Multilingual Learner Programs
Contacts by School:
Robert Lince Early Learing Center - Stephanie Erickson - 698-7960
John Campbell Primary - Lindsay Huck - 698-8133
Selah Intermediate School - Alejandra Huitron - 698- 8244
Selah Middle School - Stacey Beasley - 698-8485
Selah High School - Kimberly Mendoza - 698-8459
TBIP
Identification
Selah will follow the OSPI Flowchart for identification. The procedures for each step are outlined in The Selah Multilingual Leaner Identification and Placement Process.
Selah School District has Two Multilingual Learner Programs: Dual and Supportive Mainstream.
Dual
Dual language programs provide instruction in English and another language for at least 50% or more of the instructional time. Programs begin in kindergarten and continue through middle or high school to develop full bilingual and biliterate proficiency. Dual language education is the most effective instructional model for multilingual learners (MLs), native English speakers, and historically underserved student groups and is the preferred model for MLs in Washington state (Collier & Thomas, 2020; Lindholm-Leary, 2020).
Get more information for the Selah Dual Language Program here: Dual Immersion
Supportive Mainstream
Students in the Supportive Mainstream model access grade-level academic content and English language development through participation in their mainstream classrooms with support provided either individually or in small groups by specifically trained educators.
- Designated English language development: Explicit English language instruction is delivered either individually or in small groups by teachers who have been specifically trained in the field of second language acquisition and instructional strategies for language learners. As with all other TBIP allowable programs, designated English language development instruction is a civil rights obligation and a required program component.
- Meaningful access to rigorous, grade-level content: In this model, English language instruction is delivered throughout the day to ensure access to core content in English. It is, therefore, imperative that districts implementing this model ensure that sufficient time and resources are allocated for ongoing professional development of classroom teachers who are responsible for providing access to grade-level curriculum for the multilingual learners in their classrooms.
Newcomers
Newcomer Programs provide specialized instruction to beginning-level multilingual learners who have newly immigrated to the United States and may have limited or interrupted formal education or low literacy in their primary language. The Selah newcomer program for secondary students ranges from one trimester to one year depending on the students’ needs. Newcomer students grades Prek-8 will join the Dual Language program.
Title III
Services for American Indian & Alaska Native Students
American Indian and Alaska Native students may qualify for supplemental services through Title III, Part A, if they meet certain criteria based on their academic and linguistic needs.
Title III funds are designed to support the district language instructional education program to assist multilingual learners in attaining English proficiency and high levels of academic achievement. Districts and schools may use the funds for:
- Professional learning
- Family engagement
- Supplemental instructional materials
- Coaches and professional development specialists
- Extended-day or extended-year instructional supports
Identification & Placement
It is important to use the approved Washington state process to identify, screen, and place American Indian and Alaska Native students in Title III services. The following guidance documents and slides provide information on this process.