Attachment_C3_SDP_toolkit.pdf

Migrant Education

Service Delivery Plan Toolkit

A Tool for State Migrant Directors

Summer 2012

Developed by the U.S. Department of Education Office of Migrant Education through a contract with The SERVE Center at the University of North Carolina-Greensboro.

i Service Delivery Plan Toolkit: Table of Contents

Section A: Introduction & Overview Letter to State Directors A.1 Purpose of the Service Delivery Plan Toolkit A.2 Continuous Process – Connection to the Comprehensive Needs Assessment and the

Program Evaluation A.3 Responsibility of the State Director in Developing the SDP A.4 Organization of the Service Delivery Plan Toolkit A.5 Developing the SDP – a Step-By-Step Approach A.6 How to use the Service Delivery Plan Toolkit A.7 How to Adapt the Process for Small States A.8 Resources and Tools in Appendix A Appendix A.1 A Step-by-Step Approach to Developing the Service Delivery Plan (SDP) Appendix A.2 Terms and Definitions Related to MEP Comprehensive Needs Assessment, Service Delivery Plan, and Program Evaluation

Section B: Overview of Statutes, Regulations, and Non-Regulatory Guidance Related to Service Delivery Plans B.1 Service Delivery Plan (SDP) B.2 SDP Components B.3 Priority for Services B.4 Preschool Migratory Children and Out-of-School Youth B.5 Updates and Revisions to the State SDP B.6 Serving Migrant Children Through Other Programs B.7 Summary of Key Concepts B.8 Reflection and Application B.9 Resources and Tools in Appendix B Appendix B.1 Checklist for Reviewing Your Service Delivery Plan (SDP) Appendix B.2 Federal Programs that Provide Services and Resources for Migrant Children Appendix B.3 Office of Migrant Education Coordination Grants

Section C: Targeting Services for Special Migrant Populations in Your Plan C.1 Focusing on Special Populations of Migrant Students C.2 Priority for Service Students C.3 Preschool Migratory Children C.4 Out-of-School Youth C.5 Key Role of Cross-Program and Cross-Agency Collaboration C.6 Summary of Key Concepts C.7 Reflection and Application

Section D: Planning the Process D.1 Importance of a Collaborative Planning Process D.2 Establishing a SDP Planning Team – Purpose and Expectations D.3 Considerations for Selecting Planning Team Members D.4 Inviting Planning Team Members ii Service Delivery Plan Toolkit: Table of Contents

D.5 Establishing Work Groups D6 Roles and Responsibilities in the SDP Planning Process D.7 Working with an External Consultant D.8 Planning the Process for Developing the SDP D.8.1 Establish a Management Team D.8.2 Identify the Tasks and Purpose of the SDP Planning Team Meetings D.8.3 Develop a Task and Timeline D.9 Planning Meeting #1: Launch the Process D.10 Organizing and Archiving Information D.11 Summary of Key Concepts D.12 Reflection and Application D.13 Resources and Tools in Appendix D Appendix D.1 Instructions for Conducting Group Activities Appendix D.2 Task and Timeline Chart for the Service Delivery Plan Planning Process Appendix D.3 New York State “Parent-Friendly” Comprehensive Needs Assessment (CNA)

Summary from the 2009 New York State Migrant Education Program Service Delivery Plan

Appendix D.4 Example of “Five Whys Root Cause Analysis Group Activity” Appendix D.5 Texas Map of Local Operating Agencies and Numbers of Migrant Students, from the 2011 Statewide Service Delivery Plan Texas Migrant Education Program Appendix D.6 New York State Migrant Education Program Organizational Chart from the July

2009 New York State Migrant Education Program Service Delivery Plan Appendix D.7 Chart for Programs and Agencies Serving Migrant Students in Our State

Section E: The General Framework of the Service Delivery Plan E.1 Alignment of All Parts – Logic Model Thinking E.1.1 Summary of Key Concepts E.1.2 Reflection and Application E.2 Performance Targets E.2.1 Serving Migrant Students Who are not Part of the State Accountability System (Summer-

Only Migrant Programs) E.2.2 Summary of Key Concepts E.2.3 Reflection and Application E.3 Needs Assessment E.3.1 Reflection and Application E.4 Service Delivery Strategies E.4.1 Identifying Strategies E.4.2 Summary of Key Concepts E.4.3 Reflection and Application E.5 Measurable Program Outcomes E.5.1 Developing MPOs E.5.2 Summary of Key Concepts E.5.3 Reflection and Application iii Service Delivery Plan Toolkit: Table of Contents

E.6 Developing Evaluation Questions E.6.1 Focus the Evaluation E.6.2 Summary of Key Concepts E.6.3 Reflection and Application E.7 Project Planning E.7.1 Develop a Project Plan E.8 Recommendations for SDP Planning Team Meeting 2 E.9 Resources and Tools in Appendix E Appendix E.1 Program Alignment Chart Appendix E.2 States with Summer-Only Programs Appendix E.3 Overview of the Comprehensive Needs Assessment Process Outlined in The

Comprehensive Needs Assessment Toolkit Appendix E.4 Project Planning Chart

Section F: Applying the Framework to Migrant Students F.1 PFS Students F.1.1 Establishing State Criteria for PFS Students F.1.2 Communicating Policies and Ensuring Services for PFS Students F.1.3 Issues to Address for PFS Students in the SDP F.1.4 Summary of Key Concepts F.1.5 Reflection and Application F.2 Identification and Recruitment (ID&R) F.2.1 State and Local Responsibilities for ID&R F.2.2 Development of a Quality Assurance Process F.2.3 Summary of Key Concepts F.2.4 Reflection and Application F.3 Parental Involvement F.3.1 State Migrant Parent Advisory Councils F.3.2 Local Parent Advisory Councils F.3.3 Supporting Migrant Parents in the Education of Their Children F.3.4 Providing National and State Resources to PACs and Local Programs to Support Migrant

Parents in the Education of Their Children F.3.5 Summary of Key Concepts F.3.6 Reflection and Application F.4 Exchange of Student Records F.4.1 What is Required by Law F.4.2 Migrant Student Information Exchange (MSIX) F.4.3 Suggestions for the SDP F.4.4 Summary of Key Concepts F.4.5 Reflection and Application F.5 Recommendations for SDP Planning Team Meeting #3 F.6 Resources and Tools in Appendix F Appendix F.1 Priority for Services (PFS) Procedures in 2011 Service Delivery Plan, Texas Office of Migrant Education iv Service Delivery Plan Toolkit: Table of Contents

Appendix F.2 Kansas Migrant Education Program (MEP) Student Selection and Priority for Services Form in the 2011 Kansas Migrant Education Program Service Delivery

Plan Appendix F.3 Parent Involvement Strategies in the 2008 Florida Migrant Education Program

Service Delivery Plan Appendix F.4 Kansas Local Migrant Education Program Parent Advisory Council (MPAC)

Guidelines from the 2011 Kansas Migrant Education Program Service Delivery Plan Appendix F.5 North Carolina Transfer of Migrant Student Records Procedures and Guidance from the 2006-2009 North Carolina Migrant Education Program Comprehensive Service Delivery State Plan

Appendix F.6 REACTS State Records Exchange Strategic Plan Template

Section G: Ensuring Implementation and Accountability in Local Programs G.1 Ongoing Communication with Local Projects G.2 Technical Assistance G.3 Orienting New Local Project Directors G.4 Setting Expectations and Guiding Implementation of the SDP through the Local Granting

Process G.5 Local Project Monitoring G.6 Recommendations for SDP Planning Team Meeting #4 G.7 Summary of Key Concepts G.8 Reflection and Application G.9 Resources and Tools in Appendix G Appendix G.1 Annotated List of Selected Migrant Education Program Websites Appendix G.2 Template for Schedule of National and State Conferences Appendix G.3 Texas Service Delivery Plan Guidelines for Ensuring Appropriate Delivery of

Migrant Education Program Services from the 2011 Texas Migrant Education Program Service Delivery Plan

Appendix G.4 Migrant Education Program Audit Documentation List (Colorado ID&R Task Force Audit Visit Manual 2008) Appendix G.5 Template for Local Project Monitoring Tool

Section H: Looking Forward H.1 Communicate the Plan to Local Operating Agencies (LOAs) H.2 Communicating the Plan to Other Stakeholder Groups and Collaborators H.3 Revisiting the SDP with the Planning Team H.4 Keeping Abreast of Change and Emerging Issues H.5 Updating the Plan H.6 Maintaining Partnerships and Coordination with Other Programs H.7 Summary of Key Concepts H.8 Reflection and Application H.9 Resources and Tools in Appendix H Appendix H.1 Collaborations to Build or Maintain Appendix H.2 Plan for Looking Forward v Service Delivery Plan Toolkit: Table of Contents

Section I: Writing the Plan I.1 Organizing the Documentation I.2 Writing the SDP I.3 Revisiting the Checklist I.4 Sending the Plan for Review I.5 Revising and Launching the SDP I.6 Resources and Tools in Appendix I Appendix I.1 Suggested Table of Contents for the Service Delivery Plan Appendix I.2 Service Delivery Plan Sample Feedback Form

A-1 Service Delivery Plan Toolkit: Introduction & Overview

Section A: Introduction & Overview

Letter to State Directors

Under the Migrant Education Program, Title I, Part C of the Elementary and Secondary Education Act, state education agencies must develop a plan for delivering and evaluating Migrant Education Program-funded services to migratory children. This plan is known as the Service Delivery Plan (SDP). It is based on the results of an up-to-date statewide Comprehensive Needs Assessment (CNA) and is intended to meet the unique needs of migrant children and their families.

The Service Delivery Plan Toolkit is the second in a series of three documents that have been developed by the Office of Migrant Education (OME). Other documents in the series include the Comprehensive Needs Assessment Toolkit and the Program Evaluation Toolkit.

Taken together, these three Toolkits provide a guide for a continuous improvement cycle of program planning, implementation, and evaluation. In this cycle, states identify the current needs and priorities of migrant students and families, select appropriate strategies to meet those needs, implement services that reflect such strategies, and assess the degree to which planned services have been successful at meeting identified needs.

Based on the requirements of the Migrant Education Program and the Department of Education Non-regulatory Guidance, the Service Delivery Plan Toolkit is designed to assist you with developing a collaborative planning process in which a team will review results and recommendations from the CNA and state performance goals, and will identify measurable program outcomes and strategies to enable migrant students to reach the state performance goals. In addition, the Service Delivery Plan Toolkit provides suggestions for ways to ensure that local projects are provided assistance with and held accountable for implementing the SDP.

A critical component of the SDP is determining which migrant students meet the Priority for Services (PFS) criteria. The SDP Toolkit addresses PFS students, and there is a section specifically devoted to assisting you with ensuring that services are targeted toward these students. As you work with your planning team to develop the SDP, we recommend that you maintain a strong focus on these students, as they are the most vulnerable and in need of support.

We hope that you find the Service Delivery Plan Toolkit useful, and we invite you to send us your comments and share your administrative and governance best practices. We would like to express our thanks and gratitude to those states that shared their policies, procedures, and forms with us and made them available as examples.

Thank you, The Office of Migrant Education

A-2 Service Delivery Plan Toolkit: Introduction & Overview

A.1 Purpose of the Service Delivery Plan Toolkit

The purpose of the Service Delivery Plan Toolkit is to provide state directors for migrant education with information, guidance, and resources for developing an effective SDP. In the Service Delivery Plan Toolkit you will find information pertaining to the relevant Federal legislation and guidance, as well as information and specific suggestions to help with the development of your SDP.

The Service Delivery Plan Toolkit is a resource that state directors may use as a blueprint to help them plan, implement, and improve services for migrant children, and to this end, the Toolkit contains information, planning templates, and suggested practices that address each of the plan components required by statute.

The Service Delivery Plan Toolkit is a flexible aid that state directors may customize to meet their state needs. State migrant education programs vary widely in size, structure, and students served. The Toolkit offers suggestions and recommendations to help state directors create a plan that works in their unique situations to improve their state’s efforts in working with migrant students and families.

A.2 Continuous Process - Connection to the Comprehensive Needs Assessment and the

Program Evaluation

The Service Delivery Plan is part of a Continuous Improvement Cycle, as depicted in Figure A.1.

In this cycle, each step in developing a program, assessing needs, identifying strategies, implementing them, and evaluating results, builds on the previous activity and informs the subsequent activity.

The Service Delivery Plan is a process in which the state director enlists the input of a planning team and/or stakeholders to select research-based strategies connected to the identified needs of migrant children and youth and develop a plan to help these children achieve state performance goals and targets.

A-3 Service Delivery Plan Toolkit: Introduction & Overview

Figure A.1 State Migrant Education Program Continuous Improvement Cycle (Office of Migrant Education, 2012)

A.3 Responsibility of the State Director in Developing the SDP

State directors are responsible for conducting a CNA for the Migrant Education Program (MEP).

Using the CNA as a starting point, the Service Delivery Plan Toolkit guides state directors through the process of using the results from the CNA to develop their SDP, which forms the basis for delivering comprehensive services to migrant children and their families. The state director, with assistance from a planning team or other stakeholders and experts, reviews the solution strategies proposed in the CNA and then develops measurable program outcomes (MPOs). MPOs are the foundation for determining the direction of the MEP and establishing accountability. The state director and planning team will then USE evaluation questions to determine the extent to which MPOs are achieved and to which the SDP is implemented. The goal of the SDP is to enable migrant children and youth to achieve the same performance targets as all other children in the state.

A.4 Organization of the Service Delivery Plan Toolkit

The sections of the Service Delivery Plan Toolkit were determined based on an analysis of over 20 SDPs from across the country. The analysis provided guidance on topics for building the capacity of state directors to develop the SDP and on suggested sections for the actual SDP.

The Toolkit consists of nine sections, beginning with this Introduction & Overview (Section A).

A-4 Service Delivery Plan Toolkit: Introduction & Overview

Section B reviews the legislative mandate (Title I, Part C of the Elementary and Secondary Education Act), and non-regulatory Guidance governing the development of the SDP and required components.

Section C reinforces the importance of targeting services for subgroups of migrant students with unique needs, including migrant students identified as PFS, preschool migratory children, and out-of-school migrant youth.

Section D features a collaborative planning process for the SDP and provides suggestions for identifying members of a planning team, conducting meetings, and obtaining input and assistance needed to develop a SDP that is reflective of a wide range of expertise and experience in migrant education. This section also provides instructions for group process strategies to generate information and make the most efficient use of time.

Section E focuses on the general framework of the SDP. It includes suggestions for identifying state performance targets, reviewing and summarizing the CNA, selecting service delivery strategies, establishing MPOs, and developing evaluation questions. This section also assists with developing a project plan to operationalize the strategies.

Section F includes recommendations for including sections in the SDP on PFS students, identification & recruitment, parent involvement, and exchange of student records.

Section G addresses ways to assist local programs in implementing the SDP and holding them accountable. Specific topics include communication, technical assistance, subgrants, and local project monitoring.

Section H includes recommendations for how to communicate the SDP to local projects and other stakeholders, reconvene the planning team periodically to review formative evaluation data and discuss needed changes to the SDP, and build or maintain collaborations.

Section I offers concrete suggestions for writing the SDP and getting feedback in a review process.

At the end of each section, appendices include additional information, planning templates, and specific examples from existing SDPs.

A.5 Developing the SDP – a Step-by-step Approach

A thoughtful and systematic approach to developing your State SDP will result in a Plan that is comprehensive, aligned, and clearly written. The Plan will connect needs, state performance goals, MPOs, and strategies in a way that will have the greatest potential to increase the performance of migrant students, particularly those most at risk of school failure and dropout.

Moreover, the Plan will lay out clear expectations and accountability for migrant program staff at the state and local project levels.

A-5 Service Delivery Plan Toolkit: Introduction & Overview

The following table provides a step-by-step approach for planning and developing your SDP, referencing specific sections of the SDP to assist you in these efforts.

Table A.1 A Step-by-Step Approach to Developing the Service Delivery Plan (SDP)

STEPS

RELATED

SECTIONS OF

THE SDP

SUGGESTIONS

Step 1: Conceptualize the big picture of the task of developing the SDP.

• Review requirements for the SDP

• Review the Comprehensive Needs

Assessment (CNA)

• Identify programs with which to coordinate and collaborate in providing services to migrant children and youth

• Determine the sections of your SDP

Section A, Section B, Appendix B.2 and B.3 Section I, Appendix I.1 (Suggested Table of Contents)

Developing the SDP is a continuum of planning, implementation, and evaluation focused on enabling migrant students to meet state performance targets. You should become familiar with the requirements of the SDP in Section B.

Since coordination with other programs is both required and strategic, you should review Appendix B.2 and B.3 for lists of Federal programs and Office of Migrant Education Coordination Grants to include in planning and service delivery. Appendix I.2 provides a list of suggested sections and table of contents for the SDP.

Step 2: Become familiar with the needs of the most vulnerable populations of migrant students, such as Priority for Services (PFS) students, preschool migratory children, and out-of-school migratory youth.

Section C Services should be targeted toward vulnerable populations of students throughout the SDP. There should be MPOs specific to PFS students, preschool migratory children, and out-of-school youth, and evaluation questions that determine the progress of these students disaggregated from the general population of migrant students.

Step 3: Develop a timeline for developing the SDP.

Section D Migrant Education Programs generally allow 6–12 months to develop the SDP. You will need to develop your timeline based on the effectiveness of your current Plan and the resources available for the planning process. States that need significant revision of their Plan

A-6 Service Delivery Plan Toolkit: Introduction & Overview

SECTIONS OF

THE SDP

SUGGESTIONS

should allow more time for the input and planning to create a strong Plan.

The time spent on the front end will result in a greater likelihood of increased migrant student performance.

Step 4: Determine how you will make the process collaborative.

Section D While many states convene a planning team of 10–20 people that meets face-to-face several times during the planning process, some states with more limited resources will work with a small core team and include the input of other stakeholders only as needed.

Step 5: Plan the process for developing the SDP.

Section D Taking time to plan the process and identifying a planning team and other critical stakeholders and experts will enable you to conduct and efficient and collaborative process.

Step 6: Develop a schedule of meetings, establish purpose and goals of each meeting, and set agenda items.

Section D Section E Section F Section G

You should plan your schedule of meetings, set purposeful agendas, and plan activities that will maximize the effectiveness of your planning team in generating the information you need to develop your Plan. The agendas for your meetings should reflect the topics included in Sections E, F, and G.

Step 7: Develop a system for collecting information that is generated throughout the planning process.

Section D Appendix I.1 (Suggested Table of Contents)

We suggest that you save as much information electronically as possible in files that correspond with each section of the SDP. By the end of the planning process, you should have all the necessary information to write the SDP.

Step 8: Develop and compile information from planning team meetings for each of the components of the SDP – state performance

Section E The planning team (and additional experts) will be instrumental in developing the components of the SDP. The templates and charts

A-7 Service Delivery Plan Toolkit: Introduction & Overview

SECTIONS OF

THE SDP

SUGGESTIONS

targets, CNA review and summary, service delivery strategies, measureable program outcomes, and evaluation.

provided in the appendices are great resources that can be included in the

SDP.

Step 9: Develop a project plan with activities, timeline, persons or agencies responsible, and resources to operationalize the strategies.

Section E A project plan will provide the details needed to put the Plan into place and to communicate responsibilities to implement the SDP.

Step 10: Develop and compile information from planning team meetings for suggested sections on PFS students, Identification & Recruitment, parent involvement, and student records exchange.

Section F Each of these sections should provide specific information on ways that these topics will be addressed, including specific project activities, a timeline, and persons responsible.

While PFS students and parent involvement may be addressed in strategies and project activities, actual sections specific to these groups in the SDP will focus on support provided at the state level to ensure that local projects have the capacity to carry out the activities relevant to these groups, as well as ID&R and student records exchange.

Step 11: Develop plans for supporting local projects in implementing the strategies in the SDP and holding them accountable.

Section G This section addresses ways to foster ongoing communication with local projects and provide technical assistance. In addition, you will be encouraged to include a plan for how to integrate the SDP in the local granting process, and to develop a process for monitoring local projects.

Step 12: Develop a plan for “Looking Forward” that includes how to communicate the SDP and create buy-in, revisit the Plan to keep it relevant, and build and maintain collaborations.

Section H You should include strategies in a section of the SDP that ensure that the Plan will become a sustainable guide for state and local projects to use to help migrant students achieve state performance targets. Without concrete “next steps,” the SDP is likely to become a document that sits on a shelf.

A-8 Service Delivery Plan Toolkit: Introduction & Overview

SECTIONS OF

THE SDP

SUGGESTIONS

Step 13: Write the SDP. Section I You should have a wealth of information, charts, and input organized by the sections determined for the SDP that will facilitate the actual writing of the Plan.

Step 14: Send the SDP for review. Appendix I.2 Getting feedback from a range of stakeholders who will read the document from beginning to end will enable you to gauge the readability, alignment, and utility of the SDP.

Step 15: Revise the SDP. Use the feedback from the review process to revise the SDP.

Step 16: Communicate the SDP and begin implementation.

Begin the activities that you included in the SDP in the section on “Looking Forward.”

A.6 How to use the Service Delivery Plan Toolkit

State MEPs vary widely from the demographics of the students they serve, types of migrant programs in place, and size of the program. Moreover, state directors have a wide range of experience and expertise in migrant education and in program planning. Therefore, a toolkit cannot meet all needs.

As a state director, you need to assess what your expertise is, and that of those who may be able to assist you through the SDP planning process, and determine how the Toolkit will best benefit you. Some state directors will want to read the Toolkit as a total document, while others will want to utilize only those sections and tools that they feel they need.

The Toolkit is made available on the OME website in two formats. One is a downloadable document that includes all sections and appendices. The other is a list of individual sections and appendices that may be downloaded individually.

Please note that the Toolkit provides only suggestions and recommendations for developing the SDP. While the state MEP is required to develop a SDP, it is not required to utilize the specific format depicted in the Service Delivery Plan Toolkit.

A.7 How to Adapt the Process for Small States

The Service Delivery Plan Toolkit is directed toward state MEPs that have the capacity to convene a team to carry out the process and to enlist the support of state education agency

A-9 Service Delivery Plan Toolkit: Introduction & Overview staff or consultants. This level of involvement in developing the SDP may not be practical for small states (defined as those with $1m or less in MEP funding). Therefore, if you are a director in a small state, you will need to consider ways to scale down the activities in the process to meet your needs, while still developing a quality Plan.

Considerations for adapting the process outlined in the Toolkit for small states will be included in each section.

A.8 Resources and Tools in Appendix A

Appendix A.1 A Step-by-Step Approach to Developing the Service Delivery Plan (SDP) Appendix A.2 Terms and Definitions Related to MEP Comprehensive Needs Assessment, Service Delivery Plan, and Program Evaluation

A-1-1 Service Delivery Plan Toolkit: Introduction & Overview Appendix A.1 A Step-by-Step Approach to Developing the Service Delivery Plan (SDP)

SECTIONS OF

THE SDP

SUGGESTIONS

Step 1: Conceptualize the big picture of the task of developing the SDP.

• Review requirements for the SDP

• Review the Comprehensive Needs

Assessment (CNA)

• Identify programs with which to coordinate and collaborate in providing services to migrant children and youth

• Determine the sections of your SDP

Section A, Section B, Appendix B.2 and B.3 Section I, Appendix I.1 (Suggested Table of Contents)

Developing the SDP is a continuum of planning, implementation, and evaluation focused on enabling migrant students to meet state performance targets. You should become familiar with the requirements of the SDP in Section B.

Since coordination with other programs is both required and strategic, you should review Appendix B.2 and B.3 for lists of Federal programs and Office of Migrant Education Coordination Grants to include in planning and service delivery. Appendix I.2 provides a list of suggested sections and table of contents for the SDP.

Step 2: Become familiar with the needs of the most vulnerable populations of migrant students, such as Priority for Services (PFS) students, preschool migratory children, and out-of-school migratory youth.

Section C Services should be targeted toward vulnerable populations of students throughout the SDP. There should be MPOs specific to PFS students, preschool migratory children, and out-of-school youth, and evaluation questions that determine the progress of these students disaggregated from the general population of migrant students.

Step 3: Develop a timeline for developing the SDP.

Section D Migrant Education Programs generally allow 6–12 months to develop the SDP. You will need to develop your timeline based on the effectiveness of your current Plan and the resources available for the planning process. States that need significant revision of their Plan should allow more time for the input and planning to create a strong Plan.

A-1-2 Service Delivery Plan Toolkit: Introduction & Overview

SECTIONS OF

THE SDP

SUGGESTIONS

The time spent on the front end will result in a greater likelihood of increased migrant student performance.

Step 4: Determine how you will make the process collaborative.

Section D While many states convene a planning team of 10–20 people that meets face-to-face several times during the planning process, some states with more limited resources will work with a small core team and include the input of other stakeholders only as needed.

Step 5: Plan the process for developing the SDP.

Section D Taking time to plan the process and identifying a planning team and other critical stakeholders and experts will enable you to conduct and efficient and collaborative process.

Step 6: Develop a schedule of meetings, establish purpose and goals of each meeting, and set agenda items.

Section D Section E Section F Section G

You should plan your schedule of meetings, set purposeful agendas, and plan activities that will maximize the effectiveness of your planning team in generating the information you need to develop your Plan. The agendas for your meetings should reflect the topics included in Sections E, F, and G.

Step 7: Develop a system for collecting information that is generated throughout the planning process.

Section D Appendix I.1 (Suggested Table of Contents)

We suggest that you save as much information electronically as possible in files that correspond with each section of the SDP. By the end of the planning process, you should have all the necessary information to write the SDP.

Step 8: Develop and compile information from planning team meetings for each of the components of the SDP – state performance targets, CNA review and summary, service delivery strategies, Section E The planning team (and additional experts) will be instrumental in developing the components of the SDP. The templates and charts provided in the appendices are great resources that can be included in the

A-1-3 Service Delivery Plan Toolkit: Introduction & Overview

SECTIONS OF

THE SDP

SUGGESTIONS

measureable program outcomes, and evaluation.

SDP.

Step 9: Develop a project plan with activities, timeline, persons or agencies responsible, and resources to operationalize the strategies.

Section E A project plan will provide the details needed to put the Plan into place and to communicate responsibilities to implement the SDP.

Step 10: Develop and compile information from planning team meetings for suggested sections on PFS students, Identification & Recruitment, parent involvement, and student records exchange.

Section F Each of these sections should provide specific information on ways that these topics will be addressed, including specific project activities, a timeline, and persons responsible.

While PFS students and parent involvement may be addressed in strategies and project activities, actual sections specific to these groups in the SDP will focus on support provided at the state level to ensure that local projects have the capacity to carry out the activities relevant to these groups, as well as ID&R and student records exchange.

Step 11: Develop plans for supporting local projects in implementing the strategies in the SDP and holding them accountable.

Section G This section addresses ways to foster ongoing communication with local projects and provide technical assistance. In addition, you will be encouraged to include a plan for how to integrate the SDP in the local granting process, and to develop a process for monitoring local projects.

Step 12: Develop a plan for “Looking Forward” that includes how to communicate the SDP and create buy-in, revisit the Plan to keep it relevant, and build and maintain collaborations.

Section H You should include strategies in a section of the SDP that ensure that the Plan will become a sustainable guide for state and local projects to use to help migrant students achieve state performance targets. Without concrete “next steps,” the SDP is likely to become a document that sits on a shelf.

Step 13: Write the SDP. Section I You should have a wealth of information, charts, and input

A-1-4 Service Delivery Plan Toolkit: Introduction & Overview

SECTIONS OF

THE SDP

SUGGESTIONS

organized by the sections determined for the SDP that will facilitate the actual writing of the Plan.

Step 14: Send the SDP for review. Appendix I.2 Getting feedback from a range of stakeholders who will read the document from beginning to end will enable you to gauge the readability, alignment, and utility of the SDP.

Step 15: Revise the SDP. Use the feedback from the review process to revise the SDP.

Step 16: Communicate the SDP and begin implementation.

Begin the activities that you included in the SDP in the section on “Looking Forward.”

A-2-1 Service Delivery Plan Toolkit: Introduction and Overview Appendix A.2 Terms and Definitions Related to the MEP Comprehensive Needs Assessment, Concern Statements: clear and consistent interpretations of the points that the Needs

Assessment Committee discussed that should be used to guide the work in developing the CNA. Concern Statements identify particular areas that require special attention for migrant students.

OME Seven Areas of Concern: a broad area based on the root causes of the unique characteristics of the target group. The Office of Migrant Education has identified seven areas of concern which are: Educational continuity, Instructional time, School engagement, English language development, Educational support in the home, Health, and Access to services

Expert Work Groups: Technical experts who provide input on research and evidence-based strategies that support solutions which contribute to closing the gaps identified during the needs assessment.

Implementation Question: An evaluation question that addresses the extent to which a strategy is implemented

Priority for Services: Section 1304(d) of the Elementary and Secondary Education Act establishes a Priority for Services (PFS) requirement. In accordance with this requirement, MEPs must give PFS to migrant children: who are failing, or most at risk of failing, to meet the state’s content and performance standards and whose education has been interrupted during the regular school year

Management Team: A core group of advisors that helps develop the management plan and oversees the process

Measurable program outcomes (MPOs): outcomes (i.e., objectives) that a State’s migrant education program will produce to meet the identified unique needs of migratory children and help migratory children achieve the State’s performance targets.

Need: The difference between “what is” and “what should be”

Needs Assessment Committee (NAC): broad-based committee of partners (stakeholders) that provide input and direction throughout the CNA process.

Need Indicator: a measure that can be used to verify that a particular gap/discrepancy exists for migrant children and sets a parameter to specify the severity of that gap.

A-2-2 Service Delivery Plan Toolkit: Introduction and Overview

Results Question: An evaluation question that addresses the level of improvement resulting from a program or strategy

Service Delivery Plan: a plan for delivering and evaluating Migrant Education Program-funded services to migratory children. It is based on the results of an up-to-date statewide Comprehensive Needs Assessment and is intended to meet the unique needs of migrant children and their families.

Solution Strategy: a strategy that addresses an identified need

B-1 Service Delivery Plan Toolkit: Overview of Statutes, Regulations, and Non-regulatory Guidance Related to Service Delivery Plans

Section B: Overview of Statutes, Regulations, and Non-regulatory Guidance Related to Service Delivery Plans

Developing the Service Delivery Plan (SDP): A Step-by-Step Approach Step 1: Conceptualize the big picture of the task of developing the SDP.

• Review requirements for the SDP

• Review the Comprehensive Needs

Assessment (CNA)

• Identify programs with which to coordinate and collaborate in providing services to migrant children and youth

• Determine the sections of your SDP

Developing the SDP is a continuum of planning, implementation, and evaluation focused on enabling migrant students to meet state performance targets. You should become familiar with the requirements of the SDP in Section B. Since coordination with other programs is both required and strategic, you should review Appendix B.2 and B.3 for lists of Federal programs and Office of Migrant Coordination Grants to include in planning and service delivery. Section F discusses additional sections to include in the SDP and Appendix I.1 provides a sample table of contents for the SDP list of suggested sections.

The state education agency’s (SEA’s) comprehensive state plan for service delivery is the primary tool for designing and communicating the direction of the program. (Guidance)

Three main documents inform and guide migrant education programs and their service delivery. It is important to fully read the documentation to ensure complete compliance with program requirements:

• Code of Federal Regulations, Title 34, Sec. 200.83, Responsibilities of SEAs to implement projects through a Comprehensive Needs Assessment and a comprehensive state plan for service delivery (http://cfr.vlex.com/vid/200-83-implement-through-needs-delivery- 19757826).

• Elementary and Secondary Education Act, Section 1306, Comprehensive Needs Assessment and Service Delivery Plan; authorized activities (http://www2.ed.gov/policy/elsec/leg/esea02/pg8.html#sec1306).

• Non-Regulatory Guidance: Education of Migrant Children under Title I, Part C of the Elementary and Secondary Education Act of 1965 (specifically Chapter IV – http://cfr.vlex.com/vid/200-83-implement-through-needs-delivery-19757826 http://cfr.vlex.com/vid/200-83-implement-through-needs-delivery-19757826 http://www2.ed.gov/policy/elsec/leg/esea02/pg8.html#sec1306

B-2 Service Delivery Plan Toolkit: Overview of Statutes, Regulations, and Non-regulatory

Comprehensive Needs Assessment and Service Delivery Plan) (http://www.ed.gov/programs/mep/mepguidance2010.doc).

While a summary of the requirements is provided in this section, it is important to read the relevant sections of the referenced documents fully, especially to clarify questions regarding program requirements.

B.1 Service Delivery Plan (SDP)

To ensure that states and local operating agencies (LOAs) identify and address the special educational needs of migratory children, the law requires that states prepare a comprehensive state plan that:

• Is integrated with other Federal programs

• Provides that migratory children will have an opportunity to meet the same challenging state academic content and academic achievement standards that all other children are expected to meet

• Specifies measurable program goals and outcomes

• Encompasses a full range of services available to migratory children

• Involves joint planning

• Provides for integration of services

B.2 SDP Components

To ensure that the Service Delivery Plan is linked to and accountable for state performance goals, the SDP is required to include the following components:

1. State-approved performance targets that focus on reading, mathematics, high school graduation, high school dropouts, school readiness if appropriate, and any other state identified targets for migrant children.

2. Identification and assessment of the unique needs of migrant children resulting from a migratory lifestyle and other needs that must be met for migrant students to participate effectively in school.

3. Measurable program outcomes (MPOs) (i.e., objectives) that a State’s Migrant Education Program (MEP) will produce to meet the identified unique needs of migratory children and help migratory children achieve the State’s performance targets.

4. Service delivery strategies the SEA will pursue on a statewide basis to meet the performance targets and MPOs developed for the Plan.

5. Evaluation descriptions that outline how the SEA will evaluate the effectiveness of the

MEP.

To help ensure that your SDP is compliant with Federal regulations and the Guidance, a checklist of requirements is provided in Appendix B.1.

http://www.ed.gov/programs/mep/mepguidance2010.doc

B-3 Service Delivery Plan Toolkit: Overview of Statutes, Regulations, and Non-regulatory

B.3 Priority for Services

Migrant students are held to the same state performance goals and targets as all other students. In order to ensure that migrant students with the greatest risk factors are provided the additional support they need to achieve the state performance targets, the law requires that certain migrant students be given priority over other students in consideration of the services the SEA provides.

Section 1304(d) of the Elementary and Secondary Education Act (ESEA) requires that states give priority to those migrant students who are most vulnerable and in need of services. Migrant students identified as PFS are children:

• Who are failing or who are most at risk of failing to meet the state’s academic and achievement standards, and

• Whose education has been interrupted during the regular school year

B.4 Preschool Migratory Children and Out-of-School Youth

• Section 1304(c) (4) of the ESEA requires that states, in carrying out their programs and projects, address the unmet needs of preschool migratory children.

• Under their consolidated state applications, all SEAs adopted a performance goal for their MEPs that all migrant students will graduate from high school. One of the groups of migratory youth who are least likely to graduate from high school is out-of-school youth. Because the high school graduation goal is also a subject of the migrant program evaluation, it follows that the unique needs of these youth should be addressed in the

SDP.

B.5 Updates and Revisions to the State SDP

Once developed, the SDP is to remain in effect and be periodically reviewed and revised by the state to reflect changes in strategies and programs. Specifically, the SDP should be updated when the state:

1. Updates the statewide CNA

2. Changes the performance targets and/or MPOs

3. Significantly changes the services that the MEP will provide statewide

4. Significantly changes the evaluation design

B.6 Serving Migrant Children Through Other Programs

Sections 1304(b) and 1306(a) of the ESEA require SEAs to identify and address the special educational needs of migrant children by providing them a full range of services from appropriate local, state, and Federal educational programs. In providing these services, SEAs

B-4 Service Delivery Plan Toolkit: Overview of Statutes, Regulations, and Non-regulatory must plan jointly with local, state, and Federal programs and must integrate the Migrant Education Program with services provided by other programs.

The statute for Title I, Part A includes language specific to serving migrant children, requiring services to be provided to eligible migrant children and formerly migrant children on the same basis as other eligible children.

• Schoolwide programs must implement reform strategies that address the needs of all children in the school, and the law specifically mentions the inclusion of migrant students.

• Migrant children in targeted assistance schools are eligible to participate in the Title I, Part A program.

If a LOA qualifies for a Title III subgrant, migrant children who are limited English proficient must be selected to receive Title III services on the same basis as all other limited English proficient children.

Appendix B.2 provides a list of these and other Federal programs that serve and provide resources for migrant children. The MEP needs to be familiar with these programs and determine with which ones to coordinate in order to provide a full range of services for migrant students.

State MEP officials must also coordinate with other states, and ensure that LOAs coordinate with one another internally in a state. Interstate and intrastate coordination facilitates coordination of services and timely transfers of records and information on migrant students, and so minimizes the educational disruption caused by the migrant mobile lifestyle.

In addition, the Office of Migrant Education awards coordination grants in certain areas. MEP coordination funds are used to provide grants and contracts to improve the interstate and intrastate coordination of MEPs. Appendix B.3 Office of Migrant Education Coordination Grants provides a list of migrant education coordination grants.

B.7 Summary of Key Concepts

• The SDP helps the MEP describe the services that will be provided on a statewide basis to address special educational needs of migrant students.

• The SDP must include performance targets, a needs assessment, measurable program outcomes, service delivery, and an evaluation.

• In providing services, SEAs must give priority to migrant children who are failing or are most at risk of failing and whose education has been interrupted during the regular school year; the SDP must address how these services will be delivered and evaluated.

B-5 Service Delivery Plan Toolkit: Overview of Statutes, Regulations, and Non-regulatory

• The SDP should be updated when the SEA: updates the CNA; changes the performance targets and/or MPOs; significantly changes the services that the MEP will provide; or significantly changes the evaluation design.

• MEP officials should be familiar with the range of programs that provide services for migrant students and establish coordination and collaboration.

• MEP officials should build strong interstate and intrastate coordination to facilitate the timely transfer of records and information related to migrant students.

B.8 Reflection and Application

1. Do I understand the regulations and requirements that govern the MEP?

2. Do I understand the requirements related to the SDP?

3. With what programs does the MEP currently coordinate or collaborate? With what programs should the MEP coordinate or collaborate?

4. What is the level of interstate and intrastate coordination that exists with the MEP?

How can it be improved?

B.9 Resources and Tools in Appendix B

Appendix B.1 Checklist for Reviewing Your Service Delivery Plan (SDP) Appendix B.2 Federal Programs that Provide Services and Resources for Migrant Children Appendix B.3 Office of Migrant Education Coordination Grants

B-1-1 Service Delivery Plan Toolkit: Overview of Statutes, Regulations, and Non-regulatory

Appendix B.1 Checklist for Reviewing Your Service Delivery Plan (SDP)

The following checklist is based on the Elementary and Secondary Education Act (ESEA; Title I, Part C, Section 1306); Code of Federal Regulations, and the 2010 Non-Regulatory Guidance.

This checklist can serve as a quick reference guide to help determine if your SDP meets the Federal requirements.

The SDP includes how we address specific needs of migratory students:

The Plan reflects how our state will provide services so that migrant children will be able to meet the same academic standards as all children. (ESEA, Sect. 1306(a)(1)(C);

Guidance, Chapter IV, Introduction)

The Plan specifies how the special needs of migratory children are specifically addressed—including those children that are determined to be Priority for Service (PFS) students and other subgroups of children with special needs, such as preschool migratory children and out-of-school migrant youth. (ESEA, Sect. 1306(a)(1)(i);

Guidance, Chapter IV, A7, A8, B6)

The Plan describes what activities/funding will be used to meet the identified needs and permit migrant children to participate effectively in school. (States have flexibility, but these identified needs must be met first.) (ESEA, Sect. 1306(b)(1); 34 C.F.R Section 200.83(A)(2)(ii))

The SDP is planned in collaboration with others:

The Plan is integrated with other plans under this Act. (ESEA, Sect. 1306(a)(1)(A);

Guidance, Chapter IV, B4)

The Plan is developed in collaboration with the parent advisory council (PAC), or if no PAC exists, with parents of migrant children, in a language and format they understand. (ESEA, Sect. 1306(a)(1)(B(ii); 34 C.F.R. Section 200.83(b); Guidance, Chapter IV, B4)

The Plan includes a description of how parents and/or the state PAC were consulted to develop the Plan. (Guidance, Chapter IV, B6)

The Plan encompasses a range of local, state, and Federal services for migrant children.

(ESEA, Sect. 1306(a)(1)(E))

The Plan was jointly planned among local, state, and Federal programs (ECE, language instruction, and other programs under Parts A and B). (ESEA, Sect. 1306(a)(1)(F); Guidance, Chapter IV, B4)

B-1-2 Service Delivery Plan Toolkit: Overview of Statutes, Regulations, and Non-regulatory

The Plan provides for integration of services. (ESEA, Sect. 1306(a)(1)(G), Guidance, Chapter

IV, B4)

The SDP includes how we will keep the plan current and ensure all eligible children are identified:

A plan is in place to periodically review and revise our SDP to reflect changes in strategies and programs. (ESEA, Sect. 1306(a)(2)(B), Guidance, Chapter IV, B7)

The Plan provides a description for identification and recruitment activities and quality control procedures. (Guidance, Chapter IV, B6)

The Plan includes a…