Una Vida Mejor para Niños Migrantes

Angela Branz-Spall

Director, Montana MEP

4 S’s of Service Delivery

• Substantiated by need

• Statutorily allowable

• Supplemental in nature

• Sustained and measurable effects

The MEP Performance Report Glossary says that services:

(1) directly benefit a migrant child (2) address a need of a migrant child consistent

with the SEA’s comprehensive needs assessment and service delivery plan;

(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 contribute to the achievement of the State’s performance targets

MT MEP 5 areas of focus

Instructional Services

SupplementalServices

ProfessionalDevelopment

IdentificationAnd

Recruitment

InterstateCoordination

Eva

luat

ion

Program Application Com

prehensive Needs A

ssessment

Sub-granting Process

Supplemental Services Detail

Supplemental ServicesServices:

School SuppliesNutrition/Transportation

Advocacy/ReferralsRIF Program

Medical/DentalActivities:

Parental Involvement

Instructional Services Detail

Instructional Services

Reading & Math InstructionCompetency Exam Preparation

Mobile TechnologyESL Instruction

Secondary Credit AccrualPreschool

Online CourseworkDistance LearningTutorial/Outreach

Service in ActionCount on Me: In-camp tutorial project

Service in Action

MATRIX Lab: Mobile Technology Education

Educational Service: Leadership Conference

Activity: Parental Involvement

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”

Program Outcomes

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)

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)

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%)

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)

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.

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%

Designing Programs to Meet Migrant Students’ Unique Needs