LESSONS LEARNED INTERSTATE COLLABORATION AND NEW INITIATIVES TMIP
LESSONS LEARNED: INTERSTATE COLLABORATION AND NEW INITIATIVES TMIP Workshop, February 2020
INTRODUCTIONS Susana Das. Neves, Director Illinois Migrant Education Services at Northern Illinois University
Did you Know… ■ Illinois measures about 400 miles from its northern border to its southernmost tip. ■ Temperatures generally vary by 10 to 12 degrees from one end of the state to the other. ■ Cold, fairly dry winters and warm, humid summers with ample rainfall allow the land to support many kinds of crops and livestock.
ILLINOIS MIGRANT EDUCATION PROGRAM (MEP)
Center-Based
MEP Structure
Center-Based
Northern Illinois University Illinois Migrant Council Rochelle (NIU) Mendota (IMC-Instruction, Rochelle. Recruitment) Kankakee Spring Valley Streator Pontiac Princeville Morton Hoopeston Normal Urbana Atlanta Beardstown Lincoln Danville Hindsboro Springfield Parkland College (Mobile Project & Day Program) Lawrenceville Metro East Mt. Vernon Keenes Key: IMC Sites Cobden Technology Learning Center Carbondale Local School District Parkland Sites
ILLINOIS MIGRATORY DEMOGRAPHIC S & TRENDS
Demographics & Trends § Qualifying Activities: Detasseling corn, processing meat, rouging corn, caring for pigs, cows, chickens, turkeys, dairy farms; other seasonal activities related to pumpkins, peas, strawberries, peaches and other fruits, vegetables, herbs and hemp § Migration patterns have varied due to weather, housing needs and other factors § Less concentration on specific areas from previous years and more spread out through towns and locations across the state. § Increase of Language/cultural barriers to meet needs of children and families with diverse multilingual needs (Central and South America, Africa and Southeast Asia) § Increase on H 2 A contracts
Corn
Challenges Faced by Migratory Children § Disrupted schooling § Changes in schools, teachers and curricula result in gaps in learning/lack of continuity § Differences in graduation requirements and state standards § Language barriers § Health issues § Temporary living conditions and low socio-economic status
ILLINOIS MIGRANT SERVICES
Illinois MEP Service Overview § MEP projects operate in coordination with school programs during the academic year (supplemental services) § During the summer, the peak of the migrant agricultural season, comprehensive programs for migratory children offer a full range of academic and supportive services § Areas of focus include reading, mathematics, language development, high school credit accrual, and instruction for out-of-school youth
Home-Based
Local MEP Projects Each MEP is unique and offers services to meet the needs of the migratory children it serves Home-Based Home-based programs serve areas with fewer eligible children Center-Based Day Program: § Instruction in remote locations (homes, trailers, camps, etc. ) § Traditional full day § All grade levels (Small group/individual) Evening Program: § Curriculum is adapted for in-home instruction § Pre-school-high school § Secondary and Out of School Youth (OSY)
College Visit Secondary &
Did you Know… ■ Illinois' agricultural commodities also provide the base for such products as animal feed, ink, paint, adhesives, clothing, soap, wax, cosmetics, medicines, furniture, paper and lumber. ■ Each year, 274 million bushels of Illinois corn are used to produce more ethanol than any other state -about 678 million gallons. Illinois also markets other renewable fuels, including soybean-based biodiesel.
LESSONS LEARNED
Lesson Learned #1: Challenges & Opportunities Challenges: Transition period § Staffing § Institutional culture § Re-structure of MEP § Learning Curve Opportunities: § Growth Mind Set Approach § SCOT Analysis: Strengths, Challengs, Opportunities, Threads § Reinvent ourselves for ”High Impact” Service
Lesson Learned #2: Review of Strengths, Challenges, Opportunities, and Threats Reuse, Reduce Re- invent! Ø Teachers’ Advisory Committee Ø Re-structuring of Recruitment efforts to support changes Ø Inclusion of all local projects on decision-making process Ø Visibility of MEP at local, state, and national conferences Ø Encourage a culture of data base decision making (NGS/MSIX and assessment administration training) Ø Use of NIU Resources ü STEAM NIU on Wheels ü STEM Summer Camps ü Night Owl College Visit
Peaches
Lesson #3: “It Takes a Village” Intrastate agency collaborations – Authorization to share information – Migrant and Seasonal Head Start – Community Health Partnership – Homeless liaisons – Family liaisons – County Farm Burau – Website https: //www. niu. edu/illinois-mep/
Center-Based
Lesson #3: “It Takes a Village” (Cont. ) Interstate Collaborations – Be a Good Neighbor at home and across states – Follow-up on MSIX Move Notices – Strengthen collaborations with NGS/IRRC/GOSOSY and other consortia or committees – It is a two way high way!
Lesson #4: “PARENT ENGAGEMENT Parents Need to be College Ready too! Focus on Parents as Adult Learners!
Lesson Learned # 5: “COLLABORATION” is KEY!
Home-Based
https: //www. niu. edu/illinoismep/
QUESTION S? THANK YOU! ESSA Conference, February 11, 2020
- Slides: 30