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2008/09 Bilingual/ESL Supplementary Intervention Program

Application Guidance

Purpose of Bilingual/ESL Supplementary Intervention Programs

The purpose of the Bilingual/ESL Supplementary Intervention Program is to enhance literacy development skills, leading to improved academic performance for LEP/ELLs in approved middle and high school CR Part 154 programs through ELA, ESL, or the student’s native language. The program’s curriculum and instruction must be aligned with New York State’s Learning Standards.  The core areas must be implemented in a bilingual modality consistent with the Seven Essential Elements for Effective Programs for LEP students and Twelve Action Steps to Assist LEP Students Meet the English Language Arts Standards.  The programs must be in compliance with CR Part 154 and Title III Part A of No Child Left Behind http://www.emsc.nysed.gov/biling/. Program activities must be implemented before, after school or on Saturdays.

The ultimate goals of the Bilingual/ESL Supplementary Intervention Program are to ensure that participants:

• Develop high levels of proficiency in their first language and in their second language;
• Meet New York State learning standards and perform at or above grade level in academic areas;
• Pass the State assessments in the core subjects and English, and pass the Regents tests required for graduation;
• To encourage school districts to implement supplementary bilingual and/or ESL programs that support the Department’s Twelve Action Steps to Assist LEP/ELL Students Meet the ELA Standards and the Seven Essential Elements for Effective Programs for LEP/ELL Students.

The Bilingual/ESL Supplementary Intervention Program has three components:

Instructional Program Component

• Native language arts instruction;
• English Language Arts/English as a second language instruction;
• Content area instruction through the native language and English.

Parent Involvement Component

• Integrated activities for parents of LEP/ELL students to become active partners in their children’s education in the language the parents understand;
• Clear communication with parents about school policies, the higher learning standards, and their children’s educational progress;
• Activities to increase communication, interaction and understanding among the diverse language and cultures of the participating parents.\

Staff Development Component

• On-going high-quality professional development for participating teachers, principals, and the school/district administrators to:
• Understand and implement New York State's learning standards and assessment measures;
• Use effective instructional strategies in two languages that help LEP/ELL students meet the higher standards and succeed on the state assessments and    Regents tests.

Funding

Public School districts may apply for up to a maximum of $25,000 per district.

Other Requirements

Students are invited to participate in the Bilingual/ESL Supplementary Intervention Program on a voluntary basis.
 
Applications for programs in all language groups and grade levels are encouraged.  Participating LEP/ELL students must be provided the amount of English language instruction that is specified in CR Part 154, Section 154.2(f) and (g) http://www.emsc.nysed.gov/biling/.  The New York State Learning Standards for English as a Second Language must be followed for the first (L1) and second language (L2) development.  The program, curriculum, instruction and the assessments, must be aligned with the New York State performance standards in the core subjects.

The following costs are not allowable:

• Minor remodeling;
• Building space purchased or rented to house children;
• Paraprofessionals (teacher aides);
• Any contracts other than those for staff development consultants or evaluation;
• Furniture purchase;
• Clerical supplies;
• Statewide conferences costs exceeding $500 per conference;
• Out-of-state conferences costs exceeding $1,000 for one staff member only;
• Evaluation contracts exceeding $5,000.

The following staff may be funded through the project:

• Teachers and Teaching Assistants;
• Evaluator;
• Consultants. (Consultant fees are limited to the Staff Development Component of this grant and are limited to a maximum of 20% of the total grant award)

Method of Award

Incomplete applications and applications postmarked after the required date will not be reviewed.  A complete application consists of all of the items listed on the Application Checklist in the order listed. 

Each complete application will be reviewed by at least two reviewers. Each reviewer will score the proposal according to the indicated point criteria in the Proposal Narrative and the Budget using the Proposal Evaluation Rubric.  If individual scores are more than 20 points apart, another reviewer will rate the application.  The two scores closest in numeric value will be averaged to calculate the final average score of the application.

Budgets will be reviewed and adjusted to eliminate unallowable or inappropriate expenditures.

Applications that receive a final average score of 75 or more will be considered for funding.  Grant awards will be made in the amount of the adjusted budget to the highest-scoring applications in descending order until funds are insufficient to fund the next ranking application in full. The next ranked applicant will be given the opportunity to operate a smaller program.  In the event of tie scores, proposals with the highest score on item #3 in the Proposal Narrative will be ranked higher.

APPLICATION (in Word)