2009-10 Bilingual/ESL Supplementary Intervention Program
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. Program activities must be implemented before school, 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 shall consist of a structured instructional program to supplement the content knowledge and activities of the daily Bilingual/ESL program. It may consist of native language arts instruction, English Language Arts/English as a second language instruction and/or content area instruction through the native language and English.
Districts are encouraged to develop innovative programs which incorporate various methodologies such as project-based, experiential, differentiated, cooperative, integrated, etc. aimed at attracting student interest by avoiding the duplication of the daily activities in which students are engaged during normal school hours and yielding positive student outcomes.
Activities should take into account the social-cultural diversity of the participating children and families and be relevant to their lives and experiences.
Districts are encouraged to consider community-based projects or activities as well as programs which promote the social-emotional development of the student. This may be accomplished through experiences such as journal writing, portfolio development, book making, oral presentation, etc. which allow students to express themselves.
There must be an effort to understand the background and culture of the different linguistic groups which will be receiving services under this grant. This will make it possible to design programs which are of interest to students, parents and the community at large.
Districts are therefore encouraged to exercise creativity and flexibility in meeting the needs of teachers, students and parents while accomplishing the goals and objectives that have been outlined under the Supplementary Intervention (SI) grant.
Funding
Public School Districts with approved Comprehensive Plans under CR Part 154 for middle and/or high schools can apply for up to $25,000.
Project Period
Will begin December 1, 2009 and extend to June 30, 2010.
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 in the middle and high school grades 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). 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;
- 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;
The following staff may be funded through the project:
- Teachers and Teaching Assistants
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 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, a third 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 the Program Design Section in the Proposal Narrative will be ranked higher.
Application 
(192 KB)
Scoring Rubric (80 KB)