North Carolina Migrant Education Program

North Carolina Migrant Education Program

Public Schools of North Carolina

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Department of Public Instruction

North Carolina Migrant Education Program

Monitoring Instrument

The North Carolina Migrant Education Program (MEP) Monitoring Instrument consists of seven program integrity issues identified by the federal Office of Migrant Education—student eligibility, needs assessment (for program design and student service), educational reform, funding, quality control, fiscal requirements, and record transfer. The items reviewed by this instrument are included in the program application.

As part of the state comprehensive Federal Programs monitoring process, the MEP will be monitored for compliance by a state appointed committee composed of MEP LEA directors and state personnel. Items not meeting compliance at the time of the monitoring visit will be cleared with further documentation and/or visits. A written report reflecting the results of the visit will be sent to the LEA shortly after the monitoring visit.

This same instrument will be used for Self-Monitoring Reviews, which will be conducted by LEAs in preparation for or in lieu of the state Monitoring visit. A schedule of the comprehensive monitoring visits and Self-Monitoring Reviews is attached.

LEA Name:
MEP Contact Person:
Date of Monitoring:
Date of Report:

The following rating scale for overall components and individual items will be used:

RATING SCALE
Rating / Description / Definition
3 / Meeting Program Requirements / Meets requirement. There is evidence of compliance. Plan/activity has been implemented as proposed.No further documentation or activity required.
2 / Needs Improvement / Conditionally meets requirement. There is some evidence of compliance. Plan/activity has not been implemented as proposed.Requires a response or documentation stating the action taken or action planned to improve the deficiency.
1 / Does Not Meet Program Requirements / Does not meet requirement.There is no evidence of compliance. Plan/ activity has not been implemented as proposed.Requires a response stating the action taken or action planned to correct the deficiency.
Compliance Item / What to Review / Reviewer’s Comments / Rating
I. Identification and Recruitment (ID&R) and Eligibility (Sec. 1301(e), 1303(a)(1), 1303(e), 1304 (b)(1)(B), 1308 (b)(1)
1. / The LEA has an updated ID&R plan that meets the SEA requirements. The plan has a systematic process in place for identifying new and existing MEP students (Pre-K out-of-school, K-12, out- of-school youth). Recruitment activities take place in the three identified resource areas (schools, community agencies & business, and workplaces). /
  • Does the local MEP application include the ID&R Plan process for identification of students?
  • Does the MEP maintain a current ID&R plan? Does the plan meet SEA requirements? The NC MEP ID&R Plan Rubric will be used to assess the plan (when there is not a completed rubric for the current school year).
  • Interview recruiter, director, and any other staff involved with ID&R. Ask:
  • Who has primary responsibility for the identification and recruitment of migrant students/youth in your LEA?
  • What are the most common qualifying activities in your area? Where do most families move from/to?
  • What is the plan for identification of MEP students/youth and how is it implemented?
  • How do you find new MEP students/youth that have moved to the area?
  • What outside sources do you use to identify new MEP students/youth to the area?
  • Do you periodically survey areas for changes in population and identification of new students/youth? Describe.
  • Is the number of identified migrant students increasing or decreasing? Why?

2. / Recruiters observe seasonal migration patterns and local crops timeline in order to maximize ID&R opportunities. /
  • Review recruiter(s’) schedule(s) to determine if recruitment activities coincide with times of peak MEP population in the county.
  • Interview recruiter, director, and any other staff involved with ID&R. Ask:
  • What are the most common qualifying activities in your area?
  • What are the best times of the year to recruit?
  • Does the recruiter(s) schedule and activities depend on the qualifying activities peak season? Explain.

3. / The state COE is used to identify every MEP child. Information used to establish eligibility is based on a personal interview with a parent, guardian or other responsible adult. /
  • Interview recruiter, director, and any other staff involved with ID&R. Ask:
  • Are eligibility interviews conducted face to face?
  • Is the current COE used in determining eligibility?

4. / Recruiter(s) and any other authorized ID&R staff demonstrate knowledge of the eligibility criteria for MEP and make adequate eligibility determinations. /
  • Interviewer will ask specific questions about eligibility criteria as well as specific family/worker’s scenarios.
  • Interview recruiter, director, and any other staff involve with ID&R. Ask:
  • What are the eligibility criteria, and how do you determine and document whether students are eligible for the MEP?

5. / The LEA trains recruiters on ID&R, including eligibility criteria and how to develop an ID&R plan. /
  • Is there evidence of staff development?
  • Has the recruiter or any other assigned person been trained and authorized by the State Education Agency (SEA) or by the LEA to conduct eligibility interviews and make eligibility determinations?
  • Interview recruiter, director, and any other staff involve with ID&R. Ask
  • What training have you received on ID&R?
  • Have you received one-one training? Who provided it?
  • Have you attended SEA regional and statewide training?
  • What are your training needs?

II. Student Data and Records Transfer (Sec. 1304(c)(1)(B), Sec.1304(b)(3)
6. / Student data is up-to-date and accurate on the MIS 2000 system.
. /
  • Review MIS 2000 records (COE and Student Data views) to determine if students’ data is currently up-to-date and accurate.
  • Interview data specialist. Ask:
  • How do you keep student’s data updated? Explain the process, starting with how data is collected.
  • What is the process for correcting data entry errors?
  • How frequently do you “upload changes” and “check for upgrades”?
  • Do you do “enrollment verification”? When? How? Does this process match the ID&R plan? Is it an accurate implementation?

7. / COEs are entered into the MIS 2000 database within two weeks (14 calendar days) of the interview date. /
  • Run, review, and compare the COE Review Up to Date report for the year being monitored and current and previous year.
  • Interview data specialist. Ask:
  • Describe the process of entering COEs into MIS 2000. Who is involved in this process?

8. / Instructional staff is aware of migrant student information, which is accessible for their use. /
  • Is there any evidence of information sent to schools?
  • Interview director and data specialist. Ask:
  • How is the data made available to instructional staff?
  • Interview classroom teachers. Ask:
  • Do you know which students are migrant students?

9. / Records are sent to the next site immediately upon request or before requested if the next site is known. Records are requested from the previous site upon enrollment. /
  • Is there evidence of a records transfer process?
  • Interview data specialist. Ask:
  • How does the LEA request and transmit student records both within other LEAs and other states?
  • What standard reports are generated for your LEA (local staff)? For the state?
  • How do you verify the accuracy and completeness of the information needed?
  • How many records have been requested and sent in the past year? How many have been requested and received?

10. / The LEA trains data specialists on data collection and MIS2000. /
  • Is there evidence of staff development?
  • Has the data specialist or any other assigned person been trained and authorized by the State Education Agency (SEA) or by the LEA to collect data and use MIS 2000?
  • Interview data specialist. Ask:
  • What training have you received on data collection and MIS 2000?
  • Have you received one-on-one training? Who provided it?
  • Have you attended SEA regional and statewide training?
  • What are your training needs?

III. Program Services/ Provision of services (Sec. 1304(d), 1306 (1)(a)-1306(1)(g)
11. / Services provided to students are indicated in the MEP application for the current year. MEP staff is informed of the services to be provided. The program is evaluated to identify successful activities and eliminate non-productive activities. /
  • Is the program being implemented as described in the application?
  • How does the district identify the educational and support needs of migrant children?
  • On what basis does this district decide on the services to be provided?
  • To what degree does the new needs assessmentdatabring about changes in the program design?
  • What type of data is collected? (e.g., State and local assessment data, attendance data, dropout rates, college admission exam scores).
  • Review student needs assessment data to determine if students selected for service are identified by the needs assessment.
  • Does the LEA conduct a needs assessment? How are the results communicated? How frequently is a needs assessment conducted? How current is the data? To what degree is updated data used for program planning?
  • Interview director and MEP staff. Ask:
  • Tell how program design connects with data, needs assessment and evaluation.
  • How does the LEA promote continuity in the provision of instruction and related support for services for migrant children as they move across school districts and States, including the transfer of credits for high school students?
  • How are students selected for MEP services?
  • How do you know individual components of the MEP are successful?

12. / The MEP needs assessment identifies the students who have a priority for service (those whose education has been interrupted within the school year and are failing or at-risk of failing state standards). Teachers and other staff are instructed toserve students according to the service priorities. /
  • Interview director and any MEP staff. Ask:
  • Do you know what “priority for services” (PFS) means? Do you know how the SEA has defined “at risk of failing to meet the State’s standards” AND “an educational interruption during the regular school year?”
  • What procedures do you follow to determine which migrant students to serve first? (Sections 1304(d) and 80.40(a) of EDGAR). (Section 1304(d)).
  • How does the LEA identify students who havepriority for services through the needs assessment process?
  • How does the LEA ensures that PFS students are given priority for MEP services?
  • What is the difference in service for Priority for Service students and non-priority for service students? How services are determined?
  • How has the MEP director communicated the“Priority for services” requirement to you?

13. / Migrant students are provided quality, rigorous summer/intersession programs/activities, either through the MEP alone or in collaboration with other programs. /
  • Interview director. Ask:
  • How are summer programs determined and designed?
  • Describe your summer programs.
  • What evaluation designs are used to evaluate the (1) implementation and (2) results of the summer program? What data is collected? How do you communicate the results?

14. / Services available to MEP students are enhanced by coordinating activities with other programs and agencies. /
  • Interview director. Ask:
  • How are services (i.e. summer programs, staff development, transportation, parent activities, etc.) coordinated with other programs/agencies?

15. / Supplementary staff development activities that improve staff skills in teaching migrant students are provided. Staff development activities provided by the MEP are supplementary to those offered by the LEA, and address the special needs of Migrant students. /
  • Interview director. Ask:
  • How are staff development activities determined at your LEA for MEP staff?
  • How do you ensure that MEP staff and non-migrant staff participate in the staff development activities provided? How is information disseminated to all stakeholders?
  • Interview director and MEP staff. Ask:
  • What type of staff development have you attended? Describe.
  • What have you learned about migrant students as a result of the staff development activities provided for you?

16. / Classroom teachers and tutors can cite specific examples of services provided to migrant students. /
  • Classroom Observations (teacher/tutor).
  • Interview teacher/tutor. Ask:
  • Do you apply appropriate strategies to address the educational needs of the migrant student (s) in your classroom? Explain.
  • What special assistance do you provide to migrant students?

IV. Parent, Student,and Community Involvement (Sec. 1118, Sec. 1304(c)(3)
17. / The LEA has a clearly articulated overall parental involvement plan that describes ways parents can support student learning. The plan incorporates efforts supported by federal, local, state and/or private funding. Funds are targeted to meet the specific needs of Migrant families. /
  • What evidence is there that the parent involvement plan described in the application is being implemented?
  • Interview director/staff. Ask:
  • How are parents involved in the planning and implementation of the MEP?
  • What assistance do parents receive in understanding content standards, student performance standards and other printed materials in languages other than English?
  • How much MEP funding is used for parentinvolvement?

18. / Parents can cite specific examples of their involvement with Migrant education program matters. MEP parents are involved in the planning and implementation of MEP activities. /
  • Interview MEP parents. Ask:
  • Have you been notified that your child/ren qualify for the MEP?
  • What are the services that your local MEP offers?
  • How are you involved in the consultation and planning of the MEP in your county? Can you provide specific examples of how you been involved and consulted?
  • Do you receive information in a language that you understand? What type of information do you receive? Do you feel comfortable visiting your child’s school?
  • Do you know who are the local MEP staffs and how to contact them?
  • What type of assistance you most need in order to help your child to be successful at school?

19. / Students can cite specific examples of the services provided to them by the LEA MEP /
  • Interview MEP students. Ask:
  • Are you aware that you are a participant of the MEP?
  • What type of services do you receive or have received from your LEA MEP?

V. Funding
20. / The MEP financial plans and practices meet legal requirements and are supplemental to the LEA’s base program. /
  • Do financial records accurately account for MEP fund expenditures?
  • Do Migrant students receive the base program at the LEA in addition to Migrant supplemental services?
  • Interview director. Ask:
  • Do you understand how the SEA allocates MEP funds?

21. / The salaries and wages of employees or other expenditures chargeable to more than one grant program are documented by appropriate time distribution records. Time sheets for multi-funded personnel show hours and days charged to MEP funds. /
  • Do time and effort reports accurately reflect the schedules and timesheets of all MEP funded or multi-funded positions?
  • Reconciliation efforts reports are prepared. Information reported match budgeted efforts

22. / The MEP equipment inventory is up-to-date. /
  • Is the equipment inventory up-to-date according to NC state standards?

VI. Quality Control (Sec, 1304 (c)(7), Sec.1309 (2)
23. / The LEA has a systematic process in place, beyond the recruiter, to ensure that the information used to determine eligibility is accurate and that only migrant children are served and counted. This process also guarantees that eligibility errors are detected and corrected. /
  • Has the LEA implemented the SEA Quality Control System as required?
  • Interview director, recruiter, data specialist, and any other staff involved with quality control. Ask:
  • What quality control procedures do you use to ensure the accuracy of eligibility determinations in your LEA?
  • How often are your recruiters trained? Who does the training and what is covered?
  • How are eligibility determinations reviewed?Is re-interviewing parents/workers part of the LEA quality control system? How is the student random sample taken? (LEAs are required to complete re-interviews of a random sample of identified migrant students/youth equivalent to 5% or 5 students, whichever if greater, of their previous year’s A1 count.) How are the outcomes from re-interviewing reported?
  • Does the LEA MEP have a process for resolving eligibility questions? Describe.
  • What is the procedure for reviewing completed COEs to verify that the information included support a proper determination of eligibility? Has the LEA assigned a COE reviewer? What does the COE reviewer check? Explain.
  • Have you ever enrolled a child/youth that was later found ineligible? How was this discovered? How was it resolved? Is there a formal process for correcting eligibility errors?
  • What are the most common errors found? What process is follow to correct them?

24. / The LEA has a systematic process in place, beyond the data specialist, to ensure that student data entered into MIS 2000 system complies with requirements. /
  • Has the LEA implemented the SEA Quality Control System as required? Review the last “MIS 2000 Monitoring Reports Outcome” submitted to the SEA. If the report is not available, run and review MIS 2000 “Seasonal/Temporary Flag” and “Enable Work Flag” reports.
  • Interview director, recruiter, data specialist, and any other staff involved with quality control. Ask:
  • What quality control procedures do you use to ensure that student data entered into MIS 2000 system complies with requirements?
  • What is the procedure for reviewing and entering COEs for accuracy, completeness and timeliness? Explain.
  • Does the LEA run and review the MIS 2000 “Seasonal/Temporary Flag” and “Enable Work Flag” reports in February and July? Does the LEA submit “MIS 2000 Monitoring Reports Outcome” to the SEA?
  • What other procedures are implemented to detect and correct student data errors?
  • What are the most common errors found? What process is follow to correct them?
  • Verify if COEs are entered into MIS 2000 within two weeks from the interview date. Refer to item II.7.
  • Interview director, recruiter, data specialist, and any other staff involved with quality control. Ask:
  • Has the LEA implemented a procedure to ensure that COEs are entered into MIS 2000 within two weeks from the interview date?

25. / The LEA has a systematic process in place to monitor the ID&R practices of recruiters. /
  • Has the LEA implemented the SEA Quality Control System as required? Review the latest “Annual ID&R Evaluation Report” submitted to the SEA. (If report is not available, ask questions included in the Annual ID&R Evaluation report from Quality Control System).
  • Interview director, recruiter, data specialist, and any other staff involved with quality control. Ask:
  • How do you review and improve your overall recruitment efforts?
  • Can you mention one of the most successful recruitment activities from your ID&R plan? The least successful? Is there any other new recruitment activity you are considering to add to your ID&R plan?

VII. Fiscal Requirements Sec. 1120A (c)(2)(A), Sec. 1304(c)(2)
26. / MEP funds are used to “supplement, notsupplant” non-federal funds. /
  • What evidence is there that the LEA has a process in place to determine whether or not MEP funds are used to supplement, not supplant non-federal funds?
  • Interview director. Ask:
  • What is the difference between supplement not supplant?
  • How can you ensure that services provided to migrant students are of supplementary nature?

27. / LEA provides services to migratory children with state and local funds that are at least comparable to services provided to non-migratory children. /
  • Review a copy of the district wide salary schedule.
  • Review any policy to ensure equivalence among schools in teachers, administrators, and other staff.

28. / LEA has submitted a written assurance to the MEP in order to establish and implement comparability of services. /
  • Review any policy to ensure equivalence among students in the provision of curriculum materials and instructional supplies.

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