It is the responsibility of every school district to assess the needs of all returning and newly enrolled students and to provide support in those areas of need while the child is enrolled in their schools. The MEP Seven Areas of Concern states that many migratory elementary students may enroll late, withdraw early, and/or enroll in several school districts in one year due to the migratory lifestyle of their parents. Some may even be English learners and need support in the cognitive and academic development of the English language.6 In addition, college, career, and military readiness begins in the early years of a child’s elementary education. For the reasons listed above, it is incumbent on all MEP staff to ensure that each migratory elementary student is afforded every opportunity to reach academic success equal to his/her non-migrant peers as well as to meet the State’s standards for promotion to the next grade level.
Once the migratory students’ areas of need are determined, it is required that the MEP collaborate and coordinate with other programs in the district to provide academic and language development, and support to the students such as:
6 Texas Education Agency, Texas Migrant Education Program Comprehensive Needs Assessment Report (Austin, Texas: Texas Education Agency, 2016) https://tea.texas.gov/sites/default/files/CNA%20Report%20FINAL%20-%20061616%20ADA.pdf