Region One Service Center 2015. Texas Migrant Service Delivery Plan Migrant Directors’ Meeting Region One ESC September 1, 2015 Region One Service Center

Region One Service Center 2015

Texas Migrant Service Delivery Plan

Migrant Directors’ MeetingRegion One ESC

September 1, 2015


Section 5Evaluation

Refer to pp. 33-34The evaluation plan is twofold:1. MEP Services are effective in serving the purpose of Title I, Part C.2. Services/Strategies are effective in producing the expected

measurable outcomes.








Comprehensive Needs Assessment (CNA)

Service Delivery Plan (SDP)

Migrant Education Program (MEP)


Purpose of the SDP

• Meet statutory requirements for the Title I, Part C program under the No Child Left Behind Act of 2001;

• Provide the State MEP and all its sub grantees with a unified plan for meeting the needs of the migrant children of Texas; and

• Fulfill the State MEP’s requirements for corrective actions resulting from the Office of Migrant Education’s (OME) monitoring visit in 2006.


Purpose of this Overview Training

• Provide school districts with a general overview of the Plan to be implemented in the future, beginning in 2008-2009;

• Assist school districts in developing a basic understanding of MEP services to meet migrant-specific needs; and

• Prepare school districts for future training with details regarding eGrants application and tools for local documentation (developed by TEA).


Executive Summary

• 2008-2009 Statewide Service Delivery Plan

• Designed to drive MEP services based on identified needs

• Targeted services that will assure migrant students to meet same state performance standards

• Migrant students met AYP targets except for 10th grade Math and Graduation Rate in 2005-06


Executive SummaryEight (8) Identified Needs

(Refer to page 1-SDP)

1. Migrant first-graders must develop sufficient skills for promotion to Grade 2.

2. Migrant students who failed TAKS must participate in summer TAKS remediation.

3. Migrant middle school students must use learning and study skills appropriate to learning.



4. Migrant middle school students must have timely attention and appropriate interventions related to problems or concerns that are academically and non-academically related.

5. Migrant middle school students must have the necessary homework assistance and tools at home essential for academic success.



6. Migrant secondary students must earn the required core credits for on-time graduation.

7. Migrant secondary students must make up course work they lack due to late enrollment or early withdrawal.

8. Migrant students who migrate outside of Texas in summer months must be served in summer migrant programs through the efforts of interstate coordination.


Executive SummaryStrategies for Service Delivery Plan39 Services/Strategies

13 Required

3 Supplemental for local implementation

3 State Implementation


Executive SummaryEffectiveness Evaluation

2 Distinct Efforts• 2 year evaluation project

-Summative evaluation of longstanding MEP program & services-Analysis of student-level academic achievement data & compilation of best practices

• Evaluate effectiveness of strategies 2 years after implementation-Performance Data-Review of measurable outcomes for each strategy-Student Surveys to study the impact of services-Field Experiments to study the impact of services


Executive SummarySDP includes:

1) Program Overview

2) Results of Statewide Comprehensive Needs Assessment

3) State's Performance Targets

4) Service Delivery Strategies & Measurable Outcomes

5) Description of the Evaluation


Section I-Program OverviewProgram’s Purpose:

Refer to Page 3 of SDP1. Support high-quality and comprehensive

educational programs for migratory children to help reduce the educational disruptions and other problems that result from repeated moves;

2. Ensure that migratory children who move among the states are not penalized an any manner by disparities among the States in curriculum, graduation requirements and State academic content and student academic achievement standards;



3. Ensure that migratory children are provided with appropriate educational services (including supportive services) that address their special needs in a coordinated and efficient manner;

4. Ensure that migratory children receive full and appropriate opportunities to meet the same challenging State academic content and student academic achievement standards that all children are expected to meet;



5. Design programs to help migratory children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems and other factors that inhibit the ability of such children to do well in school, and to prepare such children to make a successful transition to post-secondary education or employment; and

6. Ensure that migratory children benefit from State and local systemic reforms.


Section 2 - Statewide CNA Three-phase model provided by OMERefer to pp. 5-6 of the SDPPhase I – Explored what was known.• 7 Areas of Concern• 561 Survey RespondentsPhase II – Gathered and Analyzed Data.• 4 Areas of Concern• 8 Need StatementsPhase III – Made decisions/selected solutions.Final Report completed September 2007.


Migrant Education ProgramOME’s 7 Areas

Of Concern

Texas’ 4 Areas

Of Concern

8 Identified Needs

Educational Continuity (Due to disparities among states)

More secondary students must earn core credits for on-time graduationMore interstate students served in summer migrant program

Instructional Time (Due to late entry/early withdrawal)

More students, who have failed TAKS, in summer TAKS programsMore 1st graders must have sufficient school readiness & be promotedMore secondary students must make up course work due to late entry/early withdrawal

School Engagement (behavioral, emotional, cognitive)

More middle school students must use & apply learning & study skills

English Language Development (language barriers)


Migrant Education ProgramOME’s 7 Areas

Of Concern

Texas’ 4 Areas

Of Concern

8 Identified Needs

Educational Support in the Home (Limited) More middle school students

must have timely attention & interventions, academic & non-academicMore middle school students must have the necessary homework assistance & resources

Health (dental, nutritional, etc.)

Access to Services (related services)

*Strategies for these identified needs may be found in the Service Delivery Plan Handbook, pp. 13-32.


Area of Concern Targeted Population Identified

Needs Area of Concern Targeted

Population

Identified Needs

Instructional Time Early Childhood/ Primary

1st graders

Develop affective, cognitive & psychomotor skills to be promoted.

Instructional Time Grades 3-11 Must attend summer TAKS remediation if failed any content area.

Instructional Time Secondary Students Must make-up coursework due to late entry/ early withdrawal.


Area of Concern Targeted Population Identified Needs

Area of Concern Targeted

Population

Identified Needs

School Engagement Middle School Must use or apply learning & study skills

Educational Support in the Home

Middle School Must have timely attention & appropriate interventions, academic & non-academic

Educational Support in the Home

Middle School Must have necessary homework assistance & homework tools at home for academic success


Area of Concern Targeted Population Identified Needs

Area of Concern Targeted

Population

Identified Needs

Educational Continuity Secondary Students Must earn the required core credits for on-time graduation

Educational Continuity All Interstate Students Must be served in summer migrant programs thru interstate coordination


Section 3Performance Targets

Refer to pp. 7-10AYP Indicators

1. TAKS Reading- 95%

2. TAKS Math- 95%

3. Graduation Rate (H.S.)- 70% for 06-07 Attendance (Elem & MS)- 90% for 06-07

4. Participation in State Assessments- Reading & Math- 95%



• Although NCLB does not require that States uniquely measure migrant student progress, migrant students are held to the same challenging academic performance targets and indicators

• Districts are required to disaggregate student performance data according to migrant states and include data along with other information through LEA’s local needs assessment.



• Refer to Page 9 of the SDP, Table 2 for 06-07 AYP Results

Did not meet:Math AYP Target –50%Migrant - 49% (10th grade only)


Section 3Performance Targets• Refer to Page 10 of the SDP, Figure 1 for 05-06

Graduation Rate

Graduation Rate AYP Target – 70%Migrant (as a group)- 67%

Migrant students as a group did not meet AYP.


Section 4 – Addressing Needs Related to the Seven areas of Concern:Refer to pp. 11-12This section outlines how the MEP will:

• Address needs related to the Seven Areas of Concern;

• Ensure appropriate delivery of MEP services; and

• Provide services to meet the needs identified through the Statewide CNA.


Section 4Service Delivery Plan

Seven Areas of Concern – LEA may deliver services to meet identified, documented needs related to:

1. Educational Continuity- differences in curriculum, etc.

2. Instructional Time- mobility impacts attendance

3. School Engagement- difficulty adjusting• Behavioral Engagement-extracurricular activities• Emotional Engagement-environmental reactions• Cognitive Engagement-response to expectations


Section 4Service Delivery PlanSeven Areas of Concern – LEA may deliver services to meet identified,

documented needs related to:4. English Language Development (HOWEVER, may not be appropriate

due to supplanting {Title III}.)5. Educational Support in the Home- may not have the resources6. Health7. Access to Services- may be as a result of language barriers or unknown

to area.


Section 4Service Delivery PlanGeneral Program Guidelines for delivery of services of

MEP-funded projects:1. Meet identified, migrant-specific needs not

addressed through other Federal or non-Federal programs;

2. Provide Migrant Services Coordination (by determining individual needs);

3. Give priority to children classified as PFS;4. Supplement, not supplant;5. Reflect consultation with migrant parents; and6. Provide family literacy programs (RIF, Building

Bridges) and supportive services for out-of-school youth. (p.12)


Section 4 - Service Delivery PlanServices to meet needs from CNA

39 Strategies SelectedThrough

Statewide CNA

26 StrategiesImplemented

By LEAs

13 StrategiesImplemented

By State

13Required

13 Supplemental/

Optional

8 Beginning2008-2009

5 Beginning 2009-2010

Refer to pp. 13-32


Supplemental/OptionalServices

(where appropriate)

Local Needs Assessment

LOCALSERVICE DELIVERY

Services to Meet Needs Identified throughStatewide CNA

REQUIRED Services(based on target

Populations served)

Services to Meet OtherIdentified Needs

Related to 7 Areas ofConcern


Services/Strategies to Meet Needs

Identified through the Statewide CNA

Refer to PP. 13-32 of the SDP


Section 5-2 Year Evaluation Project• TEA will contract out to conduct the evaluation of all

program projects and services.

• The study/evaluation was commissioned in response to the ’06 Audit.


Section 5

The study will include:

• Evaluation of programs and services to include TMIP, the BB curriculum and UT-Program;

• Analysis of student-level achievement data

• A compilation of best practices


Section 5

The proposed study will:• be completed over a 2-year period

• An interim report will be completed in Feb. 09

• 2010-TEA w/ develop and implement program improvements


Section 5

• Evaluations of Strategies will begin 2 years after implementation

• 2008-2009 Implementation begins

• 2011-2012 Evaluation of Strategies


Section 5

Evaluation will include:• Performance data analysis-state, district, campus

• Review of measurable outcomes

• Student surveys

• Field experiments of major services


Section 5

Compliance Monitoring:

• To ensure LEAs are documenting services for upcoming evaluation-TEA will implement a monitoring system which includes a random validation through program effectiveness review (PER).


Section 5

• Documentation requirements must be presented with each strategy outlined in SDP.

• TEA will continue to include migrant-specific compliance indicators in the NCLB Consolidated Compliance Report for Independent Project


PFS Procedures in Texas

Refer to pp. 39-40• PFS students must receive instructional and/or support services before

migrant funds may be allocated to other migrant students.• PFS Reports must be run on a monthly basis to ensure that students that

fall under this category are being targeted for MEP services.


Criteria for PFS Students

• Interrupted education during the current or previous school year

And• Who have failed one or more sections of the TAKS

Grades 3-12)And/or

• Classified as Ungraded (UG), or Out of School (OS)And/or

• Designated as Absent, Exempt, Not Tested or Not Scored


Criteria for PFS Students

• Interrupted education during the current or previous school year

And• If K-2, have been designated as LEP

And/or• Have been retained

And/or• Are overage for their current grade level


PFS Plan

Must include:

1. When the Migrant Coordinator provide campus principals, appropriate staff and parents the PFS criteria and updated PFS reports;

2. When the Migrant Coordinator and/or staff make home and/or community visits to update parents on the academic progress of their children


PFS Plan

3. A narrative that explains how PFS reports will be used to give priority placements;

4. A narrative that explains how the Migrant Coordinator will ensure that PFS students receive priority access to instructional services, as well as social workers/community;

5. A narrative that describes, in detail, Federal, State, & local programs that serve PFS students.


Comments, Questions, Doubts, etc.




Texas Migrant Interstate Coordination


Performance Based Monitoring Analysis Systems (PBMAS)


No Child Left Behind(Indicators 1-10)

• Students being served by Title I Part A are advancing academically and performing satisfactorily on state assessments.

• Students being served by Title I Part A are advancing academically and performing satisfactorily on state assessments.

• Students being served by Title I Part A are graduating or staying until they age out of the program and not dropping out

• Students being served by Title I Part A are eligible For and accessing the RHSP/ DAP Graduation Programs

• Students being served by MEP are advancing academically and performing satisfactorily on state assessments.

• Students being served by MEP are advancing academically and performing satisfactorily on state assessments.

• Students being served by MEP are graduating or staying until they age out of the program and not dropping out

• Students being served by MEP are eligible For and accessing the RHSP/ DAP Graduation Programs



NCLB Regional Data Key Findings

• Performance Level 0, 1, and 2 are present across NCLB indicators 1-10 (Title I Part A/MEP)

• The Following indicators have significantly more PL: 3 • # 1 Students being served by Title I Part A are

advancing academically and performing satisfactorily on state assessments. (STAAR 3-8 SS)

• #6 Students being served by MEP are advancing academically and performing satisfactorily on state assessments. (STAAR 3-8 SS)


No Child Left Behind Initial Compliance Review (ICR)

• Initial Compliance Review (ICR) indicators are based on programmatic (i.e.: timely application and report submission), and student performance

• Initial Compliance Review (ICR) indicators are indicators that range from moderate to high risk

•An LEA in other stages of intervention that fails to meet two or more ICR indicators also will be required to engage in compliance-related intervention activities.


•Questions, Comments, Evaluations

Omar Chavez, Migrant DirectorRegion One ESC1900 West SchuniorEdinburg, TX [email protected]


mailto:[email protected]

Documents

Region One Service Center 2015. Texas Migrant Service Delivery Plan Migrant Directors’ Meeting Region One ESC September 1, 2015 Region One Service Center