MEET KARINA

1.Feet2.Hands3.Head4.Eyes5.Ears6.Mouth7.Heart

HISTORY OF MIGRANT EDUCATION

Began in 1960s as part of civil rights consciousness; “Harvest of Shame”

1965 Passage of ESEA

1966 amendment to create the migrant education program to address special needs of mobile farm worker children

MIGRATORY CHILD—Federal Definition

A child who is, or whose parents, spouse, or guardian is, a migratory agricultural worker, including a migratory dairy worker, or migratory fisher; and Who, in the preceding 36 months, accompanies such parent, spouse, or guardian in order to obtain temporary or seasonal employment in agricultural or fishing work has moved from one school district to another

Who Is A Migrant Student?

AGE:The child is younger than 22 years of age.

SCHOOL COMPLETION: The child is eligible for a free public education (no HS diploma or GED).

MOVE:The child and worker “moved.”

IN ORDER TO OBTAIN: The primary purpose of the worker’s move was to seek

or obtain “qualifying work.”

QUALIFYING WORK:Temporary or seasonal employment in agricultural or

fishing work.

ELIGIBILITY FACTORS

School District MEP Resource Flow

Basic Education

State and Local

Federal (Title I, II, etc.)

Title III Title I Part C –Migrant

A Supplementary Program CAN NOT be the Main Provider of Academic and Linguistic Services to MEP Students

Last Categorical Funds to be Committed

Supplemental Nature of Migrant Services

$$

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PRIORITY FOR SERVICE (PFS)

All Migrant Students

At risk of not meeting state academic standards

Interrupted School YearPFS

FOOD FOR THOUGHT

What kind of impact can the migrant lifestyle have on a student?

7 AREAS OF CONCERN

Educational Continuity Instructional Time School Engagement English Language Development Educational Support in the Home Health Access to Services

ROOTS OF THE SEVEN AREAS OF CONCERN

Many migrant workers share some common lifestyle characteristics that pose significant challenges in their lives High levels of migration (mobility) Moving from and to other countries Low wages (working poor) Low levels of education Isolation from the larger community due to

cultural adjustment problems and language differences

What are the 7 Areas of Concern?

1. EDUCATIONAL CONTINUITY

Because migrant students often are forced to move during the regular school year, students tend to experience a lack of educational continuity.

Migrant students experience differences in curriculum academic standards homework policies and classroom routines.

2. INSTRUCTIONAL TIME

Mobility also impacts the amount of time students spend in class and their attendance patterns.

Such decreases in the time students spend engaged in learning leads to lower levels of achievement.

Ways to ameliorate the impact of family mobility and delays in enrollment procedures are essential.

3. SCHOOL ENGAGEMENT

Migrant students are frequently faced with adjustments to new school setting, making new friends, and social acceptance challenges, which are generally grouped as behavioral, emotional and cognitive

(based on Fredricks, Blumenfeld and Paris, 2003)

3. SCHOOL ENGAGEMENT

Cognitive engagement hinges on investment in learning and may be a response to expectations, relevance, and cultural connections.

Behavioral engagement focuses on the opportunities for participation, including academic, social or extracurricular activities.

Emotional engagement emphasizes appeal.

Migrant students need avenues that ensure they are valued and have the opportunities that more stable students have.

4. ENGLISH LANGUAGE DEVELOPMENT

English language development (ELD) is critical for academic success.

In the school setting, ELD focuses on the literacy skills applicable to content area learning.

5. EDUCATIONAL SUPPORT IN THE HOME

Home environment is often associated with a child’s success in school.

Many migrant parents value education for their children, they may not always know how to support their children.

Efforts to inform families are crucial.

6. HEALTH Good health is a basic need that

migrant students often do not attain.

They are at greater risk.

They are more likely to be uninsured and have difficulties with health care access.

7. ACCESS TO SERVICES

Since migrant families are not viewed as permanent residents, services become more difficult to obtain.

STRATEGIES THAT HELP MIGRANT STUDENTS

For content area instruction: Comprehensible Input Building Background Use of Realia and

Manipulatives Cooperative/Collaborative

Groups Engaged in real world

problems

STRATEGIES THAT HELP MIGRANT STUDENTS

Strategies for Language Acquisition and Vocabulary Development

ASPIRE, SIOP, Project GLAD Cognitive Content Dictionary, Sentence Patterning

Chart, etc. Cognates/Biliteracy (Escamilla, 2009) Negotiation for Meaning Cooperative Groups

STRATEGIES THAT HELP MIGRANT STUDENTS

Strategies for Parent Involvement Survey Parents as to their perceived needs

Formally and Informally Informational Meetings

School Routines Graduation Requirement PACs

Migrant Family Nights (series) Math Nights Reading Nights

Celebrations/EventsState Advisory Council Member- Esequiel Olmedo at Project FIT

· They’re the professionals, they know what’s best for my child. It’s their job to teach my child. That’s what they get paid to do.

· They discriminated against us.

· They don’t want us in their classrooms.

· They only call when there is a problem.

· They don’t think we know anything.

· They think we are bad parents.

· They don’t understand why we don’t come to meetings or events. We work long hours, especially during harvest.

Some Common MisperceptionsFamilies May Have of Teachers

Think about how we can combat these misperceptions.

Personally? Within your school? Within your district? With staff? With parents?

MEP SUPPORT OFFICES AND WEBSITES MSDR- Migrant Student Data & Recruitment Office

www.msdr.org OSPI State Migrant and Bilingual Education

www.k12.wa.us/migrant/ MERO’s

NWESD 189 www.nwesd.org ESD 105 www.esd105.wednet.edu/MERO/ North Central ESD 171 www.ncesd.org

FOR ANY QUESTIONS OR MORE INFORMATION CONTACT THE FOLLOWING PERSONNEL

Arturo VivancoCoordinator

360-757-3311 avivanco@be.wednet.edu

Luis LopezMigrant Parent Advocate

360-757-3391llopez@be.wednet.edu

Celia GarciaMigrant Recruiter

360-757-4047cgarcia@be.wednet.edu