LEVERAGING TITLE I, PART C FUNDS

Transcription

1 LEVERAGING TITLE I, PART C FUNDS Lisa Gillette Patricia Meyertholen For more information on CAMP, HEP, and MEP visit Combined Federal Programs Summer Meeting July 30, 2015 The mission of the Office of Migrant Education is to provide excellent leadership, technical assistance, and financial support, to improve the educational opportunities and academic success of migrant children, youth, agricultural workers, fishers and their families.

2 LEGAL REFERENCES Title I, Part C of the Elementary and Secondary Education Act (ESEA) of 1965, as amended: Code of Federal Regulation: 34 CFR Parts 76 and ; 2 CFR Part 200 Guidance- Education of Migratory Children under Title I, Part C of the Elementary and Secondary Education Act of 1965: Chapters I - XII

3 Objectives AGENDA Similarities of Title IA, Title IC, and Title IIIA Differences between Title IA, Title IC, and Title IIIA Five principles for using MEP funds Group activity Critical Migrant Education Program (MEP) updates relevant to other Federal programs

4 Participants will: OBJECTIVES Know similarities among the MEP and other Federal programs Understand guidelines and requirements for leveraging MEP resources Apply guidelines and requirements for leveraging MEP resources Learn about critical updates for the Title I, Part C Migrant Education Program

5 A MIGRATORY CHILD: Is not older than 21 years of age; and Is entitled to a free public education; and Is a migratory agricultural worker or a migratory fisher, or the child has a parent, spouse, or guardian who is a migratory agricultural worker or a migratory fisher; and Moved from one school district to another within the preceding 36 months in order to seek or obtain temporary or seasonal employment in agricultural or fishing work, or to accompany or join the migratory agricultural worker or migratory fisher in order to seek or obtain such work.

6 PURPOSES OF SELECT TITLE PROGRAMS Title I, Part A: Help academically at-risk students attain the knowledge and skills to meet State academic achievement standards. Title I, Part C: Ensure that migratory children fully benefit from the same free public education provided to other children. Title III, Part A: Help English Learner (EL) students attain English language proficiency and knowledge and skills to meet State academic achievement standards.

7 SIMILARITIES AND DIFFERENCES

8 SIMILARITIES Program Needs Assessment State or Local Plan Evaluation Coordination W/Other Programs Parent Engagement S/NS Title I, Part A Title I, Part C Title III, Part A

9 DIFFERENCES The MEP is State administered and State operated. Each program s funds support activities that meet the intent and purpose of different, but overlapping groups. State Education Agencies (SEAs) are permitted to use MEP funds at the State level to perform administrative functions that are unique to the MEP, including those functions that are the same or similar to the administrative activities performed by LEAs under the Title I, Part A program.

10 DIFFERENCES (CONT.) MEP comprehensive needs assessment (CNA) and service delivery plan (SDP) must be conducted and implemented statewide. The special educational needs of migrant children, those that result from the effects of their migratory lifestyle and that are necessary to permit these students to participate effectively in school, must be met, and documented as met, before a school may combine MEP funds into a schoolwide program.

11 5 PRINCIPLES FOR USING MEP FUNDS

12 5 PRINCIPLES FOR USING MEP FUNDS 1. Comports with the Statewide Comprehensive Needs Assessment (CNA) and Service Delivery Plan (SDP) 2. MEP funds are used to supplement, not supplant non- Federal funds 3. MEP funds are first used to meet the needs of migrant children that stem from the migrant lifestyle, and allow them to participate effectively in school. 4. MEP funds are used to meet a need that is not addressed by services available from other programs (Federal and non-federal) 5. Adheres to the applicable cost principles, which require, among other things, that the cost be reasonable, necessary, and allocable to the MEP

13 COMMON MEP-FUNDED ACTIVITIES Instructional services Support services, i.e., transportation, health and dental services Professional development Parent Advisory Council (PAC) and parental involvement activities Records transfer Identification and Recruitment (ID&R) Coordination activities with other agencies, both within the State and with other States CNA activities SDP activities Evaluation of the MEP

14 BENEFITS OF LEVERAGING MEP FUNDS Reduce the effects of educational disruption Better meet the needs of migratory students Offer a full range of services to migratory children and families Access another pool of funds in order to serve more children overall

15 ACTIVITY

16 APPLICATION OF 5 PRINCIPLES FOR USING MEP FUNDS 1. Read the scenario on the slide 2. Evaluate the scenario using the 5 Principles 3. Determine whether or not MEP funds can be leveraged. 4. Brainstorm ideas for other ways to collaborate to be able to leverage MEP funds.

17 ACTIVITY SCENARIO 1 The SEA has hired a full time program specialist who is responsible for the following tasks: identification and recruitment of migrant children, interstate coordination, and migrant student records exchange. The SEA has not conducted a MEP statewide CNA in recent years, but plans to do so this year. The MEP State Director would like to use Migrant Education program funds to pay the salary of this new staff person, as well as pay for the costs of the other activities described above. Can MEP funds be leveraged in this example?

18 5 PRINCIPLES FOR USING MEP FUNDS Comports with the Comprehensive Needs Assessment (CNA) and Service Delivery Plan (SDP) MEP funds are used to supplement, not supplant non- Federal funds MEP funds are first used to meet the needs of migrant children that stem from the migrant lifestyle, and allow them to participate effectively in school. MEP funds are used to meet a need that is not addressed by services available from other programs (Federal and non- Federal) Adheres to the applicable cost principles, which require, among other things, that the cost be reasonable, necessary, and allocable to the MEP

19 ACTIVITY SCENARIO 2 A schoolwide program school, in which MEP funds are not combined, is in the process of planning its school year activities and services. With an increase in children, but not an equal increase in funding, the school has had to eliminate a guidance counselor. As a result, counselors days are filled with scheduling; advising students on college and career readiness activities/goals was eliminated from their job descriptions. The school would like to use its MEP funds to hire a counselor whose responsibilities will be to advise migrant students on college and career readiness. College and career counseling is a strategy in the State MEP SDP. Can MEP funds be leveraged in this example?

20 5 PRINCIPLES FOR USING MEP FUNDS Comports with the Comprehensive Needs Assessment (CNA) and Service Delivery Plan (SDP) MEP funds are used to supplement, not supplant non- Federal funds MEP funds are first used to meet the needs of migrant children that stem from the migrant lifestyle, and allow them to participate effectively in school MEP funds are used to meet a need that is not addressed by services available from other programs (Federal and non- Federal) Adheres to the applicable cost principles, which require, among other things, that the cost be reasonable, necessary, and allocable to the MEP

21 ACTIVITY SCENARIO 3 At a recent meeting, district staff were discussing the need for providing its elementary teachers with professional development related to maximizing the use of technology in the classroom. The MEP Statewide SDP includes professional development activities for MEP staff related to strategies for improving math instruction. The district would like to pay for the technology training via funds from several programs, including MEP funds. Can MEP funds be leveraged in this example?

22 5 PRINCIPLES FOR USING MEP FUNDS Comports with the Comprehensive Needs Assessment (CNA) and Service Delivery Plan (SDP) MEP funds are used to supplement, not supplant non- Federal funds MEP funds are first used to meet the needs of migrant children that stem from the migrant lifestyle, and allow them to participate effectively in school. MEP funds are used to meet a need that is not addressed by services available from other programs (Federal and non- Federal) Adheres to the applicable cost principles, which require, among other things, that the cost be reasonable, necessary, and allocable to the MEP

23 ACTIVITY SCENARIO 4 An elementary school has assessed the migrant children who attend the school and determined that 25% of them are limited English proficient (LEP). The school receives State and local money to provide English language (EL) services. The school has decided that it will be more cost efficient to use the State and local funds to provide EL services to the non-migrant children who are LEP and to use MEP funds to provide the same services to the migrant children who are LEP. Can MEP funds be leveraged in this example?

24 5 PRINCIPLES FOR USING MEP FUNDS Comports with the Comprehensive Needs Assessment (CNA) and Service Delivery Plan (SDP) MEP funds are used to supplement, not supplant non- Federal funds MEP funds are first used to meet the needs of migrant children that stem from the migrant lifestyle, and allow them to participate effectively in school. MEP funds are used to meet a need that is not addressed by services available from other programs (Federal and non- Federal) Adheres to the applicable cost principles, which require, among other things, that the cost be reasonable, necessary, and allocable to the MEP

25 ACTIVITY SCENARIO 5 A school district intends to use its Title I, Part A funds to operate summer school programs at three of its campuses. The programs will operate Monday through Thursday for four weeks. Many children need an additional day of instruction, but the district simply does not have enough funds to cover the costs. Learning of this problem and knowing that increased instructional time is a need of migrant children that the State is trying to address in its statewide SDP, the local MEP Director offers to use MEP funds to pay the costs associated with serving migrant children on the fifth day. Can MEP funds be leveraged in this example?

26 5 PRINCIPLES FOR USING MEP FUNDS Comports with the Comprehensive Needs Assessment (CNA) and Service Delivery Plan (SDP) MEP funds are used to supplement, not supplant non- Federal funds MEP funds are first used to meet the needs of migrant children that stem from the migrant lifestyle, and allow them to participate effectively in school. MEP funds are used to meet a need that is not addressed by services available from other programs (Federal and non- Federal) Adheres to the applicable cost principles, which require, among other things, that the cost be reasonable, necessary, and allocable to the MEP

27 LEVERAGING MEP FUNDS - OTHER FEDERAL PROGRAMS McKinney-Vento HEP/CAMP Migrant and Seasonal Head Start Migrant Health National Farmworker Jobs Program (NFJP) National School Lunch and Breakfast Programs Summer Food Service Program GEAR Up Trio

28 LEVERAGING MEP FUNDS OTHER Adult education classes YMCA/YWCA programs Computer literacy classes Local library programs Health education programs Parenting classes Medical screenings PROGRAMS GED and Pre-GED classes Food and clothing assistance programs Boys and girls club programs Job training programs Growers/Employers Girl and Boy Scout Programs

29 CRITICAL MEP UPDATES

30 MIGRANT STUDENT RECORDS EXCHANGE Timely transfer of education records for migrant children is a longstanding challenge, particularly for secondary students Multiple school enrollments for varying amounts of time each year as families migrate in search of temporary or seasonal employment in agriculture or fishing. Mobility makes it difficult to share and consolidate student information in a timely and meaningful way that helps school personnel make appropriate decisions when the students arrive.

31 MIGRANT STUDENT RECORDS EXCHANGE In response to this challenge, Congress mandated the linkage of migrant student information systems in order to electronically exchange education and health information on migrant children.

32 MSIX Migrant Student Information Exchange (MSIX) is a web-based system containing migrant student records from all participating states to facilitate the inter- and intra-state exchange of migrant students educational and health information. MSIX is a resource that is available to State and Local MEP staff, as well as other school district personnel who need access to migrant student records for enrollment, placement, and credit accrual purposes. MSIX currently supports migrant records for 97% of the migrant student population, with 46 states currently submitting data to MSIX.

33 MSIX REGULATIONS ED has proposed new regulations to implement MSIX, targeted to be finalized in December The proposed regulations will facilitate timely school enrollment, placement, and accrual of secondary course credits for migratory children and will assist ED with determining migratory child counts and meeting other MEP reporting requirements.

34 MSIX REGS WHAT YOU NEED TO KNOW This electronic exchange of education and health information according to standard timelines and procedures will help ensure that migrant children succeed in school Under the proposed regulations, MEP grant funds may be conditioned based on the SEA s collection, maintenance, and submittal of minimum data elements to MSIX within established timeframes The system will accept data from the MEP or any other State data system in accordance with Federal cyber security guidelines The system will only work if people use it!!!

35 QUESTIONS/FOLLOW-UP

36 THANK YOU For questions, please contact: Patricia Meyertholen or U.S. Department of Education 400 Maryland Ave S.W. Washington, D.C Office of Migrant Education