North Carolina Migrant Education

Service Delivery Plan

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Webinar Objectives• Learn about Comprehensive Needs

Assessment (CNA) findings and how they will inform your work.

• Be introduced to statewide service delivery strategies in the NCLB goal areas of:

1.School Readiness

2.Improving Reading and Math Proficiency

3.High School Graduation

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Webinar Objectives

• Understand specific ways in which you will be asked to document

– implementation

– positive effects of chosen service delivery strategies.

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LET’S DO A WARM-UP SURVEY TOGETHER

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Warm-up Survey Questions

#1. How many years have you been working for the NC Migrant Education program?

A)0-4 B)5-9 C)10-14D)15+

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Warm-up Survey Questions

What is your favorite leisure activity?

A) Being a couch potato & watching

TV B) Dancing C) ExercisingD) Going to a movie or out to dinnerE) Gardening or other hobby

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Warm-up Survey Questions

How much knowledge do you have of the Comprehensive Needs Assessment (CNA) process and its findings?

A)None B)Limited C)GoodD)Excellent

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Components of the SDP

• Performance Targets—What should be….

• Needs Assessment—Where we are…

• Measurable Program Outcomes• Service Delivery Strategies• Evaluation

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North Carolina Performance Targets

Grade 3-5 Reading Targets and Proficiency Levels Among Student Groups

0

20

40

60

80

100

120

2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

Year

Per

cent Pro

fici

ent READING Targets

READING, Migrant Achievement Level

READING, Non-migrant Achievement level

READING, Non-migrant LEP AchievementLevel

Mathematics Proficiency Targets and Achievement by Migrant Students, Grades 3-5

0

20

40

60

80

100

120

2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14

Year

Perc

en

t P

rofi

cie

nt

MATHEMATICS Targets

MATHEMATICS, Migrant Achievement Level

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North Carolina Performance Targets—High School Achievement Gap

Percent of Students Taking AND Passing EOC Tests, 2006-07, by Content Area

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

Eng. 1-9th Alg 1-9th Geometry-10th Alg 2-11th Civ/Econ-10th-11th

US Hist-11th-12th

Biology-10th

Test Name

Pe

rce

nt

of

Stu

de

nts

at

Us

ua

l G

rad

e L

ev

el

Ta

kin

g a

nd

Pa

ss

ing

Te

sts

Non-Migrant Students

Migrant Students

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Major Findings from the CNA

• Pre-K: Migrant children do not receive comparable pre-school education and home support to that of their counterparts.

Photo: Lenoir Count MEP

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Data that Validated this Concern

• From Education Week, North Carolina has 43% of preschool children involved in some type of preschool program. The CNA survey results reflect that 23% of migrant and 31 % of non-migrant children participate in a preschool program.

• The CNA surveys indicated that 58% of migrant parents and 46% of non-migrant parents read less than 3 times a week or never to their children.

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More CNA Findings…

• Elementary: Significant gaps between ELL/Migrant and Non-ELL/Non-migrant.

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Data that Validated this Concern• EOG Percent Proficient

– EOG Reading --Gap between Migrant and Non-Migrant in 2004-05 was -10% to -14%. In 2005-06 the gap was even greater, 22 – 23% fewer Migrant students met the standard.

– The Gap for 3rd Grade Math in 04-05 was -5% and -13% in 2005-06.

– In some cases, the NC % proficient of Migrant students was greater than the % proficient of LEP students. However, LEP Migrant students were less likely to meet the test standard than Migrant students who were not LEP in all areas.

• Parent Survey - In most cases, Migrant parents were less likely than Non-Migrant parents to – Set aside a place for homework– Check their children’s homework– Help their children with homework

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Secondary School Students…

• Secondary: Significant gaps between Migrant and Non-migrant students in grades 6-8 Reading and Math, and all EOC subjects.

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Data that Validated this Concern• Survey Results and EOG/EOC Scores

– 58.9% of Migrant and 71% of the Non-Migrant students reported being prepared for the EOG Reading tests. 75% of Migrant and 76% of Non-Migrant reported being prepared for the EOG Math tests.

– However, 51%- 60% of Migrant students actually passed the EOG Reading and 35% - 43% of the Migrant students actually passed the EOG Math. The percentage of Migrant students passing EOCs was much lower.

– In some LEAs, the %Proficient of middle grades Migrant students was much lower than the % of respondents that reported being prepared for the tests.

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Out-of-School Youth

• Out-of-School Youth (OSY) are underserved and indicate need for access to ESL, health, and transportation resources.

Photo: Lenoir County MEP

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Data that Validated this Concern

• Out-of-School Youth Survey – English as a Second Language classes

identified as the most critical need

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Seven Areas of Concern

• Educational Continuity

• Instructional Time

• School Engagement

• English Language Development

• Educational Support in the Home

• Health

• Access to Services

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Focus of Areas of Concern

Area Pre-K K-5 6-12 OSYInstructional Time

Access Research-based interventions

Research-based interventions

Access

English Language Development

Research-based interventions

Course placement; interventions

Short-term ESL

Educational Support in the Home

Resources available

School-home com-munication

School/homecommunication Tech. access

Hours of work; living conditions

Access to Services

Parent and community awareness

Transportation Transportation Transportation

Few classes

Health Access to health care

Dental and vision

Dental and vision/child care

Access to health support

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The Service Delivery Plan

• Statute: “a description of the State's priorities for the use of funds received under this part, and how such priorities relate to the State's assessment of needs for services in the State;”

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The Service Delivery Plan

• Section 200.83 of the July 2008 Regulations: specific performance targets and measurable objectives.

• Draft Non-Regulatory Guidance: “A comprehensive State plan for service delivery describes the services the SEA will provide on a statewide basis to address the special educational needs of migrant students.”

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Service Delivery Strategies• How to read the charts (pp. 13-18 of SDP)

– NCLB Goals—General areas– NCMEP Goal—General goal– Objective—Measurable outcome– Strategies— “Do-able” across the state– Data Collection and Reporting—MIS2000

data and other information available– Resources needed—Collected and

disseminated by DPI

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Goal Areas for NCLB

• School Readiness

• Proficiency in reading and math

• High School graduation

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Discussion of Pre-K Service Delivery Chart: An example

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LET’S DO A QUICK SURVEY TOGETHER

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Survey Question – School Readiness

In your experience, what is a major reason for lack of Pre-K participation of migrant children?

A) No slots/programs availableB) Cultural differencesC) Limited English proficiencyD) Lack of transportation

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Identified Need

• Migrant children have low participation in pre-school programs, primarily due to mobility, transportation, and awareness of program options…..

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Measurable Program Outcome

• Objective: Increase percentage of migrant preschool children (ages 4 and 5) who participate in preschool programs by 5% each year, in order to meet NC average (43%) by 2013.

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Strategies• Compile a list of local preschool programs that might

enroll migrant students….• Develop local community network to create better

connections with early childhood programs and perhaps develop formal agreements….

• Inform migrant parents of opportunities available…• Web resources:

http://ncchildcare.dhhs.state.nc.us/pdf_forms/StarRatingList.pdf

http://www.osr.nc.gov/_pdf/ApprovedEarlyChildhoodCurriculaIssuedNov2008-Colorversion.pdf

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ONE MORE QUICK SURVEY!

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Survey Question - Data Reporting

Which of these statements best describes your feelings about data reporting?

A) Data is my friend

B) Less is more

C) I want to be able to show that my services are having a positive impact

D) I need more help!

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Data Collection and Reporting

• MIS2000 Information

• Other– Definition of program– Records of formal agreements and

collaboration– Records of training sessions and other

information prepared for parents

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Resources Needed

• Data training

• School Readiness “Expert Group” information dissemination (helpful websites for educators and parents of Pre-K children, research articles on “best practices”)

• Information from and utilization of Parent Information Resource Centers (PIRCs) http://www.nationalpirc.org/directory/NC.html

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Evaluation of Service Delivery

• Objective from Plan

• Type of Data Collected

• Data Analysis

• Responsible Parties

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Questions?????