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Director of student support details Title I, LAP, TBIP and dual-language progress in Selah
Summary
Christy Ariane, the districts director of student support, told the board about Title I funding (just over $1 million), LAP and TBIP operations, dual-language program structure and WIDA exit-rate trends; staff highlighted family services, a resource fair (134 attendees) and community food partners.
Christy Ariane, Director of Student Support, presented the Selah School Districts state and federal programs, describing how Title I, LAP, Title III, TBIP and migrant services are funded and delivered and highlighting the districts dual-language work for multilingual learners.
Christy told the board that Title I funding is primarily driven by poverty-related measures and that the districts total Title I budget is “just over $1,000,000.” She explained that LAP is the state equivalent to Title I and that TBIP and Title III enrollment depend on the home-language survey and related eligibility steps. She described a family-services team supported by Title I/LAP funding that conducts home visits, arranges transportation, runs a weekend backpack food program, and partners with local food organizations; Christy said the district recorded 134 sign-ins at a recent resource fair and distributed about 100 OIC boxes.
On multilingual instruction, Christy described the districts dual-language model: a K–8 dual-language pathway that begins in kindergarten (approximately 80% of the day in Spanish in K, tapering toward a 50/50 model across grades) with WIDA and STAMP proficiency measures. She summarized district WIDA exit-rate history — citing a 1.3% exit rate in 2022 after switching to WIDA, a 7.15–7.17% exit rate last year, and preliminary current-year figures at about 4.8% pending final scores — and said student progression (growth year-to-year) has been improving.
Christy also noted some operational changes: a contracted Community in Schools staff member (Natasha Hernandez) will not continue next year and the family-services team will cover associated responsibilities; some positions are partially funded through state/federal program dollars. She invited questions from the board and provided clarifications about exit/progress measures and support for multiple languages beyond Spanish (Mandarin, Vietnamese and a Middle Eastern language were mentioned).
