Una Vida Mejor para Niños Migrantes

1. Una Vida Mejor para Niños Migrantes Angela Branz-Spall Director, Montana MEP

2. 4 S’s of Service Delivery • Substantiated by need • Statutorily allowable • Supplemental in nature • Sustained and measurable effects

3. The MEP Performance Report Glossary says that services: • directly benefit a migrant child • address a need of a migrant child consistent with the SEA’s comprehensive needs assessment and service delivery plan; • are grounded in scientifically based research or, in the case of support services, are a generally accepted practice; and • are designed to enable the program to meet its measurable outcomes and contribute to the achievement of the State’s performance targets

4. MT MEP 5 areas of focus Program Application Supplemental Services Interstate Coordination Instructional Services Evaluation Comprehensive Needs Assessment Identification And Recruitment Professional Development Sub-granting Process

5. Supplemental Services Detail Supplemental Services Services: School Supplies Nutrition/Transportation Advocacy/Referrals RIF Program Medical/Dental Activities: Parental Involvement

6. Instructional Services Detail Instructional Services Reading & Math Instruction Competency Exam Preparation Mobile Technology ESL Instruction Secondary Credit Accrual Preschool Online Coursework Distance Learning Tutorial/Outreach

7. Service in Action Count on Me: In-camp tutorial project

8. Service in Action MATRIX Lab: Mobile Technology Education

9. Educational Service: Leadership Conference

10. Activity: Parental Involvement

11. Supplemental vs. Supplantive • Cannot take the place of the core curriculum • Should not be available from any other program (duplicative) • Not primarily a health program, ESL program or emergency immigrant program • Is the program of “last resort”

12. Program Outcomes

13. Reading Proficiency Performance Indicator #1: Students will achieve statistically significant gains in reading • PI Met? YES! – 74% of students pre/post-tested improved their reading proficiency (p<.001)

14. Math Proficiency Performance Indicator #2: Students will achieve statistically significant gains in math • PI Met? YES! – 81% of students pre/post-tested improved their math skills (p<.001)

15. Proficiency on Statewide Assessments Performance Indicator #3 – A larger percentage of students become proficient in reading, language arts, and math on statewide assessments • PI Met? YES for language arts (50% to 59%), NO for reading (62% to 47%) and math (67% to 58%)

16. Technology Skills Performance Indicator #4 – Students will achieve statistically significant gains in technology skills • PI Met? YES! – All of the students pre/post-tested (100%) improved their technology skills (p<.001)

17. Credit Deficient Secondary Students Performance Indicator #7 – All migrant secondary students with credit deficiencies will enroll in and complete coursework • PI Met? YES! -- All 132 students with credit deficiencies were served.

18. Secondary Coursework Performance Indicator #8 – At least 50% of students enrolled in secondary courses will complete the course • PI Met? YES! – 96% of the 26 students completed their course with an average grade of 85%

19. Designing Programs to Meet Migrant Students’ Unique Needs