Welcome & Review Agenda Terry Garrett & Alyssa …...9/6/2016 22222 22222 Student Student 8/30/ 2002 10 9/5/17 2014-2015 School District School District 18 Why is this student being

Agenda

1/22/2018

OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

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• Welcome & Review Agenda – Terry Garrett & Alyssa Westall

• Dual Language Survey – Terry Garrett & Patty Finnegan

• Heritage Language Clubso Nooksack Valley School District

• Title III Required Reporting - Alyssa Westall

• Reclassification guidelines - David Murphy

• Update on HiCap – Jody Hess & Jason Miller

• Migrant Health Services | What you know even if you do not apply for migrant funds – Armando Isais-Garcia

• ELP Assessment – Leslie Huff

• Q & A

K-12 Dual Language InitiativeSuperintendent Reykdal’s Six-Year Vision http://www.k12.wa.us/AboutUs/Priorities/SuptReykdalVision_Narrative.pdf

◦ Two-way dual language (balance of English learners & English speakers)

◦ Kindergarten through at least 8th grade

◦ Preferably through 12th grade to develop full benefits

◦ For every student

OSPI Building an Infrastructure of Support DL

◦ We want to hear your thoughts and needs

Please complete this survey by Friday, January 26th:

http://www.surveygizmo.com/s3/4092913/OSPI-K-12-Dual-Language-Initiative

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http://www.k12.wa.us/AboutUs/Priorities/SuptReykdalVision_Narrative.pdf

http://www.surveygizmo.com/s3/4092913/OSPI-K-12-Dual-Language-Initiative

Specialized Literacy Instruction for English LearnersLAP funds supporting ELs can include: ◦ determining instructional support

◦ differentiated instructional practices

◦ educator training to support the development of foundational literacy skills

◦ ELA support for students enrolled in DL programs

◦ professional learning opportunities and ongoing coaching for educators

* Must be in addition to Basic Education funding and TBIP funding. LAP is for students struggling to meet standard in ELA and/or math.


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http://www.k12.wa.us/SSEO/pubdocs/ELAMenu.pdf, pg. 102

Specialized Literacy Instruction for English Learners

Research on EL Reading Development•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)


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http://www.k12.wa.us/SSEO/pubdocs/ELAMenu.pdf, pg. 102

http://www.k12.wa.us/SSEO/pubdocs/ELAMenu.pdf

Specialized Literacy Instruction for English Learnershttp://www.k12.wa.us/SSEO/pubdocs/ELAMenu.pdf, pg. 102

Research on EL Reading Development•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)


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http://www.k12.wa.us/SSEO/pubdocs/ELAMenu.pdf

Nooksack Valley School District

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• Total Enrollment: 1689 students• 15.9% EL, 33% Hispanic, 51.5% FRL• 247 Spanish speakers, 16 Aguacateco speakers

ELA Math Science

State 59.1% 47.8% 66.9%

Nooksack Valley 67.4% 53.5% 75.2%

% of All Students who met Standard in 2017

NOOKSACK VALLEY HIGH SCHOOL

CLUB de LECTURA

WHAT’ S THE MISSION of CLUB de LECTURA ?

• Celebrate Latino Culture & Heritage

• Promote Bilingualism

• Encourage bilingual students to pursue higher education and becoming skilled multilingual professionals and leaders!

How does Club work?

** 25 HIGH SCHOOL Bilingual TUTORS – US!!!

** 75 Elementary school students from 3 schools attend Club de Lectura once a week after school.

**We read and write together, enjoy music, drama, poetry, and games.

**At the end of every class, the tutors help readers or “LECTORES”

choose a book to take home and read with their families: Thus

• Develop pride in students’ native language and cultural heritage

• Increase native language literacy skills in order to promote English proficiency.

• Provide opportunities for high school students to contribute positively to their community

• Develop students’ awareness of college and career options and the value of bilingualism

* Develop positive & fun relationships between “tutor” & “lector”

What are Club de Lectura GOALS?

What are the BENEFITS of being a TUTOR?

Celebrate our Culture and Make New Friends

Since 2008, 89% of all Club de Lectura graduates have gone on to post-secondary studies.

Title III Required Reporting DataRequest the data file for your school and district:• Washington Assessment Management System (WAMS) under File Downloads> 2017

Administration> 8. Non-Assessment Files> DistrictSD_2017SYT3TBIPRpt.

• For staff who do not have access to WAMS, contact the district assessment coordinator (http://www.k12.wa.us/TestAdministration/pubdocs/DistrictTestCoordinators.pdf).

State and district-level data will be posted publicly in the TBIP legislative report appendices after February 1, 2018: http://www.k12.wa.us/LegisGov/Reports.aspx.


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http://www.k12.wa.us/TestAdministration/pubdocs/DistrictTestCoordinators.pdf

http://www.k12.wa.us/LegisGov/Reports.aspx

State-level Data regarding English Language Proficiency


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% in 2017

Proficient (Exited EL Services) 13.6%

Eligible for EL Services for 5 or more years

and did not exit services in 201724.6%

State Assessment Data by EL StatusEL Status Met Standard In

ELA, 2017

Met Standard

in Math, 2017

Met All Students 59.1% 47.8%

Met EL 14.3% 17.4%

Met Emerging 7.7% 11.0%

Met Progressing 7.6% 11.7%

Met Not Exit After 5 Yrs 7.0% 7.4%

Met Upon Transition (Proficient) 45.5% 43.9%

Met 1 Yr After Transition 58.1% 51.7%

Met 2 Yrs After Transition 58.9% 50.7%




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English Proficient but in Program

SchoolSchool Enrollment Date

SSIDLast Name

First Name

Birth Date

Grade Level

Current TBIP Start Date

School Year Proficient

District Tested Proficient

Previous Serving District

High School

9/6/20162222222222

Student Student8/30/2002

10 9/5/172014-2015

School District

School District

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Why is this student being reported as being served in your district’s English language development program?• An exited TBIP student reported incorrectly? (Correct now and adjust

the P-223 to not include this student as a current EL)• Intentionally reassessed for EL services because of a persistent

language barrier? (Maintain documentation regarding the district’s process for placing the student back into program services)

Guidelines UpdatesReclassification of Exited English Learners

• After scoring Proficient, a very small percentage of exited English learners will demonstrate a need to be re-entered into the English language development program.

• Students may be considered for rescreening after a Proficient score on the screener or the annual ELD assessment.

• Prior to re-assessing students for the English language development program, a review must be conducted of the supports and data that are related to the proficient student.

• The district must hold a meeting with the student’s family to review the data and supports prior to re-assessing a proficient student for the ELD program.

• After a student receives a proficient score on the screener or the annual ELP assessment, the student’s family must consent in writing to rescreening their child for the ELD program.

• Students who requalify for the TBIP program are eligible to be funded through TBIP.

• Proficient Title III Native Americans and private school students may be rescreened, but they may not be funded through TBIP.

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The reclassification guidance is located in the Exited TBIP Students Guidelines.

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H. Monitoring and Exiting EL Students from EL Programs and Services

See p. 34 of the Jan. 7th, 2015 Dear Colleague Letter.

Guidelines UpdatesReclassification of Exited English Learners

OSPI has developed tools to support local education agencies who are considering whether a student who has scored proficient on the screener or annual needs to be rescreened.

• Process Chart

• District Data Review Table

• Reclassification Support Tool

• Family Consent to Reclassification Form

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The reclassification guidance is located in the Exited TBIP Students Guidelines.

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This process chart can be found in the Exited TBIP Students Guidelines.

http://k12.wa.us/MigrantBilingual/pubdocs/ExitedTBIPStudents.pdf

Guidelines Updates Reclassification of Exited English LearnersGuidelines Updates Reclassification of Exited English Learners

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Guidelines Updates Reclassification of Exited English Learners

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Family Consent to Reclassification FormReclassification Support Tool

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Equity and Access for All Highly Capable StudentsMigrant and Bilingual Education Program Updates

January 19, 2018


JODY HESS, PROGRAM SUPERVISOR

JASON MILLER, PROGRAM SUPERVISOR

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Match identification procedures and programming

with levels of developed talentSchool culture must reject deficit thinking about low-income and racially, ethnically, and linguistically diverse students to create pathways to high achievement for these students.

Teacher and administrator beliefs about talent, specifically that ability is malleable and achievement reflects previous opportunity to learn, are critical to a school culture focused on talent development of all children with high potential.

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with levels of developed talentThese beliefs include mindsets, or students’ beliefs about intelligence and ability. Those who believe that intelligence and ability is fixed tend to attribute success as a result of ability alone and tend to blame lack of success on a lack of talent.

Young Scholars programs use challenging curriculum with kindergarten through second graders to help reveal exceptional thinking, interest, and motivation.

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with levels of developed talentThe program uses standardized tests for this purpose, and includes students within a wider range of achievement — top 25% — one that is matched to the students’ level of developed talent, their younger ages, and previous opportunity to learn.

Students’ abilities are nurtured by cluster grouping them within classrooms taught by teachers trained to provide differentiated, advanced lessons.

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with levels of developed talent

Programs for younger students cast a wide net, using a broader range of qualifying criteria and allowing students exposure to advanced curriculum that shows readiness for advanced coursework.

As older students become more expert in a specific area, programs to support talent development (e.g. AP courses) emphasize demonstrated achievement.

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Students with the potential to achieve need challenging curriculum and enriched learning opportunities to demonstrate their advanced ability.

Teachers look for evidence of gifted potential through a review of daily learning activities, performance assessments, and interactions with their students.

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They are also trained to spot behavioral indications of advanced reasoning and thinking in their young students.

Through this focus on teacher training, many more students’ talents have been revealed and more culturally and linguistically diverse students are identified for Highly Capable services.

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Goals of Identification for Highly Capable Services

Look for student strengths early and cultivate over time, to provide appropriately challenging instruction.

Recognize that asynchronous development occurs frequently, so a student may excel in one subject and have average or below performance in other content areas.

Gather performance data for English learners (ELs) to include non-language-dependent measures.

Avoid the deficit mindset!

Look for and encourage positive evidence of strengths.

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Form Package 217 new page 7How district will address equitable identification of low-income students

Because this new aspect of basic education and the Highly Capable Program became law in July 2017, LEAs will provide dates and description of plans and meetings to form a strategy for addressing equitable identification of low-income students.

1. Identify person(s) responsible for developing and implementing LEA equitable identification plan to address low-income students.

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Form Package 217 new page 7 (continued)

2. Please explain what actions your LEA will take to prioritize equitable identification of low-income students, and the LEA’s timeline to implement during 2017-18 identification cycle.

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Actions districts will take to prioritize equitable identification of low income

studentsUse alternate assessment for English learners

Produce registration packets to include Highly Capable information in Spanish

Review ELPA scores for students with rapid growth

Universal screening by reviewing data from academic assessments

Contact parents in preferred language to explain benefits of identification and service

Use HOPE scale in spring with student’s best work

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Actions districts will take to prioritize equitable identification of low income

studentsStudent Work Sample Pilot: National Elementary Principals Association recommends multiple assessments based on premise that no one test can sample all the behaviors a high ability student may demonstrate.

Body of evidence includes quantitative and qualitative data.

Teachers provide challenging, differentiated opportunities in the classroom for portfolios and use evidence from home, school and extracurricular activities.

Multidisciplinary Team reviews this additional information to create broader picture of student performance and ability.

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HiCapPLUSProfessional Learning and Technical Assistance for

Washington State

Jacob K. Javits Gifted and Talented ProgramUS Department of Education (ED.gov)

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HiCapPLUS

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HiCapPLUS

Big Ideas – Mind Shifts

Shift from identifying gifted to identifying children who need advanced learning.

Shift from gifted program to services for advanced learners.

Focus on teaching and creating classrooms that challenge children – Instruction matters to develop talent.

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Nancy B. Hertzog, Ph.D., University of Washington

Final Thoughts

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Thanks for joining us.

Questions? Email us!

We are collecting FAQs to answer.

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Jody Hess, Program Supervisor

[email protected]

360-725-6171

Jason Miller, Program Supervisor

[email protected]

360-725-6232

Contact Us

CALL

US

mailto:[email protected]


What is The Migrant Education Health Program? (MEHP)

A collaborative model design to:

Provide advocacy and outreach activities to help eligible migrant students and their families gain access to comprehensive health, nutrition, and social services through health care providers and partnership organizations free of charge.

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Who is a Migrant Student?An individual not older than 21 years of age, who:

1. Is entitled to a free public education (through grade 12) under State law, or the child is not yet at a grade level at which the LEA provides a free public education.

2. Made a qualifying move in the preceding 36 months as a migratory agricultural worker or a migratory fisher, or did so with, or to join a parent/guardian or spouse who is a migratory agricultural worker or a migratory fisher; and

3. Moved due to economic necessity from one residence to another residence, and from one school district to another; or from one administrative area to another within such district; or resides in a school district of more than 15,000 square miles and migrates a distance of 20 miles or more to a temporary residence.

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Who are Out of School Youth?

Migrant eligible youth, ages 16-21, not currently enrolled in a K-12 school. This could include:

• Students who have dropped out of school and have not received a GED.

• An individual who has never enrolled in a K-12 educational system.

• Youth who are working on a GED outside of a K-12 school.

• Youth who are “here-to-work” only.

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The Need for Services51 total migrant funded districts.

20 student minimum to receive Migrant funds.

Statewide requitement

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http://www.k12.wa.us/MigrantBilingual/pubdocs/WAStateServiceDeliveryPlan2017-2020ADAsd.pdf

http://www.k12.wa.us/MigrantBilingual/pubdocs/WAStateServiceDeliveryPlan2017-2020ADAsd.pdf

The Need for ServicesESSA is focusing on the reengagement of out-of-school youth

• 32,500 (approx.) migrant students statewide.• OSY is the fastest growing population within the MEP.• It is estimated that approximately 19.9% of Washington State migrant

students, ages 16-21, dropout of school every year in comparison to 12.3% of all students1.

• These students lack the continuity of health care due to the migrant life-style which results in numerous chronic and acute health problems that go untreated and unresolved.

• State total OSY: 1856

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1. http://www.k12.wa.us/LegisGov/2015documents/GradandDropoutStats2015.pdf

http://www.k12.wa.us/LegisGov/2015documents/GradandDropoutStats2015.pdf

MEP Federal Statute

1. Designed to help migratory children overcome health-related problems that inhibit their ability to succeed in school or in other educational programs.

2. Address specific health needs that affect a child’s ability to participate effectively in those learning activities.

Service is tied to helping the child meet his or her learning need

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For more information about the use of MEP funds, please see the Non-Regulatory Guidance, Chapter X: Fiscal Requirements https://results.ed.gov/

https://results.ed.gov/

What types of services are provided?

◦Some services are provided directly by MEHP (e.g. Physicals, dental exams, referrals, eye glasses).

◦Advocacy and outreach activities for migratory children and their families (e.g home visits, fairs, provider connection).

All Migrant-identified students are eligible for MEHP services, whether or not your district is applying for migrant funds.

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What are some exampleservices MEHP can fund?

1. Funds should generally only be used to provide preventive services.

◦Physical and dental screenings, vision, hearing immunizations, health education, food security, mental health, homelessness, reproductive health education, and other medical referrals.

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What are some exampleservices MEHP can fund?

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2. Medical conditions that require emergency or one-time treatment include, but are not limited to:

Infections, fractures, open wounds, tooth extractions/repairs, eye glasses, and behavioral intervention needs. (e.g., threats of abuse, neglect, suicide, etc.

Other services provided to OSY

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Educational Resources:

◦ High school diploma or GED; ESL classes, improved basic skills, and other academic knowledge and skills

Other Non-Academic Support Services:

◦ Practical survival skills such as accident prevention, child care, transportation and bus passes, driver’s training, legal aid.

Employment Opportunities and Job Training:

◦ Work readiness skills, career exploration and counseling to identify long-term and short-term employment goals suited to their interests and abilities and to the local labor market.

Other Post-Secondary Educational and Scholarship Opportunities

SEAs and LOA/LEAs should not: Provide ongoing or long-term health services:◦ (e.g., non-emergency surgeries, treatment of chronic illness or diseases, orthodontia [Braces], other long-term health services regardless of whether these services are also preventive.

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What are some exampleservices MEHP cannot fund?

How can someone access services?

1. Connect with your regional OSY/ Health Coordinator.

2. Once eligibility is determined, the student can begin receiving services.

The Migrant Education Health Program serves as a referral service as it collaborates with community resource agencies in providing information and/or services to Migrant families.

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OSY/ Health Coordinators & Service Areas

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The Coordinators Regions

NWESD 189- Tanya Rojas(360) (360) 299-4719 [email protected]

ESD 189, ESD 114, ESD 113, ESD 112, Puget Sound ESD

NCESD 171- Ric Escobedo (509) 665-2610 [email protected]

NCESD

ESD 105- Cindy Cholico(509) 834-6828 [email protected]

ESD 105

ESD 123- Mark Wheaton(509) 989-9259 [email protected]

ESD 123

Out-of-School Youth (OSY) / Health Coordinator

Provide regional support to districts with the intent to connect eligible migrant and out-of-school youth throughout the state to supplemental support services

(1) health needs of migrant students and out-of-school youth and

(2) provide additional interventions to reengage migrant out-of-school youth towards completing basic education.

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Supporting Migrant Student Health

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◦Rethinking migrant student needs…

Youth Mental Health First Aid USA

Designed to teach someone how to help an adolescent experiencing a mental health or crisis.

◦ For adults who regularly interact with young people.

◦ Introduces common mental health challenges for youth.

◦ Topics covered include: anxiety, depression, substance use, psychosis, bullying, disruptive behavior disorders, and eating disorders.

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https://www.mentalhealthfirstaid.org/cs/take-a-course/course-types/youth/

https://www.mentalhealthfirstaid.org/cs/take-a-course/course-types/youth/

Youth Mental HealthFirst Aid USA

There is a serious need for mental health for migrant students.◦Identifying risks, needs, and challenges.◦Project AWARE offers no cost trainings. ◦Interested? Contact our training coordinator Deb Drandoff at [email protected] (360) 952-3396.

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http://www.k12.wa.us/SecondaryEducation/AWARE.aspx/


http://www.k12.wa.us/SecondaryEducation/AWARE.aspx/

McKinney-VentoDefines homeless children as "individuals who lack a fixed, regular, and adequate nighttime residence." Children and youth who are:◦ Sharing housing due to loss of housing.◦ Living in motels, hotels, trailer parks, cars, parks, public

spaces, abandoned buildings, substandard housing, bus or train stations.

◦ Living in emergency or transitional shelters or abandoned.◦ Whose primary nighttime residence is not ordinarily used

as a regular sleeping accommodation (e.g. park benches, etc).

◦ Migratory children living in any of the above situations.

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http://www.k12.wa.us/HomelessEd/AssistanceAct.aspx

Youth Suicide Prevention, Intervention, and Postvention

The OSPI provides resources and support through the School Safety Center.

◦School-based Suicide Prevention Training.

◦Professional Educator Standards Board for the list of approved trainings for School Professionals.

◦Crisis Text Line: Text START to 741741 from anywhere in the USA, anytime, any type of crisis.

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http://www.k12.wa.us/safetycenter/YouthSuicide/SuicidePrevention.aspx

http://assessment.pesb.wa.gov/professional-growth-plan-pgp/certification-and-pgp/specific-content-renewal-requirements/suicide-prevention-renewal-requirement

http://www.k12.wa.us/safetycenter/YouthSuicide/SuicidePrevention.aspx

Migrant Education Health Program Website

MEHP website to be hosted at OSPI.◦Guidance, resources, events, trainings, etc.

◦Educational material for parents.

◦*Still in development*

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Reducing disparities in health and inequality—Improving the health and well-being of migrant students and their families

Contact: Armando Isais-GarciaMigrant Education Health Program SupervisorOffice of Superintendent of Public Instruction (OSPI)Ph: 360-725-6159 email: [email protected]

Assessment Update Webinar

SY 17-18 UPDATE

JANUARY, 2018


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ELPA21 Update

OSPI has decided to adopt the WIDA Alternate ACCESS for ELs for ELs with significant cognitive disabilities.

Kindergarten ELs with significant cognitive disabilities will be tested using the first grade version of the WIDA Alternate Access test. Kindergarten cut scores will be established independent of first grade scores.

Additional communication, including a calendar for training, materials ordering information, and registration processes will be forthcoming through regular Assessment, Special Education and Bilingual Education communication processes.


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Training Dates for WIDATo administer the WIDA assessment TAs will need to be trained. Please register for trainings at: http://www.surveygizmo.com/s3/4061868/WIDA-Training-Registration

January 22 in Tumwater (Full) January 22 (Remote) in Pasco (13 slots remain)

January 23 in Renton (7 slots remain)

January 24 in Renton (15 slots remain) January 24 (Remote) in Spokane (16 slots remain)

January 26 in Yakima (Full) January 26 (Remote) in Everett (5 slots remain)

January 30 (State-led) in Wenatchee (9 slots remain)

February 1 (State-led) in Battle Ground (20 slots remain)


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Availability is as of January 10, 2018

http://www.surveygizmo.com/s3/4061868/WIDA-Training-Registration

ELPA21 Update: Preparing to Test Page

OSPI has added a page to the ELPA21 page. This page houses information that may be useful in preparing for ELPA21 testing.

The new page is located at:

http://k12.wa.us/ELPA21/Preparing.aspx

The page includes checklists for different roles, a link to the GTSA for those wishing to review accommodations, supports or tools, timing information. An FAQ document will be added in the coming days. and more.


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http://k12.wa.us/ELPA21/Preparing.aspx

Common QuestionsI’ve had some common questions coming in over the last few weeks, and I thought I would add them here in case others have not heard.

Can students complete a test on a different day?

Yes. All domains can be paused and completed on a subsequent day. If the domain is not completed by the end of the test window, the test will be automatically submitted.

What do we do for students who cannot or do not engage, or the stop answering questions?

You can pause a student’s test and return to it later.

If a student has answered a question, and the paused test is not submitted prior to the end of the test window, it will be automatically submitted for scoring at the end of the window.

If a student has answered no questions, the student will receive and “N” code indicating not attempted on the score report.


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Common Questions continuedWhat do I do if I missed the window for WIDA pre-identification? What if I have new students

who will need WIDA testing?

There will be an window for additional material orders. The dates have not yet been determined. Within the contract, each district will be allowed one additional materials order. Subsequent orders will come at a cost to the district, so please plan ahead.

What do we do if we cannot attend one of the WIDA trainings?

If you have a colleague attending, WIDA will provide a module that participants can use to train their colleagues.

OSPI is working with WIDA to provide an online training option. It is not clear when this will be complete and available.


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Questions

You are welcome to send any questions about ELP testing to the [email protected] email or [email protected].

Please note: I am traveling for the rest of January and parts of February. I will try to check email as regularly as possible, but I will not have access to phone messages when I am away from the office.


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Bilingual Education Program

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David Murphy Program Supervisor, Districts [email protected]

Alyssa WestallProgram Supervisor, Districts [email protected]

Jenny ChoiProgram [email protected]

Patty FinneganSpecial Projects Program [email protected]





Administrative Staff

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Terry GarrettDirector [email protected] | 360-725-6144

Mea MooreProgram [email protected] | 360-725-6148

Sheri DunsterProgram [email protected] | 360-725-6148

Terrie BeckmanAdministrative [email protected] | 360-725-6150

Jolynn EngellantAdministrative [email protected] | 360-725-6145






Documents

Welcome & Review Agenda Terry Garrett & Alyssa …...9/6/2016 22222 22222 Student Student 8/30/ 2002 10 9/5/17 2014-2015 School District School District 18 Why is this student being