The Migrant Education Program provides free education and support services to students and families who move through school districts due to temporary and seasonal work in agriculture or fishing.
Our program is designed to provide educational assistance to children who have educational gaps, or who have trouble getting enough credits to graduate from high school, due to family members making frequent moves in search of agricultural employment. It works to ensure that migrant children fully benefit from the same free public education provided to other children and that they master the educational content provided in the local districts by offering services to help reduce the educational disruptions and other problems that can result from these moves.
To qualify, you must have at least one member of the household working or that has worked in agricultural jobs during the last three years as a main source of living. In addition, you must also have school age children (ages 3-21) and have moved across school districts in search of the work in agriculture.
Agricultural Jobs may include:
Planting, cultivating, or harvesting grain, fruit & vegetable crops
Beef, pork, chicken processing
Fruit & vegetable processing
Here is a brief video going over our services provided, accomplishments and plans for the future from our 2019-2020 school year.
students/families from our District, in an equitable manner, to ensure
educational stability by eliminating barriers during registration, provide
transportation, access to school meals, as well as access to appropriate
educational and extracurricular activities.
In order to qualify for the McKinney-Vento program, one of the following conditions must be met (NMPED Guidance):
Children whose families live in
homeless, domestic violence or transitional shelters
Children whose families are
(doubled up) living with friends or
relatives waiting for housing.
Children or youth who runaway
Children or youth who go from
family to family
Children or youth who live with no
utilities for extended periods of time
Children who stay in motels or
travel trailers waiting for adequate accommodations
McKinney-Vento Scaffolded Support
Note that if a student is ineligible, our team will reach out to school administrators, social workers, counselors & teachers to provide resources to students/families that they may need.
The McKinney-Vento program supports
students/families with the following:
Facilitate registration process regardless of having an address or necessary documentation required to register student into a school.
Transportation and medical representation during doctor appointments or to various resources in the community.
Access to the DPS clothing bank (offering clothing/shoes for the entire family).
Provide basic school supplies.
Assist in finding community resources.
Educational support in the classroom.
Here is a professional development video training from the Department of Equity, if you would like to understand our program better and meet some of our staff.
The Deming Public Schools (DPS) English Learner Guide (ELG) provides guidance to district schools regarding the policies and requirements of the U.S. Department of Education Office for Civil Rights (OCR) relating to the provision of equal education opportunity for English Learners (ELs), and those of Title III of the Elementary Secondary Education Act (ESEA), formerly the No Child Left Behind Act (NCLB), and other state and federal statutory requirements (U.S. Department of Education, 2002). The Every Student Succeeds Act (ESSA), signed into law by President Obama in 2015, replaces the NCLB.
The DPS English Learner Guide was developed in direct alignment to the Serving English Learners Technical Assistance Manual provided by the New Mexico Public Education Language and Culture Division.
To view the guide in its entirety, view the below link.
are designed to help students achieve English language growth and proficiency targets through intentional language development and close the achievement gap through scaffolded instruction.
Our program begins with the identification of students who are English Learners (EL's). In order to do this, we begin with a Language Usage Survey (LUS). All parents of students entering the public school system for the first time must complete a LUS. Each student should have only one LUS completed during his/her public education career in the United States. The LUS is kept in the student's cumulative file and transfers as part of the student records to the schools that the student attends.
If there are one or more responses confirming the use of a language other than English on the LUS, then the district must continue the identification process by administering the WIDA Screener, which is the department-approved English language proficiency screener used in New Mexico. The WIDA Screener results must be kept as part of the student records.
Click Here for a Language Usage Survey Process Map
EL Status and Reclassification
If a student is not yet proficient in English, as measured by the WIDA Screener, the student is classified as an EL. The student must take the ACCESS for ELLs 2.0 English proficiency assessment annually until he/she achieves a composite score of 5.0 or higher, at which point the student is no longer classified as an EL.
Achieving this score means the student is proficient in English. The former EL's language status must be changed to reclassified fluent English proficient (RFEP) and monitored for two years to ensure the student succeeds academically. A RFEP student must no longer be assessed for English language proficiency on the ACCESS for ELLs 2.0 assessment.
Language Assistance Programs & Services for ELs
ELs must have meaningful access to the district's educational program. Therefore, Deming Public School District and its schools will provide students who are classified as ELs with appropriate English language assistance programs and services. Such EL programs and services will be:
Educationally sound in theory;
Effective in practice;
Designed to enable ELs to become proficient in English and to achieve academically in the standard instructional program within a reasonable length of time.
Program standards must consider the following three specific areas:
EL programs and/or services will be designed to ensure the ELs:
Develop academic English, such that English language proficiency is achieved within a reasonable length of time; and
Meet the state's academic standards in all areas.
The Deming Public Schools implements several models and/or approaches to meet the needs of ELs such as:
English Language Development (ELD)
An approach in which EL students are provided explicit instruction in the use of the English language. Instruction is based on a targeted curriculum that focuses on English language learning (not subject matter content). ELD instruction is designed to further develop listening, speaking, reading, and writing skills to achieve English language proficiency by addressing the social, instructional, and academic language that students need to engage with peers, educators, and the curriculum in school.
This approach integrates the development of English language proficiency and the acquisition of grade-level academic content area knowledge and academic skills. Protocols used to implement Sheltered Instruction include Guided Language Acquisition Design (GLAD), Achievement Inspired Mathematics for Scaffolding Student Success (AIM4S3), as well as strategies acquired through participation of WIDA trainings (scaffolding, language acquisition, formative assessment, data analysis, standards implementation), and TESOL endorsements programs.
Dual Language Immersion
A bilingual education model that uses English and Spanish as mediums of instruction. The goal is to develop bi-literacy proficiency and meet college career readiness standards.
The goal of New Mexico’s Bilingual Multicultural Education Programs (BMEPs) are for students to: Become bilingual and biliterate in two languages: English, and Spanish: and Meet state academic content standards and benchmarks in all subject areas.
What are Dual Language Education Programs?
The definition of dual language education encompasses the following components:
The program Involves instruction in English and Spanish.
The program involves separation of language where only one language is used during instruction at any given time.
Both native English speakers and Spanish speakers are participants.
The goals of dual language programs are:
High levels of bilingual proficiency.
Grade level literacy in English and Spanish.
Content area achievement at or above grade level.
Benefits of being literate in two languages
The Guiding Principles of dual language programs consider the following:
Assessment and Accountability
Staff Quality and Professional Development
Family and Community
Support and Resources
Deming Schools with dual language programs
Bataan - 90:10 - K-5th
Bell - 50:50 - K-4th
Columbus - 50:50 - K-5th
RST - 50:50 - K-5th
Deming Intermediate 50:50 - 6th
Red Mountain - 50:50 - 7-8th
Deming High - 50:50 - 9-12th
Spanish is the second most widely used language in the United States and is becoming increasingly important for business, trade, schools, government agencies, the legal system, the media, advertising, the internet, politics, and the private sector.
"One language sets you in a corridor for life. Two languages open every door along the way." Frank Smith
The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) was reauthorized by the United States Congress in 2018 and is now named the Strengthening Career and Technical Education for the 21st Century Act (Perkins V). Like Perkins IV, Perkins V supports the expansion of Career and Technical Education (CTE).It challenges students with rigorous academic and CTE instruction, a method that prepares students for high-skill, living-wage or in-demand and emerging professions.
Career Technical Education (CTE) provides students of all ages with the academic and technical skills necessary to succeed in future careers and to become lifelong learners. In total, about 12.5 million high school and college students are enrolled in CTE across the nation. Funded by the Carl D. Perkins Career and Technical Education Act (Perkins), CTE prepares these learners for the world of work by introducing them to workplace competencies, and makes academic content accessible to students by providing hands-on experiences in various industry sectors. Build New Mexico highlights the eight priority sectors identified by Governor Lujan Grisham. Career Pathways NM provides labor market information by school district and custom reporting for every district in New Mexico.
Perkins incorporates national research and information to continuously improve CTE programs and activities, while providing services such as professional development for educators at the State and local levels. This full circle framework also advocates for strong partnerships between secondary schools, postsecondary institutions and the local workforce.