2007-08 Oregon Supplement Education Service Providers Application

~Local Commercial & Nonprofit~

Section II

Section IIA—Company and contact information:

Name of the Company: Immigrant and Refugee Community Organization (IRCO)

Address: 10301 Northeast Glisan Street, Portland, Oregon 97220

Street City StateZip

Phone: (503) 234 – 1541Email:

For further information about the company contact:

Name: Fritz Hirsch

Address: 4424 Northeast Glisan Street, Portland, Oregon 97213

Street City StateZip

Phone: (503) 235 – 9396, ext 131Email:

Section II B—Company Representative in Oregon

The company’s Oregon representative must be available to:

  1. meet with parents and the district, on behalf of the company, to:
  2. describe the program, sign agreements with parents and district personnel
  3. develop and set student goals,
  4. determine timelines for progress
  5. determine frequency of progress reports to parents, teachers and district coordinators

The representative is responsible for arranging for students to receive services.

Company’s Representative in Oregon

Contact Information:

Name: Ah Vang-Lo

Address: 10301 Northeast Glisan Street,Portland, Oregon 97220

Street City StateZip

Phone: (503) 253-4042 ext. 304 Email:

Section II B Company Representative in Oregon(continued)

Qualifications:

  1. Number of Years with the Company: __1__years __2__months
  1. Describe representative’s role in district arranged parent recruitment meetings and meetings with parents to set goals, timelines and measures of progress in collaboration with parents:

The IRCO representative will attend district-arranged parent recruitment meetings to describe the IRCO SES program and answer questions about IRCO’s approach to teaching. In meetings with parents, the representative, together with IRCO instructors, will work with parents and their children to set goals and develop a timeline for measuring progress and achieving the goals. The representative will serve as the primary IRCO contact person for district staff, parents and others regarding logistical and administrative matters and will oversee the delivery of supplemental educational services by IRCO instructors.

  1. Describe experience, and/or training, to accurately describe SES services, set student goals, timelines and measure student progress in collaboration with parents:

Ms. Vang-Lo has had direct contact with youth and their parents as the Academic Achievement Coordinator, lead worker for IRCO’s Asian Pacific Islander Social and Support Services for Educational Success (API-SSSES) program, tutoring youth ages 6-17 in various subject matter as well as conducted individual case management for youth and their families. She is currently the manager for a variety of IRCO youth education programs; such as IRCO’s After-School Program for Immigrant and Refugee Education (ASPIRE) program, which serves Asian Pacific Islander, Latino and Slavic 4th – 8th graders in three Portland Public Schools schools with afterschool tutoring and other services. She also manages IRCO’s Young Women’s Equity Project(YWEP) program and its Successful School Transition (SST) program.

  1. Describe services representative will provide in program implementation and technical assistance:

The representative’s duties will involve serving as the main IRCO contact regarding supplemental educational services, publicizing IRCO’s program to parents, district staff and others, overseeing the delivery of supplemental educational services, supervising instructors, monitoring program performance and preparing reports to the Oregon State Department of Education, andmanaging program finances. The representative will also be responsible for assisting district staff, teachers, IRCO tutors and others in troubleshooting any issues that may arise during provision of services.

  1. Describe experience and/or training to assist parents and students with any support services provided by the company.

In managing IRCO’s ASPIRE, YWEP and SST programs as well as the former lead for the API-SSSES, Ms. Vang-Lo has assisted both parents and students in understanding and utilizing program services. She also supervises multiple employees who are also responsible for similarly assisting parents and students.

2007-08 Oregon Supplement Education Service Providers Application

~Local Commercial & Nonprofit~

Section II C—Capacity

Service Areas, Capacity for serving students and Content Areas

Name Of District / Grade Levels / Maximum Number Of Students To Be Served In Math / Maximum Number Of Students To Be Served In Reading / Maximum Number Of Students To Be Served In ELD / Total By District
Portland Public Schools / 6 – 8 / 18 / 0 / 0 / 18

(add rows as needed)

The company must be prepared to provide services to the maximum capacity listed for each content area in each district listed.

The company will be removed from the selection list of every district the company:

  • Refuses to serve for any reason
  • Does not meet the maximum capacity listed in this application
  • Requires a minimum number of students
  • Does not participate in a listed district’s procedures and processes for parent selection of a SESP, completion of district contracts and agreements with parents, students and district personnel.

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Revised May 2007SESP Application for Local Commercial & Nonprofit

2007-08 Oregon Supplement Education Service Providers Application

~Local Commercial & Nonprofit~

Section II C—Program Sessions

Frequency, Length, Times and Location of Sessions

“To be determined” will not be approved

Average number of sessions: 40 sessions/school year/student Average number of sessions per week: 2 sessions/week/student

Length of each session: 1 hour of classroom instruction/session Average Cost of each Session:$40/session/student

Times of Service

List specific times - Sessions must not be held during regular school hours.

Afternoon / Evening / Summer
Local District Time:
3:15 – 4:15 PM / Local District Time:
N/A / Dates: N/A
Times: N/A

Location of Sessions:

If services will be provided in district facilities complete the following

District (s)
List Each District To Be Served / Name(s) And Contact Information Of Administrator(s) At Each District Giving Permission For Use Of District Facilities
Portland Public Schools / Dunya Minoo (503) 916 – 2000, ext 4929
Name of administrator telephone number email address

Add rows as necessary

Student’s home: ___N/A____Other: Describe: _____N/A______

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Revised May 2007SESP Application for Local Commercial & Nonprofit

2007-08 Oregon Supplement Education Service Providers Application

~Local Commercial & Nonprofit~

Section II D—Program Description

  1. What languages of instruction are available to students?

Amharic/Oromo, Cantonese, English, Russian, Somali and Vietnamese are the available languages of instruction.

  1. What diagnostic assessments are used?

IRCO will use the diagnostic assessments included in the Great Source Education Group middle school math curriculum. More broadly speaking, IRCO will use this curriculum to deliver all aspects of its SES tutoring.

  1. Approximately how long does the diagnostic assessment take for students to complete?

The diagnostic assessment takes approximately one hour for a student to complete.

  1. What assessments are used to determine student progress?

To assess students’ progress, IRCO will use a Great Source math curriculum assessment administered at program completion. Students’ scores will then be compared to their scores on the diagnostic assessment to determine overall progress. IRCO will also use interim assessments (e.g. individual student workbook quizzes) that are built into the Great Source curriculum. Other tools that will be used to gauge progress will include student report cards, grades on assignments, work samples, students’ scores on their most recent Oregon state assessments, their scores on Oregon Department of Education sample tests and teacher progress reports.

  1. How are student achievement goals measured?

The goal for each student will be to improve their score on the Great Source assessment administered at program completion relative to their score on the Great Source diagnostic assessment administered at the outset of the program. Achievement goals will be set for each student individually by joint agreement among the student, their parents and teacher and the IRCO instructor.

  1. Please briefly describe a typical tutorial session.

A typical tutoring session will begin with a brief recap of the topics covered to date and in the prior session, followed by group instruction. One-on-one instruction will then take place, after which the tutor will address the full group of students to recap the topics covered. Homework will then be distributed and explained. Finally, earned incentives will be distributed to students one-on-one.

  1. Describe how the program accommodates students with disabilities, on an Individual Education Plan (IDEA) or a 504 plan.
  2. Describe how the program ensures that the program is aligned with a student’s IEP or 504 plan.

At the beginning of a student’s involvement in IRCO’s tutoring program, IRCO instructors will review the student’s IEP or 504 plan and consult with the student’s teacher(s) about the students’ learning challenges. The IRCO tutor will then develop an individual teaching approach for the student in question that identifies content areas to receive special attention and those teaching strategies that will most benefit the student, among other things. To accommodate students will disabilities, IRCO will work with the schools and district to obtain and employ instructional technology and other resources needed to facilitate student achievement.

  1. Describe how:
  1. the program is aligned with the student’s classroom work.

IRCO instructors will maintain close contact with students’ teachers to monitor the content being taught in the classroom. The instructors will then adjust the Great Source curriculum they are using so that tutoring content complements and enhances what is being taught in the classroom.

  1. students are informed of their progress

Students will receive progress reports together with their parents four times over the tutoring period (see “c” immediately below). In addition, students will receive grades on periodic assessments built into the math instruction curricula and frequent informal verbal feedback.

  1. parents are contacted to report student progress.

Parents will receive student progress reports four (4) times over the period of instruction – once each at program beginning and end (1.25 hour and 1.00 hour, respectively) and twice during the interim (0.50 hour each time). Report content will include the child’s progress to date, steps to be taken for improvement and ways that parents can facilitate learning at home. The report format will be a formal written report accompanied by a face-to-face meeting to discuss the report content. Such meetings will take place separately from the meetings to be held with teachers (see “e”, “student’s teachers contacted to report student progress”, below).

  1. parents are contacted to report student attendance.

Student attendance will be reported at the same time that student progress is reported. If attendance has been problematic for a student, IRCO instructors will counsel the parents on the value of student attendance of all sessions.

  1. student’s teachers contacted to report student progress.

Teachers will receive student progress reports four (4) times over the period of tutoring – once each at program beginning and end (1.25 hour and 1.00 hour, respectively) and twice during the interim (0.50 hour each time). The report format will be a formal written report accompanied by a face-to-face meeting to discuss the report content. Contentwill include student progress to date; steps to be taken for improvement, integration of SES tutoring with classroom content and curricula and strategies for working with students with learning disabilities and students who are not native English speakers. In addition, IRCO instructors and students’ teachers will discuss student progress during their periodic consultation on current classroom work (see answer to question 8a. above).

  1. Will the student work with the same tutor during each session? Yes.

If not, how will each new tutor be informed of student needs and progress?

Districts may require further program information

Section II E—Incentives

Attendance and Achievement Incentives

  1. Attendance Incentives
  2. Describe how students qualify for attendance incentives:

Students qualify for attendance incentives by attending the number of sessions required to earn the incentive.

  1. Describe incentives offered to students to attend sessions:

Attendance incentives will include items such asschool supplies, healthy snacks/treats and bus tickets to facilitate student travel home after SES tutoring.

  1. Achievement Incentives
  2. Describe how students qualify for achievement incentives:

Students qualify for achievement incentives by periodically meeting their individual achievement goals.

  1. Describe incentives offered to students to encourage achievement:

Achievement incentives will include items such as gift certificates to book stores, OMSI, and educational toy stores, flash drives and field trips to educational institutions.

  1. Program Completion Incentives
  1. Describe how students qualify for incentives if they complete the program:

All students who complete the program will receive one or more awards.

  1. Describe incentives offered to students to complete the program:

Completion incentives may include a class party, tickets to sporting events, books and additional gift certificates. All students who complete the program will receive a certificate of completion.

  1. Describe any other incentives offered, the purpose of the incentive, how participants qualify for incentive and how participants collect incentive.

No other incentives will be offered.

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Revised May 2007SESP Application for Local Commercial & Nonprofit

2007-08 Oregon Supplement Education Service Providers Application

~Local Commercial & Nonprofit~

Section II F—Required Notification of Progress

Student Progress Reports

Students must be informed of their progress toward meeting Oregon Standards the agreed upon goals.

Please complete the following table.

Languages Used To Communicate Progress / Frequency Of Reports / Content/Format Of Communication To Students
Amharic/Oromo, Cantonese, English, Russian, Somali and Vietnamese / Students will receive progress reports together with their parents four times over the tutoring period (see below under “Parent Notification of Student Progress”). / Content: See below under “Parent Notification of Student Progress”
Format: See below under “Parent Notification of Student Progress”. In addition, students will receive grades on periodic assessments built into the math instruction curricula and frequent informal verbal feedback.

Parent Notification of Student Progress

Parents must be kept apprised of student progress toward meeting Oregon Standards and the agreed upon goals in a language and format that are easily understood by the parent. Please complete the following table.

Languages Used To Communicate With Parents / Frequency Of Reports To Parents / Content/Format Of Communication To Parents
Amharic/Oromo, Cantonese, English, Russian, Somali and Vietnamese / Four (4) times over the period of tutoring – once each at program beginning and end (1.25 hour and 1.00 hour, respectively), twice during the interim (0.50 hour each time). / Content: Child’s progress to date; steps to be taken for improvement; ways that parents can facilitate learning at home
Format: Formal written report together with face-to-face meetings to discuss report content. Such meetings will take place separately from the meetings to be held with district staff and teachers (see below under “District and Teacher Notification of Student Progress”).

District and Teacher Notification of Student Progress

Districts and classroom teachers must be kept apprised of student progress toward meeting Oregon Standards and the agreed upon goals. Please complete the following table.

Frequency Of Reports / Content/Format Of Communication
Four (4) times over the period of tutoring – once each at program beginning and end (1.25 hour and 1.00 hour, respectively), twice during the interim (0.50 hour each time). / Content: Child’s progress to date; steps to be taken for improvement; integration of SES tutoring with classroom content and curricula; strategies for working with individual students with learning disabilities and students who are not native English speakers.
Format: Formal written report together with face-to-face meetings to discuss report content.

Section II G—Staff Roster, Criteria for qualifying an instructor, Role of instructor

Name / Title (administrator, certified teacher, instructor) / Qualifications / Current Certification state and date / Expiration date
(if appropriate) / ODE Criminal Records Check Sequence Number
Ah Vang-Lo / Certified teacher / Master of Education, University of Minnesota (Twin Cities), Minneapolis, MN
Currently serving as IRCO Academic Achievement Coordinator
K-8 certified teacher (specialization in mathematics for grades 6-8) / Oregon state teacher license #10374671, June 29, 2006 / June 29, 2009 / See below under “Describe criteria the company uses to qualify instructors”
Katie Ryane Johnson / Certified Teacher / Master of Education, PortlandStateUniversity, Portland, OR
Currently serving as a Kindergarten Teacher
K-8 Certified (multiple subjects) / Oregon state teacher license # 10360656, September 2004 / May 2, 2008 / See below under “Describe criteria the company uses to qualify instructors”
Wasana Damayanthi Fernando / Certified teacher / Master of Arts in Teaching – Lewis & ClarkCollege, Portland, OR
Currently serving as Instructor and Curriculum Developer, IRCO Skills Training Employment Program (STEP)and Program Coordinator, Pre-Employment Training (PET) program
K-8 certified teacher (multiple subjects) / Oregon state teacher license #10381343, February 2, 2007 / January 15, 2011 / See below under “Describe criteria the company uses to qualify instructors”

(add rows as needed)

Before any SESP employee is allowed to have unsupervised contact with students the SESP must submit to participating district (s):

  1. “Section II G Staff Roster”, completed to include ODE Criminal Records Check Sequence Number
  2. Any additional documentation required by a district

Parents must be given a copy of Section II G Staff Roster of the instructor serving their student.

Describe criteria the company uses to qualify instructors:

Criteria that IRCO uses to qualify its instructors include 1) a current State of Oregon teaching certificate, 2) skill in mathematics instruction, 3) fluency in one or more of the languages spoken by the IRCO client base, 4) experience instructing and working with persons from other cultures, 5) strong recommendation from prior employers and 6) successful passage of fingerprint and background checks. Note: IRCO will obtain instructor fingerprint and background checks through Portland Public Schools.