Comprised of two parts, this report discusses the pilot phase of the Model for Migrant Education and describes the model's adaptation and expansion to the normal classroom setting. Purpose of the model was to develop, implement, and field-test a model migrant education program which could be implemented in any school district enrolling migrant students. Program objectives involved four distinct areas of interest--a transition classroom, individualized programs, contingency contracting, and parental involvement. During April-June 1972, the pilot "transition" classroom for 25 second and third grade migrant students emphasized extensive bilingual language and reading achievement testing for program placement. Individualized prescription sheets were prepared, and a system for assessing and charting each student's progress in reading and math was implemented. Since June 1972, students in grades 1-5 were provided instruction in the basic skills. Two new components were added--one was to increase the oral and reading Spanish vocabularies of the project's 300 Mexican American students; the other was designed to teach English speaking students to speak and read Spanish and to increase understanding and appreciation for the Mexican American culture and heritage. The model was successful in accomplishing its objectives. (NQ)