Migrant Education Program

1. Migrant Education Program Standalone & Consortium Application (ESEA , NRG, 34 CFR, EDGAR, OMB A-87) Civil Rights Act of 1964, Chapter VI; Equal Educational Opportunities Act of 1974, ESEA 3115(g)

2. AGENDA • Applying for MEP funds • Quality Control Measures • Timeline • Assurance signed • Submitting Application • Standalone and Consortium Programs • 1 application for BOTH types of programs. • Standard format • Narrative and List (Section I and Section VII) • List (Section II-VI) • Application Sections I thru IX • Discuss each section, information needed, and where the information is pulled from. • Budget (coded) 311X • Detailed MUNIS code descriptions. • Discuss common pit-falls for each code.

3. Applying for MEP funds QUALITY CONTROL MEASURES Timeline Assurance signed

4. Quality Control Measures • Comprehensive Plan based upon the needs assessment. • Revisiting your District Plan on a regular basis to make sure you are following through with what you said you were going to do. • Follow your budget by MUNIS codes and regular review. • Know how to spend and what to spend. • “Supplement vs. Supplanting” • (RAN) Reasonable and Necessary • Data Accuracy • Maintain Time/Effort and Service Logs • Regular review and evaluation of program • Two-way communication with staff. • Understand KDE monitoring tool. • Collaboration with existing resources in order to not duplicate services.

5. Timeline related to Application • May 1 • Previous FY’s MEP data/numbers pulled from MIS2000. • May-June • Tentative budget created and tentative allocations with Standalone programs receiving notice through Commissioner’s email and posted on KDE’s website. • All other LEAs will receive notice from assigned Regional Center. • July-August • Review Federal cash requests and CDIP expenditures for possible carry-over funds.

6. Timeline continued • August 30 • Final Applications due to KYMEP and any revisions made pending the final award notifications to KDE from Regional Coordinators. • August-September • Final awarded received at state and final allocations sent to districts. • September 30 • Final district application and budget approved and notifications list by KDE. • September 30Sub-grant ending from previous FY.

7. Submitting Application Standard Format of Application

8. Standard Format • Cover Page • District Name • Program Name • Grant Application FY • Who/Whom wrote the application • Completed Assurance • Application Sections I thru X • Each section may need to be completed in Narrative (Section 1) and/or listed form (Section II-VI). • Describing and Explaining the necessary information to meet the requirements of the section.

9. Application SectionsI thru IX Discuss each section, information needed, and where the information is pulled from.

10. Section I:Overview of Regular and Summer School Programs from previous year. • Overview of Program: Regular and Summer School • Demographics of migrant population • Gender; Ages: 0-2; Pre-school children; School Age (K-5; 6-8; 9-12); OSY (here to just work, here to just work and want to learning English, Life skills, GED) • What state(s) or districts are migrant families coming to work from? • Kentucky, Georgia, Florida, Washington, Mexico, Guatemala, Honduras. • Where are they originally from? Where were they born? • Mexico, Guatemala, Honduras, United States, • What were the total number from place of origin? • Explain and describe last year’s Regular and Summer School activities and the services delivered. • Population needs and services. • Describe how their needs and services were met. • Last year’s MUNIS detailed budgets: Regular and Summer School

11. Section II:Identify priority needs of eligible migrant children based upon on the comprehensive needs assessment. • School Readiness • Pre-school (ages 3-5) • LIST their needs within your district(s). • Educational Services • (K-5; 6-8; 9-12) • LIST their needs within your district(s). • Parent Involvement • Including PACs. • LIST their needs within your district(s). • Health (excluding OSY) • LIST their needs within your district(s). • OSY • OSYs’ Health needs are identified in this PRIORITY. • LIST their needs within your district(s). Next slide

17. Section III:Set measurable goals that address priority needs. • Refer to the “Findings” for each of the identify priority needs in Section II: School Readiness; Educational Services for K-5, 6-8, 9-12; Parent Involvement; Health; and OSY NOTE: These may need to be revised when the new SDP is finalized. Example: To raise migrant student achievement in reading and mathematics through improved access to services. Next Page

23. Section IV:Develop objectives to reach realistic educational goals based on causes, contributing factors, and future needs. • Refer to the goals established in Section III for each of the identify priority and need(s) in Section II. • NOTE: These may need to be revised when the new SDP is finalized. • Example: The percentage of migrant students receiving supplemental academic support needs to increase by 15%.

24. Section V:Design educational strategies and activities (based on research-based practices) to achieve the objectives. • Section connects back to Section II thru IV. • NOTE: These may need to be revised when the new SDP is finalized. • Use the CNA, SDP with CDIP & CSIP. • Follow hyperlink to Example related to examples in previous sections. Next Slide

26. Section VI:Specify the expected impact in terms of indicators of progress and success. • Connects back to Section II thru V. • NOTE: These may need to be revised when the new SDP is finalized. • Example from 2008 SDP. • School Readiness; Educational Services; Parent Involvement; Health; OSY Next Section

32. Section VII:Evaluation process for assessing the impact the plan is having on student learning and education practices. • MAP Scores: Map scores are available three times per year and provide grade-level information in the areas of reading and math. Longitudinal data is collected on students over time to track growth and determine areas for remediation or acceleration. • K-Prep scores – K-PREP scores will be available in the fall of 2012 and will be used to determine student achievement levels in content areas. Migrant Education Program goals will be set upon receipt of the scores. • ACT Scores – The advocate assistants monitor the ACT scores to determine college and career benchmarks are met. The Advocate Assistants will ensure students are enrolled in additional ACT testing if necessary. • Individual Learning Plans – ILP’s will be developed beginning at the middle school and the career pathway will be monitored by the Advocate Assistants to ensure migrant students are enrolled in the correct course work to ensure graduation requirements are met. • Grades – Classroom grades are logged by the Advocate Assistants and monitored for areas of remediation or acceleration.

33. Section VII: continued • Teacher Logs – The Advocate Assistants maintain individual student logs with information such as grades, test scores, attendance, notes from the teachers, identified learning needs, topics for tutoring. • Graduation status – Students are tracked to maintain graduation status to ensure all migrant students successfully complete graduation requirements. • Attendance Rates – Advocate Assistants monitor daily attendance through Infinite Campus and address the issue if attendance is irregular. When problems with attendance, grades or behavior arise, the Migrant Advocate will make contact with the parents to discuss the problem. • Summer school assessments – MAP scores (comparison of Spring with Fall) are used to determine student progress in meeting or exceeding grade level expectations. • Parent Feedback - Parents will be asked to provide suggestions to help the families/ students give input into the value of trainings provided and provide information on future interest/concerns to be addressed during the parent workshops.

34. Section VIII:Identify funds needed to support the strategies/activities • Districts mention other federal programs and community partners providing services prior to MEP services and funds. • Must align and be supported by Section I - VI. • Budget & CDIP 311X(4) expenditure

35. Section IX: Summer Program • Summer Program • List with Narratives • Overview of summer program • The start and end dates; start and end times; Focus; number of staff • Demographics:  • The number of Students participating in each grade level and Summer educational program service • Services provided:  What?, Why, and How? • Description of collaboration with other program(s):  What?, Why? and How? • EXAMPLE

36. Overview Of Summer Program • Multi-layered approach to achieve 80 hrs of service. • Length: June 4th 2013 to July 26th 2013 • Program will offer at-home tutoring, school based programming, Summer Enrichment Camp, and educational field trips. • Parent Meeting on May 10th for sign up and explanations of programming. • Services Provided • In Home Tutoring (PK-12th grade) • Primary focus will be building literacy skills. • Length: June 4th 2013 to July 26th 2013 • Materials: ETA Cuisenaire Home Team Advantage Summer Backpacks (PK-8th) & Homemade backpacks for (9-12). • Staff: 2 Migrant Staff, 2 summer instructors • Students Involved: 34 • Summer Enrichment Camp (PK-12th grades) • Primary Focus: In school program where students will take 3 educational enrichment classes of Math, Reading, and Science with collaboration with food service with students receiving breakfast and lunch. • Length: 2 Weeks x 4 hours; 1st and 2nd week of June 2013 • Staff: 2 Migrant Staff and 4 School’s’ Program staff • Students Involved: = 18 students (approx.) • Migrant Education Camp (PK-12th grades) • Primary Focus: Thematic Unit – “Animals around the world…understanding habitats and environmental interaction” Collaborating with food service for free breakfast and lunch. • Length: June 17-28th 8am-12pm each day • Staff: 2 classified, 2 certified • Students Involved: 20 students • Educational Trips: Newport Aquarium and Louisville Zoo • Regional Camp (6-12th grade) • Primary Focus: Science • Length: June 11-13th2013 • Staff: 1 MEP staff • Students Involved: 10

37. Section X:Build a budget that effectively integrates multiple resources to support activities. • Reference previous FY’s Budget & current FY’s CDIP 311X(4) expenditure to build budget. • Take into account possible Carry-Over of funds. • Reference Quality Control slide. • Reference updated Title 1, part C’s MUNIS code matrix and Object Code sheets. • See Migrant Budget Form 2013 (example) Next Section

39. Budget(Coded 311X) Detailed MUNIS code descriptions. Discuss common pit-falls for each code.

40. 0110-0130Codes • Missing FTE, position and allowable position (ask for name of employee) • Bus driver for Summer. • Allowable LEA positions are advocates, recruiters, teachers, Para-educators, administrators. • Ask: How would the district provide services IF the MEP wasn’t available? • MEP Services being provided during the school day are “more” likely to be duplicate services, than supplemental. • Anyone paid with MEP funds, that person can “only” work with migrant students and services, not migrant and ESL in the same class. 

41. 0110-0130 Codes: continued • Seeing more Administrators and Interpreters job titles. • Job descriptions must be aligned with Federal Guidelines (Troy McGuinnis) • Concerning administrators are they providing student services and are they doing a job that the district “already” requires them to do? • EDGAR 80.22 defines an “administrative” and “programmatic.” • NRG Page 82 defines a “coordinator” which really is reserved for Regional Centers (my interpretation).  Address FY13-14. • ESEA and 34 CFR 200.81-200.88 states, those employees being paid from more than 1 federal program are required to keep “time-and-effort logs.” Done quarterly.

42. 300 Codes • Can pay for PD/consultant with MEP funds. • Teachers who teach migrant students can be provided PD. • Auditing service needs to show what % is MEP covering/responsible for. • Student dental, vision, physicals shown here.

43. 400 Codes • Building rent (RAN) based upon what per square footage and utilities. • Copier rental cost per month.

44. 500 Codes • Migrant Staff Codes • Postage charges not being MEP specific and unique. • Telephone charges (LAN line required), but not long distance to the program. • Cell Phones and service for Advocate & Recruiter. • Travel not being broken down in subsequent codes.

45. 600 Codes 1. 0610 General Supplies (2%-3% threshold) • Doesn’t align with Section 1; Apply R.A.N with districts with large ages 0-3 and OSY counts by allowing them above 3% threshold. • Used RLIS number(s) to assist in making a decisions • 0627 Summer Fuel cost to transport students. • 0650 Electronic (IPAD, ANDROID, KINDLE- Fire/Book) books, reference materials, supplemental books, study guides and curriculum, periodicals and newspapers, textbooks, and applications (apps.) purchase’s • 067Xs are Student Related Activities

46. 600 Codes continued… • 0680 Welfare  (.5%) • Only Clothing and food for students. • $5 per $1,000.00 of allocation. • Doesn’t align with Section 1; Apply R.A.N with districts with large ages 0-4 and OSY counts by allowing them above .5% threshold. • Used RLIS number(s) to assist in making a decisions.

47. 700 Codes • For Technology, Furniture, hardware, software, instructional equipment, and other related items over $5,000.00 capitalization threshold. • Object Code 0738 for Instructional Equipment closed as of July 1, 2013. • Use Object Code 0734 instead.

48. 800 Codes • For Diplomas and Graduation expenditures, Parent Involvement Meetings, Instructional Field Trips.

49. Code 900s • OMB A-87 Circular (Indirect Cost) • Amount determined by “restricted” percentage. • EDGAR 76.565 – 76.569

50. Frequently Asked Questions Q & As