Transcript Migrant Program Overview

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.
Migrant Student Definition
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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
Characteristics of a Migrant
Student
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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
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.
Seven Areas of Focus of the Migrant Program
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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.
Four Areas of Concern
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Educational Continuity
School and Social Engagement
Educational Support in the Home
Instructional Time
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.
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.
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.
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.
Migrant Supplemental Services
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Annual Orientation for Migrant Students
Consolidate partial grade/review grades for all migrant students
Coordinate College Trips such as UT-PA, UT Brownsville, TSTC
MUSE-Migrant University Student Experience-UTPA
MAARS- Migrant Academic Achievement Residential Summer
Program-TSTC
UT-Austin-Credit by Exam
Kineo Tablets - Reading, Math, & Science
Student Reading Laboratory –SRA and Versa Tiles for Math
Dissemination of information to parents, teachers, and students
Priority of Service Plan of Action (see attached copy)
Robotics for Middle School Migrant Students
Lab tops with printers for Priority for Services students
Leadership Conferences through Region One
Parent Meetings
Student Meetings
Migrant Clubs
Conclusion
“The road to success isn’t a
superhighway. It’s a rugged
mountain trail found only by
visionaries and traveled only by
the most courageous and
persevering.”