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Learn about the state service delivery plan, funding allocation, summer programs, and other important aspects of the Florida Migrant Education Program.
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Enhancing Migrant Education Services to Meet the Needs of Migrant StudentsFASFEPA/ECTAC Spring Forum May 15, 2019 Dinh Nguyen, Ph.D., Marlene Acosta Rodriguez, Henry Miller Florida Migrant Education Program Office
Agenda • State Service Delivery Plan • Funding Allocation under the Migrant Education Program • Summer Programs • 2019-20 Request for Application (RFA) • Helpful Definitions • Fiscal requirements • Programmatic Requirements • Annual Program Evaluation • Migrant Student Information Exchange (MSIX) Child Count • Amendment Procedures
State Service Delivery Plan • The State Service Delivery Plan (SSDP) is the implementation plan for Title I, Part C under the Every Student Succeeds Act (ESSA) Florida State Plan. • The SSDP outlines strategies that Florida will implement to address the requirements of the law. • Developed using the Continuous Improvement Cycle
State Migrant Education Program Continuous Improvement Cycle Comprehensive Needs Assessment (Study/Pre-plan) Guide Incorporate Program Evaluation (Evaluate) Service Delivery Plan (Plan) Implementation (Do/Deliver)
State Comprehensive Needs Assessment State Comprehensive Needs Assessment (CNA) incorporates the following: • Florida Standards Assessment (FSA) data • Statewide Florida Migrant Education Program (FMEP) evaluation data (gathered from local MEPs) • District surveys • Statewide CNA committee surveys • Florida Migrant Parent Advisory Council (FMPAC) surveys
Vocabulary of the State Service Delivery Plan • State Performance Targets are adopted for migrant children in the areas of reading, math, high school graduation, high school graduation plus, early childhood education and Out of School Youth (OSY). • A Comprehensive Needs Assessment (CNA) identifies unique, high priority needs of migrant children and families across all areas of focus. • Measurable Program Outcomes (MPOs) help the MEP assess whether it is meeting identified migrant needs in targeted areas. (more on these later under the 2019-20 RFA section)
Vocabulary of the State Service Delivery Plan • Service Delivery Strategies (laid out in the SSDP) outline specific ways to achieve Performance Targets and MPOs across focus areas. • Evaluation efforts determine whether and to what extent the MEP is effectively achieving its goals for migrant children and families.
Performance Target: English/Language Arts (ELA) Assessment Data
Funding Allocation • United States Department of Education (USED) – Office of Migrant Education (OME)– The Every Student Succeeds Act (ESSA), which was signed into law on December 10, 2015, authorized MEP by Part C of Title I. • Florida Department of Education (FDOE)– USED allocates Title I, Part C MEP funds to States through a statutory formula based primarily on the State’s migrant student count, the number of migrant children who receive summer services, and the cost of education in each State. • Sub-grantees • Entitlement grants: Local Educational Agencies (LEAs) and Educational Consortia • Discretionary grants
Sub-Allocation Formula – Survey 5 • Number of migrant children • Recruited in regular year, and • Served in a migrant funded summer program • Needs of migratory children • Low scores in state assessments, English Language Learners (ELL), retained, etc. • Number of children identified as meeting criteria for Priority for Services (PFS) • Availability of funds from federal, state or local funds • Average state Per-Pupil Expenditure (PPE) vs. District PPE
Migrant Child Counts • “Category 1”: identified eligible migratory children aged 3 through 21 residing in the State during the performance reporting period (September 1 – August 31) • “Category 2”: identified eligible migratory children, aged 3 through 21, who received MEP services in summer or intersession programs provided by the State during the performance reporting period • Category 2 is a subset of Category 1 • Child counts are reported by States to the USED on an annual basis through the Department of Education (ED) Facts reporting system
Child Counts and Allocation • Category 1 and Category 2 child counts are reported to USED and used by OME to determine state-level allocations for the MEP. • Accurate reporting under Survey 5 is essential to ensure that LEAs and LOAs have the funding necessary to provide services to the migrant children in their districts.
Summer Programs How Summer Programming Benefits Migrant Education Programs
Summer Program Benefits • Carefully planned summer programs provide continuity of instruction from one school year to the next. • Credit accrual programs help high school students achieve a high school diploma on schedule. • Summer programs help provide additional opportunities for students to improve their knowledge and increase their academic performance to close achievement gaps. • Summer student counts may result in additional funding, both for the State and for local MEPs.
Replaced 2018-19 performance indicators with 2019-2020 Measurable Program Outcomes (MPOs) Incorporated MPOs into strategy descriptions for reading, mathematics, high school graduation, school readiness, and out-of-school youth services LEAs must incorporate the strategies specified by the SSDP. Before using a new strategy, the LEA must apply those strategies approved by FDOE Specified data measurement components for reading, mathematics, graduation, and school readiness strategies Added component for description of Identification and Recruitment (ID&R) activities Summary of Changes to 2019-2020 RFA
Identification and Recruitment (ID&R) • Overview of ID&R organizational structure and activities in district: specify who will conduct ID&R • District’s ID&R Quality Control Plan: ensuring student eligibility, recertifying Certificates of Eligibility (COEs) annually, entering information into MSIX and Survey 5; procedures for misidentified children • How district will utilize ID&R staff to identify and recruit eligible migrant students and ensure annual COE training for all recruiters • Reminder: 20 US Code, 18 US Code
Common Application Issues/Challenges: Data • Use most up-to-date data; 2018-2019 for most items • If 2018-2019 data is not available, use most recently available data and provide an explanation. Indicate data will be updated once it is available • Align budget items to address needs identified in local needs assessment and to be consistent with the SSDP • Descriptions in budget line items should align with the function and object code (i.e., Function 5100 only refers to K-12 education, so Pre-K services would not be appropriate) and should specify what items will be purchased or what services will be provided • Use last year’s approved application as a starting point to develop this year’s application
Common Application Issues/Challenges: Budgets • Budget items must align with the areas of need identified in the State CNA and SSDP as well as the local needs assessment • Budget items should reflect the activities described in the program narrative
Common Application Issues/Challenges: Budgets Budget Line Item Example
Measureable Program Outcomes (MPOs) • MPOs indicate the specific growth expected from the migrant services provided • MPOs tie service delivery to growth • Three (3) year timeline: 2018-2021 • Five areas of focus: • Reading • Mathematics • High School Graduation • Early Childhood • Out-of-School Youth
Migratory Child • The child is not older than 21 years of age; • The child is entitled to a free public education (through grade 12) under State law, or the child is not yet at a grade level at which the LEA provides a free public education; • The child made a qualifying move in the preceding 36 months as a migratory agricultural worker or a migratory fisher, or did so with or to join a parent/guardian or spouse who is a migratory agricultural worker or a migratory fisher; and • With regard to the qualifying move, the child moved due to economic necessity from one residence to another residence, and— • From one school district to another.
Qualifying Move • A move that was: • Made due to economic necessity; and • From one residence to another residence; and • From one school district to another school district
Qualifying Worker - Agriculture • The term "migratory agricultural worker" means an individual who: • Made a qualifying move in the preceding 36 months and, after doing so, • Engaged in new temporary or seasonal employment or personal subsistence in agriculture, which may be dairy work or the initial processing of raw agricultural products. • If an individual did not engage in such new employment soon after a qualifying move, such individual may be considered a migratory agricultural worker if the individual: • Actively sought such new employment; and • Has a recent history of moves for temporary or seasonal agricultural employment.
Qualifying Worker - Fisher • The term "migratory fisher" means an individual who: • Made a qualifying move in the preceding 36 months and, after doing so, • Engaged in new temporary or seasonal employment or personal subsistence in fishing. • If the individual did not engage in such new employment soon after the move, the individual may be considered a migratory fisher if the individual: • Actively sought such new employment; and • Has a recent history of moves for temporary or seasonal fishing employment.
Qualifying Arrival Date (QAD) • The date a qualifying move is completed • “In situations where the child and worker do not move at the same time, the Department considers the QAD to be the day that the child and worker complete the move to be together. That is, if the child’s move precedes the worker’s move, the QAD is the date that the worker arrived. If the child’s move follows the worker’s move, the QAD is the date the child arrived.” (OME Non-Regulatory Guidance – March 2017, E3)
Priority for Services (PFS) PFSFederal PFSFlorida Scored at Level 1 or Level 2 on the FSA Is an English Language Learner; or Was retained at any time; or Has an age/grade discrepancy; or Was retained at any time; or Is at risk of failing to meet the state graduation requirement by having one or both of the following: An unweighted GPA of 2.0 or below, or Insufficient credits for promotion or graduation and/or did not pass a required End of Course exam PRIORITY FOR SERVICES.—In providing services with funds received under this part, each recipient of such funds shall give priority to migratory children who have made a qualifying move within the previous 1-year period and who— • Are failing, or most at risk of failing, to meet the challenging State academic standards; or • Have dropped out of school.
Priority for Services (continued) • FDOE recommends that the timeframe for PFS be based on whether the child’s QAD is within one year from the date that the needs assessment is initiated. • If the LEA is assessing PFS the day after the start of the new term (e.g., September 2, 2018), the QAD should be within one year of this date (e.g., no earlier than September 1, 2017).
Out-of-School Youth (OSY) • For the purposes of the MEP, USED considers the term “out-of-school youth” to mean children through age 21 who are entitled to a free public education in the State and who meet the definition of a “migratory child,” but who are not currently enrolled in a K-12 institution. • This term could include students who have dropped out of school, youth who are working on a high school equivalency diploma (HSED) outside of a K-12 institution, and youth who are “here-to-work” only. • It would not include children in preschool, nor does it include temporary absences (e.g., summer/intersession, suspension, or illness). Enrollment in school is not a condition affecting eligibility for the MEP. • Therefore, out-of-school youth who meet the definition of a “migratory child” are eligible for the MEP. (OME Non-Regulatory Guidance March 2017, A5)
Continuation of Services (COS) The “continuation of services” provision found in section 1304(e) of ESSA provides that: • (1) a child who ceases to be a migratory child during a school term shall be eligible for services until the end of such term; • (2) a child who is no longer a migratory child may continue to receive services for one additional school year, but only if comparable services are not available through other programs; and • (3) secondary school students who were eligible for services in secondary school may continue to be served through credit accrual programs until graduation.
Personnel Activity Reports (PARs) • PARs are required for employees who work on multiple activities or cost objectives. • An employee’s PAR must comply with the following requirements: • It must reflect an after-the-fact distribution of the actual activity of the employee. • It must account for the total activity for which the employee is compensated. • It must be prepared at least monthly (LEAs that are allowed to use a substitute system may complete 3 times a year) and must coincide with one or more par periods. • It must be signed and dated by the employee.
Semi-Annual Certifications • When employees work solely on a single federal award or cost objective, charges for their salaries and wages must be supported by periodic certifications (at least semi-annually) that the employees worked solely on that program for the period covered by the certification. • These certifications must be signed and dated by the employee or a supervisor official having firsthand knowledge of the work performed by the employee. (FDOE Green Book 2015, Section C-19)
Tangible Personal Property Inventory • Tangible Personal Property • Physical – you can put your hands on it • Projected life of one (1) year or more • Value or cost of $1,000.00 or more • Relevant citations: • 2 Code of Federal Regulations (CFR) Part 200.313 • Florida Statutes Chapter 274 • Rule 69I-73, Florida Administrative Code (FAC)
Tangible Personal Property Inventory Required inventory elements: • Identification number; • description of item or items; • physical location (the city, county, address or building name, and room number therein), use, and condition of the property; • name of custodian with assigned responsibility for the item(s); • in the case of a property group, the number and description of the component items comprising the group; name, make, or manufacturer, if applicable; • year and/or model(s), if applicable; • manufacturer's serial number(s), if any, and if an automobile, vehicle identification number (VIN) and title certificate number, if applicable;
Tangible Personal Property Inventory Required inventory elements (continued): • date acquired; • cost or value at the date of acquisition for the item; • method of acquisition and, for purchased items, the voucher and check or warrant number; • date the item was last physically inventoried and the condition of the item at that date; • the source of funding for the property (including the Federal Award Identification Number (FAIN); • percentage of federal participation (i.e., identify portion of each item's costs funded by federal grant or project); and • use of equipment.
Allowability of Cost Procedures • Federal Uniform Grant Guidance (UGG) 2 CFR Part 200.302(7) requires each non-federal entity that manages and administers federally-funded grant programs must maintain adequate financial management systems to ensure compliance with federal grant program requirements. • As such, districtsmust have written procedures in place for determining the allowability of costs in accordance with Subpart E – Cost Principles of this part and the terms and conditions of the Federal Award.
Phase I Analysis:General Considerations for Allowable Costs • Consider requirements from federal regulations and program requirements: • Is the proposed cost allowable based on instructions from UGG? • Is the proposed cost consistent with the federal cost principles? • Consider requirements from the federal awarding agency: • Is the proposed cost allowable based on agency-specific regulations? • Is the proposed cost allowable based on the related terms/conditions that govern the agency’s award to/agreement with FDOE? • Is the proposed cost consistent with the grant project performance measures or benchmarks?
