Delivering Services to Migrant Students in Idaho

1. Delivering Services to Migrant Students in Idaho Idaho Statewide Title I Conference April 6-8, 2011

2. Session objectives • Understandhow the new design and delivery of comprehensive services to migrant children and youth in Idaho contribute to high-performing schools • Learn about the Migrant Education Program (MEP) Comprehensive Needs Assessment (CNA) and Service Delivery Plan (SDP) processes • Understandhow well designed and well implemented Measurable Program Outcomes (MPOs) and strategies help meet migrant student needs • Determine ways to implement the SDP at your site • Understand how MPOs will be evaluated

3. Agenda • 8:00-8:20a Welcome, introductions, session objectives, agenda and materials review • 8:20-9:00 What’s new for Idaho? Overview of the process for planning services • 9:00-9:15 Activity: stars and scares • 9:15-9:45 Break • 9:45-10:30 Activity: implementing strategies and using data to measure progress • 10:15-10:45 Activity: aligning the SDP and the 9 Characteristics of High-Performing Schools • 10:45-11:00 State perspective: putting the pieces together

4. Let’s explore the handouts . . . • PowerPoint slides • Table of contents for the SDP report • Strategic planning chart for the CNA and SDP • Stars and scares • Activity: strategies • Activity: matching the 9 Characteristics of High-Performing Schools and the new Migrant Education Program SDP • Data collection and tracking tools • Activity: Implementing the SDP in your LOA

5. What’s new for Idaho? • Comprehensive Needs Assessment (CNA) • Statewide Service Delivery Plan (SDP) • Measurable Program Outcomes (MPOs) • Service Delivery Strategies • Resources for Local Operating Agencies (LOAs) • Professional Development on the SDP • Revised Application for LOAs • Revised Process for Monitoring • New Evaluation Tools

6. Overview of a strategic plan to deliver services to migrant students through the Idaho MEP • Other Components • professional development • parent involvement • alignment with ID State initiatives • technical assistance and monitoring • inter/intrastate coordination • Migrant student ID&R • Curriculum, instruc- tion, assessment ID&R

7. Federal requirements • Part C of Title I of the Elementary and Secondary Education Act (ESEA) reauthorized as the No Child Left Behind Act of 2001 • Formula grants are provided to states to improve educational opportunities for migrant students to: • Succeed in the regular school program • Meet challenging State academic content and student achievement standards • Graduate from high school

8. Funds of last resort Title I Part C Migrant Title III (bilingual) Title I Part A Regular school program

9. Supplement vs. supplant • 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 Migrant Education projects.

10. SDP and funds • Outcomes, strategies, and resources in the SDP are aligned with the student, staff, and parent needs as identified in the CNA • The SDP outlines the measureable outcomes the MEP will attain • It outlines all the strategies that will be funded to help meet the program goals • Strategies outside of the SDP will not be funded

11. Who qualifies for the MEP? Is the child younger than 22 and without a high school diploma or equivalent? YES Did the child move from one school district to another? YES ON NO Was the purpose of the move to obtain work that is (1) temporary or seasonal AND (2) agricultural or fishing? YES Did the qualifying move occur within the previous 36 months? YES NO ON The child qualifies for the Migrant Education Program. The child does not qualify for the Migrant Education Program.

12. Support high-quality and comprehensive educational programs for migrant children to help reduce the educa-tional disruptions and other problems that result from repeated moves. Provide appropriate educational services (including support services) that address the special needs in a coordinated and efficient manner. Reporting requirements under Title I, Part C of ESEA - CFDA 84.011

13. 7 Areas of Concern • The Office of Migrant Education determined 7 areas for which migrant students show substantial needs resulting from their mobile lifestyle and lack of continuity in their instruction. • These areas provide us with a framework for organizing the needs of Idaho’s migrant children and youth. • The 7 Areas of Concern are . . .

14. 7 Areas of Concern • Educational Continuity • Time for Instruction • School Engagement • English Language Development • Educational Support in the Home • Health • Access to Services

15. Priority for services . . . “. . .goes to children who are failing, or most at risk of failing, to meet the State’s challenging content and performance standards, and whose education has been disrupted in the school year.” Title I, Part C, Section 1304(d) of ESEA (20 USC 6394[d])

16. Further defining PFS • The definition of PFS is operationalized in Idaho through the meeting of at least one criterion in Area A ANDArea B as illustrated on the following slides. PFS

17. Area A 1. Migrant students whose English proficiency is at the Level 1, Level 2, or Level 3 on the IELA 2. State assessment scores • Note: If no test scores are available: • Failing grades in core academic subjects • Teacher recommendations • Failing or “at-risk” scores from previous state’s assessment

18. Area B • Interruption of education in Idaho means: • A move during the regular school year defined as the period from the first day of the academic calendar to the last day of the academic calendar of a specified academic year; or • Excessive absence from school due to a migratory lifestyle.

19. Four SDP goal areas • School readiness • Reading/language • Mathematics • Graduation

20. Activity: Stars and scares • Everyone will receive one star and one scare sheet. • On the , write one issue (or more) that you are excited about in terms of implementing the new SDP. • On the sheet , write one challenge (or more) that scares you about implementing the new SDP. • When you are finished, post your stars and scare on the parking lot sheet on the wall. • Take a 30-minute break. Please return promptly at 9:45 a.m.

21. Break Time

22. Strategic planning chart • Contains decisions made by the SDP Committee including MPOs, strategies, and resources • Let’s review this handout . . .

23. Activity: Implementing strategies • Take out the “Implementing Strategies” handout and the Idaho MEP Strategic Planning Chart. • At your table, review the strategies in the 4 goal areas: 1) school readiness; 2) reading/language; 3) mathematics; and 4) graduation. • As a table, you have 20 minutes to talk about the goal area that you were assigned and share successful strategies that you have used in your program. I will prompt you at 5-minute intervals. • Select a reporter who will present a 2-min. “elevator ride speech” to the large group.

24. Report out: school readiness • Title I-A PK program: Students referred from MEP. Extra points for being MEP. Parents receive language instruction while child in PK program. • LEA referring children to regional MEP Head Start program operation from May-September. • Parents as Teachers program referrals • Home visits to find out who is living in the home to prepare for “kdg round-up” and prevention activities • Changing kdg enrollment form to have a database of children who will be coming to • Have school readiness materials available to migrant families during home visits and parent mtgs • RIF (Reading is Fundamental) materials distributed during home visits

25. Report out: reading/language • MPOs discuss ISAT, IELA, IRI: Core curriculum, Title I, and other programs should be covering reading/language and we want to go beyond this (supplement, not supplant) • Migrant summer school focuses on qualified staff, not just a degree, but positive attitude and student-focused (all staff including bus drivers, etc.) • Family literacy nights where staff model for parents how to question their children, do literacy activities, and help their children learn • Parents, secondary students, staff activities are critical. Secondary graduation specialist can meet w/migrant students and make sure they are on track for graduation.

26. Report out: reading/language (con’t) • Summer school: Posters from all over the world and “visit” different countries; Math: Hamburger Hut • Migrant students receive tutoring and free books • Free textbooks from SEP. www.sep.mx.gob Talk with Mary Lou. • Free English classes through the College of Southern ID • ELP plan for migrant students. MEP director went to each school to address migrant characteristics and needs. • At PAC meetings at beginning of the year, parents articulated that they couldn’t help children because of minimal skills in Spanish; therefore, encourage secondary-aged students to take a class in Spanish to be literate.

27. Mathematics • Proficiency on the ISAT: Check ISAT scores from year before, look at report cards and determine trends (grades going up or down?); talk with students to ask “why” grades are going up or down. • Extra time (an hour/day) one-on-one to go over school work • Constant communication with teachers for monitoring • Summer school program has migrant students at top of the list • Parent involvement is difficult: Establish a relationship with parents (e.g., weekly phone calls), ask parents why they can’t come to school, help them understand the school system • Provide materials for parents and share them at PAC mtgs. • Participate in ongoing State and regional trainings and meet every other week with the regional coordinators.

28. Graduation from high school • Consider middle school and high school credit accrual. • Data on migrant students needs to be identified and tracked from year to year. They use Milepost software to track migrant students. Also, if students have an ELP, interventions are added specific to migrant students. • Training provided to administrators, counselors (especially in secondary schools), targeted MEP staff, building managers for migrant students, and others. • Developed checklists of what must occur: parent contacts, home visits • Building managers in the district meet every other month; have a shared website, resources, and follow-up to develop mat’ls.

29. Why evaluate programs? • Help, educators, parents and community leaders find out what works and what doesn’t • To evaluate the success of educational initiatives • To identify highly successful schools and programs • To show what those schools/programs are doing to achieve excellence • To provide information to educators on successful schools and programs

30. Using data to measure progress • Three types of forms • Surveys for parents and staff • Tracking forms for results on assessments of students and staff • Interview protocol for focus groups with staff and parents (completed by project evaluators during a site visit) • Forms are listed on the checklist along with the MPO they address • Let’s go through the forms . . . DATA

31. Activity 3: Measuring MEP progress and determining outcomes • The statewide evaluation of the MEP is matched to the SDP and looks as whether substantial progress was made toward meeting the MPOs. • Look at your handout on data collection forms. • These forms were revised based on feedback received at the two SDP Rollout Meetings (Pocatello and Boise that were held mid-March). • Take 7-8 minutes to review the forms. • Write down any questions or concerns that you may have on the index cards at at your tables.

32. 3-minute staff survey

33. Parent survey

34. Staff CDA program assessment results

35. Pre-K achievement spreadsheet

36. IRI Achievement spreadsheet

37. ISAT and IELA proficiency

38. Graduation tracking form

39. SOSY forms • Forms are used to document progress toward Idaho MPOs and the Solutions for Out-of-School Youth (SOSY) Consortium performance measures • SOSY serves OSY who are • Recovery (dropped out of school and needing services for reenrollment) • Here-to-work (typically have not attended school in the U.S.)

40. SOSY coordinator survey

41. SOSY student profile

42. SOSY tracking form for OSY

43. Documenting/evaluating strategies • An interview protocol will be used to explore staff and parent perceptions about the implementation of the strategies that match the MPOs. • Focus groups will provide feedback about what works and what needs improvement. • The State will monitor sites for implementation of strategies.

44. Activity: aligning the SDP and the 9 Char-acteristics of High-Performing Schools • Look at the 9 Characteristics/SDP handout. • Consider what you’ve learned about the new MEP SDP and how can it might help your school or district better serve migrant children and youth. • You have 5 minutes to discuss the characteristic assigned to your table and brainstorm how the SDP correlates. Complete the 2 questions in the handout. • When possible, be specific. • Select a reporter who will have 1 minute to report to the large group.

45. State perspective • ISDE is putting the pieces together to provide comprehensive statewide services for eligible migrant children and youth, especially those with priority for services • What Idaho MEPs can expect • Application • Funding • Program (services and fiscal) monitoring • Professional development • Other • Questions and answers?

46. For further information . . . Mary Lou Wells, Idaho State Department of Education (208) 334-2228 mlwells@isde.idaho.state.gov For a copy of the presentation: Susan Durón, META Associates (303) 550-3333 duron1@aol.com