Migrant Education Program
Standalone & Consortium Application(ESEA , NRG, 34 CFR, EDGAR, OMB A-87)
Civil Rights Act of 1964, Chapter VI;Equal Educational Opportunities Act of 1974,
ESEA 3115(g)
AGENDA
1. Applying for MEP funds i. Quality Control Measuresii. Timelineiii. Assurance signed
2. Submitting Application i. Standalone and Consortium Programs
i. 1 application for BOTH types of programs.ii. Standard format
i. Narrative and List (Section I and Section VII)ii. List (Section II-VI)
3. Application Sections I thru IXi. Discuss each section, information needed, and where the information is
pulled from.
4. Budget (coded) 311Xi. Detailed MUNIS code descriptions.ii. Discuss common pit-falls for each code.
Applying for MEP funds
QUALITY CONTROL MEASURESTimeline
Assurance signed
1. Comprehensive Plan based upon the needs assessment.2. Revisiting your District Plan on a regular basis to make sure you are
following through with what you said you were going to do.3. Follow your budget by MUNIS codes and regular review.4. Know how to spend and what to spend.
1) “Supplement vs. Supplanting”2) (RAN) Reasonable and Necessary
5. Data Accuracy6. Maintain Time/Effort and Service Logs7. Regular review and evaluation of program8. Two-way communication with staff.9. Understand KDE monitoring tool.10. Collaboration with existing resources in order to not duplicate
services.
Quality Control Measures
May 1 Previous FY’s MEP data/numbers pulled from MIS2000.
May-June Tentative budget created and tentative allocations with
Standalone programs receiving notice through Commissioner’s email and posted on KDE’s website.
All other LEAs will receive notice from assigned Regional Center.
July-August Review Federal cash requests and CDIP expenditures for
possible carry-over funds.
Timeline related to Application
August 30
Final Applications due to KYMEP and any revisions made pending the final award notifications to KDE from Regional Coordinators.
August-September Final awarded received at state and final allocations sent to
districts. September 30
Final district application and budget approved and notifications list by KDE.
September 30 Sub-grant ending from previous FY.
Timeline continued
Submitting Application
Standard Format of Application
Cover Page
1) District Name2) Program Name3) Grant Application FY4) Who/Whom wrote the application
Completed Assurance Application Sections I thru X
Each section may need to be completed in Narrative (Section 1) and/or listed form (Section II-VI). Describing and Explaining the necessary information to
meet the requirements of the section.
Standard Format
Application SectionsI thru IX
Discuss each section, information needed, and where the information is pulled from.
1. Overview of Program: Regular and Summer School
1. Demographics of migrant populationA. Gender; Ages: 0-2; Pre-school children; School Age (K-5; 6-8; 9-12); OSY (here
to just work, here to just work and want to learning English, Life skills, GED)B. What state(s) or districts are migrant families coming to work from?
1. Kentucky, Georgia, Florida, Washington, Mexico, Guatemala, Honduras.
C. Where are they originally from? Where were they born?1. Mexico, Guatemala, Honduras, United States, 2. What were the total number from place of origin?
3. Explain and describe last year’s Regular and Summer School activities and the services delivered.
1. Population needs and services.2. Describe how their needs and services were met.
4. Last year’s MUNIS detailed budgets: Regular and Summer School
Section I:Overview of Regular and Summer School
Programs from previous year.
1. School Readiness
A. Pre-school (ages 3-5)B. LIST their needs within your district(s).
2. Educational Services A. (K-5; 6-8; 9-12) B. LIST their needs within your district(s).
3. Parent Involvement A. Including PACs.B. LIST their needs within your district(s).
4. Health (excluding OSY)A. LIST their needs within your district(s).
5. OSYA. OSYs’ Health needs are identified in this PRIORITY.B. LIST their needs within your district(s).
Section II:Identify priority needs of eligible migrant
children based upon on the comprehensive needs assessment.
Next slide
Refer to the “Findings” for each of the identify
priority needs in Section II: School Readiness; Educational Services for K-5, 6-8, 9-12; Parent Involvement; Health; and OSY
NOTE: These may need to be revised when the new SDP is finalized.
Example: To raise migrant student achievement in reading and mathematics through improved access to services.
Section III:Set measurable goals that address
priority needs.
Next Page
Section IV:Develop objectives to reach realistic educational goals based on causes, contributing factors, and
future needs. 1. Refer to the goals established in Section III
for each of the identify priority and need(s) in Section II.
NOTE: These may need to be revised when the new SDP is finalized.
Example: The percentage of migrant students receiving supplemental academic support needs to increase by 15%.
1. Section connects back to Section II thru IV.
2. NOTE: These may need to be revised when the new SDP is finalized.
3. Use the CNA, SDP with CDIP & CSIP.A. Follow hyperlink to Example related to examples in previous
sections.
Section V:Design educational strategies and activities
(based on research-based practices) to achieve the objectives.
Next Slide
1. Connects back to Section II thru V.2. NOTE: These may need to be revised
when the new SDP is finalized. 3. Example from 2008 SDP.4. School Readiness; Educational Services
; Parent Involvement; Health; OSY
Section VI:Specify the expected impact in terms of
indicators of progress and success.
Next Section
MAP Scores: Map scores are available three times per year and provide
grade-level information in the areas of reading and math. Longitudinal data is collected on students over time to track growth and determine areas for remediation or acceleration.
K-Prep scores – K-PREP scores will be available in the fall of 2012 and will be used to determine student achievement levels in content areas. Migrant Education Program goals will be set upon receipt of the scores.
ACT Scores – The advocate assistants monitor the ACT scores to determine college and career benchmarks are met. The Advocate Assistants will ensure students are enrolled in additional ACT testing if necessary.
Individual Learning Plans – ILP’s will be developed beginning at the middle school and the career pathway will be monitored by the Advocate Assistants to ensure migrant students are enrolled in the correct course work to ensure graduation requirements are met.
Grades – Classroom grades are logged by the Advocate Assistants and monitored for areas of remediation or acceleration.
Section VII:Evaluation process for assessing the impact the plan is having on student learning and education
practices.
Teacher Logs – The Advocate Assistants maintain individual student logs
with information such as grades, test scores, attendance, notes from the teachers, identified learning needs, topics for tutoring.
Graduation status – Students are tracked to maintain graduation status to ensure all migrant students successfully complete graduation requirements.
Attendance Rates – Advocate Assistants monitor daily attendance through Infinite Campus and address the issue if attendance is irregular. When problems with attendance, grades or behavior arise, the Migrant Advocate will make contact with the parents to discuss the problem.
Summer school assessments – MAP scores (comparison of Spring with Fall) are used to determine student progress in meeting or exceeding grade level expectations.
Parent Feedback - Parents will be asked to provide suggestions to help the families/ students give input into the value of trainings provided and provide information on future interest/concerns to be addressed during the parent workshops.
Section VII: continued
1. Districts mention other federal programs
and community partners providing services prior to MEP services and funds.
2. Must align and be supported by Section I - VI.
3. Budget & CDIP 311X(4) expenditure
Section VIII:Identify funds needed to support the strategies/activities
A. Summer Program
1. List with Narratives 2. Overview of summer program
1. The start and end dates; start and end times; Focus; number of staff
3. Demographics: The number of Students participating in each grade level and
Summer educational program service 4. Services provided: What?, Why, and How?5. Description of collaboration with other program(s): What?,
Why? and How?
EXAMPLE
Section IX:Summer Program
Overview Of Summer ProgramMulti-layered approach to achieve 80 hrs of service.Length: June 4th 2013 to July 26th 2013Program will offer at-home tutoring, school based programming, Summer Enrichment Camp, and educational field trips. Parent Meeting on May 10th for sign up and explanations of programming.
Services Provided
In Home Tutoring (PK-12th grade)Primary focus will be building literacy skills. Length: June 4th 2013 to July 26th 2013
Materials: ETA Cuisenaire Home Team Advantage Summer Backpacks (PK-8 th) & Homemade backpacks for (9-12).Staff: 2 Migrant Staff, 2 summer instructorsStudents Involved: 34
Summer Enrichment Camp (PK-12th grades)
Primary Focus: In school program where students will take 3 educational enrichment classes of Math, Reading, and Science with collaboration with food service with students receiving breakfast and lunch. Length: 2 Weeks x 4 hours; 1st and 2nd week of June 2013Staff: 2 Migrant Staff and 4 School’s’ Program staffStudents Involved: = 18 students (approx.)
Migrant Education Camp (PK-12th grades)
Primary Focus: Thematic Unit – “Animals around the world…understanding habitats and environmental interaction” Collaborating with food service for free breakfast and lunch.Length: June 17-28th 8am-12pm each dayStaff: 2 classified, 2 certified Students Involved: 20 studentsEducational Trips: Newport Aquarium and Louisville Zoo
Regional Camp (6-12th grade) Primary Focus: Science Length: June 11-13th 2013Staff: 1 MEP staffStudents Involved: 10
1. Reference previous FY’s Budget & current FY’s
CDIP 311X(4) expenditure to build budget.2. Take into account possible Carry-Over of
funds.3. Reference Quality Control slide.4. Reference updated Title 1, part C’s MUNIS
code matrix and Object Code sheets.5. See Migrant Budget Form 2013 (example)
Section X:Build a budget that effectively
integrates multiple resources to support activities.
Next Section
Budget(Coded 311X)
i. Detailed MUNIS code descriptions.ii. Discuss common pit-falls for each code.
1. Missing FTE, position and allowable position (ask for
name of employee) Bus driver for Summer. Allowable LEA positions are advocates, recruiters,
teachers, Para-educators, administrators. Ask: How would the district provide services IF the
MEP wasn’t available? MEP Services being provided during the school day are
“more” likely to be duplicate services, than supplemental. Anyone paid with MEP funds, that person can “only” work
with migrant students and services, not migrant and ESL in the same class.
0110-0130 Codes
1. Seeing more Administrators and Interpreters job
titles. Job descriptions must be aligned with Federal Guidelines (Troy
McGuinnis) Concerning administrators are they providing student
services and are they doing a job that the district “already” requires them to do? EDGAR 80.22 defines an “administrative” and
“programmatic.” NRG Page 82 defines a “coordinator” which really is reserved
for Regional Centers (my interpretation). Address FY13-14. ESEA and 34 CFR 200.81-200.88 states, those employees
being paid from more than 1 federal program are required to keep “time-and-effort logs.” Done quarterly.
0110-0130 Codes: continued
1. Can pay for PD/consultant with MEP funds.
a. Teachers who teach migrant students can be provided PD.
2. Auditing service needs to show what % is MEP covering/responsible for.
3. Student dental, vision, physicals shown here.
300 Codes
Building rent (RAN) based upon
what per square footage and utilities.
Copier rental cost per month.
400 Codes
Migrant Staff Codes Postage charges not being MEP specific and unique.
Telephone charges (LAN line required), but not long distance to the program.
Cell Phones and service for Advocate & Recruiter.
Travel not being broken down in subsequent codes.
500 Codes
1. 0610 General Supplies (2%-3% threshold)
a) Doesn’t align with Section 1; Apply R.A.N with districts with large ages 0-3 and OSY counts by allowing them above 3% threshold.
b) Used RLIS number(s) to assist in making a decisionsc) 0627 Summer Fuel cost to transport students.d) 0650 Electronic (IPAD, ANDROID, KINDLE-
Fire/Book) books, reference materials, supplemental books, study guides and curriculum, periodicals and newspapers, textbooks, and applications (apps.) purchase’s
e) 067Xs are Student Related Activities
600 Codes
1. 0680 Welfare (.5%)
a) Only Clothing and food for students.b) $5 per $1,000.00 of allocation. c) Doesn’t align with Section 1; Apply
R.A.N with districts with large ages 0-4 and OSY counts by allowing them above .5% threshold.
d) Used RLIS number(s) to assist in making a decisions.
600 Codes continued…
For Technology, Furniture, hardware, software,
instructional equipment, and other related items over $5,000.00 capitalization threshold.
Object Code 0738 for Instructional Equipment closed as of July 1, 2013. Use Object Code 0734 instead.
700 Codes
For Diplomas and Graduation expenditures,
Parent Involvement Meetings, Instructional Field Trips.
800 Codes
OMB A-87 Circular (Indirect Cost)
Amount determined by “restricted” percentage.
EDGAR 76.565 – 76.569
Code 900s
Frequently Asked Questions
Q & As
The ORG code for this would be 2790. This code is
not something we work with, but important for the finance officer to know when setting up the budget in MUNIS.
0130 or 0131: If district is paying a salary for the driver it would be under and if the fringes need to be distributed as well.
0627 : Fuel would go here. 0669:Maintenance charges. of course. 0521: Insurance would be prorated.
For in-district transportation of students during Summer, What MUNIS code do I
use?
Yes, the migrant program will have to do a budget
and plan amendment by 1) Contacting and collaborating with your district finance
officer.2) Follow budget and plan amendment procedures.
1) Send request to appropriate Regional Coordinator and Cc. district finance officer. Once reviewed by Regional coordinator.
2) Send request to Frank Crossman and Cc. Regional Coordinator and district.
When moving money from one code to another within the same series, do we
have to do a budget and plan amendment?
Yes these items would.
BUT, if these items were food, clothing, and hygiene items on the same “Purchase Order,” then each item(s) would have to be broken down into their appropriate MUNIS Object Code.
Which MUNIS object code is used for school supplies such as; notebooks,
pencils, crayons, backpacks, etc. Do they go under general supplies?
1. 08XX: Debt Service and Miscellaneous –
Amounts paid for goods and services not described above.
a) 0810: Dues and fees. Expenditures or assessments for membership, as well as student fees.
What code to use if you are helping with fees for school camps?
The only cards “allowable” to be purchased using MEP funds for students and reimbursement to parents are:
1. Gas Card “ONLY” for reimbursement to those parents who are part and attended LEA, Regional, State “PAC scheduled meetings”.
1) The PAC meeting provides minutes and sign-in sheets of attendees and council members.
2) Example: Speedway, Chevron , Shell, BP, Marathon, Fleet Fuel and ARCO card. Shell and BP also have gift cards available at Kroger’s.
2. Book store gift card1) Example: Barnes & Noble, Joseph Beth
3. Gift Certificates1) Clothing only stores, Shoe only store, Book and school supply only store.
Can the migrant program purchase gift cards for families?
1. 704 KAR 3:292, Section 2 is the state regulation
which requires a program minim of 3 days per week for a duration of four (4) to six (6) weeks.
2. KYMEP policy states the 80 hours on page 34 of the KYMEP Advocate Handbook.
3. KYMEP has taken out the word “Engagement” within it’s policy and replaced it with “Instructional.” This applies to providing educational services to migrant students. This was decided on January 2013 by the KYMEP.
What regulation requires LEA’s to have a Summer Program for a minimal of 3 days per
week for 4 – 6 weeks, and being no less than 80 hours?
