Session 3
Thursday, August 14, 2014
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.
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
Dare to Dream Academy
Dare to Dream
 Dare to Dream – Exploring Your Future
 Targeting 300 students currently enrolled in 8th/9th grade
entering 9th and 10th 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
Dare to Dream
 Dare to Dream – Exploring Your Future
 Outcomes:
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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 socioeconomic 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
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.
Dare to Dream
 Dare to Dream Academic Academy
 Targeting 160 currently enrolled 10th and 11th grade
migrant students moving into 11th and 12th grade
 Partnership with:
 WSU (Math and Science) – 2 sessions
 CWU (Science)
 UW (Science)
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
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.
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.
Voices from the Field
Voices from the Field
 Targeted to 6th and 7th grade students entering 7th and 8th
grade.
 Partnership with Islandwood, Bainbridge Island
 Outcomes:
 Conduct project-based science and exploration through
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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
Voices from the Field
Arts Program – Coming Soon!
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
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
Binational Programs
MSIS MOBILITY REPORT
Count Of Students From Mexico To Washington Cities
School Year 2013-2014
YAKIMA
BREWSTER
BRIDGEPORT
PASCO
MATTAWA
WENATCHEE
MOUNT VERNON
KENNEWICK
TOPPENISH
OTHELLO
WARDEN
QUINCY
142
135
120
96
62
55
52
46
38
35
34
33
EAST WENATCHEE
ORONDO
TONASKET
GRANDVIEW
SUNNYSIDE
TIETON
MABTON
WAPATO
MESA
MOSES LAKE
BELLINGHAM
CASHMERE
32
27
27
26
25
23
22
20
17
17
16
15
CONNELL
OROVILLE
PROSSER
BASIN CITY
ROYAL CITY
MOXEE
CHELAN
ELTOPIA
WINLOCK
ZILLAH
PESHASTIN
ELLENSBURG
15
14
14
13
13
12
11
11
10
10
9
8
Binational Programs
MSIS MOBILITY REPORT
Count Of Students From Mexico To Washington Cities
School Year 2013-2014
MANSON
PATERSON
UNION GAP
CENTRALIA
COWICHE
OKANOGAN
SEDRO WOOLLEY
MALAGA
PATEROS
BENTON CITY
EVERSON
SNOHOMISH
8
8
7
6
6
6
6
5
5
4
4
4
SOAP LAKE
CONWAY
EPHRATA
GRANGER
MALOTT
NACHES
PRESCOTT
SEAVIEW
WATERVILLE
ABERDEEN
BEVERLY
BUENA
4
3
3
3
3
3
3
3
3
2
2
2
CUSTER
ENTIAT
ENUMCLAW
LONG BEACH
LOOMIS
MOSSYROCK
PLYMOUTH
PORT TOWNSEND
ROCK ISLAND
TOUCHET
WHITE SALMON
WOODLAND
2
2
2
2
2
2
2
2
2
2
2
2
ARLINGTON
DESERT AIRE
LONGVIEW
NOOKSACK
WALLA WALLA
1
1
1
1
1
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.
Binational Teacher Exchange Timeline
Proposed Timeline
Activity
November Mexico’s Secretariats of Foreign Affairs and Public Education send the Convocatoria (invitation) to Mexican Consulates (IME) and State
Education Agencies in the U.S.
Mexican Consulates (IME) in the U.S. send Teacher Exchange applications to State MEP administration (OSPI).
December
OSPI works with Mexican Consulate on the district teacher requests/applications.
Individual Mexican states begin identifying the teachers they will sponsor to participate in the Teacher Exchange.
January OSPI working with the school districts and local education authorities tp submit to their U.S. Mexican Consulate (IME) the number of
Mexican teachers the state wishes to receive.
February The PROBEM from each participating Mexican state submits a list of teachers selected for the exchange, along with their resumes, to the
SRE to be assigned to sites.
March On March 1, OSPI MEP administrators submit completed applications to their U.S. – Mexican Consulate.
The SRE, along with participating Mexican states, finalize assignments for exchange teachers to migrant program sites, based on the
information submitted by MEP administrators on the Teacher Exchange application.
Initiated by the Mexican Consulates in the U.S., direct lines of communication are established between the Mexican Consulates, MEP
administrators, Mexican state-level PROBEM contacts, and exchange teachers to discuss programmatic and logistical information. The
April required teacher information is provided for the required visa documentation.
Teacher Exchange visa process is initiated by OSPI.
Through combined efforts of MEP administrators, the Mexican Consulates in the U.S., exchange teachers, and the U.S. Embassy in Mexico,
requirements for visas are met at least one month prior to teachers’ arrival.
Many exchange teachers attend an orientation meeting hosted by Mexico.
May MEP administrators working with the Mexican Consulate finalize arrangements for lodging, food, local transportation, visas, and stipends
with the Mexican PROBEM coordinators and exchange teachers from the Mexican sending state at least one month prior to teachers’
arrival.
Mid-May The SRE, along with participating Mexican states, informs Mexican Consulates and receiving MEP administrators of arrival information and
finalizes local transportation to program site.
July-August Data gathering materials regarding the implementation of all components of the binational initiative are sent to the State MEP directors
by the Center for Migrant Education.
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
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.
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 Plaza’s
in the handout.
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.
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
Capturing Referred Services
Student Selection
Title I, Part C, Migrant Education Program
Order of Priority for Program Services
1
Priority Migrant
Student
2
3
Needs Migrant
Student
Migrant Students
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.
MSIS Student Needs Assessment
Report (msdr.org)
 Most recent data available across the state.
 Selection criteria is on the same basis.
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
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
Questions?
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
GOODIES TO DISTRIBUTE