Migrant Education Program New State Directors’ Orientation Tutorial Module I: Migrant Education Program Overview U.S. Department of Education Office of.

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

Table of Contents Section Slide # Getting Started 3
Overview of the Migrant Education Program 20 Key Components of the Migrant Education Program 30 Grants and Special Initiatives 52 Wrapping Up 54

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

Tutorial Objectives Module 1 will enable new state directors to
Understand the legislative and regulatory requirements of the Migrant Education Program (MEP), Understand the goals and objectives of the MEP, Identify the key components of the MEP, Learn strategies for effectively administering the state MEP, and Review key resources available to help administer the state MEP.

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.);

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 MEP documents and reports as directed; Develop an action plan using the worksheets provided; Add actionable items to your MEP planning calendar (See QRRS 14.2 for a template.); and Contact your MEP Officer for follow-up questions.

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

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 Glossary of Terms

The Migrant Education Program
In This Section Common Characteristics of Migrant Families Challenges of Migrant Children Migrant Education Program Legal/Authoritative Reference for Migrant Education Program

Common Characteristics of Migrant Families
Migrant agricultural workers and fishers share a number of common characteristics that pose significant challenges in their lives. They may: Relocate repeatedly for work due to economic necessity, Be isolated from services, Be economically disadvantaged, Reside in sub-standard living conditions, Have low levels of education, and/or Have inadequate or non-existent health care. MEP ID&R Manual

Common Characteristics of Migrant Families
Migrant families that migrate internationally may Feel isolated from the larger community because they come from a different culture and frequently speak a language other than English (Some speak indigenous languages, making it difficult to find interpreters and translated materials.), Live in fear due to documentation and legal status issues. MEP ID&R Manual

Challenges of Migrant Children
Because of these lifestyle characteristics, children of migrant workers and young migrant workers face special challenges to doing well in school. Migration means changing schools, teachers, and curricula, as well as chronic absenteeism for school-age children. Changing schools diminishes a student’s sense of belonging and makes it more difficult to participate in the classroom and extracurricular activities. Children of migrant workers may have limited opportunities to learn and practice the English language if: Their parents are not proficient in English, and/or The family spends part of the year in countries (and schools) in which English is not commonly spoken. MEP ID&R Manual

Migrant parents’ low levels of education and socioeconomic status often limit the amount and quality of educational support that can be offered in the home. Temporary and seasonal jobs in agriculture and fishing do not generally provide health insurance, which, coupled with low wages, limits access to regular and adequate healthcare. Lack of continuous residence and differences in language and culture make migrant children susceptible to isolation and discrimination, which may limit their access to services to which they are entitled. MEP ID&R Manual

While schools are required by federal law to test every migrant child who is enrolled in the school during the testing dates, they are not required to aggregate the test scores of migrant children as a separate subgroup. This hinders the ability to easily access data that can be used to make decisions to provide educational services to migrant students. Without adequate sharing of migrant student information within and across states, students may experience delays in enrollment, incorrect grade placement, or loss of academic credit for courses completed. MEP ID&R Manual

Migrant Education Program
In 1966, Congress enacted the MEP as a state- administered and -operated program to reduce the unique challenges that children of migratory workers experience, such as High level of mobility, Cultural and language barriers, Social and community isolation, Various health-related problems, and Low household income.

Legal/Authoritative Reference for Migrant Education Program
Title 1, Part C of the Elementary and Secondary Education Act, as amended, (ESEA) authorizes grants to states “to establish or improve, directly or through local operating agencies, programs of education for migratory children.”

The Code of Federal Regulations (CFR) is an annual codification of the general and permanent rules published in the Federal Register by the executive departments and agencies of the Federal Government, and provides applicable regulations related to the MEP.

The MEP Guidance is designed to help state education agencies (SEAs) and local operating agencies (LOAs) use MEP funds to develop and implement supplemental educational and support services to assist migratory children.

Guidance (October 23, 2010) MEP Guidance Code of Federal Regulations (Revised as of July 1, 2010) 34 CFR §§ – Statute Elementary and Secondary Education Act (ESEA), Title I, Part C, Section , as amended

Overview of the Migrant Education Program
In This Section Purpose of the Migrant Education Program Office of Migrant Education Goals and Objectives of the Migrant Education Program

Purpose of the Migrant Education Program
The purposes of the MEP are to: Support high-quality and comprehensive educational programs for migratory children to help reduce the educational disruptions and other problems that result from repeated moves; Ensure that migratory children who move among states are not penalized in any manner by disparities among states in curriculum, graduation requirements, and state academic content and student academic achievement standards;

Ensure that migratory children are provided with appropriate educational services (including supportive services) that address their special needs in a coordinated and efficient manner; Ensure that migratory children receive the full and appropriate opportunity to meet the same challenging state academic content standards and challenging student academic achievement standards that all children are expected to meet;

Design programs to help migratory children overcome educational disruption, cultural and language barriers, social isolation, various health-related problems, and other factors that inhibit the ability of such children to do well in school, and to prepare such children to make a successful transition to postsecondary education or employment; and Ensure that migratory children benefit from state and local system reforms. Section 1301 of the ESEA, as amended

Office of Migrant Education
The MEP falls under the purview of the Office of Migrant Education (OME) in the U.S. Department of Education (ED). OME’s mission is to provide: Excellent leadership; Technical assistance; and Financial support to improve the educational opportunities of migrant children, youth, agricultural workers, fishers, and their families. OME Website

High School Equivalency Program (HEP) College Assistance Migrant Program (CAMP) Migrant Education Program Organizational Structure Adapted from:

The core function of OME is to support states through: Grant and contract administration; Legislation, budget, and policy guidance; Evaluation and research; Outreach; and Special leadership initiatives. MEP Guidance

Special initiatives overseen through OME include: Targeting- Identification & Recruitment, Comprehensive Needs Assessment, Subgrantee Monitoring, and Re-interview Initiative; Service Delivery- Planning, Implementation, and Evaluation of Evidenced-Based Programming; and Coordination- Migrant Student Records Exchange MEP Guidance

Goals and Objectives of the Migrant Education Program
The goal of the MEP is to assist all migrant students in meeting challenging academic standards and achieving graduation from high school (or a GED program) with an education that prepares them for responsible citizenship, further learning, and productive employment.

Goals and Objectives of the Migrant Education Program
States are charged with coordinating with other federal programs and state and local education reform efforts to contribute to improved school performance of migrant children so that migrant students perform as well as non-migrant students. OME provides technical assistance and fiscal support to strengthen and support the efforts of states to continuously improve the quality of education provided to migrant children.

Key Components of the Migrant Education Program
In This Section Identification, Recruitment, and Eligibility State Migrant Education Program Funding Allocation and Use of Funds Program Planning – Comprehensive Needs Assessment and Service Delivery Plan Provision of Services Parental Involvement Program Coordination Program Evaluation Program Performance Reporting Grants and Special Initiatives

Identification, Recruitment, and Eligibility
The SEA and LOAs must use the National Certificate of Eligibility (COE) form established by the Secretary to document the state’s determination of the eligibility of migratory children. The SEA and its LOAs must maintain any additional documentation the SEA requires to confirm that each child found eligible for the MEP meets all of the eligibility requirements. The SEA is responsible for the accuracy of all determinations of the eligibility of migratory children identified in the state. The SEA must establish and implement a system of quality controls for the proper identification and recruitment of eligible migratory children. 34 CRF § See Module 2: Identification, Recruitment, and Eligibility

Identification, Recruitment, and Eligibility
Guidance (October 23, 2010) MEP Guidance, Chapters II & III Code of Federal Regulations (Revised as of July 1, 2010) 34 CFR § and & (a) Statute Elementary and Secondary Education Act, as amended (ESEA), Title I, Part A Section 1115(b)(1)(A); Title I, Part C, Sections 1304(c)(7) and 1309(2)

State Migrant Education Program Funding Allocation and Use of Funds
Federal funds are allocated to states by formula to establish or improve educational programs for migrant children. State funds may be used for General administration of the state MEP, Administrative services that are unique to the MEP, and Delivery of services to migrant students by the SEA or through subgrants and contracts.

Guidance (October 23, 2010) MEP Guidance, Chapter XI Code of Federal Regulations (Revised as of July 1, 2010) 34 CFR § , , , , , , , 77.1, 80, , (c), and (b) Statute Elementary and Secondary Education Act, as amended (ESEA), Title I, Part A, Section 1004; Title I, Part C, Sections 1302, 1304(b)(5), 1304(d), and 1309; Section 9201; GEPA sections 437(a) and 452(a)

In accordance with federal awards, a state may use MEP funds for costs that meet the following general criteria: Be necessary and reasonable for proper and efficient performance and administration of the MEP, Conform with state and local laws, Conform with federal law, Be allocable (e.g., charged in proportion to the value received by the MEP and its children), Be in accordance with generally accepted accounting principles (GAAP), and Be adequately documented. 2 CFR Part 200 See Module 3: State Migrant Education Program Funding Allocation and Use of Funds

Guidance (October 23, 2010) MEP Guidance, Chapter X Code of Federal Regulations (Revised as of July 1, 2010) 34 § CFR Statute Elementary and Secondary Education Act as amended, (ESEA), Title I, Section 1120A and Section 1304(c)(2); Title IX Sections 9101 and 9521

Program Planning – Comprehensive Needs Assessment & Service Delivery Plan
States must ensure that the state and its LOAs identify and address the special educational needs of migratory children in accordance with a comprehensive state plan that: May be submitted as part of a consolidated application, Provides that migratory children will have an opportunity to meet the same challenging state academic content standards and academic achievement standards that all children are expected to meet,

Program Planning – Comprehensive Needs Assessment and Service Delivery Plan
Specifies measurable program goals and outcomes, Encompasses a full range of available services, Is the product of joint planning, and Provides for the integration of services with those provided by other programs. Section 1306(a)(1) of the ESEA, as amended See Module 7: Program Planning – Service Delivery Plan

MEP Guidance, Chapter IV
Program Planning – Comprehensive Needs Assessment & Service Delivery Plan Guidance (October 23, 2010) MEP Guidance, Chapter IV Code of Federal Regulations (Revised as of July 1, 2010) 34 § CFR Statute Elementary and Secondary Education Act, as amended (ESEA), Title I, Part C, Sections 1304(b) and 1306(a)

Provision of Services For the purposes of the MEP, services are a subset of all the activities that MEP provides through its program and projects. Services are distinct in that they are the educational or educationally related activities provided to migrant children to enable them to succeed in school. Sections 1304(c)(6) and 1306(b) of the ESEA, as amended Sections 9101(37) and 9501 of the ESEA See Module 3: State Migrant Education Program Funding Allocation and Use of Funds

Code of Federal Regulations (Revised as of July 1, 2010)
Provision of Services Guidance (October 23, 2010) MEP Guidance, Chapter V Code of Federal Regulations (Revised as of July 1, 2010) 34 § CFR (c)(1), 200,83, Statute Elementary and Secondary Education Act, as amended (ESEA), Title I, Part C, Sections 1304 and 1306; Sections 9101(37) and 9501 of Title IX

Parental Involvement SEAs and LOAs are required to
Develop a comprehensive state plan in consultation with parents, Consult with parent advisory councils (PACs) in programs that are one school year in duration at both the State and local agency operating level, and Note: Short-term projects that do not last a full school year, e.g., a remedial math tutoring program that is only offered during the first semester of school, do not require the consultation of the PAC, but should include the input of migrant parents.

See Module 5: Parental Involvement
Plan and operate the MEP in a manner that provides for the same parental involvement as is required in Section 1118 of the ESEA (for Title I, Part A programs). The statute also requires parental involvement activities to be conducted in a format and language understandable to parents. Section 1118 of the ESEA Sections1304(c)(3) and 1306(a)(1)(B)(ii) of the ESEA, as amended 34 CFR § (b) See Module 5: Parental Involvement

MEP Guidance, Chapter VII
Parental Involvement Guidance (October 23, 2010) MEP Guidance, Chapter VII Code of Federal Regulations (Revised as of July 1, 2010) 34 § CFR (b) Statute Elementary and Secondary Education Act, as amended (ESEA) , Title I, Part C, Sections 1304(c)(3) and 1306(a)(1)(B)(ii); Section 1118 of Title I, Part A

Program Coordination Each state application must include a description of how the state and its 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; The integration of services among educational programs; and Measurable program goals and outcomes. Section 1304(b)(1) of the ESEA, as amended See Module 9: Program Coordination

MEP Guidance, Chapter VI
Program Coordination Guidance (October 23, 2010) MEP Guidance, Chapter VI Code of Federal Regulations (Revised as of July 1, 2010) 34 CFR § (e) and (a) Statute Elementary and Secondary Education Act, as amended (ESEA), Title I, Part C, Sections 1304(b)(1)(B) and (C); (b)(3), 1304(c)(1)(B), 1306(a)(1)(A), (F), and (G), 1308(a), (b) and (d); Section 3124 of Title III, Part A

Program Evaluation States must plan, implement, and evaluate programs and projects that ensure that the state and LOAs address the special educational needs of migratory children, including preschool migratory children. Section 1304(b)(1) of the ESEA, as amended

Program Evaluation SEAs are required to determine program effectiveness through a written evaluation of both program implementation and program results, particularly for those students who have Priority for Services (PFS). 34 CFR § See Module 8: Program Planning – Migrant Education Program Evaluation

MEP Guidance, Chapter VIII
Program Evaluation Guidance (October 23, 2010) MEP Guidance, Chapter VIII Code of Federal Regulations (Revised as of July 1, 2010) 34 CFR § , , Statute Elementary and Secondary Education Act, ), as amended (ESEA), Title I, Part C, Sections 1301(4), 1303(e), 1304(b)(1) and (2), 1304(c)(5), 1304(d)l 1306(a)(1)(C) and (D)

Program Performance Reporting
Each year, states must provide MEP specific program performance information through the Consolidated State Performance Report (CSPR) Part II, including: The annual unduplicated count of migrant children, and A detailed narrative that describes the procedures the states followed to obtain and verify the child count. Using the CSPR simplifies the reporting process and reduces the reporting burden on each state. Section 9303 of the ESEA, as amended

Program Performance Reporting
Guidance (October 23, 2010) MEP Guidance, Chapter IX Code of Federal Regulations (Revised as of July 1, 2010) 34 CFR § Statute Elementary and Secondary Education Act, as amended (ESEA), Title I, Part C, Sections 1303(e); 1304(c)(7) and (e); Title IX, Part C, Section 9303

Grants and Special Initiatives
In This Section Grants and Special Initiatives

Grants and Special Initiatives
In addition to the administration of the MEP, the OME administers other grant programs and special initiatives, including The Migrant Student Information Exchange (MSIX), MEP Consortium Incentive Grants (CIGS), High School Equivalency Program (HEP), College Assistance Migrant Programs CAMP), and See Module 12: Migrant Student Information Exchange (MSIX) See Module 13: Grants and Special Initiatives

Wrapping Up In This Section Key Points Where to Begin Next Steps
Resources

Key Points The purpose of MEP is to address the special educational needs of migrant children so that they have a full opportunity to meet the same state academic standards as all other children. OME administers the MEP. Legal and authoritative references for the MEP include: Sections of the ESEA, as amended; Title 34 of the Code of Federal Regulations §§ ; and MEP Guidance of 2010. OME provides states funds to carry out the MEP; the state director oversees the state MEP. The state MEP includes a number of interrelated program components.

Where to Begin As a new state director, you may feel that there is an overwhelming array of information to learn and activities to undertake. The New State Director’s Orientation Tutorial is an important first step to enable you to learn about the MEP at the federal, state, and local level. We encourage you to take the time necessary to review each module and complete all activities. Activities in the Tutorial will provide the foundation for you to develop a master plan of action and calendar items to guide all activities for the MEP.

Next Steps Working through the New State Director’s Orientation Tutorial, you will Familiarize yourself with the law, regulations, and guidance for the MEP; Familiarize yourself with the state MEP; Identify the major program components for which you are responsible; Develop action plans for each of the program components; Start an MEP Master Calendar (See QRRS 14.2 for a template.) to help you track important tasks; and Identify technical assistance materials, resources, and supports to have easily accessible.

Migrant Education Program Resources
MEP Guidance on the Education of Migratory Children under Title I, Part C of the Elementary and Secondary Education Act of 1965 – explanation of the laws and regulations related to the MEP, and recommendations for sound practice MEP Identification and Recruitment Manual – in-depth explanation of identification and recruitment (ID&R), recruiter’s role, administrator’s role, and quality control

National ID&R Curriculum – designed for MEP staff, trainers, and recruiters, this eight module training provides a framework for recruiter development Technical Assistance Guide on Re-interviewing – resource for state agency personnel to use during re-interviewing Comprehensive Needs Assessment Toolkit – suggested step-by-step guide with tools and templates to develop the CNA Service Delivery Plan Toolkit – suggested step-by-step guide with tools and templates to develop the SDP

Program Evaluation Toolkit – suggested step-by-step guide with tools and templates to develop the Program Evaluation Consolidated State Performance Report (CSPR) Part II– form for annual MEP state reporting MSIX Website – access to MSIX login, user manuals, and training materials MSIX Guides and Fact Sheets – provides tools and resources for MSIX users

MEP Consortium Incentive Grants (CIG) – links to current CIG projects High School Equivalency Program (HEP) – links to current HEP projects and contacts College Assistance Migrant Program (CAMP) – links to current CAMP projects and contacts

MEP Officers – list of OME MEP contacts MEP State Profiles – includes links to state MEP contact information Glossary of Terms – alphabetical listing of key terms applicable to migrant education

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.

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Migrant Education Program New State Directors’ Orientation Tutorial Module I: Migrant Education Program Overview U.S. Department of Education Office of.

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