The unique problems of migrants require increased sensitivity by all levels of policymakers. Educational programs cannot be developed in law and then ignored in practice if worthwhile results are to be achieved. Federal and state level program goals and objectives must be further refined and effectively implemented at the local level. The specific cognitive skill areas and other educationally related needs of each migrant student must be defined. Important to this identification and the effective delivery of services is (a) comprehensive assessment of individual and group needs, (b) identification of all existing resources, (c) coordination of services available, and (d) the planning of specific activities by each service to meet the student's needs. Information gained through parent involvement, regular Title I services, and administrative and social experiences of those operating migrant education programs is necessary to tailor services to needs. The comprehensive packaging of services should be an outgrowth of and related directly to the special needs of each migrant child. Migrant student achievement cannot be improved solely through the academic instruction or supportive resources of ESEA, Title I; the social and economic conditions of the student's daily life must be considered in the planning and delivery of effective services. Local programs incorporating health, nutrition, counseling and related services supported by federal and/or state resources have been observed by the Council. (Author/NEC)