Wac 162-040

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WAC 162-28-040 - Washington State English language limitations and national origin discrimination (Washington State Legislature, 2003). This law states that schools must provide equal opportunity to children of all national origins including those who are deficient in English language skills and meet the following standards:
1. Take steps to ensure that all programs and activities do not bar such students from fully participating.
2. Build competency in English language without detriment to skills in other languages and without suppressing cultural identity.
3. Must not assign students who are deficient in English language skills to special education solely on the basis of lack of English proficiency. Nor deny children access to college
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Department of Education’s English Learner Tool Kit, the Serving English Learners: Laws, Policies, and Regulations printable guide, English learner student and parent fact sheets in a variety of languages, the Office of Civil Rights Q& A on rights of limited-English proficient students, the Department of Justice’s Civil Rights Division as well as links to research and reports (Colorin colorado, 2017).
B1. Understanding Needs of School in Meeting ELL Requirements By asking questions regarding current district policies, programming, and practices, an ELL teacher can gain a better understanding of the current needs of the school for meeting specific federal and state ELL requirements. Some of those questions could be:
• Is there existing school district policy and programming for meeting ELL requirements for identification, assessment, program and staff development including curricular materials, exit from program criteria, and parent involvement and notifications? If so, does it adhere to Federal and State
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• District history/prior experience with ELL programs, curriculum, and other materials to discover what has been previously purchased and/or implemented, what worked well and what didn’t.
• Test scores comparing ELL students and native speakers of English as well as number of ELL students identified as requiring special education services
• Surveys of ELL parent concerns and needs.
• Surveys of mainstream teachers to better understand their need for support.
List of Major ELL Programs
Washington State recognizes six types of program models for the purposes of TBIP funding and reporting; per the 2015 OSPI Program and Models of Service document (State of Washinton Office of Superintendent of Public Instruction, 2015).
Bilingual Programs:
1. Dual Language (Two-Way Immersion or Two- Way Bilingual)
2. Developmental Bilingual (DBE or Late-Exit)
3. Transitional Bilingual (TBE or Early-Exit)
Alternative Instructional Programs (AIP)
4. Content-Based Instruction (CBI) or Sheltered Instruction
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