1. Migrant Education Program New State Directors’ Orientation Tutorial Module 9: Coordination
U.S. Department of Education
Office of Migrant Education
Tools for Program Improvement

2. Table of Contents Section Slide # Getting Started 3 What is Required 9
Coordination with Federal Programs and National Agencies 14
Strategies for Increasing Cross-Program Coordination 24
Interstate and Intrastate Coordination 33
Timely Transfer of Student Records 40
Wrapping Up 45

3. Getting Started In This Section Tutorial Objectives
How to Use the Tutorial
Icons to Guide You
Key Readings and Resources

4. Tutorial Objectives Module 9 will enable new state directors to:
Understand the legislative requirements for coordination across programs,
Understand the legislative requirements for coordination across and within states,
Increase cross-program coordination,
Ensure the timely transfer of student records across school district and state lines,
Understand the provisions in the Family Education Rights and Privacy Act (FERPA) pertaining to sharing student records, and
Develop an action plan for improving coordination.

5. How to Use the Tutorial
For optimal benefit from the tutorial, you should
Allow sufficient time to read the slides, reflect on the information, and complete all activities on the slides or on the Quick Resource and Reflection Sheets (QRRS) that can be downloaded as worksheets;
Read each slide as well as the information referenced in the slides;
Engage with the “What Do You Think?” slides to facilitate interaction with the information (Answers will be provided directly following each of these slides.);

6. How to Use the Tutorial
For optimal benefit from the tutorial, you should (cont.)
Pause to reflect on your state program at the “Check-in” slides (A QRRS document will typically accompany these.);
Complete the “Pop Quiz!” slides to reinforce key concepts;
Review your state’s Migrant Education Program (MEP) documents and reports as directed;
Develop an action plan using the worksheets provided;
Add actionable items to your MEP planning calendar (QRRS 14.2.); and
Contact your MEP Officer for follow-up questions.

7. Icons to Guide You
The following icons will guide you in making best use of this tutorial:
What Do You Think?
Check-in
Pop Quiz!
Quick Reference & Reflection Sheet (QRRS)
Action Planning
Calendar Item Q!
QRRS

8. Key Readings and Resources
You should have these documents readily available while completing the module, as the module will refer to these documents for more complete information on various topics.
MEP Guidance on the Education of Migratory Children under Title I, Part C of the Elementary and Secondary Education Act of 1965

9. What is Required In This Section Coordination with Other Programs
Interstate and Intrastate Coordination
Grants or Contracts to Improve Interstate and Intrastate Coordination
Transfer of Student Records

10. Coordination with Other Programs
Each SEA must have and implement a plan for describing how the state and its local operating agencies (LOAs) will ensure that the special educational needs of migrant children are identified and addressed through:
The full range of services that are available through local, state, and federal educational programs,
Joint planning among educational programs serving migrant children,
The integration of services among educational programs, and
Measurable program goals and outcomes.
Section 1304(b)(1) of the ESEA, as amended

11. Interstate and Intrastate Coordination
Each state must have and implement a plan for how the state will use funds to promote the interstate and intrastate coordination of services for migratory children
Section 1304(b)(3) of the ESEA, as amended

12. Grants or Contracts to Improve Interstate and Intrastate Coordination
The Secretary may make grants to, or enter into contracts with, state education agencies (SEAs), local education agencies (LEAs), institutions of higher education, and other public and nonprofit entities to improve the interstate and intrastate coordination among the agencies and educational programs available to migrant students.
Section 1308(a)(1) of the ESEA, as amended
See Module 13 for information on these grants.

13. Transfer of Student Records
The state must promote interstate and intrastate coordination by providing for educational continuity through the timely transfer of pertinent school records, including information on health, when children move from one school to another, whether or not such moves occur during the regular school year.
Section 1304(b)(3) of the ESEA, as amended

14. Coordination with Programs Funded by the U.S. Department of Education
In This Section
Some applicable U.S. Department of Education Programs

15. U.S. Department of Education Programs
In general, MEP funds are to be used to address the needs of migratory children that are not addressed by other Federal, and non-Federal programs.
Section 1306(b)(2) of the ESEA, as amended
Title I, Part A
Title I, Part A of the Elementary and Secondary Education Act as amended (ESEA), is designed to meet the educational needs of low-achieving children in schools with the highest levels of poverty by aligning high-quality assessments, systems of accountability, teacher preparation, curriculum, and instructional materials with challenging state academic standards.

16. U.S. Department of Education Programs
Title I, Part A (cont.)
LEAs must ensure that eligible migrant children receive Title I, Part A services on the same basis as other eligible children in schoolwide programs and targeted assistance schools.
LEAs must coordinate and integrate Title I, Part A services with programs that serve migrant children.

17. U.S. Department of Education Programs
Title III
Title III of the ESEA, as amended, is designed to help ensure that children who are limited English proficient (LEP), including immigrant children and youth, attain English proficiency, develop high levels of academic attainment in English, and meet the same challenging state academic content and student academic achievement standards as all children are expected to meet.

18. U.S. Department of Education Programs
Title III (cont.)
If the LEA receives a Title III subgrant from the SEA, migrant children who are LEP must be selected to receive Title III services on the same basis as all other LEP children.

19. U.S. Department of Education Programs
The McKinney Vento Act -- Education for Homeless Children and Youths
The McKinney-Vento Act is intended to help ensure that children experiencing homelessness have access to the same free, appropriate public education and related services as their permanently housed peers so that they have an equal opportunity to meet the same challenging academic standards as other students.

20. U.S. Department of Education Programs
McKinney-Vento (cont.)
Migrant children and youth who fit the McKinney-Vento definition of homeless are entitled to rights and services to which all homeless children and youth are entitled.

21. Strategies for Increasing Cross-Program Coordination
In This Section
Cross-Program Coordination Basics
Additional Cross-Program Coordination Strategies
Identifying the Coordination Landscape

22. What Do You Think?
Not only is cross-program coordination required in the law, but it has a number of important benefits. Can you think of three ways that coordination can improve the MEP? 1. 2. 3.

23. What Do You Think? - Reflection
Following are some of the key benefits of cross-program coordination:
Expansion of program capacity through access to resources,
Greater awareness of the needs of migrant children and youth in other programs,
More efficient use of resources across programs, and
Greater community awareness and political clout through partnerships.

24. Cross-Program Coordination Basics
Despite the benefits of cross-program coordination, coordination is labor intensive and time consuming, and poses challenges for busy people.
How do you make
coordination
manageable?

25. Cross-Program Coordination Basics
Coordination Basics for Busy People:
Be intentional and have a clear purpose in mind.
Select programs and agencies that have the greatest potential for assisting migrant children (do not spend time with those that do not).
In creating a partnership, be attuned to what is needed and what can be expected at each stage of the partnership so that your efforts are not wasted.

26. Cross-Program Coordination Basics
Think of coordination as a hierarchy of activities; note where a potential partnership is in the hierarchy in order to guide your approach.

27. What Do You Think?
Read the following scenario and consider the best way to initiate a partnership.
Up to this point, there has been no coordination between the MEP and Mc-Kinney-Vento (education program for homeless students). You would like meet with the Mc-Kinney-Vento state coordinator to discuss ways to ensure that migrant students experiencing homelessness can be identified for McKinney-Vento services. What level of interaction would be appropriate? How would you approach the state coordinator?

28. What Do You Think? - Reflection
Following are some strategies to consider for a creating a new partnership:
The first contact should be building awareness – ensure that the program administrator understands the needs of migrant children and how these needs might fit in with the mission and work of his/her program;
Discuss the mutual benefits of coordination for both programs; and

29. What Do You Think? - Reflection
Identify a basic coordination task that is easy to accomplish to “test the waters” (e.g., cross-training each program, developing a joint memo, or agreeing to serve on a task force together).

30. Additional Cross-Program Coordination Strategies
Include other program coordinators on the development teams for the Comprehensive Needs Assessment (CNA) and/or Service Delivery Plan (SDP).
Conduct joint trainings with other programs.
Identify common goals and identify ways that each program can contribute toward these goals.
Include coordination with specific programs in the SDP, with Measurable Program Outcomes (MPOs) to ensure accountability for the coordination.

31. Identifying the Coordination Landscape
It is important to know basic information about programs with which the MEP can coordinate.
Key questions:
With which programs should the MEP collaborate?
What can these other programs contribute to the MEP?
What can the MEP offer to other programs?
What is the history of collaboration?
Who are the appropriate program contacts?
See QRRS 9.1 – Identifying the Coordination Landscape

32. Identifying the Coordination Landscape
The MEP cannot offer funds to another program unless the funds will directly benefit migrant students in proportion to the benefits they receive. However, contributions do not necessarily have to be monetary. For example, the MEP could assist with identifying whether migrant children are eligible for a partner’s program who (and vice versa) or the MEP could offer their staff expertise for a joint training or advisory committee that would benefit both migrant students and those participating in the another program.

33. Interstate and Intrastate Coordination
In This Section
Interstate Coordination
Intrastate Coordination
Examples of Interstate and Intrastate Coordination Services

34. Interstate Coordination
Interstate coordination refers to collaborative activities undertaken by two or more states to improve the education of migrant children who are common to both states. Ideally, this term refers to the collaborative activities that two or more states assume to improve the education of migrant children who move between or among those states.
MEP Guidance, Chapter VI, B3

35. Intrastate Coordination
Intrastate coordination refers to efforts involving two or more LOAs within a state to improve educational services to migrant children common to those LOAs.
The SEA may facilitate these efforts among LOAs, or the LOAs may conduct them directly.
MEP Guidance, Chapter VI, B4

36. Examples of Interstate and Intrastate Coordination Services
Developing academic credit accrual and academic credit exchange programs
Collaborating in the development of a summer-term project curriculum
Exchanging teachers and teaching materials
Implementing a dropout prevention program in two or more states
Meeting with other states to discuss issues related to the MEP
MEP Guidance, Chapter IV, B5

37. What Do You Think?
Instructions: Review the following scenario and list three interstate coordination activities that would enhance services for migrant students.
A receiving state often finds that high school students from the sending state do not have courses and credits that align with their requirements for graduation. What are three coordination strategies to enhance secondary school credit accrual for migrants students who come to your state? 1. 2. 3.

38. What Do You Think? - Reflection
Strategies to enhance coordination between the sending and receiving state:
The receiving and sending state curriculum specialists and migrant state directors meet to identify course areas that do not align between the two states, and the two states develop a memorandum of agreement of course adjustments the sending state will make and adjustments in acceptable credits the receiving state will make;
The receiving state provides school counselors who work with migrant students in the sending state with information on required courses for graduation so that the counselors can help students enroll in these courses before they move;

39. What Do You Think? – Reflection
Strategies to enhance coordination between the sending and receiving state (cont.):
Curriculum specialists in the receiving school district agree to review course schedules of migrant students in the sending school before the students actually transfer to advise on any needed requirements in the course offerings; and
The sending school district assists students with accessing online courses offered in the receiving school district.

40. Timely Transfer of Student Records
In This Section
Ensuring Educational Continuity
Strategies for Timely Transfer of Records
Family Educational Rights and Privacy Act (FERPA)

41. Ensuring Educational Continuity
Timely transfer of student records can reduce educational disruption of migrant students when they must transfer from one school to another.
School officials will be able to make appropriate decisions regarding a student’s enrollment in school, grade placement, academic planning, and credit accrual and exchange.
MEP Guidance, Chapter VI, D2

42. Strategies for Timely Transfer of Records
School staff and staff of non-district LOAs are provided information and training on how to access migrant student records in the state records systems, and in the national database, Migrant Student Information Exchange (MSIX) (See Module 12).
Schools staff and staff of non-district LOAs contact the sending school and request records by fax or .
The state MEP develops a policy for all LEAs that outlines procedures for timely transfer of student records.

43. Family Educational Rights and Privacy Act
FERPA establishes the rights of parents to examine the content of their children’s school records and restricts transfer of school records without parental permission.

44. Family Educational Rights and Privacy Act
Some exceptions to the need for parental permission:
An LEA may transfer records to other school officials within the LEA (whom the LEA has determined to have legitimate educational interests), and
An LEA may transfer records to officials of another school, school system, or institution of postsecondary education, where the student seeks or intends to enroll.
The second exception above applies only if the LEA notifies parents annually of this policy.
Visit the ED website for more information on FERPA.

45. Wrapping Up
In This Section
Key Points
Action Planning
Resources

46. Key Points
Cross-program coordination takes many forms, from basic awareness building to sharing resources and policy development.
Interstate and intrastate coordination can increase efficiency in serving migrant students who move from one state to another or one school district in a state to another.
Timely transfer of student records can reduce the effects of educational disruption on migrant students.

47. Action Planning
Consider the following questions to assist with planning cross-program coordination and interstate and intrastate coordination:
With which programs is the MEP is currently coordinating?
With which programs does the MEP need to strengthen connections?
To what extent does the SDP include program coordination?

48. Action Planning
What program administrators serve on the planning teams for the CNA or SDP?
What procedures and processes are in place to facilitate the timely transfer of student records?
How familiar are you and the LEAs or LOAs with FERPA regulations?
See QRRS 9.2 – Coordination Action Plan
Add any actionable items to your MEP planning calendar.

49. MEP Resources for Coordination
MEP Guidance on Education of Migratory Children under Title I, Part C, of the Elementary and Secondary Education Act of 1965 – explanation of guidelines to implement the laws and regulations related to the MEP
MEP Officers – list of OME contact information
Glossary of Terms – alphabetical listing of key terms applicable to migrant education

50. New State Directors’ Orientation Tutorial
This tutorial was developed by The SERVE Center at The University of North Carolina at Greensboro under contract number ED-08-CO-0111.
Content for this tutorial was developed through a review, compilation, and synthesis of
Authorizing statutes and regulatory guidance,
Information and resources obtained from the and websites,
Other documents shared by the Office of Migrant Education,
State Migrant Education Program websites and related documents, and
Other websites supporting the educational welfare of migrant children and youth.
Note: Some links in this tutorial take the user to external websites provided by other organizations. The U.S. Department of Education cannot guarantee the accuracy of the information at these sites. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse any views or products of these organizations.
No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this publication is intended or should be inferred.
Note: All images included in this tutorial are used with appropriate licensing agreement, or are copyright cleared or open source.