GPRA measures Academic targets Student characteristics Supplemental instruction
description
Transcript of GPRA measures Academic targets Student characteristics Supplemental instruction
![Page 1: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/1.jpg)
GPRA MEASURESACADEMIC TARGETSSTUDENT CHARACTERISTICSSUPPLEMENTAL INSTRUCTION
Washington State Migrant Education Program
Paul McCold, PhD
![Page 2: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/2.jpg)
Migrant Education Program (MEP)Government Performance and Results Act (GPRA) Standards
Performance Measures:GPRA directs agencies to improve the effectiveness of their programs by:
1. engaging in strategic planning, 2. setting outcome-related goals for
programs, and 3. measuring program results against those
goals.
![Page 3: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/3.jpg)
Migrant Education Program (MEP)Government Performance and Results Act (GPRA) Standards
OME has established a set of indicators used to measure the effectiveness of the MEP projects:1. increase the percentage of elementary school migrant
students who meet the proficiency level on state assessment in reading
2. increase the percentage of middle school migrant students who meet the proficiency level on state assessment in reading
3. increase in the percentage of elementary school migrant students who meet the proficiency level on state assessment in mathematics
4. increase in the percentage of middle school migrant students who meet the proficiency level on state assessment in mathematics
5. decrease the percentage of migrant students who dropout from secondary school
6. increase the percentage of migrant students who graduate from high school.
![Page 4: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/4.jpg)
Migrant Education Program (MEP)Government Performance and Results Act (GPRA) Standards
OME has established a set of indicators used to measure the effectiveness of the MEP projects:1. increase the percentage of elementary school migrant
students who meet the proficiency level on state assessment in reading
2. increase the percentage of middle school migrant students who meet the proficiency level on state assessment in reading
3. increase in the percentage of elementary school migrant students who meet the proficiency level on state assessment in mathematics
4. increase in the percentage of middle school migrant students who meet the proficiency level on state assessment in mathematics
5. decrease the percentage of migrant students who dropout from secondary school
6. increase the percentage of migrant students who graduate from high school.
![Page 5: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/5.jpg)
Year Gap 20% targetcurrent 29.2% 5.8% 42.4%
2013 23.4% 5.8% 48.2%2014 17.5% 5.8% 54.1%2015 11.7% 5.8% 59.9%
Percentage meeting reading standards
The percentage gap in meeting state academic standards between migrant students and all students will be reduced by one-fifth annually over the next three years beginning SY 2012-13.
Strategy 1 – Provide supplemental services in academic vocabulary.
Strategy 2 – Provide supplemental services in reading comprehension strategies.
Migrant Education Service Delivery Plan
![Page 6: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/6.jpg)
The percentage gap in meeting state academic standards between migrant students and all students will be reduced by one-fifth annually over the next three years beginning SY 2012-13.
Migrant Education Service Delivery Plan
Year Gap 20% targetcurrent 27.7% 5.5% 32.9%
2013 22.2% 5.5% 38.5%2014 16.6% 5.5% 44.0%2015 11.1% 5.5% 49.5%Percentage meeting math standards
Strategy 1 – Provide supplemental instructional support on specific math strands or subject area on which migrant students score below average.
Strategy 2 – Provide supplemental instructional support in the language and vocabulary of math.
![Page 7: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/7.jpg)
The percentage gap in meeting state academic standards between migrant students and all students will be reduced by one-fifth annually over the next three years beginning SY 2012-13.
Migrant Education Service Delivery Plan
Year Gap 20% targetcurrent 18.2% 3.6% 59.5%
2013 14.6% 3.6% 63.2%2014 10.9% 3.6% 66.8%2015 7.3% 3.6% 70.5%
Percentage meeting writing standards
Strategy 1 – Provide opportunities for migrant students to analyze writing using a variety of reading materials.
Strategy 2 – Provide opportunities for migrant students to get constructive feedback on writing skills.
![Page 8: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/8.jpg)
The percentage gap in meeting state academic standards between migrant students and all students will be reduced by one-fifth annually over the next three years beginning SY 2012-13.
Migrant Education Service Delivery Plan
Year Gap 20% targetcurrent 36.7% 7.3% 21.8%
2013 29.3% 7.3% 29.1%2014 22.0% 7.3% 36.4%2015 14.7% 7.3% 43.7%
Percentage meeting science standards
Strategy 1 – Provide increased experiential activities on science that integrate math, technology, and/or engineering in an applied environment.
![Page 9: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/9.jpg)
PERFORMANCE
1. Academics (reading & math)2. Graduate/dropout
Migrant Services
MEP Evaluation
![Page 10: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/10.jpg)
PERFORMANCE
1. Academics (reading & math)2. Graduate/dropout
Limited EnglishDiscontinuity
Missed instruction timeLate start - early exitMoves – state & nation
Grade progression Age/gradeCredit accrual Right class enrollmentDiscipline referralsParental supportEngagement- belonging/stigma- support- attitude toward school- participation
classroomextracurricular
Causal Factors
Migrant Services
![Page 11: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/11.jpg)
PERFORMANCE
1. Academics (reading & math)2. Graduate/dropout
Limited EnglishDiscontinuity
Missed instruction timeLate start - early exitMoves – state & nation
Grade progression Age/gradeCredit accrual Right class enrollmentDiscipline referralsParental supportEngagement- belonging/stigma- support- attitude toward school- participation
classroomextracurricular
AgeGenderFamily structure-Sibling care- work- 1 or 2 parentHealthHome languageDisabilityEthnicityTraumaPoverty/incomeParent educationBussing-distanceSocial isolation
characteristic Causal Factors
Basic Ed & Supplemental
ServicesMigrant Services
![Page 12: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/12.jpg)
Students Interviewed
Migrant students enrolled on October 1, 2012
![Page 13: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/13.jpg)
All Students
Migrant Students
Percent Migrants
Surveyed Students
Percent Surveyed
Weighted Students
1,042,935 14,264 1.37% 2,970 20.8% 14,145105 Yakima 61,242 5,586 9.12% 1,068 19.1% 5,586123 Pasco 67,979 3,550 5.22% 783 22.1% 3,550171 Wenatchee 42,713 2,933 6.87% 606 20.7% 2,933189 Anacortes 164,992 1,130 0.68% 238 21.1% 1,130113 Olympia 70,117 452 0.64% 93 20.6% 452121 Renton 397,383 280 0.07% 62 22.1% 280112 Vancouver 99,844 214 0.21% 120 56.1% 214114 Bremerton 48,486 96 0.20% - 101 Spokane 90,179 23 0.03% -
Total
ESD# & Center
Sampling Frame
![Page 14: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/14.jpg)
3 4 5 6 7 8 9 10 11 120
50100150200250300350400
282 286 293337 323
299322
281258
289
Grade on Oct 1, 2012
Students Interviewed by Grade
![Page 15: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/15.jpg)
Student Characteristics
![Page 16: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/16.jpg)
3 4 5 6 7 8 9 10 11 120%
20%
40%
60%
80%
100%
75%57% 52% 46% 43% 35% 35% 30% 27% 26%
EPLEP
Grade on Oct 1, 2012
English Proficiency by Grade
![Page 17: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/17.jpg)
3 4 5 6 7 8 9 10 11 12To
tal0%
20%40%60%80%
100%
46%
40% 57
%60
% 70%
73%
70%
73%
75%
78%
67%
collegehigh school<high school
Mother’s Level of
Education
3 4 5 6 7 8 9 10 11 12To
tal0%
20%40%60%80%
100%
47%
43% 55
%58
% 75%
69% 76%
78%
73% 80%
69%
collegehigh school<high school
Father’s Level of
Education
![Page 18: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/18.jpg)
3 4 5 6 7 8 9 10 11 12 Total50%
60%
70%
80%
90%
100%
99.6
%
99.3
%
100.
0%
98.5
%
98.8
%
98.6
%
100.
0%
99.3
%
99.6
%
99.7
%
99.3
%
I think it is important to do well in school.
Grade on Oct. 1, 2012
Student attitudes about school
![Page 19: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/19.jpg)
3 4 5 6 7 8 9 10 11 12 Total50%
60%
70%
80%
90%
100%
98.6
%
98.6
%
99.3
%
98.8
%
98.7
%
98.6
%
99.7
%
98.2
%
100.
0%
100.
0%
99.0
%
It is important for my future to go to school.
Grade on Oct. 1, 2012
Student attitudes about school
![Page 20: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/20.jpg)
3 4 5 6 7 8 9 10 11 12 Total50%
60%
70%
80%
90%
100%
95.7
%
97.2
%
98.3
%
97.6
%
97.5
%
95.9
%
96.6
%
94.6
%
96.9
%
96.2
%
96.7
%
I would like to go to college someday.
Grade on Oct. 1, 2012
Student attitudes about school
![Page 21: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/21.jpg)
3 4 5 6 7 8 9 10 11 12 Total0%
20%
40%
60%
80%
100%
72%
70% 83
%
83%
69%
68%
72%
68%
71%
71%
73%
I try my best most of the time in school.
Grade on Oct. 1, 2012
Student attitudes about school
![Page 22: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/22.jpg)
3 4 5 6 7 8 9 10 11 12 Total50%
60%
70%
80%
90%
100%
97%
96%
97%
97%
96%
92%
95%
94%
91% 94%
95%
I am proud to be a student at my school.
Grade on Oct. 1, 2012
Student bonding with school
![Page 23: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/23.jpg)
3 4 5 6 7 8 9 10 11 12 Total50%
60%
70%
80%
90%
100%
98%
96%
98%
95%
93%
90%
91%
87%
86%
88% 92%
This school is a happy, friendly place.
Grade on Oct. 1, 2012
Student bonding with school
![Page 24: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/24.jpg)
3 4 5 6 7 8 9 10 11 12 Total0%
20%
40%
60%
80%
100%
68%
72%
71%
68%
61%
63%
60%
59%
55%
60%
64%
I enjoy being in school most of the time.
Grade on Oct. 1, 2012
Student bonding with school
![Page 25: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/25.jpg)
3 4 5 6 7 8 9 10 11 12 Total50%
60%
70%
80%
90%
100%
76%
79% 84
% 88%
89% 92%
89%
89%
89%
91%
87%
I (DO NOT) have trouble making friends and fitting in at school.
Grade on Oct. 1, 2012
Student connectedness
![Page 26: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/26.jpg)
3 4 5 6 7 8 9 10 11 12 Total50%
60%
70%
80%
90%
100%
86%
85%
84%
85%
75%
75%
74%
74%
74% 82
%
79%
I (DO NOT) get into arguments a lot.
Grade on Oct. 1, 2012
Student connectedness
![Page 27: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/27.jpg)
3 4 5 6 7 8 9 10 11 12 Total0%
20%
40%
60%
80%
100%
45%
37%
41%
38%
34% 41%
40% 49%
48%
53%
42%
I think I do better than most of the other kids in class.
Grade on Oct. 1, 2012
Student self-perception
![Page 28: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/28.jpg)
3 4 5 6 7 8 9 10 11 12 Total0%
10%20%30%40%50%60%70%
46%
39% 50
%
41%
38% 44%
44% 53
%
53%
57%
47%
44%
36%
32%
35%
29%
34%
32% 38%
34% 40%
36%
I think I do better than most of the other kids in class.
EPLEP
Grade on Oct. 1, 2012
Student self-perception
![Page 29: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/29.jpg)
3 4 5 6 7 8 9 10 11 12 Total0%
20%
40%
40%
34%
28%
21%
22%
20%
16%
12%
10%
10% 21
%
Other kids pick on me sometimes.
Grade on Oct. 1, 2012
Student sense of safety
![Page 30: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/30.jpg)
3 4 5 6 7 8 9 10 11 12 Total0%
10%
20%
30%
40%
50%
40%
36%
29%
21%
22%
20%
12%
10%
11%
7%
18%
39%
32%
27%
20% 23%
21%
23%
18%
6%
16% 25
%
Other kids pick on me sometimes.
EPLEP
Grade on Oct. 1, 2012
Student sense of safety
![Page 31: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/31.jpg)
3 4 5 6 7 8 9 10 11 12 Total0%
10%20%30%40%50%60%70%80%
65%
67%
65%
52%
54%
35%
39%
34%
34%
31% 45
%64%
57%
61%
63%
63%
55%
46%
45%
43% 50% 57%
You have to watch what you do, oth-erwise kids will make fun of you.
EPLEP
Grade on Oct. 1, 2012
Student sense of safety
![Page 32: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/32.jpg)
3 4 5 6 7 8 9 10 11 12 Total50%
60%
70%
80%
90%
100%
85%
74% 83
%
82%
79%
79%
74%
77%
76% 80%
78%
78%
75% 80
%
75%
72%
70%
64%
66% 78
% 84%
74%
Students who get into trouble are treated fairly.
EPLEP
Grade on Oct. 1, 2012
Student sense of safety
![Page 33: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/33.jpg)
3 4 5 6 7 8 9 10 11 12 Total0%2%4%6%8%
10%12%14%16%
0% 0%
4% 3%
11%
8% 6% 7% 7%
4% 5%
2% 3% 4%
8%
14%
10%
7% 7% 9%
4%
6%
Students reporting being suspended for a day or more so far this year.
EPLEP
Grade on Oct. 1, 2012
Student sense of safety
![Page 34: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/34.jpg)
105 112 113 121 123 171 1890%
5%
10%
15%
20%
25%
30%
9%
18% 17%
10%
17%
12%
17%
Interrupted School Year
![Page 35: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/35.jpg)
105 112 113 121 123 171 1890%
5%
10%
15%
20%
25%
30%
7% 8% 10%8%
13%
7%
12%
Priority for Service
![Page 36: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/36.jpg)
PERFORMANCE
1. Academics (reading & math)2. Graduate/dropout
Limited EnglishDiscontinuity
Missed instruction timeLate start - early exitMoves – state & nation
Grade progression Age/gradeCredit accrual Right class enrollmentDiscipline referralsParental supportEngagement- belonging/stigma- support- attitude toward school- participation
classroomextracurricular
AgeGenderFamily structure-Sibling care- work- 1 or 2 parentHealthHome languageDisabilityEthnicityTraumaPoverty/incomeParent educationBussing-distanceSocial isolation
characteristic Causal Factors
Basic Ed & Supplemental
ServicesMigrant Services
![Page 37: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/37.jpg)
4 5 6 7 8 9 10 11 12 Total0%
10%20%30%40%50%60%70%80%
66%
70%
66%
53% 62
%
56% 74
%
60%
63%
23%
26%
21%
19%
16%
6% 16% 22%
19%
Percentage Meeting Reading Standard 2012
EPLEP
Grade on Oct. 1, 2012
Student Academic Performance
![Page 38: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/38.jpg)
4 5 6 7 8 9 10 11 12 Total0%
10%20%30%40%50%60%70%80%
58%
56%
54%
43% 54
%
48%
39%
36% 50
%
19%
22%
16%
13%
13%
7% 11% 26
%
16%
Percentage Meeting Math Standard 2012
EPLEP
Grade on Oct. 1, 2012
Student Academic Performance
![Page 39: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/39.jpg)
Next Step:Connect academic
growth to supplemental services
![Page 40: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/40.jpg)
105 112 113 121 123 171 1890%5%
10%15%20%25%30%35%40%45%50%
5%
20% 19%
48%
10% 11%
0%
LAP services
![Page 41: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/41.jpg)
105 112 113 121 123 171 189-5%
0%
5%
10%
15%
20%
25%
30%
9%
14%
0% 0%2%
7%
2%
Math Support
![Page 42: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/42.jpg)
105 112 113 121 123 171 189-5%
0%
5%
10%
15%
20%
25%
30%
3%
12%
0% 0%3%
9%
3%
Reading Support
![Page 43: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/43.jpg)
105 112 113 121 123 171 189-5%
0%
5%
10%
15%
20%
25%
30%
0%
7%3%
0% 1% 1% 0%
Science Support
![Page 44: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/44.jpg)
105 112 113 121 123 171 189-5%
0%
5%
10%
15%
20%
25%
30%
1%
7%
0% 0% 1% 1% 0%
Writing Support
![Page 45: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/45.jpg)
105 112 113 121 123 171 1890%
5%
10%
15%
20%
25%
30%
17%
3%
28%
21%
14%11%
5%
Academic Guidance
![Page 46: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/46.jpg)
105 112 113 121 123 171 189-5%
0%
5%
10%
15%
20%
25%
30%
5% 4% 3%0%
5%2% 3%
Career Counseling
![Page 47: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/47.jpg)
105 112 113 121 123 171 189-5%
0%
5%
10%
15%
20%
25%
30%
5% 4%
14%
0%
5% 5% 5%
Case Management
![Page 48: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/48.jpg)
105 112 113 121 123 171 1890%5%
10%15%20%25%30%35%40%45%50%
8%3%
6%
34%
12% 12%
3%
NonAcademic Support
![Page 49: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/49.jpg)
105 112 113 121 123 171 189-5%
0%
5%
10%
15%
20%
25%
30%
1% 0% 0% 0% 1% 1% 0%
Social work outreach
![Page 50: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/50.jpg)
105 112 113 121 123 171 189-5%
0%
5%
10%
15%
20%
25%
30%
9%
0% 0%3% 4%
7% 7%
Student Advocacy
![Page 51: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/51.jpg)
105 112 113 121 123 171 189-5%
0%
5%
10%
15%
20%
25%
30%
3%0%
5%
0%3%
6% 5%
leadership engagement
![Page 52: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/52.jpg)
MEASURING SERVICESwho is getting how much of what?
![Page 53: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/53.jpg)
reading math writing science0
10,000
20,000
30,000
40,000
50,000
60,000
48,946
29,475
2,779 4,621
Hours of Supplemental Instruction
January – June 2013
![Page 54: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/54.jpg)
reading math writing science0
500
1,000
1,500
2,000
2,500
2,112
1,606
320 316
Number of Students Served
January – June 2013
![Page 55: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/55.jpg)
1 hr or less
2-9 hrs 10-19 hrs
20-39 hrs
40-59 hrs
60-79 hrs
80+ hrs0
100
200
300
400
500
600
700
800
417506
247197
62117
60
hours of supplemental math instruction
January – June 2013
median = 7 hours
![Page 56: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/56.jpg)
1 hr or less
2-9 hrs 10-19 hrs
20-39 hrs
40-59 hrs
60-79 hrs
80+ hrs0
100
200
300
400
500
600
700
800
411
669
288339
166122 117
hours of supplemental reading in-struction
January – June 2013
median = 9 hours
![Page 57: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/57.jpg)
1 hr or less
2-9 hrs 10-19 hrs
20-39 hrs
40-59 hrs
60-79 hrs
80+ hrs0
100
200
300
400
500
600
700
800
130 13127 16 1 8 7
hours of supplemental writing in-struction
January – June 2013
median = 2 hours
![Page 58: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/58.jpg)
1 hr or less
2-9 hrs 10-19 hrs
20-39 hrs
40-59 hrs
60-79 hrs
80+ hrs0
100
200
300
400
500
600
700
800
96 12626 33 9 13 13
hours of supplemental science in-struction
January – June 2013
median = 4 hours
![Page 59: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/59.jpg)
105 171 123 189 112 101 113 114
578
731649
10016 23 15 0
Students Served Reading
Educational Service District
January – June 2013
![Page 60: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/60.jpg)
105 171 123 189 112 101 113 114
834
297 338
78 35 0 15 9
Students Served Math
Educational Service District
January – June 2013
![Page 61: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/61.jpg)
105 171 123 189 112 101 113 114
114
19
150
12 10 015
0
Students Served Writing
Educational Service District
January – June 2013
![Page 62: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/62.jpg)
105 171 123 189 112 101 113 114
119
21
109
38
10 415
0
Students Served Science
Educational Service District
January – June 2013
![Page 63: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/63.jpg)
Yaki
ma
North
Cen
tral
Kenn
ewick
North
west
105 171 123 189
0102030405060
617 13
67 127 41 3 2 33
59
5 9
Median Hours of Supplemental Service per Student
readingmathwritingscience
Wenatchee only #students = 21
![Page 64: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/64.jpg)
Expected timeline of Migrant evaluation events
June 30 – Download Supplemental Service Minutes dataSeptember 1 – Download 2013 MSP/HSPE assessment dataNovember 1 – Report academic target statusJanuary 1 – Report initial SDP resultsFebruary 1 – Report causal analysis results
![Page 65: GPRA measures Academic targets Student characteristics Supplemental instruction](https://reader036.fdocuments.us/reader036/viewer/2022062410/568163d9550346895dd52d1c/html5/thumbnails/65.jpg)
Washington State Migrant Education
Program
Paul McCold, PhD