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GPRA measures Academic targets Student characteristics Supplemental instruction

GPRA measures Academic targets Student characteristics Supplemental instruction. Washington State Migrant Education Program. Paul McCold, PhD. Migrant Education Program (MEP) Government Performance and Results Act (GPRA) Standards. Performance Measures:

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GPRA measures Academic targets Student characteristics Supplemental instruction

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  1. GPRA measuresAcademic targetsStudent characteristicsSupplemental instruction Washington State Migrant Education Program Paul McCold, PhD

  2. Migrant Education Program (MEP) Government Performance and Results Act (GPRA) Standards Performance Measures: GPRA directs agencies to improve the effectiveness of their programs by: engaging in strategic planning, setting outcome-related goals for programs, and measuring program results against those goals.

  3. Migrant Education Program (MEP) Government Performance and Results Act (GPRA) Standards • OME has established a set of indicators used to measure the effectiveness of the MEP projects: • increase the percentage of elementary school migrant students who meet the proficiency level on state assessment in reading • increase the percentage of middle school migrant students who meet the proficiency level on state assessment in reading • increase in the percentage of elementary school migrant students who meet the proficiency level on state assessment in mathematics • increase in the percentage of middle school migrant students who meet the proficiency level on state assessment in mathematics • decrease the percentage of migrant students who dropout from secondary school • increase the percentage of migrant students who graduate from high school.

  4. Migrant Education Program (MEP) Government Performance and Results Act (GPRA) Standards • OME has established a set of indicators used to measure the effectiveness of the MEP projects: • increase the percentage of elementary school migrant students who meet the proficiency level on state assessment in reading • increase the percentage of middle school migrant students who meet the proficiency level on state assessment in reading • increase in the percentage ofelementary school migrant students who meet the proficiency level on state assessment in mathematics • increase in the percentage of middle school migrant students who meet the proficiency level on state assessment in mathematics • decrease the percentage of migrant students who dropout from secondary school • increase the percentage of migrant students who graduatefrom high school.

  5. Migrant Education Service Delivery Plan The percentage gap in meeting state academic standards between migrant students and all students will be reduced by one-fifth annually over the next three years beginning SY 2012-13. Strategy 1 – Provide supplemental services in academic vocabulary. Strategy 2 – Provide supplemental services in reading comprehension strategies.

  6. Migrant Education Service Delivery Plan The percentage gap in meeting state academic standards between migrant students and all students will be reduced by one-fifth annually over the next three years beginning SY 2012-13. Strategy 1 – Provide supplemental instructional support on specific math strands or subject area on which migrant students score below average. Strategy 2 – Provide supplemental instructional support in the language and vocabulary of math.

  7. Migrant Education Service Delivery Plan The percentage gap in meeting state academic standards between migrant students and all students will be reduced by one-fifth annually over the next three years beginning SY 2012-13. Strategy 1 – Provide opportunities for migrant students to analyze writing using a variety of reading materials. Strategy 2 – Provide opportunities for migrant students to get constructive feedback on writing skills.

  8. Migrant Education Service Delivery Plan The percentage gap in meeting state academic standards between migrant students and all students will be reduced by one-fifth annually over the next three years beginning SY 2012-13. Strategy 1 – Provide increased experiential activities on science that integrate math, technology, and/or engineering in an applied environment.

  9. MEP Evaluation Migrant Services PERFORMANCE 1. Academics (reading & math) 2. Graduate/dropout

  10. Migrant Services Causal Factors PERFORMANCE • Limited English • Discontinuity • Missed instruction time • Late start - early exit • Moves – state & nation • Grade progression • Age/grade • Credit accrual • Right class enrollment • Discipline referrals • Parental support • Engagement • belonging/stigma • support • attitude toward school • participation • classroom • extracurricular 1. Academics (reading & math) 2. Graduate/dropout

  11. Migrant Services Basic Ed & Supplemental Services characteristic Causal Factors PERFORMANCE • Age • Gender • Family structure • Sibling care • work • 1 or 2 parent • Health • Home language • Disability • Ethnicity • Trauma • Poverty/income • Parent education • Bussing-distance • Social isolation • Limited English • Discontinuity • Missed instruction time • Late start - early exit • Moves – state & nation • Grade progression • Age/grade • Credit accrual • Right class enrollment • Discipline referrals • Parental support • Engagement • belonging/stigma • support • attitude toward school • participation • classroom • extracurricular 1. Academics (reading & math) 2. Graduate/dropout

  12. Students Interviewed Migrant students enrolled on October 1, 2012

  13. Sampling Frame

  14. Students Interviewed by Grade

  15. Student Characteristics

  16. English Proficiency by Grade

  17. Mother’s Level of Education Father’s Level of Education

  18. Student attitudes about school

  19. Student attitudes about school

  20. Student attitudes about school

  21. Student attitudes about school

  22. Student bonding with school

  23. Student bonding with school

  24. Student bonding with school

  25. Student connectedness

  26. Student connectedness

  27. Student self-perception

  28. Student self-perception

  29. Student sense of safety

  30. Student sense of safety

  31. Student sense of safety

  32. Student sense of safety

  33. Student sense of safety

  34. Migrant Services Basic Ed & Supplemental Services characteristic Causal Factors PERFORMANCE • Age • Gender • Family structure • Sibling care • work • 1 or 2 parent • Health • Home language • Disability • Ethnicity • Trauma • Poverty/income • Parent education • Bussing-distance • Social isolation • Limited English • Discontinuity • Missed instruction time • Late start - early exit • Moves – state & nation • Grade progression • Age/grade • Credit accrual • Right class enrollment • Discipline referrals • Parental support • Engagement • belonging/stigma • support • attitude toward school • participation • classroom • extracurricular 1. Academics (reading & math) 2. Graduate/dropout

  35. Student Academic Performance

  36. Student Academic Performance

  37. Next Step: Connect academic growth to supplemental services

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