Washington State Title I Part C Migrant Education Program

1. Washington State Title I Part C Migrant Education Program Quarterly Webinar September 18, 2019 9 a.m. – 11:30 a.m. Office of Superintendent of Public Instruction Chris Reykdal, State Superintendent

2. OSPI Vision: All students prepared for post-secondary pathways, careers, and civic engagement. Mission: Transform K–12 education to a system that is centered on closing opportunity gaps and is characterized by high expectations for all students and educators. We achieve this by developing equity-based policies and supports that empower educators, families, and communities. Values: Ensuring Equity Collaboration and Service Achieving Excellence through Continuous Improvement Focus on the Whole Child

3. WELCOME!! Topics for Today: • Program Overview • Parent Advisory Councils and Family Engagement • Professional Learning • Program Timelines • Save the Dates! • Contact Information

4. Program Purpose High Quality Programs and Services Help Migrant Students Benefit from State and Local Reforms Not Penalized by State Educational Disparities Help Overcome Factors that Inhibit Ability to Succeed Opportunities to Meet Same Challenging Standards as All Students

5. Chat Box What more do you hope to achieve within your local Migrant Education Program?

6. Migrant Students in WA State

7. Washington State’s Migrant Education Program

8. Migrant Student Eligibility AGE: 3-21 years of age SCHOOL COMPLETION: Has not yet received a high school diploma or equivalent MOVE: Moved to obtain work in the agricultural or fishing industries (by themselves or with their family) ACROSS DISTRICT BOUNDARIES: Crossed school district boundaries TIME: Within the last 36 months

9. Priority for Service • Made a qualifying move within the last 1-year (12-month) period. • Most at-risk of not meeting state standards. • Drop out (not yet graduated) Where state assessment data is unavailable use following proxy factors: • EL score is less than proficient. • Retained in same grade level. • Age and grade placement is two years or more. • High school credit deficient. • School attendance is less than 90% for time enrolled. • Qualified for Special Education services. • Identified as Homeless under McKinney-Vento. • Has less than 90 days total enrollment for the school year.

10. Other Migrant Students • Needs – students who may not have moved within the last 12 months (PFS) but are at-risk of not meeting state standards. • Continuation of Service – students whose eligibility has ended but who may need continued Migrant Program support through the end of the term, for the school year or throughout their high school until they graduate. There must be no other resource available for students to access. High school is credit accrual services only.

11. Organizational Chart • Office of Superintendent of Public Instruction • Title I Part C Migrant Education Program • State Advisory Committee • Educational Service Districts: • Yakima (ESD 105) • Wenatchee (NCESD) • Pasco (ESD 123) • Anacortes (NWESD) • Migrant Student Data, Recruitment, and Support (Sunnyside School District) • School Districts • Private Schools/ • Charter Schools • Tribal Compact Schools

12. Required Program Components

13. MEP Grant Application • Aligned to the State Service Delivery Plan 2017-2020 • Measurable Program Outcomes • Reading K-8 (pre/post assessment) • Mathematics K-8 (pre/post assessment) • Early Learning (preschool) • Credit Accrual on Course to Graduate • Out-of-School Youth

14. MEP Grant Application • Parent Advisory Council/Family Engagement • PAC assists in the program planning, implementation, and evaluation for services and supports to migratory students in Washington State. • PACs role is specifically to this effort. • Recommend at least three meetings a year with your advisory council that focuses on engaging them in the conversation of local program efforts and outcomes. • PAC may also develop their leadership as you plan broader family engagement activities and events.

15. Local Education Agency No title Large enough to reflect migrant student population and give you good guidance on local program efforts; may also help you plan larger parent/family engagement activities or help seek additional input through survey or forums. Title I Part C Migrant Education Program Parent Advisory Council (leadership team) Title I Part C Migrant Education Program Parent Events/Activities

16. Chat Box Our Parent Advisory Council is set to provide me on-going feedback and guidance on the local services and activities to be provided through the Migrant Education Program. • Council is good to go! • Council is getting there! • Council is getting started!

17. Family Engagement Framework

18. Family Engagement Framework PAC Guide: PrefacePage i

19. Family Engagement Framework Guide Relational • PAC Guide: Resources Page 29 Collaborative Interactive Developmental Linked to Learning

20. Chat Box I will use the Parent and Family Engagement Checklist to ensure activities/events are: • Linked to Learning • Fostering Relationships • Building Stakeholder Capital • Building Communities and Networks • Providing time to learn and practice • All of the above

21. ESD Migrant Education Program Family Engagement Coordinators/Specialists ESD 171, Wenatchee Bárbara Guzmán barbarag@ncesd.org 509.667.3633 ESD 189, Anacortes Enrique Lopez elopez@nwesd.org 360.299.4048 ESD 105, Yakima Donald Bender donald.bender@esd105.org 509.454.2856 ESD 123, Pasco David Orozco dorozco@esd123.org 509.544.5782

22. MEP Grant Application Professional Learning • Build understanding of migratory lifestyle and patterns in your community. • Identify strategies to support the academic and support needs of migratory students. • Strengthen ability to adjust instruction to meet the needs of mobile student populations. • Strengthen ability to advocate and champion the needs of migratory students • Strengthen the relationship between student and educators

23. MEP Grant Application • Career Education and Postsecondary Prep • Educational Supplies • Health • Dental • Non-Instructional Support • HS and Beyond Plan • Facilitating access to supplemental instruction • Transition from EL services (beyond Bilingual Education maintenance) • Credit Accrual – tracking; analysis; partial credit • Coaching and Support on one-on-one • Social Work and Outreach • Student Leadership/Engagement • Transportation • Non-Academic Support

24. What is a Service?

25. Services and Activities “Services” are distinct in that they are the educational or educationally related activities provided to migrant children to enable them to succeed in school. Because student success is the overarching goal of the MEP, services are a vital aspect of the program. In providing services, priority must be given to migrant children who are failing or are most at risk of failing and whose education has been interrupted during the regular school year.

26. Services and Activities Services are of sufficient duration and intensity to enable the program to meet its measurable outcomes and to contribute to the achievement of the State’s performance targets.

27. Supplement/Supplant • Federal funds cannot replace activities or services previously conducted with other local, state, or federal resources (supplanting). • Must be in addition to what the student(s) would receive from other resources (supplement).

28. Flow of District MEP Resources Flow of District A Supplementary Program MEP Resources cannot be the main provider of services to migrant students Title I Part C • Title III, State Bilingual, LAP • Federal (Title I, II, etc.) • State and Local Medicaid included • Basic Education photos published by pixabay.com

29. Unlocking State and Federal Program Funds

30. Group Chat Our program coordinates services for migratory students and their families with other federal, state, or local resources. • Yes (if yes, can you provide an example?) • Continuing to work on this

31. Collaboration/Coordination • Students should be accessing services for which they are eligible and entitled to receive. • Title I, Title III, school nursing services, etc. • MEP can provide enhanced services or go deeper to meet the needs of migratory students. • educational examples, migrant physical exams……

32. Out of School Youth (OSY)

33. Out-of-School Youth • WA identifies Out-of-School Youth as: • Students between the ages of 16-21; • Who are not enrolled in school; • And have not received a high school diploma or its equivalent. • Some OSY may be identified as drop-outs and may be considered PFS. • Service Delivery Plan has identified a Measurable Program Outcome (MPO), strategies, and services to address potential needs of Out-of-School Youth (page 21).

34. Who is a “dropout”? For reporting purposes, WA defines dropout as: • A student who left the previous school year (i.e. 18-19). • And did not enroll in the subsequent school year (i.e. 19-20). • We encourage everyone to thinking positively and refer to these students as opportunity youth.

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37. Every OSY has a unique story.. Existing OSY (not new to District) OSY New to District At-risk to become OSY Here to Work OSY • OSY withdrew from our school district • At one point was a part of our system and may have connection with our staff • We know their story • Never previously enrolled with our school system • May have some academic goals but does not know who can support them • OSY discovered through home visit • Moved from another district • No relationship with our staff • Absence patterns that raise concerns • Still enrolled in school or stopped attending within this school year • We know their story

38. Out-of-School Youth • Support from ESD OSY/ Health Coordinators is available (free of charge) to support migrant funded and non-migrant funded school districts alike. • ESDs available to assist with answering questions regarding OSY, allowable services, or to provide technical assistance- such as developing a plan to serve OSY in iGrants. • ESD OSY/ Health Coordinators will not be available to provide direct services to OSY students in project district boundaries.

39. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION How is my District serving Migrant Out-of-School Youth? My District’s Outreach Description according to 2019-2020 iGrants

40. Building a Plan for OSY 4. Once we have provided services how are we capturing them in MSIS? • How does my District successfully find and connect with Out of School Youth? 2. Once we connect with OSY how do we learn about their unique story, current priorities and goals? 3. Once we know the goals of each OSY how do we respond with services to meet those needs?

41. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION How does OSPI measure each district’s outreach for OSY during Consolidated Program Review (CPR)?

42. OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION OSY/ Health Coordinators

43. Out-of-School Youth It is important to review the student list for potential students to be served.

44. Chat Box Are undocumented students eligible to receive supplemental services from the Migrant Education Program? Answer: Yes, all eligible migratory students who have been identified as having a health need for which there are no other resources available to respond may be served by Migrant Education Health. Under no circumstance should their be any question on immigration status for addressing the identified academic or support (health) needs of migratory students. State Constitution states “it is the paramount duty of the state to make ample provision for the education of all children residing within its borders, without distinction or preference on account of race, color, caste, or sex.”

45. Identification and Recruitment (ID&R)

46. OSPI Identification and Recruitment: Hop, apple and other fall harvest activities heavily underway. Conduct active recruitment before harvest concludes and families leave for the year. Identify and complete Certificates of Eligibility (COEs) for families that made qualifying moves during the summer. Review recruiter logs and allow recruiters ample time in the work day (with flexible evening hours) to conduct active ID&R. Revalidation activities must occur on an ongoing basis to avoid children reaching their end of eligibility or losing their Priority for Service status. Monthly meetings are essential to review progress and plan upcoming activities. Submit ID&R Plans to MSDRS if you have not already done so.

47. OSPI Reporting Migrant Student Data Current school year enrollments must be processed as soon as possible to ensure accurate Migrant Student Lists are provided to Food and Nutrition staff. All enrollments for the 2018-19 school year must be processed by September 30th as state MEP allocations are driven by enrollment counts. This includes students in school and out of school. All Washington State standardized assessments (excluding the state required assessments) administered at the local level should be entered into the MSIS. Student Needs Assessment and Priority for Services Student List reports will increase in student counts once we receive assessments from OSPI. Renew MSIS passwords by October 15th to maintain assess to MSIS.

48. Identification and Recruitment (ID&R) ID&R District Plan • Recruiter (RT) Deployment • Evaluation • Revalidation

49. Identification and Recruitment (ID&R)

50. Identification and Recruitment (ID&R) ID&R District Plan • Evaluation • Reports help determine the progress of short and long term ID&R goals. • Reports help identify barriers and allow you to look for solutions. • Example reports: Certificate of Eligibility (COE) Revalidation, Possible Missed COE , Qualifying Arrival Date (QAD), COE Time Lapse, 3 years COE/ Enrollment Comparison Summary • Section 7 of the Washington MEP ID&R Handbook provides more information on reports. • The handbook is under the Resources tab within the MSDRS website (msdr.org).