this chapter: (1) it does not directly benefit migrant children; (2) it is not grounded in scientifically based research; and (3) in and of itself, the activity will not increase children’s reading skills and thereby increase their ability to meet the State’s performance targets. (For more information on how this applies to counting children in summer/intersession programs, see Question B25 in Chapter IX Performance – “Program and Child Count Reporting.”) A5. Why is it important for local operating agencies to provide services of sufficient intensity in operating the MEP? It is important to design services that are of sufficient intensity to provide reasonable promise of the project’s ability to meet its measurable outcomes. In turn, the attainment of these outcomes enables the program to help migrant children succeed in school and to contribute to the achievement of the State’s performance targets. A6. How should an SEA or local operating agency select students for services? The SEA or local operating agency should: Identify the eligible migrant children with special educational needs who are expected to reside in the area (statewide or locally); Determine the educational and educationally related needs of the children to be served; Determine the focus of the program (i.e., instructional areas and/or grade levels) based on a needs assessment; and Select children with the greatest need for MEP services according to the priority for services criteria in section 1304(d) of the statute. A7. How may SEAs provide services to migrant children? SEAs have used a wide variety of service delivery designs. Some examples include: Extended day programs; Before/after school programs; In-class programs; Saturday or vacation programs; In-home instruction (e.g., the MEP provides family literacy services to the child at home); Summer or intersession programs;
this chapter: (1) it does not directly benefit migrant children; (2) it is not grounded in scientifically based research; and (3) in and of itself, the activity will not increase children’s reading skills and thereby increase their ability to meet the State’s performance targets. (For more information on how this applies to counting children in summer/intersession programs, see Question B25 in Chapter IX – “Program Performance and Child Count Reporting.”) A5. Why is it important for local operating agencies to provide services of sufficient intensity in operating the MEP? It is important to design services that are of sufficient intensity to provide reasonable promise of the project’s ability to meet its measurable outcomes. In turn, the attainment of these outcomes enables the program to help migrant children succeed in school and to contribute to the achievement of the State’s performance targets. A6. How should an SEA or local operating agency select students for services? The SEA or local operating agency should: Identify the eligible migrant children with special educational needs who are expected to reside in the area (statewide or locally); Determine the educational and educationally related needs of the children to be served; Determine the focus of the program (i.e., instructional areas and/or grade levels) based on a needs assessment; and Select children with the greatest need for MEP services according to the priority for services criteria in section 1304(d) of the statute. A7. How may SEAs provide services to migrant children? SEAs have used a wide variety of service delivery designs. Some examples include: Extended day programs; Before/after school programs; In-class programs; Saturday or vacation programs; In-home instruction (e.g., the MEP provides family literacy services to the child at home); Summer or intersession programs;
mep_non_regulatory_guidance_march_2017__5_.docx