Region One Migrant Education Program 2008-2009 Priority for Services Action Plan

1. Region OneMigrant Education Program2008-2009Priority for Services Action Plan Minerva Ibarra Region One ESC 1900 W. Schunior (956) 984-6248 mibarra@esc1.net

2. Welcome/Introductions • No Child Left Behind-Title I, Part C---Education of Migrant Children • Consolidated Application for Federal Funding • Part 3: Priority for Services Action Plan • Who is the PFS student? • Sample PFS Action Plan • Transcript reviews for 2008-2009 • Questions/Comments/Evaluation

3. No Child Left BehindTitle I, Part C—Education of Migratory Children- (6)Federal LawIt is the purpose of this part to assist States to: • support high-quality and comprehensive educational programs for migratory children to help reduce the educational disruptions and other problems that result from repeated moves; • ensure that migratory children who move among the States are not penalized in any manner by disparities among the states in curriculum, graduation requirements, and State academic content and student academic achievement standards; • ensure that migratory children are provided with appropriate educational services (including supportive services) that address their special needs in a coordinated and efficient manner;

4. NCLB Continued • ensure that migratory children receive full and appropriate opportunities to meet the same challenging State academic content and academic achievement standards that all children are expected to meet; • design programs to help migratory children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit the ability of such children to do well in school, and to prepare such children to make a successful transition to post-secondary education or employment; and • ensure that migratory children benefit from State and local systemic reforms.

6. Statewide Comprehensive Needs AssessmentOffice of Migrant Education (OME) Areas of Concern-(7) • Educational Continuity • Instructional Time • School Engagement • English Language Development • Educational Support in the Home • Health • Access to Services

7. Educational Continuity 2. School and Social Engagement 3. Educational Support in the Home 4. Instructional Time Four Areas of Concernfor Texas Migrant Children

8. Migrant first graders must develop sufficient skills for promotion to Grade 2. Migrant students who failed TAKS must participate in summer TAKS remediation. Migrant middle school students must use learning and study skills appropriate to learning. Migrant middle school students must have timely attention and appropriate interventions related to problems or concerns that are academically and non-academically related. Eight Identified Needsfor Texas studentsrelated to Four Areas of Concern

9. Eight Needs Continued • Migrant middle school students must have the necessary homework assistance and tools at home essential for academic success. • Migrant secondary students must earn the required core credits for on-time graduation. 7. Migrant secondary students must make up course work they lack due to late enrollment or early withdrawal. 8. Migrant students who migrate outside of Texas in summer months must be served in summer migrant programs through the efforts of interstate coordination.

10. Six Local Education Agency LEA Guidelines • MEP funds must be used to (a) meet the identified needs of migratory children that result from their migratory lifestyle and to permit these children to participate effectively in school and meet the State’s academic performance standards; and (b) address the unique needs of migratory children that are not addressed by services available from other Federal or non-Federal programs. • The LEA must provide Migrant Services Coordination by (a) determining individual needs for instructional and support services; (b) identifying available resources; (c) coordinating with entities to ensure access to appropriate resources; and (d) following up to monitor and document progress.

11. Six LEA Guidelines Continued • In providing MEP-funded services, the LEA mustgive priority to migrant children who are failing, or most at risk of failing, to meet the State’s challenging State academic content and academic achievement standards, and whose education has been interrupted during the regular school year. These children are classified as Priority for Services (PFS). 4. Each LEA must ensure that MEP funds are used to supplement, and not supplant, services provided to migrant children.

12. 5. The LEA’s planning, implementation and evaluation of MEP activities must reflect regular, meaningful consultation with migrant parents coordinated through the district’s parent advisory council (PAC). 6. To the extent possible, the LEA must provide (a) family literacy programs, such as the Texas Migrant Reading is Fundamental (RIF) Program and/or the Building Bridges Early Childhood Program; and (b) supportive services for out-of-school youth. Six LEA Guidelines continued

13. Priority for Services Action Plan 2008-2009

14. NCLB P.L 107-110 1304 (d)

15. Criteria for Priority for ServicesNew Generation System PBMAS NCLB Initial Compliance Review Indicator Item # 7 AND

16. ……..The LEA is responsible for incorporating all Migrant Education Program (MEP) activities/services/plans and guidelines into a migrant-specific section of the District Improvement Plan (DIP) and updating it on a yearly basis. The activities listed in this section are required forall Title I, Part C programs in Texas. You must maintain documentation of these activities for auditing and monitoring purposes. Consolidated Application for Federal FundingPS3103—Title I, Part C Migrant Education—Part 2 Unless the NA box was checked LEA will be responsible for all items

17.  ID&RJuly 1-June30 --ID&R Action Plan before 9/15  NGSJuly 1-June 30 --Encode all required data  Migrant Service Coordination --Determine needs/identify resources/coordinate entities/follow up Secondary Students --Coordinate programs for credit accrual/Ensure consolidation for on time graduation  Middle School Students --Study skills/parent and student access to homework assistance/increase awareness of students’ needs/access resources for timely attention and intervention  Students in Grades 3-11 Coordinate with school staff and the Texas Migrant Interstate Program relative to TAKS for testing opportunities  Early Childhood/School Readiness --within the first 60 day of school year, determine educational needs of 3-5 year olds in district  Out of School Youth --Coordinate with appropriate school staff and other local, state, and federally-funded entities  District Procedures --Develop and implement a set of procedures that outlines strategies for credit accrual and saved course slots based on student needs.  Interstate Coordination --Coordinate with Texas Migrant Interstate Program (TMIP) during the summer months to serve students who may attend migrant summer programs.

18. Consolidated Application for Federal Funding 2008-2009 PS3103-Part 3: `Priority for Services’ Action Plan a.On a monthly basis, runNGS Priority for Services (PFS) reports to identify migrant children and youth who require priority access to MEP services b. Before the first day of school, develop a PFS Action Plan for serving PFS students. The plan must clearly articulate criteria for defining student success, including timelines for achieving stated goals and objective (State MEP will provide template.) c. The PFS Action Plan must include the following: (1)when, in your school year calendar, the Title I Migrant Coordinator will provide campus principals, appropriate campus staff, and parents the Priority for Services criteria and updated NGS ‘Priority Services’ reports. (2)when, in your school year calendar, the district’s Title I Migrant Coordinator, MEP staff, and migrant school staff will make home and/community visits to update parents on the academic progress for their children.

19. (3) a narrative section that explains how the district’s Title I Migrant Coordinator willuse NGS ‘Priority for Services’ reports to give priority placements (4). a narrative section that explains how the district’s Title I Migrant Coordinator will ensure that ‘Priority for Services’ students receive priority access to instructional services, as well as social workers and community social services/agencies (5) a narrative section that describes in detail federal, state, and local programs that serve ‘Priority for Services’ students d. The Title I Migrant Coordinator will include the PFS Action Plan in the District’s Improvement Plan as a separate section appropriately labeled or identified (e.g., “Migrant PFS Action Plan Section”), rather than integrating the action plan elements with other DIP sections that focus on other student population groups (e.g., Bilingual, ESL, low income).

20. PFS Student Plan Middle School pg. 83/High School pg. 84 of GEMS

21. Alex is a bright student and knows that he must help his parents work every summer in Toledo Ohio. He has just passed to the 2nd grade and is 7 years old. His father understands the value of a good education and waits until the year is over to migrate. Two weeks before school starts, Alex makes the trip back to Texas with his aunt and enrolls in school.

22. Maria de la Luz has a Home Language Survey that indicates her first language is Spanish. She is in Mrs. Martinez’s Bilingual class. Second grade was difficult for Maria because no one at home could help her with her homework. She managed to pass to the 3rd grade, and her records indicate she is Limited English Proficient. She was very excited to see so many of her friends on the first day of school.

23. Rosario completed Pre-Kinder this year, and on June 1st migrated with her parents to New York . The family returned on October 25th but could not enroll her until November 10th. She is five years old and looks forward to succeeding in Kinder.

24. Jacob is the apple of his mother’s eye. He is an obedient child and loves to help mom and dad in the fields of Montana. He works very diligently for a nine year old. Every year they migrate at the end of April and do not return until November. The nearest school was 30 miles away, so it became impossible for him to attend. Last year, Jacob failed his third grade Math TAKS, yet he managed to pass all his classes.

25. Susie is a Senior student this year. She will be taking TAKS classes this year because she failed Math, Science and ELA last year. Her parents understand the importance of TAKS and allowed her to stay with a relative for the summer. She attempted the July exam at her high school but was not successful. She hopes to pass the October test and graduate this year and is looking forward to seeing her friends the first day of school.

26. Israel is in the 9th grade and failed Reading and Math TAKS this year. Although he passed all his classes and will be a sophomore next year, he worries about having trouble on his Exit Exam as a junior. His family migrates until school is over and returns before the first day of school.

27. David and his family left to Colorado in April and returned until October. This year, David hopes to do better in school. He failed Reading and Math TAKS test and will repeat the eighth grade. David will not see his friends until next year if he passes TAKS this year. He feels awkward having seventh graders from last year in all his classes.

28. Priority for Services Action Plan2008-2009Activity P R I O R I T Y Migrant Work Principal Means of Survival

29. 2008-2009School Year • Email or mail a copy of your PFS Action Plan to Region One • Transcript reviews for grades 9-12 • All migrant students • Will review, transcript, grades, and schedule • Migrant Coordinator point of contact • Inform your counselors migrant or academic • Arrange an appropriate meeting place • Will begin 2nd week of school year • Questions/Concerns/Comments/Evaluation

30. ISD / CISD Goal:Objectives: c. 1. When, in your school year calendar, the Title I Migrant Coordinator will provide campus principals, appropriate campus Staff, and parents the Priority for Services criteria and updated NGS `Priority for Services’ reports.

31. C 2. When in your school year calendar, the district’s Title I Migrant Coordinator, MEP staff, and migrant school staff will make home and/or community visits to update parents on the academic progress of their children.

32. c. 3. A narrative section that explains how the district’s Title I Migrant Coordinator, will use NGS `Priority for Services’ Reports to give priority placements to these students in Migrant Education Program activities.

33. c.4. a narrative section that explains how the district’s title I Migrant Coordinator will ensure that `Priority for Services’ Students receive priority access to instructional services, as well as social worker and community social services/ agencies.

34. c. 5. A narrative section that describes in detail federal, state, and local programs that serve `Priority for Services’ students

35. Goal: To better serve Priority for Services( PFS) students by providing instructional and support services that will ensure student success.Objectives: 100% of PFS students will have access to instructional opportunities. 90% of PFS students will be on grade level within 2 years. 90% of PFS students will meet the state academic achievement standard (TAKS) c. 1. When, in your school year calendar, the Title I Migrant Coordinator will provide campus principals, appropriate campus Staff, and parents the Priority for Services criteria and updated NGS `Priority for Services’ reports.

36. C 2. When in your school year calendar, the district’s Title I Migrant Coordinator, MEP staff, and migrant school staff will make home and/or community visits to update parents on the academic progress of their children.

37. c. 3. A narrative section that explains how the district’s Title I Migrant Coordinator, will use NGS `Priority for Services’ Reports to give priority placements to these students in Migrant Education Program activities. The Title I Migrant Coordinator will ensure that the NGS Priority for Services report will be run every month. These reports will be explained and discussed with all campus staff to ensure that the PFS students receive proper placements. If the PFS student is lacking an area of TAKS, for example, the Migrant Coordinator, Counselor, Strategist, and/or Migrant Teacher will ensure that the student receives proper placement of a TAKS remediation class. Students who participate in advanced classes, extra-curricular activities will be given sufficient time to make up work necessary to either catch-up or stay abreast of the course. It benefits the entire school staff to thoroughly understand the Migrant Education Program to ensure student success. The Title I Migrant Coordinator will provide an ongoing comprehensive needs assessment to ensure that migrant students are given priority of services if they are failing or most at risk of failing to meet the states academic content standards and student achievement standards It is the goal of the ----------------ISD/CISD to ensure the success of our priority for services students. It is through no fault of their own, that their economic status places them in dire need of migrant work.

38. c.4. a narrative section that explains how the district’s title I Migrant Coordinator will ensure that `Priority for Services’ Students receive priority access to instructional services, as well as social worker and community social services/ agencies. The Title I Migrant Coordinator will ensure that the Priority for Services student receive priority access to instructional services as well as social worker and community social services/agencies. The late entry, early withdrawal and the interrupted schooling places the Priority for Services students at the verge of failure. The Statewide Service Delivery plan’s eight identified needs will be met relative to the PFS student: ~~First graders will meet sufficient needs for promotion to grade 2 ~~Students who failed TAKS must participate in summer TAKS remediation ~~Middle school students must use learning and study skills appropriate to learning. ~~Middle school students must have timely attention and appropriate interventions related to problems or concerns that are academically and non-academically related. ~~ Middle school student must have necessary homework assistance and tools at home essential for academic success. ~~Secondary student must earn the required core credits for on- time graduation ~~Secondary students must make up course work they lack due to late enrollment or early withdrawal ~~Migrant students who migrate outside of Texas in summer months must be served in summer migrant programs through the efforts of interstate coordination. It is the goal of --------ISD/CISD to ensure that the PFS students receive instructional services in all of the eight identified needs. The success of the PFS student is first priority.

39. c. 5. A narrative section that describes in detail federal, state, and local programs that serve `Priority for Services’ students `Priority for Services students have many options to accrue credits. The _________ISD/CISD offers a gamut of resources at the federal, state, and local level for the PFS students. At the federal level, NADSME, PASS courses are available for students. The Texas Migrant Interstate Program TMIP assists with the inter/intra state coordination of records. The New Generation System will be used to run PFS reports and to view the Secondary Course History, Partial Grades, Final Grades, Formal Assessments and TAKS. At the state level, students can accrue credits through the UT Austin migrant program, St. Edward’s, Migrant University Student Experience, MUSE program and Math Plus, mathematics enrichment where they can accrue credits through PASS. At the local level, the student has the following options to accrue credits through the following programs; Nova Net, American Preparatory Institute, A+, Plato, Texas Tech Credit by Exam and Local Credit by Exam, and the Migrant Early Literacy & Knowledge (MELK) program. In addition, tutorials will be provided specific to Priority for Services students. The Title I Migrant Coordinator will indicate the supplemental activities the LEA will conduct as part of its MEP, whether with MEP funds or other fund sources. Written evidence of the effectiveness of migrant student success of each service offered must be incorporated into the district’s end of year MEP evaluation. Through the credit accrual options, students will have readily available opportunities for next grade promotion and on- time graduation.