SOSOSY Year 2 Activities Executive Summary · 2016-05-21 · quitting on your country, and it is...

October 2013 - April 2014

Strategies • Opportunities • Servicesfor Out-of-School Youth

SOSOSY YSOSOSY Year 2 Activitiesear 2 ActivitiesExecutive SummaryExecutive Summary

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“Dropping out is quitting on yourself, it’s

quitting on your country, and it is not an option –

not anymore. Not when our high school dropout

rate has tripled in the past thirty years. Not when

high school dropouts earn about half as much as

college graduates. And not when Latino students

are dropping out faster than just about anyone

else. It is time for all of us, no matter what our

backgrounds, to come together and solve this

epidemic.”

- President Obama

“I left school because my parents left me with my grandparents. My grandparents didn’t really have the money to take care of me, so I left to find work as soon as I was old enough. I didn’t like anything about school because I didn’t really understand.” - English language learner

“We didn’t have enough money. There wasn’t anything I didn’t like about school. I left so that I could earn more money and help take care of my family.” - Recovered out-of-school youth

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The Strategies●Opportunities●Services for Out-‐of-‐School Youth Consortium Incentive Grant includes the 20 states of Alabama, Colorado, Florida, Idaho, Illinois, Kansas, Kentucky, Massachusetts, Minnesota, Mississippi, Nebraska, New Hampshire, New Jersey, New York, North Carolina, Pennsylvania, South Carolina, Tennessee, Vermont and Wisconsin. It also includes seven partner states of Alaska, Arkansas, Georgia, Maryland, Missouri, Montana and Washington.

Year 1 Annual Performance Report Executive Summary

Objective 1: Increased capacity of staff to provide services to OSY in 20 Consortium States

During Year 1, SOSOSY has designed/delivered 20 documented training sessions to MEP staff with varying delivery methods including large conferences, webinars, small meetings, and workshops. Aggregated results from 132 participants at these events showed a high level of applicability (mean of 2.9 out of 3.0) and involvement of the audience (mean of 2.7 out of 3.0). The aggregate mean for the overall value of the training was 2.9 out of 3.0.

The SOSOSY Technical Support Team (TST) is comprised of Consortium State representatives who are experts in curriculum and assessments, graduation/career planning, ID&R of OSY, technology, health education, ESL, GED/pre-‐GED, and other creative and innovative instructional support systems. With responsibility for materials development, the TST has been engaged in developing and adapting lessons, assessments, and electronic enhancements specifically for OSY, designing materials for the OSY website, designing podcasts for OSY instruction, and training service other providers.

TST activities for Year 1 have concentrated on materials development, training, and technical assistance. The TST meetings and conference calls included: 11/13/12 (S. Padre Island); 12/12/12 (Conference call); 1/8-‐1/9/13 (Atlanta, GA); 3/12/13 (Conference call); 4/9-‐10/13 (Denver, CO), and a meeting on 9/12-‐9/13/13 in Clearwater, FL.

Workgroups were convened to help develop SOSOSY materials and provide professional development. They are: (1) Curriculum; (2) Assessment; (3) Technology; (4) Mentoring; (5) Training; and (6) Identification and Recruitment. Ongoing work includes: review of the Write On! Curriculum; creation of a rubric for states to use to determine specific areas where additional help for OSY may be needed; editing the training modules from the original Training of Trainers (TOT); developing two additional training modules that are specifically aimed at improving facilitation skills, plans on how to implement OSY training through a statewide plan; the creation of a spreadsheet and map for member

Migrant Education Program requirements mandate that youth up to age 22 be served, including those not enrolled in school. OSY continue to be one of the fastest growing subgroups within the MEP as well as the one least served. Policies are urgently needed to extend opportunities to out-‐of-‐school migrant youth who wish to continue their education as well as to develop service delivery models for states to assist them in meeting the instructional and support services needs for those OSY who are here-‐to-‐work.

Improving educational access and connecting them to much needed support services for both groups of OSY migrant youth – the here-‐to-‐work youth and the drop-‐out -‐-‐ will require the leadership of OME and the coordinated initiatives of state, local and school district educational agencies.”

– Success in Secondary School and Access to Postsecondary Education for Migrant Students: A Policy Brief.

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states based on information from the Department of Agriculture Census; and a Recruiter Knowledge Assessment. As part of this objective, a number of products have been developed and or modified: 1) Write On!; 2) Mini-‐lesson Pre/Post Assessments; 3) Oral Language Assessment; 4) Online Course Materials; 5) Legal Rights/Derechos Legales Mini-‐lessons; 6) Parenting/Ser Padres Mini-‐lessons; 7) A Healthy House/Un Hogar Sano Mini-‐lessons; 8) For Your Health/Para tu Salud Enhancement Lessons; and 9) the Academic and Career Readiness Skills (ACReS).

Objective 2: Increased number of services delivered between baseline and project end to OSY enrolled in programs leading to graduation, GED, and/or services to meet identified education or career goals.

SOSOSY consortium states identified about 18,000 OSY during 2011-‐12 as a baseline in investigating whether an increase in instructional and support services to OSY occurred during the project period. Outcomes toward this performance measure are reported in this Year 1 APR. While the number OSY identified has decreased in Year 1, the project has reported a considerable number of services delivered in the areas of nutrition, translation/interpreting, transportation, referred services, material resources, secondary school instruction/course credit accrual, life skills/mini lessons, English as a second language (ESL), education and career goal development, and referred academic services.

To enable SOSOSY to accomplish this objective, there has been considerable activity during the first year of the project in developing curricula and curriculum-‐based assessments. The project has piloted the products and resources using a rubric asking pilot sites to rate how practical and useful the materials are for serving OSY. Likewise, training and technical assistance around the use of these curriculum materials and assessments as well as instructional strategies for OSY was delivered and rated beginning in May through the end of Year 1.

SOSOSY’s site at http://osymigrant.ning.com/ is a professional networking site for MEP staff from across the country to share best practices, generate forum conversations, and work together to improve efforts to identify, recruit, and provide exceptional services to OSY throughout the U.S. Most members work directly with OSY or oversee the ID&R and/or service provision initiatives to the OSY in their State. SOSOSY has representation from 16 of its member states on the site.

Four issues of the SOSOSY Quarterly Newsletter and three issues of the SOSOSY Agricultural Trends Newsletter have been published that include articles submitted by Consortium States and invited writers. Articles have addressed SOSOSY products, the SOSOSY website, technology, and instructional methodologies and strategies used by states to meet the needs of OSY, OSY research highlights, and collaboration partnerships. The newsletters are found on the OSY website at www.osymigrant.org.

SOSOSY has taken a lead in coordinating with the other funded MEP CIGs, with emphasis on issues that affect OSY. This collaboration has included hosting conference calls and webinars for joint communication; sharing effective practices across CIGs; using the same lessons, assessments, and data collection/storing tools for recording curriculum-‐based assessment results; presenting jointly on CIG outcomes and points of collaboration; and inviting other CIGs to attend Steering Team and

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Workgroup meetings as well as participating in their meetings. A joint presentation was given at the NASDME Conference in Orlando, FL. In addition, the Migrant Literacy CORE and InET CIGs presented at the SOSOSY Technical Support Team meeting in Denver; and SOSOSY and InET jointly planned the fall 2013 Steering Team meetings to enable cross-‐CIG collaboration. An inter-‐CIG calendar was developed by SOSOSY and will be maintained on the project website.

Objective 3: Achievement gains by OSY in 20 Consortium states between pre/post-‐testing on content-‐based assessments

SOSOSY directors/coordinators reported the number of OSY making a gain of 20% more on pre/post content-‐based assessments with 85% making gains and 80% making a gain of 20% or more between pre-‐ and post-‐test.

To support the expansion of services to OSY, SOSOSY states are reviewing their Comprehensive Needs Assessments (CNA) and Service Delivery Plans (SDP) to include the collection of data on OSY and the development of measurable outcomes and strategies to serve the identified needs of this population. States are in various stages of completing this work; however, all SOSOSY states reported collecting data specific to OSY in their CNAs during Year 1 of the project. Sixteen of the 20 SOSOSY States (80%) included measurable program outcomes specific to OSY in their SDP.

SOSOSY Consortium Goals

The goal of the SOSOSY consortium is to increase State and staff capability to provide services to OSY based on a review of research and best practices to improve the educational attainment of migratory out-‐of-‐school youth whose education is interrupted.

SOSOSY will accomplish this goal through a coordinated effort across Consortium States to ensure maximum adaptability to State and local needs and resources. SOSOSY will address the following objectives:

• Increase the capacity to deliver services• Increase the number of OSY served• Increase the number of OSY who demonstrate gains between pre and post assessments

SOSOSY collaborative partners; the National PASS Center (NPC), National Center for Farmworker Health (NCFH), National HEP/CAMP Association, and the Adult Learning Resource Center (ALRC) assist in the accomplishment of Consortium objectives.

“I left because I traveled a lot, and it was too much work to get caught up. I liked math, English, science, and history. But the teachers weren’t very good. They didn’t seem to want to help you learn.” -Recovered out-of-school youth

“I love this program. This is a good

program for people who have dropped

out and who want to go back to school.”

-Recovered out-of-school youth

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Instructional Materials on SOSOSY Website The following materials have been collected, reviewed and submitted by the SOSOSY Technical Support Team (TST) to share as resources through the SOSOSY Website.

SOSOSY Education Resource Rubric The Educational Resource rubric outlines the SOSOSY curriculum and other resources in a user-‐friendly format that is organized by the following descriptors:

• Intended audience• English language assessment• Areas of focus• Type of material• Language (English/Spanish/both)• Cost/ Reproduction

SOSOSY New Mini Lessons (11/29/12) • Legal Rights Mini-‐Lessons

A series of four mini-‐lessons intended/designed/provided to increase the knowledge of migrant farmworkers regarding basic legal rights in the United States. The mini-‐lessons are similar in design and format to the mini-‐health lessons, including a student lesson plan, teacher lesson plan, practice dialogues, new vocabulary, student activity, pre and post assessment, and student handouts. The legal lessons were developed by the Illinois Migrant Council and the Illinois Migrant Legal Assistance Program. Lessons address:

• My Basic Rights• Right to Be Paid• Housing Rights• Field-‐Worker Rights (new)

• Parenting Mini-‐LessonsParenting mini-‐lessons is intended/designed/provided to increase the knowledge of those who areabout to be parents or who are parents regarding the responsibilities of starting and nurturing a family.The mini-‐lessons are similar in design and format to the mini-‐health lessons. The parent lessons weredeveloped primarily by the Washington Migrant Education Program in conjunction with the NationalPASS Center. Topics include such issues as pre-‐natal care, child safety, keeping your child healthy, etc.The lessons address:

• Taking Care of Yourself During Pregnancy• Labor & Delivery: My Baby is Almost Here (new)• Traveling by Car with Your Baby (new)

• A Healthy House Mini-‐LessonsThe healthy house mini-‐lessons are intended/designed/provided to increase the awareness and knowledge of those maintaining a household regarding cleanliness. The mini-‐lessons follow the same format as the legal and parenting lessons. The lessons were developed by the National Center for Farmworker Health in collaboration with the Geneseo Migrant Center. Lessons address:

• Insect and Rodent Control: Keeping Them Out

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• The Refrigerator and Your Health• Keeping your Home Safe – Electrical Safety (new)• You Can Prevent Food Poisoning (new)• Keeping your Home Clean (new)

• Vermont Mini Lessons (8/22/2011)• Form Filling Assessment Worksheet• SOSOSY Basic Calendar Skills• SOSOSY Filling Out a Form• SOSOSY Giving Directions• SOSOSY Leaving a Voicemail• SOSOSY Map Lessons

• SOSOSY Mini Lessons & New Pre/ Post Assessments (June 2013)In conjunction with the National PASS Center, the committee developed the uniform assessment for each of the project-‐developed mini-‐lessons. The assessments are a form of low stake testing and have not been formally validated for reliability. The assessments address the project objective to provide performance data about student gains in understanding content, not English language proficiency. The components for the each assessment include:

• Pre/Post Assessment for each lesson• Easy scoring• Five Questions• Same Questions on Pre/Post Assessments• Post assessment includes an open-‐ended question to assess writing (not scored)• Administer Written or Orally• Used to determine a specific plan for education and/or support services• Strategic, practical, and brief• Useful for monitoring OSY progress and determining outcomes

The mini-‐lesson assessment design is limited to four question types: True/False, Yes/No, Multiple Choice (all above correct), and one correct answer choice.

• Student Assessment Score Sheet (SASS) is a tool to record student scores from the above pre/ postassessments in the SOSOSY mini lessons. The tool will also automatically calculate the scores todetermine if the student has shown a increase. Please keep in mind when imputing scores that theextra question on the post assessment is not scored.

• For Your Health/ Para Tu SaludDeveloped collaboratively by the National Center for Farmworker Health (NCFH) and the BOCESGeneseo Migrant Center, is a series of bilingual mini-‐lessons designed to increase the health knowledgeof OSY through information about prevalent health issues. The materials consist of bilingual

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instructional packets that include teaching plans, an introductory lesson, guided practice, useful vocabulary, practice dialogues, and pre/post tests. The mini-‐lessons’ non-‐sequential format lends itself to the limited time and intermittent attendance of the students.

• A Visit to the Doctor• A Healthy Mouth• Let us Learn about HIV/AIDS• Can I Get Sick from the Heat?• Protect Your Back While Working• What Do I Do if I Get an Insect Bite

• Wash Your Hands and Get Rid of Germs• Nicotine and Your Health• What is an STD?• The Basics of Birth Control Methods• What You Need to Know About Pesticides

• The Finanza ToolboxThe Finanza Toolbox is designed to increase the financial knowledge of migrant farmworkers throughintroduction to eight financial education topics and useful money management practices. Developed foruse with children, teens, out-‐of-‐school youth and adults, Finanza provides an instructional package thatincludes bilingual lesson topics, teaching plans, student surveys, and practice activities. The mini-‐lesson,non-‐sequential format is particularly adaptable for instructional needs when time is limited orattendance is intermittent. As a product supported by a grant from the New York State BankingDepartment, these materials are not copyrighted, and can be reproduced without permission.

English for Living and Working

• English for Working and Living Curriculum Workbook, Vermont• Teachers Guide for English Working and Living – Vermont• Problem Posing ESL for Migrant Farm Workers in Vermont

Addresses the need for ESL materials that are directly relevant to farmworkers’ life experiences and day-‐to-‐day problems. The dialogues use problem-‐posing ESL strategies adapted from The Pedagogy of theOppressed by the Brazilian adult educator, Paulo Freire. Each dialogue in this booklet is a code, arealistic and relevant representation of the context and content within which students experienceproblems and face challenges. This booklet is not copyrighted and can be reproduced withoutpermission.

• The Migrant ESL Resource Booklet, developed by the University of Michigan English Language Institute,is intended to be a bilingual resource for teachers and tutors of English as a second language to migrantfarmworkers in the USA. The lesson plans were selected from among the institute’s most successfultopics and activities; it is not a student book per se, but many pages can be used directly with students.This booklet is not copyrighted and can be reproduced without permission.

• English in Minutes, was created by the Tennessee Opportunity Programs (TOPS) to help Spanishspeakers learn English. There are five books in the series. They are based on complete conversations ofsurvival English. They contain the phrase in Spanish, English and the phonetics for Spanish speakers topronounce the phrase correctly. Each book has an accompanying audio CD. These materials arecopyrighted and must be purchased.

• 2008 ELL Lesson Plans, developed by the Tennessee Migrant Education Program (MEP). This manualcontains a series of lesson plans targeting the needs, interests and language proficiency of beginning-‐

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level adult English Language Learners (ELLs). Within these user-‐friendly lesson plans, ESL teachers are directed to various on-‐line resources supporting Life Skills topics such as understanding directions, reading maps, exercise and diet, emergency information, a visit to Walmart, getting a job, etc. These materials are not copyrighted and can be reproduced without permission.

• Living in America is designed to the needs, interests and language proficiency of beginning-‐level adultEnglish Language Learners (ELLs). The curriculum, consisting of thirty (30) instructional packets, wasprimarily for migrant farmworkers, but addresses the needs of all ELLs who have limited literacy andoral skills. The curriculum provides the framework for successful learning, with concise, easy-‐to-‐followdirections and a selection of topics that are relevant to the situations and tasks encountered by newlyarrived adults. Civic-‐based lessons, paired with life skills lessons, provide learners with an awareness ofthe principles and laws that are part of life in the United States. The curriculum developers coined theterm “social civics” to account for situations where a particular behavior is inappropriate, but not illegal.The two-‐lesson packets are non-‐sequential with each lesson providing approximately 12-‐180 minutes ofinstruction. The four to six hours of instruction per packet may be divided flexibly to meet the learner’sneeds and time requirements. This curriculum is copyrighted and must be purchased.

Math • Math on the Move (MOM), developed by the Geneseo Migrant Center, is a series of Pre-‐GED math

lessons geared to out-‐of-‐school youth (adult oriented). MOM consists of 24 lessons, in either English orSpanish, which are designed to be used as stand-‐alone segments to address a particular skill area,although each builds upon assumed knowledge addressed in prior lessons. These materials are notcopyrighted, and can be reproduced without permission.

• Math for Living: Ten stand-‐alone lessons in English and Spanish are designed to improve financialliteracy and life skills with examples, practice problems, and vocabulary relating to work, smartshopping, and budgets, as well as information on obtaining the resources for college. Created for use inthe MASTERS (Mathematics Achievement and Success Through Engagement in Resources for MigrantStudents) Consortium Incentive Grant project, the lessons are non-‐sequential and written at a middleschool reading level. Activities reinforce basic math skills while teaching practical concepts that applyto both everyday life and successful careers.

Reading • Reading on the Move is a series of 24 stand-‐alone lessons, written at a 3rd – 5th grade reading level,

geared toward out-‐of-‐school youth (adult oriented) to introduce or strengthen basic reading skills.Activities throughout the lessons emphasize proven, research-‐based, teaching strategies, includingactive student involvement, consideration of the student’s background, establishment of a relationshipbetween the author and the student, linkage of reading and writing skills, and presentation ofvocabulary in context. Also included in the lessons are basic study skills and practice using referencematerials. An assessment, which may be used to measure student mastery of the content, is providedfor each lesson.

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Writing • Write On! (New)

Write On is a series of writing lessons developed to compliment the Math on the Move and Reading onthe Move pre-‐GED materials. The lessons encourage writing in practical and positive applications whilesupporting creativity. The intended audience is out-‐of-‐school youth or other students looking tostrengthen their writing skills for personal growth, as well as anyone considering entering a high schoolequivalency preparation program. The fifteen (15) lessons are non-‐sequential and written at anaccessible reading level. The student works semi-‐independently on each lesson with the assistance oroversight of a mentor. The lessons are designed to be completed in approximately 45 minutes. Eachlesson addresses at least two concepts of the Six Trait Writing model. Each lesson also meets variousstandards of the Common Core Curriculum ELA Writing benchmarks.

The lesson activities move from simple repetition of key words and phrases to more linguistically and cognitively challenging tasks such as listening for key words and new information within authentic conversations.

Academic and Career Readiness Skills (ACReS) ACReS was developed and translated by the National PASS Center and graphically enhanced and edited by Fort Scott Community College (FSCC). ACReS was created to engage migrant youth in an academic course for developing or improving both the critical thinking and life skills that will allow them to be successful in a formal educational environment or advance in their careers. There are six units with lessons that are written at a fourth grade reading level with consideration given to nonnative English speakers.

• Unit 1: Read, Write, Now (Basic Literacy)• Unit 2: Two Plus You (Basic Math Review)• Unit 3: Reading for Fun and Understanding• Unit 4: Financial Literacy• Unit 5: Life Skills• Unit 6: Degrees Open Doors to Success

An ACReS online course is currently being developed by the state of Kansas to completed by February 2014.

Other • Bilingual Tip Sheets, also developed by the Geneseo Migrant Center, is a new series of fifty (50)

bilingual Clip Sheets developed around the following topical areas: Careers, Opportunities, Health,Looking for a Job and Survival Skills. These Clip Sheets were developed with Out-‐of-‐School Youth inmind. These materials are not copyrighted, and can be reproduced without permission.

• Looking for a Job Sheets is a series of bilingual sheets designed to assist a youth in obtaining andkeeping a job. Included are vital basics such as: approaches to job-‐hunting and employers, filling outapplications, identifying work qualities/skills, interviewing skills, contacting references, writing aresume, and keeping a job.

• Taming the TV Monster is a workshop/lesson designed to provide migrant farmworker parents,guardians, and other caregivers with the information necessary to determine how much televisionviewing and what kind of television programming is appropriate for their children, to understand the

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pros and cons of children watching television, and to learn how to monitor and manage television viewing in their home.

Technology Resources

• SOSOSY Audio Index, An index has been prepared that lists the audio enhancements with theircorresponding written material. The audio index contains the following breakdown by topic of thelessons included in the following publications:

• Ingles de sobrevivencia (Survival English 1)• Ingles de sobrevivencia (Survival English 2)• Guía Bilíngue Inglés–Español, Libro 1 (Bilingual English–Spanish Guide, Book 1)• Guía Bilíngue Inglés–Español, Libro 2 (Bilingual English–Spanish Guide, Book 2)• Español/Inglés Nivel 1 (Spanish/English Level 1)• Español/Inglés Nivel 2 (Spanish/English Level 2)

• Youth Video Project: Digital media is an essential communication tool for today’s YouTube generation.Digital media can enhance the learning process, engage the uninterested student and encourage students to write, perform, edit, and apply their visual creativity to the development of a video with a meaningful message. A demonstration video plus “How To” video have been developed to provide a brief introduction to basic cinematic techniques by an experienced videographer to assist students to plan, record, and edit their own short film. These video productions were prepared by the Illinois Migrant Council.

• MP3 Audio Files Information, MP3 audio files, for use on computers and MP3 Players and created forsecondary-‐aged migrant out-‐of-‐school youth (OSY) by consortium member states, are accessible through the SOSOSY website.

• The Living in America audio enhancements have been developed by SOSOSY’s collaborativepartner, the Adult Learning Resource Center (ALRC). The audio files are 10 to 15-‐minute supplements for each identified Living in America (LIA) Unit, divided into Lessons A and B. The supplements will be appropriate for both the National Reporting System for Adult Education (NRS) Levels 2 and 3 (Low Beginning and High Beginning ESL). The following MP3 audio files accompany the Living in America curriculum series and are available through the SOSOSY website:

o Using Moneyo Going to the Storeo Navigating the Communityo Understanding Familieso Using the Phone

• For Your Health was developed as a supplement to A Visit to the Doctor, part of the For YourHealth curriculum series. The lesson activities move from simple repetition of key words andphrases to more linguistically and cognitively challenging tasks such as listening for key wordsand new information within authentic conversations.

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OSY English Language Screener The OSY English Language Screener (ELS) is a short, easy-‐to-‐administer assessment tool that can be used with minimal training. The purpose of the screener is to help educators make informed decisions about:

• where to begin English language instruction• what language skills need work (listening, speaking, basic literacy)• what instructional materials to use

The ELS screens students for the English language skills of listening, speaking, reading, and writing. The ELS has 6 parts, shown in the chart. All students should take Parts 1, 2, and 4. Students who do well on those will also take Parts 3 and 5, which are at a higher level. Part 6 is an optional writing screener for students who are interested in improving their writing skills or preparing for the GED test. The writing screener can be given in English or Spanish.

SOSOSY has also asked the Adult Learning Resource Center to develop the accompanying professional development video. The 16-‐minute training video is available at www.osymigrant.org to assist persons in learning how to administer the OSY English Language Screener (ELS) and interpret the results. Volunteers, support staff, or teachers can give the ELS. The training video has 4 parts:

• Introduction to the ELS & Tips for Administration• Demonstration #1: Student with Beginning Level English Skills

SOSOSY Professional Networking The SOSOSY Consortium has launched its very own Professional Networking site. The site is designed to be an accompaniment to www.osymigrant.org and is the Facebooks likes venue for MEP staff from across the country to share best practices, generate forum conversations, and work together to improve efforts to identify, recruit, and provide exceptional services to OSY throughout the country.

Technical Support Team Updates Curriculum Work Group Members: Bob Lynch (NY-‐ Lead), Brenda Pessin (IL), Lindsay Ickes (NE), Stephanie Clark (PA) and Marisela Trejo (GA) Based upon recommendations made at a previous Technical Support Team meeting and the comments from reviewers, the Write On curriculum has been finalized. This curriculum compliments other products, Math On the Move and Reading On the Move, in providing pre-‐high school equivalency preparation materials. Professional development continues to be a focus of the Curriculum Work Group with the mantra -‐ implementation, implementation, implementation. Different modalities for professional development have been discussed as well as the different needs. The goal is to make sure states have the tools needed to use the materials; thus, implementation, implementation, implementation. A series of three video productions (approximately 5 minutes in length) are being considered for development. The first would be a "how to" video on blending the program products -‐ Student Profile, Resource/Materials list, the Quadrant Chart, and OSY Screening Tool. The second video would be a discussion on the format and presentation of delivery of a mini-‐lesson. The third video in the series would address specific strategies for delivery of a mini-‐lesson. Also included in this production would be methods of differentiation of instruction for group delivery with multiple levels of learners.

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Mentoring Work Group Members: Jessica Castaneda (TN-‐Lead), Barbie Patch (NH), John Farrell (KS), Ray Melecio (FL) and Michael Maye (NY) The mentoring group has created a rubric for states to use to determine any specific areas they might need additional help with in regards to working with OSY. States were asked to complete this rubric. From these the mentoring group was able to identify key states who were interested in receiving mentoring from the group. A visit was conducted at the first of these states and two additional visits are in the process. The group is now working to continue mentoring the first state and conduct face to face visits with two other states. The groups focus will them be on continuing to work in the areas that are identified as needed for these three states. In addition, we are working on developing a quick snapshot document to show how various SOSOSY states are serving, recruiting, and providing specific programming to OSY. This will serve as a tool to help promote coordination, collaboration and the exchange of ideas between the various SOSOSY states.

Identification and Recruitment Members: Jennifer Almeda (NC-‐ Lead), Erin Shea (VT, Taylor Dearman (MS), Sheila Peck (AR), Joan Geraci (NJ) Heather Rhorer (KY) and Marlene Willis (Technical Support) Based on the needs expressed by the TST regarding Identification and Recruitment, the workgroup selected two tasks to undertake: the creation of a spreadsheet and possible map for each member state based on information from the Department of Agriculture Census Resource and a Recruiter Knowledge Assessment. The agriculture information spreadsheet was originally developed by Tennessee. Furthermore, the group may also include GIS mapping to help visualize the agricultural data. The group finalized the draft Recruiter Knowledge Assessment and instructions for usage. Feedback was received at the meeting, and the group will also work on a more advanced version of the Recruiter assessment.

Training Work Group Members: Sonja Williams (NC-‐ Co-‐Lead), Emily Hoffman (MA-‐ Co-‐Lead), Jorge Echegaray (FL), Kathleen Bibus (MN) and Brenda Meyer (CO) The training group led a three day TOT for both new and returning trainers in September, 2013 and has now trained between 70-‐80 trainers in 21 states. The next year will be spent providing direct support to the trainers, providing guidance and technical assistance as well as beginning the process to make the training materials sustainable and accessible to a greater audience.

The SOSOSY Training Group met at the Technical Support Team meeting in San Diego, California on January 14-‐15, 2014. At that time, we discussed the status of training in different regions of the country. Different states and regions are definitely at different places in their training programs, ranging from “just getting started” to having conducted several trainings with groups of different sizes since the September Training of Trainers. Across the board, trainers felt like networking opportunities with other trainers were essential in order to be more successful. It was decided to continue to touch base with our regional groups to encourage and support them in any way possible. The group also discussed the need for a training module on dealing with sensitive/delicate situations; the module would be aimed at MEP Recruiters and Service providers and address such issues as human trafficking, domestic violence, and other situations that our students and staff may encounter. Next steps:

1) Compile the results of regional surveys into a larger document that will illustrate both successes andchallenges the Trainers have met.

2) Develop a monthly check-‐in with Trainers in order to connect them with the SOSOSY blog that wasbegun by Scott Wilhelm. Rather than re-‐inventing the wheel, we hope to promote the use of a

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networking tool that is already out there. The “check-‐ins” might be in the form of a question, a quiz, or a scenario that folks could respond to in the blog, and get regular communication going. Our first step will be to invite them to the site.

3) Develop a new module on “Dealing with Sensitive Situations. Emily Hoffman and Sonja Williams haveoffered to start development of this module, with the entire team collaborating as it progresses.

Technology Work Group Members: Kelsey Williams (ID-‐ Lead), Marlene Willis (KS) Sabrina Rivera-‐Pineda (GA) and Alfonso Zepeda-‐Capistran (WI) Members of the technology work group were assigned to be part of the other work groups. This was done in order to increase use of technology and technology integration throughout all aspects of the consortium. Members of the technology work group are continuing to work with other work groups. At the San Diego meeting, members were limited; however, the progress the technology work group has made has been great. Current assistance has been offered to both the mentoring group (mapping) and the curriculum group (how to guide). The technology group will continue to work to better support other groups by assisting them in meeting their technology needs. The Technology Work Group will also be working to provide more virtual opportunities for training and professional development.

Cyndi Townley, AL., Peggy Haveard, AL., Liliana Graham, CO., Tomas Mejia, CO., Christine Deines, CO., Brenda Meyer, CO., Carol

Gagliano, FL., Ray Melecio, FL., Jorge Echegaray, Fl., Mary Lou Wells, ID., Kelsey Williams, ID., David Nieto, IL., Beth Robinson, IL.,

Brenda Pessin IL., Doug Boline, KS., John Farrell, KS., Marlene Willis, KS., Judy Littleton, KY., Heather Rhorer, KY., Emily Hoffman,

MA., Leigh Schleicher, MN., Kathleen Bibus, MN., Patrice Boone, MS., Taylor Dearman, MS., Mary Ann Losh, NE., Sue Henry, NE.,

Lindsay Ickes, NE., Barbie Patch, NH., Danielle Anderson-Thomas, NJ., Roberto Reyes, NY., Robin Robbins, NY., Michael Maye, NY.,

Brandon Patterson, NC., Donna R. Brown, NC., Sonja Williams, NC., Carmen Medina, PA., Lysandra Lopez- Medina, PA., Stephanie

Clark, PA., Jennifer Almeda, SC., Bruce Wright, SC., Paula Gaddis, TN., Jessica Castañeda, TN., Mary Mulloy, VT., Erin Shea, VT.,

Alfonso Zepeda-Capistran, WI., Myrna Toney, WI., Jousette McKeel, AK., Sheila Peck, AR., Stan Young, AR., John Wight, GA., Sabrina E. Rivera-Pineda, GA., Cvieta Jovanovich, MD., Shawn Cockrum, MO.,

Angela Branz-Spall, MT., Mike Rea, MT., Helen Malagón, WA. Jennifer Quick, KS., Susan Durón, NM., Bob Lynch, NY., Tracie Kalic,

MO., Paige Inman, KS., John Fink, KS., Francisco Garcia, NM., Lourdes Rivery, OME, National Center for Farmworker Health, Adult Learning Resource Center, National PASS Center, Michael Reho, NY.,

National HEP/CAMP Association


Note Of Appreciation

SOSOSY Year 2 Activities Executive Summary · 2016-05-21 · quitting on your country, and it is...

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