Migrant Shared Service Arrangement Goal of the day is to strengthen communication and define roles and responsibilities in order to fulfill grant requirements for the Migrant SSA. Today’s agenda and the SSA Handbook reflect different sections in the e-grant. Throughout the morning, we will refer to information and handouts in your handbook. Let’s take a minute to locate each section. Fulfilling Grant Requirements

Annual Decision Independent or SSA Title I, Part C Planning Amount-based on previous year migrant student count District informs TEA of intent to join SSA e-grant designation Commitment Forms/Letter of Agreement between RESC XIII and each member district Preparation and submission of e-grant application Bullet # 1---Refer to handout with planning amounts. Have participants find their district planning amount. Note: Range at ESC 13 is $378 to $79,978 Go to TEA/NCLB website to obtain all district’s planning amounts

Welcome Member Districts Burnet Calallen (ESC 2) Comfort Dripping Springs Florence Fredericksburg Gonzales Hays Hutto Jarrell Johnson City Leander Liberty Hill Llano Lockhart* Marion Manor McDade Pflugerville Prairie Lea Round Rock San Marcos Schertz-Cibolo Schulenburg Smithville Thorndale* Waelder* * Option II 50% (5/26) We are very happy to have 26 member districts in this year’s SSA. Please take a minute to write on a post-it a question or clarification you expect to be addressed this morning. Each person will share and post his/her question (or pass) during introductions. When you bring your post-it to the front, we ask that you place it in one of these categories: ID&R, NGS, PFS, Service Coordination, Parent Involvement, Planned Services, Not Sure

MEP Team At your service… Craig S. Henderson Associate Director Mark Kemp Title I Coordinator Sigi Huerta Felix Vázquez Program Manager Recruiter Mari Riojas Lester Marybell Casarez Education Specialist Program Assistant Olga Gutierrez Attila Celebi NGS Specialist Program Assistant There are six members in the MEP team, under the direction of Craig Henderson. Each person will tell you a little about himself/herself and about primary role and responsibility within the program. We utilize e-mail, phone calls, on-site visits, workshops, faxes and regular mail to communicate with you (almost in this order of preference) Please take a careful look at the directory of district contacts in your handbook. Take a few minutes to verify the accuracy and completeness of the contact information. Additions and corrections can be made right now by providing information on the Directory form. As you well know, directory updates are an ongoing task. Your help in providing most current contact information is greatly appreciated.

SSA Services provided by Region XIII Complete and submit e-grant Oversee and conduct ID&R and NGS tasks Assist with organizing and operating a regional Parent Advisory Council Provide monthly PFS reports Coordinate supplemental services-Support and Instructional Provide updates and staff development Complete and submit reports-fiscal and program Districts have different reasons for joining the SSA. Among them is an expectation that many administrative, fiscal and auditable tasks will be carried out by the ESC. Some of theses services include…..

10-11 Initial Compliance Review Indicators #26 Did the LEA review Migrant Priority for Services student reports at least 9 months out of the year? #27 Did the LEA that operated a Migrant-funded summer/intersession program encode enrollments in NGS? #28 Did the LEA ensure PEIMS identification numbers are reported on NGS for every enrolled Migrant student? #29 Did the LEA have Migrant ID&R and NGS staff trained annually by the regional ESC? #30 Did the LEA encode Graduation Plans for grades 9-12 in NGS? Without a doubt, an important aspect that draws districts to the SSA is that the ESC, as fiscal agent, is accountable for ensuring compliance as required in the ICR Indicators. Region 13 ensures compliance on behalf of member districts for the following indicators.

ICR continued #31 Did the LEA make adequate provision for serving the unmet needs of preschool migrant children? #32 Did the LEA give service priority to migrant children who are failing or most at-risk of failing? #33 Did the LEA identify and address the special educational needs of migrant children through a comprehensive needs assessment and service delivery plan? #34 Did the LEA establish a parent advisory council (PAC)? #35 Did the LEA evaluate and improve the effectiveness of the migrant program?

ICR continued #36 Was the LEA’s consultation with participating private nonprofit school officials regarding development and implementation of the Migrant program timely and meaningful? #37 Did the LEA academically assess Title I, Part C services provided to participating private schools? #86 Did the LEA roll forward greater than 25% in Title I, Part C? (review only)

11-12 Initial Compliance Review Indicators #26 Did the LEA review Migrant Priority for Services student reports at least 9 months out of the year? #27 Did the LEA that operated a Migrant-funded summer/intersession program encode enrollments in NGS? #28 Did the LEA ensure PEIMS identification numbers are reported on NGS for every enrolled Migrant student? #29 Did the LEA have Migrant ID&R and NGS staff trained annually by the regional ESC? #30 Did the LEA encode Graduation Plans for grades 9-12 in NGS? Without a doubt, an important aspect that draws districts to the SSA is that the ESC, as fiscal agent, is accountable for ensuring compliance as required in the ICR Indicators. Region 13 ensures compliance on behalf of member districts for the following indicators.

ICR continued #31 Did the LEA make adequate provision for serving the unmet needs of preschool migrant children? #32 Did the LEA give service priority to migrant children who are failing or most at-risk of failing? #33 Did the LEA identify and address the special educational needs of migrant children through a comprehensive needs assessment and service delivery plan? #34 Did the LEA establish a parent advisory council (PAC)? #35 Did the LEA evaluate and improve the effectiveness of the migrant program?

ICR continued #36 Was the LEA’s consultation with participating private nonprofit school officials regarding development and implementation of the Migrant program timely and meaningful? #37 Did the LEA academically assess Title I, Part C services provided to participating private schools? #82 Did the LEA conduct Title I, Part C activities/services as approved in the NCLB Consolidated Application for Federal Funding? #84 Did the LEA submit PNP affirmations for the number of participating PNP reported on the NCLB Consolidated Application for Federal Funding? Without a doubt, an important aspect that draws districts to the SSA is that the ESC, as fiscal agent, is accountable for ensuring compliance as required in the ICR Indicators. Region 13 ensures compliance on behalf of member districts for the following indicators.

ICR continued #86 Did the LEA roll forward greater than 25% in Title I, Part C? (full implementation) #114 Did the LEA ensure that MEP funds not consolidated in a schoolwide program were only used to carry out activities authorized under the MEP? #115 Did the LEA ensure that all MEP-funded services and activities were supplemental? #116 Did the LEA ensure that MEP-funded supplies, materials, and equipment were used only for MEP activities and to the benefit of MEP students?

ICR continued #117 Did the LEA ensure that appropriate time and effort records were maintained for staff who were split-funded with Title I, Part C and other funds? #118 Did the LEA ensure that it maintained control of Title I, Part C program funds being used to provide equitable services to private school migrant students and their teachers? #119 Did the LEA ensure that migrant student records were requested and transferred in a timely manner?

Letter of Agreement Option I: Release 100% of funds to the SSA Option II: Release 50% of funds to the SSA We want to take a few minutes to discuss with you the two different options that are available when you sign the RESC 13 letter of agreement. You may have noticed that 8 of the 29 member districts selected Option II. Do you know which option applies this year to your district?

Option I and II What does this mean?

Recruitment Option I Option II ESC conducts recruitment Follow ID&R Action Plan Critical District support: Assign district staff to work with recruiter and other ESC staff Registrar PEIMS Coordinator Federal Program Director Counselor Nurse Other Option II District conducts recruitment Follow ID&R Action Plan Critical ESC support: Provide certification training, technical assistance, forms and resources for ID&R Signature review on all COE’s Maintain auditable records Ensure accuracy & completeness Respond to questions & requests There are differences in recruitment between Option I & II. Option II districts use part of their funds to assign a local staff member to conduct recruitment at the district. Option I districts release all funds to the SSA and recruitment is conducted by the Regional Recruiter's).

ID&R Basics ID&R Action Plan Certification Training Signature Reviewer Survey and Program Flyer Certificate of Eligibility Enrolled and Out of School Students Please go to the ID&R section for a brief overview of several ID&R documents. Last bullet---Use the sample district report and the actual district report to explain enrolled, Out of School and other parts of the report.

New Generation System (NGS) Option I ESC submits required NGS data collection forms ESC analyzes NGS reports (except PFS) and submits corrections Critical District support: Assign appropriate staff to provide demographic, instructional and health information to RESC XIII upon request Attend SSA meetings Ask questions and request clarification as needed Option II District attends training to complete and submit all NGS data collection forms to ESC Critical ESC support: Provide ongoing training and support Assist district to ensure timely, complete and accurate information Continuously explore ways to make the process, forms and reports more “user friendly” There are differences between Option I and II in NGS Option II districts assign a staff person to complete and submit the data entry forms to ESC 13 Option I districts release all funds to the SSA and ESC 13 collects the data and completes the NGS forms.

NGS Basics Guidelines Training Data Collection Demographic Instructional Health Data Entry RESC XIII Report Analysis Unique Count for Funding Quality Control Timely Complete Accurate Please go to the NGS section of the handbook as we provide a general overview of the NGS Basics.

Priority for Service Understand student criteria Review Monthly PFS reports Monitor PFS student services and progress—submit this information to ESC in writing Follow the PFS Action Plan Include the PFS Action Plan in the District Improvement Plan There is no difference between what is expected of Option I and Option II districts in the area of Priority for Services What is priority for services? What is expected of district and ESC staff to fulfill this requirement?

PFS Student Criteria Grades 3-12 Students that failed one or more sections of the TAKS, or are designated Absent, Exempt, Not Tested or Not Scored; including Un-graded or Out of School students Grades K-2 Students that are designated LEP in NGS or have been retained, or are overage for their current grade level AND Have their school interrupted during the previous or current regular school year Let’s take a look at the sample PFS Monthly reports in your handbook. It is important at this time that you become familiar with the content and format of this report. We should be able to interpret from the information the specific criteria that caused each student on the report to appear on a particular month. Find a partner to work with on this activity. Determine who will be partner A and the other person will be Partner B Read and discuss the report. When you are ready, partner A will interpret at tell B what the report information is saying. Partner B listens and repeats the information as stated, or modifies as needed. Together, A & B write possible interventions that could apply for each student.

PFS Basics PFS Action Plan Monthly Review of PFS Reports Monitoring and Documenting PFS Student Supplemental Services and Academic Progress Let’s spend a little time brainstorming and talking about the last bullet---Monitoring and Documenting PFS We will form small work groups to discuss and report. Group 1 Who should receive the monthly PFS report? How should it be distributed? Group 2 Who reports back to ESC 13 on the services and academic progress of PFS students? Also, what is the best format to provide this information? Group 3 What are some typical services for K-2 grade PFS students? Group 4 What are some typical services for Grade 3-12 PFS students?

Planned Supplemental Activities All Level Instructional Services Secondary Students Middle School Students Elementary Students Early Education Students All Level Support Services What is the LEA/ESC process? This section in the grant application, along with the resources available, sets parameters as to the planned supplemental services that could be provided on a given year. There are two categories of services---Instructional and Support

Follow Process Use Forms EXAMPLES W-9 forms Travel forms Official mileage chart Medical Services Form Clothing and Supplies Receipt Form In the SSA, we follow a process that must be followed and forms that must be used before using Migrant funds for these planned services. Some examples of this are: W-9 forms must be on file for every district person claiming travel reimbursement from the SSA Travel forms must be submitted within the month of the travel to be paid Official mileage charts determine number of miles to be claimed Medical, Dental and pharmacy payments are made directly and ONLY to the service provider after the services have been rendered and the ESC 13 medical form is submitted with original receipt Parents CAN NOT be reimbursed for any medical expenses. Receipt form is signed by parent/guardian when clothing and supplies are provided

Comprehensive Needs Assessment What data are reviewed? ID&R Survey ESC Survey Secondary Accrual Reports PFS Monthly Reports State Student Assessment Data are reviewed every year to determine needs, plan and set priorities. The ID&R Survey is critical—without district feedback on which families might be eligible, the recruiter and the program can not meet the goal of identifying all eligible students The ESC Survey is your tool to let us know when we are doing a good job and to suggest ways to improve areas that are weak, or not working well. Suggestions are welcome year-round. Secondary Credit Accrual Reports are very important to counselors, teachers and students for staying on track to graduate PFS Reports inform district staff of need areas for students who are failing or at high risk of failing. TAKS---downloads to NGS

School/Community/State/Federal Program Coordination School/Community/State/Federal Early Education Referrals Inter and Intra State Graduation Enhancement Dropout Recovery Always remember that MEP is Supplemental to the Supplemental. What do we mean by this? First and foremost, migrant students are to be served through the general education system like every other student. Second, any other state or federal program services for which the migrant student is eligible, such as, Title I Part A, Title III, Homeless Special Education, etc must pay for supplemental services needed by the student before considering MEP Third, attempts should be made to access other state, community and federal services, such as, CHIP, Medicare, Lion’s Club, etc After all other avenues are explored and used, if there are no other available resources, MEP can pay for planned supplemental services within the available funds and process of the SSA.

MEP Special Projects Texas Migrant Interstate Program UT Graduation Enhancement Out-of-School Youth Program RIF College Assistance Migrant Programs Bert Corona Leadership Institute ESCORT Other Related Projects Much of the coordination in the MEP is supported through special projects. During the course of the school year, speakers and information about each of these projects is shared in the scheduled workshops. Website information is included for you to also access this information via the internet These projects frequently have presentations at conferences.

Professional Development Annual ID&R Certification Training Annual NGS Guidelines & Hands-On Training Scheduled e-campus Staff Development Meetings and TETN Video Conferences MEP/NCLB Conferences MEP staff working with ID&R and NGS must attend annual required training at the beginning of each year---These are usually scheduled in August A calendar of scheduled workshops, meetings and conferences is prepared every year. Workshop descriptors and registration information can be found on e-campus. Certificates of completion can be printed for workshops attended. Conference announcements and registration availability are coordinated through Region 13 for SSA member districts.

Parent and Community Involvement Establish and operate a Regional Parent Advisory Council Planned Parent Involvement Activities AMET State Conference Last, but not least. The Parent Advisory Council and Parent & Community Involvement is an area of great interest and value to the MEP MEP has a State PAC. We are required to establish and operate a Regional PAC. In the Parent Section, you will find minutes from the last Regional PAC meeting held at the end of the 05-06 school year. Officers were elected, however, Giddings ISD changed from SSA to Independent….and we “lost” our PAC president. It is critical that we work together to set meeting dates and begin the PAC activities and meetings for 06-07. Let’s take a few minutes to talk about possible meeting dates/times, meeting place, and strategies that will make it possible for parents to participate.