Migrant Education Program

Critical Care

Livermore Valley Joint Unified School District, Livermore, California


While federally funded, California’s Migrant Education Program (MEP) is supported by both federal and state laws. Livermore currently has 189 identified migrant students. Its program is developed annually in collaboration with the MEP regional office. Every effort is made to base the content of the program on the specific needs of migratory children and their families. Currently, the program consists of school readiness and regular year program. Livermore offers two school readiness programs: Listos a los Tres (3-year old preschool) and School Readiness Program (4-year old preschool). Both are offered two hours per day. It offers a variety of after-school programs that supplement the regular school day curriculum to help close the achievement gaps of migrant students and to provide equity and access to college and career readiness knowledge and skills. Currently, it offers K-12 English Language Arts (ELA) and math academic support twice per week; a credit recovery program for grades nine through 12 twice per week; high school and middle school speech and debate teams; and academic counseling at the high school level. Summer programs provide extended learning to fill the gaps caused by migrant student mobility.

All Livermore migrant students are screened by the health technician at each school site. Parents are notified of the results and provided referrals for additional medical care. The Parent Advisory Council meets a minimum of six times per year to provide input to the planning, operation, and evaluation of the migrant services.


The components of the Livermore MEP seek to remove barriers to the achievement of our migrant students as follows: School Readiness seeks to increase the percent of migrant preschool children receiving a high-quality early childhood education so that they enter kindergarten as prepared as their nonmigrant peers. Math and language arts focus seek to increase the percentage of migrant students who meet or exceed math and language arts on state tests. The health component seeks to ensure all migrant students with identified unmet heath needs that interfere with learning will be assessed annually and treated or referred for treatment, and increase the percent of migrant students who feel connected to their school.


Evidence of the program’s success can be seen in the improvement of migrant students’ scores on the annual Common Core-aligned California Assessment of Student Performance and Progress (CAASPP). Over the past three years, the district has seen a 15 percent increase in the percentage of migrant students meeting or exceeding the ELA standards, from 32 percent in 2014-15 to 47 percent in 2016-17. It has also seen a 9 percent increase in migrant students meeting or exceeding the math standards, from 22 percent in 2014-15 to 31 percent in 2016-17.


Assistant Director of Curriculum and Special Projects
Helen Gladden

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