Desired state - Current state = Need (What should be) (What is) (Gap) 100% of third grade migrant students use phonics knowledge and word parts to figure out how to pronounce words they do not recognize. - 30% of third grade migrant students use phonics knowledge and word parts to figure out how to pronounce words they do not recognize. = 70% of third grade migrant children must learn to use phonics knowledge and word parts to figure out how to pronounce words they do not recognize. {alternatively, using the performance of all "non-migrant" children to set the desired state} 85% of third grade non-migrant students use phonics knowledge and word parts to figure out how to pronounce words they do not recognize. - 30% of grade migrant students use phonics knowledge and word parts to figure out how to pronounce words they do not recognize. = 55% of third grade migrant children must learn to use phonics knowledge and word parts to figure out how to pronounce words they do not recognize to perform as well as their non-migrant peers. A2. What is a assessment”? A “needs assessment” is a systematic assessment and decision-making process that progresses through a defined series of phases to determine needs, examine their nature and causes, and set priorities for future action. A needs assessment: Focuses on the ends (i.e., outcomes) to be achieved, rather than the (i.e., process). For example, reading achievement is an outcome, whereas reading instruction is a means toward that end. Gathers data by of established procedures and methods that are thoughtfully selected to fit the purposes and context of the needs assessment. Sets priorities and determines criteria for solutions so that planners and managers can make sound decisions. Sets criteria for determining how best to allocate available people, facilities, and other resources. Leads to action that will improve programs, services, organizational structure and operations, or a combination of these elements. A3. What does “comprehensive” mean? A assessment is comprehensive if it: Includes both needs identification and the assessment of potential solutions;
this chapter: (1) it does not directly benefit migrant children; (2) it is not grounded in scientifically based research; and (3) in and of itself, the activity will not increase children’s reading skills and thereby increase their ability to meet the State’s performance targets. (For more information on how this applies to counting children in summer/intersession programs, see Question B25 in Chapter IX – “Program Performance and Child Count Reporting.”) A5. Why is it important for local operating agencies to provide services of sufficient intensity in operating the MEP? It is important to design services that are of sufficient intensity to provide reasonable promise of the project’s ability to meet its measurable outcomes. In turn, the attainment of these outcomes enables the program to help migrant children succeed in school and to contribute to the achievement of the State’s performance targets. A6. How should an SEA or local operating agency select students for services? The SEA or local operating agency should: Identify the eligible migrant children with special educational needs who are expected to reside in the area (statewide or locally); Determine the educational and educationally related needs of the children to be served; Determine the focus of the program (i.e., instructional areas and/or grade levels) based on a needs assessment; and Select children with the greatest need for MEP services according to the priority for services criteria in section 1304(d) of the statute. A7. How may SEAs provide services to migrant children? SEAs have used a wide variety of service delivery designs. Some examples include: Extended day programs; Before/after school programs; In-class programs; Saturday or vacation programs; In-home instruction (e.g., the MEP provides family literacy services to the child at home); Summer or intersession programs;
A2. Why is parental consultation in planning the MEP important at the State and local level? As the first teachers of their children, parents know the needs of their children best and can provide insight into their children’s strengths and weaknesses. As such, migrant parents can play a pivotal role in planning the educational programs and projects in which their children participate. Involving migrant parents in planning the MEP also builds their capacity to assist in their children’s learning at home. In addition, parental involvement in the planning of the program enables parents to understand the program and have informed conversations with MEP and school staff regarding their children’s education. Through their participation in the planning process, migrant parents are also more likely to become advocates and supporters of the program because they have a personal stake in its success. Parent Advisory Councils B1. When is an SEA and local operating agency required to establish a parent advisory council (PAC)? Section 1304(c)(3) of the statute requires SEAs and local operating agencies to establish and consult with PACs in planning and operating MEP programs and projects of one school year in duration. B2. What is the function of a PAC? A PAC advises the SEA and its local operating agency on concerns of migrant parents that relate to the planning, operation, and evaluation of MEP programs and projects in which their children participate. In particular, the SEA and local operating agency must consult with the PAC about: (1) the comprehensive assessment of the needs of migratory children to be served; and (2) the design of the comprehensive service delivery plan. B3. Section 1304(c)(3) of Title I requires that PACs must be established only for "programs extending for one school year of duration." What does this mean? The Department interprets this phrase to mean a program or project that provides instructional or support services to migrant children and their families throughout the regular school year (i.e., generally, September through June or as otherwise defined by the State). This requirement applies to both SEAs and local operating agencies.