Individual Program Instructions
Title I, Part C (Migrant Education Program)
In responding to information requests regarding the Migrant Education Program respondents may wish to apply the following guidance:
Migrant education data gathered under consolidated charts 1, 2 and 3:
Consolidated Chart 1: DEMOGRAPHIC INFORMATION
Participation information is required for children who received instructional or support services funded totally or in part with MEP funds. DO NOT include children counted in
this form who were identified as eligible for funding purposes but who did not participate in instructional or support services funded totally or in part with MEP funds.
Participants by Gender and Race/Ethnicity
This section asks for the unduplicated number of children participating by gender and racial/ethnic group. Count a child only once (unduplicated count) in each category even if the child participated during more than one term or in more than one school or district in your State during the reporting period. Include students in both schoolwide and non-schoolwide programs.
Include participants who are eligible for services but not for funding purposes (i.e., students ages 0-2, students receiving services for the year after their eligibility lapses, and students previously eligible in secondary school and receiving credit accrual services).
NOTE: The totals reported by gender and racial/ethnic group should be identical.
Participants in Schoolwide Programs
Enter the unduplicated number of eligible migrant students who attended schoolwide programs that combined MEP funds/services with those of other programs. DO NOT count migrant students served in schoolwide programs that were not supported with MEP funds.
Consolidated Chart 2: PROGRAM SERVICES
This section asks for the numbers of children in regular and summer or intersession programs who participated in instructional or support services in non-schoolwide programs that were funded in whole or in part by the MEP. DO NOT count students in a term during which they were served through schoolwide programs that were supported with MEP funds/services.
For the "Other" category in both instructional services and support services, if you report a significant number of participants in this category and combine a variety of services in the single total, please attach an additional sheet with a break-out of the services provided with corresponding subtotals of participants.
For each listed instructional service, enter the number of migratory students by school term who participated in MEP-supported services. Count a child only once for each type of instructional service in which he or she participated during each term (i.e., do not count the number of service interventions, such as tutorial sessions in a given subject, per child). A child who participated during more than one term should be counted separately, once in each column.
Remember that you should include participants who are eligible for services but not for funding purposes (i.e., students ages 0-2, students receiving services for the year after their eligibility lapses when no other services are available, and students previously eligible in secondary school and receiving credit accrual services).
For each listed support service, enter the number of students by school term who participated in MEP-supported services. Count a child only once for each type of support service in which he or she participated during each term. (i.e., do not count the number of service interventions, such as doctor visits, per child). A child who participated during more than one term should be counted separately, once in each column.
Consolidated Chart 3: Staff Time
For each school term, enter the number of program staff whose salaries are paid by the MEP. Report in full-time-equivalent (FTE) units by job classification. Define how many full-time days constitute one FTE for each term in your State. For example, one regular term FTE may equal 180 full-time (8 hour) work days, one summer term FTE may equal 30 full-time work days, and one intersession FTE may equal 45 full-time work days split between three 15-day non-contiguous blocks throughout the year. Do not include staff employed in schoolwide programs that combined MEP funds/services with those of other programs.
Title IC Chart 1: Participants by Grade and Term
Enter the number of migrant children by grade level and school term who participated in instructional or support services during either the regular, summer or intersession terms. A child who participated in both regular and summer or intersession terms should be counted twice--once in each appropriate column. Count students in both non-schoolwide and schoolwide programs that are supported with MEP funds/services.
For a student who participates in services at more than one grade level in a single term, such as a student who is promoted from one grade to another in a year-round school during the reporting period, or a student in a traditional term who is advanced a grade, count the student in the grade in which he or she spent the majority of the reporting period. Count summer/intersession students in the appropriate grade based on the promotion date definition used in your State (see glossary).
At the bottom of the summer/intersession column, enter the number of students from the total for that column who participated in intersession (as opposed to summer term) programs.
Title IC Chart 2: Number of Project Sites
Enter the number of project sites, by term, that used MEP funds/services to operate either schoolwide or non-schoolwide programs.
Regular-Term Extended-Time Instructional Approaches
Aside from the intersession and summer programs already noted in Item 1, enter the number of regular-term program sites (including both traditional and year-round calendars) that used after-school, before-school, Saturday, or other extended-time instructional strategies. Count both schoolwide and non-schoolwide MEP sites.
Title IC Chart 3: COUNTS OF STUDENTS ELIGIBLE FOR FUNDING PURPOSES
The student counts reported in this section will be used, along with other data, to develop annual estimates of the number of full-time equivalent students who resided in each State at any time during the reporting period, as well as those who were served in special summer or intersession programs.
Twelve-Month Count of Children Eligible for Funding Purposes
Enter the unduplicated number of eligible children ages 3 - 21 who, within three years of making a qualifying move, resided in the State for one or more days during the period September 1 - August 31 of this reporting year. A child who resided in more than one district in the State during the reporting period should be reported only once. [This figure is different from the data reported in the remainder of this report, since ITEM 1 includes eligible students who may not have participated in services, and excludes participants who are not counted for funding purposes, such as students served in the year after their period of eligibility has expired when other services are not available to meet their needs, or children ages 0-2.]
Summer/Intersession Count of Participants Eligible for Funding Purposes
Enter the unduplicated number of eligible participants ages 3 - 21 who, within three years of making a qualifying move, were served for one or more days in an MEP-funded project conducted during either the summer term or an intersession period that occurred within the period September 1 - August 31 of this reporting year. Count a child who moved to different schools in your State and was served in both traditional summer and year-round school intersession programs only once. [This figure is different from the data reported in the remainder of this report, since ITEM 2 excludes participants who are not counted for funding purposes, such as students served in the year after their period of eligibility has expired when other services are not available to meet their needs, or children ages 0-2.]
administrator A staff person who plans and oversees the general execution of MEP projects at the State or local level, and is paid in full or in part with MEP funds. Examples include a state director, principal, or local project director.
advocacy See "outreach."
counseling Activities, usually employing psychological methods, designed to enhance educational or personal development, prevent life problems, or handle personal crisis situations. Counseling activities are normally conducted directly with individual students or small groups of students.
enrolled The term "enrolled" is used generally to refer to enrollment of a child in any school program supported with MEP funds.
extended-time Any method of MEP-sponsored (including schoolwide program) service
instructional delivery that extends the total hours of a school day, week or regular
approach term beyond that which would otherwise be available for learning. This category would include early-morning and after-school programs; evening programs and other programs that alter the school schedule to accommodate migratory student schedules; Saturday programs; and other programs that extend the time for learning outside of the traditional "9:00-3:00" school day. Methods that substitute one type of learning time for another within the traditional school day, such as pull-outs or in-class tutoring, are not considered extended-time instructional approaches for purposes of this report.
full-time The amount of time a person performs MEP duties and is paid by the
equivalent (FTE) MEP, as a percentage of a full-time work year (as defined by your State) for the regular term, and as a percentage of a full-time summer-school or intersession program (as defined by your State) for the summer or intersession periods. If your State does not define a full-time summer-school session, define it yourself.
For example, if your State defines a full-time work year as 180 days and a teacher works the full regular term for the MEP, that teacher would be reported as 1.0 FTE for the regular term. (Another teacher who worked only 18 days during the regular term would be reported as 0.1 FTEs.) If that same teacher also taught 30 days during the summer term for the MEP, and 30 days represents a complete summer session in your State, you would report a 1.0 summer-school FTE for that teacher under the summer column. If the teacher taught for 30 days in summer school, but worked only half days, you would report 0.5 FTEs under the summer column. Record all FTE entries to the nearest tenth, e.g., 1.0, 0.7, 0.5, not 0.75.
See Q37 for information on prorating FTEs for staff who perform MEP duties or are paid by the MEP for only a portion of their work schedules.
guidance See "counseling."
intersession For schools on a year-round calendar, an intersession term is the aggregate of all those periods throughout the year when the school (or part of the school) is not in session or not providing the annual instruction analogous to the traditional school-year regular term only. Even though the intersession periods occur at different times throughout the year, for the purposes of this report, those periods are all considered a single term. Thus, a student who participates in intersession programs in October, February, and June would be counted as participating in one intersession term (not three).
linker/advocate A type of counselor who ensures that participating migrant children and their families are aware of and enrolled in all educational and support services to which they are entitled, both inside and outside the school setting.
other staff All staff not counted in remaining staff categories in the staffing section of the performance report. These might include curriculum specialists, water safety instructors, lifeguards, vocational specialists, custodians, child care workers, or other types of workers. See "support services staff (not above)" in glossary to differentiate that category from "other" staff.
out-of-school Out-of-school youth may include, for example, drop-out students or
youth those working on a GED outside of a K-12 institution. It does not include preschoolers, who are counted by age grouping.
outreach Coordination activities with parents, other family members, teachers, service agencies, and others designed to ensure that migrant children and families receive the full range of services available to them. Activities include but are not limited to:
participant The term "participant" refers to a migratory child who has been determined eligible for the MEP and who receives some type of assistance from the MEP beyond identification and recruitment, inclusion in Statewide or local needs assessment, records transfer, or activity insurance. The assistance may include, but is not limited to, the following types of services: referral to other services, direct provision of instructional services, counseling, health services, school advocacy, and other types of support services. Note that in ITEM A.1, all children eligible for funding purposes, not just participants, are to be reported.
project sites A project site is a central point, frequently a school building, where people come together to receive or provide services. A site may also be a sending office which coordinates outreach activity not actually performed in the central location. For example, an office at which recruiters or social workers who visit homes or camps are based would most likely be counted as the single project site, rather than counting the individual homes or camps as project sites.
promotion date A child is considered as promoted to the next grade for performance report purposes according to the definition used in your State or district. If this occurs at the end of the regular term, a child participating in the third grade from September to June would be considered in the fourth grade during summer school in July.
pupil Whenever migrant program funds are used to pay for the transportation
transportation costs or the salary of the person providing transportation for migrant children, consider affected children as participants in the MEP. For example, children participating in field trips or who ride busses to school (in the summer), or taxis to the doctor would be counted.
records trans- Staff responsible for entering, retrieving or sending student records from or to another school or student records system.
recruiter A staff person responsible for identifying eligible migrant children in the MEP.
regular school For schools that operate on a traditional calendar, the regular school
term term is the period from the beginning of school in your State in the fall to the end in the spring, generally from September to June. For schools that operate on a year-round schedule without a traditional long summer break, the regular school term is the aggregate of all those periods throughout the year when the school (or part of the school) is in session providing the annual amount of instruction analogous to the traditional school-year regular term.
reporting year For ITEMS A.1 and A.2, the reporting year is from September 1 - August 31. In all other portions of the report, for programs that operate on a traditional school-year calendar, the reporting year consists of the full regular school term (normally beginning in August or September) and the subsequent summer term.
For programs that operate on a year-round calendar, the reporting year consists of the 12-month period beginning with the term or intersession that starts closest to September 1.
schoolwide A schoolwide program that operates as provided for in section 1114 of
program Title I of the Elementary and Secondary Education Act and combines MEP funds/services with those of other programs would be included in this report. Data from a schoolwide program that does not include MEP funds/services would not be reported on this form, even if eligible migrant children attend the school, and even if the school provides special MEP-supported services for eligible migratory children only.
social work See "outreach."
summer term Any period of time in a locality that operates a traditional-calendar school year when the regular term of that school year is not in session and a MEP-sponsored instructional program is offered. Year-round schools, for the purposes of this report, are not considered to have summer terms. Any break in the regular term of a year-round school is considered an intersession term, regardless of what season of the year in which it occurs.
support services Those staff not already specified and counted in other staffing
staff (not above) categories who were involved in providing the services listed in the support services section of the performance report. This might include bus drivers providing pupil transportation, nutritionists and cafeteria workers providing nutrition services, a nurse providing health services, or a counselor providing guidance counseling.
teacher A classroom instructor who is licensed and meets any other teaching requirements in your State.
teacher aide An assistant in the classroom who is not licensed or qualified as a teacher, but who is qualified according to State definitions to assist a teacher.
unduplicated A count in which a given student or staff member is represented only
count once in a single category. All counts contained in specific sections of the report are to be unduplicated. How students and staff should be counted in each section of the performance report is explained in Q5 of the Questions and Answers appendix.
ungraded A child is ungraded if the school has an educational unit that has no separate grades. For example, some schools have primary grade groupings that are not traditionally graded, or ungraded groupings for children with learning disabilities. In some cases, ungraded students may also include special education children, transitional bilingual students, students working on a GED through a K-12 institution, or those in a correctional setting. (Students working on a GED outside of a K-12 institution are counted as out-of-school youth.)
TITLE III Technology Literacy Challenge Fund (TLCF)
The companion document provides instructions, examples and explanations in order to clarify items contained in the performance report.
The companion document provides 1) an explanation of the purpose of each section, 2) relevant citations of legislation, EDGAR, and performance indicators, and 3) additional instructions and suggestions for responding to the items.
The purpose of the items and pertinent citations are in italics while additional instructions are in normal font. Each term underlined is defined in the glossary at the end of this document.
The Performance Report and the Companion Document are intended to be read side-by side.
Technology Literacy Challenge Fund
This performance report is intended to collect annual information that is reliable and of high-quality regarding the use of funds under the Technology Literacy Challenge Fund (TLCF) and the progress of each State towards meeting its goals for educational technology. We intend this performance report to serve as one instrument in understanding the national picture of educational technology as well as the impact of the TLCF. The explicit purposes for the performance report are:
targeting funds and assistance to districts with a high number or percentage of children in poverty and with the greatest need for technology;
partnerships with businesses, libraries, and other public and private entities;
The State?s plan for financing educational technology;
data regarding the four National Goals is requested about both LEA subgrantees and States;
information concerning the State?s goals across the entire State for all of the State?s educational technology efforts (not just TLCF) including the use of local, State, and other national funding;
the State technology plan as a living, flexible document that changes as progress toward earlier goals is made.
The four national pillars for educational technology and the related national program performance indicators are provided at the end of this document.
1. REPORTING PERIOD
This section ensures that reporting across States is for the same period of time so that the activities for which performance is reported can be linked to the funds provided.
The first performance report for the TLCF is due December 1, 1998. It should provide information regarding activities from the time the State received its first TLCF award (FY 1997) and may include information for its FY 1998 award if subgrants were made prior to September 30, 1998 (See Table below). This first performance report will cover the entire period for which FY 1997 funds were available and for the obligation of any FY 1998 funds made by September 30, 1998.
Therefore, while the State may need to provide information for activity of two fiscal years on a single performance report, once funds from any fiscal year are reported on, the information should not be repeated on a subsequent performance report.
The second reporting period will be from October 1, 1998, to September 30, 1999, and so on for each additional year of the TLCF. "Fiscal year" refers to the federal fiscal year for which the TLCF funds were appropriated. The federal fiscal year is shown under "FY" in block 8 of the State?s grant award document.
*If activities for this fiscal year are reported during this period, then the State will not need to report on these funds on the next performance report.
2. INFORMATION ON STATE GOALS AND ASSISTANCE
This section allows the US Department of Education to collect information on specific items addressed in the TLCF legislation. It also provides information regarding State goals to allow the US Department of Education to get a better understanding of the picture of educational technology nationwide and, through later analysis, estimate progress towards the four national pillars. Items specified below pertain to the Education Department General Administrative Regulations (EDGAR) 34 CFR 80.40, Section3132 (a)(2)(A)(B), (b)(1)(A)(B), (b)(2) and Section 3133 (1) and (2) of Title III Subpart 2 of ESEA, and the US Department of Education education technology indicator: Private sector collaboration. (Private sector participation in planning, support and implementation of statewide education technology plans will increase).
Information in the table will help the US Department of Education better understand the relationship of State goals to the four Pillars and provide a basis for work with individual States in carrying out their plans for educational technology. It will also enable limited national reporting on States? assessments of their own progress, to the extent that the information is available.
2a. [State Plan]
i. [State learning goals and benchmarks]
iii. [Table 1, Educational Technology Goals for the State] States with explicit goals, measures, benchmarks, and timelines should use this table to report on their progress as it relates to the four national goals. States without such means of gauging progress are strongly encouraged to develop and report on them. For column 3, the State should provide the date the baseline data was obtained; for column 4, the date the most recent comparable data was obtained and its status.
2b. [State Evaluations] The evaluation report requested should include an analysis and summary of the data collected.
2c. [Financial Plan] Please include all sources of State-level funding for elementary and secondary education, such as legislative funding (line items, educational trust funds), private foundation funding, or telephone company rate-payer settlements, etc., to provide a comprehensive view of statewide financial support for educational technology. Funding need not be under the control of the SEA to be listed.
[Note:] Please include non-monetary support such as that provided through Tech Corps, private foundations, and professional development bundled with software purchases.
2d. [Technical Assistance] In responding to this section, please answer, at a minimum, the following questions:
For example, did the State?s Techcorps offer technical assistance to particular LEAs? Did the ED-funded Regional Consortia provide assistance? Any Technology Innovation Challenge Grants assisting? Were grant-writing workshops the primary focus of the SEAs technical assistance? Were examples of good local technology plans provided?
For example, were the applicants that were provided with assistance successful in applying for the TLCF? Were district educational technology plans changed and improved? Was there a difference in effectiveness between on-site meetings that provided tailored assistance and more general assistance with applying?
3. INFORMATION ON STATE TLCF SUBGRANT PROCESS
This section collects information on program implementation at the State level. The information will be used in analysis of State policies and the effect of the TLCF. Information requested pertains to Section 3132 (a)(2)(A)(B), (b)(1)(A)(B), (b)(2).
3b. [Targeting Assistance]
3c. [Subgrant Awards]
[Table 3] Subgrants in this table should be grouped by fiscal year, and, if there is more than one competition in a fiscal year, grouped by competition within the fiscal year. The newest awards should be listed first.
(1) If an award was made to a consortium, please provide the name of the fiscal agent that received the funds on behalf of the consortium and note in the column provided that it is a consortium award. LEAs that have received a continuation award during the reporting period should also be listed.
(2) Provide the code number that the National Center for Educational Statistics (NCES) uses to identify the district. If you do not know the code, use the NCES search system to locate any school within the school district. The search system is located on the NCES website: <http://www.nces.ed.gov/ccdweb/ school/school.htm>. It permits you to search by entering the district name, county of the district?s location, or any of the schools within the district. The file for any school in a district will list the district code.
(3) The amount of the award from one fiscal year. Recipients that received awards from more than one fiscal year during the reporting period should be listed for each fiscal year with the amount for each fiscal year.
(5) When identifying the number of teachers and students affected by the program and as a result of the leveraging of the funds, please try to be as close to the ?real? number as possible. (e.g. The funding is used to integrate technology into the fourth grade science curriculum at three elementary schools. Therefore, the number of students impacted is the number of fourth grade science students and their teachers in those three schools rather than the total number of students in those schools.)
(7) A yes response indicates that the LEA has met the definition/criteria defined in Section 3b.
(8) A yes response indicates that the LEA has met the definition/criteria defined in Section 3b.
4. SUMMARY INFORMATION ON TLCF SUBGRANTS
This section enables the US Department of Education to report on the use of funds from prior years and to gather descriptive information about subgrants to illustrate the use of funds. Items, as specified below, pertain to Section 3134 and 3135 of Title III Subpart 2 of ESEA, and the US Department of Education education technology indicators: Training tied to certification, Staff access, Staff training, Student access, Access in high poverty schools, School access, Classroom access, and Classroom use.
[Note: This section of the performance report may be deleted from the performance report requirements at such time that the US Department of Education devises a data collection instrument that addresses the items included in this section.]
In order to collect information regarding subgrant activities, it will be necessary for States to provide this information after the LEA has expended its award. Therefore, for the first performance report, this section will be completed only for those FY 1997 LEA subgrantees. The second performance report will include this section for FY 1998 LEA subgrantees and so forth.
We encourage summaries to be completed on as many TLCF subgrantees as possible. However, if this would pose a significant burden, the State may choose to submit a complete summary on a sample of subgrantees representing at least 50% of the State?s TLCF award. We are looking for a representative sample, including districts that were identified as high poverty and greatest need. States should use care in defining such a sample. Respond to item 4a for all subgrantees.
4a. [LEA Administrative Data]
[Subgrantee name] For consortia, please list all partners, their NCES district codes (if appropriate), and indicate which district is the fiscal agent.
[NCES district code] Provide the code number that the National Center for Educational Statistics (NCES) has assigned to the district. If you do not know the code, use the NCES search system to locate any school in the school district. The search system is located on the NCES website: <http://www.nces.ed.gov/ccdweb/ school/school.htm>. It permits you to search by entering the district name, county of the district?s location, or any of the schools within the district. The file for any school in a district will list the district code.
[Reporting period of the award] See section 1 of the TLCF performance report.
4b. [LEA Technology Plans] All FY1997 subgrantees must respond to this item for the first performance report; all FY1998 subgrantees must respond to this item for the second performance report, and so forth.
(1) If the consortium has specific goals of its own, please list them. Otherwise, list each districts? educational technology goals that are directly impacted by the TLCF award.
4c. [State Technology Plan]
4d. [Subgrantee Learning Goals] Section 3135 (1)(B) of the Elementary and Secondary Education Act (ESEA) states that all recipients of a TLCF subgrant shall have a long-range plan that "[explains] how the acquired technologies will be integrated into the curriculum to help the local educational agency enhance teaching, training, and student achievement."
If the consortium has specific goals of its own, please list them. Otherwise, list each districts? learning goals that are directly impacted by the TLCF award.
4e. [Use of Funds]
(1) Complete the table for each that apply: professional development, hardware, connectivity, curriculum/software/on-line resources, other (please explain). See Section 3134 of the ESEA, Local Uses of Funds.
(2-5) Indicate if not applicable.
4f. [Strategy] If the consortium does not have specific goals of its own, then refer to each districts? goals as stated in item 4b.
4g. [Four pillars] This section reports the progress subgrantees have made toward the 4 pillars.
The Likert Scale, should include consideration of all (federal, State, and local) funding sources available to the subgrantee. Indications of effect are to be reported from the self-perception of the district at the end of the fiscal year. If you are reporting for a consortium, make the determination based on the progress of all districts in the consortium as a whole.
The bottom of the range for the pillar regarding modern multi-media computers is based on the national baseline established by Market Data Retrieval and reported in "Technology Counts," Education Week, November 10, 1997, p.20.
The bottom of the range for the pillar regarding connectivity to the Information Superhighway is based on the national baseline established by the National Center for Education Statistics, Advanced Telecommunications in U.S. Public Elementary and Secondary Schools, Fall 1996, 1997.
The COMMENT section is to report solely on the effect the TLCF has had on the subgrantee. Questions to consider under the COMMENT section could include, but are not limited to:
4h. [Evaluation] See Section 3135 (4) of the Elementary and Secondary Education Act.
Please indicate if an evaluation has been performed.
Classroom - rooms in the school building used for any instructional purposes (includes classrooms, labs, media centers, art rooms, rooms used for vocational or special education, etc.)
Core content areas - include English, mathematics, science (including physics), history, geography, foreign languages, the arts, civics and government, and economics (Section 306 (9)(c) of the Goals 2000: Educate America Act).
Information Superhighway - Internet, a network of networks all running TCP/IP protocols, sharing the same underlying network address space as well as the same domain name space, and interconnected into a network of information.
Modern multi-media computer - computer with CD-ROM, graphics, and sound capabilities.
Support - administrative, technical, and local financial foundation
Teaching workforce - Classroom teachers, school administrators, and school librarians.
Training - professional development that enables the teaching workforce to effectively use education technology to help students learn through modern multimedia computers and the Information Superhighway
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Last update April 21, 1998 (bsf)