Title III Accountability Institute Burlingame, CA December 8, 2009

1. Title III Accountability InstituteBurlingame, CADecember 8, 2009

2. 2 Objectives for Today Become familiar with California’s Migrant Education State Service Delivery Plan

3. What is a State Plan? A strategic plan – that serves as a blueprint for the focus of California’s Migrant Education Programs’ services 3

4. Why a State Plan? Mandated for all states under the No Child Left Behind Act of 2001 Aligns the Migrant Education Program with state initiatives to close the achievement gap 4

5. Did you Know? California is home to over 200,000 migrant children and youth, ages three to 21 years. Approximately 15,000 children migrate between California and Mexico; 7,300 between California and other states; and 28,500 among districts in California on an annual basis. Source: 2009 Migrant Student Information Network 5

6. Did you Know? Approximately 55 percent of migrant students in kindergarten through grade twelve are designated as English learners. Source: 2007-08 Consolidated State Performance Report 6

7. Achievement Gap Purpose Doing what is right, not what is easy. Today, California has not lived up to its commitment for all students, particularly poor, racial/ethnic minority students, English learners, and students with disabilities. (Closing the Achievement Gap Report of Superintendent Jack O’Connells’ California P-16 Council)

8. Achievement Gap Making schools work for all students, regardless of their background, condition, or circumstances is an imperative for California. (Closing the Achievement Gap Report of Superintendent Jack O’ Connells’ California P-16 Council)

9. Achievement Gapin 2008-09 The percentage of migrant students who passed the California High School Exit Exam (CAHSEE) in tenth grade in English Language Arts was 60 percent, compared to 79 percent of all students statewide. Source: 2009 California Department of Education’s DataQuest 9

10. Achievement Gapin 2008-09 The percentage of migrant students who passed the CAHSEE in Mathematics in tenth grade was 70 percent, compared to 80 percent of all students statewide. Source: 2009 California Department of Education’s DataQuest

11. Achievement Gap Only 23 percent of migrant students scored at Proficient or above in English Language Arts in grades 2-11, compared to 43 percent of students statewide.* *Includes only non-migrant students from districts having migrant students. Source: 2009 Migrant Student Information Network. 11

12. Achievement Gap Only 28 percent of migrant students scored at Proficient or above in Mathematics in grades 2-11, compared to 40 percent of students statewide.* *Includes only non-migrant students from districts having migrant students. Source: 2009 Migrant Student Information Network

13. Achievement Gap Almost 23 percent of migrant kindergarteners are significantly over-age at school entry. Migrant students fall approximately one-half year behind other English learners in acquiring English. Source: 2007 Comprehensive Needs Assessment 13

14. Achievement Gap Fewer migrant students are enrolled in Algebra in the 8th grade than are students statewide (37 percent compared to 45 percent) Only 18 percent of migrant students scored proficient or above on the Algebra I test in the 8th grade, compared to 34 percent of students statewide. Source: 2007 Comprehensive Needs Assessment

15. The California Migrant Education State Service Delivery Plan

16. 16 Stakeholders Involved California Department of Education representatives (Title I, Title III,) Regional Directors State Parent Advisory Council representatives Legislative representatives Advocates Practitioners Content experts and researchers

17. California’s Migrant Education State Plan Incorporates: Data driven decision making to guide program services Overarching performance targets Measurable outcomes focused on the needs of migrant children Strategies based on research, evidence, and researcher expertise

18. The Seven Components of the State Plan School Readiness 2. English Language Arts 3. Mathematics 4. High School Graduation 5. Out-of-School-Youth (up to 21 years old) 6. Health 7. Parent Involvement 18

19. What’s Included Legislative authority, information on migrant students, and closing the achievement gap Seven components, strategies, quality indicators, and professional development Evaluation

20. What’s in Each Component and What Does it Mean? 20 The performance targets are our destination, or the 5-year goals; in most areas these are defined by NCLB – and in others we drafted our own. The measurable outcomes are the milestones along the way – that will help us determine what kind of progress we’re making And the strategies will be different for different students, for different regions – and as we implement the plan, we hope to do more sharing of practices that are having success in reaching the outcomes.The performance targets are our destination, or the 5-year goals; in most areas these are defined by NCLB – and in others we drafted our own. The measurable outcomes are the milestones along the way – that will help us determine what kind of progress we’re making And the strategies will be different for different students, for different regions – and as we implement the plan, we hope to do more sharing of practices that are having success in reaching the outcomes.

21. At a Glance? Closer Look at Three Components English Language Arts Out-of-School Youth (OSY) Health 21

22. English Language Arts Performance Target By 2014, all migrant students will be proficient in English/language arts. 22

23. English Language Arts Measurable Outcome #1 Using the baseline of the 2008 California English Language Development Test (CELDT) scores, the percentage of Migrant English learners moving from one proficiency level to the next will increase at a rate at or above the target for English learners statewide 23

24. English Language Arts Performance Indicator The percentage of Migrant English learner students that meet the requirements for Annual Measurable Achievement Objectives (AMAO 1) according to their CELDT scores 24

25. English Language Arts Measurable Outcome #2 Using the baseline of 2008 CELDT scores, the percentage of migrant English learners who achieve full proficiency on the CELDT and who have no sub-skill assessment below Intermediate, will increase, at a rate at or above the target for the same group of English learners statewide 25

26. English Language Arts Performance Indicator The percentage of migrant English learners that meet the requirements for AMAO 2 according to their CELDT scores. 26

27. English Language Arts Measurable Outcome #3 Beginning in 2009-10, the percentage of migrant students who score at Proficient or above in English Language Arts will be consistent with the No Child Left Behind growth target

28. English Language Arts Performance Indicator The number of migrant students who score Proficient or above on the California Standards Test (CSTs) in English Language Arts

29. English Language ArtsRecommended Strategies Implement early interventions for reading and English language arts Provide appropriate instruction based on the English proficiency levels of English learners Provide English language development programs that are integrated with the core program for all English learners

30. Out of School Youth Migrant students under the age of 22 who have not graduated from high school and are not in school pursuing a high school diploma In 2007-08, the California Migrant Education Program identified 38,149 OSY Source: Migrant Student Information Network 30 The second area we want to talk about is Out of School Youth – read slide These students are often hard to find and hard to serve, but as I’m sure you are all aware, these students are often the most needy. They are also likely to be under-counted, due to a lack of identification and a lack of services available for them. The CNA process helped support a growing state-wide awareness and concern for serving out of School Youth. In fact, we initially planned to have one work group consider high school graduation and out of school youth, but we came to realize the need for a separate work group to investigate the needs of out of school youth, especially given the diversity among out of school youth.The second area we want to talk about is Out of School Youth – read slide These students are often hard to find and hard to serve, but as I’m sure you are all aware, these students are often the most needy. They are also likely to be under-counted, due to a lack of identification and a lack of services available for them. The CNA process helped support a growing state-wide awareness and concern for serving out of School Youth. In fact, we initially planned to have one work group consider high school graduation and out of school youth, but we came to realize the need for a separate work group to investigate the needs of out of school youth, especially given the diversity among out of school youth.

31. Out of School Youth Two Groups Drop-outs: Youth who have attended school in the United States (U.S.) 2. Here to Work: Youth who have not attended school in the U.S.; educational levels range from very little formal education to completion of 8th grade or higher 31 Research in California has identified two distinct groups of out of school youth: These are being called “Drop-outs” and “Here to Work” youth; they have some similar needs and interests but also important differences, and services have to be designed accordingly. Research in California has identified two distinct groups of out of school youth: These are being called “Drop-outs” and “Here to Work” youth; they have some similar needs and interests but also important differences, and services have to be designed accordingly.

32. Out of School Youth Performance Target By 2014, all identified migrant OSY will be ready to advance to post-secondary education and/or improved employment options 32

33. Out of School Youth Measurable Outcome #1 At least,75 percent of identified migrant OSY will have an Individual Needs Assessment (INA) completed within thirty days of enrollment Performance Indicator The number of INAs completed compared to the number of OSYs identified 33

34. Out of School Youth Measurable Outcome #2 At least, 75 percent of OSY will be provided a Migrant, Learning Action Plan (MLAP) within ten days of completing the INA Performance Indicator The number of MLAPs compared to the number of INAs 34

35. Out of School Youth Measurable Outcome #3 All, (100 percent) of migrant OSYs with a MLAP will be referred to an educational, certificate or vocational program Performance Indicator The number of migrant OSYs with a MLAP who are referred to an education, certificate or vocational program 35

36. Out of School Youth Recommended Strategies Use a case management service model Collaborate with agencies, organizations, and stakeholders for services 36

37. Health 2007 CNA Findings Migrant* students have unmet health and emotional needs that interfere with academic success: Lower numbers receiving regular medical checkups Lower numbers receiving dental care Overweight Mental health including depression and suicide attempts *Using a migrant-like construct

38. 2007 CNA Findings (cont.)  Migrant students need to feel more engaged with the school community Migrant students less likely to have three fundamental supports in the school linked to achievement, development & health: Caring relationships with an adult Supportive high expectations for success Opportunities for meaningful participation

39. 2007 CNA Findings (cont.) Migrant students’ unmet health needs become more prominent as students get older: Ineligible for health services Expectation of self-reliance

40. Health in the State Plan Performance Target By 2014, all identified migrant children who have unmet health needs that interfere with learning will have their health needs addressed 40

41. Health in the State Plan Measurable Outcome #1 All migrant children and youths with identified unmet health needs that interfere with learning will be assessed annually and treated or referred for treatment Performance Indicator The percentage of migrant children who are assessed, treated, and/or referred for treatment annually as measured by regional data collected statewide 41 We decided upon 2 measurable outcomes in health: The first one: Our goal is to gather data on the percentage of children assessed, treated and/or referred for treatment each year. We decided upon 2 measurable outcomes in health: The first one: Our goal is to gather data on the percentage of children assessed, treated and/or referred for treatment each year.

42. Health in the State Plan Measurable Outcome #2 The percent of migrant students reporting school connectedness will increase by five percent every two years Performance Indicator The number of migrant students reporting feeling connected to school as reported on the California Healthy Kids Survey 42 Our plan is to use data from the Healthy Kids Survey that we described earlier to monitor students’ sense of school engagement.Our plan is to use data from the Healthy Kids Survey that we described earlier to monitor students’ sense of school engagement.

43. 43 Health In the State Plan Recommended Strategies Strengthen caring relationships with an adult at school Assist families to get health insurance and referrals Provide early intervention services, such as counseling and mentoring

44. What’s New & Next Steps We’ve partnered with the Safe & Healthy Kids Program Office on the California Healthy Kids Survey We’re working with parents to develop the Parent Involvement Component of the State Plan Stay tuned for information on State Plan Webinars in your area Regional applications and district service agreements are being revised Continue evaluation process 44

45. Questions? Contact us Ernesto Ruiz, Education Administrator 1 e-mail: eruiz@cde.ca.gov or by phone at 916-319-0851 Linda Rivera, Education Programs Consultant, e-mail: lrivera@cde.ca.gov or by phone at 916-319-0730 Our Web site: http://www.cde.ca.gov/sp/me/mt 45