Migrant And Bilingual
Helping students meet high academic challenges by overcoming obstacles
Kennewick School District's Migrant and Bilingual office oversees the state and federal programs that help migrant students and youth in our district meet high academic challenges by overcoming obstacles created by frequent moves, educational disruption, cultural and language differences, and health-related problems.
Migrant Education Program
The Title I, C - Migrant Program is a federally funded program designed to meet the unique educational needs of migratory children. The children of migrant laborers face a myriad of academic, health, and social problems due to the mobile nature of their families. The educational development of these children continues to be a major concern. English is often a second language; the drop-out rate is high; and in many cases, migrant students are also migrant workers. This is not due to lack of interest or motivation but because the students need to help provide for some of the basic necessities of the family. The Kennewick School District program is designed to serve migrant students and their families by providing services that will support student progress toward meeting district and State academic standards.
The Transitional Bilingual Instructional Program (state) and Title III (federal)
The Washington State Transitional Bilingual Instruction Program (TBIP) is a state funded program that provides services to students who have a primary language other than English. Competence in English language skills is the major objective of the program, and instructional assistance is provided to those students in need of help. Students are assessed annually in the spring with the English Language Proficiency Assessment for the 21st Centery (ELPA21) to measure progress in English reading, writing, speaking and listening.
Language Instruction for Limited English Proficient and Immigrant Students
Title III is a result of the No Child Left Behind Act. The purpose of Title III is to help ensure that children who are limited in their English proficiency attain English proficiency, develop high levels of academic achievement in English, and meet the same challenging state academic content and student achievement standards as all children are expected to meet. Title III is used to promote parent and community participation in language instruction educational programs for the parents and communities of children with limited English proficiency. A major component of Title III centers on professional development for staff in order to build capacity to establish, implement and sustain language instruction educational programs for children with limited English proficiency.
Program Goals & Objectives
- To provide equal access and opportunities for migrant and bilingual students to achieve high academic standards established by the District and State.
- To develop a strong self-concept and a high level of cross cultural awareness for all students.
- To foster English language acquisition through developmentally appropriate experiences.
- To ensure comprehension of content area subjects, such as mathematics, science, literature, and social studies through home language instruction and/or appropriate sheltered English.
- To develop a home- school relationship that supports our mutual desire that each child acquire the skills necessary for success in school and life.
- To ensure all students are ready for college or ready for work.
- To allow cognitive development to continue through the use of a student’s home language while English proficiency is acquired. Maintenance of the home language is also a desired objective.
- To incorporate cultural aspects of the student’s background into meaningful language learning experiences.
- To develop high quality staff members who have the knowledge, attitudes and skills to teach migrant and bilingual students at high academic levels.
Dual Language Facilitator/Bilingual Literacy Coach
Secondary Bilingual Literacy Coach
Bilingual Literacy Coach