Session 3 Thursday, August 14, 2014. Session Overview Identify the state level opportunities...
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Opportunities to Meet the Needs of Migrant Students Session 3 Thursday, August 14, 2014
Session 3 Thursday, August 14, 2014. Session Overview Identify the state level opportunities available to migrant students and school districts (including
Session Overview Identify the state level opportunities
available to migrant students and school districts (including
summer programs). Describe the student selection process. Provide
timelines for student participation. Distribute materials that will
benefit mobile migrant students.
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NEW! State Level Opportunities Dare to Dream Voices from the
Field Science and Art Summer Programs Binational Program Binational
Teacher Exchange Technology Support (INET) CONEVyT (family
literacy) Out-of-School Youth
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Dare to Dream Academy
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Dare to Dream Dare to Dream Exploring Your Future Targeting 300
students currently enrolled in 8 th /9 th grade entering 9 th and
10 th grade the following school year. Partnership with the College
Assistance Migrant Programs at EWU, UW, and CWU. Program
development in partnership with Association of Washington School
Principals
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Dare to Dream Dare to Dream Exploring Your Future Outcomes:
Build self-efficacy and leadership skills to complete high school
and pursue post-secondary education. Identify career path that will
utilize his/her innate strengths. Meet professional individuals and
have opportunity to discuss profession. Visit university
departments to gain understanding of university lifestyle. Develop
an individual academic plan for remaining high school years. Learn
about scholarship and FAFSA opportunities and timelines. Interact
with college students (mentors) similar to their socio- economic
background, with similar family, cultural, and educational
barriers. Opportunity to share their experiences with parent
advisory council, school board, other students, and community
organizations..5 Credit by AWSP Dropout Prevention II 22004
Recorded in MSIS as Supplemental Services Academic Guidance, Career
Education, and Postsecondary Prep
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Dare to Dream: Exploring Your Future AWSP Course Title and
Description Dropout Prevention II 22004 The Dare to Dream course is
targeted at students who have been identified as being at risk of
dropping out of or failing in school. Course content includes study
skills and individual tutorials; job preparation, readiness,
application, or interview skills; communication skills; personal
assessment and awareness activities; speaker presentations; and
small group seminars.
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Dare to Dream Dare to Dream Academic Academy Targeting 160
currently enrolled 10 th and 11 th grade migrant students moving
into 11 th and 12 th grade Partnership with: WSU (Math and Science)
2 sessions CWU (Science) UW (Science)
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Dare to Dream Dare to Dream Academic Academy Program Outcomes:
Identify current knowledge level of math or science Learn new
skills and abilities in the area of math or science Identify career
paths in the areas of math or science Learn about the fields of
study in math or science Identify course needed to graduate from
high school, how to request support Share academy experience with
Parent Advisory Council, other students, and local community Earn.5
credit in math or science (AWSP Unified Science II 03202; Informal
Mathematics II 02001) Recorded in MSIS as supplemental service
instructional math or science
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Dare to Dream Academic Academy AWSP Course: Unified Science II
03202 Unified Science courses combine more than one branch of
science into a cohesive study or may integrate science with another
discipline. General scientific concepts are explored, as are the
principles underlying the scientific method and experimentation
techniques. AWSP Course: Informal Mathematics II 02001 Informal
Mathematics courses emphasize the teaching of mathematics as
problem solving, communication, and reasoning, and highlight the
connections among mathematical topics and between mathematics and
other disciplines. These courses approach the teaching of general
math, pre-algebra, and pre-geometry topics by applying numbers, and
algebraic and geometric concepts and relationships to real world
problems.
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Association of Washington School Principals Helped set the tone
for each day. Provided on-going guidance to University instructors
and/or led portions of the instruction. Reviewed student journals
every night to see if concepts were being understood by students
and to ensure students were capturing the instruction. Provided
comment or feedback to students in journals. Worked with university
staff if some students appeared to need additional supports.
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Voices from the Field
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Targeted to 6 th and 7 th grade students entering 7 th and 8 th
grade. Partnership with Islandwood, Bainbridge Island Outcomes:
Conduct project-based science and exploration through forest,
water, and soil investigations. Conduct scientific observations
(scientific method) and enhance writing skills. Practice math
skills using data collection methods. Develop creative expression
through music and visual arts Practice journal writing and
reflection Develop team-building and leadership skills through
Teams Course
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Voices from the Field Arts Program Coming Soon!
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Summer School Programs Binational Teacher Program Math
MATTERS/Math MASTERS Program Engineering is Elementary (EiE)
Curriculum Usain Bolt lesson Field experiences tied to academic
content
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Binational Program Purpose is to minimize the academic impact
of a migrant student moving between USA and MX. Develop services
and programs for Binational Students. Washington State
participating in InET (Innovative Educational Technologies)
consortium led by state of Colorado. Washington State Migrant
Student Data, Recruitment, and Support Office
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Binational Programs YAKIMA 142 EAST WENATCHEE 32 CONNELL 15
BREWSTER 135 ORONDO 27 OROVILLE 14 BRIDGEPORT 120 TONASKET 27
PROSSER 14 PASCO 96 GRANDVIEW 26 BASIN CITY 13 MATTAWA 62 SUNNYSIDE
25 ROYAL CITY 13 WENATCHEE 55 TIETON 23 MOXEE 12 MOUNT VERNON 52
MABTON 22 CHELAN 11 KENNEWICK 46 WAPATO 20 ELTOPIA 11 TOPPENISH 38
MESA 17 WINLOCK 10 OTHELLO 35 MOSES LAKE 17 ZILLAH 10 WARDEN 34
BELLINGHAM 16 PESHASTIN 9 QUINCY 33 CASHMERE 15 ELLENSBURG 8 MSIS
MOBILITY REPORT Count Of Students From Mexico To Washington Cities
School Year 2013-2014
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Binational Programs MANSON 8 SOAP LAKE 4 CUSTER 2 ARLINGTON 1
PATERSON 8 CONWAY 3 ENTIAT 2 DESERT AIRE 1 UNION GAP 7 EPHRATA 3
ENUMCLAW 2 LONGVIEW 1 CENTRALIA 6 GRANGER 3 LONG BEACH 2 NOOKSACK 1
COWICHE 6 MALOTT 3 LOOMIS 2 WALLA 1 OKANOGAN 6 NACHES 3 MOSSYROCK 2
SEDRO WOOLLEY 6 PRESCOTT 3 PLYMOUTH 2 MALAGA 5 SEAVIEW 3 PORT
TOWNSEND 2 PATEROS 5 WATERVILLE 3 ROCK ISLAND 2 BENTON CITY 4
ABERDEEN 2 TOUCHET 2 EVERSON 4 BEVERLY 2 WHITE SALMON 2 SNOHOMISH 4
BUENA 2 WOODLAND 2 MSIS MOBILITY REPORT Count Of Students From
Mexico To Washington Cities School Year 2013-2014
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Binational Teacher Exchange To reinforce knowledge about the
history, culture, values and national traditions of Mexican origin
students who live in the US; strengthening their identity and
improving their education. To encourage ongoing communication
between US and Mexican teachers in order to share educational
experiences that promote continuity of educational practices. To
improve the educational services offered to the Mexican and Mexican
descendent school population living in the US through the
binational teacher exchange program.
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Binational Teacher Exchange Timeline
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InET (Innovative Educational Technologies) Migrant educators
and administrators in the states with the most experience in
binational migrant programs identified concerns for binational
migrant students as described below. Missing school because they
lack proper paperwork (e.g., Apostille, Certificate of Completion
from Mexico, Transfer Document). Lacking credits for coursework
completed (i.e., reciprocity in credit transfer). Having less time
for instruction resulting in poor achievement due to high mobility.
Lacking access to technology to help students succeed and stay in
school. Falling behind in language development. When in the U.S.,
binational students lack of English proficiency puts them behind
their peers; when returning to Mexico, binational students lack of
Spanish proficiency puts them behind their peers. Accessing
educational and community services when making frequent
international moves is difficult and often results in educational
and social isolation. Training is needed for instructors on the
binational migrant lifestyle and for effective strategies for this
population which results in more effective instruction
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CONEVyT One of the highlights of this program is the scheduling
flexibility to offer courses and classes that will meet the needs
of the students regardless of geographic location. Plazas
Comunitarias are not exclusive to the educational programs offered
on their online menus but offer the flexibility for schools,
institutions, and groups involved in the Plazas Comunitarias to
provide additional programs and resources deemed necessary. They
complement the educational requirements of their communities. In
addition, this program is free of charge to those 15 years of age
and older regardless of their country of origin. Each Plaza
Comunitaria selects the services it will provide. It can offer a
specific service and, as the need arises, augment it by adding and
integrating other services and offerings based on the needs of the
community and the resources available.
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CONEVyT Getting Started, two options: 1. Become a Plaza
Comunitaria or 2. Become a member of an existing Plaza Comunitaria.
To become a Plaza Comunitaria, contact the Migrant Education
Program at OSPI (Terrie Beckman) so she may work with Mexican
Consulate for technology and training logistics. To become a member
of an existing Plaza, contact the Plazas in the handout.
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Out-of-School Youth What is the definition of out-of-school
youth? Are such youth eligible for MEP services? (Office of Migrant
Education Non-Regulatory Guidance, 2010) For the purposes of the
MEP, the Department considers the term out-of-school youth to mean
youth up through age 21 who are entitled to a free public education
in the State and who meet the definition of migratory child, but
who are not currently enrolled in a K-12 school. This could include
students who have dropped out of school, youth who are working on a
general education development credential (GED) outside of a K-12
school, and youth who are here-to-work only. It would not include
children in preschool. Out-of-school youth who meet the definition
of a migratory child as well as all other MEP eligibility criteria
are eligible for the MEP.
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Out-of-School Youth Students ages 16-21 Recover back into high
school Refer to other services GED, HEP, ESL, etc. Facilitate
access to social support services, especially to those here-to-work
MSIS Report Student List MSDRS OSY Facilitator work with
Non-Project SDs
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Capturing Referred Services
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Student Selection 1. Priority Migrant Student had an
interrupted school year within the last 12 months (excluding
summer) and has not yet met standard on most recent state exam
including End-of-Course exams or, if state assessment results are
unavailable, is enrolled in Bilingual Education Program, is
two-years above age from their same grade-level peers, or is credit
deficient (at-risk of not graduating within expected year of
graduation). 2. Needs Migrant Student has not yet met standard on
most recent state exam, including End-of-Course exams or, if state
assessment results unavailable, is enrolled in Bilingual Education
Program, is at least two years or more above age level for same
grade-level peers, or is credit deficient (at-risk of not
graduating within expected year of graduation) other risk factors.
3. Migrant Students currently eligible migrant students who have
met state academic assessment standards and have not recently
moved.
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MSIS Student Needs Assessment Report (msdr.org) Most recent
data available across the state. Selection criteria is on the same
basis.
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Dare to Dream Timeline Nov-Dec OSPI identifies eligible
students and works with MSDRS to populate on-line registration
system. Jan-Feb OSPI releases notice to districts of Dare to Dream
registration information and registration process. OSPI releases
notice to Dare to Dream students informing them of their
eligibility to participate (Note: notice will go to PFS students
only). April Registration deadline April 17. May Permission forms
must be completed and submitted to MSDRS by May 15. Confirmation
notice with transportation information, bus Passport, packing
information to be sent by May 25. Events to begin end of June
Slide 40
Voices from the Field Science and Arts Timeline Nov-Dec OSPI
identifies eligible students and works with MSDRS to populate
on-line registration system. February OSPI releases notice to
districts of registration information and registration process.
April Registration deadline May (TBD). May Permission forms must be
completed and submitted to Islandwood by June (TBD). Events to
begin end of June
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Questions?
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Contacts Title I, Part C, Migrant Education Program OSPI Mea
Moore, Director 360-725-6147 www.k12.wa.us/migrantbilingual Migrant
Student Data, Recruitment, and Support Sunnyside School District
Lee Campos, Director 509-837-2712 www.msdr.org Migrant Education
Health Program North Central ESD Mike Taylor, Program Supervisor
509-667-3646 www.health.msdr.org Educational Service District 105,
Yakima Cynthia Juarez, Director 509-454-2488 123, Pasco Nicole
Castilleja, Coordinator 509-544-5756 171 (North Central), Wenatchee
Mary Jane Ross, Academic Achievement Specialist 509-667-3633 189
(Northwest), Anacortes Patricia Bennett, Coordinator
509-299-4043