Presentation on theme: "Meeting the Identified Needs of Migrant Students Title I, Part C, Migrant Education Program State Conference August 15, 2013."— Presentation transcript:
Meeting the Identified Needs of Migrant Students Title I, Part C, Migrant Education Program State Conference August 15, 2013
Federal and State Requirements Elementary and Secondary Education Act – Section 1301, Part C, Education of Migratory Children Government Performance and Results Act Comprehensive Needs Assessment State Service Delivery Plan 2012-2015
Federal and State Goals High standards for all children Coordination and collaboration with other education and support programs Determining eligibility through on-going identification and recruitment Identifying and serving Priority for Service migrant students Parent input into the decision-making process
State Service Delivery Plan 2013-2015 Reading Writing Math Science English language proficiency
State Service Delivery Plan 2013-2015 Out-of-School Youth Health support Nutrition and social services Professional development Family literacy On-line (technology) opportunities (credit retrieval/completion) Transition from high school to postsecondary education or employment
Supplement Not Supplant What does "supplement, not supplant" mean? "Supplement, not supplant" is the phrase used to describe the requirement that MEP funds may be used only to supplement the level of funds that would, in the absence of MEP funds, be made available from non-Federal sources for the education of children participating in MEP projects. SEAs and local operating agencies may not use MEP funds to supplant (i.e., replace) non-Federal funds. [Also known as “in addition to.”] Office of Migrant Education, Non-regulatory Guidance, 2010
+ (in addition to) Orange juice, fruit (Title I A, LAP, State Bilingual) Bowl of cereal (Basic Education) Vitamins (Title I C, Migrant Education)
Remember when…. A skater could pretty much be guaranteed an Olympic medal if they successfully executed a “double sow cow” followed by a “triple axel”?
Baby Boomer 1946-1964 Generation X 1965-1976 Millennials or Generation Y 1977-2000 Preparing children for their futures Generation Z or Silent Generation 2001-present
Analyzing Student Data
Non-migrant all in district All students in the state
State Service Delivery Plan Reading: The % gap in meeting state reading standards will be reduced by 1/5 over next three years 2012-2015.
Gap by Strands - Reading
State Service Delivery Plan Writing The % gap in meeting state writing standards will be reduced by 1/5 over next three years 2012-2015.
Gap by Strands - Writing
State Service Delivery Plan Math: The % gap in meeting state math standards will be reduced by 1/5 over next three years 2012-2015.
Gap by Strands - Math
State Service Delivery Plan Science: The % gap in meeting state science standards will be reduced by 1/5 over next three years 2012-2015.
Gap by Strands - Science
State Bilingual Program Dual Language
iGrants Form Package 206
Analyzing Needs of PK Limited data in MSIS Data trends for preschool aged migrant students as they continue K-12 education WaKIDS data analysis
WaKIDS OSPI Report Card
Out-of-School Youth 2,121 students ages 16-21 Enrolled in the MSIS database
Out-of-School Youth 280 migrant students ages 16-21 were recovered during the 2012-13 school year.
Parent Involvement Parent Advisory Council – plan, implement, evaluate program annually. Assist migrant parents in understanding high school and beyond (graduation requirements). Provide opportunities for parents to learn about credit retrieval options for their child. Promote family literacy activities not currently addressed with other resources. Create accessible opportunities for migrant parents to participate in activities that will strengthen academic support in the home.
iGrants Form Package 206 Parent Involvement Page 4
Program Staff and FTEs Recruiter (1:600 FTE) 150/600 =.25 FTE (520 hrs. @ 2080 hrs.) Records Clerk (1:800 FTE) 150/800 =.1875 FTE (390 hrs. @ 2080 hrs.) Graduation Specialist (1:50 FTE) 8/50 =.16 FTE (172 hrs. @ 1080 hrs.) Student Advocate (1:150 FTE) 50/150 =.333 FTE (359 hrs. @ 1080 hrs.) All positions noted above should follow state developed job descriptions.
Identification and Recruitment Plan A migrant student recruitment plan is in place that includes the following items: Mapping recruitment boundaries Process to ensure staff are fully trained in recruitment requirements and receive on-going training. Annual plan identifying peak recruitment periods, locations to be targeted, and process to conduct program revalidations. Process to assess quality control to ensure consistency in identifying eligible migrant students. Process to evaluate achievement of plan and I/R efforts.
Supporting Other Activities Health – coordinating student selection, parent permission, date(s) for physicals PAC meeting/general parent meetings Supporting recruiting and registration for student events (Needs to occur outside recruiter, records clerk, MGS/MSA designated time but could be same staff person[s])
Reporting Services in MSIS Supplemental Minutes Logs Reading Math Science Writing Support Services Referred Services PAC Planning, Implementation, and Evaluation
Referred Services Cannot be MEP-funded Cannot be school or district based services that the child is already entitled to receive (e.g., Title I Part A services, Title III services). Are educational or educationally-related (supportive) services that migrant children would not have received without the efforts of MEP-funded personnel. The child must actually receive the service in order for it to be counted as a referral. An eligible migrant child must be the direct recipient of the referred service. Examples of referred services that a child might receive as a result of MEP efforts include: GED or pre-GED classes, Adult basic education classes, parenting classes (for eligible youth), computer literacy classes, job training programs, early childhood classes, nutrition and health education workshops, health and dental screenings, and food and clothing assistance.
List attendees Report PAC planning, implementation, and evaluation meetings in MSIS Planning occurs in late winter/early spring (may include evaluation of current program activities and achievement) Implementation occurs beginning of school year, once program started.
Support Services at No Cost to Districts MSDR – I/R; MSIS; PASS; Health – coordinate physical exams, assist with follow-up on acute and urgent needs of migrant students.
Support Services at No Cost to Districts ESDs 171, 105, 123, 189 Provide: Program planning and technical assistance Training regarding: Applied science and math models, Academic vocabulary development, Reading comprehension strategies, Analyzing writing, Strategies for Working with Out-of-School Youth, Graduation Specialist/Student Advocate, Student leadership components in applied science and math, and Role migrant parents and families play in their child’s education Facilitate the recruitment and registration for state sponsored student events and activities.
Contact Information Title I, Part C, Migrant Education Program Helen Malagon, Associate Director Lupe Ledesma, Program Supervisor Sylvia Reyna, Program Supervisor Paul McCold, Administrative Program Specialist Terrie Beckman, Secretary Supervisor 360-725-6147 www.k12.wa.us/migrantbilingual
Contact Information MSDR Lee Campos 509-837-2712 www.msdr.org ESD 105 Don Bender, Dawn Sparks 509- 454-2856 or 454-2855 www.esd105.org North Central ESD 171 Kathy Thornock 509-665-2613 www.ncesd.org ESD 123 Nicole Castilleja, Mary Kirby 509-544-5756 or 544-5757 www.esd123.org Northwest ESD 189 Mary Kernel 360-299-4048 www.nwesd.org Health Program Mike Taylor 509-682-0373 www.ncesd.org