Toolkit Series from the Office of Migrant Education

Webinar: SDP Toolkit

August 16, 2012

Comprehensive Needs Assessment (CNA) Toolkit

Service Delivery Plan (SDP) Toolkit

Program Evaluation Toolkit

Second in a series of three documents

Purpose is to provide recommendations for ways that state directors can plan effective services for migrant children and youth

Guides in the development of a coherent and aligned plan

Aligns with Federal statute and Guidance on service delivery planning

Provides a customizable step-by-step approach

Provides planning tools and examples from other SDPs

Web-based: State directors can read the entire Toolkit or click on only needed sections

Includes tips for small states

Convene a Planning Team Conduct face-to-face or virtual meetings Sample agendas included

Considerations for Small States Identify a small group of key stakeholders

whom you can contact on an individual basis for input

Conduct focus groups at conferences where stakeholders, such as parents or local project coordinators, are likely to attend

Measurable Program Outcomes: the results the MEP hopes to achieve through the provision of services

Measurable Program Outcomes (MPOs) define:Which students will participateWhat will happen in the programWhat is expected to happen as a result of the programIn what time frame this will occur 

Is there a specific time frame?Do you know which migrant students

are involved?Do you know what MEP services will

be provided? Is the change quantified?

In SY 2012-2013 and each year afterwards [established time frame], the number of out-of-school migrant youth who accumulate three or more credits needed for high school graduation or complete a GED preparatory course [specific, quantifiable, for whom] through participation in site-based instructional services [as a result of what services] will increase by 10 per cent [quantifiable result].

1. What is the purpose of a Service Delivery Plan?

2. What are some alternative ways to make the process participatory?

3. What are the key components of a strong Measurable Program Outcome?

Please dial *1 on your telephone keypad or type your feedback into the questions

pane to provide a brief response to any of the above questions.

Section A: Introduction & Overview Section B: Overview of Statutes, Regulations, and

Non-Regulatory Guidance Section C: Targeting Services for Special Migrant

Populations Section D: Planning the Process Section E: Required Sections of the SDP Section F: Other Sections to Include in the SDP Section G: Ensuring Implementation and

Accountability in Local Programs Section H: Looking Forward Section I: Writing the Plan

1. Performance targets2. Needs assessment3. Service delivery strategies4. Measurable Program Outcomes5. Evaluation Plan

GOAL AREA: READING AND LANGUAGE ARTS

State Performance Target

The number of students who attain proficiency in reading and language arts/math will increase by at least five percentage points each year until all students attain proficiency.

Concern Statement

We are concerned that migrant students do not receive sufficient instructional time to achieve proficiency in reading/language arts due to their high mobility and school absences.

Data Summary

In grades 3, 8, and 11, the percentage of migrant students attaining proficient or advanced in reading/language arts was 73.2% (for PFS students, the percentage was 66.4%) compared to the range for all students of 86.7%.

Need Statement

In grades 3, 8, and 11, the percentage of migrant students attaining proficient or advanced in reading/language arts needs to increase by 13.5% for all migrant students (20.3% for PFS students).

Need Statement

In grades 3, 8, and 11, the percentage of migrant students attaining proficient or advanced in reading/language arts needs to increase by 13.5% for all migrant students (20.3% for PFS students).

Strategy 1

1.1 Each year beginning in 2013, local projects will provide opportunities for migrant students identified as PFS to participate in at least 60 hours of instructional time in reading/language arts beyond the school day through supplemental activities, such as after school or summer programs.

Strategy 2

2.1 Local projects will tailor supplemental reading/language arts instruction for PFS students based on results of an initial developmental reading assessment administered upon enrollment in a supplemental instructional reading/language arts program.

Strategy 1 1.1 Each year beginning in 2013, local projects will provide opportunities for migrant students identified as PFS to participate in at least 60 hours of instructional time in reading/language arts beyond the school day through supplemental activities, such as after school or summer programs.

Measurable Program Outcome

1.1 Ninety percent of PFS students will participate in at least 60 hours of supplemental instruction in reading/language arts each year.

Strategy 2 2.1 Local projects will tailor supplemental reading/language arts instruction for PFS students based on results of an initial developmental reading assessment administered upon enrollment in a supplemental instructional reading/language arts program.

Measurable Program Outcome

2.1 The reading scale scores of each PFS student who receives 60 or more hours of supplemental instruction will increase by at least 5%.

Strategy 1 1.1 Each year beginning in 2013, local projects will provide opportunities for migrant students identified as PFS to participate in at least 60 hours of instructional time in reading/language arts beyond the school day through supplemental activities, such as after school or summer programs.

Measurable Program Outcome

1.1 Ninety percent of PFS students will participate in at least 60 hours of supplemental instruction in reading/language arts each year.

Evaluation Questions for Program Results

1.1 What percentage of PFS students received at least 60 hours of supplemental instruction in reading/language arts this year?

Evaluation Questions for Program Implementation

1.2 What percentage of local projects were able to provide supplemental reading/language arts instruction beyond the school day for 90% of migrant students identified as PFS? 1.3 What is the mean (or median) percentage of PFS migrant students who received supplemental reading/language arts instruction beyond the school day through local projects? 1.4 How did local projects that had a 90% participation rate of PFS students in supplemental reading/language arts instruction beyond the school day remove barriers to or facilitate participation?

1. Why is logic model thinking useful in program planning (“if-then” logic)?

2. What are the five required components of a Service Delivery Plan?

3. What purpose does an alignment chart serve?

Please dial *1 on your telephone keypad or type your feedback into the questions pane

to provide a brief response to any of the above questions.

Local projects are the level at which the bulk of direct services occur for migrant students

The Toolkit recommends a section on Local Implementation

Involving local project directors in the SDP process

Communication Listserv Quarterly conference calls or webinars Site visits

Technical assistance Training at conferences Responding to customized requests Developing an implementation handbook

Supporting new project directors Setting expectations for SDP

implementation in the project application

Project monitoring

The Toolkit recommends including a section on:Communicating the plan to stakeholders (who needs to know and why)Overcoming resistance Revisiting and revising the plan – formative data and emerging issuesBuilding partnerships

1. What are three key strategies for ensuring local implementation and accountability?

2. How can the local project application be used to reinforce SDP implementation?

3. What are three strategies for keeping the plan a “living document?”

Please dial *1 on your telephone keypad or type your feedback into the questions

pane to provide a brief response to any of the above questions.

Link to a draft of the Service Delivery Plan Toolkit will be sent to you in a follow up email after the webinar, along with a link to the webinar evaluation survey

Finalized document will be available on the RESULTS website

Questions can be directed to Irene Harwarth: Irene.Harwarth@ed.gov