We invite you to visit NMPED's ESSA Plan webpage which contains supporting documents or select Title I, Part C: Education of Migratory Children--revised language (pdf) for access to the PDF.

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* 1. Optional Demographics: I am responding to this survey as a (an)

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* 2. Supporting Needs of Migratory Children (ESEA section 1304(b)(1)): Describe how, in planning, implementing, and evaluating programs and projects assisted under Title I, Part C, the State and its local operating agencies will ensure that the unique educational needs of migratory children, including preschool migratory children and migratory children who have dropped out of school, are identified and addressed through:

i. The full range of services that are available for migratory children from appropriate local, State, and Federal educational programs;
ii. Joint planning among local, State, and Federal educational programs serving migratory children, including language instruction educational programs under Title III, Part A;
iii. The integration of services available under Title I, Part C with services provided by those other programs; and
iv. Measurable program objectives and outcomes.

NMPED has developed a Service Delivery Plan (SDP) for migratory children based on a the Comprehensive Needs Assessment. In addition, the SDP was informed by key stakeholders. The SDP includes four goal areas*:
  1. English language arts and mathematics achievement for migratory children
  2. School readiness for migratory preschool children ages 3-5,
  3. High school graduation and out-of-school youth, and
  4. Family and support services.
The State of New Mexico also supports the needs of migratory children through subgrants to local operating agencies (LOAs) which support which support the four goal areas of above.

*NMPED highly encourages stakeholders to review the PDF document for more detailed information regarding NMPED’s response to this section as this document describes a range of proposed strategies associated with each of the four goal areas.

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* 3. Promote Coordination of Services (ESEA section 1304(b)(3)): Describe how the State will use Title I, Part C funds received under this part to promote interstate and intrastate coordination of services for migratory children, including how the State will provide for educational continuity through the timely transfer of pertinent school records, including information on health, when children move from one school to another, whether or not such move occurs during the regular school year.

NMPED proposes the following activities to support the effective use Title I, Part C funds*:
  • NMPED and the State of New Mexico promotes interstate coordination of services for migratory children through consortium incentive grants with membership in two interstate consortia focused on the identification of migratory children.
  • NMPED uses the MIS2000 database for all data elements related to migratory children to ensure intrastate data flow from eligibility determination, enrollment procedures, and requirements for services.
  • NMPED is an active participant in the Migrant Student Information Exchange (MSIX), linking states’ migratory student record databases to facilitate the national exchange of migratory children’s educational records and health information.
  • NMPED organizes at least two Parent Advisory Council (PAC) meetings at the state-level in addition to supporting local PAC meetings.
In addition the state of New Mexico promotes coordination through the MEP subgrant process and is exploring the addition of other LOAs beyond the SEA and LEAs including public and private agencies within the state.

*See the PDF summary document for more details.

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* 4. Use of Funds (ESEA section 1304(b)(4)): Describe the State’s priorities for the use of Title I, Part C funds, and how such priorities relate to the State’s assessment of needs for services in the State.
NMPED will prioritize the following activities for use of funds based on the State's comprehensive needs assessment:
  • Emphasis on identification and recruitment to ensure broader identification and recruitment efforts, especially in northern New Mexico.
  • Enhance training and coordination efforts so support robust recruitment and data collection.
  • Increase the data collection and coordination with the state’s Student Teacher Accountability Reporting System (STARS).
  • Developing activities and other support services to strengthen the involvement of migratory parents in the education of their children, including supporting their children’s mathematics skills needed in order to be successful in science, technology, engineering, and mathematics (STEM) fields.
  • A renewed focus of ensuring that LOAs implement programs with fidelity aligned to the SDP through enhancements to the application, monitoring, and technical assistance.

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