Tag Archives: At Risk Persons

Resources – OME


The What Works Clearinghouse (WWC) is administered by the Department, through a contract to a joint venture of the American Institutes for Research and the Campbell Collaboration.

The Education Resources Information Center, (ERIC) sponsored by the Institute of Education Sciences of the U.S. Department of Education, produces the world’s premier database of journal and non-journal education literature. The ERIC bibliographic database of more than 1.1 million citations goes back to 1966. More than 107,000 full-text journal documents (issued from 1993-2004), previously available through fee-based services only, are now available for free. ERIC is moving forward with its modernization program, and has begun acquiring materials to add to the database.

Technical Assistance Resources

ED’s National Public School and School District Locator The locator is an online search engine that allows viewers to search for particular schools and pull up profiles on those schools and school districts (e.g., name, address, phone number, and type of locale) and selected demographic characteristics of students, staff, and the community.

Education Resource Organizations Directory (EROD) This directory includes of organizations that provide services on a state, regional, or national level.

Comprehensive Regional Technical Assistance Centers – The U.S. Department of Education Comprehensive Centers program awards discretionary grants to establish comprehensive technical assistance centers to help low-performing schools and districts close achievement gaps and meet the goals of the No Child Left Behind Act of 2001. Section 203 of Title II of the Educational Technical Assistance Act of 2002 (TA Act) authorizes the Department to establish centers to provide technical assistance to States to benefit school districts and schools, especially those in need of improvement.

Regional Education Laboratories – The Regional Educational Laboratory Program (the “Lab” program”) is the U.S. Department of Education’s largest research and development investment designed to help educators, policy-makers, and communities improve schools and help all students attain their full potential. The network of 10 Regional Laboratories works to ensure that those involved in educational improvement at the local, State and regional levels have access to the best available research and knowledge from practice.

Regional Technology in Education Consortia (R*TEC) – The Regional Technology in Education Consortia (R*TEC) program was established to help States, local educational agencies, teachers, school library and media personnel, administrators, and other education entities successfully integrate technologies into kindergarten through 12th grade (K-12) classrooms, library media centers, and other educational settings, including adult literacy centers.

Related Programs

Title I, Part A (Basic Program) – Title I Part A provides assistance to improve the teaching and learning of children in high-poverty schools to enable those children to meet challenging State academic content and performance standards. It is the largest elementary and secondary education program in the Federal government. Title I is designed to support State and local school reform efforts tied to challenging State academic standards in order to reinforce and amplify efforts to improve teaching and learning for students farthest from meeting State standards.

Learn more about Title I and the other programs administered by the Office of Student Achievement and School Accountability (SASA).

Office of English Language Acquisition, Language Enhancement, and Academic Achievement for Limited English Proficient Students (OELA-formerly the Office of Bilingual Education and Language Minority Affairs (OBEMLA)) – OELA provides national leadership in promoting high-quality education for the nation’s population of English language learners (ELLs).

Vocational Rehabilitation Service Projects Program for Migrant and Seasonal Farmworkers with Disabilities – The Migrant and Seasonal Farmworkers Program makes comprehensive vocational rehabilitation (VR) services available to migrant or seasonal farmworkers with disabilities for the purpose of increasing employment opportunities. Emphasis is given to outreach, specialized bilingual rehabilitation counseling and coordination of VR services with services from other sources. Projects provide VR services to migrant and seasonal farmworkers and to members of their families when such services will contribute to the rehabilitation of the worker with a disability.

The Migrant Health Program (MHP) provides grants to community nonprofit organizations a list of linguistically competent medical and support services to migrant and seasonal farmworkers and their families.

Migrant Head Start (MHS) is a national program that provides comprehensive developmental services for America’s migrant pre-school children ages three to five and social services for their families. Community-based non-profit organizations and school systems develop unique and innovative programs to meet the specific needs of migrant farmworker families. In addition to providing the same services that the larger general Head Start Program delivers, the Migrant Head Start program has a unique emphasis on serving infants and toddlers as well as pre-school age children, so that they will not have to be cared for in the fields or left in the care of very young siblings while parents are working.

White House Initiatives-

The White House Initiative on Educational Excellence for Hispanic Americans was established on October 12, 2001 by President George W. Bush. The Initiative advises the U.S. Secretary of Education and provides support to the President’s Advisory Commission on Educational Excellence for Hispanic Americans. The Commission’s key objectives are to strengthen the nation’s capacity to provide high-quality education, and increase opportunities for Hispanic Americans to participate in and benefit from Federal education programs.

The White House Initiative on Asian Americans and Pacific Islanders was established on October 14, 2009 by President Barack Obama. The President’s Advisory Commission on Asian American and Pacific Islanders address issues concerning the Asian American and Pacific Islander (AAPI) community. The Interagency Working Group, representing 24 federal agencies and offices, is charged with increasing the AAPI community’s access to federal resources.

The White House Initiative on Educational Excellence for African Americans was established on July 26, 2012 by President Barack Obama. The cross-agency effort is aimed at identifying evidence-based practices that improve student achievement, and develop a national network that shares best practices in order to “improve educational outcomes for African Americans of all ages, and to help ensure that all African Americans receive an education that properly prepares them for college, productive careers, and satisfying lives.”

The White House Initiative on American Indian and Alaska Native Education was establish on December 2, 2011 by President Barack Obama. The Initiative seeks to support activities that will strengthen the Nation by expanding education opportunities and improving education outcomes for all American Indian and Alaska Native (AI/AM) students. It is committed to furthering tribal self-determination and ensuring AI/AN students, at all levels of education, have an opportunity to learn their Native languages and histories, receive complete and competitive educations, preparing them for college, careers and productive and satisfying lives.

Programs and Grants – OME

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College Assistance Migrant Program (CAMP)
High School Equivalency Program (HEP)
MEP Consortium Incentive Grants
Migrant Education Even Start (MEES)
Title I Migrant Education Program (MEP)

College Assistance Migrant Program (CAMP) – Assists migrant and seasonal farmworkers and their children to successfully complete the first undergraduate year of study in a college or university, and provides follow-up services to help students continue in postsecondary education.

High School Equivalency Program (HEP) – Assists migrant and seasonal farmworkers and their children who are 16 years of age or older to obtain a General Education Development (GED) certificate or the equivalent to a high school diploma and subsequently to gain employment in a career position or the military or entry into postsecondary education. Since most HEP programs are located at Institutions of Higher Education (IHEs), migrant and seasonal farmworkers also have opportunities to attend cultural events, academic programs, and other educational and cultural activities usually not available to them.

MEP Consortium Incentive Grants – On an annual basis, the Secretary may reserve up to $3 million to award grants to State educational agencies (SEAs) that participate in a consortium arrangement with another State or appropriate entity to improve the delivery of services to migrant children whose education is interrupted. The grants are used by the SEAs to provide additional direct educational and support services to migrant children.

Migrant Education Even Start (MEES) – MEES is designed to help break the cycle of poverty and improve the literacy of participating migrant families by integrating early childhood education, parenting education, and adult literacy or adult basic education (including English language training, as appropriate) into a unified family literacy program. MEES is funded from a three percent set-aside under the Even Start Family Literacy State Grants program. Grants are made directly to projects in areas that include significant concentrations of migrant agricultural families with children from birth through 3 years of age.

Title I Migrant Education Program (MEP) – The MEP provides formula grants to State educational agencies (SEAs) to establish or improve programs of education for migratory children. The overarching purpose of the MEP is to ensure that children of migrant workers have access to and benefit from the same free, appropriate public education, including public preschool education, provided to other children. To achieve this purpose, MEP funds help state and local educational agencies remove barriers to the school enrollment, attendance, and achievement of migrant children.

Migrant Education Listserv – OME

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You Are Invited To Join Our Migrant Education Listserv!

The Migrant Education Listserv is a free service offered by the Office of Migrant Education to keep members of the migrant education community up-to-date on information that is relevant to the Title I Migrant Education Program.

The listserv covers topics like:

  • new grant programs and grant opportunities
  • key legislative, regulatory and policy changes
  • new reports, studies, evaluations, publications and/or resources
  • the OME mission: to provide excellent leadership, technical assistance and financial support to improve the educational opportunities and academic success of migrant children, youth, agricultural workers, and their families.

To sign up or remove your name from the listserv, please fill out the following form.

Your First Name:
Your Last Name:
Your Email Address:
Verify Your Email Address:

To sign up for the listserv or to change your e-mail address,
please click on the “Add” button below.
To remove yourself from the listserv, please click on the “Delete” button below.

Feel free to share this information with others who have an interest in migrant education!

About Us – OME


About Our Office

The Office of Migrant Education (OME) administers programs that
provide academic and supportive services to the children of families
who migrate to find work in the agricultural and fishing industries. The programs are designed to help migrant children, who
are uniquely affected by the combined effects of poverty, language,
cultural barriers, and the migratory lifestyle, to meet the same
challenging academic content and student academic achievement
standards that are expected of all children.

Office Address

Office of Migrant Education
U.S. Department of Education
400 Maryland Avenue, SW, LBJ-3E317
Washington, DC 20202-6135
Phone:(202) 260-1164 FAX: (202) 205-0089

Contact Our Staff

Program Director’s Office

Name Title Room Phone Number
Lisa Gillette Director 3E317 202-260-1164
Cassandra McCord-Jones Program Support Assistant 3E319 202-260-1976

MEP Team

Name Title Room Phone Number
Patricia Meyertholen Group Leader and MSIX Project Manager 3E315 202-260-1394
Name Title Room Phone Number
Sarah Martinez Program Officer 3E343 202-260-1334


Name Title Room Phone Number
Millie Bentley-Memon Group Leader 3E311 202-401-1427
Name Title Room Phone Number
Emily Bank HEP/CAMP 3E338 202-453-6389
Steven Carr HEP/CAMP 3E321 202-260-2067
Preeti Choudhary HEP/CAMP 3E339 202-453-5736
Carla Kirksey HEP/CAMP 3E337 202-260-2114
Ed  Monaghan MEP/HEP/CAMP 3E346 202-260-2823
Nathan Weiss Team Leader 3E311 202-260-7496
Preeti Choudhary Data and Evaluation Team 3E339 202-453-5736

Applicant Information


Grant awards are made annually to States with approved Consolidated State Applications on file with the US Department of Education automatically during the Federal grant award cycle in July of each year.

Federal Register Notices

None currently.

Grants for State Assessments

Program Description

This program is designed to support the development of the additional state assessments and standards required by Sec. 1111(b) of the Elementary and Secondary Education Act (ESEA), as amended. If a state has developed the assessments and standards required by Sec. 1111(b), funds support the administration of those assessments or other activities related to ensuring that the state’s schools and local education agencies (LEAs) are held accountable for results.

Types of Projects

Projects include development or subsequent implementation of standards-based state academic assessments in reading or language arts, mathematics, and science as required by the authorizing statute. When the state has met all assessment requirements, the funds may be used to improve standards, alignment, reporting, or expanded use of test accommodations.

Implementing RTI Using Title I, Title III, and CEIS Funds: Key Issues for Decision-makers, August 2009


This presentation explains how funds under Title I and Title III of the Elementary and Secondary Education Act (ESEA) and Coordinated Early Intervening Services (CEIS) funds under the Individuals with Disabilities Education Act (IDEA) may be used to support Response to Intervention (RTI) in public schools.

PDF (2.6M) | MS PowerPoint (1.4M)

View Flash presentation.

Private Schools


  • September 2006 – Ensuring Equitable Services to Private School Children Tool Kit
    PDF (1.8M)
    This is a temporary document that provides examples of the ways in which various LEAs and private school officials have addressed Title I requirements to serve eligible private school children. It is intended as a resource to supplement the nonregulatory guidance of Title I Services to Eligible Private School Children.



    • NewApril 16, 2012 – Serving Preschool Children Under Title I, Non-Regulatory Guidance Title I Preschool Guidance
    • October 17, 2003 – Title I Services to Eligible Private School Children, Non-Regulatory Guidance

2008 – Title I Fiscal Issues: Maintenance of Effort, Comparability, Supplement not Supplant, Carryover, Consolidating Funds in Schoolwide Programs, Grantback Requirements


Maryland State Department of Education

Abstract – Enhanced Assessment Instruments Grants Program—
Kindergarten Entry Assessment Competition

Overview of the proposed project
The proposed Consortium of seven States (Connecticut, Indiana, Maryland [fiscal agent], Massachusetts, Michigan, Nevada, and Ohio) and three partner organizations (WestEd, the Johns Hopkins University Center for Technology in Education, and the University of Connecticut’s Measurement, Evaluation, and Assessment Program) has a compelling vision for enhancing a multistate, state-of-the-art assessment system composed of a kindergarten entry assessment (KEA) and aligned formative assessments. This enhanced system—supported by expanded use of technology and targeted professional development— provides valid and reliable information on each child’s learning and development across the essential domains of school readiness; this information will lead to better instruction, more informed decision-making, and reductions in achievement gaps. The Consortium recognizes that achieving this vision will be challenging, requiring high levels of commitment, technical expertise, collaboration across member States and partners, and strong management skills, systems, and supports. Building on a highly successful existing effort already underway between Maryland and Ohio, the proposed enhanced system greatly expands the use of technology for more authentic and compelling items and tasks; efficiency of administration, scoring, and reporting; and increased student motivation. The end result will be a more reliable and valid system that provides timely, actionable data to identify individual student and program strengths and weaknesses, drive instruction, support curricular reform, and inform all stakeholders in the system about the effectiveness of preschool and kindergarten programs.

Project objectives and activities

  • Establish the governance and management infrastructure for the proposed work;
  • Develop the KEA and formative assessments (for children aged 36–72 months), to be fully
    implemented in all Consortium States;
  • Conduct all necessary and appropriate studies to ensure reliability, validity, and fairness of the
    assessment system;
  • Develop and implement professional development for the administration and use of the
  • Develop and deploy the necessary technology infrastructure; and
  • Implement stakeholder communication to measure the impact of the KEA and formative assessments on the efficacy of learning.

Proposed project outcomes
By the 2016–17 school year, the Consortium will provide an assessment system that:

  • includes strategic use of a variety of item types to assess all of the essential domains of school
    readiness, with each domain making a significant contribution to students’ overall comprehensive scores;
  • produces reliable, valid, and fair scores, for individual children and groups/subgroups, that can be used to evaluate school readiness, guide individualized instruction, and better understand the effectiveness and professional-development needs of teachers, principals, and early-learning
  • is designed to incorporate technology in the assessment process and the collection of data and that is cost-effective to administer, maintain, and enhance; and
  • includes a KEA that can be a component of a State’s student assessment system, including the
    State’s comprehensive early learning assessment system, and can provide data that can be incorporated into a State’s longitudinal data system.

North Carolina Department of Public Instruction

Abstract – Enhanced Assessment for the Consortium (EAC) Project
Submitted by North Carolina’s Department of Public Instruction
(CFDA 84.368A)

The North Carolina Department of Public Instruction (NC DPI) along with 8 other Consortium states (AZ, DE, DC, IA, ME, ND, OR, RI), one collaborating state (SC), and three research partners, SRI International, the BUILD initiative, and Child Trends, will enhance NC’s K-3 formative assessment which includes a Kindergarten Entry Assessment (KEA). The Consortium believes that a KEA as part of a K-3 formative assessment will provide more meaningful and useful information for teachers than a stand-alone KEA. The Consortium proposes to enhance the K-3 assessment including the KEA because a single snapshot of how a child is functioning at kindergarten entry will have limited value and create an implementation challenge since teachers prefer information that can guide instruction for the entire school year. Furthermore, a good KEA must include content that extends beyond kindergarten to capture the skills of higher functioning children so enhancing an assessment that covers kindergarten entry through Grade 3 produces a significantly more useful assessment at marginal additional costs.

The NC K-3 assessment being developed under their RTT-ELC grant will be enhanced by: (a) aligning the content of the NC assessment to standards across the Consortium and enhancing the validity of the assessment through evidence-centered design (ECD) and universal design for learning (UDL); (b) incorporating smart technologies for recording and reporting to reduce assessment burden on teachers; and (c) expanding the utility of the assessment to a broader range of users by soliciting and incorporating input from stakeholders in the other Consortium states into the design of the assessment.  The project will be led by NC DPI with a management team that includes the three research partners (SRI, BUILD and Child Trends) who will work together provide overall leadership and coordination to the project. Project work has been organized around seven major activity areas: (1) overall project management; (2) across- and within-state stakeholder engagement including support for implementation planning; (3) application of ECD/UDL to the assessment content; (4) enhancement of professional development materials; (5) pilot and field testing; (6) psychometric analyses and performance levels; and (7) technology. Each activity team will be led by either NC DPI or one of the research partners and many of the teams will include staff from more than one organization to facilitate cross-project coordination.  The Consortium states will play a significant role in the development of the enhanced assessment.  All Consortium states will undertake Tier 1 activities including participating in regular consortium calls and meetings; sharing state-developed early childhood and K-3 assessment-related materials including standards; providing input into the review of assessment-related materials; and conducting broad stakeholder outreach activities. Some Consortium states will engage in additional Tier 2 activities including participating in the ECD/UDL co-design teams; pilot testing the assessment content; pilot testing the assessment supports such as technology enhancements and reporting formats; field testing the assessment; convening state experts to review assessment-related materials; and conducting more in depth stakeholder engagement activities.

The primary outcome of this project will be an enhanced formative K-3 assessment that includes a KEA that provides powerful information for improving student outcomes. The EAC will be a developmentally appropriate, observation-based formative assessment based on learning progressions that teachers use to guide instruction across the five domains of development and learning. Smart technologies built into the EAC will assist teachers with documentation and scoring, minimizing teacher burden, increasing reliability, and maximizing the EAC’s utility so that teachers can use it on a regular basis to inform instruction. Additionally, the EAC will provide meaningful and useful information to the students and families. Students will receive developmentally appropriate information to show where they are in their learning and where they need to go next. Families will contribute evidence for the assessment and will receive information to assist in supporting their child’s development and learning. Finally, the KEA will produce a child profile of scores across the five domains. The KEA child profile data will be useful in the aggregate for principals, district and regional administrators, state policymakers, and advocates to inform programmatic decisions around curriculum, professional development, policy development, and resource allocation. In addition, the KEA will be the first assessment point within a K-3 formative assessment system that will inform instruction and learning, improving student achievement.

Texas Education Agency

Abstract: The Texas Kindergarten Entry Assessment System:
Proposed by the Texas Education Agency

The Texas Education Agency (TEA), in collaboration with The University of Texas Health Science Center’s Children’s Learning Institute (CLI) – and backed by the Texas Association of School Boards, the Texas Association of School Administrators, and a network of renowned experts from the University of Miami, New York University, the University of Denver, the University of Virginia, the University of Texas at Austin, Michigan State University, and Kansas University – proposes to implement an ambitious and achievable Texas Kindergarten Entry Assessment System (TX-KEA) that enhances the quality and variety of assessment instruments and systems used by Texas’ 1,227 school districts serving 5,075,840 total students, including up to 400,000 incoming kindergarten students across 4,342 elementary campuses, annually.

The TEA, throughout this proposal, has set the bar high in terms of its six proposed goals for its assessment system. These goals revolve around providing innovative and flexible, technology-driven assessment solutions designed to measure student achievement at kindergarten entry across multiple domains. Addressing the U.S. Department of Education’s Absolute Priorities 1, 2, 4, and 5, these goals include: (1) construct item pools with good content validity for assessing nine domains of school readiness in English or Spanish; (2) scale items within a heterogeneous sample of socio-linguistically diverse students; (3) select items for paper-pencil and computerized versions; (4) evaluate reliability, validity, sensitivity, and fairness of the TX-KEA; (5) develop a technology platform for the TX-KEA and integrate with the state’s longitudinal data system; and (6) develop, launch, and coordinate a comprehensive information and training system for teachers and administrators.

This proposal is anchored in an understanding of the assessment needs of Texas and other states. Through a systematically designed risk and project management approach, TEA and its collaborators will develop assessment and data reporting solutions that optimize outcomes for schools, teachers, administrators, parents, community stakeholders, and ultimately, children. TEA has assembled an experienced team with the full array of expertise and experience required to develop and implement the TX-KEA successfully. We have proposed an officer-incharge, Dr. Susan Landry, who has worked across the nation to advance changes in assessment, teaching, and learning, which have led to unprecedented achievements for school leaders, teachers, families, and children. We also have proposed a project director, Dr. Jason Anthony, who is a renowned expert in language and literacy as well as the development and implementation of cutting-edge assessments. Additional experts with exceptional technical knowledge and skills, and academic faculty with strong experience and expertise in assessment and child development complement the team.

Building on a national reputation for high-quality early childhood education – as evidenced by the success of the Texas School Ready! Project, one of the nation’s only scaled, comprehensive school readiness interventions – combined with the successful development and launch of its innovation longitudinal data initiative, the Texas Student Data System (TSDS), TEA is poised to lead the nation and benefit other states by building a kindergarten entry assessment system that will promote comprehensive analyses of student school readiness and support the ability of teachers, administrators, and parents to be responsive to multiple domains of student strengths and needs.