Technical Support Team Meeting January 14-15, 2014 San Diego, CA

Agenda January 14 Welcome and Introductions SOSOSY Consortium Update Welcome from CA MEP- Frank Uribe IMEC and Collaboration - Francisco Garcia OSY Screener Update and Video- Brenda Pessin Instructional Technology and ACReS Online Course Update- Kelsey Williams SOSOSY Pilot Protocol Process SOSOSY 101- Jessica Castaneda Dissemination Event and SOSOSY Academy Discussion and Planning Feedback on Write On- Bob Lynch Work Group focus time and action planning Work Group time Q and A session and Wrap-up 5:00 pm

Welcome and Introductions Welcome- Tracie Kalic IMEC and Collaboration- Francisco Garcia

Expectations for Our Time Update TST about new materials, including ACReS online course, OSY Screener, and Write On! Discuss Dissemination Event and SOSOSY Academy Review APR data and SOSOSY Objectives Determine SOSOSY Pilot Process and make recommendations Discuss OSY definition and data accuracy Discuss strategies/lessons learned from Year 1 of SOSOSY Provide feedback on SOSOSY Pilot Process, SOSOSY 101, and CIG Collaboration Discuss needs of Consortium in the future Provide networking opportunities and opportunities for technical assistance

SOSOSY Updates Training of Trainers State Steering Team meeting Presentation at the ADM NASDME proposals Pre/post assessments New curricular materials – Write On ACReS online course – 6 units – Professional Development videos

OSY Screener – Brenda Pessin (IL) Revised Screening Tool (includes instructions, score sheet, and expanded tool) – provides more detailed instructions – separates the following components: administration instructions, score sheet, and instrument – includes optional screening for higher literacy levels (in English and Spanish) Video and Viewer Guide (shows students of various levels being screened for language proficiency) Pilot of Tool and Process

OSY Screener Video youtube/FP9-SNKVbNM

OSY and Instructional Technology Think/Pair/Share How can we better support OSY through the use of instructional technology? What professional development do service providers need to better utilize instructional technology?

SOSOSY Pilot Process Pilot review form being modified – allow responses for more than one mini lesson Pilot completed by August 30 Materials to be piloted: – Mini lessons with pre/post assessment – Write On! – OSY Screener – ACReS (both written and online materials)

ACReS Pilot TST needs to make recommendations for structure of ACReS pilot (written and online materials) 6 units with multiple lessons – What should be piloted? – How do we recommend this be structured?

ACReS Pilot Options A.Have states sign up for piloting a specific unit- state choice B.Convene a group to review the materials and then have specific materials piloted- TST input C.Get volunteers for specific units and/or specific lessons- SOSOSY assigned D.Other

Dissemination Event and SOSOSY Academy Review feedback from State Steering Team Participant evaluations were very positive What did you like? Not like at the event? What should we change? Include?

SOSOSY 101 What have we learned states need via the mentoring process? What do states and service providers need to know? What should we create to meet these needs?

Write On! Lessons encourage writing in practical and positive applications while supporting creativity. Format: – 15 lessons – Non-sequential and written at an accessible reading level – The student works semi-independently on each lesson with the assistance or oversight of a mentor. – Each lesson addresses at least two concepts of the Six Trait Writing model. – Each lesson also meets various standards of the Common Core Curriculum ELA Writing benchmarks. Intended audience: – Out-of-school youth or other students looking to strengthen their writing skills for personal growth, as well as anyone considering entering a high school equivalency preparation program. – The lessons are designed to be completed in approximately 45 minutes.

What’s on the Horizon? Dissemination Event planning Mentoring work Trainer support via webinars and other just-in-time professional development Integration of technology New ID&R tools Professional development for instructional support

TST Work Groups Training Work Group Mentoring Work Group Curriculum and Materials Work Group ID&R Work Group Technology Work Group

Assignments Provide a written summary of your group’s main goals for your time together Need to include specific deadlines for Tracie

Agenda January 15 APR Data Discussion- Where are we in relation to our Objectives? OSY Definition and Data Accuracy Discussion – Brenda Pessin and Kathleen Bibus Discussion and Planning of CIG Coordination- Bob Lynch Strategies and What Has Worked Year 3 and Future Planning Discussion SOSOSY Equity Review Process update Report out on work group progress Group feedback and discussion Plan for NASDME presentations Finalize meeting dates and location Wrap-up and meeting adjourns at 12:00 pm

APR Data and SOSOSY Objectives Snapshot of what is provided in states. Does the data tell the whole story? Review your state data. 1.What does the data tell us about how we are providing services to OSY? 2.What is the process in your state to determine what products/tools are used? How are you making data-driven decisions about what to use with OSY? 3.Thinking about service delivery in your state, what are the challenges you are facing to provide meaningful implementation and a positive learning experience? How is your state working to overcome the challenges? 4.As a result of reviewing your state’s data and answering these questions, how can the Consortium and the work of the TST help your state move forward in improving the quality of services to all identified OSY in your state

So Many Data Requests…So Little Time SOSOSY: OSY Profiles leading to state profiles State surveys are incorporated into APR State Databases: CSPR and Child Count Transmission to MSIX

So Much Data… MSIX: Exchange of student data to assist with enrollment, placement, and credit accrual Producing national statistical data on the migrant population States requirements: – Collect, maintain and submit current and updated MDE – Ensure the accuracy and completeness of data

How Do We Begin? It all begins with a common definition: Who are OSY? CSPR Part 2, Definitions OSY – To Age 21 – Entitled to a free public education in the state – Not currently enrolled in K-12 institution – Can include: drop outs in previous reporting period HTW

Drop Out Definition Enrolled in public school at least 1 day during the reporting period but subsequently left school with no plans on returning to enroll and pursue a high school diploma

Using Data Effectively How do we ensure that: OSY are properly coded and reflected in state and national MEP data? We are communicating the most accurate data among ourselves to assist with ID&R and provision of services to OSY?

Data Questions How do we ensure that we are communicating among ourselves the most accurate data? How do we ensure that national reporting is accurate?

Going Forward What recommendations do we have for consensus regarding: 1.Definition of OSY 2.Coding OSY

CIG Collaboration What has happened? What needs to happen in the future? How can we collaborate more effectively with the other CIGs?

Successful Strategies With a partner Discuss one successful strategy you have used in your state with OSY. – Then discuss one successful strategy you used utilizing Consortium materials or resources. – What would you be willing to share with other states as a professional development opportunity about what is working in your state ? – Write your responses on your card. We will debrief with the large group asking groups to share 2-3 of their successful strategies.

Discussion of Future Needs Going beyond Year 2 of SOSOSY: What are the future needs, goals, objectives, and activities suggestions for a third year of SOSOSY? What are the implications for Performance Measures?

Equity Review Process We proposed reviewing all SOSOSY-developed materials to ensure equity. (See FII 1.10) “Review all materials using an equity process to eliminate language or procedures that are exclusionary, put out guidelines to ensure equal educational opportunities and affirmative action for OSY, and follow the strategies put forth in the Federal guidance for Section 427 of GEPA” See the handout in your packet

Equity Review Process Convene a panel of migrant educators with knowledge and experience working with and/or administering programs for OSY 2)Panel reviews and rates all SOSOSY- developed materials based on an equity review rubric and recommends changes, as needed 3)SOSOSY-developed materials are revised

NASDME Proposals Volunteers for presentation SC, IL, TN, NE, and KS Successful Strategies in Working with Out-of-School Youth In this interactive round table session, participants will learn from various Strategies, Opportunities, and Services to Out-of-School Youth Consortium states how to design a system of support for Out- of-School Youth. Join us to learn from states as they recount their journey to create a systematic approach to make data-driven decisions to provide instructional and supportive services to their OSY population. The states that will be participating at the roundtable are as diverse as the population they serve- whether your state has a small or large OSY population or if you are a veteran or beginner, join us to learn about the various levels of implementation.

Meeting Planning Spring meeting – May 8-9, 2014 – Location – Other questions? Fall meeting ? – Prior to Dissemination Event – Dates – Location