1 Twin Falls School District 411 Migrant Education Program Updated September 3, 2013
2 Mission Statement The mission of the Twin Falls School District Migrant Education Program is to provide comprehensive, high quality educational programs, with guidance, assistance, and on-going social and academic support to migrant families and students. Migrant Program Introduction Congress established the National Migrant Education Program in 1966 in an effort to meet the specific needs of migrant children. This legislation authorized federal funding program Title 1-C for a specific group of children who have limited access to stable enrollment in traditional school systems. Title IA and Title III monies are also available to support the migrant students in the Twin Falls School District. Children are eligible for the Migrant Education Program (MEP) if they meet the definition of a migratory child and if the basis for their eligibility is properly recorded on a Certificate of Eligibility (COE). Determining whether a child meets the definition is often difficult and depends on the Regional Coordinator & Family Liaison s assessment of information presented by a parent or other family member, guardian or other individual responsible for the children as per federal guidelines. Moving from school to school and sometimes from state to state significantly disrupts the academic progress of many migrant students. Their schooling suffers from repeated interruptions, immersion in unfamiliar surroundings, changing curricula, high stakes testing, language and cultural barriers, and the availability of programs designed to meet each child s unique needs. In addition to complying with all state and federal requirements, the purpose of the Twin Falls School District Migrant Program is as follows: Support high-quality comprehensive educational programs for migratory children to reduce the educational disruption and other problems that result from repeated moves. Ensure that migratory children are appropriately identified and that they are not penalized academically or socially due to differing requirements within and between states. Ensure that migratory children are provided with appropriate educational services (including support services) that address their special needs in a coordinated and efficient manner. Ensure that migratory children receive full and appropriate opportunities to meet the same challenging state academic content and student academic achievement standards that all children are expected to meet. Design programs to help migratory children overcome educational disruption, cultural and language barriers, social isolation, various healthrelated problems, and other factors that inhibit the ability of such children to do well in school. Prepare such children to make a successful transition to postsecondary education or employment. Ensure that migratory children benefit from state and local systemic reforms.
3 Provide supplemental instructional support in a variety of areas including: reading, math, E.S.L., and high school credit completion and recovery as needed. Provide advocacy, interagency coordination, and support services for migrant children and their families. The Title IC, Title IA, Title III funds and district funds are used to meet the challenge of providing these children with the opportunity to succeed in school and attain the high standards expected of all students in the Twin Falls School District. Demographic Information Many of the migrant families in the Twin Falls District live at the El Milagro Migrant Worker Housing and as a result, the children are zoned to attend Oregon Trail Elementary School, Robert Stuart Middle School, and Canyon Ridge High School. The families are mobile throughout the year, but the enrollment in summer and fall is the highest. Families moving to Idaho for the first time are typically from Mexico, California, and Arizona. Many do not speak English. With few exceptions, Spanish is the first language. The families live in poverty, often arriving with nothing but the clothes on their backs. Our Title IC Migrant Family Liaisons are highly connected to the migrant community. Through local businesses, church, the schools, the labor camp, and word of mouth, they become aware of new arrivals and immediately begin the identification process so that the families and children receive services and assistance as quickly as possible. They see to it that the parents are informed of social and medical services, the children are registered for school, identified and reported as migrant, and provided with classroom essentials (backpack, school supplies, etc). The liaisons also transport families to/from appointments when needed. The liaisons have two six hour para-educators to assist in on-going support efforts within the schools. For the school year, the TFSD opened a preschool for 3 and 4 year old children. The preschool is housed at Oregon Trail Elementary School and bussing is provided. As stated, most migrant families enrolled in the Twin Falls Migrant Program speak Spanish with English is their second language or no English at all. One of the main roadblocks the migrant parents have is their inability to speak English and feel connected with the school. The district follows all state guidelines for parent involvement and provides more than the required number of events, always with translators available. Written communication is also translated whenever possible. The Federal Programs Director, Family Liaisons, para-educators, and instructional coaches provide training and support to all district staff regarding the special needs of migrant families and the academic needs of migrant children. Other local agencies also provide assistance. The first step toward accessing available help is identification.
4 LEA s Comprehensive Plan for Identification and Recruitment of Eligible Migrant Children Sec MEP Allocations; Re-Interviewing; Eligibility Determination; and Quality control As stated, parents and students may be introduced to the school system with the assistance of the Migrant Family Liaisons if they become aware of their arrival in the community before the parents have contacted the school themselves. (1.) If the parents arrive at the school to register their children without her, the secretaries, counselors, and administrators have had training in identification of migrant students and will invite the appropriate Migrant Liaison to prepare necessary paperwork and arrange for services. The Liaisons attend state trainings and work with the regional SDE liaison to ensure quality control in meeting all identification and eligibility regulations. The liaisons also see to the immediate needs of the family and student and then ensure that all academic needs are met through scheduling, assessment, and referrals to support programs. The academic services include Title IA, ELL, and special education, if the student is on an I.E.P. The Migrant Education para-educators work with the students in small groups or in the classroom as needed as per the Priority for Services. Parent involvement is stressed throughout the year; PAC meetings are held as per state guidance, are well-publicized, and parent attendance is documented. Minutes of the meetings are available to all parents and parent surveys to assess needs and acquire feedback for improvement are conducted annually, coordinated by the Liaisons. The Twin Falls Migrant Program includes a three-week summer school in June and a two week jump start summer school in August. Parents are given summer school applications in the spring of each year. Summer school is also discussed with all parents during the Spring PAC Meeting that is held in April. The Family Liaisons conduct home visits to ensure that all students that are eligible to attend summer school are enrolled. Once a Migrant student is enrolled in summer school, a confirmation letter is mailed to the parents explaining summer school beginning date and ending dates, summer school hours and bus stop times and locations. In addition to the goal of reinforcing academic progress, the summer school promotes the celebration of cultural diversity, summer camp-like enrichment activities and encourages parent involvement. Copies of the Migrant Eligibility Procedure Chart and the Eligibility Requirements Chart are included on the next two pages.
6 Eligibility Requirements Did the child move on his/her own as a migratory agricultural worker OR did the child move with or to join a parent, spouse or guardian who is a migratory agricultural worker? Yes Was the move from one school district to another? Yes Was the move a change from one residence to another? Yes The move was due to economic necessity Yes The move occurred within the past 36 months and Yes One purpose of the worker s move was to seek or obtain qualifying work Yes The worker sought or obtained temporary or seasonal employment in agricultural or fishing work. Yes The Child is eligible for the Migrant Education Program No No No No No No No The Child does NOT QUALIFY for the Migrant Education Program If the family meets the Migrant eligibility criteria, a Certificate of Eligibility is completed by a Family Liaison and signed by the family.
7 Identification & Recruitment (con t) Identification and recruitment includes seeking out and identifying children who potentially qualify for the migrant program. It also requires completing the paperwork necessary to establish the child s eligibility, enrolling them in the migrant program at the local level, and gathering the information and data needed to enroll them in the State Migrant Education data system. Once a migrant student is enrolled in the Migrant Program, their educational data must be updated continually and accurately. (2.) Questions that may arise regarding eligibility that the regional supervisor cannot answer are directed to the SDE Migrant Coordinator. Identification & Recruitment Guidelines Ample time must be given to the Family Liaisons for conducting home visits and interviews Eligibility interviews need to be conducted in the dominant language of the interviewee Flexible work hours are essential to accommodate the parent s daily work day/shift Local Education Agencies will be required to demonstrate how they identify and recruit migrant students. This includes networking, advertising, searching for and recruiting students outside of the school building and in the community where migrant students reside A Migrant Family Liaison visitor log or other documentation is required Certificates of Eligibility (COE) must be completed accurately according to State and Federal guidelines, and must be kept on file according to the record retention requirements. Migrant Education is the only Federal Program that requires recruitment. Recruitment is necessary because the children of migratory workers are often invisible. They quietly come and go and do not attract attention. Sometimes they attend school on their own and sometimes they do not attend school. If the children were not recruited, many would not be in school. Because eligibility requirements are complex and often difficult to interpret, a trained Coordinator and Family Liaison are necessary to ensure that only eligible children are enrolled in the migrant program. In the Twin Falls School District, the Federal Programs Director serves as the Coordinator. Migrant families tend to be very self-sufficient. They are not accustomed to looking outside of their own family for help. Unless they are recruited into the program, many would not seek these services.
8 Many Migrant families do not speak English in their home, and frequently there are cultural differences between the home and school. For these and other reasons, it is important that someone provide a link between the school and home. Certificate of Eligibility (COE) Purpose (3-6.) The COE serves a variety of purposes. It is a legal document that contains the information necessary to demonstrate a child s eligibility in the Migrant Education Program. A parent or guardian s consent for a child to participate in the Migrant Education Program is recorded on the COE. The COE is used to enroll eligible Migrant children into the Idaho Migrant Student Information Database, a web based system that allows a Migrant child s academic and health information to be accessed by authorized educators as the child makes new moves. The State Migrant Education Department uses the COE data to document the number of migrant students in the state who have been identified and recruited. The District Coordinator and Family Liaison should thoroughly document the facts of a child s case in each of the items contained in the following sections of the COE. Certificate of Eligibility (COE) General Instructions The COE is designed to record on a single form all eligible children in a family who arrive on the same date in the School District. A separate COE must be completed on each child of a family who has the following: (1) Different Residency Date or (2) Different Qualifying Arrival Date (QAD) Only eligible children are to be listed on the COE. Children aged birth through 21 who have not graduated from high school or obtained a general education development (GED) certificate, whether or not the District s Migrant Education Program plans to serve them must be listed on the COE. A copy of the form is on the next page.
10 District Quality Control The Family Liaisons will submit all completed COE s to the Regional Director who verifies completeness, accuracy and Migrant eligibility for all COE s (100%). In the verification process the following actions occur: 1. The Liaison signs the COE 2. He/she gives the COE to the Regional ID&R Coordinator for review and signature. 3. The Coordinator gives a photo copy of the COE to the Family Liaison 4. The liaison files the original (yellow copy) COE (which is maintained for 11 years from the last qualifying arrival date) 5. The Regional ID&R Coordinator submits the completed COE (white copy) to the Idaho Office of Migrant Education within 10 business days of receiving it from the Family Liaison. If the COE is denied the District Coordinator will: 1. Indicate a lack of completeness and/or accuracy on the document and return it to the Family Liaison 2. Request the Family Liaison return to the family to gather additional information 3. Refer the liaison to the Regional ID&R Coordinator for consultation about a possible qualifying or non-qualifying family The Family Liaison will review all COE s with the SDE Regional Coordinator on a weekly basis and update student enrollment information, parent data and address information as needed. The State will conduct migrant parent re-interviews throughout the state every three years. The procedure helps validate the child(ren) s Migrant eligibility is correct and the child(ren) have not been mis-identified. Migrant Family Referrals Schools may contact the Director of Federal Programs or the Liaisons for Migrant student referral needs. All information gathered will remain confidential. These referrals must be tracked by using the State Department of Education Referred Service form, a copy of which is on the next page.
11 Idaho State Migrant Education Program Referred Service Student Listing For SY In the table below, provide the names (unduplicated) of participating migrant children who, during the regular school year, received an educational or educationally related service funded by another non-mep program/organization that they would not have otherwise received without efforts supported by MEP funds. Children should be reported only once regardless of the frequency with which they received a referred service. Examples of referred services may include: eye or dental appointments, eyeglasses paid for by another organization, but for which the MEP referred the child, an afterschool program paid for solely by non- MEP funds, for which the MEP referred the child to that program. Include children who were served by a referred service only or who received both a referred service and MEP-funded services. Do not include children who were referred, but received no services. MEP Funded Date Services Student Name Grade Referred Service Staff Who Received Level Referred Confirmed by Student MEP Staff
12 LEA s Priority for Services (PFS) Identification Process Students that meet the qualifying criteria for priority for services are flagged on Power School. These priority services flags assist with tracking the services the students receive and allow for data analysis to monitor student progress and program effectiveness. The flags allow building staff to find and identify those students most in need of additional support services by priority.
13 LEA Migrant Parent Advisory Council (PAC) Migrant Parent Involvement Parental involvement is an integral part of all federal programs, including the Migrant Education Program. Research shows that parents play a significant role in the academic achievement of their children. Therefore, it is important for parents and schools to develop partnerships and build ongoing dialogues to improve student achievement. Title I-C supports parental involvement by enlisting individual parents to help their children do well in school. As the first teachers of their children, parents know the needs of their children and can provide insight into their children s strengths and weaknesses. As such, migrant parents can play a pivotal role in planning the educational programs and projects in which their children participate. Involving migrant parents in planning the Migrant Education Programs also builds their capacity to assist in their children s learning at home. Through their participation in the planning process, migrant parents are also more likely to become advocates and active supporters of the program because they have a personal stake in its success. Parent Advisory Council The Twin Falls School District #411 PAC Migrant Parent Advisory Council (PAC) consists of migrant parent representatives from schools in the District; this includes elementary, junior high, and high school representatives. PAC representatives are invited and attend regional and state Migrant PAC Meetings. Parents may also attend the annual National Conference if funding allows. The Migrant Liaisons and regional coordinator ensure that the meetings are well-publicized and that transportation is provided to those parents who need it. The purpose of the PAC is to involve migrant parents in an organized, ongoing, and timely way, in the planning, review and improvement of the District s Migrant Educational Programs. PAC members plan meeting locations and information to be shared and distributed to migrant families. PAC meetings are held at least four times per year and generally include a meal. Three meetings are held during the regular school year and one meeting is held during summer school. Participants sign in to document attendance and minutes are kept and distributed to all parents. The PAC goal is to provide parents with knowledge and skills for program solving and decision making. It also provides opportunities for parents to function in a variety of roles, such as advisors, tutors, school program supporters and advocates. The PAC advises the district on concerns of migrant parents that relate to the planning, operation and evaluation of migrant programs in which their children participate.
14 As part of the Needs Assessment Process, migrant parents complete a migrant program survey each year. Information gathered from the survey is used to determine program strengths and weaknesses. Parent suggestions for program improvement are gathered and implemented as appropriate and feasible. The survey is completed at parent-teacher conferences. Sample questions are provided below. TWIN FALLS MIGRANT EDUCATION PROGRAM PARENT SURVEY Dear Parent or Guardian, Our School District s Migrant Education Program is conducting an on-line parent survey. The survey will help us identify the needs of all our migrant students and families throughout the District. We value your feedback. MIGRANT PROGRAM Our District s Migrant Education Program serves our families needs. We were given a copy of our Certificate of Eligibility upon qualifying for the Migrant Education Program. We receive appropriate, coordinated and efficient education and support services that address our family s needs. ACADEMIC EXCELLENCE My child is actively encouraged to participate in school wide activities. My child s teacher helps me to help my child learn at home. It is important for my child to do well in school. I understand the testing policies and practices at my child s school. I am informed about my child s English language development progress. BEHAVIOR and COMMUNICATION Students in our school show respect for each other. Students in our school demonstrate sensitivity to racial and ethnic issues. Teachers and administrators at our school demonstrate sensitivity to racial and ethnic issues. Students at our school demonstrate genuine concern for the wellbeing of fellow students. I feel welcome at my child s school. The school does a good job communicating with me about my child. I am involved in the planning of programs and services that are offered at this school. Information from the school is in a language that I can understand. I know who to contact with concerns. MORE COMMENTS Please expand upon your assessment of any areas in which our District could improve our Migrant Education Program. We welcome your ideas and suggestions.
15 Breakfast & Lunch Programs All Migrant students with a Certificate of Eligibility on file at the District Office are eligible for free breakfast & lunch. The Family Liaisons provide the district s lunch coordinator with the names of migrant children in the District. The District lunch coordinator submits all of the migrant student names to lunch cashiers throughout the district. PowerSchool and Mileposts Migrant students are flagged in PowerSchool. The students qualifying date and end of eligibility dates are included. This allows the schools and the district to track assessment data on migrant students and ensure correct coding for testing purposes. Migrant students academic progress, interventions, and needs are also tracked individually on each child s electronic Mileposts Plan so that every teacher is completely informed at all times. This plan includes the compact and ELP for each student. Migrant Summer School Students qualify for Migrant summer school if they meet one or more of the following criteria: Migrant student with a Certificate of Eligibility on file at the District Office Migrant Priority for Service Student Teacher/Principal Recommendation Migrant Student needing additional language development support The June Migrant Summer School runs for three weeks, seven hours per day and the August session runs for two weeks for seven hours per day. Students are provided with breakfast and lunch. Transportation is also provided for all Migrant students attending summer school. Parents are given summer school applications in the spring of each year. Summer school is also discussed with all parents during the Spring PAC Meeting and spring parent/teacher conferences. The Family Liaisons make home visits to make sure all students that are eligible to attend summer school are enrolled. Once a Migrant student is enrolled in summer school a confirmation letter is mailed to the parents explaining summer school beginning date and ending date. Summer school hours and all other pertinent information the parent will need to know in order for the student to attend summer school is included. The summer school plan is included in the annual application submitted to the SDE.
16 Migrant Program Needs Assessment The Twin Falls School District conducts a Migrant Education Program needs assessment each year. The purpose of the needs assessment is: (1) to evaluate the implementation and effectiveness of the Migrant Education Program; (2) to identify the needs of migrant students currently attending school in the district; (3) to provide detailed information about the migrant program to administrators, project staff, school personnel and parents; (4) to assist Title I, Part C district and school personnel in improving the education of migratory children and making decisions about the program to best meet the numerous needs of the migratory children in the district. The needs assessment process is completed: o through parent and student satisfaction surveys and interviews o through teacher and administrator surveys o through observations (e.g., tutoring, instruction, health-related services) o through documentation (e.g., recruitment logs, tutoring logs, student achievement results, health services) Results of the assessments are shared with parents, staff and administrators. Assessment needs and program improvement ideas are shared and input is received from all participants. Decisions to improve and make changes to the program are implemented the following school calendar year. Conclusion The Twin Falls School District is committed to providing the best education possible to every child attending our schools. Recognizing that the migrant students and their families face unique challenges, the district provides support and assistance through timely identification, complete access to services, parent involvement, and a continuous improvement effort.
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Action Plan School: High School Sample Principal H. S. Houdini Date November 2006 Student Achievement Need To increase the performance of ELL students and students with disabilities in Reading on the HSA
CONTENTS Importance of the home-school connection Different types of Parent-Teacher Conferences Things you can do before, during, and after the conference How to ask the right questions Recommended resources
Van Meter Community Schools K-12 Lau Plan for Serving English Language Learners 2015-2016 Team Members: Jen Sigrist, Director of Teaching and Learning; Jenny Stephens, ESL endorsed teacher/4 th grade teacher;
Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program
Planning: An effective Title I schoolwide plan must include the involvement and input of members of the school community in order for plans to be comprehensive and effective. A planning team must be assembled
RASM SCHOLARSHIP GENERAL GUIDELINES AND INSTRUCTIONS 1. Applicant must be a graduating senior from high school or applicant must be pursuing studies in higher education in an accredited college, university,
2.00 THE VOCATIONAL REHABILITATION PROCESS Introduction This chapter describes the procedures involved when an individual is moving through the rehabilitation process from referral to closure. Statuses
IHE Masters of School Administration Performance Report Fayetteville State University 2007-2008 Overview of Masters of School Administration Program The Master of School Administration program is designed
Nashville- Davidson County Collaboration Compact: A collaboration to transform education in Nashville, TN Charter schools are public schools, and the service they provide should be celebrated as completely
As School Social Workers, we often do not fit into typical district forms for employment or evaluation. As a result, teacher evaluation forms are often used to evaluate school social workers. The following
BEST PRACTICES IN HOMELESS EDUCATION Maximizing Credit Accrual and Recovery for Homeless Students Introduction Middle and high school students experiencing homelessness often face challenges in accruing
Communications in the Summit Public Schools Your role as a high school parent Dear Parents, The Summit Board of Education believes that the education of children is a joint responsibility - one we share
Regulation Special Education and Related Services for Eligible Students The purpose of the district s special education program regulations is to address program areas where state and federal regulations