Module 1: Migrant Education Program Overview

Module 1: Migrant Education Program Overview New Directors’ Orientation Tutorial

Table of Contents

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

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 (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 (See QRRS 14.2 for a template.); and • contact your OME Program Officer for follow-up questions.

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

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. MEP ID&R Manual

Challenges of Migrant Children • 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

Challenges of Migrant Children • 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

Challenges of Migrant Children • 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.”

Legal/Authoritative Reference for Migrant Education Program • 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.

Legal/Authoritative Reference for Migrant Education Program • 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.

Legal/Authoritative Reference for Migrant Education Program Statute Elementary and Secondary Education Act (ESEA), Title I, Part C, Section 1301-1309, as amended Code of Federal Regulations (Revised as of July 1, 2010) 34 CFR §§ 200.81 – 200.89 Guidance (October 23, 2010) MEP Guidance

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;

Purpose of the Migrant Education Program • 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

Office of Migrant Education Organizational Structure Migrant Education Program Office of Migrant Education High School Equivalency Program (HEP) College Assistance Migrant Program (CAMP) Adapted from: http://www2.ed.gov/about/offices/or/index.html?src=rt

Office of Migrant Education 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

Office of Migrant Education Special initiatives overseen through OME include: • Targeting • Identification & Recruitment, • Comprehensive Needs Assessment, • Subgrantee Monitoring, and • Re-interview Initiative; MEP Guidance

Office of Migrant Education • 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

In This Section • Provision of Services • Parental Involvement • Program Coordination • Program Evaluation • Program Performance Reporting • Grants and Special Initiatives Key Components of the Migrant Education Program

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 § 200.89 • See Module 2: Identification, Recruitment, and Eligibility

Identification, Recruitment, and Eligibility 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) Code of Federal Regulations (Revised as of July 1, 2010) 34 CFR § 200.81 and 200.89 & 200.103(a) Guidance (October 23, 2010) MEP Guidance, Chapters II & III

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, • Administrativeservices that are unique to the MEP, and • Delivery of services to migrant students by the SEA or through subgrants and contracts.

State Migrant Education Program Funding Allocation and Use of Funds 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) Code of Federal Regulations (Revised as of July 1, 2010) 34 CFR § 76.300-76.401, 76.560, 76.561, 76.563, 76.730, 76.731, 76.770, 77.1, 80, 200.82, 200.83(c), and 200.100(b) Guidance (October 23, 2010) MEP Guidance, Chapter XI

State Migrant Education Program Funding Allocation and Use of Funds 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

State Migrant Education Program Funding Allocation and Use of Funds Statute Elementary and Secondary Education Act as amended, (ESEA), Title I, Section 1120A and Section 1304(c)(2); Title IX Sections 9101 and 9521 Code of Federal Regulations (Revised as of July 1, 2010) 34 § CFR 200.88 Guidance (October 23, 2010) MEP Guidance, Chapter X

Program Planning – Comprehensive Needs Assessment and 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

Program Planning – Comprehensive Needs Assessment and Service Delivery Plan Statute Elementary and Secondary Education Act, as amended (ESEA), Title I, Part C, Sections 1304(b) and 1306(a) Code of Federal Regulations (Revised as of July 1, 2010) 34 § CFR 200.83 Guidance (October 23, 2010) MEP Guidance, Chapter IV

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

Provision of Services 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 Code of Federal Regulations (Revised as of July 1, 2010) 34 § CFR 200.29(c)(1), 200,83, 299.6-299.9 Guidance (October 23, 2010) MEP Guidance, Chapter V

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.

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 Sections 1304(c)(3) and 1306(a)(1)(B)(ii) of the ESEA, as amended 34 CFR § 200.83(b) • See Module 5: Parental Involvement

Parental Involvement 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 Code of Federal Regulations (Revised as of July 1, 2010) 34 § CFR 200.83(b) Guidance (October 23, 2010) MEP Guidance, Chapter VII

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

Program Coordination Statute Elementary and Secondary Education Act, as amended (ESEA), Title I, Part C, Sections 1304(b)(1)(B) and (C); 1304 (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 Code of Federal Regulations (Revised as of July 1, 2010) 34 CFR § 200.81(e) and 200.103(a) Guidance (October 23, 2010) MEP Guidance, Chapter VI

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 § 200.84 • See Module 8: Program Planning – Migrant Education Program Evaluation

Module 1: Migrant Education Program Overview