• The TEA has created Program Implementation Questions to help SSAs understand the required activities for program implementation and the type of documentation that may be requested as evidence of compliance when SSAs submit the annual compliance report. The Program Implementation Questions become available to the fiscal agent during the compliance reporting period each year. The SSA Member District will not see these questions on the compliance report as this section will be grayed out. Only the fiscal agent will provide a compiled response to the Program Implementation Questions representing all SSA Member Districts.

• Throughout the program year, districts (including those who are SSA members) are randomly selected for validation and will receive notification from the TEA MEP team regarding documentation to submit. Depending upon the regional contract, either the LEA or the fiscal agent will respond to the request and provide the necessary documentation. Both the LEA and the fiscal agent should ensure that a response is provided. Refer to the Random Validation webpage to access the link to the most recent validation documents.

The following list of documentation examples is not exhaustive. The regional contract between the LEA and the fiscal agent determines which entity is responsible for the following documentation and activity implementation. However, the responsibility of compliance and documentation lies with both.

• ID&R efforts-Family Surveys, Recruiter Logs, Agricultural/Fishing Employer Contacts, MSIX Move Notifications
• Approved ESSA Consolidated Application PS3103- Planning for services meeting notes, staff sign in sheets, budget office paperwork
• MEP-specific section of DIP -The MEP Action Plan, PFS Action Plan, ID&R Action Plan
• LNA process-Stakeholder surveys, MEP student profiles, LNA Committee notes and sign-in sheets
• Program Evaluation-Stakeholder surveys, FSIs, MPOs
• Coordination with other programs -Emails and meetings with other federal, state, local, and community service providers
• MEP-funded staff (both 100% MEP-funded and split-funded)-
• Signed and dated job descriptions for all MEP staff
• Semi annual attestations (100% MEP-funded staff)
• Sample of monthly time and effort documentation (Split-funded MEP staff)
• Services offered to all migratory students -Student sign-in sheets for tutorials at school or home, MEP tutors'anecdotal logs, timesheets for MEP tutors. The SSA must maintain evidence that PFS students where given priority for services before other migratory students.
• Documentation of compliance for implemented activities must show evidence that the following categories of students were served:
• Migratory children ages 3-5 not enrolled, in school for school readiness
• Migratory students in grades K-12, to successfully meet state assessments in reading and mathematics (PFS students must have priority over all other migratory students.)
  
• Migratory students in grades 9-12, to accrue credits that will meet high school graduation requirements
• OSY needs assessed and addressed
• Activities and services offered to PFS students must be recorded quarterly on the Student Progress Review Form created by TEA.
• PAC meetings-Notice of meetings, invitation sent to parents, sign-in sheets, handouts, meeting minutes with evidence of meaningful consultation, follow-up to address needs
• Prior approval for MEP expenditures linked to Goal/Strategy in DIP following local purchasing procedures
• Request and receipt of items purchased with MEP funds and provided to students afteraneed was identified
• Interstate and intrastate coordination of services for migrant children to provide educational continuity--Emails, call logs, MSIX notifications, Transfer of Student Records Request Logs
• Training logs and evidence of professional development attendance -Sign-in sheets, handouts, certificates of attendance