FLORIDA DEPARTMENT OF EDUCATION
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JEANINE
BLOMBERG
Commissioner of
K12: 2007-80
Education
Date: June 5, 2007
Technical Assistance Paper
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Priority for Services for Migratory Students
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Summary
:
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Local Educational Agencies/Consortia (receiving Title I, Part C funds) must target funds to provide
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services to those migratory students who are failing, or at risk of failing to meet the State’s
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challenging content and academic achievement standards
and
whose education has been
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interrupted during the regular school year.
[Public Law 107-110, No Child Left Behind Act of 2001,
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Section 1304(d)]
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This document is designed to provide guidance and clarification to Local Educational
Agencies/Consortia on the requirements for identifying and providing services to migratory
students who meet the federal mandate and state criteria for
Priority for Services.
Contact
:
Carolyn A. Mathews
Carolyn.Mathews@fldoe.org
850-245-0693
Status
:
X
New Technical Assistance Paper
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Revises and replaces existing Technical Assistance:
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Issued by the
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Florida Department of Education
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Division of K-12 Public Schools
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Bureau of Student Assistance
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http://www.f
ldoe.org
/bsa/
CHERI PIERSON YECKE, PH.D.
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CHANCELLOR, K-12 PUBLIC SCHOOLS
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325 W. GAINES STREET • SUITE 514 • TALLAHASSEE, FL 32399-0400 • (850) 245-0509 • www.fldoe.org
Table of Contents
Background
A-1.
What is the definition of a “migratory child”? ……………………….……….....3
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A-2.
Who has priority for services in the Migrant Education Program? …..………….3
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Identifying
Priority for Services
Students
B-1.
How must Local Educational Agencies (LEAs)/Consortia determine which
students meet the
Priority for Services
criteria
? ………………………………...3
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B-2.
Should LEAs/Consortia prioritize students with multiple indicators?..................4
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B-3.
What constitutes an “educational interruption?” ..................................................4
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B-4.
How must LEAs/Consortia document an “educational interruption?” …............4
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B-5.
Why are graduation/promotion requirements included in the
Priority for
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Services
criteria? …………………………..……………………………………..5
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Local Educational Agencies/Consortia Requirements
C-1.
How must LEAs/Consortia receiving Title I, Part C funds ensure compliance
with
the
Priority for Services
component? ....…….………………..……..….…..5
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C-2.
Why is the State requiring a
Priority for Services Action Plan?
…..….………....6
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C-3
.
Must LEAs/Consortia submit a copy of the
Priority for Services Action Plan
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and supporting documentation to the State? ..……………..……………………...6
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Documenting/Reporting Services and Student Data
D-1.
What methods are recommended for continuously capturing and recording
the data onsite? ………………………………………………………………..….6
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D-2.
May LEAs/Consortia differentiate services to
Priority for Services
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students based on the design and implementation of their Migrant Education
Program? ……………………………………………………………………..…..7
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D-3.
How should LEAs/Consortia identify and report services provided to
Priority
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for Services
students? ……………………………………..………………....…..7
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Appendices
Appendix A – Sample “Priority for Services” Action Plan ……………....…….…….…9
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Appendix B – Sample “Priority for Services” Student Log ………………….…….…..11
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Appendix C – Data Element for Reporting Instructional Services ……………...…..…12
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Appendix D – Data Element for Reporting Supportive Services ………….…….….…13
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Appendix E – Data Element for Reporting Referred Services …………..…….............14
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Appendix F – Data Element for Identifying “Priority for Services” Students ...............15
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Background
A-1.
What is the definition of a “migratory child?”
According to sections 1115(b)(1)(A) and 1309(2) of No Child Left Behind and section
200.81(d) of federal regulations, a child is eligible for the Migrant Education Program
(MEP) if:
•
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The child is younger than 22 and has not graduated from high school or does not
hold a high school equivalency certificate (this means that the child is entitled to a
free public education or is of an age below compulsory school attendance);
and
•
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The child is a migrant agricultural worker or a migrant fisher
or
has a parent,
spouse, or guardian who is a migrant agricultural worker or a migrant fisher;
and
•
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The child has moved within the preceding 36 months in order to obtain (or seek)
or to accompany (or join) a parent, spouse, or guardian to obtain (or seek),
temporary or seasonal employment in qualifying agricultural or fishing work;
and
•
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Such employment is a principal means of livelihood;
and
•
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The child:
o
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has moved from one school district to another;
or
o
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in a State that is comprised of a single school district, has moved from one
administrative area to another within such district;
or
o
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resides in a school district of more than 15,000 square miles and migrates a
distance of 20 miles or more to a temporary residence to engage in a fishing
activity (this provision currently applies only to Alaska).
A-2.
Who has priority for services in the Migrant Education Program?
In providing services with Migrant Education Program funds, Local Educational
Agencies (LEAs)/Consortia must give priority for services to migratory students: (1) who
are failing, or most at risk of failing, to meet the State’s challenging academic content
standards and student academic achievement standards,
and
(2) whose education has
been interrupted during the regular school year. Priority for Services means that these
students must be served
first
before any other eligible migratory children can be served.
Identifying Priority for Services Students
B-1.
How must Local Educational Agencies (LEAs)/Consortia determine which
students meet the
Priority for Services
criteria?
The State has determined that the following indicators
shall
be used to identify the
students who should receive
Priority for Services
:
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A migratory child who:
•
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scored at Level 1 or Level 2 on the Florida Comprehensive Achievement Test
(FCAT);
or
•
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is an English Language Learner
(Students coded: LY, LN or LP on the data
element English Language Learners, Pre-K-12
);
or
•
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has an age/grade discrepancy;
or
•
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was retained;
or
•
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is at risk of failing to meet state graduation requirements in one of the following
areas:
o
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an unweighted GPA of 2.0 or below,
or
o
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insufficient credits for promotion or graduation
AND
•
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whose education has been interrupted during the regular school year.
B-2.
Should LEAs/Consortia prioritize students with multiple indicators?
Yes, when LEAs/Consortia have identified a significant number of
Priority for Services
students, these LEAs/Consortia have the flexibility to further prioritize
Priority for
Services
students by ranking the indicators either by number or weight to ensure services
to the neediest of the
Priority for Services
students
first.
Students who scored at Level 1
or 2 on the FCAT take precedence and are not included in further prioritizing.
For example, a district may either choose to provide services to remaining
Priority for
Services
students with 3 or more indicators
first
or choose to assign a weight to each
indicator and serve those
Priority for Services
students that score at least half or more of
the total possible points
first.
This plan of action does not negate services to all
Priority
for Services
students prior to funds being expended on other migratory children.
Such a service delivery model should be detailed in the
Priority for Services Action Plan
.
(See C-1)
B-3.
What constitutes an “educational interruption?”
An “educational interruption” occurs when a child, in the preceding 12 months, has
changed schools or missed a "significant" amount of school time (e.g., ten days or more)
during the regular school year (defined as August through June) due to the child’s or
family's migrant lifestyle. This determination is made on a “rolling” basis, that is,
at the
time an eligible migratory child is identified and enrolls in school, the preceding 12
month enrollment history should be reviewed for significant absences.
B-4.
How must LEAs/Consortia document an “educational interruption?”
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An “educational interruption”
must
be documented as resulting from the child’s or
family’s migratory lifestyle upon review of all the following data sources by appropriate
staff:
•
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attendance records that reflect changing schools, late enrollment, significant
absences during the regular school year;
•
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appropriate Qualifying Arrival Date (QAD);
•
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other supporting documentation such as medical records, issues with housing and
transportation, truancy records or any situation resulting from the migratory
lifestyle; and
•
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interview of child or parent/guardian.
B-5.
Why are graduation/promotion requirements included in the
Priority for
Services
criteria?
These indicators are included to target migratory students with an educational
interruption, who have passed the FCAT, have the appropriate age/grade placement, are
not English Language Learners and have not been retained,
but
remain at risk of failing
to meet State graduation/promotion requirements as a result of low grade point averages
and/or insufficient required credits. Such students should be served
first
to ensure that
their academic progression is monitored and services are provided as needed to make
certain that these students are promoted or graduate.
Local Educational Agencies/Consortia Requirements
C-1.
How must LEAs/Consortia receiving Title I, Part C funds ensure compliance
with the
Priority for Services
component?
LEAs and Consortia must:
•
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develop, implement, maintain and revise as needed a
Priority for Services Action
Plan
that describes how the LEA/Consortium will use Migrant Education
Program (MEP) funds and other resources to address the unique needs of
Priority
for Services
migratory students
first
, before expending funds on other migratory
children and to document the services that these students receive. This plan
should also include a component to evaluate the impact of services provided on
student achievement;
•
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target the areas of need for migratory children identified through local and state
needs assessment processes when designing a
Priority for Services Action Plan
;
•
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coordinate with local, state, and federal programs when developing a
Priority for
Services Action Plan
in order to satisfy the
supplement, not supplant
requirement
and to optimize the use of MEP funds. LEAs/Consortia must determine the
students’ needs and identify all available services that can address the needs. They
should then coordinate with programs and agencies that provide services that
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meet the identified needs and ensure that migratory children have access to
appropriate programs and services
.
MEP funds are then used to supplement, not
supplant programs and services available through other federal, state or local
entities;
•
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utilize the State-designated indicators to identify students who must receive
priority for services; and
•
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document the services provided to
Priority for Services
students by continuously
capturing and recording data onsite (to monitor student progress) and reporting
the data using existing data elements.
(See D-1)
C-2.
Why is the State requiring a
Priority for Services Action Plan
?
The State must ensure that sub-grantees comply with No Child Left Behind, Section 1304
(d). This component is included in the sub-grantee Request for Application (RFA). The
development, implementation and maintenance of a
Priority for Services Action Plan
will document compliance and assist LEAs/Consortia in identifying, assessing and
providing appropriate services to the neediest migratory students
first
, before expending
funds on other migratory children.
[A sample plan is provided in Appendix A
]
C-3.
Must LEAs/Consortia submit a copy of the
Priority for Services Action Plan
and supporting documentation to the State?
Yes, LEAs/Consortia must upload their plans when applying for Title I, Part C funds.
The supporting documentation, which verifies that the plan is being implemented as
described in the project application, must be maintained at the local level and may be
requested by the State under special circumstances and during program monitoring and
audits.
Documenting/Reporting Services and Student Data
D-1.
What methods are recommended or suggested for continuously capturing
and recording the data onsite?
LEAs/Consortia, in collaboration with their data departments, should develop a document
(i.e., electronic or manual spreadsheet/log) to record pertinent student data and services.
The document should be used to continuously track and monitor the academic
progress of students served
, as well as to verify program compliance for monitoring and
audit purposes.
[
A model log is provided in Appendix B]
The document should include:
•
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a list of students who meet the
Priority for Services
criteria that includes student
identifying information such as name, student number, date of birth, grade and
Qualifying Arrival Date (QAD);
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•
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identification of each student’s
Priority for Services
indicator(s);
•
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enrollment data [Educational Interruptions];
•
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attendance data [Educational Interruptions]; and
•
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service(s) provided to address the need(s) identified by the indicator(s).
D-2.
May LEAs/Consortia differentiate services to
Priority for Services
students
based on the design and implementation of their Migrant Education Program?
Yes, LEAs/Consortia may develop
Priority for Services Action Plans
that differentiate
services being provided to eligible students identified for
Priority for Services
based on:
•
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the availability of MEP funds;
•
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the number of eligible students enrolled at a particular site, or throughout a
particular region;
•
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whether MEP personnel are based at one school, serve children at multiple
schools, or serve children in the home;
•
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the availability of resources at schools;
and/or
•
the unique programmatic needs as identified by single and multi-district MEPs.
Examples of services that can be provided are:
•
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monitoring attendance with the development and implementation of appropriate
interventions to increase attendance;
•
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providing supportive services;
•
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delivering individualized and/or small group instruction/tutoring based on
students' needs;
•
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conducting formal and informal student academic assessments and developing
individual academic intervention plans based on identified needs;
•
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ensuring access to literacy resources for the student and the family;
•
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ensuring access to other available federal, state and local resources; or
•
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ensuring access to any service that will address the unique needs of a migratory
child.
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D-3.
How should LEAs/Consortia identify and report services provided to
Priority
for Services
students?
Services to migratory children are currently and will continue to be reported via the
Florida Student Information Data Base System in the Federal/State Compensatory Project
Evaluation Format, Survey 5. Specific data elements that apply to reporting services
provided to migratory children follow:
•
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Instructional Services:
Federal/State Project, Area and Model
data element
[Appendix C]
•
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Support Services:
Federal/State Project – Support Service
data element
[Appendix D]
•
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Referred Services:
Migrant Referred Services
data element
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[Appendix E]
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•
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Identification of Priority for Service Status:
Migrant Priority for Service
data
element
[Appendix F]
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Appendix A: Sample “Priority for Services” Action Plan
PRIORITY FOR SERVICES ACTION PLAN
To comply with No Child Left Behind, Section 1304(d) requirements,
__________County Public Schools/Title I Migrant Education Program, will utilize
Migrant Education Program funds and other available resources to address the unique
needs of
Priority for Services
migratory students
first,
before expending funds on other
migratory children.
Priority for Services
migratory students are students who: (1) are failing, or are most at
risk of failing, to meet the State’s challenging academic content and achievement
standards
and
, (2) whose education has been interrupted during the regular school year.
An “educational interruption” occurs when a child, in the preceding 12 months, has
changed schools or missed a "significant" amount of school time (e.g., ten days or more)
during the regular school year (defined as August through June) due to the child’s or
family's migrant lifestyle. This determination is made on a “rolling” basis, that is,
at the
time an eligible migratory child is identified and enrolls in school, the preceding 12
month enrollment history will be reviewed for significant absences.
The following indicators shall be used to identify students who will receive
Priority
for Services:
A migratory child who:
•
?
scored at Level 1 or Level 2 on the FCAT; or
•
?
is an English Language Learner
(Students coded: LY, LN or LP on the
data element English Language Learners, Pre-K-12
); or
•
?
has an age/grade discrepancy; or
•
?
was retained at any time; or
•
?
is at risk of failing to meet the State graduation requirements in one of the
following areas:
•
an unweighted GPA of 2.0 or below, or
•
insufficient credits for promotion or graduation
AND
•
whose education has been interrupted during the regular school year.
The District Information Services Department will develop and provide to all school sites
with sufficient numbers of enrolled migrant students, a Migrant Data Report that will
provide FCAT assessment, retention, GPA, ELL status, absenteeism, age/grade
discrepancy and credit accrual data for all students enrolled in a particular school.
Priority for Services
students will be flagged with an asterisk on the report.
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Priority for Services
migratory students enrolled at Migrant Education Program staffed
sites (schools with sufficient enrollments of migratory students) will be provided with
one or more of the following Migrant Support Services based on the student’s individual
needs, and available resources:
•
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Administration of formal, informal, and alternative student assessments
and analysis of test data and student performances;
•
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Monitoring of attendance, follow-up assistance, and implementation of
interventions to increase students’ attendance;
•
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Referrals to other programs and/or community agencies (i.e., reading
coach, guidance counselor, ESOL/ESE Programs, and RCMA);
•
?
Access to individual and/or small group supplementary instruction
provided by a highly qualified teacher;
•
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Access to computer assisted and/or on-line instruction;
•
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Participation in before, during, and after school tutoring;
•
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Participation in Extended Learning Programs and/or Extended School
Year Programs;
•
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Access to family literacy resources, training, and follow-up assistance; and
•
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Access to take-home reading materials and reading incentive programs.
Migrant advocates, aides, and school social workers will document services that have
been provided to
Priority for Services
migratory students on a
Priority for Services
Report
that will be maintained at school sites for program audits, and copies forwarded
on a semi-annual basis to the Migrant Education Program Supervisor.
On an on-going basis, school and district Migrant Education Program personnel will
evaluate the educational performances of
Priority for Services
migratory students and
will adapt the Delivery of Services Guidelines and Personnel Schedules based on
identified needs and available resources.
The district will annually review and analyze student FCAT assessment, promotion,
retention, and graduation data as part of the Title I Migrant Education Program Annual
Needs Assessment and Evaluation.
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Appendix B: Sample “Priority for Services Student” Log
Copy of
Sample “Priority for Services” Student
Log may be accessed at:
http://www.firn.edu/doe/title1/doc/spssl.doc
Appendix C: Data Element for Reporting Instructional Services
Copy of
Federal/State Project, Area and Model
data element may be accessed at:
http://www.firn.edu/doe/eias/dataweb/student_0607.htm#-F-
Appendix D: Data Element for Reporting Supportive Services
Copy of
Federal/State Project – Support Service
data element may be accessed at:
http://www.firn.edu/doe/eias/dataweb/student_0607.htm#-F-
Appendix E: Data Element for Reporting Referred Services
Copy of
Migrant Referred Services
data element may be accessed at:
http://www.firn.edu/doe/eias/dataweb/student_0607.htm#-M-
Appendix F: Data Element for Identifying “Priority for Services”
Students
Copy of
Migrant Priority for Service
data element may be accessed at:
http://www.firn.edu/doe/eias/dataweb/student_0607.htm#-M-
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