Bilingual Education Application

PART II. LOCAL SCHOOL INFORMATION:

(To be filled out by individual school personnel)

School Name:
GraceB.WilsonElementary School / Principal:
J. Rasor / Principal’s E-Mail

School Contact Person:
Joseph Rasor / Telephone
598-6285 / E-mail address

A. GOALS

CHART #3

ALIGNMENT OF EPSS GOALS AND BILINGUAL GOALS

The Bilingual Education program must be aligned with district’s/school’s EPSS Goals. Please indicate this alignment in the following chart. (Add rows or duplicate the page if necessary.)

School EPSS Goals / Bilingual Education Program Goals / Explain how Bilingual Education Goals support EPSS Goals
1. High student achievement / 1. Students will become proficient in their home language and fluent in English. / 1. Through increased proficiency in both the home language and English, student academic achievement will increase.
2. Safe and Welcoming Learning Environment / 2. Students will increase knowledge and understanding of their home language and culture thus, developing a positive self image. / 2. When students understand their language and culture, they will improve in self-confidence.
3. Efficient and Effective Operations / 3.Students will receive instruction using culturally relevant materials, both written and computerized. / 3. Through the use of relevant materials, students will increase their language proficiency and their academic achievement.

B. ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES OF THE PROGRAM (AMAOs)

All schools must meet or exceed the state English Language Proficiency Performance Targets (AMAO’s).

CHART #4

AMAO’s FOR ENGLISH LANGUAGE ACQUISITION/DEVELOPMENT

Grade Span (Cohort Group): Grade Spans = K-6 and/or_7-12 (or as applicable)

Year of Implementation / Progress in English Language Proficiency / Attainment of English Language Proficiency / Progress in Academic Achievement
2003-04
Only if adjustments are needed from the previous year’s application. / 25% all ELL/LEP students in grades 4-6 will progress in learning English as demonstrated by an approved English language proficiency assessment. / _10_% of all ELL/LEP students in grades 4-6 will attain English proficiency as demonstrated by an approved English language proficiency assessment. / _15_% of all ELL/LEP students will make progress on the state-approved academic achievement tests in Reading and/or Language Arts, and Math.
2004-05
Percentages for the upcoming year must reflect an increase in student language proficiency. / 30% of all ELL/LEP students in grades 4-6 will progress in learning English as demonstrated by an approved English language proficiency assessment. / __12_% of all ELL/LEP students in grades 4-6 will attain English proficiency as demonstrated by an approved English language proficiency assessment. / _20__% of all ELL/LEP students will make progress on the state-approved academic achievement tests in Reading and/or Language Arts, and Math.

CHART #5

AMAO’S FOR HOME LANGUAGE ACQUISITION/DEVELOPMENT

Grade Span (Cohort Group): Grade Spans = K-6 and/or 7-12 (or as applicable)

Year of Implementation / Progress in Home Language Proficiency / Attainment of Home Language Proficiency
2003-04 / _20_% of all Bilingual Ed. program students in grades 4-6 will progress in learning the Home Language as demonstrated by an approved Home Language proficiency assessment. / _10_% of all Bilingual Ed. program students in grade 4-6 will attain Home Language proficiency as demonstrated by an approved Home Language proficiency assessment.
2004-05
Percentages for the upcoming year must reflect an increase in student language proficiency. / _25_% of all Bilingual Ed. program students in grades 4-6 will progress in learning the Home Language as demonstrated by an approved Home Language proficiency assessment. / _12_% of all Bilingual Ed. program students in grades 4-6 will attain Home Language proficiency as demonstrated by an approved Home Language proficiency assessment.

C. PROGRAM ELEMENT: ASSESSMENT

ENGLISH LANGUAGE PROFICIENCY ASSESSMENT

Schools are required to annually assess all ELL/LEP students in English with a state-approved Language Proficiency Assessment. Schools are accountable for entering this data correctly into the Accountability Data System (ADS) until student proficiency is achieved. PED-BMEU will collect this data for each school from the ADS.

CHART #6

ELL/LEP STUDENTS NOT SERVED IN BILINGUAL EDUCATION PROGRAM

DATA BASED ON 2003 -04 ENROLLMENT

For ELL students not being served in the State Bilingual Education program, submit numbers for the following questions:

Number of ELL students not being served in the Bilingual Education Program (See Exhibit 2 attached to the Instructions). / Number of Students
Why are these students not being served? / Parent Request / Insufficient Staff / No Program
How does the school ensure that ELL students not in the Bilingual Education Program are being provided services to meet Office for Civil Rights requirements? / Title III / Title I / ESL (No Funding) / Other*
X / X / Title VIII
Operational

* If “Other” is checked, please explain.

CHART #7

HOME LANGUAGE PROFICIENCY ASSESSMENT

Schools are required to collect and analyze student home language proficiency data in order to ensure that students are making progress. This data must be used in the 2004-05 Biennial Evaluation Report.

Schools are required to annually assess all students participating in the Bilingual Education program with a Home Language Proficiency Assessment until student proficiency is achieved.

LAS______IPT ______W Woodcock-Muñoz______Other Navajo

MM/YY MM/YY MM/YY 9/03 MM/YY

Grade Level / Total Assessed / Oral / *Reading/Writing / *Writing / Average per Level
N / L / P / N / L / P / N / L / P / N / L / P
3
4 / 44 / 38 / 6 / 38 / 6
5 / 48 / 42 / 6 / 42 / 6
6 / 45 / 35 / 10 / 35 / 10
7
8
Total / 137 / 115 / 22 / 115 / 22

*For some language proficiency assessments, data will not be available for each column. Enter data

as applicable.

CHART #7

HOME LANGUAGE PROFICIENCY ASSESSMENT

Schools are required to annually assess all students participating in the Bilingual Education program with a Home Language Proficiency Assessment until student proficiency is achieved.

LAS______IPT __09/03______Woodcock-Muñoz______Other Spanish

MM/YY MM/YY MM/YY 9/03 MM/YY

Grade Level / Total Assessed / Oral / *Reading/Writing / *Writing / Average per Level
N / L / P / N / L / P / N / L / P / N / L / P
3
4 / 4 / 1 / 3 / 3 / 1 / 4 / 2.67 / 1.33
5 / 2 / 2 / 2 / 2 / .67 / 1.33
6 / 5 / 2 / 3 / 1 / 2 / 2 / 5 / .33 / 3.00 / 1.67
7
8
Total / 11 / 5 / 6 / 3 / 5 / 3 / 11 / 1.00 / 7.00 / 3.00

*For some language proficiency assessments, data will not be available for each column. Enter data

as applicable.

CHART #8

HOME LANGUAGE PROFICIENCY ASSESSMENT WITH NON-STANDARDIZED INSTRUMENTS/METHODS: (example: Tewa, Towa, Tiwa, Keres, Zuni, Jicarilla Apache and Mescalero Apache etc.)
If a Home Language proficiency assessment is not available, describe:
1. The process used to assess Home language proficiency, 2. The next steps in the development of a Home language assessment instrument. NOT APPLICABLE

CHART #9

ENGLISH LANGUAGE PROFICIENCY CATEGORIES / ETHNICITY

Categories

/ Language Proficiency / Ethnicity
Hispanic / Native
American / Other
Ethnicity / Total

A

(ELL) / Monolingual in a language other than English (ELL/LEP students) / 0 / 0 / 0 / 0
B
(ELL) / Partial speakers of English
(ELL/LEP students) / 26 / 122 / 0 / 148
C
(ELL) / Bilingual students with academic needs: Students scoring at proficiency level in the English Language Proficiency assessment, but scoring at or below the 45th NCE Total score of the Reading, Language Arts and Math subtests of the State approved academic achievement assessment. / 2 / 4 / 0 / 6
D
(FEP) / Bilingual students who are achieving academically in the curriculum: FEP students scoring above the 45th NCE Total Score of the Reading, Language Arts and Math subtests of the State approved academic achievement assessment. / 0 / 18 / 0 / 18
E
(Non-PHLOTE) / Other students who may wish to participate: Non- PHLOTE students meeting the following criteria: Home Language Survey English; Parent Approval, and if funds are available at PED after first meeting the needs of ELL students. / N/A / 0 / 0

Total

/ 28 / 144 / 0 / 172

D. PROGRAM ELEMENT INSTRUCTION

CHART #10

PROJECTED NUMBER OF STUDENTS IN LOCAL SCHOOL PROGRAM (S)

GRADE
LEVEL / DUAL
LANGUAGE
IMMERSION
Funded for 3-hour program / ENRICHMENT
NAVAJO / SPANISH / INDIGENOUS/HERITAGE
LANGUAGE / MAINTENANCE
NAVAJO / SPANISH / TRANSITIONAL
Language Category / ELL / FEP / Non-PHLOTE / FEP / FEP / Non- PHLOTE / Non-PHLOTE / ELL / ELL / FEP / FEP / ELL / ELL / ELL / ELL
3
hour / 3
hour / 3
hour / 1
hour / 2
hour / 1
Hour / 2
Hour / 2
hour / 3
hour / 1 hour / 2 hour / 2 hours / 3
hours / 2
hours / 3
hour
4 / 1/0 / 43/7
5 / 6/0 / 48/8
6 / 11/0 / 35/13
7
8
TOTAL
MEMBERSHIP / 18/0 / 126/28

This table is subject to revisions based on actual counts prior to 40th, 80th, 120th day reporting periods. When numbers increase above maximum class loads, Chart 11 must be resubmitted as well as Chart 10.

GraceB.WilsonElementary School, CCSD #22

Original Application, Monday, March 01, 2004

Note: Please refer to the NMPED BMEU Technical Assistance Manual and Instruction Guide for Completing Application.

CHART #11

Elementary Program INSTRUCTIONAL PLAN

Submit a chart for each program model

Secondary Program T

Dual Language Enrichment Indigenous Language/Heritage Maintenance Transitional

This table is subject to revision only when numbers increase above maximum class loads.

CHART #11

Elementary Program INSTRUCTIONAL PLAN

Submit a chart for each program model

Secondary Program T

Dual Language Enrichment Indigenous Language/Heritage Maintenance Transitional

Course Title
A. Language Arts in the
Home Language
(100% Instruction in the Home Language required for all students in program.) / Language(s) of Delivery / Number of Classes offered / Grade
Level / Total Number of Bilingual Students / Name of Teacher(s) Delivering Instruction / Teacher
License # / Endorsements
(Bilingual, TESOL, NA Language and Culture Certificate / Pattern for Delivering Instruction
Pattern A
Self
Contained / Pattern B
Resource/
Pullout
1.Navajo Language Arts / Navajo / 2 / 4 / 22, 21 / I. Begay / 111069 / Bilingual / X
2. / Navajo / 2 / 5 / 24,24 / I. Begay / 111069 / Bilingual / X
3. / Navajo / 2 / 6 / 17,18 / I. Begay / 111069 / Bilingual / X
4. Spanish Language Arts / Spanish / 1 / 4 / 8 / C. Soria / 089792 / Bilingual / X
5. / Spanish / 1 / 5 / 7 / C. Soria / 089792 / Bilingual / X
6. / Spanish / 1 / 6 / 13 / C. Soria / 089792 / Bilingual / X
TOTAL / 9 / 154
B. English as a Second Language or English Language Development (100% Instruction in English required for ELL students)
1. ESL Language Arts / English / 1 / 4 / 16 / M. Poyer / 093869 / TESOL / X
2. ESL Language Arts / English / 1 / 4 / 17 / T. Dearen / 241315 / **Waiver / X
3. ESL Language Arts / English / 1 / 4 / 17 / S. Jensen / 080538 / **Waiver / X
4. ESL Language Arts / English / 1 / 5 / 18 / J. McDaniel / 245527 / TESOL / X
5. ESL Language Arts / English / 1 / 5 / 19 / E. Robertson / 200248 / **Waiver / X
6. ESL Language Arts / English / 1 / 5 / 19 / C. Nystrom / 269046 / **Waiver / X
7. ESL Language Arts / English / 5 / 6 / 7,7,7,7,7 / G. Baisley / 096739 / TESOL / X
8. ESL Language Arts / English / 1 / 6 / 7 / K. Perry / 236496 / **Waiver / X
9. ESL Language Arts / English / 1 / 6 / 6 / M. Warren / 031949 / **Waiver / X
TOTAL / 13 / 154
C. Bilingual in the Content Areas or Fine Arts (50%-100 instruction in Home Language see instructions) / n/a
TOTAL

This table is subject to revision only when numbers increase above maximum class loads.

** Indicates teachers requesting TESOL waivers for 2004-05 school year

GraceB.WilsonElementary School, CCSD #22

Original Application, Monday, March 01, 2004

Note: Please refer to the NMPEDBMEU Technical Assistance Manual for Clarification

# 11C

CHART #12

BILINGUAL EDUCATION PROFESSIONAL DEVELOPMENT PLAN

2004-2005

Professional Development Topics / Tentative Date / Target Audience
ESL Instructional Strategies / During the 2004-2005 school year / Regular classroom teachersand educational assistants
English Language Development / Evening and summer classes / Teachers on waivers (TESOL)
Navajo Language Methods / Evening and summer classes / Bilingual teachers
Alignment of Bilingual Curriculum / During the 2004-2005 school year / Regular and bilingual teachers
Linguistics / Evening and summer classes / Teachers on waivers
Spanish Language Methods / Evening and summer classes / Bilingual teachers

CHART #13

PARENTAL INVOLVEMENT

Parent Advisory Committee Members (Required) / Advisory Committee Recommendations to local
school board
Carol King / More publicizing of meetings
Alice Garnanez / More physical education and activity classes
Jason Holyon / More educational assistants to assist with the bilingual
Program

CHART #14

PROGRAM EVALUATION AND RENEWAL

Program Evaluation Statements
1. School disseminates student performance data: / Teachers / Parents / Community / Describe Next Steps
a. Academic
achievement / xx / xx / xx / Expand the scope by providing data at all parent and community meetings
b. English Language
Proficiency / xx / xx / xx / Increase the amount of ESL instructional time
c. Home Language
Proficiency / xx / xx / xx / Increase the amount of home language instructional time
2. School uses student performance data to evaluate program effectiveness and drive instruction.
Explanation
Each year all standardized and site based data are reviewed by our school improvement committee (The bilingual teachers are standing members of this committee.) to monitor all students’ progress towards school goals. Data indicate that our bilingual and special education students need more instructional strategies and improved programs to help students reach their goals.
3. Biennial Progress Report: All NM public schools must submit a Biennial Progress Report,
by September 2005. Data is required from SY 2003-04 and 2004-05. Please indicate whether the following data is being collected:
Components / Yes / No / Next Steps to Meet Requirements
Verification that the program has identified and served students most in need based on language proficiency (English and Home Language) and academic achievement. / XX
An annual analysis of assessment results in academic achievement and language proficiency (for both languages), by school and program model. / XX
Data demonstrating that participating students have made
measurable growth (AYP) in meeting New Mexico
Content Standards, Benchmarks and Performance
Standards. / XX
For schools not meeting AMAO’s and AYP’s : An action plan of proposed modifications to program design and implementation, based on data with timelines. (Form will be made available by BMEU). / NA

CHART #15

BILINGUAL EDUCATION FOCUS MONITORING,

ACCREDITATION COMPLIANCE

REPORT STATUS

Date of
last district visit / Citations / Next Steps/Recommendations

CHART # 16

TENTATIVE BUDGET BREAKDOWN – LOCALSCHOOL (if available)

AMOUNT
01 Direct Instruction / Personnel Services (Including Benefits)
Teacher Salaries
Instructional Assistants
Purchased Services
Supplies and Materials
Travel and Training
Capital Outlay / FTE / AMOUNT
02 Instructional Support / Personnel Services (Including Benefits)
Purchased Services
Supplies and Materials
Travel and Training
Capital Outlay
03 Administration / Personnel Services (Including Benefits)
Purchased Services
Supplies and Materials
Travel and Training
Capital Outlay
Other
School Total
SIGNATURE OF SCHOOL PRINCIPAL AND DISTRICT BILINGUAL DIRECTOR
Signature of School Principal:
Signature of District Bilingual Director:
Date application was approved by the local school board:

CHART A

DATA VALIDATION

REVISIONS CHART

Submit this Chart for each school (only if necessary, indicating any changes made in Student Numbers and Program Models before each ADS reporting period) (40th, 80th, 120th).

School Name ______Reporting Period ______

NUMBER OF STUDENTS IN LOCAL SCHOOL PROGRAM (S)

GRADE
LEVEL / DUAL
LANGUAGE
IMMERSION
Funded for 3-hour program / ENRICHMENT / INDIGENOUS/HERITAGE
LANGUAGE / MAINTENANCE / TRANSITIONAL
Language Category / ELL / FEP / Non-PHLOTE / FEP / FEP / Non- PHLOTE / Non-PHLOTE / ELL / ELL / FEP / FEP / ELL / ELL / ELL / ELL
3
hour / 3
hour / 3
hour / 1
hour / 2
hour / 1
Hour / 2
Hour / 2
hour / 3
hour / 1 hour / 2 hour / 2 hours / 3
hours / 2
hours / 3
hour
K
1
2
3
4
5
6
7
8
9
10
11
12
TOTAL
MEMBERSHIP

*Districts must also submit Chart # 11 when numbers increase the maximum class loads.

GraceB.WilsonElementary School, CCSD #22

Original Application, Monday, March 01, 2004

Note: Please refer to the NMPEDBMEU Technical Assistance Manual for Clarification