Session 3 Day 2: August 16 th 8:30 – 10:00 a.m.

1. Migrant Graduation Specialist, Student Advocate, and Federal Program Director StrandSupplemental Services and Developing Collaborative Relationships in Schools Session 3 Day 2: August 16th 8:30 – 10:00 a.m. Title I, Part C, Migrant Education Program

2. Session Summary Agenda • Welcome/Orientation • Large Group Activity – Dream Team • OSPI MEP Service Delivery Plan Highlights • MGS/MSA and Dropout Prevention Through Research Based Models • Dropout Prevention Research • Academic Press, Social Support, and Relational Trust Research Based Model • Washington State Comprehensive Counseling and Guidance Framework Supports Collaboration with the MGS and MSA • How a Graduation Specialist and Advocate Support the Response to Intervention (RTI) Approach with use of the SNA (PFS students) • Collaborating and Ensuring Supplemental Services are Provided • Local Activities and Documentation Requirements • Tips and Examples of Collaborations: • Academic Guidance and Counseling Strategies • Classroom Learning Walks • Sunnyside School District – All Hands On Deck Model • MGS/MSA and FPD Planning Session

3. Thank you for coming!This strand meets professional development requirements for MGS and MSA staff. Appreciation to OSPI, Migrant Education Helen Malagon Sylvia Reyna Lupe Ledesma Sunnyside School District Dr. Richard Cole SEMY Staff, Heather Garcia Mendoza

4. LARGE GROUP ACTIVITY: DREAM TEAM SEE HANDOUT

5. MAKING THE CONNECTION: Migrant Graduation Specialists (MGS) and Student Advocates (MSA) and Dropout Prevention through Research Based Models Administrators School Partners Teachers Community Partners Migrant Student Family School Counselors and MGSs/MSAs

6. SECTION HIGHLIGHTS • OSPI MEP Service Delivery Plan Highlights • Migrant Graduation Specialists (MGS) and Student Advocates (MSA) and Dropout Prevention through Research Based Models • Dropout Prevention Research • Academic Press, Social Support, and Relational Trust Research Based Model • MGS/MSA Alignment: Supports All MSA Activities, All MGS Activities

7. OSPI Migrant Education Program Priorities and Service Delivery Plan • Academics – close the achievement gap in reading, math, writing, and science. • Continuance – school readiness, increase graduation rate, and decrease drop-out rate. • English language proficiency – coordination of services with State Transitional Bilingual Instructional Program and Title III English Language Acquisition Program. • Non-academic services (to the extent feasible): advocacy and outreach to migrant children and families; professional development for program; family literacy programs; integration of information technology into educational and related programs; and programs to facilitate the transition of secondary school students to post-secondary education or employment. State MEP Conference (August) - https://www.msdr.org/resources/MigrantBringingTheFuture.pdf

8. SEE HANDOUT Pg. 6 DROPOUT PREVENTION RESEARCH:Supports Assigning Adult Advocates to Students The examples illustrate practices that were noted by previously implemented dropout prevention programs as having had an impact on staying in school, progressing in school, or completing school. DIAGNOSTIC • Utilize data systems that support a realistic diagnosis of the number of students who drop out and that help identify individual students at high risk of dropping out. TARGETED INTERVENTION • *Assign adult advocates to students at risk of dropping out. • Provide academic support and enrichment to improve academic performance. • Implement programs to improve students’ classroom behavior and social skills. SCHOOLWIDE INTERVENTION • Personalize the learning environment and instructional process. • Provide rigorous and relevant instruction to better engage students in learning and provide the skills needed to graduate and to serve them after they leave school. Dynarski, Clarke, Cobb, Finn, Rumberger, and Smink (2008).

9. Academic Press and Social Support Research Based ModelResearch Focuses on Cognitive and Affective Domain With Academic Achievement OutcomesThis research has been acknowledged by Washington State Migrant Education as a viable and pertinent information upon which to base a student advocacy model for migrant students. • MGS/MSA Alignment: Supports All MSA Activities, All MGS Activities

10. Research Based Model Relational Trust Feeling Safe Having something to offer Provide time and expertise LEARNING Academic Press Provides specific direction embedded in high standards/ goals and belief of success for everyone Social Support Provides assistance/ help in meeting expected standards/goals

11. Big Three Adding relational trust supports all parties within the reform effort and makes a more stable and sustainable model

12. Visit www.semy.org What Is Academic Press? BE THINKING - WHAT IS THE MGS and MSA ROLE IN FACILITATING ACADEMIC PRESS? School Academic Support Structures Student Academic Preparedness Necessary Collective Teacher/Staff Beliefs • Postsecondary Readiness • Curriculum Rigor • Postsecondary Prepared and Aware • Classroom Press • Classroom curricular rigor, pedagogy and assessment • Teacher push towards academic performance • Necessary Student Characteristics • Persistence/Work Ethic/Beliefs • Goals Beyond High School

13. Benefit to Students - Academic Press Academic Press affects student achievement in at least four ways: Enhances student self-concept – students see themselves as a learner. Promotes relational trust • Provides specific direction for student work and academic attainment. It points students and teachers to what they need to accomplish. • Creates incentives that motivate students and teachers to achieve at higher levels.

14. Visit www.semy.org What is Social Support? BE THINKING - WHAT IS THE MGS and MSA ROLE IN FACILITATING SOCIAL SUPPORT? Student Orientation Positive Orientation Towards School Sense of Belonging/Extracurricular Engagement Academic Self-Efficacy (Effort/Optimism) School Support Student Voice Discipline/Fairness • Teacher/Advocate Support • Teacher Characteristics and Beliefs • Student Perceptions of Staff Support • Support from Outside the School • Community Support • Parental Support • Peer Support • Peer Relations • Safety

15. Benefit to Students - Social Support • Creates motivation for students to succeed. • Builds confidence of self. • Promotes relational trust. • Provides psychological safety. • Allows students to take risks, admit mistakes, ask for help, experience failure and bounce back (resiliency) MGS and PASS Contact, Sylvia Sanchez, Stanton Alternative High, with award winning student

16. Together Academic Press Social SupportBUILDS RELATIONSHIPS AND CONNECTS Migrant Students

17. TOGETHER WE CAN: Fostering a Collaborative Environment for All to Succeed! MIGRANT STUDENT COUNSELORS, TEACHERS, ADMINISTRATORS… MIGRANT GRADUATION SPECIALIST AND STUDENT ADVOCATE Collaborate “Alone we can do so little, together we can do so much” Helen Keller

18. SECTION HIGHLIGHTS • Washington State Comprehensive Counseling and Guidance Framework Supports Collaboration with the MGS and MSA • How a Graduation Specialist and Advocate Support the Response to Intervention (RTI) Approach with use of the SNA (PFS students) • Collaborating and Ensuring Supplemental Services are Provided • Local Activities and Documentation Requirements • Examples of Collaborations: • Academic Guidance and Counseling Strategies • Classroom Learning Walks

19. MGS/MSA ALIGNMENT • MGS:1:Implement a case management model focused on providing supplemental support and intervention strategies to address the unique needs of migrant students. • MSA:2 : Provide supplemental support and services focused on meeting the unique needs of migrant students. • MSA:3 andMGS:3:Coordinate services with other resources migrant students may be eligible and entitled to receive. • MSAks:3 andMGSks:3:Knowledge of secondary school programs and state and local graduation requirements. • MSAmr:1 andMGSmr:1:Coordinate with school counselor, teachers, and other appropriate staff to develop a roster of migrant students most at-risk of not meeting state academic and achievement standards. • MSAmr:3 andMGSmr:3:Work with school counselor and selected students to develop student plans/goals that lead to a successful transition to the next grade level and postsecondary education or employment.

20. MGS/MSA ALIGNMENT • MSAmr:4 andMGSmr:5:Coordinate access to services available through school district and/or community to reduce and/or eliminate identified barriers. • MSAmr:5 andMGSmr:6:Coordinate access to services available through school district and/or community that strengthen communication, self-advocacy, and leadership skills. • MSAmr:6 andMGSmr:7:Facilitate access to school counselor and teaching staff regarding academic needs, including class scheduling to ensure access to required courses for graduation and transition to postsecondary education or employment. • MGSmr:9: Work with school counselor to monitor attendance, discipline, credits/grades, and other social/academic issues that may impact the student’s ability to successfully transition to next grade level, graduate, or pursue postsecondary opportunities or employment. • MGSmr:10: Maintain on-going communication with counselor, students, families, and other school staff regarding the progress of the student to achieve established goals and transition to next grade level, graduate, or pursue postsecondary opportunities or employment.

21. Migrant Student Advocacy Alignswith Counselor Framework SEE HANDOUT • Mentor like relationship providing intervention on behalf of migrant students. • The coordination or facilitation of access to academic press (educational)and social support (personal-social)activities to successfully: • transition migrant students to the next grade level, • support students to complete high school, and • promote student transition to postsecondary education/employment (career development).

22. WASHINGTON’S COMPREHENSIVE GUIDANCE AND COUNSELING FRAMEWORK: Connection to the MGSs/MSAs EMPOWERS Counselor to be a Change Agent Through Advocacy and Collaboration… Dropout Prevention Research, Academic Press, Social Support, Relational Trust Model Research based SNA, MGS/MSA Logs Data Driven All Students MGS/MSA ensure the unique needs of migrant students are being met AND Ethical Decision Making School wide Interventions YES, YES, and YES!! MGS/MSA ensure the unique needs of migrant students are being met MGS/MSA Approach and collaborations with other school and community programs

23. VISIT www.semy.org RESPONSE TO INTERVENTION APPROACH: How the MGS/MSA Supports RTI Approach MGS/MSA staff must ensure Priority For Service (PFS) students’ needs are met first, before serving other migrant-eligible students.

24. RESPONSE TO INTERVENTION APPROACH: How the MGS/MSA Supports RTI Approach PRIORITY FOR SERVICE SUMMARY: • Criterion #1: Interrupted school year AND • Criterion #2: Low academic state assessment scores (see handout) When state assessment data is unavailable, proxy risk factors may be applied.

25. RESPONSE TO INTERVENTION APPROACH: How the MGS/MSA Supports RTI Approach PFS PROXY RISK FACTORS: • Language Proficiency – student’s score on Washington’s English Language Proficiency test is within the limited English proficient levels (1, 2, and 3) • Retained – enrolled in same grade from one school year to next • Grade Age / Over age - age does not match acceptable range for grade level placement with in 2 years • Credit Deficiency (for secondary age students only) – student has not earned sufficient credits per his/her school’s graduation requirements and grade level

26. WHAT YOU DO -- WHEN PAID BY MIGRANT EDUCATION -- IS IMPORTANT! ESSENTIAL Do’s and Don’ts: MGS, Mario Reyes, Eastmont at work with colleagues and students Supplementing Basic Education and Other Education Programs to Support Migrant Student Academic Achievement • DO Always communicate with your supervisor and federal grants administrator to understand size and scope of your job • DO Build relationships with students, school staff, community and family contacts • DO be sure to ‘stay legal’* • In general, DON’T do for migrant students what other programs are already or could be doing* • DON’T do activities already conducted by basic education for all students* *this is very broad generalization for discussion purposes only. Reference official supplant vs. supplement guidance, and call OSPI Migrant Education, (360) 725-6147 if you have questions.

27. SEE HANDOUT Supplement vs. Supplant OMB Circular A-133 "In the following instances, it is presumed that supplanting has occurred: • The SEA or LEA used Federal funds to provide services that the SEA or LEA wasrequired to make available under other Federal, State or local laws. • The SEA or LEA used Federal funds to provide services that the SEA or LEA provided with non-Federal funds in the prior year. • The SEA or LEA used Title I, Part A or MEP funds to provide services for participating children that the SEA or LEA provided with non-Federal funds for nonparticipating children. These presumptions are rebuttable if the SEA or LEA can demonstrate that it would not have provided the services in question with non-Federal funds had the Federal funds not been available.” Excerpted from OSPI MEP Webinar (September) - http://www.k12.wa.us/MigrantBilingual/Webinar/2012Sept/MBWebinarMigrant.wmv SEA=State Educational Agency LEA=Local Education Agency

28. Supplement vs. Supplant Definition of Services “Servicesare distinct in that they are the educational or educationally related activities provided to migrant children to enable them to succeed in school. The criteria for determining whether the activity is a service include: • directly benefits migrant students; • is grounded in scientifically based research; and • will increase the students’ academic skills and thereby increase their ability to meet the State’s performance targets. Remember PFS: In providing services, SEAs must give priority to migrant children who are failing or are most at risk of failing and whose education has been interrupted during the regular school year…” Excerpted from OSPI MEP Allowable Activities handout presented on 09/28/12

29. Supplement vs. SupplantMGS/MSA Examples of Supplement vs. Supplant Always ask: “What would happen in the absence of MEP funds?”

30. Local Student Events/Activities Required Documentation Does your school conduct student events or activities? Such as: Guest speakers College visits Student conferences College or career fairs If yes, advocate, intervene, ensure, facilitate and coordinate migrant student access to these activities. This is a major role for an advocate, and particularly if the above support academic achievement.

31. Local Student Events/Activities Required Documentation If utilizing Migrant Education Program funds for local student events/activities, the Program should demonstrate the following: • Documentation that the identified needs of migrant students have been addressed in accordance with state priorities and activities/events are feasible and do not reduce services to address priority needs. • A description of how the event/activity will be evaluated for its impact on academic achievement of participating students. • Documented plan describing how the student’s experience in event/activity will have an on-going component that builds on school academics and post-secondary goals. • Excerpted from OSPI MEP Webinar (September) • - http://www.k12.wa.us/MigrantBilingual/Webinar/2012Sept/MBWebinarMigrant.wmv

32. Local Student Event/ActivitiesDocumentation Considerations Tip: Check with your administrator and determine locally developed documentation requirements BEFORE an event or activity.

33. What does it look like to collaborate? BE THINKING - WHAT IS THE MGS and MSA ROLE IN PROVIDING SUPPLEMENTAL SUPPORT… WHO SHOULD I INVOLVE?

34. COLLABORATIONS WITH COUNSELORS AND TEACHERS

35. SEE HANDOUT Academic Guidance in Action

36. Academic Guidance StrategiesPLACEMENT CONSIDERATIONS

37. Academic Guidance StrategiesCOLLABORATION/ADVOCACY

38. Academic Guidance StrategiesCOLLABORATION/ADVOCACY

39. Academic Guidance StrategiesCOLLABORATION/ADVOCACY

40. Learning Walks Observing students in classroom helps to: • Foster positive relations • Develop shared expectations • Promote questioning • Stimulate interest • Assist students to consider and identify processes that will support achievement of the learning goals Tino Barerra, Pasco counselor and Student Leadership Program (SLP) alumni, Samantha Ruiz, MGS, Wahluke, and Josue Quezada, WSU CAMP

41. Tip for Conducting Learning Walks Meaningful Student Questions In the Classroom Which Promote Academic Achievementand Assess Student Engagement: • What are you learning today? • What do you understand about the learning? • How does topic or goal connect to you? • What will you do now with your new learning? • Did the learning challenge you? • Are you engaged in this class today?

42. A Glimpse Into the Sunnyside High School’s All Hands On Deck Model (AHOD)

43. A Proven Model: Sunnyside High School’s – All Hands On Deck (AHOD) Philosophy: District Vision
 All students will be successful. District Mission- In order to ensure success for all students, focus is: • Effective Leadership • Quality Teaching and Learning • Continuous Improvement • Clear and Collaborative Relationships

44. A Proven Model: Sunnyside High School’s – All Hands On Deck (AHOD) Demographic Information *Accessed from the Washington State Report Card: http://reportcard.ospi.k12.wa.us/Summary.aspx?groupLevel=District&schoolId=299&reportLevel=District&orgLinkId=3205&yrs=2011-12&year=2011-12

45. A Proven Model: Sunnyside High School’s – All Hands On Deck (AHOD) Research Based Model Relational Trust • Feeling Safe • Having something to offer • Provide time and expertise LEARNING Academic Press Provides specific direction embedded in high standards/ goals and belief of success for everyone Social Support Provides assistance/ help in meeting expected standards/goals

46. A Proven Model: Sunnyside High School’s – All Hands On Deck (AHOD) AHOD - Highlights • AHOD:System of support for members of the counseling department. • Purpose:To create a system to effectively monitor, case manage, and create a graduation plan for students NOT on track to graduate in collaboration with teachers, students, and parents • Target Audience:Students most at risk of NOT graduating • Focus areas: Academics, Behavior and Attendance • Why it works: It is successful due to the collaboration within the counseling department and the relational trust developed with the teachers, students, and parents they serve in the community

47. A Proven Model: Sunnyside High School’s – All Hands On Deck (AHOD) Counseling Department Structure of AHOD Admin

48. A Proven Model: Sunnyside High School’s – All Hands On Deck (AHOD) Impact AHOD has on a school • Builds collaboration between counseling department and school • Provides framework for school counseling program • Defines the school counseling program • Increases the power of data collection • Data used to maximize benefit to individual student growth • Increases collaboration for utilizing school and community resources. • Increases collaboration for parent partnership in their child’s education.

49. A Proven Model: Sunnyside High School’s – All Hands On Deck (AHOD) SSD Graduation Rate Trend

50. A Proven Model: Sunnyside High School’s – All Hands On Deck (AHOD) Summary • Research based model implemented at Sunnyside Senior High where 18% are migrant • Proven results: • Increased graduation rate in one year from 70.9% to 78.4% • High staff: student efficacy • All hands on deck with philosophical basis embraced by all (visionary leader) • Professional development • Staff and student roles are specific and all are held accountable MSA, Alejandra Bobadilla, at Sunnyside High • “Coming together is a beginning, staying together is progress, and working together is success” Henry Ford