North Carolina Migrant
Education
Service Delivery Plan
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) 10-14
D)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) Exercising
D) Going to a movie or out to dinner
E) 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) Good
D)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
120
100
READING Targets
READING, Migrant Achievement Level
60
READING, Non-migrant Achievement level
READING, Non-migrant LEP Achievement
Level
40
20
Mathematics Proficiency Targets and Achievement by Migrant Students, Grades 3-5
120
0
2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
100
Year
80
Percent Proficient
Percent Proficient
80
MATHEMATICS Targets
MATHEMATICS, Migrant Achievement Level
60
40
20
0
2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14
Year
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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
Percent of Students at Usual Grade Level Taking and Passing Tests
70.00%
60.00%
50.00%
40.00%
Non-Migrant Students
Migrant Students
30.00%
20.00%
10.00%
0.00%
Eng. 1-9th
Alg 1-9th
Geometry-10th
Alg 2-11th
Civ/Econ-10th- US Hist-11th11th
12th
Biology-10th
Test Name
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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/Nonmigrant.
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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
OSY
Instructional
Time
Access
Researchbased
interventions
Researchbased
interventions
Access
English
Language
Development
Researchbased
interventions
Course
placement;
interventions
Short-term
ESL
Resources
Educational
Support in the available
Home
School-home
communication
School/home
Hours of work;
communication living
Tech. access
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 available
B) Cultural differences
C) Limited English proficiency
D) 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/ApprovedEarlyChildhoodCurriculaIssu
edNov2008-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?????
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