Migrant Education Program. Priority for Services Action Plan

Transcription

1 Migrant Education Program Priority for Services Action Plan

2 Acknowledgements Board of Trustees Irene D. Jaquez Antonio Araujo Fernie Madrid President Vice President Secretary Vicente Delgadillo, Jr. Ramon Holguin Armando Maritnez Jose Rodriguez Trustee Trustee Trustee Trustee Sylvia Hopp Superintendent Ruben Cervantes Associate Superintendent Beatriz Apodaca Federal and Special Programs Coordinator Lynda Vargas Migrant Education Program Clerk Diana Morales Migrant Instructional Aide 2

3 Priority for Services Definition According to Section 1304 (d) of federal statute, NCLB P.L , the Migrant Education Program (MEP) is required to give Priority for Services (PFS) to migrant children who: 1. are failing, or most at risk of failing, to meet the State s challenging academic content and achievement standards; AND 2. Whose education has been interrupted during the regular school year. In Texas, the New Generation System (NGS) report provides the most current listing of migrant students at a campus coded as Priority for Service. The report is delivered to all campuses as required by TEA on a monthly basis to facilitate the information to the administrators and to assure that regular and MEP services are first targeting those identified students as Priority for Service. The report contains enrollments from the current regular school year and assessment data from previous regular school year or the current school year. The State s criterion used by NGS to identify PFS students includes: Students who have had their education interrupted during the previous or current regular school year; AND Students who are in grades 3 12 or identified as Un-Graded (UG) or Out of School (OS) and have failed one or more sections of the state assessment, or who are designated as Absent, Exempt, Not Tested or Not Scored; Students who are in grades K 2 and have been designated as Limited English Proficient (LEP) in the Student Designation section of the NGS Supplemental Program Component or who have been retained, or are over-age for their current grade level. 3

4 GOAL #1: To provide Priority for Services (PFS) and non-pfs migrant students access to quality academic support programs. OBJECTIVE 1: RESPONSIBILITY: To meet or exceed accountability standards measured by STAAR/EOC performance and Performance-Based Monitoring indicators. Campus Administration Teachers MEP Staff TIMELINES: August 24, 2015-June 3, 2016 Teacher Assistants Central Office Staff ACTIVITY: 1. Provide instructional supplies, as requested by parents. 2. Coordinate access to existing campus remedial programs such as tutoring, credit recovery, extended day, week, or year programs, correspondence courses, etc. 3. Provide elementary grade migrant students access to existing campus programs such as Title I Reading, Math programs, tutoring, etc. 4. Continue with home visits to discuss migrant student academic performance with student s parents. 5. Assist secondary migrant students with credit accrual through audits. FORMATIVE/SUMMATIVE EVALUATION: Comments: 1. Sign In Sheets 4. PFS reports 2. 9 weeks grades 5. Program documentation 3. Semester grades 4

5 GOAL #1: To provide Priority for Services (PFS) and non-pfs migrant students quality academic support programs. OBJECTIVE 2: To assist all migrant residents who are: 1)3 and 4 years old, and 2) out of school youth with quality educational opportunities. RESPONSIBILITY: Migrant Education staff Campus Administration Teachers Campus Staff Central Office Staff TIMELINES: August 24, 2015 June 3, 2016 ACTIVITY: 1. Provide home based Migrant Early Start (Bright Beginning) program to 3 and 4 year old students identified as migrant, where applicable. 2. Provide access and referral to PPK, Pre-K and Kindergarten programs. 3. Provide school readiness programs through partnership with Region 19 Head Start program. 4. Provide other parent and child programs 5. Provide access to adult basic education programs to include GED, ESL and, Citizenship classes. 6. Provide referrals to Out of School Youth to High School Equivalency Programs (HEP) and University of Texas at El Paso. FORMATIVE/SUMMATIVE EVALUATION: Comments: 1. Enrollment/participation rates 2. TEAMS data GED & ESL completion rates. 3. Referrals 5

6 GOAL #2: To offer all at-risk migrant students access to social work and counseling referral services. OBJECTIVE 1: To design and implement effective social work and referral counseling services that appropriately address the needs of our migrant student population. RESPONSIBILITY: Campus Administration Teachers Migrant Staff Campus Staff Central Office Staff TIMELINES: August 24, 2015 June 3, 2016 ACTIVITY: 1. Provide social work services to ALL PFS and non-pfs migrant students, through family case file implementation. 2. To collaboratively work with existing campus counseling/social work programs. 3. To seek out partnerships with El Paso based agencies and independent professionals such as Therapists, Child Crisis Center, Project Bravo, General Assistance, etc. FORMATIVE/SUMMATIVE EVALUATION: Comments: 1. Logs 2. Family case files 3. Monthly reports 6

7 The Title I Migrant Coordinator will use NGS Priority for Services reports to give priority placements to these students in Migrant Education Program activities. The Migrant Education Program Coordinator will ensure that the Priority for Service (PFS) Report will be run every month (September May) and delivered to the campus administrators and staff. A thorough explanation of the PFS reports will accompany the reports in order to assist campus administrators with the appropriate placement of students into services in which the greatest instructional needs will be addressed. If the PFS report indicates that the student has not passed an area of the state assessment, the campus principal or designee, to include the assistant principal or school counselor, will ensure that the student receives an accurate placement into the STAAR/EOC remediation class/tutorial session in order to provide an equal opportunity for the student to experience academic success. A monitoring tool will be used to document the placement of PFS students into the various instructional support classes/tutorials available at the campus. The monitoring tool will serve as documentation for the Migrant Education Program Director that the additional support is provided to PFS students. It will also serve as documentation of the various opportunities to catch-up and/or stay current with class assignments during a nine-week grading period. The tool also becomes part of the ongoing comprehensive needs assessment required by the MEP to ensure that PFS migrant students are given priority for services if they are failing or are most at-risk of failing, and further strengthens the SEISD goal of ensuring the success of migrant students identified as priority for service. The middle school and high school campus administration will submit core subject progress reports every nine weeks to the migrant coordinator, who in turn will do follow-up visits with the students and/or parents of those students not being successful. The district social worker will be providing additional supplemental support to PFS students and their families in the areas of self-esteem, anger management, personal needs, drug, gang and violence prevention awareness, homework support, referrals to community agencies for additional outreach services, and family strengthening opportunities. 7

8 The Title I Migrant Coordinator will ensure that Priority for Services students receive priority access to instructional services, as well as to social workers and community social services/agencies. It is the goal of San Elizario ISD Migrant Education Program to ensure that PFS students receive instructional services in all of the eight areas of need identified in the Migrant Statewide Service Delivery Plan. The success of each PFS student is first priority. The Title I Migrant Director will ensure that Priority for Service students receive priority access to instructional services as well as social services and community social services/agencies. Late entry, early withdrawal and interrupted schooling situations place PFS students at risk of failure. First graders must develop sufficient skills needed for promotion to 2 nd grade The Migrant Education Program Coordinator will utilize all available district resources to ensure the progress of the first grade migrant students. On-going monitoring will occur. Grade appropriate tutorials will be encouraged so that 1 st grade migrant students will have the opportunity to align their skill development to other successful 1 st grade students. Students who failed state assessments must participate in summer state assessment remediation. All migrant students will have the opportunity to attend the district s regular summer state assessment remediation classes. For migrant students traveling during the summer months, SEISD MEP program will work collaboratively with the Texas Migrant Interstate Program (TMIP) to provide them with the names of the students needing remediation support. Middle school students must use instructional strategies and study skills to increase academic achievement. Middle school students must receive timely attention and appropriate interventions related to problems or concerns that are academically and non-academically related. 8

9 High school students must earn the required core credits for on-time graduation. Secondary students must make up course work they lack due to late enrollment or early withdrawal. Upon arrival, the secondary PFS student s transcript/ngs Student Transfer Document will be reviewed by an a school guidance counselor to determine the credits needed for on time graduation. When a credit adjustment is needed, a referral to the available academic options will be made to ensure opportunities to catch-up and make up credits for on-time graduation to be realized. If coursework needs to be made up, the Migrant Education Coordinator and clerk will work collaboratively with the student, parent and guidance counselor to ensure that the missing coursework due to late entry/early withdrawal is made up. Whenever necessary, the Migrant Coordinator will contact the out-of-state counselor, migrant program and/or TMIP to secure assistance with the clarification of the student s transcript/coursework. When migrant students withdraw early, the campus administrator or designee, to include the assistant principal or academic counselor, will secure the work and provide to the student to complete the coursework for the respective grading period. The migrant clerk will provide the student with a copy of the NGS Student Transfer Document in order to facilitate a smoother enrollment at the receiving site. This document serves to make available comprehensive information of the student s history in the areas of academic, assessment, health, immunization and migrant travel. Awareness sessions will be provided for migrant students and their parents on the availability of instructional services. Migrant students who migrate outside of Texas in summer months must be served in summer migrant programs through the efforts of interstate coordination. For PFS students who withdraw early and will be migrating during the summer months, the migrant clerk will TMIP a listing by state with the student s name, NGS #, and grade level. In turn TMIP will provide the receiving states with the names and summer locations of the students to ensure placement of students into the receiving states summer programs. 9

10 Federal, state, and local programs that serve Priority for Services students. Priority for Services students have many options to accrue credits. A variety of resources are available at the federal, state, and local level for PFS students. At the federal level, National Association Directors of State Migrant Education (NADSME) support services: PASS courses for credit; the Texas Migrant Interstate Program (TMIP) assists with the inter/intra state coordination of student records; the New Generation System (NGS) facilitates reports to view the Secondary Course history, partial grades, final grades, formal assessment, and STAAR/EOC/TAKS. At the state level, students can accrue credits through the UT Austin migrant program and the St. Edward s Migrant University Student Experience. At the local level, the students have the opportunity to accrue credit through A+ credit recovery through campus principal authorization at San Elizario High School. In addition, tutorials are provided and available to PFS students. Through these credit accrual options, migrant students have readily available opportunities for next grade promotions and on-time graduation. Local LEA types of assistance: Foundation: Migrant Funded: 1. Tutorials 11. Extended Day/Week 1. Recruiter/NGS 2. Credit Recovery 12. Social Worker 2. Early Start 3. STAAR Labs 13. Adult Learning Center 3. Summer Project SMART/For Kindergarten Only 4. Sheltered Classes 14. Parent workshops 4. Uniforms, based on need 5. Title I Reading Assistance 6. Technology Access 7. Reading Is Fundamental 8. Saturday School 9. Supplemental Educational Services 10. Summer School 10

11 SEISD Migrant Education Program Local Project Needs Assessment Guide The following Local Project Needs Assessment Guide is aligned to the state s Comprehensive Needs Assessment and the Service Delivery Plan, which went into effect in It will focus on four measurable program outcomes: School Readiness, Reading, Mathematics, and Graduation/Out of School Youth (OSY). The Local Needs Assessment is designed to help the district identify local areas of need, to target strategies within the State Service Delivery Plan to address those needs, and to ensure that adequate resources are available to meet needs at the project level. Project: San Elizario ISD Migrant Education Cultivating Success Program Local Migrant Education Program: General Information Program Demographics # Identified Migrant Students # Priority For Service Students 3-4 Year Olds 3 K Out of School Youth 0 11

12 School Readiness District Services Please complete the following table with appropriate student numbers. If the program is not offered, mark as not applicable (N/A). Spaces are provided for other locally-funded preschool programs that may be offered. Early Start Homebased 1 Head Start Region 19 0 Pre-PreKindergarten 3 year old program 1 # Identified Migrant Students Served Other: Pre-Kindergarten 4 year old program 0 Other: 0 Totals 2 1) Total number of identified Migrant students 3-5 years of age not served: All eligible students are receiving services. 12

13 Reading Student Assessments: STAAR Grades 3-8 Reading, End of Course English I and II Grade Clusters # Identified Migrant Students Tested # Meets Standard or Above (or for Early Reading Assessment, at Grade Level) General Student Population % Meets Standards or Above (for Early Reading Assessment, % at Grade Level Identified Migrant Student Population % Meets Standard or Above (for Early Reading Assessment, % at Grade Level Identified Migrant PFS Population % Meets Standards or Above % 66.7% 0% % 80.0% 0% % 92.9% 0% Totals Mathematics Student Assessments: STAAR Grades 3-8 Mathematics, End of Course Algebra I Grade Clusters # Identified Migrant Students Tested # Meets Standard or Above General Student Population % Meets Standards or Above Identified Migrant Student Population % Meets Standard or Above Identified Migrant PFS Population % Meets Standards or Above % 66.7% 0% % 80.0% 0% % 92.9% 0% Totals

14 Graduation Graduation Rate/Dropout Rate To calculate graduation rate for the cohort group, begin with the number of students beginning their first year of high school PLUS any students transferring in, and subtracting any students transferring away for whom the school received a transcript request, as the denominator; the numerator is the number of students who actually graduated as seniors. General Student Population Migrant Student Population Graduation Rate 91.7% 100% Dropout Rate 1.3% 0% Credit Accrual # Migrant Students Behind in Credit Accrual 0 Graduation/Out of School Youth Note: Under Student count, include ONLY those identified Migrant Students to whom the service applies. Services # Identified Migrant Students Served Secondary PFS Out of School Counseling Services for Graduation Summer School Local GED Programming (SEISD Adult Learning Center) Local Community Learning Center Local Credit Accrual/Credit Recovery Program

15 Educational Barriers Educational barriers for migrant students are identified below, with the identified level of importance for each. Barriers Important Somewhat important Insufficient English language proficiency Low level of parent/guardian literacy Lack of transportation to and from school functions Students are working rather than attending school Extended periods of absence during the school year Inefficient communication between the school and the family Limited access to supplemental education programs Health barriers and mental wellness issues Inconsistent or unstable housing Limited prior educational experiences Not a barrier Unknown School staff is unaware of students specific needs Students are needed at home Other: Explain: Homelessness 15

16 Needs Assessment: Findings Consider the data collected in the needs assessment and provide an analysis of it with a focus on the four measurable program outcomes. 1) What are the most common identified barriers for K-2? a. Insufficient English language proficiency b. Low level of parent/guardian literacy c. Homelessness/inconsistent housing 2) What are the most common identified barriers for grades 3-6? a. Insufficient English language proficiency b. Extended periods of absence during the school year c. Homelessness/inconsistent housing 3) What are the most common identified barriers for grades 7-8? a. Insufficient English language proficiency b. School-Home Communication c. Extended periods of absence during the school year d. Homelessness/inconsistent housing 4) What are the most common identified barriers for grades 9-12? a. School-Home Communication b. Extended periods of absence during the school year c. Credit Accrual/Understanding of Graduation Requirements and Needs 16

17 School Readiness: 1) How does the district accurately assess the needs of pre-school age migrant students? The only assessment of needs is done through the migrant program. No other assessment of needs is conducted by district. 2) What types of school readiness services for Migrant 3-5 year olds is the Migrant Education Project providing through Migrant Education program funds? There are no children served at present. All eligible students are enrolled in PPK, and/or Head Start. Reading/Language Arts 1) What additional services is the district providing to address the identified reading/language arts needs of migrant students? All students may access Student Success Initiative program services and Title I reading services at the campus level. 2) What types of services to improve reading performance is the local MEP providing through Migrant Education program funds? None at present. Services are provided through other funding sources: Title I Part A, SCE or SSI. Mathematics: 1) What types of services to improve mathematics performance is the local MEP providing through Migrant Education program funds? All students may access Student Success initiative program services or SCE-funded STAAR labs. 17

18 Graduation: 1) What does the district recognize as contributing factors to migrant students dropping out or failing to graduate from high school? a. The need to join the family and go to work. b. Issues with credit accrual and understanding of graduation requirements. 2) How could the Migrant Education program address these factors to ensure more migrant students graduate from high school? a. Provide social worker to assist in applying for financial aid, Noriega Bill, etc. b. Establish greater communication/coordination with counseling staff at high school level to better address migrant student needs. 3) What types of services for secondary students and Out of School Youth is the local MEP providing through Migrant Education program funds? High School Equivalency Program (HEP) courses are offered to identified Out of School Youth. Other services such as GED and A+ credit recovery are funded differently. 18