“Expanding the box”: SC MEP’s Successful Strategies for Serving OSY

Qualifying work in the state

Commodity U.S. Ranking Peaches 2nd

Flue-Cured Tobacco 4th

Peanuts and Cantaloupes 5th

Tobacco and Watermelon 6th

Pecans, Cucumbers for pickles and fresh market 8th

Tomatoes 9th

Crop Rankings – State and National

National: 2011 U.S. Ranking of South Carolina Commodities

USDA NASS South Carolina Field Office

From East Coast Migrant Head Start Project SC Direct Services Community Assessment 2013 p78

From East Coast Migrant Head Start Project SC Direct Services Community Assessment 2013 pp78-79

Number and percentage the population that made qualifying moves on an interstate and intrastate basis

0

50

100

150

200

250

300

350

400

92

4 1 9 10 19

77

2 44 46 63

368

3 5

73 42

14 10 5 10.37 0.45 0.11 1.01 1.13 2.14 8.68

0.23 4.96 5.19 7.1

41.49

0.34 0.56 8.23 4.74 1.58 1.13 0.56

SC and Multi state enrollment 9.1.12 to 8.31.13 MSIX report

StudentCountShared

Percentage oftotal

Traditional SC MEP Structure (since beginning)

District MEPs (Summer Only)

Improved SC MEP Structure (2013-present)

• Memorandum of Understanding with East Coast Migrant Head Start

• Pilot projects with Non-Profits & organizations

• Collaboration with Title III and Mckinney Vinto homeless personnel

• Adult Education- ID&R and Services

• Summer Intern Participation (USC, SAF)

SCMEP OSY Population

• H2As vs MSFW • Literate vs Illiterate • OSY as Parents • Challenges of ID&R, Availability, quality services

Find something on the SOSOSY website or be creative using Google Images.

If they ask, “Why is it called Miranda Rights?” Find the answer in Google Images.

Google Images- free charts on the basics

Activity #1: Utilizing the Educational Outcomes Table

• Which quadrant would he be placed on the OSY Education Outcomes Table? • What educational MEP services could benefit him? • Answer Bonus question!

Example:

• Carlos, 17 years old, was born in Smoaks, SC and has been a migrant student from day one, moving state to state with his family. He decided to drop out in 10th grade because he liked earning “cash money” by picking in the fields instead. He is free in the evenings but says he doesn’t see the point in getting a GED or receiving educational services through migrant ed. His parents are partly depending on his earnings these days. While looking at MSIX, you notice that he was a great student and did excellent on his state exams. In about 4-5 weeks he says they will be moving to Tennessee again.

Outcomes

• OSY Educational Outcome Descriptions

SOSOSY Audio Files & their Implementation

• “Ingles de Sobrevivencia 1 & 2”- South Carolina • “Guía Bilíngue Inglés–Español 1 &2”- Tennessee • “Español & Inglés Nivel 1 & 2”- Georgia

“Para tu Salud” Mini-Lessons

SCMEP Alcoholism Mini-Course

Other SOSOSY Resrouces & Creative Ideas

• Vermont Mini Lessons

• Map Mini Lesson, Directions Mini Lesson

• Bring a mechanic along to teach a mini-lesson

• Teach guitar/music lessons

• Bilingual Health clinic personnel

• Mexican/Guatemalan Consulate personnel/info, trusted organizations

– Set up booths at the mobile consulate events

SOSOSY Tracking Form-Front

SOSOSY Tracking Form- Back

Sharing Resources with your Team

• Google DOCs

• Sharepoint

• Drop Box

• Approve with your supervisor first (if you’re including PI in the database)

• US Dept of Labor- ICERT

ID&R Strategies- Google Maps

Activity 2: Putting it into Practice

• In groups, enter the SOSOSY website (osymigrant.org)

• Pick a resource using the “outcomes quadrants”

• Act out a scene from the mini-lesson or service you choose

• Act out an issue student has with the material/resource and how the instructor resolves it

Sign the e-mail list to receive the powerpoint!!

Zach Taylor

Zt_aylor@ed.sc.gov

Bruce Wright

bwright@ed.sc.gov

ICERT.DOLETA.GOV

OSYMIGRANT.ORG