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