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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?????