Migrant & Multilingual

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:

1. Not older than 21 years of age.
2. The child is entitled to a free public education (through grades 12).
3. The child made a qualifying move in the preceding 36 months as a migratory/agricultural worker or migratory fisher, or did so with, or to join a parent/guardian or spouse who is a migratory agriculture worker or a migratory fisher.
    

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.

identification and recruitment

The migrant identification and recruitment specialist (home visitor) at the Administration Center is responsible for identifying migrant children in the Kennewick School District.

If you know of a child that may qualify for migrant services, please send a referral using the link below. A recruiter from the Migrant program will contact the family to complete an eligibility interview. If you have any questions, contact us at (509) 222-6615.

MIGRANT SERVICES REFERRAL

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

• Access to Migrant Graduation Specialist
• Paraeducator Support
• Career and Post-secondary Preparation
• College Exploration and Admission Preparation
• Credit retrieval PASS program
• Referrals to Community Resources
• Leadership Opportunities
• Summer School Academics

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

Multilingual language development program Models Used in Kennewick

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

• Developmental Bilingual Education (DBE or One Way Dual)

Dual language programs, including two-way bilingual education and two-way immersion, present an innovative educational approach where integrated language and academic instruction are provided in both English and Spanish, spanning from PreK through 8th grade. These programs not only nurture proficiency in both languages but also foster cross-cultural understanding. Additionally, one-way developmental bilingual education (DBE) programs, often known as late-exit bilingual education, further enrich the learning experience for English learners by incorporating both English and their native language for academic instruction. Embracing dual language education not only equips students with bilingual proficiency but also enhances their overall learning journey, preparing them to excel academically and thrive in a diverse and multicultural world.

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sheltered instruction (SI) or content-based instruction (CBI)

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. It 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 multilingual classes. Multilingual learners at the elementary level who receive additional support would also fall under this model.

Content-Based Instruction (CBI) and Sheltered Instruction (SI) models both integrate English language development with academic content learning using English as the language of instruction. CBI and SI models are used in classes comprised predominantly of English language learners with instruction delivered by teachers specially trained in the field of second language acquisition and instructional strategies to support both English language development and academic grade-level content. CBI and SI classes can be designed to meet core content credit requirements or to serve as language development support classes.

Guidelines for Qualifying for multilingual language development program

The Multilingual Language Development 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 Multilingual 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

preschool

Elementary Schools

Amistad - One-way dual language K-5 (Spanish/English), Multilingual Learning Facilitator
Canyon View - Multilingual Learning Facilitator, Paraeducator support
Cascade - Multilingual Specialist, Paraeducator support
Cottonwood - Paraeducator support
Eastgate - Two-way dual language K-5 (Spanish/English), Multilingual Specialist
Edison - Multilingual Learning Facilitator
Fuerza - Two-way dual language K-5 (Spanish/English)
Hawthorne - Multilingual Learning Facilitator, Paraeducator support
Lincoln - Multilingual Learning Facilitator, Paraeducator support
Ridge View - Paraeducator support
Sage Crest - Paraeducator support
Southgate - Multilingual Learning Specialist, Paraeducator support
Sunset View - Paraeducator support
Vista - Multilingual Learning Facilitator, Paraeducator support
Washington - Multilingual Learning Facilitator, Paraeducator support
Westgate - Multilingual Specialist, Paraeducator support

Middle Schools

Chinook - Multilingual Specialist, Paraeducator support
Highlands - Dual language (Spanish/English) 6-8, Multilingual Learning Facilitator/Teacher, Paraeducator support
Horse Heaven Hills - Multilingual Learning Facilitator/Teacher, Paraeducator support
Park - Dual language (Spanish/English) 6-8, Multilingual Teacher, Paraeducator support

High Schools

Kennewick - Multilingual Teacher, Multilingual Facilitator, Multilingual Learning Facilitator, Paraeducator support
Kamiakin - Multilingual Teacher, Multilingual Facilitator, Paraeducator support
Legacy - Multilingual Teacher, Multilingual Facilitator, Paraeducator support
Southridge - Multilingual Teacher, Multilingual Facilitator, Paraeducator support

The state Multilingual Language Development Programs 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.