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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: School Readiness

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North carolina migrant education l.jpg

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:

    • School Readiness

    • Improving Reading and Math Proficiency

    • 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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Warm-up Survey Questions

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

  • 0-4

  • 5-9

  • 10-14

  • 15+


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Warm-up Survey Questions

What is your favorite leisure activity?

  • Being a couch potato & watching TV

  • Dancing

  • Exercising

  • Going to a movie or out to dinner

  • 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?

  • None

  • Limited

  • Good

  • 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



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Major Findings from the CNA Gap

  • 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 Gap

  • 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… Gap

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


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Data that Validated this Concern Gap

  • 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… Gap

  • 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 Gap

  • 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 (OSY) are underserved and indicate need for access to ESL, health, and transportation resources.

Out-of-School Youth

Photo: Lenoir County MEP


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Data that Validated this Concern for access to ESL, health, and transportation resources.

  • 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 for access to ESL, health, and transportation resources.

  • 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 for access to ESL, health, and transportation resources.


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The Service Delivery Plan for access to ESL, health, and transportation resources.

  • 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 for access to ESL, health, and transportation resources.

  • 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 for access to ESL, health, and transportation resources.

  • 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 for access to ESL, health, and transportation resources.

  • School Readiness

  • Proficiency in reading and math

  • High School graduation


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Discussion of Pre-K Service Delivery Chart: An example for access to ESL, health, and transportation resources.


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LET’S DO A QUICK SURVEY for access to ESL, health, and transportation resources.

TOGETHER


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Survey Question – School Readiness for access to ESL, health, and transportation resources.

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

  • No slots/programs available

  • Cultural differences

  • Limited English proficiency

  • Lack of transportation


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Identified Need for access to ESL, health, and transportation resources.

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


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Measurable for access to ESL, health, and transportation resources. 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 for access to ESL, health, and transportation resources.

  • 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! for access to ESL, health, and transportation resources.


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Survey Question - Data Reporting for access to ESL, health, and transportation resources.

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

  • Data is my friend

  • Less is more

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

  • I need more help!


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Data Collection and Reporting for access to ESL, health, and transportation resources.

  • MIS2000 Information

  • Other

    • Definition of program

    • Records of formal agreements and collaboration

    • Records of trainingsessions and other information prepared for parents


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Resources Needed for access to ESL, health, and transportation resources.

  • 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 for access to ESL, health, and transportation resources.

  • Objective from Plan

  • Type of Data Collected

  • Data Analysis

  • Responsible Parties


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Questions????? for access to ESL, health, and transportation resources.


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