What is the Migrant Education Program (MEP)?

Louisiana’s Title I Part C Migrant Education Program

The goal of this presentation is to provide participants an understanding of the Title I Part C Migrant Education Program.

Goal

Purpose and History of the MEP Requirements Responsibilities Managing & Organizing Work Questions

Let’s learn about . . .

Established in 1966 as part of the Elementary and Secondary Education Act (ESEA) to meet the educational needs of migrant children as a result of:

their mobile lifestyles; the short spans of instruction they received in the classroom; the discontinuity of instruction between states; and their lack of “belonging” to any one particular school.

Title I Part C, Education of Migratory Children

StatuteElementary and Secondary Education Act (ESEA), Title I, Part C, Section 1301-1309

Code of Federal Regulations, Revised as of July 1, 2010, 34 CFR 200.81 – 200.89

Guidance• N

on-Regulatory Guidance, October 23, 2010

Legal/Authoritative Reference for MEP

Title I, Part C funds are allocated to SEAs to establish or improve education programs for migrant children; and

To assist all migrant students in meeting challenging academic standards and achieving graduation from high school or a high school equivalency program

Purpose of the MEP

MERIL – Migrant Education Records in Louisiana

MEP – Migrant Education ProgramMSIX – Migrant Student

Information Exchange SystemNCLB – No Child Left BehindOME – Office of Migrant EducationPAC – Parent Advisory CouncilPFS – Priority for ServicesQAD – Qualifying Arrival DateSDP – Service Delivery PlanSEA – State Educational Agency

CNA – Comprehensive Needs Assessment

COE – Certificate of EligibilityCOS – Continuation of ServicesELL – English Language LearnerESEA – Elementary and Secondary

Education ActLDOE – Louisiana Department of

EducationHQT – Highly Qualified TeacherID&R – Identification and

RecruitmentLEA – Local Educational Agency

Key Vocabulary

May or may not have been born in the U.S. and may or may not be a citizen

Ages 0-22 May or may not be Limited English

Proficient or immigrant Is not based on time of residency in

the U.S. Defined by movement and

qualifying work (temporary employment or seasonal employment in agricultural or fishing work

Migrant Student Not born in the United States Ages 3-21 May or may not be Limited

English Proficient May or may not be migrant In first 3 years of U.S. residency Not defined by movement or

occupation

Immigrant Student

Important Terminology Distinction

Many layers Federal State Regional and/or Local

Many stakeholders Migrant children Parents Educators Program administrators Service providers

Many components, e.g., Identification & Recruitment

(ID&R) of eligible children & youth Local operating agency (LOA)

oversight Program Planning Child Count and Data Collection Cross-program Coordination Interstate Coordination Intrastate Coordination Participation in National Activities Parent Involvement

The MEP has

A Complex Program

Responsible for:

Oversight of the MEP, Program planning, Fiscal management, Contract management, Data collection, Coordination of all MEP components, Professional development and training, Cross-program coordination, and Monitoring and quality control.

The SEA (State Educational Agency)

An LEA receiving MEP funds must operate in compliance with federal Education of Migratory Children Program authorized under Title I, Part C and must address the following critical components as enumerated in the federal law:  

1. Student Identification and Recruitment (Title I, Part C, Sections 1304(c)(7) and 1309(2);

2. Report student data through the MERIL2 database and facilitate interstate and intrastate coordination to ensure continuity of services for mobile migrant children, including records transfer (Title I, Part C, Sections 1303(e) and 1304(c)7 and (e);

Statutory Requirements

3. Parental involvement and Migrant Parent Advisory Council (PAC) (Title I, Part C, Sections 1304(c)(7) and 1306(a)(1)(b)(ii).

4. Program administration (Title I, Part C, Sections 1303(e), 1304(c)(7) and (e).

Implementing components of current State Service Delivery Plan to meet the needs of eligible migrant students;

Completing application and budget; Implementation, monitoring and supervision of local program;

and Program Evaluation

Statutory Requirements

Year-round ID&R is a required function of all districts receiving Title I, Part C funds;

Each district receiving MEP funds must enter all required data into the MERIL2 system, Louisiana's migrant student database.

Priority for Service” is given to migrant students who are:

1. failing or at risk of failing; and 2. who have had their education interrupted due to their

family's migratory lifestyle.

What do the Statutory Requirements mean?

MEP component that is unique and critically important as:

Children and youth, ages 0-21, are qualified based on occupation and movement of worker; and

Count of eligible migrant children and youth, ages 3-21, is basis of funding.

Identification & Recruitment (ID&R)

Year-round ID&R is a required function of all districts receiving Title I, Part C funds;

All deployment plans, training, COE review, and coordination of ID&R is handled through Louisiana’s ID&R Coordination Center;

ID&R efforts (school and field-based) are conducted to identify eligible migrant students;

A Certificate of Eligibility (COE) is utilized and required to determine and document if the child meets the eligibility criteria; and

Knowledge of agriculture and fishery in Louisiana and other states are key in identifying qualifying activities during ID&R efforts.

Identification & Recruitment (ID&R)

Children and youth are identified and recruited through a face-to-face interview conducted by a specially trained recruiter;

During the interview, the recruiter completes an electronic Certificate of Eligibility (COE), an official and legal document that contains all of the information needed to determine eligibility;

The completed COE is transmitted to the LDOE’s MEP for an eligibility determination;

How does a child become eligible?

If the qualifying worker meets all of the Title I, Part C eligibility requirements, the child(ren) listed on the COE is (are) eligible to receive MEP services.

Eligibility period is three years from qualifying arrival date (QAD), i.e., child whose qualifying arrival date is on September 1, 2015, is eligible to receive services until September 1, 2018, or till end of the term.

How does a child become eligible?

Basic Child Eligibility Factors

Basic Eligibility Factors

Determining Priority For Service (PFS)

Needs assessment is necessary to determine the Priority For Service (PFS) ranking of the student. Students with the greatest number of risk factors and the highest total score are ranked as the highest priority, and are the first to receive services.

A needs assessment must be conducted on every eligible migrant child;

Should be kept current throughout eligibility period; Must be completed within 2 weeks of a child becoming

eligible for the MEP; Needs assessment data is input into MERIL2 database

via web-based system.

Needs Assessment Data

In general, SEAs and LEAs may use Migrant Education Program (MEP) funds for:

Instructional services; Support Services; Professional Development; Migrant Parent Advisory Council (MPAC) and other migrant parental

involvement activities; Identification and Recruitment; Coordination activities with other agencies, both within the State

and with other States nationwide, including the transfer of student records;

Comprehensive needs assessment activities; and Evaluation of MEP

Allowable Activities

Title I, Part C requires that provision of services be prioritized by need and that students with greatest needs be served first;

Tracking of supplemental migrant funded services is required for federal reporting and for program evaluation; and

Provided services data is input into MERIL2 system via a web-based system.

Supplemental Services

Beyond being allowable activities and associated with the Areas of Concern additional MEP criteria for services include:

Services must be supplemental (may not supplant) Provided so that most at-risk eligible migrant students served

first Use of funds must be reasonable, allowable, & necessary

Furthermore: MEP may serve migrant students whose eligibility ends on a

Continuation of Services (COS) basis

Additional Notes Regarding MEP Program Services

Individual and small group tutorial services; Instructional technology and computer-based

instruction; Payment for credit recovery and accrual classes; Extended day programs; Supplement summer programs; and Early childhood education services.

Common Supplemental Services

For programs of one school year in duration, the State Education Agency (SEA) and districts receiving Title I, Part C funds must:

Establish and consult with State and local parental advisory councils (PACS).

Consult with PACs in the planning and operation of migrant education programs and projects.

Provide for the same parental involvement as required under ESEA § 1118 (Title I, Part A), unless extraordinary circumstances make this impractical.

Carry out activities in a format and language understandable to parents.

MEP Parent Advisory Councils

Parental Involvement is an integral part of all Title I programs, including the Migrant Education Program (MEP).

Parent involvement means the participation of parents in regular, two-way, meaningful communication involving student academic learning and other school activities.

Parental Involvement

Complete Comprehensive Needs Assessment (CNA) and Service Delivery Plan (SDP), meaning:

Each district receiving Title I, Part C funds must implement components of current State Service Delivery Plan to meet the needs of eligible migrant students;

The CNA and the SDP are currently being updated and will be available before beginning of 15-16 school year;

SDP will encompass the full range of services that are available for migratory children from appropriate local, state, and federal educational programs; and

Specific measurable program outcomes (MPOs) and goals is SDP will be used to as basis of program evaluations.

Program Administration

Comprehensive Needs Assessment

(Study/Preplan)

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Service Delivery Plan (Plan)G

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Implementation (Do/Deliver)

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Program Evaluation (Evaluate)

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Program Planning & Implementation Process

Performance targets Needs assessment Service delivery strategies Measurable Program Outcomes Evaluation Plan

Required Components of the SDP

Areas of Concern are broad areas based on the root causes of the unique characteristics of the target group

OME identified Seven Areas of Concern Educational continuity Instructional time School engagement English language development Educational support in the home Health Access to services

Areas of Concern

Districts that receive subgrants from the state MEP for migrant education must also evaluate the effectiveness of their services for meeting the needs of migrant students, especially PFS students;

The local project evaluation should measure both the implementation of the project and student performance against the project’s MPOs outlined in the SDP; and

The district must use the results of the evaluation to improve services to migrant children (34 C.F.R. Section 200.85).

Program Evaluation

Organizing the Work Identifying Supportive Contacts Creating Capacity Prioritizing Activities Keeping Abreast of New Information and Emerging

Issues Keeping the Main Thing the Main Thing

Managing the Work

Strategies Develop a master calendar• Develop an organization chart for the MEP so that you

and other staff members can see how all components interrelate and what the lines of responsibility are.

Organizing the Work

Strategies Organize the following information for easy reference:

Law, regulations, guidance; Technical assistance documents; and State MEP documents and reports.

Familiarize yourself with these federal and state administrative requirements and protocols:

Federal reporting requirements, Local monitoring, Fiscal management, Contracting, and Data collection.

Organizing the Work

Strategies Identify and utilize people in the SEA & LOAs who can guide you and

help navigate administrative channels. Keep all local & state MEP contact information up-to-date and

accessible. Identify and utilize local directors who can share practical information

on implementing the MEP. Identify and utilize experienced LOA administrators and recruiters who

can assist with understanding state and local contexts for implementing the MEP.

Identify and utilize people who can provide additional expertise you need in areas such as data analysis, evaluation, staff supervision, or team facilitation.

Work on creating partnerships – within your agency and with others who work in your agency, in LOAs, and in nonprofit organizations.

Identifying Supportive Contacts

Strategies Devote sufficient time to train MEP staff, administrators,

and recruiters so that they can carry out their responsibilities effectively so that less of your time will be required for ongoing technical assistance.

Delegate tasks as appropriate to other MEP staff (e.g., staff may be willing to present at state conferences or mentor other staff).

Creating Capacity

Questions????

Thank you!!