College, Career, and
Military Readiness
(CCMR)
Ensuring Migratory Students Graduate from High School
One of the main responsibilities a Title I, Part C program has is to ensure educational continuity for all migratory students so they can successfully graduate from high school (or obtain a certificate of High School Equivalency) and be prepared for college, career, or the military.
Every Student Succeeds Act (ESSA), Section 1301 has outlined six program purposes for the MEP in each state. The second purpose states that each MEP must “ensure migratory children who move among the States should not be penalized in any manner by disparities among the States in curriculum, graduation requirements, and State academic content and by student academic achievement standards.”
In addition, the MEP Common Areas of Concern stress that MEP staff must ensure “continuity of education and seamless credit accrual opportunities for all students as being a priority” due to the mobility of migratory students. The continuity of educational opportunities and support for migratory students must begin at birth and continue through high school graduation.
What else can the MEP do to help ensure migratory students graduate?
Instructional Support
Guides
Instructional Support
MEP-Funded Options
For any MEP-funded instructional services provided, MEP staff must be able to determine the effectiveness of the support. Effectiveness may be determined using both qualitative and quantitative measures, such as:
- Content-based pre- and post-assessments, administered before services begin and end, for the subject in which the student is receiving support
- Benchmark assessment data, provided by the classroom teacher, for the subject in which the student is receiving support
- Pre- and post-surveys, completed by students, parents and/or teachers
MEP staff must maintain and submit documentation of the services they provide to migratory students.
Sample forms are included below.
Tutorial Program
In this program, certified teachers are hired by the MEP to provide one-on-one or small-group tutoring services to migratory students. Tutoring may occur as a supplemental pull-out program during the school day, or as a supplemental service after the school day ends, either on campus or at the student’s home.
Documentation for the MEP Tutorial Program:
- MEP staff must maintain documentation that PFS students were given priority for this supplemental tutoring service.
Supplemental Resource Guides
Post-Secondary Planning Guide
This resource was created by the ESC-16 MEP. It contains useful information for migratory students about choosing the correct college, admissions procedures, testing, creating a portfolio, scholarships, and financial aid, including information about a local CAMP at West Texas A&M University.
Contact ESC-16 MEP staff for access to this resource.
ESC 16 Webpage
MEP Staff
Graduation Enhancement for Migrant Students Resource Guide
This resource was created by the ESC-1 MEP. It offers MEP staff a concise list that may be offered to migratory students in Prekindergarten through 12th grade, as well as a way to coordinate the efforts to provide the services they need.
Contact ESC-1 MEP staff for access to this resource.
ESC 1 Webpage
Migrant Education
Services at Campuses without MEP-Funded Programs
All districts should develop other options for migratory students to complete course requirements, even on campuses without MEP-Funded tutorial programs or labs. Some options may include but are not limited to the following:
- Web-Based Learning Platforms (e.g., Texas Virtual School Network, Pearson)
- Before school, after school, or Saturday tutorials provided by other-funded programs such as Title I
- Placement in elective courses such as ESOL classes that can provide supplemental support
- Alternative schools that provide non-traditional learners flexible scheduling, small teacher-to-student ratios, individualized instruction, etc.
- Free online tutorial services (e.g., Khan Academy)
Additional Supplemental Support Services for Migratory Students
If funding allows, MEP-funded staff may provide support toward other identified needs of migratory children that have not been met such as:
- MEP staff, school counselor, school/district psychologist, social worker, etc., meet with migratory students to provide social and/or emotional support
- Home visits are conducted by MEP staff to keep parents informed of the progress of their students in areas of need and/or concern
- MEP staff assist students in accessing the TexShare Program which provides free online resources and a dual library card
- Child Nutrition meals are provided during the school year and summer programs
- Clothing, food, and holiday gifts are provided by local pantries and community agencies
- Eyeglasses are provided by local community agencies
Note: Documentation of any additional support services provided directly to migratory students must be maintained and encoded into the TX-NGS Data System.
For more information on these types of support and coordination of efforts, visit the AIIMS topic page for Migrant Service Coordination.
How can MEP staff in different roles support these efforts?
In addition to the many resources provided by the Texas Education Agency to support all students, MEP staff can consider additional options to help ensure migratory students graduate.
or Strategists
Data Specialists
