Washington State Migrant Education Program Paul McCold, PhD

GPRA MEASURESACADEMIC TARGETSSTUDENT CHARACTERISTICSSUPPLEMENTAL INSTRUCTION

Washington State Migrant Education Program

Paul McCold, PhD

Migrant Education Program (MEP)Government Performance and Results Act (GPRA) Standards

Performance Measures:

GPRA directs agencies to improve the effectiveness of their programs by:

1. engaging in strategic planning,

2. setting outcome-related goals for programs, and

3. measuring program results against those goals.

Migrant Education Program (MEP)Government Performance and Results Act (GPRA) Standards

OME has established a set of indicators used to measure the effectiveness of the MEP projects:1. increase the percentage of elementary school migrant

students who meet the proficiency level on state assessment in reading

2. increase the percentage of middle school migrant students who meet the proficiency level on state assessment in reading

3. increase in the percentage of elementary school migrant students who meet the proficiency level on state assessment in mathematics

4. increase in the percentage of middle school migrant students who meet the proficiency level on state assessment in mathematics

5. decrease the percentage of migrant students who dropout from secondary school

6. increase the percentage of migrant students who graduate from high school.

Migrant Education Program (MEP)Government Performance and Results Act (GPRA) Standards

OME has established a set of indicators used to measure the effectiveness of the MEP projects:1. increase the percentage of elementary school migrant

students who meet the proficiency level on state assessment in reading

2. increase the percentage of middle school migrant students who meet the proficiency level on state assessment in reading

3. increase in the percentage of elementary school migrant students who meet the proficiency level on state assessment in mathematics

4. increase in the percentage of middle school migrant students who meet the proficiency level on state assessment in mathematics

5. decrease the percentage of migrant students who dropout from secondary school

6. increase the percentage of migrant students who graduate from high school.

Year Gap 20% targetcurrent 29.2% 5.8% 42.4%

2013 23.4% 5.8% 48.2%2014 17.5% 5.8% 54.1%2015 11.7% 5.8% 59.9%

Percentage meeting reading standards

The percentage gap in meeting state academic standards between migrant students and all students will be reduced by one-fifth annually over the next three years beginning SY 2012-13.

Strategy 1 – Provide supplemental services in academic vocabulary.

Strategy 2 – Provide supplemental services in reading comprehension strategies.

Migrant Education Service Delivery Plan

The percentage gap in meeting state academic standards between migrant students and all students will be reduced by one-fifth annually over the next three years beginning SY 2012-13.

Migrant Education Service Delivery Plan

Year Gap 20% targetcurrent 27.7% 5.5% 32.9%

2013 22.2% 5.5% 38.5%2014 16.6% 5.5% 44.0%2015 11.1% 5.5% 49.5%Percentage meeting math standards

Strategy 1 – Provide supplemental instructional support on specific math strands or subject area on which migrant students score below average.

Strategy 2 – Provide supplemental instructional support in the language and vocabulary of math.

The percentage gap in meeting state academic standards between migrant students and all students will be reduced by one-fifth annually over the next three years beginning SY 2012-13.

Migrant Education Service Delivery Plan

Year Gap 20% targetcurrent 18.2% 3.6% 59.5%

2013 14.6% 3.6% 63.2%2014 10.9% 3.6% 66.8%2015 7.3% 3.6% 70.5%

Percentage meeting writing standards

Strategy 1 – Provide opportunities for migrant students to analyze writing using a variety of reading materials.

Strategy 2 – Provide opportunities for migrant students to get constructive feedback on writing skills.

The percentage gap in meeting state academic standards between migrant students and all students will be reduced by one-fifth annually over the next three years beginning SY 2012-13.

Migrant Education Service Delivery Plan

Year Gap 20% targetcurrent 36.7% 7.3% 21.8%

2013 29.3% 7.3% 29.1%2014 22.0% 7.3% 36.4%2015 14.7% 7.3% 43.7%

Percentage meeting science standards

Strategy 1 – Provide increased experiential activities on science that integrate math, technology, and/or engineering in an applied environment.

PERFORMANCE

1. Academics (reading & math)2. Graduate/dropout

Migrant Services

MEP Evaluation

PERFORMANCE

1. Academics (reading & math)2. Graduate/dropout

Limited EnglishDiscontinuity

Missed instruction timeLate start - early exitMoves – state & nation

Grade progression Age/gradeCredit accrual Right class enrollmentDiscipline referralsParental supportEngagement- belonging/stigma- support- attitude toward school- participation

classroomextracurricular

Causal Factors

Migrant Services

PERFORMANCE

1. Academics (reading & math)2. Graduate/dropout

Limited EnglishDiscontinuity

Missed instruction timeLate start - early exitMoves – state & nation

Grade progression Age/gradeCredit accrual Right class enrollmentDiscipline referralsParental supportEngagement- belonging/stigma- support- attitude toward school- participation

classroomextracurricular

AgeGenderFamily structure-Sibling care- work- 1 or 2 parentHealthHome languageDisabilityEthnicityTraumaPoverty/incomeParent educationBussing-distanceSocial isolation

characteristic Causal Factors

Basic Ed & Supplemental

Services

Migrant Services

Students Interviewed

Migrant students enrolled on October 1, 2012

All Students

Migrant Students

Percent Migrants

Surveyed Students

Percent Surveyed

Weighted Students

1,042,935 14,264 1.37% 2,970 20.8% 14,145105 Yakima 61,242 5,586 9.12% 1,068 19.1% 5,586123 Pasco 67,979 3,550 5.22% 783 22.1% 3,550171 Wenatchee 42,713 2,933 6.87% 606 20.7% 2,933189 Anacortes 164,992 1,130 0.68% 238 21.1% 1,130113 Olympia 70,117 452 0.64% 93 20.6% 452121 Renton 397,383 280 0.07% 62 22.1% 280112 Vancouver 99,844 214 0.21% 120 56.1% 214114 Bremerton 48,486 96 0.20% - 101 Spokane 90,179 23 0.03% -

Total

ESD# & Center

Sampling Frame

3 4 5 6 7 8 9 10 11 120

50

100

150

200

250

300

350

400

282 286 293

337 323299

322

281258

289

Grade on Oct 1, 2012

Students Interviewed by Grade

Student Characteristics

3 4 5 6 7 8 9 10 11 120%

20%

40%

60%

80%

100%

75%

57% 52% 46% 43%35% 35% 30% 27% 26%

EPLEP

Grade on Oct 1, 2012

English Proficiency by Grade

3 4 5 6 7 8 9 10 11 12To

tal

0%

20%

40%

60%

80%

100%

46%

40% 57%

60%

70%

73%

70%

73%

75%

78%

67%

collegehigh school<high school

Mother’s Level of

Education

3 4 5 6 7 8 9 10 11 12To

tal

0%

20%

40%

60%

80%

100%

47%

43% 55%

58% 75%

69%

76%

78%

73%

80%

69%

collegehigh school<high school

Father’s Level of

Education

3 4 5 6 7 8 9 10 11 12 Total50%

60%

70%

80%

90%

100%

99.6

%

99.3

%

100.0

%

98.5

%

98.8

%

98.6

%

100.0

%

99.3

%

99.6

%

99.7

%

99.3

%

I think it is important to do well in school.

Grade on Oct. 1, 2012

Student attitudes about school

3 4 5 6 7 8 9 10 11 12 Total50%

60%

70%

80%

90%

100%

98.6

%

98.6

%

99.3

%

98.8

%

98.7

%

98.6

%

99.7

%

98.2

%

100.0

%

100.0

%

99.0

%

It is important for my future to go to school.

Grade on Oct. 1, 2012

Student attitudes about school

3 4 5 6 7 8 9 10 11 12 Total50%

60%

70%

80%

90%

100%

95.7

%

97.2

%

98.3

%

97.6

%

97.5

%

95.9

%

96.6

%

94.6

%

96.9

%

96.2

%

96.7

%

I would like to go to college someday.

Grade on Oct. 1, 2012

Student attitudes about school

3 4 5 6 7 8 9 10 11 12 Total0%

20%

40%

60%

80%

100%

72%

70% 83%

83%

69%

68%

72%

68%

71%

71%

73%

I try my best most of the time in school.

Grade on Oct. 1, 2012

Student attitudes about school

3 4 5 6 7 8 9 10 11 12 Total50%

60%

70%

80%

90%

100%

97%

96%

97%

97%

96%

92%

95%

94%

91%

94%

95%

I am proud to be a student at my school.

Grade on Oct. 1, 2012

Student bonding with school

3 4 5 6 7 8 9 10 11 12 Total50%

60%

70%

80%

90%

100%

98%

96%

98%

95%

93%

90%

91%

87%

86%

88%

92%

This school is a happy, friendly place.

Grade on Oct. 1, 2012

Student bonding with school

3 4 5 6 7 8 9 10 11 12 Total0%

20%

40%

60%

80%

100%

68%

72%

71%

68%

61%

63%

60%

59%

55%

60%

64%

I enjoy being in school most of the time.

Grade on Oct. 1, 2012

Student bonding with school

3 4 5 6 7 8 9 10 11 12 Total50%

60%

70%

80%

90%

100%

76%

79%

84%

88%

89%

92%

89%

89%

89%

91%

87%

I (DO NOT) have trouble making friends and fitting in at school.

Grade on Oct. 1, 2012

Student connectedness

3 4 5 6 7 8 9 10 11 12 Total50%

60%

70%

80%

90%

100%

86%

85%

84%

85%

75%

75%

74%

74%

74% 82%

79%

I (DO NOT) get into arguments a lot.

Grade on Oct. 1, 2012

Student connectedness

3 4 5 6 7 8 9 10 11 12 Total0%

20%

40%

60%

80%

100%

45%

37%

41%

38%

34%

41%

40%

49%

48%

53%

42%

I think I do better than most of the other kids in class.

Grade on Oct. 1, 2012

Student self-perception

3 4 5 6 7 8 9 10 11 12 Total0%

10%

20%

30%

40%

50%

60%

70%

46%

39% 50%

41%

38%

44%

44% 53%

53%

57%

47%

44%

36%

32%

35%

29%

34%

32%

38%

34%

40%

36%

I think I do better than most of the other kids in class.

EPLEP

Grade on Oct. 1, 2012

Student self-perception

3 4 5 6 7 8 9 10 11 12 Total0%

20%

40%

40%

34%

28%

21%

22%

20%

16%

12%

10%

10% 2

1%

Other kids pick on me sometimes.

Grade on Oct. 1, 2012

Student sense of safety

3 4 5 6 7 8 9 10 11 12 Total0%

10%

20%

30%

40%

50%

40%

36%

29%

21%

22%

20%

12%

10%

11%

7% 1

8%

39%

32%

27%

20%

23%

21%

23%

18%

6% 1

6% 25%

Other kids pick on me sometimes.

EPLEP

Grade on Oct. 1, 2012

Student sense of safety

3 4 5 6 7 8 9 10 11 12 Total0%

10%

20%

30%

40%

50%

60%

70%

80%

65%

67%

65%

52%

54%

35%

39%

34%

34%

31% 45%6

4%

57%

61%

63%

63%

55%

46%

45%

43%

50%

57%

You have to watch what you do, oth-erwise kids will make fun of you.

EPLEP

Grade on Oct. 1, 2012

Student sense of safety

3 4 5 6 7 8 9 10 11 12 Total50%

60%

70%

80%

90%

100%

85%

74% 83%

82%

79%

79%

74%

77%

76%

80%

78%

78%

75%

80%

75%

72%

70%

64%

66% 7

8% 84%

74%

Students who get into trouble are treated fairly.

EPLEP

Grade on Oct. 1, 2012

Student sense of safety

3 4 5 6 7 8 9 10 11 12 Total0%

2%

4%

6%

8%

10%

12%

14%

16%

0%

0%

4%

3%

11%

8%

6% 7% 7%

4% 5

%

2% 3% 4%

8%

14%

10%

7%

7% 9%

4% 6

%

Students reporting being suspended for a day or more so far this year.

EPLEP

Grade on Oct. 1, 2012

Student sense of safety

105 112 113 121 123 171 1890%

5%

10%

15%

20%

25%

30%

9%

18% 17%

10%

17%

12%

17%

Interrupted School Year

105 112 113 121 123 171 1890%

5%

10%

15%

20%

25%

30%

7%8%

10%8%

13%

7%

12%

Priority for Service

PERFORMANCE

1. Academics (reading & math)2. Graduate/dropout

Limited EnglishDiscontinuity

Missed instruction timeLate start - early exitMoves – state & nation

Grade progression Age/gradeCredit accrual Right class enrollmentDiscipline referralsParental supportEngagement- belonging/stigma- support- attitude toward school- participation

classroomextracurricular

AgeGenderFamily structure-Sibling care- work- 1 or 2 parentHealthHome languageDisabilityEthnicityTraumaPoverty/incomeParent educationBussing-distanceSocial isolation

characteristic Causal Factors

Basic Ed & Supplemental

Services

Migrant Services

4 5 6 7 8 9 10 11 12 Total0%

10%

20%

30%

40%

50%

60%

70%

80%

66%

70%

66%

53%

62%

56% 7

4%

60%

63%

23%

26%

21%

19%

16%

6% 16%

22%

19%

Percentage Meeting Reading Standard 2012

EPLEP

Grade on Oct. 1, 2012

Student Academic Performance

4 5 6 7 8 9 10 11 12 Total0%

10%

20%

30%

40%

50%

60%

70%

80%

58%

56%

54%

43% 54%

48%

39%

36% 50%

19%

22%

16%

13%

13%

7%

11% 2

6%

16%

Percentage Meeting Math Standard 2012

EPLEP

Grade on Oct. 1, 2012

Student Academic Performance

Next Step:

Connect academicgrowth to

supplemental services

105 112 113 121 123 171 1890%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

5%

20% 19%

48%

10% 11%

0%

LAP services

105 112 113 121 123 171 189

-5%

0%

5%

10%

15%

20%

25%

30%

9%

14%

0% 0%2%

7%

2%

Math Support

105 112 113 121 123 171 189

-5%

0%

5%

10%

15%

20%

25%

30%

3%

12%

0% 0%

3%

9%

3%

Reading Support

105 112 113 121 123 171 189

-5%

0%

5%

10%

15%

20%

25%

30%

0%

7%

3%

0% 1% 1%0%

Science Support

105 112 113 121 123 171 189

-5%

0%

5%

10%

15%

20%

25%

30%

1%

7%

0% 0% 1% 1%0%

Writing Support

105 112 113 121 123 171 1890%

5%

10%

15%

20%

25%

30%

17%

3%

28%

21%

14%11%

5%

Academic Guidance

105 112 113 121 123 171 189

-5%

0%

5%

10%

15%

20%

25%

30%

5% 4% 3%

0%

5%

2% 3%

Career Counseling

105 112 113 121 123 171 189

-5%

0%

5%

10%

15%

20%

25%

30%

5% 4%

14%

0%

5% 5% 5%

Case Management

105 112 113 121 123 171 1890%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

8%

3%6%

34%

12% 12%

3%

NonAcademic Support

105 112 113 121 123 171 189

-5%

0%

5%

10%

15%

20%

25%

30%

1% 0% 0% 0%1% 1% 0%

Social work outreach

105 112 113 121 123 171 189

-5%

0%

5%

10%

15%

20%

25%

30%

9%

0% 0%

3% 4%

7% 7%

Student Advocacy

105 112 113 121 123 171 189

-5%

0%

5%

10%

15%

20%

25%

30%

3%

0%

5%

0%

3%

6% 5%

leadership engagement

MEASURING SERVICESwho is getting how much of what?

reading math writing science0

10,000

20,000

30,000

40,000

50,000

60,000

48,946

29,475

2,779 4,621

Hours of Supplemental Instruction

January – June 2013

reading math writing science0

500

1,000

1,500

2,000

2,500

2,112

1,606

320 316

Number of Students Served

January – June 2013

1 hr or less

2-9 hrs 10-19 hrs

20-39 hrs

40-59 hrs

60-79 hrs

80+ hrs0

100

200

300

400

500

600

700

800

417

506

247197

62117

60

hours of supplemental math instruction

January – June 2013

median = 7 hours

1 hr or less

2-9 hrs 10-19 hrs

20-39 hrs

40-59 hrs

60-79 hrs

80+ hrs0

100

200

300

400

500

600

700

800

411

669

288339

166122 117

hours of supplemental reading in-struction

January – June 2013

median = 9 hours

1 hr or less

2-9 hrs 10-19 hrs

20-39 hrs

40-59 hrs

60-79 hrs

80+ hrs0

100

200

300

400

500

600

700

800

130 131

27 16 1 8 7

hours of supplemental writing in-struction

January – June 2013

median = 2 hours

1 hr or less

2-9 hrs 10-19 hrs

20-39 hrs

40-59 hrs

60-79 hrs

80+ hrs0

100

200

300

400

500

600

700

800

96126

26 33 9 13 13

hours of supplemental science in-struction

January – June 2013

median = 4 hours

105 171 123 189 112 101 113 114

578

731649

10016 23 15 0

Students Served Reading

Educational Service District

January – June 2013

105 171 123 189 112 101 113 114

834

297 338

78 35 0 15 9

Students Served Math

Educational Service District

January – June 2013

105 171 123 189 112 101 113 114

114

19

150

12 100

150

Students Served Writing

Educational Service District

January – June 2013

105 171 123 189 112 101 113 114

119

21

109

38

10 415

0

Students Served Science

Educational Service District

January – June 2013

Yakim

a

Nort

h C

entr

al

Kennew

ick

Nort

hw

est

105 171 123 189

0

10

20

30

40

50

60

6

1713

6712

7 41 3 2 33

59

59

Median Hours of Supplemental Service per Student

readingmathwritingscience

Wenatchee only #students = 21

Expected timeline of Migrant evaluation events

June 30 – Download Supplemental Service Minutes data

September 1 – Download 2013 MSP/HSPE assessment data

November 1 – Report academic target status

January 1 – Report initial SDP results

February 1 – Report causal analysis results

Washington State Migrant Education

Program

Paul McCold, PhD