Region 18 collaborates closely with the Texas Education Agency (TEA), school systems, and community partners to identify and serve migratory students ages 3–21 whose families move across school district boundaries in search of temporary or seasonal agricultural or fishing work. Through these efforts, Region 18 ESC provides leadership, technical assistance, and professional development to ensure that services are responsive to the unique educational, social, and emotional needs of migratory children.

Eligibility is determined using the following criteria:

• Who? Children and youth under the age of 22 who have not yet received a high school diploma or its equivalent.
• When? The qualifying move occurred within the past 36 months.
• Why? The move was made due to economic necessity.
• What? The qualifying work was temporary or seasonal employment in agricultural or fishing industries.
• Where? The move was across school district boundaries — either within the same state or to another state.

Our MEP team assists districts in implementing the required components of the Migratory Education Program, including:

• Identification and Recruitment (ID&R) of eligible students

• Data entry and records exchange through TX-NGS and MSIX

• Coordination of supplemental academic and support services

• Development of local and regional Parent Advisory Councils (PACs)

• Program evaluation, documentation, and compliance with state and federal regulations

Together, we strive to remove barriers caused by mobility, language, and interrupted schooling, empowering migratory students to achieve their fullest potential.

The Title I, Part C – Migrant Education Program (MEP) is authorized under the Every Student Succeeds Act (ESSA), Sections 1301–1309. The program is designed to meet the unique educational needs of migratory children and youth by reducing the impact of frequent moves, interrupted schooling, and other barriers that affect academic success.

Each regional Education Service Center (ESC) and school system that receives MEP funds must ensure that the following program requirements are met:

• Identification and Recruitment (ID&R): Implement strategies to accurately identify all eligible migratory children and ensure Certificates of Eligibility (COEs) are completed, verified, and entered into the Texas New Generation System (TX-NGS).

• Enrollment and Records Transfer: Ensure timely school enrollment and the transfer of educational and health records through TX-NGS and the Migrant Student Information Exchange (MSIX).

• Needs Assessment and Service Delivery Plan: Conduct an annual comprehensive needs assessment and implement the state service delivery plan to guide instructional and support services.

• Priority for Services (PFS): Identify and provide additional support to migratory students who have experienced educational interruption and are most at risk of failing to meet state academic standards.

• Parental Involvement: Establish a Migratory Parent Advisory Council (PAC) at both the local and regional levels to promote family engagement and provide input on program planning and evaluation.

• Program Evaluation and Reporting: Collect, maintain, and report accurate program data to TEA to evaluate effectiveness and guide continuous improvement.

• Coordination of Services: Collaborate with other federal, state, and community programs to ensure comprehensive services for migratory children and their families.

By meeting these requirements, Region 18 and its school systems ensure that migratory students receive coordinated, high-quality educational opportunities that support academic success and long-term achievement.

Federal law requires that Texas identify and recruit every school-age child of eligible migrant parents residing in the state into the ESSA Title I, Part C Migrant Education Program.

In Texas, migrant children and youth are identified and recruited for the Migrant Education Program (MEP) through an interview process conducted by a recruiter. Because of the highly mobile nature of migratory work in agriculture, it is required that identification and recruitment be conducted beyond the campus and throughout the school district community.

The Texas Manual for the Identification and Recruitment of Migrant Children provides basic information regarding the responsibilities that local recruiters have in the identification and recruitment of migrant children in Texas. This manual is a reference guide designed to help recruiters:

• Make proper eligibility decisions;
• Complete necessary documentation; and
• Support Educational Service Center (ESC) and Local Education Agency (LEA) quality control measures

Identification and Recruitment

As stipulated in the Letter to Administrators Regarding the Identification and Recruitment (ID&R) of Migrant Students, all school systems are responsible for conducting active, year-round identification and recruitment of all eligible migratory children and youth, including Out-of-School Youth (OSY), within their boundaries.

FAMILY SURVEY IN ENGLISH AND SPANISH

SSA Member School System Responsibilities

• Family Survey: Ensure the Family Survey is included in all registration packets to assist with identification.
• School System Migrant Contact: Assign a local migrant contact who will support the ESC MEP recruiter by gathering survey data, collecting family contact information, and serving as a liaison between the district and the ESC.
• Collaboration: Work with the ESC MEP recruiter to facilitate timely follow-up with families and ensure accurate communication of student eligibility.

Fiscal Agent (ESC18) Recruiter Responsibilities

• Conduct the recruitment process on behalf of the SSA and maintain documentation to demonstrate active recruitment.
• Follow all procedures outlined in the Texas Manual for the Identification and Recruitment of Migrant Children.
• Obtain and maintain annual ID&R certification as required by TEA.

ID&R Process

• Pre-Screening
  • Recruiter pre-screens a potential migrant family by phone to determine if an in-person interview is necessary.
• Interview & Documentation
  • If eligible, the recruiter conducts an interview and completes the required legal forms:
    • Certificate of Eligibility (COE) or Electronic Certificate of Eligibility (ECOE)
    • Supplemental Documentation Form (SDF)
• Review & Approval
  • Recruiter submits the COE/ECOE and accompanying documentation to the designated SEA reviewer for verification and signature.
• Data Entry
  • The reviewer forwards the approved COE/ECOE to the Data Specialist, who enters the data into the Texas New Generation System (TX-NGS) database.
• Eligibility & Notification
  • Children listed on the COE/ECOE are officially eligible to receive MEP-funded services.
  • Copies of the COE/ECOE and SDF are provided to the parent and the district migrant contact for records.

TX-NGS is 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. TX-NGS also allows educators to generate various student-level, management, and federal performance reports.

The TX-NGS Manual provides guidelines to assist Local Education Agency LEA) and/or Education Service Center (ESC) staff in implementing NGS activities.

School systems are required to conduct all four steps of the Continuous Improvement Cycle (CIC):

• Assessing – Gathering and analyzing data on migratory student needs.
• Planning – Developing strategies and action steps to address identified needs.
• Implementing – Delivering services and activities aligned to the plan.
• Evaluating – Reviewing outcomes to measure effectiveness and guide improvements.

This process is conducted using school system data. 

Because the CIC is ongoing throughout the program year, both the SSA Member District and Region 18 ESC MEP staff must maintain a strong partnership and clear communication to ensure responsibilities are met and the unique needs of migratory students are served.

SSA Member School Systems

This process is conducted using compiled data from all SSA Member School Systems. Importantly, data must also be disaggregated so each Member School Systemt’s local migratory needs can be identified and addressed.

Because the CIC is ongoing throughout the program year, both the SSA Member School System and Region 18 ESC MEP staff must maintain a strong partnership and clear communication to ensure responsibilities are met and the unique needs of migratory students are served.

Seven Areas of Focus     

The Migrant Education Program has identified the following areas of focus and concern:

• Parental Involvement                                                                 
• Migrant Services Coordination                                                           
• Early Childhood Education                                                             
• Secondary Credit Accrual                                                             
• Graduation Enhancement                                                         
• Identification and Recruitment                                                                           
• New Generation System                                                                               

OMEs Seven Areas of Concern

• Educational Continuity   
• Instructional Time
•  School Engagement
• English Language Development
• Educational Support in the Home
• Health
• Access to Services

The Texas Migrant Education Program (MEP) implemented a new Service Delivery Plan, which includes new Strategies and Measurable Program Outcomes (MPOs). Within the four goal areas identified in the Statewide CNA, there are 26 Strategies and 20 MPOs.

Needs Identified through the Migrant Statewide CNA:

• Goal Area # 1 Reading and Mathematics (grades 3-8)
• Goal Area # 2 School Readiness (ages 3-5)
• Goal Area # 3 High School Graduation (grades 9-12)/ Services to Out of School Youth (OSY)
• Goal Area # 4 Non-Instructional Support Services (all students)

Continuous Improvement Cycle

February 10, 2026

1:00 pm – 3:00 pm

Session # 611010

Evaluation: Are We Meeting Program Goals

April 15, 2026

1:00 pm – 3:00 pm

Session #607850

TBD

AMET Conference

Baytown, TX

November 18-20, 2025

NASDME Conference

TBD