1. Washington State Title I Part C Migrant Education Program
New Federal Program Director’s Training
September 6, 2019
9 a.m. – 11 a.m.
Office of Superintendent of Public Instruction
Chris Reykdal, State Superintendent

2. WELCOME!! Who We Are Program Overview Migrant Student Eligibility
Required Program Components
Identification and Recruitment (ID&R)
Health
Parent Advisory Councils and Family Engagement Framework
Out-of-School Youth
Resources

3. OSPI Migrant Education Program Team
Lupe Ledesma
Program Supervisor
Veronica Gallardo
State Director
Sylvia Reyna
Program Supervisor
Office of the Superintendent of Public Instruction
600 Washington St. SE | Olympia, WA
P.O. Box | Olympia, WA
Administrative Support Team:
Jolynn Engellant
Tiffany Ford
Terrie Beckman
Carlos Gonzalez
ID&R Program Supervisor
Armando Isais-Garcia
Health Program Supervisor

4. OSPI Vision: Mission: Values:
All students prepared for post-secondary pathways, careers, and civic engagement.
Mission:
Transform K–12 education to a system that is centered on closing opportunity gaps and is characterized by high expectations for all students and educators. We achieve this by developing equity-based policies and supports that empower educators, families, and communities.
Values:
Ensuring Equity
Collaboration and Service
Achieving Excellence through Continuous Improvement
Focus on the Whole Child

5. Program Purpose ESEA – Section 1301
High-quality educational programs and services.
Not penalized by disparities among States (curriculum, graduation requirements, and challenging State academic standards).
Purpose:
Assist in supporting high-quality and comprehensive educational programs and services during regular and summer or intersession periods that address the unique needs of migrant students.
To ensure that migratory children who move among the States are not penalized in any manner by disparities among the States in curriculum, graduation requirements, and challenging State academic standards.

6. Program Purpose ESEA – Section 1301
Opportunities to meet challenging State academic standards all children are expected to meet.
Overcome factors that inhibit the ability to succeed.
Help migratory children benefit from State and local systemic reforms.
Purpose:
3. To ensure that migratory children receive full and appropriate opportunities to meet the same challenging State academic standards that all children are expected to meet.
4. To help migratory children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit the ability of such children to succeed in school.
5. To help migratory children benefit from State and local systemic reforms.

7. A Few Facts About Washington State’s Migrant Education Program
Last three year average is ~29,602 migrant students ages 3-21, including out-of-school and preschool aged children
Second largest migrant student population in the nation
Top agricultural industry in the nation
Diverse fishing industry

8. Organizational Chart Tribal Compact Schools Private Schools/
Charter Schools
School Districts
Educational Service Districts:
Yakima (ESD 105)
Wenatchee (NCESD)
Pasco (ESD 123)
Anacortes (NWESD)
State Advisory Committee
Office of Superintendent of Public Instruction
Title I Part C Migrant Education Program
Migrant Student Data, Recruitment, and Support (Sunnyside School District)

9. Migrant Student Eligibility
AGE:
3-21 years of age
SCHOOL COMPLETION:
Has not yet received a high school diploma or equivalent
MOVE:
Moved to obtain work in the agricultural or fishing industries
(by themselves or with their family)
ACROSS DISTRICT BOUNDARIES:
Crossed school district boundaries
TIME:
Within the last 36 months

10. Priority for Service
Where state assessment data is unavailable use following proxy factors:
EL score is less than proficient.
Retained in same grade level.
Age and grade placement is two years or more.
High school credit deficient.
School attendance is less than 90% for time enrolled.
Qualified for Special Education services.
Identified as Homeless under McKinney-Vento.
Has less than 90 days total enrollment for the school year.
Made a qualifying move within the last 1-year (12- month) period.
Most at-risk of not meeting state standards.
Drop out (not yet graduated)

11. Other Migrant Students
Needs – students who may not have moved within the last 12 months (PFS) but are at-risk of not meeting state standards.
Continuation of Service – students whose eligibility has ended but who may need continued Migrant Program support through the end of the term, for the school year or throughout their high school until they graduate. There must be no other resource available for students to access. High school is credit accrual services only.

12. Group Chat Name at least two criteria needed for Priority for Service
Made an eligible move within the last 12 months
Not yet met standard on most recent state assessment
Drop Out
Proxy Factor (if no state assessment results available)

13. Group Chat
Can you only serve Priority for Service students with MEP Funds? Answer: No. All eligible migratory students may be served with MEP funds if there are no other resources available to address their identified need.

14. Required Program Components
Identify and provide supplemental services to eligible migrant students, including PK and health
Conduct on-going identification and recruitment
Establish a Parent Advisory Council to assist in the planning, implementation, and evaluation of the local program
Districts need to conduct a needs assessment and training to staff on understanding the migratory lifestyle (7 Areas of Concern)

15. How Are Programs Funded?
Student Count
1 count for each unduplicated eligible student identified in the district ages 3-21 who have not received a diploma or alternative diploma.
Priority for Service
1 count for each student who met the definition of Priority for Service during the program period.
Needs
.25 count for each student identified that had an academic need but may not have met PFS definition.
Other Federal Funding
Funds are adjusted based on amounts of other federal funds as compared to migrant funds. Adjustment may increase or decrease allocation by .15 factor.
Rural
District may receive a .10 increase in allocation amount if they are defined as rural.

16. State Service Delivery Plan

17. State Service Delivery Plan
Measurable Program Outcomes:
English Language Arts
Mathematics
Credit Accrual
Out-of-School Youth
Early Learning
Family Literacy
Activities:
Identification and Recruitment
Family Engagement Framework
Interstate/Intrastate Coordination
Health
Records Transfer
Comprehensive Needs Assessment
Service Delivery Plan Development (carryforward SDP one more year)
SDP Updates – New MPOs, Evaluation

18. What is a Service?
“Services” are distinct in that they are the educational or educationally related activities provided to migrant children to enable them to succeed in school. Because student success is the overarching goal of the MEP, services are a vital aspect of the program. In providing services, priority must be given to migrant children who are failing or are most at risk of failing and whose education has been interrupted during the regular school year.

19. Services and Activities
“Services” are distinct in that they are the educational or educationally related activities provided to migrant children to enable them to succeed in school. Because student success is the overarching goal of the MEP, services are a vital aspect of the program. In providing services, priority must be given to migrant children who are failing or are most at risk of failing and whose education has been interrupted during the regular school year.

20. Services and Activities
Services are of sufficient duration and intensity to enable the program to meet its measurable outcomes and to contribute to the achievement of the State’s performance targets.

21. Supplement/Supplant
Federal funds cannot replace activities or services previously conducted with other local, state, or federal resources (supplanting).
Must be in addition to what the student(s) would receive from other resources (supplement).
Through a local needs assessment process, districts should identify the specific services to be provided with MEP funds;
Depending on the size of the local grant, may have to prioritize what type of services can be provided
In some instances, district may only be able to support the on-going Identification and Recruitment, Parent Involvement, and records transfer activities. These are critical activities for highly mobile migrant students so don’t feel like it is not worthwhile to secure a grant.
In addition, the needs assessment process helps to ensure their identified academic and support needs are addressed through other coordinated services.

22. Flow of District MEP Resources
Flow of District A Supplementary Program MEP Resources cannot be the main provider of services to migrant students
Title I Part C
Title III, State Bilingual, LAP
Federal (Title I, II, etc.)
State and Local
Medicaid included
A Needs Assessment must be conducted to identify what is the additional need migratory students have that can be supported with MEP funds.
Basic Education
photos published by pixabay.com

23. Group Chat
I am aware of the opportunity to coordinate services for migratory students and their families with other federal, state, or local resources.
Yes No

24. Collaboration/Coordination
Students should be accessing services for which they are eligible and entitled to receive.
Title I, Title III, school nursing services, etc.
MEP can provide enhanced services or go deeper to meet the needs of migratory students.
educational examples, migrant physical exams……
Through a local needs assessment process, districts should identify the specific services to be provided with MEP funds;
Depending on the size of the local grant, may have to prioritize what type of services can be provided
In some instances, district may only be able to support the on-going Identification and Recruitment, Parent Involvement, and records transfer activities. These are critical activities for highly mobile migrant students so don’t feel like it is not worthwhile to secure a grant.
In addition, the needs assessment process helps to ensure their identified academic and support needs are addressed through other coordinated services.

25. Unlocking State and Federal Program Funds
Understanding that all the programs must work in coordination

26. 2019-2020 Supplemental Program Services and Definitions

27. 2019-2020 Supplemental Program Services and Definitions

28. 2019-2020 Supplemental Program Services and Definitions

29. Identification and Recruitment (ID&R)

30. Identification and Recruitment (ID&R)
ID&R District Plan
Recruiter (RT) Deployment
Evaluation
Revalidation

31. Identification and Recruitment (ID&R)
Monthly Meeting
Evaluation
Reports help identify barriers and create solutions
Revalidation
PFS students generate twice as much funding
Deployment
Establishing relationships in the community

32. Identification and Recruitment (ID&R)
ID&R District Plan
Evaluation
Reports help determine the progress of short and long term ID&R goals.
Reports help identify barriers and allow you to look for solutions.
Example reports: Certificate of Eligibility (COE) Revalidation, Possible Missed COE , Qualifying Arrival Date (QAD), COE Time Lapse, 3 years COE/ Enrollment Comparison Summary
Section 7 of the Washington MEP ID&R Handbook provides more information on reports.
The handbook is under the Resources tab within the MSDRS website (msdr.org).

33. Identification and Recruitment (ID&R)
ID&R District Plan
Revalidation
Allocate time to conduct revalidation.
Revalidation of COEs is important because they help determine Priority for Service Students(PFS).
A PFS student generates twice as many dollars than a non-PFS student.

34. Identification and Recruitment (ID&R)
ID&R District Plan
RT Deployment
Important to get out of the school buildings to recruit.
Recruitment entails creating and strengthening relationships with prospective families, employers, and community agencies.
Relationships created outside of the school buildings produce access to families and referrals.
Attending community-based events helps market the MEP brand.

35. Chat Box I have my monthly meetings planned for ID&R– Yes/No
I know where to locate and access the Certificate of Eligibility Revalidation Report – Yes/No

36. Health

37. Migrant Education Health Program
MEP helps identify and treat unresolved health problems, so that these problems do not interfere with a migrant students ability to engage academically.
Preventative health services, always tied to helping the child meet his or her learning needs.
Such as physical exams, sports physicals, corrective lenses, dental screenings, social and emotional needs, some medications, etc.
For those not in the know, Migrant Education Health Program uses MEP funds to identify and treat unresolved health problems, so that these problems do not interfere with a migrant students ability to engage academically. Historically, the program has preventative services tied to helping the child meet his or her learning needs. Including physical exams, sports physicals, corrective lenses, dental screenings, and other social and emotional needs.

38. MSIX Migrant Student Information Exchange (MSIX)
Requires MEP to collect, maintain, and submit minimum health information within established time frames and values.
Medically Diagnosed Alerts (MDAs)- i.e. none, chronic, acute;
Immunizations on file- i.e. yes or no
Help local educational agencies (LEAs) meet the needs of migratory children by having up-to date health information readily available where migratory children enroll after they move.
Purpose: facilitate the national exchange of health information for migratory children across boundaries.
MSIX – national migrant student database system

39. Migrant Health Dashboard
Snapshot Report
Where can I access this data?

40. Health Reports Three main reports: 3-Year Physical Exam;
Students without exams on record, populated from COE
Immunizations on File;
Students without yes or no verification
Medically Diagnosed Alert (MDA) Report.
Ongoing or unresolved health conditions as a result of a physical exam, or other source.
Reports available through Migrant Student Information System

41. 3-Year Physical Exam
List students who do not have a health physical conducted or reported within the last three years

42. Immunizations on File

43. MDA Report

44. Health Summary Report Overview of physical exams
# Eligible for new exam
# Exams scheduled/ Completed
# Reported in MSIS

45. District Migrant Health Portal
Request for support:

46. Health
Work with ESD OSY/ Health Coordinators and Health Supervisor to host a physical exam event with local partnered health care providers.
Coordinate any follow-up care needs the student(s) may have with local clinics- i.e. Medically Diagnosed Alerts (MDAs).
Again, seek technical assistance from regional ESD Migrant Health/OSY Coordinator for other health services.
Health plays a great part in student attendance as well as ability to focus in class
Services are coordinated with state and federal health insurance coverage
Migrant Education Program provides assistance and facilitates access to health and dental services

47. Chat Box
Can the Migrant Education Program (MEP) funds be used to pay the cost of physical examinations and athletic fees for eligible migratory children, as required for participation in school athletics?
Answer: Yes, MEP considers this an allowable support service as required for participation in school athletics once the possibility of a referred service has been exhausted.

48. Chat Box
A migrant family seeks support with “dental services” for their child. after a brief conversation, district staff have identified that the family is in seek of orthodontic treatment. Can MEP funds be used to cover the costs?
Answer: No, MEP considers this a long-term treatment which is not covered under federal statue by the office of migrant education. However, MEP may be able to find community resource that may help offset the costs of such a service.

49. Parent Advisory Councils and Family Engagement Framework

50. Parent Advisory Council (PAC)
PAC Guide on OSPI website:
education/migrant-and-bilingual-education/migrant-education- program

51. Going beyond PAC meeting agenda planning
The Washington State Migrant Education Program views parents as collaborators with the schools in the education of their children. Collaborator: NOUN “a person who works jointly on an activity or project, an associate.”

52. PAC Guide Preface: Page i Section I Section II Section III
Welcome: Page 1
Overview: Page 2
Section II
PAC Coordination: Page 8
PAC Officer Responsibilities: Page 16
Section III
Additional Resources: Page 17

53. Family Engagement Framework: Why?
Washington Migrant Education Program Service Delivery Plan
Parent Involvement Plan, pp 23-24
Title I supports parent involvement by enlisting parents to help their children do well in school. In compliance with ESSA, the Washington MEP requires that local sites receiving MEP funds consult with parents in an organized, ongoing, and timely way, in the planning, review, and improvement of the local MEP. The SEA and LOAs are required to establish and consult with PACs* in planning, operating and evaluating MEPs [ESEA Sec. 1304(c)(3)]
*Parent Advisory Councils = elected/selected officials

54. Family Engagement Framework Taskforce
OSPI, lead
ESD Family and Student Engagement Coordinators
Parents
School District staff

55. Family Engagement Framework
PAC Guide: PrefacePage i

56. Family Engagement Framework
PAC Guide: Resources Page 29

57. Family Engagement Framework Guide
PAC Guide: Resources Page 29
Family Engagement Framework Guide
Relational
Collaborative
Interactive
Developmental
Linked to Learning

58. Chat Box
What Family Engagement Framework Characteristic(s) Are You Planning to Further Enhance this School Year?
Relational (building trust and respect)
Collaborative (building community and networks)
Interactive (time for learning and practice)
Developmental (build social, emotional, and human capital)
Linked to Learning (aligned to learning goals)

59. ESD Migrant Education Program Family Engagement Coordinators/Specialists
ESD 171, Wenatchee
Bárbara Guzmán
ESD 189, Anacortes
Enrique Lopez
ESD 105, Yakima Donald Bender ESD 123, Pasco David Orozco

60. Out of School Youth (OSY)

61. Out-of-School Youth WA identifies Out-of-School Youth as:
Students between the ages of 16-21;
Who are not enrolled in school;
And have not received a high school diploma or its equivalent.
Some OSY may be identified as drop-outs and may be considered PFS.
Service Delivery Plan has identified a Measurable Program Outcome (MPO), strategies, and services to address potential needs of Out-of-School Youth (page 21).
WA identifies Out-of-School Youth as:
Students between the ages of 16-21;
Who are not enrolled in school;
And have not received a high school diploma or its equivalent.
Some OSY may be identified as drop-outs and may be considered PFS.
Service Delivery Plan has identified a Measurable Program Outcome (MPO), strategies, and services to address potential needs of Out-of-School Youth (page 21).

62. Who is a “dropout”? For reporting purposes, WA defines dropout as:
A student who left the previous school year (i.e ).
And did not enroll in the subsequent school year (i.e ).
We encourage everyone to thinking positively and refer to these students as opportunity youth.
For reporting purposes, WA defines dropout as:
A student who was not enrolled in school the previous school year (i.e ).
And did not enroll in the subsequent school year (i.e ).
We encourage everyone to thinking positively and refer to these students as opportunity youth.

63. Every OSY has a unique story..
At-risk to become OSY
Absence patterns that raise concerns
Still enrolled in school or stopped attending within this school year
We know their story
OSY New to District
OSY discovered through home visit
Moved from another district
No relationship with our staff
Existing OSY (not new to District)
OSY withdrew from our school district
At one point was a part of our system and may have connection with our staff
We know their story
Here to Work OSY
Never previously enrolled with our school system
May have some academic goals but does not know who can support them

64. Out-of-School Youth
Support from ESD OSY/ Health Coordinators is available (free of charge) to support migrant funded and non-migrant funded school districts alike.
ESDs available to assist with answering questions regarding OSY, allowable services, or to provide technical assistance- such as developing a plan to serve OSY in iGrants.
ESD OSY/ Health Coordinators will not be available to provide direct services to OSY students in project district boundaries.
We will discuss Service Delivery Plan in more depth later on in the webinar
Address the needs of Out-of-School Youth, especially recently drop-out as they are considered Priority for Service
Outcome is to provide more services to OSY students, recover them back into high school or into an alternative program

65. How is my District serving Migrant Out-of-School Youth?
My District’s Outreach Description according to iGrants
To do: Print iGrants report where FPDs outline their outreach to OSY/ Cut/Label for distribution to each District’s FPD as a reminder of what they wrote in the last iGrant
Ask: In your District is it you filling out the iGrant application? If not you, how are you communicating with your team?
Individual reflection as we get ready to think about next year: 2 minutes
Individual Reflection:
How do you find/outreach with OSY in your district?
What are some of the needs you find with OSY in your district?
How does your LEA respond to these needs?
How do you ensure to capture all of these services in the MSIS Reporting?
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

66. Building a Plan for OSY
4. Once we have provided services how are we capturing them in MSIS?
How does my District successfully find and connect with Out of School Youth?
3. Once we know the goals of each OSY how do we respond with services to meet those needs?
2. Once we connect with OSY how do we learn about their unique story, current priorities and goals?

67. How does OSPI measure each district’s outreach for OSY during Consolidated Program Review (CPR)?
Talking Point: Be proactive- We are available to work with you to meet the deliverables for CPR
Handout: CPR Checklist
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

68. OSY/ Health Coordinators
The Coordinators
Regions
NWESD 189- Tanya Rojas
(360) (360)
ESD 189, ESD 114, ESD 113, ESD 112, ESD 121
NCESD 171- Ric Escobedo
(509)
NCESD 171, ESD 101
ESD 123- Juan Hurtado
(509)
ESD 123, ESD 101
ESD 105- Cindy Cholico
(509)
ESD 105
Each Coordinator introduce
OFFICE OF SUPERINTENDENT OF PUBLIC INSTRUCTION

69. Out-of-School Youth
It is important to review the student list for potential students to be served.
We will discuss Service Delivery Plan in more depth later on in the webinar
Address the needs of Out-of-School Youth, especially recently drop-out as they are considered Priority for Service
Outcome is to provide more services to OSY students, recover them back into high school or into an alternative program

70. Chat Box
Are undocumented students eligible to receive supplemental health services from the Migrant Education Health Program?
Answer: Yes, all eligible migratory students who have been identified as having a health need for which there are no other resources available to respond may be served by Migrant Education Health. Under no circumstance should their be any question on immigration status for addressing the identified academic or support (health) needs of migratory students.
State Constitution states “it is the paramount duty of the state to make ample provision for the education of all children residing within its borders, without distinction or preference on account of race, color, caste, or sex.”

71. Chat Box
Can individuals who are migrant qualified but are not enrolled in school such as a child who is being homeschooled or a youth who is identified as an out-of-school youth (OSY) receive supplemental health services?
Answer: Yes, the Department of Education recognizes homeschooled children as attending school. In addition, the statute specifically prioritizes migratory children who have dropped out of school or that have been recovered into an educational program administered by a secondary school to be secondary students and therefore eligible to access health services.

72. Resources

73. ESD and MSDRS Program Partners
North Central ESD - ncesd.org Linda McKay, Assistant Superintendent
ESD esd105.org Cynthia Juarez, Director
Northwest ESD 189 – nwesd.org Pam Estvold, Assistant Superintendent
ESD 123 – esd123.org Lupe Mota, Program Administrator
ESD Migrant Education Program Champion Ric Pilgrim ESD
Migrant Student Data, Recruitment, and Support – msdr.org Lee Campos, Director

74. MSDR.ORG

75. Applications and Reports
Regular Year Grant Application – Form Package 206; SAS due July 1; all other pages due Sept. 13
Regular Year End-of-Year Report – Form Package 521 – Due: September 13
Summer Program Report – Form Package 249 – Due: September 13
Fidelity of Strategy Implementation – Word document – Due: September 13
Summer Program 2020 – grant application to be released February 2020
EDS system, Fiscal Period 19-20,
Form Package 206; Regular School Year Grant Application – Substantially Approvable Status allows district to charge back to beginning of fiscal period, July 1; remaining of the grant application due September 13
FP 521 – Regular Year End-of-Year Report – regular year FP 521 due September 13
Form Package 560,, Summer Program End-of-Year Report due September 13
Fidelity of Strategy Implementation (annual self-evaluation of level of ability to implement various strategies support MPOs)
Summer Program Grant Application;
FP249
Intent to participate in Winter 2020; application release February 2020

76. Join Us for the Following Webinars
September 18 – Quarterly Webinar; 9-11:30 a.m. November 8 – Summer Program Planning; 9-10 a.m. January 17 – Quarterly Webinar; 9-11:30 a.m. March 27 – Quarterly Webinar; 9-11:30 a.m. April 10 – End-of-Year Reports; 9-10 a.m. May 8 – Quarterly Webinar; 9-11:30 a.m. (tentative)

77. Webinar Feedback (chat box)
Was this webinar helpful to you in your new role as Federal Programs Director?
What was of most interest to you?
Note in the chat box what information you would like to learn more about.

78. Thank you for your participation!