Desired state - Current state = Need (What should be) (What is) (Gap) 100% of third grade migrant students use phonics knowledge and word parts to figure out how to pronounce words they do not recognize. - 30% of third grade migrant students use phonics knowledge and word parts to figure out how to pronounce words they do not recognize. = 70% of third grade migrant children must learn to use phonics knowledge and word parts to figure out how to pronounce words they do not recognize. {alternatively, using the performance of all "non-migrant" children to set the desired state} 85% of third grade non-migrant students use phonics knowledge and word parts to figure out how to pronounce words they do not recognize. - 30% of third grade migrant students use phonics knowledge and word parts to figure out how to pronounce words they do not recognize. = 55% of third grade migrant children must learn to use phonics knowledge and word parts to figure out how to pronounce words they do not recognize to perform as well as their non-migrant peers. A2. What is a assessment”? A “needs assessment” is a systematic assessment and decision-making process that progresses through a defined series of phases to determine needs, examine their nature and causes, and set priorities for future action. A needs assessment: Focuses on the ends (i.e., outcomes) to be achieved, rather than the means (i.e., process). For example, reading achievement is an outcome, whereas reading instruction is a means toward that end. Gathers data by of established procedures and methods that are thoughtfully selected to fit the purposes and context of the needs assessment. Sets priorities and determines criteria for solutions so that planners and managers can make sound decisions. Sets criteria for determining how best to allocate available money, people, facilities, and other resources. Leads to action that will improve programs, services, organizational structure and operations, or a combination of these elements. A3. What does “comprehensive” mean? A needs assessment is comprehensive if it: Includes both needs identification and the assessment of potential solutions;
C5. How does a schoolwide program school identify the special educational needs of migrant children if it intends to combine MEP funds? The SEA identifies the special educational needs of migrant children on a statewide basis through its comprehensive needs assessment. The SEA then communicates these needs to local operating agencies, and the school must determine whether these needs exist. If they do, the school must use MEP funds in consultation with migrant parents to meet these needs and document having done so. After the school meets these needs, it may combine MEP funds with other funds in a schoolwide program. C6. Who determines whether MEP funds may be combined in a schoolwide program – the school or the SEA? The SEA provides guidance to schools regarding when it is appropriate to combine in a schoolwide program. The school, in consultation with migrant parents, determines whether it may combine MEP funds in a schoolwide program, subject to guidance from the SEA. Summer and Intersession Programs D1. Does the statute allow the Department to provide additional MEP funding to SEAs that operate MEP summer/intersession programs? Yes. Section 1303(e)(3) of the statute allows the Department to provide additional funds to SEAs that operate summer or intersession programs to take into account the special educational needs of the migrant children served and the additional costs of operating these programs. D2. What is a summer term? A summer term occurs only in a school that operates under a traditional-calendar school year. (Year-round schools, for purposes of the MEP, are not considered to have summer terms.) The summer term is the period of time when the regular term of the school year is not in session. D3. What is an “intersession”? For schools on a year-round calendar, an intersession term is one of the periods throughout the year when the school (or part of the school) is not in session or does not provide the annual instruction analogous to the traditional school-year regular term. Any break in the regular term of a year-round school is considered an intersession term, regardless of the season of the year in which it occurs.
disabilities, including migrant children with disabilities. Migrant and Seasonal Farmworkers with Disabilities Program – III of the Rehabilitation Act Provides comprehensive vocational rehabilitation services to migrant or seasonal farmworkers with disabilities to increase their employment opportunities. McKinney-Vento Homeless Assistance Act – Title VII, Subtitle B of the Public Health and Welfare Act Provides funds to SEAs to ensure that homeless children have equal access to public education, including access to services that enable them to meet the same State student academic and achievement standards to which all students are held. Department of Labor Migrant and Seasonal Workers Protection Act (MSWPA) Program Monitors the adequacy of wages, housing, and transportation for agricultural workers. Temporary Alien Agricultural Labor Certification Program (H-2A Program) Provides temporary, foreign farmworkers for employers who meet certification requirements. National Farmworker Jobs Program (NFJP) Assists migrant farmworkers and their families achieve economic self-sufficiency through job training and other related services that address their employment needs. Department of Agriculture National School Breakfast Program Provides subsidized breakfast services for school children who meet family size and income eligibility standards. Summer Food Service Program Offers free meals to children during months when their schools are closed for vacation. Migrant children, age 18 and younger, may receive up to three meals a day. Special Milk Program Supplies milk to children who do not have access to other meal programs and subsidizes milk for