Improving Education for MIGRANT STUDENTS in Washington State

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Improving Education for MIGRANT STUDENTS in
Washington State

• Phu?ngChi Nguy?n, OSPI
• Thomas Romero, MERO/ESD 105
• MSDR Statewide Conference
• Yakima Convention Center
• August 18, 2006

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Presentation Goals

• Migrant Education Program Guidelines
• Drafting Process
• Document Layout
• Migrant Education Program implementation
• Needs Assessment
• Program Services
• Grant Application Process
• Monitoring Process
• Evaluation

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Drafting Process 1 of 2

• Structure based on State Transitional Bilingual
  Program Guidelines
• Documents referenced
• No Child Left Behind, Sections 1301 - 1309
• Office of Migrant Educations Non-Regulatory
  Guidance (2003)
• Washington State Common School Manual
• WA State Accounting Manual for School Districts
  (2004-05)
• Washington State Constitution
• Office of Management and Budget (OMB) Circular
  A-87 (2004)
• Education Department General Administrative
  Regulations (EDGAR)

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Drafting Process 2 of 2

• Drafters and Reviewers
• Principal Drafter
• MEP Staff
• Practitioners Input
• Don Bender, Toppenish SD
• Liz Flynn, Pasco SD
• Mary Pruitt, Kennewick SD
• Sonja McDaniel, MERO/ESD 105
• Trish Valdez, Yakima SD

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Document Layout

• Table of Contents
• Introduction
• Steps 1 6
• Appendix A Title I, Part C Education of
  Migratory Children
• Appendix B Scientifically Based Research
  (Definition)
• 94 QA format

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Annual Cyclical Steps
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Needs Assessment
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2.1 What is a need?

• Gap or discrepancy between a present state (what
  is) and a desired state (what should be)

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2.2 What is a needs assessment?

• A systematic assessment and decision-making
  process that
• Determines needs
• Examines their nature and causes
• Sets priorities for future action.
• State level vs. district level
• Comprehensive Needs Assessment
• Service Delivery Plan
• iGrants Grant Application EOY Report

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Student Data
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2.5 Should LEAs use student demographic and
assessment data to help identify the unique
educational needs of migrant children?

• YES - to construct a local profile of migrant
  children as compared to non-migrant children
• Disaggregated by
• Priority for services
• Grade level AND
• Project area
• With an appropriate N

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Priority for Service Profile Elementary
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Priority for Service Profile Secondary
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Formal Assessment Report
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Secondary Credit Report
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2.6 In conducting a needs assessment, may an LEA
use testing data or other data that it receives
from the students home base State?

• Yes. Particularly for the most mobile students
  and for students who plan to graduate in another
  State
• District samples
• Lynden School District (QA 2.6)
• Tonasket School District (QA 2.5)

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2.7 How is the attendance data calculated?

• No excused absences.
• Attend the majority of hours in a day. See
  Common School Manual 28A.225 RCW.

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Supplemental Support Services
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2.9 Must LEAs identify the need for supplemental
support services (e.g., health, dental,
transportation, and counseling services) through
the needs assessment?

• YES. Considered a part of the unique educational
  needs of migrant children
• Relate to children's
• Educational needs
• Measurable outcomes
• Performance targets established by the State

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Health
Supplemental Data
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Reflection Checklist

• Did I complete a needs assessment on my entire
  migrant student population (ages 3 22, in and
  out of school) based on the most current data?
• Did I consider OTHER funding sources to meet the
  identified needs?
• ...even before entertaining MEP funding

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Services (General)
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3.1 Are there required activities that LEAs can
provide with MEP funds?

• Yes, with MEP or non-MEP funds
• Identification recruitment (by HV)
• Reporting of student data (by RC)
• Parental involvement Parent Advisory Council
  (PAC)
• Program administration needs assessment,
  application (iGrants), implementation,
  monitoring, supervision, and evaluation
• Allowable activities
• Supplemental instructional and support services
• Professional development

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3.3 3.4 Are there any instances in which an
LEA may use MEP funds to benefit children who are
not migrant?

• NO. Funds are used to serve eligible migrant
  children with valid COEs
• Exceptions
• Continuation of Services (Caveat)
• During the school term
• Unavailable comparable services
• Secondary school for credit accrual
• Incidental Inclusion

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3.3 3.4 Can a migrant student, whose
eligibility ended, be served with MEP funds?

• Continuation of Services CAVEAT
• Unbroken during the school year
• Unmet needs addressed by BE, local funding, other
  categorical funds
• Priority for Service (PFS) students have been
  served have already been served

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Priority for Services
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3.5 PRIORITY FOR SERVICES (PFS)
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3.7 Does the educational interruption have to be
caused by a move to seek qualifying work?

• NO. Educational interruption must clearly be
  related to the migrant lifestyle
• But not need to stem from moves to seek
  qualifying work
• Interruption may be caused by an illness
• Trip back to the home base

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Attendance Goals
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Students with 95 Attendance (or better)
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3.8 How do LEAs set reasonable attendance goals
based on the SEAs goals?
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Supplemental Services
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3.9 3.10 What are supplemental instructional
and support services?

• Above and beyond (supplement) the basic
  educational program
• Instructional services
• Academic support
• Aligned with support migrant students
  achievement - MEP and state academic goals.
• Support services
• Non-academic
• Enhance the migrant students ability to be more
  actively engaged in their learning

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3.11 What does "supplement, not supplant" mean?

• MEP funds may be used only to supplement the
  level of funds that would, in the absence of MEP
  funds, be made available from non-Federal sources
  for the education of children participating in
  MEP projects.
• Reflection Checklist in Step 1 - Needs
  Assessment
• Did I consider OTHER funding sources to meet the
  identified needs?
• ...even before entertaining MEP funding

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Secondary Services
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3.13 What is unresolved coursework?

• Student has participated without receiving credit
  due to mobility
• Guidance counselors are encouraged to consolidate
  unresolved coursework
• Local classroom hours
• Portable Assisted Study Sequence (PASS)

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3.14 What is PASS?

• 35 credit retrieval courses (Eng/Span)
• PASS Contacts to coordinate/monitor
  semi-independent credit alternative
• 90 hrs of seat work, and earns .5 Carnegie unit
  of credit
• Free to migrant students
• Average grade of 70 or better

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Health Services
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3.18 What kinds of health services do migrant
students have access to?

• Comprehensive health services through
  collaborative partnerships
• Physical examinations, dental care, and related
  medical services
• Through insurance coverage OR
• A sliding fee schedule at federally qualified
  health clinics

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3.19 Are LEAs required to support this statewide
service?

• YES. Inform and help families gain access to
  health, nutrition, social services
• Promote interstate and intrastate coordination of
  services, including information on health
• Moves during/outside of regular year

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Professional Development
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3.20 Can MEP funds be used to send staff to
conferences and workshops?

• YES, provided content meets
• Objectives stated in the district or buildings
  professional development plan
• AND
• Academic and/or linguistic needs of migrant
  students

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3.21 Is training provided for LEAs to conduct
IR and maintenance of student records?

• HVs required attendance
• Annual Statewide Migrant Student Data and
  Recruitment (MSDR) Conference AND
• One of the MSIS Academy
• RCs encouraged attendance
• Both events to ensure awareness of updates and
  policy changes.

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Parent Advisory Council (PAC) and Parental
Involvement
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3.23 Are LEAs required to consult with parents
in planning the MEP?

• YES, if within one school year
• Same parental involvement as is required in of
  Title I, Part A (unless under extraordinary
  circumstances)
• Organized, ongoing, timely way
• Planning process (comprehensive needs assessment
  service delivery plan), review, and improvement
  of the MEP

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Serving Migrant Students Who are
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3.33 Do LEAs have a responsibility to provide
basic education services to migrant students who
are ELLs?

• Yes. Title VI of the Civil Rights Act (1964)
• Prohibits discrimination race, color, national
  origin
• Lau v. Nichols (1970)
• Required to help ELLs overcome language barriers
• Ensure meaningfully participation in the
  district's educational programs

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3.34 May LEAs use MEP funds to provide English
language services to migrant children who are
ELLs?

• YES. So long as MEP funds supplement, not
  supplant (replace) non-federal funds
• QA 3.11 Supplement, Not Supplant
• QA 4.3 Federal funds (Title III)

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QA 3.35 3.45

• Undocumented students
• With Disabilities
• In PreSchool
• Out of School
• In Private School
• Pg 17-18

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Interstate Intrastate Coordination
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3.44 3.45 What does the statute require in
terms of interstate and intrastate coordination?

• To reduce the effects of educational disruption
  that migrant children suffer as a result of
  repeated moves
• Alignment of district policies
• Improved student information exchange and access
• Staff resources to promote academic credit
  accrual
• Opportunities for supplemental instruction

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Reflection Checklist

• Based on my needs assessment, did I identify
  which needs have been (or have NOT been) met by
  local, state, and federal funds?
• For unmet needs (by local, state, and federal
  funds), what programs and services did I plan to
  provide with my MEP funds?

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Primary Source of Funding
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4.1 What is the primary funding source for
migrant students?

• Basic education
• MEP funds, not an entitlement nor competitive,
  are supplemental and not intended to supplant
  non-Federal funds (basic education, state and
  local funding).

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4.2 What is the guiding question about primary
funding source for migrant students?

• Would the services in question be provided to
  migrant students if NO MEP existed?
• If the answer to this question is yes, then no
  MEP funds should be used to provide the
  particular service in question.

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Title III
Title I, C
A Supplementary Program CANNOT
be the Main Provider of Academic and
Linguistic Services to MEP Students
Title I, A
State and Local
Basic Education
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Coordination of Funding Services
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4.7 May LEAs use MEP funds to support the
participation of migrant students in another
Federally-funded educational program (Title III)?

• YES. However, LEAs must
• Provide services from other Federal programs
  BEFORE providing the same or similar services
  with MEP (with an exception)
• Understand that each Federal program has its own
  eligibility requirements and NONE permits migrant
  students to be excluded
• Select and provide services to eligible migrant
  students on the same basis as other eligible
  children

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4.8 May an SEA or local operating agency use MEP
funds to provide services that are available
under Title I, Part A?

• YES. Exception to Federal program funds must be
  used before MEP funds to provide a service
• Applies ONLY IF MEP funds remain after the agency
  has met all of the identified needs
• If no MEP funds remain, Title I, Part A must
  provide services to eligible migrant children, on
  the same basis as other children who are eligible
  for Title I, Part A.

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Scenario A

• Ricardo
• Ricardo has attended school in Texas and reads
  fluently in his native language, Spanish, however
  he does not speak English. His family moved to
  work in the farming industry and this qualifies
  him for Migrant Education support. He will go to
  a Title I Targeted Assistance School.
• After being assessed for reading in Spanish, he
  does not require remedial assistance. So the ELL
  program will take responsibility for assisting
  him in acquisition of English.
• He was also assessed in mathematics in Spanish
  and scored below grade level. He was added to
  the Targeted Assistance rank order list and
  received Title I math services.
• The Migrant Education Office met with Ricardos
  family to help them find health services in the
  community.

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Scenario B

• Tatiana
• Tatiana has recently arrived in Washington from
  Russia. She has been in school since Kindergarten
  and is now a tenth grade student. She excels in
  mathematics, but does not read in English. She
  speaks some English.
• After a transcript review, it was determined
  that she is proficient in reading. She is
  assigned to work with the ELL teacher for English
  language development. She will also be provided
  primary language tutorial and academic support.
• Since she excels in reading and mathematics, she
  does not qualify for Title I services.

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Scenario C

• Muhammad
• Muhammad has recently arrived from Somalia. He
  is ten years old and has never been in school.
  The lack of English and lack of academic
  experience are barriers to his school success. He
  is assigned to a Title I Schoolwide.
• Services for him are to include additional
  support from the state bilingual program to help
  him acquire English. He will receive additional
  reading instruction from a Title I master teacher
  who has knowledge in assisting students who do
  not read. This is a specialized reading classroom
  set up in the school because of the high
  population of students that are low achieving.
  He will also receive mathematics support.

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Scenario D

• Noi
• Noi had been in the Title I Part A school before
  and has returned. She and her family are
  migratory as they moved to work in the fishing
  industry. She is a proficient reader, but does
  not do well in mathematics.
• Even though she is a migratory student, it is
  the responsibility of the school to provide Title
  I Part A supplemental math instruction to improve
  her math skills.

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Coding for Allowable Services
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4.11 What are allowable services that LEAs can
provide with MEP funds, as identified in the
Budget F1000B?

• Accounting Manual
• Chapter 6 section 4 5
• Appendix A Glossary of Terms
• Activities 21, 24, 26, 27, 65
• Object Expenditures purchased services, travel,
  capital outlay
• FTEs
• RC students 800
• HV students 600

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Fiscal Maintenance
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4.16 What is the guidance for budget and program
revisions?

• Budget Revisions, prior to expending funds
• Changes to the size and scope of a program
  (salaries and FTE) gt 10 of the
  activity/object subtotals
• Purchase of additional supplies and materials
  after March 1
• Intention to expend monies where no monies were
  previously budgeted
• Program revisions
• Within 60 days of changes to services in the
  approved application

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Reflection Checklist

• For unmet needs (by local, state, and federal
  funds), what programs and services did I plan
  with my MEP funds?
• Are those programs and services clearly
  articulated in my grant application?
• Do I have a system in place to help me remember
  application related deadlines?

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Record Keeping Documentation
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5.3 Where should documentation of eligible
migrant students to be maintained?

• Location that is accessible to program
  administrators, program reviewers, and auditors
• Lists be generated on a monthly basis using the
  data from MSIS
• Staff serving migrant students be given access
• Knowledge at the LEAs district level of
  identified students is not sufficient

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5.4 What documentation is required? Individual

• LEAs needs assessment.
• Certificate of Eligibility (COE)
• Enrollment
• Withdrawal and Termination
• Student Assessment
• Secondary Data
• Health Data
• Supplemental Instructional and Support Services
• Referral Records (not available in MSIS)

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5.4 What documentation is required?
Programmatic

• Records to facilitate an effective audit
• Records to show compliance within the size and
  scope of approved applications.
• Home Visitor Log
• Travel Expense Report or all expenditure report
• Time and Effort - actual costs charged must be
  based on the employee's time distribution records

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SAMPLE
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5.6 What documentation should the LEAs keep to
demonstrate that evaluation results have been
used to improve MEP projects?

• Previous and current evaluation procedures and
  results
• Previous and current applications
• Descriptions of program design that identify
  changes in the program
• Summaries of programmatic changes, made on the
  basis of evaluation results
• Evidence of program improvement
• Salary schedule and policies - equivalence among
  schools in staff, materials, and supplies

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Personnel
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5.7 Are teachers who serve MEP students required
to hold ESL/Bilingual endorsements?

• NO
• Priority should be given to staff with both
  native language and English language proficiency
  who have endorsements in ESL and/or Bilingual
  Education

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5.9 Must MEP para-professionals be under direct
supervision of certificated staff?

• YES, with evidence
• Schedule and student lists
• Evidence of direction and support by certificated
  staff (e.g., lesson plan books, activity logs)
• Title I Paraprofessional Non-Regulatory Guidance

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Reflection Checklist

• Review needs assessment, all needs, unmet
  needs, programs and services
• What is my implementation, monitoring/supervision,
  and documentation system (schedule process)?

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Evaluation
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6.2 What are the program evaluations that LEAs
are required to complete?

• Regular End of Year (EOY) Report including
  services provided during the summer with regular
  year funds.
• Summer End of Year (EOY) Report - LEAs applied
  for and used summer MEP funds in summer school
  programs
• Consolidated Program Review (CPR)

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6.3 Do LEAs need to use MSIS data in completing
their EOY Reports?

• YES. OSPI use the following reports while
  reviewing EOY Reports
• End of Year Data Summary Report
• End of Year Supplemental Services Report
• PASS Goal Report Card
• PASS Detailed Student and course Information

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Reflection Checklist

• Review
• needs assessment, all needs, unmet needs
• programs and services
• implementation, monitoring/supervision, and
  documentation system
• More than just completing the EOY Reports, did I
  meet the identified needs with my plan and
  implementation process? What has to be changed
  next year if needs still exist?

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QUESTIONS?
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www.k12.wa.us/MigrantBilingual