youth; and (B) shall consider the quality of each local plan under section 3116 and ensure that each subgrant is of sufficient size and scope to meet the purposes of this part.

22. Reporting Immigrant Students

23. Reporting Immigrant Students

24. Reporting Immigrant Students

25. Reporting Immigrant Students

26. Collect this information through: • The home language survey • Birth certificate • School enrollment records • Make sure your district has procedures to identify immigrant students and report them to CEDARS.

27. Enrollment form reminder The U.S. Supreme Court ruled in Plyler vs. Doe (457 U.S. 202 (1982)) that undocumented children and young adults have the same right to attend public primary and secondary schools as do U.S. citizens and permanent residents. Like other children, undocumented students are obliged under state law to attend school until they reach a mandated age. As a result of the Plyler ruling, public schools may not: • Deny admission to a student during initial enrollment or at any other time on the basis of undocumented status. • Treat a student differently to determine residency. • Engage in any practices to "chill" the right of access to school. • Require students or parents to disclose or document their immigration status. • Make inquiries of students or parents that may expose their undocumented status. • Require social security numbers from all students, as this may expose undocumented status.

28. Enrollment form reminder • Check enrollment forms at all schools in your district, including translated versions. • Is your district asking for social security numbers? Immigration status? U.S. citizen yes/no? What is the purpose of asking for this information? How is this information to be used? • Too many buildings that we visit during Consolidated Program Review make inquiries of students or parents that may expose their undocumented status on their enrollment forms.

29. Title III and Native Americans Title IX — General Provisions, SEC. 901. GENERAL PROVISIONS, SEC. 9101. DEFINITIONS. 25 Definition of English Language Learners (ELLs) 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.

30. Title III and Native Americans • Accurate identification of English learner students is essential to ensure that these students receive the services necessary to meaningfully access an educational program, as required under Title VI of the Civil Rights Act of 1964 (Civil Rights Act), and the services for which they are eligible under Title III, Part A of the ESEA. • Under the ESEA and Title VI, Native American students who come from an environment in which a language other than English has had a significant impact on English language proficiency may be identified as English learners.

31. Title III and Native Americans What if the Native American Student does not speak another language? • Even if a Native American child does not speak the language of his or her tribe, this language may still have a significant impact on his or her English mastery (Leap, 1993). Language impact may manifest itself in the way a student constructs meaning or applies syntax or vocabulary. What services should the district provide? What if Native American Students are receiving services under Title VII? • Title VII of ESEA has a different purpose for use of its funding.

32. Title VII — Indian, Native Hawaiian, and Alaska Native Education SEC. 701. INDIANS, NATIVE HAWAIIANS, AND ALASKA NATIVES. SEC. 7102. PURPOSE. • PURPOSE- It is the purpose of this part to support the efforts of local educational agencies, Indian tribes and organizations, postsecondary institutions, and other entities to meet the unique educational and culturally related academic needs of American Indian and Alaska Native students, so that such students can meet the same challenging State student academic achievement standards as all other students are expected to meet. (b) PROGRAMS- This part carries out the purpose described in subsection (a) by authorizing programs of direct assistance for — (1) meeting the unique educational and culturally related academic needs of American Indians and Alaska Natives; (2) the education of Indian children and adults; (3) the training of Indian persons as educators and counselors, and in other professions serving Indian people; and (4) research, evaluation, data collection, and technical assistance.

33. Steps to Improve Identification and Services to Native Americans • Joint meeting with Title III and Title VII regarding services of each program and to: • Review criteria and make recommendations for identifying potential Native Americans for services under Title III • Develop communication to parents and community regarding services under Title III. • Identify services under Title III and possible areas of coordination with Title VII.

34. TBIP Data Entry Guidance April 19, 2013 – Workshop at WABE May 10, 2013 – Webinar at OSPI (9:30-11:30) Webinar will be posted on the OSPI Website Data Entry Manual posted on the OSPI Website at: http://k12.wa.us/MigrantBilingual/BilingualProgram.aspx Paul.McCold@k12.wa.us

35. TBIP Data Entry Guidance Topics: • Entering TBIP Data in the CEDARS Environment • CEDARS Data Elements for Limited English Proficient Students • Reporting CEDARS Data Elements for LEP Students • New to program • Returning to program • Not entering program • Changing program participation • End of year procedures • Beginning of Year Procedures • Locating CEDARS Submission Exceptions for Bilingual Programs • Understanding CEDARS Submission Exceptions for Bilingual Programs • Alphabetic list of CEDARS Bilingual Programs Exception Errors

36. Reminder: The TBIP database at WABilingual.org Please communicate to all school and district staff who are responsible for enrolling TBIP and Title III students that the WABilingual database is storing historical student data and does not have the most current information. We are still getting calls from districts who are looking-up incoming ELL students in the old database. Reporting of TBIP/Title III students has transitioned to the new LEP Application in the EDS of CEDARS. All relevant bilingual program staff and record clerks need to be directed to use the LEP Application in the EDS of CEDARS. Program directors need to keep a list of who should have access to this application and provide that list to your CEDARS District Data Security Managers. We will block access to the WABilingual (TBIP) website for student searching at the end of this school year. Professional Development information must be entered in WABilingual Database.

37. Trainings: GLAD, SIOP, ELDs, etc. WELPA, bilingual, migrant webinars

38. Math:A Universal Language? Handouts from WABE session posted at:http://wabewa.org/2013-presenter-handouts

39. The Math Algorithm Project Initiated in response to parent recommendations. • To assist educators to understand and to bridge the algorithms students bring from their country of origin to the algorithm used within the classroom. • To assist parents to understand and bridge the algorithms they bring from their country of origin to the algorithm used in their child’s classroom.

40. Process Completed • Selected the top 10 languages. • Researched on the algorithms of the 10 top language groups. • Review of the algorithm research document by educators who taught mathematics in their home countries.

41. Process Still seeking reviewers for the following languages: Contact alyssa.westall@k12.wa.us if you have someone on staff who could review the section of the document for these three languages.

42. Process Next Steps: • Integrate the language of math within the Math Algorithm Project document. • Identify the math concepts reflected in the Math Algorithm Project to correspond with the Common Core Standards. • Design a teacher professional development component. • Provide two webinars on the algorithms and the language of math. • Imbed the English Language Development Standards (ELDs) and sheltered instructional strategies.

43. Thank you to our work group! • Elsa Yanez Gomez, Bellevue • Ramon Costales, Seattle • Estrella de la Cruz, Seattle • Rustico Baldoz, Seattle • Jocylene Comia, Kent • Yelena Paprotskya, Spokane • Natalya Shemchuk, Auburn • Trang Tran, Spokane • Cuong Pham, Tacoma • Khanh Cao, Seattle Hussam Al-Khalidy, Spokane Aniesse Naffah, Everett Sahar Al-Taie, Kent Liliya Stefoglo, Issaquah Eugenia Ivanova, Federal Way Al Alexander, Federal Way Casie Fariye, Highline Farhiya Omer, Seattle Halima Abdule, Seattle Lupe Mahoney, Tukwila Jesus Angarita, Evergreen Consuelo Alvarez, Monroe

44. Program Updates and Reminders

45. Migrant and Bilingual iGrants Webinar: March 29, 2013 Posted online at http://www.k12.wa.us/MigrantBilingual/Training.aspx. • TBIP iGrants (PDF) • Title III iGrants (PDF) Recording (WMV) Migrant and Bilingual Education Webinar: January 25, 2013 • Bilingual Education (PPT) (PDF) Recording (WMV) • Civil Rights (WMV)

46. Follow-up Webinars • Fostering a Verbal Environment: Developing Oral Language in English Learners and Formative Assessment for ELLs (presented on Jan 14, 2013) (WMV) • Layers of Meaning: A Toolkit for Vocabulary Development and Guidelines for Teaching Literacy to ELLs (presented on Jan 22, 2013) (WMV) • Sheltering Science Instruction in Secondary Classrooms (presented on Jan 24, 2013) (WMV) • Sheltering Math Instruction in Secondary Classrooms (presented on Jan 25, 2013) (WMV) • Instructional Strategies for ELLs (presented on Jan 28, 2013) (WMV)

47. Improvement Plan: Status ReportMust be completed and uploaded to pg. 5 of your Title III application if your district was required to submit an improvement plan this school year. • Evidence for this action item could include sign-in sheets, clock hour forms, communication to staff, training agendas, or other. • Evidence of the process the district followed to develop its improvement plan. Include the date that the status report was completed on the first page of the document.

48. Participating in Title III? • We will ask you to complete an online form indicating your intention to participate. • Respond in a timely manner in order to avoid holding up final allocations. • If your district generates less than $10,000 of Title III funding, tell us whether you will participate in a Title III consortium. Tell us who the lead district is and which other districts will be in the consortium. • If you do not respond by the deadline, we will make the assumption that your district does not intend to access Title III funding. The funds will be reallocated to other districts.

49. Participating in Title III? We are asking for the number of ELLs attending private schools that participate in Title III who have already been identified as ELL with a language proficiency assessment at the time this form is completed.

50. Before either grant can be approved: • Report professional development for the 2012-13 school year.www.wabilingual.org