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Bilingual Education Program Webinar

Bilingual Education Program Webinar

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Bilingual Education Program Webinar

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  1. Bilingual Education Program Webinar Friday, September 13, 2013

  2. Welcome! Phone Number: 360-725-6147

  3. Agenda • Exited Students and TBIP Eligibility • AMAO 2012-13 • CEDARS and ELL Program Data Reporting • Grant Application Reminders • Consolidated Program Review:Title III, TBIP, Civil Rights, Private Schools • Program Updates • WELPA Placement Test Training and WELPA Dates to Remember • New ELD Standards • Updates to Template Letters • Migrant/Bilingual Parent Meetings • New Program Director Training

  4. TBIP Funding Formula Section 514 of the Third Engrossed Substitute Senate Bill 5034

  5. Does this mean that districts should schedule a separate class or develop a specific program for exited ELLs? No

  6. Recently Exited Services Academic content supports: • to exited TBIP students who are notyet at grade level (including social studies, science, etc.). • Based on individual student needs. • Provided by staff who are best able to meet an exited student’s academic need. • Before, during, or after school. Section 4(g) of theEngrossed Substitute House Bill 2051

  7. Use funding for: • Homework supports. • In-class support. • Additional professional development for content teachers specific to needs of recently exited TBIP students. • Other innovative district supports.

  8. Eligibility of Exited ELLs Exited TBIP students no longer qualify for Title III.

  9. Reporting Exited Count Currently eligible TBIP students and exited TBIP students are reported separately on the P223 form monthly.

  10. Reporting Exited Count Currently eligible and exited TBIP students are funded at a different rate. Include all currently enrolled students who transitioned on 2013 WELPA in the Exited TBIP headcount, regardless of whether or not they require additional academic support. Refer to the Enrollment Reporting Handbook for guidance. Fiscal contact: Becky McLean, 360-725-6306

  11. Exited: 2 TBIP Grant Application Questions 1) How will the district determine if a currently enrolled student who exited TBIP based on the 2013 WELPA needs assistance in reaching grade-level performance in academic subjects? Examples: • State and district testing. • Classroom assessments and grades. • Teacher recommendations. • Must happen more often than once a year!

  12. Exited: 2 TBIP Grant Application Questions 2) Describe the TBIP services (academic support) that will be provided to students who exited TBIP based on the 2013 WELPA.

  13. TBIP Funding • Funds allocated and managed through the TBIP grant. • District business managers can separate the funding generated by currently eligible and by exited TBIP students using the F-203 form.

  14. Recently Exited Students How do I find a list of the recently exited student in my district at any point in time? Procedure will be in the LEP Application of EDS (1-2 weeks)… For October counts, use estimate of number L4s testing in your district, and amend this count later when we have this App available. You will be able to select a date (or date range) to pull all the recently transitioned students enrolled in your district on that date. This will include a count, and all of each student’s most recent MSP/HSPE/EOC results. Do NOT rely solely on these annual assessments to determine who is behind grade level. 14

  15. AMAOs How do I find my district’s AMAO results? 15

  16. AMAO 2012-13 http://www.k12.wa.us/MigrantBilingual/Training.aspx

  17. AMAO 2012-13 • Improvement Plan Template: iGrants Form Package 671 Improvement Plans

  18. 1 2

  19. AMAOs 2012-2013 AMAO District Summary results for school year 2012-2013 are expected to be posted on OSPI Report Card by Sept. 26th. • Look under the WELPA tab and the AMAO pull-down menu http://reportcard.ospi.k12.wa.us/WLPTAmao.aspx or you can download the summary data at http://reportcard.ospi.k12.wa.us/DataDownload.aspx under the WELPA Data Downloads section for AMAOs by State, District and School. • These files do not report cells with less than 10 students in order to comply with FERPA requirements, since they are available to the public. 20

  20. AMAO 2012-2013 The Detailed Excel AMAO files are posted on the OSPI website in the EDS application “Washington Assessment Management System (WAMS)”https://eds.ospi.k12.wa.us/Login.aspx . • If you do not have access to WAMS, contact your District Assessment Coordinator (DAC) to provide you with the file. • The Detailed Excel AMAO file provides the same information as had been reported in previous years on the WABilingualwebsite, without the conditional formatting. • This file includes all results regardless of the minimum cell size, so are only available by logging onto EDS. Please treat these data as confidential in compliance with FERPA requirements.

  21. AMAO 2012-2013 1 2 22

  22. 23

  23. Detail Excel AMAO file Student-level WELPA results Detail Excel AMAO file 24

  24. How to find AMAO-3 results by Grade Preview

  25. How to find AMAO-3 results by Grade

  26. How to find AMAO-3 results by Grade

  27. What can we learn from the AMAOs? • AMAO-2 provides a map of where the need for English language support services are the greatest in your district. • AMAO-1 reveals where the progress of LEP students in acquiring English is the slowest in your district. • AMAO-3 (when English Language Proficiency Level is controlled) reveals where students require additional academic content support in your district.

  28. CEDARS

  29. TBIP Data Entry Guidance Data Entry Manual is posted on the OSPI Website: http://www.k12.wa.us/MigrantBilingual/BilingualProgram.aspx http://www.k12.wa.us/MigrantBilingual/pubdocs/TBIPDataEntryManual4-18-2013.pdf OSPI > Offices & Programs > Migrant Bilingual > TBIP > TBIP Data Entry Manual http://www.k12.wa.us/EDS/LEPApplication.aspx OSPI > Research & Reports > EDS > LEP > LEP Users Guide

  30. Required Data Entries Limited English Proficient students who qualify for State Transitional Bilingual Instruction Program (TBIP) Native Americans whose native language is English that are academically at-risk who qualify for language support Dual language students who do not qualify for TBIP Native Americans whose native language is English that are academically at-risk who do not qualify for language support

  31. CEDARS “events” in LEP New to Program Transferring to another school in district Transferring to another school out of district Changing Program Model Changing Parent Waiver status Returning to program after absence Continuing in program from previous school year

  32. Data Entry Scenarios New to Program Returning to Program Not Entering Program Changing Status End of Year Procedures Start of Year Procedures

  33. End-of-year Procedures Graduating Students Transitioning Students Special Education Exited Students Continuing Students

  34. End-of-year Procedures Continuing Students The LEP Application Student Information for Returning to Program LEP students might look like this: Or like this:

  35. End-of-year Procedures

  36. Beginning of Year Procedures For the purposes of the LEP Application, a new school year is treated as a CEDARS event requiring a new J07 – Program Start Date. At the start of the school year in the fall, districts are required to ensure that all returning TBIP students, all kindergarteners tested in the spring, and all newly arriving students are correctly entered into CEDARS File J submissions.

  37. Beginning of Year Procedures The procedure for newly arriving students that indicate the student’s primary language is other than English on the Home Language Survey is described in the New to Programsection. Students who are continuing in the TBIP program need to be recorded as described in the Returning to Program - beginning of school yearsection. Kindergarten students who tested in the spring or summer for placement in the fall are entered in the same manner as the New to Programsection, once they have been assigned an SSID number.

  38. Beginning of Year Procedures The beginning of the school year is the time to review the academic performance of Native American students to identify those academically at risk and in need of possible testing on the WELPA Placement Test.

  39. Grant Applications • Professional development

  40. Grant Applications • Sheltered Instruction • TBIP-funded Classes • Supplemental Materials • Program Evaluation • Services to Title III Native American Students

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

  42. PD Reporting 2013-14 • Continue to report professional development to www.wabilingual.orgfor the 2013-14 school year. • Use the same passwords. Follow the directions on the login screen to change your password or request access if needed.

  43. Consolidated Program Review 2013-14

  44. Changes to Title III Checklist • Identification: Written parent waiver retrievable from any waived student’s file. • Eligible Native American students: Evidence of the process to determine academically at-risk status. • Services: Description of services implemented at each grade and language proficiencylevel. Procedures for determining on a periodic basis that instructional services provided to each ELL student are appropriate to each ELL student’s language development needs. Evidence of implementation of these procedures.

  45. Transitional Bilingual Instructional Program Checklist • Identification • Parent Communication • Services • Professional Development • Allowable Activities (fiscal) • Program Evaluation

  46. Transitional Bilingual Instructional Program Checklist • District makes available to each eligible student a transitional bilingual instructional program or, if the use of two languages is not practicable as provided in WAC 392-160-040, an alternative instructional program. • Coordination of services for students identified as being eligible for both TBIP and the special education program. • Services to exited TBIP students.

  47. Civil Rights Checklist Webinar: Thursday, October 24th from 1:30-3:00pm Contact equity@k12.wa.us for more information. • Qualifications of staff responsible for providing, supervising, and evaluating English language development services. • Criteria the district uses to evaluate the effectiveness of the district’s English language development services and to modify services as needed. • Facilities used to provide English language development services are adequate and comparable to those provided to other students. • Resource: Developing Programs for English Language Learners: OCR Memorandum

  48. Title III and Equitable Services Provided to State Board Approved Non-Profit Private Schools located within your district. Presenter: Anne Renschler · anne.renschler@k12.wa.us

  49. Consultation Individual School Districts or Consortia of School Districts