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To effectively implement an MEP, all of the activities listed in the ESSA Consolidated Federal Grant Application PS3103 must be carefully monitored and documented. Find this document in the Application and Support Information section of the ESSA Consolidated Federal Grant Application at the TEA Grant Opportunities web page.


Part 1: Consultation with PAC

Districts are required to conduct meaningful consultation with migrant parents through PAC meetings. Meaningful consultation is a discussion between parents and the migrant program staff when making informed decisions that will enhance student performance outcomes. Guiding principles for meaningful consultation include mutual respect and recognizing both individuals as equal partners.2 It is recommended that LEAs conduct a minimum of three PAC meetings. The only item requested in this part of the application is the date of the most recent local PAC meeting .

For a more detailed explanation on the PAC, refer to the Parent and Family Engagement section.

Part 2: Required Program Activities

In the PS3103 application, there is a distinction between required activities, which LEAs must provide to migratory children with MEP funds, and supplemental activities, which may be offered. In this part, all the required activities are listed and must be checked for the application to be approved by the TEA. The LEA must maintain documentation of compliance for each required activity.

Part 3: PFS Action Plan

As stated in the ESSA - 1304(d) PRIORITY FOR SERVICES statute, in providing services with MEP funds, LEAs must give priority to migratory children who have made a qualifying move within the previous one-year period and who (1) are failing, or are at risk of failing, to meet the challenging state academic standards or (2) have dropped out of school.3 The PFS Action Plan would clearly articulate the criteria for addressing the plan for PFS students’ success and must be incorporated into a separate, migrant-specific section of the DIP. Contact your ESC MEP staff to request the most recent copy of the PFS Action Plan template. LEAs are also required to generate and address PFS reports from NGS on a monthly basis.

Part 4: Planned Supplemental Activities

LEAs may decide to use their MEP funds to provide supplemental activities to support the identified needs of their migratory children. In this part, LEAs indicate their plan for this support by categories of migratory students: preschool children (ages 3-5) through kindergarten, grades 1-5, grades 6-12, and OSY.

Refer to the OSY section of this guidebook for suggested programs, services, and resources. LEAs may refer to the TMEP SDP for suggested supplemental activities.


Note: Per PS3103 and the Program Guidelines of the ESSA Consolidated Federal Grant Application for Title I, Part C Migrant: “The LEA is responsible for incorporating all MEP activities/services/plans and guidelines into a migrant-specific section of the DIP and updating it on a yearly basis.”4 The MEP section of the DIP would include Parts 2, 3, and 4 referenced above.


2 Parent Advisory Council, “State Parent Advisory Council (PAC) Training of Trainers” (presentation, Texas Education Agency, San Antonio, Texas, accessed May 27, 2020)
https://www.esc1.net/cms/lib/TZ21000366/Centricity/Domain/68/TOT%2011.4.19.pdf.
3 U.S. Department of Education, “State Applications, Services,” Title I, Part C of the Elementary and Secondary Education Act of 1965. Education of Migratory Children (Amended as ESSA). sec. 1304(d), last modified September 15, 2004, accessed June 22, 2020,
4 Texas Education Agency, “Program Guidelines-2020-2021 ESSA Consolidated Federal Grant Application” (Texas Education Agency, Austin, Texas: Texas Education Agency, 2020),
, p. 17.