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Meeting the Identified Needs of Migrant Students Title I, Part C, Migrant Education Program State Conference August 15, 2013.

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Presentation on theme: "Meeting the Identified Needs of Migrant Students Title I, Part C, Migrant Education Program State Conference August 15, 2013."— Presentation transcript:

1 Meeting the Identified Needs of Migrant Students Title I, Part C, Migrant Education Program State Conference August 15, 2013

2 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

3 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

4 State Service Delivery Plan  Reading  Writing  Math  Science  English language proficiency

5 State Service Delivery Plan  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

6 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

7 + (in addition to) Orange juice, fruit (Title I A, LAP, State Bilingual) Bowl of cereal (Basic Education) Vitamins (Title I C, Migrant Education)

8 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”?

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10 Baby Boomer Generation X Millennials or Generation Y Preparing children for their futures Generation Z or Silent Generation 2001-present

11 Analyzing Student Data

12 Non-migrant all in district All students in the state

13 State Service Delivery Plan Reading:  The % gap in meeting state reading standards will be reduced by 1/5 over next three years

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15 Gap by Strands - Reading

16 State Service Delivery Plan Writing  The % gap in meeting state writing standards will be reduced by 1/5 over next three years

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18 Gap by Strands - Writing

19 State Service Delivery Plan Math:  The % gap in meeting state math standards will be reduced by 1/5 over next three years

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21 Gap by Strands - Math

22 State Service Delivery Plan Science:  The % gap in meeting state science standards will be reduced by 1/5 over next three years

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24 Gap by Strands - Science

25 State Bilingual Program Dual Language

26 iGrants Form Package 206

27 Credit Retrieval

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29 PRESCHOOL

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31 Analyzing Needs of PK  Limited data in MSIS  Data trends for preschool aged migrant students as they continue K-12 education  WaKIDS data analysis

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33 WaKIDS OSPI Report Card

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35 Out-of-School Youth 2,121 students ages Enrolled in the MSIS database

36 Out-of-School Youth 280 migrant students ages were recovered during the school year.

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38 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.

39 iGrants Form Package 206 Parent Involvement Page 4

40 Program Staff and FTEs  Recruiter (1:600 FTE) 150/600 =.25 FTE ( hrs.)  Records Clerk (1:800 FTE) 150/800 =.1875 FTE ( hrs.)  Graduation Specialist (1:50 FTE) 8/50 =.16 FTE ( hrs.)  Student Advocate (1:150 FTE) 50/150 =.333 FTE ( hrs.) All positions noted above should follow state developed job descriptions.

41 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.

42 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])

43 Reporting Services in MSIS  Supplemental Minutes Logs  Reading  Math  Science  Writing  Support Services  Referred Services  PAC Planning, Implementation, and Evaluation

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45 MATH

46 Reading

47 Science

48 Writing

49 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.

50 Referred Services

51 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.

52 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.

53 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.

54 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

55 Contact Information MSDR Lee Campos ESD 105 Don Bender, Dawn Sparks or North Central ESD 171 Kathy Thornock ESD 123 Nicole Castilleja, Mary Kirby or Northwest ESD 189 Mary Kernel Health Program Mike Taylor


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