Plan of service for iditarod area school district title iic – migrant education

Iditarod Area School District (IASD) Title I-‐C Migrant Education Plan of Service

November 2014

IASD Title I-‐C Plan of Service

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Table of Contents: Service Delivery Plan 2 Introduction 2 Target Indicators for IASD based on CAN 2 Measurable Program Outcomes 3 Professional Development Plan for Staff 5 Parent Involvement 5 IASD Migrant Education Staffing 5 Identification and Recruitment Plan 7 Identification Plan 7 Priority for Service 7 Recruitment 8 Filing 8 MIS 2000 9 Quality Control Plan 10 Reports and Deadlines 10 Critical Dates 10 Evaluation 10 Addendums: Recruiting letter 11 Annual Registration form 12 Migrant Education Tracking Tool (by site) 13 IASD Records Request form 14


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Service Delivery Plan Introduction IASD recognizes the needs of students in the Title I-‐C Migrant Education Program (MEP) and will ensure proper use of Title IC funds provided by the Alaska Department of Education & Early Development (EED) through the federal Office of Migrant Education (OME). This Plan of Service will focus on the following required components:

1. Performance Targets 2. Needs Assessment 3. Measurable Program Outcomes 4. Service Delivery 5. Evaluation

This Plan of Service will focus on the following optional components: 1. Priority for Services 2. Parent Involvement 3. Identification and Recruitment 4. Student Records

Target Indicators for IASD based on the state Comprehensive Needs Assessment (CNA) IASD will only provide services to migrant students and families participating in programs and projects in accordance with the state comprehensive needs assessment and service delivery plan. The state adopted the following goals, in which IASD will provide support for students that qualify for MEP: Goal Area 1: Academic Support in English Language Arts and Math Goal Area 2: High School Graduation Goal Area 3: School Readiness Goal Area 4: Support Services Needs Assessment The IASD Records Manager will verify that Title I-‐C funds must first be used to meet the identified needs of migratory children that result from their migratory lifestyle for them to participate effectively in school. The funds will only be used for supplemental services to migrant children for programs and projects in accordance with the state CAN and IASD service delivery plan. After the November enrollment date, the IASD records manager will analyze district assessments, such as DIBELS or MAP, and the state standardized assessment (AMP) to determine the specific needs of PFS migrant students each year.


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Measurable Program Outcomes All IASD Title IC qualifying sites approved for funding will implement the following key strategies developed to produce measurable program outcomes (MPOs): Academic Support in English Language Arts and Math 1.1 Provide researched-based academic support in English/language arts for PFS migrant students

and other at-risk migrant students (including those who are LEP) delivered during or beyond the regular school day or summer term.

1.2 Provide researched-‐based academic support in English/language arts for PFS migrant students and other at-‐risk migrant students (including those who are LEP) delivered during or beyond the regular school day or summer term.

1.4 Provide professional development for migrant-‐funded staff in research-‐based instructional, curricular, or assessment strategies in English/language arts or math.

Goal Area 2: High School Graduation 2.1 Provide migrant high school students appropriate credit recovery and/or distance

education options for credit accrual. 2.2 Provide opportunities to participate in college/career readiness activities. 2.3 Implement supplemental advising and counseling strategies to encourage graduation and

discourage dropping out. Goal Area 3: School Readiness 3.1 Provide the Alaska Early Learning Guidelines (ELGs) and parent education regarding the

ELGs to parents of migrant preschoolers. Goal Area 4: Support Services 4.1 Provide parent involvement events and/or materials regarding reading, writing, and

math homework/study support for migrant parents. 4.2 Provide educational support resources to migrant students as needed (e.g. books for the

home, school supplies and/or clothing not provided by the school to all children). Resources that will be considered to meet IASD’s targeted Measurable Outcomes: Academic Support in English Language Arts and Math 1.1 and 1.2: Reading and math support · Paraprofessional and/or certified staff support for supplemental services during the day · Research-‐based supplemental materials · Technology · Extended year/day programs 1.4: Professional development · Professional development opportunities onsite, out of the district, technical support, and

associated costs · Collaborators and/or contracted services to provide training


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High School Graduation 2.1: Credit accrual options · Distance-‐delivered courses and/or remedial courses as needed with appropriate technology

and tutorial staff to support credit accrual · Credit recovery options · Tutorial programs delivered beyond the school day 2.2: College and career readiness activities · College Fair, World of Work Fair, FAFSA workshop · Dual credit and vocational/technical classes · Summer enrichment camp (e.g. Rural Alaska Honors Institute (RAHI), Alaska Native Science

Engineering Program (ANSEP), Summer Bridge, National Geographic, AWE) · Coordination, advocacy, referrals, and assistance in participation 2.3: Dropout prevention · Dropout prevention activities · Counseling services · Professional development and advocacy for transcript review School Readiness 3.1 Parent training in school readiness · Training space and materials · Age-‐appropriate literacy materials and strategies · Qualified staff for training · Referrals to a list of early childhood education (ECE) providers · Collaboration with existing ECE providers Support Services 4.1: Parent involvement events and materials for homework help · Activities to involve parents such as parent night, open house, parent-‐teacher conferences, family literacy night, parent library, migrant program facilitation of school meetings

· Advocacy and materials to support parent attendance and/or involvement · Associated costs for providing services in rural and isolated areas 4.2: Educational support resources · Books to build home library · School supplies and/or clothing to ensure students have what they need to participate in their education

· Materials, including electronic tools for the integration of technology, to support learning that may be specific to certain academic subjects


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Professional Development Plan for Staff IASD staff will participate in the annual professional development opportunities offered by EED in the fall. Training is provided for MEP Recruiters and Record Managers to manage the MEP program. During the fall inservice and Wednesday PD meetings, further professional development for teachers and classified aids embraces professional development processes, strategies, and activities to further staff knowledge and encourage application of learning. Specific instruction using the district curriculum addresses the needs of students with different learning styles, improving student behavior in the classroom. Some Wednesday PD meetings encourage parent and community involvement in their child’s education while others are more technical and address using data driven instruction to formatively asses students and develop lessons to address specific needs for MEP students. Parent Involvement IASD supports the state’s endorsement of the following standards for parent/family involvement: · Communication between home and school is regular, two-‐way, and meaningful. · Parenting skills are promoted and supported. · Parents play an integral role in assisting student learning. · Parents are welcome in the school, and their support and assistance are sought for volunteering.

· Parents are full partners in the decisions that affect children and families. · Collaboration with the community strengthens schools, families, and student learning. Plans to increase and maintain parents in the MEP include a survey of student needs based on the state CNS, dissemination of information during community meetings, district website, letters home to parents and local radio PSAs. IASD Migrant Education staffing Recruiters – Recruiters in IASD will preferentially be classified employees that live in the communities where Title I students will be served. If an individual from the community cannot be hired, another Recruiter from a nearby Title I school or the Federal Program Manager will assume the responsibility of the Recruiter for that school. IASD will send hired Recruiters to Migrant Education Recruiter training provided by EED in the fall. Recruiters will be responsible for contacting families of students in their communities, interviewing, completing typed and printed COEs, obtaining signatures and sending completed COEs to the Records Manager. The Recruiters will be responsible for continuing to recruit throughout the year but will primarily transition duties as classified aides for students that qualify for Migrant Education after the November 15th Migrant Education application deadline.


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Records Manager – The Records Manager in IASD will be an administrative assistant position at the IASD district office or a trained consultant hired by the school district. IASD will send the Records Manager to the Migrant Education Records Manager training provided by EED in the fall. The Records Manager will be responsible for reviewing the COEs provided by the Migrant Education Recruiter for accuracy, obtaining the signature of the SEA Reviewer and inputting the information from the COE into the MIS 2000. SEA Reviewer – The SEA Reviewer in IASD will be the Federal Program Director. Responsibility of the SEA Reviewer will be to work with the Migrant Education Recruiters and the Migrant Education Records Manager to provide program guidance and be available to answer questions. The SEA Reviewer will also randomly call parents/guardians/spouses/workers to ensure quality and accuracy on submitted COEs. The SEA Reviewer will sign the COEs and be responsible for keeping the signed COEs secure and available for review by EED.


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Identification and Recruitment Plan Identification Plan The IASD Migrant Education Recruiter will use the following indicators to assist in the identification of potential Migrant Education students: (1) A parent and child must travel at least 20 miles from their home to do commercial or subsistence fishing (measured by actual miles traveled, not by air miles). (2) All of the trips must add up to a minimum of 7 nights/8 days away from home during the past 12 months (including winter fishing trips). (3) The activity must be an economic necessity for the family (providing needed food or income). * Another way to qualify is for a parent and child to travel at least 20 miles away from home for a fish processing job or to a community in a different school district for a fish processing job. ** If the person fishing or working is 14-‐19 years old, he or she can qualify without a parent participating in the activity (including unenrolled students that have not graduated). *** A berry picking trip is eligible if it is in a different school district. The participants must be away from home past midnight to count the trip. IASD disseminates information about the Migrant Education program in a number of ways, including: community meetings, professional development opportunities for teachers, mailing the PAC flyer from EED, letters home to parents (Addendum 1), and announcements on KSKO public radio. Priority for Service (PFS) Students are defined by EED as PFS: A term used to identify students in greatest need of migrant education services. There are students who have been determined to be failing or at risk of failing to meet state academic content and achievement standards and whose education has been interrupted during the regular school year due to a qualifying migrant move. PFS students will receive priority funding for supplemental services based on their need. Identification of PFS students in grades K – 2 will be done after initial identification based on the annual registration form (Addendum 2). District screening tools such as DIBELs and MAP will be used to identify “at risk of failing” Title I-‐C students in order to provide supplemental support. A child who ceases to be a migratory child during a school term is eligible for services until the end of such term; a child who is no longer a migratory child may continue to receive


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services for one additional school year; but only if comparable services are not available through other programs; and secondary school students who were eligible for services in secondary school may continue to be served through credit accrual programs until graduation. Recruitment Recruitment is a year round process with the majority of the recruiting happening in the fall.

1. The SEA manager reviews information obtained from data collected from student enrollment information collected annually each fall at the beginning of the school year (Addendum 2). Potential new move information is shared with the site Recruiters and entered onto the IASD Migrant Education Google Doc. (Addendum 3)

2. IASD Recruiters contact parents/guardians/workers to interview them for a change in students’ Migrant Education eligibility status. Recruiters enter information on the Google Doc in regards to contact attempts, phone number(s) called, recruitment success, and person contacted.

3. IASD Recruiters complete electronic COEs for new moves, no new moves and new students. Completed COEs are printed and sent to the IASD SEA Reviewer for review. The IASD Migrant Education Google Doc is updated to indicate COE’s status.

a. SEA Reviewer approves COE, sends back approval to the Recruiter and updates COE status on Google Doc. The process moves to step 4.

b. SEA Reviewer does not approve COE, sends back comments to the Recruiter indicating necessary steps to correct the COE and updates COE status on the Google Doc. Recruiter corrects and returns to step 3.

4. COEs that are approved by the SEA Reviewer are signed by the parent/guardian/worker, signed by the Recruiter and then mailed to the SEA Reviewer with a map if needed. The IASD Migrant Education Google Doc is updated to indicate COE’s status.

5. The SEA Reviewer signs the COE and forwards to the Records Manager. The IASD Migrant Education Google Doc is updated to indicate COE’s status.

6. The Records Manager enters the information from the COE into the MIS 2000 and uploads the information after each data entry session. The IASD Migrant Education Google Doc is updated to indicate COE’s status.

7. The Records Manager files the hard copies of the COEs that are filed to EED by the fiscal year. Hard copies of COEs will be kept for a minimum of 10 years as required by law.

The SEA Reviewer is responsible for the organization, planning, and implementation of the Migrant Education program. Trainings and deadlines will be planned and tracked using Google Calendar. Filing Completed and signed original COEs will be filed and secured in the SEA Reviewer’s office filing cabinet and held for 10 years. Files will be organized by school by fiscal year. Files will be updated as necessary. MIS 2000


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The MIS 2000 is physically housed at the IASD District Office. The SEA Reviewer and the Records Manager will have access to the MIS 2000 and be the only employees using the computer.


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Quality Control Plan Reports and deadlines IASD will continue to assist the state in determining timely and accurate identification of Title I-‐C students through year round efforts in IASD communities. The Records Manager will work closely with the district Registrar and site Principal Teachers to update information, including updating information in the MIS 2000, for eligible students and resolve any eligibility discrepancies. Updates will for addresses and phone numbers will be updated throughout the year as information is received from the registrar and forwarded to the Migrant Education Records Manager. A calendar will be used as a reminder for reports and deadlines. This calendar will be shared at teacher inservice, public community meetings and on the district website for transparency of important dates pertaining to Title I-‐C. Critical Dates September 30th Summer withdrawal reporting summer supplemental programs must be completed and submitted to EED October 15th PFS list of K-‐2 students must be completed and sent to EED November 15th All migrant students must be enrolled for EED to make them eligible November 15th Fall recruitment report due to EED January 31st First semester course history reports due to EED June 15th Mass withdrawal reporting school year supplemental programs must be completed and sent to EED June 30th Second semester Course History report due to EED Evaluation Evaluation of the effectiveness of the Migrant Education plan will be measured through a quantitative review of student test scores on MAP assessments and AMP scores. Language arts, math and science data will be reviewed for students that are identified and receiving supplemental Migrant Education services. Student programs will be evaluated by reviewing the progress of the measurable objectives in goals 2 – 4. Progress for the increase in student test scores and measurable objectives will be reported to the superintendent. Evaluation of the Migrant Education plan will be conducted by the Superintendent as part of the annual review of the Federal Program Manager, in regards to responsibility as the SEA. EED will also provide feedback for the program as well as technical assistance as part of the yearly evaluation and an evaluation every five years as part of the state’s five-‐year review cycle.


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Dear Parents and Guardians, The Iditarod Area School District is actively recruiting students for the Migrant Education program from the Alaska Department of Education & Early Development. All students living in the boundaries of IASD, regardless if they go to school elsewhere (boarding school or other), could be eligible for the benefits of the Migrant Education program. Possible services include academic support programs, literacy support materials (such as magazines and books), and migrant students automatically qualify for free lunch. These funds directly support hiring classified aids at your child’s school to support students qualifying for Title II assistance. IASD has a strong obligation to meet the needs of students qualifying for the Migrant Education program. Some of the qualifications include:

• Overnight trips for fishing (over 20 miles away) or berry picking (outside school district boundaries) for a total of 7 nights during the year (can be different trips)

• Students may travel by themselves (if over 14 years old) or with a parent, guardian, relative, or family friend

• Food from personal subsistence activity represents a substantial portion of the family’s food consumption

These activities do not automatically qualify a family for program approval so we encourage you to complete the enclosed flier and return to the school principal/teacher. I will be in town to meet with families and complete the official migrant education application in October during the community meetings. Thank you, Woody Woodgate Federal Programs Administrator Addendum 2 – Annual Student Registration Form

Iditarod Area School District Woody Woodgate (907) 524-‐1230 [email protected]

Addendum 1 – Recruiting letter


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Addendum 3 – Migrant Education Tracking Tool (by site)


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Addendum 4 - IASD Records Request form IDITAROD AREA SCHOOL DISTRICT PO Box 90 McGrath, AK 99627 (907) 524-‐-‐-‐1225 FAX: (907) 524-‐-‐-‐3217

STUDENT RECORD TRANSMITTAL REQUEST/RELEASE

Student Name Date of Birth State ID#

Other name(s) student has used Grade

Name and address of school last attended

Date Withdrawn

Signature of School Official Date Position A. RECORDS FOR SCHOOL USE: Send to:

Basic State Mandated Cumulative Record IASD REGISTRAR Health Records PO Box 90 Immunization Records McGrath, AK 99627 Grades and/or Credits (907) 524-‐-‐-‐1225 FAX (907) 524-‐-‐-‐3217 Standardized Test Scores [email protected] Attendance Records All of the above Is this student designated as LEP? YES NO Is this student designated as Migrant Education?

B. SPECIAL EDUCATION AND PSYCHOLOGICAL SERVICES: Student Name Date of Birth

Medical Records Scott Hotaling, Special Education Director Psychological Records and Other PO Box 90 Speech & Hearing Records McGrath, AK 99627 Student Individual Education Program (IEP) (907) 524-‐-‐-‐1225 FAX (907) 524-‐-‐-‐3217 All of the Above [email protected] I understand that the student and/or I may, upon written request, receive from the school a district a copy of the release records. I understand that I have the right to interpretation of records by competent school personnel and that I may review and challenge the contents of such released records. Signed

Signature of Parent/Legal Guardian/Eligible Student Relationship to Student

______________________________________________________________ _________________________________________________________

Name of person requesting information Date

Documents

Plan of service for iditarod area school district title iic – migrant education