Tag Archives: Community Groups

Performance

GPRA

Under the Government Performance and Results Act (GPRA), the following program performance measures have been established to assess the effectiveness of the School Climate Transformation Grant—Local Educational Agency program:

  1. The number of training and/or technical assistance events to support implementation with fidelity provided annually by LEAs to schools implementing a multi-tiered system of support.
  2. Number and percentage of schools annually that report an improved school climate based on the results of the EDSCLS or similar tool.
  3. Number and percentage of schools annually that are implementing a multi-tiered system of support framework with fidelity.
  4. Number and percentage of schools annually that are implementing opioid abuse prevention and mitigation strategies.
  5. Number and percentage of schools that report an annual decrease in suspensions and expulsions related to possession or use of alcohol.
  6. Number and percentage of schools that report an annual decrease in suspensions and expulsions related to possession or use of other drugs.

For specific requirements on grantee reporting, please go to the ED Performance Report Form 524B at http://www.ed.gov/fund/grant/apply/appforms/appforms.htm.

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.

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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

HEP/CAMP
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

Legislation, Regulation, and Guidance

 

Authority

The authority for this program is found in 20 U.S.C. 7131, and Title III of Division H of the Consolidated Appropriations Act, 2016 (Pub. Law 114-113).

 

Applicable Regulations

    1. (a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 75, 77, 79, 81, 82, 84, 86, 97, 98, and 99.
    2. (b) The Office of Management and Budget (OMB) Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485.
    3. (c) The Uniform Administrative Requirement, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended as regulations of the Department in 2 CFR part 3474. ( c) The regulations in 34 CFR part 299.

Frequently Asked Questions

Promoting Student Resilience FAQ’s can be found here.

 

Note:  This document has been formally rescinded by the Department and remains available on the web for historical purposes only.

Eligibility

 

Who May Apply: Eligible applicants are local educational agencies (LEA) or consortia of LEA’s, from a community that has experienced Significant civil unrest.

Resources

G5

  • Portal through which grantees access NHE grant funds: www.g5.gov
  • G5 Hotline: 1-888-336-8930

System for Award Management (SAM)

  • Website for required DUNS number registration: www.sam.gov
  • SAM Hotline: 1-866-606-8220

Performance

Performance Report

All current NHEP grantees are required to submit Annual Performance Reports (APRs) that detail their project’s progress and results. The APR contains three parts, linked below. More information regarding the specific APR requirements for your cohort will be provided closer to the APR due date (usually in late June).

All grantees whose grants are ending in the current fiscal year are required to submit a Final Performance Report (FPR). Further details regarding the submission of the FPR will be e-mailed to project directors closer to the FPR deadline.

If you have questions concerning the APR or FPR, need additional guidance for preparing your APR/FPR, or need instructions on submitting a paper copy of the APR/FPR, please contact the NHE Program Office at Hawaiian@ed.gov.

ED 524-B Form – Grant Performance Report
(Part 1 – Cover Sheet and Summary)		 PDF
(140K)		 Word
(201K)
ED 524-B Form (Part 2 – Project Status) Fillable Word PDF
(98K)		 Word
(247K)
ED 524-B Form (Part 3 – Instructions) PDF
(195K)		 Word
(133K)

Government Performance Results Act (GPRA)

The GPRA measures for the Native Hawaiian Education Program are:

  • The number of grantees that attain or exceed the targets for the outcome indicators for their projects that have been approved by the Secretary.
    • Fiscal Year 2020 and Beyond Grantees Only: The percentage of program participants who demonstrated substantial progress on outcomes outlined in a grantee-developed, Department-approved Logic Model. (Logic Model Measure) Grantees will report on their GPRA measures in Part 2 of the Annual Performance Report, which can be found above.
  • The percentage of Native Hawaiian children participating in early education programs who consistently demonstrate school readiness in literacy as measured by the Hawaii School Readiness Assessment (HSRA). (Early Childhood Measure)
  • The percentage of students in schools served by the program who graduate from high school with a regular high school diploma in four years. (Retention Measure)
  • The percentage of students participating in a Native Hawaiian language program conducted under the Native Hawaiian Education Program who meet or exceed proficiency standards in reading on a test of the Native Hawaiian language. (Language Measure)

Legislation, Regulations and Guidance

Legislation

The Native Hawaiian Education Program is authorized by Title VI, Part B of the ESEA, as amended by the Every Student Succeeds Act (20 U.S.C. 7515 7511-7546). The authorizing legislation can be found here https://www2.ed.gov/documents/essa-act-of-1965.pdf (see pages 332 through 341 of the legislation).

Regulations

The Native Hawaiian Education program is regulated by the Education Department General Administrative Regulations (EDGAR). The full text of EDGAR can be found here.