Preliminary Guidance for Title I, Part C
Public Law 103-382
Links With Other Education Legislation
Programs under the following statutes offer additional resources to support improvements in teaching and learning for migrant students:
Instead of creating another federal program, the Goals 2000: Educate America Act (P.L. 103-227) seeks to support state and local efforts to blend federal, state and local resources into a cohesive educational approach that will enable all children to attain high standards of performance in each state's core academic subjects. The comprehensive reform plans that states and school districts are developing under Goals 2000 are plans that will take into account all resources available to the education system, including migrant education funds. In addition to supporting the development of challenging content and student performance standards, states are using Goals 2000 funds for such activities as implementing statewide educational technology initiatives, encouraging greater parental involvement in educational reform, establishing charter schools, and launching new educational accountability systems. Migrant children will benefit greatly from the broad reform framework provided by Goals 2000 in the same way that other students benefit, by receiving high quality, integrated educational services, and reaching the high standards of academic performance set by the state.
The School-to-Work Opportunities Act (PL 103-239) broadens educational, career, and economic opportunities for all students through local partnerships among businesses, schools, community organizations, and state and local governments. By equipping students with the knowledge and skills necessary to pursue work or postsecondary training, this program helps ensure that our nation will be capable of performing and prospering in a competitive global economy. Coordinating with the new state systems established under the framework of the School-to-Work Opportunities Act allows educators to provide secondary migrant students with valuable school- and work-based learning, and activities that build links between the school and the workplace.
Other Programs Authorized Under the ESEA
Title I, Part A (formerly Chapter 1) provides supplemental education funding to LEAs and schools, especially in high-poverty areas, to help low-achieving students attain educational excellence. Under the reauthorized ESEA, the Title I, Part A program will provide services, including schoolwide programs intended to improve the total school program, to enable children to achieve to high standards. Migrant children are eligible for Title I, Part A services on the same basis as other disadvantaged children. (See the section entitled "Coordination with the Title I, Part A Program" for more information.)
Title I, Part B: Even Start Family Literacy Program provides funds for family-centered education projects to help parents gain the literacy and parenting skills they need to become full partners in the education of their young children (through age seven) and to assist those children in reaching their full potential as learners. The Migrant Education Even Start Program, funded through a set-aside under Part B, supports projects specifically designed to improve the education opportunities of the nation's migrant children and adults by integrating early childhood education and adult education for parents into a unified program. Migrant children may be served by local projects funded through either the basic Even Start program or the Migrant Education Even Start program.
Title II: Eisenhower Professional Development Program provides grants to SEAs to support intensive, ongoing professional development programs. Under the reauthorized ESEA, the Eisenhower program stresses sustained, high-quality professional development experiences that enable educators to teach to high standards, are tied into the everyday life of a school, and support continuous improvement in teaching and learning. To receive Title II funds, states must describe how they will prepare all teachers to teach children with diverse learning needs, and will work to increase the participation of diverse student populations--including minorities, students with limited English proficiency, and economically disadvantaged students--in core academic subjects, especially math and science (Section 2205(b)(2)(F) and (J), 2002(2)(D), and 2208(d)(1(F)). A state could use Eisenhower funds, for example, to sensitize math and science teachers to the unique needs of migrant students that are related to their educational disruption, cultural and language barriers, social isolation, and health-related problems.
Title III supports the acquisition of technology and the development of technology-enhanced curricula, including, among others, the Star Schools program. Migrant educators can explore the opportunities provided under Title III to integrate the use of technology into programs and curricula for migrant children. The Department also funds Regional Technical Support and Professional Development Consortia for Technology, which are discussed briefly in Appendix A of this guidance.
Title IV, the Safe and Drug-Free Schools and Communities Act, has been the federal government's major effort in the area of drug and violence prevention. The program, which was enacted in 1986, provides funds to governors, state and local education agencies (SEAs and LEAs), institutions of higher education, and nonprofit organizations to develop and operate a range of drug, alcohol and violence prevention programs. The Safe and Drug Free Schools and Communities Act may be used to benefit migrant children through such programs as conflict resolution, peer mediation, drug education, and counseling, all of which are available under the Safe and Drug Free Schools Program.
Title VII provides supplemental support for the education of limited English proficient (LEP) students to meet the same rigorous standards expected of all children. Specifically, Part A of Title VII authorizes the secretary to provide discretionary funds primarily to LEAs to:
Develop and implement comprehensive, coherent, and successful bilingual education or special alternative instructional programs for LEP students, including programs in early childhood education, K-12 education, and vocational education;
Carry out innovative, locally designed projects to expand bilingual education or special alternate instruction programs for LEP students;
Implement schoolwide bilingual education programs or alternative instruction programs in schools with significant concentrations of LEP students;
Implement districtwide bilingual education programs or alternative education programs in school districts with significant concentrations of LEP students;
Enhance the SEA's ability to provide technical assistance, to develop capacity, and to promote consistency between LEA programs and the state plan under Section 1111; and
Provide for professional development courses on appropriate instructional and assessment strategies for LEP students.
Migrant educators should also be aware that the ESEA directs the Office of Bilingual Education and Minority Languages Affairs (OBEMLA) to provide assistance in developing linguistically appropriate assessments.
Title XI offers LEAs an opportunity to use up to 5 percent of the funds they receive under the ESEA (including MEP funds) to develop, implement, or expand a coordinated services project. A coordinated services project is a comprehensive approach to meeting the educational, social service, and other needs of children and families through a communitywide partnership linking agencies that provide such services through a coordinated site at or near a school. Because the social service needs of migrant children are frequently unmet, coordinated service programs can be of particular benefit to such children. Migrant educators should explore linking their current efforts to provide for comprehensive services to migrant children and their families to the opportunities afforded LEAs under Title XI.