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The Critical Role of the MEP in the Transferring and Accruing of High School Credits for Graduation

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The Migrant Education Program (MEP) has a crucial role in supporting migratory students and their accrual of credits toward high school graduation. The presenter will discuss interstate and intrastate coordination and the role State and local MEP staff play in assisting in the accrual of credits through consolidating coursework taken by migratory students in various schools both in State and out of State. The presenter will discuss with participants their use of the Migrant Student Information Exchange (MSIX) for enrollment, placement and credit accrual, their interactions with the Texas and Florida Interstate Migrant Programs, and their utilization of distance learning coursework to promote high school credit accrual.

Show Transcript

good morning everyone and thank you for joining us this morning okay we will be getting started in the few seconds I have a few announcements to make I just want to let you know that we will be getting an evaluation as soon as you leave this session delete encourages fill that out and give us your comments and opinions regarding our conference so that way we can work into preparing for next year's conference and we ask that you stay muted if you have any questions you can put it in the shower I will be taking or comments or questions and we'll go ahead and pass it over to you alright so good morning everybody and I am tired though and a group leader at the office of Migrant education US Department of Education from the Texas Education Agency do it is always wonderful to see Texas people and you know also congratulations to Region 20 or I'm being the new entity that is hosting the Texas migrant Interstate program so it's very exciting to be here with you today and because she and my pay that topic or object of my presentation today is the critical role on the migrant education program and transferring an accredited accruing High School accredited for a credit graduation and specifically how Interstate coordination impact secondary creditor crawl so thanks for the everyone who's doing the presentation today and I hope to get a lot of conversation going back from the Texas people what is going on in terms of Interstate coordination and what are you doing for secondary credit approval so get us started we always go over the mission of our office to the mission of the of Migrant education is to provide excellent leadership technical assistance and financial support to improve the educational opportunities and academic success of migratory children use agriculture workers pictures in their family so the other thing I'd like to mention before we get started to is your it's informal presentation it's not like there's no masses of people out there so if you put things in the chat feel free if there's an opportunity to interject a comment here there that's welcome and I'm going to stop throughout I have in the chat box but since we don't have amount of people we can entertain some questions too I just want to use Lily to keep an eye on the time keep me moving along because sometime I will have a tendency to digress so getting a started just statutory reference this year as always statue and then the federal code of federal regulations and then the map now I'm non-regulatory guidance for those people statute of course is the law code of Federal Regulation is how we in the Department of Education interpret the law and then our non-regulatory guidance is recommendation on how the state should implement the law in it we call it is safe harbor because if you follow our recommendations and non-regulatory then you're you're all he's going to know that you are implementing and the program you know the way that it should be implemented alright with that being said because I said this is about secondary credit accrual so how long have you been working with secondary 8 migratory students let's get a feel you know people that are in the audience participants my participants can you can shout it out and you can put it in the cat and I'll open up the chat so I can see do we have seven years 12 years 20 years 10 years 3 years 3 years 20 years off and on so we do people like Old Timers right in the program here yeah and some new do I recognize so nice to have you in attendance today that's great so and when talking about secondary age migratory students so for those long-timers in the program I'm just going to be relying on you you know to give me some good examples of things that you can do I've been making a difference so what are we going to talk about today we're going to talk about how States working together offering flexible course work after school summer instructional time how you I'm positively impact secondary Craig accrual for migratory secondary but again you know as we've always learned in this is the importance with migrant education program is we talking about kids who travel throughout the donation so eat as well as within you stay right so entrusted with in-state and Interstate outside of you stayed in the state and interested coordination make all the difference in the world when we're talking about a national program like the migrant education program especially when we're talking about secondary credit accrual this is where we need a partner together with the districts within the state and districts outside of the State and State to stay to make sure that those secondary credit cool secondary credit and student can graduate and moving right just remind everybody about the definition of migratory child so our definition in the migrant education program we are talking about children who make a qualifying move in the preceding 36 months is a migratory of cultural worker or migratory Fisher I think I have a little typo here with or to join a parent or spouse who is my attorney Agra culture Walker or a migratory fish yet and also the reason why I want to bring this up is because now we have and you've heard it all along you know just within the last couple years the term migrant also is commonly used to refer to individual to move from one country to another not limited to those who were engaged in agriculture or and so this is very confusing sing for a program because I trim is migrant education program but we are talking about migrants who are migratoria cultural worker or Fisher Michael tradition or the children of them and not migrants who are movie into the United States so I know people have said well why do we have to call it the migrant education program well because that's the name and statue but one of the things I encourage everybody to do is not to use the word migrant children but to use the word migratory children just because when you see things from the US Department of Education migraine cuz usually commonly referred to as the individuals who move from one country another where is migratory children are used in terms of the migrant education program and also and statue you'll see the term migratory children use so it's not much but it is something in terms of off clarification what type of activities you know can we offer on to Title One Part C and I know none of these active is there going to be a surprise for you but you know we are a supplemental program so we can offer instructional Services Support Services professional development your parent advisory councils and are the parental involvement activity course ID in our is big one coordination activities not just with interested coordination working with from state-to-state but also with other federal agencies I'm in so I'll mention those in another slide and if that's something that I would encourage people to do and then also when you working with us takes him big big in terms of resources working with marquetry children is record transfer make sure in that information goes from one state to another state and even within your state from District to District depending on your type of Migrant student record transfer that you haven't place you might have specific specific database your CNA activity to comprehensive needs assessment activities Your Service delivery point activities what's the valuation of the map all of those are activities that you are going to help personnel work with migratory children and another services that are directly going to benefit Michael Jordan children so key considerations the news from that funds so much funds must only be used to serve eligible migratory children remember my guitar children are defined as those who are not over 21 years of age and the reason why I'm going to bring this up is because it also depends on your state and people should this is the role of the FDA they should check and make sure what is the age of which children are eligible for free public education in the state of Texas for example I think it is up to the age of 26 so you don't have any issues with your if a child is an out-of-school Youth and serving them until the end of the program in terms of Eligibility is up to the age of 22 when they turn 22 they no longer be eligible for the program because in the state of Texas eligible for a free public education until the age of 26 there's no issue there about eligibility ending at the age when they turn 22 in other states they may be only eligible for free public education in early age of 16 70 in some states until the 18th and 19th and in that case their eligibility does not actually extend until the age of 22 if they ran out of school you it's only until the age when the state offers says that's the kind of points for that free public education and in that point that's when their eligibility would end in that particular State and those things we check on when we monitor but that is something at the SPCA that they would look for and that would be in your email that would be in your ID in our manual and your stay or when you're talking about secondary credit a cruel and working with Adam you got to be partying, so the grass when I talk about eligible migratory chill children so the next point is that your fun should be driven by your DNA in Your Service delivery plan usdp and as I mentioned before it is a supplemental program for other Federal and on federal resources that are available to migratory children so what does that mean that means that you use your other Federal and non Federal resources before you use your map resources so we always like to say that the map is the icing on the cake so you use your other title program funds and then you use your map program funds as a sub in the supplemental major so also use them that funds must comport with uniform guidance so any time we get a policy question that's all to offer submitted to us at the Office of Education we always and policy letters with a horse you know in terms of the uniform guidance cost that you're expending in the migrant education program must be reasonably necessary allocable to the program and its beneficiary so those are also basically you know if what you want to do you know in terms of sir the question that you're asking is that something that a reasonable person would also consider you know necessary and a good use of your friends all right what is some examples of Sacramento services and support additional hours of instruction that do not conflict with the schools instructional schedule we don't want you to pull children out of classes so if they need additional work in the subject area but if they other time during the school day in a bad as we're to give him that additional instructional time so I would we need my vest so maybe they equipment additional instructions what kind of follow-up do they need to know to make sure that they're continually engaged it is working with the parents maybe it is loaning them and maybe it is providing them instructions on what systems in Spanish so in terms of supplemental services and support is a wide range of offerings that you can do that fall under that umbrella and as I mentioned before she programs for coordination you know so Federal programs Title 1 part a title 3 I do have Kia education for homeless children and youth is so those of federal programs and of course college assistance migrant program in high school equivalency program you should have no problem the white birds with the migrant education program all through college graduation utilizing that's a program and then if you have drop out hopefully the high school equivalency program that program and then can we talk about birth you know all the way up to Age 3 sometimes into Pre-K we talked about migrant seasonal Head Start you should be working with them or see my grand national Farm worker jobs that is a good program that intersects very nicely with the health program and out of school used national school lunch and breakfast program into the Department of Agriculture education for homeless children issues as I mentioned before and I know that in many instances you either work together if you're at the sea know very close with the title program so title loan a title 3 part a title one part C and then homeless children and youth you many times you know you were working very closely with the directors and and sometimes we see some of the dirt actors or homeless are also the director for the migrant program or out in your regional service centers somebody might be the director of the Padawan parsley and also for homeless children or title one party director many times I directors also up title on Park Street so if you have those natural connection you really need to Foster them and not working inside the box and then also you know in terms of making sure that I meant the national Farm worker jobs program that is into the Department of Labor but also another program that's under the Department of Labor which is work with very closely is called the monitor Advocate system and so that program to a monitor monitor okay is something also that you can really benefit from working very closely with for those secondary age children and so let's move into talking about secondary age children and I'm going to take a few minutes here to look at just four numbers and this is from performance. 21 2021 to 2022 so when we talk about a performance. You know that we're talkin from September one through the end of August each year we are not talking about we're so it's a little bit different than the school year so in the performance. If we look nationally or performance. 2021 I'm just located, Nationwide we had 16 lb 840 children in grades 7 and I'm looking starting a grade 7 because in grade seven when we will get on Metformin measure which we're going to do right after in the next slide we looking at the when looking at the promotion rate from great seven all the way up to grade 12 and so that's why I brought it down to grade seven and also in grade seven you're cool and credits many times do the credits and grade 7 sometimes even Is Earl we asked Ray 6 so as soon as I'm still going to recruit and credit you want to make sure you get the Pacific database to be transferred off submitted Up and Dance it so 16814 Nationwide in grade seven in grade 8 16929 and gray 9 18349 greater than 16205 grade 11 15049 grade 12 13587 + OS why if you look at that big spike identified osy in the 21 tour to Performance. Is $29,900 so looking at just looking here you know in terms of the numbers you know and looking at the at the chart you can see you know we do have a little increase from grade 7 8 and 9 and then grades 9 10 11 and 12 you can see his fight decrease you know from 18000 349 to 13587 and a what that tells me you know is that it is hard to students still to accrue credits and that Interstate efforts still need it to help those children improve credit because when you are really a truly no credit and 9 10 11 and 12 you know if you're not you're not being able to recruit a credit didn't you know disappointed that got discovered that gets frustrated and they are more likely just not to graduate if they do make it to 12 greater or they dropping off Yung gravy and that engrave an 11 and 12 and a course with the OS why it is hard to break that apart because we're just looking at OS why is one big group where we have we know that I was lying those who have dropped out as well as those who I hate it work and at this point in time we just we don't have a way to separate that so we can only assume you know that there are significant number of those children who are in grade 12 should have graduated by alright so so we're looking at performance measure here and you can see performance measure here we're looking at blue blue is the performance measure those are our targets and then they actual they are both of the actions rather what's in blue and then what you see in green that is on that Target so you see three years from 18 19 19 20 20 21 without a net Target that is because that's when we first started collecting the data on m6 and so we needed time for states to get the data into insects and so yeah we took 3 years a day then that's usually what you Jill before you said a baseline is you take three years worth of data and then you set your target so this is for performance Measure 3 so what is performance measure three and this is an I'll measure of performance measure we used to call them gappers we now call them performance measures on government performance results at government performance results that we don't use the term anymore so we want to start using in your State national performance measures so it is a combination of commotion graduation so it's a percentage of Meth enrolled in grades 7 through 11 and that were in grade 7 to 11 and they were promoted the next year two grades 8 through 12 so 70 promoted into great 88 gets promoted into great 9 and so forth and then it is combined with the graduation rate which is the percentage of students in grades great well who graduated receive their hsed the high school equivalency diploma and so this is the measure that we are sending the Congress and that is part of the national valuation that Congress is using you know to see if the migrant education program is successful or not you know in terms of its programme implementation and in terms of this week so if you can see in terms of It's a combination of promotion and graduation rate is in 20 21 22 we had a rate of 68.8% so those are students who were either promoted to the next grade or graduated So based on that we said our targeted 67% so we still have a way to go you know in terms of student you know going to being promoted to the next grade and then students graduating so this also just said let people know that this is there also snapshot data is you put your date into your map specific database that data goes up into insects now you might say well I am not putting in anything special about weathering the student gets promoted to the next grade well you are when you put in your enrollment information so M6 looks at you know what grade the student was in for the longest amount of time on one grade year and they come to the next grade year and based on that information took first aid that is what's giving us the promotion rate for each state so this is comparing the moment you know what grade next June's was in and your stay in the longest time that they were on an enrollment line to the next year the longest time that they were on any moment mine and that's how we get the promotion right now the graduation rate depends on Canon in D E that you're putting into the system and then you're saying that that students actually did graduate or got promoted so that is very important that you do all your in the events system so that this is accurately accounted for so with that being said I wanted to share this measure so that we can see you know we do have children that we need to know in terms of secondary credit just staying within our state for a moment for this discussion what kind of challenges have you faced with in the district or within your state popping secondary aged migratory use the crew that credit how is your District State responded to these challenges UK and you can put the answer in the chat or you can just isn't possible Lily for them to unmute themselves and to just tell us yes you can unmute yourself and then this week Wednesday finish talking anybody does anybody have any issues with students enrolling Leigh withdrawing early any issues like that I'll go I would I would say the hardest that we hear from our local districts is just the the transferring of of credits and helping them a crew those credits you know that friends even within the state you know within our own State you know helping them you know that this course is differ so much and so it's not even just you know Interstate it's in Trust as well so and it really comes down to those relationships and finding those people you know in the the other states you know that you can connect with those counselors especially the migraine counselors all those people that understand are migratory Youth and their their unique needs so making those connections that's why you don't like conferences like this one are so important to you don't get to know Tamiflu you can reach out to and then that work with because I think that's just been the biggest you know challenge that I faced anyways over the years okay thank you Michelle you know I'm in Michelle you know from from Michigan okay so you know if you receive a lot of still receive a lot of students rights and also Florida and Georgia in states that now what about within your state Michelle do you have any issues with you know any kind of state policy that might be not as helpful your students yeah yeah we're still facing that as an issue as well you know even intrastate you know because we are you know local this you know rules and so occasionally you know we have that issue and it's not even just within you know migrant education its you know a bigger issue now with with all of our I know even with him like homeless homeless students are Foster student foster care students so we're really working on that is a whole city issue so it's you're just taking that advocacy you know to a whole new level and then really empowering our recruiters and powering our you know migrant program Liaisons are coordinators and directors program directors to really you know speak up an advocate and you don't get in there to the high school office and you know raise a fuss and really talk out and say look you know look what these kids are you know the bottom line is we want to you know help them graduate and you know how can we make this happen and you know it it really do it takes a lot of work but if you keep at it you know eventually we can find a a solution well thank you for that and I mean that is is Michigan that's receiving say what about your Texas people Homebase state I would like to say something I I I worked on two different districts here in Texas as a migrant counselor and one of the biggest issues first of our students is that every time they say they called they go to another school Issaquah send love you and I'm moving to a new job you know they're scared they just don't know what to expect and they when they get there like mrs. Madison was mentioning you know we have to I paid for them because some people that not only understanding my empathy you know when kids get here let's say November in the school year started and I guess they already behind most teachers are willing to allow them to make up the work but think about the overwhelming overwhelming it is for a child when I just enrolled into school. I might have to make up all these were for all this subject so a lot of it that you know is his appointment is Karishma meant in in my case and that this is where I am right now I'm the only migraine professional so nobody else can go and see the students and you were so it's very difficult for me to to be able to get to everybody even if I want to go there not only are not only sometimes lacking the ability to do all that work you know that they're lacking probably the organizational skills are also liking the the support although most people are supportive you know there's cases in which the child you know it doesn't have the support at home it's cool it with the teachers and so that in turn comes with a lot of discouragement for the child and then eventually the drop off line formation is very difficult and I do tell the kids you know you will see the light at the end of the tunnel but sometimes they don't but I don't see the end of the tunnel you know it is challenging is there challenging I have this one a particular incident with a child that came from out-of-state send a child to the to the class with a note I just showed up on my mind can you help me you know makeup the the work and contact my counselor blah blah blah so the child comes back to my office 10 minutes later and she's crying and why she comes down I said what happened is on sometimes and I do I book it for the kids add meetings with teachers I said you don't even have to do anything to make a child welcome or make a child you know and welcome so the teacher looked at the child enrolled at her eyes when she walked in with a note that is so she interpreted like I'm not welcome here is like for her for her was I got another kid that I have to help it's just they go through a lot they do work not that. thank you now just looking in the chat just let me go to some of these comments in the chat lack of available online platforms the students to recover credits offering different word for one District another in in a course we know from state-to-state but again trying to talk about what's happening in your state course offerings different from one District to another as you said just moving from one school district to another one new job to another new job application of courses and some students are not aware that they've already taken that course and they retake it and that could even be in state not even out of state you know moving from one state to other students tend to come with and completely grades because they were not in school long enough and then they come and then they are here for a very short time and they can't make up any credit because of course this is so different again this is and that's it in a nutshell that's exactly what the dean of students experience within State as well as out-of-state language barriers leading to teachers not knowing how to communicate and they're for enrolling students into elective courses that the system does not need or already taken once or multiple times and what does that mean that means if they're in elective courses do only have so many electives that count for a graduation if it's not a course it's going to come for graduation then it's a waste of the students time so attendance always one of the biggest issues that's one thing that's to me that's at the top of the list and what can you do and stay you can have an attendance policy open the STAAR Advocate you know for an attendance policy that is a little bit more flexible because of the extenuating circumstances of migrants and if things get more high stakes in a the state then you know because of the State Testing you have a tendency to see that clamping down but I will say that after covid I have seen an opening up a little bit more in the states going for a little bit more flexibility in terms of your allowing distance learning allowing for different circumstances allowing for that extension of the 12-day you can only miss 12 days of class and then you're not going to earn credit for the whole semester so go home come back next semester that's what it was saying here we don't have secondary students in the school but they Edgenuity for credit recovery you don't having those type of program software programs different type of program for credit recovery is very helpful indeed and getting a copy of a student transcript from the district so important communicating educate about the advocacy education Administration about the advocacy that were trying to help students graduate how to interpret credits school records from students from other countries Mexico definitely lacking to follow up with parents and students credits needed especially the seniors that need credits to graduate the council's need to educate students and parents are credits and needed every year to be on time for graduation same here yeah those are all excellent examples of the challenges that are still out there in terms of secondary age migratory children in terms of getting them to graduate and they also some of the examples what you what you said in that the chat about ways that you come back so just for in-state I'm just some different things you know. I know that if you've been working in the program for a while to talk about promoting flexible credit accrual auction by offering a variety of programs and strategies to make the name two secondary there's a lot in that basically just trying to be as flexible as possible to allow students to earn that credit so a lot of times not just for my Ventura kids but also for all children to have an individualized secondary plan help keep students on track towards graduation and now and then including you know the flexible course work after school and summer instructional times so this is something for all students that they need not just migratory special class periods exclusive exclusively for secondary migratory students receive tutoring and work on credit approval I know a lot of of districts in the Rio Grande Valley have things like this already baked into that class periods and it has really helped those students accrue credit so not just in the valley but throughout the whole state and Olive you know within your state that's great to have and then also to take the time you know add enrollment to review secondary credit approval so that you put the student in the appropriate class so that they are they placed in the best possible position so that they can improve their credit and then also to help them consolidate their credit because a lot of times and we see students accruing many many many credits we will call him partial you know credits in the migrant program so they have all these partial credit's but nobody takes the time to see how can I consolidate these credit how can I get all these partial all this partial work around how can I work to consolidate that into one full years credit for that student or else for what do those are things that you can do with in your state but you know as we know it you know working with tmip Texas program Michigan Florida in the migrant program we have it's a nationwide program because children move with their parents and they move as workers they moving with their parents and so because of that and that's why the migrant program was put into existence by President Johnson because of the challenges related to Mobility so we have the multiples as we mentioned before the different curricula graduation requirements a different and sufficient time to complete courses because they're on the Move they're not staying in that the school long enough to complete a course then we have the states Pacific required proficiency assessment exit exam in the rapid exchange that is something else we have time we Record Exchange we have records exchange and the map through in and people we stayed have in my database but if you don't put the information into your database it doesn't go up and didn't 6th and states are in there looking for the information and children move if it takes you a year to get that information in children have come back to your state and they've already made the whole round movement all the way across the United States and back again before the information has gotten into the Naruto it has to be to finally to make a difference so in the map and Trust 8th and Interstate coordination is key and we need people to know that that is all about people it's about the Cooperative relationships that you warm between your colleagues and you are both advocating on both side whether it be within state within the two school districts out-of-state between districts between states and sending and receiving schools and it's essential or that educational continuity and just making sure that that coursework he's going to meet the home base School graduation requirements so again if if Texas requires Algebra 1 in this is something going back to the time when I was in a receiving so I knew that my texts students would come up and they needed down to the one in order to graduate they didn't have General that they needed out to go on but then when they got to my state and I was in Indiana at that time. councils wouldn't put the students into out but once they put them into General Matt because they said well you know they haven't been in our district before or they don't have the necessary skill set to go into album the ones that we're going to gentlemax so they accrue a partial Credit in general Maps Nickelback on the Texas Texas council's can't do anything with that general math it's not a partial credit and everyone is nothing that they can help him with so it has to be a quitter a relationship you have to work you know between and among State and order to help these doing the crew their credit so again the benefits of a coordination you know you'll see you do muskrats they won't get frustrated they won't get disappointed they won't get and what's the use you know you going to be able to give them a comprehensive range of services is going to be available resources you know if leverage of the program funds to you know the supplemental nature of the map you know if this tutoring offered by Title 1 part A and you can use in a bad opportunity with a tutoring oportun and then you know by maximizing and leveraging other program funds then you maximize met funds meet those unique needs of migratory children alright so now and I know thank you Michelle for getting us going with this but how about not just thing within your state but what have you done how have you work with other state districts to help students accrue the credit so let's try to be positive not talk about the challenges but what about this discusses what have you got in your stay in your District working across the state to help students anybody have any good example of what you've done again you can get yourself if you want to speak up or you can Rite Aid in chat yeah I know and I do see something from the last time just to mention and following up with parents platform recovery Isabella hole platforms available credit recovery very biased I need the challenges let's go down and see if we have any successes it would be great if a student that's that's an online course and once they could continue another state that's what this sessions about today let's see if we can make that happen consolidation of credit does anybody have any examples of how they were able to consolidate credit from Wednesday to another I see here in the comment that we offer pass courses the student enrollment has anybody had any success with using password any kind of distance learning courses to help students accrue credit any anything about working with partial credit to consolidate them from state-to-state anybody have any samples you know me I don't want to dominate but I want to address two things you said one before I came to the state level when I was at the local law I did have a district in Texas and I cannot get the the district is eluding me right now but I did have a district in Texas that I coordinated with and we and I did have a student that continued her online coursework when she came up to my district in Michigan and I just adjusted it took again at communication that Outreach you know on collaboration you know that District in Texas that you know we partnered together and that you know teacher and I kept in touch and you know that that student was able to continue that online course because she only had a little bit left to go and we gave her a class. When she was in my district in our high school and was able to complete that you know so that that is possible you know to do that so and then the other thing I wanted to say was you know it takes the right high school counselor who's willing to look at a youth transcript and look for the partial credit's I was fortunate that I had one of those high school counselors and you know she would look through a student's transcript and find you no partial credit and try and piece them together even if it meant you no kind of putting together like an elective credit but she was one of those who would take the time to sift through and you know then our district was one that would. put those pieces together and then we also use pass to kind of supplement then to award credit for students because you know again I was a strong advocate and I wasn't going to give up and I you know really was determined that we were going to you know do you know really reward these kids for all that the other work that they were doing and not going to just let it go so again it just takes that that strong Advocate and a counselor who again is going to be determined and sift through that and it takes time and I know you know energy your and it takes a special person to work with the secondary age kids it really does and you in it is life-changing because it's a student graduates from high school that changes their life supposed to if they don't graduate from high school really it is it takes its person to person and it really does take that mindset that I am going to make this happen and I am going to put together I'm going to be Innovative I'm going to be flexible I'm going to think I'm fat and that's what it has always taken with working with secondary age kids in the end in the program it really does take that one on one it's one child at a time it's not anything that you can do it Mass you have I'll take that one child you have to look at that child's grades and then you have to sit there and have to figure out what do we have what can we put together you know it would have been I first started that's how I first heard about tmip is again I'm dating myself it was a long time ago if it was I would offer I was in Indiana we would offer this the children credit partial credit partial work during the summer time when they were open the stage and then when they would go back to text and then we'd have the tmip workshop in the fall and I would go down with my list of kids and the list of courses the credits the partial credit that they are in and we would sit down at the tmip workshop and we talked to the different counselors and say hey this is the work that the student ID can you work with it at all and actually sit there and go shooting my student by students and see if they could accrue credits and that you know a c m i p and that's also what the Florida my Greninja State program is to work and your help those students earn credits and to advocate for them does anybody else have any example or we can move on I do want it like just you know from what Michelle said so absolutely one of the things that we've been trying to do because we've noticed. face ride and when did Charles leave the district date that the districts are supposed to input those partial grades and so when they're at the question so now what how do we close out these kind of what Michelle was saying and so dads we've been playing with him pain a little bit more close attention to these things and again yes the counselor is the one that makes a difference we've had conversations about how the counselor together with the MEP stop should be sitting to they're kind of how you're saying is Patricia and saying okay so what classes could potentially kind of intertwined and are the same stuff they got partial credit here you know and it's I don't know where the elective or any other okay wood what class did they took out of state translate that we can put them together so they can get the whole credit and so that's kind of where it's in the works I think that you know having that recognizing that that is something that needs to to be done is the first step in to actually you know taking action and to that and I think most of our District's here at Region one actually have understood that and there are you know taking that challenge and taking you nowhere use of M6 do that to to communicate with other states and I think that the m6 is a great tool to to also communicate every cards to credit as well as wonderful to hear now one thing I do want to mention that I have they say which to me is just kind of like putting up Roblox and and and stumbling points we don't we don't actually award partial credit so we don't even put that in our system because we don't avoid it well I said but what would the student get on there what card if they were there for 3 weeks since you know you should be Innovative put that down what is that going to be well we don't do credit hours either well how many days will they enroll the school put that down for a credit hour you know you're not going to get everything so you know standard-based saying okay this is you know exactly how you're going to do it sometimes you have to be a little bit in a problem solving and say okay yes Most states don't offer partial credit so they're not going to put it on but if a student is in there you know for certain amount of time to get a report card you know so what would you have put on the report card at the time the student ways you know and put that into the system because you know look up things. The counselor can work with so congratulations for really you know pushing that and work with with accomplished to get that done so that's excellent so next thing I'm looking at the time like I said I talk a lot so I said I'm going to finish up early I'll be lucky if I finish up let's look at just some sort of things that I'm just supporting you know secondary IBEW credit approval across States and I've heard of people talking mention this as we've been talking so use an or whatever system you want if you don't want to use them  but notify the school districts are receiving or sending District when migratory children move if if you know where they're going in a reach out like the the district know you know developing academic credit approval and credit exchange programs with prostate so being able to formalize just like you were talking about Nelly this is what we're going to do in region 1 this is what we're going to do you know between region 1 in the state of Michigan and Houston screw credit list and communication and collaboration in the completion and consolidation of Summer course work and classes that's one thing that really the truth is from taking course, they might work so hard all day long in the in the processing plants and then at night they're trying to do coursework and then they find out that all that time and effort they put into it is not going to count how discouraging that you know so you do wants to be discouraged because that's going to lead to what difference does it make a might as well just drop out of school exchanging those curriculum requirements the best thing is that if you know you have students that go to another state and you are home base date and you know your sing is going to graduate from your state you no share in a blue this conference like tmib you can share your curriculum requirement pay for graduation and my state these things that students need to know would be helpful is when they with you you know if there's an opportunity to offer them you know these classes and get these classes please use that if you do you can administer the state Assessments in the receiving state I'm not going to say anything about this because I don't know kindly how that is working you know and in the different states now this is something that I have to get caught up on but that is a No-No great way you know to help students cast of Last Man Standing also if you have in the course exam and then just implementing a Dropout prevention program for your shared migratory children that you have into a more States like are we going to work on together to help these kids everything out when I drop out of school so what is also what does that mean you know when we come right down to the brass tacks so use them 6 to communicate and Roman withdrawals of migratory children so it is you know using him six as a Tracker you know so you are you're you're putting in your moment information your withdrawal information a lot of times you know the space do great job enrollment information excellent job on getting those enrollments into their system and then what they put into their system comes up into exist but they don't put down withdrawals and so if you don't know when it's withdrawn than you know. the track the child to know okay you know this dude has has left the state has left the district using standard base course work to promote Credit Acceptance no fuse distance learning coursework you know what that is be more likely to not use standard base so that it equates to Rigby and see which is not to say that you can't be Innovative and if you stay well we just use you know a non-standard bass tab I swear you know where we stayed at the soonest satisfactory well what would that equate you know come up and come up with a crosswalk to say that if the student does this type of work you know this is going to equate to you know what an A or which equates to a number system your offer and issue full and partial credit and it's not about saying well it gets onto the transcript it is about reporting it you know and sending it forward in your migrant specific database and then also which will go out to inspect so people can use it from state-to-state and then as we're talking about consolidate the partial credit offer out of say preparation in testing opportunities we mentioned before work with what you have in your state if you have those entities that work with Interstate children right now I only know of tea in my pee in a state program and then wherever possible if you can use distance learning corks work you do for the betterment at that the child you know there is a Pass Program University of Texas is correspondence course where I'm sure where in Michigan is correspondence course were that you know it may not be a migrant funded but you can use your my grandson's you know to pay for the course work if there are no other entities are no other program rather program funds available to pay for that those are just some examples and then moving on as we were talking about students mean shared responsibilities so if you're working with I'm secondary age students been a course this is that this session is about secondary students but these are good things to have best practices promising practices if you want for all migratory children but I am speaking specifically about secondary migratory children trying to get them to graduate so communication between sending and receiving States and schools and that timely transfer you know it again a student could be in Texas on Friday they could be in Michigan on Monday you know you need to be fast with those children that I would drawing early you know from school get that information it can be for Malia and 6 but you know hey the child was left here on Friday I know they're heading up to let's say Lauren Smith going to be there by Monday and pick up the phone I talked to the counselor that I know I do teams call but zooms call you know now we have so many different opportunities to reach out to people across States than we ever had so you know you have your network you should be able to just you know contact them and let them know hey I have a couple of kids but I know what coming up your way please students and courses that's for home-based school recommendation how do you know that work with you know you work with that your colleagues across the board you know you you check with Tim i p trap with the sca but the state specific migrant program you know that Asian program at state of the asea level if you know somebody in the district you call the district you stay what are the recommendations what are the courses that the kids need the ability to stay in one location in to complete it in another before you start the class in Georgia and maybe you completed up in Michigan so the student lets you know when April and then they go and then go to a state in a in a complete that course work in another state be flexible with credit approval options might be staying before use distance running coursework were you stop with programs that you have you all please have passed which is Penn paper or you know you do have some other option but passed now to do so those are always you know to to help your your students again it all comes down to sharing information X key so you don't share course transcripts credit report for cards you know the routine directions medication through Zoom get that information into your space database make sure that the state information is complete and up-to-date and insects that's one thing to do because sometimes I hear from the state to say oh we sent all that state assessment in I don't know why it's not showing up on and sit while you sent it to M6 but it came back from M6 because the file said that there was an error in the file maybe you didn't have the right value maybe a different it's something that you sent was not in the correct file format and so it came back and it would take a simple technical fix but if you're not there checking your thinking hey patting yourself on the back you're saying you're doing a great job I'm getting information up to the system but you're not checking your error file and that's not anything that you can do as a counselor or the data specialist but what you can do is you can check to see hey I this information into my system it's not there and then 6y and then you know the technical roles can look into it say Hey you know I need to check the error files I'd see let's make this change recent at the files and sexing while I it's there on the other thing we always want to talk about when we talk about student information sharing I want to Advocate and information-sharing but I also want you to know or that you have privacy that we have to be aware of child pii personally identifiable information so whenever you shared data within and among State always the data if you're not sending it through and Civics if you sent it to him since you don't have to worry about that because people have passwords to the system but if you're going to email the help desk or I need to do is email that in six number that's why having him six number don't say here's the end of this number is a child named as a child birthday here's the file Karen now we have a great trip. I I I am at is something that in this day and age people steal information you know when people steal people's identities and this is not anything that we want to have happen to our migratory children we don't want their identity be stolen and so how do we use them sticks M6 you know is your resource to communicating across state and even within your state for exchanging information on and it should be migratory students education and it supports records for all 46 states are all 46 States and using insects I will say to varying degrees some states the better than other states and getting that information on time so you know registrars and composition use it they should have that password and then it's traitors and teachers if they need to get in there and look at my Kotori information information on migratory children the nation have their passwords if they do in the data specialist can give them the information but it's a lot easier if anybody they don't have to be my good friend as a person but if they have a reason to use them  because they're working with children the nation have a password navigate for them to have a path that's weird into the system and there are various levels of password various levels of information that they can see various reports that they can run depending on the type of access that you give them again the course history and track of History to help kids graduate on time and to be properly and mold and place in school it depends on people you know putting the information into the system and it is it's your national network you don't have to worry about pii using in 60 what I would say is like use the system it's there you know we are providing that resource you know it's fun is that where we're spending on behalf of you should use it to help the children and not only does it help you through their credit and work and getting no service whether they be a structural support but also you know you can use them sticks help identify the families so just very quickly you know and 6 you know the sign on now we have and what we call an MFA multi-factor authentication I think anybody who has a bank account nowadays knows about multi-factor authentication where you getting an email back to your phone or you have to have that second verification you say you are who you are using  as we said and this is a record Dustin Consolidated bracket report is something that you can use you know or you're my true parents get them copies of the report make sure you know that they have the students information let them look at the information if they see that information is missing you know that's something to say hey I have I can get this updated I was to get updated you can update directly in instead you have to update your migrant specific database that information goes in there and it's America's up into insects and we have all sorts of reports you know if your knotted data specialist do you date a specialist you know as a counselor as a secondary Advocate and say Hey I want you to help me learn how to use these reports or maybe you can run this report for me we have a moment report we have missed enrollment Ford's we have all sorts of reports that have to do with just in terms of data quality in terms of student information in terms of also I'm course history so again if you're looking at your course history report yeah you can run the reports lots of different ways you can also call them 6 help desk if you say well this is hard for me to navigate here you can always request a training from you stay if they can't give you the training call the help desk and we can arrange for you to get it re also the m6 team is going to be at nasni this year and they're going to be talking about in 60 go you question be sitting there that can sit down with you you can have a one-on-one with them and you can actually look up your student you can ask questions that we trying to do whatever we can to get people to use the system data request 5 more minutes thank you day to request is something that you want to do to make sure if the date is missing again it's very get the data in the system you know reach out to the state say hey we need to stay there to get into the system you can say hey give me this data and in the meantime please get it into the game and expansion Network it helps you create a network across the state also use the move notification and then again if you're going to use the move notification use the m6 number don't you pii in the loop notification just to be on the safe side until just before we getting ready to close how has anybody used any in 60 features at all the secondary a.m. students anybody want to give any examples that all have you use move notifications happy Tuesday to request looked up and rolling on the system any way at all new here so what we do is we send the move notification I think that that has in the recruitment efforts in finding the students coming from other state and obviously we appreciate the other states to that when they're sending those notifications that they're providing us with that information right the phone number specially like you so that we can make contact as we know these parents usually change numbers very frequently to and so that's one of the barriers but are you know getting that most updated contact family cross reference with our state database and so that helps us as well and also with our tsds right finding the students to see where they're and roles which is also another of Texas database as well so we can cross-reference databases and at the same time communicate the districts and and I know that we also trained districts to send move notifications and two and data requests as well and so it's it's just like you said miss Patricia it's about the person that's giving the used to that to the programme basically at the end of the day that's what matters and hear M6 is a great tool I think to have that color collaboration between State and so the more we use it in the more acquaintance we become with that you know the better it will be for all of our students thank you thank you now only one thing I want to end with is on the last page and you have these links with the the PowerPoint is this is from Meijer US Department of Education Office of civil rights the different factions that talks about protecting access to education for migratory children that's a great one all different types of like a dear colleague letter on School enrollment procedures you have this I think is is great to have in your toolbox there you know if these are this is the law so I know it's time to end and the you know hopefully you got some information I just want to thank everything everybody for everything that you're doing before you know for a migratory children and helping them graduate they wouldn't be able to graduate without your efforts and many many cases so they you very very much thank you for attending today thank you Lily or being the facilitator thank you guys was wonderful seeing everybody again and talking to you all

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