1 Migrant Education Comprehensive Needs Assessment Overview Preliminary Report Jorge Gaj, California...

1

Migrant Education Comprehensive Needs Assessment

Overview

Preliminary ReportJorge Gaj, California Department of Education

Margit Birge, California Comprehensive Center at WestEd Armando Tafoya, California Comprehensive Center at WestEd

2

What Is the Comprehensive Needs Assessment (CNA)?

The Comprehensive Needs Assessment process is a national effort :

– to determine the needs of migrant students,– to target those areas most likely to impact

the educational success of migrant students,– to offer evidence of success for the Migrant

Education Program,– to be ongoing .

3

CNA

Cooperative effort:USDE – Office of Migrant EducationFive Federal Comprehensive CentersBased on pilot conducted in four states:– Arizona– Texas– Michigan– Pennsylvania

4

Benefits of Conducting a Comprehensive Needs Assessment (CNA)

The process: encourages a thorough review of the entire statewide Migrant Education Program,engages Migrant Education Program staff, parents and community members, develops critical areas of focus for the Migrant Education Program.

5

Levels of Needs

Level I: Service receiver needs (Migrant students & their families)

Level II: Service provider & policy maker needs (School staff & migrant liaisons, administrators, community services staff)

Level III: System needs (resources/ procedures/retrieval systems

/transportation/supplies/delivery systems)

6

Goal Areas from NCLB

School Readiness

Proficiency in Math

Proficiency in Reading

High School Graduation

7

Common Areas of Concern

Educational ContinuityInstructional Time School EngagementEnglish Language DevelopmentEducational Support in the HomeHealthAccess to Services

8

Three Phase Process

Phase I: Explore “what is”

Phase II: Gather and analyze data

Phase III: Make decisions

9

Phase I

Started with 40 concern statements– School Readiness– Reading– Mathematics– High School– Out of School Youth (OSY)

Determined which concern statements could be investigated with data– Within constraints in time – Within constraints in resources

10

Phase II

Data Sources– Parents– Students– California Department of Education– Migrant Education Program– Schools and School Districts

11

Areas of Statewide Findings

Age of Kindergarten EnrollmentEnglish Language AcquisitionSkills Upon entering High School Academic Progress in High SchoolHigh School Graduation

12

Age of Kindergarten Enrollment

Concern:

Migrant students are not enrolled in kindergarten and do not advance to first grade in a timely manner.

13


Data submitted by the Migrant Regional Offices (FY 2004-2005)

Guidelines dictate that students entering kindergarten should be 5 years of age by December 2nd.

14


Age Number of Students

Percent of Students

4.5 to 4.9 3,998 14.8

5.0 to 5.9 16,288 61.0

6.0 to 6.9 6,205 23.2

7.0 to 7.3 208 < 0.1

Total 26,699 100.0

Findings: Only 61% of migrant students enter kindergarten at the regulated age. Nearly 24% are overage upon entering

kindergarten.

15

English Language Acquisition

Concern: English learner migrant students are not acquiring English at the expected rate of development.

16


Data provided by the California Department of Education for 2005

Students whose native language is not English are assessed annually to determine English proficiency using the California English Language Development Test (CELDT)

17


Level Migrant Students Non-Migrant Students

Beginner 2.7 3.1

Early Intermediate 3.4 3.4

Intermediate 4.3 4.2

Early Advanced 5.8 5.6

Advanced 6.8 6.3

Findings: Despite a quicker start than non-migrants, migrant students take longer to achieve proficiency in English as measured by years in school for each level.

18

Academic Progress in High School - Part 1Language Arts

Concern:

Migrant high school students are not completing courses that meet A-G requirements.

19


The CNA Management team selected a representative sample of migrant students enrolled in the 11th grade in 2005-2006Regional Data Liaisons from 23 MEP regions collected information on course completions404 completed forms were returned to WestEd.

Logic: UC requires 4 year of English course work. At the mid-point in High School (start of 11th grade) students should have completed half of the requisite English courses to graduate eligible for UC admission.

20


Findings: At start of the 11th grade, only 50% of migrant students are on track to graduate UC eligible.

Number of A-G English Years Completed

22.2

2.5

19.4

5.3

0.6

50.0

0

10

20

30

40

50

60

0 0.5 1 1.5 2 More than 2

Years

21

Academic Progress in High School- Part 2Mathematics

Concern:

Migrant students scoring proficient or above on the Math CST are not completing A-G math requirements successfully.

22


The CNA Management team selected a representative sample of migrant students who scored proficient or above on the 9th grade Algebra I test in spring of 2005

Logic: High achieving migrants students who pass Algebra 1 should be placed in math courses that follow in sequence.

23


Finding: Of the sample of 260 migrant students who scored proficient or above on the Algebra I CST, 96.5% were placed in a progressive math course the following year.

24


Further investigation showed that despite the state’s goal for students to complete Algebra 1 in the 8th grade, it is not the case for many migrant students.

Moreover, many migrant students are taking coursework that is at least one grade level lower.

25


Percent of 8th Grade Students Scoring Proficient or Above on Mathematics CST

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

GeneralMathematics

Algebra I Geometry GeneralMathematics

Algebra I Geometry

Migrant All Students

Tested Scoring Proficient or Above

*

26


Percent of 9th Grade Students Scoring Proficient or Above on Mathematics CST

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

GeneralMathematics

Algebra I Geometry GeneralMathematics

Algebra I Geometry

Migrant All Students

Tested Scoring Proficient or Above

27

Academic Progress in High School- Part 3 CAHSEE Passing Rates

Concern:

Migrant students are not completing requirements that lead to high school graduation.

28


Data obtained from the California Department of EducationCAHSEE is administered to all 10th, 11th and 12th grade studentsCAHSEE is composed of a mathematics and a language arts sectionsIn the 11th and 12th grades, students have multiple opportunities to take and pass one or both sections of the CAHSEE

29

Academic Progress in High School- Part 3CAHSEE Passing Rates

Students Passing CAHSEE Math, 2005-2006

62.9

25.8

37.5

43.7

75.5

32.8 31.2

48.9

58.7

24.5

0

20

40

60

80

100

10th 11th 12th Other Total

Grade Designation

Percent of Students

Migrant

StateAverage

30


Students Passing the CAHSEE English-Language Arts, 2005-2006

54.8

19.1 19.7

34.834.331.6

58.460.9

28.5

77.0

0

20

40

60

80

100

10th 11th 12th Other Total

Grade Designation

Percent of Students

Migrant

StateAverage

31

Additional Areas of Investigation

Engagement to School Community Health Needs Math Supplemental Services Educational Support in the Home Out of School Youth (OSY)

32

California Health Kids Survey

California Health Kids Survey (CHKS) asks students about:– Affinity to school– Diagnosed with asthma– Medical check-up in the last 12 months– Weight control– Dental visits– Feeling sad and hopeless– Suicidal feelings and attempts

Some comparison data available from the Youth Risk Behavior Surveillance System (CDC)

33

Migrant-Like Construct

Used to approximate migrant student responses

Construct is: Focused on large migrant student population high schoolsStudents who self-reported Latino/Hispanic, andSelf-report moving more than 2 times in the last 12 months

34

Migrant-Like Construct

Deficiencies:Lacks validation for actual migrant status– No way to determine if student is actually a

migrant student

Lacks reasons for reported moves– Context for moves could be other than

seasonal work related

35

Health needs of Migrant-Like Students

Using the migrant-like construct produces results that mirror state and national averages. Of concern, suicide attempts by migrant-like students are more severe compared to state and national averages.

36

Health needs of Migrant Students

Data Collection: Parent Questionnaires

1) More than 1,900 questionnaires were administered by MEES staff during home visits in 19 MEP regions.

2) Over 430 questionnaires were completed by parents of K-12 students at meetings and trainings in 5 MEP regions.

37

Health needs of Migrant Students

Approximately 10% of the K-12 parents and 3.5% of the MEES parents responding to the questionnaire said their children are not receiving adequate health care.The reason given most often for not receiving adequate health care was lack of financial resources.

38

Educational Support in the Home

Some concerns about parental support:– Books in the home– Reading to children– Helping with homework

39


Data Collection: Parent Questionnaires

1) More than 1,900 questionnaires were administered by MEES staff during home visits in 19 MEP regions.

2) Over 430 questionnaires were completed at meetings and trainings in 5 MEP regions.

40


Highlights of findings:

76% reported having children’s books in Spanish.

56% reported having children’s books in English

88% read to their child at least once per week

46% have a library card

41


Highlights of findings:(continued)76% reported spending at least 1 hour per

week to helping with homework

66% reported feeling “comfortable” in helping with math homework

42

Out-of-School Youth (OSY)

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 2004-05, California MEP identified 37,132 OSYMay be under-counted due to lack of identification and lack of services

43


Two Groups:Drop-outs: Youth who have attended school in the U.S.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.

44

Out of School Youth

We obtained data for both drop-outs and “here to work” youth in the following areas:Reasons for leaving schoolEducational goalsHealth & Socio-economic needs

Data gathered from 541 OSY in Regions 1 & 11 between 2002 and 2005

45


Reasons for leaving school given most often:Drop-outs:: low credits or age (28%) or unmotivated (22%)Here to Work: 39% left school in order to work

46


Educational goals most often given:Drop-outs: Earning a high school diploma (53%)Here to Work: English as a Second Language (83%)

47


Health needs reported:Over half of all OSY reported a medical or dental need.Close to 2/3 of Here to Work youth reported medical, dental, and/or vision needs.

48


Socioeconomic needs cited most often by OSY:Counseling & Clothing (49%)Transportation (41%)Drug and Alcohol Intervention (40%)

49

Data is not collected in the same way in every regionExamples: Health services, OSY, Parental Support

Data is not centrally aggregatedExamples: Health services, OSY, school attendance

Limitations of available data

50

Limitations of available data

Statewide data does not identify migrant students. Examples: 1) ”Healthy Kids” Survey

2) First Five pre-school services

Data is not available regarding services received from non-MEP sourcesExample: Math supplemental services

51

Next Steps for CNA Management Team

Long-Term:– Flag migrant and prior migrant students in statewide

databases

– Ensure that all regions collect the same data in the same form

– Increase aggregation of regional data at state level

Statewide Data Collection

52

For more information on the CNA process, please contact:

Jorge Gaj, Consultant(916) 322-3048

[email protected]

53

State Service Delivery Plan Overview

Bilingual Coordinators NetworkNovember 29, 2007

54

Why a State Service Delivery Plan?

Required by law (NCLB)

Helps the SEA develop and articulate a clear vision of statewide services to migrant students for the next 5 years

55

State Service Delivery Plan The state plan will articulate:

– The needs of migrant children based on the CNA and available data.

– The Migrant Education Program’s performance targets and measurable program outcomes.

56

State Service Delivery Plan

The state plan will articulate:

– The strategies and interventions used by the Migrant Education Program to achieve the performance targets and measurable objectives.

– How the state will evaluate program effectiveness relative to performance targets and measurable outcomes.

57

State Service Delivery Plan

In coordination with federal guidelines and the CNA, the MEP state plan will focus on the following areas:

ReadingMathematicsHigh School Graduation/OSYSchool ReadinessHealth

58

State Plan Development Process

Management TeamWork GroupsExperts and researchersTimeline

59

For more information on the State Delivery Plan, please

contact:

Linda Rivera, Consultant(916) 319-0730

[email protected]

1 Migrant Education Comprehensive Needs Assessment Overview Preliminary Report Jorge Gaj, California...

Documents

Transcript of 1 Migrant Education Comprehensive Needs Assessment Overview Preliminary Report Jorge Gaj, California...