Title IC Migrant Education Program Administration

The primary purpose of the Comprehensive Needs Assessment (CNA) is to guide the overall design of the Migrant Education Program (MEP) on a statewide basis. The CNA helps state education agencies (SEAs) and local operating agencies (LOAs)/local educational agencies (LEAs) prioritize the needs of migrant children by determining the specific services that will help migrant children achieve the State’s measurable outcomes and performance targets.

Nebraska Comprehensive Needs Assessment Report (2024)

Sections 1304(b)(1) and 1306(a)(1) of the statute require the state education agency (SEA) to ensure that the state and its local operating agencies (LOAs) identify and address the special educational needs of migrant children.  Furthermore, every SEA must develop and update a written comprehensive state service delivery plan (SDP) that includes an identification and assessment of the special educational needs of migrant children.

SEAs must conduct a comprehensive needs assessment (CNA) in order to develop a comprehensive state plan for service delivery that addresses the special educational needs of migrant children. LOAs must conduct a needs assessment in order to provide services that will meet the identified needs in accordance with the comprehensive state plan for service delivery.

The SDP describes the strategies the SEA will pursue on a statewide basis to help migrant children and youth reach the performance targets the state has identified for them.

Nebraska SDP Final Report

Priority for Services

Section 200.84 of the regulations requires SEAs to determine the effectiveness of the MEP through a written evaluation that measures the implementation and results achieved by the programs against the State’s measurable outcomes and performance targets, particularly for those students who are a priority for services.

Priority for Services (PFS) and At-Risk

Priority for Services – This term is described in section 1304(d) of the statute as “migratory children who are failing, or most at risk of failing, to meet the State’s challenging State academic content standards and challenging State student academic achievement standards, and whose education has been interrupted during the regular school year.”

Priority for services is given to migratory children who (1) have made a qualifying move within the previous 1-year period and who (2) are failing, or most at risk of failing, to meet the challenging State academic standards; or have dropped out of school, (applies to USA schools only).

Priority for Services (PFS) and At-Risk

MIS2000 Database Management System

Section 1304(b)(3) requires SEAs to promote interstate and intrastate coordination by providing for educational continuity through the timely transfer of pertinent school records (including health information) when children move from one school to another, whether or not the move occurs during the regular school year. The Nebraska Migrant Education Program (MEP) uses MIS2000 to record this information.

MIS2000 is a solution for the information needs of states serving migrant children. MIS2000 provides for the storage, retrieval and reporting of student information. Records are electronically transferred without a dependency on a national database. The installation process establishes a state database which is served by multiple sub-state installation sites with region, county, or district levels. Each sub state site communicates directly with the state system. States using MIS2000 can easily transfer student information from state to state. The Nebraska MEP promotes interstate and intrastate coordination through the continuity of records.

Danielle Waite, State Migrant Program Analyst
2456 N Walnut
PO Box 212
Shelby, NE  68662
danielle.waite@esu9.us
(402) 270-0234

MIS2000 Manual

Reporting Data Elements

Change of Data Form
Nebraska MEP Service Reporting Codes (updated 2022)
MSIX Webinar – Managing Worklist-1-11-2017

MIS2000 Reports

Snap Reports List

States are required to evaluate the effectiveness of the Migrant Education Program (MEP) and to provide guidance to their local projects on how to conduct local evaluations.  Evaluations allow State Education Agencies (SEAs) and Local Operating Agencies (LOAs) to:

• determine whether the program is effective and document its impact on migrant children;
• improve program planning by comparing the effectiveness of different types of interventions;
• determine the degree to which projects are implemented as planned and identify problems that are encountered in program implementation; and
• identify areas in which children may need different MEP services.

A proper evaluation can provide powerful information regarding how best to use MEP funds to achieve the desired result.

Nebraska 2022-23 MEP Evaluation Report

The 18-state iSOSY MEP Consortium Incentive Grant (CIG) develops resources and materials to address the needs of migratory youth. Our products help students identify and achieve their academic and career goals with support from innovative technology. Through collaboration among member states, we expand capacity at the state and local levels to support the success of out-of-school youth (OSY) and secondary students who are at risk of dropping out of high school.

The purpose of the Texas Migrant Interstate Program (TMIP) is to facilitate intra- and interstate coordination in order to help meet the educational needs of migrant children from Texas who migrate out of state.

The TMIP is a special project of the Texas Education Agency, Department of Contracts, Grants and Financial Administration. The TMIP facilitates intra- and interstate coordination of information, resources and services for migrant students, with an emphasis on serving students identified by the Texas MEP as “Priority for Services” (PFS).

The IDRC Consortium has resources that are designed to help streamline recruiter efforts to find the students and youth who are eligible for MEP. There are 26 member states who have additional resources through their participation in this Consortium Project.