Migrant Education Program New State Directors’ Orientation Tutorial Module 7: Program Planning - Service Delivery Plan U.S. Department of Education Office of Migrant Education Tools for Program Improvement 1

Table of Contents 2 SectionSlide # Getting Started3 What is Required9 Continuous Program Improvement for Service Delivery16 Setting the Context for the Service Delivery Plan20 The Service Delivery Planning Process31 General Framework for Developing the Service Delivery Plan 40 Planning for Service Delivery Plan Implementation75 Service Delivery Plan Implementation79 Wrapping Up85

Getting Started In This Section Tutorial Objectives How to Use the Tutorial Icons to Guide You Key Readings and Resources 3

Tutorial Objectives Module 7 will enable new state directors to 1.Understand the legislative and regulatory requirements for the Service Delivery Plan (SDP), 2.Develop an SDP using a recommended framework, 3.Develop strong Measurable Program Outcomes (MPOs) for Migrant Education Program (MEP) services, 4.Review their current state SDP to identify ways to improve it, and 5.Develop an action plan customized to their state’s MEP for developing a new SDP or revising their current one. 4

How to Use the Tutorial For optimal benefit from the tutorial, you should Allow sufficient time to read the slides, reflect on the information, and complete all activities on the slides or on the Quick Resource and Reflection Sheets (QRRS) that can be downloaded as worksheets; Read each slide as well as the information referenced in the slides; Engage with the “What Do You Think?” slides to facilitate interaction with the information (Answers will be provided directly following each of these slides.); 5

How to Use the Tutorial For optimal benefit from the tutorial, you should (cont.) Pause to reflect on your state program at the “Check-in” slides (A QRRS document will typically accompany these.); Complete the “Pop Quiz!” slides to reinforce key concepts; Review your state’s MEP documents and reports as directed; Develop an action plan using the worksheets provided; Add actionable items to your MEP planning calendar (QRRS 14.2); and Contact your MEP Officer for follow-up questions.MEP Officer 6

Icons to Guide You The following icons will guide you in making best use of this tutorial: What Do You Think? Check-in Pop Quiz! Quick Reference & Reflection Sheet (QRRS) Action Planning Calendar Item 7 QRRS

Key Readings and Resources You should have these documents readily available while completing the module, as the module will refer to these documents for more complete information on various topics. MEP Guidance on the Education of Migratory Children under Title I, Part C of the Elementary and Secondary Education Act of 1965, Chapter IV MEP Guidance Service Delivery Plan Toolkit developed by the Office of Migrant Education (OME) Your state’s Comprehensive Needs Assessment (CNA) and SDP 8

What is Required In This Section General Requirements Authorized Activities SDP Requirements 9

General Requirements State educational agencies (SEAs) must ensure that it and the State’s local operating agencies (LOAs) identify and address the special educational needs of migratory children in accordance with a comprehensive state plan that: A.Is integrated with other programs, B.Provides that migratory children will have an opportunity to meet the same challenging state academic content standards and academic achievement standards that all children are expected to meet, 10

General Requirements C.Specifies measurable program goals and outcomes, D.Encompasses the full range of available services, E.Is the product of joint planning, and F.Provides for the integration of services with those provided by other programs. Section 1306(a)(1) of Title I Part C of the ESEA, as amended 11

General Requirements The comprehensive state plan must: A.Remain in effect for the duration of the state’s participation in the MEP, and B.Be periodically reviewed and revised by the state to reflect changes in the state’s strategies and programs in the MEP. Section 1306(a)(2) of Title I Part C of the ESEA, as amended 12

Authorized Activities Authorized Activities In implementing the comprehensive plan, the SEA, where applicable through its local education agencies (LEAs), will determine that the activities to be provided with MEP funds will be used to: Meet the identified needs of migratory children that result from their migratory lifestyle, and Permit these children to participate effectively in school. Section 1306(b)(1) of Title I Part C of the ESEA, as amended 13

SDP Requirements The SDP must include: 1.State performance targets 2.A Comprehensive Needs Assessment (CAN) 3.Measureable program Objectives (MPOs) 4.Strategies for service delivery 5.A program evaluation plan 34 CFR § (a) 14

SDP Requirements The SDP must be developed in consultation with the State Migrant Education Parent Advisory Council (PAC) or, for states that do not operate programs of one school year in duration and therefore not required to have such a council, with the parents of migrant children. Each SEA must ensure that its local operating agencies comply with the SDP. 34 CFR § (b) and (c) 15

Continuous Program Improvement for Service Delivery In This Section Continuous Improvement Cycle Making Connections in the Planning Process 16

Continuous Improvement Cycle 17

Making Connections in the Planning Process Program planning is a continuous cycle of needs assessment, planning services, implementation, and evaluation, which are described in the SDP. The SDP planning team will use the results of the CNA to identify services that will address the needs of migrant students and will generate a plan to implement the services. 18

Making Connections in the Planning Process The Evaluation will inform updates of the CNA and changes in the SDP to improve results and implementation. While the diagram illustrates a cycle, all components are interrelated and can simultaneously influence and can be influenced by one another. 19

Setting the Context for the Service Delivery Plan In This Section Definitions Benefits of Developing a Service Delivery Plan Key Role of the Service Delivery Plan Additional Inclusions in the Service Delivery Plan When to Update the Service Delivery Plan Local Projects and the Service Delivery Plan 20

Definitions The Service Delivery Plan is a comprehensive state plan for service delivery that describes the services the SEA will provide on a statewide basis, on its own or through LOAs, to address the special educational needs of migrant students. 21 MEP Guidance, Chapter IV, B1

Definitions What are considered services? Services are a subset of MEP activities. Services are educational or educationally related activities that: 1.Directly benefit a migrant child; 2.Address needs of a migrant child consistent with the CNA and SDP; 3.Are grounded in scientifically based research, or in the case of support services, are a generally accepted practice; and 4.Are designed to enable the program to meet its measurable outcomes and to contribute to the achievement of the state’s performance targets. MEP Guidance, Chapter V, A1 22

Pop Quiz! Which of the following is not a “service” for migrant children as defined in the MEP Guidance? 1.Conducting a summer tutoring program for priority for services students 2.Dropping off pamphlets and books in a migrant camp as a one-time activity 3.Providing health screenings for migrant children entering preschool 23

Pop Quiz! - Response If you selected #2, “Dropping off pamphlets and books in a migrant camp as a one-time activity,” you are correct. Dropping off pamphlets and books does not necessarily ensure that migrant children will benefit, nor can the results of the activity be measured. Moreover, this is not an activity that is grounded in research or good practice. 24

Benefits of Developing a Service Delivery Plan The SDP helps the SEA develop and articulate a clear vision of: 1.The needs of migrant children on a statewide basis, 2.The MEP’s measurable outcomes and how they help achieve the state’s performance targets, 3.The services the MEP will provide on a statewide basis, and 4.The basis for how to evaluate whether and to what degree the program is effective. MEP Guidance, Chapter IV, B2 25

Key Role of the Service Delivery Plan The SEA’s SDP is The primary tool for designing and communicating the direction of the program, and The basis for the use of all MEP funds in the state. MEP Guidance, Chapter IV, B2 26

Additional Inclusions in the Service Delivery Plan In addition to what is required by law to be included in the SDP, SEAs may also want to include policies and procedures the SEA will implement to address other administrative and program functions, such as 1.Priority for services (PFS), 2.Parent involvement, 3.Identification and Recruitment (ID&R), and 4.The State’s plan for requesting, using, and transferring student records. MEP Guidance, Chapter IV, B6 Note: Other modules in the New Directors Orientation Tutorial address each of these topics. 27

When to Update the Service Delivery Plan The SDP should be updated when the SEA: 1.Updates the CNA, 2.Changes the performance targets and/or MPOs, 3.Changes the services the state MEP will provide, and 4.Changes the evaluation design. MEP Guidance, Chapter IV, B8 28

Local Projects and the Service Delivery Plan The SEA must ensure each LOA has sufficiently addressed the needs identified in the SDP. The SEA can choose to fund a project that proposes to address other identified special educational needs of migrant children if funds are available and if services are not available from another funding source. MEP Guidance, Chapter IV, B8 29

Check-in Review your state SDP and respond to the following questions. 1.When was the SDP developed or revised? 2.Who was involved? 3.Did it include: State performance targets, A CNA, MPOs, Service delivery, and A program evaluation plan? See QRRS 7.1 – Reviewing Your State SDP 30

The Service Delivery Planning Process The Service Delivery Planning Process In This Section Joint Planning Considerations for Utilizing an External Consultant Planning Tasks and Timelines 31

Joint Planning Most states establish a planning team to develop the SDP. The planning team may be a continuation of the Needs Assessment Committee (NAC) that developed the CNA. The size of the planning team may depend on the size of the state MEP. 32

Joint Planning Questions to consider for selecting planning team members: What programs, agencies, or role groups are most involved in serving migrant students? What areas of the state or what local programs should be represented? What expertise and experience are critical for developing the SDP? 33

Joint Planning Questions to consider for selecting planning team members (cont.): How will parents be involved? What individuals will be willing to devote significant time and effort to developing the SDP? Who should be involved in all phases of the comprehensive planning process (CNA, SDP, and Program Evaluation) to offer continuity? 34

Joint Planning Groups to consider: Federal education program administrators (Title I, Title III, IDEA) Teachers Community agency representatives LOA coordinators Experts in content areas Representatives from early childhood programs Dropout prevention specialists PAC members/migrant parents CNA team members MEP evaluator 35

Check-in Top 5 Profiles: Who are the five members you consider most important to have on the SDP planning team? See QRRS 7.2 – Who Should Serve on the SDP Planning Team 36

Considerations for Utilizing an External Consultant Some state directors enlist the services of an external consultant to develop the SDP. If you choose to hire a consultant, keep in mind that you are responsible for the SDP and overseeing its development and implementation. It is highly recommended that you remain involved throughout the planning process and communicate frequently with the consultant. 37

Considerations for Utilizing an External Consultant Consider the following questions: Is there a specific component of the SDP planning process with which you need help, or do you need help with the overall planning process? For what specific tasks will the consultant be responsible? For what tasks will you be responsible? What will your budget allow? What skills and experiences do you want the consultant to have? What accountability measures will you put in place to ensure that the consultant will deliver the product you need? 38

Planning Tasks and Timelines Suggested strategies: Identify the date by which you need to complete the SDP and map backwards to plan tasks and activities. Define and communicate the responsibilities of the state director and the planning team. Schedule a limited number of meetings with the planning team with a well-planned agenda and specific desired outcomes. See the Service Delivery Plan Toolkit, Section D for sample tasks and timelines and for sample meeting agendas. 39

General Framework for Developing the Service Delivery Plan In This Section Alignment of All Parts State Performance Goals and Targets Comprehensive Needs Assessment Service Delivery Measurable Program Outcomes Program Evaluation Plan 40

Alignment of All Parts – Logic Model Thinking A logic model is a useful tool to ensure that all parts of a plan are related and aligned. Note in the logic model on the next slide how the arrows connect each component. – Begin with the State Performance Goals and Targets. – Follow all components to the left and around. While each of the components has its own function, the components must be linked to provide a cohesive and consistent approach to enable migrant students to achieve state performance goals and targets. 41

Alignment of All Parts – Logic Model Thinking 42

Alignment of All Parts “Testing the logic” – Review each component of your state SDP, and ask, “If this condition or component exists, then does the condition or component to which it is connected logically follow?” For more on a logic model for your state SDP, see the Service Delivery Plan Toolkit, Section E-1. 43

Alignment of All Parts An Alignment Chart will help you see the extent to which all parts of your state SDP are connected. A key activity for understanding the General Framework is to complete QRRS 7.3 for one of your state performance goals as the module presents information on each of the required components of the SDP in the following slides. See QRRS 7.3 – Alignment Chart 44

State Performance Goals and Targets Performance goals are broad statements of the results that states are seeking to achieve for all students; performance targets are measurable results that can be viewed as benchmarks of progress toward meeting these goals. SEAs describe their performance goals and targets in their Consolidated State Application (CSA) or in the current version of their approved ESEA Flexibility Requests. (See Module 3 for more information on the Consolidated State Application.) 45

State Performance Goals and Targets The SDP must specify performance targets that the state has adopted for all children in the areas of: – Reading, – Math, – High school graduation, and – Any other performance targets that the state has identified for migrant children (e.g., school readiness). Migrant students should be held to the same high standards as all students in the state. 46

State Performance Goals and Targets State performance targets guide the development of all subsequent parts of the SDP. The purpose of the SDP is to provide the strategies, implementation support, and accountability to ensure that migrant students can achieve the state performance targets. 47

State Performance Goals and Targets Note the following example of a state performance target that fits into the Alignment Chart. 48 GOAL AREA: READING AND LANGUAGE ARTS State Performance Target The number of students who attain proficiency in reading and language arts will increase by at least five percentage points each year until all students attain proficiency by 2014.

Putting into Practice Select a goal area and state performance target for your state and enter it in the Alignment Chart in QRRS 7.3. (We will revisit the Alignment Chart throughout the module.) 49 See QRRS Alignment Chart

Comprehensive Needs Assessment The CNA should provide you with: A profile of migrant students in your state; The needs of migrant students, specifically the gap between what is (their performance in the goal areas required in the CSA) and what should be (state performance targets); Concern and Need Statements that address underlying causes in gaps in performance, supported by data; and Recommendations for research-based strategies to select for the SDP. 50

Check-in Reviewing your state CNA: While OME recommends a process for the CNA described in the MEP Guidance and outlined in the Comprehensive Needs Assessment Toolkit, state approaches to the CNA may vary widely. A review of the information provided in your state CNA will assist you with determining the process for developing the SDP. See QRRS 7.4 – CNA Summary 51

Comprehensive Needs Assessment Building on the Alignment Chart: Note in the following slide how the information from the CNA can assist with building the Alignment Chart. See Module 6 for more information on the components of the Alignment Chart recommended in the CNA. 52

Comprehensive Needs Assessment 53 GOAL AREA: READING AND LANGUAGE ARTS State Performance Target The number of students who attain proficiency in reading and language arts will increase by at least five percentage points each year until all students attain proficiency by Concern StatementWe 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 school year 2012, in grades 3, 8, and 11, the percentage of migrant students attaining proficient or advanced in reading/language arts was 73.2%, compared to the percentage for all students of 86.7%. In school year 2012, in grades 3, 8, and 11, the percentage of migrant students who were absent 10 or more days (defined as priority for service students) was 53%. Needs Statements 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% to perform on par with other students. In grades 3, 8, and 11, priority for service students need to increase their instructional time by approximately 60 hours.

Putting into Practice Revisit QRRS 7.3 to complete the Concern Statement, Data Summary, and Need Statement portion of the Alignment Chart you are developing for this module. You may find this information in your state CNA, but if you don’t, for the sake of understanding how the alignment process works, complete the chart with hypothetical information. 54

Service Delivery The SDP must include research-based strategies that target the identified needs of migrant students, particularly those identified as priority for services. The CNA, if it was developed according to the process recommended in the MEP Guidance, should provide recommendations for research-based strategies. The planning team should review these strategies, or identify other research-based strategies, and select those that target the needs identified in the CNA. 55

Service Delivery Services may include a range of strategies, including: Direct instructional services, Support services to enable children to participate effectively in school, State-level initiatives, and Local project initiatives. 56

What Do You Think? Revisit the needs identified in Slide Can you think of an example of a direct instructional service strategy for reading and language arts? 2.Can you think of an example of a support service to address the needs identified above? 57 Need Statements 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% to perform on par with other students. In grades 3, 8, and 11, priority for service students need to increase their instructional time by approximately 60 hours.

What Do You Think? - Reflection Were your responses similar to the examples below? 1.Examples of direct instructional service strategies: Research-based supplemental reading program After school tutoring program 2.Example of support strategies: Parent conference after a student is absent three days Coordination with health services for medical screenings for students who miss three days due to illness 58

Service Delivery Strategy Selection – Consider the following: Extent to which the strategy addresses a critical need identified in the CNA; Likelihood the proposed solution will reduce the gap between “what should be” and “what is”; Research base or grounding in good practice; Appropriateness of the proposed solution for migrant students in your state; Feasibility of implementing the strategy (cost, training, resources); 59

Service Delivery Strategy Selection – Consider the following (cont.): Whether the strategy will address a need that will only increase in severity if not addressed early; Whether it addresses a root cause of poor academic performance; and Whether the strategy can supplement, or be supplemented by, existing programs. 60

Service Delivery Note that strategies should be written in enough detail to facilitate the development of specific MPOs and evaluation questions that can help identify areas of needed improvement. See the example below: Each year, beginning in 2013, local projects will provide opportunities for migrant students identified as priority for services 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. 61

Putting into Practice Revisit QRRS 7.3, and select strategies from your state CNA (or propose hypothetical strategies) that address the needs identified on the Alignment Chart you are developing. Ensure that – The strategies can pass the “if-then” logic model test (“if this need exists, then this strategy directly addresses this need” – review Slide 43), – The strategies were selected after reviewing the considerations listed on Slides 59 and 60, and – The strategies are specific and measurable. 62

Service Delivery Strategies must be selected for each of the needs identified in the CNA. An Alignment Chart for each goal area and state performance target that includes all needs related to that target provides a systematic way to ensure that the SDP is comprehensive and linked to student performance. Although the Alignment Chart is a planning tool, it can also be included in the written SDP to show the connection between strategies, needs, and performance targets. 63

Measurable Program Outcomes Measurable Program Outcomes: The results the MEP hopes to achieve at the state and LOA level through the provision of specific educational or educationally related services. MEP Guidance, Chapter VIII, B1 64

Measurable Program Outcomes Key components of an MPO define: Which students will directly benefit from a service, What service will be provided, What is expected to happen as a result of participation in the MEP services, and In what time frame this will occur. 65

Measurable Program Outcomes A strong MPO is: Focused, Detailed, Quantifiable, and A clear definition of what you would consider a “success” in meeting a particular need. 66

Measurable Program Outcomes MPOs should be developed for each strategy in the SDP. An MPO can be one that relates specifically to instruction and achievement, or one that relates to supporting migrant students in being able to participate fully in school. 67

Pop Quiz! How could you improve the following MPO? “Each year, the number of out-of-school migrant youth who earn credits toward high school graduation will increase.” Consider whether the MPO includes: Which students will directly benefit, What services will be provided, What is expected to happen as a result of participation in the services, and In what time frame this will occur. Write your revised MPO. 68

Pop Quiz! – Response The example below addresses some of the weaknesses of the MPO provided on the previous slide. Does your revised MPO contain elements similar to the one below? “In SY 2012, the number of out-of-school migrant youth who accumulate three or more credits needed for high school graduation through site-based instructional services will increase by at least 10%.” 69

Putting into Practice Building on the Alignment Chart in QRRS 7.3 Develop MPOs for each of the strategies you selected. Ensure that – The MPOs can pass the “if-then” logic model test (“if this strategy is selected, then the MPO or MPOs define a clear, quantifiable way to measure if the strategy is successful.”) See Slide

Program Evaluation Plan The SDP lays the foundation for the MEP Evaluation. Performance targets and MPOs provide the benchmarks against which to monitor and evaluate the success of the MEP. The SDP should provide evaluation questions that can be included in the overall MEP evaluation plan (See Module 8: Program Evaluation). 71

Program Evaluation Plan The Alignment Chart can assist with developing program evaluation questions that relate to MPOs. The example below illustrates a results evaluation question. 72 Measurable Program Outcome (Results) In SY 2013, the reading scale scores for at least 90 % of priority for services students in grade 3 who participate in 60 hours of supplemental reading/language arts instruction will increase by 10 percentage points or more. Evaluation Question What is the percentage of PFS students in grade 3 who received at least 60 hours of supplemental reading/language arts instruction beyond the school day through local programs whose reading scale scores increased by 10 percentage points or more?

Program Evaluation Plan The example below illustrates an implementation evaluation question. 73 Measurable Program Outcome (Implementation) In SY 2013, 95% of priority for services students in grade 3 will participate in at least 60 hours of supplemental instruction in reading/language arts. Evaluation Question What is the percentage of priority for services students in grade 3 who received at least 60 hours of supplemental reading/language arts instruction through local programs?

Putting into Practice Building on the Alignment Chart in QRRS 7.3 Develop evaluation questions for each of the MPOs you selected. Ensure that – The evaluation questions can pass the “if-then” logical model test (“if this MPO is identified, then the evaluation questions define a clear, quantifiable way to collect data”). See Slide 43. See the Service Delivery Plan Toolkit, Section E, Table E.5 for an example of a completed Alignment Chart. 74

Planning for Service Delivery Plan Implementation In This Section Purpose of a Service Delivery Plan Project Implementation Plan Components of a Service Delivery Plan Project Implementation Plan Key Questions to Consider for Project Implementation 75

Purpose of a Service Delivery Plan Project Implementation Plan Once the strategies, MPOs, and evaluation questions have been developed, a critical part of the SDP is the project plan that describes how the SDP will be implemented. 76

Components of a Service Delivery Plan Project Implementation Plan The project implementation plan should include: Strategies, Activities, Dates of implementation/completion, Staff or agency responsible (SEA or LOA), and Resources needed. See the Service Delivery Plan Toolkit, Section E, Table E.6 for an example of an SDP Project Plan. 77

Key Questions to Consider for Project Implementation Which strategies will be conducted at the state level, and which ones will be conducted at the LOA level? For those conducted at the LOA level, what state-level activities are needed to support local implementation? What other agencies and programs will be involved in implementation of the SDP? What is the timeline for implementation of the strategies and activities? What resources are needed for implementation? What features of the MEP will impact SDP implementation (e.g., summer only program, very large program, very small program)? 78

Service Delivery Plan Implementation In This Section Implementation Considerations Communicating the Service Delivery Plan Providing Technical Assistance and Professional Development Accountability Continuous Improvement 79

Implementation Considerations Without specific strategies for implementation, the SDP will be only a document that sits on a shelf. Consider: Communication – Who needs to be familiar with the SDP? Technical assistance and professional development – What skills will they need to implement the SDP? Accountability – How will MEP staff and local projects be held accountable for implementing the activities identified in the SDP? 80

Communicating the Service Delivery Plan Strategies to consider include: Providing the SDP, along with a cover letter customized for each stakeholder group, a summary of its responsibilities in the implementation of the SDP, and invite feedback and questions; Conducting webinars and trainings to introduce the SDP; and Creating buy-in by discussing the level of stakeholder input in the planning process and the ways the SDP will benefit migrant students. 81

Providing Technical Assistance and Professional Development Strategies to consider include: Offering training specific to the strategies included in the SDP to those involved with implementation; Training local project staff on aspects of program planning that mirror the Continuous Program Improvement process conducted at the state MEP level; Identifying national and state professional development opportunities for state and local MEP staff; Implementing a process to address technical assistance requests from local projects, especially for new local directors; and Offering customized technical assistance to LOAs based on monitoring findings. 82

Accountability Strategies to consider include: Ensuring that responsibilities for implementing the SDP are written into job descriptions for state and local MEP staff; Including indicators specific to the SDP in the monitoring protocol for local projects; Requiring LOAs to address in their subgrant applications how they will implement the SDP; and Requiring LOAs to conduct program evaluations See the Service Delivery Plan Toolkit, Section G for more strategies on ensuring implementation and accountability. 83

Continuous Improvement Strategies to consider include: Updating the CNA and SDP every three years, or sooner if significant changes occur in the migrant population or MEP; and Utilizing findings from the MEP Evaluation to make changes to the SDP. – Use formative evaluation data to make mid-cycle adjustments in the SDP. – OME suggests conducting a results evaluation (performance targets and MPOs) every year to ensure continuous progress and guide service strategy changes to the SDP as needed. 84

Wrapping Up In This Section Key Points Action Planning Resources 85

Key Points The SDP is part of a continuous improvement cycle that includes needs assessment, service planning, program implementation, and program evaluation. The SDP must be the product of joint planning. The SDP must include state performance targets, a CNA, MPOs, service delivery strategies, and a program evaluation plan. An MPO is a clear, quantifiable definition of what you would consider a “success” in meeting a particular need. All parts of the SDP should be in alignment. A project plan will provide a concrete guide for implementing the SDP. 86

Action Planning Consider the following questions: When do you need to develop a new SDP? (When was your state’s last CNA and SDP developed?) How long do you estimate the process will take? Who needs to be involved, and when do they need to be contacted? What resources – internal and external – will you need? When do you need to arrange these? How will you customize the planning process for the size of your state and number of migrant students? 87 See QRRS 7.5 – Service Delivery Plan Action Planning Add any actionable items to your MEP planning calendar.

Resources for the Service Delivery Plan MEP Guidance on Education of Migratory Children under Title I, Part C, of the Elementary and Secondary Education Act of 1965, Chapter IV – explanation of guidelines to implement the laws and regulations related to the MEP MEP Guidance Service Delivery Plan Toolkit – suggested step-by-step guide with tools and templates to develop the SDP 88

Migrant Education Program Resources MEP Officers – list of OME contact information MEP Officers Glossary of Terms – alphabetical listing of key terms applicable to migrant education 89

New State Directors’ Orientation Tutorial This tutorial was developed by The SERVE Center at The University of North Carolina at Greensboro under contract number ED-08-CO Content for this tutorial was developed through a review, compilation, and synthesis of Authorizing statutes and regulatory guidance, Information and resources obtained from the and websites, Other documents shared by the Office of Migrant Education, State Migrant Education Program websites and related documents, and Other websites supporting the educational welfare of migrant children and youth. – Note: Some links in this tutorial take the user to external websites provided by other organizations. The U.S. Department of Education cannot guarantee the accuracy of the information at these sites. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse any views or products of these organizations. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred. Note: All images included in this tutorial are used with appropriate licensing agreement, or are copyright cleared or open source. 90