modeling migrant education programs for english learners...the logistics of student interns june...

Modeling Migrant Education Programs for English Learners

Summer Coding Camp

Region V – Kern County Superintendent of Schools

Career Academy Partnership

Region 7 – Riverside County Office of Education

21st Century Learning Program

Region 21 – Bakersfield City School District

Summer Coding CampRegion V – Kern County Superintendent of Schools

Presented by

Jose Morales

Regional Director, Migrant Education Region V

jomorales@kern.org

Career Academy Partnership Region 7 – Riverside County Office of Education

Presented by

Myra SanchezDirector, Migrant Education Region 7

MQSANCHEZ@rcoe.org

Maria PonceCoordinator, Migrant Education Region 7

mponce@rcoe.org

Migrant Education

Career Academy

Partnership (MCAP)REGION VII

RIVERSIDE COUNTY

in· tern· ship/ˈinˌtərnˌSHip/

Noun

the position of a student or trainee who works in an organization, sometimes without pay, in order to gain work experience or satisfy

requirements for a qualification.

MCAP

The Migrant Education Career Academy Partnership provides

students with an opportunity to gain job experience and training in a work environment suitable to their interests and professional goals.

The overall goal of the program is to ensure that migrant students

are exposed to a professional work environment that will motivate

them to prepare for a future career.

MCAP Participation:

2017- 18 students

2018- 23 students

MCAP Plan

Applications, Interviews, Training

Career Assessment and Interest Profiler

Job placement

Friday staff development sessions

Excursion

Homework assignments

Closing ceremony

What is the purpose of an internship?

Work experience

Develop new skills

Mentorship

Networking

Insight into different careers

Future job offers

Research

High school internships will help students get into better colleges

Students who have internship experience have a significant advantage in the job market upon graduation

Employees generally favor students who have had an internship

experience over peers who have not

Internships make a difference and they really MATTER!

Timeline

Ma

rch

Fe

bru

ary

Ap

rilJa

nu

ary

Ma

y

Make contact with prospect host sites

Work with Personnel on the logistics of student interns

Ju

ne

Send out student applications to district personnel

Begin to plan curriculum for staff development

Ju

ly

Review student applications

Recruit/hire teacher

Work with contracts department to create contracts with host sites

Interview students

Hire students

Students begin staff development and training sessions

Students begin work

Career Exploration Excursion

Closing Ceremony

Staff Development Sessions

Resume and Cover Letter Writing

Financial Responsibility, Bank Accounts, Credit Cards & Interest

Creating Budgets, Savings, Responsible Spending

College Planning, College Choices, Majors, FAFSA, Grants, and

Application Process

Exploring Leadership

Guest Speakers

Restorative Circles

Building their skills

College Ready!

Career Ready!

Partners Beaman Law

City of Coachella

Assemblyman Eduardo Garcia

Congressman Raul Ruiz

Head Start Nursery

City of Indio

Supervisor Manuel Perez

Coachella Valley Volunteers in Medicine

Borrego Community Health Foundation

Communities for a New CA Education Fund

Desert Recreation District

One Future Coachella Valley

California Rural League Assistance, Inc.

College of the Desert

Congressman Raul

Ruiz’ Office

Bernardo

“I engaged in projects, events, customer service, and computer skills. “

City of Indio

Gerardo

“The internship program offered me more than I had expected. In addition to site experience, I was given advice and created relationships with my mentors.”

Borrego Community

Health Foundation

Brenda

“Yes, it did. It went beyond my expectation. I honestly wasn’t expecting too much knowledge. But I actually got to experience the medical field. It was a great experience.”

CV Volunteers in

MedicineRosa and Esmeralda

“The task I engaged in the most was patient care. It was really fun and interesting.” – Rosa

“A few tasks I engaged in were interacting with patients, making appointments, filing, and scheduling.” –Esmeralda

Supervisor Manuel

Perez

Dulce

“The intern program exceeded my expectations. It exposed me to many different career paths and encouraged me to follow my dreams.”

Chandi Group, USA

Christian and Juan

“Computer skills and my speaking sounds more confident.” –Juan

“What I liked about my worksite was that I got to work with people and I learned how the different systems work.” –Christian

Obstacles

Funding

Companies that are not willing to mentor and train the students or provide them with a quality experience

Due to the high risk of hiring youth, there are not very many companies willing to take on a high school intern

Labor laws

Human Resources Policy

High cost of training

Career

Exploration

at Dodger

Stadium

What was the purpose of this trip?

Exposure to the

systems within our

Government

Opportunity to experience County Board of Supervisors meeting

Community

Engagement

in collaboration with

USC’s Price Center for

Social Innovation

Closing Celebration

Impact

“This internship really helped me prepare for the adult world.”

-Christian, Chandi Group USA

How did we evaluate the effectiveness

of the program?

• Student evaluations

• feedback on worksites

• weekly staff development sessions

• End of year survey

• Weekly site visits and conferencing with students and host site

Supervisors

• Fact: All of the seniors who participated in the 2017 cohort

group are attending a University today!

Resources

Teacher

Student Interns

Program Secretary

Community Assistants

Materials and Supplies

Food

Mileage

External Consultant

Transportation

MCAP Summer 2017

MCAP 2018

Questions?

For more information contact:

Myra Sanchez, Director

760-863-3363

mqsanchez@rcoe.us

Maria Ponce, Coordinator

mponce@rcoe.us

21st Century Learning Program Region 21 – Bakersfield City School District

Presented by

Katherine SchelerProgram Specialist, Migrant Education Region 21

schelerk@bcsd.com

21st Century LearningA profile of a summer learning program for migrant students

The 21st Century Summer Academy

Migrant Education Program, Region 21

Presented by

Janie Flores

Regional Director

Migrant Education Program

Region 21

floresj@bcsd.com

Katherine Scheler

Program Specialist

Migrant Education Program

Region 21

schelerk@bcsd.com

From the Office of Migrant Education Website

Program Description

Funds support high quality education programs for migratory children and help ensure that migratory children who move among the states are not

penalized in any manner by disparities among states in curriculum, graduation requirements, or state academic content and student academic

achievement standards. Funds also ensure that migratory children not only are provided with appropriate education services (including supportive

services) that address their special needs but also that such children receive full and appropriate opportunities to meet the same challenging state

academic content and student academic achievement standards that all children are expected to meet. Federal funds are allocated by formula to

SEAs, based on each state’s per pupil expenditure for education and counts of eligible migratory children, age 3 through 21, residing within the

state.

Types of Projects

States use program funds to identify eligible children and provide education and support services. These services include: academic instruction;

remedial and compensatory instruction; bilingual and multicultural instruction; vocational instruction; career education services; special guidance;

counseling and testing services; health services; and preschool services.

Program Goal

The goal of the Migrant Education Program is to ensure that all migrant students reach challenging academic standards and graduate with a high

school diploma (or complete a GED) that prepares them for responsible citizenship, further learning, and productive employment.

Additional information from California’s Migrant Education Website

21st Century

Learning

www.p21.org

Operating Considerations

● Academy serves PK-8 students and parents

● Serves 20% of MEP eligible students

● Supplemental to regular year and existing summer opportunities

● Region 21 is a Direct Funded Region serving largest K-8 district in California

● Students invited from 48+ elementary schools & early learning programs with

very different data profiles (36,000+ students)

● Participating teachers are often new to one another, the teaching

environment, and project based learning [Buck Institute of Education]

● Program runs three weeks in July/August

Academy Overview

● Vertically aligned theme repeats every six years around relative location

(State, Nation, Continents, Earth, Solar System, Universe)

● CCSS content standards with an overarching focus on language development

specific to student’s needs & pursuant to the EL Roadmap principles

[emphasis on literacy development - expressive communication] CLR!!!

● Project Based Learning with a narrow foci, developed throughout the

elements

● STEAM - Science, Technology, Engineering, Liberal & Creative Arts,

Mathematics

● Focus on 21st Century Skill - CULTURE

Academy Elements (STEAM)

In addition…

Performing Mariachi

Folkloric Dance

Performance Theater

La Liga Soccer

Obstacle Course

21st Century Fair

AquaLearn

Mini-Corp Puppeteers

*Assessment through weekly

challenges - Door Contest,

Chronology Wall, Class Mural

2016 State→ 2017 Nation → 2018 Earth → 2019 Solar System

21st Century Fair

1. Student planned and run cultural

celebration

2. Parents and stakeholders are invited

3. Student performances and work displays

a. Mariachi

b. Performance Theatre

c. Orations

d. La Liga Skills exhibits ← Parents too!

e. Art Display

f. Engineering Exhibit

g. Science Fair

4. Organization and design are organic and

student-centered

Assessment

Qualitative: Student, Staff, & Parent/Stakeholder Surveys & Interviews

● Minimum 80% required categorical scores [90% on

average]

Quantitative:

● Presentation of Learning (POL) Expressive Language

Rubric (SBAC Based) - Ease of use 10 point scale -

administered weekly

● CFAs in sub-domains [content-based & comprehension]

State Service Delivery Plan Alignment - ELA

Principle Strategy Measurable Objective Addressed

ELA 1.0 Reading & Writing 20 hours✓

ELA 1.1 Opportunities to Read

Expository

Two texts✓

ELA 1.2 Explicit writing

instruction

Two genres✓

ELA 1.2a Writing rubric &

anchors

Confirmed implementation✓

ELA 1.3 Staff development

specific to writing

Verified professional development✓

State Service Delivery Plan Alignment - Math

Principle Strategy Measurable Objective Addressed

Math 2.0 Explicit instruction 20 hours ✓

Math 2.1 Math Literacy

Family Nights

Minimum of two events ✓

Math 2.2 Professional

development specific to

math

Verified professional development ✓

Math 2.0 Explicit instruction 20 hours ✓

State Service Delivery Plan Alignment - MISCPrinciple Strategy Measurable Objective Addressed

School Readiness 7.0 Dual Language

Support w/ parent

15 hours +✓

School Readiness 7.1 Parent workshops Verified events✓

Social Emotional Maturity 8.0 Development

with MESRP

Part of 100% of services✓

Social Emotional Maturity 8.1 Parent

workshops

Verified events✓

Mental Health 11.0 Workshops Two workshops✓

Mental Health 11.1 Services & Referrals 100% of identified need✓

Mental Health 11.2 Professional Development Verified✓

Parent Capacity 12.0 Resources &

Orientation

Two events✓

State Service Delivery Plan Alignment - MISC cont.

Principle Strategy Measurable Objective Addressed

Parent Capacity 12.0 MEP Resource

Orientation

Two events✓

Parent Capacity 12.1 Workshop

Series

Three of six 12.0 topics covered✓

Self & Cultural Pride 13.0 Cultural

Component

Element included✓

Self & Cultural Pride 13.1 Student

engagement

Element included✓

Self & Cultural Pride 13.2

Professional Development

Two cultural competence trainings✓

Rubric: Alignment with CA EL Roadmap

Principle One: Assets-Oriented and Needs-Responsive Schools

Element 1.A: Language and Culture as Assets

Element 1.B: English Learner Profiles

Element 1.C: School Climate

Element 1.D: Family and School Partnerships

Element 1.E: English Learners with Disabilities

Principle Two: Intellectual Quality of Instruction and Meaningful Access

Principle Three: System Conditions that Support Effectiveness

Principle Four: Alignment and Articulation Within and Across Systems

Questions?