Guidance/LEP Data

• OCR requirements for ELs (short version)
• January, 2015 ELP Guidance
• Montana's English Language Learners: Guidance for School Districts
• Criteria for LEP Identification

Program Guidelines

• SEC. 3101. SHORT TITLE.
  This part may be cited as the 'English Language Acquisition, Language Enhancement, and Academic Achievement Act'.
  SEC. 3102. PURPOSES.
  The purposes of this part are —

  1. to help ensure that children who are limited English proficient, including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging State academic content and student academic achievement standards as all children are expected to meet;
  2. to assist all limited English proficient children, including immigrant children and youth, to achieve at high levels in the core academic subjects so that those children can meet the same challenging State academic content and student academic achievement standards as all children are expected to meet, consistent with section 1111(b)
  3. to develop high-quality language instruction educational programs designed to assist State educational agencies, local educational agencies, and schools in teaching limited English proficient children and serving immigrant children and youth;
  (1);
  4. to assist State educational agencies and local educational agencies to develop and enhance their capacity to provide high-quality instructional programs designed to prepare limited English proficient children, including immigrant children and youth, to enter all-English instruction settings;
  5. to assist State educational agencies, local educational agencies, and schools to build their capacity to establish, implement, and sustain language instruction educational programs and programs of English language development for limited English proficient children;
  6. to promote parental and community participation in language instruction educational programs for the parents and communities of limited English proficient children;
  7. to streamline language instruction educational programs into a program carried out through formula grants to State educational agencies and local educational agencies to help limited English proficient children, including immigrant children and youth, develop proficiency in English, while meeting challenging State academic content and student academic achievement standards;
  8. to hold State educational agencies, local educational agencies, and schools accountable for increases in English proficiency and core academic content knowledge of limited English proficient children by requiring —
     (A) demonstrated improvements in the English proficiency of limited English proficient children each fiscal year; and
     (B) adequate yearly progress for limited English proficient children, including immigrant children and youth, as described in section 1111(b)(2)(B); and
  9. to provide State educational agencies and local educational agencies with the flexibility to implement language instruction educational programs, based on scientifically based research on teaching limited English proficient children, that the agencies believe to be the most effective for teaching English.

Title III — Language Instruction for Limited English Proficient and Immigrant Students

Grant and Corsortia Information

• Title III Consortium Information
• Title III Purpose and required and allowable activities
• Immigrant Influx Grant Information
  • Immigrant Influx Grant Information
  • Immigrant Influx Grant FAQ

• Resources
  • English Learners Toolkit - USED
  • WIDA Website Tour
  • Newcomer Tool Kit - USED
  • Toolkit for Montana Districts
  • English Language Learning Plan (ELLP)
  • English Learner District/School Plan (LAU Plan)
  • EL Annual Data Review and Exit Determination
  • Resource Library from The Center on Standards and Assessment Implementation
  • Strategy Cards for Students - Reading and Writing
  • Home Language Survey
• Guidance
• English Language Acquisition State Grants FAQ
• Non-Regulatory Guidance on Implementation of Title III State Formula Grant Program
• Title III: Supplement vs. Supplant
• Professional Development
• Title III Professional Learning Opportunity Application
• 2016 Fall Professional Development Opportunities
• WIDA Professional Learning Modules
• LEP Exit Information
  • Montana EL Exit Criteria and Information
  • Proficiency Criteria and Exit Process
• Professional Reading
  • Teaching English Language Learners-what does the research say?
• Federal Guidance
  • Chapter 1: Tools and Resources for Identifying All English Learners
  • Chapter 2: Tools and Resources for Providing English Learners with a Language Assistance Program
  • Chapter 3: Tools and Resources for Staffing and Supporting an English Learner Program
  • Chapter 4: Tools and Resources for Providing English Learners Equal Access to Curricular and Extracurricular Programs
  • Chapter 5 Tools and Resources for Creating an Inclusive Environment for and Avoiding the Unnecessary Segregation of English Learners
  • Chpater 6: Tools and Resources for Addressing English Learners with Disabilities
  • Chpater 7: Tools and Resources for Serving English Learners Who Opt Out of EL Programs
  • Chpater 8: Tools and Resources for Monitoring and Exiting English Learnsers from EL Programs and Services
  • Chapter 9: Tools and Resources for Evaluating the Effectiveness of a District's EL Program
  • Chapter 10: Ensuring Meaningful Communication with Limited English Proficient Parents
• SB 272 Indian Language Immersion Program
• SB272 Cultural Integrity Commitment Act Bill Text
• SB272: Cultural Integrity Commitment Act Assurances Checklist
• Language Immersion Program Fact Sheet
• Translation/Interpretation Information
  • LanguageLine Over the Phone Interpreting
  • Worldwide Languages
    

The inclusion of links on this site does not imply endorsement or support of any of the linked information, services, products, or providers.

WIDA Information and ELD Standards

• American Indian English Language Learner Research Alliance Conference
• 2012 Amplified English Language Development Standards
• The English Language Learner Can Do Booklets
  • Pre-KIndergarten
  • Kindergarden
  • Grade 1
  • Grades 2-3
  • Grades 4-5
  • Grades 6-8
  • Grades 9-12
• WIDA

Assessment

• 2016 Assessment Conference Report
• ELP Assessment
• WIDA Assessment Products Comparison

Family/Guardian Resources

• Parent Guide for English Learners
• Reading Tips for Parents in 11 Languages
• Reading Tip Sheets for Parents of all Ages in English and Spanish

OPI Indian Education staff provides Indian Education for All professional development for educators, school administrators, school boards and community groups. Trainings are offered both online and onsite at schools, district PIR days, and conferences at no charge.

Take these steps to provide professional development for your group.

• ASSESS professional development needs using a simple survey. Administrators (e.g. superintendents, principals, curriculum directors, IEFA coaches, teacher leaders) may request this 15 minute survey for a group, district, school building or professional learning community. Click here to request the survey. (Jfranke@mt.gov )
• PLAN for professional development by using survey results to select the IEFA professional development module that best meets those needs.
• SCHEDULE a visit from OPI Indian Education Staff, link to an online presentation, or contact Indian Education for other resources..

OPI Renewal Units available. Explore all available professional development options by clicking on the ONLINE and ON SITE tabs.

No training available at this time.

Indian Education for All Podcast series: Mike Jetty and Sarah Pierce present video podcasts to update educators and other interested listeners to topics regarding Indian Education in Montana. Users can subscribe to get updates on new videos or view previously released podcasts. If you have difficulty accessing iTunes, the podcast is also available here.

Understanding and Treating Childhood Traumatic Stress "Cognitive Behavioral Intervention in Schools" is a short power point presentation by OPI and the University of Montana's Institute for Educational Research and Service. The presentation summarizes the findings of the Adverse Childhood Experiences or ACE study, "one of the largest investigations ever conducted on the links between childhood maltreatment and later-life health and well-being."
OPI renewal units available. Instructions found within the presentation

This on-line presentation provides a basic overview of Essential Understandings 1 and 2 - Diversity Issues in Indian Country. One OPI renewal unit is available for successful completion. http://connect.opi.mt.gov/p29813405/

Essential Understanding Number 6, Online Presentation – The Office of Public Instruction has developed this web based professional development resource for educators who would like to increase their background knowledge regarding the implementation of Indian Education for All. This presentation focuses on Essential Understanding 6 – History from American Indian Perspectives.  The presentation is approximately one hour in length. Participants who would like to receive one OPI renewal unit must complete a brief quiz and submit it to OPI. Instructions are included at the end of the presentation.

The Framework: A Practical Guide for Montana Teachers and Administrators Implementing Indian Education for All.
This presentation provides an overview of this valuable resource which serves as a bridge between theory and practice and also between the delivery of content and the development of skills. Video clips featuring Montana educators Dr. Tammy Elser and Superintendent Chris Stout (Seeley Lake), are included in the presentation.
Full Interview Clips: Tammy Elser and Chris Stout

School Visits, District PIR Days, Presentations and Conferences...

Grants

Indian Education for All K-12 Grant Proposal
$1,000 - $12,000
Deadline June 24, 2016. Grant award notification by July 22, 2016