Continuous Improvement Strategies for State Service Delivery Plan - California Education 2021

Welcome back! Webinar Part II: Actions for Continuous Improvement for the State Service Delivery Plan California Department of Education September 2021

Housekeeping Items Please make sure you sign in using the Google Forms link that was provided in the Chat. Mute your speaker. Use the chat feature to enter your questions. If your question is not answered during the meeting, the Migrant Education Office (MEO) will email you directly. This PowerPoint will be sent out to participants after the webinar.

Webinar Attendance Please go into the Chat Feature and click on the Google Forms link to sign in. Attendance: https://forms.gle/omqMwJ3p94xV4gfv6

Webinar Part II Objectives Participants will review suggested actions to take throughout the year to continuously improve services and increase chances to meet the State Service Delivery Plan (SSDP) measurable program objectives (MPOs). Participants will identify various actions not currently implemented that will be implemented at the local level moving forward. Participants will know where the SSDP training materials can be found.

Why is the SSDP Important? Elementary and Secondary Education Act (ESEA) Program Purpose (3): To ensure that migratory children receive full and appropriate opportunities to meet the same challenging State academic standards that all children are expected to meet. The Comprehensive Needs Assessment (CNA) and the SSDP, including MPOs, are required by ESEA as amended by the Every Student Succeeds Act.

Why is the SSDP Important? (2)

Migratory Student Achievement Data CAASPP English Language Arts Data by Student Groups 205-2016 through 2018-2019: Migratory Students 2015 2016 : 24% 2016 2017 : 25% 2017 2018 : 27% 2018 - 2019 : 29% SED Students: 2015 2016 : 35% 2016 2017 : 36% 2017 2018 : 38% 2018 - 2019 : 39% All Students (MSIN Reports): 2015 2016 : 49% 2016 2017 : 46% 2017 2018 : 50% 2018 - 2019 : 51%

Migratory Student Achievement Data (1) CAASPP Mathematics Data by Student Groups 205-2016 through 2018-2019: SED Students: 2015 2016 : 23% 2016 2017 : 25% 2017 2018 : 26% 2018 - 2019 : 27% All Students (MSIN Reports): 2015 2016 : 37% 2016 2017 : 35% 2017 2018 : 39% 2018 - 2019 : 40% Migratory Students 2015 2016 : 16% 2016 2017 : 18% 2017 2018 : 19% 2018 - 2019 : 21%

Actions for Continuous Improvement Date July Task Resources Service Set-up and Data Entry webinars Enter service data into MSIN for spring services. https://msin.wested.org/accounts/login on https://msin.wested.org/accounts/login Service Code Map SSDP Data Collection Tool/attendance sheets https://www.cde.ca.gov/sp/me/mt/statesr vcdelivrypln.asp SSDP Data Collection Tool SSDP EPC Verification Checklist https://cdemep.lacoe.edu/mep/ (district service agreements or memorandum of understanding) Service Implementation Monitoring Log https://www.cde.ca.gov/sp/me/mt/statesrvcdelivrypln.asp July Save documentation for EPC verified SSDP strategies from spring services (regions and districts) https://www.cde.ca.gov/sp/me/mt/statesrvcdelivrypln.asp https://cdemep.lacoe.edu/mep/ Monitor service implementation: o Services start on time according to the application(s) o Services are implemented as described in the application(s) o Review student attendance and adjust services if necessary through a BR or CDE preapproval o Identify and ensure pre/posttests are administered Collaboration with federal, state, and local programs (e.g., 21stCentury After School Program, California Mini-Corps) July July N/A

Continuous Improvement: Services PLAN: Develop service curriculum, lesson plans, pre and posttests, outreach plans for student enrollment, purchase supplies, etc. DO: Implement the service including pre/posttests CHECK: Review data which includes pre and posttest data to see if the intended outcome was met as well as student attendance data to identify any changes needed for instructional design to increase sustained attendance ACT: identify needed changes to services (e.g., instructional design, scheduling of services, outreach efforts, etc.)

Continuous Improvement: Meeting MPOs During service implementation: Migrant Education Program (MEP) staff should monitor student attendance and make modifications as necessary to increase the number of students who meet the hour requirements. If you need to modify services, be sure to email your California Department of Education (CDE) consultant for preapproval. After the completion of services: MEP data staff should set up any needed services in Migrant Student Information Network (MSIN) and add student participation data. Review the MSIN MPO Reports to identify progress and any modifications for upcoming services to help you meet the MPOs.

Continuous Improvement: Meeting MPOs (2) Pro Tip: Run the MSIN Services Report to ensure that all services are properly set up and that you have services for each of the MPOs that collect student participation data. If you don t, have MEP data staff develop these services (e.g., two separate services mapped to MPO 11.0). Pro Tip: Have instructional staff develop a service code map for your MEP data staff. This takes the guess work out of how to set up each service. Please review the SSDP Service Code Map PowerPoint if you have any questions.

Breakout Room Group Activity #1 We are going to do a jigsaw activity to review the Recommended Practices for the State Service Delivery Plan Cycle of Continuous Improvement to review the document. 1. Select a volunteer to share out when we reunite as a whole group. 2. Take five minutes to review the Recommended Practices for the State Service Delivery Plan Cycle of Continuous Improvement document. 3. Identify the actions to be taken during the months you were assigned to share out with the whole group.

Breakout Room Activity Share Out #1 Welcome back! When your group number is called, please share what actions should be taken during the months you were assigned.

Any Questions?

Breakout Room Group Activity #2 1. Take a couple of minutes to review the Recommended Practices for the State Service Delivery Plan Cycle of Continuous Improvement document. 2. Discuss which recommended practices you currently do not employ, but will begin to implement and answer the following questions: a. Which recommended practices will you start to implement? b. How do you think implementing these practices will improve services or your ability to meet various MPOs? 3. Each subgrantee will take notes in a Google Slides document; a link is provided in the Chat. Your slide number corresponds to your group number. a. If several subgrantees plan on implementing the same strategy, only take notes on two questions above and identify the subgrantees by number in the first column. See example on the Google Slides.

Breakout Room Activity Share Out #2 Welcome back! When your group number is called, please share a couple of responses to the following questions: a. Which recommended practices will you start to implement? b. How do you think implementing these practices will improve services or your ability to meet various MPOs?

Highest Performers for 1.0 and 2.0 Highest performers for MPO 1.0 Regions RSY Region 5 (16.59%) SS R18 (15.92%) Direct-funded Districts RSY DFD 22 (37.96%) SS DFD 19 (69.92%) Highest performers for MPO 2.0 Regions RSY Region 5 (16.18%) SS R6 (14.95%) Direct-funded Districts RSY DFD 22 (37.22%) SS DFD 11 (64.47%)

Plan, Do, Check, Act (1) Supporting Student Attendance and Engagement Regularly monitor student attendance for services that have hourly targets (MPOs 1.0, 2.0 and 7.0). If you see that a large number of students are dropping off after so many hours, investigate the cause of this. Review lesson plans and provide feedback and support for activities and instructional practices that are known to increase student engagement. Teachers follow up with student s family after each absence to encourage regular attendance. Robocalls and texts to families reminding them of upcoming services. Some subgrantees use the Remind App to send notifications to parents.

Plan, Do, Check, Act (2) Plan to enroll students at 30% above capacity; subgrantees have found that planning in this way ensures that the highest number of students are served. Monitoring MPO Progress Enter service data when a service ends so that Directors and Coordinators are able to check MPO progress via the MSIN throughout the year. This allows the Director to modify upcoming services to increase the local MEP s opportunity in meeting MPOs.

General Recommendations (1) Meeting MPOs Aligning to the SSDP Components: In MSIN, under Child Reports, run a Services Report to review active services in MSIN. This allows the Director and Coordinators to identify any services that are not set up properly. This includes: Services that address core content areas that do not include integrated English language development (ELD) (MPO 3.0) School readiness services that do not include a social-emotional development (MPO 8.0) Identify the number of instructional services, excluding credit accrual services, and calculating the percentage of services that include the cultural (MPO 13.0) or self- pride (MPO 13.1) components.

General Recommendations (2) Checking to ensure that your local MEP offers two health workshops aligned to MPO 11.0 and setting up two unique health workshops in MSIN. Every subgrantee should have two separate health workshops aligning to MPO 11.0 in MSIN to meet this MPO. Be sure to review your active services and deactivate any services that are no longer being implemented. MSIN SSDP Reports for the SSDP Components review active instructional services, so if you have instructional services that haven t been deactivated, those services will negatively impact your percentage.

General Recommendations (3) Supporting Teachers and Students Professional development (PD) should be offered prior to (or near) the start date of the services with the exception of the second PD for cultural proficiency/culturally and linguistically response teaching. MPOs related to PD are low hanging fruit. Subgrantees should review the SSDP Webinar Series for the content required for each PD. If the districts are offering a PD that directly aligns with the SSDP PDs, then subgrantees can count these PDs. However, subgrantees will need to have a MEP staff attendance list and collect training materials (i.e., agenda and PPT).

SSDP Resources SSDP and CNA Introductory webinar to the SSDP SSDP Webinar Series PowerPoints (PPTs) Other webinar PPTs related to the SSDP Word documents to support SSDP Strategy implementation

Final Questions?

Thank you for your participation! Melissa Mallory Education Programs Consultant Migrant Education Office California Department of Education mmallory@cde.ca.gov 916-319-0730