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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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webinar objectives
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
webinar objectives3
Webinar Objectives
  • Understand specific ways in which you will be asked to document
    • implementation
    • positive effects of chosen service delivery strategies.
warm up survey questions
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+
warm up survey questions6
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
warm up survey questions7
Warm-up Survey Questions

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

  • None
  • Limited
  • Good
  • Excellent
components of the sdp
Components of the SDP
  • Performance Targets—What should be….
  • Needs Assessment—Where we are…
  • Measurable Program Outcomes
  • Service Delivery Strategies
  • Evaluation
major findings from the cna
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

data that validated this concern
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.
more cna findings
More CNA Findings…
  • Elementary: Significant gaps between ELL/Migrant and Non-ELL/Non-migrant.
data that validated this concern14
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
secondary school students
Secondary School Students…
  • Secondary: Significant gaps between Migrant and Non-migrant students in grades 6-8 Reading and Math, and all EOC subjects.
data that validated this concern16
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.
out of school youth
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

data that validated this concern18
Data that Validated this Concern
  • Out-of-School Youth Survey
    • English as a Second Language classes identified as the most critical need
seven areas of concern
Seven Areas of Concern
  • Educational Continuity
  • Instructional Time
  • School Engagement
  • English Language Development
  • Educational Support in the Home
  • Health
  • Access to Services
the service delivery plan
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;”
the service delivery plan22
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.”
service delivery strategies
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
goal areas for nclb
Goal Areas for NCLB
  • School Readiness
  • Proficiency in reading and math
  • High School graduation
survey question school readiness
Survey Question – School Readiness

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
identified need
Identified Need
  • Migrant children have low participation in pre-school programs, primarily due to mobility, transportation, and awareness of program options…..
measurable program outcome
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.
strategies
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

survey question data reporting
Survey Question - Data Reporting

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!
data collection and reporting
Data Collection and Reporting
  • MIS2000 Information
  • Other
    • Definition of program
    • Records of formal agreements and collaboration
    • Records of trainingsessions and other information prepared for parents
resources needed
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
evaluation of service delivery
Evaluation of Service Delivery
  • Objective from Plan
  • Type of Data Collected
  • Data Analysis
  • Responsible Parties
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