REOPENING WASHINGTON SCHOOLS 2020: GUIDANCE FOR SUPPORTING MULTILINGUAL/ ENGLISH LEARNERS 2020 Gayle Pauley Assistant Superintendent of Special Programs and Federal Accountability Prepared by: • Veronica M. Gallardo, Director, Migrant and Bilingual Education [email protected] | 360-725-6148 • Patty Finnegan, Ph.D., Bilingual Education Special Projects Program Supervisor [email protected] | 360-725-4468 • Amy Ingram, Bilingual Education Program Supervisor [email protected] | 360-764-6201 • Shannon Martin, Bilingual Education Program Supervisor [email protected] | 360-725-4476 Office of Superintendent of PUBLIC INSTRUCTION TABLE OF CONTENTS Acknowledgements ..................................................................................................................................................................... II Letter from the Director of Migrant and Bilingual Education .................................................................................... III Background .................................................................................................................................................................................... 4 Supporting Multilingual/English Learners through Continuum of Reopening Models .................................... 5 Assessment: Identification Procedures and Annual English Language Proficiency Scores .................... 5 Best Practices for Supporting all Multilingual/English Learners ....................................................................... 7 Multilingual/English Learner Continuous Learning Implementation Guide .......................................................... 8 Multilingual/English Learner Continuous Learning Plan ............................................................................................. 11 Appendices ................................................................................................................................................................................... 12 Appendix A: Systems Planning to Meet Civil Rights Obligations for Multilingual/English Learners 12 Appendix B: Family Partnerships & Communication .......................................................................................... 16 Appendix C: Student Engagement & Social-Emotional Supports ................................................................. 18 Appendix D: Meaningful Access to Content Instruction & Universal Design for Learning .................. 21 Appendix E: English Language Development through Continuous Learning ........................................... 22 Appendix F: Supporting Young Multilingual/English Learners ....................................................................... 24 Appendix G: Secondary Education & Graduation ................................................................................................ 25 Appendix H: Online Instructional & Professional Learning Resources ......................................................... 27 Legal Notice ................................................................................................................................................................................. 29 i ACKNOWLEDGEMENTS This guidance document would not have been possible without significant contributions from a variety of partners across education, including across the Office of Superintendent of Public Instruction (OSPI). OSPI’s Bilingual Education team would like to thank the OSPI Bilingual Education Advisory Committee (BEAC) members for their contributions: Name Organization Concie Pedroza, Ed.D. Seattle Public District/ESD 121 Michael Sampson Burlington-Edison School District/ESD 189 Nesreen Al Muzayen Kennewick School District/ESD 123 Megan Anderson Reilly Yakima School District/ESD 105 Marlene Perez North Beach School District/ESD 113 Francisca Elena Velasquez Quillayute Valley School District/ESD 114 Stephanie Andler Selah School District/OSPI Dual Language Steering Committee/ESD 105 Teresa Mendoza-Casby Selah School District/ESD 105 Machelle Beilke Tacoma Public Schools/ESD 121 Erika Moline Lopez Winlock School District/ESD 105 Nadya Bush Wenatchee Public Schools/ESD171 Kelly Moses Edmonds School District/ESD 121 Kristin Day Central Valley School District/ESD 101 Jean-Marie Wright Longview Public Schools/ESD 112 Kristen French, Ph.D. Center for Education, Equity & Diversity/Western Washington University Michelle Whitney Pasco School District/ESD 123 Jennifer Green, Ph.D. Woodring College of Education/Western Washington University Kent School District/OneAmerica Board Member/OSPI Dual Language Will (Nina) Williams Steering Committee/ESD 121 Rose Liao Northshore School District/ESD 121 We would also like to thank our partners at the Washington Association for Bilingual Education (WABE), OneAmerica, and the Council of Chief State School Officers (CCSSO) for sharing ideas and resources. ii LETTER FROM THE DIRECTOR OF MIGRANT AND BILINGUAL EDUCATION Dear administrators, educators, and support staff: These past months have brought about changes that were previously unimaginable. As we shift our focus to the reopening schools and the start of the school year, it presents us with an opportunity to connect to students in new and innovative ways to continue providing them with high-quality English language development services and meaningful access to content instruction. This publication is intended as a companion resource to the Office of Superintendent of Public Instruction’s (OSPI’s) Reopening Washington Schools 2020: District Planning Guide, issued June 2020. The document provides guidance and strategies for reopening schools and providing continuous learning to your multilingual/English learners. You will also find key resources including federally mandated laws specific to multilingual/English learners, professional development and learning resources included in the appendices. These resources include civil rights obligations, technology- based options and others that are not technology dependent. Developing plans for reopening and continuous learning is a monumental challenge for local systems with limited resources and it is our hope that this guidance will assist your efforts. We will continue to update this resource as additional information, questions, and input become available. We have set up a survey for partners to submit feedback, suggestions, and questions about the publication. As always, the OSPI Bilingual Education team is here to provide feedback and answer questions as needed. We are in this together. With appreciation, Veronica M. Gallardo Director, Migrant and Bilingual Education Office of Superintendent of Public Instruction iii BACKGROUND This guidance is designed as a companion resource to the Office of Superintendent of Public Instruction’s (OSPI’s) Reopening Washington Schools 2020: District Planning Guide, issued June 2020. Our goal for this companion document is to provide guidance, best practices, resources, and unique considerations for supporting multilingual/English learners, their families, and all educators throughout the school reopening process. All guidance is posted on the OSPI COVID-19 Guidance and Resources webpage. This guidance is intended to provide districts with recommendations, strategies, and resources to meet civil rights obligations to provide each eligible English learner with an appropriate English language development instructional program and meaningful access to content instruction through the various reopening models. English language development instruction must be designed to meet individual needs for sustained progress toward reaching English proficiency in the least amount of time (Castañeda v. Pickard, 1981, U.S. Court of Appeals). In addition, eligible English learners must be provided appropriate supports for meaningful access to rigorous content (Lau v. Nichols, 1974, U.S. Supreme Court). The information included in this document attempts to address the most frequently asked questions for providing English language development instruction and meaningful access to content instruction through the reopening process. This guidance document includes the following categories: • Supporting Multilingual/English Learners Through a Continuum of Reopening Models • Multilingual/English Learner Continuous Learning Implementation Guide • Multilingual/English Learner Continuous Learning Plan • Appendix A: Systems Planning to Meet Civil Rights Obligations for Multilingual/English Learners • Appendix B: Family Partnerships & Communication • Appendix C: Student Engagement & Social-Emotional Supports • Appendix D: Meaningful Access to Content Instruction & Universal Design for Learning • Appendix E: English Language Development Through Continuous Learning • Appendix F: Supporting Young Multilingual/English Learners • Appendix G: Secondary Education and Graduation • Appendix H: Online Instructional & Professional Learning Resources The appendices present additional information and resources for supporting multilingual/English learners and their families. Page | 4 SUPPORTING MULTILINGUAL/ENGLISH LEARNERS THROUGH A CONTINUUM OF REOPENING MODELS Assessment: Identification Procedures and Annual English Language Proficiency Scores Identification and appropriate English language development instruction of all eligible English learners is a civil rights obligation of school districts. With many districts limiting in-person educational services, OSPI has developed identification procedures to accommodate the continuum of reopening models. The procedures for identifying eligible English learners detailed on the following page are effective for only the 2020–21 school year. Additionally, many students were unable to complete the 2019–20 annual English language proficiency assessment (ELPA21). Completed domains accurately show the student’s progress within that domain. Incomplete domains should not be used to measure student’s progress with English language skills. Considering this, OSPI does not recommend making comparisons across schools, districts or the state with the 2019–20 ELPA21 scores. Students who completed all sections of the 2019–20 ELPA21 and met the proficient level will exit English language development instructional services. Exited students receive English language development support and academic monitoring for two years. For additional information, see the OSPI Bilingual Education Program Guidelines. To explain student progress with English language development skills to parents/families, consider other sources of information about the student’s language progress in addition to the 2019–20 ELPA21 scores. Some examples are teacher feedback, grades, and assignments that show mastery of language and academic skills. Please use the template letter on page 14 (Appendix A) to explain the 2019–20 ELPA21 scores to parents/guardians. Contact your OSPI Bilingual Education program supervisor if you need assistance with identification procedures or any aspect of your English language development program. Use the following guide to connect with your district’s OSPI Bilingual Education program supervisor: • A – North Mason / Shannon Martin / [email protected] • North Thurston – Z / Amy Ingram / [email protected] • Dual language education support for all districts / Patty Finnegan / [email protected] Page | 5 English Learner Identification Process Parent/Family completes the Home Language Survey (HLS) when enrolling their child. HLS Question #2: The language th e child first learned is a language other than English. —OR — HLS Questions 2 & 3: HLS Question #3: The language the The language the child uses most at home is a child first learned and HLS Question #1: Parent/family language other than English. most frequently uses prefer to receive communication is English. from school in a language other than English. —OR— HLS Question #4: A language If the For new to other than English is used in the student country/ home. received Washington —BUT— English language TBIP services students, give The language the child first proficiency screener in the the screener. If learned and most frequently uses is NOT required. sending the student is English. district: qualifies, place them into the Do not appropriate screen. English language Parent/family verify Place development that the language Follow up with parent/family to student into services within the child first ensure that all questions were English 10 days of learned to speak clearly understood and that the Language enrollment. and the language responses are accurate. development the child most services. frequently uses is English. District Option for Administering the Screener for 2020–21 Step 1: Provide English language development services within 10 days of enrollment to possible eligible students based on the answers to questions 2 & 3 on the Home Language Survey. Step 2: Complete the placement assessment within 30 days of enrollment. This option applies only to the 2020–21 school year. Page | 6 Best Practices for Supporting All Multilingual/English Learners In the various reopening models, learning should reflect the following tenets of asset-based best practices: 1. All students feel a sense of belonging and value as full members of the school community. 2. All students have access to equitable and high-quality, meaningful instruction. 3. Instruction is culturally responsive, culturally sustaining and student- and family-centered. Strategies that support English language development for all multilingual/English learners include the following1: • Establish and maintain regular communication with the student and family. • Maintain focus on supportive relationships with students and families, beyond considerations for instructional content. • Develop projects with flexible choices for students and families, to foster interest, creativity, and build on student strengths while focusing on the next steps for growth with the student’s English language development. • Provide individualized learning experiences utilizing accessible materials and multiple modalities. • Incorporate strategies to support students with balancing continuous learning and home responsibilities. • Design materials/activities that support technology and technology-free experiences for students. 1 Adapted from California Department of Education (CDE) Distance Learning guidance. Page | 7 MULTILINGUAL/ENGLISH LEARNER CONTINUOUS LEARNING IMPLEMENTATION GUIDE This implementation guide is intended to support districts with planning for the provision of English language development instruction and meaningful access to content instruction for all multilingual/English learners. Each section of the guide maps to an appendix with additional information and strategies. Guidance resources for reopening schools: • Federal: o U.S. Department of Education COVID-19 Information and Resources webpage o FERPA and COVID-19 webpage • State: o OSPI COVID-19 Guidance and Resources webpage Systems Planning: Questions and Considerations–Appendix A What is the district process for providing technology devices and Internet connectivity to all students, including those who live in more remote settings? What are the protocols for students and families using their own existing devices? What supports are available for families with limited experience with technology or without devices and/or Internet? What are the district guidelines for safely delivering devices and materials to all students, including any translated materials, printed learning materials, and additional Infrastructure instructional materials? What visual supports, third party software, and reference materials are needed to best serve multilingual/English learners? What is the process for providing individualized instructional supports? Which staff are providing English language development instructional services to multilingual/English learners, what are their roles, how will they collaborate, what resources will they use, and what is the daily schedule for each? How will staff be informed about supports and resources needed at each language proficiency level? How are staff schedules developed (including educators, interpreters, paraeducators, Staffing etc.), and how can those schedules be accessed? How and when will staff meet to coordinate continuous learning for multilingual/ELs? How will staff document time and effort and travel related to planning and instruction? Page | 8