The document describes the Migrant Education Newcomer Academy (MENA) program in Fort Morgan School District. MENA serves recent immigrant middle and high school students with limited English proficiency. The goals of MENA are to develop students' English skills, help them acculturate to US schools, and connect them to educational and community resources. MENA provides half-day instruction separated from more advanced ESL students. Partnerships with community organizations support students' social, cultural, and career readiness. The program has helped both MENA and non-MENA students progress more quickly in their English acquisition.

1. 2012 CoTESOL CONFERENCE
MENA
Migrant Education Newcomer Academy
http://menamorganre3.weebly.com
Presenters:
Mark Rangel – Instructional Program Coordinator -CBOCES
MENA 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. MENA
MIGRANT 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 NEWCOMER
ACADEMY
 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 School
School 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 Master
Math. Those who worked hard and applied themselves started the school year by skipping a level
of 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 year
and 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 to
cover more vocabulary and content. With the African refugees who are placed in this class
generally coming in with solid BICS, there is much more interaction in the classroom. This
interaction is improving the social interactions and relationships between the students coming from
such a variety of native countries.
ESL 2- Since these students had a stronger and more intensive ESL 1 the previous
year, I have been able to begin moving the ESL students to more of an English
acquisition/Language Arts direction.
Overall, the MENA program has already made a difference in the academic lives
of our ESL students.

9. THE RIPPLE EFFECT
Middle 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 (Rosetta's) 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 (Rosetta's) and homework (Math is main
focus)

12. PARENT COMMUNITY INVOLVEMENT
COMMITTEE (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