Migrant & Multilingual

Migrant Education Program
 

The Title I, C – Migrant Program is a federally-funded program designed to meet the unique educational needs of migrant children. The Kennewick School District program is designed to serve migrant students and their families by providing services that support student progress toward meeting district and state academic standards.

A migrant child is a child of a migrant agricultural worker or fisher who moves with their family from one school district to another so a parent or other member of the immediate family might secure temporary or seasonal employment in agriculture, fishing or related food processing activities.

Current migrant students are:

• Interstate: Have moved within the past 36 months across state boundaries from one state to another.
• Intrastate: Have moved within the past 36 months within the state.

Priority for Service

Services for migrant children are prioritized for the following:

• Children failing or most at risk of failing to meet the state’s learning standards AND
• Children whose education has been interrupted during the regular school year by a qualifying move or who have missed a significant amount of school time due to the child’s or family’s migrant lifestyle.

Certificate of Eligibility (COE)

The migrant identification and recruitment specialist (home visitor) at the Administration Center is responsible for identifying migrant children in the Kennewick School District. Through community and school contacts, the home visitor learns which families are new, conducts a home interview and issues a Certificate of Eligibility (COE) if the family qualifies. A flexible schedule allows for family visitation and identification after business hours.

If you suspect a child in your building may qualify for migrant services, please send the name of the child, name of the parent/ guardian, phone number and address to the home visitor and the determination of eligibility will be made.

Migrant Student Information System (MSIS)

The migrant records clerk at the district Administration Center enters the COE information into the MSIS, a computerized information network based in Sunnyside. The system maintains and transfers educational and health data for Washington’s migrant children. The clerk regularly sends to schools a list of all migrant children attending classes in their building.

Services for Migrant Students

Middle School

Highlands: Migrant graduation specialist paraeducator support
Horse Heaven Hills: Paraeducator support, migrant graduation specialist
Park: Migrant graduation specialist, paraeducator support

High School

Kamiakin: Migrant graduation specialist, PASS, paraeducator support
Kennewick: Migrant graduation specialist (2), PASS, paraeducator support
Southridge: Migrant graduation specialist, PASS, paraeducator support

Parent Advisory Council

Parent Advisory Council (PAC) and Parental Involvement

Parental involvement is an integral part of all Title I programs, including the Migrant Education Program (MEP). It is important for parents and schools to develop partnerships and build an ongoing dialogue to improve student achievement. In order to receive MEP funds, school districts must implement programs, activities and procedures that effectively involve migrant parents.

Studies have found that students with involved parents are more likely to:

• Earn high grades and test scores and enroll in higher-level programs
• Pass their classes, earn credits and be promoted
• Attend school regularly
• Graduate and go on to postsecondary education

Transitional Bilingual Instruction Program Models Used in Kennewick

Dual Language Program (Two-Way Immersion or Two-Way Bilingual Education)

Dual language programs, also known as two-way bilingual education and two-way immersion, provide integrated language and academic instruction, first and second language proficiency and cross-cultural understanding.

LEARN MORE
LEARN MORE
 

Developmental Bilingual Education (DBE or One Way Dual)

Developmental Bilingual Education (DBE), also referred to as late-exit bilingual education, is an enrichment program that educates English learners using both English and their first language for academic instruction. DBE programs aim to promote high levels of academic achievement in all curricular areas and full academic language proficiency in the student’s first and second languages.

Sheltered Instruction (SI) or Content-Based English as a Second Language (ESL)

Sheltered Instruction (SI) is an approach used widely for teaching language and content to English learners, particularly as schools prepare students to achieve higher standards. Academic subjects are taught in English in SI classrooms and is most often used in classes composed only of English learners. In may be used in classes with both native English speakers and English learners when necessitated by scheduling consideration or by small numbers of English learners. In Washington state, this approach is most often associated with middle and high school English as a Second Language (ESL) classes. English learners at the elementary level who receive additional support would also fall under this model.

Guidelines for Qualifying for Transitional Bilingual Instructional Program (TBIP)

The Bilingual Program in the Kennewick School District follows the guidelines established by the Office of Superintendent of Public Instruction for administering the Home Language Survey, identifying exited ELs for reclassification, identifying Title III eligible Native American students and determining eligibility of in-state transfer students. These guidelines can be found on the OSPI website under Assess Eligibility, Identify, and Services.

OSPI GUIDELINES FOR QUALIFYING FOR TBIP

OSPI GUIDELINES FOR QUALIFYING FOR TBIP

Services for Emergent Bilingual Students

Project GLAD

Guided Language Acquisition Design (GLAD) is a model of professional development in language acquisition and literacy. It includes a unique two-part training model that is teacher-focused, effective and open to all continuing educators in Kennewick. To be certified as a GLAD practitioner, teachers participate in a six-day intensive training.

DETAILS ABOUT PROJECT GLAD
DETAILS ABOUT PROJECT GLAD

Elementary Schools

Amistad - One-way dual language K-5 (Spanish/English)
Canyon View - Paraeducator support
Cascade - Paraeducator support
Cottonwood - Paraeducator support
Eastgate - One-way dual language K-5 (Spanish/English)
Edison - Paraeducator support
Fuerza - Dual language K-5 (Spanish/English)
Hawthorne - Paraeducator support
Lincoln - ESL teacher, paraeducator support
Ridge View - Paraeducator support
Sage Crest - Paraeducator support
Southgate - ESL teacher, paraeducator support
Sunset View - Paraeducator support
Vista - EL teacher, paraeducator support
Washington - EL teacher, paraeducator support
Westgate - EL teacher, paraeducator support

Middle Schools

Chinook - Paraeducator support, EL teacher
Highlands - Dual language (Spanish/English) 6-8, EL Teacher
Horse Heaven Hills - Paraeducator support, EL teacher
Park - Dual language (Spanish/English) 6-7, paraeducator support, EL teacher

High Schools

Kennewick - EL teacher, paraeducator support, EL graduation specialist
Kamiakin - EL teacher, paraeducator support, EL graduation specialist
Legacy - EL teacher
Southridge - EL teacher, paraeducator support, EL graduation specialist

The 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 to measure progress in English reading, writing, speaking and listening.

The purpose of Title III is to help ensure that children with limited English skills attain English proficiency, develop high levels of academic achievement in English and meet state standards. Title III is used to promote parent and community participation in language instruction educational programs. A major component also centers on professional development for staff to build capacity to establish, implement and sustain language instruction educational programs for children with limited English proficiency.

The Washington State Seal of Biliteracy recognizes public high school graduates who have attained a high level of proficiency in speaking, reading and writing in one or more world languages in addition to English. Any student in grades 9-12 who has obtained language skills outside the classroom can earn high school credit in any language by taking an assessment.