modeling migrant education programs for english learners...the logistics of student interns june...
TRANSCRIPT
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
Career Academy Partnership Region 7 – Riverside County Office of Education
Presented by
Myra SanchezDirector, Migrant Education Region 7
Maria PonceCoordinator, Migrant Education Region 7
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
Maria Ponce, Coordinator
21st Century Learning Program Region 21 – Bakersfield City School District
Presented by
Katherine SchelerProgram Specialist, Migrant Education Region 21
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
Katherine Scheler
Program Specialist
Migrant Education Program
Region 21
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?