Module 13: Grants and Special Initiatives

1. Module 13: Grants and Special Initiatives New Directors’ Orientation Tutorial

2. Table of Contents

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

4. Tutorial Objectives Module 13 will enable new state directors to • understand the background and the legislative and regulatory requirements for Migrant Education Program (MEP) supporting grants and special initiatives; • explore Consortium Incentive Grants (CIG); • explore the High School Equivalency Program (HEP) and College Assistance Migrant Program (CAMP) and identify HEP and CAMP grants in their states; • connect with HEP and CAMP grants; • understand the challenges of binational migrant students; and • create a customized action plan for identifying MEP supplemental grants, and special initiatives in their states, and leverage resources for statewide improvement of migrant education services.

5. 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.);

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

7. 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

8. 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 • The Binational Migrant Education Teacher Exchange Program

9. Overview of Grants and Special Initiatives

10. Overview of Grants and Special Initiatives In addition to administering the MEP, the Office of Migrant Education (OME) administers several other grant programs, and participates in special initiatives to further help State educational agencies (SEAs) and others address the educational needs of migrant children. These include: • MEP Consortium Incentive Grants (CIGs), • High School Equivalency Program (HEP), • College Assistance Program (CAMP), and • Binational Migrant Education Initiative (BMEI).

11. Overview of Grants and Special Initiatives In addition to funding the MEP, OME currently supports four other programs or initiatives to support the education of migrant children. High School Equivalency Program MEP Consortium Incentive Grants Binational Migrant Education Initiative College Assistance Migrant Program

12. Check-in How much do you know about the MEP supplemental programs / initiatives, and whether any of them operate in your state? • See QRRS 13.1 – MEP Supplemental Grants and Special Initiatives in Your State

13. Consortium Incentive Grants (CIGs)

14. Consortium Incentive Grants On an annual basis, the U.S. Department of Education reserves up to $3 million of the MEP appropriation to award grants to SEAs to participate in high quality consortia that improve the interstate or intrastate coordination of migrant education programs by addressing key needs of migratory children who have their education interrupted. Sections 1303(d) and 1308(d) of Title I, Part C of ESEA, as amended

15. Consortium Incentive Grants Each SEA may enter into a consortium with one or more other SEA or entity and apply for special funding based on their proposal to implement one or more services for migrant children whose education has been interrupted. These proposed activities must be: • Conform to one of the absolute priorities the Department established and identified as defined in the Notice Inviting Applications (NIA), and • Based on scientifically-based research strategies. • Grants to consortia of SEAs are awarded competitively. Awarded amounts are additional funds the SEA may use under the MEP for any operational activities. For more information about Consortium Incentive Grants, visit the ED website.

16. In This Section • High School Equivalency Program • College Assistance Migrant Programs High School Equivalency Program (HEP) and College Assistance Migrant Program (CAMP) Grants

17. High School Equivalency Program HEP is designed to help migratory and seasonal farmworkers and members of their immediate families who are 16 years of age or older, to obtain the equivalent of a secondary school diploma and subsequently, to gain employment in a career position or the military or entry into postsecondary education. Higher Education Act (HEA) Title IV, Sec. 418A Higher Education Opportunity Act P.L. 110-135. Sec. 408

18. High School Equivalency Program The HEP is administered through OME as a discretionary competitive grant program authorized in the Higher Education Act. • HEP grants are awarded for up to five years. • View the RFP for the current award period at: http://www2.ed.gov/programs/hep/index.html. • While most HEP programs are located at Institutions of Higher Education (IHEs), non-profit organizations are also eligible to apply in conjunction with an IHE.

19. High School Equivalency Program HEP participants receive developmental instruction,counseling, and other services intended to prepare them to: • Complete the requirements for high school graduation or for high school equivalency certificates, • Pass standardized tests of high school equivalency, and • Be placed in the first year of college or university or a career (including the military).

20. High School Equivalency Program Some of the support services that may be offered through HEP include: • Counseling, • Job placement, • Health care, • Financial aid stipends, • Housing for residential students, and • Cultural and academic programs. For more information about HEP projects, visit the ED website.

21. College Assistance Migrant Programs CAMP is administered through the OME as a five year discretionary competitive grant program also authorized in the Higher Education Act. • CAMP grants are awarded for up to five years. • View the RFP for the current award period at: http://www2.ed.gov/programs/camp/index.html • While most CAMP programs are located at IHEs, non-profit organizations are also eligible to apply.

22. College Assistance Migrant Programs The purpose of CAMP is to provide the academic and financial support necessary to help migrant and seasonal farmworkers and members of their immediate family successfully complete their first year of college and continue in postsecondary education. Higher Education Act (HEA) Title IV, Sec. 418A Higher Education Opportunity Act P.L. 110-315, Sec. 408

23. College Assistance Migrant Programs Some of the support services that may be offered through CAMP include • Outreach to eligible migrant and seasonal farmworkers, • Counseling, • Tutoring, • Skills workshops, • Health services, • Financial aid stipends, • Housing assistance for eligible students during their first year of college, and • Limited follow-up services after their first year of postsecondary education. For more information about CAMPand future grant competitions, visit the ED website.

24. Check-in Are there resources from the MEP supplemental grants that you can leverage to enhance activities and services for migrant students in your state? • See QRRS 13.2 – Leverage Resources Offered through MEP Supplemental Grants

25. In This Section • Overview • Who is a Binational Student? • Challenges of Binational Students • Access to Schools – Transfer Document • Teacher Exchange Program • Information and Dissemination – Free Textbook Distribution • Strategies for Assisting Binational Students Binational Migrant Education Initiative (BMEI)

26. Binational Migrant Education Initiative Overview The Binational Migrant Education Initiative (BMEI) grew out of the work of a group from California who, in 1976, initiated efforts to work with Mexico on issues related to the education of students who migrate between California and Mexico. • These efforts resulted in the creation of the California Binational Program. • Thereafter, other border states became involved, giving birth to the Binational Migrant Education Program (BMEP). • Now named the Binational Migrant Education Initiative (BMEI).

27. Binational Migrant Education Initiative Overview • With approximately 27 U.S. states and 31 Mexican states participating to some degree in the BMEI, OME has had an increasing role in the coordination of activities among U.S. states engaged in programs with Mexican states to improve continuity of educational and social services for migrant students who migrate between the two countries.

28. Binational Migrant Education Initiative Overview The Department of Education’s specific objectives through OME’s involvement with the BMEI are: • To support and strengthen the efforts of states participating in the U.S. BMEI through the interstate coordination of programs, • To support a continuing dialogue and sharing of information among educators of migrant students in the U.S. and Mexico, and • To contribute to and promote the implementation of binational cooperation in the field of education within the context of the United State-Mexico Memorandum of Understanding (MOU) on Education.

29. Who is a Binational Student? A binational student is an eligible migrant student who has moved between Mexico and the United States with his/her parents or as an emancipated youth at least once in the last 36 months.

30. Challenges of Binational Students In addition to the challenges that migrant students experience, binational students face: • Social and cultural confusion traveling between two countries, • Loss of a sense of belonging, • Improper placement due to variances in requirements among educational systems, and • High drop-out rates.

31. Access to Schools – Transfer Document Binational students may arrive to enroll in Americanschools without proper academic documentation and without the English skills to communicate their progress in school. This often results in improper placement of students, as they may be placed according to age, rather than equivalent grade level in the Mexican school system.

32. Access to Schools – Transfer Document The graphic below illustrates the grade/coursework structure for children in the Mexican school system. Terrazas, A. and Fix, M. (2009). The Binational Option: Meeting the Instructional Needs of Limited English Proficient Students. Washington, DC: Migration Policy Institute. Retrieved from: http://www.migrationpolicy.org/pubs/TeacherExchange-Nov09.pdf

33. Access to Schools – Transfer Document Schools can request a Transfer Document issued by the Mexican Consulate, which facilitates the enrollment and proper placement of students traveling between both countries. • The Transfer Document includes information related to grades and courses completed, academic performance, and health information. • It also serves as a binational report card for binational migrant students.

34. Access to Schools – Transfer Document • There are separate documents for students in grades 1- 6 (Primaria) and grades 7-9 (Secundiaria). • There is not a Transfer Document for students in grades 10-12; rather, transcripts need the authorization of an apostille from the state’s Secretary of State. • A sample apostille request letter can be viewed at http://www.semy.org/publications/Ltr_to_Request_Issuance_of_Apostille_022210.pdf

35. Access to Schools – Transfer Document If a migrant student returning to Mexico did not arrive with a Transfer Document, and one was not obtained, the U.S. school should issue a Transfer Document to the student before leaving in order to facilitate their re-entry into the Mexican school system. The Transfer Document: • Is usually filled out by the school registrar, guidance counselor or secretary and the student’s teacher; and • Requires information regarding: • Student information, including Mexican registration number, parents’ or guardians’ names, etc., • School information, and • Student performance data, including grades and notes about learning.

36. Access to Schools – Transfer Document • Blank Transfer Documents are distributed by the Mexican Consulate in the state. • Each document has a unique number. • Schools should plan to keep a supply on hand to avoid delays when a student or parent of a migrant student requests one. • Recruiters should consider having some Transfer Documents on hand as well.

37. Access to Schools – Transfer Document However, obtaining a Transfer Document can take time. The systems in place for requesting and transmitting Transfer Documents vary greatly depending on the Mexican state. • Understand the process for obtaining Transfer Documents from the Mexican states from which students most frequently arrive to determine the most expeditious means. • Understand what system is used in each state (e.g., mail, fax, electronic). • Be prepared to make multiple requests if necessary. • Be proactive. • If all else fails, contact your MEP office.

38. Teacher Exchange Program The Teacher Exchange Program supports teachers who spend time learning and sharing their expertise about the cultural, educational, and social experiences of the binational migrant student. • Rather than merely addressing the educational needs of one child through telephone consultation or sending textbooks and assignments, teacher exchange programs enhance overall understanding of educational practices, requirements, and expectations among participating nations’ educators and policymakers.

39. Teacher Exchange Program Most teacher exchanges take place during the summer months. • Individual SEAs and the Mexican Consulate in their states work together to establish procedures and processes for teacher exchange. • In some cases, SEAs work directly with Mexican states. • The planning process is lengthy and begins early during the prior school year. • In addition to the application process to match expertise and interest, planning the logistics of school placement, travel, housing and meals, etc., is extensive and requires attention to many details.

40. Teacher Exchange Program The MEP Binational Migrant Teacher Exchange Program consists of two components: • Teachers travel from Mexico during the summer months for 3-8 weeks and are typically placed in schools with significant numbers of binational migrant students or in areas where few bilingual teachers are available to work with the binational migrant students; and • U.S. teachers travel to Mexico during the summer, typically for one or two weeks to visit schools and communities.

41. Teacher Exchange Program Requirements for a U.S. teacher to participate in the exchange typically include: • Being a teacher of bilingual or migrant programs, • Knowledge of the educational problems of binational children in the U.S., • Willingness to cooperate with Mexico in exchanging teaching methods and educational technology, • A level of Spanish that allows verbal communication without a translator, • An ability to explain the American educational system and local district system, and • Interest in learning about the communities of origin of the Mexican migrants.

42. Teacher Exchange Program For a Mexican teacher to participate, he or she must typically have: • A bachelor’s degree in the area of pedagogy/certificate-diploma from the Normal School or Upper Normal School; • A minimum three years of classroom experience as a group teacher; • A certain mastery of the English language that permits verbal communication; • Knowledge of the educational problems of the Mexican rural environment; • General knowledge of the Mexican educational system; • Knowledge of Mexico’s history, traditions, and culture; and • Experience in designing educational programs and materials.

43. Teacher Exchange Program Binational students benefit from exchanges in many ways: • Visiting Mexican teachers bring a sense of home culture to the classroom. • Students receive additional assistance in learning with someone fluent in their native language. • Teachers gain a better understanding of the Mexican education systems and curriculum. • Teachers experiencing a new culture and language can empathize with migrant students’ experiences.

44. Teacher Exchange Program The planning process for a Teacher Exchange Program is an extensive process that should begin well in advance (7-9 months) of the teachers’ arrival at his/her intended destinations. Consider that: • Applications must be submitted, both by interested program administrators and potential exchange teachers; • Areas of program need and teacher expertise must be matched; • Housing, transportation, and meal plans must be arranged; • Passports and Visas must be obtained; and • Medical and other personal arrangements need to be addressed. • For more comprehensive information on planning for a Binational Teacher Exchange, see The Binational Migrant Education Teacher Exchange Program.

45. Information and Dissemination – Free Textbook Distribution Through an agreement with Mexico, textbooks are distributed to binational migrant education programs in the U.S. to supplement the curricula used for the education of monolingual Spanish speaking students and help promote literacy development in Spanish. • Textbooks are typically available for Primaria, grades 1-6. • Each state must coordinate the distribution of free textbooks through its Mexican consulate. • While Mexico provides the books, the states are responsible for the arrangement of delivery and associated costs.

46. Information and Dissemination – Free Textbook Distribution Distribution of Mexican textbooks benefits binational students by: • Allowing monolingual students to demonstrate content knowledge, • Providing a continuum of curriculum from Mexico, • Supplementing literacy programs with students, • Infusing culture and history of Mexico, and • Involving parents through familiarity of curriculum.

47. Strategies for Assisting Binational Students States with large populations of eligible binational migrant students might consider strategies to: • Work with Mexican states of origin to align curriculum descriptions; • Make available courses through distance learning options, especially for secondary students to obtain credit accruals; • Ensure that students returning to Mexico have a completed Transfer Document (if grades 1-9) or an Apostille (if grades 10-12); • Allow students to take end-of-grade assessments early if leaving near, but prior to, the end of the school year; • Identify when students typically return to Mexico-- • So that assessments can be issued and Transfer Documents made available.

48. Strategies for Assisting Binational Students States with large populations of eligible binational migrant students might consider strategies to (continued): • Participate in the Free Textbook Distribution program; • Facilitate enrollment in ESL classes as necessary; • Communicate with parents concerning school records and school schedules; • Give exiting students or parents a copy of their MSIX record. This WILL NOT replace the requirement for a Transfer Document but the Mexican schools can use the MSIX record as a part of the student’s personal education portfolio. Having the parents retain a copy also and may be useful so that, upon the child’s re-entry into the U.S. school system, the LEA that enrolls the child may quickly identify the student’s MSIX records and past enrollment history.

49. Strategies for Assisting Binational Students States with large populations of eligible binational migrant students might consider strategies to (continued): • Promote understanding of Mexico’s culture and educational systems by encouraging teacher exchange; and • Provide professional development on cultural sensitivities and special challenges that binational students face.

50. What Do You Think? Considering the added challenges that binational students face, can you think of four strategies that can ease some of the educational challenges of these students?