Washington’s English Learners: Program & Funds

1. Washington’s English Learners: Program & Funds Patty Finnegan, PhD Bilingual Education Special Projects Program Supervisor September 13, 2019

2. Today’s Objective • Participants will have increased awareness of tools and resources available to support English language development (ELD) program administration.

3. Warm-up • 1. Spanish, Russian, Vietnamese, and Somali are the top four languages spoken by English learners in Washington. What is the 5th? • 2. Upon transition, what is the average number of years that English learners in Washington qualified for program? • 3. What was the 4-year graduation rate for Washington’s English learners in 2018?

4. Consolidated Program Review:Quick Introduction to the Checklisthttps://www.k12.wa.us/sites/default/files/public/CPR%20Checklist%202019-2020.pdf

5. English Language Development (ELD) Program Areas IdentificationLanguage Development ServicesELs with Special NeedsServing Exited ELs Program EvaluationFamily EngagementUse of Funds Program guidelines: https://www.k12.wa.us/student-success/equity-education/migrant-and-bilingual-education/bilingual-education-program/program-guidelines

6. Civil Rights Obligation: Identificationhttps://www.k12.wa.us/student-success/equity-education/migrant-and-bilingual-education/bilingual-education-program/program-guidelines School districts must have procedures in place to accurately and timely identify students with a primary home language other than English and determine if they are EL students through a valid and reliable English language proficiency (ELP) assessment. ELP assessments must assess the proficiency of students in all four domains of English (i.e., speaking, listening, reading, and writing).

7. Identification • Home Language Survey • LEP Application: Student Search on EDS • Parent Notification Letter • Secretary of State Records Retention Requirements • LEP Application: Possible Eligible Not Reported (PENR) List

8. Possible Eligible Not Reported (PENR List)

9. Sample Possible Eligible Not Reported List, Hypothetical Cedar School District

10. Civil Rights Obligation: Assessmentshttps://www.k12.wa.us/student-success/equity-education/migrant-and-bilingual-education/laws-regulations-and-guidance • School districts must monitor the progress of all of their EL students in achieving English language proficiency and acquiring content knowledge. • OSPI and school districts must ensure the annual ELP assessment of all EL students in these domains and monitor their progress from year to year. • In monitoring EL students’ acquisition of English, their performance on the annual ELP assessment and their progress with respect to the ELP standards during the school year should inform their instruction. (2015 Dear Colleague Letter, p. 32-33)

11. ELP Assessment • Getting Information about ELP Assessments • Sign up for updates • Become good friends with your district assessment coordinator (DAC) • ELP Assessment webpage on OSPI’s site • WCAP • ELPA21 • Annual • Screener • WIDA • Alternate ACCESS

12. Getting Information about ELP Assessmenthttps://www.k12.wa.us/student-success/testing/state-testing-overview/english-language-proficiency-assessments Your DAC will get information about assessments through the Washington Assessment Weekly (WAW). You will want to ask that those be forwarded to you as well. The ELP Assessment pages on OSPI’s website provide documents that support test administration, training, score interpretation, and other assessment-related issues.

13. Getting Information about Assessment cont. • You can also find information about the ELPA21 assessment and student scores through the WCAP portal. This portal has links to various platforms including • The Online Reporting System (ORS) • The Data Entry Interface (DEI – used often for paper-pencil versions) • TIDE • TDS (Test Delivery System) There are also important links on WCAP that are not AIR’s system. Our Guidelines on Tools, Supports, and Accommodations is there as well as Test Administrator Manuals and other information.

14. ELPA21 Annual and Screener • Washington uses two ELPA21 tests. • The screener is used for all students to determine initial eligibility • The annual is used to determine continued eligibility and measure growth. • The online screener opens in August and closes at the end of June. • For Kindergarten round-up, the screener can be given as early as May 1st . • The annual assessment is typically open for eight weeks, the bulk of which are in February and March.

15. WIDA Alternate ACCESS • Washington uses the WIDA Alternate ACCESS for ELLs assessment for annual language proficiency testing of our ELs with significant cognitive disabilities. • A student’s assessment determinations are decided by the student’s IEP team. Best practice is to include an EL professional on the IEP team.

16. ELP Assessment Questions Assessment questions for both ELPA21 and WIDA assessments can be directed to Leslie Huff, ELP Assessment Coordinator leslie.huff@k12.wa.us ELP Assessment webpage: https://www.k12.wa.us/student-success/testing/state-testing-overview/english-language-proficiency-assessments

17. Parent Notification Letters • ESSA requirement to notify parents of initial placement and continued eligibility based on the ELPA21 or WIDA Alternate ACCESS results. • Parent Notification template letters in English and translated in the top 35 languages. • Add your district’s data into the template: • EL graduation rate (OSPI Report Card) • Average time in ELD program (2018 TBIP Data)

18. Civil Rights Guidance:Services for English Learners (ELs)https://www.k12.wa.us/sites/default/files/public/migrantbilingual/pubdocs/january7meaningfulparticipationdearcolleagueletter.pdf • “Students in EL programs must receive appropriate language assistance services until they are proficient in English and can participate meaningfully in the district’s educational programs without language assistance services.” (p. 12) • The U.S. Departments of Education and Justice will consider whether “A school district’s secondary program establishes a pathway for EL students to graduate high school on time and EL students have equal access to high-level programs and instruction to prepare them for college and career.” (p. 21) • The U.S. Departments of Education and Justice have found examples of compliance issues when school districts “(4) stop providing language assistance services when EL students reach higher levels of English proficiency but have not yet met exit criteria (including proficiency on a valid and reliable English language proficiency assessment); or (5) fail to address the needs of EL students who have not made expected progress in learning English and have not met exit criteria despite extended enrollment in the EL program.” (p. 14)

19. Civil Rights Guidance:Staffing EL Programshttps://www.k12.wa.us/sites/default/files/public/migrantbilingual/pubdocs/january7meaningfulparticipationdearcolleagueletter.pdf • “At a minimum, every school district is responsible for ensuring that there is an adequate number of teachers to instruct EL students and that these teachers have mastered the skills necessary to effectively teach in the district’s program for EL students.” (p. 14) • “School districts need to ensure that administrators who evaluate the EL program staff are adequately trained to meaningfully evaluate whether EL teachers are appropriately employing the training in the classroom and are adequately prepared to provide the instruction that will ensure that the EL program model successfully achieves its educational objectives.” (p. 15)

20. Civil Rights Guidance:Staffing EL Programshttps://www.k12.wa.us/sites/default/files/public/migrantbilingual/pubdocs/january7meaningfulparticipationdearcolleagueletter.pdf • “Paraprofessionals, aides, or tutors may not take the place of qualified teachers and may be used only as an interim measure while the school district hires, trains, or otherwise secures enough qualified teachers to serve its EL students. And if a school district uses paraprofessionals to provide language assistance services to EL students that supplement those provided by qualified teachers, it may do so only if the paraprofessional is trained to provide services to EL students and instructs under the direct supervision of a qualified teacher.” (p. 16-17) • The U.S. Departments of Education and Justice have found examples of compliance issues when school districts “(1) offer language assistance services based on staffing levels and teacher availability rather than student need; (3) provide inadequate training to general education teachers who provide core content instruction to EL students.” (p. 17)

21. Supporting ELs who are Dual Qualified for Special Education Align State Policies with Federal Laws • Chapter WAC 392-160: Special Service Program – Transitional Bilingual • Amended section WAC 392-160-045, effective March 25, 2017 Students with disabilities. (1) Students identified as being eligible for both the state transitional bilingual instructional program (TBIP) and special education program will participate in the TBIP to the same degree and consideration given to every other child in the TBIP. (2) A child who is participating in both the TBIP and the special education program under this chapter shall be subject to all conditions of participationin the TBIP chapter. (3) All students identified as being eligible for the TBIP and any other categorical program will enter and exit TBIP through the standardized entrance and exit procedures used for all English learners described in WAC 392-160-015 and 392-160-035.

22. English Language Development (ELD) Services • ELD Program Models • Dual Language Resources • Specialized Literacy Instruction for English Learners (p.85) • Serving English Learners with Disabilities • Endorsement Requirement for TBIP-Funded Staff • EL Toolkit (resources & examples)

23. Dual Language (DL) Resources OSPI webpage – Dual Language Education: https://www.k12.wa.us/student-success/equity-education/migrant-and-bilingual-education/dual-language-resources • Tools for building a DL program • Virtual tours of DL programs • Professional learning & networking If you can’t provide a DL program, utilize methods for supporting native language use in the classroom. See Learning Assistance Program Menu of Best Practices - Specialized Literacy Instruction for English Learners (p.85) for more information.

24. Core Literacy Instruction Tailored for ELs English Language Arts Menu of Best Practices (Title I / LAP) Specialized Literacy Instruction for English Learners (p.85) What is it? Instructional design and collaboration to support ELs through the complexity and increased cognitive load of learning two language registers and becoming proficient readers and writers in English.

25. Why?Research on EL Reading Development Instruction in the essential elements of reading will have greater impact on decoding and fluency for ELs than on comprehension. Focused oral language support is required to develop comprehension for ELs. (August & Shanahan, 2006; Lesaux, Crosson, Kieffer, & Pierce, 2010)

26. How?Changing Core Literacy Instruction • Explicit instruction in academic language and multiple opportunities to practice content-related discourse in the learning environment (Dutro & Kinsella, 2010; Gottlieb & Ernst-Slavit, 2014) • Authentic task-based practices to support comprehension and skill transfer (Lightbown & Spada, 2006) • Learning opportunities that integrate language across subject areas (Saunders, et al., 2013) • Design language and content objectives for each lesson and share with students (Echevarria, Vogt, & Short, 2012)

27. How?Native Language Scaffolds • Recognizing student’s native language skills as assets to transfer knowledge and skills to English (Escamilla et al., 2013; Rolstad, Mahoney, & Glass, 2005) • Use of native language scaffolds build greater brain density in areas related to language, memory, and attention which increase comprehension in English (Moughamian, Rivera, & Francis, 2009)

28. The PLUSS Model • Pre-teach critical vocabulary • Language modeling and opportunities for practice • Use visuals and graphic organizers • Systematic and explicit instruction • Strategic use of native language and teaching for transfer • PLUSS Model article: http://pdxscholar.library.pdx.edu/cgi/viewcontent.cgi?article=1086&context=edu_fac

29. Civil Rights Guidance:Exited English Learnershttps://www.k12.wa.us/sites/default/files/public/migrantbilingual/pubdocs/january7meaningfulparticipationdearcolleagueletter.pdf • “After students have exited an EL program, school districts must monitor the academic progress of former EL students for at least two four years to ensure that: the students have not been prematurely exited; any academic deficits they incurred as a result of participation in the EL program have been remedied; and they are meaningfully participating in the standard instructional program comparable to their never-EL peers.” (p. 34) • ESSA – Title III requires monitoring for 4 years after exiting services. • EL Toolkit

30. Exited TBIP Students • Transition Letter (Notification of Proficiency) • LEP Application: Exited TBIP List • Exited TBIP Program Guidelines • Data for your district’s Exited ELs (2018 TBIP Data)

31. No Title Use the P-223 form to report students eligible for the TBIP. Contact Becky McLean at OSPI for further information: becky.mclean@k12.wa.us (360) 725-6306

32. Civil Rights Guidance:Program Evaluationhttps://www.k12.wa.us/sites/default/files/public/migrantbilingual/pubdocs/january7meaningfulparticipationdearcolleagueletter.pdf “Meaningful EL program evaluations include longitudinal data that compare performance in the core content areas (e.g., valid and reliable standardized tests in those areas), graduation, dropout, and retention data for EL students as they progress through the program, former EL students, and never-EL students. When evaluating the effectiveness of an EL program, the performance of EL students in the program and former EL students who exited the program should be compared to that of never-EL students. While the data need not demonstrate that current EL students perform at a level equal to their never-EL peers, a school district’s data should show that EL students are meeting exit criteria and are being exited from the program within a reasonable period of time, and that former EL students are participating meaningfully in classes without EL services and are performing comparably to their never-EL peers in the standard instructional program. To assess whether the EL program sufficiently prepared EL students for more demanding academic requirements in higher grades, the Departments expect districts to evaluate these data not only at the point that students exit EL services, but also over time.”

33. Title III Required Reporting Data • Long-term English learner (LTEL): English learners who have qualified/received English language development services for five or more years. 1. District report data to OSPI through CEDARS 2. OSPI completes Title III required data analyses and shares with district through: Report Card 2018 TBIP Data (public Tableau) Title III Required Reporting Data in secure Tableau site on EDS

34. Annual Program Evaluation • Manipulating the Title III Data • Report Card • EL Toolkit (resources & examples) • Parent Survey, Multiple Choice • Parent Survey, Open-Ended

35. Family Engagement • Funds of Knowledge and Home Visits Toolkit • Language Access • Translated Materials for EL Programs Washington Family & Community Engagement Trust (resources, effective practices, and professional learning for educators and parents)

36. Parent Recommendations

37. NoTitle

38. Use of TBIP & Title III Funds • iGrants Profile Page on EDS • TBIP (Form Package 219) • Title III (Form Package 232 – individual district or 231 for consortium) • iGrants Training • ESSA Title III Non-regulatory Guidance

39. TBIP & Title III Funding Supplements Basic Education Funding for ELD

40. TBIP Funding

41. TBIP Funding • Administration Instruction - Allowable for administering the TBIP Program. • ELD Instruction - Salaries for teachers and instructional support staff (cannot be used to fully fund teacher salaries in programs where the bilingual teacher is the student's basic education teacher, e.g., dual language program or sheltered content classes, but can offset the additional costs associated with providing these programs, as approved in the district's grant application.) • Substitute Costs - Substitute costs for teachers to attend EL-specific professional development. • Professional Development - Professional development "for teachers, counselors, and other staff, who are involved in the district's transitional bilingual program. Training to include instructional strategies for children of culturally different backgrounds, use of curriculum materials, and program models“ • Instructional Materials - Instructional materials specific designed for English learners.

42. TBIP Funding cont. • Curriculum Development - Curriculum development specific to English language acquisition. • Translation & Interpreters - Translations and interpretations specific to TBIP program and Services. • Evaluation - Costs associated with TBIP annual program evaluation. • ELP Assessment - Staff time for ELP assessment training and proctoring.

43. Purposes of Title IIISection 3102102 1. Assist ELs and immigrant children and youth to attain English proficiency and high levels of academic achievement in English. 2. Assist ELs and immigrant children and youth to meet the same challenging State academic standards that all children are expected to meet.

44. Purposes of Title III (cont.)Section 3102 3. Assist teachers, principal and other school leaders to establish, implement and sustain effective language instruction education programs designed to assist ELs. 4. Assist teachers, principal and other school leaders to develop and enhance their capacity to provide effective instruction to ELs. 5. Promote parental, family, and community participation in language instruction educational programs for the parents, families, and communities of ELs.

45. Upcoming Professional Learning Opportunities September 20 – 21 ǀ WABE Fall Institute: Inclusion, Diversity, Equity & Access ǀ Wenatcheeǀ Info & Registration October 3 – 5 ǀ ATDLE Annual Conference (Dual Language) ǀ Reno, NV ǀ Info & Registration October 15 – 18 ǀ WIDA Annual P-12 EL Conference ǀ Providence, RIǀ Info & Registration

46. Upcoming Professional Learning Opportunities October 25 – 26 ǀ WAESOL Annual Conference ǀ Rentonǀ Info & Registration November 13 – 16 ǀ La Cosecha Dual Language Conference ǀ Albuquerque, NMǀ Info & Registration December 12 – 13 ǀ WERA (with Dual Language strand) Annual Conferenceǀ SeaTacǀ Info

47. Contact UsConnectOSPI Bilingual Ed Website:https://www.k12.wa.us/student-success/equity-education/migrant-and-bilingual-education/bilingual-education-programStay ConnectedSubscribe to update list:https://public.govdelivery.com/accounts/WAOSPI/subscriber/new?topic_id=WAOSPI_189