washington state migrant education program paul mccold, phd
TRANSCRIPT
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GPRA MEASURESACADEMIC TARGETSSTUDENT CHARACTERISTICSSUPPLEMENTAL INSTRUCTION
Washington State Migrant Education Program
Paul McCold, PhD
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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.
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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.
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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.
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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
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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.
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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.
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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.
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PERFORMANCE
1. Academics (reading & math)2. Graduate/dropout
Migrant Services
MEP Evaluation
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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
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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
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Students Interviewed
Migrant students enrolled on October 1, 2012
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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
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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
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Student Characteristics
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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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
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105 112 113 121 123 171 1890%
5%
10%
15%
20%
25%
30%
9%
18% 17%
10%
17%
12%
17%
Interrupted School Year
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105 112 113 121 123 171 1890%
5%
10%
15%
20%
25%
30%
7%8%
10%8%
13%
7%
12%
Priority for Service
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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
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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
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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
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Next Step:
Connect academicgrowth to
supplemental services
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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
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105 112 113 121 123 171 189
-5%
0%
5%
10%
15%
20%
25%
30%
9%
14%
0% 0%2%
7%
2%
Math Support
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105 112 113 121 123 171 189
-5%
0%
5%
10%
15%
20%
25%
30%
3%
12%
0% 0%
3%
9%
3%
Reading Support
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105 112 113 121 123 171 189
-5%
0%
5%
10%
15%
20%
25%
30%
0%
7%
3%
0% 1% 1%0%
Science Support
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105 112 113 121 123 171 189
-5%
0%
5%
10%
15%
20%
25%
30%
1%
7%
0% 0% 1% 1%0%
Writing Support
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105 112 113 121 123 171 1890%
5%
10%
15%
20%
25%
30%
17%
3%
28%
21%
14%11%
5%
Academic Guidance
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105 112 113 121 123 171 189
-5%
0%
5%
10%
15%
20%
25%
30%
5% 4% 3%
0%
5%
2% 3%
Career Counseling
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105 112 113 121 123 171 189
-5%
0%
5%
10%
15%
20%
25%
30%
5% 4%
14%
0%
5% 5% 5%
Case Management
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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
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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
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105 112 113 121 123 171 189
-5%
0%
5%
10%
15%
20%
25%
30%
9%
0% 0%
3% 4%
7% 7%
Student Advocacy
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105 112 113 121 123 171 189
-5%
0%
5%
10%
15%
20%
25%
30%
3%
0%
5%
0%
3%
6% 5%
leadership engagement
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MEASURING SERVICESwho is getting how much of what?
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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
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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
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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
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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
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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
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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
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105 171 123 189 112 101 113 114
578
731649
10016 23 15 0
Students Served Reading
Educational Service District
January – June 2013
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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
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105 171 123 189 112 101 113 114
114
19
150
12 100
150
Students Served Writing
Educational Service District
January – June 2013
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105 171 123 189 112 101 113 114
119
21
109
38
10 415
0
Students Served Science
Educational Service District
January – June 2013
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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
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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
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Washington State Migrant Education
Program
Paul McCold, PhD