1. Module 13: Grants and Special Initiatives
New Directors’ Orientation Tutorial

2. Table of Contents Section Slide # Getting Started 3
Overview of Grants and Special Initiatives 9
Consortium Incentive Grants (CIGs) 13
High School Equivalency Program (HEP) and College Assistance Migrant Program (CAMP) Grants 16
Binational Migrant Education Initiative (BMEI) 25
Wrapping Up 53

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 13 will enable new state directors to
understand the background and the legislative and regulatory requirements for Migrant Education Program (MEP) supporting grants and special initiatives;
explore Consortium Incentive Grants (CIG);
explore the High School Equivalency Program (HEP) and College Assistance Migrant Program (CAMP) and identify HEP and CAMP grants in their states;
connect with HEP and CAMP grants;
understand the challenges of binational migrant students; and
create a customized action plan for identifying MEP supplemental grants, and special initiatives in their states, and leverage resources for statewide improvement of migrant education services.

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 (continued)
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 (QRRS 14.2); and
contact your OME Program Officer for follow-up questions.

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

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
The Binational Migrant Education Teacher Exchange Program

9. Overview of Grants and Special Initiatives

10. Overview of Grants and Special Initiatives
In addition to administering the MEP, the Office of Migrant Education (OME) administers several other grant programs, and participates in special initiatives to further help State educational agencies (SEAs) and others address the educational needs of migrant children. These include:
MEP Consortium Incentive Grants (CIGs),
High School Equivalency Program (HEP),
College Assistance Program (CAMP), and
Binational Migrant Education Initiative (BMEI).

11. Overview of Grants and Special Initiatives
In addition to funding the MEP, OME currently supports four other programs or initiatives to support the education of migrant children.
MEP Consortium Incentive Grants
High School Equivalency Program
Binational Migrant Education Initiative
College Assistance Migrant Program

12. Check-in
How much do you know about the MEP supplemental programs / initiatives, and whether any of them operate in your state?
See QRRS 13.1 – MEP Supplemental Grants and Special Initiatives in Your State

13. Consortium Incentive Grants (CIGs)

14. Consortium Incentive Grants
On an annual basis, the U.S. Department of Education reserves up to $3 million of the MEP appropriation to award grants to SEAs to participate in high quality consortia that improve the interstate or intrastate coordination of migrant education programs by addressing key needs of migratory children who have their education interrupted.
Sections 1303(d) and 1308(d) of Title I, Part C of ESEA, as amended

15. Consortium Incentive Grants
Each SEA may enter into a consortium with one or more other SEA or entity and apply for special funding based on their proposal to implement one or more services for migrant children whose education has been interrupted. These proposed activities must be:
Conform to one of the absolute priorities the Department established and identified as defined in the Notice Inviting Applications (NIA), and
Based on scientifically-based research strategies.
Grants to consortia of SEAs are awarded competitively. Awarded amounts are additional funds the SEA may use under the MEP for any operational activities.
For more information about Consortium Incentive Grants, visit the ED website.

16. High School Equivalency Program (HEP) and College Assistance Migrant Program (CAMP) Grants
In This Section
High School Equivalency Program
College Assistance Migrant Programs

17. High School Equivalency Program
HEP is designed to help migratory and seasonal farmworkers and members of their immediate families who are 16 years of age or older, to obtain the equivalent of a secondary school diploma and subsequently, to gain employment in a career position or the military or entry into postsecondary education.
Higher Education Act (HEA) Title IV, Sec. 418A
Higher Education Opportunity Act P.L Sec. 408

18. High School Equivalency Program
The HEP is administered through OME as a discretionary competitive grant program authorized in the Higher Education Act.
HEP grants are awarded for up to five years.
View the RFP for the current award period at:
While most HEP programs are located at Institutions of Higher Education (IHEs), non-profit organizations are also eligible to apply in conjunction with an IHE.

19. High School Equivalency Program
HEP participants receive developmental instruction, counseling, and other services intended to prepare them to:
Complete the requirements for high school graduation or for high school equivalency certificates,
Pass standardized tests of high school equivalency, and
Be placed in the first year of college or university or a career (including the military).

20. High School Equivalency Program
Some of the support services that may be offered through HEP include:
Counseling,
Job placement,
Health care,
Financial aid stipends,
Housing for residential students, and
Cultural and academic programs.
For more information about HEP projects, visit the ED website.

21. College Assistance Migrant Programs
CAMP is administered through the OME as a five year discretionary competitive grant program also authorized in the Higher Education Act.
CAMP grants are awarded for up to five years.
View the RFP for the current award period at:
While most CAMP programs are located at IHEs, non-profit organizations are also eligible to apply.

22. College Assistance Migrant Programs
The purpose of CAMP is to provide the academic and financial support necessary to help migrant and seasonal farmworkers and members of their immediate family successfully complete their first year of college and continue in postsecondary education.
Higher Education Act (HEA) Title IV, Sec. 418A
Higher Education Opportunity Act P.L , Sec. 408

23. College Assistance Migrant Programs
Some of the support services that may be offered through CAMP include
Outreach to eligible migrant and seasonal farmworkers,
Counseling,
Tutoring,
Skills workshops,
Health services,
Financial aid stipends,
Housing assistance for eligible students during their first year of college, and
Limited follow-up services after their first year of postsecondary education.
For more information about CAMP and future grant competitions, visit the ED website.

24. Check-in
Are there resources from the MEP supplemental grants that you can leverage to enhance activities and services for migrant students in your state?
See QRRS 13.2 – Leverage Resources Offered through MEP Supplemental Grants

25. Binational Migrant Education Initiative (BMEI)
In This Section
Overview
Who is a Binational Student?
Challenges of Binational Students
Access to Schools – Transfer Document
Teacher Exchange Program
Information and Dissemination – Free Textbook Distribution
Strategies for Assisting Binational Students

26. Binational Migrant Education Initiative Overview
The Binational Migrant Education Initiative (BMEI) grew out of the work of a group from California who, in 1976, initiated efforts to work with Mexico on issues related to the education of students who migrate between California and Mexico.
These efforts resulted in the creation of the California Binational Program.
Thereafter, other border states became involved, giving birth to the Binational Migrant Education Program (BMEP).
Now named the Binational Migrant Education Initiative (BMEI).

27. Binational Migrant Education Initiative Overview
With approximately 27 U.S. states and 31 Mexican states participating to some degree in the BMEI, OME has had an increasing role in the coordination of activities among U.S. states engaged in programs with Mexican states to improve continuity of educational and social services for migrant students who migrate between the two countries.

28. Binational Migrant Education Initiative Overview
The Department of Education’s specific objectives through OME’s involvement with the BMEI are:
To support and strengthen the efforts of states participating in the U.S. BMEI through the interstate coordination of programs,
To support a continuing dialogue and sharing of information among educators of migrant students in the U.S. and Mexico, and
To contribute to and promote the implementation of binational cooperation in the field of education within the context of the United State-Mexico Memorandum of Understanding (MOU) on Education.

29. Who is a Binational Student?
A binational student is an eligible migrant student who has moved between Mexico and the United States with his/her parents or as an emancipated youth at least once in the last 36 months.

30. Challenges of Binational Students
In addition to the challenges that migrant students experience, binational students face:
Social and cultural confusion traveling between two countries,
Loss of a sense of belonging,
Improper placement due to variances in requirements among educational systems, and
High drop-out rates.

31. Access to Schools – Transfer Document
Binational students may arrive to enroll in American schools without proper academic documentation and without the English skills to communicate their progress in school. This often results in improper placement of students, as they may be placed according to age, rather than equivalent grade level in the Mexican school system.

32. Access to Schools – Transfer Document
The graphic below illustrates the grade/coursework structure for children in the Mexican school system.
Terrazas, A. and Fix, M. (2009). The Binational Option: Meeting the Instructional Needs of Limited English Proficient Students. Washington, DC: Migration Policy Institute.
Retrieved from:

33. Access to Schools – Transfer Document
Schools can request a Transfer Document issued by the Mexican Consulate, which facilitates the enrollment and proper placement of students traveling between both countries.
The Transfer Document includes information related to grades and courses completed, academic performance, and health information.
It also serves as a binational report card for binational migrant students.

34. Access to Schools – Transfer Document
There are separate documents for students in grades 1- 6 (Primaria) and grades 7-9 (Secundiaria).
There is not a Transfer Document for students in grades 10-12; rather, transcripts need the authorization of an apostille from the state’s Secretary of State.
A sample apostille request letter can be viewed at postille_ pdf

35. Access to Schools – Transfer Document
If a migrant student returning to Mexico did not arrive with a Transfer Document, and one was not obtained, the U.S. school should issue a Transfer Document to the student before leaving in order to facilitate their re-entry into the Mexican school system. The Transfer Document:
Is usually filled out by the school registrar, guidance counselor or secretary and the student’s teacher; and
Requires information regarding:
Student information, including Mexican registration number, parents’ or guardians’ names, etc.,
School information, and
Student performance data, including grades and notes about learning.

36. Access to Schools – Transfer Document
Blank Transfer Documents are distributed by the Mexican Consulate in the state.
Each document has a unique number.
Schools should plan to keep a supply on hand to avoid delays when a student or parent of a migrant student requests one.
Recruiters should consider having some Transfer Documents on hand as well.

37. Access to Schools – Transfer Document
However, obtaining a Transfer Document can take time. The systems in place for requesting and transmitting Transfer Documents vary greatly depending on the Mexican state.
Understand the process for obtaining Transfer Documents from the Mexican states from which students most frequently arrive to determine the most expeditious means.
Understand what system is used in each state (e.g., mail, fax, electronic).
Be prepared to make multiple requests if necessary.
Be proactive.
If all else fails, contact your MEP office.

38. Teacher Exchange Program
The Teacher Exchange Program supports teachers who spend time learning and sharing their expertise about the cultural, educational, and social experiences of the binational migrant student.
Rather than merely addressing the educational needs of one child through telephone consultation or sending textbooks and assignments, teacher exchange programs enhance overall understanding of educational practices, requirements, and expectations among participating nations’ educators and policymakers.

39. Teacher Exchange Program
Most teacher exchanges take place during the summer months.
Individual SEAs and the Mexican Consulate in their states work together to establish procedures and processes for teacher exchange.
In some cases, SEAs work directly with Mexican states.
The planning process is lengthy and begins early during the prior school year.
In addition to the application process to match expertise and interest, planning the logistics of school placement, travel, housing and meals, etc., is extensive and requires attention to many details.

40. Teacher Exchange Program
The MEP Binational Migrant Teacher Exchange Program consists of two components:
Teachers travel from Mexico during the summer months for weeks and are typically placed in schools with significant numbers of binational migrant students or in areas where few bilingual teachers are available to work with the binational migrant students; and
U.S. teachers travel to Mexico during the summer, typically for one or two weeks to visit schools and communities.

41. Teacher Exchange Program
Requirements for a U.S. teacher to participate in the exchange typically include:
Being a teacher of bilingual or migrant programs,
Knowledge of the educational problems of binational children in the U.S.,
Willingness to cooperate with Mexico in exchanging teaching methods and educational technology,
A level of Spanish that allows verbal communication without a translator,
An ability to explain the American educational system and local district system, and
Interest in learning about the communities of origin of the Mexican migrants.

42. Teacher Exchange Program
For a Mexican teacher to participate, he or she must typically have:
A bachelor’s degree in the area of pedagogy/certificate-diploma from the Normal School or Upper Normal School;
A minimum three years of classroom experience as a group teacher;
A certain mastery of the English language that permits verbal communication;
Knowledge of the educational problems of the Mexican rural environment;
General knowledge of the Mexican educational system;
Knowledge of Mexico’s history, traditions, and culture; and
Experience in designing educational programs and materials.

43. Teacher Exchange Program
Binational students benefit from exchanges in many ways:
Visiting Mexican teachers bring a sense of home culture to the classroom.
Students receive additional assistance in learning with someone fluent in their native language.
Teachers gain a better understanding of the Mexican education systems and curriculum.
Teachers experiencing a new culture and language can empathize with migrant students’ experiences.

44. Teacher Exchange Program
The planning process for a Teacher Exchange Program is an extensive process that should begin well in advance (7-9 months) of the teachers’ arrival at his/her intended destinations. Consider that:
Applications must be submitted, both by interested program administrators and potential exchange teachers;
Areas of program need and teacher expertise must be matched;
Housing, transportation, and meal plans must be arranged;
Passports and Visas must be obtained; and
Medical and other personal arrangements need to be addressed.
For more comprehensive information on planning for a Binational Teacher Exchange, see The Binational Migrant Education Teacher Exchange Program.

45. Information and Dissemination – Free Textbook Distribution
Through an agreement with Mexico, textbooks are distributed to binational migrant education programs in the U.S. to supplement the curricula used for the education of monolingual Spanish speaking students and help promote literacy development in Spanish.
Textbooks are typically available for Primaria, grades 1-6.
Each state must coordinate the distribution of free textbooks through its Mexican consulate.
While Mexico provides the books, the states are responsible for the arrangement of delivery and associated costs.

46. Information and Dissemination – Free Textbook Distribution
Distribution of Mexican textbooks benefits binational students by:
Allowing monolingual students to demonstrate content knowledge,
Providing a continuum of curriculum from Mexico,
Supplementing literacy programs with students,
Infusing culture and history of Mexico, and
Involving parents through familiarity of curriculum.

47. Strategies for Assisting Binational Students
States with large populations of eligible binational migrant students might consider strategies to:
Work with Mexican states of origin to align curriculum descriptions;
Make available courses through distance learning options, especially for secondary students to obtain credit accruals;
Ensure that students returning to Mexico have a completed Transfer Document (if grades 1-9) or an Apostille (if grades 10-12);
Allow students to take end-of-grade assessments early if leaving near, but prior to, the end of the school year;
Identify when students typically return to Mexico--
So that assessments can be issued and Transfer Documents made available.

48. Strategies for Assisting Binational Students
States with large populations of eligible binational migrant students might consider strategies to (continued):
Participate in the Free Textbook Distribution program;
Facilitate enrollment in ESL classes as necessary;
Communicate with parents concerning school records and school schedules;
Give exiting students or parents a copy of their MSIX record. This WILL NOT replace the requirement for a Transfer Document but the Mexican schools can use the MSIX record as a part of the student’s personal education portfolio. Having the parents retain a copy also and may be useful so that, upon the child’s re-entry into the U.S. school system, the LEA that enrolls the child may quickly identify the student’s MSIX records and past enrollment history.

49. Strategies for Assisting Binational Students
States with large populations of eligible binational migrant students might consider strategies to (continued):
Promote understanding of Mexico’s culture and educational systems by encouraging teacher exchange; and
Provide professional development on cultural sensitivities and special challenges that binational students face.

50. What Do You Think?
Considering the added challenges that binational students face, can you think of four strategies that can ease some of the educational challenges of these students?

51. What Do You Think? – Reflection
In listing strategies for easing the challenges of Binational students, did you include?
Ensuring protocols are in place for requesting Transfer Documents for students who regularly travel between the United States and Mexico.
Working with Mexican states of origin to align curriculum descriptions.
Providing professional development on cultural sensitivities and special challenges that binational students face.
Contacting the Mexican Consulate to request free textbooks for binational students.

52. Check-in
What has been the five-year trend for binational students entering your state?
From what states in Mexico do binational students most frequently arrive?
What is the typical length of stay of binational students in your State?
See QRRS 13.3 – Binational Migrant Trends in Your State

53. Wrapping Up
In This Section
Key Concepts
Action Planning
Resources

54. Key Concepts
In addition to the administration of the MEP, the OME administers several grants, and participates in special initiatives to further support the educational needs of migrant children.
The CIG program provides grants to SEA consortia that improve the interstate or intrastate coordination of migrant education programs by addressing key needs of migratory children. 

55. Key Concepts
The HEP program is designed to assist eligible individuals interested in completing a secondary school equivalency diploma and then enrolling in a college or university, or in a career.
CAMP provides assistance to eligible students attending their first year of postsecondary education.
Binational migrant children face added educational challenges caused by traveling between two countries and differences in educational systems.

56. Action Planning Consider the following questions.
Based on the past five-year migrant trends in your state, what additional services and resources do you anticipate needing?
What services and resources available through these programs can be leveraged for pre-K-12 migrant students?
What policy changes or new strategies can be implemented to leverage the BMEI programs?
Are there additional funding opportunities my state should pursue?
See QRRS 13.4 – Grants and Special Initiatives Action
Add any actionable items to your MEP planning calendar.

57. Resources for Grants and Special Initiatives
MEP Guidance on the Education of Migratory Children under Title I, Part C of the Elementary and Secondary Education Act of 1965 III – Explanation of guidelines to implement the laws and regulations
The Binational Migrant Education Teacher Exchange Program – A guide to supporting “education without borders”
MEP Consortium Incentive Grants (CIG) – Link to current CIG projects
High School Equivalency Program (HEP) – Link to current HEP projects and contacts
College Assistance Migrant Program (CAMP) – Link to current CAMP projects and contacts

58. Migrant Education Program Resources
MEP Officers – List of OME contact information (
Glossary of Terms – Alphabetical listing of key terms applicable to migrant education ( manual/section/glossary/glossary)