New Mexico Public Education Department STATE BILINGUAL MULTICULTURAL EDUCATION FUNDING APPLICATION

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1 New Mexico Public Education Department STATE BILINGUAL MULTICULTURAL EDUCATION FUNDING APPLICATION STATE BILINGUAL MULTICULTURAL EDUCATION APPLICATION GUIDANCE DOCUMENT GENERAL INSTRUCTIONS The program described in this application must be developed in consultation with the local school board, teachers, school administrators, parents, and, where appropriate, other relevant external groups. LOCATION OF APPLICATION The State Bilingual Education Funding application is available on the Public Education Department s website Click on the link above to begin the application process. The Guidance Document section will explain the various components of the application and instructions on how to complete each section. DISTRICT / SCHOOL RESPONSIBILITIES I. Assurances PART I. INITIAL APPLICATION SECTIONS TO REVIEW / COMPLETE This section lists the commitments of the district to fulfill the expectations of the State Bilingual Multicultural Education Program. For districts, the Superintendent, the District Bilingual Education Coordinator and the Principals of all participating schools are responsible for committing to the Assurances. In the case of charter schools, Headmasters/ Principals are similarly responsible. These assurances are legally binding documents. II. District Projections / Signature Page program. This is based on the average of the STARS 80th and 120th Day counts for the current school year ( ). The district Superintendent, Business Manager and Bilingual Director must sign and date the application. The approval of your local school board is also required. If your local school board will not meet before the submission deadline, please indicate on the application and submit it as soon as the meeting occurs. III. School Information This section requires contact information for the school official, projections (based on the average of the STARS 80th and 120th Day data for the current year), program model(s) and goals of the program. Goals must be aligned with the district / school s EPSS and program models being utilized to assist English Language Learners (ELLs) and other students to make progress and attain proficiency in English and the Please submit electronic copies of the application with scanned signatures to: Marilyn Newton-Wright Bilingual Multicultural Education Bureau 300 Don Gaspar Santa Fe, NM marilyn.newton@state.nm.us Phone:

2 STATE BILINGUAL MULTICULTURAL EDUCATION APPLICATION I. Assurances All district, charter and school personnel (superintendent, principals, teachers, directors, finance officers and support staff) shall be knowledgeable of the requirements listed below to comply with the New Mexico Bilingual Multicultural Education Act of 2004 (New Mexico Statutes Annotated, Article 23), the Elementary and Secondary Act, as amended and the 1964 Office of Civil Rights Act. PROGRAM ELIGIBILITY NMAC 3115 (B) (35) ESEA, as amended The LEA shall: 1) provide for the educational needs of linguistically and culturally different students, including Native American children and other students who may wish to participate, in grades kindergarten through twelve, with priority to be given to programs in grades kindergarten through three, in any public school or any combination of public schools in a district; 2) fund programs for culturally and linguistically different students in the state in grades kindergarten through three for which there is an identifiable need to improve the language capabilities of both English and the home language of these students before funding programs at higher grade levels; 3) use two languages as mediums of instruction for any part or all of the curriculum of the grade levels within the program; 4) establish a parent advisory committee, representative of the language and culture of the students, to assist and advise in the development, implementation, and evaluation of the program; 5) provide procedures to ensure that parental notification is given annually prior to program placement; and 6) provide personnel endorsed in bilingual education, TESOL, or certified in Native American language and culture. 7) notify parents of a child s placement in a language instruction program not later than 30 days after the beginning of the school year, or for later enrollment, within two weeks of the student s placement. The notification must be provided in an understandable and uniform format, and to the extent practicable, in a language that the parent can understand. The parent notification shall include (Sec. 3302): a. reasons for student s placement; b. the child s level of English proficiency, how such level was assessed, and the status of the child's academic achievement: c. description of the range of program models available; d. description of how the program will meet the linguistic and academic needs of the child; e. specific exit requirements for the program; f. description of how the program meets the objectives of the Individualized Education Program of a child with a disability; and g. parents options to decline to enroll their child in the program or to choose another program, if available. PROGRAM APPROVAL NMAC The LEA shall: 1) submit an initial application to the department by the date of the preceding school year as specified by the department for each school requesting program approval. 2) ensure that the initial application includes: a. projected number of students to be served; and b. signatures of superintendent, bilingual education/title III coordinator, and school principal. 3) report accurate information in the New Mexico Student Teacher Accountability Reporting System (STARS), including: a. student s classification as ELL/LEP or recent FEP; b. student s Home Language; c. student s ethnicity; d. student s immigrant status; e. student participation in Title III program and instructional model; and f. program hours. 4) report accurate information in the New Mexico Web EPSS Monitoring Tool including: a. example of the parent notification letter of student placement in program; b. example of the parent notification letter regarding AMAOs results; c. Improvement Plan (if applicable); and d. Professional development agendas and sign in sheets for training in English as a Second Language, second language acquisition and related topics that were received by district staff members during the school year (i.e., teachers of ESL/ELD or Bilingual Education, teachers of other subjects, administrators, instructional support personnel, community members, etc.). PROGRAM ELEMENT INSTRUCTION NMAC 3115 (c) ESEA, as amended

3 The LEA shall include: 1) instruction to attain language proficiency and literacy skills in two languages, one of which is English; 2) sheltered content instruction; 3) standardized curriculum that is aligned with the state academic content standards, benchmarks and performance standards; and 4) instruction in the history and cultures of New Mexico. Public schools providing an approved Native American heritage language revitalization program shall include: 1) instruction to attain language proficiency and literacy skills in English and a Native American language (where tribal language is written); for Native American languages that are oral only, the literacy component shall be measured only in the skill areas/domains of listening, speaking and comprehension; 2) sheltered content instruction; 3) standardized curriculum that is aligned with the state academic content standards, benchmarks and performance standards; and 4) instruction in the history and cultures of New Mexico Native American tribes Public schools providing a Native American heritage language revitalization program (or other approved bilingual education model) shall obtain appropriate approval from tribal councils or from other appropriate tribal entities with authority to make educational decisions on behalf of Native American children. The following content areas shall be included in all programs: 1) language arts in the home or heritage language; for funding purposes, time allotted for instruction in the home language must be equivalent to the time provided for English language arts and must be consecutive in nature (that is, not fragmented throughout the day); 2) modifications of instruction in the English language arts that address the developmental, linguistic and academic needs of students; and 3) depending on the program model: a. content area instruction in two languages that utilizes the student s language, history, and/or culture; and/or b. fine arts instruction in two languages that utilizes the student s language, history, culture, and the arts traditions of his/her community. All programs shall implement one or more of the following bilingual education models in the school program: 1) dual language immersion: designed to develop: a. high academic achievement in two languages; b. additive bilingual and biliterate proficiency; and c. cross-cultural skills development. 2) enrichment: designed to further develop the home language of fully English proficient students and to teach the cultures of the state; 3) heritage language: designed to support and revitalize a student s native language and culture through oral and/or written language instruction; Native American language programs require approval from tribal councils or from other appropriate tribal entities with authority to make educational decisions on behalf of Native American children; 4) maintenance: designed to develop and maintain proficiency and literacy in the primary or home language while developing a student s literacy and oral skills in English; 5) transitional: designed to transfer students from home language instruction with gradual transition to an all-english curriculum. PROGRAM ELEMENT PROFESSIONAL DEVELOPMENT NMAC 3231 ESEA, as amended The LEA shall: (1) provide professional development to teachers, teacher assistants, principals, bilingual directors or coordinators, associate superintendents, superintendents, other instructional personnel, and financial officers in the areas of: a. research-based bilingual/multicultural and/or language revitalization programs and implications for instruction; b. best practices of English as a second language (ESL); English language development (ELD) and bilingual/multicultural and/or language revitalization programs; and c. principles of language acquisition. (2) ensure that the professional development plans include Bilingual/multicultural education or language revitalization programs as required in Subsection E of Section NMSA Bilingual educators, including teachers, instructional support personnel, principals, and program administrators, will participate in professional development. Principals and program administrators shall participate in training that addresses program supervision.

4 PROGRAM ELEMENT ASSESSMENT NMAC 3113 (b) ESEA, as amended The LEA shall: 1) ensure trained personnel shall administer state-approved language proficiency assessments in English and the home language annually until proficiency in each language is achieved. 2) comply with federal assessment requirements, including Titles I and III of the Elementary and Secondary Education Act of 1965 (20 U.S.C et seq.) as amended and office for civil rights requirements. 3) ensure that students enrolled in this program shall participate in the New Mexico standards-based assessment (SBA) program. 4) develop and implement an assessment and evaluation program in those grades that students do not participate in the New Mexico standards-based assessment program. EVALUATION NMAC 3121 (c) (1) ESEA, as amended The LEA shall: 1) maintain academic achievement and language proficiency data and update the data annually in order to evaluate bilingual multicultural education program effectiveness and use of funds. 2) submit to the department an annual progress report. 3) submit reports by September 30th of the following year. 4) verify that the program has identified and served students most in need (with priority given to K-3) based on language proficiency (English and home language) and academic achievement; 5) conduct a current analysis of assessment results by school and by model(s); 6) maintain data demonstrating that participating students have met the state targets for annual measurable achievement objectives (AMAOs); and 7) maintain expenditure report from the general ledger on use of funds for the program. PROGRAM RENEWAL NMAC 3121 ESEA, as amended The district annual report will be the indicator to determine the effectiveness of the program, and need for program renewal and/or modification. The following cycle will apply for evaluation of program effectiveness: 1) after the first year (SY ), districts will report baseline data; 2) after the second year, districts shall submit a progress report, by school, indicating how schools met annual measurable achievement objectives from year one to year two; if data shows improvement, the public school district may continue the program as previously outlined in the initial or modified application; 3) after two consecutive years of the school s failing to make progress toward meeting AMAOs, the department shall: a. notify the public school district that the school has not demonstrated reasonable progress; b. assist the school in the development of an improvement plan; and c. provide technical assistance to the school and district. 4) after four consecutive years of the school s failure to make progress toward meeting AMAOs, the department shall: a. require the school to modify the curriculum, program, and method of instruction; or b. ensure that the program be redesigned, modified, or discontinued by the LEA.

5 STATE BILINGUAL MULTICULTURAL EDUCATION FUNDING APPLICATION II: District Projection and Signature District: Mesa Vista Consolidated Schools Number of Participating Students Projected in the District Instructional Program Instructional Program Dual Language Maintenance Heritage Enrichment Transitional Total Bilingual Students in Each Instructional Program Program Hour District Projection FEP Class 0 0, 1 and and 2 0 0, 1 and and Only Note: These numbers could differ from the actual number reported for the 20th Day Keys for FEP Class: 0 = Never ELL; 1 = Current ELL; 2 = ELL Exit Year 1 and above Superintendent: Signature: Date: Phone #: Tracie Phillips 4/25/2012 acie.phillips@mesavista.k12.nm.u Finance Manager: Signature Date: Phone #: Brenda Halder 4/25/2012 enda.halder@mesavista.k12.nm Bilingual Director Signature Date: Phone #: Mario Zuniga 4/25/2012 mario.zuniga@mesavista.k12.nm.u The authorized representative of the above named applicant certifies to the New Mexico Public Education Department that the information contained in the application package is accurate and complete and certifies compliance with the assurances contained in the application. The governing body of the above-named applicant has approved this application and has authorized the individual signing above as its representative to submit this plan as recorded in the minutes of the local School Board Meeting. SCHOOL BOARD MEETING DATE: Applications will be reviewed in the order that they are submitted. We encourage you to submit your plan as soon as possible, but no later than May 4, For Bilingual Multicultural Education Bureau Use Only BMEB Reviewer: Date:

6 STATE BILINGUAL MULTICULTURAL EDUCATION FUNDING APPLICATION III. SCHOOL PROGRAM INFORMATION/SIGNATURES El Rito Elementary Number of Participating Students Projected in the School Instructional Program Instructional Program Program Hour School Projection FEP Class Dual Language Maintenance Heritage Enrichment Transitional 0 0, 1 and and 2 0 0, 1 and and Only Total Bilingual Students in Each Instructional Program Note: These numbers could differ from the actual number reported for the 20th Day Keys for FEP Class: 0 = Never ELL; 1 = Current ELL; 2 = ELL Exit Year 1 and above 98 A. School Goals of the Bilingual Multicultural Education Program. Goal 1: The number of students scoring a 5 on the ACCESS Test will increase by 10 studnets from 68 to 78. Goal 2: The number of students scoring Fluent Spanish Proficient on the Spanish Woodcock-Munoz will be 15 students. Goal 3:The percentage of ELL students scoring proficient on the NMSBA will increase from 44.1% to 55% The percentage of ELL students scoring proficient on the NMSBA will increase from 47.1% to 52%.

7 B. Professional Development Plan to support instruction for approved programs English/Home/Heritage Language Detailed Description of Proposed Activities Timeline Person(s) Responsible/Participants Funding Amount Detailed Description of Proposed Activities Use Language Arts teachers who are appropriately endorsed in TESOL or Bilingual Ed. To teach ELL students Provide continous professional development to all staff so that research based ESL/ELD strategies will be used in every content area Detailed Description of Proposed Activities Provide appropriate Home Language Arts instruction to each student in the program for a minimun of 1 hour per day School will review and evaluate student progress and overall program effectivness for the Bilingual Multicultural Education (b1) Professional Development for English Language Development Timeline Responsibility Participants Aug May Aug May Funding Amount Administrators Teachers $2, Administrators Teachers $ (b2) Professional Development for Home Language Timeline Responsibility Participants Aug May May-13 Administrators Teachers Administrators and Teachers Funding Amount Students & Teacher 0 Students, Teacher, Parents, Administrators 0 Detailed Description of Proposed Activities (b3) Professional Development for English Literacy Timeline Responsibility Participants Funding Amount Plan lesson activities for rich langauge use. Aug May Teachers Students 0 Disaggregate and analyze assessment data to target areas of special needs for ELL students Aug May Administrators & Teachers Administrators & Teachers 0 Detailed Description of Proposed Activities (b4) Professional Development for Mathematics Timeline Responsibility Participants Funding Amount Disaggregate and analyze assessment data to target areas of special need for ELL students Aug May Administrators & Teachers Administrators & Teachers 0 Provide ELL students with extra academic support in academic subjects as well as in language development Aug May Teachers Students & Teachers 0

8 C. Parent and Community Involvement Activities Detailed Description of Proposed Activities Timeline Person(s) Detailed Description of Proposed Activities Timeline Responsibility Participants Funding Amount Regularly notify parents regarding student placement in programs No later than 30 days from the beginning of school Administrators, Bilingual Director & Superintendent Students and Parents 44 Regualrly and frequently notify parents regarding student progress Every 4 weeks and 9 weeks Teachers Students and Parents 44 Invite parents and community members/organizations who speak the Home Language to participate in instruction, telling stories, presenting infortmation, interacting with students in the Home Language, and Provide access to community services for parents as well as students, such as transportation, health clinic, social work services, ect. Aug May Aug May Adminstrators and Teachers Administrators, Bilingual Director & Superintendent Parents, organizations, community members,students, teachers 500 Parents & Students 0 Principal: Signature: Date: Phone #: Gina Terrazas 4/25/2012 rrazas@mesavista.k12.nm Bilingual Director: Signature Date: Phone #: Mario Zuniga 4/25/2012 o.zuniga@mesavista.k12.n The authorized representative of the above named applicant certifies to the New Mexico Public Education Department that the information contained in the application package is accurate and complete and certifies compliance with the assurances contained in the application. The governing body of the above-named applicant has approved this application and has authorized the individual signing above as its representative to submit this plan as recorded in the minutes of the local School Board Meeting.

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10 APPENDIX A: Summary of Bilingual Education Program Models Bilingual Education/Title III Program Models & Instructional Time A program model is the method (and services) the district will use to ensure that all students placed in Bilingual/Title III programs receive proper instruction. The model serves as the foundation for determination of the number of hours a student must be placed in. There are 5 program models approved and funded by the state. They are listed below with descriptions. A school may implement more than one model to serve the individual needs of its students. Dual Language Maintenance Enrichment Indigenous/Heritage Language Transitional ELL/FEP& Native English Speaking students ELL Students & FEP FEP/Native English Speaking students ELL/FEP?Native English Speaking students ELL Students ONLY Instructional Time: Instructional Time: Instructional Time: Instructional Time: Instructional Time: 3 hours per day in the home language. 2-3 hours per day. 1-2 hours per day. 1-3 hours per day. 2-3 hours per day. Required Courses: Required Courses: Required Courses: Required Courses: Required Courses: Minimum of 3 hrs. in the Home language (Language Arts & Content Area) and 3 hrs. in English including ESL for ELL students. 1 hr. of Home language and 1 hr. of ESL instruction. 1 hr. of Home language instruction. 1 hr. of Heritage language and 1 hr. of ESL for ELL students. 1 hr. of Home language and 1 hr. of ESL/ELD instruction. Optional/Additional Course: 1 hr. of Bilingual in a Content area (Math, Social Studies, Science or Fine Arts.) Optional/Additional Course: 1 hr. of Bilingual in a Content area (Math, Social Studies, Science or Fine Arts.) Optional/Additional Course: 1 hr. of Bilingual in a Content area (Math, Social Studies, Science or Fine Arts.) Optional/Additional Course: 1 hr. of Bilingual in a Content area (Math, Social Studies, Science or Fine Arts.) Purpose: All students will be bilingual and biliterate in L1 and L2. (Best model according to research). Purpose: All students will be bilingual and biliterate in L1 and L2. Purpose: All FEP and native English speakers will become fluent in the home/2nd language. Purpose: All students will become bilingual and biliterate in L1 and L2. Purpose: All ELL students will become proficient in English.

11 APPENDIX B: SAMPLE Activities for Proficiency in English Listed below are sample instructional strategies you may use to help your ELL students in making progress in learning and attaining the English proficiency Provide appropriate ESL or ELD instruction to each ELL student for a minimum of 1 regular period per day. Use Immersion approaches and other research-based second language acquisition techniques to teach ESL/ELD. Use Language Arts teachers who are appropriately endorsed in TESOL or Bilingual Education to teach ELL students. Provide continuous professional development to all staff so that research-based ESL/ELD strategies will be used in every content area. Provide continuous professional development to teachers of ESL or ELD classes (conferences, workshops, university courses, etc.). Provide an experienced and endorsed mentor to every teacher of ELL students (TESOL- or Bilingual endorsed). Provide appropriate and adequate amounts of English-language instructional materials (books, audio and video recordings, magazines, newspapers, software, etc.) in classrooms and libraries. Make English language proficiency assessment data available to teachers so they can adapt instruction. Use English language proficiency assessment data to place students appropriately and to modify their instruction. Develop an ESL/ELD curriculum (scope and sequence) that is aligned with the ESL/ELD Content Standards and is written, sequential, delivered and assessed. Provide teachers of ESL/ELD courses with common planning time to develop the sequential curriculum. 12 Emphasize vocabulary development across content areas, including ESL/ELD classes. 13 Provide ELL students with extra tutoring in all domains of English language proficiency. 14 Provide a Bilingual Multicultural Education program for ELL students. 15 Provide appropriate accommodations in both instruction and in testing for ELL students. 16 Use team teaching to lower pupil-teacher ratio Provide regular meetings for staff to review students successes/failures. For failures, the staff writes strategies to address student s need as part of an achievement plan. Include students and parents in the above-mentioned achievement plan in which students chart their own progress and discuss it with teachers and parents. Annually review and evaluate student progress and overall program effectiveness of the Bilingual Multicultural Education program and/or the English as a Second Language program.

12 APPENDIX C: SAMPLE Activities for Proficiency in a Language Other Than English (Home Language Arts) Listed below are sample instructional strategies you may use to improve the home language proficiency of the students participating in the Bilingual Multicultural Education Program to meet the proficiency goals 1 Provide appropriate Home Language Arts instruction to each student in the program for a minimum of 1 hour a day (i.e. class time equal to English Language Arts class time.) 2 Use immersion approaches and other research based second language acquisition techniques to teach Home Language Arts. (Indicate research based program.) 3 4 Use appropriately endorsed teachers to deliver instruction in the Home language. (i.e. Bilingual endorsement - Gr. K-8, Bilingual and Modern, Classical and Native Language endorsement - Gr.7-12 or Native American Language and Culture) School/district will provide continuous professional development to all staff on principles of language acquisition and Bilingual Multicultural Education.(i.e., Conferences, workshops, university course, classroom training.) 5 Provide an experienced, Bilingually endorsed mentor to every teacher of Bilingual Multicultural Education classes. 6 Provide adequate amounts of appropriate instructional materials in the home language (i.e, books, audio and video recordings, magazines, newspapers, software,etc. ) in classrooms, libraries and computer labs. 7 Home language proficiency data will be used to develop a sequential curriculum across all grades that is aligned with the Modern Classical and Native Languages Content Standards 8 Provide opportunities for students and parents to be involved in charting student progress and discussing with teachers. 9 Provide regular staff meetings to review progress of students. Staff will identify and implement strategies for students in need of improving. 10 School will review and evaluate student progress and overall program effectiveness for the Bilingual Multicultural Education program and/or the English as a Second Language program on an annual basis.(identify evaluation process and individuals who will be involved.) Page 7

13 APPENDIX D: PROGRAM ACTIVITIES FOR ADEQUATE YEARLY PROGRESS (ACADEMIC PROFICIENCY) Listed below are sample instructional strategies you may use to improve your students academic achievement in Reading/Language Arts and Math. 1 Use ESL/ELD strategies and materials that cover cross-content material in all subject areas. 2 Plan lesson activities for rich language use In ESL/ELD classes, emphasize cross-content material via study of essential questions, themes, trends, concepts, vocabulary, positive interactions with students and high performance expectations, etc. Create experiences to build additional background knowledge for students - both directly, such as with trips, plays, performances, mentoring relationships; and indirectly, such as with instructional materials. Use the Teacher Professional Development Plan and Process to analyze data, to share information and to set goals to meet the needs of ELL students. Provide continuous professional development to all staff re principles of language acquisition and Bilingual Multicultural Education to relate to vocabulary development across all content areas. Provide continuous professional development to all staff to ensure that research-based ESL/ELD strategies are used in every subject area. Address student needs in both languages of instruction as an integrated part of the EPSS and its related shortcycle assessment plan. 9 Disaggregate and analyze assessment data to target areas of special need for ELL students. 10 Provide ELL students with extra academic support (i.e. tutoring )in academic subjects as well as in language development. 11 Provide appropriate accommodations for ELL students in both instruction and in testing if necessary. 12 Provide adequate amounts of appropriate instructional materials in the language other than English and in beginning/intermediate levels of English (books, audio and video recordings, magazines, newspapers, software, etc.) in classrooms and libraries. 13 Provide a research-based Bilingual Multicultural Education program in which all students may participate. 14 Use team teaching to lower pupil-teacher ratio Provide regular staff meetings to review students successes/failures. For failures, staff writes strategies to address the student s need as part of an achievement plan. Include students and parents in the above-mentioned achievement plan with students charting their own progress and discussing it with teachers and parents. Annually, review and evaluate student progress and overall program effectiveness of the Bilingual Multicultural Education program and/or the English as a Second Language program.

14 APPENDIX E: PROGRAM ACTIVITIES FOR PARENT AND COMMUNITY INVOLVEMENT Listed below are sample activities you may use to promote parent and community involvement in Bilingual Multicultural Education Programs. 1 Regularly notify parents regarding student placement in programs. 2 Regularly and frequently notify parents regarding student progress. 3 Communicate with parents and community in both the Home Language(s) and English Provide orientation programs to parents and community in both the Home Language(s) and English. In such programs, emphasize and explain the responsibility of the parents for student progress. Invite parents and community members/organizations who speak the Home Language to participate in instruction, telling stories, presenting information, interacting with students in the Home Language, and participating in other cultural school-community activities. Include parents and community members on the school or district-level Parent Advisory Committee (PAC). Ensure that this committee advises on every aspect of the school/district s Bilingual Multicultural Education program. Include parent and community opinion in the annual evaluation of the Bilingual Multicultural Education program. 8 Survey parents and community members regularly re their own instructional needs. 9 Implement a tutoring program that includes senior citizens and other parent/community members Include parents and interested community members in professional development workshops and conferences. Provide instruction for parents and community members, such as: Parenting, Completing GED Requirements, Citizenship, ESL/ELD, and/or How to Help with Homework, etc. Provide access to school facilities and equipment to parents and community members, such as: computer labs, gymnasium, library, etc. Provide access to community services for parents as well as students, such as transportation, health clinic, social work services, etc. 14 Annually review and evaluate student progress and overall program effectiveness of the Bilingual Multicultural Education program and/or the English as a Second Language program.