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Program Contact

 

Yolanda Rollins

yrollins@esc12.net

(254) 297-1111

 

Training Opportunities

Title I, Part C - Migrant Services

Direct services and support is offered to migrant students and families in Region 12 LEAs under the Title I - Part C Migrant Education Program, which was designed to support programs that help migrant students overcome the challenges of mobility, cultural and language barriers, social isolation, and other difficulties associated with a migratory lifestyle.

 

Program Goal

The purpose of the program is to provide migratory children, younger than 22, with the opportunity to meet the same challenging State content and performance standards that the State has established for all children.

 

Region 12 addresses the program goal by doing the following:

  • Providing staff development and technical assistance to districts with Title I, Part C funds
  • Working collaboratively with other ESCs and States to foster instructional continuity and facilitate attainment of the objectives of the Texas Migrant Education Program as specified in the No Child Left Behind Act of 2001 (P.L. 107-110)

 

Services

  • No-cost professional development
  • An assigned Migrant Service Coordinator (MSC)
  • Training for MSC and migrant program personnel
  • Assistance in the identification and recruitment of migrant
    students
  • Migrant student data entry services through the New Generation System (NGS)
  • Migrant Parent Advisory Council
  • Priority for Service instructor to work one-on-one with campus administrators and teachers
  • Assistance in meeting state and federal requirements
  • Counseling services provided by ESC Region 12 to migrant students to assist with graduation plans, credit accrual and accessing financial aid
  • In analyzing eligibility criteria, it helps to proceed with the understanding that all criteria must be met in order to identify and recruit a child as legally eligible for the Migrant Education Program. Eligibility criteria for migratory children can be described using five basic elements: WHO, WHAT, WHERE, WHY, and WHEN.

    Who?
    A child who is, or whose parent, spouse, or guardian, is a migratory agricultural worker, or migratory fisher;
    What?
    has moved;
    Where?
    from one school district to another; or, in a state that is comprised of a single school district, has moved from one school administrative area to another within such district;
    Why?
    in order to obtain, or accompany such parent, spouse, or guardian in order to obtain, temporary or seasonal employment in agricultural or fishing work that serves as a principal means of livelihood for the worker and his or her family;
    When?
    within the preceding 36 months;

     

    Within these basic elements are many key terms which need to be identified. Definitions are found in Public Law 107 110, Section 1309(2)(a c) and the Federal Regulations published as 34 CFR. Part 200, July 3, 1995.

  • Delivery of MEP services to migrant children and youth must be in accordance with the service delivery goals for the Texas MEP. The services/strategies outlined in this section are designed to meet the specific needs identified through the Statewide CNA process. However, services may be delivered to meet the identified, documented needs of migrant children as they relate to the OME’s Seven Areas of Concern:

    1. Educational Continuity – Due to their mobility, migrant students often face differences in curriculum, academic standards, homework policies and classroom routines, as well as inconsistent course placements.
    2. Instructional Time – Family mobility and delays in enrollment procedures may impact attendance patterns and the amount of time migrant students spend engaged in learning.
    3. School Engagement – Migrant students often face difficulties associated with adjusting to new school settings, making new friends and gaining social acceptance, issues which can be grouped according to (a) behavioral engagement, which relates to opportunities for participation in academic, social or extracurricular activities; (b) emotional engagement, which relates to positive and negative reactions to teachers, classmates, academic materials and school, in general; and (c) cognitive engagement, which relates to investment in learning and may be a response to expectations, relevance and cultural connections.
    4. English Language Development – Many migrant students have a home language other than English and may face language barriers which impact content area learning. However, in this particular area, it is important to note that providing MEP-funded services to meet needs related to a student’s limited English proficiency is rarely appropriate, due to the high risk of supplanting activities more appropriately funded through State bilingual/ESL or, when appropriate, Title III or other Federal programs.
    5. Educational Support in the Home – While many migrant parents value education very highly for their children, they may not have the educational resources or knowledge to provide the support expected by school staff.
    6. Health – Migrant children face higher proportions of dental, nutritional, acute and chronic health problems than non-migrant children and are more likely to be uninsured and have difficulty accessing health care to address health problems which are interfering with a student’s ability to succeed in school.
    7. Access to Services – As a result of language barriers or the mobile family’s newcomer status, migrant children and families often face difficulties accessing educational and educationally-related services to which they are entitled.
  • This Shared Services Arrangement provides districts with direct services required under the No Child Left Behind Title I, Part C (Migrant Education Program) for migrant students and families.

    Members receive:

    • All Migrant services support
    • Completion of the NCLB Consolidated Application for Funding as well as completion and submission of the NCLB Compliance Report
  • Expert assistance, information, and training is provided to Independent Project LEAs (funded and managing the program independently) in completing the Title I, C (Migrant Education Program) portion of the NCLB Consolidated Federal Application and Compliance Report.

     

    Benefits include:

    • Timely and updated information from the Texas Education Agency regarding changes to the Migrant Education Program and the Consolidated Federal Application
    • Assistance with Random Validations, Eligibility Validations, and Audits
  • ESC Region 12 uses a Family Survey, updated annually and approved by parents of Migrant children, as a recruiting tool to locate and identify qualifying Migrant children and youth. The Family Survey is distributed to all LEAs in Region 12 and it is included in the school registration packet. Based on responses to the questions on this document, ESC Region 12 Migrant Service Coordinators conduct interviews with the family to gather more information and determine eligibility for services.

     

    Benefits include:

    • Face-to-face interviews with families
    • Positive supportive relationships with students and their parents
    • Compliance with required program activities
    • Monitoring of student progress in school so he or she stays on track for graduation
    • Increased funding for services due to active identification and recruiting of eligible students
    • Identification and Recruitment of OSY
  • The New Generation System (NGS) is a state-wide database that stores demographic, educational, and health information on migrant children to be shared with educators of migrant students throughout the state of Texas. ESC Region 12 provides this service to all Project and Non-project districts in Region 12. 

     

    Benefits include:

    • Annual training for Independent Project LEA personnel who will perform this state required function
    • Expert Assistance with Data entry
    • Updated and timely information provided by the Texas
    • Education Agency related to changes to NGS
  • Parent involvement is a fundamental component of NCLB Title I programs. Parents are a key component in the success of every student. Consistently notifying parents and providing written communication, in the language the parent understands, of school activities and student progress on academic achievement are required activities. Involvement of parents in various school activities can propel students forward into achievement in all areas. It is through their participation that parents are empowered and able to be involved in decisions related to various aspects of program implementation. All programs, activities, and procedures should be organized and structured in a way that allows for parents to be meaningful participants.

    ESC Region 12 provides support and expert assistance through professional development that focuses on research-based strategies that will assist LEAs in building parent involvement capacity. Parental Involvement is encouraged through the formation of the Parent Advisory Council. The PAC advises the LEA on issues related to planning, operation, and evaluation of the Migrant Education Program in which their children participate.

     

    Benefits include:

    • Assistance with training, information, and requirements related to the formation of the Parent Advisory Council
    • Timely and updated information shared regarding hot topic issues that should be addressed at future PAC meetings

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