Region One
Migrant Education Program
2008-2009
Priority for Services Action Plan
Minerva Ibarra
Region One ESC
1900 W. Schunior
(956) 984-6248
mibarra@esc1.net
Welcome/Introductions
1.
2.
3.
4.
5.
6.
7.
No Child Left Behind-Title I, Part C---Education of
Migrant Children
Consolidated Application for Federal Funding
Part 3: Priority for Services Action Plan
Who is the PFS student?
Sample PFS Action Plan
Transcript reviews for 2008-2009
Questions/Comments/Evaluation
No Child Left Behind
Title I, Part C—Education of Migratory Children(6)
Federal Law
It is the purpose of this part to assist States to:
1.
2.
3.
support high-quality and comprehensive educational
programs for migratory children to help reduce the
educational disruptions and other problems that result
from repeated moves;
ensure that migratory children who move among the
States are not penalized in any manner by disparities
among the states in curriculum, graduation
requirements, and State academic content and
student academic achievement standards;
ensure that migratory children are provided with
appropriate educational services (including supportive
services) that address their special needs in a
coordinated and efficient manner;
NCLB Continued
4.
5.
6.
ensure that migratory children receive full and
appropriate opportunities to meet the same
challenging State academic content and academic
achievement standards that all children are
expected to meet;
design programs to help migratory children
overcome educational disruption, cultural and
language barriers, social isolation, various healthrelated problems, and other factors that inhibit the
ability of such children to do well in school, and to
prepare such children to make a successful
transition
to
post-secondary
education
or
employment; and
ensure that migratory children benefit from State
and local systemic reforms.
2008-2009
Service
Delivery Plan
Four Areas of
Concern
Eight Identified
Needs
Local Migrant
Education
Activities
Relative to
PFS
Statewide Comprehensive Needs
Assessment
Office of Migrant Education (OME)
Areas of Concern-(7)
1.
2.
3.
4.
5.
6.
7.
Educational Continuity
Instructional Time
School Engagement
English Language Development
Educational Support in the Home
Health
Access to Services
Four Areas of Concern
for
Texas Migrant Children
1. Educational Continuity
2. School and Social Engagement
3. Educational Support in the Home
4. Instructional Time
Eight Identified Needs
for Texas students
related to
Four Areas of
Concern
1.
2.
3.
4.
Migrant first graders must develop sufficient skills for
promotion to Grade 2.
Migrant students who failed TAKS must participate in
summer TAKS 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 nonacademically related.
Eight Needs Continued
5. Migrant middle school students must have the necessary
homework assistance and tools at home essential for
academic success.
6. Migrant secondary students must earn the required core
credits for on-time graduation.
7. Migrant secondary students must make up course work
they lack due to late enrollment or early withdrawal.
8. Migrant students who migrate outside of Texas in summer
months must be served in summer migrant programs
through the efforts of interstate coordination.
Six Local Education Agency LEA Guidelines
1.
MEP funds must be used to (a) meet the identified needs of
migratory children that result from their migratory lifestyle and
to permit these children to participate effectively in school and
meet the State’s academic performance standards; and (b)
address the unique needs of migratory children that are not
addressed by services available from other Federal or
non-Federal programs.
2.
The LEA must provide Migrant Services Coordination by (a)
determining individual needs for instructional and support
services; (b) identifying available resources; (c) coordinating
with entities to ensure access to appropriate resources; and
(d) following up to monitor and document progress.
Six LEA Guidelines Continued
3.
In providing MEP-funded services, the LEA must give priority
to migrant children who are failing, or most at risk of failing,
to meet the State’s challenging State academic content and
academic achievement standards, and whose education has
been interrupted during the regular school year. These
children are classified as Priority for Services (PFS).
4.
Each LEA must ensure that MEP funds are used to
supplement, and not supplant, services provided to migrant
children.
Six LEA
Guidelines continued
5. The LEA’s planning, implementation and evaluation of MEP
activities must reflect regular, meaningful consultation with
migrant parents coordinated through the district’s parent
advisory council (PAC).
6. To the extent possible, the LEA must provide (a) family
literacy programs, such as the Texas Migrant Reading is
Fundamental (RIF) Program and/or the Building Bridges
Early Childhood Program; and (b) supportive services for
out-of-school youth.
Priority for Services
Action Plan
2008-2009
NCLB P.L 107-110 1304 (d)
Priority to
migrant children
failing
During the
Regular
School year
Most at risk of
Failing
Funds received
Shall give
Whose Education
Has been
Interrupted
Meet the State’s
Challenging State
Academic Content Standards
And Academic achievement standards
Criteria for Priority for Services
New Generation System
Grades K-2
LEP
Retained or
Overage for Grade Level
Education Interrupted
Previous or Current
School Year
PBMAS
NCLB
Initial Compliance Review
Indicator Item # 7
Grades 3-12, Ungraded
Out of school
Failed 1+ areas of TAKS
or
LEP Exempt or
ARD Exempt or
Absent
AND
Consolidated Application for Federal Funding
PS3103—Title I, Part C
Migrant Education—Part 2
……..The LEA is responsible for incorporating all
Migrant
Education
Program
(MEP)
activities/services/plans and guidelines into a
migrant-specific
section
of
the
District
Improvement Plan (DIP) and updating it on a
yearly basis. The activities listed in this section
are required for all Title I, Part C programs in
Texas. You must maintain documentation of
these activities for auditing and monitoring
purposes.
Unless the NA box was checked LEA will be responsible for all items
 ID&R
July 1-June30
--ID&R Action Plan before 9/15
 NGS
July 1-June 30
--Encode all required data
 Migrant Service Coordination
--Determine needs/identify
resources/coordinate entities/follow up
 Secondary Students
--Coordinate programs for credit
accrual/Ensure consolidation for on time
graduation
 Middle School Students
--Study skills/parent and student access to
homework assistance/increase
awareness of students’ needs/access
resources for timely attention and
intervention
 Students in Grades 3-11
–
Coordinate with school staff and the
Texas Migrant Interstate Program
relative to TAKS for testing opportunities
 Early Childhood/School Readiness
--within the first 60 day of school year,
determine educational needs of 3-5 year olds in
district
 Out of School Youth
--Coordinate with appropriate school staff
and other local, state, and federally-funded entities
 District Procedures
--Develop and implement a set of
procedures that outlines strategies for credit
accrual and saved course slots based on student
needs.
 Interstate Coordination
--Coordinate with Texas Migrant Interstate
Program (TMIP) during the summer months to
serve students who may attend migrant summer
programs.
Consolidated Application for Federal Funding
2008-2009
PS3103-Part 3: `Priority for Services’ Action Plan
a. On a monthly basis, run NGS Priority for Services (PFS) reports
to identify migrant children and youth who require priority access to MEP
services
b. Before the first day of school,
develop a PFS Action Plan for serving PFS students. The plan must clearly
articulate criteria for defining student success, including timelines for
achieving stated goals and objective (State MEP will provide template.)
c. The PFS Action Plan must include the following:
(1) when, in your school year calendar, the Title I Migrant
Coordinator will provide campus principals, appropriate campus
staff, and parents the Priority for Services criteria and
updated NGS ‘Priority Services’ reports.
(2) when, in your school year calendar, the district’s Title I Migrant
Coordinator, MEP staff, and migrant school staff will make home
and/community visits to update parents on the academic
progress for their children.
(3) a narrative section that explains how the district’s Title I Migrant
Coordinator will use NGS ‘Priority for Services’ reports to give
priority placements
(4). a narrative section that explains how the district’s Title I Migrant
Coordinator will ensure that ‘Priority for Services’ students receive
priority access to instructional services, as well as social workers and
community social services/agencies
(5) a narrative section that describes in detail federal, state, and local
programs that serve ‘Priority for Services’ students
d. The Title I Migrant Coordinator will include the PFS Action Plan in the District’s
Improvement Plan as a separate section appropriately labeled or identified (e.g.,
“Migrant PFS Action Plan Section”), rather than integrating the action plan
elements with other DIP sections that focus on other student population groups
(e.g., Bilingual, ESL, low income).
PFS Student Plan
Middle School pg. 83/High School pg. 84 of GEMS
Alex is a bright student and knows that he must
help his parents work every summer in Toledo
Ohio. He has just passed to the 2nd grade and is
7 years old.
His father understands the value of a good
education and waits until the year is over to
migrate. Two weeks before school starts, Alex
makes the trip back to Texas with his aunt and
enrolls in school.
Maria de la Luz has a Home Language Survey
that indicates her first language is Spanish. She
is in Mrs. Martinez’s Bilingual class. Second
grade was difficult for Maria because no one at
home could help her with her homework.
She managed to pass to the 3rd grade, and her
records indicate she is Limited English
Proficient.
She was very excited to see so many of her
friends on the first day of school.
Rosario completed Pre-Kinder this year, and on
June 1st migrated with her parents to New York .
The family returned on October 25th but could
not enroll her until November 10th.
She is five years old and looks forward to
succeeding in Kinder.
Jacob is the apple of his mother’s eye. He is an
obedient child and loves to help mom and dad in
the fields of Montana. He works very diligently
for a nine year old.
Every year they migrate at the end of April and do
not return until November. The nearest school
was 30 miles away, so it became impossible for
him to attend.
Last year, Jacob failed his third grade Math TAKS,
yet he managed to pass all his classes.
Susie is a Senior student this year. She will be
taking TAKS classes this year because she
failed Math, Science and ELA last year. Her
parents understand the importance of TAKS and
allowed her to stay with a relative for the
summer. She attempted the July exam at her
high school but was not successful.
She hopes to pass the October test and graduate
this year and is looking forward to seeing her
friends the first day of school.
Israel is in the 9th grade and failed Reading
and Math TAKS this year. Although he
passed all his classes and will be a
sophomore next year, he worries about
having trouble on his Exit Exam as a
junior.
His family migrates until school is over and
returns before the first day of school.
David and his family left to Colorado in April
and returned until October. This year,
David hopes to do better in school. He
failed Reading and Math TAKS test and
will repeat the eighth grade.
David will not see his friends until next year
if he passes TAKS this year. He feels
awkward having seventh graders from last
year in all his classes.
Priority for Services
Action Plan
2008-2009
Activity
P
R
I
O
R
I
T
Y
Migrant Work
Principal Means of Survival
2008-2009
School Year
• Email or mail a copy of your PFS Action Plan to
Region One
• Transcript reviews for grades 9-12
• All migrant students
• Will review, transcript, grades, and schedule
• Migrant Coordinator point of contact
• Inform your counselors migrant or academic
• Arrange an appropriate meeting place
• Will begin 2nd week of school year
• Questions/Concerns/Comments/Evaluation
ISD / CISD
Goal:
Objectives:
c. 1. When, in your school year calendar, the Title I Migrant Coordinator will provide campus principals, appropriate campus
Staff, and parents the Priority for Services criteria and updated NGS `Priority for Services’ reports.
Required Activity
Personnel
Resources
Timeline
Evaluation
C 2. When in your school year calendar, the district’s Title I Migrant Coordinator, MEP staff, and migrant school staff will
make home and/or community visits to update parents on the academic progress of their children.
Required Activity
Personnel
Resources
Timeline
Method of
Evaluation
c. 3. A narrative section that explains how the district’s Title I Migrant Coordinator, will use NGS `Priority for Services’
Reports to give priority placements to these students in Migrant Education Program activities.
c.4. a narrative section that explains how the district’s title I Migrant Coordinator will ensure that `Priority for Services’
Students receive priority access to instructional services, as well as social worker and community social services/
agencies.
c. 5. A narrative section that describes in detail federal, state, and local programs that serve `Priority for Services’ students
Goal:
To better serve Priority for Services( PFS) students by providing instructional and support
services that will ensure student success.
Objectives: 100% of PFS students will have access to instructional opportunities.
90% of PFS students will be on grade level within 2 years.
90% of PFS students will meet the state academic achievement standard (TAKS)
c. 1. When, in your school year calendar, the Title I Migrant Coordinator will provide campus principals, appropriate campus
Staff, and parents the Priority for Services criteria and updated NGS `Priority for Services’ reports.
Required Activity
Personnel
Resources
Timeline
Evaluation
The Migrant Coordinator will
ensure
that
principals,
counselors,
teachers,
and
parents
have a thorough
understanding of the criteria for
the Priority for Services Student.
MSC, Migrant
Counselors,
Strategists,
Teachers, NGS
Data
Specialists,
Recruiters
Priority of
Services (PFS)
report
First Staff
meeting of
the school
year,
Sign-in sheet
Ongoing staff
and in-service
meetings to
ensure
accuracy for
late arrival
students
Logs will be kept
by date and will
provide
documentation
The MSC will ensure that
campus staff know that the PFS
report will be run on a monthly
basis and understand how to
read and use the report.
The PFS report
will be run on a
monthly basis
PFS distribution
log
C 2. When in your school year calendar, the district’s Title I Migrant Coordinator, MEP staff, and migrant school staff will
make home and/or community visits to update parents on the academic progress of their children.
Required Activity
Personnel
Resources
Timeline
Method of
Evaluation
The Title I, Migrant
Coordinator will ensure
that he/she and the
MEP staff and migrant
school staff will make
home and/or
community visits to
update parents on the
academic progress of
their children.
Migrant Service
Coordinator, Migrant or
Academic Counselor,
Strategist, Teachers and
Recruiters.
Progress
Reports/
3rd week of six
weeks
Six weeks
reports cards
Six weeks
Teacher
Conference
periods
Parent
Conference
after progress
reports
Sign in logs
Logs will be
kept for
Progress
Reports/Six
Weeks and
Truancy
Truancy &
Student code of
Conduct
3rd week of
six weeks and
every six
weeks (inform
parent about
absences.
The MSC will ensure
that parents
understand the
educational system .
c. 3. A narrative section that explains how the district’s Title I Migrant Coordinator, will use NGS `Priority for Services’
Reports to give priority placements to these students in Migrant Education Program activities.
The Title I Migrant Coordinator will ensure that the NGS Priority for Services report will be
run every month. These reports will be explained and discussed with all campus staff
to ensure that the PFS students receive proper placements. If the PFS student is
lacking an area of TAKS, for example, the Migrant Coordinator, Counselor, Strategist,
and/or Migrant Teacher will ensure that the student receives proper placement of a
TAKS remediation class.
Students who participate in advanced classes, extra-curricular activities will be given
sufficient time to make up work necessary to either catch-up or stay abreast of the
course.
It benefits the entire school staff to thoroughly understand the Migrant Education
Program to ensure student success.
The Title I Migrant Coordinator will provide an ongoing comprehensive needs
assessment to ensure that migrant students are given priority of services if they are
failing or most at risk of failing to meet the states academic content standards and
student achievement standards
It is the goal of the ----------------ISD/CISD to ensure the success of our priority for
services students. It is through no fault of their own, that their economic status
places them in dire need of migrant work.
c.4. a narrative section that explains how the district’s title I Migrant Coordinator will ensure that `Priority for Services’
Students receive priority access to instructional services, as well as social worker and community social services/
agencies.
The Title I Migrant Coordinator will ensure that the Priority for Services student receive priority access
to instructional services as well as social worker and community social services/agencies.
The late entry, early withdrawal and the interrupted schooling places the Priority for Services
students at the verge of failure. The Statewide Service Delivery plan’s eight identified needs will
be met relative to the PFS student:
~~First graders will meet sufficient needs for promotion to grade 2
~~Students who failed TAKS must participate in summer TAKS remediation
~~Middle school students must use learning and study skills appropriate to
learning.
~~Middle school students must have timely attention and appropriate interventions
related to problems or concerns that are academically and non-academically
related.
~~ Middle school student must have necessary homework assistance and tools at home
essential for academic success.
~~Secondary student must earn the required core credits for on- time graduation
~~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.
It is the goal of --------ISD/CISD to ensure that the PFS students receive instructional services in all of
the eight identified needs. The success of the PFS student is first priority.
c. 5. A narrative section that describes in detail federal, state, and local programs that serve `Priority for Services’ students
`Priority for Services students have many options to accrue credits. The _________ISD/CISD offers a
gamut of resources at the federal, state, and local level for the PFS students.
At the federal level, NADSME, PASS courses are available for students. The Texas Migrant
Interstate Program TMIP assists with the inter/intra state coordination of records. The New
Generation System will be used to run PFS reports and to view the Secondary Course History,
Partial Grades, Final Grades, Formal Assessments and TAKS. At the state level, students can
accrue credits through the UT Austin migrant program, St. Edward’s, Migrant University Student
Experience, MUSE program and Math Plus, mathematics enrichment where they can accrue
credits through PASS. At the local level, the student has the following options to accrue credits
through the following programs; Nova Net, American Preparatory Institute, A+, Plato, Texas Tech
Credit by Exam and Local Credit by Exam, and the Migrant Early Literacy & Knowledge (MELK)
program. In addition, tutorials will be provided specific to Priority for Services students.
The Title I Migrant Coordinator will indicate the supplemental activities the LEA will conduct as
part of its MEP, whether with MEP funds or other fund sources. Written evidence of the
effectiveness of migrant student success of each service offered must be incorporated into the
district’s end of year MEP evaluation.
Through the credit accrual options, students will have readily available opportunities for next grade
promotion and on- time graduation.