Office of Superintendent of Public Instruction (OSPI)



Washington Migrant Education Program (MEP)2019-20 Fidelity of Strategy Implementation (FSI)District/ESD:Purposes:To measure the level of implementation of each MEP Strategy listed in the Washington MEP Application that aligns with the Washington MEP Service Delivery Plan.To address the implementation evaluation as required by the U.S. Department of Education, Office of Migrant Education.To determine the extent to which MEP services are delivered with fidelity.To serve as a self-assessment guide to local MEPs in implementing migrant-funded services in the 4 Goal Areas: 1) English Language Arts (ELA), 2) Mathematics, 3) School Readiness, and 4) Graduation/Services to OSY.Directions for Part 1: For each Strategy, rate your project’s level of implementation from September 2019 to March 1, 2020 using the process below.Directions for Part 2: For each Strategy, rate your project’s level of implementation from March 1, 2020 to the end of the school year (regular year programs), and/or through the summer 2020 (year-round programs) using the process below and provide a brief description of how the strategy was implemented during this period of time, if applicable.On the last page of Part 2, please provide a brief description of the ways in which your project supported the basic needs of migratory students from March 1, 2020 to the end of the regular school year (2020) and/or during summer 2020.Directions for Part 1 and Part 2:Gather a group of key staff (virtual or face-to-face) to discuss each Strategy. During your discussion, check the strategies/ documentation relevant to your project, and cite additional evidence not covered in the rubric. After reaching consensus, check the applicable rating. If a Strategy is not applicable to your project, please place a checkmark in the box and indicate the reason.Ratings are based on a 5-point scale where 1=Not Evident, 2-Aware, 3=Developing, 4=Succeeding, and 5=Exceeding where a rating of Succeeding is considered “proficient”.Regular year only projects submit your completed FSI to Sylvia Reyna by July 15, 2020Year-round projects submit your completed FSI to Sylvia Reyna by September 15, 2020Questions? Contact Cari Semivan, Program Evaluator, META Associates at capan1@ or call (720) 339-5349FSI Part ISeptember 2019 – March 1, 2020Goal Area 1: ENGLISH LANGUAGE ARTS (ELA) (9/2019-3/1/2020)Strategy 1.1Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding1.1 Provide regular term academic support designed to help migratory students in grades K-12 meet or exceed WA State K-12 Learning Standards in ELA and ELP Standards using: a) research-based, evidence-based, or best practices and resources; b) services aligned to individual needs; and c) targeted interventions and strategies through small group, after school, and/or before school supplemental instruction.No provision of regular term ELA support using the methods listed in Strategy 1.1No progress monitoring to determine student ELA needsNo student participationNo record keepingInadequate provision of regular term ELA support using the methods listed in Strategy 1.1Limited progress monitoring to determine student ELA needsLimited student participationInadequate record keepingSome provision of regular term ELA support using the methods listed in Strategy 1.1Some progress monitoring to determine student ELA needsSome student participationSome record keepingSufficient provision of regular term ELA support using the methods listed in Strategy 1.1Sufficient progress monitoring to determine student ELA needsSufficient student participationSufficient record keepingExtensive provision of regular term ELA support using the methods listed in Strategy 1.1Extensive progress monitoring to determine student ELA needsExtensive student participationComprehensive record keepingCheck (√) the ways in which this strategy was implemented in your project (using MEP funds)? After-school support? Balanced literacy? Benchmark assessments? Close reading? Collaboration with other programs (e.g., 21st CCLC, Title I, LAP)? Culturally-relevant literature? Daily exit tickets? Daily reports of student progress? Differentiated instruction? Direct instruction provided by certified staff? Engineering is Elementary (EiE)? Family literacy night? Formative assessments? Foundations of Academic Endeavors Program? Imagine Learning? LEGO Robotics? Leveled Literacy Intervention (LLI)? Leveled readers? Lexia? Literacy provided through Math MATTERS? Measuring Up online program? One-on-one tutoring? Paraeducators providing support? Pre/post-testing? Professional development for staff? Progress monitoring? Pull-out/push-in supports? Reading Mastery? Science A-Z? Small group instruction? STAR Test? STEM? Strategies to build reading skills? Student progress shared with parents? Student self-assessments? Teacher candidates in classrooms? Training on GLAD binders? Vocabulary development? Wordless books? Writing? Other: Check (√) the documentation that is kept onsite for this strategy ? Curriculum documents? Documentation of staff providing services? Enrollment documentation? Student needs assessment data? Student records? Student work? WaKIDS assessment results? Other: ? Other: Cite additional strategies/documentation here: If this strategy is rated “developing” or below, please indicate how you plan to improve the implementation of this strategy in the future: ? This Strategy is not applicable to our project - Reason: Goal Area 1: ELA, Cont. (9/2019-3/1/2020)Strategy 1.3Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding1.3 Provide family literacy services (reading, writing, speaking, listening in L1 or L2) that include opportunities for families to learn strategies to support learning in the home (e.g., PAC meetings, teacher conferences, family literacy nights) using resources on the OSPI ELA Suite [Menu of Best Practices] and other family resources highlighted by OSPI and their regional and national partners [e.g., Preschool Initiative Consortium Incentive Grant]).No provision of family literacy servicesNo use of the OSPI ELA Suite or other family literacy resources highlighted by OSPINo parent participationNo record keepingInadequate provision of family literacy servicesLimited use of the OSPI ELA Suite or other family literacy resources highlighted by OSPILimited parent participationInadequate record keepingSome provision of family literacy servicesSome use of the OSPI ELA Suite or other family literacy resources highlighted by OSPISome parent participationSome record keepingSufficient provision of family literacy servicesSufficient use of the OSPI ELA Suite or other family literacy resources highlighted by OSPISufficient parent participationSufficient record keepingExtensive provision of family literacy servicesExtensive use of the OSPI ELA Suite or other family literacy resources highlighted by OSPIExtensive parent participationComprehensive record keepingCheck (√) the ways in which this strategy was implemented in your project (using MEP funds)? Bilingual libraries? Family literacy nights? Information, strategies, resources to use at home? Language/literacy instruction provided to parents? Menu of Best Practices? PAC meetings? Teacher conferences? Other:? Other:Check (√) the documentation that is kept onsite for this strategy ? Documentation of how the ELA Suite and other resources used for family literacy services? Family literacy schedules, agendas, and sign-in sheets? Family literacy services materials? Family literacy services evaluations? Other: Cite additional strategies/documentation here: If this strategy is rated “developing” or below, please indicate how you plan to improve the implementation of this strategy in the future: ? This Strategy is not applicable to our project - Reason: Goal Area 2: MATHEMATICS (9/2019-3/1/2020)Strategy 2.1Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding2.1 Provide regular term academic support designed to help migratory students in grades K-12 meet or exceed WA State K-12 Learning Standards in Mathematics through strategies such as: a) academic discourse for research-based mathematics instruction and language acquisition; b) growth mindset learning and strategies; and c) targeted interventions through small group, after school, and/or before school supplemental instruction.No provision of regular term math support using the methods listed in Strategy 2.1No progress monitoring to determine student math needsNo student participationNo record keepingInadequate provision of regular term math support using the methods listed in Strategy 2.1Limited progress monitoring to determine student math needsLimited student participationInadequate record keepingSome provision of regular term math support using the methods listed in Strategy 2.1Some progress monitoring to determine student math needsSome student participationSome record keepingSufficient provision of regular term math support using the methods listed in Strategy 2.1Sufficient progress monitoring to determine student math needsSufficient student participationSufficient record keepingExtensive provision of regular term math support using the methods listed in Strategy 2.1Extensive progress monitoring to determine student math needsExtensive student participationComprehensive record keepingCheck (√) the ways in which this strategy was implemented in your project (using MEP funds)? After school support? Benchmark assessments? Big Brainz Math? Bridges Intervention Binders? Collaboration with other programs (e.g., 21st CCLC, Title I, LAP)? Direct instruction provided by certified staff? Engineering is Elementary (EiE)? Eureka Math? Family math nights? Foundations of Academic Endeavors Program? Group projects? IXL Math? K’nex? LEGO Robotics? Math instructional coaches? Math manipulatives? Math MATTERS? Math routines? Meaningful discourse? Measuring Up online program? Number talks? One-on-one tutoring? Pre/post-testing? Professional development for staff? Progress monitoring? Small group math support? STEAM program? STEM program? Strategies to build math skills? Student self-assessments? Supplemental intervention classes? Other:Check (√) the documentation that is kept onsite for this strategy ? Curriculum documents? Documentation of staff providing services? Enrollment documentation? Student needs assessment data? Student records? Student work? WaKIDS assessment results? Other:? Other:Cite additional strategies/documentation here: If this strategy is rated “developing” or below, please indicate how you plan to improve the implementation of this strategy in the future: ? This Strategy is not applicable to our project - Reason: Goal Area 2: MATHEMATICS, Cont. (9/2019-3/1/2020)Strategy 2.3Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding2.3 Provide family mathematics services that include opportunities for families to learn strategies to support student academic discourse and core mathematical concepts and activities for engaging in mathematical discourse at home using resources on the OSPI Mathematics Suite (Menu of Best Practices) and other family resources highlighted by OSPI and their regional and national partners.No provision of family math services that include the methods listed in Strategy 2.3No use of the OSPI Mathematics Suite No parent participationNo record keepingInadequate provision of family math services that include the methods listed in Strategy 2.3Limited use of the OSPI Mathematics SuiteLimited parent participationInadequate record keepingSome provision of family math services that include the methods listed in Strategy 2.3Some use of the OSPI Mathematics SuiteSome parent participationSome record keepingSufficient provision of family math services that include the methods listed in Strategy 2.3Sufficient use of the OSPI Mathematics SuiteSufficient parent participationSufficient record keepingExtensive provision of family math services that include the methods listed in Strategy 2.3Extensive use of the OSPI Mathematics SuiteExtensive parent participationComprehensive record keepingCheck (√) the ways in which this strategy was implemented in your project (using MEP funds)? Family math nights? Information, strategies, and resources for parents? Menu of Best Practices? PAC meetings? Parent/teacher conferences? Sharing student progress with parentsCheck (√) the documentation that is kept onsite for this strategy ? Documentation of how the Math Suite and other resources used for family math services? Family math schedules, agendas, and sign-in sheets? Family math services materials? Family math services evaluations? Other:Cite additional strategies/documentation here: If this strategy is rated “developing” or below, please indicate how you plan to improve the implementation of this strategy in the future: ? This Strategy is not applicable to our project - Reason: Goal Area 3: SCHOOL READINESS (9/2019-3/1/2020)Strategy 3.1Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding3.1 Provide or partner with programs to provide supple-mental, research-based and best practices instructional services (including a focus on social-emotional development) to 3-5-year-old migratory children that are aligned to their needs (e.g., preschool opportunities, home visits with school readiness instruction, trained paraprofessional support in kindergarten classrooms, kindergarten jumpstart).No provision/facilitation of needs-based, research-based, and best practices instructional services to 3-5-year-old migratory childrenNo progress monitoring to determine children’s needsNo student participationNo record keepingInadequate provision/ facilitation of needs-based, research-based, and best practices instructional services to 3-5-year-old migratory childrenLimited progress monitoring to determine children’s needsLimited student participationInadequate record keepingSome provision/ facilitation of needs-based, research-based, and best practices instructional services to 3-5-year-old migratory childrenSome progress monitoring to determine children’s needsSome student participationSome record keepingSufficient provision/ facilitation of needs-based, research-based, and best practices instructional services to 3-5-year-old migratory childrenSufficient progress monitoring to determine children’s needsSufficient student participationSufficient record keepingExtensive provision/ facilitation of needs-based, research-based, and best practices instructional services to 3-5-year-old migratory childrenExtensive progress monitoring to determine children’s needsExtensive student participationComprehensive record keepingCheck (√) the ways in which this strategy was implemented in your project (using MEP funds)? Balanced literacy? Collaboration with preschool programs/services? Culturally-relevant literature? Daily reports of student progress? Differentiated instruction? Direct instruction provided by certified staff? Formative assessments? Jumpstart program for preschoolers? Paraeducators providing support? Small group instruction? Student progress shared with parents? Teacher candidates in classrooms? Vocabulary development? Wordless books? WritingCheck (√) the documentation that is kept onsite for this strategy ? Curriculum documents? Documentation of staff providing services? Enrollment documentation ? Student needs assessment data? Student records ? Student work? WaKIDS assessment results? Other:? Other:Cite additional strategies/documentation here: If this strategy is rated “developing” or below, please indicate how you plan to improve the implementation of this strategy in the future: ? This Strategy is not applicable to our project - Reason: Goal Area 3: SCHOOL READINESS, Cont. (9/2019-3/1/2020)Strategy 3.2Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding3.2 Offer a series of family engagement trainings that are research-based or best practice, culturally-appropriate, and relevant that could include: a) home visits that include a focus on Funds of Knowledge; b) partnering with other early learning programs to combine parent outreach efforts (e.g., Head Start, ECEAP); c) embedded ongoing early learning opportunities for parents to learn what students are learning and ways to support their learning; d) early learning and school readiness strategies; e) providing parents with access to counseling and advocacy programs; and f) providing education about the State 211 Referral NetworkNo provision of family engagement trainings that include the methods listed in Strategy 3.3No parent participationNo record keepingInadequate provision of family engagement trainings that include the methods listed in Strategy 3.3Limited parent participationInadequate record keepingSome provision of family engagement trainings that include the methods listed in Strategy 3.3Some parent participationSome record keepingSufficient provision of family engagement trainings that include the methods listed in Strategy 3.3Sufficient parent participationSufficient record keepingExtensive provision of family engagement trainings that include the methods listed in Strategy 3.3Extensive parent participationComprehensive record keepingCheck (√) the ways in which this strategy was implemented in your project (using MEP funds)? Birth to 5 Parent Engagement Series? Family nights? Information, strategies, and resources for parents? Migrant Parent Symposia? Parent Academy? Other:Check (√) the documentation that is kept onsite for this strategy ? Documentation of services provided during family engagement trainings? Documentation of collaboration with other early learning programs? Family engagement schedules, agendas, and sign-in sheets ? Family engagement training materials? Family engagement training evaluations ? Other:Cite additional strategies/documentation here: If this strategy is rated “developing” or below, please indicate how you plan to improve the implementation of this strategy in the future: ? This Strategy is not applicable to our project - Reason: Goal 4: GRADUATION/SERVICES TO OSY (9/2019-3/1/2020)Strategy 4.1Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding4.1 Provide wrap-around support for secondary-age migratory students with multi-tiered systems of support including: a) credit retrieval and competency-based high school credit options aligned to WA standards; b) dual credit and career technical education (CTE) applied credit options; c) academic support focused on individual needs (with ongoing data review); and d) professional learning for all teachers on effective instructional strategies (e.g., AVID, GLAD, SIOP, ELA, mathematics, Migrant 101, Integrated Basic Education, and Skills Training Program or I-BEST). No provision of wrap-around support with multi-tiered systems of support to secondary-age migratory students No PL provided for teachers on effective instructional strategiesNo student participationNo record keepingInadequate provision wrap-around support with multi-tiered systems of support to secondary-age migratory students Inadequate PL provided for teachers on effective instructional strategiesLimited student participationInadequate record keepingSome provision of wrap-around support with multi-tiered systems of support to secondary-age migratory students Some PL provided for teachers on effective instructional strategiesSome student participationSome record keepingSufficient provision of wrap-around support with multi-tiered systems of support to secondary-age migratory studentsSufficient PL provided for teachers on effective instructional strategiesSufficient student participationSufficient record keepingExtensive provision of wrap-around support with multi-tiered systems of support to secondary-age migratory students Extensive PL provided for teachers on effective instructional strategiesExtensive student participationComprehensive record keepingCheck (√) the ways in which this strategy was implemented in your project (using MEP funds)? Academic Academy? Apex Learning? Attendance Verification? Aventa Curriculum? Beyond Action Plan? Collaboration with other programs (e.g., districts, vocational high school, LAP, HEP/CAMP)? College readiness activities? Computer program work packets? CTE college and career fairs? Dare to Dream Academy? Fees paid for migratory students to attend credit retrieval programs? Field trips? High school counselor credit evaluations? Islandwood? Leadership programs? LEAP Conference? Next Generation Club (migratory students)? Odysseyware? Online credit options? Onsite Algebra class? PASS? PLATO? Progress monitoring? Red Comet online credit retrieval program? Secondary credit accrual? Student conferences to determine need? Student monitoring by MEP staff? Student monitoring by MGS? Summer home visit program? Summer onboarding program? Summer programming? Transportation? University recruiter to assist with FAFSA/ WASFA? Voices from the Field? Other:? Other:Check (√) the documentation that is kept onsite for this strategy ? Curriculum documents? Dropout reports? Enrollment documentation? Lists of services provided? MGS caseload/services provided? Student participation records? Student records? Student work? Other:Cite additional strategies/documentation here: If this strategy is rated “developing” or below, please indicate how you plan to improve the implementation of this strategy in the future: ? This Strategy is not applicable to our project - Reason: Goal 4: GRADUATION/SERVICES TO OSY, Cont. (9/2019-3/1/2020)Strategy 4.2Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding4.2 Provide migratory student graduation support and advocacy that includes: a) monitoring and tracking attendance and academic progress; b) leadership and mentoring programs; c) family/school connections and home visits; d) services to address social/emotional needs (i.e. school as a safe place); and e) referrals to services aligned to needs.No provision of migratory student graduation support and advocacy that includes the methods in Strategy 4.2 No student participationNo record keepingInadequate provision of migratory student graduation support and advocacy that includes the methods in Strategy 4.2 Limited student participationInadequate record keepingSome provision of migratory student graduation support and advocacy that includes the methods in Strategy 4.2 Some student participationSome record keepingSufficient provision of migratory student gradua-tion support and advocacy that includes the methods in Strategy 4.2 Sufficient student participationSufficient record keepingExtensive provision of migratory student gradua-tion support and advocacy that includes the methods in Strategy 4.2 Extensive student participationComprehensive record keepingCheck (√) the ways in which this strategy was implemented in your project (using MEP funds)? Academic Academy? Apex Learning? Aventa Curriculum? Beyond Action Plan? Collaboration with other programs (e.g., districts, vocational high school, LAP)? College readiness activities? Computer program work packets? Dare to Dream Academy? Field trips? High school counselor credit evaluations? Islandwood? Leadership programs? LEAP Conference? MSA tracks grades? Next Generation club (migratory students)? Progress monitoring? Student conferences to determine need? Student monitoring by MEP staff ? Student monitoring by MGS? Summer home visit program? Summer onboarding program? Summer programming? Transportation provided? University recruiter to assist with FAFSA/WASFA? Voices from the Field? Other:Check (√) the documentation that is kept onsite for this strategy ? Curriculum documents? Dropout reports? Enrollment documentation ? Lists of services provided? MGS caseload/services provided? Student participation records? Student records? Student work? Other:Cite additional strategies/documentation here: If this strategy is rated “developing” or below, please indicate how you plan to improve the implementation of this strategy in the future: ? This Strategy is not applicable to our project - Reason: Goal 4: GRADUATION/SERVICES TO OSY, Cont. (9/2019-3/1/2020)Strategy 4.3Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding4.3 Provide outreach* to OSY ages 16-21 and eligible migrant H2A workers, including dropouts, to increase participation in MEP services, referrals to needed educational and support services, and high school recovery.No outreach provided to OSY No OSY servedNo record keepingInadequate provision of outreach to OSYLimited number of OSY servedInadequate record keepingSome provision of outreach to OSY Some OSY servedSome record keepingSufficient provision of outreach to OSYSufficient number of OSY servedSufficient record keepingExtensive provision of outreach to OSYExtensive number of OSY servedComprehensive record keepingCheck (√) the ways in which this strategy was implemented in your project (using MEP funds)? Credit accrual analysis? Credit recovery (e.g., PASS)? Dual credit support? Health care support/services? Job training support (e.g., Youth Build)? Monitoring by MEP staff ? Outreach? OSY coordinator to connect with OSY? Partnerships with other programs (e.g., NCAC, farmworker organizations)? Reengagement in school? Referrals to adult education programs? Referrals to GED preparation programs? Referrals to high school equivalency programs? Referrals to migrant nurse? Referrals to rehabilitation programs? Referrals to the DMV for driver’s licenses, ID, or education? Transportation provided? Workshops (accessing community resources, financial literacy, life skills, English language development, legal services/rights)? Other:? Other:Check (√) the documentation that is kept onsite for this strategy ? Lists of services provided? Participation records? Other:Cite additional strategies/documentation here: If this strategy is rated “developing” or below, please indicate how you plan to improve the implementation of this strategy in the future: ? This Strategy is not applicable to our project - Reason: *OSY/H2A Supports may include referrals to High School Equivalency Programs (HEP); referrals to community organizations that provide support for GED prep; instruction on financial literacy; and resources for legal services and rights; workshops geared to accessing community support services; and direct instruction in financial literacy; life skills, English language development, and legal services and rights (e.g., GOSOSY instructional resources). High school recovery may include credit accrual analysis; credit accrual; program support through an Alternative Learning Environment (ALEs) such as alternative schools, on-line schools, etc.; dual credit support through Career and Technical Education; and job training support (e.g., Youth Build). Support services may include medical, dental, and vision healthcare; referrals to social/emotional resources; and referrals to drug rehabilitation, and gang prevention.FSI Part IIMarch 1, 2020 – August 30, 2020Goal Area 1: ENGLISH LANGUAGE ARTS (ELA) (3/1/20-8/30/20)Strategy 1.1Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding1.1 Provide regular term academic support designed to help migratory students in grades K-12 meet or exceed WA State K-12 Learning Standards in ELA and ELP Standards using: a) research-based, evidence-based, or best practices and resources; b) services aligned to individual needs; and c) targeted interventions and strategies through small group, after school, and/or before school supplemental instruction.No provision of regular term ELA support using the methods listed in Strategy 1.1No progress monitoring to determine student ELA needsNo student participationNo record keepingInadequate provision of regular term ELA support using the methods listed in Strategy 1.1Limited progress monitoring to determine student ELA needsLimited student participationInadequate record keepingSome provision of regular term ELA support using the methods listed in Strategy 1.1Some progress monitoring to determine student ELA needsSome student participationSome record keepingSufficient provision of regular term ELA support using the methods listed in Strategy 1.1Sufficient progress monitoring to determine student ELA needsSufficient student participationSufficient record keepingExtensive provision of regular term ELA support using the methods listed in Strategy 1.1Extensive progress monitoring to determine student ELA needsExtensive student participationComprehensive record keepingPlease provide a brief description of the modifications made to the implementation of this strategy after March 1, 2020: Check (√) the ways in which this strategy was implemented in your project (using MEP funds)? After-school support? Balanced literacy? Benchmark assessments? Close reading? Collaboration with other programs (e.g., 21st CCLC, Title I, LAP)? Culturally-relevant literature? Daily exit tickets? Daily reports of student progress? Differentiated instruction? Direct instruction provided by certified staff? Engineering is Elementary (EiE)? Family literacy night? Formative assessments? Foundations of Academic Endeavors Program? Imagine Learning? LEGO Robotics? Leveled Literacy Intervention (LLI)? Leveled readers? Lexia? Literacy provided through Math MATTERS? Measuring Up online program? One-on-one tutoring? Paraeducators providing support? Pre/post-testing? Professional development for staff? Progress monitoring? Pull-out/push-in supports? Reading Mastery? Science A-Z? Small group instruction? STAR Test? STEM? Strategies to build reading skills? Student progress shared with parents? Student self-assessments? Teacher candidates in classrooms? Training on GLAD binders? Vocabulary development? Wordless books? Writing? Other: Cite additional strategies/documentation here: Comments: ? Check if this strategy was not applicable to your project or you stopped implementing this strategy after 3/1/2020 due to school closuresGoal Area 1: ENGLISH LANGUAGE ARTS (ELA) (3/1/20-8/30/20)Strategy 1.2Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding1.2 Provide summer term academic support designed to help migratory students in grades K-12 meet or exceed WA State K-12 Learning Standards in ELA and ELP Standards using research-based, evidence-based, or best practices, resources, and services aligned to individual needs.No provision of summer ELA support using the methods listed in Strategy 1.2No progress monitoring to determine student ELA needsNo student participationNo record keepingInadequate provision of summer ELA support using the methods listed in Strategy 1.2Limited progress monitoring to determine student ELA needsLimited student participationInadequate record keepingSome provision of summer ELA support using the methods listed in Strategy 1.2Some progress monitoring to determine student ELA needsSome student participationSome record keepingSufficient provision of summer ELA support using the methods listed in Strategy 1.2Sufficient progress monitoring to determine student ELA needsSufficient student participationSufficient record keepingExtensive provision of summer ELA support using the methods listed in Strategy 1.2Extensive progress monitoring to determine student ELA needsExtensive student participationComprehensive record keepingPlease provide a brief description of the modifications made to the implementation of this strategy after March 1, 2020: Check (√) the ways in which this strategy was implemented in your project (using MEP funds)? Balanced literacy? Benchmark assessments? Close reading? Collaboration with other programs (e.g., 21st CCLC, Title I, LAP)? Culturally-relevant literature? Daily exit tickets? Daily reports of student progress? Differentiated instruction? Direct instruction provided by certified staff? Engineering is Elementary (EiE)? Family literacy night? Formative assessments? Foundations of Academic Endeavors Program? Home-based summer program? Imagine Learning? I-Ready? LEGO Robotics? Leveled Literacy Intervention (LLI)? Leveled readers? Lexia? Literacy camp? Literacy provided through Math MATTERS? Literature camp? Measuring Up online program? Migrant PreK Kindergarten Jump Start? One-on-one tutoring? Paraeducators providing support? Pre/post-testing? Reading Mastery? Science A-Z? Small group instruction? STAR Test? STEM? Strategies to build reading skills? Student progress shared with parents? Student self-assessments? Summer Jump Start? Summer Read Up free books? Teacher candidates in classrooms? Training on GLAD binders? Vocabulary development? Wordless books? Writing? Other: Cite additional strategies/documentation here: Comments: ? Check if this strategy was not applicable to your project or you stopped implementing this strategy after 3/1/2020 due to school closuresGoal Area 1: ELA, Cont. (3/1/20-8/30/20)Strategy 1.3Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding1.3 Provide family literacy services (reading, writing, speaking, listening in L1 or L2) that include opportunities for families to learn strategies to support learning in the home (e.g., PAC meetings, teacher conferences, family literacy nights) using resources on the OSPI ELA Suite [Menu of Best Practices] and other family resources highlighted by OSPI and their regional and national partners [e.g., Preschool Initiative Consortium Incentive Grant]).No provision of family literacy servicesNo use of the OSPI ELA Suite or other family literacy resources highlighted by OSPINo parent participationNo record keepingInadequate provision of family literacy servicesLimited use of the OSPI ELA Suite or other family literacy resources highlighted by OSPILimited parent participationInadequate record keepingSome provision of family literacy servicesSome use of the OSPI ELA Suite or other family literacy resources highlighted by OSPISome parent participationSome record keepingSufficient provision of family literacy servicesSufficient use of the OSPI ELA Suite or other family literacy resources highlighted by OSPISufficient parent participationSufficient record keepingExtensive provision of family literacy servicesExtensive use of the OSPI ELA Suite or other family literacy resources highlighted by OSPIExtensive parent participationComprehensive record keepingPlease provide a brief description of the modifications made to the implementation of this strategy after March 1, 2020: Check (√) the ways in which this strategy was implemented in your project (using MEP funds)? Bilingual libraries? Family literacy nights? Information, strategies, resources to use at home? Language/literacy instruction provided to parents? Menu of Best Practices? PAC meetings? Teacher conferences? Other:? Other:Cite additional strategies/documentation here: Comments: ? Check if this strategy was not applicable to your project or you stopped implementing this strategy after 3/1/2020 due to school closuresGoal Area 2: MATHEMATICS (3/1/20-8/30/20)Strategy 2.1Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding2.1 Provide regular term academic support designed to help migratory students in grades K-12 meet or exceed WA State K-12 Learning Standards in Mathematics through strategies such as: a) academic discourse for research-based mathematics instruction and language acquisition; b) growth mindset learning and strategies; and c) targeted interventions through small group, after school, and/or before school supplemental instruction.No provision of regular term math support using the methods listed in Strategy 2.1No progress monitoring to determine student math needsNo student participationNo record keepingInadequate provision of regular term math support using the methods listed in Strategy 2.1Limited progress monitoring to determine student math needsLimited student participationInadequate record keepingSome provision of regular term math support using the methods listed in Strategy 2.1Some progress monitoring to determine student math needsSome student participationSome record keepingSufficient provision of regular term math support using the methods listed in Strategy 2.1Sufficient progress monitoring to determine student math needsSufficient student participationSufficient record keepingExtensive provision of regular term math support using the methods listed in Strategy 2.1Extensive progress monitoring to determine student math needsExtensive student participationComprehensive record keepingPlease provide a brief description of the modifications made to the implementation of this strategy after March 1, 2020: Check (√) the ways in which this strategy was implemented in your project (using MEP funds)? After school support? Benchmark assessments? Big Brainz Math? Bridges Intervention Binders? Collaboration with other programs (e.g., 21st CCLC, Title I, LAP)? Direct instruction provided by certified staff? Engineering is Elementary (EiE)? Eureka Math? Family math nights? Foundations of Academic Endeavors Program? Group projects? IXL Math? K’nex? LEGO Robotics? Math instructional coaches? Math manipulatives? Math MATTERS? Math routines? Meaningful discourse? Measuring Up online program? Number talks? One-on-one tutoring? Pre/post-testing? Professional development for staff? Progress monitoring? Small group math support? STEAM program? STEM program? Strategies to build math skills? Student self-assessments? Supplemental intervention classes? Other:Cite additional strategies/documentation here: Comments: ? Check if this strategy was not applicable to your project or you stopped implementing this strategy after 3/1/2020 due to school closuresGoal Area 2: MATHEMATICS, Cont. (3/1/20-8/30/20)Strategy 2.2Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding2.2 Provide summer term academic support designed to help migratory students in grades K-12 meet or exceed WA State K-12 Learning Standards in Mathematics that incorporate: a) research-based mathematics instruction; b) growth mindset learning and strategies; c) math content using evidence-based best practices, resources, and services aligned to individual needs; and/or d) best practices in language acquisition strategies that promote student academic discourse.No provision of summer math support using the methods listed in Strategy 2.2No progress monitoring to determine student math needsNo student participationNo record keepingInadequate provision of summer math support using the methods listed in Strategy 2.2Limited progress monitoring to determine student math needsLimited student participationInadequate record keepingSome provision of summer math support using the methods listed in Strategy 2.2Some progress monitoring to determine student math needsSome student participationSome record keepingSufficient provision of summer math support using the methods listed in Strategy 2.2Sufficient progress monitoring to determine student math needsSufficient student participationSufficient record keepingExtensive provision of summer math support using the methods listed in Strategy 2.2Extensive progress monitoring to determine student math needsExtensive student participationComprehensive record keepingPlease provide a brief description of the modifications made to the implementation of this strategy after March 1, 2020: Check (√) the ways in which this strategy was implemented in your project (using MEP funds)? Benchmark assessments? Big Brainz Math? Bridges Intervention Binders? Collaboration with other programs (e.g., 21st CCLC, Title I, LAP)? Direct instruction provided by certified staff? Engineering is Elementary (EiE)? Eureka Math? Family math nights? Foundations of Academic Endeavors Program? Group projects? Home-based summer program? I-Ready? IXL Math? K’nex? LEGO Robotics? Math instructional coaches? Math manipulatives? Math MATTERS? Math routines? Meaningful discourse? Measuring Up online program? Migrant Prek Kindergarten Jump Start? Number talks? One-on-one tutoring? Pre/post-testing? Progress monitoring? Small group math support? STEAM program? STEM program? Strategies to build math skills? Student self-assessments? Supplemental intervention classesCite additional strategies/documentation here: Comments: ? Check if this strategy was not applicable to your project or you stopped implementing this strategy after 3/1/2020 due to school closuresGoal Area 2: MATHEMATICS, Cont. (3/1/20-8/30/20)Strategy 2.3Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding2.3 Provide family mathematics services that include opportunities for families to learn strategies to support student academic discourse and core mathematical concepts and activities for engaging in mathematical discourse at home using resources on the OSPI Mathematics Suite (Menu of Best Practices) and other family resources highlighted by OSPI and their regional and national partners.No provision of family math services that include the methods listed in Strategy 2.3No use of the OSPI Mathematics Suite No parent participationNo record keepingInadequate provision of family math services that include the methods listed in Strategy 2.3Limited use of the OSPI Mathematics SuiteLimited parent participationInadequate record keepingSome provision of family math services that include the methods listed in Strategy 2.3Some use of the OSPI Mathematics SuiteSome parent participationSome record keepingSufficient provision of family math services that include the methods listed in Strategy 2.3Sufficient use of the OSPI Mathematics SuiteSufficient parent participationSufficient record keepingExtensive provision of family math services that include the methods listed in Strategy 2.3Extensive use of the OSPI Mathematics SuiteExtensive parent participationComprehensive record keepingPlease provide a brief description of the modifications made to the implementation of this strategy after March 1, 2020: Check (√) the ways in which this strategy was implemented in your project (using MEP funds)? Family math nights? Information, strategies, and resources for parents? Menu of Best Practices? PAC meetings? Parent/teacher conferences? Sharing student progress with parentsCite additional strategies/documentation here: Comments: ? Check if this strategy was not applicable to your project or you stopped implementing this strategy after 3/1/2020 due to school closuresGoal Area 3: SCHOOL READINESS (3/1/20-8/30/20)Strategy 3.1Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding3.1 Provide or partner with programs to provide supple-mental, research-based and best practices instructional services (including a focus on social-emotional development) to 3-5-year-old migratory children that are aligned to their needs (e.g., preschool opportunities, home visits with school readiness instruction, trained paraprofessional support in kindergarten classrooms, kindergarten jumpstart).No provision/facilitation of needs-based, research-based, and best practices instructional services to 3-5-year-old migratory childrenNo progress monitoring to determine children’s needsNo student participationNo record keepingInadequate provision/ facilitation of needs-based, research-based, and best practices instructional services to 3-5-year-old migratory childrenLimited progress monitoring to determine children’s needsLimited student participationInadequate record keepingSome provision/ facilitation of needs-based, research-based, and best practices instructional services to 3-5-year-old migratory childrenSome progress monitoring to determine children’s needsSome student participationSome record keepingSufficient provision/ facilitation of needs-based, research-based, and best practices instructional services to 3-5-year-old migratory childrenSufficient progress monitoring to determine children’s needsSufficient student participationSufficient record keepingExtensive provision/ facilitation of needs-based, research-based, and best practices instructional services to 3-5-year-old migratory childrenExtensive progress monitoring to determine children’s needsExtensive student participationComprehensive record keepingPlease provide a brief description of the modifications made to the implementation of this strategy after March 1, 2020: Check (√) the ways in which this strategy was implemented in your project (using MEP funds)? Balanced literacy? Collaboration with preschool programs/services? Culturally-relevant literature? Daily reports of student progress? Differentiated instruction? Direct instruction provided by certified staff? Formative assessments? Jumpstart program for preschoolers? Paraeducators providing support? Small group instruction? Student progress shared with parents? Teacher candidates in classrooms? Vocabulary development? Wordless books? WritingCite additional strategies/documentation here: Comments: ? Check if this strategy was not applicable to your project or you stopped implementing this strategy after 3/1/2020 due to school closuresGoal Area 3: SCHOOL READINESS, Cont. (3/1/20-8/30/20)Strategy 3.2Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding3.2 Offer a series of family engagement trainings that are research-based or best practice, culturally-appropriate, and relevant that could include: a) home visits that include a focus on Funds of Knowledge; b) partnering with other early learning programs to combine parent outreach efforts (e.g., Head Start, ECEAP); c) embedded ongoing early learning opportunities for parents to learn what students are learning and ways to support their learning; d) early learning and school readiness strategies; e) providing parents with access to counseling and advocacy programs; and f) providing education about the State 211 Referral NetworkNo provision of family engagement trainings that include the methods listed in Strategy 3.3No parent participationNo record keepingInadequate provision of family engagement trainings that include the methods listed in Strategy 3.3Limited parent participationInadequate record keepingSome provision of family engagement trainings that include the methods listed in Strategy 3.3Some parent participationSome record keepingSufficient provision of family engagement trainings that include the methods listed in Strategy 3.3Sufficient parent participationSufficient record keepingExtensive provision of family engagement trainings that include the methods listed in Strategy 3.3Extensive parent participationComprehensive record keepingPlease provide a brief description of the modifications made to the implementation of this strategy after March 1, 2020: Check (√) the ways in which this strategy was implemented in your project (using MEP funds)? Birth to 5 Parent Engagement Series? Family nights? Information, strategies, and resources for parents? Migrant Parent Symposia? Parent Academy? Other:Cite additional strategies/documentation here: Comments: ? Check if this strategy was not applicable to your project or you stopped implementing this strategy after 3/1/2020 due to school closuresGoal 4: GRADUATION/SERVICES TO OSY (3/1/20-8/30/20)Strategy 4.1Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding4.1 Provide wrap-around support for secondary-age migratory students with multi-tiered systems of support including: a) credit retrieval and competency-based high school credit options aligned to WA standards; b) dual credit and career technical education (CTE) applied credit options; c) academic support focused on individual needs (with ongoing data review); and d) professional learning for all teachers on effective instructional strategies (e.g., AVID, GLAD, SIOP, ELA, mathematics, Migrant 101, Integrated Basic Education, and Skills Training Program or I-BEST). No provision of wrap-around support with multi-tiered systems of support to secondary-age migratory students No PL provided for teachers on effective instructional strategiesNo student participationNo record keepingInadequate provision wrap-around support with multi-tiered systems of support to secondary-age migratory students Inadequate PL provided for teachers on effective instructional strategiesLimited student participationInadequate record keepingSome provision of wrap-around support with multi-tiered systems of support to secondary-age migratory students Some PL provided for teachers on effective instructional strategiesSome student participationSome record keepingSufficient provision of wrap-around support with multi-tiered systems of support to secondary-age migratory studentsSufficient PL provided for teachers on effective instructional strategiesSufficient student participationSufficient record keepingExtensive provision of wrap-around support with multi-tiered systems of support to secondary-age migratory students Extensive PL provided for teachers on effective instructional strategiesExtensive student participationComprehensive record keepingPlease provide a brief description of the modifications made to the implementation of this strategy after March 1, 2020: Check (√) the ways in which this strategy was implemented in your project (using MEP funds)? Academic Academy? Apex Learning? Attendance Verification? Aventa Curriculum? Beyond Action Plan? Collaboration with other programs (e.g., districts, vocational high school, LAP, HEP/CAMP)? College readiness activities? Computer program work packets? CTE college and career fairs? Dare to Dream Academy? Fees paid for migratory students to attend credit retrieval programs? Field trips? High school counselor credit evaluations? Islandwood? Leadership programs? LEAP Conference? Next Generation Club (migratory students)? Odysseyware? Online credit options? Onsite Algebra class? PASS? PLATO? Progress monitoring? Red Comet online credit retrieval program? Secondary credit accrual? Student conferences to determine need? Student monitoring by MEP staff? Student monitoring by MGS? Summer home visit program? Summer onboarding program? Summer programming? Transportation? University recruiter to assist with FAFSA/ WASFA? Voices from the Field? Other:? Other:Cite additional strategies/documentation here: Comments: ? Check if this strategy was not applicable to your project or you stopped implementing this strategy after 3/1/2020 due to school closuresGoal 4: GRADUATION/SERVICES TO OSY, Cont. (3/1/20-8/30/20)Strategy 4.2Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding4.2 Provide migratory student graduation support and advocacy that includes: a) monitoring and tracking attendance and academic progress; b) leadership and mentoring programs; c) family/school connections and home visits; d) services to address social/emotional needs (i.e. school as a safe place); and e) referrals to services aligned to needs.No provision of migratory student graduation support and advocacy that includes the methods in Strategy 4.2 No student participationNo record keepingInadequate provision of migratory student graduation support and advocacy that includes the methods in Strategy 4.2 Limited student participationInadequate record keepingSome provision of migratory student graduation support and advocacy that includes the methods in Strategy 4.2 Some student participationSome record keepingSufficient provision of migratory student gradua-tion support and advocacy that includes the methods in Strategy 4.2 Sufficient student participationSufficient record keepingExtensive provision of migratory student gradua-tion support and advocacy that includes the methods in Strategy 4.2 Extensive student participationComprehensive record keepingPlease provide a brief description of the modifications made to the implementation of this strategy after March 1, 2020: Check (√) the ways in which this strategy was implemented in your project (using MEP funds)? Academic Academy? Apex Learning? Aventa Curriculum? Beyond Action Plan? Collaboration with other programs (e.g., districts, vocational high school, LAP)? College readiness activities? Computer program work packets? Dare to Dream Academy? Field trips? High school counselor credit evaluations? Islandwood? Leadership programs? LEAP Conference? MSA tracks grades? Next Generation club (migratory students)? Progress monitoring? Student conferences to determine need? Student monitoring by MEP staff ? Student monitoring by MGS? Summer home visit program? Summer onboarding program? Summer programming? Transportation provided? University recruiter to assist with FAFSA/WASFA? Voices from the Field? Other:Cite additional strategies/documentation here: Comments: ? Check if this strategy was not applicable to your project or you stopped implementing this strategy after 3/1/2020 due to school closuresGoal 4: GRADUATION/SERVICES TO OSY, Cont. (3/1/20-8/30/20)Strategy 4.3Implementation LevelNot EvidentAwareDevelopingSucceedingExceeding4.3 Provide outreach* to OSY ages 16-21 and eligible migratory H2A workers, including dropouts, to increase participation in MEP services, referrals to needed educational and support services, and high school recovery.No outreach provided to OSY No OSY servedNo record keepingInadequate provision of outreach to OSYLimited number of OSY servedInadequate record keepingSome provision of outreach to OSY Some OSY servedSome record keepingSufficient provision of outreach to OSYSufficient number of OSY servedSufficient record keepingExtensive provision of outreach to OSYExtensive number of OSY servedComprehensive record keepingPlease provide a brief description of the modifications made to the implementation of this strategy after March 1, 2020: Check (√) the ways in which this strategy was implemented in your project (using MEP funds)? Credit accrual analysis? Credit recovery (e.g., PASS)? Dual credit support? Health care support/services? Job training support (e.g., Youth Build)? Monitoring by MEP staff ? Outreach? OSY coordinator to connect with OSY? Partnerships with other programs (e.g., NCAC, farmworker organizations)? Reengagement in school? Referrals to adult education programs? Referrals to GED preparation programs? Referrals to high school equivalency programs? Referrals to migrant nurse? Referrals to rehabilitation programs? Referrals to the DMV for driver’s licenses, ID, or education? Transportation provided? Workshops (accessing community resources, financial literacy, life skills, English language development, legal services/rights)? Other:? Other:Cite additional strategies/documentation here: Comments: ? Check if this strategy was not applicable to your project or you stopped implementing this strategy after 3/1/2020 due to school closures*OSY/H2A Supports may include referrals to High School Equivalency Programs (HEP); referrals to community organizations that provide support for GED prep; instruction on financial literacy; and resources for legal services and rights; workshops geared to accessing community support services; and direct instruction in financial literacy; life skills, English language development, and legal services and rights (e.g., GOSOSY instructional resources). High school recovery may include credit accrual analysis; credit accrual; program support through an Alternative Learning Environment (ALEs) such as alternative schools, on-line schools, etc.; dual credit support through Career and Technical Education; and job training support (e.g., Youth Build). Support services may include medical, dental, and vision healthcare; referrals to social/emotional resources; and referrals to drug rehabilitation, and gang prevention.Please provide a description of the ways in which your project supported the basic needs of migratory students (e.g., meals, food, social/emotional learning, counseling, transportation, internet connectivity, devices) from March 1, 2020 to the end of the regular school year (2020) and/or during the summer of 2020. ................
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