1 / 23

Understanding & Complying with the Idaho Migrant Education Program

Understanding & Complying with the Idaho Migrant Education Program. Goals and Objectives. Goal : The participant will understand the background and requirements of the Idaho Title I Part C Migrant Education Program. Objectives: At the end of the session, the participant

bairn
Download Presentation

Understanding & Complying with the Idaho Migrant Education Program

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Understanding & Complying with the Idaho Migrant Education Program

  2. Goals and Objectives • Goal: The participant will understand the background and requirements of the Idaho Title I Part C Migrant Education Program. • Objectives: At the end of the session, the participant will be able to: • Describe the purpose of the Migrant Education Program (MEP) and • Understand and apply the requirements for Priority for Services, Continuation of Services Provision, Comprehensive Needs Assessment, Service Delivery Plan, Fiscal Requirements, and Supplant vs. Supplement.

  3. Idaho MEP Demographics

  4. Priority for Services Provision • Priority for MEP-funded services to migratory children who are: A. failing, or most at risk of failing, to meet the State’s challenging State academic content standards and challenging State student academic achievement standards, B. AND whose education has been interrupted during the regular school year. Elementary & Secondary Education Act Section 1304(d)

  5. Priority for Services

  6. Continuation of Services Provision • The “continuation of services” provision found in Section 1304(e) of the statute 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. COS is a permissive authority, not a requirement. Under 1304(e)(2) and (3), only students who received services at any time during their 36 month eligibility period may continue to receive services (not necessarily the same service).

  7. Migrant Student Records Exchange • State Education Agencies are required to promote interstate and intrastate coordination by (consistent with procedures the Secretary may require) providing for educational continuity through the timely transfer of pertinent school records (including health information) when children move from one school to another, whether or not the move occurs during the regular school year. Elementary & Secondary Education Act Section 1304(b)(3)

  8. Migrant Student Records Exchange • Idaho Migrant Student Information System (MSIS) • Migrant Student Information Exchange (MSIX)

  9. Migrant Parent Advisory Council (PAC) • State Education Agencies (SEAs) and Local Operating Agencies (LOAs) are required to establish and consult with Parent Advisory Councils (PACs) in planning, operating, and evaluating Migrant Education Programs (MEPs) Elementary & Secondary Education Act Section 1304(c)(3)

  10. Migrant Parent Advisory Council (PAC) • State PAC meets 2-3 times a year • Current State PAC consists of 9 members from Twin Falls School District, Aberdeen SD, Middleton SD, Jerome SD, and Blackfoot SD. • Agendas and minutes from each meeting can be found at: http://www.sde.idaho.gov/site/migrant_edu/MEPstatePAC.htm

  11. Identification and Recruitment of Eligible Migrant Children and Youth • The State Education Agency (SEA) is responsible for the proper and timely identification of all eligible migrant children residing in the State. • Children are eligible to receive MEP services if they meet the definition of “migratory child” and if the basis for their eligibility is properly recorded on a certificate of eligibility (COE). Elementary & Secondary Education Act Sections 1304(c)(7) and 1309(2)&34 CFR 200.81

  12. Service Delivery Plan • In order to administer and manage the MEP on a statewide basis, the State Educational Agency (SEA) must develop a comprehensive State plan for service delivery • 34 CFR 200.83 provides the minimum components of such a plan; requires that the plan be developed in consultation with the State PAC; and requires that local operating agencies comply with the plan. Elementary & Secondary Education Act Section 1306(a) and 34 CFR 200.83

  13. Service Delivery Plan (cont.) • Measurable program outcomes, or MPOs, are those objectives that the Migrant Education Program (MEP) will produce to meet the unique needs of migrant children that the State Education Agency (SEA) identified through the comprehensive needs assessment. • Meeting these needs will help migratory children achieve the State's performance targets, also identified in the statewide needs assessment. Elementary & Secondary Education Act Section 1306(a)(1)(D) and 34 200.83(a)(3)

  14. Fiscal Management: Use of Funds • State Education Agencies (SEAs) or Local Operating Agencies (LOAs) are required to use MEP funds for programs and projects designed to meet the special educational needs of migrant children, and more specifically those needs that are not addressed by services available from other Federal or non-Federal programs. • All expenditures under the MEP are subject to the fiscal requirements found in 34 CFR Part 80 and in OMB Cost Circular A-87. Elementary & Secondary Education Act Sections 1301, 1302, and 1306(b)

  15. Fiscal Management: Supplement, Not Supplant • Categorical funds could be used to pay for staff development and, State Education Agencies (SEAs) must ensure that MEP funds are used to “supplement, not supplant” services provided with non-Federal funds. • Migrant Education Program (MEP) funds must be used to address the needs of migratory children that are not addressed by services available from other Federal or non-Federal programs, except that migratory children who are eligible to receive services under Title I, Part A may receive those services through funds provided under that part. Another, that would be supplanting Elementary & Secondary Education Act Sections 1120A(b) , 1304(c)(2) , 1306(b)(2)

  16. The Hierarchy of Supplementing Supplement2 Supplement 8

  17. Putting Our Knowledge to the Test • For each of the scenarios presented consider the following: • Can migrant education funding be used this way? • What if any additional information is needed to answer question 1? • If the answer to question 1 is “no,” what could be done to change it to “yes”? 17

  18. Is it (1) supplanting and/or (2) allowable to use Migrant Education funds for the following: • Resource teacher • Instructional aid • Academic coach • Substitute for teacher release time • Music instruments • Nurse • Copy machine • Computer • Instructional materials • Library books 18

  19. Supplement or Supplant? Consider this Scenario: A school is planning a summer intervention program open to all low performing students. Among the 200 students that will be invited to participate are 50 migratory children. Task: • Develop at least one example of how MEP funding can be used in a supplemental manner • Develop at least one example where MEP funding would be judged to be supplanting other funding 19

  20. Supplement or Supplant? Consider this Scenario: After reviewing its latest benchmark assessments, a school determines it needs to offer test preparation academies on Saturdays in February and March to help low-performing students. There is concern that migrant education eligible pupils will lack transportation. Task: • Develop at least one example of how MEP funding can be used in a supplemental manner to pay for the cost of transportation • Develop at least one example where MEP funding would be judged to be supplanting other funding if used to pay for the cost of transportation 20

  21. A Team Effort • Evaluating whether a particular use of MEP funding is supplanting or supplemental often requires the benefit of multiple minds. • MEP staff know what the desired action involves and what’s in the existing State Service Delivery Plan • Site administration and staff know who needs assistance • Educational Services/Curriculum & Instruction know what’s in place (e.g., core) • MEP Coordinator and Business Managers working together to understand funding available and processes for appropriate use and coding 21

  22. Closing Thoughts • Resources abound • Supplement, not supplant and Comparability rules apply to Title I and III funding use • Turn to Categorical, English Learner Coordinators/Directors for assistance • U.S. Department of Education guidance is a great resource • www.ed.gov/programs/mep/mepguidance2010.doc • www2.ed.gov/programs/titleiparta/fiscalguid.doc

  23. Contact Information Mary Lou Wells Migrant Education Program Coordinator Idaho State Department of Education (208)332-6958 mlwells@sde.idaho.gov Merced Flores MEP Consultant Loma Linda Consultants mercedflores@comcast.net

More Related