S UMMER M IGRANT E DUCATION P ROGRAM By: Cris Young

M IGRANT E DUCATION P ROGRAM The Migrant Education Program (MEP) is authorized by Part C of Title I of the Elementary and Secondary Education Act of 1965 (ESEA). The No Child Left Behind Act of 2001 (NCLB) reauthorizes ESEA. The MEP provides formula grants to state educational agencies (SEAs) to establish or improve education programs for migrant children. These grants assist States in improving educational opportunities for migrant children to help them succeed in the regular school program, meet the challenging State academic content and student academic achievement standards that all children are expected to meet, and graduate from high school. 2

MEP S ERVICES The program provides migrant students with supplemental services to enable them to meet high academic challenges and performance standards that are expected for all children. Examples of services: tutorial, after school programs, summer programs, supportive services. 3

MEP F AMILIES The legislation targets migrant families because a migratory lifestyle of moving within and across school and state district boundaries has a distinct impact on children’s opportunities to be successful in school. Children of migrant families often have poor school attendance, poor nutrition, inadequate housing, language barriers and health problems, all of which cause school interruptions and put them at risk of failing or dropping out of school. 4

M IGRANT S TUDENT According to sections 1115(b)(1)(A) and 1309(2) of the statute and section (d) of the regulations, a child is eligible for the MEP if: The child is younger than 22 and has not graduated from high school or does not hold a high school equivalency certificate. The child is a migrant agricultural worker or a migrant fisher or has a parent, spouse, or guardian who is a migrant agricultural worker or a migrant fisher. The child has moved from one school district to another within the preceding 36 months in order to obtain or to accompany a parent, spouse, or guardian to obtain (or seek), temporary or seasonal employment in qualifying agricultural or fishing work. 5

M INNESOTA M IGRANT S TREAM The majority of Minnesota’s migrant students come from their home- base of Texas.

E XPENDING M IGRANT E DUCATION F UNDS Expenditures must be specific to the Migrant Education Program and be allowable, necessary, and reasonable. Expenditures must be necessary and reasonable for proper and efficient performance and administration of the Migrant Education Program. An expenditure is reasonable if it does not exceed what a district would normally incur in the absence of federal funds.

W HAT M AKES A C HILD E LIGIBLE ? „ Qualifying criteria „ Interview „ COE

C RITERIA FOR D ETERMINING E LIGIBILITY 1) Age ? 2) School Completion ? 3) Move – where ? 4) Move – when ? 5) Purpose ? a) Agricultural/Fishing b) Temporary/Seasonal c) Principal Means of Livelihood

C RITERIA FOR D ETERMINING E LIGIBILITY 1) Age - The child is younger than 22years of age. 2) School Completion - The child has not graduated from high school and has not earned a GED. 3) Move - The child and worker moved across school district lines. 4) Time of move – The child and worker moved within the past 36 months. 5) Purpose- The purpose of the worker’s move was to seek or obtain qualifying work.

Q UALIFYING W ORK Agricultural/Fishing - The work meets the definition of agriculture or fishing work. * Definition -- An agricultural activity is: „ any activity directly related to the production or processing of crops, dairy products, poultry, or livestock for initial commercial sale or as a principal means of personal subsistence; „any activity directly related to the cultivation or harvesting of trees; or „any activity directly related to fish farms. 34 CFR (a).

Q UALIFYING W ORK Definition – A fishing activity is: „ Any activity directly related to the catching or processing of fish or shellfish for initial commercial sale or personal subsistence. 34 CFR (b)

Q UALIFYING W ORK Temporary/Seasonal - The work meets the definition of temporary or seasonal. „Examples: Defined beginning & end – For example, the employer hires a worker to dig an irrigation ditch. „ Limited time frame – The employer hires the worker for a short period of time (e.g., 3 months) to accommodate a period of peak demand, such as hiring additional workers in September, October, and November to prepare for the holiday season.

Q UALIFYING W ORK Example: „Seasonal – The work only lasts as long as the season. For example, pruning grapevines, picking apples, or planting tomatoes are activities dependent on a particular season.

Q UALIFYING W ORK Principal Means Of Livelihood (PMOL) - The work is an important part of providing a living for the worker and his or her family.

H OW DO WE B EST S ERVE OUR M IGRANT S TUDENTS ? „ Identification and Recruitment (ID & R) „„ Supplemental instruction that is research- based and culturally responsive.

P RIORITY FOR S ERVICE Recipients of Migrant Education Program (MEP) funds must first address the needs of migrant children that are failing, or at risk of failing, to meet the state’s challenging academic content and achievement standards, and whose education has been interrupted during the regular school year. Could also be designated LEP.

MN Migrant Education Program Goals and Performance Indicators that the MEP Must Address Federal Goals: By , all students will reach high standards, at a minimum attaining proficiency or better in reading/language arts and math. All students will graduate from high school. State MEP Goal #1: To identify and recruit eligible migrant students and increase by site/region the quality of error free COEs and correctly identify “priority for service” students on the enrollment/withdrawal forms. Local MEP Goal(s): The SMEP recruiter will fill out an error free COE on all qualified migrant students. Those students will be eligible to attend the summer migrant education program. We will also have error free priority for service intakes. Objectives: Recruiters will identify all eligible migrant students. “Priority for Service” will be determined at registration in order to best serve these students. A needs assessment form will be used to gather parental input. Schools will be contacted once we have registration information, if necessary, to determine student needs. We will also use any data obtained from schools. Students that are priority for service will receive additional services during the program depending on their needs. The coordinator and office assistant will be responsible for cross checking the priority for service and the COEs.

MN Migrant Education Program Goals and Performance Indicators that the MEP Must Address State MEP Goal #2: To assist migrant students in meeting challenging academic standards in reading and mathematics... identify indicators in the elementary/middle school program, both pre and post, that measure student growth in reading during the summer program, in the secondary program indicate credits or hours that the student has attained, including instructional services and Out of School Youth (OSY). Local MEP Goal(s): Staff will identify K-12 migrant student needs. Secondary students will have the opportunity to obtain credits or hours needed in order to graduate. The needs of migrant students will be determined using pre and post tests for reading and math, as well as, other assessments. Quality education will be provided in order to increase reading and math levels. Objectives: Students will increase or maintain reading and math levels during the summer migrant education program. They will also have enrichment opportunities. Secondary students will work toward attaining credits needed in order to graduate.

MN Migrant Education Program Goals and Performance Indicators that the MEP Must Address State MEP Goal #3: To increase parent awareness of the academic needs of their child(ren) and increase parental involvement in their child(ren)’s education. Local MEP Goal(s): Elementary: To provide numerous meaningful opportunities for parents to be involved with their child’s education. To increase communication between parents and school staff. To identify academic needs of students and communicate those needs with parents. To identify areas of need for parents in order to assist their children at home in order to be successful. Secondary: To provide numerous meaningful opportunities for parents to be involved with their child’s education. To increase communication between parents and school staff. To identify academic needs of students and communicate those needs with parents. To identify areas of need for parents in order to assist their children at home in order to be successful. Objectives: Staff will provide written and/or verbal communication to parents regarding their child’s academic progress at least two times during the program. Once at the beginning of the program and once at the end of the program. Staff will offer a welcoming environment in order to increase parental involvement. Bilingual staff will be available for parents and staff in order to increase communication. Weekly newsletters will be sent home in English and Spanish. Reminder calls will be made before meetings or events. Conferences will be held with parents to discuss progress and concerns.

MN Migrant Education Program Goals and Performance Indicators that the MEP Must Address State MEP Goal #4: To gather additional evaluation information (data), such as classroom instructional strategies, effective materials conducive to 6 week programs, LEP and bilingual needs, special education issues, etc., from all stakeholders to use for program improvement and professional development purposes. Local MEP Goal(s): Data will be gathered and assessed in order to determine student needs. I.E.P.’s will be followed. ESL will be offered as needed. Strategies will be used in the classroom in order to implement instruction based on need and academic standards. We will have weekly staff meetings for professional development purposes. Objectives: Staff will assess students and gather data in order to determine needs. Special education staff and ESL teacher will be available in order to provide necessary education for students with special needs or for students who are LEP. Staff will be licensed in the appropriate areas they are teaching. Staff will fill out evaluations of the program and give them to the coordinator in order to determine program needs and make necessary improvements.

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