Supporting the Needs of Migratory Youth in Georgia Title I, Part C Migrant Education Program Presenters: John Wight, Program Manager Sabrina Rivera-Pineda, Adolescent Outreach Specialist

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MEP History 1960“Harvest of Shame” – Thanksgiving Day President Lyndon Johnson “Great Society Initiative” 1966 Migrant Education Program included in the Elementary and Secondary Education Act 3

Program Purpose The purpose of the Migrant Education Program (MEP) is to ensure that migrant children fully benefit from the same free public education provided to all children and that the unmet education-related needs resulting from their migrant lifestyle are met. 4

Georgia’s Responsibility As a direct recipient of Title I, Part C funds, The Georgia Department of Education is responsible for: Ensuring the appropriate and best use of funds. To ensure the appropriate and best use of funds, the state follows its comprehensive Service Delivery Plan for implementing all aspects of the MEP. Adhering to the supplement not supplant rule. 5

Who do we serve? Eligible migrant participants Students enrolled in grades K-12 Preschool students age 0-5 Out-of-School Youth (OSY) −Broad category that includes children and youth not enrolled in school. −Most OSY are age 16-21, not enrolled in school, and are working in agriculture in our state. Unaccompanied or emancipated youth H2A Worker Visa 6

What is the definition of “migratory child”? is younger than 22; and has not graduated from high school or does not hold a high school equivalency certificate; and is a migrant agricultural worker or has a parent, spouse, or guardian who is a migrant agricultural worker; and has moved from one school district to another within the preceding 36 months in order to obtain (or seek) temporary or seasonal employment in qualifying agricultural work. 7

Migrant Education Program Unique Feature Before a migrant child may be served or counted for funding in the program: – His or her eligibility must be documented on a Certificate of Eligibility (COE). – These COEs are completed through face-to-face interviews performed by trained and qualified LEA and state staff, and they are certified by the state. – Program staff must actively seek out participants for the program through recruitment efforts. 8

Program Eligibility It is the responsibility of trained MEP staff to find participants where they are. This often includes, but is not limited to: Door-to-Door Recruitment Visiting fields, vineyards, poultry plants, Migrant camps, and other places where Migrant families live and work. Evening and weekend availability. Staff that is trained and well- versed in all aspects of program eligibility. 9

Other Program Features Priority for Services Program requirement – Identify student needs – Identify those failing or risk of failing – Identify those with repeated moves as well as failing – Create supplemental support based on the needs of the individuals Provide services to those migrant students first, and then to other migrant students. 10

Types of MEP Supplemental Services Classroom support – inclusion and pull-out After school program Tutoring Home tutoring English language acquisition College preparation Health Services Coordination with Other Agencies 11

Local School System Migrant Education Program (MEP) Coordination of Services MEP Educational Support Other Support Services Parent Outreach Emergency: Immunizations, vision, dental Tutoring Educational Materials Contact with previous schools MSIX Coordination with Other Agencies Home visits Education Advocacy 12

Special Educational Needs of Migrant Children and Youth Gaps in learning resulting from repeated moves Credit accrual Continuity of education from state-to-state and district-to-district. Language and/or cultural barriers Emergency health and medical needs 13

MEP Goals Goal 3: The Georgia Migrant Education Program will improve school readiness by providing age-appropriate and effective at-home or facility-based projects that, at a minimum, address the five essential domains (language and literacy development, cognition and general knowledge, approaches toward learning, physical well- being and motor development, and social and emotional development). Improvement will be measured by district-level implementation plans (IP) showing an incremental 5% point growth/improvement for students served during the academic year. 14

The First Classroom Serving Ages 3-5 The MEP provides a variety of school readiness programs for Migrant children and their parents. – In-home tutors. – Exito is based on the Parents as Teachers model. In-home and Facility –based learning. Access to books and materials. Often provides bilingual readers to encourage parents to read at home. 15

MEP Goals Goal 1: Migrant students in elementary, middle and high school will improve their writing proficiency within the framework of the Common Core GPS English/Language Arts curriculum as measured by district-level implementation plans (IP) showing an incremental 5% point growth/improvement for students served during the academic year. 16

MEP Goals Goal 2: Migrant students in elementary, middle and high school will improve their math proficiency within the framework of the Common Core GPS Mathematics curriculum as measured by district-level implementation plans (IP) showing an incremental 5% point growth/improvement for students served during the academic year. 17

MEP Goals Goal 5: Migrant students in elementary, middle and high school will continue to meet and/or exceed their proficiency in reading within the framework of the Common Core GPS English/Language Arts curriculum as measured by district-level implementation plans (IP) showing an incremental 5% point growth/improvement for students served during the academic year. 18

The Elementary Years Services for K-5 LEAs submit Implementation Plans based on program goals. LEAs serve Migrant students either in the classroom or in after-school settings. Small group and individualized instruction. Staff participates in Professional Development offered through the MEP Program. Summer Programs 19

Preparing for College Services for 6-12 Adolescent Outreach Specialist work collaboratively with LEA staff, including Migrant staff, school counselors, and other personnel to ensure students are on track for graduation. LEAs serve Migrant students either in the classroom or in after-school settings. Small group and individualized instruction. Staff participates in Professional Development offered through the MEP Program. Summer Program – Georgia Southern University – Abraham Baldwin Agricultural College – The University of Georgia 20

Longitudinal Study Tracking the Impact of Program Services Long-term Purpose To identify the impact of Title I, Part C – Migrant Education Program state sponsored summer programs on high school graduation, college or technical school/college enrollment/attendance, and college or technical school/college graduation for migrant students (current and past). 21

Survey Summary 22

Survey Summary Summer Program Name Summer Program Year Total Camp Attendance # of Successful Contacts # Eligible for High School Graduation Before 2013 # of High School Graduates Before 2013 # Enrolled in Technical School or College ABAC SLA ABAC SLA ABAC SLA ABAC SLA ABAC SLA UGA LWL UGA LWL UGA LWL ABAC SLA = Abraham Baldwin Agricultural College Summer Leadership Academy UGA LWL = University of Georgia Leadership Without Limits 23

Eligible Graduates before 2013: Reasons Given for Not Graduating 24 Response# of Participants Credit Deficient4 Home Situation, Marriage, Pregnancy3 Dropped out and Moved out of State2 Dropped out to Work1 State Did Not Grant Hardship Waiver1 State Did not Grant Variance1 School Discipline Issues1 Language Acquisition1 Dropped Out and Re-Enrolled Graduation Pending6

College or Technical School Enrollment 25 Post-Secondary Institution# of Participants ABAC13 Altamaha Tech1 Andrew College2 Athens Tech2 Bainbridge State College1 Dalton State College1 Georgia Military College3 Moultrie Technical College1 Nascar Technical Institute1 North Central Iowa Community College1 Savannah College of Art and Design1 Southeastern Technical College1 Dalton State College1 University of North Georgia1 Valdosta State University1 Webber University1 Wiregrass Technical College3 Unknown6

Survey Summary Conclusions: Percent of Total # of Summer Program Attendees Contacted During Survey58% Graduation Rate for Attendees Eligible to Graduate between 2008 and % Percentage of Respondents Reporting Summer Programs Impacted Graduation80% Summary data indicates that Title I, Part C – Migrant Education Program Summer Programs at ABAC and UGA have a positive impact on MEP student graduation rates. 26

College Day Experience Exposing Migrant Children to College Opportunities In addition to summer programs at these Universities, the MEP allows high school Migrant students to gain access to Colleges and Universities throughout the year through its College Day Experiences at: – University of North Georgia – Abraham Baldwin Agricultural College (ABAC) – Georgia Military College – Valdosta State University – Savannah State University – Savannah Technical College – Armstrong Atlantic State University – Georgia College and State University 27

MEP Goals Goal 4: The Georgia Migrant Education Program will continue to support current best practices to serving OSY/DO at the district level in addition to promoting new, comprehensive online resources that will foster English language acquisition, health and other relevant supplemental services for districts to use with migrant participants as measured by district- level implementation plans (IP) showing an incremental 5% point growth/improvement for students served during the academic year. 28

Facts about Out-of-School Youth Highly Mobile Limited English Proficient (LEP) Not interested in traditional schooling Adults not youth No interest in, & no time for, long-term programs Undocumented: few are able to rely on public assistance Unmet health/social needs Disengaged /alienated from schools/learning because of bad experiences & lack of success Family responsibilities: their families depend on them for income or they have children 29

Why target OSY? Have little or no access to federal or state resources. Without intervention, OSY will remain poor and isolated from the larger society and economy. OSY is the fastest growing population within the MEP. 30

What is GA doing for our OSY? Mobile Labs** English Classes GED Classes High School Equivalency Program Health Education Health Fairs RIF: Free Reading Books iPods Crammers ID&R [bags: directories, referrals, bilingual dictionaries, English CDs & Books, etc] 31

Other Program Features Parent Involvement The MEP consults parents on Program Implementation and Effectiveness of Services. – Local, Regional, and State Parent Advisory Council – Parent Surveys – Comprehensive Needs Assessment includes parent input. – The goal of the MEP is to build capacity for parents to interact with their child’s school and have the ability to be their own advocates. 32

Resource Developed by State PAC 33

Migrant Student Information Exchange MSIX 34

Georgia MEP on Twitter 35

Program Components Achieving Success Being knowledgeable about program requirements and the population you serve. Actively recruiting participants. Flexibility and availability of services. Meeting families where they are. Providing on-going professional development to staff. Having specific, measurable, and attainable goals. Consulting parents on program implementation. Staying current with social media/technological trends. 36

More Information and Resources about MEP GA DOE MEP website with links to other resources : National Migrant Education Information & Resources: National Migrant Education Hotline: NCLB documents in multiple languages U.S. Dept. of Education, Office of Migrant Education:

38 THANK YOU! John Wight Program Manager Sabrina Rivera-Pineda Adolescent Outreach Specialist