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.”
The SEA will give priority to migrant children who: (1) are failing, or most at risk of failing, to meet the state’s challenging academic content and student achievement standards, and 2) whose education has been interrupted during the regular school year.
Instructional and Support Services
Services – “Services” are a subset of all allowable activities that the MEP can provide through its programs and projects. “Services” are those educational or educationally related activities that: (1) directly benefit a migrant child; (2) address a need of a migrant child consistent with the SEA’s comprehensive needs assessment and service delivery plan; (3) are grounded in scientifically based research or, in the case of support services, are a generally accepted practice; and (4) are designed to enable the program to meet its measurable outcomes and contribute to the achievement of the State’s performance targets. Activities related to identification and recruitment activities, parental involvement, program evaluation, professional development, or administration of the program are examples of allowable activities that are NOT considered services. Other examples of an allowable activity that would not be considered a service would be the one-time act of providing instructional packets to a child or family, and handing out leaflets to migrant families on available reading programs as part of an effort to increase the reading skills of migrant children. Although these are allowable activities, they are not services because they do not meet all of the criteria above.
Support Services – These MEP-funded services include, but are not limited to, health, nutrition, counseling, and social services for migrant families; necessary educational supplies, and transportation. The one-time act of providing instructional or informational packets to a child or family does not constitute a support service.
Instructional and Support Services
Instructional services (e.g., educational activities for preschool-age children and instruction in elementary and secondary schools, such as tutoring before and after school); and
Support services (e.g., educationally related activities, such as advocacy for migrant children; health, nutrition, and social services for migrant families; necessary educational supplies; transportation).
Out-of-School Youth (OSY)
Out-of-School – Out-of-school means youth up through age 21 who are entitled to a free public education in the State but are not currently enrolled in a K-12 institution. This could include students who have dropped out of school prior to the previous school year, youth who are working on a GED outside of a K-12 institution, and youth who are “here-to-work” only. It does not include preschoolers, who are counted by age grouping, nor does it include temporary absences (e.g., suspension or illness).
The goal of Strategies, Opportunities, & Services for OSY (SOSOSY) is to design, and disseminate a system to identify and recruit, assess, and develop/deliver services to migrant OSY, provided professional development to support these activities, and institutionalize OSY services into State plans to elevate the quantity and quality of services to this large, underserved population.
Strategies, Opportunities, & Services for OSY (SOSOSY) is a Consortium Incentive Grant funded by the Office of Migrant Education (OME) at the United States Department of Education (USDE) to build capacity in states with a growing secondary-aged migrant out-of-school youth population.
The priority of Innovative Educational Technologies (InET) is to expand access to innovative educational technologies to increase the academic achievement of eligible migrant students whose education is disrupted due to frequent moves across state and international borders to support educational continuity and achievement for eligible binational migrant students who travel between the U.S. and Mexico.