Summer 2014 Kickoff Delivering Services to Migrant Students

Summer 2014 Kick-off Delivering Services to Migrant Students in Minnesota May 14, 2014 “Leading for educational excellence and equity. Every day for every one. ”

Migrant Education Program Purpose • Support comprehensive educational programs • Not penalize by disparities among states regarding curriculum, grad requirements, and standards • Provide appropriate educational services • Ensure full and appropriate opportunities to meet challenging standards • Design programs to overcome educational disruption, cultural & language barriers, social isolation, health related problems and prepare for successful transition to higher education or employment • Ensure children benefit state and local reform “Leading for educational excellence and equity. Every day for every one. ” 2

Ricardo Piña Recipient of Albert Lee Wright Jr. Memorial Migrant Scholarship Attended Sleepy Eye and graduated from Weslaco High School 2014 education. state. mn. us 3

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 4

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. 5

Defining Priority For Service Area 1 (educational interruption) 6 PFS • The definition of PFS is operationalized in Minnesota through the meeting of at least one criterion in Area 1 and Area 2 as illustrated on the following slides. Area 2 (failing or most at risk of failing, to meet state standards)

Priority for Service definition (1) EDUCATIONAL INTERRUPTION 1 -a) In the preceding 12 months, the student has a QAD between September 1 and June 30 1 -b ) Student has missed 10 or more consecutive days of school 1 -c) Student has changed schools in the same school district related to the child’s migrant lifestyle (2) FAILING, OR MOST AT RISK OF FAILING, TO MEET STATE STANDARDS 2 -a) Student has scored below proficient in reading or math on the State assessment 2 -b) Student in grades 3 -11 with no recent State assessment and scored below proficient on local assessment instruments 2 -c) Student has been identified as non-English proficient or limited English proficient (LEP) using the Stateadopted language proficiency assessment 2 -d) Student has repeated a grade level 2 -e) Student is over age for grade 2 -f) High school student has not accrued the needed credits to graduate with his/her peers 2 -g) Out-of-school youth 2 -h) Pre-K aged child determined to be “failing or most at risk of failing” based on a research-based assessment of developmental skills education. state. mn. us 7

Area 1 • Interruption of education in Minnesota means: 1. 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 2. Excessive absence from school due to a migratory lifestyle. 8

Area 2 Failing, Or Most At Risk Of Failing, To Meet State Standards • Any one or multiple elements must be met to be considered failing or most at risk of failing • Local sites must keep a record of who is considered PFS and what criterion was met to meet the definition education. state. mn. us 9

Food Service • Meals are reimbursed by the USDA Child Nutrition Programs – USDA is an equal opportunity provider and employer. • Food components – Each child will be offered the appropriate serving of each food component – Breakfast, lunch and snack are available at no charge to children. • Menus are written by a Registered Dietitian – Hot meals are provided most days § TVOC average food cost $3. 38 USDA average reimbursement $2. 14 – A variety of fruits and vegetables are provided to ensure adequate intake of all necessary nutrients – Menus are approved by the Health Advisory Committee, and Head Start Policy Councils

Title Meals Claimed 2013 June July August Breakfast 2, 771 4, 454 166 Lunch 3, 601 5, 549 201 Snack 2, 712 3, 337 0 2012 June July Supper 39 80 0 Breakfast 3, 506 5, 069 Total 9, 123 13, 420 367 Lunch 5, 451 7, 860 Snack 3, 657 4, 940 Supper 25 24 Total 12, 639 17, 893

Health Services for MEP • Provide timely health screenings/exams with possible follow-up/check up, Following the state guidelines from EPSDT • Provide direct health and nutritional services • Provide information and resources to reduce health related problems • Train and provide support to the health staff. • Every child has a medical file. In order to provide health services we have to obtain parent permission. Registration with TVOC Health staff is vital.

2013 MEP Health Report Summer Title 1 Sites Children Identified Children Served Enrolled with Health Staff 93 65 62 38 126 88 93 168 36 Physicals Dental s Visio n Hearin g Blood Pressure Hemoglobin Bloo d Lead TB Height & Weight Pulse/ Resp. 51 38 23 21 23 16 26 23 0 28 18 0 0 0 34 27 93 63 59 99 10 86 53 56 61 0 72 41 45 52 0 78 44 45 54 0 78 48 44 52 0 78 48 44 54 0 72 42 48 55 0 0 13 0 36 0 0 15 0 34 0 0 0 33 51 0 72 45 53 59 0 72 41 47 57 0 68 92 198 51 30 102 44 30 80 39 26 42 40 19 43 36 23 42 39 23 42 44 23 56 21 11 13 21 11 14 43 16 23 44 23 47 1027 607 499 361 362 377 368 112 404 392 Group A Breckenridge Moorhead Group B Bird Island Brooten Glencoe Sleepy Eye Willmar Group C Le. Center Owatonna Rochester TOTAL 113 166

Special Education Update May, 2014 FFI, contact Elizabeth. Watkins@state. mn. us, 651 -582 -8678

Special Education and Migrant Education • Special education funds are available to reimburse sites for costs of additional services that are needed for students with disabilities • Reimbursements are processed through the Special Education Policy Division at MDE using federal special education funds

*Types of Disabilities • Specific Learning Disability • Speech/Language Impairment • Emotional/Behavioral Disorder • Developmental Cognitive Disorder • Other Health Disability • Autism Spectrum Disorder • Blind/Visually Impaired • Deaf/Hard of Hearing • Deaf Blind • Physically Impaired • Developmental Delay • Traumatic Brain Injury • Severely/Multiply Impaired

*Types of Disabilities • Other states may use different terms for disability categories – i. e. “Significant Cognitive Impairment” instead of “Developmental/Cognitive Disability” – For MEP summer programs, we accept disability identification from other states

Eligible Students • Have an Individual Education Plan (IEP) from another state • Have an IEP from a MN school district • Families are not required to provide a copy of the IEP • Students that are receiving interventions – Example: a special ed teacher is brought in to observe and recommend interventions for a student – Will most likely occur with students who are in the same district during the regular school year – If the student will move to a different Minnesota district in the fall, the information should be passed on and used by the receiving district

Types of reimbursable expenses • Instruction or consultation from licensed special education teachers or related service providers (i. e. , speech/language pathologists) • Support from paraprofessionals needed to participate in classes – Assist with instruction under direction of a licensed special ed teacher • Special transportation (example, students with physical disabilities) • Supplies – Example: instructional supplies used for speech therapy; supplies used for toileting for student w/ severe physical disabilities

Reimbursement process • Step 1: Complete Student Disability Reporting Form for each student – Redact students’ last names • Step 2: Complete 1 Special Education Reimbursement Request Form per expense – 1 per teacher or paraprofessional – 1 form for any supplies

Optional Step 3 • If the site is requesting reimbursement for a special education teacher to assist with a student who is in the prereferral intervention phase – fill out “Migrant Summer School Prereferral/Special Education Referral Form”

Final Step • Mail materials to Elizabeth Watkins, Special Education Policy Division, MDE, 1500 Highway 36 W, Roseville MN 55113 1. Student Disability Reporting Forms 2. Special Education Reimbursement Request Forms 3. Optional Pre-referral/Referral forms • Do not need to send copies of IEPs

What happens at MDE • Elizabeth Watkins reviews all materials and double -checks teacher licenses • Then bundles materials from various sites and prepares a reimbursement request • Payment is made to host district – Amount will be tagged as a special education payment – Site coordinator should check with business manager to ensure the payment is received and used for services rendered during the summer migrant education program

Summary from 2012 and 2013 • In 2012, only 2 sites requested reimbursement – Montgomery-Lonsdale: 1 student with DD – BOLD: 1 student with Speech/Language & OHD • In 2013, only 2 sites requested reimbursement – Tri-City United: 1 student with significant mental health and behavior needs, 2 students with Speech/Language IEPs – Glencoe/Silver Lake: 1 student with physical disability who needed special transportation

Resources • Mental health crisis assistance hotlines for every county – http: //www. dhs. state. mn. us/main/idcplg? Idc. Service=G ET_DYNAMIC_CONVERSION&Revision. Selection. Metho d=Latest. Released&d. Doc. Name=dhs 16_182666 – Also see list in folder

Local Special Education Directors • If a student has an IEP from a MN district, you may need to contact the special ed director • Many small districts belong to coops that share a licensed special ed director • A list of directors is online at http: //w 20. education. state. mn. us/Website. Conten t/Spec. Ed. Directors. jsp

S. T. A. M. P.

S. T. A. M. P. 1. SCHOOL COMPLETION Is the child still in school OR, if not in school, does not have a high school diploma or GED?

S. T. A. M. P. 2. TIME OF THE MOVE Was the move within the preceding 36 months?

S. T. A. M. P. 3. AGE Is the child younger than 22 years old?

S. T. A. M. P. 4. MOVE Who moved? Across school district line? Change of residence? Economic necessity? 36 months? With, to join, A to precede, N or D as the worker From one school district to another A N D Change of residence A N D Due to economic necessity A N D Within the past 36 months

S. T. A. M. P. 5. PURPOSE Was the purpose of the move “in order to” seek or obtain qualifying work? Specifically to obtain qualifying To obtain qualifying work and obtained qualifying work O R To obtain any work and obtained qualifying work, soon after the move work, but did not obtain the work soon after the move O R AND Other credible Prior history of evidence that O moves to worker sought R obtain qualifying work

QUALIFYING ACTIVITIES *Seasonal Employment OR *Temporary Employment *Agricultural Work A N D OR *Fishing Work

CERTIFICATE OF ELIGIBILITY (COE) • New fields: – Current county – Designated graduation school – Binational box • Important to share COEs completed immediately with Regional Recruiter and/or local TVOC recruiter to help enroll children quickly into available programs. • Mail Immediately to TVOC, 14815 Energy Way, Apple Valley, MN 55124

Summer Program Services Report Summer 2014

Records Exchange and MSIX What is MSIX? • MSIX stands for “Migrant Student Information Exchange. ” • MSIX is accessible through the Internet, but only for authorized school personnel. – Parents do NOT have direct access to MSIX. • MSIX shows the school data of students in the MEP in different states and joins/consolidates them. “Leading for educational excellence and equity. Every day for every one. ” 36

Records Exchange and MSIX • Uses of MSIX – – – – – Proper grade and class placement Immunization Flags and Medical Alerts IEP / Special Ed Flags PFS Flags – in need of immediate services Credit Accrual information to stay on track for graduation Quick enrollment in school and MEP in new state Summer school / camp placement Contacts at previous school Move Notification – alerts new state/school when the student is moving “Leading for educational excellence and equity. Every day for every one. ” 37

Flow of data MSIX MIS 2000 SPSR COE Certificate of Eligibility MN statewide migrant database Migrant Student Information Exchange Summer Program Services Reporting to Office of Migrant Education “Leading for educational excellence and equity. Every day for every one. ” 38

Additional Information For additional information about MSIX or about getting an MSIX account contact: Jacqueline Perez Migrant Education Program Specialist Tri-Valley Opportunity Council, Inc. 952 -232 -1207 Jacqueline. Perez@tvoc. org “Leading for educational excellence and equity. Every day for every one. ” 39

Migrant Secondary & OSY Program Texas Changes v STAAR End of Course Assessments, from 15 to 5 v English 1, English II, Biology, Algebra 1, US History v Endorsements v 5 Endorsement strands, starting in 2013 -14 8 th graders will choose

OSY or Secondary? OSY • Have not attended school in any state in the current year • Dropped out of school Secondary • Attended school in any state in the current year

Non-Enrolled Secondary/OSY Profiles (NESO) in English or Spanish • Completed at the same time as the COE for any secondary or OSY not enrolled in any programs. • Send to Jackie at TVOC

SY Initiative for Non-Enrolled Students • The purpose of the initiative is; v To reach out secondary and OSY who are not attending school v Engage them in district education and community programs • Our goal is high school graduation and knowledge of post-secondary & career options.

Summer Services NESO Outreach • Continue with outreach to NESO students – Complete a NESO profile and send to Jackie – Encourage them to enroll in programs – When this is not possible, have a secondary teacher provide outreach educational services or referrals § If possible with 2 or more students for cost effectiveness § Refer to ALC or Community Ed classes; ABE, GED, ESL – Use new referral form to document referrals

MMER Midwest Migrant Education C Resource Center Welcome to Summer 2014 Ordering Options Online Catalog Dates Returns Thank you!

education. state. mn. us 48

Migrant College Weekend Experience June 27 th –June 29 th Oscar Gonzalez, Academic Support Advisor & Oscar Cueva, Program Coordinator April 30 th, 2014

Migrant College Weekend Experience � Explore the different career options and majors. � Prepare for college: ◦ College Entrance Exams such as SAT/ACT ◦ Financial Aid ◦ College applications process � Build and improve: ◦ Time management skills ◦ Goal setting ◦ Writing Skills � � � Develop interpersonal and communication skills. Learn about the financial resources available and how to apply for scholarships. Engage in team building activities and group projects.

� We Migrant College Weekend Experience (cont. ) have the following goals: ◦ Students to be more aware of what it takes to attend college. ◦ Students to be motivated and pursue post-secondary education. ◦ Students to consider career fields where they have traditionally been underrepresented. ◦ Students to gain a sense of pride and self-esteem.

Applications The Migrant College Weekend Experience is covered. We are only accepting 50 applications so Space is limited!

How to submit your application To register you can take an application today and return it to: Oscar Gonzalez 285 Centennial Student Union Mankato, MN 56001 Fax: 507 -389 -1137 Or ONLINE

Online Application Download application at: www. mnsu. edu/cultdiv/cla/migrant_college_ weekend_experience. html

Parents & Counselors � For any questions, you can reach us at: Oscar Gonzalez (507) 389 -1192 oscar. gonzalez@mnsu. edu

WORKSHOPS

SPORTS

TEAM-BUILDING ACTIVITIES

Migrant College Weekend Experience 2013

Questions/Preguntas?

MIGRANT LITERACY NET Using Online Tutorials to Support Instruction

ONLINE READING TUTORIALS • 258 tutorials are included on the Migrant Literacy NET • All tutorials are assigned to students on electronic success plans (Individual Educational Plans) • Tutorials can be assigned in English or Spanish • All tutorials begin with a pre-test to assess student need and end with a posttest to assess student progress • 102 tutorials have audio attached to explain the content. By September 2015 all tutorials will have audio • Tutorials can be accessed by students anywhere there is Internet availability • All tutorials are mapped to lessons on the Migrant Literacy NET and to the CORE Standards

PURPOSE OF ONLINE TUTORIALS All resources on the Migrant Literacy NET are SUPPLEMENTAL materials to support reading instruction. THEY ARE NOT DESIGNED TO REPLACE EXISTING CURRICULUM.

DESIGNED SPECIFICALLY FOR MIGRATORY STUDENTS • Tutorials target foundational reading skills that students are lacking or have missed • Tutorials are NOT scope and sequence in design • Tutorials can be assigned in English, Spanish or both • Tutorials can be accessed wherever the student resides • Electronic Success Plans (with tutorials included) can be transferred and are available to teachers across the nation • Pre-test and post-test scores (recorded on Success Plans) can assist teachers in assessing student needs as well as determining appropriate future instruction

Selection of tutorials § All tutorials are keyed to lessons on the Migrant Literacy NET § Teachers can select tutorials based on enhancing current instruction § Teachers can select tutorials based on needs of students identified through observation, students records, current assessment data, and pre-test scores from either MLN lessons or tutorials § Teachers can select tutorials to provide needed skill building in the future after the student leaves the district so that the student can go online from anywhere to continue to increase reading skills

Teachers: Using Tutorials In Instruction § Use to support reading instruction § Use to build a schema for upcoming skill instruction (preview specific skills) § Use to follow-up instruction of specific skills (review skills) § Use to introduce specific skills in their native language for Spanish speaking students prior to instruction in English § Use to review specific skills in their native language for Spanish speaking students following instruction in English § Use to target foundational reading skills that students are lacking or that have been missed

Parents: Using Tutorials § Parents can work with their children to support their learning § Parents can utilize tutorials (if assigned by teachers) to facilitate their own reading proficiency

Local Migrant Program Staff: Using Tutorials § Tutorials can be used to provide supplemental academic support for migrant students (particularly helpful if the local program has a very small staff) § Lessons and tutorials can used to assist in the design of the summer school program to target specific reading skills § Tutorials can be used to support tutoring § Tutorials can be used to provide supplemental instruction in before school and after-school programs § Local staff can train regular classroom teachers to use the tutorials as supplemental resources § Pre-test and post-test scores can be used to identify student needs and for program evaluation

State Migrant Program Staff: Using Tutorials § Tutorials can be used to provide supplemental academic support to assist districts to meet measurable outcomes and performance targets in the Service Delivery Plan § Lessons and tutorials can be used to assist in the design of statewide summer school programs to target specific reading skills § Pre-test tutorial scores can be used to assist in identifying student needs and for the required comprehensive needs assessment (CNA) § Post-test tutorial scores can be used to assist in program evaluation

QUESTIONS & INFORMATION • Contact Noemi Treviño at 651 -582 -8233 noemi. trevino@state. mn. us with questions regarding the Migrant Literacy NET, or • Call Educational Research & Training Corporation ask for Bill Bansberg 970 -356 -9472 or billbansberg@comcast. net

Migrant Literacy NET Teachers Guide: Lessons and Supplemental Instructional Tools April 2014

Purpose In order to assist migrant students in grades K-12 and out-of-school youth to become proficient in literacy (reading, writing, and study skills) and overcome barriers to high school graduation. www. migrantliteracynet. com

Available Resources • • • One hundred forty-one reading lessons across the five reading dimensions at the K 12 level and for OSY (field tested and complete) online on the Migrant Literacy NET Thirty-one additional literacy lessons in English/Spanish (field tested and complete) online on the Migrant Literacy NET Reading and writing resources for parents to assist their children to read (in English and Spanish) online on the Migrant Literacy NET Eighty-six writing lessons (field tested and complete) online on the Migrant Literacy NET Forty-forty math lessons in English/Spanish (field tested and complete) online on the Migrant Literacy NET Eleven study skills lessons (field tested and complete) online on the Migrant Literacy NET Sixteen OSY lessons (field tested and complete) online on the Migrant Literacy NET Pre and post test assessments for each lesson online on the Migrant Literacy NET Electronic Success Plans to track student progress online on the Migrant Literacy NET Electronic Graduation Plans to help overcome barriers to success online on the Migrant Literacy NET

www. migrantliteracynet. com Click on: ‘Teacher Access’

Create your own user name and password

Web-based system with easy access for teachers

Wide variety of free resources for teachers

Teachers can search for lessons to meet student needs

Teachers can select lessons from a list

MLN Lessons (Reading, Writing, Math & Study Skills) Lessons include all teacher procedures, timelines, student materials, worksheets, assessments, as well as ELL considerations

All lessons are mapped to Common Core State Standards & specific state standards can be added

Teachers can access instructional materials in English & Spanish

Resources for parents in English/Spanish

Resources in Mathematics are also available on the Migrant Literacy NET in both English & Spanish

Teachers can create individual learning plans for ALL students and track progress

Teachers can create Graduation Plans for students to assist in overcoming barriers to completion

Innovative Educational Technologies • Foster awareness of eligible binational migrant student needs • Imagine, plan and design systems for services • Create and deliver resources, materials and programs • Improve existing infrastructures • Produce solutions for raising student achievement • Disseminate effective practices to the MEP community • www. inet-migrant. org education. state. mn. us 87

Thank You! “Leading for educational excellence and equity. Every day for every one. ” 88

For more information: • Director: John Moorse john. moorse@state. mn. us • Supervisor: Leigh Schleicher leigh. schleicher@state. mn. us • Specialist: Noemi Treviño noemi. trevino@state. mn. us • Support: Donna Larkey • donna. larkey@state. mn. us • Fiscal: La. Donna Mustin ladonna. mustin@state. mn. us • ID & R: Megan Bentley meganb@tvoc. org • Secondary & OSY: Kathleen Bibus kbibus@hamline. edu 651 -582 -8649 651 -582 -8326 651 -582 -8233 651 -582 -8579 651 -582 -8832 952 -232 -1209 1 -877 -891 -6379 “Leading for educational excellence and equity. Every day for every one. ” 89