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Transitional Bilingual Instruction Program Title III


Title: Transitional Bilingual Instruction Program Title III Author: OSPI Last modified by: Julie Hernandez Created Date: 6/5/2011 10:09:32 PM Document presentation format – PowerPoint PPT presentation

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Title: Transitional Bilingual Instruction Program Title III

Transitional Bilingual Instruction Program Title
III April 20, 2012 Webinar
  • TBIP/Title III
  • IGrants Applications
  • AMAO Improvement Plans
  • Reporting
  • Serving Native American Students under Title III
  • Parent Notification Letters
  • Bilingual Education Advisory Committee
  • Updates and reminders
  • Migrant Education

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I-grants applications, 2012-2013 school year
  • Begin by evaluating the 2011 -12 districts ELL
    program to determine if activities identified in
    the approved application were completed, to what
  • Evaluation required by both TBIP and Title III.
  • The Needs Assessment is a good planning tool.

I-grants applications, 2012-2013 school year
  • Review guidance for Title III Consortiumshttp//
  • Overview of Bilingual
  • Program Models Webinar
  • TBIP Guideline provide description
  • of the components of each
  • Model.http//

I-grants applications, 2012-2013 school year
  • Required Input from parents on the development
    of the districts Title III plan and in the
    evaluation of the districts ELL program.
  • The Bilingual Education Parent Brochure may help
    you explain the program to parentshttp//www.k12

I-grants applications, 2012-2013 school year
  • What activities are allowable?
  • See page 72 of the Bilingual Guidelines and the
    Valid use of funds section on the profile page
    of each grant.

I-grants applications, 2012-2013 school year
  • Avoid problem areas
  • After school programs funded by Title III must
    focus specifically on language acquisition and
    not supplant other services for which students
    are eligible.
  • Professional development must
  • Improve the instruction and assessment of ELL
    students and
  • Enhance educators ability to understand and use
    curricula, assessment measures, and instructional
    strategies specific to ELL children.
  • Be research-based and specific to the
    instructional needs of ELL students.
  • Be of sufficient intensity and duration to have a
    positive and lasting impact on teachers'
    performance in the classroom.

I-grants applications, 2012-2013 school year
  • Avoid problem areas
  • Teachers should not be funded by TBIP or Title
    III to provide classes that are a Basic Education
  • Instructional coaches funded by Title III cannot
    be used to administer state testing or provide
    direct services to students during the school
  • Supplemental materials must be designed specific
    to language acquisition.
  • TBIP and Title III cannot be used to fund parent
    engagement activities that are a Basic Ed

I-grants applications, 2012-2013 school year
  • Avoid problem areas
  • Title III parent and community participation
    plans must meet the following requirements
  • LEAs must inform such parents about how they can
    be active participants in assisting their
    children to learn English, achieve at high levels
    in core academic subjects, and meet the same
    challenging State academic content and student
    academic achievement standards as all other
    children are expected to meet.
  • Districts must ask for parent input into the
    program or method of instruction used in the
    English language development program and into the
    development and evaluation of the districts
    Title III plan.

AMAO Improvement Plans
  • The plan must be followed and the status reported
    to determine if the district is following the
    plan of improvement.
  • The Needs Assessment Workbook
  • Provides the structure to plan the program.
  • Help identify the areas of focus for program

  • By the 15th of each month
  • New to program students
  • Withdrawal students
  • Professional development activities
  • Data is used for both state and federal
    reporting and each has a timeline.

Parent Involvement/Engagement
Strengthening Education for English Language
Learners Parent and Student Conversations
  • Parents and students agreed with recommendations
    from last year
  • Improve communication with families.
  • Provide bilingual education.
  • Involve parents.
  • Understand and respect customs, holidays and

We believe that the most important
recommendation is to provide bilingual education
because it helps us to value and understand
different languages.
Promote literacy in the home languages kids are
losing their own native language.
  • Thank you for your current efforts to engage ELL
  • Community Café Conversations to build a
    community and to improve life for children.
  • Natural Leaders
  • Meetings for ELL families that integrate cultural
    and educational activities
  • ESL classes for parents

Value the contributions that parents make
More opportunities for parents and students to
share and feel proud of their culture
  • School calendars to include information about our
  • School curriculum to add themes about different
  • To have an international night, culture pride day
    or to have at the start of the week an activity
    where the student can share things important to
    his/her culture.

Community multi-cultural events not just ELL
cultural events. Then, English-speaking families
will see the benefits for their families to be a
part of that community and support that
multi-language community. Then all the kids
(English and ELL) will be able to get along
better in classes and in the community.
Students appreciate the efforts teachers make.
I thank my teachers for showing respect to
different cultures. They show patience and
respect towards culturally sensitive clothing and
everything else. My teachers also understand that
I don't speak English very well. They always give
me more time except for one.
My ELL teacher gave me a Korean version of To
Kill a Mockingbird. That helped me.
Students asked for more cultural sensitivity from
staff and from other students.
I would like my school staff to know how to
pronounce my name correctly. I'm sure I'm not the
only one who feels this way. My name is spelled
Gi-Yeon. It is not hard. At first, I corrected
everybody, but I gave up.
Bullying of newcomers students make fun of how
you speak English in the class. Teachers must
encourage students to do their best and support
no matter what their level of English.
Parents also asked for more cultural sensitivity
from staff and other students.
Put groups of students together that are not
friends so that they can get to know each other
better and practice English without feeling
Create a healthy, safe, and compassionate
environment in schools so that the home language
can be spoken in the school.
Train front desk personnel with better people
skills so parents don't feel intimidated to
approach them.
Increased and more effective communication.
In order to improve communication, our school
district needs to send out flyers/letters/newslett
ers in our native language so our parents are
able to know and understand what is taking place
at school.
Information gets lost between the school and
home. For example, there used to be ESL classes
for parents, but many did not attend because they
did not receive the information. Send the
information in a different way so that the copies
don't get lost.
Clear communication regarding students' progress.
English is hard for parents to understand but
reading grade reports is even harder.
Increased and more effective communication.
  • I hope there will be multilingual students
    advising staff so parents can understand the
    school better and participate in more activities,
    in community services, volunteer services, and
    other school events.
  • More bilingual staff. Students should not be
  • Materials should be translated in other languages
    and teachers should be consistent in providing
    that information to parents in primary language.
    Teachers should make early connections with
    parents and be more proactive in that role.
  • Make the information to parents more attractive
    (less lengthy).

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Parents appreciate the work teachers do We have
amazing teachers at school. My job would not be
easy for me as a mom if they were not there for
Responses to frequently asked questions
Title III Native American Students
Title III Services to Native American students
  • Services and communication
  • What services would districts provide to Native
    American students who are eligible for Title III?
  • Additional supports in one or more of the four
  • What if they already receive before/after school
  • Are staff providing the before/after school
    support trained in ELD strategies?
  • How should districts explain the program to
    parents of Native American?

Title III Services to Native American students
  • Do some Native American students qualify for both
    TBIP and Title III? Yes
  • Do some Native American students only qualify for
    Title III?
  • Yes
  • What is the difference in how we report them?
  • What documentation is required for the compliance
  • Listing of required documents can be found on
    page 21 of the TBIP Guidelines.
  • Should Native American students who are eligible
    for Title III but not TBIP be reported in CEDARS?
  • Yes
  • Should they be part of the monthly Bilingual P223
  • No

Title III Services to Native American students
  • What if they do not receive Title III funding?
  • Services would be provided through basic ed.
  • Are districts required to identify Title III
    eligible Native American students?
  • When should Native American students be
  • At the beginning of the school year and
    assessed within 30 days of being identified
    as at risk.

Federal Definition
    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
  • (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

Federal Definition
  • (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

Washington English language Proficiency
WELPA Placement Test
  • Questions on who to test? Contact the Bilingual
    Education Program office.
  • Questions about ordering or administering the
    test? Contact your District Assessment
    Coordinator. If the question is still unanswered,

Parent Notification Letters
  • http//
  • WLPT-II Placement Tests will be used to determine
    eligibility for any student entering the program
    during the 2010-2011 school year. For these
    students, use the parent notification letter that
  • WELPA Annual Test was used this year to determine
    continued eligibility and the WELPA Placement
    Test will be used to place new students in
    program for 2012-2013. For these students, use
    the letter that states

Parent Notification Letters
  • When working with the Word version
  • Make sure that you have the font indicated.
    Compare your letter to the PDF version to make
    sure the text in both look the same.
  • Do not delete language from the
  • notification letter without making sure your
    letter addresses the required
  • components listed on page 40 of the Bilingual
  • Fill out all of the blanks, such as

Persons interested in participating on the BEAC
are encouraged to send a letter of interest and a
résumé or curriculum vitae to the chair of the
committee, Ellen Kaje at ellen.kaje_at_shorelineschoo
ls.orgas soon as possible.
Bilingual Education Advisory committee calling
for new members
Bilingual Education Advisory committee
  • The Bilingual Education Advisory Committee (BEAC)
    helps facilitate the provisions of bilingual
    education and related services in order to meet
    the unique needs of students whose primary
    language is other than English.
  • Five positions will open next year. Watch for the
    announcement calling for new members soon!
  • Members travel to quarterly meetings is paid for
    by the state.

Updates and Reminders
Updates and Reminders
  • Register still for state-sponsored English
    Language Development trainings
  • http//
  • English Language Development Standards/Content
    and Language Objectives that Work
  • Cheney, WA Monday, April 30, 2012
  • Olympia, WA Thursday, May 3, 2012
  • Lake Stevens, WA Thursday, May 24, 2012
  • Vocabulary Development and Instructional
    Strategies for English Language Learners
  • Castle Rock, WA Saturday, April 28, 2012
  • Cheney, WA Tuesday, May 1, 2012
  • Silverdale, WA Friday, May 4, 2012
  • Anacortes, WA Tuesday, May 29, 2012
  • Shoreline, WA Wednesday, May 30, 2012
  • Olympia, WA Thursday, May 31, 2012

Updates and Reminders
  • Updating the Washington State Transitional
    Bilingual Instruction Program Guidelines. Are
    there sections that need additional
    clarification? Send your feedback to
  • Bilingual Database Make sure all data is
    up-to-date in preparation for the transition to

Questions? Contact us 360-725-6147 Helen.Malago, Director,
Program Supervisor,
Program Supervisor,
Program Assistant