2015-2016 Graduation Enhancement for Migrant Students Resource Guide

129 Pages·2016·8.12 MB·English

by  2015-2016 Resource Guide

GRAD UATION
ENHANCEMENT FOR
MIGRANT
STUDENTS
RESOURCE GUIDE

The purpose of the GEMS
resource guide is to assist
migrant staff in the coordination
and delivery of services to
migrant students in grades
th
Pre Kinder-12

2015-2016 Resource Guide
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Table of Contents
Purpose of Handbook 3

Migrant Education Acronyms 7

Federal Statute and Regulations 8

State Migrant Education Program 10
ID&R 15
NGS 17
MSIX 20

Early Childhood 21
Resources 26

Elementary Education 27
Checklist 33
Resources 35

Middle School Education 36
Calendar of Events 42
Resources 47

High School Education 49
Calendar of Events 58
Late Entry/Early Withdrawal 63
Credit Accrual 64
Summer Programs 67
Post-Secondary 69
CAMP 74
Scholarships 75

Inter/Intra state coordination 76

Continuation Migrant Services
Out of School Youth 82

Websites 85

Region One MEP Contacts 86

District MEP Contacts 87

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Printable Handouts
CAMP/ HEP 89

College/ Career Student Checklist 91
Letter of Recommendation Request Form 93
Student Personal Profile 94
Student Resume Form 95

Graduation Plan 96

Individual Student Plan 98

Late Entry Form 100

Late Entry/ Early Withdrawal Form 101
Student Withdrawal Packet 102

Middle School Letter
English Letter 106
Spanish Letter 108

MSIX 110

NGS Oath 112
NGS Supplemental Definitions 114

PFS Action Plan 121
Elementary School 124
Middle School 125
High School 126

TMIP Referral Form 127

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Purpose of the Resource Guide
The Every Student Succeeds Act (ESSA) was signed by President Obama on December 10, 2015,
and represents good news for our nation’s schools. This bipartisan measure reauthorizes the 50-
year-old Elementary and Secondary Education Act (ESEA), the nation’s national education law
and longstanding commitment to equal opportunity for all students.
The new law builds on key areas of progress in recent years, made possible by the efforts of
educators, communities, parents, and students across the country.
For example, today, high school graduation rates are at all-time highs. Dropout rates are at
historic lows. And more students are going to college than ever before. These achievements
provide a firm foundation for further work to expand educational opportunity and improve
student outcomes under ESSA.
No Child Left Behind (NCLB) Act, was enacted in 2002. The law was scheduled for revision in 2007,
and, over time, NCLB’s prescriptive requirements became increasingly unworkable for schools
and educators. Recognizing this fact, in 2010, the Obama administration joined a call from
educators and families to create a better law that focused on the clear goal of fully preparing all
students for success in college and careers. NCLB will slowly face out.

History of the Accountability System
In 2009, the Texas Legislature passed House Bill (HB) 3 mandating the creation of entirely new
assessment and accountability systems focused on the achievement of postsecondary readiness
for all Texas public school students. TEA worked closely with advisory committees to develop an
integrated accountability system based on the adopted goals and guiding principles.
As a transition to the new assessment program, no state accountability ratings were issued in
2012. TEA worked throughout the year with technical and policy advisory committees to develop
a new rating system based on the State of Texas Assessments of Academic Readiness (STAAR)
and a new distinction designations system. The new accountability system allows for a large
number of measures to be evaluated within a performance index framework, eliminating the
limitations of a single indicator determining the rating. The 2012- 13 school year marked the first
year of ratings and distinction designations based on STAAR results. In 2013, the Texas Legislature
passed HB 5 which requires evaluation of additional indicators for postsecondary readiness and
distinction designations. The 2014 ratings include a new postsecondary readiness measure –
college-ready graduates. Future ratings will expand postsecondary readiness indicators to
include other measures of postsecondary success.

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Accountability ratings to move to A-F system in 2017-2018
Texas schools and districts will earn letter grades of A, B, C, D or F instead of the current rating
labels of Met Standard and Improvement Required in the state’s revised accountability system,
beginning with the 2017-2018 school year, because of changes made by House Bill (HB) 2804.
The legislation creates a five-domain rating system. Districts and schools will receive a letter
grade for each domain, as well as an overall letter grade.
Student Assessment 55% (Domain 1, 2 and 3)
Domain 1 will include the results of the State of Texas Assessments of Academic Readiness
(STAAR®) for grades 3-8 and all End-of-Course (EOC) assessments aggregated across grade levels
by subject area, including the percentage of students reaching the satisfactory passing standard
and college readiness standard.
Domain 2 will include the percentage of students who meet the standards for annual
improvement regardless of whether they meet the satisfactory or college readiness standards.
Domain 3 will evaluate academic achievement gaps among students from different racial and
ethnic groups, as well as socioeconomic backgrounds.
Academic Attainment 35 % (Domain 4)
Domain 4 evaluates different indicators depending on campus type. For elementary and middle
schools, student attendance will be the indicator.
Middle schools will also be evaluated on dropout rates and the percentage of seventh and eighth
grade students who receive instruction in preparing for high school, college and career.
The law creates the following indicators for high schools: dropout, completion and graduation
rates; the percentage of students completing the distinguished level of achievement; the
percentage of students earning an endorsement; the percentage of students who complete a
coherent sequence of Career and Technical Education courses; the percentage of students
meeting the Texas Success Initiative benchmarks; the percentage of students who earn 12 hours
of dual credit; the percentage of students who complete Advanced Placement courses; the
industry certification.
Community and Student Engagement 10% (Domain 5)
Domain 5 will include three programs related to locally-determined community and student
engagement ratings
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Attendance, Admission, Enrollment Records, and Tuition
2015-16
II Attendance for Course Credit
Section 25.092[41] contains the provision of law commonly referred to as "the 90 percent rule,"
which applies to a student in any grade level from kindergarten through grade 12. Section 25.092
does not apply directly to open-enrollment charter schools. However, some open-enrollment
charter schools have included "the 90 percent rule" in their charters.
Section 25.092 conditions credit or a final grade for a class on a student's attendance for at least
90 percent of the days a class is offered. A student who is in attendance for at least 75 percent,
but less than 90 percent, of the days a class is offered may be given credit or a final grade if the
student completes a plan approved by the principal that provides for the student to meet the
instructional requirements of the class. If the student is under the jurisdiction of a court in a
criminal or juvenile justice proceeding, the student may not receive credit or a final grade by
completing such a plan without the consent of the presiding judge. The board of trustees is
required to appoint one or more attendance committees to hear petitions from students who do
not earn class credit or a final grade through a plan approved by the principal. An attendance
committee may give class credit or a final grade due to extenuating circumstances. The board is
also required to adopt policies establishing alternative ways for such students to make up work
or regain credit or a final grade lost because of absences.
Under §25.092, a district may establish ways to make up work or regain credit or a final grade
that are workable in consideration of the circumstances. The section does not require that
students spend a certain amount of time in a "Saturday school" or other educational setting equal
to time missed during regular school hours. The district should be prepared with other options
that give the student a reasonable opportunity to make up work or regain credit or a final grade
even under challenging circumstances, including excessive absences that occur late in the school
year. Additionally, this law is not intended to penalize students for not attending a class before
the student was enrolled in the class.[42] Students, including migrant students or transfer
students, who could not have attended a class before enrollment should not have the days of
class that occurred before their enrollment counted against them for purposes of "the 90
percent rule". As with any other student, to receive credit a student who enrolls after instruction
for the year or semester has begun is required to demonstrate academic achievement and
proficiency of the subject matter as required under §28.021 and 19 T.A.C. §74.26.
If a district offers an educational program outside of regular school hours as a means for students
to make up work and meet the level of attendance required under §25.092, a district may charge
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a fee for such an education program under §11.158(a)(15) and (h) with restrictions. The school
district may assess the fee only if the student returns a form signed by the student's parent or
other legal guardian stating that the fee would not create a financial hardship or discourage the
student from attending the program. The fee may not exceed $50. Also, under §25.092(b) and
(f), the board must provide at least one alternative for making up work or regaining credit or a
final grade that does not require a student to pay a fee under §11.158(a)(15). The availability of
that alternative must be substantially the same as the availability of an educational program for
which a fee is charged.
http://tea.texas.gov/About_TEA/News_and_Multimedia/Correspondence/TAA_Letters/Attendance,_Admission,_E
nrollment_Records,_and_Tuition__2015-16/

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Migrant Education Acronyms

AMET Association for Migrant Educators of Texas
CAMP College Assistance Migrant Program
CBE Credit by Exam
CNA Comprehensive Needs Assessment
COE Certificate of Eligibility
ESSA Every Student Succeeds Act
FAFSA Free Application for Federal Student Aid
GED Certificate of High School Equivalency
HEP High School Equivalency Program
ID&R Identification and Recruitment
LEA Local Education Agency
LEP Limited English Proficient
LNA Local Needs Assessment
MEP Migrant Education Program
MSIX Migrant Student Information Exchange
NCLB No Child Left Behind
NGS New Generation System
OME Office of Migrant Education
OSY Out of School Youth
PAC Parent Advisory Council
PFS Priority for Services Student
TEA Texas Education Agency
TMIP Texas Migrant Interstate Program

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Federal Statute and Regulations
http://www2.ed.gov/programs/mep/index.html
Office of Migrant Education (OME) under the United States Department of Education in
Washington, DC states the following;
The mission of OME is to provide excellent leadership, technical assistance, and financial support
to improve the educational opportunities and academic success of migrant children, youth,
agricultural workers, fishers, and their families. The OME administers grant programs that
provide academic and supportive services to the children of families who migrate to find work in
the agricultural and fishing industries. The OME also administers several contracts and special
initiatives.
PROGRAM DESCRIPTION
Funds support high quality education programs for migratory children and help ensure that
migratory children who move among the states are not penalized in any manner by disparities
among states in curriculum, graduation requirements, or state academic content and student
academic achievement standards. Funds also ensure that migratory children not only are
provided with appropriate education services (including supportive services) that address their
special needs but also that such children receive full and appropriate opportunities to meet the
same challenging state academic content and student academic achievement standards that all
children are expected to meet. Federal funds are allocated by formula to SEAs, based on each
state’s per pupil expenditure for education and counts of eligible migratory children, age 3
through 21, residing within the state.
States use program funds to identify eligible children and provide education and support services.
These services include: academic instruction; remedial and compensatory instruction; bilingual
and multicultural instruction; vocational instruction; career education services; special guidance;
counseling and testing services; health services; and preschool services.
Migrant Education Program Purpose Title I, Part C, SEC.1301 is to design and support programs
that help migrant students overcome the challenges of mobility, cultural and language barriers,
social isolation, and other difficulties associated with a migratory lifestyle. These efforts are
aimed at helping migrant students succeed in school and successfully transition to postsecondary
education or employment. It is the purpose of this part to assist States to;

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Six Program Goals

1. Support high-quality comprehensive educational programs for migrant children to help
reduce the educational disruption and other problems that result from repeated moves;
2. Ensure that migrant children who move among the states are not penalized in any manner by
disparities among the states in curricula, graduation requirements, state academic content, or
student academic achievement standards;
3. Ensure that migrant children are provided with appropriate educational services (including
support services) that address their special needs in a coordinated and efficient manner;
4. Ensure that migrant children receive full and appropriate opportunities to meet the same
challenging state academic content and student academic achievement standards that all
children are expected to meet;
5. Design programs to help migrant children overcome educational disruption, cultural and
language barriers, social isolation, health-related problems, and other factors that inhibit the
ability of such children to do well in school, and prepare such children to make a successful
transition to post-secondary education or employment; and
6. Ensure that migrant children benefit from state and local systemic reforms.

http://www2.ed.gov/policy/elsec/leg/esea02/pg8.html

The purpose of this section clearly indicates that states are not to penalize migrant students
because of disparities in differences in curriculum. Students in Texas migrate within the state
and outside of Texas. Some of our students may attend as many as 4-5 different schools before
returning home. The migrant counselor, strategist, or contact should be very aware of when
students return and be the advocate for our students. The ultimate goal is to ensure the students
do not repeat classes needlessly and graduate with their cohort. Through no fault of their own,
migrant students are placed in these circumstances simply because of their lifestyle.
PROGRAM GOAL
The goal of the Migrant Education Program is to ensure that all migrant students reach
challenging academic standards and graduate with a high school diploma (or complete a GED)
that prepares them for responsible citizenship, further learning, and productive employment.

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