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Title I, Part C - Migrant Education Program Coordinating and Designing Services for K-12 Enrolled Migrant Children Margarita Munoz, Region 1 MEP Coordinator Israel Cortez, Region 2 MEP Coordinator Title Programs Conference June 19 -20, 2014
Agenda • This session will focus on services for K-12 enrolled migrant children and will provide attendees with examples of effective service delivery models; • Samples of effective instructional practices that work well within supplemental instructional settings and for short periods of time; and • Best practices for coordinating services for migrant children with other federal programs, local programs, and community resources.
Georgia MEP Continuous Improvement Cycle (GCIC)
Comprehensive Needs Assessment The district’s MEP Comprehensive Needs Assessment (CNA) is used as the foundation for all service delivery plans.
“Coordination” of MEP Services The term "coordination" refers to different yet related aspects of the MEP. These aspects include: – Planning and carrying out programs and projects in coordination with other local, State, and Federal programs; – Interstate and intrastate coordination between States and local operating agencies to ensure the continuity of services for children who migrate from one State or school district to another, including but not limited to, the transfer of student records; and
“Coordination” of MEP Services By coordinating with other programs, the MEP ensures that the needs of migrant children are met through a variety of sources in a way that leverages other program funds and optimizes the use of MEP funds for the unique needs of migrant children.
Coordinate Services for Migrant Children with these Federal Programs • • • Title I, Part A English Language Acquisition, Enhancement and Academic Achievement – Title III, Part A Improving Language Instruction Educational Programs – Title III, Part B 21 st Century Community Learning Centers – Title IV, Part B High School Equivalency Program (HEP) – Title IV of the Higher Education Act College Assistance Migrant Program (CAMP) – Title IV of the Higher Education Act • • Individuals with Disabilities Education Act (IDEA Migrant Health Program Migrant and Seasonal Farmworkers with Disabilities Program – Title III of the Rehabilitation Act Mc. Kinney-Vento Homeless Assistance Act – Title VII, Subtitle B of the Public Health and Welfare Act Migrant and Seasonal Workers Protection Act (MSWPA) Program Summer Food Service Program Head Start Program
Coordination of Services • Intrastate - between district examples: – Migrant Health Projects – Migrant Head Start Programs – Regular Head Start Programs • Interstate - between state examples: – List of GA Summer Services by LEA • Shared with sending states/SE states – Crew leaders – Farmers/Employers
Service Delivery Plans • Select children with the greatest need for MEP services according to the priority for services criteria in section 1304(d) of the statute. – (1) who are failing, or most at risk of failing, to meet the State’s challenging State academic content standards and challenging State student academic achievement standards, and – (2) whose education has been interrupted during the regular school year. • Identify the other eligible migrant children with special educational needs who are expected to reside in the area; • Determine the educational and educationally related needs of the children to be served; and • Determine the focus of the program (i. e. , instructional areas and/or grade levels) based on a needs assessment.
MEP Academic Services In GA, school districts that receive Title I, Part C Migrant Education Program (MEP) funds are required to provide services to all eligible participants during the regular school year and summer: – Preschool – K-12 enrolled – Non-enrolled youth or out-of-school youth to age 21
Samples of Service Delivery Designs Extended day programs Before/after school programs In-class programs (Inclusion) Saturday programs In-home instruction (e. g. , the MEP provides family literacy services to the child at home) • Summer or intersession programs; and • Distance learning programs (e. g. , Web-based or portable courses of instruction). • • •
Regular School Year Model Programs • Sample IPs: – Preschool, – K-5, – 6 -8, – 9 -12, – OSY and DOs • Sample Pre and Post Assessments for Summer Services
Inclusion and MEP Services • What is working well and/or is a good use of resources: – Advanced planning with teachers, SSP replicating of teacher’s instructional strategies and terminology, SSPs understanding of curriculum taught, focused professional development in the content area and/or teaching strategies. • What is not working well and/or is not a good use of resources: – SSPs asking the child, “What do you need help with today? ” in absence of other plans for the supplemental time.
Small Group Work and MEP Services • What is working well and/or is a good use of resources: – Modeling and demonstrations, emphasis on connection between small group time and content area instruction (transfer of skills learned), advanced planning and communication with teacher. • What is not working well and/or is not a good use of resources: – Lack of professional development for SSPs on content area instructional strategies.
Summer Term How does a local operating agency design a summer project if it does not have information on the needs of the children it will serve before they arrive? – Local MEP conducts a needs assessment based on the characteristics of the children expected to reside in the area that the project will serve. – Local MEP may rely on past experience with similar children who have moved to the area or other information to determine the characteristics of the children they expect to serve.
Why Summer Services? • • Priority for Service (PFS) Remediate Accelerate Preview Credit Recovery Increase of migrant children in the state Connections to State Service Delivery Plan
Summer term • Sample IPs – Appling – Houston – Decatur – Colquitt • Sample Pre and Post Assessments for Summer Services
Summer Model Program - Appling • • • K-8 school based Reading/Language Arts (Goal 1) Three weeks, Monday- Friday Enrolls at least 50% P 3 -8 th grade MEP students 50% will increase a minimum of two points based on pre and post test
Summer Model Program - Houston K-8 home based Reading and Math 30 min. & once per week Four weeks Provides ELA, Math activities and Reading packets • 70% will complete assigned reading and ELA, Math activities • • •
Summer Model Program - Decatur • OSY and Summer only participants • Staff: Haitian-Creole and Spanish/English • Provide onsite: – English lessons – Health education lessons/awareness • Teacher made lessons • Pre and post assessments
Summer Model Program - Colquitt • • K-5 and preschool School based Certified teachers and para-educators Academic targets – Vocabulary – Enrichment • Health preventative screenings • Pre and post assessments
Required Reporting • • • Participation (PFS students critical) Supplemental Services (Regular and summer services) Implementation Plan Evaluations Assessments – pre and post (Critical)
Service Delivery: Funding • Personnel for instruction and recruiting during the regular school year and summer months • Supplemental student supplies • Transportation • Educational materials • Parental engagement activities • Other allowable expenditures: Obtain pre-approval Please remember that all expenditures must be reasonable, necessary, & supplemental.
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