Overview of MEP Consortium Incentive Grant (CIG) Program

1. Overview of MEP Consortium Incentive Grant (CIG) Program New Directors Meeting Hilton Old Town Alexandria March 1, 2012 Presented by Michelle Moreno

2. FY 2012 Consortium Incentive Grant (CIG) Program • CIG ProgramOverview • Purpose • Authorities • Requirements • Absolute Priorities • Application Process • Duration & use of incentive grant funds • Group discussion • Potential CIG ideas

3. Purpose The Consortium Incentive Grant program provides financial incentives to State Educational Agencies (SEAs) to participate in consortia that improve the interstate or intrastate coordination of migrant education programs by addressing key needs of migratory children who have their education interrupted. 3

4. Legal/Authoritative Reference for MEP CIG

5. Requirements of the Grant • Proposed grant applications must address one or more of the absolute priorities to be considered. • Proposed grant applications must be designed to improve the delivery of services to migratory children whose education is interrupted • Proposed grant applications must be designed to improve interstate and intrastate coordination of migrant education programs 5

6. Funding and Award Amount Requirements • The Secretary may award up to $3 million in Consortium Incentive Grant funds Each CIG grantee (SEA) can only receive one incentive grant award • Award amounts will vary based on the number of States awarded a grant and whether these particular states receive Basic MEP allocations of greater or less than $1 million 6

7. Funding and Award Amount Requirements • Award amounts are based on a two-tiered funding formula (Within each tier, awards will be of equal size -with one exception. The most an SEA can receive is $250,000 per year, or the amount of their basic MEP formula allocation, if that is less .) • Tier I—awardees whose MEP Basic State formula grant allocations are $1 million or more. • Tier 2—awardee whose MEP Basic State formula grant allocations are $1 million or less; will receive twice the amount of the incentive award. 7

8. Duration & Use of CIG Funds Requirement • Duration of Awards • Up to two years: 2nd year awards based on substantial progress toward completing 1st year activities and attaining the outcomes & objectives identified in a consortium’s approved application • Use of incentive funds • May be used to implement consortium activities or to carry out general activities authorized under the MEP 8

9. Grantee Evaluation Requirements • Interim, Annual, Final Performance reports (SF-424B) must be submitted through the Lead SEA • Reports must address the performance (progress) of the consortium activities in meeting the outlined goals of the consortium. • Within the report, each SEA must report on its completion of activities and progress toward achieving the outcomes and objectives identified in the consortium’s application • FY 2013 awards are based on 1st year performance reports, completion of activities outlined in the application, and monitoring activities 9

10. Absolute Priorities • Services designed to improve the proper and timely identification and recruitment of eligible migratory children whose education is interrupted; • Services designed (based on a review of scientifically based research) to improve the school readiness of pre-school aged migratory children whose education is interrupted; 10

11. Absolute Priorities (cont.) • Services designed (based on a review of scientifically based research) to improve the reading proficiency of migratory children whose education is interrupted; • Services designed (based on a review of scientifically based research) to improve the mathematics proficiency of migratory children whose education is interrupted; 11

12. Absolute Priorities (cont.) • Services designed (based on a review of scientifically based research) to decrease the dropout rate of migratory students whose education is interrupted and improve their high school completion rate; • Services designed (based on a review of scientifically based research) to strengthen the involvement of migratory parents in the education of migratory students whose education is interrupted; 12

13. Absolute Priorities (cont.) • Services designed (based on a review of scientifically based research) to expand access to innovative educational technologies intended to increase the academic achievement of migratory students whose education is interrupted; • Services designed (based on a review of scientifically based research) to improve the educational attainment of out-of-school migratory youth whose education is interrupted 13

14. Application Process: CIG Competition • Applications should be submitted by the Lead SEA (single point-of-contact) • Review the entire application and requirements before submitting an application • Refer to the mailing instructions included in the application package 14

15. Application Overview Application • Part I. Coversheet for the MEP Consortium Incentive Grant Program • Part II. Table of Contents • Part III. Project Abstract • Part IV. Project Narrative • Part V. Signed Statement Forms • Part VI. Response to Section 427 of GEPA Guidance • Part VII. Forms, Assurances and Certifications 15

16. Application Overview Part I:  Coversheet for the MEP Consortium Incentive Grant Program.  • The first page of the application consists of a cover page indicating the title of the proposed consortium, and the identity and address of the lead SEA for the consortium and of each other SEA or entity participating in the consortium. Part II:  Table of Contents • This table should include the page number or numbers in which reviewers will be able to locate the information in the narrative that corresponds to each aspect of the required application content and the selection criteria.  16

17. Application Overview Part III:  Project Abstract • The abstract should be 1-2 page(s) in length and include a summary of the goals, measurable outcomes, and activities of the proposed consortium. Part IV:  Project Narrative (limited to 30 pages) • This part of the application should describe the proposed consortium and its activities in light of the selection criteria.It also must address the following application requirements:  • The goals and measurable outcomes of the consortium, and the activities that each participating SEA or entity in the consortium will conduct during each project year to attain the project goals and outcomes and in doing so improve the delivery of services to migratory children whose education is interrupted; 17

18. Application Overview Part IV:  Project Narrative(cont.) • A concise and cogent explanation of the need for and value of the proposed consortium to each participating SEA, and how the proposed consortium will improve interstate or intrastate coordination of migrant education programs; and • A description of the process each participating SEA will use for evaluating its progress in achieving the measurable outcomes of the consortium. 18

19. Application Overview Part V:  Signed Statement • The application must include a signed statement from the Chief State School Officer (or his/her authorized representative) of each SEA that is participating in the proposed consortium arrangement that expresses his/her SEA’s commitment to implement its agency’s activities as described in the application.  19

20. Application Overview Part VI:  Response to Section 427 of GEPA Guidance • Include a description of how the application will comply with Section 427 of the Department’s General Education Provisions Act (GEPA) for each participating SEA– equitable access to and participation in federally assisted programs for students, teachers, and other program beneficiaries with special needs– unless the applicant has chosen to embed this description into the body of the application narrative.  Part VII:Forms,Assurances and Certifications • Each SEA applying under the proposed consortium must complete and submit each of the forms and assurances included in the application package. 20

21. Application Process: Selection Criteria • EDGAR selection criteria (section 75.210) • Selection Criteria = framework for the application • 6 Selection criteria with subcriteria • The Project Narrative should address all selection criteria & each subcriterion 21

22. Application Process: Selection Criteria 1. Need for the project 2.  Significance 3. Quality of project design 4. Quality of project services 5. Quality of the management plan 6. Quality of the project evaluation 22

23. Application Process: Submission of Applications • Should be submitted by the Lead SEA • Review the checklist before submitting an application • Mail an original and two copies to address provided in the Notice Inviting Applications and in the Application.

24. Application Selection: Review and Selection • Review conducted by 3 to 6 federal/non-federal employees • Selection based on high quality applications • Review based on the published EDGAR criteria • Selection based on the reviewers’ determination of the quality of the applications 24

25. Tentative Timeline for FY 2012 Awards 25

26. Currently Funded CIGs • Literacy Education and Reading Network -2-Succeed (LEARN -2 Succeed) • Mathematics Achievement and Success Through Engagement in Resources for Migrant Students (MASTERS) • Solutions for Out-of-School Youth (SOSY) 26

27. GOALS of Literacy Education and Reading Network -2-Succeed (LEARN -2 Succeed) To address the reading needs of migrant students by creating online student tutorials that align with the Migrant Literacy NET [MLN] reading lessons; screening assessments; and online electronic student portfolio to document student learning and process that can be assessed by migrant educators across the nation. 27

28. GOALS of Literacy Education and Reading Network -2-Succeed (LEARN -2 Succeed) (cont.) • To develop: • evidence-and scientifically-based online student tutorials in English and Spanish that target key reading skills; • online student assessments to identify student reading needs and determine student progress after utilizing online student tutorials and receiving instruction using the MLN reading lessons; • online electronic student portfolios added to student Success Plans that will record and transfer student work and progress; and • a cadre of trained MEP staff that can appropriately and effectively use the MLN tutorials and resources, and provide training to other MEP staff in their states. 28

29. GOAL of Mathematics Achievement and Success Through Engagement in Resources for Migrant Students (MASTERS) To provide services designed (based on review of scientifically based research) to improve the mathematics proficiency of migratory children whose education is interrupted. By aligning professional development, technology, and parental involvement activities, the project will address critical areas of student learning.. 29

30. GOAL of Mathematics Achievement and Success Through Engagement in Resources for Migrant Students (MASTERS) (cont.) Key activities include: An innovative, needs-based math program that provides mobile students with research/evidence-based instruction and supportive services through site-and home-based instruction; The involvement and training of parents to act as advocates in their child’s Math learning and promote math education in the home; Support for secondary students/OSY through infusion of innovative technology supplements to PASS math courses, financial literacy exercises, and life skills lessons; A high quality, professional development component that provides all MASTERS instructors with the skills needed to carry out the project goal, objectives, and activities; and The innovative use of technology to deliver instruction & provide professional development. 30

31. Solutions for Out-of-School Goal of Youth (SOSY) To address a key national objective to provide services based on scientifically-based research to improve the educational attainment of out-of-school migratory youth whose education is interrupted. SOSY will use innovative technology across all aspects of the project design, a SOSY clearinghouse to support audio files containing lessons and resources, packaged materials, strategies, and services that result in State capacity building and portability across States, districts, and borders. The objectives of SOSY are to: 1) increase the number of OSY identified and recruited; 2) serve a large number of OSY including those recovered from drop out or enrolled in programs leading to graduation, GED, and/or identified education or career goals; 3) increase the number of OSY who meet performance standards on State-identified achievement assessments and/or identified education or career goals. 31

32. Contact Information Michelle MorenoCIG Program Officer202-401-2928Michelle.Moreno@ed.gov