Migrant Coordinator Meeting

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Migrant Coordinator Meeting

• Virginia Department of Education
• October 15, 2008

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Comprehensive Needs AssessmentRequirement

• Title I, Part C, Sections 1304(b) and 1306(a) of
  The No Child Left Behind Act of 2001 require
  state and local Migrant Education Programs (MEP)
  to conduct a needs assessment
• The purpose of the comprehensive needs assessment
  is to guide the overall design of the MEP

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Comprehensive Needs AssessmentGuidelines

• The state and local MEPs must identify the
  special educational needs of migrant children and
  determine the specific services that will help
  migrant children achieve Virginias measurable
  outcomes and performance targets.

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Comprehensive Needs AssessmentGuidelines

• Division and regional MEPS conduct needs
  assessments to
• determine the needs of migrant students and how
  those needs relate to the priorities established
  by the state
• design local services and
• select students for the receipt of those
  services.
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

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Comprehensive Needs AssessmentGuidelines

• The division or regional MEPs needs assessment
  must be aligned with the states needs
  assessment, but may have narrower focus to
  address specific needs in the local MEP, such as
  specific needs of children by grade levels,
  academic areas in which the project should focus,
  instructional settings, instructional materials,
  staffing, and teaching techniques.
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

6
Comprehensive Needs AssessmentGuidelines

• Data that can be used to conduct the
  comprehensive needs assessment can include
  demographic and assessment data, data from other
  school divisions, and data that reflects support
  services provided and needed by migrant students
• The data should be based on the students most
  recently served in the MEP
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

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Comprehensive Needs AssessmentBenefits of
Conducting a Needs Assessment

• Coordinates the needs of migrant students in that
  project area to those needs relate to the
  priorities Virginia has established
• Helps to design local MEP services
• Identifies which students should receive services
  

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Comprehensive Needs AssessmentTimeline

• Guidance provided by the United States Department
  of Education, Office of Migrant Education, states
  that needs assessments should be completed every
  3 years, or more frequently if there is evidence
  of a change in the needs of migrant children
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

9
Comprehensive Needs AssessmentTimeline

• Key sections of the needs assessment should be
  updated annually to ensure that the results of
  the needs assessment remain current
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

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Comprehensive Needs AssessmentImportant
Definitions

• Need A need refers to the gap or discrepancy
  between a present state (what is) and a desired
  state (what should be). The need is neither the
  present nor the future state it is the gap
  between them.
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

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Comprehensive Needs AssessmentImportant
Definitions

• Needs assessment A needs assessment is a
  systematic assessment and decision-making process
  that progresses through a defined series of
  phases to determine needs, examine their nature
  and causes, and set priorities for future action
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

12
Comprehensive Needs AssessmentStructure

• OME, in conjunction with the Comprehensive
  Regional Assistance Centers recommends the
  following steps
• Explore What Is Known
• Gather and Analyze Data
• Make Decisions
• Further information about this model can be found
  at the following link
• http//www.ed.gov/admins/lead/account/comprehensiv
  e.html.

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Comprehensive Needs AssessmentRequired and
Suggested Components

• Time period (required) the needs assessment
  must be current less than 3 years old
• Needs Assessment Committee (suggested)
• Student Profile (suggested) current profile of
  the migrant students in the program. It may
  include demographic information, family data,
  academic performance, and mobility patterns

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Comprehensive Needs AssessmentRequired and
Suggested Components

• Comparison Groups (suggested) how does the
  migrant subgroup compare to other groups of
  children?
• Goals (suggested) Does the MEP focus on the
  performance targets the state has adopted for all
  children?
• Concerns (suggested) Does the MEP include the
  seven areas of concern educational continuity,
  instructional time, school engagement, English
  language development, educational support in the
  home, health, and access to services

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Comprehensive Needs AssessmentRequired and
Suggested Components

• Needs (required)
• Solutions (required)
• Funds (required) is the use of funds based on
  the needs of the migratory children?
• Methods and results (required)

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Comprehensive State Plan for Service Delivery

• Based on the Comprehensive Needs Assessment

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Comprehensive State Plan for Service Delivery

• Section 1306(a)(1) of the No Child Left Behind
  Act of 2001 requires states and division/regional
  MEPs to identify and address the special
  educational needs of migrant children in
  accordance with a comprehensive plan that
• Is integrated with other federal programs,
  particularly those authorized by the ESEA (such
  as Title I, Part A)

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Comprehensive State Plan for Service Delivery

• Provides migrant children an opportunity to meet
  the same challenging state academic content and
  student academic achievement standards that all
  children are expected to meet
• Specifies measurable program goals and outcomes
• Encompasses the full range of services that are
  available to migrant children from appropriate
  local, state, and federal educational programs

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Comprehensive State Plan for Service Delivery

• Is the product of joint planning among
  administrators of local, state, and federal
  programs, including Title I, Part A, early
  childhood programs, and language instruction
  education programs under Part A or B of Title
  III and
• Provides for the integration of services
  available under Part C with services provided by
  such other programs

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Comprehensive State Plan for Service Delivery

• Division and regional MEPs should deliver
  services to migrant students based on the
  Comprehensive State Plan for Service Delivery
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

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Migrant Program Evaluation
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Migrant Program Evaluation

• Title I, Part C, Sections 1301(4) 1303(e)
  1304(b)(1) and (2) 1304(c)(5) 1304(d)
  1306(a)(1)(C) and (D) require states and local
  migrant programs to conduct program evaluations

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Migrant Program Evaluation

• Evaluations allow MEPs to
• determine whether the program is effective and
  document its impact on migrant children
• improve program planning by comparing the
  effectiveness of different types of
  interventions
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

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Migrant Program Evaluation

• determine the degree to which projects are
  implemented as planned and identify problems that
  are encountered in program implementation and
• identify areas in which children may need
  different MEP services.
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

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Migrant Program EvaluationDefinition of
evaluation

• Evaluation means systematically and methodically
  collecting information about a program or some
  aspect of a program in order to improve the
  program or make decisions about the merit or
  worth of the program.
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

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Migrant Program EvaluationTypes of Evaluations

• An evaluation that examines program
  implementation
• Conducted while the program is running
• Provides information on how the program can be
  improved
• Results can be used to strengthen the program or
  reallocate MEP resources
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

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Migrant Program EvaluationTypes of Evaluations

• An evaluation that examines program results
• Program results must compare the program or
  projects actual performance to
• the measurable outcomes established by the MEP
  and
• the states performance targets, particularly for
  those students who have priority for services.
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

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Migrant Program EvaluationWho Conducts the
Evaluations?

• The state must measure the effectiveness of the
  implementation and results of its program on a
  statewide basis
• Local MEPs must conduct a local project
  evaluation that measures both the implementation
  of the project and student performance against
  the projects measurable outcomes, the states
  measurable outcomes, and the states performance
  targets
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

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Migrant Program EvaluationWho Conducts the
Evaluations?

• Both the state and the local MEP must conduct a
  program evaluation
• The state must ensure that the local MEPs conduct
  the local evaluation properly
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

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Migrant Program EvaluationTimeline

• An implementation evaluation does not need to be
  conducted on an annual basis, but a 2-3 year
  cycle
• A results evaluation should be conducted on an
  annual basis
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

31
Migrant Program EvaluationData for Conducting
the Evaluation

• Migrant student data can be found on the DOE
  Virginia School Report Card site
• http//www.doe.virginia.gov/VDOE/src/index.shtml

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Migrant Program EvaluationData for Conducting
the Evaluation

• Excel document from the Department of Education
  (DOE) with Standards of Learning (SOL) data from
  the 2007-2008 testing year
• Organized by division, and Student Testing
  Identifier (STI)
• Includes all students identified as migrant on
  the Standards of Learning answer document

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Migrant Program EvaluationEvaluating Pre-School
and Summer School MEPs

• A local MEP that operates a MEP preschool project
  must evaluate the progress of migrant children
  who participate in the project
• The state and local MEPs must evaluate both the
  implementation and results of summer school
  programs and projects in the same way they
  evaluate MEP programs and projects that operate
  during the regular school year
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

38
Migrant Program EvaluationEvaluating Support
Services

• The local MEP should measure the effects of
  support services against the projects measurable
  outcomes
• For example, the project may measure whether a
  specified percentage of migrant children who were
  identified as having easily treatable visual
  impairments received eyeglasses or other
  comparable interventions during the project
  period in order to allow them to participate
  effectively in school
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

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Federal Program Monitoring for Title I, Part C,
by the state
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Federal Program Monitoring

• Sections 1301(4) 1303(e) 1304(b)(1) and (2)
  1304(c)(5) 1304(d) 1306(a)(1)(C) and (D) of the
  No Child Left Behind Act of 2001 (NCLB) and in
  the December 2, 2002, Code of Federal
  Regulations, Section 200.84, requires states to
  determine the effectiveness of the migrant
  education program through a written evaluation
  that measures the implementation and results
  achieved by the program against the states
  performance targets, particularly for those
  students who have priority for service as defined
  in Section 1304(d) of NCLB

41
Federal Program Monitoring

• Section 80.40(a) of the Education Department
  General Administrative Regulations (EDGAR)
  requires states to "...monitor grant and subgrant
  supported activities to assure compliance with
  applicable Federal requirements and that
  performance goals are being achieved."

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Federal Program Monitoring

• To meet these requirements, Virginia will begin
  to monitor MEPs on a 5-year cycle
• All monitoring visits will be on-site
• Two MEPs will be monitored per school year
• Identified divisions for the 2008-2009 school
  year will be notified by letter. The letter will
  include details about audio conferences that will
  be held to provide technical assistance for the
  selected divisions
• Monitoring visits will take place in the spring
• Technical assistance will be provide to divisions
  going through the monitoring process

43
Federal Program Monitoring

• A Title I, Part C, monitoring document is being
  developed, and will be released in late fall.
• Programmatic requirements to be covered include
• Identification and Recruitment
• State and Student Assessment
• Program Services and Provision of Services
• Parent and Community Involvement
• Fiscal
• Record Keeping

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Migrant Parent Involvement
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Migrant Parent InvolvementRequirements

• Section 1118 of Title I, Part A, and Sections
  1304(c)(3) and 1306(a)(1)(B)(ii) of Title 1, Part
  C, require the active involvement of migrant
  parents in the MEPs

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Migrant Parent InvolvementRequirements, Title I,
Part C

• Section 1304(c)(3) requires that states and local
  MEPs consult with Parent Advisory Councils (PAC)
  in planning and operating the MEP if they operate
  programs of one school year in duration

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Migrant Parent InvolvementPACs

• A PAC advises the state and local MEPs on
  concerns of migrant parents that relate to the
  planning, operation, and evaluation of MEP
  programs and projects in which their children
  participate
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

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Migrant Parent InvolvementPACs

• The state and local MEP must consult with the PAC
  about
• the comprehensive assessment of the needs of
  migratory children to be served and
• the design of the comprehensive service delivery
  plan.
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

49
Migrant Parent InvolvementPACs

• Parents or guardians of eligible migrant children
  and individuals who represent the interests of
  such parents are eligible to serve as PAC members
• To the extent feasible, parents of eligible
  migrant children should elect members of the PAC
• If elections are not possible, the SEA or local
  operating agency may select members by appointing
  volunteers or those nominated by other parents,
  teachers, or administrators
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

50
Migrant Parent InvolvementSection 1118 (c)(3) of
Title I, Part A

• Section 1304(c)(3) of Title I, Part C, requires
  MEPs to provide for the same parental involvement
  as is required in Section 1118

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Migrant Parent InvolvementSection 1118 (c)(3) of
Title I, Part A

• What does this section require?
• A written parental involvement policy
• Policy involvement of parents in an organized,
  ongoing, and timely way in the implementation of
  the MEP
• Development of a school-parent compact in order
  to share the responsibility for high student
  academic achievement

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Migrant Parent InvolvementSection 1118 (c)(3) of
Title I, Part A

• Capacity building of parents and school staff for
  strong parental involvement and
• Effective access to parental involvement
  activities.
• (Title I, Part C, Education of Migratory
  Children, Draft Non-Regulatory Guidance, 2003 )

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Migrant Parent Involvement

• When submitting the Title I, Part C, application,
  the superintendent signed off on this assurance
• The division will consult with parent
  advisory councils for migrant education programs
  of one school year in duration and that all such
  programs and projects are carried out in a manner
  that provides for the same parental involvement
  as is required for programs and projects under
  Section 1118

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Virginia MEP Update
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Office of Migrant Education Monitoring Visit

• Virginia is scheduled to receive a monitoring
  visit from the United States Department of
  Education, Office of Migrant Education (OME)
• It may be a desk audit or an on-site monitoring
  visit
• The monitoring will take place between October 1,
  2008 September 30, 2009
• OME will notify Virginia of the monitoring type
  and date

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Title I, Part C, Allocations

• Supts memo released August 29, 2008
• http//www.doe.virginia.gov/info_centers/superinte
  ndents_memos/2008/08_aug/inf207.html
• 774, 124 allocated to 10 divisional or regional
  MEPs
• Allocations to MEPs - based on migrant student
  enrollment for the 2006-2007 school year
• Allocations to states were adjusted based on the
  error rate submitted by the state after
  conducting reinterviewing

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Accurate Migrant Data Collection

• Superintendent's Memorandum Informational Number
  193 Accurate Identification of Eligible Migrant
  Students
• Released August 22, 2008

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Professional Development

• George Mason University Reading and Writing
  Strategies for English Language Learners
  http//www.doe.virginia.gov/info_centers/superinte
  ndents_memos/2008/09_sep/inf210.html
• University of Mary Washington - Differentiated
  Instruction for English Language Learners
  http//www.doe.virginia.gov/info_centers/superinte
  ndents_memos/2008/08_aug/inf206.html
• World-Class Instructional Design and Assessment
  (WIDA) English Language Proficiency (ELP)
  Standards and ACCESS for ELLs training
  http//www.doe.virginia.gov/info_centers/superinte
  ndents_memos/2008/09_sep/inf231.html

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Professional Development

• Center for Applied Linguistics Whats Different
  About Teaching Reading to Students Learning
  English
• October 2931 Richmond, Roanoke
• November 5-7 Manassas, Newport News
• Parents as Educational Partners (PEP)
• Rural Symposium
• Vision-to-Practice 5th Annual Academy
• Focus Increasing Opportunities for Graduation

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Contact Information

• Judy Radford
• ESL Coordinator
• Judy.Radford_at_doe.virginia.gov
• [phone]
• Megan Moore
• Educational Specialist
• Megan.Moore_at_doe.virginia.gov
• [phone]