Oklahoma Migrant Education Program service delivery plan

              The
Service Delivery Plan Components
A Comprehensive Needs Assessment
addresses migrant students’ unique
educational needs.
Performance Targets, aligned with the No
Child Left Behind Performance Goals,
Oklahoma Core Curriculum Tests, and the
Oklahoma Academic Performance Index
Accountability Program, provide inter- and
intrastate coordination to enhance student
performance and graduation.
Statewide Measurable Program Outcomes
ensure accountability.
Strategies match Performance Targets and
Measurable Program Outcomes.
Systematic Evaluation procedures help
determine to what degree the Oklahoma
Migrant Education Program is effective.
OKLAHOMA MIGRANT
EDUCATION PROGRAM
SERVICE DELIVERY PLAN
Oklahoma Migrant
Education Program
The general purpose of the Oklahoma
Migrant Education Program (OMEP) is to
ensure that migrant children fully benefit
from the same free public education
provided to other children. To achieve this
purpose, the OMEP helps local operating
agencies address the special educational
needs of migrant children to better enable
migrant children to succeed academically.
More specifically, the purposes of the
OMEP are:
  Support high-quality and
comprehensive educational programs
for migrant children in order to
reduce the educational disruption and
other problems that result from
repeated moves;
  Ensure that migrant children who
move among the states are not
penalized in any manner by
disparities among the states in
curriculum, graduation requirements,
and State academic content and
student achievement standards;
  Ensure that migrant children are
provided with appropriate
educational services (including
supportive services) that address their
special needs in a coordinated and
efficient manner;
  Ensure that migrant children receive
full and appropriate opportunities to
meet Oklahoma’s academic content
and student academic achievement
standards that all children are
expected to meet;
  Design programs to help migrant
children overcome educational
disruption, cultural and language
barriers, social isolation, various
health-related problems, and other
factors that inhibit their ability to do
well in school, and to prepare them to
make a successful transition to
postsecondary education or
employment; and
  Ensure that migrant children benefit
from State and local systemic
reforms.
Oklahoma Migrant Education Program ● (405) 521-2846 ● www.sde.state.ok.us 2
Needs assessment planning helps the Oklahoma Migrant Education Program ensure
accountability; focus its resources to improve services and programs for migrant students;
target migrant students most in need of services; and address identified needs through MEP
services. Needs are assessed through:
• Surveys - Needs assessment surveys are conducted for teachers, paraprofessionals,
administrators, parents, community and recruiters.
• Interviews - Interviews are conducted with educators, parents and community
members, administrators, and service providers to determine needs and satisfaction
with the program. Focus groups will occur beginning in the Fall, 2007.
• Language Proficiency Assessment – Under Title I (Section 111(b)(1) and Title III
(Section 3116) of NCLB, all English Language Learners are required to be annually
assessed for English language proficiency in the domains of listening, speaking,
reading and writing, using the state adopted Assessing Comprehension and
Communication in English State-to-State for English Language Learners (ACCESS
for ELL).
• State Academic Assessments - Oklahoma relies on the use of valid measures of
achievement in reading, math, language arts, writing, and other content areas.
Scoring below the Proficient Level on the Oklahoma Core Curriculum Tests
(OCCT) constitutes need. In addition, local districts use benchmark assessments to
determine migrant student need.
• Assessment of Achievement Using Alternative Assessments - Oklahoma is a
member of the MAPAS Consortium. OMEP staff will be trained on MAPAS reading
assessment to determine student mastery in reading.
• Determining the Number of Pre-School Migrant Children – The Migrant
Education Program recruiters, in collaboration with schools, social services agencies,
and other service providers, document the number of migrant-eligible pre-school
children from birth through five years old on Certificate of Eligibility (COE).
Priority 1 Eligible migrant children between the ages of 3-21 who have experienced
an educational disruption during the regular school year (by having made
a move or by extended absences) and who are at risk of academic failure.
Priority 2 Eligible migrant children between the ages of 3-21 who have experienced
an educational disruption (by having made a move or by extended
absences) during the regular school year within the past 2-3 years and
who are most at risk of academic failure.
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Oklahoma’s State performance targets in reading, math, high school graduation,
and highly qualified teachers are listed in the Oklahoma State Plan in compliance
with 34 CRF 200.83(a)(1) of the Elementary and Secondary Education Act as
amended by the No Child Left Behind Act of 2001.
Performance Goal 1: By 2013-2014, all students will reach high standards, at a
minimum attaining proficiency in reading/language arts and mathematics.
Performance Indicators: Reading and Mathematics Proficiency
1.1 Schools with students scoring below proficient level must enter into a school
improvement plan. Each district’s scores on the state assessments must improve by 10%
each year until all students score at the proficient level or above in reading.
1.2 Schools with students scoring below proficient level must enter into a school
improvement plan. Each district’s scores on the state assessments must improve by 10%
each year until all students score at the proficient level or above in mathematics.
Performance Goal 2: All limited English proficient (LEP) students will become
proficient in English and reach high academic standards, at a minimum attaining
proficiency or better in reading/language arts and mathematics.
Performance Indicators: Reading and Mathematics Proficiency for LEP Students
2.1 LEP students will improve by 10% each year until all students score at the
proficient level or above in reading.
2.2 LEP students will improve by 10% each year until all students score at the
proficient level or above in mathematics.
Performance Goal 3: All students will be taught by highly qualified teachers.
Performance Indicator: Highly Qualified Teachers for Migrant Students
3.1 All students will taugth by highly qualified teachers. In schools serving migrant
students through MEPs, migrant teachers and migrant paraprofessionals will be highly
qualified. Teachers maintain, review and analyze criterion-referenced test result data
and any other data available on each mighrat student receiving services to construct an
individualized academic plan for all scoring below proficient. Paraprofessionals will
provide instruction under the direction of a certified classroom teacher.
Performance Goal 4: All students will be educated in learning environments that
are safe, drug-free, and conducive to learning.
Performance Indicator: Support Services for Migrant Students
4.1 The number of migrant students receiving Support Services shall be identified
and provided based on Comprehensive Needs Assessment surveys of parents, students,
administrators, teachers and teacher assistants.
Performance Goal 5: All students will graduate from high school.
Performance Indicators: High School Graduation
5.1 The percentage of migrant students who complete high school shall increase 5%
each year.
5.2 The percentage of migrant students who drop out of school after entering in
Grades 7 through 12 will decrease by 5% each year.
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The Oklahoma Migrant Education Program (OMEP) Application outlines the
specific areas for which local projects can use Migrant Education Program funds.
Each area is described below along with measurable program outcomes.
1. Early Childhood Education - For 3-5 year old migrant children to participate in a
developmentally appropriate skill-based program that emphasizes language development,
fine and gross motor development, social skills, reasoning and problem solving, and
literacy readiness.
All preschool children participating in MEP services for 9 months will
increase their developmental skills between pre and post tests by at least 50%
as measured by a reliable and valid developmental skills checklist. The
Oklahoma Parents as Teachers Program provides connections with parents of
early childhood children.
The parents of all preschool children will be contacted to determine if their
eligible children are enrolled in a preschool program. Home preschool
instruction will be provided to a limited number of eligible children on a needs
basis and documented on service logs, COEs, and/or agency records.
2. Priority for Services - Focused on how the Districts will identify and give priority of
services to migratory children who are making qualifying moves and are failing or most
at-risk of failing to meet the Oklahoma’s challenging academic content standards and
student performance standards, and whose education has been interrupted during the
regular school year.
Migrant districts will give priority to migrant students who meet both
qualifications.
One category of migrant district subgranting is based on Priority for Services.
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3. Content Area Instruction (Reading, Math, Language Arts, Other Content) –
District Migrant Education Program staff provide tutoring support to migrant students
beyond that provided through the general school program to help migrant students meet
district content standards.
All students in the State participate in the Oklahoma School Testing Program
criterion-referenced tests for students in grades 3 through 8 and end-of-instruction
tests for high school students. Districts will increase student
performance as indicated by the performance targets for Adequate Yearly
Progress. Migrant student records will track assessment results for students
tested. The percent of migrant percent students at the proficiency level will
increase 10% from 2005-2006.
4. Professional Development – Professional development supports staff who provide
instructional and support services designed to meet the program objectives. It includes
attending academies and workshops; receiving technical assistance; visiting other
programs; mentoring; and attendance at local, regional, and national conferences.
Based on a professional development evaluation, MEP staff will report that
OMEP-sponsored professional development has helped them to more
effectively perform MEP instructional and support services.
Based on a professional development evaluation, MEP staff will report that
MEP-sponsored technical assistance and/or consultation has been valuable in
helping them to perform MEP instructional and support services duties more
effectively.
5. Health Coordination – Health coordination services are provided to migrant students
to assist them to be better able to succeed in school. MEP staff work with health care
providers and agencies to support migrant students and families with issues related to
health, immunizations and records updates, physical/dental exams, etc.
Based on surveys, at least 80% of MEP staff will report that MEP health
services have been helpful to migrant student school success.
Based on surveys, at least 80% of MEP staff will report that technical
assistance and/or consultation on health coordination has been valuable in
helping them to perform MEP instructional/support services duties effectively.
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6. Identification and Recruitment – The SEA coordinate identification and recruitment,
which is overseen and conducted by MEP staff, LEAS, and the SEA. Information on
Certificate of Eligibility forms (COEs) is obtained by local recruiter for eligible students
and transmitted to the SEA for storage and retrieval.
Based on a staff survey, MEP staff will report that identification and
recruitment activities have been of sufficient scope and quality.
Prior to submitting information to the state database, all COEs will be certified
by both the district and OMEP to be accurate.
The SEA and MEP staff will monitor and/or re-interview for accuracy and
completeness a random sample of the COEs documenting student eligibility.
All recruiters will be trained through professional development and technical
assistance.
7. Inter/Intrastate Data Collection, Transfer, and Maintenance – Coordination is
focused on data collection, transfer, and maintenance through year round Identification
and Recruitment, and participating in consortiums, attending interstate meetings, and
transferring education and health data.
Based on a staff survey, at least 80% of MEP staff will report that interstate
and intrastate coordination activities have been of sufficient scope and quality.
Interstate/intrastate coordination activities will result in increased services to
migrant students each year.
All MEP staff will be provided with needs-based staff development and
technical assistance focused on inter/intrastate coordination activities.
8. Parent Involvement Activities – The involvement of parents in the education of their
children has a positive influence on student achievement. Parent involvement is facilitated
through communication initiated by the school.
Based on a staff survey, at least 70% of Migrant Education Program staff will
report that parent involvement activities have been of sufficient scope and
quality.
Fifty percent of migrant parents will participate in parent activities sponsored
by the school.
All migrant parents will receive communication from the MEP in a language
that they understand.
Twenty-five percent of migrant parents will participate in workshops, classes,
parent training, or in helping the school with planning, reviewing, or
improving school programs.
Oklahoma Migrant Education Program ● (405) 521-2846 ● www.sde.state.ok.us 7
1.0 Early Childhood Education (ECE) Programs
1.a Parents will be contacted by Migrant Education Program (MEP) staff to assure that all
eligible preschool children are registered in MEP programs and enrolled in a
preschool.
1.b Parents of preschool children will be provided assistance in enrolling their children
in a preschool program operated by a collaborating agency.
1.c Preschool services will be provided to young children that emphasize research-based
developmentally appropriate skills in literacy, social, language, cognitive,
and motor development.
2.0 Secondary Credit Accrual
2.a Migrant staff or a designee will contact all migrant students in grades 9-12 to
identify any deficiencies that would prevent high school graduation.
2.b Migrant staff will assist high school aged migrant students to prepare a high school
graduation plan.
2.c Migrant staff will work with district to ensure that high school aged migrant
students are receiving appropriate tutoring and other education support.
3.0 English as a Second Language Instruction
3.a A certified teacher will deliver instructional services for 15-50 minutes dailyfor at
least 3 days a week to Limited English Proficient students.
3.b Instructional materials used for English language learners (ELL) may include
textbooks, kits, games, reference and programmed materials, teacher/tutor-made
and commercial materials, audio-visual materials, software, etc.
3.c Scientifically-based researched ELL methods and best practices for LEP students
will be used such as Sheltered Instruction Observation protocol (SIOP), Total
Physical Response (TPR), puzzles, cooperative learning, webbing, theme-based
learning.
4.0 Recruiters and Academic Services
4.a Migrant Education Program (MEP) staff will work with migrant students’
parents/guardians as well as with school staff to help ensure that students maintain
acceptable school attendance and reach high academic performance.
4.b MEP staff will work with the school and the home to provide information
resources on health programs, school supplies and materials, and other items
needed for students to be successful in school.
4.c MEP staff will monitor academic needs of migrant students.
4.d MEP staff will provide in-school or after-school tutorial services to migrant
students with the greatest needs that were identified through assessment results
classroom grades, teacher or parent referral, and/or poor attendance.
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5.0 Reading, Math, Language Arts, and Other Content Area Instruction
5.a A certified teacher will deliver supplementary content area instruction to help meet
migrant student learning needs.
5.b Instructional materials used may include textbooks, kits, games, reference and
programmed materials, teacher/tutor-made and commercial materials, etc.
5.c Scientifically-based researched methods and best practices in helping students
to read and be successful in other content areas will be used by the instructor.
6.0 Professional Development
6.a Professional development and technical assistance/consultation will be based on
needs assessment results and other program needs to help the staff effectively meet
MEP instructional and support services outcomes. Topics may include:
instructional methods in content areas, parent education and involvement, English
Language Learner Sheltered Instruction Observation Protocol (SIOP)
methodology, knowledge of the Priority Academic Student Skills (PASS)
standards, and agency collaboration.
6.b Scientifically-based researched methods and best practices will guide the design
and delivery of professional development.
7.0 Health Coordination
7.a Provide health screening to migrant student.
8.0 Identification and Recruitment (ID&R)
8.a The Migrant Education Program directors will monitor COEs for accuracy.
8.b The State Recruiter will coordinate Identification and Recruitment efforts
statewide.
8.c Districts will conduct field recruitment, industrial recruitment, and minority
language recruitment with assistance from Migrant Education Program staff.
9.0 Inter/Intrastate Data Collection, Transfer, and Maintenance
9.a Counsel students and parents on the importance of getting an education.
9.b Train parents on school culture, and parents rights.
9.c Provide information to migrant families on the 800 Migrant Hotline used for
Identification and Recruitment and advocacy.
9.d Provide advance notification to other states of migrant students and families that
will be arriving to help coordinate education and support services.
9.e Participate in interstate collaboration consortium activities.
10.0 Parent Involvement Activities
10.a Parents will be invited to participate in joint planning with schools and other local,
state, and federal programs.
10.b Family literacy programs will use successful, research-based models.
10.c Home/school/community partnerships, ways for parents to support the education
of their children, will be training topics sponsored by districts for migrant parents.
10.d Districts will provide opportunities for participating in local Parent Advisory
Council (PAC).
Oklahoma Migrant Education Program ● (405) 521-2846 ● www.sde.state.ok.us 9
For program improvement purposes and in accordance with the evaluation
requirements provided in 34 CRF 200.83(a)(4), the evaluation data described
below will be collected, compiled, analyzed, and
summarized each year by the Oklahoma Migrant Education
Program. These activities will help Oklahoma determine
the degree to which the Oklahoma Migrant Education
Program is effective in relation to our performance targets
and measurable outcomes.
The evaluation will be completed with the assistance of an
external evaluator knowledgeable about migrant education,
evaluation design, and the Oklahoma MEP. The evaluation
will methodically collect information to improve the
program and make decisions about the program merit.
Specifically, the evaluation will look at implementation
and outcomes (results) with respect to the performance
targets and measurable outcomes described in the
Oklahoma Service Delivery Plan.
Implementation data will answer questions such as:
Was the project implemented as described in the approved project
application? If yes, what worked and why? If not, what didn’t work and
why not?
What challenges were encountered by the project? What was done to
overcome these challenges?
What adjustments can be made to the project to improve curriculum,
instruction, staffing, coordination/collaboration, professional development,
and parent involvement?
Outcome data will answer questions such as:
To what extent did students who received curriculum services increase their
content mastery in reading and math?
Did migrant students who are Limited English Proficient (LEP) receive
supplementary services and gain proficiency in English?
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Oklahoma Migrant Education Program ● (405) 521-2846 ● www.sde.state.ok.us 10
For All Programs and Services
• Number of eligible students recruited
• Documentation of Certificates Of Education accuracy
• Number of students enrolled in preschool, school, and out-of-school programs, by age
• Number of students who received services through teachers, liaisons, and tutors
• Number of students served through interstate and intrastate coordination
• Logs and records on interstate and intrastate collaboration activities
• Number of parents involved through attendance at parent meetings; participation in
workshops, classes, parent training; and school/classroom visits; and Parent Advisory
Council
• Home-school communication documentation
• Number of staff enrolled in professional development programs and specifics on training
• Completed evaluation surveys and questionnaires from staff and parents
• Documentation on Technical Assistance Review and Reporting Instrument findings
For Early Childhood Education Services
• Determination of student gains between pre- and post assessment on developmental skills
checklists aligned with the Early Childhood Education curriculum
• Determination of the number of young children who successfully achieve stated
performance standards on the instruments used by the District or collaborating partner
agency.
For Services in Reading, Math, Language Arts, and Other Content Areas
• Documentation on the number of students who received services in supplementary
reading, math, language arts, and/or other content areas
• Assessment results on the Oklahoma School Testing Program criterion-referenced tests
and end-of-instruction tests and alternative assessments
For Priority for Services
• Procedures to establish that priority services are given to migratory children who are
failing, or most at risk of failing (greatest need), to meet the state’s challenging content
and student performance standards AND whose education has been interrupted during
the regular school year.
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For Health Coordination Services
• List and number of students receiving health coordination services
• Monthly coordination logs documenting Migrant Education Program health coordination
activities and services provided by other agencies on behalf of migrant students
• Migrant health records
• Logs of visits and technical assistance on health services provided to Districts by the
SEA
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Examples of Programs and Services Provided by the
Oklahoma Migrant Education Program
• Preschool
• Secondary Credit Accrual and Graduation
• Tutoring in Reading, Mathematics, and Language Arts
• English as a Second Language Services
• Health Services
• Summer School/Services
• Professional Development
FOR MORE INFORMATION
Oklahoma Department of Education Frank Rexach, Program Specialist,
Migrant Education Program Title I, Migrant Education Program
2500 North Lincoln Boulevard <frank_rexach@sde.state.ok.us>
Oklahoma City, OK 73105
Phone: 405●521-2846