Transcript Network Team Training Opening Session

Louisiana's Title I, Part C, Migrant
Education Program (MEP)
Understanding Louisiana's Migrant
Education Program (MEP)
The goal of this
presentation is to give
district’s eligible to
receive Title I, Part C
funds an overview of
the major aspects of
the program and its
requirements.
Louisiana Believes
2
Table Understanding Louisiana's Migrant
Education Program (MEP)
TABLE OF CONTENTS
Section 1:
Section 2:
Section 3:
Section 4:
Section 5:
Section 6:
Purpose of Title I, Part C
History of the Migrant Education Program
Current Structure vs. New Structure
Requirements
Next steps
Questions
Louisiana Believes
3
Legal/Authoritative Reference for MEP
Statute
Elementary and Secondary Education Act
(ESEA), Title I, Part C, Section 1301-1309
Code of Federal Regulations, Revised
as of July 1, 2010, 34 CFR 200.81 –
200.89
Guidance
• Draft Non-Regulatory Guidance,
October 23, 2010
Louisiana Believes
4
Purpose of Title I, Part C
Purpose of the MEP
• Title I, Part C funds are allocated to SEAs to
establish or improve education programs for
migrant children; and
• To assist all migrant students in meeting
challenging academic standards and achieving
graduation from high school or a high school
equivalency program
Louisiana Believes
6
History of the MEP
Brief History of the MEP
Harvest of Shame
● On Thanksgiving day in 1960,
CBS broadcast Edward R.
Murrow’s documentary “Harvest
of Shame” that exposed the
poverty and deplorable working
conditions endured by America’s
migrant farm workers and their
children;
● Shocked the nation and
prompted the first federal laws
protecting farm workers.
Louisiana Believes
8
Brief History of the MEP
Title I, Part C was established in 1966 as part of the Elementary
and Secondary Education Act (ESEA) to meet the educational
needs migrant children face as a result of:
their mobile lifestyles;
the short spans of instruction they received in
the classroom;
the discontinuity of instruction between
states; and
their lack of “belonging” to any one particular
school.
Louisiana Believes
9
Current Structure of Louisiana's
MEP
Local Operating Agencies
Currently, the LDOE manages its
MEP through 8 Local Operating
Agencies. 7 are LEAS, and one is a
non-profit organization. Five of
the LOAs have subsequent
Cooperating Operating
Agreements (COAs) with parishes
within its region, meaning that 14
parishes have direct access to
MEP funds
Louisiana Believes
11
Challenges of the LOA Model
• Difficult for one LEA to oversee multiple parish
program;
• Limits access of services to migrant students in
parishes that do not receive MEP funds;
• Regional, rather than local, decisions regarding
supplemental services to at-risk migrant students;
• Difficult gathering required data over multi-parish
regions.
Louisiana Believes
12
New Model for 2015-2016
New Model for 2015-2016
Direct Funding
• Starting in 2015-2016, the LDOE will manage it MEP through a
direct-funded model;
• Under this structure, any district that houses enough migrant
students to generate a minimum of $10,000 be eligible to receive
Title I, Part C allocation;
• Title I, Part C requires that priority be given to meeting the needs
of eligible migrant students whose academic performance is
negatively impacted by their highly mobile life-style. Therefore,
the few districts below the $10,000 threshold that house highpriority migrant students will be notified to ensure these students
are being served through other Titles, such as Title I.
Louisiana Believes
14
Benefits of
Direct Funding
• Will increase number of district receiving MEP funds to
26, representing 2290 eligible migrant students.;
• Makes local funding available to more districts that
house high-risk eligible migrant students;
• Increased number of supplemental instructional services
provided to migrant students, especially those ranked as
highest risk;
Louisiana Believes
15
Benefits of
Direct Funding Continued
• Local decision making regarding supplemental services for
academically at-risk migrant students;
• Allow for local collection of required data; and
• Allow for more efficient and effective identification and
recruitment of eligible migrant students.
Louisiana Believes
16
Program Requirements
Statutory Requirements
An LEA or Charter receiving MEP funds must operate in
compliance with federal Education of Migratory Children
Program authorized under Title I, Part C and must address
the following critical components as enumerated in the
federal law:
1. New student Identification and Recruitment (Title I, Part C,
Sections 1304(c)(7) and 1309(2);
2. Report student data through the MERIL2 database and facilitate
interstate and intrastate coordination to ensure continuity of
services for mobile migrant children, including records transfer
(Title I, Part C, Sections 1303(e) and 1304(c)7 and (e);
3. Parental involvement and Migrant Parent Advisory Council
(PAC) (Title I, Part C, Sections 1304(c)(7) and 1306(a)(1)(b)(ii);
and
Louisiana Believes
18
Statutory Requirements
4. Program administration (Title I, Part C, Sections 1303(e),
1304(c)(7) and (e).
– Implementing components of current State Service Delivery Plan to
meet the needs of eligible migrant students;
– Completing application and budget;
– Implementation, monitoring and supervision of local program; and
– Program Evaluation
Louisiana Believes
19
Identification and Recruitment (ID&R)
ID&R is a unique and critically important aspect of
the MEP because:
• Families and children are qualified based on
occupation and movement of worker;
• Count of eligible migrant students is basis of
funding
Louisiana Believes
20
How does a child become eligible?
• Children and youth are identified and recruited through a faceto-face interview conducted by a specially trained recruiter;
• During the interview, the recruiter completes an electronic
Certificate of Eligibility (COE), an official and legal document
that contains all of the information needed to determine
eligibility;
• The completed COE is transmitted to the LDOE’s MEP for an
eligibility determination;
• If the worker meets all of the Title I, Part C eligibility
requirements, the child(ren) listed on the COE is (are) eligible to
receive MEP services.
• Eligibility period continues for three years from qualifying
move date
Louisiana Believes
21
Important Terminology Disntinction
Immigrant Student
Migrant Student
• • Not born in the United States
• May or may not have been born in
the U.S. and may or may not be a
citizen
• • Ages 3-21
• • May or may not be Limited
English Proficient
• • May or may not be migrant
• • In first 3 years of U.S.
residency
• • Not defined by movement or
occupation
Louisiana Believes
• Is not based on time of residency
in the U.S.
• Ages 0-22
• May or may not be Limited English
Proficient or immigrant
• Defined by movement and
employment in seasonal or
temporary employment
22
ID&R Continued
• Year-round ID&R is a required function of all districts receiving Title
I, Part C funds;
• Recruiter can be contracted or “shared” among neighboring
districts;
• All deployment plans, training, COE review, and coordination of
ID&R is handled through Louisiana’s ID&R Coordination Center;
• Recommended FTE based on 2/1 count of eligible migrant students
• <= 50 - .25 FTE
• 51-99 - .50 FTE
• >= 100 - .75-1.0 FTE
Louisiana Believes
23
Data Collection
• Each district receiving MEP funds must enter all
required data into the MERIL2 system, Louisiana's
migrant student database.
• Data includes:
»
»
»
»
»
»
School enrollment information
Credit accrual information
Attendance data
Assessment performance
Termination data (moved for example)
Needs Assessment and Supplemental Services (see next slides)
Louisiana Believes
24
Needs Assessment
● Title I, Part C requires that provision of services be prioritized
by need;
● “Priority for Service” is given to migrant students who are:
1) failing or at risk of failing; and
2) who have had their education interrupted due to their
family's migratory lifestyle.
Louisiana Believes
25
Determining Priority
1. Interrupted (movement during school year)
2. State Assessment (below proficient )
3. Academic Performance
4a. Out of School Youth (Not served thru other programs)
4b. 0 – 5 Years Old (Not served thru other programs)
5. Limited English Proficient (As defined by school districts)
6. Poor Attendance (10 days or more)
7. Limited English Proficient
8. Retained/Overage
3.5
2.5
1.0
1.0
1.0
0.5
0.5
0.5
0.5
PFS Rank (1, 2, 3)
Needs assessment to determine the Priority For Service (PFS) ranking of the student.
Kids with the greatest number of risk factors and the highest total score are ranked as
the highest priority, and are the first to receive services.
Louisiana Believes
26
Needs Assessment Data
• A needs assessment must be conducted on every
eligible migrant child;
• Should be kept current throughout eligibility
period;
• Must be completed within 2 weeks of a child
becoming eligible for the MEP;
• Needs assessment data is input into MERIL2
database via web-based system.
Louisiana Believes
27
Supplemental Services
• Title I, Part C requires that provision of services be
prioritized by need and that students with greatest
needs be served first;
• Tracking of supplemental migrant funded services
is required for federal reporting and for program
evaluation;
• Provided services data is input into MERIL2 system
via a web-based system.
Louisiana Believes
28
Common Supplemental Services
Some common supplemental academic services
include
● Individual and small group tutorial services;
● Instructional technology and computer-based instruction;
● Payment for credit recovery and accrual classes;
● Extended day programs;
● Supplement summer programs;
● Early childhood services.
Louisiana Believes
29
Parental Involvement
• Parental Involvement is an integral part of all Title I
programs, including the Migrant Education
Program (MEP);
• Parent involvement means the participation of
parents in regular, two-way, meaningful
communication involving student academic
learning and other school activities.
Louisiana Believes
30
MEP Parent Advisory Councils
For programs of one school year in duration, the State Education
Agency (SEA) and districts receiving Title I, Part C funds must:
1. Establish and consult with State and local parental advisory
councils (PACS).
2. Consult with PACs in the planning and operation of migrant
education programs and projects.
3. Provide for the same parental involvement as required under
ESEA § 1118 (Title I, Part A), unless extraordinary circumstances
make this impractical.
4. Carry out activities in a format and language understandable to
parents.
Louisiana Believes
31
Program Administration – Comprehensive Needs
Assessment and Service Delivery Plan
Section 1306(a)(1) of Title I, Part C of the No Child Left Behind Act of
2001 requires State Education Agencies (SEAs) and its sub-grantees to
identify and address the unique educational needs of migrant
children in accordance with a systematic and data-drive
Comprehensive Needs Assessment (CNA);
Key findings of the CNA is summarized in the State’s Service Delivery
Plan (SDP) that maps direction for aligning Louisiana’s MEP services
with those data-driven results and to provide a framework of
measurable outcomes and progress indicators to determine
effectiveness.
Louisiana Believes
32
Program Administration – Comprehensive Needs
Assessment and Service Delivery Plan
• Each district receiving Title I, Part C funds must implement
components of current State Service Delivery Plan to meet
the needs of eligible migrant students;
• Louisiana’s CNA and the SDP are currently being updated
and will be available before beginning of 15-16 school year;
•SDP encompasses the full range of services that are
available for migratory children;
• Specific measurable program outcomes (MPOs) and goals
is SDP used as basis of program evaluations.
Louisiana Believes
33
Program Evaluation
• Districts that receive subgrants from the state MEP for
migrant education must also evaluate the effectiveness of
their services for meeting the needs of migrant students,
especially PFS students;
• The local project evaluation should measure both the
implementation of the project and student performance
against the project’s MPOs outlined in the SDP;
• The district must use the results of the evaluation to
improve services to migrant children (34 C.F.R. Section
200.85).
Louisiana Believes
34
Summary
•Title I, Part C is a state-administered program;
•In 2015-2016, any district that houses enough migrant students to
generate a minimum of $10,000 eligible to receive Title I, Part C allocation;
• Districts receiving these funds are required to:
• Conduct ID&R activities within district;
• Input all required data;
• Provide services to priority for service migrant students
in accordance with SDP;
• Establish PAC;
• Patriciate in program evaluations and use results to improve MEP.
• Regional collaboration is allowed
Louisiana Believes
35