1. Bilingual Education Program Updates
Patty Finnegan, PhD, Bilingual Education Special Projects Program Supervisor
September 18, 2019

2. Agenda
Welcome from Veronica Gallardo, Director, OSPI Migrant & Bilingual Education
Data Collection
Identification, Parent Notification & Data Clean-up
Professional Learning Opportunities
OSPI Bilingual Ed Contact Information

3. Data Collection
Kaori Strunk, PhD, Statistician, Title IIA, Educator Growth & Development

4. Data Collection
TBIP-funded Teacher Endorsement Requirement: education/bilingual-education-program/teaching-requirements-staff-who-instruct-english-learners
Teaching Assignment
State Course Codes for ELD / ESL
Instructional Model (Teacher Indicators)
Data Systems to Support Dual Language
Dual Language Instruction Type
Dual Language Instruction Language
Data Communication Network

5. Teaching Assignment: State Course Codes
State Course Code, e.g., ELD / ESL
Endorsement Code
Endorsement Name
0306
English as a Second Language
0307
Bilingual Education
1306
English as a Second Language-Primary
2306
English as a Second Language-Supporting
2307
Bilingual Education-Supporting
3306
3307
3336
English language Learner
State Course Code
State Course Name
01008,
01008N
English as a Second Language
01992,
01992N
English Language Development
Matching State Course Codes and Endorsements

6. Teaching Assignment: Teacher Indicator
Instructional Model
(Teacher Indicators: CEDARS Reporting Guidance for page 76-78:
CEDARSReportingGuidance_v12.0.pdf)
Teacher Indicators:
To identify a teacher’s role in the classroom District definitions may vary due to contractual language.

7. Teaching Assignment: Teacher Indicator
Teacher Indicators and definitions:
P – Primary.
The teacher responsible for grading and the majority of instruction in the classroom. There can only be one primary teacher for a given course.
A – Alternate.
An alternate teacher rotates in and out of a classroom on a limited basis. Their role may include providing student instructional support, academic intervention strategies, or dropout reengagement or credit recovery support in a given course assignment.
E – English Language Learner / English as a Second Language (ELL/ESL) Co-Teaching Model.
An ELL or ESL teacher is assigned to provide instruction or support at the same time in the classroom as Primary teacher for a given course.

8. Teaching Assignment: Teacher Indicator
Teacher Indicator Valid Value Combinations Based on
Content or Program Area Teaching Assignment:
Content or Program Area Teaching Assignment
Instructional Model(s)
Primary Classroom Teacher
Additional Classroom Teacher(s)
Primary Teacher (P)
Only one teacher provides content or program area instruction. P
Not Applicable
Alternate Teacher (A)
Content and English language development instruction. May also include instructional supports, academic intervention strategies, or dropout reengagement or credit recovery supports. A

9. Teacher Indicator Valid Value Combinations Based on Content or Program Area Teaching Assignment (Cont’d):
Content or Program Area Teaching Assignment
Instructional Model(s)
Primary Classroom Teacher
Additional Classroom Teacher(s)
Primary Teacher (P)
LAP Co-Teaching Model (F)
A Learning Assistance Program (LAP) teacher is assigned to provide instruction or support at the same time in the classroom as Primary teacher for a given course. P F
Special Education Co-Teaching Model (I)
Special Education teacher is assigned to provide instruction or support at the same time in the same classroom as Primary teacher for a given course. I
ELL/ESL Co-Teaching Model (E)
An ELL or ESL teacher is assigned to provide instruction or support at the same time in the classroom as Primary teacher for a given course. E

10. Data Systems to Support Dual Language
Student/Educator Data Collection for Dual Language Programs
1. Information to assist with planning/set up/managing/expanding programs.
2. Why the data are important to ALL of us?
3. New data collection for dual language programs.

11. Track Accurate DL Information
Who Does What:
DL teachers and their credentials.
Courses they are teaching.
Students receiving DL instruction.
Who and What:
How many DL teachers are needed?
What type of professional learning is needed?
How many students will participate DL?
How They Did:
DL teachers’ workload and quality of instruction.
Language of instruction.
Student learning and performance

12. New Data Collection for Dual Language
Who is teaching what course?
1. Content Area (e.g., Math)
2. Course (e.g., Algebra I)
When are they teaching the course?
3. Term (e.g., All year, Term 1, 2, 3, and 4)
How many sections are they teaching?
4. Section
(e.g., Section ID Math01, Math02 )
Who are they teaching in the section?
Monitor student-level data

13. Course Level Data Collection: Dual Language Instruction Type
Definition
One-Way DL Program
All English learners in a DL class.
All Native American students in a DL class.
Two-Way DL Program
Balanced numbers of English learners and native English speakers.
WABE Winter Institute 01DEC2018

14. Course Level Data Collection: Dual Language Instruction Language
Code
Chinese-Mandarin
443
Muckleshoot
558
Quileute
503
Russian 6
Salish
502
Spanish 3
Vietnamese 46
Complete list of languages is in CEDARS Appendix K Language Codes (page 23-30).

15. Where and why are we reporting about students and educators?
Teaching Assignment:
Student Schedule
Staff schedule
(Student Information: CEDARS & P-223)
Consolidated Program Review for TBIP fund and Title III fund
(Bilingual Education)
Student
Educator
Fund Usage and Educator Support
(iGrants: Bilingual Education,
Title II, Part A)
Program Assignment and Salaries (Personnel Report: S-275)
Teacher Credential
(E-Certification)
Vetting Teacher Data
and Compliance Document
(Educator Equity Data Collection Tool: Title II A)

16. Data Communication Network
Who’s doing the reporting about students and educators?
Bilingual Education TBIP & Title III
Human Resource
School Apportionment
CEDARS
Principal
Student & Educator Data
Teaching
and Learning
Superintendent
EL Director

17. Identification, Parent Notification, and Data Clean-up

18. Identification Program Guidelines: https://www. k12. wa
1. Home language survey for each student enrolled in the district.
2. Within 10 days of enrollment:
Give ELPA21 screener to possible eligible English learners.
Place student in English language development services, if the student qualifies on the screener.
Notify the parent of the qualification and placement.
3. Check the Possible Eligible Not Reported (PENR) list.

19. 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)

20. Data Clean-up
Exit your students who attained proficiency on the ELPA21 annual assessment.
CEDARS Manual, p. 107, Exit Codes (File J)

21. Data Clean-up
Check list of students receiving English language development services for accuracy:
1. Login to EDS / reporting/reporting/education-data-system-administration-eds
2. Open “LEP Application.”
3. Click on “Student Lists” tab.
Questions? Contact OSPI Customer Support /

22. Title

23. English Proficient but in Program
School
School Enrollment Date
SSID
Last Name
First Name
Birth Date
Grade Level
Current TBIP State Date
School Year Proficient
District Tested Proficient
Previous Serving District
High School
9/6/17
Student
8/30/2003 11
9/5/19
School District
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?
See state process for reclassification on p. 4-5 of Program Guidelines: Maintain documentation regarding the district’s process for placing the student back into program services.

24. Upcoming Professional Learning Opportunities
September 20 – 21 ǀ WABE Fall Institute: Inclusion, Diversity, Equity & Access ǀ Wenatchee ǀ 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, RI ǀ Info & Registration

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

26. Contact Us Connect OSPI Bilingual Ed Website: https://www. k12. wa
Contact Us Connect OSPI Bilingual Ed Website: Stay Connected Subscribe to update list:
 Staff
Staff Contact Information
Who do I contact?
Veronica Maria Gallardo
Director, Migrant & Bilingual Education
Migrant & Bilingual Education
Asian American Pacific Islander Data Disaggregation (AAPI) Grant
Services to ELs
Consolidated Program Review (CPR)
Policy
Bilingual Education Advisory Committee (BEAC)
Amy Ingram
Bilingual Education
Program Supervisor
Dual Language Education support
Alyssa Moy
Patty Finnegan, PhD
Special Projects Program Supervisor
Dual Language Initiative, grants, professional learning network and support
ELs who qualify for Special Education services
Legislative proposals and amendments
Stakeholder work groups
Jolynn Engellant
Administrative Assistant
Migrant and Bilingual Program Support
Bilingual Education Advisory Committee (BEAC) Liaison
CPR Logistical Support
Program announcements and notifications
Meeting Information
Tiffany Ford
Terrie Beckman

27. Migrant Education Program Updates
Sylvia Reyna– Migrant Education Program Supervisor
Lupe Ledesma - Migrant Education Program Supervisor
Armando Isais-Garcia – Migrant Health Program Supervisor
Carlos Gonzalez – Migrant Identification & Recruitment Program Supervisor
September 18, 2019