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Please use the QR code to sign in to this TST meeting.

OR visit https://tinyurl.com/tc6z4p9s

Please update your information as necessary.Thanks!

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www.osymigrant.org

Innovative Strategies

for OSY and Secondary Youth

The goal of iSOSY is to improve the delivery of MEP instructional services, with an emphasis on engagement and summer instruction, to increase the educational attainment of OSY and secondary students at-risk of dropping out. In addition, iSOSY will identify the impacts of the COVID-19 pandemic and provide resources to assist states to address identified needs.

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Welcome and Introductions

Arizona

Colorado

Georgia

Illinois

Indiana

Iowa

Kansas

Louisiana

Massachusetts

Michigan

Mississippi

Nebraska

New York

North Carolina

Pennsylvania

South Carolina

Texas

Vermont

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Agenda

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Meeting Materials

or

https://tinyurl.com/2e7t895n

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Welcome to Texas!

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Texas Migrant Education Program Overview��iSOSY TST Meeting�San Antonio�March 18-19, 2024

7

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Title I, Part C Contacts

9

Didi Garcia

State Director – Title I, Part C

Desk Phone Number

(512) 936-2235

Email Address

Migrant.Ed@TEA.Texas.gov

Division Phone Number: (512) 463-9499

Division Email Address: ESSASupport@TEA.Texas.gov

Nez Paniagua

Coordinator – Title I, Part C

Desk Phone Number

(512) 463-6911

Idalia Ibanez

Director – Title I, Part C

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Texas at a Glance

	2022-2023	2021-2022
Statewide
Number of LEAs and Charters	1,209	1,207
Number of Campuses	9,054	8,973
Number of Students	5.518 million	5.427 million
Migrant Education Program
Number of Project LEAs Apply on Own Member of SSA Fiscal Agent	380 75 305 16	427 80 347 16
Number of Students Category 1	19,761 (preliminary) -5.0%	20,809
Category 2	3,527 (preliminary) +6.2%	3,320
Out-of-School Youth (OSY) Eligible Eligible and Enrolled in MEP Eligible and Enrolled in Summer MEP		431 219 9

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Texas MEP Grants

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State

LEAs

ESC Basic Services – MEP – All 20 ESCs

MEP

Capacity Building and Curriculum Initiative – Region 20

MEP Systems Initiative – Region 1

TMIP – Region 20

CNA/SPD/Evaluation Contract – META and Associates

TX-NGS Contract – Catapult Systems

Apply for MEP Funding through the ESSA Consolidated Application

Provide technical assistance to our project and non-project LEAs

Statewide Initiatives

Contracts

CIG TST

IDRC TST

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Website Analytics

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Website Analytics

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Website Analytics

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Website Analytics

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Website Analytics

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Student Portal Analytics

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www.osymigrant.org

Fidelity of Implementation (FII)

Outlines all activities to be carried out by the CIG
Activities are linked to objectives
Activities include person(s) responsible, timelines, progress status and level of implementation
TST uses FII to guide activities
CIG Coordinator and Evaluator review during the monthly coordination calls for planning and to track progress

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www.osymigrant.org

iSOSY Objectives

Objective 1: Each year, 70% of migratory OSY and secondary youth at-risk of dropping out who participate in instructional support using iSOSY products will demonstrate 5% growth on curriculum-based assessments.

Objective 2: By the end of Years 2 and 3, 70% of OSY and at-risk secondary students participating in an evidence-based academic activity (iSOSY initiatives) aligned to their needs will demonstrate satisfactory completion of activity objectives.

Objective 3: Each year, 80% of staff participating in iSOSY professional development (PD) will report increased knowledge and understanding of innovative, evidence-based strategies to address OSY/at-risk student needs arising from the COVID-19 pandemic.

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www.osymigrant.org

Objective 1: Outputs

1a) number receiving instructional services

1b) number with a needs assessment profile

1c) number of activities and deliverables fully operational or complete as measured by the Fidelity of Implementation Index (FII)

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www.osymigrant.org

Objective 2: Outputs

2a) number participating in iSOSY initiatives

2b) number enrolled in certificate programs

2c) number enrolled in credit accrual

2d) number enrolled in HSED programs

2e) number graduating from high school

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www.osymigrant.org

Objective 3: Outputs

3a) number of staff participating in training

3b) number local trainings that include iSOSY

3c) staff ratings on training surveys

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Data are due 9/27/24
Review state responsibilities and expectations for use of products that were included in the proposal
Form 3 is listed as optional but will be collected from PLC representatives in September 2025
Optional tracking forms are tools you may use, but states may collect data in other ways

www.osymigrant.org

Checklist

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Orientation meetings will review data collection in detail
Form 1 contains items similar to previous iterations of iSOSY
Eliminated lists of activities and professional development
Eliminated tracking of learning plans (these may be reported with iSOSY Initiatives if applicable)
There will be a webinar in August or September to review this form

www.osymigrant.org

Form 1

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Staff Training Survey should be completed following training
Training offered by iSOSY or training done at the state or local level that applies to iSOSY count

www.osymigrant.org

Form 2

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Your PLC representative will use this to report about the results of iSOSY initiatives
We are looking for results for at least 5 OSY/students per state beginning in 2024-25

www.osymigrant.org

Form 3 (for 24-25)

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STAT Lessons

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Dairy Farm Equipment
At the Gas Station

Please review final drafts at:

https://www.osymigrant.org/stat-lessons-draft

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Dairy Farm Equipment - STAT Lesson

Quizlet Activities: Flashcards, Match, Q-Chat

Interactive activities
Virtual or in person (printables)
Match definition
Translation and pictures

Match: Student can practice on their own.

Flashcards:

Get a hint: M_ _ _ _ _ _ _

Audio: Practice listening and pronunciation

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Extension Activities

Dairy Farm Equipment - STAT Lesson

Example from “Dairy Farm Equipment”

Listen to a description

Teacher says: The farmer wears them before milking cows.

Choose the vocabulary word/picture described

Learner responds: milking gloves or gloves.

Describe the scene

Photo Prompt

What do you see in the picture?

I see a worker
The worker is milking cows
The lady is cleaning
The worker is wearing work boots and gloves

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At the Gas Station - STAT Lessons

Designed for OSY and other migrant workers who have to purchase gas with cards or cash

This lesson is a continuation of “At the Convenience Store”. For many OSY, these stores are not only part of their everyday life, but, quite often, are the only stores nearby. And, we all wind up on empty one way or another and need them too!

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The “At the Gas Station” STAT lesson includes…

Worksheets, games, videos, Q-chat interactive practice

At the Gas Station - STAT Lesson

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Disaster Preparedness

Preparación para desastres

Disaster Preparedness - STAT Lessons

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Content and many icons derived from FEMA, American Red Cross, CDC, and National Weather Service materials

Begin with the Disaster Preparedness lesson covering basic steps

Extend learning with targeted emergency disaster lessons depending on the geographic area and interests/needs of students

Disaster Preparedness- Overview

STAT Lessons

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Targeted Lessons

Tornadoes Floods

Hurricanes Wildfires

Disaster Preparedness

STAT Lessons

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STAT Lessons

Disaster Preparedness

Basic Steps

Communication Plan

Tornadoes

Hurricanes

Floods

Wildfires

Emergency Supply Kit

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Student will be able to use vocabulary and phrases related to tornadoes.

Student will be able to identify how to prepare, take action, and stay safe during a tornado.

Student will be able to match target vocabulary and phrases with the correct image.

Lesson Components STAT Lessons

Student will be able to use vocabulary and phrases related to disaster preparation.

Student will be able to create an emergency communication plan.

Student will be able to create an emergency supply kit.

Disaster Preparation

Objectives

Targeted

Lesson

Objectives

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� � � STAT Lessons Content Comparison �

Disaster Preparedness Lesson

Lesson Plan

Vocabulary & Image Guide

Vocabulary Practice Worksheet & Answer Key

Emergency Communication Plan

Emergency Supply Checklist & Answer Key

Vocabulary Images (Paper Flashcards)

Quizlet Activities

Pre-Test, Post-Test, & Test Answer Key

Targeted Disaster Lessons

Lesson Plan

Vocabulary & Image Guide

Vocabulary Practice Worksheet & Answer Key

Flood Information Sheet (ENG)

Flood Information Sheet (SPN)

Vocabulary Images (Paper Flashcards)

Quizlet & EdPuzzle Activities

Pre-Test, Post-Test, & Test Answer Key

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Disaster Preparedness – Lesson Plan

STAT Lessons

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Disaster Prep – Lesson Plan Connectivity

STAT Lessons

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Targeted – Lessons Plan Connectivity

STAT Lessons

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Disaster Preparedness –

Vocabulary & Pronunciation

STAT Lessons

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Vocabulary & Pronunciation - Target Phrases

STAT Lessons

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Disaster Preparedness – Vocabulary Practice Sheet & Answer Key

STAT Lessons

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Part A: Target Terms

Vocabulary Practice Sheet Components

STAT Lessons

Part B: Nine Basic Prep Steps

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Emergency Supply Kit

STAT Lessons

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Emergency Communication Plan

STAT Lessons

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Disaster Preparedness – Pre/Post/Answer Key

STAT Lessons

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Overview

How to prepare for specific natural disasters

How to take action before the emergency

How to stay safe during the emergency

26 students from 10 states

8/7/23 - Heat Stress

7 students from 3 states

Lesson Series 2024

2/3/24 - Introductions & Feelings

2/18/24 - Money & the Post Office

2/25/24 - Groceries & Shopping

3/3/24 - Leaving a Voicemail, Dining Out & Ordering a Pizza

22 students from 6 states

(GA, IA, KS, MS, NY, PA)

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Live Lessons Work Group!

Feedback and Discussion

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So what have we accomplished?

Sundays at 7pm (EDT) for a basic English class. February 4, 18, 25, and March 3.

Topics covered: 1&3 Introductions and Feelings, 4&23 Money and the Post Office, 11&12 Grocery Shopping, and 14, 36, and 37 Leaving a Voicemail, Dining Out, and Ordering a Pizza. All from iSOSY materials. Online book here

We also included hands on activities that were printed for the student (i.e. answering questions, filling out a fake money order and mailing it, looking at a real pizza menu, etc.)

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Where are we going?

At the TST meeting, we are looking for feedback from states on what worked, what didn’t, and how we can collaboratively move forward.

March 3^rd class - the instructor asked students for feedback on what they liked and what they would like to see in the future or other constructive criticism.

Frontloading the system for students. We provided support on how to access Zoom and use the online tools.

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The vision for future of this project

Create an online catalog of classes that students can log into to meet their specific needs and time constraints.

Also take advantage of the different time zones and times that we offer (so maybe a 7pm in Colorado is a 9pm on east coast, which might work better but you aren’t asking your east coast staff to start a class at 9pm, or maybe on the east coast there is a class at 8am which allows a swing shift student in Michigan to log on).

The work group will discuss how iSOSY can offer online courses and potentially collaborate with states who may already be offering specific content online. The goal would be to build a larger catalog of courses (synchronous and asynchronous).

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Professional Learning Circles

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www.osymigrant.org

State Initiatives

An iSOSY Initiative is the activity states will do with students.
PLCs will work together to implement initiatives in their respective states.

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iSOSY Material Integration: STAT, Life Skills, Goal Setting
Pathways: HSED and Certifications/Credentials
Student Portal Implementation
Summer Youth Academies/Camps
Trauma Informed Student Support
High Risk Secondary Student Supports/Programming

www.osymigrant.org

PLC List

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Professional Learning Circles

a group of MEP staff who work with OSY and/or High-Risk Secondary Students who are working on a similar issue/initiative and want a sounding board/feedback, accountability, and additional resources/ideas to help them improve how they support students.

A Professional Learning Circle (for our purposes) is…

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Professional Learning Circles

PLC Process and Feedback Loop

PLC focus/discussion
PLC planning
Initial implementation within state, region or project
Feedback from initial implementation
Discussion and refinement

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Professional Learning Circles

Participation Guidelines

Plan to have someone who can implement the initiative involved in the PLC.
No more than one person at a time from each state will be in a PLC.
States can be in more than one PLC.
Facilitators will be volunteer TST members. Facilitators will receive training on the PLC process and facilitation skills.
Each PLC may have special guests join to share their state successes, research, or other ideas.

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PLC Topics & Facilitator Assignments

iSOSY Material Integration: STAT, Life Skills and Goal Setting

Facilitators: Michelle Mattson (MI) and Laurie Stewart (LA)

Pathways: HSED and Certifications/Credentials

Facilitator: Hunter Ogletree (NC)

Student Portal Implementation

Facilitator: Andy Wallace (IN)

4. Summer Youth Academies/Camps

Facilitator: Emily Hoffman (MA)

5. Trauma-Informed Student Support

Facilitator: Lora Thomas (iSOSY Consultant)

6. High Risk Secondary Student Supports

Facilitator: Liz Bliss (NY)

www.osymigrant.org

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Professional Learning Circles

What will you work

on in

your state?

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Group Discussion

In your PLC groups, discuss the following:

What are the objectives for students participating in activities relating to this PLC?
What would you like to get out of PLC participation?
What iSOSY materials will the PLC implement or use in your state?
Do you recommend any particular SME to support the PLC?
Examine the WWC practice guides. Identify evidence-based strategies to support this PLC.

https://ies.ed.gov/ncee/wwc/

www.osymigrant.org

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PLC Facilitator Training

Proposal explanation of PLC outcomes
Logistics and process
Review guiding questions and SME subjections
Overview of the pilot process and lessons learned
Facilitator skill training

Reflective listening and active hearing
Using a guided style of communication
Empowering people to consider change
Using respectful and curious ways of talking to people
OARS

Draft 1st meeting agenda
Questions

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Needs and Strategies for HSED Pathways in NC

Concern Statement: We are concerned that highly mobile OSY face lack of continuity of instructional services between states including English instructional services and opportunities for high school equivalency programs.

Goal Area #3 – High School Graduation and OSY Achievement: Provide ESL and goal setting instruction for OSY during summer programming and/or during flexible hours. Use mentors and tutors to coordinate and facilitate enrollment in alternative pathways and HSED pathways when necessary.

Isolation | Mobility | Varying Levels of Education | Lack of Educational Support in Home Language

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North Carolina OSY Aztec Curriculum Pilot

Focus on OSY in the regional counties and allow regional recruiters and regional OSY mentors to utilize the Chromebooks and licenses to leverage and supplement the HSED instructional support they provide to OSY.

10 iSOSY Chromebooks for North Carolina to distribute to OSY to access Aztec’s online curricula.

One Concurrent license of Aztec’s Bridge/PreHSE Series

10 concurrent licenses of Aztec’s GED Prep - Spanish Series - Soluciones de Preparación de Aztec GED

One concurrent license of Aztec’s Foundations Series

One concurrent license of Aztec’s Fundamentals Series

Two concurrent license of The Kaplan Learning System Powered by Aztec

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Benefits of Aztec Curriculum

Learner-Centered Instruction

Individualized instruction that targets learning gaps.

Unlimited assessment and practice tests.

Real-time reports with answer explanations.

Instructor Friendly Platform

Administrators can create multiple instructors within the platform.

Instructors can control lesson order and learning plans.

Variety of different reporting options to show individual and aggregate learner progress.

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Challenges Around Implementation

Varying capacities among learners around the use of technology.

Building individual learner and instructor capacity in the use of the online platform.

Discuss with OSY about accountability and a self-paced learning plan.

Regular face-to-face or virtual contact by Instructor or OSY Mentor is required for success.

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TST Work Group Assignments

Review future plans shared at SST meeting
Discuss deadlines and individual assignments
Review PD needs and collaboration opportunities with other work groups
Finalize any outstanding materials
Prepare your work group report for tomorrow
Email all future meeting dates to Susanna and Tracie

www.osymigrant.org

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Agenda

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EFFECTIVE PATHWAYS TO AN HSED FOR NC MEP OSY

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iSOSY/HEP Collaboration with

Pitt Community College HEP

OSY from member states can enroll OSY in Pitt Community College HEP – starting small

Should select OSY with a solid educational foundation (8^th grade or higher)

The state MEP should ensure that OSY is eligible to test in the state where the OSY resides with the proper documentation to test.

The state or local MEP must provide a device if OSY does not have one.

The state or local MEP should provide mentor support (not instructional) to OSY throughout the program.

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OSHA Course

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OSHA Course Overview

Student Application
Onboarding for Service Providers

Communication
Expectations of the course
November 9 Introductory Webinar

More frequent check ins will occur

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OSHA Course Overview

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OSHA Course Important Dates

November 1: Applications due

November 9 (11 am CST): Service Provider Introductory Meeting

November 16: Course begins

December 15: Fall break begins

January 16: Class resumes

February 29: March 15: Class ends

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OSHA Course - UPDATE

FALL/WINTER 2023-24

TOTAL # STATES = 8*

TOTAL # STUDENTS = 16

COMPLETED COURSE = 10

SPRING 2023

TOTAL # STATES = 10

TOTAL # STUDENTS = 14

COMPLETED COURSE = 6

FALL 2022

TOTAL # STATES = 7

TOTAL # STUDENTS = 14

COMPLETED COURSE = 5

*GA, KS, LA, MA, NY, PA, SC, TX

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OSHA Course Success

New York:

Student - Yeimi

January 2024 OSHA graduate

Service Provider - Astrid Poulton

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Success Story

Yessy, a 21-year-old single mother working in the food processing industry, dropped out of school in Mexico at age 16 and arrived in the United States at age 17 with her infant son. Yessy worked with Kansas advocate Melanie to enroll in the PASS program to complete her high school diploma. When asked why she was so motivated to get her diploma as well as working hard to complete the OSHA 10-Hour General Industry certification course, she replied, "I want to advance myself, I love learning, and I want to be a good role model for my son and also be able to provide well for him."

Yessy completed all of her high school credits and graduated! She is currently dual-enrolled at Washburn Institute of Technology and is pursuing her industry credential in Automotive Technician, where she is the only female enrolled. After she completes the course, she plans to open her own auto mechanic business.

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Photo Contest Winners

Susan Thon Mayon is a remarkable OSY raised in Cairo, Egypt, now living with her family in Kansas. She is one of nine siblings and, as the oldest sister, helps raise them along with her mom. However, that’s not stopping her from achieving her goals! At 20-years-old she already speaks three languages; Arabic, Dinka (South Sudan), and English. Susan plans on getting her CNA after completing her GED. She is interested in pursuing a career in medicine.

-submitted by Kansas service provider Paulin Conde

-submitted by Georgia service provider Nora Roldan

Georgia service provider, Nora Roldan, provides immediate services to a newly recruited OSY using iSOSY’s STAT Lessons, designed to offer short, targeted and timely lessons in situations just like this.

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More Courses!

Fort Scott Community College

Word-specialist certification

This course is designed to prepare you for the Microsoft Word User Specialist Certification exam. Skills include creating and managing documents, formatting text, paragraphs and sections, creating tables and managing documents. Additional skill may include applying references and inserting and formatting objects

Excel-specialist certification

This course is designed to prepare you for the Microsoft Excel User Specialist Certification exam. Skills include creating and managing worksheets and workbooks, creating cells and ranges, creating tables, applying formulas and functions, and creating charts and objects. Additional skill may include create and edit a workbook with multiple sheets and using graphics to display data visually.

For the skills covered on each exam, estimated about 4 weeks, per each software, for completion. Exams have one chance for retake.

The exams for the specialist certifications (these are the basic offerings) are 50 minutes in length.

What type on Learning Management system would work best (i.e. Moodle, Google Classroom Etc.)?

Instructor states these are the most common Microsoft certifications requested by employers.

Instructor is not bilingual.

Word-specialist certification

This course is designed to prepare you for the Microsoft Word User Specialist Certification exam. Skills include creating and managing documents, formatting text, paragraphs and sections, creating tables and managing documents. Additional skill may include applying references and inserting and formatting objects

Excel-specialist certification

This course is designed to prepare you for the Microsoft Excel User Specialist Certification exam. Skills include creating and managing worksheets and workbooks, creating cells and ranges, creating tables, applying formulas and functions, and creating charts and objects. Additional skill may include create and edit a workbook with multiple sheets and using graphics to display data visually.

For the skills covered on each exam, estimated about 4 weeks, per each software, for completion. Exams have one chance for retake.

The exams for the specialist certifications (these are the basic offerings) are 50 minutes in length.

What type on Learning Management system would work best (i.e. Moodle, Google Classroom Etc.)?

Instructor states these are the most common Microsoft certifications requested by employers.

Instructor is not bilingual.

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Final Performance Report

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www.osymigrant.org

Final Outcomes

Objective 1: 89% of 3,574 students gained 5% on pre/post assessments over 3 years. Performance measure met all three years!
Objective 2: 185 students obtained an HSED or diploma with MEP assistance (41 more than the 144 target!)
Objective 3: 91% of staff attending training regarding career pathways increased knowledge over 2 years. Performance measure met!

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www.osymigrant.org

Additional Outcomes

States used iSOSY project materials and strategies with 6,366 migratory youth over the three years
The number identified and receiving instruction increased each year of the project, and 64% of the 14,570 youth identified received instruction in Year 3
13,020 youth participated in activities such as goal setting, career awareness, and English learning
2,668 staff participated in local and iSOSY training
477 staff participated in the virtual Dissemination Event

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Thinking about service delivery in your state, what are the challenges you are facing to provide meaningful implementation and a positive learning experience?
How is your state working to overcome the challenges?
How can the Consortium help your state move forward in improving the quality of services to all identified OSY and secondary youth at risk of dropping out in your state?

www.osymigrant.org

State Data Discussion

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TST Work Groups

Curriculum

Student Portal

Professional Learning

Synchronous & Asynchronous Lessons

Personal Wellness

Travis Williamson (NY) - lead

Daisy Fuentes (CO)

Andy Wallace (IN)

Sam Robertson (IA)

Carlos Valle (NC)

Brenda Pessin (iSOSY Consultant) - lead

Laurie Stewart (LA)

Wilson Kendrick (MS)

Ita Mendoza (NE)

Astrid Poulton (NY)

Erin Lamboi (iSOSY Consultant)

Janet Reynolds (KS) - lead

Bianca Cervantes (AZ)

Daisy Fuentes (CO)

Greg Ballweg (IL)

Magaly Avila Rodriguez (IL)

Michelle Mattson (MI)

Lysandra Alexander (PA) - lead

Paulina Cisneros (CO)

Cindell Mathis (GA)

Colette Stotts (IA)

Marisol Mancha (TX)

Becca Heine (VT)

Lora Thomas (iSOSY Consultant)

Emily Williams (SC) - lead

Lauren Radin (CO)

Adriana Holguin (KS)

Hunter Ogletree (NC)

Yvette Munoz (TX)

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Pandemic Impacts on Migratory Students

What unique needs do migratory students and OSY have following the pandemic?

Mental health needs
Attendance issues
Engagement
Skill gaps issues

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iSOSY TST Book Studies

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iSOSY TST Book Studies Groups

Atlas of the Heart

Tracie Kalic - lead

Greg Ballweg

Bianca Cervantes

Adriana Holguin

Colette Stotts

Stop Overthinking

Becca Heine - lead

Alex Johnson

Erin Lamboi

Michelle Mattson

Ita Mendoza

Hunter Ogletree

Janet Reynolds

Laurie Stewart

Emily Williams

Mindset

Lora Thomas - lead

Emily Hoffman

Idalia Ibanez

Cindell Mathis

Andy Wallace

The Body Keeps the Score

Lysandra Alexander - lead

Nez Paniagua

Brenda Pessin

Sam Robertson

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Book Study Activity & Discussion Questions

ACTIVITY - Marketing Your Book

How would you market this book to potential readers?

Create a book jacket - feel free to be creative. Here are some suggestions:

Cover art
Author photo
Summary of the plot/main points
Reader endorsements
Include a favorite quote

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Book Study Activity & Discussion Questions

What about the title made you interested in this book?

What did you expect from your book and did it meet your expectations? Why or why not?

What did you learn about yourself after reading this book?

What is one lesson/discovery/emphasis from your book that you have applied to your professional life?

Do you think it is a valuable use of time to read books that can influence your professional life? Why or why not?

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AT&T Achievery Training

Word-specialist certification

This course is designed to prepare you for the Microsoft Word User Specialist Certification exam. Skills include creating and managing documents, formatting text, paragraphs and sections, creating tables and managing documents. Additional skill may include applying references and inserting and formatting objects

Excel-specialist certification

This course is designed to prepare you for the Microsoft Excel User Specialist Certification exam. Skills include creating and managing worksheets and workbooks, creating cells and ranges, creating tables, applying formulas and functions, and creating charts and objects. Additional skill may include create and edit a workbook with multiple sheets and using graphics to display data visually.

For the skills covered on each exam, estimated about 4 weeks, per each software, for completion. Exams have one chance for retake.

The exams for the specialist certifications (these are the basic offerings) are 50 minutes in length.

What type on Learning Management system would work best (i.e. Moodle, Google Classroom Etc.)?

Instructor states these are the most common Microsoft certifications requested by employers.

Instructor is not bilingual.

Word-specialist certification

This course is designed to prepare you for the Microsoft Word User Specialist Certification exam. Skills include creating and managing documents, formatting text, paragraphs and sections, creating tables and managing documents. Additional skill may include applying references and inserting and formatting objects

Excel-specialist certification

This course is designed to prepare you for the Microsoft Excel User Specialist Certification exam. Skills include creating and managing worksheets and workbooks, creating cells and ranges, creating tables, applying formulas and functions, and creating charts and objects. Additional skill may include create and edit a workbook with multiple sheets and using graphics to display data visually.

For the skills covered on each exam, estimated about 4 weeks, per each software, for completion. Exams have one chance for retake.

The exams for the specialist certifications (these are the basic offerings) are 50 minutes in length.

What type on Learning Management system would work best (i.e. Moodle, Google Classroom Etc.)?

Instructor states these are the most common Microsoft certifications requested by employers.

Instructor is not bilingual.

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OSY Profile Discussion

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OSY Profile Discussion

Please review proposed changes:

Advocacy & Other Needs

Added access to technology
Added basic needs (food, shelter, clothing)
Added mental health/counseling

Added preferred communication methods

www.osymigrant.org

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Work Group Reports

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TST Work Groups

Curriculum

Synchronous & Asynchronous Lessons

Student Portal

Personal Wellness

Professional Learning

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TST Work Group Plans

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Student Portal & Technology

Student Portal

Members include:

Travis Williamson (lead) - NY
Andy Wallace - IN
Carlos Valle - NC

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Student Portal & Technology

Student Portal

This year we plan to:

Create a video walkthrough of using the Student Portal.
Collaborate with the Synchronous/Asynchronous Work Group in developing a Basic/Survival English Unit.
Continue to collect more:

student success stories/videos
resources and ideas of new topics for lesson/activity development

Launch Managing Stress module.

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Professional Learning

Janet Reynolds (KS)

Hunter Ogletree (NC)

Michelle Mattson (MI)

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Accomplishments

Professional Learning

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Future Plans

Professional Learning

Add a feedback question to the end of each monthly Constant Contact:

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Future Plans

Professional Learning

Incorporate initiatives each month
Add case studies on implementation of iSOSY lessons
Highlight certain lessons that seem to have gotten “lost”

Math for Living – Payroll Deductions and Earning Statement
Math on the Move – to prepare OSY for the GED; Lesson 13 – Verbal Phrases and Algebraic Expressions
Preparing for College – how can we help people find the info in the Mentor Manual easier?
Reading on the Move – Lessons 5, 7, 11, 14, 18, and 20

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Curriculum & Materials

Curriculum

Lessons Designed Specifically for

Out-of-School Youth

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Curriculum & Materials

Curriculum

Interactive
Adaptable to setting

In a classroom or in the field
Longer or shorter relative to available time
Digital and/or print materials
Individually/small group/ large group

Short Targeted and Timely (STAT) Lessons

Practical and relevant to the needs and interests of OSY
Designed to be delivered in 45-60 minute sessions

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Curriculum & Materials

Short Targeted and Timely (STAT) Lessons

2^nd in series of 3 Dairy Lessons

Dairy Equipment

Companion to Convenience Store Lesson

Gas Station

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Curriculum & Materials

Disaster Preparedness Lesson

Targeted Lessons

-Tornadoes -Floods

-Hurricanes -Wildfires

New STAT Lessons in Progress:

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Curriculum & Materials

Curriculum

Basic Steps

Setting up WEA (Wireless Emergency Alerts)

Preparing an Emergency Communication Plan

Preparing Digital Forms of Important Documents

Preparing an Emergency Supply Kit

Disaster Preparedness Lesson

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Curriculum & Materials

Curriculum

Content and many icons derived from FEMA and American Red Cross materials
Begin with the Disaster Preparedness lesson covering basic steps
Extend learning with targeted emergency disaster lessons depending on the geographic area and interests/needs of students

Disaster Preparedness Implementation

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Curriculum & Materials

Curriculum

Complete STAT lessons in progress and post to iSOSY website for use in Summer 2024

Dairy Equipment
Gas Station
Disaster Preparedness (including Tornados, Hurricanes, Floods and Wildfires)

Collaborate with other iSOSY Work Groups to assist in utilization of STAT lessons and increase access for students

Future Plans

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Curriculum & Materials

Curriculum

Brenda Pessin (Lead)
Laurie Stewart (LA)
Wilson Kendrick (MS)
Astrid Poulton (NY)
Erin Lamboi (iSOSY Consultant)

Work Group Members

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Personal Wellness Workgroup

Lysandra Alexander, PA (Lead)

Becca Heine, VT

Lora Thomas, iSOSY Consultant

www.osymigrant.org

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iSOSY National Book Study

Ist Session - Jan. 30

2nd Session - Feb. 20

62 total participants
21 total states*

Next sessions:

March 12
April 16

Member states:

Arizona, Colorado, Georgia, Illinois, Indiana, Kansas, Massachusetts, Michigan, New York, North Carolina, Pennsylvania, South Carolina, Texas, Vermont

Non-member states:

Alabama, Arkansas, Idaho, Minnesota, Montana, Tennessee, Washington

Becca

While mental health - and the underlying issues affecting our mental health - can be difficult topics to broach, it’s vital that we do so. Mental health is essential to a person's life in the same way as physical health. Hesitation to talk about mental health adds to the notion that the topic is taboo, reinforcing stigma and the isolation that often occurs when people are struggling. It is important to normalize conversations surrounding mental health so people can feel empowered to seek the help they need. Everyone needs opportunities to grow, develop and thrive. Talking about mental health is often the first step to outside supports, connections, and stronger relationships. There cannot be good physical health, without good mental health. Now, more than ever, we need to help people— particularly young adults—who may be struggling with mental health challenges.

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iSOSY National Book Study

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Upcoming Meetings

Onboarding/Mentoring Meeting:

March 27, 1:30 pm CST

TST – October 22-23, 2024 | Location TBD

TST - March 25-26, 2025 | Location TBD

SST – Fall 2024 meeting | virtual | Date TBD