Migrant Education Program New State Directors’ Orientation Tutorial Module 7: Program Planning - Service Delivery Plan

Migrant Education ProgramNew State Directors’ Orientation Tutorial Module 7: Program Planning - Service Delivery Plan U.S.. Tutorial ObjectivesModule 7 will enable new state directors

Migrant Education Program

New State Directors’ Orientation

Tutorial

Module 7: Program Planning -

Service Delivery Plan

U.S Department of Education Office of Migrant Education Tools for Program Improvement

General Framework for Developing the Service Delivery

Planning for Service Delivery Plan Implementation 75

Getting Started

In This Section

•Tutorial Objectives

•How to Use the Tutorial

•Icons to Guide You

•Key Readings and Resources

Tutorial Objectives

Module 7 will enable new state directors to

1.Understand the legislative and regulatory requirements for the Service Delivery Plan (SDP),

2.Develop an SDP using a recommended framework,

3.Develop strong Measurable Program Outcomes (MPOs) for Migrant Education Program (MEP) services,

4.Review their current state SDP to identify ways to

improve it, and

5.Develop an action plan customized to their state’s MEP

How to Use the Tutorial

For optimal benefit from the tutorial, you should

•Allow sufficient time to read the slides, reflect on the

information, and complete all activities on the slides or on the Quick Resource and Reflection Sheets (QRRS) that can

How to Use the Tutorial

For optimal benefit from the tutorial, you should (cont.)

•Pause to reflect on your state program at the “Check-in” slides (A QRRS document will typically accompany these.);

•Complete the “Pop Quiz!” slides to reinforce key concepts;

•Review your state’s MEP documents and reports as

directed;

•Develop an action plan using the worksheets provided;

•Add actionable items to your MEP planning calendar

(QRRS 14.2); and

Icons to Guide You

The following icons will guide you in making best use of this tutorial:

What Do You Think?

Check-inPop Quiz!

Quick Reference & Reflection Sheet (QRRS)Action Planning

Calendar Item

QRRS

Key Readings and Resources

You should have these documents readily available while completing the module, as the module will refer to these documents for more complete information on various

topics

under Title I, Part C of the Elementary and Secondary

Education Act of 1965, Chapter IV

•Service Delivery Plan Toolkit developed by the Office of

Migrant Education (OME)

•Your state’s Comprehensive Needs Assessment (CNA) and

General Requirements

State educational agencies (SEAs) must ensure that it and the State’s local operating agencies (LOAs) identify and address the special educational needs of migratory children in

accordance with a comprehensive state plan that:

A.Is integrated with other programs,

B.Provides that migratory children will have an opportunity to meet the same challenging state academic content standards and academic achievement standards that all children are

expected to meet,

General Requirements

C Specifies measurable program goals and outcomes,

D Encompasses the full range of available services,

E Is the product of joint planning, and

F Provides for the integration of services with those

provided by other programs

Section 1306(a)(1) of Title I Part C of the ESEA, as amended

General Requirements

The comprehensive state plan must:

A.Remain in effect for the duration of the state’s participation

in the MEP, and

B.Be periodically reviewed and revised by the state to reflect changes in the state’s strategies and programs in the MEP

Section 1306(a)(2) of Title I Part C of the ESEA, as amended

Authorized Activities

In implementing the comprehensive plan, the SEA, where applicable through its local education agencies (LEAs),

will determine that the activities to be provided with

MEP funds will be used to:

•Meet the identified needs of migratory children that result from their migratory lifestyle, and

•Permit these children to participate effectively in school

Section 1306(b)(1) of Title I Part C of the ESEA, as amended

SDP Requirements

The SDP must include:

1.State performance targets

2.A Comprehensive Needs Assessment (CAN)

3.Measureable program Objectives (MPOs)

4.Strategies for service delivery

5.A program evaluation plan

34 CFR § 200.83(a)

SDP Requirements

The SDP must be developed in consultation with the State

Migrant Education Parent Advisory Council (PAC) or, for

states that do not operate programs of one school year in

duration and therefore not required to have such a council, with the parents of migrant children

Each SEA must ensure that its local operating agencies

comply with the SDP

34 CFR § 200.83(b) and (c)

Continuous Program Improvement

for Service Delivery

In This Section

•Continuous Improvement Cycle

•Making Connections in the Planning Process

Continuous Improvement Cycle

Making Connections in the Planning

Process

• Program planning is a continuous cycle of needs

assessment, planning services, implementation, and

evaluation, which are described in the SDP

• The SDP planning team will use the results of the CNA to

identify services that will address the needs of migrant

students and will generate a plan to implement the

services

Making Connections in the Planning

Process

• The Evaluation will inform updates of the CNA and changes

in the SDP to improve results and implementation

• While the diagram illustrates a cycle, all components are

interrelated and can simultaneously influence and can be influenced by one another

Setting the Context for the Service

Delivery Plan

In This Section

•Definitions

•Benefits of Developing a Service Delivery Plan

•Key Role of the Service Delivery Plan

•Additional Inclusions in the Service Delivery Plan

•When to Update the Service Delivery Plan

•Local Projects and the Service Delivery Plan

The Service Delivery Plan is a

comprehensive state plan for

service delivery that describes the

services the SEA will provide on a

statewide basis, on its own or

through LOAs, to address the

special educational needs of

migrant students

MEP Guidance, Chapter IV, B1

Definitions

What are considered services?

Services are a subset of MEP activities.

Services are educational or educationally related activities that:

1.Directly benefit a migrant child;

2.Address needs of a migrant child consistent with the CNA and SDP;

3.Are grounded in scientifically based research, or in the case of support services, are a generally accepted practice; and

4.Are designed to enable the program to meet its measurable outcomes and to contribute to the achievement of the state’s performance targets.

MEP Guidance, Chapter V, A1

Pop Quiz!

Which of the following is not a “service” for migrant children

as defined in the MEP Guidance?

1 Conducting a summer tutoring program for priority for

Pop Quiz! - Response

If you selected #2, “Dropping off pamphlets and books in

a migrant camp as a one-time activity,” you are correct.

•Dropping off pamphlets and books does not necessarily

ensure that migrant children will benefit, nor can the results

of the activity be measured Moreover, this is not an activity that is grounded in research or good practice

Benefits of Developing a Service

Delivery Plan

The SDP helps the SEA develop and articulate a clear vision of:

1.The needs of migrant children on a statewide basis,

2.The MEP’s measurable outcomes and how they help

achieve the state’s performance targets,

3.The services the MEP will provide on a statewide basis, and

4.The basis for how to evaluate whether and to what

degree the program is effective

MEP Guidance, Chapter IV, B2

Key Role of the Service Delivery

Plan

Additional Inclusions in the Service

Delivery Plan

In addition to what is required by law to be included in the SDP, SEAs may also want to include policies and

procedures the SEA will implement to address other

administrative and program functions, such as

1.Priority for services (PFS),

2.Parent involvement,

3.Identification and Recruitment (ID&R), and

4.The State’s plan for requesting, using, and transferring

student records

MEP Guidance, Chapter IV, B6

Note: Other modules in the New Directors Orientation Tutorial address each

of these topics.

When to Update the Service

Delivery Plan

The SDP should be updated when the SEA:

1.Updates the CNA,

2.Changes the performance targets and/or MPOs,

3.Changes the services the state MEP will provide, and

4.Changes the evaluation design

Local Projects and the Service

Delivery Plan

• The SEA must ensure each LOA has sufficiently addressed the needs identified in the SDP

• The SEA can choose to fund a project that proposes to

address other identified special educational needs of

migrant children if funds are available and if services are not available from another funding source

MEP Guidance, Chapter IV, B8

Review your state SDP and respond to the following

questions

1.When was the SDP developed or revised?

2.Who was involved?

3.Did it include:

• State performance targets,

• A CNA,

• Service delivery, and

• A program evaluation plan?

The Service Delivery Planning

Process

In This Section

•Joint Planning

•Considerations for Utilizing an External Consultant

•Planning Tasks and Timelines

Joint Planning

Most states establish a planning team to develop the

SDP.

•The planning team may be a continuation of the Needs

Assessment Committee (NAC) that developed the CNA

•The size of the planning team may depend on the size of the state MEP

Joint Planning

Questions to consider for selecting planning team

members:

•What programs, agencies, or role groups are most involved

in serving migrant students?

•What areas of the state or what local programs should be represented?

•What expertise and experience are critical for developing the SDP?

Joint Planning

Questions to consider for selecting planning team members (cont.):

•How will parents be involved?

•What individuals will be willing to devote significant time

and effort to developing the SDP?

•Who should be involved in all phases of the comprehensive planning process (CNA, SDP, and Program Evaluation) to offer continuity?

Joint Planning

Considerations for Utilizing an

•It is highly recommended that you remain involved

throughout the planning process and communicate

frequently with the consultant

Considerations for Utilizing an

External Consultant

Consider the following questions:

•Is there a specific component of the SDP planning process with which you need help, or do you need help with the

overall planning process?

•For what specific tasks will the consultant be responsible? For what tasks will you be responsible?

•What will your budget allow?

•What skills and experiences do you want the consultant to have?

•What accountability measures will you put in place to ensure

Planning Tasks and Timelines

See the Service Delivery Plan Toolkit, Section D for sample tasks and timelines

and for sample meeting agendas.

General Framework for Developing

the Service Delivery Plan

In This Section

•Alignment of All Parts

•State Performance Goals and Targets

•Comprehensive Needs Assessment

•Service Delivery

•Measurable Program Outcomes

•Program Evaluation Plan

Alignment of All Parts – Logic Model

– Begin with the State Performance Goals and Targets.

– Follow all components to the left and around.

• While each of the components has its own function, the

components must be linked to provide a cohesive and

consistent approach to enable migrant students to

achieve state performance goals and targets

Alignment of All Parts – Logic Model

Thinking

Alignment of All Parts

• “Testing the logic” – Review each component of your state SDP, and ask, “If this condition or component

exists, then does the condition or component to which

it is connected logically follow?”

For more on a logic model for your state SDP, see the Service Delivery Plan

Toolkit, Section E-1.

Alignment of All Parts

• An Alignment Chart will help you see the extent to which all parts of your state SDP are connected

• A key activity for understanding the General Framework is

to complete QRRS 7.3 for one of your state performance goals as the module presents information on each of the required components of the SDP in the following slides

See QRRS 7.3 – Alignment Chart

State Performance Goals and

Targets

• Performance goals are broad statements of the results

that states are seeking to achieve for all students;

performance targets are measurable results that can be

viewed as benchmarks of progress toward meeting these goals

• SEAs describe their performance goals and targets in their Consolidated State Application (CSA) or in the current

version of their approved ESEA Flexibility Requests (See

Module 3 for more information on the Consolidated State

Application.)

State Performance Goals and

– High school graduation, and

– Any other performance targets that the state has

identified for migrant children (e.g., school readiness).

• Migrant students should be held to the same high

standards as all students in the state

State Performance Goals and

Targets

• State performance targets guide the development of all subsequent parts of the SDP

• The purpose of the SDP is to provide the strategies,

implementation support, and accountability to ensure that migrant students can achieve the state performance

targets

State Performance Goals and

Targets

Note the following example of a state performance

target that fits into the Alignment Chart.

GOAL AREA: READING AND LANGUAGE ARTS

Putting into Practice

Select a goal area and state

performance target for your state

and enter it in the Alignment

Chart in QRRS 7.3 (We will revisit

the Alignment Chart throughout

the module.)

See QRRS 7.3 - Alignment Chart

Comprehensive Needs Assessment

The CNA should provide you with:

•A profile of migrant students in your state;

•The needs of migrant students, specifically the gap between what is (their performance in the goal areas required in the CSA) and what should be (state performance targets);

•Concern and Need Statements that address underlying

causes in gaps in performance, supported by data; and

•Recommendations for research-based strategies to select for the SDP

Reviewing your state CNA:

•While OME recommends a process for the CNA described

in the MEP Guidance and outlined in the Comprehensive

Needs Assessment Toolkit, state approaches to the CNA

may vary widely

•A review of the information provided in your state CNA

will assist you with determining the process for developing the SDP

See QRRS 7.4 – CNA Summary

Comprehensive Needs Assessment

Building on the Alignment Chart:

Note in the following slide how the information from the CNA can assist with building the Alignment Chart

See Module 6 for more information on the components of the Alignment Chart

Comprehensive Needs Assessment

GOAL AREA: READING AND LANGUAGE ARTS

State Performance

Target The number of students who attain proficiency in reading and language arts will increase by at least five percentage points each

year until all students attain proficiency by 2014.

Concern Statement We are concerned that migrant students do not receive sufficient

instructional time to achieve proficiency in reading/language arts due

to their high mobility and school absences.

Data Summary • In school year 2012, in grades 3, 8, and 11, the percentage of

migrant students attaining proficient or advanced in reading/language arts was 73.2%, compared to the percentage for all students of 86.7%.

• In school year 2012, in grades 3, 8, and 11, the percentage of migrant students who were absent 10 or more days (defined as priority for service students) was 53%.

Needs Statements • In grades 3, 8, and 11, the percentage of migrant students

attaining proficient or advanced in reading/language arts needs to increase by 13.5% to perform on par with other students.

• In grades 3, 8, and 11, priority for service students need to increase their instructional time by approximately 60 hours.