Title I, Part C, Migrant Education Program Requirements

Opportunities to Meet theNeeds of Migrant StudentsSession 3Thursday, August 14, 2014

Session OverviewIdentify the state level opportunities available to migrant students and school districts (including summer programs).Describe the student selection process.Provide timelines for student participation.Distribute materials that will benefit mobile migrant students.

NEW!State Level OpportunitiesDare to DreamVoices from the Field Science and ArtSummer ProgramsBinational ProgramBinational Teacher ExchangeTechnology Support (INET)CONEVyT (family literacy)Out-of-School YouthDare to Dream Academy

Dare to DreamDare to Dream Exploring Your FutureTargeting 300 students currently enrolled in 8th/9th grade entering 9th and 10th grade the following school year.Partnership with the College Assistance Migrant Programs at EWU, UW, and CWU.Program development in partnership with Association of Washington School Principals

Dare to DreamDare to Dream Exploring Your FutureOutcomes:Build self-efficacy and leadership skills to complete high school and pursue post-secondary education.Identify career path that will utilize his/her innate strengths.Meet professional individuals and have opportunity to discuss profession.Visit university departments to gain understanding of university lifestyle.Develop an individual academic plan for remaining high school years.Learn about scholarship and FAFSA opportunities and timelines.Interact with college students (mentors) similar to their socio-economic background, with similar family, cultural, and educational barriers.Opportunity to share their experiences with parent advisory council, school board, other students, and community organizations..5 Credit by AWSP Dropout Prevention II 22004Recorded in MSIS as Supplemental Services Academic Guidance, Career Education, and Postsecondary Prep

Dare to Dream: Exploring Your FutureAWSP Course Title and DescriptionDropout Prevention II 22004The Dare to Dream course is targeted at students who have been identified as being at risk of dropping out of or failing in school. Course content includes study skills and individual tutorials; job preparation, readiness, application, or interview skills; communication skills; personal assessment and awareness activities; speaker presentations; and small group seminars.

Dare to DreamDare to Dream Academic Academy Targeting 160 currently enrolled 10th and 11th grade migrant students moving into 11th and 12th gradePartnership with:WSU (Math and Science) 2 sessionsCWU (Science)UW (Science)

Dare to DreamDare to Dream Academic Academy Program Outcomes:Identify current knowledge level of math or scienceLearn new skills and abilities in the area of math or scienceIdentify career paths in the areas of math or scienceLearn about the fields of study in math or scienceIdentify course needed to graduate from high school, how to request supportShare academy experience with Parent Advisory Council, other students, and local communityEarn .5 credit in math or science (AWSP Unified Science II 03202; Informal Mathematics II 02001)Recorded in MSIS as supplemental service instructional math or science

Dare to Dream Academic AcademyAWSP Course: Unified Science II 03202Unified Science courses combine more than one branch of science into a cohesive study or may integrate science with another discipline. General scientific concepts are explored, as are the principles underlying the scientific method and experimentation techniques.AWSP Course: Informal Mathematics II 02001Informal Mathematics courses emphasize the teaching of mathematics as problem solving, communication, and reasoning, and highlight the connections among mathematical topics and between mathematics and other disciplines. These courses approach the teaching of general math, pre-algebra, and pre-geometry topics by applying numbers, and algebraic and geometric concepts and relationships to real world problems.

Association of Washington School PrincipalsHelped set the tone for each day.Provided on-going guidance to University instructors and/or led portions of the instruction.Reviewed student journals every night to see if concepts were being understood by students and to ensure students were capturing the instruction.Provided comment or feedback to students in journals. Worked with university staff if some students appeared to need additional supports.

Voices from the Field

Voices from the Field Targeted to 6th and 7th grade students entering 7th and 8th grade.Partnership with Islandwood, Bainbridge IslandOutcomes:Conduct project-based science and exploration through forest, water, and soil investigations.Conduct scientific observations (scientific method) and enhance writing skills.Practice math skills using data collection methods.Develop creative expression through music and visual artsPractice journal writing and reflectionDevelop team-building and leadership skills through Teams Course

Voices from the Field Arts Program Coming Soon!Summer School ProgramsBinational Teacher ProgramMath MATTERS/Math MASTERS ProgramEngineering is Elementary (EiE) CurriculumUsain Bolt lessonField experiences tied to academic content

Binational ProgramPurpose is to minimize the academic impact of a migrant student moving between USA and MX.Develop services and programs for Binational Students.Washington State participating in InET (Innovative Educational Technologies) consortium led by state of Colorado.Washington State Migrant Student Data, Recruitment, and Support Office

Binational Programs

YAKIMA142EAST WENATCHEE32CONNELL15BREWSTER135ORONDO27OROVILLE14BRIDGEPORT120TONASKET27PROSSER14PASCO96GRANDVIEW26BASIN CITY13MATTAWA62SUNNYSIDE25ROYAL CITY13WENATCHEE55TIETON23MOXEE12MOUNT VERNON52MABTON22CHELAN11KENNEWICK46WAPATO20ELTOPIA11TOPPENISH38MESA17WINLOCK10OTHELLO35MOSES LAKE17ZILLAH10WARDEN34BELLINGHAM16PESHASTIN9QUINCY33CASHMERE15ELLENSBURG8MSIS MOBILITY REPORTCount Of Students From Mexico To Washington CitiesSchool Year 2013-2014Binational Programs

MANSON8SOAP LAKE4CUSTER2ARLINGTON1PATERSON8CONWAY3ENTIAT2DESERT AIRE1UNION GAP7EPHRATA3ENUMCLAW2LONGVIEW1CENTRALIA6GRANGER3LONG BEACH2NOOKSACK1COWICHE6MALOTT3LOOMIS2WALLA WALLA1OKANOGAN6NACHES3MOSSYROCK2SEDRO WOOLLEY6PRESCOTT3PLYMOUTH2MALAGA5SEAVIEW3PORT TOWNSEND2PATEROS5WATERVILLE3ROCK ISLAND2BENTON CITY4ABERDEEN2TOUCHET2EVERSON4BEVERLY2WHITE SALMON2SNOHOMISH4BUENA2WOODLAND2MSIS MOBILITY REPORTCount Of Students From Mexico To Washington CitiesSchool Year 2013-2014Binational Teacher ExchangeTo reinforce knowledge about the history, culture, values and national traditions of Mexican origin students who live in the US; strengthening their identity and improving their education. To encourage ongoing communication between US and Mexican teachers in order to share educational experiences that promote continuity of educational practices. To improve the educational services offered to the Mexican and Mexican descendent school population living in the US through the binational teacher exchange program.

Binational Teacher Exchange Timeline

InET (Innovative Educational Technologies)Migrant educators and administrators in the states with the most experience in binational migrant programs identified concerns for binational migrant students as described below.

Missing school because they lack proper paperwork (e.g., Apostille, Certificate of Completion from Mexico, Transfer Document).

Lacking credits for coursework completed (i.e., reciprocity in credit transfer).

Having less time for instruction resulting in poor achievement due to high mobility.

Lacking access to technology to help students succeed and stay in school.

Falling behind in language development. When in the U.S., binational students lack of English proficiency puts them behind their peers; when returning to Mexico, binational students lack of Spanish proficiency puts them behind their peers.

Accessing educational and community services when making frequent international moves is difficult and often results in educational and social isolation.

Training is needed for instructors on the binational migrant lifestyle and for effective strategies for this population which results in more effective instruction CONEVyTOne of the highlights of this program is the scheduling flexibility to offer courses and classes that will meet the needs of the students regardless of geographic location.

Plazas Comunitarias are not exclusive to the educational programs offered on their online menus but offer the flexibility for schools, institutions, and groups involved in the Plazas Comunitarias to provide additional programs and resources deemed necessary.

They complement the educational requirements of their communities. In addition, this program is free of charge to those 15 years of age and older regardless of their country of origin. Each Plaza Comunitaria selects the services it will provide. It can offer a specific service and, as the need arises, augment it by adding and integrating other services and offerings based on the needs of the community and the resources available.Handout on Washington State Plaza sites.25CONEVyTGetting Started, two options:Become a Plaza Comunitaria orBecome a member of an existing Plaza Comunitaria.

To become a Plaza Comunitaria, contact the Migrant Education Program at OSPI (Terrie Beckman) so she may work with Mexican Consulate for technology and training logistics.

To become a member of an existing Plaza, contact the Plazas in the handout.

Share handout26Out-of-School YouthWhat is the definition of out-of-school youth? Are such youth eligible for MEP services? (Office of Migrant Education Non-Regulatory Guidance, 2010)For the purposes of the MEP, the Department considers the term out-of-school youth to mean youth up through age 21 who are entitled to a free public education in the State and who meet the definition of migratory child, but who are not currently enrolled in a K-12 school. This could include students who have dropped out of school, youth who are working on a general education development credential (GED) outside of a K-12 school, and youth who are here-to-work only. It would not include children in preschool. Out-of-school youth who meet the definition of a migratory child as well as all other MEP eligibility criteria are eligible for the MEP. Out-of-School YouthStudents ages 16-21Recover back into high schoolRefer to other services GED, HEP, ESL, etc.Facilitate access to social support services, especially to those here-to-workMSIS Report Student ListMSDRS OSY Facilitator work with Non-Project SDs

Capturing Referred Services

Student Selection

1. Priority Migrant Student had an interrupted school year within the last 12 months (excluding summer) and has not yet met standard on most recent state exam including End-of-Course exams or, if state assessment results are unavailable, is enrolled in Bilingual Education Program, is two-years above age from their same grade-level peers, or is credit deficient (at-risk of not graduating within expected year of graduation).2. Needs Migrant Student has not yet met standard on most recent state exam, including End-of-Course exams or, if state assessment results unavailable, is enrolled in Bilingual Education Program, is at least two years or more above age level for same grade-level peers, or is credit deficient (at-risk of not graduating within expected year of graduation) other risk factors.3. Migrant Students currently eligible migrant students who have met state academic assessment standards and have not recently moved.PFS Handout32MSIS Student Needs Assessment Report (msdr.org)Most recent data available across the state.Selection criteria is on the same basis.

Dare to Dream TimelineNov-DecOSPI identifies eligible students and works with MSDRS to populate on-line registration system.Jan-FebOSPI releases notice to districts of Dare to Dream registration information and registration process.OSPI releases notice to Dare to Dream students informing them of their eligibility to participate (Note: notice will go to PFS students only).AprilRegistration deadline April 17.MayPermission forms must be completed and submitted to MSDRS by May 15.Confirmation notice with transportation information, bus Passport, packing information to be sent by May 25.Events to begin end of June

Talk about registration overageCancellation processStudent replacements39Voices from the Field Science and Arts TimelineNov-DecOSPI identifies eligible students and works with MSDRS to populate on-line registration system.FebruaryOSPI releases notice to districts of registration information and registration process.AprilRegistration deadline May (TBD).MayPermission forms must be completed and submitted to Islandwood by June (TBD).Events to begin end of June

Talk about registration overageCancellation processStudent replacements40Questions?ContactsTitle I, Part C, Migrant Education ProgramOSPIMea Moore, Director360-725-6147www.k12.wa.us/migrantbilingual

Migrant Student Data, Recruitment, and SupportSunnyside School DistrictLee Campos, Director509-837-2712www.msdr.org

Migrant Education Health ProgramNorth Central ESDMike Taylor, Program Supervisor509-667-3646www.health.msdr.orgEducational Service District105, YakimaCynthia Juarez, Director509-454-2488

123, PascoNicole Castilleja, Coordinator509-544-5756

171 (North Central), WenatcheeMary Jane Ross, Academic Achievement Specialist509-667-3633

189 (Northwest), AnacortesPatricia Bennett, Coordinator509-299-4043GOODIES TO DISTRIBUTESheet1Proposed Timeline ActivityNovemberMexicos Secretariats of Foreign Affairs and Public Education send the Convocatoria (invitation) to Mexican Consulates (IME) and State Education Agencies in the U.S.DecemberMexican Consulates (IME) in the U.S. send Teacher Exchange applications to State MEP administration (OSPI).OSPI works with Mexican Consulate on the district teacher requests/applications.JanuaryIndividual Mexican states begin identifying the teachers they will sponsor to participate in the Teacher Exchange.OSPI working with the school districts and local education authorities tp submit to their U.S. Mexican Consulate (IME) the number of Mexican teachers the state wishes to receive.FebruaryThe PROBEM from each participating Mexican state submits a list of teachers selected for the exchange, along with their resumes, to the SRE to be assigned to sites.MarchOn March 1, OSPI MEP administrators submit completed applications to their U.S. Mexican Consulate.AprilThe SRE, along with participating Mexican states, finalize assignments for exchange teachers to migrant program sites, based on the information submitted by MEP administrators on the Teacher Exchange application.Initiated by the Mexican Consulates in the U.S., direct lines of communication are established between the Mexican Consulates, MEP administrators, Mexican state-level PROBEM contacts, and exchange teachers to discuss programmatic and logistical information. The required teacher information is provided for the required visa documentation.Teacher Exchange visa process is initiated by OSPI.Through combined efforts of MEP administrators, the Mexican Consulates in the U.S., exchange teachers, and the U.S. Embassy in Mexico, requirements for visas are met at least one month prior to teachers arrival.Many exchange teachers attend an orientation meeting hosted by Mexico.MayMEP administrators working with the Mexican Consulate finalize arrangements for lodging, food, local transportation, visas, and stipends with the Mexican PROBEM coordinators and exchange teachers from the Mexican sending state at least one month prior to teachers arrival.Mid-MayThe SRE, along with participating Mexican states, informs Mexican Consulates and receiving MEP administrators of arrival information and finalizes local transportation to program site.July-AugustData gathering materials regarding the implementation of all components of the binational initiative are sent to the State MEP directors by the Center for Migrant Education.August-SeptemberData gathering surveys and reports are submitted by State MEP directors to the Center for Migrant Education.OctoberStates visit Mexico to complete Exchange cycle

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