Module 7: Program Planning - Service Delivery Plan

1. Module 7: Program Planning - Service Delivery Plan New Directors’ Orientation Tutorial

2. Table of Contents

3. Getting Started In This Section • Tutorial Objectives • How to Use the Tutorial • Icons to Guide You • Key Readings and Resources

4. Tutorial Objectives Module 7 will enable new state directors to • understand the legislative and regulatory requirements for the Service Delivery Plan (SDP), • develop an SDP using a recommended framework, • develop strong Measurable Program Outcomes (MPOs) for Migrant Education Program (MEP) services, • review their current state SDP to identify ways to improve it, and • develop an action plan customized to their state’s MEP for developing a new SDP or revising their current one.

5. How to Use the Tutorial For optimal benefit from the tutorial, you should • allow sufficient time to read the slides, reflect on the information, and complete all activities on the slides or on the Quick Resource and Reflection Sheets (QRRS) that can be downloaded as worksheets; • read each slide as well as the information referenced in the slides; • engage with the “What Do You Think?” slides to facilitate interaction with the information (Answers will be provided directly following each of these slides.);

6. How to Use the Tutorial For optimal benefit from the tutorial, you should (continued) • pause to reflect on your state program at the “Check-in” slides (A QRRS document will typically accompany these.); • complete the “Pop Quiz!” slides to reinforce key concepts; • review your state’s MEP documents and reports as directed; • develop an action plan using the worksheets provided; • add actionable items to your MEP planning calendar (QRRS 14.2); and • contact your OME Program Officer for follow-up questions.

7. Icons to Guide You The following icons will guide you in making the best use of this tutorial: What Do You Think? Check-in Pop Quiz! Quick Reference and Reflection Sheet (QRRS) Action Planning Calendar Item

8. Key Readings and Resources You should have these documents readily available while completing the module, as the module will refer to these documents for more complete information on various topics. • MEP Guidance on the Education of Migratory Children under Title I, Part C of the Elementary and Secondary Education Act of 1965, Chapter IV • Service Delivery Plan Toolkit developed by the Office of Migrant Education (OME) • Your state’s Comprehensive Needs Assessment (CNA) and SDP

9. What is Required In This Section • General Requirements • Authorized Activities • SDP Requirements

10. General Requirements State educational agencies (SEAs) must ensure that it and the State’s local operating agencies (LOAs) identify and address the special educational needs of migratory children in accordance with a comprehensive state plan that: • Is integrated with other programs, • Provides that migratory children will have an opportunity to meet the same challenging state academic content standards and academic achievement standards that all children are expected to meet, • Specifies measurable program goals and outcomes, • Encompasses the full range of available services, • Is the product of joint planning, and • Provides for the integration of services with those provided by other programs. Section 1306(a)(1) of Title I Part C of the ESEA, as amended

11. General Requirements The comprehensive state plan must: • Remain in effect for the duration of the state’s participation in the MEP, and • Be periodically reviewed and revised by the state to reflect changes in the state’s strategies and programs in the MEP. Section 1306(a)(2) of Title I Part C of the ESEA, as amended

12. Authorized Activities In implementing the comprehensive plan, the SEA, where applicable through its local education agencies (LEAs), will determine that the activities to be provided with MEP funds will be used to: • Meet the identified needs of migratory children that result from their migratory lifestyle, and • Permit these children to participate effectively in school. Section 1306(b)(1) of Title I Part C of the ESEA, as amended

13. SDP Requirements The SDP must include: • State performance targets • A Comprehensive Needs Assessment (CAN) • Measurable program Objectives (MPOs) • Strategies for service delivery • A program evaluation plan 34 CFR § 200.83(a)

14. SDP Requirements The SDP must be developed in consultation with the State Migrant Education Parent Advisory Council (PAC) or, for states that do not operate programs of one school year in duration and therefore not required to have such a council, with the parents of migrant children. Each SEA must ensure that its local operating agencies comply with the SDP. 34 CFR § 200.83(b) and (c)

15. Continuous Program Improvement for Service Delivery In This Section • Continuous Improvement Cycle • Making Connections in the Planning Process

16. Continuous Improvement Cycle

17. Making Connections in the Planning Process • Program planning is a continuous cycle of needs assessment, planning services, implementation, and evaluation, which are described in the SDP. • The SDP planning team will use the results of the CNA to identify services that will address the needs of migrant students and will generate a plan to implement the services.

18. Making Connections in the Planning Process • The Evaluation will inform updates of the CNA and changes in the SDP to improve results and implementation. • While the diagram illustrates a cycle, all components are interrelated and can simultaneously influence and can be influenced by one another.

19. Setting the Context for the Service Delivery Plan In This Section • Definitions • Benefits of Developing a Service Delivery Plan • Key Role of the Service Delivery Plan • Additional Inclusions in the Service Delivery Plan • When to Update the Service Delivery Plan • Local Projects and the Service Delivery Plan

20. Definitions The Service Delivery Plan is a comprehensive state plan for service delivery that describes the services the SEA will provide on a statewide basis, on its own or through LOAs, to address the special educational needs of migrant students. MEP Guidance, Chapter IV, B1

21. Definitions What are considered services? Services are a subset of MEP activities. Services are educational or educationally related activities that: • Directly benefit a migrant child; • Address needs of a migrant child consistent with the CNA and SDP; • Are grounded in scientifically based research, or in the case of support services, are a generally accepted practice; and • Are designed to enable the program to meet its measurable outcomes and to contribute to the achievement of the state’s performance targets. MEP Guidance, Chapter V, A1

22. Pop Quiz! Which of the following is not a “service” for migrant children as defined in the MEP Guidance? • Conducting a summer tutoring program for priority for services students • Dropping off pamphlets and books in a migrant camp as a one-time activity • Providing health screenings for migrant children entering preschool

23. Pop Quiz! - Response If you selected #2, “Dropping off pamphlets and books in a migrant camp as a one-time activity,” you are correct. • Dropping off pamphlets and books does not necessarily ensure that migrant children will benefit, nor can the results of the activity be measured. Moreover, this is not an activity that is grounded in research or good practice.

24. Benefits of Developing a Service Delivery Plan The SDP helps the SEA develop and articulate a clear vision of: • The needs of migrant children on a statewide basis, • The MEP’s measurable outcomes and how they help achieve the state’s performance targets, • The services the MEP will provide on a statewide basis, and • The basis for how to evaluate whether and to what degree the program is effective. MEP Guidance, Chapter IV, B2

25. Key Role of the Service Delivery Plan The SEA’s SDP is • The primary tool for designing and communicating the direction of the program, and • The basis for the use of all MEP funds in the state. MEP Guidance, Chapter IV, B2

26. Additional Inclusions in the Service Delivery Plan In addition to what is required by law to be included in the SDP, SEAs may also want to include policies and procedures the SEA will implement to address other administrative and program functions, such as • Priority for services (PFS), • Parent involvement, • Identification and Recruitment (ID&R), and • The State’s plan for requesting, using, and transferring student records. MEP Guidance, Chapter IV, B6 Note: Other modules in the New Directors Orientation Tutorial address each of these topics.

27. When to Update the Service Delivery Plan The SDP should be updated when the SEA: • Updates the CNA, • Changes the performance targets and/or MPOs, • Changes the services the state MEP will provide, and • Changes the evaluation design. MEP Guidance, Chapter IV, B8

28. Local Projects and the Service Delivery Plan • The SEA must ensure each LOA has sufficiently addressed the needs identified in the SDP. • The SEA can choose to fund a project that proposes to address other identified special educational needs of migrant children if funds are available and if services are not available from another funding source. MEP Guidance, Chapter IV, B8

29. Check-in Review your state SDP and respond to the following questions. • When was the SDP developed or revised? • Who was involved? • Did it include: • State performance targets, • A CNA, • MPOs, • Service delivery, and • A program evaluation plan? • See QRRS 7.1 – Reviewing Your State SDP

30. The Service Delivery Planning Process In This Section • Joint Planning • Considerations for Utilizing an External Consultant • Planning Tasks and Timelines

31. Joint Planning Most states establish a planning team to develop the SDP. • The planning team may be a continuation of the Needs Assessment Committee (NAC) that developed the CNA. • The size of the planning team may depend on the size of the state MEP.

32. Joint Planning Questions to consider for selecting planning team members: • What programs, agencies, or role groups are most involved in serving migrant students? • What areas of the state or what local programs should be represented? • What expertise and experience are critical for developing the SDP? • How will parents be involved? • What individuals will be willing to devote significant time and effort to developing the SDP? • Who should be involved in all phases of the comprehensive planning process (CNA, SDP, and Program Evaluation) to offer continuity?

33. Joint Planning Groups to consider: • Federal education program administrators (Title I, Title III, IDEA) • Teachers • Community agency representatives • LOA coordinators • Experts in content areas • Representatives from early childhood programs • Dropout prevention specialists • PAC members/migrant parents • CNA team members • MEP evaluator

34. Check-in Top 5 Profiles: Who are the five members you consider most important to have on the SDP planning team? 1. 2. 3. 4. 5. • See QRRS 7.2 – Who Should Serve on the SDP Planning Team

35. Considerations for Utilizing an External Consultant Some state directors enlist the services of an external consultant to develop the SDP. • If you choose to hire a consultant, keep in mind that you are responsible for the SDP and overseeing its development and implementation. • It is highly recommended that you remain involved throughout the planning process and communicate frequently with the consultant.

36. Considerations for Utilizing an External Consultant Consider the following questions: • Is there a specific component of the SDP planning process with which you need help, or do you need help with the overall planning process? • For what specific tasks will the consultant be responsible? For what tasks will you be responsible? • What will your budget allow? • What skills and experiences do you want the consultant to have? • What accountability measures will you put in place to ensure that the consultant will deliver the product you need?

37. Planning Tasks and Timelines Suggested strategies: • Identify the date by which you need to complete the SDP and map backwards to plan tasks and activities. • Define and communicate the responsibilities of the state director and the planning team. • Schedule a limited number of meetings with the planning team with a well-planned agenda and specific desired outcomes. See the Service Delivery Plan Toolkit, Sections C and Dfor sample tasks and timelines and for sample meeting agendas.

38. General Framework for Developing the Service Delivery Plan In This Section • Alignment of All Parts • State Performance Goals and Targets • Comprehensive Needs Assessment • Service Delivery • Measurable Program Outcomes • Program Evaluation Plan

39. Alignment of All Parts – Logic Model Thinking • A logic model is a useful tool to ensure that all parts of a plan are related and aligned. • Note in the logic model on the next slide how the arrows connect each component. • Begin with the State Performance Goals and Targets. • Follow all components to the left and around. • While each of the components has its own function, the components must be linked to provide a cohesive and consistent approach to enable migrant students to achieve state performance goals and targets.

40. Alignment of All Parts – Logic Model Thinking

41. Alignment of All Parts • “Testing the logic” – Review each component of your state SDP, and ask, “If this condition or component exists, then does the condition or component to which it is connected logically follow?” For more on a logic model, see the Service Delivery Plan Toolkit, Section C.2.

42. Alignment of All Parts • An Alignment Chart will help you see the extent to which all parts of your state SDP are connected. • A key activity for understanding the General Framework is to complete QRRS 7.3 for one of your state performance goals as the module presents information on each of the required components of the SDP in the following slides. • See QRRS 7.3 – Alignment Chart

43. State Performance Goals and Targets • Performance goals are broad statements of the results that states are seeking to achieve for all students; performance targets are measurable results that can be viewed as benchmarks of progress toward meeting these goals. • SEAs describe their performance goals and targets in their Consolidated State Application (CSA) or in the current version of their approved ESEA Flexibility Requests. (See Module 3 for more information on the Consolidated State Application.)

44. State Performance Goals and Targets • The SDP must specify performance targets that the state has adopted for all children in the areas of: • Reading, • Math, • High school graduation, and • Any other performance targets that the state has identified for migrant children (e.g., school readiness). • Migrant students should be held to the same high standards as all students in the state.

45. State Performance Goals and Targets • State performance targets guide the development of all subsequent parts of the SDP. • The purpose of the SDP is to provide the strategies, implementation support, and accountability to ensure that migrant students can achieve the state performance targets.

46. State Performance Goals and Targets Note the following example of a state performance target that fits into the Alignment Chart.

47. Putting into Practice Select a goal area and state performance target for your state and enter it in the Alignment Chart in QRRS 7.3. (We will revisit the Alignment Chart throughout the module.) See QRRS 7.3 - Alignment Chart

48. Comprehensive Needs Assessment The CNA should provide you with: • A profile of migrant students in your state; • The needs of migrant students, specifically the gap between what is (their performance in the goal areas required in the CSA) and what should be (state performance targets); • Concern and Need Statements that address underlying causes in gaps in performance, supported by data; and • Recommendations for research-based strategies to select for the SDP.

49. Check-in Reviewing your state CNA: • While OME recommends a process for the CNA described in the MEP Guidance and outlined in the Comprehensive Needs Assessment Toolkit, state approaches to the CNA may vary widely. • A review of the information provided in your state CNA will assist you with determining the process for developing the SDP. • See QRRS 7.4 – CNA Summary

50. Comprehensive Needs Assessment Building on the Alignment Chart: Note in the following slide how the information from the CNA can assist with building the Alignment Chart. • See Module 6 for more information on the components of the Alignment Chart recommended in the CNA.