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Office of Safe and Heathly Students Programs

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OSHS work, programs and resources are organized under the following program units:

Well-Rounded Educational Opportunities

The Well-Rounded Educational Opportunities Unit provides program support and technical assistance on the Student Support and Academic Enrichment (SSAE) program. Some examples of content support include: college and career guidance and counseling programs, music and arts programs, STEM subjects, accelerated learning programs, history, foreign language, environmental education, promoting volunteerism, and other activities that support a well-rounded education.

The Well-Rounded Educational Opportunities Unit also administers the Physical Education and School Counseling programs.

Safe and Healthy Students

The Safe and Healthy Students Unit provides program support and technical assistance on the Student Support and Academic Enrichment (SSAE) program. Some examples of content support include but are not limited to: drug and violence prevention, school-based mental health services, supporting a healthy, active lifestyle, preventing bullying and harassment, mentoring and school counseling, school dropout and reentry programs, and schoolwide positive behavioral interventions and supports.

The Safe and Healthy Students Unit administers the School Climate Transformation, Project Prevent, and Promoting Student Resilience grant programs and a number of interagency agreements.

There are two technical assistance centers that broadly support the work of the unit:

    1. The Safe and Supportive Schools TA Center
      The Safe and Supportive Schools Website provides state, district and school administrators, teachers, school support staff, communities and families with resources and support to develop rigorous measurement systems that assess school climate and implement and evaluate programmatic interventions.
    2. The Technical Assistance Center on Positive Behavioral Interventions and Supports
      The Technical Assistance Center on Positive Behavioral Interventions and Supports is established by the U.S. Department of Education’s Office of Special Education Programs to improve the capacity of states, districts and schools to establish, scale-up and sustain the PBIS framework. 

Another focus of the Safe and Healthy Students Unit is emergency management and school preparedness. This includes programs and technical assistance to improve the ability of schools to prepare for and respond to crises and disasters (natural and man-made). Examples of these programs include Project SERV (School Emergency Response to Violence), Readiness Emergency Management for Schools grants, Emergency Management for Higher Education grants, homeland security activities; and disaster response coordinated with FEMA and DHS. Additionally, the unit is in close contact with school security police chiefs, school resource officers, and emergency first responders.

There are two technical assistance centers that support the emergency management and preparedness work:

    1. Readiness and Emergency Management for Schools Technical Assistance Center
      The REMS TA Center’s primary goal is to support schools, districts, and institutions of higher education in school emergency management and planning, including the development and implementation of comprehensive, all-hazards, high-quality emergency operations plans.  The REMS TA Center disseminates information about school emergency management and planning to help school communities learn more about developing, implementing, and revising high-quality emergency operations plans.  In addition, the REMS TA Center helps OSHS coordinate technical assistance meetings and share school emergency management and planning information, and responds to direct requests for technical assistance and training.
    2. The Educational Facilities Clearinghouse
      The Educational Facilities Clearinghouse (the Clearinghouse) supports educational facilities through the provision of technical assistance and training to public facilities for public pre-kindergarten through higher education on issues related to educational facility planning, design, financing, construction, improvement, operation, and maintenance.  The Clearinghouse also develops resources and assembles best practices on issues related to ensuring safe, healthy, and high-performance public educational facilities, including procedures for identifying hazards and conducting vulnerability assessments.

Education Technology

The Education Technology Unit provides program support and technical assistance on the Student Support and Academic Enrichment (SSAE) program. Some examples of content support include but are not limited to: providing school personnel with professional learning tools, building technological capacity and infrastructure, innovative strategies for delivering specialized or rigorous academic courses through the use of technology, blended learning projects, professional development in the use of technology in STEM subjects (including computer science) and providing students in rural, remote and underserved areas with resources to take advantage of high-quality learning experiences. The Office of Education Technology provides support to States and LEAs.

Education for Homeless Children and Youth

The Education for Homeless Children and Youth Unit provides resources, program support and technical assistance aimed at eliminating enrollment barriers and providing school access and support for academic success for students experiencing homelessness.

This unit administers the following program:

The technical assistance center that supports the work of this unit is:

  • The National Center for Homeless Education
    The National Center for Homeless Education website has been operated by SERVE at University of North Carolina at Greensboro since 1998.  It provides State Coordinators for the Education of Homeless Children and Youth, local liaisons and other homeless education staff in school districts, and communities and families experiencing homelessness with resources and information pertaining to all facets of education for homeless children and youth from pre-school through post-secondary education.

Neglected and Delinquent Youth

The Neglected and Delinquent Youth Unit helps to provide education continuity for children in state-run institutions and adult correctional institutions so these children can make successful transitions to school or employment once they are released.

This unit administers the following program:

There is one technical assistance center that supports the work of this unit:

  • The Neglected or Delinquent Education Technical Assistance Center
    The Neglected or Delinquent Education Technical Assistance Center has been operated by American Institutes for Research in Washington, DC since 2002.  It provides State Coordinators for the Title I, Part D program, State and local agency education directors and grant contacts, and communities and families with resources and information pertaining to prevention, intervention and reentry education programs and activities around the country.

Other Associated Program Work

OSHS also implements several other provisions of the Elementary and Secondary Education Act as amended by the No Child Left Behind Act of 2001:

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

Resources

general demographic information on migrant workers and agriculture

National Agricultural Workers Survey (NAWS) – The U.S. Department of Labor is the only national information source on the demographics and working and living conditions of U.S. farmworkers. Since the NAWS began surveying farmworkers in 1988, it has collected information from over 25,000 workers. The survey samples all crop farmworkers in three cycles each year in order to capture the seasonality of the work. The NAWS locates and samples workers at their work sites, avoiding the well-publicized undercount of this difficult-to-find population. During the initial contact, arrangements are made to interview the respondent at home or at another convenient location.

U.S.Department of Agriculture, National Agricultural Statistics Survey (NASS), Census of Agriculture – The census of agriculture is a complete accounting of United States agricultural production. It is the only source of uniform, comprehensive agricultural data for every county in the Nation. The census includes as a farm every place from which $1,000 or more of agricultural products were produced and sold or normally would have been sold during the census year. The census of agriculture is taken every five years covering the years ending in “2”; and “7.”


general education publications and products

General Education Publications and Products – The U.S. Department of Education publishes a wealth of information for teachers, administrators, policymakers, researchers, parents, students, and others with a stake in education. Learn more about publications available through the Department.


other resources

The Office of Migrant Education provides links to clearinghouses, technical assistance resources and related programs.

Legislation, Regulations and Guidance

legislation

Elementary and Secondary Education Act of 1965, as amended, Title I, Part C, Sec. 1308; 20 U.S.C. 6398.


regulations

Program regulations are found at EDGAR; 34 CFR 200.

Funding Status

2008

Appropriation: Up to $10,000,000
Number of New Awards Anticipated: 20 consortium incentive grants; 1 Migrant Education Coordination
Support contract; 1 Migrant Student Information Exchange (MSIX) Independent Verification and Validation
(IV&V) and Management Support Contract (also known as the MSIX Acquisition Support Contract); 49 MSIX
State Data Quality Grants
Number of Continuation Awards: 2 contracts


2007

Appropriation: Up to $10,000,000


2006

Appropriation: Up to $10,000,000
Number of New Awards Anticipated: 39 consortium incentive grants to state education agencies
Number of Continuation Awards: 3 contracts


2005

Appropriation: Up to $10,000,000


2004

Appropriation: $10,000,000
<!–

Appropriation: $563,312
–>
Number of New Awards: None


2003

Funding Level: $547,465



Note: Migrant coordination activities are funded from a set-aside of up to $10,000,000 from the annual appropriation for the migrant education program. See also Education of Migratory Children (# 84.011), also under the topical heading "Migrant Education."

Eligibility

Who May Apply: (by category) Institutions of Higher Education (IHEs), Local Education Agencies (LEAs), Nonprofit Organizations, State Education Agencies (SEAs)

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)