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2012 CoTESOL

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Presentation- Migrant Education Newcomer academy 2012 CoTESOL Conference.

Presentation- Migrant Education Newcomer academy 2012 CoTESOL Conference.

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  • Mark and All Introductions
  • Mark
  • Mark
  • Carolyn,Karen, Dolores
  • Mark
  • Carolyn and Karen
  • Dolores
  • Jeff
  • Jeff
  • Mark
  • Mark
  • All
  • All
  • Transcript

    • 1. 2012 CoTESOL CONFERENCE MENA Migrant Education Newcomer Academy http://menamorganre3.weebly.comPresenters:Mark Rangel – Instructional Program Coordinator -CBOCESMENA Staff – Fort Morgan School District
    • 2. WHAT IS A NEWCOMER?Newcomer students are recent immigrants who have little or no English proficiency and who may have had limited formal education in their native countries.
    • 3. DESCRIPTION OF THE (MENA)NEWCOMER PROGRAMThe program is designed to serve middle school and high school students who are non- English proficient (NEP) and have no formal education or very limited formal education. Length in program will be individualized. The main determination will be the student’s native language literacy level when entering the program.
    • 4. MENAMIGRANT EDUCATION NEWCOMER ACADEMY  Goals of the program Program Design• Establish a bridge between newcomer Must match student needs with District needs and existing language support resources system • Use of migrant funds• Develop English language skills • Potential for other grants• Help newcomers acculturate to U. S. Program structure-half day program schools Off campus site• Make newcomers aware of educational expectations and opportunities Secured curriculum materials and tools• Create connections to existing Provide extended time for learning community resources • Integration within regular school, extracurricular activities, etc.
    • 5. SERVICE DELIVERY OF MENASocial/cultural readiness - Positive Behavioral Support Model using district produced student expectations from middle school and high school.Community Integration Skills – Lessons provided in Collaboration with OneMorgan County. Facilitate transitions  Develop a graduation/completion pathway and ICAP  Based on time available and student skill level  Established criteria for transition into FMMS or FMHS
    • 6. MENA LEARN Consortium – Migrant Literacy Net
    • 7. MENA –MIGRANT EDUCATION NEWCOMERACADEMY Partnerships• OMC- Community Integration for students and Parents• Workforce Center – Job readiness skill development• SARA Inc. – relationships• CSU Extension Program – Hands on Science lessons in robotics• Doctoral Students from UNC and DU- Group counseling• Colorado Heights University – community presentations and campus visit• Cargil Meat Solutions – donation of SMART Board system $4000
    • 8. High SchoolSchool year 2011-2012 THE RIPPLE EFFECT• By separating the newcomers from the level 1 student, both benefitted.• The newcomers benefitted from the opportunity of learning in an environment with less stress.Summer 2012- Some newcomer students participated in the summer Project Ready and MasterMath. Those who worked hard and applied themselves started the school year by skipping a levelof ESL in the high school.School year 2012-2013- Almost all students who were in MENA in 2011-2012 moved to ESL 1.Only one MENA student returned to MENA in 2012-2013. He started late the previous school yearand had formal education in native language only to the third grade.ESL 1- Since many of the students in this class were in MENA last year, the class has been able tocover more vocabulary and content. With the African refugees who are placed in this classgenerally coming in with solid BICS, there is much more interaction in the classroom. Thisinteraction is improving the social interactions and relationships between the students coming fromsuch a variety of native countries.ESL 2- Since these students had a stronger and more intensive ESL 1 the previousyear, I have been able to begin moving the ESL students to more of an Englishacquisition/Language Arts direction. Overall, the MENA program has already made a difference in the academic lives of our ESL students.
    • 9. THE RIPPLE EFFECTMiddle School •MENA students develop a sense of ownership •Provide individual instruction because of the small group •Lower affective filters – willingness to try new things •Ability to create community connections & provide opportunities for our newcomers •Ability to move non-MENA students at a faster rate •Parents use MENA as a resource for community needs •Newcomer families use the MENA as a resource for homework and help within the community
    • 10. PROJECT READY Summary of Program: Designed to serve Out Of School Youth (OSY) Migrant students and At-risk high school migrant students in language development, workforce readiness development, GED Preparation, and academic support.Schedule: Abdinasser Ahmed- Thursday 4:00PM – 6:00PM Saturday 12:00PM – 2:00PM Sunday 12:00PM – 2:00PM Dolores DelCampo- Monday 4:00PM -6:00PM Tuesday 3:30PM – 5:00PM Saturday 9:30AM – 12:00PM
    • 11. PROJECT READY This Year 15 students in READY worked in GED Prep, one of them has completed and one student needs only to complete one test. We support around 32 with English class Direct instruction and Computer assisted (Rosettas) and homework (Math is main focus) Last Year 14 students in READY worked in GED Prep, one of them has completed and one student needs only to complete one test. We support around 31 with English class Direct instruction and Computer assisted (Rosettas) and homework (Math is main focus)
    • 12. PARENT COMMUNITY INVOLVEMENTCOMMITTEE (PCIC) PCIC meets monthly to provide information and training from the school district and community agencies to parents. We use our bilingual MEGAS for translation for parents. Parents provide ideas for presentations
    • 13. MORGAN COUNTY SCHOOL DISTRICT Next Steps Increased Purview  MENA Director/District ELL Director First Stop for High School Newcomer/Migrant students  Registration  WIDA Testing  W-APT  ACCESS  IPT Testing Primary focus on NEP level students
    • 14. IN THE NORTHERN REGION CBOCES Next Steps • Continue to explore and develop partnerships with post- secondary options for students ( IMBC) • Replicate MENA and Project READY in other school districts in our service area. • Share best practices with programs in state and nationally.
    • 15. SHOULDER PARTNER ACTIVITYTurn to a shoulder partner and discuss:  Something you can steal to use in your district or community. OR  What is one question you have that you need answered today.
    • 16. QUESTIONS?
    • 17. CONTACT INFORMATION: Mark Rangel – Instructional Program Coordinator CBOCES mrangel@cboces.org http://markrangel.weebly.com CENTENNIAL http://markrangel.wordpress.com BO CES Office: 970-352-7404 ext. 1122 Board of Cooperative Educational Services www.cboces.org Jeff Marler – MENA Coordinator - 970-370-6114 jeff.marler@morgan.k12.co.us Carolyn Klimper – M.S. MENA ELL Teacher - carolyn.klimper@morgan.k12.co.us Karen Liston – H.S. MENA ELL Teacher – kliston@morgan.k12.co.us Dolores DelCampo – Migrant Education Graduation Advocate – dolores.delcampo@morgan.k12.co.us