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The application process and service delivery Interagency Conference: June 22nd Program and Fiscal Accountability Wrap Up Questions and Meeting with StaffOur Indianapolis Staff: Our Indianapolis Staff Darlene Slaby, Director Lauren Harvey, Assistant Director Marisa Aguilar, Education Consultant Sheila Cheatham, Administrative Assistant Cindy Fonseca, Records Administrator Dara López, Education Consultant Sarah Mullin, Migrant Field Coordinator Gwen Patton, Data Entry Specialist Audrey Pruitt, Education Consultant Beverly Smith, Fiscal Consultant Olga Tuchman, Education Consultant Contact Information: Contact Information Indianapolis Office (317) 232-0555 Statewide: (800) 382-9962 Nationwide: (800) 379-1129 Data FAX: (317) 233-1175 Main FAX: (317) 234-2121 Website www.doe.state.in.us/lmmpOur Kokomo Staff: Janie Duke, Migrant Field Consultant María González, Migrant Field Coordinator Jeanette Hickey, Migrant Field Coordinator Donna Jordan, Migrant Field Coordinator Doris Waters, Migrant Field Coordinator Our Kokomo StaffContact Information: Kokomo Office (765) 865-2660 Statewide: (800) 537-3869 Nationwide: (800) 257-1677 FAX: (765) 865-2663 E-mail firstname.lastname@example.org Contact InformationSlide7: www.doe.state.in.us/lmmp www.doe.state.in.us/lmmpWhat’s in your packet?LEFT SIDE: What’s in your packet? LEFT SIDE Indiana Migrant Education Program Tri-fold Serving Language Minority Students Tri-fold Activity Checklist 2006-2007 Project Directory “Whatever It Takes!” for Project Directors Free/Reduced Lunch Memo Migrant Student Profile Instructional Strategies for Migrant Students ApplicationWhat’s in your packet?RIGHT SIDE: What’s in your packet? RIGHT SIDEActivity Check List: Activity Check List BEFORE STUDENTS ARRIVE… Project Directors’ Workshop Summer Projects: Forms for reimbursement (Deadline 4/1/07) Application deadlines Summer: 5/1/07 Fall & Regular School Year: 6/25/07 Inservices RIF distributionsActivity Check List: AS STUDENTS ATTEND… Administer LAS Links English Proficiency Assessment or LAS Links Placement Test Fall & Regular Year Projects: ISTEP+ with approved accommodations Weekly Student Attendance Enrollment Lists and Possible Lists Site visitation process Copy of Health Form RIF Distribution Forms Activity Check ListMEP Site Visits : Project Monitoring Fall/Summer Projects: 1 visit Regular Year Projects: 2 visits Pre-Site Visit Questionnaire Classroom observations Site Visit Reports MEP Site Visits OME Program Review for Indiana: FY 2007: OME Program Review for Indiana: FY 2007 Understand the State context Examine MEP results Examine implementation: focus on program quality and identifying areas for improvement Provide evidence of compliance Examine resolution of prior findings Identify exemplary practices to be used as models Determine the need for Federal technical assistanceActivity Check List: AS STUDENTS WITHDRAW… Copy of Student School Withdrawal Form & health info in student packet WHITE COPY of Student School Withdrawal Form & health info to Indianapolis office Copy of Student School Withdrawal Form & health info in student’s permanent file Activity Check ListActivity Check List: AFTER STUDENTS HAVE GONE… Within TWO WEEKS of end of project: End of Project Performance Report Financial Status Report Activity Check List“Whatever It Takes”: “Whatever It Takes” Knowledge and familiarity with application Comprehensive understanding of project Time commitment devoted to project Communicate any changes to LMMP Notification of secondary student enrollment Frequent communication with migrant staff Meet regularly with migrant staff Staff attendance at all meetings/inservices Clear understanding of funding sources Submit ALL reports, forms, and lists on timeFree/Reduced Lunch MemoCategorical Eligibility of Migrant Children: Free/Reduced Lunch Memo Categorical Eligibility of Migrant Children Developed by the USDA’s Food and Nutrition Service Division in consultation with OME “Categorically eligible” means that all certified migrant students can receive free school breakfasts/lunches Qualifying families need not submit written application or provide household financial info Once eligibility for free meals has been established, services continue for the rest of the school year and up to 30 days of the next yearComprehensive Needs Assessment (CNA): Comprehensive Needs Assessment (CNA) NCLB (Section 1304-1306) requires states to submit applications that describe: A comprehensive plan for needs assessment (NA) and service delivery that identifies the special educational needs of migrant children How the state’s priorities for the use of funds relate to the state’s NA How the state will award subgrants to reflect the results of the CNABenefits of Comprehensive Needs Assessment: Benefits of Comprehensive Needs Assessment Review of statewide program Creates readiness for change Develops critical areas for program focus Establishes a rational process for decision makingMigrant Student Profile: Migrant Student Profile IMEP serves over 13,000 migrant students annually Peak months: July (21%), June (16%), August (12%) 16% live in migrant camps, 84% in urban/town settings Over 98% of the migrant population is Hispanic Nearly all migrant students are home based in the US The # of preschool age migrant children is far greater than the available early childhood services in IN Just over half (51%) of migrant students are LEP Less than 1% of migrant students received Special Ed services, as compared to 17% of the general populationTo ensure that migrant children fully benefit from the same free public education provided to other children: To ensure that migrant children fully benefit from the same free public education provided to other children Purpose of the Migrant Education ProgramSlide26: Priority for Services Title I, Part C, ESEA § 1304(d); 20 USC 6394(d) Requirement: Recipients of MEP funds must “…. give priority to migratory children who are failing, or most at risk of failing, to meet the State’s challenging State content standards and State student performance standards, and whose education has been interrupted during the regular school year.” Title I, Part C, ESEA section 1303(d); 20 USC 6394(d) Requirement: Both of these conditions must exist simultaneously for a migrant child to have “priority for services.” Slide27: IMPLEMENTATION Give priority to migratory children who… Are failing or most at risk of failing to meet the State’s content standards and State’s student performance standards and whose education has been interrupted during the regular school year Priority for ServicesIdentification & Recruitment: Identification & Recruitment Who is eligible? What is the role of the Migrant Project? What is a Certificate of Eligibility (COE)?Slide30: W O R K S U R V E Y In English & SpanishSlide31: Did the child move (alone, with or to join a parent, spouse or guardian) within the last 36 months? Was the move from one school district to another? Was the purpose of the move to obtain work that is (1) temporary or seasonal AND (2) agricultural or fishing? Was the work an important part of providing a living for the worker and his/her family? The child DOES NOT QUALIFY for the Migrant Education Program The child QUALIFIES for the Migrant Education Program YES NO NO NO NO + + + FLOWCHART EL IGIBI L I TYSlide33: - Sample COE -Record Keeping: Record Keeping Why are these records important? Without an accurate record of eligibility, a student cannot receive Migrant Education Program Services.RIF Books: RIF Books Minimum Numbers Summer Projects 2 distributions, 1 book per child Fall Projects 2 distributions, 1 book per child Regular School Year Projects 3 distributions, 1 book per childSlide39: Points to Remember Books are for migrant children Distributions: one month apart Children choose their books Books are NEW Pair distributions with an activity that promotes reading RIF BooksSecondary Migrant Students: Secondary Migrant Students Certificate of Eligibility (COE) Directories of FL and TX schools List of TX school schedule types Portable Assisted Study Sequence (PASS) courses University of Texas (UT) courses Questions? Contact Marisa AguilarSlide42: No Child Left Behind Assessment Requirement Schools must annually measure the English proficiency of all LEP students [Title III, sect.3116(b)(3)(C)] Indiana Spring 2007: LAS Links (Form B) Newly-enrolling students must be assessed for identification as LEP using the LAS Links Placement Test within 30 days of enrollment at the beginning of the school year or within 2 weeks during the school year. English Language Proficiency AssessmentSlide43: Strong link to English Language Proficiency (ELP) Standards Group administration for several test domains Reasonable length of test administration Aligned placement test Better measure of reclassification to FEP Ability to measure progress over time Advantages of LAS Links English Proficiency AssessmentModifying & Adapting Curriculum for ELLs: Modifying & Adapting Curriculum for ELLs Give vocabulary first Narrow to ten key concepts Use manipulatives and visuals Make and use picture files and word walls Use low readability materials Give more time for assignments and reading Provide a context-rich environment Use learning centers and cooperative groups Use tape recordings Make chants, songs or raps of content Teach “backwards” activities, discussion, and THEN reading/writingGrading and TestingAlternatives : Grading and Testing Alternatives Develop a contract with the student “To get an A (B, C, etc.) you must…” Personalize goals to demonstrate achievement “I want the student to know/be able to…” Provide grades based on mastery of concepts Give students extended time for assignments Develop a portfolio to track individual progress Simplify test formats for students Multiple choice, vocabulary, cloze exercises, etc. No word problems in math Read exams to students and allow oral answers Give students extended time for tests Allow student to take open book testsSlide48: Grading Content Knowledge Language Level-Appropriate Approach to Awarding the Grades District-Wide Grading System for LEP Students Grading Approaches (District & Classroom) Other Helpful ResourcesSlide49: GUIDELINES RETENTIONSlide50: Proficiency in English for limited English proficient (LEP) students is based on attaining an Overall score of Level 5 on the LAS Links English Proficiency Assessment twice consecutively (Spring 06 and Spring 07). Spring 2006/Year 1: Exit English language development services and reclassify as FEP for reporting purposes and begin informal monitoring Spring 2007/Year 2: Begin NCLB required formal two-year monitoring period (No further English proficiency assessment required) The ISTEP+ scores of these students count in the LEP sub-group for AYP throughout this time. Reclassification of LEP Students: Two Year Monitoring of Former LEP Students:: Two Year Monitoring of Former LEP Students: The formal two-year monitoring period begins when a student attains proficiency (Overall score of Level 5) on the LAS Links English Proficiency Assessment for the second time (Spring 2007). During this two-year period, exited students are still entitled to access all services provided through the district’s language development program, if needed. Monitored students should: ■ perform on-par with native English speaking peers ■ have full access to all aspects of the mainstream curriculum and participate successfully ■ have access to language instruction services if needed Upcoming Professional Development Opportunities: Upcoming Professional Development Opportunities Spring/Summer 2007Parent Involvement Resources: Parent Involvement Resources No Child Left Behind Ten Truths of Parent Involvement Proactive Policies Possible TopicsThe Help! KitsResource Guides for Teachersof Migrant English Language LearnersLinks to these guides are on the LMMP website!: The Help! Kits Resource Guides for Teachers of Migrant English Language Learners Links to these guides are on the LMMP website! For Secondary Teachers For Primary TeachersInvitation to the Interagency Conference: Invitation to the Interagency Conference Friday, June 22, 2007 Hilton North Indianapolis, INFiscal Accountability: Fiscal Accountability Supplement, NOT supplant No carry-over Budget amendments Close out project periods No single disbursements Fiscal Review Minimum of 15 migrant studentsProject Application: Project Application IMEP Application 2007 available at: www.doe.state.in.us/lmmp/migrant.html Cover Sheet Assurances Project Information Narrative Needs Assessment FormSummer School Reimbursement: Summer School Reimbursement Category 1: 100% Reimbursable (see memo) Category 2: Core Curricular Programs and Required Studies Category 3: Enrichment and Multidisciplinary courses DEADLINE: 4/1/07 Questions? Contact Vicky Shroeder Summer School Program (317) 232-6984 email@example.comMinimum Number of Migrant Students: Minimum Number of Migrant Students A school corporation must have a minimum of 15 certified eligible migrant students attending throughout the project period in order to continue to receive funding as a project.Projected Funding AllocationEXAMPLE: Sunrise Valley School Corporation: Projected Funding Allocation EXAMPLE: Sunrise Valley School Corporation NOTE: The Summer 2007 Projected Allocation is an overall figure combining Migrant Education and Summer School Reimbursement funds.Project Application: Budget Detail Project Application IMEP Application 2007 available at: www.doe.state.in.us/lmmp/migrant.htmlEnd of Project Performance Report: End of Project Performance ReportQuestions&Meeting with Staff: Questions & Meeting with Staff Questions?Thank you for attending the Migrant Project Directors’ Workshop!: Thank you for attending the Migrant Project Directors’ Workshop! 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