Migrant Education Program New State Directors’ Orientation Tutorial Module 5: Parental Involvement U.S. Department of Education Office of Migrant Education Tools for Program Improvement

Table of Contents Section Slide # Getting Started 3 What is Required 9 Migrant Parent Advisory Councils 12 State Migrant Parent Advisory Councils 28 Non PAC Parental Involvement 39 Wrapping Up 55

Getting Started In This Section Tutorial Objectives How to Use the Tutorial Icons to Guide You Key Readings and Resources

Tutorial Objectives Module 5 will enable new state directors to Understand the purpose for establishing state and local migrant Parent Advisory Councils (PACs), Support local operating agencies (LOAs) in establishing PACs, Establish an effective State PAC, Foster increased involvement of migrant parents in their children’s education, and Develop an action plan for parental involvement.

How to Use the Tutorial For optimal benefit from the tutorial, you should Allow sufficient time to read the slides, reflect on the information, and complete all activities on the slides or on the Quick Resource and Reflection Sheets (QRRS) that can be downloaded as worksheets; Read each slide as well as the information referenced in the slides; Engage with the “What Do You Think?” slides to facilitate interaction with the information (Answers will be provided directly following each of these slides.);

How to Use the Tutorial For optimal benefit from the tutorial, you should (cont.) Pause to reflect on your state program at the “Check-in” slides (A QRRS document will typically accompany these.); Complete the “Pop Quiz!” slides to reinforce key concepts; Review your state’s Migrant Education Program (MEP) documents and reports as directed; Develop an action plan using the worksheets provided; Add actionable items to your MEP planning calendar (See QRRS 14.2.); and Contact your MEP Officer for follow-up questions.

Icons to Guide You The following icons will guide you in making best use of this tutorial: What Do You Think? Check-in Pop Quiz! Quick Reference & Reflection Sheet (QRRS) Action Planning Calendar Item Q! QRRS

Key Readings and Resources You should have these documents readily available while completing the module, as the module will refer to these documents for more complete information on various topics. MEP Guidance on the Education of Migratory Children under Title I, Part C of the Elementary and Secondary Education Act of 1965, Chapter VII Your state’s migrant Parent Involvement Plan, often located in the Service Delivery Plan (SDP) Your state’s Comprehensive Needs Assessment (CNA)

What is Required Parent Advisory Councils In the planning and operation of programs at both the state and LOA level, there is consultation with PACs for programs of one school year in duration. The SEA must develop its comprehensive state plan in consultation with the state PAC. Sections 1304(c)(3) of Title I Part C of the ESEA, as amended 34 CFR § 200.83(b) Added 1306(a)(1)(B)(ii) so as to align with NRG.

What is Required Parental Involvement (other than the PAC) SEAs and LOAs are required to plan and operate the MEP in a manner that provides for the same parental involvement as is required in Section 1118 of the ESEA, unless extraordinary circumstances make such provision impractical; The statute also requires parental involvement activities to be conducted in a format and language understandable to parents. Section 1118 of Title I Part A, and Section 1304(c)(3) of Title I Part C of the ESEA, as amended Added 1118 of title I Part A to align with NRG.

Check-in Where is your state’s migrant parent involvement plan located? (SEAs could include a parent involvement plan in the SDP as a promising practice.) What do you know about your state’s plan to Consult with parents in planning and operating the MEP, Oversee and support effective PACs in LOAs, and Involve migrant parents in their children’s education? See QRRS 5.1 – Migrant Parental Involvement in Your State

Migrant Parent Advisory Councils In This Section The Role of Migrant Parent Advisory Councils Establishing the Parent Advisory Council Effective Parent Advisory Council Meetings State Migrant Education Support for Local Operating Agency Parent Advisory Councils

The Role of Migrant Parent Advisory Councils Migrant parents play a pivotal role in planning the educational programs and projects in which their children participate. The empowerment that results from migrant parents providing input on policies and procedures of migrant programs and services can lead to better educational outcomes for their children and overall improvements to the migrant family and community.

The Role of Migrant Parent Advisory Councils There are many benefits to involving parents in the planning process for migrant programs. Parents can provide insights into the strengths and weakness of their children to inform program needs. Including parents will build their capacity to assist their children’s learning at home. Parents’ understanding of the MEP will improve. Including parents will facilitate their communication with school staff concerning their children’s education. Parents’ support and advocacy of the MEP will increase.

The Role of the State Migrant Parent Advisory Council The State PAC advises the SEA on concerns of migrant parents that relate to the planning, operation, and evaluation of MEP programs and projects. The SEA must consult with the PAC about: The statewide comprehensive assessment of the needs of migratory children to be served, The comprehensive State plan for service delivery, and The process and results of the statewide program evaluation Programs of less than one school year in duration, e.g., summer-only programs, do not require the consultation of the PAC. However, they must consult with migrant parents in developing their comprehensive State plan for service delivery.

The Role of the Local Migrant Parent Advisory Council The local PAC advises the LOA on concerns of migrant parents that relate to the planning, operation, and evaluation of the local MEP project. The LOA must consult with the local PAC about: The local comprehensive assessment of the needs of migratory children to be served, The local comprehensive plan for service delivery (local program application), and The process and results of the local program evaluation Local projects that do not last a full school year, e.g., they only operate during the fall harvest season, do not require the consultation of the PAC, but should include the input of migrant parents in planning and operating their projects.

Establishing the Parent Advisory Council Those eligible to serve on PACs, include Parents or guardians of eligible migrant children, and Individuals who represent the interests of such parents, such as SEA or LOA personnel, District Title I or Title III staff, Teachers and other school staff who work with migrant children, such as counselors or migrant parent liaisons, and Recruiters.

Establishing the Parent Advisory Council While MEP funds may be used to reimburse PAC parents or guardians of eligible migrant children for lost wages incurred in attending a PAC meeting, the statute does not authorize LOAs to pay wages to a parent to attend a meeting or training session, or to reimburse a parent for salary lost due to attendance at general local parental involvement activities. Nor may MEP funds be used to reimburse PAC members who are not parents or guardians of eligible migrant children for lost wages.

Effective Parent Advisory Council Meetings At the first PAC meeting, establish leadership roles, processes for determining who will serve in roles, time of service, and responsibilities. Some typical PAC leadership roles include: PAC president or chair, PAC vice-president or co-chair, Treasurer, and Secretary. Some additional roles to consider, include: Meeting Whip to incorporate activities that will build team cohesiveness and productivity and/or Time Keeper to help the president or chair keep the meeting moving forward in order to ensure agenda topics are addressed.

Effective Parent Advisory Council Meetings Establish meeting protocols and responsibilities. Send out meeting agendas with stated meeting outcomes and applicable resources well enough in advance so that members come to meetings prepared to achieve intended outcomes. Establish rules of conduct and procedures to help ensure that all members have a voice and to facilitate orderly and effective meetings. Visit the Roberts Rules of Order website for one way to conduct meetings. http://www.robertsrules.org/

Effective Parent Advisory Council Meetings Periodically changing the roles among team members (especially those who will serve on the team for an extended period of time or across numerous meetings) can set the stage for increased engagement, buy-in, and shared responsibility and leadership. Understanding the expertise and perspective that members bring to the team is important for establishing effective workgroups.

Pop Quiz! Instructions: Review your understanding of the participation of migrant parents on PACs. Check whether the following statements are True or False. Statement True False 1 SEAs are required to include parents in the comprehensive needs assessment process. 2 Consultation with the PAC is required for both long-term and short-term MEP activities and services. 3 Only parents of migrant children can serve on PACs. 4 Periodically changing roles among PAC members creates greater engagement in PAC meetings. 5 LOAs can reimburse parents for wages lost for attending non-PAC training sessions .

Pop Quiz! – Response  Statements 1, and 4 are TRUE. Statement 2 is FALSE. Short-term projects that do not last a full school year (e.g., a remedial math tutoring program that is only offered during the first semester of school) do not require the consultation of the PAC but should include the input of migrant parents. Statement 3 is FALSE. Individuals that represent the interests of migrant parents may serve on the PAC in addition to migrant parents.

Pop Quiz! - Response  Statement 5 is FALSE. While MEP funds may be used to reimburse PAC parents or guardians of eligible migrant children for lost wages incurred in attending a PAC meeting, the statute does not authorize LOAs to pay wages to a parent to attend a non-PAC meeting or training session or to reimburse a parent for salary lost due to attendance at general parental involvement activities.

State Migrant Education Program Support for Local Operating Agency Migrant Parent Advisory Councils The SEA sets the expectation for the local projects to establish PACs. The SEA has the option to include a section on parental involvement in the SDP; this section could include specific strategies for supporting LOAs in establishing PACs, such as Providing information, training, and technical assistance to local projects in establishing PACs (See Kansas’ Local Migrant Education Program Parent Advisory Council Guidelines in Appendix F.3 of the Service Delivery Plan Toolkit).

State Migrant Education Program Support for Local Operating Agency Migrant Parent Advisory Councils Additional suggested inclusions in the SDP to support LOAs in developing PACs are: Ways that local project applications will include information on the establishment, membership, and operation of the PAC; Ways the MEP local monitoring and project evaluation processes will include a review of local PACs; and Strategies for ensuring that local PACs will inform the state PAC and MEP program planning.

State Migrant Education Program Support for Local Operating Agency Migrant Parent Advisory Councils Strategies to help ensure that local PACs are effective and engaged with the priorities of the MEP goals and objectives include: Defining the purpose of PACs, including mission statement or by-laws (if they exist); and Disseminating this information to all LOAs. Consider posting to the state MEP website. Disseminate in a format and language understandable to all parents.

State Migrant Parent Advisory Councils In This Section The Role of State Migrant Parent Advisory Council Establishing the State Migrant Parent Advisory Council

The Role of the State Migrant Parent Advisory Council The primary role of the State PAC is to provide consultative advice to the SEA on MEP activities. Migrant parents and guardians can provide insight into the unique educational, health, and cultural needs that migrant children have. State PAC members should be representative of the migrant community, serving as advocates for the educational needs of migrant children as well as for MEP activities and services.

The Role of the State Migrant Parent Advisory Council State PAC State MEP CNA MEP Eval SDP Local PAC LOA MEP activities & services Migrant Community

The Role of the State Migrant Parent Advisory Council The State PAC’s role in needs sensing: A key role for the State PAC is to provide input on the CNA, since this information will define the direction of MEP services and activities, thus helping to ensure the educational needs of eligible migrant children are met. PAC members bring: Understanding of the migrant culture, Insights about the unique experiences and needs of migrant children, and Understanding of the barriers to their children’s education.

The Role of the State Migrant Parent Advisory Council The State PAC’s role in needs sensing: To maximize input on the CNA, include PAC members on the Needs Assessment Committee (NAC) in various roles to provide input and assist with: Creating a migrant profile, Identifying concerns and writing need indicators, Developing a data collection plan, Analyzing data, Proposing MEP services and activities, Reviewing the CNA report, and Communicating the CNA findings and recommendations. For information on developing the CNA, see Module 6: Comprehensive Needs Assessment.

The Role of the State Migrant Parent Advisory Council The State PAC’s role in MEP planning: As the SEA transitions from conducting the CNA to developing the SDP, PAC members should be included at various stages, as they will be able to contribute: Continuity with the needs sensing process, Additional information about migrant children and youth in the state, Unique feedback about proposed program initiatives, and Ideas for delivery of services. For information on developing the SDP, see Module 7: Service Delivery Plan.

The Role of the State Migrant Parent Advisory Council The State PAC’s role in MEP evaluation PAC members should be included in the MEP evaluation process. Some key roles include providing: Input and review of data collection instruments for Clarity, Linguistic and/or cultural understanding, and Types of instruments and venues for collecting data; and Feedback on data findings and inferences. For information on developing an MEP evaluation plan, see Module 8: Program Evaluation

Establishing the State Migrant Parent Advisory Council The MEP should establish procedures for selecting State PAC members that may include: Utilizing a process that fits best with the state’s migrant education needs, whether it be election, nomination, appointment, and/or volunteerism; Ensuring that the State PAC is representative of the statewide migrant community; Including LOA PAC representation; and Establishing the time commitment required to serve on the PAC (e.g., some states set a three-year term for state migrant PAC members).

Establishing the State Migrant Parent Advisory Council The MEP should: Identify the number of representatives and role groups to be represented, and, specifically, the number of migrant parents to serve on the PAC; The size of the PAC will vary depending on the size of your state MEP and the migrant child population in each LOA; Membership should reflect a cross-section of the migrant community across the state; and Some states open PAC meetings to all migrant parents, but limit voting rights to PAC members. Note: Having PAC members take time to assign the right people to the right tasks (rather than just accepting volunteers) can improve the overall productivity of teams.

Establishing the State Migrant Parent Advisory Council To ensure effective operation of the State PAC, the MEP should: Define responsibilities of PAC members, such as those who will: Serve in an advisory capacity to the MEP, Participate in meetings for state and local PACs, Participate in CNA and SDP development teams, Provide support to local PACs and migrant parents, and Provide MEP support and advocacy; and Identify other activities that support the work of the state PAC, such as State conference for state and local PACs, Professional learning and training opportunities, MEP planning involvement, and MEP community involvement.

Check-in How effectively does your state PAC work? See QRRS 5.2 – Developing an Effective State PAC

Non-PAC Parental Involvement In This Section Importance of Parental Involvement Parental Involvement as Described in Section 1118 of the ESEA Overcoming Barriers to Migrant Parental Involvement Coordinating Migrant Parental Involvement Efforts State MEP Support for Migrant Parental Involvement

Importance of Parental Involvement 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.

Parental Involvement as Described in Section 1118 of the ESEA Parent involvement provisions in the ESEA reinforce: Accountability of both schools and parents for student achievement; Local development of parental involvement plans with sufficient flexibility to address local needs; and Building parents’ capacity for using effective practices to improve their own children’s academic achievement.

Parental Involvement as Described in Section 1118 of the ESEA LEA and school requirements for parental involvement include: Developing a written parental involvement policy at the LEA and school level; Involving parents in an organized, ongoing, and timely way in the planning, review, and improvement of programs and the school parental involvement policy; Providing information to parents about programs, curriculum, and academic assessment;

Parental Involvement as Described in Section 1118 of the ESEA Developing a school-parent compact in order to share the responsibility for high student academic achievement; Building the capacity of parents and school staff for strong parental involvement; and Ensuring access to parental involvement activities. Section 1118 of the ESEA For detailed strategies for enacting these requirements, see Parental Involvement: Title I, Part A Non-regulatory Guidance, 2004

What Do You Think? Can you think of five unique barriers to the involvement of migrant parents in their children’s education? 1. 2. 3. 4. 5.

What Do You Think? – Reflection Did your list include some of the following common barriers? Limited English proficiency Lack of transportation Demanding work schedules (especially during peak harvesting seasons) Lack of familiarity with school policies and procedures (especially for course requirements for graduation) Lack of confidence engaging with teachers or administrators

Overcoming Barriers to Migrant Parental Involvement Provide clear and ongoing communication and advocacy for improving the education of migrant children. Consider Identifying communication needs and develop strategies for reaching target audiences with relevant message/information, and Using multiple modes and locations for communicating, such as via: Website, Email distribution lists, Social media (e.g., Facebook and Twitter) Employer sites, Grocery stores, and Student and parent school packets.

Overcoming Barriers to Migrant Parental Involvement Ensure access and transportation to meetings. Consider Providing access to information about public transportation, Using school buses to transport parents to school for Parent Teacher Organization (PTO) meetings, Holding events at locations other than the school (e.g., local libraries, employer locations), and Using funds to cover costs that are reasonable and necessary to support the attendance of migrant parents at workshops and conferences that enable them to participate more effectively in the local program or to conduct home-based educational activities.

Overcoming Barriers to Migrant Parental Involvement Plan meeting times and other training events around migrant parents’ work schedules. Consider Holding meetings near or at employer locations, Creating alternative schedules for holding meetings, Holding multiple training events at different times, Working with PAC members or other parents to communicate information from meetings, Posting meeting agendas and minutes on an accessible web page or print and post at employer locations, and Providing online training options (if there is reasonable and consistent access to technology resources, including hardware, software, and Internet).

Overcoming Barriers to Migrant Parental Involvement Assist with improving parenting skills, when needed, to Ensure children attend school nourished and well rested, and Reinforce the importance of school enrollment and regular attendance. Consider Conducting home visits to reinforce educational requirements and expectations, and providing tips for helping children with their homework; Providing nutrition and general healthcare prevention classes; and Providing parents with their child’s MSIX consolidated student record or report card and explaining their content.

Overcoming Barriers to Migrant Parental Involvement Build parents’ literacy skills so that they may more effectively assist their children with homework and communicate with teachers and other school staff. Consider Implementing family literacy programs, and Holding parent meetings at local libraries.

Overcoming Barriers to Migrant Parental Involvement Encourage parents who are not fluent in English and may feel reluctant to contact teachers or attend parent-teach organization (PTO) or other school-sponsored meetings that could provide them with resources to support their children’s learning. Consider Ensuring schools create welcoming environments for parents with limited English skills, Providing school handbooks and memos in languages spoken by migrant parents, Providing information about local Limited English Proficiency (LEP) classes for adults, and Arranging for parents to spend time with teachers visiting in the Binational Teacher Exchange Program.

Coordinating Migrant Parental Involvement Efforts Coordinate parent involvement activities with other programs that serve migrant children and youth, such as Title I, Part A and Title III programs. Coordination maximizes efficient use of resources.

State Migrant Education Program Support for Migrant Parental Involvement The state MEP can provide technical assistance for migrant parent involvement to ensure that LOAs align local efforts with SEA expectations. The state MEP Parent Involvement Plan can include strategies for reinforcing the involvement of migrant parents in their children’s education at the local level. Consider including a plan for how the SEA will provide information, training, and technical assistance to LOAs, as well as other programs (school improvement, Title IA, Title III) for involving migrant parents in their children’s education. For an example of how one state MEP has used the six types of involvement to align efforts at both the state and local levels, see Appendix F.4 of the Service Delivery Plan Toolkit.

State Migrant Education Program Support for Migrant Parental Involvement Additional state MEP strategies for supporting migrant parental involvement include: Conducting a statewide migrant parent conference. Requiring a parent involvement plan as part of the local project application. Including a local monitoring indicator for parent involvement.

Wrapping Up In This Section Key Points Action Planning Resources

Key Points Migrant parents can provide insight into the educational, health, and cultural needs of migrant children. PACs at the state and LOA level are required to enable parents to provide input on MEP activities. SEAs are required to obtain parents’ input on the CNA and SDP. SEAs and LOAs are required to operate their local MEP projects in a manner that provides for the same parental involvement as in Section 1118 of the ESEA. Migrant parents have unique challenges to parental involvement that should be addressed by the MEP at the state and local level.

Action Planning Consider the following questions. How can the role of the state and local PACs be maximized to inform the MEP? What are the major barriers in my state to parents’ involvement in their children’s education? What training or professional development is needed to ensure that parents have a meaningful role in their children’s education? In what ways can the SEA coordinate parent involvement activities in the state among the MEP, Title I, Part A and Title III? What communication efforts can be implemented to improve parental understanding of and involvement in MEP services and activities in order to increase their participation in their children’s education? See QRRS 5.3 – Parental Involvement Action Planning Add any actionable items to your MEP calendar.

Resources for Parental Involvement MEP Guidance on Education of Migratory Children under Title I, Part C, of the Elementary and Secondary Education Act of 1965 – explanation of guidelines to implement the laws and regulations related to the MEP, Chapter VII Service Delivery Plan Toolkit – suggested step-by-step guide with tools and templates for developing a SDP

Resources for Parental Involvement Robert’s Rules of Order – a quick reference guide to one way to establish parliamentary procedures Parental Involvement: Title I, Part A Non-regulatory Guidance, (2004) – a document that provides detailed strategies for involving parents in their children’s education and for improving teaching and learning

Migrant Education Program Resources RESULTS Website – MEP resources, including legislation, guidance, handbooks, toolkits, and links to relevant resources MEP Officers – list of OME contact information MEP State Profiles – includes links to state MEP contact information Glossary of Terms – alphabetical listing of key terms applicable to migrant education

New State Directors’ Orientation Tutorial This tutorial was developed by The SERVE Center at The University of North Carolina at Greensboro under contract number ED-08-CO-0111. Content for this tutorial was developed through a review, compilation, and synthesis of Authorizing statutes and regulatory guidance, Information and resources obtained from the www.ed.gov and http://RESULTS.ed.gov websites, Other documents shared by the Office of Migrant Education, State Migrant Education Program websites and related documents, and Other websites supporting the educational welfare of migrant children and youth. Note: Some links in this tutorial take the user to external websites provided by other organizations. The U.S. Department of Education cannot guarantee the accuracy of the information at these sites. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse any views or products of these organizations. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred. Note: All images included in this tutorial are used with appropriate licensing agreement, or are copyright cleared or open source.