1. Migrant Program Overview
Districts are responsible for providing the same services to migrant students as those provided to any other student. Districts receiving migrant funds are responsible for providing supplemental services to migrant students. Supplemental services are those services that are above and beyond the services received by the total school population.

2. Migrant Student Definition
3-21 whose
Parent or guardian is a
Migratory agricultural worker, including
Migratory dairy worker, or migratory fisher
Within the preceding 36 months
Accompany parent or guardian in order to:
Obtain temporary or seasonal employment and has moved from one district to another

3. Characteristics of a Migrant Student
Mobility
Education Interrupted
Attendance
Make-Up work
Homework
Social Isolation
Credits
Over-age
Language Barriers
Poverty
Health Issues
Late Arrival
Early Withdrawal
Miss Out on Tutorials for STAAR and EOC

4. Seven Areas of Focus Overview
The purpose of Title I Part C, Migrant Education Program (MEP) is to assist states to support educational programs for migratory children to help reduce the educational disruptions and other problems that result from repeated moves; ensure that students are provided with appropriate educational services; and ensure that they have the opportunity to meet the same challenging state content and student performance standards that all children are expected to meet.

5. Seven Areas of Focus of the Migrant Program
Identification and Recruitment: Funding for the district is determined through the identification and recruitment of the students. These are children that migrate with their parents or alone across district lines in search of seasonal work.
New Generation System: This system transfers student information not only within the state, but also receiving states that serve Texas migrant students.
Migrant Services Coordination: The migrant teacher monitors migrant students to ensure that the instructional needs are being met by the district.
Early Childhood Education: The emphasis is placed on early childhood education for three and four-year-olds. It enhances performance opportunities for young migratory students.
Graduation Enhancement: The migrant-funded district allows migrant students the opportunity to show course mastery for accruing credits, rather than class days. Late entry migrant students are appropriately placed/assigned courses they need to graduate. Migrant students are not excluded from enrolling in needed courses because of late enrollment resulting from their parent’s migratory lifestyle.
Secondary Credit and Accrual: As secondary students move from school to school, documentation of courses taken and recommended become significant in their educational development.
Parental Involvement: A local advisory committee is established each year. Parents advocate and take advantage of all available resources for the education of their students.

6. Four Areas of Concern Educational Continuity
School and Social Engagement
Educational Support in the Home
Instructional Time

7. Eight Needs Identified Through the Statewide Service Delivery Plan
Migrant first graders must develop sufficient skills for promotion to Grade 2.
Migrant students who failed STAAR must participate in summer STAAR remediation.
Migrant middle school students must use learning and study skills appropriate to learning.
Migrant middle school students must have timely attention and appropriate interventions related to problems or concerns that are academically and non-academically related.

8. Cont. of 8 Areas of Need from Statewide Service Delivery Plan
Migrant middle school students must have the necessary homework assistance and tools at home essential for academic success.
Migrant secondary students must earn the required core credits for on-time graduation.
Migrant secondary students must make up course work they lack due to late enrollment or early withdrawal.
Migrant students who migrate outside of Texas in summer months must be served in summer migrant programs through the efforts of interstate coordination.

9. Priority for Services
As part of the No Child Left Behind Act of 2001, the Migrant Education Program must give Priority for Services to migrant children
Who are failing, or most at risk of failing, to meet the state’s content and performance standards; and
Whose education has been interrupted during the regular school year.

10. Late Entry/Early Withdrawal
Students that enter late to school should bring grades from the previous school district. These grades will be consolidated with the grades they receive at the new campus. If a student does not bring grades, Migrant personnel will make arrangements with the teachers so that they provide the student a late entry packet. Once the packet is completed, the teacher will give the student the grades earned on the assignments missed.
Migrant students withdrawing before the first Friday in May must attend a school elsewhere to complete the spring semester. Migrant students withdrawing after the first Friday, will be required to complete all assigned “make-up” work in order to receive credit for the spring semester.

11. Migrant Supplemental Services
Annual Orientation for Migrant Students
Consolidate partial grade/review grades for all migrant students
Coordinate College Trips such as UTRGV, St. Edwards, TSTC
MUSE-Migrant University Student Experience-UTRGV
MAARS- Migrant Academic Achievement Residential Summer Program-TSTC
Credit by Exam
Kineo Tablets - Reading & Math (1st – 8th grade)
Student Reading Laboratory –SRA and Versa Tiles for Math
Dissemination of information to parents, teachers, and students
Priority of Service Plan of Action
Robotics for Elementary, Middle, High School Migrant Students
Laptops with printers for Priority for Services students
Leadership Conferences through Region One
Parent Meetings
Migrant Clubs