Migratory Parent Empowerment Consortium (MPEC)

The Migratory Parent Empowerment Consortium (MPEC) is a consortium of 9 states including Hawaii, Minnesota, Montana, Nevada, New Hampshire, North Dakota, South Dakota, Utah (Lead State), and Virginia. MPEC is designed to strengthen the involvement of migratory parents in the education of their children, including supporting their children’s mathematics skills needed to be successful in science, technology, engineering, and mathematics (STEM) fields. The consortium’s needs assessment demonstrates a high need in its states for technology-based solutions to build migratory parents’ skills for supporting their child’s learning, especially in the areas of literacy and mathematics. Four objectives will guide the implementation of MPEC to meet its goal and a rigorous formative/summative evaluation will assess progress toward these objectives. First, parents will support their child’s literacy and mathematics skills by using resources accessed through the Parent Portal of the Migrant Literacy NET. Second, MEP staff participating in MPEC training will increase their capacity to conduct project activities and provide services to migratory parents to strengthen their involvement in their child’s education. Third, migratory students will use the consortium’s online mathematics tutorials with support from their parents to improve their mathematics skills. Finally, migratory parents will use online parent/child literacy tutorials to increase their capacity to provide parent guided learning in the home.

Instructional Services for Out-of-school and Secondary Youth (iSOSY)

Instructional Services for Out-of-school and Secondary Youth (iSOSY) is a consortium of 18 states including Alabama, Arizona, Georgia, Illinois, Indiana, Iowa, Kansas (Lead State) Louisiana, Massachusetts, Michigan, Mississippi, Nebraska, New Mexico, New York, North Carolina, Pennsylvania, South Carolina, and Vermont. Migratory out-of-school youth (OSY) and secondary youth at-risk of dropping out experience substantial barriers to academic participation such as high mobility with numerous educational interruptions, limited English language skills, homelessness, inflexible work schedules, absence of a parent/guardian, and limited prior schooling. The goal of iSOSY is to increase state and staff capability to provide instruction that will improve the educational attainment of OSY and secondary students at-risk of dropping out. iSOSY has identified several measurable objectives that will guide the implementation of iSOSY to meet its goal with progress assessed through a rigorous formative and summative evaluation. Objectives include developing online delivery of instruction in self-paced, synchronous, and asynchronous formats; defining what migratory students need to know to participate successfully in alternative pathways to graduation; providing training and information about assessment materials to determine academic and English language skills; and providing goal setting/career awareness and personal wellness activities to support participation. The consortium also aims to support migratory youth to obtain an HSED or regular high school diploma. Finally, the consortium aims to increase knowledge and understanding of strategies for staff participating in iSOSY to promote graduation and attainment of postsecondary credentials appropriate for the needs of their students.

Identification and Recruitment Consortium (IDRC)

The Identification and Recruitment Consortium (IDRC) is a consortium of 26 states including Arizona, Arkansas, Delaware, Indiana, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Michigan, Minnesota, Mississippi, Missouri, Nebraska (Lead State), New Hampshire, New Jersey, New Mexico, New York, Ohio, Oregon, South Carolina, Vermont, Washington, and Wisconsin seeking to improve the proper and timely identification and recruitment (ID&R) of eligible migratory children whose education is interrupted. IDRC will assist state/local education agencies to develop, promote, and adopt enrollment, placement, and credit accrual policies to meet the unique needs of migratory children. IDRC’s needs assessment demonstrates a strong need in the IDRC States for onsite assistance, tools and resources, and increased coordination to facilitate ID&R. The key activities and outcomes of the IDRC include: 1) building a cadre of trained recruiters and MEP staff to increase the proper and timely ID&R of migratory children; (2) creating and disseminating ID&R capacity building tools (e.g., data reconciliation tools, training modules, videos, toolkits, resource materials) to improve recruiters’ and other ID&R staff’s capacity to conduct ID&R and use data to inform ID&R; (3) developing an electronic system that streamlines ID&R tracking to increase recruiter efficiency/recruitment time; (4) coordinating with agribusinesses employing migratory workers and agencies serving them to build/optimize relationships to facilitate ID&R; (5) revising/developing state ID&R plans to include credit accrual policies to meet students’ unique needs; and (6) preparing materials on keeping safe and healthy when conducting ID&R.

Inspire and Innovate: the Migratory Parent Coalition (I2MPACT) is designed to support state migrant education programs (MEPs) to increase parent involvement through an expanded understanding of parent involvement and improved parent involvement activities. I2MPACT’s work will support member states’ parent involvement activities identified in the various state Service Delivery Plans, expanding the notion of parent involvement to family engagement. Pennsylvania will serve as the lead state for I2MPACT with member states: Arkansas, Colorado, Georgia, Illinois, Iowa, Kentucky, and Montana. I2MPACT will also access the expertise of a collaborating partner, the State University of New York at Oneonta Department of Human Development and Family Studies. I2MPACTs primary goals, which follow, will enable the CIG states to deliberately and actively augment family engagement practices. First, Local Education Agencies will implement a targeted Family Engagement Action Plan that aligns to the State MEP Parent Involvement Plan. Second, educators will increase their capacity to facilitate parent involvement activities in ways that are more relevant and accessible for migratory families. Finally, migratory parents/caregivers will increase their ability to participate in and support their children's learning. I2MPACT aims to strengthen the involvement of migratory parents in the education of their children, and it aims to increase educational opportunities by reducing academic or nonacademic barriers to economic mobility, specifically by supporting alternative paths to a regular high school diploma or recognized post-secondary credential. I2MPACT will focus on ways in which the MEP can support increased parent engagement in their children’s education, expand students’ awareness and capacity to monitor their own learning, and promote planning and integrated services to train migrant staff in strategies that improve parent engagement.