Georgia Department of Education Title I, Part C Migrant Education Program (MEP)

Transcription

1 Georgia Department of Education Title I, Part C Migrant Education Program (MEP) Georgia ID&R: From Hopeulikit GA to Downtown Atlanta 2015 ID&R Forum Louisville, KY. October 6-8, /27/2015 1

2 AGENDA Georgia MEP Characteristics Georgia MEP ID&R in Rural and Urban Areas Q & A 10/27/2015 2

3 Training Objective By the end of this training the participant will be able to understand Georgia MEP Characteristics By the end of this training the participant will be able to understand how the Georgia MEP performs ID&R in rural and urban areas 10/27/2015 3

4 Authorities for MEP Eligibility Child Eligibility Children are eligible to receive MEP services if they meet the definition of migratory child and if the basis for their eligibility is properly recorded on a certificate of eligibility (COE). Statute Elementary and Secondary Education Act (ESEA) of 1965, as amended, Title I, Parts A and C, Sections 1115(b)(1)(A) and1309(2) Regulation Code of Federal Regulations, 34 CFR , and (a) Guidance MEP Non Regulatory Guidance, Chapters II (August 2010) 10/27/2015 4

5 Disclaimer Georgia Style Federal MEP Regulations OME Regulatory Guidance State Guidelines ALWAYS CHECK WITH YOUR ID&R STATE DIRECTOR or COORDINATOR

6 Georgia Migrant Education Program s Two Service Areas

7 Funded and Consortium LEAs $15,000< Receive direct funding LEA IPs Occupational Survey Deliver services SSPs/Recruiters $15,000> Funds are managed by a fiscal agent Consortium IP Occupational survey Service by Consortium Consortium Specialist/Recruiters

8 Georgia MEP ID&R Combination Model Eight full time State Recruiters Master ID&R Certification 50% Flexibility of movement & schedules Evening & Weekends In some cases, low deep knowledge of LEA ~137 LEA s recruiters At least Novice ID&R Certification 50% High knowledge of own school districts Mobility is limited to their own district Low schedule flexibility (changing)

9 State Recruiters Flexible Schedule Recruitment Network Title I Contacts Student Service Provider Current Enrollment Report New Student Enrollment Reports MSIX

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11 From Rural to Urban ID&R

12 Seems Impossible

13 How is it possible to be an effective recruiter in rural as well as in urban environments?

14 You Must Know: Common characteristics of locations and individuals Different characteristics of locations and individual How to approach each population according to their location and general characteristics of individuals living on those locations How to obtain referrals according to location and individuals characteristics. We need to do generalizations

15 Contrasting Rural and Urban Areas Characteristics

16 Urban Areas Rural Areas

17 Atlanta Capital of the state of Georgia, with an estimated 2013 population of 447,841.Atlanta is the cultural and economic center of the Atlanta metropolitan area, home to 5,522,942 people Atlanta's economy is considered diverse, with dominant sectors including logistics, professional and business services, media operations, and information technology

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19 * Hopeulikit, Ga.. Pronounced "Hope you like it", the community s unusual name stems from a 1920s-era dance hall located at the junction of U.S. Route 80 and U.S. Route 25, where the current-day community is located. It is commonly misinterpreted as "Hope you lick it". Hopeulikit was founded in part by Beatrice and John Paul Ellis of Hopeulikit whose families have owned land in the area for generations. [2] The state of Georgia has recognized Hopeulikit as a community since its formation in the early 1960s,

20 * Hopeulikit, Ga.. Area Total 1.25 sq mi (3.2 km 2 ) Land 1.25 sq mi (3.2 km 2 * Wikipedia

21 North Georgia

22 North Georgia

23 South Georgia

24 South Georgia

25 Characteristics of Rural Areas Vs Urban Areas Rural Lower population density Housing is dispersed Agricultural employment Calm lifestyle Urban Higher population density Housing is concentrated Factory employment Hectic lifestyle

26 First Group Activity: Contrasting Rural and Urban Migrants At your table analyze the characteristics of rural and urban migrant individuals. Write group input on the provided chart paper 10 minutes Name an speaker Be ready to participate Chart paper Markers 10/27/

27 Contrasting Characteristic of Rural and Urban Migrant individuals Rural Migrant New comers Open, friendly Seasonal agricultural Frequent qualifying moves Easy ID&R Scenarios Seasonal Join Sough Unable to Obtain Urban Migrant Very new, or long timer Guarded, reticent Temporary, processing Infrequent qualifying moves More complex scenarios Temporary, Previous Sough Unable to Obtain

28 South and North Georgia Differences in Qualifying Activities

29 South compared to Seasonal Peak H2A Walk-in Fields Housing Barracks Dormitories Low ID&R season Schools Occupational Survey Methodical planning North Temporary Processing Workers Low ID&R season Methodical Planning School ID&R Occupational Survey By Appointment Previous moves Networking Community Agencies Apartment Complexes

30 Recruitment in the Community: Rural or Urban

31 No Matter Where You Are; You Need to Know Where to Start The first step is to ID: you need referrals!

32 Finding Referrals Rural ID&R Network Schools (Educate them on the MEP) Occupational Survey Employers (Educate..) Other migrant families Department of Labor Service Agencies MSIX Tool Free Number Urban ID&R Network Schools (Educate them on the MEP) Occupational Survey Service agencies which serve the same population Employers Other migrant families MSIX Migrant Tool Free Number

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34 After Finding Referrals You approach accordingly

35 Approach Appropriately Rural Friendly Professional Use basic interview pattern (three steps) If possible, proceed to do identification interview If considered eligible, proceed to complete COE Urban Professional Friendly Use first step of basic interview pattern Introduce yourself and the program; offer to come back at their convenience By appointment

36 Recruitment in Rural Areas In the fields or packing sheds Dormitories, barracks, trailer parks Places where our population shops and congregates Laundromats Wal-Mart Ethnic stores Service agencies Adult Learning Centers Health Departments Local Churches

37 Recruitment in Urban Areas Find referrals at; Health Department Labor Department United Way Programs DFACS Community Centers Private Non-Profit Organizations Other Related Community Organizations Head start or Preschools Staffing Agencies and Companies

38 Recruitment in the Community

39 Recruitment in the Community

40 ID&R Within School District Find referrals through or from: Occupational Surveys McKinney-Vento-Homeless Program Liaison ESL Teacher Parent Involvement Coordinators School Transportation Personnel PTSA Meetings with Parents Principals & Teachers Meetings Students Registration Office

41 Urban & Suburban Areas Common Qualifying Moves Previous Temporary Obtain Sough Unable to Obtain * Previous Sough Unable to Obtain * * Economic Necessity

42 ID&R Planning You must plan your ID&R; no matter where you are. 10/27/

43 How do you plan your ID&R? Why you do it? How you do it? What resources do you use? 10/27/

44 What What activities do I need to do in order to identify and recruit all eligible students efficiently in a timely fashion? Activities Gather information Occupational Surveys Internet Telephone calls Pre-screening ID&R Network Face to face 10/27/

45 Why Regulations Children need services The best use of available resources Accurate and Efficient Time constraints 10/27/

46 How How can I coordinate those activities? Established Priorities Logical sequence Time Management ID&R Resources 10/27/

47 ID&R Resources Agricultural map Employers roster Housing location s map Occupational surveys ID&R Network MSIX 10/27/

48 Agricultural Map Check agricultural activities in your school districts. Stage of crops at that time of year Their locations Remind you of all those crops that demand a low number of workers, where you can check for eligible worker or families while the workers for the big labor crops have not yet arrived. Who are the employers 10/27/

49 Employers Roster Farm/processing plans names Contact person Contact information Telephone numbers Office addresses Particular characteristics Friendly Reluctant 10/27/

50 Employers Roster Check your employer roster and make the necessary phone calls or personal visits to find all relevant information 10/27/

51 Employers Roster Necessary information What crops were planted this year? Where are they located? How many workers are expected? H2A? Walk-ins? When are the workers expected to arrive? 10/27/

52 Employers Roster Where are those workers expected to arrive (some farms plan special activities for those days, in general in combination with health activities). Have any of those activities been programmed? Where are they going to live? Housing locations: Dormitories, barracks, apartments, homes, trailer parks? 10/27/

53 Housing Maps Check your housing locations map. If applicable, plot new housing locations Check housing locations that are relevant at the time of the year Check all housing locations in the map. Refresh your mind of some (or many) obscure housing locations that you almost forgot about it/them. 10/27/

54 Housing Maps Speak with housing managers hotel managers, apartment complex managers, landlords, etcetera. This will give you credibility and save time; they will know who you are and what you are you doing on their properties. 10/27/

55 Occupational Surveys Completed during new student enrollment and for all students returning to the district each fall If in doubt, phone call Contact in the first two days Use Basic Interview Pattern Who you are and what school do you work for Reason for calling and short program explanation Need to ask some eligibility questions Fact founding questions Preliminary eligibility decision If eligible, make appointment If not eligible, refer to other services. 10/27/

56 ID&R Network Check and coordinate with all agencies in your ID&R Network. You will able to refer workers and their families to the appropriate place; this will increase your credibility in the community. Remember your ID&R will be a lot easier, if you refer MEP participants to the appropriate agency and they received the services they need. Services are the best ID&R incentives. 10/27/

57 ID&R Network Migrant daycares: Check availability, hours of operation, enrollment requirements, etcetera Migrant health: Same as above. Pre-K Centers: Same as above Health Departments: Same as above, regular vaccinations cost, indigent cost 10/27/

58 ID&R Network Summer schools Where? When, duration? What grades? Requirements? 10/27/

59 ID&R Network Check and coordinate with SSPs and state recruiters Exchange and compare information Plan ahead how ID&R will take place in each school district Etcetera. Established migrant families in the community New workers in the area New employment sources 10/27/

60 Recruitment Day Inform Contact and School Recruitment route Departure time Returning time Who will ID&R with you Transportation Gather ID&R supplies Check vehicle Condition Gas Charged cell phone 10/27/

61 During ID&R Be safe Follow safety guidelines Dress appropriately Wear school ID Visit location in predetermined route If route changes due to promising new information, let the school know. Look for signs of potential new eligible individuals in the area. Approach families/osys using Basic Interview Pattern. 10/27/

62 During ID&R Review COEs before you submit, send, or deliver them to the MEP offices. All fields are completed or N/A It has all mandatory comments FERPA mark Signature and date 24 hours residence rule OSY PFS information: Last grade completed and if it was less or more than two years ago. This student could be a Young Adult Not Enrolled (YANE). 10/27/

63 During ID&R If you need recruitment reinforcements, contact local MEP Program, State Recruiter, regional office, State ID&R Coordinator, or the State Program Director. 10/27/

64 Migrant Student Information Exchange 10/27/

65 Send and Receive Notifications of Students Moving To or From Your State

66 Move Notifications You must send a notification to a State that you have received a student from or to a State where you know a student is moving. Two options: Leaving to another district or state; arriving in your district or state.

67 Move Notifications Leaving your state: Include information that will help the receiving district/state locate the child or youth. City, town, school district Arriving in your state: Notify the sending district/state that the child has arrived. Do not include sensitive information since these notifications are in the form of an . MSIX shows a warning when using this feature.

68 Move Notifications In GA, MEP contacts must add steps to the district s existing MSIX procedures to address the move notification process. In GA, LEAs with multiple migrant staff must coordinate to prevent multiple notifications for the same child on the same move.

69 Final Thoughts

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71 Bernardo Sánchez-Vesga State Identification and Recruitment Coordinator Title I, part C Migrant Education Program Georgia Department of Education P.O. Box W. Lee Street Brooklet, GA (912) Office (404) Cell (912) Fax bsanchez@doe.k12.ga.us Evelyn S. Arevalo Region 1 Recruiter eareavelo@doe.k12.ga.us (912) Office Sandra Morales Region 1 Recruiter smorales@doe.k12.ga.us (912) Office Sylvia Camargo Region 2 Recruiter scamargo@doe.k12.ga.us

72 Thank you!