Region One Service Center 2015

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

Section 5 Evaluation Refer to pp The 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. Region One Service Center 2015

Comprehensive Needs Assessment (CNA) Service Delivery Plan (SDP) Migrant Education Program (MEP) Region One Service Center 2015

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 Region One Service Center 2015

Purpose of this Overview Training Provide school districts with a general overview of the Plan to be implemented in the future, beginning in ; 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). Region One Service Center 2015

Executive Summary 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 10 th grade Math and Graduation Rate in Region One Service Center 2015

Executive Summary Eight (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. Region One Service Center 2015

Executive Summary Eight (8) Identified Needs 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. Region One Service Center 2015

Executive Summary Eight (8) Identified Needs 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. Region One Service Center 2015

Executive Summary Strategies for Service Delivery Plan 39 Services/Strategies 13 Required 3 Supplemental for local implementation 3 State Implementation Region One Service Center 2015

Executive Summary Effectiveness 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 Region One Service Center 2015

Executive Summary SDP 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 Region One Service Center 2015

Section I-Program Overview Program’s Purpose: Refer to Page 3 of SDP 1.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; Region One Service Center 2015

Section I-Program Overview Program’s Purpose: 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; Region One Service Center 2015

Section I-Program Overview Program’s Purpose: 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. Region One Service Center 2015

Section 2 - Statewide CNA Three-phase model provided by OME Refer to pp. 5-6 of the SDP Phase I – Explored what was known. 7 Areas of Concern 561 Survey Respondents Phase II – Gathered and Analyzed Data. 4 Areas of Concern 8 Need Statements Phase III – Made decisions/selected solutions. Final Report completed September Region One Service Center 2015

Migrant Education Program OME’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 graduation More interstate students served in summer migrant program Instructional Time (Due to late entry/early withdrawal) More students, who have failed TAKS, in summer TAKS programs More 1 st graders must have sufficient school readiness & be promoted More 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) Region One Service Center 2015

Migrant Education Program OME’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- academic More 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 Region One Service Center 2015

Area of Concern Targeted Population Identified Needs Area of ConcernTargeted Population Identified Needs Instructional TimeEarly Childhood/ Primary 1 st graders Develop affective, cognitive & psychomotor skills to be promoted. Instructional TimeGrades 3-11Must attend summer TAKS remediation if failed any content area. Instructional TimeSecondary StudentsMust make-up coursework due to late entry/ early withdrawal. Region One Service Center 2015

Area of Concern Targeted Population Identified Needs Area of ConcernTargeted Population Identified Needs School EngagementMiddle SchoolMust use or apply learning & study skills Educational Support in the Home Middle SchoolMust have timely attention & appropriate interventions, academic & non-academic Educational Support in the Home Middle SchoolMust have necessary homework assistance & homework tools at home for academic success Region One Service Center 2015

Area of Concern Targeted Population Identified Needs Area of ConcernTargeted Population Identified Needs Educational ContinuitySecondary StudentsMust earn the required core credits for on-time graduation Educational ContinuityAll Interstate StudentsMust be served in summer migrant programs thru interstate coordination Region One Service Center 2015

Section 3 Performance Targets Refer to pp AYP Indicators 1.TAKS Reading- 95% 2.TAKS Math- 95% 3.Graduation Rate (H.S.)- 70% for Attendance (Elem & MS)- 90% for Participation in State Assessments- Reading & Math- 95% Region One Service Center 2015

Section 3 Performance Targets 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. Region One Service Center 2015

Section 3 Performance Targets Refer to Page 9 of the SDP, Table 2 for AYP Results Did not meet: Math AYP Target –50% Migrant - 49% (10 th grade only) Region One Service Center 2015

Section 3 Performance Targets Refer to Page 10 of the SDP, Figure 1 for Graduation Rate Graduation Rate AYP Target – 70% Migrant (as a group)- 67% Migrant students as a group did not meet AYP. Region One Service Center 2015

Section 4 – Addressing Needs Related to the Seven areas of Concern: Refer to pp This 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. Region One Service Center 2015

Section 4 Service 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 Region One Service Center 2015

Section 4 Service Delivery Plan Seven 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 resources 6.Health 7.Access to Services- may be as a result of language barriers or unknown to area. Region One Service Center 2015

Section 4 Service Delivery Plan General 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; and 6.Provide family literacy programs (RIF, Building Bridges) and supportive services for out-of-school youth. (p.12) Region One Service Center 2015

Section 4 - Service Delivery Plan Services to meet needs from CNA 39 Strategies Selected Through Statewide CNA 26 Strategies Implemented By LEAs 13 Required 13 Supplemental/ Optional 13 Strategies Implemented By State 8 Beginning Beginning Refer to pp Region One Service Center 2015

Supplemental/Optional Services (where appropriate) Local Needs Assessment LOCAL SERVICE DELIVERY Services to Meet Needs Identified through Statewide CNA REQUIRED Services (based on target Populations served) Services to Meet Other Identified Needs Related to 7 Areas of Concern Region One Service Center 2015

Services/Strategies to Meet Needs Identified through the Statewide CNA Refer to PP of the SDP Region One Service Center 2015

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. Region One Service Center 2015

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 Region One Service Center 2015

Section 5 The proposed study will: be completed over a 2-year period An interim report will be completed in Feb TEA w/ develop and implement program improvements Region One Service Center 2015

Section 5 Evaluations of Strategies will begin 2 years after implementation Implementation begins Evaluation of Strategies Region One Service Center 2015

Section 5 Evaluation will include: Performance data analysis-state, district, campus Review of measurable outcomes Student surveys Field experiments of major services Region One Service Center 2015

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). Region One Service Center 2015

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 Region One Service Center 2015

PFS Procedures in Texas Refer to pp 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. Region One Service Center 2015

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 Region One Service Center 2015

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 Region One Service Center 2015

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 Region One Service Center 2015

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. Region One Service Center 2015

Comments, Questions, Doubts, etc. Region One Service Center 2015

Texas Migrant Interstate Coordination Region One Service Center 2015

Performance Based Monitoring Analysis Systems (PBMAS) Region One Service Center 2015

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 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 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 Region One Service Center 2015

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) Region One Service Center 2015

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. Region One Service Center 2015

Questions, Comments, Evaluations Omar Chavez, Migrant Director Region One ESC 1900 West Schunior Edinburg, TX Region One Service Center 2015