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Texas Migrant Education Program

Service Delivery Plan

Comprehensive

Needs

Assessment

Service

Delivery

Plan

Implement

Service

Delivery Plan

Program

Evaluation

Texas Education Agency

Curriculum Division

Title I, Part C – Migrant Education Program

Susie Coultress, MEP Director

1701 Congress Avenue

Austin, TX 78701

(512) 463-9581

Revised: August 31, 2018

Pages intentionally left blank

copyrighted © and trademarked ™ as the property of the Texas Education Agency and may

not be reproduced without the express written permission of the Texas Education Agency.

Assistance and Contact Information

For information or questions concerning the Comprehensive Needs Assessment for the

Texas Migrant Education Program, please contact the Texas Education Agency’s

Curriculum Division at (512) 463-9581 or email curriculum@tea.texas.gov

Shelly Ramos

Director

Curriculum Division

TEXAS MIGRANT EDUCATION PROGRAM (MEP) STAFF

Susie Coultress

State Director

Idalia Ibañez

Program Coordinator

Rickey Santellana

Program Specialist

Table of Contents

TEXAS MIGRANT EDUCATION PROGRAM SERVICE DELIVERY PLAN

1. INTRODUCTION .............................................................................................................. 1

Legislative Mandate..................................................................................................... 1

Developers of the SDP ................................................................................................ 3

Organization of the SDP .............................................................................................. 3

2. NEEDS IDENTIFIED THROUGH THE STATEWIDE CNA ......................................................... 5

Statewide CNA Update Process.................................................................................. 5

How CNA Results Informed the Service Delivery Planning Process ........................... 7

Aligning CNA and SDP Results with State Systems and Resources........................... 8

3. PERFORMANCE GOALS/TARGETS AND PRIORITY FOR SERVICES...................................... 10

State Performance Goals/Targets ............................................................................. 10

Priority for Services.................................................................................................... 10

4. MEASURABLE PROGRAM OUTCOMES AND SERVICE DELIVERY STRATEGIES ..................... 12

Goal Area MPOs and Strategies................................................................................ 12

Resources Needed to Address Strategies................................................................. 16

Measurement Tool Descriptions and Progress Indicators ......................................... 16

5. MONITORING AND TECHNICAL ASSISTANCE PLAN........................................................... 18

State Monitoring Process........................................................................................... 18

Technical Assistance Process ................................................................................... 18

6. PROFESSIONAL DEVELOPMENT FOR MEP STAFF ........................................................... 19

7. PARENT INVOLVEMENT PLAN ........................................................................................ 22

8. IDENTIFICATION AND RECRUITMENT ............................................................................... 24

9. EXCHANGE OF STUDENT RECORDS PLAN ...................................................................... 26

State MEP Student Records Exchange ..................................................................... 26

MSIX and Data Collection and Reporting .................... Error! Bookmark not defined.

10. EVALUATION PLAN ..................................................................................................... 28

Evaluation of Implementation and MPO Results ....................................................... 28

Results Evaluation Data Collection Plan.................................................................... 29

Data Collection and Reporting Systems .................................................................... 29

Texas MEP Alignment Chart ..................................................................................... 30

11. SUMMARY AND NEXT STEPS........................................................................................ 39

Communicating the SDP to Local Projects and Other Stakeholders ......................... 39

APPENDICES

Appendix A: SDP Committee .................................................................................... 41

Appendix B: Texas MEP SDP Strategic Planning Chart ........................................... 42

Appendix C: CNA Table of Contents......................................................................... 52

Acronyms and Abbreviations Used in the Report

ABB A Bright Beginning

AMO Annual Measureable Objective

CAMP College Assistance Migrant Program

CNA Comprehensive Needs Assessment

COE Certificate of Eligibility

CSPR Consolidated State Performance Report

ELA English Language Arts

EOC End-of-course exams

ESEA Elementary and Secondary Education Act

ESSA Every Student Succeeds Act

ESC Education Service Center

ESL English as a Second Language

FERPA Family Education Rights and Privacy Act

GOSOSY Graduation and Outcomes for Success for Out-of-School Secondary

Students

HEP High School Equivalency Program

K Kindergarten

ID&R Identification and Recruitment

LEP Limited English Proficient

LEA Local Education Agency

LNA Local Needs Assessment

MEP Migrant Education Program

MSIX Migrant Student Information Exchange

MPO Measurable Program Outcomes

NAC Needs Assessment Committee

NCLB No Child Left Behind

NGS New Generation System

OME Office of Migrant Education (of the U.S. Department of Education)

OSY Out-of-School Youth

PAC Parent Advisory Council

PFS Priority for Services

PD Professional Development

SDP Service Delivery Plan

SEA State Education Agency

SSA Shared Services Arrangement

STAAR State of Texas Assessment of Academic Readiness

TEA Texas Education Agency

TMIP Texas Migrant Interstate Program

Introduction

The Texas Migrant Education Program (MEP) is responsible for the delivery

of services to migrant students in the state. This Service Delivery Plan (SDP),

which was developed collaboratively by a broad-based SDP Committee,

describes the scope of these services and provides details on the goals,

objectives, activities, and systems for accountability that are aimed at raising

the achievement of migrant students.

Legislative Mandate

Section 1306(a)(1) of Title I, Part C of the Elementary and Secondary Education Act

(ESEA) reauthorized as the No Child Left Behind Act of 2001 (NCLB) requires State

Education Agencies (SEA) and their local operating agencies (LEA) to identify and

address the unique educational needs of migrant children in accordance with a

comprehensive plan. The ESEA was reauthorized in 2016 as the Every Student

Succeeds Act (ESSA); however, the Office of Migrant Education has not yet released

a complete set of regulations and the accompanying guidance and has instructed

state MEPs to continue to operate under ESEA until the guidance is published.

Requirements state that the SDP must:

 be integrated with other Federal programs, particularly those authorized by the

Elementary and Secondary Education Act (ESEA);

 provide migrant children an opportunity to meet the same challenging state

academic content and student academic achievement standards that all

children are expected to meet;

 specify measurable program goals and outcomes;

 encompass the full range of services that are available to migrant children from

appropriate local, state, and Federal educational programs;

 be the product of joint planning among administrators of local, state, and

Federal programs, including Title I, Part A, early childhood programs, and

language instruction education programs under Part A or B of Title III; and

 provide for the integration of services available under Part C with services

provided by such other programs.

Section 200.83(b) of the regulations requires Texas and other states to develop their

comprehensive SDP in consultation with the state migrant education parent advisory

council (PAC).

Texas Service Delivery Plan 1

The components included in this comprehensive SDP include those outlined in the

Office of Migrant Education’s (OME) SDP Toolkit 2012

(http://nche.ed.gov/ome_toolkits/sdp/toolkit.pdf). These are:

1. Performance Targets. The plan must specify the performance targets that the

state has adopted for all migrant children for: reading; mathematics; high school

graduation/the number of school dropouts; school readiness (if adopted by the

SEA); and any other performance target that the state has identified for migrant

children. (34 CFR 200.83(a)(1).)

2. Needs Assessment. The plan must include identification and assessment of:

(1) the unique educational needs of migrant children that result from the

children’s migrant lifestyle; and (2) other needs of migrant students that must

be met in order for them to participate effectively in school. (34 CFR

200.83(a)(2).)

3. Measurable Program Outcomes (MPOs). The plan must include the

measurable outcomes that the MEP will produce statewide through specific

educational or educationally related services. (Section 1306(a)(1)(D) of the

statute.) Measurable outcomes allow the MEP to determine whether and to

what degree the program has met the special educational needs of migrant

children that were identified through the comprehensive needs assessment

(CNA). The measurable outcomes should also help achieve the state’s

performance targets.

4. Service Delivery. The plan must describe the SEA’s strategies for achieving the

performance targets and measurable objectives described above. The state’s

service delivery strategy must address: (1) the unique educational needs of

migrant children that result from the children’s migrant lifestyle, and (2) other

needs of migrant students that must be met in order for them to participate

effectively in school. (34 CFR 200.83(a)(3).)

5. Evaluation. The plan must describe how the state will evaluate whether and to

what degree the program is effective in relation to the performance targets and

measurable outcomes. (34 CFR 200.83(a)(4).)

Optional information that may be contained in the SDP includes the policies and

procedures it will implement to address other administrative activities and program

functions. The following sections are included in the Texas MEP SDP, as well:

 Priority for Services. A description of how, on a statewide basis, the state will

give priority to migrant children who: (1) are failing, or most at risk of failing, to

meet the challenging State academic standards; or (2) have dropped out of

school.

 Parent Involvement. A description of the SEA’s consultation with parents (or

with the state parent advisory council, if the program is of one school year in

Texas Service Delivery Plan 2

duration) and whether the consultation occurred in a format and language that

the parents understand.

 Identification and Recruitment. A description of the state’s plan for identification

and recruitment activities and its quality control procedures.

 Student Records. A description of the state's plan for requesting and using

migrant student records and transferring migrant student records to schools

and projects in which migrant students enroll.

Developers of the SDP

Texas updated its CNA in June 2016 and subsequently has updated the SDP with the

information that is contained in this report. The CNA and SDP resulted from a

systematic process that involved a broad-based representation of stakeholders. For

continuity, the majority of the CNA Committee also served on the SDP Committee.

SDP meetings were held on March 3, 2017, March 31, 2017, and May 19, 2017.

The SDP Committee participants included Texas Education Agency (TEA)

representatives, Education Service Center (ESC) representatives, subject matter

experts, MEP administrative staff, instructional staff, identification and recruitment

(ID&R) experts, secondary/high school graduation advocates, and parent

representatives. A complete listing of the members of the SDP Committee and their

affiliations is found in Appendix A.

Organization of the SDP

The report contains 10 sections and supporting appendices:

Section 1-Introduction - This section includes legislative mandates, developers of

the CNA, and an overview of the SDP report.

Section 2-Needs Identified through the Statewide CNA – This section outlines the

statewide process that Texas undertook to explore the unique educational needs of

migrant students; includes conclusions regarding concerns; and reports how CNA

results are aligned with state systems and resources.

Section 3-Performance Goals and Targets – This section specifies the Texas

designations for Priority for Service (PFS) and spells out performance targets and

goals set for all migrant students in the state.

Section 4-Measurable Program Outcomes and Statewide Service Delivery

Strategies – This section outlines how the state and its LEAs will meet migrant

student needs with specific implementation strategies. Outcomes for these strategies

are described in the areas of literacy, mathematics, and high school

graduation/services to out-of-school youth (OSY).

Texas Service Delivery Plan 3

Section 5-Monitoring and Technical Assistance Plan – This section is a plan for

monitoring and technical assistance, clarifying the role that the SEA, LEAs, and

outside experts will play in the technical assistance process.

Section 6-Professional Development Plan for Staff – This section provides the

systematic plan for providing professional development for Texas educators,

administrators, recruiters, clerks, liaisons, and other service providers.

Section 7-Parent Involvement Plan – This section includes the plan for the state

MEP services to parents. It considers the various roles of parents and how the state

plans to address parent needs, especially as they help their children to be successful

in school.

Section 8-Identification and Recruitment Plan – In this section, the roles and

responsibilities of recruiters are specified with Texas’s plan for quality control in

recruitment.

Section 9-Evaluation Plan – This section contains the state plan for evaluating the

implementation of the SDP based on performance targets and measurable program

outcomes. The systems for data collection and reporting are specified along with how

the Texas MEP will use the evaluation results for making mid-course corrections and

improvement.

Section 10-Summary and Next Steps – This section offers evidence-based

conclusions and discusses the next steps in applying the results of the SDP to

planning services for migrant students.

Appendices – The appendices include: (A) a list of SDP committee members; (B) a

strategic planning chart with committee decisions, and (C) the CNA table of contents.

Texas Service Delivery Plan 4

Needs Identified Through the Statewide CNA

Statewide CNA Update Process

The Texas CNA was conducted using the guidance found in the Migrant

Education CNA Toolkit (2012) found online at

http://nche.ed.gov/ome_toolkits/cna/toolkit.pdf. The graphic below summarizes

the format followed during the meetings and the activities that the committee

undertook to develop the CNA.

The CNA was designed to develop an understanding of the unique educational needs

of Texas migrant students. Not only does this analysis of needs provide a foundation

to direct the Texas MEP through the service delivery planning process, but it also

supports the overall MEP continuous improvement and quality assurance processes.

The needs analysis was adapted to the resources, supports, and structures available

in Texas to support migrant children and youth through supplementary services.

The Needs Assessment Committee (NAC) formulated a comprehensive

understanding of the characteristics of the migrant student population in Texas. A

profile of Texas migrant students was developed based on the most recently available

information and data. The NAC used the profile and other collected data to develop

concern statements, needs indicators, needs statements, and solutions strategies. As

part of the CNA process, state MEP staff met after the NAC meetings had been

completed to finalize the recommendations made by the NAC. The full CNA report is

on file with TEA, and the table of contents for this report is included as Appendix C.

In response to identified needs and alignment with goals for all students, Texas

adopted the goal areas below during the NAC meetings and continued their use

throughout the completion of the SDP.

Texas Service Delivery Plan 5

Goal 1: Reading

Goal 2: Mathematics

Goal 3: School Readiness

Goal 4: High School Graduation/Out-of-School Youth (OSY)

The following concern statements guided the SDP Committee in the development of

statewide strategies and MPOs.

Reading Concerns

1.1

Migrant students in grades 3-11 generally achieve lower passing rates on

Reading state assessments compared with non-migrant students, Hispanic

students, Limited English Proficient (LEP) students, and economically

disadvantaged students.

1.2

Migrant students do not have access to reading materials that enhance

academic development.

1.3

Families of migrant students are in need of academic background, language

skills, and resources for providing students reading support in the home.

1.4

Migrant students in grades K-8 do not have access to support services (e.g.,

clothing, vision, dental) needed for academic success.

Mathematics Concerns

2.1

Migrant students in grades 3-11 generally achieve lower passing rates on

Mathematics State assessments compared with non-migrant students,

Hispanic students, LEP students, and economically disadvantaged students.

2.2

Migrant students in grades K-12 do not have access to academic

resources/tools needed to support their mathematics learning in school and

at home.

School Readiness Concerns

3.1

Young migrant children are not being served by early childhood programs.

3.2

Preschool migrant children are not receiving sufficient proactive or

preventative health care services.

3.3

Migrant parents lack the tools (i.e., school supplies, strategies for learning at

home, etc.) to assist their children with early childhood development and

social/developmental and age appropriate behavior.

High School Graduation/OSY Concerns

4.1

Secondary migrant students and OSY need counseling on appropriate

course placement, credit accrual, graduation planning, goal setting, career

exploration, etc.

4.2

Secondary migrant students are not graduating at the same rate as non-

migrant students.

4.3

Highly mobile secondary migrant students do not have adequate and

sufficient instruction to be proficient on state assessments.

4.4

Highly mobile secondary migrant students and OSY lack education and

knowledge about support services.

Texas Service Delivery Plan 6

How CNA Results Informed the Service Delivery Planning Process

The diagram below illustrates the continuous improvement process adopted by the

MEP and shows the relationship of the CNA, SDP, program implementation, and

program evaluation. The process begins with the CNA, which informs the

development of the SDP and continues on through program implementation and

evaluation. Between the SDP plan and SDP implementation is the sub-allocation

application process.

The CNA guides the overall design of the Texas MEP on a statewide basis. The SDP

Committee considered the goal areas and concerns developed by the NAC by using

the data from the CNA and

program evaluation to set

measurable program

outcomes (MPOs), provide

useful information for

program improvement,

and describe the extent to

which MEP services were

making a difference

toward achieving

statewide performance

targets.

Appendix B contains the

strategic planning chart of

the SDP decisions that were determined by the SDP Committee and shows the

alignment of CNA concerns and solutions in each goal area with the strategies and

MPOs developed for the SDP. This chart was used throughout the process as an

organizer and to capture the decisions of the SDP Committee. Prior to the first

meeting and as a result of the decisions made through the CNA process, the areas of

the chart that were filled in included Need/concern, Solution Identified in the CNA, and

Performance Targets. Subsequently, more and more of the chart was filled in as the

SDP Committee arrived at consensus on the various key features of the SDP.

There were three meetings of the SDP Committee, all held in Austin, Texas. The

activities conducted during the meetings are described below.

SDP Meeting #1 1) Create strategies for meeting the migrant student needs

identified in the CNA; 2) Draft MPOs that are aligned with the new

strategies; 3) Prioritize strategies and identify those that are

required and optional; and 4) Review and decide on next steps

toward determining the major components of the SDP

Texas Service Delivery Plan 7

SDP Meeting #2 1) Refine and finalize strategies for meeting migrant student needs;

2) Refine and finalize MPOs; 3) Identify and finalize resources

needed to address the strategies; 4) Determine evaluation

strategies and tools to assess strategies and MPOs; and 5) Discuss

next steps in the SDP process

SDP Meeting #3 1) Refine and finalize strategies for meeting migrant student needs;

2) Refine and finalize MPOs; 3) Identify and finalize resources

needed to address the strategies; 4) Determine evaluation

strategies and tools to assess strategies and MPOs; 5) Develop

strategies for communicating the updated SDP to LEAs; and 6)

Discuss next steps in the continuous improvement cycle

Aligning CNA and SDP Results with State Systems and Resources

A key activity of the SDP was to ensure that MEP activities were aligned with

initiatives and other programs serving similar populations within the state. The four

goal areas are aligned with the state initiatives.

State and Local Resources

The SDP Committee was comprised of individuals to provide representation from

various regions of Texas. Additionally, the SDP Committee members included

individuals who had strong backgrounds in at least one of the four goal areas (reading,

mathematics, school readiness, and high school graduation). This arrangement

allowed the state to incorporate research-based practices in the content focus areas

and to ensure alignment with statewide priorities in programs other than those that

exist solely for the MEP.

The existing regional network of Texas service providers and the systems currently in

place were considered in deciding on the supplemental strategies, measurable

outcomes, and performance measures that were determined. Also considered by the

committee in creating need statements was student performance on Texas State

Assessments. Those need statements, in turn, informed the development of MPOs

during the SDP process.

State systems, resources, and Texas initiatives that were considered in the alignment

of the CNA results and the development of the SDP included:

• State of Texas Assessments of Academic Readiness (STAAR) and End-of-

Course (EOC) assessment results

• Texas Statewide Parent Advisory Council (PAC)

• Regional Education Service Center (ESC) and the Texas Migrant Interstate

Program (TMIP) provision of technical assistance, materials development, and

professional development

• Migrant High School Equivalency Programs (HEP), College Assistance Migrant

Programs (CAMP), and the Texas network of institutions of higher education

Texas Service Delivery Plan 8

• Partnerships with community agencies and state education agency (SEA)

departments within TEA

National Resources

The organizations and websites below are sources of information from national

initiatives that provide structures to support the Texas MEP.

 Title I, Part A of ESEA provides financial assistance to local education agencies

(LEAs) and schools with high numbers or high percentages of children from

low-income families to help ensure that all children meet challenging state

academic standards. http://www2.ed.gov/programs/titleiparta/index.html

 Title III of ESEA assists SEAs and LEAs with the development of high-quality

language instruction to ensure children who have limited English proficiency,

including immigrant children, meet the same challenging state academic

standards as all children are expected to meet.

http://www2.ed.gov/about/offices/list/oela/index.html

 Title IV, Part B of ESEA supports the creation of community learning centers

that provide academic enrichment opportunities during non-school hours for

children, particularly students who attend high-poverty and low-performing

schools. http://www2.ed.gov/programs/21stcclc/index.html

 Title X, Part C, The Education for Homeless Children and Youth Program in

ESEA ensures that homeless children and youth receive a free and appropriate

public education and removes barriers to their educational access, attendance,

and success. http://www2.ed.gov/programs/homeless/index.html

 The Child and Adult Care Food Program improves the quality of day care for

children and elderly adults by making care more affordable for many low-

income families. http://www.fns.usda.gov/cnd/care/

 The School Breakfast Program (SBP) provides cash assistance to States to

operate nonprofit breakfast programs in schools and residential childcare

institutions. http://www.fns.usda.gov/cnd/breakfast/

 The Summer Food Service program is designed to provide free and reduced-

price breakfast and lunch during the summer. All migrant children are

categorically eligible for Summer Food Service Program.

http://www.summerfood.usda.gov/

Texas Service Delivery Plan 9

Performance Goals/Targets and Priority for Services

State Performance Goals/Targets

The performance targets for migrant students work jointly with the priorities

and goals established by the State of Texas as part of its ESEA Flexibility

Waiver Request approved by the U.S. Department of Education in

September 2015. As such, migrant students are part of the “all students” category that

the state describes in its ESEA flexibility waiver found on the U.S. Department of

Education website.

Texas seeks to support every school where students continue to struggle. The State

has created a system focused on college and career readiness that incentivizes

continuous improvement in every school. Building on a record of strong reforms,

including the ongoing enhancement of the State's highly rated longitudinal student

data system, Texas seeks to maintain high standards and expectations; unify

accountability and support systems; and better differentiate between schools and

districts to ensure the needs of all students are fully met.

The State sets clear, high expectations, collects information to determine if those

expectations are being met, then works with schools, districts, and regions to provide

the necessary supports and interventions to improve outcomes. Texas uses a

combination of data for both academic achievement and growth toward proficiency to

determine if schools and districts are meeting their goals.

Texas maintains a critical focus on traditional subgroups, with a continued

commitment to publicly reporting disaggregated data for all subgroups, targeting

supports to any group that is not meeting its targets. This accountability system strives

towards continuous improvement for all schools and districts.

The state performance targets are the expectations for all students in Texas

expressed as Annual Measurable Objectives (AMOs). According to the September

2015 ESEA Flex Waiver, there is a 4% increase each year until school year 2019-

2020, when 100% of students are expected to achieve proficiency in reading/ELA and

math assessments.

Priority for Services

Migrant student Priority for Services (PFS) is determined according to a Federal

definition and guidance. Priority is given to those students who have made a qualifying

move within the previous 1-year period and who—

(1) are failing, or most at risk of failing, to meet the challenging State academic

standards; or

(2) have dropped out of school.

The Texas MEP has expanded the definition of PFS to include specific requirements

depending on grade level. Texas’ OME-approved definition of PFS for students in

Texas Service Delivery Plan 10

grades 3-12, ungraded, or out-of-school includes those who have made a qualifying

move within the previous 1-year period; AND have failed one or more of the state

assessments (Texas Assessment of Knowledge and Skills – TAKS, and State of

Texas Assessments of Academic Readiness - STAAR) or were granted a TAKS LEP

Postponement, were Absent, Not Tested or were Not Enrolled in a Texas school

during the state assessment testing period for their grade level.

For students in grades K-3, students with PFS are those who made a qualifying move

within the previous 1-year period; AND have been designated as LEP in the Student

Designation section of the NGS Supplemental Program Component; or for students in

grades K-2, who have been retained or are overage for their current grade level.

Texas ensures that students with the greatest needs are those receiving the most

benefits from the MEP. To ensure that the LEAs and ESCs are properly serving their

PFS students, the LEAs maintain a PFS Action Plan that includes a chart for LEAs to

complete to document when and how they 1) monitor the progress of MEP students

who are PFS; 2) communicate the progress and determine needs of PFS migrant

students; and 3) provide services to PFS migrant students.

Monitoring the progress of PFS migrant students includes conducting monthly runs of

NGS PFS reports to identify migrant children and youth who require priority access to

MEP services. Before the first day of school, a PFS Action Plan for serving PFS

students is developed by MEP staff. The plan clearly articulates criteria for defining

student success, including timelines for achieving stated goals and objectives.

Communicating the progress and determining the needs of PFS migrant students

includes communication PFS information among the Title I, Part C Migrant

Coordinator or MEP staff communicating with campus principals and appropriate

campus staff and parents. Additionally, during the academic year, the district’s Title I,

Part C Migrant Coordinator or MEP staff will make visits to update parents on the

academic progress of their children.

Providing services to PFS migrant students includes giving priority for participation in

migrant education program activities to PFS students and priority access to

instructional services as well as social workers and community social

services/agencies.

Texas Service Delivery Plan 11

Measurable Program Outcomes and Service Delivery

Strategies

Goal Area MPOs and Strategies

The SDP helps the state MEP develop and articulate a clear vision of the

needs of migrant children on a statewide basis, the strategies and services

the state will use to address the needs, the MPOs that will be used to evaluate the

effectiveness of strategies, and how the strategies will help achieve the state’s

performance goals/targets. The SDP Committee designated each strategy as

“required” or “optional” in recognition of the variability in the identified needs of migrant

students and the availability of district resources.

The exhibit below outlines how Texas’s MPOs will produce statewide results through

specific educational or educationally related services. The MPOs will allow the MEP to

determine whether, and to what degree, the program has met the unique educational

needs of migrant children and youth as identified through the CNA.

Reading

Key Strategies

MPOs

1-1 Required – Coordinate/provide

supplemental reading instruction to

migrant students based on

disaggregated results of

formal/informal assessments (e.g.,

coordinate with community

resources, existing school

resources, supplemental resources).

1a) By the end of the 2018-19 program

year, 50% of migrant students in

grades K-12 receiving supplemental

reading instruction through MEP efforts

will improve their score by 5% on

curriculum-based reading

assessments.

1-2 Required – Provide training and

support to migrant students on the

use of academic tools and resources

to increase success in reading.

1-3 Required – Coordinate/provide

professional development for MEP

staff who provide needs-based

supplemental reading instruction to

migrant students.

1b) By the end of the 2018-19 program

year, 80% of MEP staff responding to a

survey will report that MEP

professional development increased

their knowledge about reading.

1-4 Required – Coordinate/provide

support services that address the

identified reading needs of migrant

students (e.g., health services,

food/nutrition, transportation,

translating/interpreting).

1c) By the end of the 2018-19 program

year, there will be a 5% increase in the

number of migrant students receiving

supplemental reading instruction

through MEP efforts over the previous

year.

Texas Service Delivery Plan 12

1-5 Optional – Ensure collaboration

between MEP staff who provide

direct support for migrant students

and other school staff to support the

identified reading needs of the

migrant students served.

1-6 Required – Coordinate/provide

training/resources to migrant parents

on reading strategies for their

children.

1d) By the end of the 2018-19 program

year, 80% of migrant parents

responding to a survey will report that

they received information/resources

about reading.

1e) By the end of the 2018-19 program

year, 75% of migrant parents

responding to a survey that received

information and/or resources about

reading will report that they are better

prepared to support their child with

reading.

2-1

Mathematics

Key Strategies

Required – Coordinate/provide

supplemental math instruction to

migrant students based on

disaggregated results of

formal/informal assessments (e.g.,

coordinate with community

resources, existing school

resources, supplemental resources).

MPOs

2a) By the end of the 2018-19 program

year, 50% of migrant students in grades

K-12 receiving supplemental

mathematics instruction through MEP

efforts will improve their score by 5% on

curriculum-based mathematics

assessments.

2-2 Required – Provide training and

support to migrant students on the

use of academic tools and resources

to increase success in mathematics.

2-3 Required – Coordinate/provide

professional development for MEP

staff who provide needs-based

supplemental math instruction to

migrant students.

2b) By the end of the 2018-19 program

year, 80% of MEP staff responding to a

survey will report that MEP professional

development increased their knowledge

about math.

Texas Service Delivery Plan 13

2-4 Required – Coordinate/provide

support services that address the

identified mathematics needs of

migrant students (e.g., health

services, food/nutrition,

transportation,

translating/interpreting).

2c) By the end of the 2018-19 program

year, there will be a 5% increase in the

number of migrant students receiving

supplemental math instruction through

MEP efforts over the previous year.

2-5 Optional – Ensure collaboration

between MEP staff who provide

direct support for migrant students

and other school staff to support the

identified mathematics needs of the

migrant students served.

2-6 Required– Coordinate/provide

training/resources to migrant parents

on math strategies for their children.

2d) By the end of the 2018-19 program

year, 80% of migrant parents

responding to a survey will report that

they received information/resources

about math.

2e) By the end of the 2018-19 program

year, 75% of migrant parents

responding to a survey that received

information and/or resources about

math will report that they are better

prepared to support their child with

math.

2-7 Required – Utilize Project SMART

when providing summer

supplemental services in

mathematics to migrant students.

2f) By the end of the 2019 summer

program, 50% of migrant students

participating in Project SMART will

improve their score by 10% on Project

SMART assessments.

2-8 Required – Coordinate/provide

summer supplemental services in

mathematics to migrant students

who are performing below grade

level through remedial mathematics

programs.

Texas Service Delivery Plan 14

School Readiness

Key Strategies

3-1 Required – Coordinate with other

programs (e.g., Head Start,

Teaching Mentoring Community

[TMC]) to provide migrant children

ages 3-5 (not in kindergarten) with

access to school readiness services.

MPOs

3a) By the end of the 2018-19 program

year, eligible migrant children ages 3-5

(who are not in kindergarten) will

participate in a school readiness

program (baseline to be determined in

2018-19).

MPO 3b) By the end of the 2018-19

program year, 70% of migrant children

3-2 Required Regular School

Year/Optional Summer – Implement

the TEA-approved early literacy

program (A Bright Beginning) for

migrant children ages 3-5 (not in

kindergarten) that are not served by

other programs.

participating in A Bright Beginning

(ABB) will improve their scores by 5%

on ABB assessments. (Baseline for

number of lessons will be determined in

2018-2019; NGS will add data collection

element for number of lessons)

3-3 Required – Provide migrant parents

with developmentally appropriate

school readiness resources and

strategies.

3c) By the end of the 2018-19 program

year, 75% of migrant parents of children

ages 3-5 (who are not in kindergarten)

responding to a survey that received

information/resources about school

readiness will report that they are better

prepared to support their child.

3-4 Required – Coordinate/provide

support services (e.g. health services,

transportation, translations/

interpretations, meals/nutrition) for

migrant children ages 3-5 (not in

kindergarten) and their families (e.g.,

coordinate with early childhood

agencies, community-based

organizations).

High School Graduation/OSY

Key Strategies

4-1 Required – Coordinate/provide

supplemental instructional services

to ensure migrant students are

proficient on state assessments.

4-2 Required – Coordinate/provide

4b) By the end of the 2018-19 program

support services to migrant students year, 90% of migrant students in grades

in grades 9-12 (e.g., counseling, 9-12 responding to a survey will report

translation, health services, that MEP services were useful to help

transportation, mental health them graduate.

services).

MPOs

4a) By the end of the 2018-19 program

year, there will be a 5% increase in the

number of migrant students in grades 9-

12 receiving supplemental instructional

and/or support services through MEP

efforts over the previous year.

Texas Service Delivery Plan 15

School Readiness

Key Strategies

MPOs

4-3 Required – Coordinate/provide

migrant student graduation support

and advocacy (e.g., monitoring and

tracking attendance and academic

progress, reviewing course

selections, providing leadership and

mentoring programs, facilitating

family/school connections, providing

home visits).

4c) By the end of the 2018-19 program

year, 90% of migrant students in grades

9-12 that received MEP services will be

on-time to graduate.

4-4 Required – Coordinate with receiving

state MEP staff on migrant students’

graduation needs/requirements.

4-5 Required – Coordinate/provide

needs-based services for OSY with

support and advocacy (e.g.,

graduation, high school equivalency,

job readiness skills).

4d) By the end of the 2018-19 program

year, 25% of eligible OSY will receive

information and/or needs-based

services. (2016-17 baseline was 22%)

4-6 Required – Provide information and

resources to parents about

graduation requirements and

college/career opportunities.

4e) By the end of the 2018-19 program

year, 75% of migrant parents

responding to a survey that received

information and/or resources about

graduation requirements and

college/career opportunities will report

that the information was useful.

4-7 Required – Provide professional

development for MEP staff on

services for migrant students in

grades 9-12 and OSY (e.g., credit

accrual, credit recovery, inter/intra

state coordination, TMIP)

4f) By the end of the 2018-19 program

year, 80% of MEP staff responding to a

survey will report that MEP professional

development increased their knowledge

about secondary services for migrant

students.

4-8 Required – Provide non-MEP staff

with information about MEP services

and programs that address

graduation and opportunities after

high school (e.g., credit accrual,

credit recovery, inter/intrastate

coordination, TMIP, HEP/CAMP,

Close Up, BCLI).

Resources Needed to Address Strategies

The resources needed for Texas to ensure that a high quality MEP is implemented are

matched to each strategy. The SDP Committee included as needed resources

Texas Service Delivery Plan 16

professional development (i.e., local, regional, state, and national training), technical

assistance, collaboration with community-based organizations and other agencies,

collaboration with institutions of higher education, collaboration with MEPs and

initiatives in other states, specific curriculum, interstate coordination, instructional

materials/programs, etc. The major resources identified by the committee are

specified in the chart in Appendix B.

Measurement Tool Descriptions and Progress Indicators

For determining progress toward achieving the MPOs, a variety of strategies and tools

will be employed to gather evidence of program success and to determine areas

needing improvement. These tools include:

 Analysis of state assessment results for non-migrant and migrant students for

determining progress toward state performance targets;

 Informal and formal assessment results forming a body of achievement

evidence such as Project SMART pre- and post- assessments;

 Migrant staff, secondary student, and parent surveys;

 Progress toward attaining the MPOs using the Texas MEP Compliance Report;

 Reviews of professional development and parent development materials,

meeting summaries, satisfaction surveys, agendas, and other outcomes;

 Records reviews, monitoring results, technical assistance logs;

 Migrant student progress reports (e.g., credit accrual reports, graduation plans,

and coordination meeting results);

 Graduation data (comparing migrant students and non-migrant students); and

 Migrant student demographic data.

A detailed plan that matches the MPOs with specific instruments is found in Section

10, Evaluation Plan. This section provides the plan for evaluating MEP implementation

and results along with how Texas plans to collect and report data.

Texas Service Delivery Plan 17

Monitoring and Technical Assistance Plan

State Monitoring Process

Local migrant programs are accountable for achieving the MPOs and must

implement the required strategies identified in the SDP. The local sub-

granting process and the assurances and elements found in the project

application are ways to ensure accountability for local implementation of the SDP. If

an LEA can provide data from a needs assessment to show that migrant students in

their community do not have a need for a particular optional strategy, the LEA must

provide the documentation in the application for not addressing the strategy. State

monitoring of local projects is part of a continuum of compliance and technical

assistance. The SDP Committee identified strategies for discussion and dissemination

of the SDP to local sub-grantees.

The SDP Committee first discussed what plan should be in place for helping local

programs improve services if they do not meet MPOs. The Texas MEP and the ESCs

will assist the LEAs to identify reasons the MPO was not met and then they will

identify how the LEA intends to adjust their programming to meet the MPO. They will

offer training specific to the MPO(s) that were not met and evaluate the effectiveness

of the training. Through implementation evaluation, the fidelity to which the strategies

were implemented will be determined and analyzed statewide. The alignment will be

measured and professional development will be offered to meet the needs.

Technical Assistance Process

Technical assistance is provided to local MEPs through activities designed to assist

projects to meet compliance requirements, improve program implementation, increase

student outcomes, and make sound programmatic decisions about curriculum,

instruction, student assessment, program evaluation, parent involvement, and other

areas essential to MEP student success.

Ongoing technical assistance occurs through phone calls, correspondence,

meetings/trainings, webinars, and onsite visits. Technical assistance may be provided

through statewide or regional initiatives or upon request from individual projects for

assistance with a) follow-up to monitoring findings, b) response to specific issues of

eligibility or implementation encountered at local sites, or c) support of new and

ongoing initiatives that are undertaken statewide to improve the MEP (i.e., the rollout

of new strategies in the SDP).

The proper maintenance of student eligibility and services information is a critical area

for operating a project. Project student data for both is entered into the New

Generation System (NGS) student database. Data entry personnel receive ongoing

training on NGS and the Migrant Student Information Exchange (MSIX).

Texas Service Delivery Plan 18

Professional Development for MEP Staff

Professional development (PD) for MEP staff is a critical component for the

successful implementation of the SDP. A list of professional development

opportunities for local projects that will be provided from the state MEP as

well as those that may be available through other programs are included in

this section. The SDP Committee discussed PD during SDP Meeting #3 and

articulated specific PD challenges, solutions, and necessary collaborations.

A challenge identified by the committee is disseminating the information to all ESCs.

Eight of the 20 ESCs participated in the CNA/SDP committees and therefore are

knowledgeable about the new SDP. There is a need to inform the remaining 12 ESCs

to ensure awareness, buy-in, and continuity in PD across the state. The SDP

Committee recommended a training-of-trainers for all ESCs to enable uniform training

of local MEP staff in all regions. Consistency in PD materials and resources across

regions is important and materials (e.g., videos, PowerPoints, scenarios/examples,

handouts) will need to be standardized.

An issue that was discussed by the SDP Committee was ways to encourage general

school staff to participate in MEP-sponsored PD even though the State cannot require

them to participate. General school staff who work with migrant children and youth

need to understand the program and the needs of the migrant students. For example,

school-level administrators and instructional staff would benefit from PD, but a region

might only have recruiters funded through the MEP.

The Texas MEP intends to build staff capacity to provide services as specified in the

SDP by providing ESC-level professional development, providing training-of-trainers

and presenting sessions at the Texas State MEP Conference. In order to support or

maintain PD for MEP staff, collaboration opportunities will be offered during state

conferences and regional training will be provided by the State and the ESCs using

standardized training materials.

Within this framework, the Texas State MEP and its LEAs will consider PD

opportunities such as:

 State trainings and regional trainings in ID&R, migrant services, and migrant

student data collection and reporting

 State MEP conference held in November

 ESC Migrant Coordinators’ training

 CNA and SDP update meetings

 ID&R meetings for recruiters and project administrators

 Statewide and regional migrant PAC meetings

 Annual Migrant Education Directors’ Meetings and New Directors’ Orientation

In addition to the wide variety of training at the local and state levels, Texas leverages

national sources of professional development. The organizations represented below

Texas Service Delivery Plan 19

have online and print materials, presentations, and conferences that are useful for

providing more information about the needs of migrant students and best practices for

providing services. In addition, many organizations also have resources in English

language arts, math, school readiness, parent involvement, identification and

recruitment, and graduation from high school.

 ESCORT is a national resource center located in Oneonta, New York, for

improving the educational opportunities for migrant children. The website is

found at www.escort.org. They offer an annual ID&R Forum in the fall that

provides extensive information on identification and recruitment.

 Federal Resources for Educational Excellence sponsored by the U.S.

Department of Education reports on effective educational programs,

practices, and products. For example, information is available about reading,

mathematics, middle school curriculum, dropout prevention, early childhood

education, and English learners. For more information, visit

https://www2.ed.gov/free/index.html

 Graduation and Outcomes for Success for OSY (GOSOSY) is a

Consortium Incentive Grant funded in 2015 and projected through 2018 by

OME at the USDE to build capacity in states with their secondary-aged

migrant out-of-school youth population. GOSOSY sponsors a dissemination

event designed to help participants identify migrant OSY and provide services

to meet their unique needs. The website is found at http://osymigrant.org

 The Handbook for Educators Working with Children of Mexican Origin

can be found at http://people.uncw.edu/martinezm/Handbook/html/index.htm

 Colorín Colorado, a nationally-recognized bilingual site for families and

educators of English learners, is found at http://www.colorincolorado.org/

 Migrant Library: Sponsored by the Geneseo Migrant Center, the books listed

in the Migrant Library serve as an introduction to migrant farmworker

literature, both fiction and non-fiction. These resources may be useful inside

the classroom, for research, or to increase understanding of the migrant

experience in other areas. For more information, see www.migrantlibrary.org

 The National Association for the Education of Young Children is

dedicated to improving the well-being of all young children, with a focus on

the quality of educational and developmental services for all children from

birth through age 8 http://www.naeyc.org

 The National Association of State Directors of Migrant Education

(NASDME) offers its annual National Migrant Education Conference held in

the spring. At this event, staff learn strategies in curriculum and instruction,

parent involvement, assessment, identification and recruitment, and program

administration. For more information, see www.nasdme.org

 The National Center for Families Learning offers information and materials

on migrant family literacy. http://www.familieslearning.org/

Texas Service Delivery Plan 20

 Guided Language Acquisition Design is a model of professional

development in language acquisition and literacy. The strategies and model

promote English language acquisition, academic achievement, and cross-

cultural skills. The project is based on years of experience with integrated

approaches for teaching language. The model trains teachers to provide

access to core curriculum using local district guidelines and curriculum.

http://www.projectglad.com/

 Teaching of English to Speakers of Other Languages offers everyone

involved in English language teaching and learning an opportunity to be part

of a dynamic community, where professionals connect with and inspire each

other to achieve the highest standards of excellence. http://tesol.org/

 The National Center for Farmworker Health (NCFH) is a private, not-for-

profit corporation headquartered in Texas that is dedicated to improving the

health status of farmworker families by providing information services, training

and technical assistance, and a variety of products to community and migrant

health centers nationwide, as well as organizations, universities, researchers

and individuals involved in farmworker health. http://www.ncfh.org/

 The Preschool Initiative (PI) MEP Consortium provides resources for

serving migrant preschool children. http://www.preschoolinitiative.org/

 The GOSOSY MEP Consortium supports the delivery of services to migrant

OSY. http://osymigrant.org

The Identification and Recruitment Rapid Response Consortium (IRRC)

promotes interstate coordination for ID&R leading to improved educational

continuity for migrant students. http://www.idr-consortium.net/

Texas Service Delivery Plan 21

Parent Involvement Plan

The Texas MEP and migrant parents jointly develop the plan for

coordination with the Texas Migrant State Parent Advisory Council (PAC).

The State PAC is an advisory group composed of 15 members, with the

majority being parents of migrant children. The role of the State PAC is to

advise TEA in planning, implementing, and evaluating the state program

design to meet the educational needs of migrant children. In advising TEA,

the State PAC is invited to comment and make recommendations that are forwarded

to the State MEP Director for appropriate action regarding:

• the Texas Migrant State Plan;

• programs and services offered to migrant children;

• the evaluation of the State migrant programs;

• the quantity and quality of parent involvement; and

• other items which may be appropriate to the role of the State PAC.

Federal guidance defines parent involvement as the participation of parents in regular,

two-way, meaningful communication involving student academic learning and other

school activities. These include ensuring that parents play an integral role in assisting

their child’s learning; that parents are encouraged to be actively involved in their

child’s education at school; that parents are full partners in their child’s education and

are included, as appropriate, in decision-making and on advisory committees to assist

in the education of their child; and the carrying out of other activities, such as those

described in section 1118 of the ESEA. [Section 9101(32), ESEA]

Parents know their children best and can offer insight into their children’s strengths

and challenges, thereby playing a pivotal role in planning the educational programs in

which their children participate. These activities help to build parents’ capacity to

assist with learning in the home. Through their participation in the planning process,

migrant parents are more likely to become advocates and supporters of the MEP by

having knowledge of the program and a greater stake in its success.

Title I supports parent involvement by enlisting parents to help their children do well in

school. In compliance with Federal requirements, the Texas MEP requires that local

sites receiving MEP funds consult with parents in an organized, ongoing, and timely

way, in the planning, review, and improvement of the local MEP. The SEA and LEAs

are required to establish and consult with PACs in planning, operating, and evaluating

MEPs [ESEA Sec. 1304(c)(3)].

Some opportunities for program planning in which parents are involved occur through

involvement in the CNA and SDP process, participating in the annual MEP evaluation,

and participating in local and state PACs. Each local MEP sponsors parent

development, family events for sharing information and resources, and culminating

activities such as end-of-year programs highlighting students’ educational success.

Texas Service Delivery Plan 22

The Texas MEP views parents as collaborators with the schools in the education of

their children. However, it is recognized that because of work schedules and family

responsibilities, parents may not always be available to actively partner with schools

operating MEPs or serve as a resource as requested. Through the daily interaction

that occurs between parents, migrant advocates, and family liaisons, there is

communication and trust, allowing a close working relationship with staff from the local

MEP.

The involvement of parents on the CNA and SDP Committees and advising about

services to migrant children and youth is a critical component of the MEP. The

committee discussed the types of activities/strategies that are needed to ensure that

parents have a meaningful role in their children’s education and in Texas MEP

decision-making. Those identified include participating in parent surveys, serving on

CNA and SDP committees, and participating in local CNAs (LNA). The committee

indicated that in the future, the number of parents participating in the CNA/SDP

process should increase to include a parent at every table and regional diversity.

There was intentional discussion about the SDP at local PACs where parents

indicated their interest in being involved in facilitation to ensure that the SDP

addresses family needs. Parents reported an interest in serving on regional PACs to

share information and obtain feedback specifically about the SDP. Additionally, the

PAC recommended providing training for parents to facilitate local conversations on

the SDP and to provide a feedback loop to parents.

The SDP Committee also discussed ways the MEP can coordinate with other

programs or community resources to coordinate parent involvement activities. These

include collaborating with community outreach fairs, community colleges and

universities, health care providers, and English as a Second Language (ESL)/adult

education agencies. Additionally, workforce, food pantry, and housing authority

collaborations were identified as being beneficial to the operation of the statewide

MEP.

Texas Service Delivery Plan 23

Identification and Recruitment

Eligibility for services through the MEP is determined per the Title I, Part C,

Education of Migratory Children section of the ESEA, in conjunction with the

Non-Regulatory Guidance provided by the United States Department of

Education, OME. (Note: Eligibility determinations are made following

existing regulations and guidance developed under NCLB, reauthorized as

the Every Student Succeeds Act [ESSA]. As OME provides updated

regulations and guidance under ESSA, Texas’s ID&R plan will be updated

accordingly.)

Children are eligible to receive Texas MEP services if they meet the Federal definition

of “migratory child” and if the basis for their eligibility is properly recorded on a proper

Certificate of Eligibility (COE). Determining whether a child meets this definition occurs

during an interview with the person responsible for the child, or of the youth, in cases

where the youth moves on his or her own. Certification of eligibility depends on the

recruiter’s assessment determination of key eligibility information that is followed by

certification by staff authorized by the state that the recruiter’s determination is correct.

Migrant education recruiters are responsible for local ID&R and enrollment of migrant

students. MEP recruiters find, identify, and enroll migrant students; confirm their

eligibility; and conduct ongoing data checks designed for quality control. The LEA is

responsible for maintaining accurate records and data entry to the migrant student

database.

The Texas MEP articulates its identification and recruitment (ID&R) plan through the

Texas Manual for the Identification and Recruitment of Migrant Children. This manual

outlines the ID&R practices and processes of the Texas MEP. Local education

agencies, the TMIP, and education ESCs receiving MEP funds must follow the

requirements established in the Texas Manual for the Identification and Recruitment of

Migrant Children. The reference manual helps recruiters make proper eligibility

decisions, complete necessary documentation, and have quality control measures in

place.

The Texas Manual for the Identification and Recruitment of Migrant Children reflects

the statutory requirements of ESEA as well as the non-regulatory guidance and the

Code of Federal Regulations issued by OME. The Texas MEP works with school

districts as well as employers and community agencies and businesses. The ID&R

roles and responsibilities follow.

• SEA MEP Director assures all program mandates and systems ensure

excellence.

• SEA MEP staff provides leadership, consultation, and technical assistance to

school staff related to MEP requirements for ID&R and student databases such

as the NGS and MSIX.

Texas Service Delivery Plan 24

• The SEA and ESC staff provides training/support for ID&R efforts, review all

Certificates of Eligibility (COEs), and oversee the annual re-interview process.

• The SEA and designated ESC staff oversee systems for ID&R and data

management by the state.

• NGS specialists enter all COEs, student health records, and transcripts into the

state migrant database.

• Local/regional recruiters have the primary mission to locate potentially eligible

children and youth and to enroll them into the MEP with completion of required

documentation.

A link to the Texas Manual for the Identification and Recruitment of Migrant Children

can be found on the Texas MEP website at:

http://tea.texas.gov/Academics/Special_Student_Populations/Title_1,_Part_C_Migrant

_Education/Migrant_Education_Policy_Guidance/ .

Texas Service Delivery Plan 25

Exchange of Student Records Plan

State MEP Student Records Exchange

Each year thousands of migrant families come to Texas to work in the

agricultural industry. Additionally, each year families who migrate return to their

home base of Texas after working in fields in the north. Approximately 13,000

migrant students move into the state annually. With its migrant students and families

migrating to 48 other states, the Texas MEP serves the largest interstate migrant

student population in the country.

The Texas MEP is responsible for promoting interstate and intrastate coordination of

services for migrant children, including providing for educational continuity through the

timely transfer of pertinent school records. To assist with this task, the Texas MEP

uses NGS, a web-based interstate information network that communicates

demographic, educational, and health data on migrant children to educators

throughout the nation. The system allows educators to record the movement of

migrant students through the educational process by producing online records of a

student's educational progress and health profile. Educators can generate a student

transfer document to facilitate academic placement as the student transfers schools.

NGS also allows educators to generate various student-level, management, and

federal performance reports.

Through NGS, the state MEP, TMIP, ESCs, and migrant-funded school districts

receive reports on demand for any year specified by the user, as well as essential

data for the Consolidated State Performance Report (CSPR). It provides continuity in

educational and health reporting and record keeping. The database system provides

for the storage, retrieval, and reporting of student information.

Records are electronically transferred through the NGS database, which is served by

multiple sub-state installation sites with region, county, or district levels. Each sub-

state site communicates directly with the state system. States can easily transfer

student information from state-to-state and within the State of Texas. The system

allows states to store data from COEs, education records, and health records, as well

as any additional information collected by programs. The system’s reporting tools

allow states to run preinstalled reports, create their own reports, run eligible student

counts, and prepare data to be submitted to Federal performance reports.

MSIX and Data Collection and Reporting

In Section 1308 (b) of the ESEA, the U.S. Department of Education was mandated by

Congress to assist states in developing effective methods for the electronic transfer of

student records and in determining the number of migratory children in each state.

Further, it must ensure the linkage of migrant student record systems across the

country. In accordance with this mandate, the Department has implemented the

Migrant Student Information Exchange (MSIX) initiative whose primary mission is to

Texas Service Delivery Plan 26

ensure the appropriate enrollment, placement, and accrual of credits for migrant

children and youth.

Texas is operational in MSIX with NGS interfacing successfully to allow the State to

complete reports based on interstate and intrastate student records. Texas is able to

provide student data, as required, for the CSPR and to meet other Federal/state data

requirements. Systems are in place to ensure protection of student information based

on the Family Education Rights and Privacy Act (FERPA). Ongoing training is

provided to MEP staff on all of these systems.

Texas Service Delivery Plan 27

Evaluation Plan

Evaluation of Implementation and MPO Results

The evaluation of the Texas MEP is completed by the State with the

assistance of an experienced evaluator knowledgeable about migrant

education, evaluation design, Federal reporting requirements and

OME guidelines, state/regional/local contexts, and the operation of the statewide

MEP. The evaluation systematically collects information about program

implementation and results to help Texas make decisions about continuous program

improvement and success.

The evaluation reports both implementation and outcome data to determine the

extent to which the measurable outcomes for the MEP in all goal areas have been

addressed and met and to determine the quality of strategy implementation.

Questions answered by implementation data include the examples below.

 Was the project implemented as described in the SDP?

 To what degree of fidelity were the strategies in the SDP implemented?

 What worked in implementation of the state MEP?

 What challenges did the MEP encounter?

 What improvements should be made to overcome the challenges?

Questions answered by outcome data include the examples below.

 To what extent did migrant students achieve performance targets on state

assessments?

 To what extent were MPOs addressed and met?

 To what extent did students meet expectations for promotion to the next

grade level?

 To what extent did subgroups of the MEP population (e.g., PFS students)

meet MPOs?

 What factors impacted MPOs that were not met or not addressed?

Data on migrant students and services are collected by the state from the LEA.

Primary data sources include: migrant parents, recruiters, migrant program staff, and

other staff as appropriate.

Surveys, site visits, structured interviews, and records reviews (including assessment

results reported through state data collection and reporting) are used for data

collection. Data analysis procedures include descriptive statistics based on Texas

migrant student demographics, program implementation, and student and program

outcomes. Means and frequencies are calculated, and trend analyses are noted.

To comply with Federal guidelines, Texas prepares an annual results evaluation.

Through the evaluation, data are collected annually and reviewed by the State to

systematically and methodically improve the program. Further, progress made toward

Texas Service Delivery Plan 28

meeting the Texas MEP MPOs is reviewed annually to improve services. With the

completion of this SDP, Texas is on schedule to include the new strategies and MPOs

in the 2018-19 program application and conduct a full implementation and results

evaluation in 2020.

Texas students are assessed in reading and mathematics in grades 3-12 using the

State of Texas Assessments of Academic Readiness (STAAR) and the End-of-Course

(EOC) exams. Texas uses the assessment from STAAR and the EOCs to determine

the extent to which all students, including migrant students, achieve State standards.

The most recent data available from the State at the time of the completion of this

SDP report were from the 2013-14 school year.

Results Evaluation Data Collection Plan

Data are collected to assess student outcomes, monitor student progress, and

evaluate the effectiveness of the MEP. The data collected for these various purposes

are listed in the Texas MEP Alignment Chart on the following pages. Each data

element has accompanying information on the methods for calculating whether MPOs

were met, what data collection tools will be employed, and the date of the reporting

timeline.

Data Collection and Reporting Systems

For program improvement purposes and in accordance with the evaluation

requirements provided in 34 CRF 200.83(a)(4), the evaluation data and demographic

information is compiled, analyzed, and summarized each year by the Texas MEP.

These activities help determine the degree to which the MEP is effective as evidenced

by the data measuring MEP student performance on performance targets, MPOs, and

strategies. Data is collected by district coordinators and entered into NGS and/or the

Compliance Report which is used by TEA to inform the annual evaluation report.

Texas Service Delivery Plan 29

Texas Migrant Education Program (MEP)

2018-19 CNA/SDP/Evaluation Alignment Chart

GOAL AREA #1: READING

State Performance Target: In 2018-19, 54% of students in grades 3-12 will score at grade level or above on STAAR

Reading Assessments.

Primary Concern Statement: We are concerned that as a result of migrancy, migrant students in grades 3-11 generally achieve

lower passing rates on STAAR Reading Assessments compared with non-migrant students, Hispanic students, English learners

(ELs), and economically disadvantaged students.

Data Summary: 55% of migrant students scored at grade level on STAAR Reading Assessments compared to 75% of non-migrant

students, 70% of Hispanic or Latino students, 53% of ELs, and 68% of economically disadvantaged students.

Need Statement: The percentage of migrant students in grades 3-11 scoring at grade level or above on STAAR Reading

Assessments needs to increase by 20%.

Strategy 1-1: Required – Coordinate/provide supplemental reading instruction to migrant students based on disaggregated results of

formal/informal assessments (e.g., coordinate with community resources, school resources, supplemental resources).

Strategy 1-2: Required – Provide training and support to migrant students on the use of academic tools and resources to increase

success in reading.

Strategy 1-3: Required – Coordinate/provide professional development for MEP staff who provide needs-based supplemental

reading instruction to migrant students.

Strategy 1-4: Required – Coordinate/provide support services that address the identified reading needs of migrant students (e.g.,

health services, food/nutrition, transportation, translating/interpreting).

Strategy 1-5: Optional – Ensure collaboration between MEP staff who provide direct support for migrant students and other school

staff to support the identified reading needs of the migrant students served.

Strategy 1-6: Required – Coordinate/provide training/resources to migrant parents on reading strategies for their children.

Texas Service Delivery Plan 30

Reading Measurable Program Outcomes (MPOs)

Reading MPOs

MPO 1a) By the end of the 2018-19 program

year, 50% of migrant students in grades K-

12 receiving supplemental reading

instruction through MEP efforts will improve

their score by 5% on curriculum-based

reading assessments.

Data needed to

respond to MPO

Pre/post curriculum-based

reading assessment scores of

K-12 migrant students.

Data Source

NGS

Timeline

Regular year

and summer –

before/after

reading

instruction.

Person(s)

Responsible

MEP Coord.

MEP Staff

NGS Clerks

Person(s)

Completing

N/A

MPO 1b) By the end of the 2018-19 program

year, 80% of MEP staff responding to a

survey will report that MEP professional

development increased their knowledge

about reading.

Percentage of MEP staff

responding to a survey that

reported that MEP PD

increased their knowledge of

reading.

Form 2: Staff Survey

(Online)

Year-end

MEP Coord.

MEP staff

MPO 1c). By the end of the 2018-19

program year, there will be a 5% increase in

the number of migrant students receiving

supplemental reading instruction through

MEP efforts over the previous year.

Number of migrant students

receiving reading instruction

through MEP efforts in 2017-

18 and 2018-19.

NGS

Documented in

NGS throughout

the year

MEP Coord.

MEP Staff

NGS Clerks

N/A

MPO 1d) By the end of the 2018-19 program

year, 80% of migrant parents responding to a

survey will report that they received

information/resources about reading.

Percentage of migrant

parents surveyed that

reported receiving information

and/or resources about

reading.

Form 1: Parent Survey

(Paper or Online)

Year-end

MEP Coord.

MEP Staff

Parent Liaisons

Parents or

Family

Members

MPO 1e) By the end of the 2018-19 program

year, 75% of migrant parents responding to a

survey that received information and/or

resources about reading will report that they

are better prepared to support their child with

reading.

Percentage of migrant

parents surveyed reporting

that they are better prepared

to support their child with

reading.

Form 1: Parent Survey

(Paper or Online)

Year-end

MEP Coord.

MEP Staff

Parent Liaisons

Parents or

Family

Members

Data Due Dates:

Regular Year Only Projects: June 15, 2019

Year-Round or Summer Only Projects: August 15, 2019

Texas Service Delivery Plan 31

GOAL AREA #2: MATHEMATICS

State Performance Target: In 2018-19, 56% of students in grades 3-12 will score at grade level or above on STAAR

Mathematics Assessments.

Primary Concern Statement: We are concerned that as a result of migrancy, migrant students in grades 3-11 generally achieve

lower passing rates on STAAR Mathematics Assessments compared with non-migrant students, Hispanic students, ELs, and

economically disadvantaged students

Data Summary: 58% of migrant students (grades 3-11) scored at grade level or above on STAAR Mathematics Assessments

compared to 76% of non-migrant students, 73% of Hispanic or Latino students, 62% of ELs, and 70% of economically disadvantaged

students.

Need Statement: The percentage of migrant students in grades 3-11 scoring at grade level or above on STAAR Mathematics

Assessments needs to increase by 18%.

Strategy 2-1: Required – Coordinate/provide supplemental mathematics instruction to migrant students based on disaggregated

results of formal/informal assessments (e.g., coordinate with community resources, school resources, supplemental resources).

Strategy 2-2: Required – Provide training and support to migrant students on the use of academic tools and resources to increase

success in mathematics.

Strategy 2-3: Required – Coordinate/provide professional development for MEP staff who provide needs-based supplemental

mathematics instruction to migrant students.

Strategy 2-4: Required – Coordinate/provide support services that address the identified mathematics needs of migrant students

(e.g., health services, food/nutrition, transportation, translating/interpreting).

Strategy 2-5: Optional – Ensure collaboration between MEP staff who provide direct support for migrant students and other school

staff to support the identified mathematics needs of the migrant students served

Strategy 2-6: Required – Coordinate/provide training/resources to migrant parents on mathematics strategies for their children.

Strategy 2-7: Required – Utilize Project SMART when providing summer supplemental services in mathematics to migrant students.

Strategy 2-8: Required – Coordinate/provide summer supplemental services in mathematics to migrant students who are performing

below grade level through remedial mathematics programs.

Texas Service Delivery Plan 32

Mathematics Measurable Program Outcomes (MPOs)

Mathematics MPOs

Data needed to

respond to MPO

Data Source Timeline

Person(s)

Responsible

Person(s)

Completing

MPO 2a) By the end of the 2018-19

program year, 50% of migrant students in

grades K-12 receiving supplemental

mathematics instruction through MEP

efforts will improve their score by 5% on

curriculum-based mathematics

assessments.

Pre/post curriculum-based

mathematics assessment

scores of K-12 migrant

students.

NGS

Regular year

and summer –

before/ after

mathematics

instruction

MEP Coord.

MEP Staff

NGS clerks

N/A

MPO 2b) By the end of the 2018-19

program year, 80% of MEP staff responding

to a survey will report that MEP professional

development increased their knowledge

about mathematics.

Percentage of MEP staff

responding to a survey

reporting that MEP PD

increased their knowledge of

mathematics.

Form 2: Staff Survey

(Online)

Year-end

MEP Coord.

MEP Staff

MPO 2c). By the end of the 2018-19

Number of migrant students

NGS

Documented in

MEP Coord.

N/A

program year, there will be a 5% increase in receiving mathematics NGS throughout MEP Staff

the number of migrant students receiving instruction through MEP the year NGS Clerks

supplemental mathematics instruction efforts in 2017-18 and 2018-

through MEP efforts over the previous year.

19.

MPO 2d) By the end of the 2018-19

program year, 80% of migrant parents

responding to a survey will report that they

received information/resources about

mathematics.

Percentage of migrant

parents surveyed that

reported receiving

information and/or resources

about mathematics.

Form 1: Parent

Survey (Paper or

Online)

Year-end

MEP Coord.

MEP Staff

Parent Liaisons

Parents or

Family

Members

MPO 2e) By the end of the 2018-19

program year, 75% of migrant parents

responding to a survey that received

information and/or resources about

mathematics will report that they are better

prepared to support their child with

mathematics.

Percentage of migrant

parents surveyed reporting

that they are better prepared

to support their child with

mathematics.

Form 1: Parent

Survey (Paper or

Online)

Year-end

MEP Coord.

MEP Staff

Parent Liaisons

Parents or

Family

Members

MPO 2f) By the end of the 2019 summer

program, 50% of migrant students

participating in Project SMART will improve

their score by 10% on Project SMART

assessments.

Pre/post-test scores on

Project SMART

assessments

NGS

Start/end of units

or lessons, or

summer

program

MEP Coord.

MEP Staff

NGS Clerks

N/A

Texas Service Delivery Plan 33

GOAL AREA #3: SCHOOL READINESS

State Performance Target: There is no State Performance Target for school readiness.

Primary Concern Statement: We are concerned that as a result of migrancy, young migrant children are not participating in early

childhood programs

Data Summary: 48% of MEP children ages 3-5 (not in kindergarten) were served by the MEP during the 2013-2014 school year and

40% of MEP children ages 3-5 (not kindergarten) received support services during the reporting period.

Need Statement: The percentage of migrant students being served in early childhood programs needs to increase by 52%.

Strategy 3-1: Required – Coordinate with other programs (e.g., Head Start, Teaching Mentoring Community [TMC]) to provide

migrant children ages 3-5 (not in kindergarten) with access to school readiness services.

Strategy 3-2: Required Regular School Year/Optional Summer – Implement the TEA-approved early literacy program (A Bright

Beginning) for migrant children ages 3-5 (not in kindergarten) that are not served by other programs.

Strategy 3-3: Required – Provide migrant parents with developmentally-appropriate school readiness resources and strategies.

Strategy 3-4: Required – Coordinate/provide support services (e.g. health services, transportation, translations/interpretations,

meals/nutrition) for migrant children ages 3-5 (not in kindergarten) and their families (e.g., coordinate with early childhood agencies,

community-based organizations).

Texas Service Delivery Plan 34

School Readiness Measurable Program Outcomes (MPOs)

School Readiness MPOs

Data needed to

respond to MPO

Data Source Timeline

Person(s)

Responsible

Person(s)

Completing

MPO 3a) By the end of the 2018-19 program

year, eligible migrant children ages 3-5 (who

are not in kindergarten) will participate in a

school readiness program (baseline to be

determined in 2018-19).

Number of migrant children

ages 3-5 (who are not in K)

that participated in a school

readiness program during

2018-19.

NGS

Documented in

NGS year-

round

MEP Coord.

ABB Staff

MEP Staff

NGS Clerks

N/A

MPO 3b) By the end of the 2018-19 program

year, 70% of migrant children participating in A

Bright Beginning (ABB) will improve their

scores by 5% on ABB assessments. (Baseline

for number of lessons will be determined in

2018-2019; NGS will add data collection

element for number of lessons)

Pre/post-test scores on

ABB assessments

NGS

Start/end of

instruction

MEP Coord.

MEP ABB Staff

NGS Clerks

N/A

MPO 3c) By the end of the 2018-19 program

year, 75% of migrant parents of children ages

3-5 (who are not in kindergarten) responding to

a survey that received information/resources

about school readiness will report that they are

better prepared to support their child.

Percentage of migrant

parents surveyed reporting

that they are better

prepared to support their

child.

Form 1: Parent Survey

(Paper or Online)

Year-end

MEP Coord.

MEP Staff

Parent Liaisons

Parents or

Family

Members

Data Due Dates:

Regular Year Only Projects: June 15, 2019

Year-Round or Summer Only Projects: August 15, 2019

Texas Service Delivery Plan 35

GOAL AREA #4: HIGH SCHOOL GRADUATION/OSY

State Performance Target: In 2018-19, 90% of students will graduate from high school (4-year cohort rate).

Primary Concern Statement: We are concerned that as a result of migrancy, secondary migrant students are not graduating at the

same rate as non-migrant students.

Data Summary: 82.6% of migrant students graduated from high school compared to 88.3% of non-migrant students.

Need Statement: The percentage of migrant students graduating needs to increase by 5.7%.

Strategy 4-1: Required – Coordinate/provide supplemental instructional services to ensure migrant students are proficient on state

assessments.

Strategy 4-2: Required – Coordinate/provide support services to migrant students in grades 9-12 (e.g., counseling, translation,

health services, transportation, mental health services).

Strategy 4-3: Required – Coordinate/provide migrant student graduation support and advocacy (e.g., monitoring and tracking

attendance and academic progress, reviewing course selections, providing leadership and mentoring programs, facilitating

family/school connections, providing home visits).

Strategy 4-4: Required – Coordinate with receiving state MEP staff on migrant students’ graduation needs/requirements.

Strategy 4-5: Required – Coordinate/provide needs-based services for OSY with support and advocacy (e.g., graduation, high

school equivalency, job readiness skills).

Strategy 4-6: Required – Provide information and resources to parents about graduation requirements and college/career

opportunities.

Strategy 4-7: Required – Provide professional development for MEP staff on services for migrant students in grades 9-12 and OSY

(e.g., credit accrual, credit recovery, inter/intra state coordination, TMIP)

Strategy 4-8: Required – Provide non-MEP staff with information about MEP services and programs that address graduation and

opportunities after high school (e.g., credit accrual, credit recovery, inter/intrastate coordination, TMIP, HEP/CAMP, Close Up, BCLI).

Texas Service Delivery Plan 36

High School Graduation/OSY Measurable Program Outcomes (MPOs)

Graduation/OSY MPOs

Data needed to

respond to MPO

Data Source Timeline

Person(s)

Responsible

Person(s)

Completing

MPO 4a) By the end of the 2018-19

program year, there will be a 5% increase in

the number of migrant students in grades 9-

12 receiving supplemental instructional

and/or support services through MEP efforts

over the previous year.

Number of migrant students

in grades 9-12 that received

instructional and/or support

services in 2017-18 and

2018-19.

NGS

Documented in

NGS

throughout the

year

MEP Coord.

MEP Staff

NGS Clerks

N/A

MPO 4b) By the end of the 2018-19

program year, 90% of migrant students in

grades 9-12 responding to a survey will

report that MEP services were useful to

help them graduate.

Percentage of migrant

students in grades 9-12

rating MEP services as

useful for helping them

graduate.

Form 3: Student Survey

(Paper and Online)

Year-end

MEP Coord.

MEP Staff

OSY Specialists

Migrant

Students

(grades 9-

12) and

OSY

MPO 4c) By the end of the 2018-19

program year, 90% of migrant students in

grades 9-12 that received MEP services will

be on-time to graduate.

On-time for graduation

status of migrant students in

grades 9-12 that received

MEP services.

NGS

Documented in

NGS at year-

end

MEP Coord.

MEP Staff

NGS Clerks

N/A

MPO 4d) By the end of the 2018-19

program year, 25% of eligible OSY will

receive information and/or needs-based

services (2016-17 baseline is 22%).

Number of eligible OSY

receiving information and/or

needs-based services

NGS

Documented in

NGS year-

round

MEP Coord.

MEP Staff

NGS Clerks

N/A

MPO 4e) By the end of the 2018-19

program year, 75% of migrant parents

responding to a survey that received

information and/or resources about

graduation requirements and college/career

opportunities will report that the information

was useful.

Percentage of migrant

parents reporting that

information and/or resources

about graduation

requirements and

college/career opportunities

was useful.

Form 1: Parent Survey

(Paper and Online)

Year-end

MEP Coord.

MEP Staff

Parent Liaisons

Parents or

Family

Members

MPO 4f) By the end of the 2018-19 program

year, 80% of MEP staff responding to a

survey will report that MEP professional

development increased their knowledge

about secondary services for migrant

students.

Percentage of MEP staff

responding to a survey that

reported that MEP PD

increased their knowledge of

secondary services.

Form 2: Staff Survey

(Online)

Year-end

MEP Coord.

MEP Staff

Texas Service Delivery Plan 37

Summary and Next Steps

The comprehensive process for needs assessment and service

delivery planning used by the Texas MEP involved many migrant

educators, administrators, parents/community representatives, and

specialists with knowledge about the content areas of English

language arts, mathematics, readiness, promoting high school

graduation, and programs and other services for meeting the unique

educational needs of migrant children and youth.

Communicating the SDP to Local Projects and Other Stakeholders

Texas’s plan for communication about the SDP with local MEPs is predicated on the

system of ESCs within the state. Each ESC Migrant Coordinator has the responsibility

of ensuring the communication about the SDP with the LEAs in their region. The

LEAs, in turn, then disseminate this information to administrators, instructors,

recruiters and clerks, other MEP staff, as well as migrant parents. In regions where

migrant students are served through the Shared Services Arrangement (SSA), the

ESCs provide the information directly to all stakeholders.

Ongoing local coordination meetings with MEP staff, local PAC meetings, and regional

meetings and trainings provide opportunities for communication. Further, the State

MEP offers professional development for recruiters and instructional staff throughout

the year.

The updated SDP will be communicated to local MEP directors, regional directors,

migrant parents, and other stakeholders through:

• Conducting a cross-analysis at the state level to help inform professional

development

• Developing individualized plans for LEAs

• Training on the SDP and the new application

• Training on Local Needs Assessment (LNA)

• Encouraging and promoting a team approach to the local MEP

• Establishing a protocol for LEAs wanting to operate a new MEP

• Dissemination at State MEP Conference

• Regular local PAC meetings and the State PAC

• TEA MEP ESC meetings

• Discussion during technical assistance calls

• Staff meetings at schools

• Sharing a copy of the report with key collaborators (e.g., HEP and CAMP

programs, Texas’s OME project officer); and

• Placing a copy of the SDP report on the TEA website

Texas Service Delivery Plan 38

The TEA MEP convened and will reconvene some of the members of the SDP

Committee to address alignment activities, including updating data collection forms,

and reviewing and updating the MEP application and the MEP monitoring tool. This

occurred following the final SDP meeting and will occur again in January 2018 to

continue the strategic planning process. The following key activities will be undertaken

during the 2017-18 school year:

 Convene a small workgroup of key decision makers to focus on systems

alignment. This workgroup will consist of TEA MEP personnel including an

SEA staff member with expertise in data collection and reporting, TEA staff, a

local MEP coordinator, and an evaluation consultant knowledgeable about the

Texas MEP and the alignment of systems to support the implementation of

the SDP.

 Revisit all data collection decisions and examine current procedures to

determine whether they are in alignment with the evaluation plan described in

the SDP.

 Develop new tools as necessary that measure the degree to which the MPOs

have been achieved.

 Review the sub-grantee application and revise it to align with the new MPOs,

strategies, and resources.

 Design and deliver an SDP rollout to include technical assistance for

designing services to match SDP strategies, using new data collection forms,

and reporting for new strategies and MPOs.

 Prepare materials to support a training-of- ESC trainers webinar and

distribute the materials to ESC MEP staff.

 Review and revise the Texas MEP Compliance Report to include

accountability for progress made toward meeting the Texas MPOs, as well as

the level of implementation of strategies and any other aspects of the new

SDP.

Texas will continue its planning during 2017-18 for a rollout of the new SDP

beginning of in the 2018-19 program year. The State will maintain the cycle

recommended by OME whereby the CNA will be updated every three years or

whenever there are substantial changes in the migrant student demographics or

the available resources.

As part of the Continuous Improvement Cycle, the SDP process will be

undertaken in the school year after the CNA has been completed. A results

evaluation will be conducted annually and an implementation evaluation will be

conducted at least every three years.

Texas Service Delivery Plan 39

APPENDIX A: SDP Committee

Texas Migrant Education Program

Service Delivery Plan Committee

2017

Name

MEP Aﬃliaon

Linda Aranda

Independent Consultant

Leonard Beles

Education Service Center, Region 8

Kathleen Bibus

Representing interstate coordination (Minnesota)

María Elena Cortez

Education Service Center, Region 1

Susie Coultress

Texas Education Agency

Lorena Cuellar

MEP State PAC

Susan Durón

META

Jesse Vela

Independent Consultant

Marilyn Vieregge

Education Service Center, Region 17

Ian Yaffe

ESCORT

Texas Service Delivery Plan 40

APPENDIX B - Texas Migrant Education Program SDP Strategic Planning Chart

GOAL AREA 1: READING

CONCERNS:

1.1) Migrant students in grades 3-11 generally achieve lower passing rates on Reading state assessments compared with non-migrant students, Hispanic

students, LEP students, and economically disadvantaged students.

1.2) Migrant students do not have access to reading materials that enhance academic development.

1.3) Families of migrant students are in need of academic background, language skills, and resources for providing students reading support in the home.

1.4) Migrant students in grades K-8 do not have access to support services (e.g., clothing, vision, dental) needed for academic success.

Solution strategy identified in the CNA

Performance

Target/AMO

Strategy

MEP Measurable

Program

Outcome

(Objective)

Resources Needed

1-1) Provide individualized and data-driven

instructional support services to migrant students

(i.e., MEP tutoring before, after, or during the school

day)

1-2) Increase instructional time for migrant students

in need through MEP tutoring, MEP Interventionist,

summer MEP, etc.

1-3) Coordinate and collaborate with other programs

for instructional and support services

1-4) Provide professional development to MEP

instructional support staff to build capacity in

awareness/understanding of state assessment

standards, transition of ELA test requirements and

skills from grade to grade (vertical alignments), and

how to interpret assessment results

1-5) Collaborate with other programs and with TEA

to ensure the alignment of language of instruction

and language of assessment.

1-5) Coordinate and collaborate with classroom

teachers to determine migrant students’ reading

levels and provide developmentally-appropriate

reading materials to students (Spanish, bilingual,

independent reading levels through AR, Tejas Lee,

Lexia, etc.)

Based on the Texas waiver,

the Reading/ELA State

Annual Measurable

Objective for all students is

98% for year 2018-2019.

(See

https://www2.ed.gov/policy

/eseaflex/approved

requests/txrenewalreq2015.

pdf)

1.1) Required –

Coordinate/provide

supplemental reading

instruction to migrant

students based on

disaggregated results of

formal/informal assessments

(e.g., coordinate with

community resources,

existing school resources,

supplemental resources).

1.2) Required – Provide

training and support to

migrant students on the use of

academic tools and resources

to increase success in reading.

1a By the end of

the 2018-19

program year,

50% of migrant

students in grades

K-12 receiving

supplemental

reading instruction

through MEP

efforts will

improve their

score by 5% on

curriculum-based

reading

assessments.

MEP tutoring before,

after, or during the

school day

Digital reading

resources

Pre and Post

Assessment

Supplies/materials to

support literacy

Books

Curriculum

Materials and

resources that are

lacking in the home

(e.g., laptop,

dictionary, thesaurus,

portable reading

devices, MP3 players,

tablets)

Texas Service Delivery Plan 41

1-6) Provide summer reading opportunities to

students by coordinating with local libraries,

providing MEP book summer reading, and other

community agencies

1-7) Provide migrant students access to digital

reading resources, supplies, and materials to

support/enhance literacy

1-8) Provide MEP parent training on the process of

reading, such as how to read to children, reading

levels, using resources, etc.

1-9) Provide MEP families with materials and

resources that are lacking in the home (e.g., laptop,

dictionary, thesaurus, portable reading devices, MP3

players, tablets) and model the use of resources

1-10) Coordinate with other programs and agencies

to provide access to English classes for migrant

parents

1-11) Provide family literacy events and training on

support services available to parents, teachers, and

migrant staff

1-12) Provide information on support services at

PAC Meetings and Migrant Parent Information

meetings

1-13) Develop a resource manual on support services

available for migrant parents and students

1-14) Provide tools, resources, and training on

materials to enable migrant students to complete

reading assignments at home

Resource manual on

support services

available within the

community for

migrant parents and

students to access

1.3) Required –

Coordinate/provide

professional development for

MEP staff who provide

needs-based supplemental

reading instruction to migrant

students.

1b By the end of

the 2018-19

program year,

80% of MEP staff

responding to a

survey will report

that MEP

professional

development

increased their

knowledge about

reading.

Trainers

Curriculum

Book Study

Expertise

1.4) Required –

Coordinate/provide support

services that address the

identified reading needs of

migrant students (e.g., health

services, food/nutrition,

transportation,

translating/interpreting).

1.5) Optional – Ensure

collaboration between MEP

staff who provide direct

support for migrant students

and other school staff to

support the identified reading

needs of the migrant students

served.

1c By the end of

the 2018-19

program year,

there will be a 5%

increase in the

number of migrant

students receiving

supplemental

reading instruction

through MEP

efforts over the

previous year.

Resource manual on

support services

within the community

for migrant parents

and students.

Scheduled meeting

dates

Texas Service Delivery Plan 42

1.6) Required –

Coordinate/provide

training/resources to migrant

parents on reading strategies

for their children.

1d By the end of

the 2018-19

program year,

80% of migrant

parents responding

to a survey will

report that they

received

information/resour

ces about reading.

1e By the end of

the 2018-19

program year,

75% of migrant

parents responding

to a survey that

received

information and/or

resources about

reading will report

that they are better

prepared to

support their child

with reading.

Tools and resources

for migrant students to

complete reading

assignments at home

Digital reading

resources

Supplies/materials to

support literacy

Books

Curriculum

Materials and

resources that are

lacking in the home

(e.g., laptop,

dictionary, thesaurus,

portable reading

devices, MP3 players,

tablets)

Texas Service Delivery Plan 43

GOAL AREA 2: Mathematics

NEED/CONCERN:

2.1) Migrant students in grades 3-11 generally achieve lower passing rates on Mathematics State assessments compared with non-migrant students,

Hispanic students, LEP students, and economically disadvantaged students.

2.2) Migrant students in grades K-12 do not have access to academic resources/tools needed to support their mathematics learning in school and at

home.

Solution identified in the CNA

Performance

Strategy

MEP Measurable

Resources Needed

Target/AMO Program Outcome (TA, PD)

(Objective)

2-1) Coordinate with ESC MEP staff to

Based on the

2.1) Required – Coordinate/provide

2a By the end of the 2018-

Professional

provide training to local MEP staff on Texas waiver, supplemental math instruction to 19 program year, 50% of development for

disaggregating K-12 mathematics assessment the migrant students based on migrant students in grades personnel providing

data in order to analyze and assess specific Reading/ELA disaggregated results of K-12 receiving supplemental

skill needs. State Annual formal/informal assessments (e.g., supplemental mathematics mathematics

2-2) Coordinate with district/campus staff and

Measurable coordinate with community instruction through MEP instruction on:

monitor to ensure students receive support

Objective for all resources, existing school resources, efforts will improve their research-based

from available supplemental mathematics

students is 98% supplemental resources). score by 5% on instructional strategies

services (in specific areas of need, i.e., student

for year 2018- curriculum-based for mathematics, data-

expectations)

2019. (See

2.2) Required – Provide training and

mathematics assessments. driven instruction, and

2-3) For students who do not respond to

https://www2.ed support to migrant students on the

grade-level

intervention, provide tutors or other

.gov/policy/esea use of academic tools and resources

appropriate content

appropriate resources to provide data-drive

flex/approved-

to increase success in mathematics.

and vocabulary

instruction.

requests/txrenew

2.3) Required – Coordinate/provide

2b By the end of the 2018-

Trainers

2-4) Identify qualified staff to provide training

to parents on foundational mathematical

alreq2015.pdf)

professional development for MEP

staff who provide needs-based

19 program year, 80% of

MEP staff responding to a

Curriculum

Book Study

concepts and activities aligned to students’

math level.

2-5) Provide training to teachers and tutors of

migrant students on instructional strategies to

develop critical thinking skills when solving

supplemental math instruction to

migrant students.

survey will report that

MEP professional

development increased

their knowledge about

math.

Expertise

mathematics word problems.

2-6 Provide educational tools, resources, and

appropriate training to enable migrant students

2.4) Required – Coordinate/provide

support services that address the

identified mathematics needs of

2c By the end of the 2018-

19 program year, there

will be a 5% increase in

Graphing calculators,

mathematics charts,

mathematics

to complete mathematics assignments at home.

2-7) Provide training on support services

available to parents, teachers, and migrant

staff.

2-8) Provide needs-based support services to

migrant children and youth and coordinate

migrant students (e.g., health

services, food/nutrition,

transportation,

translating/interpreting).

the number of migrant

students receiving

supplemental math

instruction through MEP

efforts over the previous

year.

manipulators,

Supplemental

mathematics programs

Texas Service Delivery Plan 44

with other agencies whose mission statement is

to provide support services.

2-9) Provide information on support services at

PAC Meetings and Migrant Parent Information

meetings.

2-10) Develop a resource manual on support

services available for migrant parents and

students.

2.5) Optional – Ensure collaboration

between MEP staff who provide

direct support for migrant students

and other school staff to support the

identified mathematics needs of the

migrant students served.

2.6) Required– Coordinate/provide

training/resources to migrant parents

on math strategies for their children.

2d By the end of the 2018-

19 program year, 80% of

migrant parents

responding to a survey

will report that they

received

information/resources

about math.

Tablet applications

and software

programs available

through the districts

2e By the end of the 2018-

19 program year, 75% of

migrant parents

responding to a survey that

received information

and/or resources about

math will report that they

are better prepared to

support their child with

math.

2.7) Required – Utilize Project

SMART when providing summer

supplemental services in

mathematics to migrant students.

2.8) Required – Coordinate/provide

summer supplemental services in

mathematics to migrant students who

are performing below grade level

through remedial mathematics

programs.

2e By the end of the 2019

summer program, 50% of

migrant students

participating in Project

SMART will improve

their score by 10% on

Project SMART

assessments.

Project SMART

curriculum for

students on grade

level, supplemental

remedial mathematics

programs with pre-

and-post assessment.

Texas Service Delivery Plan 45

and social/developmental and age appropriate behavior.

GOAL AREA 3: School Readiness

NEED/CONCERN:

3.1) Young migrant children are not being served by early childhood programs.

3.2) Preschool migrant children are not receiving sufficient proactive or preventative health care services.

3.3) Migrant parents lack the tools (i.e., school supplies, strategies for learning at home, etc.) to assist their children with early childhood development

Solution identified in the CNA

Performance

Target (Goal)

3-1) Develop a timeline of informative presentation on

the benefits of early childhood education as part of the

ID&R plan to include all migrant staff and migrant

parents of early childhood children.

3-2) Through collaboration with agencies such as TMIP,

district PreK, etc., establish partnerships with health and

medical organizations, educational entities, non-profit

agencies, county health departments, municipal entities

and the private sector.

3-3) Create and implement a timeline of informative

presentations on the benefits of preventative health (e.g.,

dental, medical) services.

3-4) Create partnerships with mental health

professionals, counselors, educational entities, and non

profits to strengthen age and developmentally appropriate

behavior.

3-5) Establish MOUs with receiving states to coordinate

and collaborate in the collection of early childhood data,

such as education, health, medical data, program

participation, needs assessments, etc.

3-6) Sponsor an early childhood academy at the annual

state migrant conference.

3-7) Provide training to parents on basic ESL,

mathematics, oral language, financial literacy, and the

legal aspects of Deferred Action for Childhood Arrivals

(DACA).

3-8) Provide training on effective parenting strategies

that are developmentally appropriate.

3-9) Review the current model of the parental

engagement program and make changes necessary to

strengthen the model and to increase parent participation.

Increase the

percentage of

migrant

students being

served in early

childhood

programs by

52%.

Migrant

preschool

children who

receive

preventative

health care

services needs

to increase.

The number of

activities

designed to

support

parents with

strategies and

resources

contributing to

young

children’s

success in

school needs

to increase.

Strategy

3.1) Coordinate with other

programs (e.g., Head Start,

Teaching Mentoring

Community [TMC]) to

provide migrant children ages

3-5 (not in kindergarten) with

access to school readiness

services.

3.2) Required Regular School

Year/Optional Summer –

Implement the TEA-approved

early literacy program (A

Bright Beginning) for migrant

children ages 3-5 (not in

kindergarten) that are not

served by other programs.

3.3) Required – Provide

migrant parents with

developmentally appropriate

school readiness resources and

strategies.

3.4) Required -

Coordinate/provide support

services

(e.g. health services,

transportation, translations/

interpretations,

meals/nutrition) for migrant

MEP Measurable Program

Outcome (Objective)

3a By the end of the 2018-

19 program year, eligible

migrant children ages 3-5

(who are not in

kindergarten) will participate

in a school readiness

program (baseline to be

determined in 2018-19).

3b By the end of the 2018-

19 program year, 70% of

migrant children

participating in A Bright

Beginning (ABB) will

improve their scores by 5%

on ABB assessments.

(Baseline for number of

lessons will be determined in

2018-2019; NGS will add

data collection element for

number of lessons)

3c By the end of the 2018-19

program year, 75% of

migrant parents of children

ages 3-5 (who are not in

kindergarten) responding to

a survey that received

information/resources about

school readiness will report

that they are better prepared

to support their child.

Resources

Needed (TA, PD)

List of local and

regional services

or resources

(Head Start, TMC,

districts, early

childhood centers,

local libraries).

Presentations on

the benefits of

ECE

Technology and

websites

A Bright

Beginning (ABB)

Early Literacy

Assessment

Lists of local and

regional

services/resources

that are available

to migrant pre

school children

and parents.

Texas Service Delivery Plan 46

children ages 3-5 (not in

kindergarten) and their

families (e.g., coordinate with

early childhood agencies,

community-based

organizations).

Texas Service Delivery Plan 47

GOAL AREA 4: High School Graduation/OSY

NEED/CONCERN:

4.1) Secondary migrant students and OSY need counseling on appropriate course placement, credit accrual, graduation planning, goal setting, career

exploration, etc.

4.2) Secondary migrant students are not graduating at the same rate as non-migrant students.

4.3) Highly mobile secondary migrant students do not have adequate and sufficient instruction to be proficient on state assessments.

4.4) Highly mobile secondary migrant students and OSY lack education and knowledge about support services.

Solution identified in the CNA

Performance

Target/AMO

Strategy

MEP Measurable

Program Outcome

(Objective)

Resources

Needed (TA, PD)

4-1) Provide professional development

Based on the Texas waiver,

4.1) Required – Coordinate/provide

4a By the end of the 2018-

One-on-one and

for K-12 counselors on MEP secondary

the long-term statewide

supplemental instructional services to 19 program year, there will group tutorials;

services (e.g., credit accrual, credit

goal for the four-year

ensure migrant students are proficient on be a 5% increase in the TMIP resources;

recovery, inter/intra state coordination,

TMIP, late entry, early withdrawal,

intra/inter consolidation of credits,

general receiving state information such

as TMIP summer migrant program

graduation rate is 90%.

(See

https://www2.ed.gov/polic

y/eseaflex/approved-

requests/txrenewalreq2015.

pdf)

state assessments. number of migrant students

in grades 9-12 receiving

supplemental instructional

and/or support services

through MEP efforts over

Computer lab;

Academic

Achievement

Record; NGS

transfer record

directory)

the previous year.

4-2) Provide access to social workers to

address social and emotional issues that

arise due to high mobility

4-3) Review course selection to confirm

courses are aligned with his/her selection

Texas Service Delivery Plan 48

4-4) Collaborate with school/district

personnel to ensure timely completion of

a college and career readiness plan

4-5) Receiving state and TMIP request

state MEP endorse student data

spreadsheet in May for academic

placement

4-6) Access and share receiving state

database with student summer data to

districts.

4-7) Provide appropriate coordination

between Texas and receiving states on

migrant students’ needs for graduation

requirements

4-8) Provide supplemental educational

services to ensure student are proficient

on state assessments

4-9) Provide remediation in transitional

years

4-10) Provide access to intra/interstate

tutoring

4-11) Submit TMIP out-of-state testing

referrals

4-12) Provide quarterly resources,

trainings, and evaluation tools to ensure

students receive appropriate information

of support services

4-13) Provide information and resources

to parents of secondary migrant students

about college and career opportunities.

4.2) Required – Coordinate/provide support

services to migrant students in grades 9-12

(e.g., counseling, translation, health

services, transportation, mental health

services).

4b By the end of the 2018-

19 program year, 90% of

migrant students in grades

9-12 responding to a survey

will report that MEP

services were useful to help

them graduate.

Workshops,

campus parent

meeting,

materials,

graduation plan,

TMIP summer

program contacts,

college tours,

financial aid

workshops, Apply

Texas

Health services,

school supplies,

counseling,

tutoring, mentors,

peer tutors

4.3) Required – Coordinate/provide migrant

student graduation support and advocacy

(e.g., monitoring and tracking attendance

and academic progress, reviewing course

selections, providing leadership and

mentoring programs, facilitating

family/school connections, providing home

visits).

4.4) Required – Coordinate with receiving

state MEP staff on migrant students’

graduation needs/requirements.

4c By the end of the 2018-

19 program year, 90% of

migrant students in grades

9-12 that received MEP

services will be on-time to

graduate.

Counselors, tutors,

attendance

records, leadership

opportunities,

mentors, academic

achievement

record, TMIP

secondary credit

workshop, TMIP

summer service

report, calculators,

laptops, tablets,

MSIX/NGS,

Texas Service Delivery Plan 49

Access to share

state data based on

grades, counselor

credit checklist,

TIMP out-of-state

summer MEP

contacts

4.5) Required – Provide/coordinate needs-

4d By the end of the 2018-

Local business

based services for OSY with support and 19 program year, 25% of internships, OSY

advocacy (e.g., graduation, high school eligible OSY will receive responsibilities of

equivalency, job readiness skills). information and/or needs-

based services. (2016-17

baseline was 22%)

ESCs, GED

program, and

career readiness

4.6) Required – Provide information and

4e By the end of the 2018-

Workshops,

resources to parents about graduation 19 program year, 75% of campus parent

requirements and college/career migrant parents responding meeting,

opportunities. to a survey that received materials,

information and/or graduation plan,

resources about graduation TMIP summer

requirements and program contacts,

college/career opportunities college tours,

will report that the financial aid

information was useful. workshops, Apply

Texas

4.7) Required – Provide professional

4f By the end of the 2018-

Training by ESCs,

development for MEP staff on services for 19 program year, 80% of TMIP,

migrant students in grades 9-12 and OSY MEP staff responding to a knowledgeable

(e.g., credit accrual, credit recovery, survey will report that MEP district staff

inter/intra state coordination, TMIP) professional development

increased their knowledge

Secondary accrual

4.8) Required – Provide non-MEP staff with

about secondary services for

workshop

information about MEP services and

programs that address graduation and

opportunities after high school (e.g., credit

accrual, credit recovery, inter/intrastate

migrant students.

ESC staff

development

workshops

coordination, TMIP, HEP/CAMP, Close

Up, BCLI).

Texas Service Delivery Plan 50

Appendix C: CNA Table of Contents

Texas Migrant Education Program

Comprehensive Needs Assessment (CNA) Report

Introduction...............................................................................................................1

The Comprehensive Needs Assessment (CNA) Process in Texas ..................1

Data Collection Procedures .............................................................................3

Organization of the CNA Report ......................................................................3

Authorizing Statute and Guidance for Conducting the CNA ................................5

Purpose of the CNA.........................................................................................5

The Migrant Education Program Seven Areas of Concern ..............................5

Phase I: Exploring “What Is” ...................................................................................8

Planning Phase of the Texas CNA...................................................................8

Overview of Phase I: Exploring “What Is” ........................................................9

CNA Goal Areas and the Texas Standards ......................................................9

Texas Concern Statements............................................................................10

Phase II: Gathering and Analyzing Data ...............................................................13

Cautions in Interpreting the Data ...................................................................13

Context and Student Demographics ..............................................................13

Texas Migrant Student Profile ........................................................................15

Needs Assessment Survey Results ...............................................................22

Phase III: Making Decisions...................................................................................24

Goal Area 1: Reading.....................................................................................25

Goal Area 2: Mathematics..............................................................................27

Goal Area 3: School Readiness .....................................................................29

Goal Area 4: High School Graduation/Out-of-School Youth...........................31

Conclusions ............................................................................................................36

Next Steps in Applying the Results of the CNA to Planning Services ............36

Systems Conclusions and Recommendations …………………………………37

Appendices

CNA Committee Members..........................................................................Appendix A

CNA Data Tables ....................................................................................... Appendix B

CNA Decisions and Planning Chart ........................................................... Appendix C

Needs Assessment Surveys ...................................................................... Appendix D

Texas Service Delivery Plan 51

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