Title I, Part C – Migrant Education Program What New A dministrators N eed to Know

1. Title I, Part C – Migrant Education ProgramWhat New Administrators Need to Know 2019 FASFEPA & ECTAC Spring Forum May 14, 2019 Dinh Nguyen, Ph.D., Marlene Acosta Rodriguez, Henry Miller Florida Migrant Education Program Office

2. Agenda • Migrant Education Program (MEP) History, Purpose, and Goal • Overview of the Florida Migrant Education Program (FMEP) • Pillars of the MEP • Critical Components of MEP • Provision of Services • Child Counts • Considerations for allowable uses of MEP funds

3. MEP HISTORY, PURPOSE, AND GOAL

4. HISTORY OF TITLE I, PART C – 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, • Health-related problems, and • Highly disadvantaged socio-economic background

5. HISTORY OF TITLE I, PART C – MIGRANT EDUCATION PROGRAM • At the Federal level, the MEP is re-authorized by Congress every five (5) years. • Currently re-authorized by the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA) of 2015. • Requirements specific to the MEP are found in Sections 1301 through 1309 of Title I, Part C of the ESSA.

6. PROGRAM PURPOSE The purpose of the MEP is to address the unique educational needs of migratory children so that they have full and appropriate opportunities to meet the same academic standards as all other children.

7. OVERARCHING GOAL The overarching goal of the MEP is to assist all migratory children in meeting challenging academic standards and achieving graduation from high school (or a high school equivalent diploma) with an education that prepares them for responsible citizenship, further learning, and productive employment.

8. FLORIDA MIGRANT EDUCATION PROGRAM

9. FMEP OVERVIEW • In alignment with ESSA, the FMEP ensures that all eligible migratory children in the state have a fair, equal and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments. • The program also provides appropriate support services to ensure migrant students’ continued education post-graduation.

10. FMEP ORGANIZATION • Administered by the Florida Department of Education (FDOE) • FDOE receives funding from United States Department of Education (USED) Office of Migrant Education (OME) • FDOE allocates funds to Local Educational Agencies (LEAs) and Local Operating Agencies (LOAs) as well as discretionary grants

11. FMEP ORGANIZATIONAL CHART United States Department of Education Office of Migrant Education Florida Department of Education Title I, Part C Florida Migrant Education Program (FMEP) Eastern Stream Center on Resources & Training (ESCORT) Grant Recipient: Research Foundation ESCSORT/SUNY at Oneonta Florida Migrant Parent Advisory Council (FMPAC) Florida Portable Assisted Study Sequence (FL PASS) Heartland Education Consortium -Florida Migrant Interstate Program (FMIP) Florida Migrant Education Program Technical Assistance (USF) LEAs and LOAs Migrant Education Programs (MEPs) (32 LEAs, including 2 consortia) Preschool Initiative Consortium Incentive Grant (CIG) Identification and Recruitment (ID&R) Office

12. Florida Migrant Education Program Office • Located at FDOE office in Tallahassee • Administered by Bureau of Federal Educational Programs (BFEP) • Develops policy guidance, annual Request for Applications (RFA), technical assistance training and documents • Responsible for reviewing and approving grant applications and amendments, monitoring program compliance, and evaluating program performance

13. Florida Migrant Parent Advisory Council (FMPAC) • FMPAC was founded for the purpose of advising the FDOE on issues concerning statewide program design, implementation, and evaluation. • Administered by the Panhandle Area Educational Consortium (PAEC). • Conducts four (4) quarterly meetings each year with migrant parent representatives selected from school districts.

14. Florida Identification & Recruitment Office(ID&R) • Provides training to school district MEP staff throughout the state • Disseminates current best practices associated with ID&R • Conducts ID&R quality control • Assists FDOE in evaluating the statewide program • Assists with onsite monitoring of school district MEPs

15. Florida Migrant Interstate Program (FMIP) • Provides technical assistance associated with interstate and intrastate coordination activities • Assists FDOE with activities with the national Migrant Student Information Exchange (MSIX) • Assists FMEP with onsite monitoring of school district MEPs • Provides training to new MEP coordinators

16. Florida Portable Assisted Study Sequence (PASS) • PASS provides online and hard-copy lessons and assessments to allow migrant students to accrue credits needed for on-time high school graduation. • Provides training to local MEP staff in the implementation of PASS curriculum and materials.

17. Preschool Consortium Incentive Grant (CIG) • FDOE received a grant from OME to develop supplementary educational materials specifically for migrant Pre-Kindergarten (Pre-K) children. • Provides training materials to school districts, if requested • Disseminates best practices for migrant Pre-K programs to school districts for their utilization

18. STATE SERVICE DELIVERY PLAN

19. 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 Measurable Program Outcomes (MPOs) and Service Delivery Strategies that Florida will implement to address the requirements of the law. • Local MEPs must conduct their needs assessments in alignment with the SSDP to develop services that will address student needs

20. 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

21. English/Language Arts (Reading) MPOs

22. Mathematics MPO

23. Graduation MPO

24. Graduation Plus MPOs

25. Early Childhood MPOs

26. Out of School Youth MPO

27. MEP KEY COMPONENTS

28. THREE FEDERAL KEY COMPONENTS OF THE MEP • Identifying and Recruiting Migrant Students • Records Transfer • Provision of Services

29. FOUR ESSENTIAL ELEMENTS OF FMEP • Identify migratory students • Enroll students in MSIX • Assess students’ needs • Provide services in accordance to their needs

30. ID&R • MEP provides funds so that States can identify and recruit eligible migratory children into the program • Children most in need of program services are often those who are the most difficult to find • States use the National Certificate of Eligibility (COE) to document the eligibility of their migratory children • ID&R resources include an ID&R manual, curriculum and National COE on RESULTS.ed.gov

31. Understanding Florida’s agriculture economy

32. Agricultural Activities

33. STUDENT RECORD TRANSFER The Need: • High Mobility — Highly mobile migrant student population • Short Notice — Migratory children move from State-to-State, often without notice • Lack of Data — Timely and accurate educational and health information not always available • Placement Errors — Students placed in incorrect courses or grades • Loss of MEP Services — Students not provided most beneficial MEP services

34. STUDENT RECORD TRANSFER AND MSIX United States Department of Education implemented MSIX, a web-based repository containing demographic, enrollment, placement, and credit accrual data, in order to facilitate the national exchange of educational information about migratory children among the States.

35. ASSESSING STUDENT NEEDS • First, school districts must assess student academic needs as aligned with the State Service Delivery Plan • Second, school districts must assess student support services needs via student and parent surveys, interviews, classroom observations, and in-home observations • Districts can use MSIX records to assist in identifying other unique needs such as health issues, individual education plan (IEP) status, and English Language Learner (ELL) status

36. PROVISION OF SERVICES • Educational or educationally-related activities that address the unique needs of migratory children • The unique educational needs of migratory children are those that result from their migratory lifestyle. For example: * Lack of continuity in education, resulting in gaps in learning * Insufficient credit accrual for on-time high school graduation * Cultural and language barriers * Lack of a sense of belonging * Lost instructional time

37. SERVICES • MEP funds may be used for a broad array of instructional and support services • States can and should be innovative when providing high quality services to migratory children • LEAs implement the services described in the state service delivery plan

38. SERVICES FOR PRIORITY FOR SERVICES (PFS) CHILDREN Districts are required to provide MEP-funded first to those migratory children who meet the criteria for Priority for Services (PFS)

39. 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.

40. FAMILY ENGAGEMENT • Programs are designed in consultation with families of migratory children, including migrant parent advisory councils (MPACs) • Districts are required to make provisions to communicate with parents in their home language

41. INTRA AND INTERSTATE COORDINATION Cooperative relationships between advocates for migratory students/children in sending and receiving schools are essential for educational continuity and to ensure that coursework meets home base school graduation requirements.

42. COORDINATION WITH OTHER PROGRAMS By coordinating with other programs, LEAs ensure that the needs of migratory children are met through a variety of sources in a way that leverages other program funds and optimizes the use of MEP funds for the unique needs of migratory children.

43. DISTRICT ALLOCATIONS – SURVEY 5 • Number of migrant children • Identified 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

44. Q/A • Any questions???

45. Title I, Part C – MEP Contact InformationFlorida Department of EducationBureau of Federal Educational ProgramsFlorida Migrant Education Program Sonya G. Morris, Bureau Chief Sonya.Morris@fldoe.org Dr. Dinh Nguyen, State Director Dinh.Nguyen@fldoe.org Marlene Acosta Rodriguez, State Program Evaluator Marlene.Acosta_Rodriguez@fldoe.org Henry Miller, Florida MSIX State Administrator Henry.Miller@fldoe.org