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A CIC is an “approach to improving processes and increasing efficiency and effectiveness.” This is accomplished "by identifying a problem, collecting relevant data to understand its root causes, developing and implementing targeted solutions, measuring results, and making recommendations based on the results.”1

The State MEP implements the CIC in the following manner: Every three years, the State MEP conducts a CNA, identifies the required and supplemental activities to address those needs through an SDP, and then evaluates the program objectives for all Project Districts. For a more thorough understanding of the most recent CIC completed by the State MEP, LEAs may review the Statewide CNA.

To effectively implement and operate an MEP, Project Districts must complete the steps of the CIC each year MEP funds are used. This section will explain each of the CIC steps and provide the necessary checklists and tools to conduct the steps systematically and consistently.

The required steps of the CIC for Project Districts are

I. Assess the Needs of the Migratory Children and Youth

The Assess phase of the CIC begins when the district conducts an LNA to determine the specific needs of their migratory children and youth, and identify programs and activities necessary to address those needs. The LNA also helps the district develop and align goals, objectives, strategies, and professional development opportunities to ensure that desired outcomes are met. An LNA is a requirement, not a recommendation.

To effectively conduct an LNA, several sources of data are reviewed, including

  • Surveys from local MEP stakeholders
  • Statewide assessment reports
  • Early childhood assessments
  • OSY profiles and inventories

Contact your ESC MEP staff to request the most recent copy of the Needs Assessment that may be used by the MEP.

II. Plan activities and resources needed

During the Plan phase of the CIC, the district develops and schedules the activities and determines the specific resources necessary to address the needs identified by the LNA. Activities must align with the statewide SDP, required and supplemental activities listed in the ESSA Consolidated Federal Grant Application PS3103, and Program-Specific Provisions and Assurances . Districts should also examine the MEP-funded staff available to support the planned activities and reduce or increase staffing as needed.

III. Implement the planned program activities

The Implement phase of the CIC requires the district to continually monitor the implementation of activities and responsibilities of all MEP staff. Districts may need to include additional activities and services throughout the year to meet the changing needs of migratory children. Due to these unforeseen changes, the ESSA Consolidated Federal Grant Application PS3103 may be amended throughout the year, keeping in mind that any added activities and resources must link to the Program-Specific Provisions and Assurances, SDP, and LNA.

It is critical to stress that documentation of all activities/services implemented, and resources/materials purchased must be maintained as evidence of compliance for the PS3103 activities.

IV. Evaluate the Program

The final step in the CIC, Evaluate, includes a careful appraisal of the effectiveness of all activities implemented, services offered, and resources used in the MEP as evidenced by the following

  • Graduation rates and state assessment data for migratory students and other student subpopulations to determine gaps between the groups
  • MPOs that measure an MEP's progress toward meeting the desired outcomes of their implemented strategies
  • FSI Tool that serves as a self-assessment guide to MEPs in implementing migrant-funded services. MEPs rate themselves, using a scale of 1-5, on the extent that they believe MEP services were provided.
  • Surveys from all MEP stakeholders collected at year’s end to gather student, parent, and MEP staff feedback on the effectiveness of the services provided and their perceived impact on students and families.
  • NGS Data that is used to analyze both individual and cohort group performance, including enrollments, PFS identification, supplemental services, and grades.
  • Other documentation proving that all activities on the PS3103 application were provided to assist in the academic success of all migratory students, with priority given to PFS students.

Contact your regional ESC to request the current copies of the MPOs, FSI and Stakeholder Surveys

Note: This evaluation process must guide the beginning of the next Assess phase the following year as indicated in the Continuous Improvement Cycle.

These steps of the CIC may be revisited throughout the year as new data is obtained and additional needs of migratory children are identified.

1 Krystal Seymour, “Migrant Continuous Improvement Cycle...Oh My!,” (presentation, AMET Conference 2019, San Antonio, Texas, November 2019),