document resume ed 294 704 rc 016 581 mattera, gloria · ed 294 704 rc 016 581 author mattera,...

DOCUMENT RESUME

ED 294 704 RC 016 581

AUTHOR Mattera, GloriaTITLE Models of Effective Migrant Education Programs.INSTITUTION ERIC Clearinghouse on Rural Education and Small

Schools, Las Cruces, N. Mex.SPONS AGENCY Office of Educational Research and Improvement (ED),

Washington, DC.PUB DATE 87CONTRACT 400-86-0024NOTE 123p.; Best copy available.PUB TYPE Reports - Descriptive (141) -- Information Analyses

ERIC Information Analysis Products (071)

EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS Access to Education; Bilingual Education Programs;

Correspondence Study; *Demonstration Programs;Elementary Secondary Education; IndividualizedEducation Programs; Interstate Programs; *MigrantEducation; *Migrant Programs; Mobile EducationalServices; Models; National Programs; *ProgramDescriptions; Program Effectiveness; *SpecialPrograms; State Programs

IDENTIFIERS *Early Intervention Prcgrams; Joint DisseminationReview Panel

ABSTRACTIntended to encourage both migrant and non-migrant

educators to explore the possibilities of adopting and/or adaptingthe cited programs or appropriate components into their own units,this volume updates the 1974 description of some of the many programsthat have proven effective in serving migrant students. Chapter Isummarizes seven programs approved by the Joint Dissemination ReviewPanel: California Migrant Teacher Assistant Corps, Project CHILD(Comprehensive Help for Individual Learning Differences), EarlyPrevention of School Failure Management Program, IndividualizedBilingual Instruction, Migrant Student Record Transfer System, andProject NOMAD (Needs and Objectives for Migrant Advancement andDevelopment). Chapter 2 outlines five projects selected by theChapter 1 National Identification Program: Idaho Falls MigrantProgram, Individualized Bilingual Instruction Interstate TrainingProject, Port Townsend Migrant Education Program, Positive BeginningsProgram, and Prosser Portable Assisted Study Sequence Program (PASS).Chapter 3 presents exemplary national programs, interstate programs,statewide programs, local programs, and special services (mobileunits, migrant centers, staff development programs, and the OregonMasters Degree Program). Chapter 4 offers suggestions for citizens tobecome aware of and active in the struggle to improve the educationof migrant students. (NEC)

***********************************************************************Reproductions supplied by EDRS are the best that can be made

from the original document.***********************************************************************

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MODELS OF EFFECTIVE

MIGRANT EDUCATION

PROGRAMS

by

Gloria MatteraProfessor of Education, State University of New York and

Director, BOCES Geneseo Migrant CenterGeneseo, New York

1987

Published by

EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)

CLEARINGHOUSE ON RURAL EDUCATION AND SMALL SCHOOLS (CRESS)

New Mexico State University

Las Cruces, New Mexico 88003-0001

This publication is based on work sponsored wholly orin part by the Office of Educational Research andImprovement, U.S. Department of Education, undercontract number 400-86-0024. Its contents do notnecessarily reflect the views of OERI, the Department,or any other agency of the U.S. Government.

4

TABLE OF CONTENTS

Acknowledgements xi

Preface xvi

Introduction 1

Chapter 1 - Joint Dissemination Review Panel (JDRP)Approved Migrant Program 8

California Migrant Teacher AssistantCorps: California Mini-Corps 11

Project CHILD: Comprehensive Help forIndividual Learning Differences. . . . 14

Early Prevention of School FailureManagement Program (EPSF) 18

Individualized Bilingual Instruction(IBI) 21

Migrant Student Record Transfer System(MSRTS)/A Computer Link OfferingVariable Education Records 23

Project NOMAD: Needs and Objectives forMigrant Advancement and Development. 28

Secondary Credit Exchange 31

Chapter 2 - Chapter 1 National IdentificationProgram 34

Idaho Falls Migrant Program 36

Individualized Bilingual Instruction(IBI)/Interstate TrainingProject 39

Port Townsend Migrant EducationProgram 42

Positive Beginnings Program 44

Prosser Portable Assisted StudySequence Program (P A S S ) 46

iii

J

Chapter 3 - Update: 1974 Exemplary Programs forMigrant Children 48

Exemplary National Programs 50

High School Equivalency Program (HEP), 51

Exemplary Interstate Programs 53

Texas Interstate Cooperation Project 54

Exemplary Statewide Programs 57

California Plan for the Education ofMigrant Children - Regional Plan . . . 58

Florida Migratory Child CompensatoryProgram - Early Childhood Learning,Language Arts Tutorial, Learn andEarn 61

New Jersey Migrant Education -Recruitment Program 64

Exemplary Local Programs 66

Somerton, Arizona, DemonstrationProject 67

Transitional Program - Springfield,Massachusetts 69

Secondary Programs - North Carolina. 71

Exemplary Special Services 73

Mobile Units 73

Migrant Centers 76

Staff Development Programs 79

Oregon Masters Degree Program 79

Chapter 4 - Rebuilding the Music and the Dream. . 81

Appendices

A. EPSF Skills Check ListCorrelated with Migrant EarlyChildhood Skills 87

iv

B. MSRTS - Education Form 90

C. MSRTS - Medical Form 93

D. Secondary Committee - Summary ofAccomplishments 95

E. Section 143 Migrant EducationInterstate and IntrastateCoordination Programs, 1985-1986 96

F. National Migratory Patterns Map . 98

G. Sources of Information 99

Bibliography 101

About the Author 110

v

PHOTO CREDITS

cover, pages xii, 49, 56, 66 by Roger Smith

pages 35, 43, 45, 47, 65, 72, 84 by William R.Cronin

by ElizabethBoettger

page 60

vii

8 The prevlous numbered page Inthe original document was blank

To Eric M. Steel, whose brilliant pen championed therights of justice and humanity for all.

viii

9

ACKNOWLEDGMENTS

Many migrant child advocates have played animportant role in the development of Models ofEffective Migrant Education Programs. Appreciation isexpressed to each of them:

- to the ERIC/CRESS Advisory Board whocommissioned this update of the 1974publication Exemplary Programs for MigrantChildren, co-authored by Gloria Mattera andEric M. Steel.

- to Manuela L. Quezada-Aragon, ERIC/CRESScoordinator for Migrant Education, whoprovided guidelines for the text

- to reviewers Joe P. Chaires, Aurelio "Larry"Jazo, and Susan Morse for their constructivecomments

- to the many educators who providedinformation for the text:

- U.S. Education Department personnelJoseph Bertoglio, Patrick Hogan, BarbaraLittle, and Drs. John Staehle, LewWalker, and Lee Wickline

- State Directors of Migrant Education (ortheir representatives) - J.O. "Rocky"Maynes (AZ), Dr. John Schaeffer (CA),Ernest Maestas (CO), Dr. Ulysses G.Horne and Retha Cooper (FL), CarolynReeves (ID), Daniel McAllister (MA),Dr. Miguel Ruiz (MI), Don Snyder (MO),

Robert Youngblood (NC), Jose D. Garcia(OR), Frank Contreras (TX), Raul de laRosa (WA)

- Effective Program directors/personnelMargaret Berry (Port Townsend, WA), JeffCamacho (CA Mini-Corps), JohnH.Dominguez (Project NOMAD), Tino Duron(Secondary Credit Exchange), RafaelGuerra (IBI/Pasco, WA), Louise Gustafson(IBI/Pasco, WA), Jerry Jacobson (IdahoFalls, ID), Janis Lunon (MSRTS), BrentMcDonald (ID Migrant Ed

ix

Resource Center), Ray Melton (NewMadrid, MO), Dr. Larry Nyland(IBI /Pasco, WA), Stan Patterson (IDMigrant Ed Resource Center), DonSanders (HEP), William Smith (NJ), Dr.Lloyd White (P.A.S.S./Prosser, WA), Dr.Luceille Werner (Early Prevention ofSchool Failure)

- to BOCES Geneseo Migrant Center staffRobert Lynch, Assistant Director, forhis review and comments on the text;Mary Fink and Chris Heins, secretaries,for their fine work on the manuscript

- to Dr. Charles Holowach, Superintendent,and to Mr. Bruno Rodgers, AssistantSuperintendent of the Livingston-Steuben-Wyoming BOCES, for taking theCenter under the BOCES wing, therebyenabling it to continue to serve migrantfarmworkers and their familiesnationwide

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THE MAN WITH THE HOE

Bowed by the weight of centuries he leansUpon his hoe and gazes on the groundThe emptiness of ages in his faceAnd on his back the burden of the world.Who madam him dead to rapture and despair,A thing that grieves not and that never hopesStolid and stunned, a brother to the ox?Who loosened and let down that brutal jaw?Whose was the hand that slanted back this brow?Whose breath blew out the light within his brain?

How will you ever straighten up this shape;Touch it again with immortality;Give back the upward looking and the light;Rebuild in it the music and the dream;Make right the immemorial infamies;Perfidious wrongs, immedicable woe?

How will the future reckon with this man?How answer his brute question in that hourWhen whirlwinds of rebellion shake all shores?How will it be with kingdoms and with kings -Win those who shaped him to the things he is -when this dumb terror shall rise to judge the world,After the silence of the centuries?

ByEdwin Markham

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PREFACE

Who are today's representatives of Markham's "Manwith the Hoe"? Are they the Shiite Moslems whose"whirlwind of rebellion" shook our shores with thehijacking of the TWA plane in Athens in the summer of1985? Or, are they perhaps this nation's migrantfarmworkers who travel to help harvest our crops?

The Shiites' fruitless struggle for a decent lifeled to their rebellion.1 Is it possible that ourfarmworkers may take a similar route? For decades,their struggle, too, has been fruitless, even thoughtheir silent cry for justice has had such noteworthyadvocates as John Steinbeck in his epic Grapes of Wrathand Edward R. Murrow in his landmark televisiondocumentary "Harvest of Shame."

Despite some gains resulting from such mediacoverage, migrant farmworkers still do not live andwork with the dignity befitting the importance of theirtask. The future is thus not bright for the adults;but what about their children? Is there any hope forthem? Will circumstances force them to continue intheir parents' footsteps? Apparently not, if Congresshas anything to say about it! Passage of a MigrantAmendment to the Elementary and Secondary Education ACT(ESEA) in 1966 enabled Congress to open doors formigrant children.

Models of Effective Migrant Education Programspresents examples of what the tf3ucation community hasbeen doing so that the children need not have the soleoption of taking up the hoe, but rather, that they maymore completely fulfill their own potential as humanbeings.

1Robert W. Bermudes, The Hijack in Context: ShiiteFrustrations Have Simmered Too Long, The Times-Union, July30, 1985.

I 4

INTRODUCTION

One of the best-fed nations on earth, the UnitedStates of America, depends upon a silent band ofpeople--the migrant farmworkers--to harvest its crops.Ironically, this group is among the poorest in thenation. Living and laboring under minimal conditions,farmworkers are excluded from legislation (such as theNational Labor Relations Act) which benefits non-farmworkers. Attesting to this is the report of thespecial 1978 Task Force Panel on Migrants for thePresident's Commission on Mental Health, which statedas follows:2

It is the conclusion of Panel membersthat, despite the several billions ofdollars that have been spent by theFederal Government over the past 15years, American farmworkers and theirfamilies still live and work underconditions which are cruel and harsh byany standard: They are ill-housed,ill-clothed, undernourished, faceenormous health hazards, are underpaid,underemployed, undereducated, sociallyisolated, politically powerless,excluded from much of theworker-protective legislation that otherAmerican workers take for granted, andare unable to compete in V.e labor marketfor higher wages that would permit themto resolve their own problems orameliorate the bleak reality of theirexistence.

Where do the "billions" referred to by the Panelcome from? Congress, awakened by reports such asMurrow's 1960 telecast "Harvest of Shame", recoynizedthat the farmworkers' travels from state to state toharvest crops made them, in reality, constituents ofthe nation, rather than of local communities orstates. Action from the federal level in the form oflegislation was therefore necessary it some of theproblems were to be addressed. Congress thus passed a

2The President's Commission on Mental Health, TaskPanel Reports Submitted to the President's Commissionon Mental Health, 1978, Vol. III, Appendix, p.6.

15

series of laws that established categorical servicesfor migrant farmworkers. These are as follows:

The Migrant Health Act of 1962

- provides " ailable, accessible andacceptable " health care

The Economic Opportunity Act of 1964

- provides employment and training services(now under the Job Training Partnership Act(JTPA), Section 402, administered by theU.S. Department of Labor (USDOL))

- provides Head Start services administeredby the Administration for Children, Youthand Families

provides upper level education through theHigh School Equivalency (HEP) and CollegeAssistance Migrant Program (CAMP) nowunder the Higher Education Act administeredby the U.S. Education Department.

The Elementary and Secondary Education Act (ESEA),Migrant Amendment, 1966

provides education services (now underChapter 1 of the Educational Consolidationand Improvement Act (ECIA) of 1982)

Publicly funded categorical services are alsoavailable through:4

The Community Services Administration (CSA)

- provides food and nutrition services

3L. Johnston, Health for the Nation's Harvesters(Farmington Hills, MI: National Migrant Worker Council,Inc., 1985), p. 177.

4The President's Commission on Mental Health,p. 97.

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ACTION

- provides VISTA volunteers to work withfarmworkers and farmworker organizations

Legal Services Corporation

- funds special projects for migrantfarmworkers

Congress also provided protective services for migrantfarmworkers through legislation:

The Fair Labor Standards Act of 1938, as amendedin 1966

- establishes minimum wages and child laborguidelines

The Wagner-Peyser Act of 1933, as amended

- establishes farm placement services throughstate employment offices

The Occupational Safety and Health Act of 1970(OSHA)

- sets standards for farmworker housing,pesticide use, occupational safety andhealth

The Farm Labor Contractor Registration Act (FLORA)of 1973, as amended in 1974 and 1983, and repealedand replaced by the Migrant and SeasonalAgricultural Worker Protection Act (AWPA) of 1983

- requires that crewleaders be registered,that they provide employment and relatedinformation in writing to the workers, andthat employer records be kept for threeyears

- provides other protective measures

The Federal Environmental Pesticide Control Act of1972

- regulates application of pesticides andother toxic substances and sets re-entrylevels

In addition to benefitting from the categoricalservices and protective legislation listed above,

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farmworkers are also eligible for programs designed forthe poor such as food stamps, Aid to Families withDependent Children and Title XX Day Care.

As the President's Commission on Mental Healthstated, however, the expenditure of billions underthese programs has not resulted in the desiredequality, humanity and justice for migrant farmworkers.Perhaps, as mechanization dwindles the number offarmworkers and as public awareness of their plight isheightened, many of the problems of communication,coordination, commitment and concern, and the workers'lack of power as a group can be resolved. In themeantime, however, there is at least one possibleavenue of success--the education of migrant children.

Migrant Education

Migrancy creates unique problems for the childrenof migrant workers. Not only are they victims of thepoor health and working conditions of their parents,they suffer also the additional burdens created byconstant interruption of their learning. Many leavetheir home-base school in early spring, and thus arenot able to complete the school year. They miss schoolenroute to the next harvest site, lose time gettingplaced (or misplaced) in the educational program of thenext school, suffer the social and psychologicaleffects of getting adjusted to a new, perhapsunfriendly environment with new classmates, teachersand curriculum. Then after their parents finishharvesting in that location, the children move again tothe next school district where their parents canharvest another crop. This uprooting is continuous(depending upon the crops their parents pick and thenumber of moves they make from state to state) untiltheir return to home-base in the fall--generally afterschool has started--thus creating an additional problemof missing the first month or so of school!

Inevitably, this constant interruption oflearning, lack of continuity, absence from schooldur.lg travel time, and often blatant discrimination bylocal communities and school personnel all contributeto migrant students falling behind about two years andgetting disinterested in an educational system whichcannot provide the needed continuous education.Moreover, they often perceive the need for providingincome for family survival and thus drop out of schoolas soon as possible.

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Concerned about helping all disadvantagedstudents, including migrants, Congress passed the 1965Elementary and Secondary Education Act (ESEA). It wasnoted during the first year of the program, however,that local districts did not include migrant studentsin the ESEA programs, the rationale being that theywere not "local" children. Congress' next move was topass the Migrant Amendment to ESEA in 1966, with aninitial outlay of $9,700,000 so that migrant studentneeds could be addressed. Allocations were madedirectly to the states, with no discretionary funds atthe federal level to provide needed interstatecoordination and consistency in programming.

These allocations had grown to $262,000,000 by1985, and provided a variety of educational, health andother supportive services for eligible migrant studentsin 49 states, plus Puerto Rico and the District ofColumbia. An eligible student is ...

...one who has moved across state or schooldistrict lines with a parent or guardianwho is seeking temporary seasonal work inagriculture, fishing or related work,including food processing and the harvestingand cultivation of trees.5

How have these resources been spent? Migranteducators wisely realized that if migrant students wereto be adequately served, the education program wouldhave to get back to the basics of "starting with wherethe child is," i.e., finding out about their cultureand lifestyle as well as their academic, physical,social and emotional needs. To assure such a focus,national goals were identified to serve as guidelinesfor program development at the local and state levels.Thus, while individual programs could vary as toapproach, the nation as a whole could pursue goals thathad been determined as essential for all migrantstudents. Such migrant education goals were designatedas follows:6

5Louisiana Department of Education, The MigrantStudent Record Transfer System (MSRTS), Baton Rouge,LA: n.d., p.3.

6Dissemination Committee of the NationalAssociation of State Directors of Migrant Education,National Goals for Migrant Education, 1981.

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1. Specifically designed curricular programsin academic disciplines based upon migrantchildren's assessed needs.

2. Success-oriented academic programs, careeroptions and counseling activities, andvocational training that encourage migrantchildren's retention in school andcontribute to success in later life.

3. Communication skills programs which reflectmigrant children's linguistic and culturalbackgrounds.

4. Supportive services that foster physicaland mental well-being, when necessary, formigrant children's successful participationin the basic instructional programs,including dental, mental, nutritional andpsychological services.

5. Programs developed through interagencycoordination at the federal, state, andlocal levels.

6. A component for meaningful migrant parentinvolvement in the education of theirchildren, one in which cooperative effortsof parents and educators would be directedtoward the improvement of the migrantchildren's academic and social skills.

7. Staff development opportunities thatincrease staff competencies in thecognitive, psychomotor, and affectivedomains.

8. A component to properly identify and enrollall eligible migrant children.

9. Preschool and kindergarten programsdesigned to meet migrant children'sdevelopmental needs, and prepare them forfuture success.

10. Development, evaluation, and disseminationof information designed to increaseknowledge of program intent, intrastate andinterstate program development, thecontribution of migrants to thecommunity, and the overall effect of theprogram.

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11. Assurance that sequence and continuity willbe an inherent part of the migrant chilc'stotal education program through thedevelopment of a system which facilitatesthe exchange of methods, concepts andmaterials, and the effective use of theMSRTS component for intra-interstatecommunications in the exchange of studentrecords.

It is important to acknowledge projects that havebeen effective in helping to achieve these goals. Thispublication attempts to do so, utilizing material fromthree sources: (1) Joint Dissemination Review Panel(JDRP) Approved Programs, (2) the Chapter 1 NationalIdentification Program, and (3) Exemplary Programs forMigrant Children, a work published in 1974 byERIC/CRESS. The decision to limit citations to thesethree sources is not meant to exclude other effectiveprograms, but neither time nor space would permitinclusion of all programs that merit recognition.Those migrant educators desirous of having theirprograms receive recognition may wish to submit themfor JDRP or Chapter 1 review enabling them to share onas broad a scope as possible the prestige redounding tothe many programs that have proven effective in servingmigrant students.

The purpose expressed by the ERIC/CRESS AdvisoryBoard in commissioning this work, which updates the1974 publication, is to encourage both migrant andnon-migrant educators to explore the possibilities ofadopting and/or adapting the cited programs orappropriate components into their own units. Thus,students, no matter what their origins--whether rural,urban, or suburban--can have a better opportunity ofbecoming all they are capable of being.

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CHAPTER 1 - JOINT DISSEMINATION REVIEW PANEL (JDRP)APPROVED MIGRANT PROGRAMS

Established by the U.S. Office of Education in1972,7 the Joint Dissemination Review Panel (JDRP)became part cf an effort to identify good programs thathave been developed at the local level with federalfunds and to disseminate throughout the countryinformation concerning them. At that time, there wasno vehicle for dissemination, so while hundreds ofprograms had been developed, few peop-e actually knewabout them. Today, projects developed with funds fromany source (except proprietary ones) may achieverecognition by submitting evidence that significant andpositive changes are taking place in the populationbeing served, and that the project is replicable; atother sites.

The JDRP panel consists of 22-30 members of theU.S. Department (USED) who analyze evaluation-baseddata for evidence of effectiveness of educationprograms. Representatives of projects seeking JDRPapproval appear before a minimum (quorum) of 7 panelmembers and respond to such key questions as:8

1. What specific evidence of positive changehas occurred?

2. Is the change attributable to the programor other causes?

3. Is the change statistically andeducationally significant?

4. Has the evidence of change been gatheredand interpreted correctly?

5. Can the program be replicated withcomparable impact?

7Joint Dissemination Review Panel, Department ofEducation, Joint Dissemination Review Panel,Washington, DC, n.d.

8Marshall L. Schmitt and Seymour S. Rubak, How toPrepare for a Joint Dissemination Review Panel Meeting,(Washington, DC: U.S. Department of Education, (1983),p. 3.

8

Once JDRP approval has been received, projects arethen eligible to compete for dissemination funds fromvarious state and federal funding sources. The largestof these, the National Diffusion Network (NDN), wasestablished within the USED so that schools across thenation could learn about successful programs. The NDNboth distributes information about JDRP-approvedprojects and provides dissemination funds on acompetitive basis to the projects.

In NDN's first year, 32 locally developed programswere approved by the JDRP, several of which weremigrant education programs. Some of these continue tooperate and are described in this chapter along withmore recent JDRP-approved migrant education programs.These programs appearing in the official NDNpublication, Educational Programs that Work: ACollection of Proven Exemplary Educational Programs andPractices. Eleventh Edition (1985), are included hereas follows:

California Migrant Teacher Assistant Corps:California Mini-Corps

Project CHILD: Comprehensive Help for IndividualLearning Differences

Early Prevention of School Failure Migrant Program

Individualized Bilingual Instruction

Migrant Student Record Transfer System (MSRTS)/AComputer Link Offering Variable Education Records(CLOVER)

Project NOMAD: Needs and Objectives for MigrantAdvancement and Development

Secondary Credit Exchange

Information presented about each program consistsof a brief background sketch followed by a descriptionof available student, parent, and staff services;suggestions for implementation; and the name of acontact person.

Each of these JDRP-approved projects providesawareness, training, other services to interestedschool districts and organizations. Costs forawareness and training may be shared by the project (ifit is NDN-funded), the state facilitator project, the

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interested local school district, or some combinationof these.9

P.3.9So...You Want To Know More about the NDN (n.d.),

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CALIFORNIA MIGRANT TEACHER ASSISTANT CORPS: CALIFORNIAMINI-CORPS - recruits and trains children of migrantfarmworkers, so they may serve as teaching assistantsand, upon completion of their training, as teachers inclassrooms that have migrant children.

JDRP VALIDATION: No. 18-196 (11/17/78) 10

Background

Following passage of the 1966 Migrant Amendment toESEA, the California State Education Department (SED)established the "California Plan for the Education ofMigrant Children." Its initial goal was to provide asummer program in 1967 during the busiest harvestseason. The newness of working categorically with thechildren led planners to become concerned about theteachers and whether or not they would reallyunderstand and accept the children. These plannersdecided that people who knew about migrant lifefirsthand should be in the classrooms. Withcooperation from the Butte County Superintendent ofSchools Office, the SED's Bureau of Community Servicesand Migrant Education decided to recruit and train 14teaching assistants with migrant backgrounds and placethem in two school districts.11

The California Migrant Teacher Assistant Corps wasthus established. Today there are a minimum of 18Mini-Corps students per site each year at 16 collegesor universities. About 320 of them are placed inschool-year programs in 84 California school districts,thus building a pool of bilingual teachers committed toworking with migrant children. During summers alone,25,000 migrant children in California are served by 225to 250 Mini-Corps students. Approximately 75Mini-Corps students graduate ea-h year as credentialedteachers.

Additions have been made to the Mini-Corps programthat expand the Mini-Corps concept. The CaliforniaOutdoor Education Program for Migrant Children hasMini-Corp students help migrant children use the

10Educational Programs That Work, 11th ed.(Longmont, CO: Sopris West Inc., 1985), p. N-1.

11California Mini-Corps (Sacramento, CA:California Mini-Corps, n.d.)

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outdoors for attaining academic, social andrecreational skills. The California Medi-Corpsutilizes Medi-Corps students to provide direct healthand welfare services to migrant children andfamilies.12

An intensive training program for all threeMini-Corp projects provides excellent backgroundinformation and instructions)_ strategies.

Program

Student Teachers

must be former migrants or have pi cticalknowledge of migrant lifestyle

must have financial need-must be able tocommunicate in English, Spanish,Portuguese, Tagalog, or Punjabi

must have teacher education as a goal and,if juniors or seniors, be enrolled in anEducation Department of an accreditedcollege/university

must have 2.0 average if freshmen orsophomores, and 2.5 if juniors or seniors

receive a stipend and room and board duringpreservice training

receive in-service training on problems ofrural migrant farmworker families,including information about communityagencies and about methods/techniques forassisting teachers in classrooms withmigrant children

serve as teaching assistants in summermigrant schools or school year programsunder the supervision of a master teacher

are assigned to smool districts based ontheir skills, which are matched to theneeds of the school

12California Mini-Corps School Year Program(Sacramento, CA: California Mini-Corps, n.d.)

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Students

- therefore have teachers right in theirclassrooms who are sensitive to theirproblems and needs, and can relate to themand their families

- are motivated to go to school

- have role models in the Mini-Corps TeachingAssistants

Implementation Suggestions

- costs can be borne by Migrant Education,Chapter 1, or public/private agencies

- essential components include a consortiumof teacher education institutions withbilingual/elementary/secondary emphasis, aprogram management agency (local, county,or state), and districts willing tosupervise the Mini-Corps students

- administrative handbooks, recruitmentaides, curriculum guides, student-trainingmaterials, and evaluation instruments havebeen developed and are available

Contact: Mr. Jesse Camacho, Director, CaliforniaMini-Corps, 510 Bercut Drive, Suite Q,Sacramento, CA 95814

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PROJECT CHILD: COMPREHENSIVE HELP FOR INDIVIDUALLEARNING DIFFERENCES - utilizes all possible resourcesto help meet educational, physical, social andemotional needs of migrant farmworker students andfamilies.

JDRP VALIDATION: No. 23 (4/9/73)13

Background

Project CHILD's origins date to 1966, when migrantchildren were brought to the Geneseo State UniversityCollege campus so that teachers in a Summer Workshopfor Teachers of Migrant Children could learn how torelate to and educate migrant students by workingdirectly with them and their families during a 12-hoursummer school day.

As close relationships developed, family and childneeds became evident. The project expanded tocomprehensively serve the total family by providinghealth, social, recreational, and emotional help, aswell as educational services. Project CHILD was thusborn! At the time of validation in 1973, this projectincluded a.12 -hour day program for infants throughadults (since non-workdays are often bleak in themigrant camps, adults were invited to spend those Ciysat the program); an evening in-camp teenage and adulteducation program; a weekend recreation program; anddental and medical services.14

While implementation guides and training are stillavailable for the summer school program, mechanizationhas made such an impact that the workers do not arriveuntil Labor Day for the potato harvest; the summercomponent is therefore no longer operational. A vitalneed identified by Project CHILD staff was services formigrant dropout youth. The main thrust of the projectnow is to coordinate a Section 143 Migrant EducationInterstate and Intrastate Coordination Program formigrant dropout youth in 13 states across the nation.

The following describes Project CHILD servicesfrom 1973 through 1979. Awareness and trainingsessions continue to be provided because interested

13Educational Programs That Work, p. 1-4.

14project Child (Geneseo, NY: BOCES GeneseoMigrant Center, n.d.)

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school districts seek to adapt or adopt Project Childcomponents.

Program

Students

Children's Demonstration School Members

participate in a twelve-hour day program(scheduled to accommodate parents'workdays)

receive three full meals per day plus twonutritious snacks

participate in a totally career-orientedcurriculum utilizing community enterprisesand resource people

have as aides in their classrooms parents,siblings, or relatives who serve as vitalcommunication links between them and theirteachers

receive full ',ealth and dental care

are assessed as to strengths and needs andparticipate in appropriate instructionalactivities

Evening In-Camp Program Participants

receive English as a Second Language (ESL)and adult basic education (ABE) twoevenings per week in their homes

work with In-Camp teachers in exploringcareers

work on high school equivalencycertificates

Weekend Program Children

participate in such cultural and/orrecreational activities as field trips toCorning Glass, Niagara Falls, and RochesterMuseum of Arts and Science, plus baseballgames and other sports

15

2 9

- enjoy the facilities of a college campus(this experience motivated at least onestudent to go on to college--HenryLawrence, offensive tackle of thethree-time Super Bowl winning L.A.Raiders!)

Migrant Educators/Advocates

receive information about studies conductedto improve migrant students' education

participate in workshops sensitizing themto migrant life and training them 1nutilizing creative methods and materialsfor teaching migrant students

have access to an extensive collection ofinformation about migrant concerns ineducation, health, labor, services, etc.

Migrant Families

may participate in all program activities

receive assistance with clothing andemergency needs

participate in evening and weekend programs

receive health and dental care


program staff must focus on migrant familyneeds and find or develop resources to meetthem

various funding sources need to be tapped:i.e., Migrant Head Start for its childdevelopment component; Migrant Educationfor the summer day and seasonal teenageIn-Camp program; Adult Basic Education andLiteracy of America Volunteers for adultliteracy and ESL instruction; MigrantHealth Program or the state healthdepartment for dental and health services;Migrant Education and private resources forWeekend Program

16

30

- community groups such as Boy Scouts, GirlScouts, 4-H, Red Cross, Rotary, collegestudents, Lions, etc., may be contactedfor resources or direct work with thestudents. (CHILD established the first Boyand Girl Scout Troops for migrantstudents.)15

- staff must be of high quality, flexible andcommitted to serve as teachers andadvocates for migrant farmworkers

Contact: Dr. Gloria Mattera, Director, BOCES GeneseoMigrant Center, Holcomb 210-211, Geneseo,NY 14454

15G. Mattera, "The Geneseo Migrant Center: The MigrantsCome First," Synergist, Winter 1980, p. 31.

17

3 i

EARLY PREVENTION OF SCHOOL FAILURE MIGRANT PROGRAM(EPSFMP) - prevents school failure by identifyingdevelopmental level and learning styles of 4 to 6 yearold migrant students and providing individualizedinstruction based on results.

JDRP VALIDATION: No. 77-116 (4/19/77) 16

Background

In the late sixties, Luceille Werner visited manyclassrooms and saw young children discouraged becausethey could not readily participate in activities withtheir peers. They were not developmentally ready. Herdream became, she said, "that all children enteringschool would have successful learning experiences, feelgood about themselves and become lifelong learners."17To help make her dream a reality, she established EarlyPrevention of School Failure (EPSF) in 1971 in southernWill County, Illinois. EPSF was validated in 1974.That same year, 10 migrant program sites in the stateof Illinois, Ohio, Michigan, and Minnesota adopted EPSFfor migrant children attending summer migrant programs.

These adoptions led Ms. Werner to submit EPSF tothe JDRP for validation for use specifically withmigrant students. JDRP approval was given in 1977.Since then, migrant programs across the nation haveadopted it. One adoption site, the New Madrid,Missouri Positive Beginnings Program, was selected forthe Chapter 1 National Identification Program and isdescribed on pp. 45-46.

Program

Students, 4 to 6 Years Old

are screened to identify theirdevelopmental levels in five modalityareas: auditory, visual, language, finemotor, and gross motor

have an educational activities plandeveloped especially for them by theirteachers

16Educational Program That Work, p. 1-5.

17Werner, "I Had a Dream...", The Success Story,Fall 1983, p. 1.

18

3 2

- have their skills listed on the EPSF SkillsChecklist which has been correlated withthe Early Childhood Skills of the MigrantEducation Skills Information System (SeeAppendix A.)

- are evaluated as to their progress inmodality instruction at the end of the yearor summer

- work at home with their parents, who useParent Activity Cards (available in Spanishand English) that provide over 340activities parents can use to enforcemodality instruction

Migrant Parents

- play a key role in their children'seducation by volunteering in the classroomand working at home with the children

Teachers

- learn to identify developmental needs- learn to teach to student developmental

levels- learn to evaluate student growth in

developmental areas- learn to involve parents in their

children's learning- learn classroom management systems for

organizing children so they may practiceskills


- success hingescomponents:'8

A. Screening by a

on implementation of six

professional team using:Peabody Picture VocabularyTest Preschool LanguageScale

18Early Prevention of School Failure (Peotone,IL: Early Prevention of School Failure, May 1984).

19

33

Developmental Test ofVisual-Motor IntegrationHouse-Tree-Person orDraw-A-Man TestRevised Motor ActivityScale

B. Conferencing, after screening, develops astudent profile by identifying educationalneeds and learning style

,C. Planning of educational activities to meetneeds

D. Modality Instruction for children who havemodality lags

E. Evaluation to determine amount ofdevelopment

F. Parent Involvement to encourage involvementwith their children's education at home andin school

screening tests and parent trainingmaterials are available in Spanish,English, Cambodian, Laotian, andVietnamese.

Contact: Mrs. Luceille Werner, Director, EarlyPrevention of School Failure MigrantProgram, 114 North Second Street, Peotone,Illinois 60468

20

34

1

INDIVIDUALIZED BILINGUAL INSTRUCTION (IBI) - providescomprehensive instruction for teaching English orallanguage skills to students from preschool throughgrade 3.

JDRP VALIDATION: No. 48 (4/9/73)19

Background

IBI was started in 1971 as a migrant programentitled "Training Migrant Paraprofessionals," whereinmigrant parents were trained to instruct theirchildren, whose primary language was Spanish, inacademic skills.4° IBI now serves children in severalstates who are enrolled in bilingual and compensatoryeducation programs and who may have a primary languageother than Spanish.

Trained paraprofessionals provide instruction tosmall groups of children or to individuals.

An expansion of IBI, The IBI/Interstate TrainingProject was selected as a Chapter 1 NationalIdentification Project and is described on pp. 39-41.

Program

Students

receive initial assessmentparticipate in individualized or smallgroup instruction in English oral language,reading, math, handwriting, and culturalheritageare monitored daily as to their performance

Teachers/Aides

receive training in classroom management,curriculum materials, and instructionalstrategies

19Ibid.

20Individualized Bilingual Instruction (Pasco,WA: Individualized Bilingual Instruction, n.d.)

21


- personnel should include one teacher oraide for every 8 students, an on-sitein-service trainer and a part-time teacher

Contact: Ms. Louise Gustafson, IBI Project Manager,P.O. Box 2367, Pasco, WA 99302

MIGRANT STUDENT RECORD TRANSFER SYSTEMS (MSRTS)/ACOMPUTER LINK OFFERING VARIABLE EDUCATION RECORDS(CLOVER) - utilizes a nationwide network ofteletypewriter terminals connected with a centralcomputer in Little Rock, Arkansas, that collects andstores health and education records on migrantchildren and transfers them on request to schools andeducation or health organizations that serve them.

JDRP VALIDATION; No. 19 (4/4/73) 21

Background

Because migrant children traveled from school toschool, often arriving or leaving without notice, itwas virtually impossible to maintain cumulative recordson them. This often discouraged teachers, hard pressedwith the influx of so many migrant students at harvesttime, from working with them. Thus, too often migrantstudents were placed in the back of the room withdrawing materials until their parents' work in theharvest took them on to another school. "This," saidVidal R. Rivera, Jr., Chief of the U.S.O.E. MigrantPrograms Branch from 1967-1983, "is why our kids aresuch good artists!"22

Evidence of discussion of this problem of migrantstudent records dates back to 1947 when the FederalInteragency Committee on Migrant Children 23recommended that records be kept and sent to whereverthe students attended school. However, money andexpertise were lacking, so nothing happened. Migrantchildren continued to be placed in inappropriate gradelevels, fall behind in their schoolwork, suffer fromduplication or gaps of educational and health servicesand receive no credit toward graduation for theirstudies. These factors created a situation where atleast 8 of 10 migrant students never completed highschool.

21Educational Program That Work. p. 1-3.

22Mattera and E. M. Steel, Exemplary Programs forMigrant Children (Las Cruces, NM: Educational ResourcesInformation Center and Clearinghouse on Rural Educationand Small Schools, June 1974), p. 12.

231bid.

23

2 7

Passage of the 1966 Migrant Amendment to theElementary and Secondary Education Act (ESEA) madefunds available to the states for the education ofmigrant students. State education agencies (SEAs)appointed directors for their migrant educationprograms, who, in turn, established a nationalconference so that the interstate needs of migranteducation could be addressed. The priority of thesedirectors, of course, was the need for cumulativerecords. In their 1968 conference,24 the statedirectors established a Record Transfer Committee todesign an appropriate student record transfer andmaintenance transferral system. The result was astandardized form that schools filled out and childrentook to their next school. Inevitably, forms werelost and/or misplaced, so the transfer of informationfell short of expectations.

The rising interest in the computer ultimately ledthe state directors to implement a computerizedrecordkeeping system. In 1969 each state agreed to setaside a portion of its migrant education allotment(which amounted tJ a total of $426,000) to be used bythe Arkansas State Department of Education fordevelopment of a computerized record system. By thesummer of 1970, the "Green Monster," as the recordform was called because of its color, was completed andapproved by 48 states!

During the first year of computerized operation(1972), 311,371 migrant students were enrolled. Today(1985) 49 states, Puerto Rico, and the District ofColumbia collaborate with the MSRTS, resulting in anenrollment of more than 750,000.25 Of the nation's86,199 schools, 25,558--or roughly one- third--participate in the MSRTS. Notwithstanding this highnumber, there are many schools enrolling migrantstudents which are not in the MSRTS. In an effort toremedy this situation so that more students benefitfrom MSRTS, Project CLOVER was initiated as an NDNproject. Its purpose is to identify schools whichreceive migrant students and assist them in adoptingthe MSRTS.

24proiect CLOVER: Computer Link Offering VariableEducational Records (Little Rock, AR: Migrant StudentRecord Transfer System, Arkansas Department ofEducation, n.d.), p. 1.

25Ibid.

24

The key element of the MSRTS is the transferrecord from which has two parts: the education recordand the health record. Over the years, both have beenmodified to keep up with technology and with the needsof migrant students. The education form (See AppendicesB & C for details) includes the following sections:student identifying data, birth data, terminationinformation, free lunch qualifier (FLQ), home base,parent data, current residence, last qualifying move(LQM), school history, education-health linkage (E-HLinkage), educational skills, secondary credit, minimumgraduation requirements (MGR), class schedule from mostrecent reporting school, secondary credit reportingform, and supportive data.

An outstanding contribution to the effectivenessof the MSRTS educational record has been the tracing ofeach students' development on basic skills lists(involving oral language, reading, and math) from eachchildhood on. These sequential lists pinpoint whereevery student is in each area, so that as the studentmoves from school to school, teachers can pick upinstruction where the previous teacher left off.

The Migrant Student Health Record includes studentand parent data, recent health providers, a healthproblems list, patient history, family history,screening and labs data, immunization data and listingof health problems by type. 26 Health information isreported by diagnostic codes from the InternationalClassification of Diseases and Procedure Codes from theCurrent Procedural Terminology Manual. Thus,communication between health providers and users isfacilitated, and health data is uniformly reported.

In addition to revision of the form as needs areidentified, the MSRTS works constantly to improvemovement of student data. The most recent effort hasbeen the installation of personal computers (PCs) inmore than 200 sites across the country that have highconcentrations of migrant students.27 The PCs enablemigrant administrators at all levels--national, stateand local--to communicate directly with the mainterminal and with each other about student information.

26Letter received from J. K. Lunon, NDN RegionalSupervisor, Migrant Student Record Transfer System,June 5, 1985, p. 2.

27Ibid.

25

Overseeing all activity is the MSRTS Committee ofthe National Association of State Directors of MigrantEducation (NASDME), the coordinating arm of the system.It monitors, improves, and challenges the MSRTS tobetter serve students.

Program

Migrant Students

- can .receive instruction at their skilllevels as identified on the MSRTS BasicSkills Lists in reading, oral language,math and early childhood development

- have their progress recorded on the MSRTSBasic Skills List so that teachers intheir next school know exactly at whatlevels they have been working

- have any critical health data brought tothe attention of the new school withinfour hours of their enrollment

- are assured of privacy of informationsince only authorized recipients receivetheir records

Administrators, Educators, Health Personnel

have in hand quickly decoded skills liststhat provide specific information as towhere students are on the learningcontinuum in reading, oral language,math, and early childhood developmentreceive management data extracted andsummarized by the MSRTS. Among themanagement reports available are

- Periodic Validation Report (PEVR)- Terminal Operators Summary Report- Health Activity Report


- Any educational or health program Ylatserves migrant students participa4 inthe MSRTS. Project Clover will pt,Jvidethe information, training, and supportessential to successful participation inthe MSRTS.

26

40

Contact: Nolan McMurray, Administrator for SpecialServices and mechnical Advisor; MigrantStudent Recorc Transfer System, Arch FordEducation Building, Capitol Mall, LittleRock, AR 72201

27

PROJECT NOMAD: NEEDS AND OBJECTIVES FOR MIGRANTADVANCEMENT AND DEVELOPMENT - provides individualizedinstruction for migrant students through summer,year-round, and family unit programs.

JDRP VALIDATION: No. 21a (4/9/73) 28

Background

Located in the heart of Michigan's fruitbelt, VanBuren Intermediate School District receives hundreds ofmigrant farmworkers during harvest time. In 1971 theDistrict developed three special program components toaccommodate migrant students' needs due to theirconstant uprooting: a Summer Educational Program toprovide intensive educational and social experiences, aSchool Year Tutorial Program to operate in conjunctionwith local school programs so that student progresscould be achieved through special attention to thestudents' linguistic and cultural differences, and theFamily Unit Education Program to provide instruct_on inhome economics, basic skills, community resources,citizenship responsibilities, group counseling,cultural experiences and preschool readiness via amobile unit at the migrant camp.

Since validation in 1973, Project NOMAD has metfurther identified needs by adding the followingcomponents: a Health Program for daily health servicesand referrals, immunizations, and, during the schoolyear, transportation of students to health services; aCareer Awareness and Exploration Program that utilizesa 10-hour experiential learning and 5-hour field-related study in agricultural science, computers,secretarial/clerical, media and building trades, and apreschool program wherein all preschool children aretested during the first few days of the summerprogram, so that the program can then focus on theirassessed developmental needs.29

Program

Students

28Educational Programs That Work, p. 1-6.

29Van Buren's Intermediate School District'sProject NOMAD: Educating the Forgotten Children(Lawrence, MI: Project NOMAD, Van Buren IntermediateSchool District, n.d.)

28

42

Summer Component Students

- attend school 8-4 daily- receive prescribed instruction from

certified teachers and aides (one isbilingual)

School Year Component Students

- receive intensive instruction in reading,language usage and math

- participate in cultural, arts, and self-developmental activities

- receive guidance in social behavior,adjustment to new school situations, andthe advantages of education

Family Unit Component Students

- learn about practical skills essential todaily living

- find out about local services and communityresources

- participate in recreational and enrichmentactivities

- receive encouragement to resume education(if they no longer attend school)

- participate in activities that increasesocial growth, self-concept, and groupinteraction skills

Preschool Component Students

- 1,articipate in learning activitiesappropriate to their needs in self care,social skills, gross and fine motor skills,language or communication skills, pre-reading, and pre-math

Career Awareness and Exploration ComponentStudents

- receive exposure to various life roles byparticipating in activities that relate tooccupations, leisure, family, andcitizenship

- work at "hands on" experiences twoafternoons per week at the Skills Center

- select three of the four areas to work onag sci, computers, secretarial/clerical,media and building trades

29

43

Health Program Students

- receive breakfast, lunch, and mid-afternoonsnack

- study nutrition and personal hygiene- receive daily health services from theschool nurses or from local services

- have all health information recorded onMSRTS for transfer to cooperating schools

Secondary Credit Exchange Component Students

- a:.tend 7 week evening programs- earn 1/2 credit for 70 hours of attendanceand successful completion of objectives

- receive transportation and dinner- have credit earned or clock hours andgrades transferred to home-base school

Staff

- preschool staff receive intensiveinstruction

- receive a handbook to help them meetprogram objectives


- all staff (teachers, clerical staff, healthpersonnel and administrators) must becommitted to educating the migrant studentssensitivity training on the needs of migrantstudents should be provided, along withtraining in diagnosing needs and prescribingthe required activities

- space must be provided for individual andsmall group instruction

Contact: John H. Dominguez, Jr., Director, Van BurenIntermediate School District, 705 South PawPaw Street, Lawrence, MI 49064

30

44

SECONDARY CREDIT EXCHANGE - enables secondary migrantstudents to earn credits for their home base courses byattending alternative classes while they are in anotherstate or school district.

JDRP VALIDATION: No. 77-113 (4/17/77)30

Background

An important contributor to the high migrantstudent dropout rate has been education's inability tofunction as a "natural" system so that students such asmigrants, who, in effect, have the nation as theirschool district, can earn enough credits to graduate.Migrant students who leave their home base schoolbefore the end of the school year may not return untilwell after the fall term has begun. Thus, they mayreceive no credit for their schoolwork in either thehome base school or in schools in other districts orstates that they travel to.

A teacher in Washington State, concerned aboutthis problem with her migrant students, decided to findout what she needed to teach so that her students couldget credit in Texas schools. Her communication withthose schools led to the Seccndary Credit Exchange,which began in 1970 with an enrollment of 65students.31

Since that time, not only has the number ofschools cooperating increased in Texas and Washington(at the time of validation in 1977, 491 students wereenrolled), but other states have adopted or adaptedtheir program as well.

In addition, migrant educators have expanded theconcept by addressing all needs of secondary youththrough the establishment of a Secondary Committee ofthe National Association of State Directors of MigrantEducation (NASDME) (See Appendix D) and by conducting aNational Policy Workshop for Migrant Secondary Studentssponsored by the Education Commission of the States(EC;) Interstate Migrant Education Task Force. (See

30Educational Programs That Wcrk, p. 1-7.

31E. Lynch, Motivating Migrant Secondary Students:"No One Can Stop You But Yourself", March 1980, p. 33.(ERIC Document Reproduction Service No. ED 186 177.)

31

4

bibliography for reference to the reports of theSecondary Committee and Policy Workshop.)

Program

Students

- enroll in classes that teach the samesubjects as their home schools

- attend the classes late afternoons,evenings, or weekends so they can work inthe harvest

- receive individualized and small groupinstruction

- receive credit for completed classes whichis recorded on official transcripts andsent to the home base school


Goals established by Washington and Texasprovide an important framework:

Sender States

- identify students who will migrateinterstate during the school year

- develop a collaborative arrangement betweenhome and exchange schools regardingcredits, validation, and transfer

- provide direct assistance to the exchangeschools in the recruitment of migrantstudents and in the implementation of thealternative/continuation school program

- provide assistance in the evaluation of theprogram's effectiveness

Receiver States

- recruit secondary migrant students who havebeen attending high schools in other statesor areas and who would not otherwise re-enroll in school

- re-enroll these students in alternativeafternoon or evening classes

- correlate the students' high schoolschedule with that of their home baseschool

- transfer the students' completed highschool credits to their home base school

32

4G

Contact: Sharon Huck, Assistant Director, MigrantEducation, Division of InstructionalPrograms, Office of Superintendent of PublicInstruction, Old Capitol Building, Olympia,WA 98504

33

47

CHAPTER 2 - CHAPTER 1 NATIONAL IDENTIFICATION PROGRAM

On November 2, 1984, U.S. Secretary of EducationT. H. Bell announced a program to identify Chapter 1ECIA projects that were successfully meeting the needsof disadvantaged students. "Through the recognitionprogram, we can provide Chapter 1 projects across thenation with an outstanding example of what this programcan accomplish...and this new program will givenational recognition to those individual projects thathave been especially successful."32

Chief state school officers in 50 states, PuertoRico, and the District of Columbia were invited tonominate and submit projects by January, 1985, so thatthey could be reviewed by panels of experts andselected projects announced in the spring.

In selecting the projects, reviewers used 13program attributes and 4 achievement indicators.33

Attributes:

1. Clear project goals and objectives2. Coordination with the regular school

program/other special programs3. Parent/community involvement4. Professional development and training5. Strong leadership6. Appropriate instructional materials,

methods, and approaches7. High expectations for student learning and

and behavior8. Positive school/classroom climate9. Maximum use of academic learning time

10. Closely monitored student progress11. Regular feedback and reinforcement12. Excellence recognized and rewarded13. Evaluation results used for project

improvement

32Robinson, News, U.S. Department of Education.Release, November 2, 1984

33lnitiative to Improve the Quality of Chapter 1Projects (Washington, DC: U.S. Department of Education,p. 2, March 1985), Nomination Form.

34

48

Achievement Indicators

1. Formal measures of achievement2. Informal measures of achievement3. Other projects outcomes, e.g., attendance,

affective measures4. Sustained gains

Migrant Programs, as part of Chapter 1, wereinvited to participate. Five were selected: (1) IdahoFalls, Idaho, Migrant Education Project, (2) NewMadrid, Missouri, Positive Beginnings Program, (3)

Pasco, Washington, Individualized Bilingual Instruction(IBI) Interstate Training Project, (4) Port Townsend,Washington, Migrant Education Program, and (5)Prosser, Washington, Portable Assisted Study Sequence(PASS) Program.

Official announcement of these selected migranteducation programs was made proudly by Dr. John F.Staehle, Acting Director, USED Compensatory Programs,at the 19th Annual National Migrant EducationConference in Atlanta, in May 1985.

The projects are presented in the same format asthose approved by the JDRP described in Chapter 1. Abrief background is followed by progy:m services tostudents, parents, and/or staff; suggestions forimplementation; and the name of a contact person forfurther information.

35

4y

IDAHO FALLS MIGRANT PROGRAM - uses a year-roundtutorial and 6 week summer program to help migrantstudents become successful in the regular classroom.

Background

Established in 1971 as a 6 week summer recreationprogram for pre-K to junior high migrant students, theIdaho Falls Migrant Education Program has evolved intoone that focuses on those academic and culturalactivities that best help migrant ztudents becomesuccessful in the regular classroom.34

Constant assessment of student progress hasenabled the program to best serve stur1ent needs.Originally tutors worked as teaching des bytranslating classroom work. However, when assessmentrevealed slow student progress, it was decided toemploy more highly qualified tutors, train them in thebest ESL methods, and provide excellent materials forthem so they could focus on developing ESL skills withthe students.

Another key ingredient for success is theprogram's close cooperation wit' the regular schooldistrict personnel, e.g., the pl_acipal who assistswith migrant student placement and the classroomteachers who work on a daily basis with the tutor viaconferences, tutor logs, etc.

Program

Students

- learn about the program through a bilingualhome/school coun.Telor

- upon enrollment, have their educationalneeds evaluated by the Project ResourceTeacher (PRT)

- are placed by the PRT and auol principalinto appropriate classrooms for specialprograms based on needs

- receive ESL during reading periods (30-60minute pullout sessions) if lacking inEnglish

- receive Chapter 1 reading or math iflacking in those areas

34Chapter 1 Application for Idaho Falls Program(Idaho Falls, ID: Idaho Falls School District 91,December 17, 1984). p. 16.

36

50

- receive special migrant education servicesif there are other needs

- receive regular school services healthvision, hearing screening, free lunch,career awareness, vocational education,driver education, counseling, sports

- have their progress monitored and receiveassistance from staff, family, etc., withany problems

- may participate in a comprehensive summerprogram that features basic skills andcomputer instruction

- have career awareness activities (juniorhigh students) involving visitation andstudy at 35-40 businesses

- may participate in the cont!nuation eveningschool, if they have to labor during theday, to work on high school graduationrequirements

- receive regular feedback on their progressand assistance with any problems

- participate in activities that help withbuilding self-respect, self-understanding,and self-appreciation

- are motivated to move out of ESL toparticipate fully in regular classes

- may earn excellence awards, i.e., for 100%attendance, Honor Roll achievement, andrecognition as "Student of the Year"

- have tutors who are their friends andadvocates

- benefit from community contributions, suchas glasses from Lions Clubs, eye surgeryfrom the Knights Templar, and scholarshipsfrom Va -Tech School and Boise StateUniversity

Migrant Tutors

- participate in inservice training focusingon ESL methods and materials

Parents

- receive help from bilingual home/schoolcounselor in enrolling their children

- participate in teacher conferences andquarterly parent activities such as Back toSchool Night, the Christmas program, etc.

- are encouraged to participate in theeducation of their children

37

51

- share ideas or concerns with migranteducation personnel


- the program focus--mainstreaminq of migrantstudents into regular classrooms as soon aspossible--requires strong regular/migrantprogram teacher cooperation in terms ofcommunication, sharing of program services,and dedication to migrant students

- highly qualified tutors trained in ESL helpassure success

Contact: Mr. Jerry Jacobson, Superintendent, IdahoFalls School District #91, 690 John AdamsParkway, Idaho Falls, ID 83401

38

52

INDIVIDUALIZED BILINGUAL INSTRUCTION (IBI)/INTERSTATETRAINING PROJECT - trains paraprofessionals to teachacademic skills to migrants from preschool to gradethree.

Background

Concerned that their children were missing schoolas they moved from state to state, repeating gradesbecause they could not speak English, and having theirlearning interrupted as they moved from one learningsequence to another, migrant parents met with schoolpersonnel in the states of Washington and Texas to seekassistance. The result was a program, established in1969, called "Training Migrant Paraprofessionals,"wherein the parents (or whoever traveled with thechildren) were trained to teach the children.35

The program operated until 1980 at three sites:Connell and Moses Lake, Washington, and Grulia, Texas,with a mobile component wherein the trainedparaprofessionals traveled with the children from Texasto Washington and back. By 1983, 10 Texas sites wereinvolved. In 1985, the Texas Migrant Council expandedthe program to 42 sites in Texas and the Washingtonnigrant education program added 13 preschool centers inthat state.

Professional staff, called trainers, supervise andtrain paraprofessionals who do the teaching.Academics are stressed--English skills through IBI,reading, and math. Careful monitoring led to a greatdeal of revision based on the children's progress.General teaching strategies were changed to specificones in presenting particular concepts. All teachingwas tied to a curriculum.

The impact on regular schools was significant inthat regular school programs for kindergarten and earlygrades were revised in scope and sequence because thechildren were entering with many more academic andlanguage skills.

35Chapter 1 Application for Pasco School Program(Pasco, WA: Pasco School District No. 1, June 22,1984).

39

53

Program

Students

- participate in a full day child care centerif they are preschoolers

- participate in kindergarten for 1/2 day andIBI for 1/2 day, if they arekindergarteners

- participate in IBI after school or inpullout programs if they are first thirdgraders

- are tested for placement and take masterytested for moving on

- receive daily instruction in English orallanguage, reading, math, handwriting,cultural heritageare monitored da as to their performance

- work in small groups

Paraprofessionals

receive sequenced, structured training incurriculum implementation, classroommanagement, positive reinforcement, childdevelopment levels, and curriculummaterials

- observe demonstrations and then conduct twoobserved lessons

- serve as role models for students- complete weekly reports giving end of weekplacement in every curricular area and mailto project evaluator, who provides feedbackto trainers so that more training can beprovided when students are not progressingreceive GED training and/or collegeextension classes


- an interstate delivery system is assured byhaving a project administrator in eachstate

- the rest of the staff (curriculum andtraining materials developer and evaluator)spend part of year in each state

- a tracking system catches problems- curriculum materials are available inSpanish and English

- opportunity is provided for true migrantsto obtain year-round teaching lobs and

40

5 4

still be able to migrate with theirfamilies.

- the educational program is combined with aneffective staff development model

- interagency cooperation works effectively

Contact: Ms. Louise Gustafson, IBI Project Manager,P.O. Box 2367, Pasco, WA 99302

Mr. Rafael Guerra, IBI Administrator, Texasand Mobile Project, 3600 North 23rd, Suite101, McAllen, TX 78501

PORT TOWNSEND MIGRANT EDUCATION PROGRAM - provides acorrespondence program for children of migrantfishermen.

Background

Concerned that their children were falling behindin school and/or being suspended for non-attendance,migrant fishing parents met with school officials anddeveloped a correspondence program together.36

Program

Students

- are identified and their needs assessed atthe beginning of the school year

- have an individualized instructionalprogram developed by the Advisory Teacherwho has met with each student's regularteacher to assess strengths and weaknesses

- meet with Advisory Teacher prior todeparture to review expectations,coursework, etc.

- work daily, while they are on the seas,with their "Home Teacher" (parent or otherperson in the household responsible fortheir education)

- send work in every 2 - 3 weeks to theAdvisory Teacher who corrects, commentsupon, and returns work

- continue this communication with theAdvisory Teacher until they return toschool when the Advisory Teacher informsthe school of grades, records, etc.

- receive tutorial services, if needed, fromthe migrant program upon return to school

Parents

- serve as teachers, mentors, counselors,disciplinarians, and test monitors

- work closely with the Advisory Teacher- have a text, Hellos for Home Teachers

36Chapter 1 Application for port Townsend MigrantEducation Program (Port Townsend, WA: Port TownsendSchool District #50, December 17, 1984), p.7.

42

56


- when possible, Port Townsend texts andmaterials are used

- curricular materials must meet individualneeds, instruct to appropriate objectives,and provide for student learning withminimum contact

Contact: Mrs. Margaret Berry, Superintendent, PortTownsend School District #50, 1610 Blaine,Port Townsend, WA 98368

57

POSITIVE BEGINNINGS PROGRAM - prevents school failurethrough early !Aentification and remediation ofdevelopmental learning deficiencies of childrenentering school,

Background

Concerned about migrant child failure in school,the New Madrid (Missouri) School District decided toadopt and adapt the Early Prevention of School FailureProgram (See p. 18-20 for description) for itspreschool children. The New Madrid program blendsacademic activities into the EPSF early childhoodskills activities to further learning growth.37

Program

Students

- have needs assessed through preschoolscreening instruments

- are screened for health problems which maybe detriments to learning

- participate in an instructional plan basedon their academic needs

- begin development of pencil/paper skills,learning the alphabet, sight and soundrecognition, classroom discipline, math,and social skills

- participate in a daily six-hour self-contained classroom

- receive immediate oral, physical, orwritten feedback

- develop a sense of hurlr- are taught responsibility

Parer 3

- participate in parent conferences wherethey examine test results, objectives, andanecdotal records

- discuss child's needs profile- help plan child's education activities- may receive daily feedback on child'sprogress via "happy grams" plus discussionwith teacher and assistant who also ridethe buses

37Chapter 1 Application for Positive BeginningsProgram (New Madrid, MO: : New Madrid County R-I SchoolDistrict, December 19, 1984), p. 17.

44

- receive a preschool handbook that answerscommon parent questions

Teachers

- spend 60% of time on directed skillbuilding

- attend summer workshop to learn about formupdates and activities

- attend EPSF training sessions


- blending of academic skills into EPSF isessential to student gains

- staff training in program procedures,forms, and EPSF is necessary

Contact: Mr. Ray Melton, Superintendent, New MadridCounty R-I School District, Box 56, NewMadrid, MO 63869

PROSSER PORTABLE ASSISTED STUDY SEQUENCE (P.A.S.S.)PROGRAM - helps eligible migrant students make upcredits needed for graduation and complete courses theymight lose credit for because of their migrantlifestyle.

Background

In 1980, the Prosser (Washington) School District,in an effort to help migrant students complete highschool requirements, decided to adopt the CaliforniaP.A.S.S. program, which allows students to receivecredits through correspondence courses from PanderHigh School. California had initiated the project inan effort to reduce the devastatingly high dropout rateamong migrant youth.38

Currently several states are implementing theP.A.S.S. program: Oregon, Arizona, Wisconsin, New York,and Arkansas. An Interstate P.A.S.S. Committee hasbeen formed and meets to assist new states, sharecourses, and coordinate activities.39

Program

Students

- enrolled in public or alternative schoolprograms and having credit deficiencies areidentified by school personnel

- may enroll in P.A.S.S. any time during theyear, including summer

- select a course they need work in (withhelp of contact person)

- work at their own pace, meetingperiodically with the contact person forhelp, encouragement, and support

- take a test at the end of each of the fiveunits in each course and mail it to theP.A.S.S. office for grading and commentsreceive a certificate of achievement if thecourse is completed successfully

38Young Migrants Harvest Diplomas: SecondarySchool Dropout Prevention Program. (Sacramento, CA:State Department of Education, n.d.)

39Washington State P.A.S.S. Program (Prosser, WA:Prosser High School, Washington State MigrantEducation, n.d.)

46

60

- have their course materials sent to theappropriate contact person upon moving toanother school

- are closely monitored for progress towardgraduation


- a local P.A.S.S. contact person assists thestudent with all phases (enrollment,counseling, application completion);administers course to student unit by unit;and tesf's each unit

- courses already prepared for P.A.S.S. maybe modified for new states"

Contact: Dr. Lloyd Waite, Superintendent, ProsserConsolidated School District, P.O. Box 430,Prosser, WA 99350

'1

"P.A.S.S. Program Course Offerings, 1984-85.(Prosser, WA: Prosser High School, Washington StateMigrant Education, n.d.)

47

61

CHAPTER 3 - UPDATE: EXEMPLARY PROGRAMS FOR MIGRANTCHILDREN

In 1974, the ERIC/CRESS Advisory Board decided itwould be timely to commission a publication describingeffective migrant education programs. At that time,Migrant Education had been in existence for 8 years.The Board believed that such a publication would leadto replication of the programs throughout the nation,thus benefitting may more migrant students.41

Contact with migrant educators across the nationrevealed a variety of programs from national to locallevels that had been developed to help meet the uniqueneeds of migrant students. The authors of ExemplaryPrograms for Migrant Children decided to highlight thisuniqueness in the book's format organized as follows.42

Exemplary National ProgramsMigrant Student Record Transfer System(MSRTS)High School Equivalency Program (HEP)

Exemplary Interstate ProgramsTexas Child Migrant Program - InterstateCooperation ProgramTexas Migrant Council - Mobile Head StartProgram

Exemplary Statewide ProgramsCalifornia Plan for the Education ofMigrant Children Regional PlanFlorida Migratory Child CompensatoryProgram - Early Childhood Learning,Language Arts Tutorial, Learn and EarnNew Jersey Migrant Education - RecruitmentProgram

Exemplary Local ProgramsDemonstration Schools - Somerton, Arizona,and Geneseo, New YorkTransitional Program Springfield,MassachusettsSecondary Programs, North Carolina

41Mattera and Steel, p. vi.

42Mattera and Steel, p. v.

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Exemplary Special ServicesMobile UnitsMigrant CentersStaff Development Programs

Masters Degree Program--OregonCalifornia Mini-Corps

Four of the above programs--MSRTS, Project CHILD(Geneseo), Texas Migrant Council Mobile Head StartProgram and the California Mini-Corps--have beendescribed in the JDRP-approved or Chapter 1 NationalIdentification Program chapters, and will, therefore,not appear in this chapter. The current status of therest of the programs is explained. The descriptionsrepresent the program's status in 1974; some may notnow be in operation. These services, however, are stillappropriate for migrant students and are offered forpotential use by current programs.

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EXEMPLARY NATIONAL PROGRAMS

Two programs were cited in this section ofExemplary Programs for Migrant Children: the MigrantStudent Record Transfer System (MSRTS) and the HighSchool Equivalency Program (HEP). While both are"national" in scope, there is a unique differencebetween them. HEP grants are awarded directly tooperating agencies on a yearly competitive basis.Generally, colleges or universities that can providethe resources for operating a high school equivalencyprogram on campus receive such grants.

The MSRTS, on the other hand, was initially fundedby a group of states that agreed to set aside a part oftheir migrant education allocation so that a badlyneeded record transfer system could be established.MSRTS could not have been possible without such anagreement because the law provided no discretionaryfunds for program coordination at the federal level.This impeded service to migrant students who travelacross state lines and therefore need programs fromthe national level transcending state regulations andphilosophies.

In 1978, Congress did make discretionary fundsavailable to USED through Section 143 of the MigrantEducation Interstate and Intrastate CoordinationProgram. Section 143 mandates an amount for MSRTS, andthe remaining funds are awarded yearly on a competitivebasis for interstate and intrastate coordinationprograms. (See Appendix E for a list of the 1985-86funded projects.)

MSRTS has been described in Chapter One. The HEPprogram--vcry small in relation to needs--has provideda desperately needed service for those migrant dropoutyouth enrolled in the program.

50

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HIGH SCHOOL EQUIVALENCY PROGRAM (HEP) - enables migrantdropout youth to earn a high school equivalencycertificate.

Background

The Office of Economic Opportunity (OEO)established HEP in 1967. According to Don Sanders,current director of the HEP in Houston,43

HEP was the dream of a few OEOplanners who saw immense potentialof placing dropout migrants oncollege and university campuses sothat they could mix and mingle withother students. These OEO dreamerswanted HEP students to see thatregular college was not sodifferent and that HEP was a firststep toward improving their lives.

With the demise of OEO, HEP was funded under theU.S. Department of Labor, Comprehensive Employment andTraining Administration (CETA) from 1974 to 1980 andthen under the U.o. Education Department's amendedTitle IV of the Higher Education Act of 1965, allowingit to work more closely with other education programsfor migrant youth.

HEP's success led in 1972 to the establishment ofthe College Assistance Migrant Program (CAMP), whichprovides financial and supportive services to migrantyouth during the first year of college.

Currently, both HEP and CAMP are proving thatmigrant youth can "make it." A 1979 sudy showed that80% of the HEP students earned their GED, while 90% ofCAMP students successfully completed their freshmanyear in college.44

43Letter received from Don Saunders, Director ofHEP, Houston, TX, August 20, 1985.

44HEP/CAMP 1982 Congressional Justification,Report on Migrant Education Programs - HEP andCAMP, 1980, p. 2.

51

F5

Program

Students

- must have been involved in migrant orseasonal farmwork or agriculturalactivities for at least 75 days during thepast 24 months.

- must be 17 years or older and a high schooldropout

- have their transportation costs to and fromthe program paid

- receive a $10-$15 per week stipend

- receive full room and board

- live in college dormitories

- receive instruction for passing the GEDexam areas in natural science, socialstudies, reading, writing, andmathematics.

- use cultural, recreational, health, andother facilities of the campus

- attend at least 30 hours of classes for GEDcredit certification

- receive tutoring, as well as career andpersonal counseling

- receive placement assistance in an area ofchoice (military, college, job)


- private, non-profit and state-supportedcolleges and universities may apply forHEP or CAMP programs

- funding is for one year only

Contact: Dr. John F. Staehl, Acting Director, Officeof Migrant Education, USED, 400 MarylandAvenue, SW, Room 3616, ROB 3, Washington, DC20202

52

E6

EXEMPLARY INTERSTATE PROGRAMS

As migrant students travel throughout the nation,they cross state boundaries, going from one state toanother, each with its own curriculum, requirements andtesting measures, etc. Any continuity of service tothe students before themid-1970's was virtually impossible because of thesewalls of difference.

Growing awareness of the problem led to efforts tobridge the continuity gap that resulted in variousinterstate programs. Two of these efforts, the TexasInterstate Cooperation Project and the Texas MobileHead Start Program, were selected as exemplary in 1974.

These two projects, like the national ones, areuniquely different. The Texas Mobile Head StartProject provided continuity of day care services tomigrant children as they traveled between Texas andWashington State by training migrant parents asparaprofessionals. The program was operated by theTexas Migrant Council, an agency providing manpowertraining and support services to migrants, with fundsfrom the national migrant Head Start Office. Thisproject, now operating as the IBI/Interstate TrainingProgram, was selected for the Chapter 1 NationalIdentification Program. (See description on p.39).

The Texas Interstate Cooperation Project, on theother hand, is part of the Texas Education Agency(TEA). It bridged the continuity gap by sending Texasteachers to other states whi7h receive Texas migrantstudents. The project is 'rently operational, but inlarge part, the receiving ..,c(-4tes pay for the teachers'services instead of Texas paying for them. Thus, manymore states may participate, enabling more students tobe served.

53

67

TEXAS INTERSTATE COOPERATION PROJECT - sends Texasmigrant educators to states receiving Texas migrantstudents in an effort to help those states and thestudents.

Background

One of the first concerns addressed ty the TEAwhen it received its migrant education allocation in1966 was the fact that Texas migrant students traveledto all harvest points in the country. (See Appendix Ffor national map.) Were Texas children being accepted?Did the other states know what the students learned inTexas Schools? Questions such as these led TEA toestablish in 1966 the Texas Interstate CooperationProject, wherein 24 Texas migrant educators were sentto 12 states that received Texas children. The projectwas so successful, that in 1967, six more states wereadded. By 1974, a total of 20 states were receiving theservices of these Texas educators. The role of theseeducators was threefold:45

- to improve instructional techniques inreceiving schools

- to encourage Texas students to participatein receiving states' programs

- to help teachers in receiving statesrealize the problems faced by the studentsduring their migrant cycle

To qualify, the teachers had to be current migranteducation teachers and willing to instruct teachers inthe receiving states about Mexican American language,culture, and the students' Texas education experiences.Moreover, these relocated teachers served as liaisonsbetween the receiving states' schools and parents andhelped families adjust to their new environments.

Today, the program has the same basic ob4ectives.A major di ference, however, is that Texas longerpays for all of its traveling teachers. It providessalaries for 5 to 7 teachers who work in June and July.Cooperating states may share or totally pay the Texasteachers' expenses, which is a true indicator of thevalue of their service!

45Mattera and Steel, p. 23.

54

68

IIIIimimagameMarazmiwilar

Another change is that the Texas InterstateCooperation Project is now part of a more extensive armof the TEA: the Texas Inter/Intrastate CooperationProject. It has eight components:46

Summer Project AssignmentsContent SpecialistsExchange VisitsCredit Exchange SystemEducation Commission of the States (ECS)

Migrant Education CouncilNational Committee ParticipationInterstate Dissemination of Texas Materials

and ResourcesTeacher Exchange

As the largest sending state, Texas has obviouslyprovided leadership and important services to itsmigrant students. Detailed information on the abovecomponent is available from the contact listed below.

Program

Students

- see teachers they know back in Texas in thestates they travel to

- receive more relevant instruction fromthose state teachers who have been trainedby Texas teachers

- and their families relate to the Texaseducators who make home visits to assistwith any problems


- funds for summer salaries and travel areprovided largely by cooperating states

- co-operating state teachers should receivetraining from Texas educators

- co-operating states must fully utilizeTexas educators' services

46Texas Division of Migrant Education, InterstateCooperation Project Design (Revised) (n.d.), p. 1.

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Contact: Jesse Vela, Coordinator, Texas MigrantInter/Intrastate Program, 903 North 1Road/Drawer Y, Pharr, TX 78577

EXEMPLARY STATEWIDE PROGRAMS

The third level of programs, following nationaland interstate, is that operated on a state-wide basis.In 1974, when Exemplary Programs for Migrant Childrenwas written, states received their migrant educationallocation based on a complicated formula that utilizedfigures relating to migrant adults. Migrant educatorsurged legislators to provide funds to states based onthe number of migrant children. The MSRTS, with itsnational data on migrant students, provided thestatistics needed by Congress to effect the change.Thus, states now receive funds based on the actualmigrant child count.

How the states utilize the funds is determined bySED policies and procedures. Three state-wide migranteducation programs selected as exemplary in 1974 wereCalifornia's Regional Plan for the Education of MigrantChildren; Florida's Migratory Child CompensatoryProgram - Early Childhood Learning, Language ArtsTutorial, Learn and Earn; and New Jersey's MigrantEducation Recruitment Program.

Since 1974, each of these programs has undergoneconsiderable change based on funding, student needs,and administrative philosophies. Here, the changes arepresented, but the services to students described arethose provided in 1974, and are included because oftheir potential effectiveness as models for currentprograms. Today, there al:e many variations that havesprung from the above programs, including summerwork-study programs, and the tutorial programs invarious states.

57

7.

CALIFORNIA PLAN FOR THE EDUCATION OF MIGRANT CHILDREN -REGIONAL PLAN - divides the states into regions formore effective delivery of services to migrantstudents.

Background

As the second largest migrant population state,California determined that a regional plan would be thebest way to organize its migrant education program.From 1967, when the plan was initiated, to 1973,California was divided into 6 regions which allowed for"policy determination and co-ordination on a statelevel, management at the regional-level and supervisionat the local operational level."47

Goals and objectives established by the SED'sBureau of Community Services and Migrant Education (nowthe Office of Compensatory Education, Migrant EducationSection) provide the focus for each region. Activitiesdesigned to meet the objectives take place at theregional and local levels, and include instructionalactivities, health and welfare services, pre- andin-service education of professional andparaprofessional personnel, and such supportiveservices as health, transportation and recreationprograms.

Currently, California has 18 regions that operateprograms. The avoidance of service overlap, and theleadership and support exhibited by these agencies hasbeen translated into a coherent educational plan formigrant students.48

In addition, new program components have beenadded, as follows:49

1. Statewide Needs Assessment - a datacollection instrument has been developedwhich serves as a needs asfassment forindividuals, and as the basis for theIndividual Learning Program (ILP).

47Mattera ane3 Steel, p. 29.

48Letter received from John R. Schaeffer,Manager, Migrant Education, State of California, June12, 1985, p. 1.

49Ibid.

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72

2. Program Improvement Projects - proposalsare solicited for migrant programimprovement.

3. Portable Assisted Study Sequence (PASS) -enables students to earn course credittoward graduation.

4. Migrant Education Resource Center -provides regions with a variety of directand indirect services.

5. Evaluation Assistance to Regions - helpsoperating agencies to identify sectionsof programs to be evaluated.

6. Migrant Engaged in New ThemeF inEducation (MENTE) - motivates giftedmigrant students by placing them insummer residential programs at collegesand universities.

7. Annual State Migrant Student Conferenceprovides leadership training to migrantyouth, 10 through 12 grades.

8. Statewide Migrant Parent TrainingConference - held yearly to makerecommendations about the migranteducation program.

9. Coordinated Compliance Review (CCR))all specially-funded SED programs aremonitored by a single coordinatedcompliance review.

10. Interstate Migrant Secondary Team Project- a Section 143 Migrant EducationInterstate and Intrastate CoordinationProgram that serves 13 Western states,coordinating secondary student mobilityissues and trains 13 state team membersto improve secondary services in theirhome states.

Efforts such as these taken by California reflectthe type of commitment that augurs well for migrantstudents and their families.

59

7

Program

Students

- receive supplementary tutorial assistancein the basics: language arts and math

- have medical, dental health, and familycontact needs metreceive counseling and career education, aswell as participate in work-study

- receive nutritional services such as lunch,snacks, and breakfast where not otherwiseprovided


- a statewide assessment of migrant studentsneeds is essential to development of aregional plan

- spelling out of responsibilities at eachlevel--state, regional, local--avoidsoverlap and gaps

Contact: Dr. John Schaeffer, Manager, MigrantEducation Office, State Department ofEducation, 721 Capitol Mall, 2nd Floor,Sacramento, CA 95814

-RY

74

FLORIDA MIGRATORY CHILD COMPENSATORY PROGRAM (FMCCP)-EARLY CHILDHOOD LEARNING, LANGUAGE ARTS TUTORIAL ANDLEARN AND EARN - provides individualized instruction tomigra_lt students, preschool through high school.

Background

Florida emerged as an early leader in migranteducation. It was the first to implement education ona state-wide basis specifically for each level:preschool, elementary and secondary.50

Early Childhood Learriina - Migrantchildren, 3 to 5 years old were oftenbaby-sat by their older brothers andsisters, who then could not attend school.The FMCCP established classes at schoolsor in mobile units located at migrantcamps. In these classes pre-schoolersreceived quality instruction in anexcellent environment. As Floridaeducator Retha Cooper has affirmed, "Thisservice prevents the older siblings frombeing taken out of school thus increasingschool attendance, and decreasingdropouts among the middle/ secondaryschool aged migrant population."51

Language Arts Tutorial - Migrant studentswere at least two years behind in school,and weak in reading skills. Tutors werehired by local districts to provideindividualized instruction.

Learn and Earn Program - Migrant teenagers,often much older than their peers, had poorself- concepts, and few vocational skills.The Learn and Earn r.rogram provided incomefor them while they learned such skills assmall engine repair, nursing, and hotelservices, in addition to their regularacademic program.


51Letter received from Retha Cooper, MigrantSection, Florida Department of Education, July 23, 1985.

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Currently, the Early Childhood Learning andLanguage Arts Tutorial Programs operate essentially asthey did in 1974. The Earn and Learn Program,however, has been replaced by Florida's DropoutPrevention Programs for Migrant Secondary Students.Each county implements a dropout prevention program.A secondary Program Task Force has outlined threeselected model programs:52

A. District Secondary Add-on Tutorial Program,which provides after school tutoring tohigh school students on an as-needed basis

B. ACT-Advocacy/Counseling/Tutorial Program,which provides supplemental assistance tohelp students graduate and possibly go intopost-secondary programs

C. The Florida Mini-Corps Program, whichtrains college and high school graduates toserve as teacher aides and peer counselorsin migrant programs

This strong thrust in dropout prevention ismatched by a special dropout program designed to helpmigrant dropouts get back into educational/vocationalpursuits. Florida serves as the administering statefor a Section 143 Migrant Education Interstate andIntrastate Coordination Program: Migrant Dropout YouthProject (MDYP). (See Appendix E.) The 1974description is provided below to assist currentprograms in adapting or adopting the variouscomponents.

Program

Pre-school Students

receive quality individualized instructionin excellent learning environments.

- receive the benefits of a full day'sprogram in a healthy and safe environmentwhile their parents are in the fields

receive appropriate health and dentalservices

52Florida's Dropout Prevention Program forMigrant Secondary Students (Tallahassee, FL: FloridaState Department of Education, n.d.), p. 1.

62

participate in many opportunities foremotional and social growth

Elementary Students

participate in individualized and smallgroup instructional activities with theirown tutors during the school day

enjoy learning with highly relevant andinteresting materials

- benefit from having their skill levelsrecorded on MSRTS, so that their nextteacher may continue the instruction

Learn and Earn Students

receive short-term occupational training,and learn skills essential to the world ofwork

receive remuneration for 6 weeks ofon-the-job training in communityestablishments, such as offices andsupermarkets


statewide goals provide the programframework

staff must be trained in effective methodsand materials, as well as migrant lifestyle

total student needs must be addressed

Contact: Dr. Ulysses G. Horne, Administrator, MigrantEducation Section, State :lpartment ofEducation., Knott Building, Tallahassee, FL32301

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77

NEW JERSEY MIGRANT EDUCATION RECRUITMENT PROGRAM -utilizes two teams of recruiters, one for the northernpart of the state and one for the southern portion.Their job is to find every migrant child and assist inenrolling him/her '11 school.

Background

Because many New Jersey migrant children neverappeared in school, either because they had to work,were not interested or did not know about school, theNew Jersey SED established the recruitment program in1970.

The recruiters were carefully trained to know allabout area farms, employers, agencies, and servicesrelating to migrant farmworkers. They learned how towork with the families and encourage them to allowchildren to go to schoo1.53

Other states soon took New Jersey's lead, andestablished similar recruitment programs. Theidentification and enrollment of migrant studentsbecame vital to generating each state's migranteducation allocation, which, in turn, subsidized theprograms.

The New Jersey Recruitment Program as it ,operatedin 1974, is described below. Today each local districtis made accountable for recruitment of its children.54

Program

Students

are recruited for migrant educationprograms by a concerned, interestedvisitor to their homes

have advocates in the recruiters, who helppursuade parents to allow the children togo to school

benefit from the health and educationservices provided by the program


54Telephone conversation with William Smith, NewJersey SED, August 9, 191'5.

64

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I

aI

..

a.

.I

s

e

I

I

e

.I.

.

ta

a

EXEMPLARY LOCAL PROGRAMS

The local level is where the majority of migranteducation programs take place. Realizing that theirstudents needed quality programs, several localdistricts established "Demonstration Schcols" that notonly instructed students, but also served as trainingsites for inservice and teacher education courses. Twowere featured in Exemplary Programs for MigrantChildren, the Somerton Demonstration Program and theGeneseo Children's Demonstration School. The latterwill not be described here as it is one of the JDRPprograms described in Chapter One on pp. 14-17, ProjectCHILD.

Two other local programs described in 1974 were theSpringfield (Massachusetts) Transitional Program fornon-English speaking students, and the North CarolinaSecondary Program for out-of-school youth.

so

SOMERTON DEMONSTRATION PROJECT - a quality migrantprogram that also serves as the field site for theAnnual Migrant Teacher/Aide Summer Institute.

Background

This rural community not far from Yuma, Arizona,suffered severe budget and instructional problemsduring harvest season when migrant students doubled thelocal school population. The advent of migranteducation funds made greatly improved services pcIsiblefor students, among them a well-equipped resourcecenter, a physical education building, a kindergartenbuilding, and a variety of other services.

What started as in-service training for theSomerton summer program staff in 1967 led to a 6-hourcredit course in 1968 for the Somerton teachers, and toSomerton's selecFion as the field site for the AnnualMigrant Teacher Institute sponsored by Arizona StateUniversity and the Arizona SED.55 During the summer of1985, the Institute celebrated its 16th anniversary.To date, 400 teachers and 225 aides have been trained.

The program has been sucessful for the migrantstudents as well:

Programs in reading, bilingual education,migrant services education -- plus acompetitive athletic program are a fewoutstanding examples. Achievement Test Scoresgiven yearly by the district and the state ofArizona Department of Education reflectSomerton's successful programs. In 1980, thefourth grade average total test score, on theCAT, was 1.1 years below grade level. In 1984,the same group (now 8th graders) achieved anaverage of 0.2 months above grade level.56

Thus, the Somerton program has made a significantimpact on migrant student lives and on the teachingskills of many teachers and aides.


56Letter received from J.O. Maynes, Jr.,Director, Migrant Child Education, Arizona Departmentof Education, May 24, 1985.

67

Program

Students

receive individualized instruction inreading and math

work with interesting equipment (televisionthrough taping programs and operatingequipment) and media (bilingual schoolnewspaper)

make significant gains on their tests

Parents

are involved in school activities

work closely with classroom teachers

enthusiastically support the program


availability of a college/university creditfor teachers and aides is important

commitment of all personnel involved--stateto local levels--assures programeffectiveness

Contact: Dr. J. 0. "Rocky" Maynes. Jr., Director,Migrant Child Education, Arizona Departmentof Education, 1536 West Jefferson, Phoenix,AZ 85007

68

TRANSITIONAL PROGRAM, SPRINGFIELD, MA - uses bilingualinstruction to assimilate students into regularclasses.

Background

A Roman-Catholic nun who found non-English speakingchildren roaming the streets of Springfield decided tohave an after-school program to tutor them in English,math, and reading. This effort was not enough toenable them to successfully particf-ate in the regularschool's English classes; therefore, in February of1972, she established a full-time "transitionalprogram" with migrant educationfunds.57'

The program, as described in 1974, appears below.It is no longer operating. Rr Ire are, however, similarprograms currently in operation in various states. Thedescription below of the Springfield program may behelpful to interested districts.

Program

Students

initially learn all their subjects in theirnative language

are introduced into regular classes as thE!strengthen their English ability

receive intensive individual instruction inmath

participate in numerous field trips

learn about Hispanic people who have;ontributed to our society


a "transitional program" philosophy must beimplemented when bilingual instructionserves as the foundation for learningEnglish

staff training about migrants and theirculture is important


69

83

Contact: Mr. Daniel A. McAllister, Director, MigrantEducation Program, State Department ofEducation, Central Operations Office, LeeCottage - Gregory Street, Middleton, MA01949

SECONDARY PROGRAMS, NORTH CAROLINA - provideinstruction to youth during the evenings and onweekends.

Background

Migrant education dollars have been primarilyspent on elementary school students. These studentshave been visible and the need for services obvious.Secondary students, however, were largely not in schooland, if they were, received ;few special services. Somestates, like Florida (see pp.61-63, the Learn and EarnProgram), addressed the problem and initated programs.North Carolina, too, was one of the few states to reachout to needy secondary stuaents, most of whom had towork in the fields, and thus could not attend school.

Eight North Carolina counties conducted programsin the evenings and on weekends. Occupationaleducation counseling and recreation werefeatured.°8

According to State Director Robert Youngblood, theprogram no longer operates because it served studentswho traveled with crewleaders (not with their parents)and therefore were deemed ineligible for the program.There were not enough eligible students left to justifythe program.59 Other states, however, have institutedcareer education and work experience programs foreligible youth.

Program

Students

learned about occupational areas such ascarpentry, woodwork, bricklaying, smallengine repair, automotive repair, ceramics,and arts and crafts

received a hot meal (a very attractiveitem!)

- participated in recrea,:onal activities

"Ibid., p. 58.

59Letter received from Robert Youngblood,Director, Division of Migrant Education, Raleigh, NC,June 4, 1985.

71

85

- received counseling from counselors whocome out to the camps


- cooperation of employers (farmers andcrewleaders) is necessary

- programs must be attractive to encourageevening and weekend attendance

Contact: Mr. Robert Youngblood, Director, Division ofMig/ant Education, Department of PublicInstruction, Raleigh, NC 27611

/,

-..1111-

72

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AIM _SNIR , 7.77".4

/Mk

4

EXEMPLARY SPECIAL SERVICES

Educators soon found that educating migrantstudents required rather unique approaches if needswere to be met. Three distinct types of servicesevolved: Mobile Units, Migrant Centers, and StaffDevelopment Programs. Many of those cited in 1974 areno longer operating; others have modified or expandedtheir services. A brief review of the three typesgives insight into their services to migrant educationprograms then and now.

MOBILE UNITS Used for instruction in migrant camps,as auxiliary classrooms, day care centers,occupational units, and staff training centers.

Background

Rural isolation of migrant camps and lack ofeducational environments there make the use of mobileunits an important service to migrant students andfamilies. They are ideal as daycare centers, which arecomplete with sanitary facilities and educationalmaterials.

Among those states utilizing migrant units in 1974were tha following:

Colorado: utilized three units serving 42 schooldistricts each operated by a differentuniversity

- University of Colorado - si;affed byremedial reading and oral languageinstructors who conducted in-servicesfor educators in various schooldistricts. Graduate students inreading participated by assisting inprogram development, in-servicetraining, and diagnostic wc7k.

- Southern Colorado State College -utilized videotapes (often of migrantclassroom demonstrations) for in-services and for sharing with parentstheir students' classroom activities.

- Colorado State ..Aiversity focused onbi-cultural awareness by providingbilingual/bicultural materials and

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87

audio-visuals, and by assisting schoolswith cultural presentation.

Colorado discontinued the units at therequest of the State Board ofEducation in 1978. The units werereplaced by the Colorado MigrantEducation Resource Center. It, inturn, was terminates in 1985 due tofunding cuts."

Florida: utilizes mobile units as childdevelopment centers, which are oftenlocated at migrant camps. Occupationalunits are used _ter fie Learn and EarnProgram.

Idaho: used moi.,ile units to distributeeducational material7 to migrantcamps. Their use has been discontinuedby the LEA due to lack of funds.61

Michigan: has two mobile units that travel tocamps offering reading and writing toGED preparation.

New Jersey: utilized three units.

Curriculum - contained educationalmaterials and equipment for use on theunit or in school district classrooms.Also, it had work rooms f,Ir materialsdevelopment.

Dental - served as dentist'soffice, complete withwaiting room, treatmentarea, education center,darkroom, and closedcircuit T7.

"Letter receives from Ernest Maestas,Supervisor, Migrant Education Program, ColoradoDepartment of Education, June 4, 1985.

61Letter received from Carolyn Reeves,Coordinator, Migrant Education, Idaho State Departmentof Education,. May 24, 1985,

74

R8

Plant Unit - used as a plant workorientation unit, ittraveled from school toschool to provideinstruction.

Norih Carolina: used two units to teach automotiveskills. Too few students studentswere eligible to participate, sothe program was discontinued.62

Oregon: utilized two self-propelled and twotrailer-type units which were scheduledat schools from 3 to 8 weeks. Unitstaff trained teachers in materials useand development and worked with thechildren in individualized instruction.

Mobile units were discontinued in 1974.According to Oregon migrant EducationCoordinator Jose Garcia, "during thebeginning years of migrant educationprograms in Oregon, taere was a needfor mobile units classrooms due to thehigh mobility of students. Thesemobile units were discontinued in 1974as a result of students becoming morestable."63

While mobile units are not being used any more inareas where migrant populations are more stable, thereis still a need for them, particularly in ruralisolated areas.

62Letter received from Robert Youngblood.

63Letter received from Jose Garcia, Coordinator,Migrant Education, Oregon State Department ofEducation, June 12, 1985.

75

S9

MIGRANT CENTERS - provide a variety of services,including dissemination, training, and media formi.-ant education programs.

Background

A central unit or "migrant center" became apopular way to provide services to migrant educationprograms. Tne centers served the entire state, aregion, or a local district. Like the mobile units,some migrant centers have survived and flourished;others, reflecting the availability of funds, differentneeds, and new philosophies, have ceased operations.

The migrant centers featured in Exemplary Prpgramsfor Migrant Children include:

Arizona: The Arizona Migrant Child Education Lab(AMCEL) is a cooperative venture betweenthe SED's Migrant Child Education Unit,and Arizona State University ReadingCenter. AMCEL's high quality trainersprovide staff development to migrantpersonnel throughout the state. Itconducts studies and other activities forimproving services."

State director, "Rocky" Maynes attributesthe 16 years of successful operation ofAMCEL to the high quality of itsleadership and services.b5

Naw York: The Migrant Center at Geneseo wasestablished to conduct studies aboutmigrants. Among its other services werethe conducting of workshops, conferences,and programs for migrant families. Itdeveloped one of the most extensivelibraries on migrant-related matters inthe country.

Its current projects include directservices to miarants through health,education and rt:;reational programs, andthe coordination of the Migrant DropoutYouth Project.


65Letter received from J.0. Maynes, Jr.

76

New York state now has a network oftutorial outreach programs similiar tothe migrant centers that operate fromuniversity or BOCES units.

Idaho: In 1974, Idaho had one center. Now,according to State Director CarReeves, it has two centers, one in Rupertand one in Nampa. The services theyprovide are in four areas:66

MSRTS (terminal operations/consul-tants) Educational resource consultantsCurriculum library materialsLocal production (printing andgraphics)

Oregon: The Oregon Migrant Education ServiceCenter continues today to serve the statebecause, says Jose Garcia, StateCoordinator of Migrant Education, of" theflexibility of the veteran classified andcertified staff."67

Since its inception, the Center hasfocused on the core areas of earlychildhood, elementary and secondaryeducation, parental involvement,identification, and recruitment, and theMSRTS.

Responsibilities have expanded to includeparticipation in 143 projects and onNASDME committees, provision of accidentinsurance for migrant students, staffand parent newletters, and proposal andcurriculum development.

Washington: Its Toppenish Center for Study ofMigrant and Indian Education provided avariety of services--a media library,curriculum development, aide training,=lasses and workshops, student teaching,and information dissemination.

State Director Raul de la Rosa reportsthat the Center was closed in 1974 and

66Letter received from Carolyn Reeves.

67Letter received from Jose Garcia.

77

it, functions transferred to Sunnyside.It v,ds renamed the Migrant EducationService Center. That center was closedin 1985.

Migrant centers co,tinue to be a cost-effectiveservice to migrant education programs. There are manyof them across the country. Additional information asto their location in a particular state is availablefrom the state's migrant education director.

78

STAFF DEVELOPMENT PROGRAMS - provide migrant cultureawareness and training in effertive methods andmaterials for working with migrant students.

Background

Teachers are vital to successfully teachingmigrant students. While they must be skilled inutilizing the best teaching method and materials, theyalso must possess a genuine caring and concern fortheir students. Training that has developed forteachers of migrant students includes strong doses ofcultural awareness. Exemplary Programs for Mi rantChildren presented two examples--the Oregon Master'sDegree Program and the California Mini-Corps."Because the latter has been described in the chapter onJDRP-approved projects (pp. 11-13) it will not appearhere.

Oregon Master's Degree Program

Unfortunately, this program was phased out. Itsunique qualities, however, merit description here. Theyear-long graduate study included not only 48 hours ofcourse work but also field work in migrant camps,conferences, and seminars.

Half of the courses were in cultural anthropology,and, instead of a master's thesis, each student had tocomplete a study project designed to solve a migrantproblem.

After graduation, the student taught in migrantschools or where they could apply their new knowledgeabout migrants."

The kind of commitment needed to thoroughlyprepa-e migrant education personnel is currently anationwide occurrence. Prior to summer and regularyear programs, individual school districts may havestaff development activities and states may holdstate-wide and regional conferences where the latestteaching methodology and materials appropriate formigrant students are introduced.


69Ibid., p. 70.

79

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Vehicles for interstate sharing of ideas areavailable as well. Annual conferences are held in theeastern, western, and central states during the yearswhen the National Migrant Education Conference is notheld in their stream. At these conferences allstaff--teachers, aides, support personnel--have theopportunity to participate in excellent sessions.Migtint education has provided leadership for non-migrant educators in the development of effectivedelivery of service to students. The MSRTS and itsbasic skills lists alone are examples of ideas that canbe implemented for all children.

Thus, staff development, one of the first targetswhen migrant education began in 1966, continues to beof vital importance if migrant students are to receivequality instruction.

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CHAPTER FOUR REBUILDING THE MUSIC AND THEDREAM

Migrant education has heeded Markham's threat of"whirlwinds of rebellion" by developing programs thatcan go a long way toward "rebuilding the music and thedream" for migrant students. It must not, however, beassumed that its task is done. Many of the studentsand most of their parents may never achieve thejustice, humanity, and _quality so readily enjoyed bynon-farm workers. Migrant educators and otheradvocates must address the root of the farmworkersproblem--their powerlessness in secruing acceptableliving and working conditions.

Statements such as those made by AssistantSecretary of Labor Robert Rowland in rejecting an OSHAfield sanitation requirement, because OSHA requirementsare best utilized where there are "frequent documentedthreats to life and limb,"" reveal too clearly thatthis population may continue to suffer the outrages ofan indifferent society from the federal level down.

What can concerned citizens do? It it is agreedthat awareness followed by action are the first steps,then the following suggestions may be appropriate:

Become informed about migrants--theirhistory, lifestyle, cultures, aspirations,problems, economic and culturalcontributions and the fact that they too,are PEOPLE--each having the same needs,wants, and hopes as any other human being.

- Work with appropriate state and nationallegislators to secure legislation whichenables migrant farmworkers to take actionon their own behalf as a labor force.

- Educate local communities about theeconomic bellefits to the local zommunitywhen workers are in the area to harvest.Not only do the workers spend a good partof their income in the local area, mnayother businesses could not exist withoutthe farmers having to buy equipment andother items essential to the harvest. Forexample, one farmer estimates that because

"B. Noble, "Rules Deadline on Migrants' ToiletsExpected, "The New York Times", September 11, 1985.

81

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he has migrants harvest his apple crop, hewas able to build a million-dollarwarehouse, hire dozens of community people,and buy thousands of cardboard shippingboxes, thus giving work to many peop.I.e!

Farmers in one rural county boast that becausethey are in the potato business, they bring 20 milliondollars in business to the local community. Withoutthe migrarts coming to pick the potatoes, what wouldhappen? ,Interestingly, several of those farmers havemechanized, and so do not need the workers, which getsback to the importance of helping migrant students andtheir parents prepare for another occupation!)

- Educate service agenies (social services,Departments of Labor, WIC, food stamps staff)to render unto Agrants the same courtesy theyshow to their regular local clients. Manymigrant workers have forgone securing neededalelp because of the put-down and run-aroundthey receive.

- Assure provision of educational, health,social, and recreational services to theentire migrant family - infants to adults -while they are in the local area.

- Child Development Centers: Too manymigrant infants and toddlers across thenation still wait in cars, trucks or inthe fields while their parents work.Quality child development services arestill desperately needed, and should beavailable throughout the parents* workday.

- Dropout Services: The scary statisticthat 8 to 9 out of 10 migrant studentsnever complete high school must beaddressed with full force. The idea; ofestablishing dropout prevention programsand of retrieving dropouts back intoeducational/vocational pursuits aretaking hold. They must be spread andmade integral parts of ever" migranteducation program.

- Adult Education: Adult migrants needattention from the education community.The Adult Education Act still does notdesignate migrants as being in special

82

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need, despite testimony and paperssubmitted on their behalf. Reachingoutvia in-camp instruction to teachadults can make the difference as towhether or not individuals begin to learnEnglish, how to read, or work on GEDS.

- Health Care: Without questicn one of thegreatest detriments to migrant life isthe lack of adequate health care.Inability to pay, constant mobility, lackof continuity in health care, lack ofhealth education services,transportation needs and a crisisorientation to health care createincredible problems for farmworkers.What would make headlines incommunity papers if local citizens wereto have diseases (like TB), is notuncommon in migrant camps, and may oftengo untreated, or if treatment iscommenced in one location, may not becontinued in another.

- Alcoholism Treatment: Minimal servicesare available to migrants--again becauseof their transiency and the fact thatthey are not local citizens. Somesporadic attempts have been made, such asproviding activities as alternatives todrinking or establishment of in-camp AAgroups; but they are scarce indeed.

- Interstate Programs: Roosevelt Grady, amigrant boy in the book by the same name,complained that in every school hetraveled to he learned about "take away,"but was never in the right school at theright time to learn "putting' into."

While migrant education has madesignificant strides toward continuity ofeducation via the MSRTS; the Basic SKillsLists in oral language, reading, math andearly childhood; such NASDME committeesas the Secondary Committee; the Section143 Interstate and interastateCoordination Programs; the EducationCommission of the States (ECS) MigrantEducation Council and the HEP and CAMPprograms, it must assure that theseservices and new ones that are

83

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developed are received by every migrantstudent and that continuity does takeplace.

Thus the education of migrant students goes beyondwhat is normally considered the role of education.However, if educators are to remain true to their maxim"start with where the child is," they must address thetotal student and his family, as well as the systemthat creates their problems. Perhaps U. :al canMarkham's challenge of "rebuilding the music and thedream" be realized.

84

98

4.

APPENDICES

85

9 9

Child's Name

EARLY PIOANIION OF sarot. FAILURE APPENDIX ANationally Validated Program

EPSF SKILL CHECX LIST CORREIATED WITH MIGRAZrr EARLY OiTIIIIOOD SKILLS

TeacherDate entered

School Name & Address ProgramDate withdrawn trayProgram

The basic suggested pr -academic skills are identified by the screening instils:ems. Ocher skills may be identi-

fied through teaching following screening. All skills listed are in addition to the usual msic, art, storiLs,finger plays, science, and social studies used in classroom activities. Date as still is introduced and againas skill is observed to be mastered by the child. Some children may master the skill prior to kindergarten.Other children may master the skill during kindergarten or first grade.

SIMSParent Intro.

Activity of Skill

Card Os (DATE)

Migrant Early Childhood

Skills Correlation

SkillPerformanceObserved Date

Motor Coordination-CrossChild is able to:

1. Walk forward, backward and side-ways on tape/footprints. 1-9,42

PC 31 Walks on tip toesPC 32 Walks on/between parallel linesPC 36 Walks backward

2. Imitate body movements. 10-15,53-54

PC 41 Makes large circular frontal co-tion w/aras

3. Descend steps with alter-nating feet. 16-21

PC 26 Goes upstairs and downstairsPC 37 Walks up & down stairs w/out support

4. Identify and use body parts.22-31

PC 27 Pedals tricyclePC 30 Kicks ball forward

5. Run, jump, and hop. 32-40 PC 28 Jurps in placePC 29 Runs wellPC 33 Juaps fnxn low elevation; feet

togetherPC 34 Maintains balance broad jurpingPC 44 Hops skillfully on dominant foot

6. Throw and catch ball withlimited control. 39,41-52

PC 25 Throws ball overheadPC 38 Aims & throws ballPC 39 Catches medium sized bocnced ball

7. Manipulate body in space inboth directionality and

laterality. 53-63

PC 32 Walks on/between parallel linesPC 35 Balances on one footPC 36 Walks backwardPC 40 Climbs well

8. Walk forward, backward, andsideways on balance beam andbalance on balance board. 64-70

PC 45 Walks on balance bean

9. Gallop, skip; and juap rope40,71-76

PC 42 Skips on alternating feetPC 43 Jarps rope

Motor Coordination-FineChild is able to:

1. Manipulate small objects(with both hands). 1-14

PF 20 Builds tower of six or more blocksPF 22 Strings large beadsPF 23 Displays yell developed finger -wrist

coordinationPF 24 Puts pee. in pegboardPF 26 Turns pages one at a timePF 28 Builds tower of ten or more blocks

2. Hold crayons and pencils ap-priately (scribbles). 16-20

PF 23 Displays well-developed finger-wristcoordination

3. Hold scissors appropriatelyand cut, 15,21-25,39

PF 25 Cuts w/scissors

4. Draw a man with six bodyparts_ 8,26-30

PF 29 Draws simple pictures w/3 detailsPF 34 Draws picture w/6 or more details

5. Trace, copy and draw basicshapes. 19-20,26

PF 21 Makes vertical strol.esCV 19 Copies horizontal lineCV 20 Copies circleCV 26 Copies crossCV 28 Copies squareCV 29 Copies triangle

6. Lace shoes, tie knots, foldtriangles from square. 13-14,37-40

PF 32 Laces shoes; begins to tie shoestringsPF 33 Folds paper diagonally

87

1 0 0the previous numbered page intheoriginat document was blank.

StalISParent Intro.Activity of SkillCard Os (DATE)

Migrant Early Chilchood

Skills Correlation

SkillPerformanceObserved Date

7. Finish incomplete designs.

41-45CV 25 Completes 2 parts of picture

8. Write letters. 20,31,33,46-50

PF 31 Wites sere letters & simple wordsCV 30 Copies some letters & numeralsCV 31 Copies some sirple words

9. Write numerals 1-10 (uneven).

31,51-55CV 30 Copies sore letters & nurerals

AuditoryChild is able to:

1. Listen without interruptingwhile maintaining eyecontact. 1-2

2. Follow one or easy two -stepe notions. 3-7

CA 10 Points to a picture of a familiarobject when asked

CA 12 Responds to action cards

3. Recall familiar nurseryrhymes, poems, alliterativePhrases. 8-11,25

CA 20 Recognizes melodiesCA 25 Repeats short verses

4. Identify and recognize dif-ference in voltme, tone,quality, end type of sound

12-15

CA 11 Locates sounds from all directionsCA 14 Identifies oxmnon objects by sousCA 15 Uses appropriate voice inflectionCA 16 Varies voicn votureCA 17 Increases & decreases speed of voiceCA 19 Identifies simple tones

CO 45 Tell stories in sequence5. Listen to & retell a story insequence. 16-19

6. Follow instructions in se-(L-3parts) . 20-26

7. Repeat a pattern or series ofsounds, words or ntubers.

27-31

CA 23 Repeats sentences correctlyCA 24 Repeats 4-5 letters /numerals in given

orderCA 30 Repeats simple sound patterns

8. Finish an incomplete sentencewith an appropriate word. 32-37

9. Match and recall rhyminguords. 38-44

CA 21 Identities rhyming :cords

10. Match and identify like and

different letter sounds. 45-49,51CA 22 Identifies like & unlike beginning

consonantsCO 28 Uses consonant sounds accurately

11. Match and identify beginning,ending & middle sounds.(placement) 50.52-54

CA'22 Identifies like & unlike beginningconsonants

LanguageChild is able to:

1. Identify and name canton objectsand pictures. 1-11

CO 40 Uses vocabulary of 1500+ wordsCO 36 Tells function of familiar object

-.

2. Use singular & plural forof common words. 12-16

CO 24 Uses pluralsCO 18 Reproduces plurals

3. Commanicate thoughts and needsin complete sentences of 4 to6 words. 2,17-22

CO 27 Forms sentences/phrases of 3-4 wordsCO 33 Forms sentences/phrases of 4-5 cords03 37 Forms meaningful sentences of 6+ uords

4. Recognize and name basic colorsshapes, and sizes. 23-29

OD 43 Manes basic colors, shapes, sizes

5. Dictate simple sentences aboutobjects and illustrations. 30-34

CO 34 Tells experiencesCO 35 Tells about a picture

6. Tell stories in sequence with/without the aid of pictures. 35-42

CO 45 Tells stories in sequence

7. Understand the meaning of basicconcepts. 43-66

CO 32 Uses prepositionsCO 38 Uses opposite anologiesCO 39 Uses past tenseCO 44 Uses selected abstract word meanings

88

SKILLS

ParentActivity

Card gs

Intro.

of Skill(DATE)

Migrant Early Chiltilood

Skills Correlation

P7rforganeeObser.ed Gate

8. Reco;pize and name letters andsome words. 67-72

CO 46 Names some letters. gs, :words

9. Interpret story situations andpredict story outcanes.

VISVPd.

Child is able to1. Follow fixed and roving objects

with eyes without moving head.1-5

2. Identify likenesses and dif-ferences of objects and pic-tures. 6-10

CV 24 Selects siople identical pictures

3. Match color, shape and size.11-16

CV 17 Matches circles, triangles, squaresCV 18 Croups objects by color, form & size

4. Identify likenesses and dif-ferences and recall basiccolors, shapes and sizes.

17-22

CV 18 Croups objects by color, form & size

5. Put simple puzzles together(6 to 8 pieces). 23-27

CV 25 Puts together 2-6 piece puzzleCV 27 Puts together 6-8 piece puzzle

6. Identify and name missingitems from memory. 28-33

CV 21 Searches for naffed object withoutvisual repr,..n-ntation

CV 23 Names pictures of objects removedfrom view

7. Identify and locate objectsfrom a complex background.(figure-ground) 34-38

CV 22 Focuses on one of nary parts of object

8. Classify and sort pictures andobjects into sets. 39-42

CV 18 Croups objects by color, form & size

9. Place 2-4 items or pictures insequence by trenory. 43-47


10. Repeat patterning of 3 or 4items. 48-52

11. Arrange pictures in sequenceof events. 53-57


12. Identify, nave, match andsequence letters. 58-65

CO 46 Names some letters. gs. uurds

13. Match upper and lower caseletters. 66-70

CO 46 Names some letters, gs, words

14. Match and name quantitativeconcepts with ntnerals, nu-merals with numerals, and ar-range numerals in order.

71-76

89

11)2

APPENDIX B - Transfer Record Form (Educational)

_0000006 SEE E-H LINKAGESOATE

09/09/85 MIGRANT STUOENT EOUCAT/ONAL RECOROPPCMFX / PP CNXF 00004

PAGE STUOENT IO1 OF 3 76706498 GGK <

0

X

BIRTH OATA PLACE OF BIPTH TERMINATIONTYPE:

SEX = h SITE : EWING HOSPITAL DATE:00B = 07/16/68 AOORESS:VER = B CITY : HOUSTON F.L.Q.:AGE = 17 ST /ZIP : TX OATE:

COUNTY : HOUSTON SCHOOL:PACE = 5 COUNTRY:LAST QUALIFYING MOVE: 03/08/85 END OF ELIGIBILITY: 08/08/91MOVED FROM: UMATILLA , FL,MOVED TO: LAS PIEORAS , PP

PARENT OATA

LEGAL PARENTS:

VANOER, MARTINVANOER, MARY

CURRENT PARENTS:

FICHE BASE

117 W PINE STREETAPOPKAFL 32703-0000

CUPPENT iZr_SIOENCE

BOX112ALAS PIEORASPR 00671-0000

SCHOOL HISTORY OATA

SHSCHL IO OATE OAYS GR

LVMS

E

TST SCHL RES. ENROLL WITHOR EIM PPS XCURR SCHL: RAMON POWER Y GIRALT 10-12 SCHL IO: PRCMXF AB MI BLTN 06/10/84 06/11/84 08/15/84 48 40 83 09 1 SHLTH RECORD AOORESSEE: MRS. MIOIAM BELTRAN OE PEREZ AC TX CCTZ 03/25/84 09/01/84 03/15/85 135 130 96 10 1

AO FL BFLY 03/21/85 03/22/85 10 1PREV SCHL: UMATILLA HIGH SCHL ID: FLBGKY AE GA DtIZH 04/25/85 04/25/85 06/07/85 33 31 93 10 1

TRCWELL AVENUE (SH:AF) AF FL BGKY 06/21/85 06/24/85 07/28/85 22 21 95 10 1 SUMATILLA AG PR CMXF 08/08/85 08/14/85 10 1FL 32784-0000 PH: 904-669-3131

EOUCATION-HEALTH LINKAGE

E-H # MESSAGE: CONTACT:

111 INSECT ALLERGY SEVERE - HAVE PLAN OF ACTION IN CASE OF STING. COCOA HIGH123 HEARING LOSS - CONSULT MEDICAL PERSONNEL ANO FAMILY REGAROING THE 2000 TIGER TRAIL

DEGREE OF LOSS AND CLASSROOM PLACEMENT. COCOA130 COLOR VISION OEFICIENCY FL 32922-0000

PH: 305-632-5300

5 CONSULT MEDICAL PERSONNEL, SCHOOL PERSONNEL, AND FAMILY REGARDING CALVERT HIGHMEOICATIONS, EOUCATIONAL PLACEMENT AND EXPECTATIONS. 5332 MONTGOMERY

99 STUDENT HAS AN UNRESOLVEO HEALTH PROBLEM RECOROE0. CONTACT HEALTH HUNTSVILLEPROVIDER. TX 77340-0000

SECONDARY CREOIT DATAMINIMUM GRAOUATION REQUIREMENTS OF DESIGNATED HIGH SCHOOL

PRO ECTEO GRAOUATION IN 1987FLBFMR COCOA HIGH 2000 TIGER TRAIL COCOA,FL 32922-0000 PH: 305-632-5300

CONTACT: HIKE NEAL, COUNSELOR PH: 305-63?-9414NO. TYPE MIN. NO.

REQUIREO GRADES TERMS OF CLOCK HRS. EXPLANATIONSUBJECTS TAUGHT REQ 0 TERM PER TERMAMERICAN GOVT 9-12 1 SEM 72AMERICAN HIST 9-12 2 SEM 72ECONOMICS 9-12 1 SEM 72ELECTIVES 9-12 18 SEM 72LANGUAGE ARTS 9-12 8 SEM 72LIFE MGT SKILLS 9-12 1 SEM 72MATHEMATICS 9-12 6 SEM 72PERF FINE ARTS 9-12 1 SEM 72PHYS EOUCATION 9-12 1 SEM 72PRACTICAL ARTS 9-12 1 SEM 72SCIENCE 9-12 6 SEM 72WORLO HISTORY 9-12 2 SEM 72

TOTAL 48 REQUIREMENTS ARE EFFECTIVE BEGINNING WITH THE GRADUATING CLASS OF 87PROFICIENCY TEST: FLORIOA AOMINISTERS A STATE PROFICIENCY TEST.

* * * *EOUCATION RECORD CONTINUED NEXT PAGE ****

90

in 3

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0

Transfer Record Form (Educational) - page 20000007

PPCMcX / PP CMYF 00005

DATEPAGE STUDENT ID

09/09/85 MIGRANT STUOENT EOUCATIONAL RECORO 20, 3 76706498 GGK <

XSECONOARY CREOIT DATA

CLASS SCHEDULE FROM THE MOST RECENT REPORTING SCHOOL

PARTIALWORK

CREOITGRANTED

COURSE CLCCK NO. TYPE

SUBJECT COURSE SH GRADE X HRS IN GR OF OF TERM YR

TITLE LEVEL GR. CLASS TERMS TERM

INOUSTRIAL ARTS ORAWING AO 10 SEM SPR 85

LANGUAGE ARTS ENGLISH AO 10 SEM SPR 85

MATH BASIC MATH AO 10 SEM SPR 85

PHYSICAL ED TEAM SPORTS AO 10 SEM SPR 85

SCIENCE BIOLOGY AO 10 SEM SPR 85

SOCIAL STUOIES AM HISTORY AO 10 SEM SPR 85

RECOMMENCED COURSES

MOST RECENT REPORTING SCHOOL:TITUSVILLE HIGH1850 S WASHINGTON AVENUETITUSVILLEFL 32780-0000PH: 305-269-3561

CONTACT: BILL KENNEYCOUNSELORPH: 305-269-3567

FLBFLY TITUSVILLE HIGH 1850 S WASHINGTON AVENUE TITUSVILLE,FL 32780-000u

SH LINE ID: AD

PH: 305 269 3561

CONTACT NAME: MIKE NEAL TITLE: COUNSELOR PHONE: 305-632-9414

COURSE GRAOE TERM EXPLANATION

TITLE LEVEL TYPE TERM YEAR

LANGUAGE ARTS 11 SEM FALL 85 MUST HAVE 4 FULL CREOITS BEFORE 11THGRACE.

PHYSICAL EO 11 SEM FALL 85 TEAM SPORT

SCIENCE 11 SEM FALL 85 LIFE SCIENCE

MATHEMATICS 11 SEM SPR 86 AOVANCEO

FINE ARTS 11 SEM SFR 86

GR ADE 10

SECONDARY CREOIT ACCRUAL

PARTIALWORK

CREOITGRA_ UTE0

SUBJECT COURSE SH XCLOCKHRS INCLASS

GRNO.OF

TERMS

TYPEOF

TERMTERM YR SCHOOL NAME TELEPHCHE

ART ART AC A .5 SEM FALL 84 CALVERT HIGH

INDUSTRIAL ARTS W00T":0PKING AC C 2.0 SEM FALL 84 CALVERT HIVH

LANGUAGE ARTS LI 2ATURE AC 80X 72 SEM FALL 84 CALVERT HIGH

MATH AL a AC 0 1 SEM FALL 84 CALVERT HIGH

SCIENCE B/t..OGY AC B- 1 SEM FALL 84 CALVERT HIGH

SOCIAL STUDIES AM. HISTORY AC 13 1 SEM FALL 84 CALVERT HIGH

CALVERT HIGH 3332 MONTGOMERY

SECONDARY CREOIT REPORTING FORM

HUNTSVILLE TX 77340-0000

PARTIALWORK

CREOITGRANTED

SUBJECT COURSETITLE

COURSEGRADELEVEL

Y.

GRADE

CLOCKHRS INCLASS

FINALGRAOE

NO.OFTEAMS

CONSOLIOATEDSH LINES

TYPEOFTEDM

TEM YEAR

INITIAL ENTRY OR

SCHOOL CITY

CHANGE OF OESIGNATEO HIGH SCHOOLSTATE YEAR OF GPADUATION

****EOUCATION RECORD CONTINUED NEXT PAGE* * **

91 104

O

CI

GI

Transfer Record Form (Educational) - page 30000008

PPCMFX / PR CMY.F 00006DATEI

09/09/85PAGE STUDENT IDMIGRANT STUDENT EDUCATIONAL RECORD 3 OF 3 76706498 GGK <

EDUCATIONAL SKILLSMATH SKILLSMATH SKILLS MASTERED (MOST RECENTLY REPORTED)

CODE03401A

SUBTOPIC OR SKILLNAME OF A SIZE (AREA) RELATION(SMALL-LARGE/SMALLER-LARGER/SMALLEST-LARGEST)

MATH SKILLS UNDER STUDY

DATE:IDENTIFIES OBJECTS HAVING A SPECI- 06/21/84TIED SIZE RELATION

46801

I

A SIMPLE GEOMETRIC SHAPE :IDENTIFIES A FORMULA FOR COMPUTINGTHE PERIMETER OF THE SHAPE

SH

AB

AB

INPUT AREAREPORT WHEN MASTERED'

CODE DATE

SKILLS UNDER STUDYCODE

READING SKILLS UNDER STUDY SKILLS UNDER STUDYIHSTR

CODE ISUBTOPIC OR SKILL LEVEL02001 IDENTIFIES (1) SHAPES, (2) COLORS, (3) OBJECTS, (4) LETTERS. 0952002 REARRANGES RELATED WORDS TO MAKE A SENTENCE. 09

INSTR.SH CODE LEVELASAS

ORAL LANGUAGE SKILLS UNDER STUDY SKILLS UNDER STUDY

CODE560

LANG.

ENGLSUBTOPICCONJUNCTIONS

SHAB

coin LANGUAGE

SUPPORTIVE DATACURRENT SUPPLEMENTAL PROGRAMS

NAME CODEDATE HRS

START END CUR

PREVIOUS SUPPLEMENTAL PROGRAMS

NAME CODEDATE HOURS

SHSTART END LAST CUME.S.O.L. * 1 01/20/84 06/07/84 AABILINGUAL k 2 06/11/84 08/01/84 ABTUTORIAL SECONDARY 5 04/01/85 ADREADING 12 32/12/84 05/15/84 AANUTRITION 26 05/23/85 AE

* - SERVICES PAID FOR PARTIALLY OR TOTALLY BY MIGRANT EDUCATION FUNDS

LANGUAGE(S) FOR INSTRUCTION

LANGUAGEASSESSMENT DATES

SHFORMAL INFORMAL

ENGLISH 02/22/84 AA

SPANISH 12/15/84 AC

TEST DATA

SPECIAL TALENT

DATE NAME SH02/22/84 SINGING AA02/22/84 WRITING MUSIC AA

NAME CODE FORM LVL SCORE TDATE

ADMIN. H SHCTBS - ARITHMETICCTBS - READING

0010200101

S

3

1

M123108.-123.4100

RC

10/08/8402/15/85

ACAC

92int;

SPECIAL EDUCATION CCNTACT DATA

CONTACT:CALVERT HIGH SCHOOLSR CLASS COUNSELOR1212 NORTH 2NDHUNTSVILLETX 77340-0000PH: 512-152-1498 (04/23/85)

m73

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O

C)

APPENDIX C - Transfer Record Form (Health)PVCtIFY / Pa C:fvF 00001

DATE PAGE STUDENT ID

08/16/85 MIGRANT STUDENT HEALTH RECCRJ 1 OF 2 76706498 GGK

BIRTH DATA PLACE OF BIRTHLEGAL PARENTS HOME BAS

VANDER, MARTINVANDER, MARY

117 W PINE STREETAPOPKAFL 32703-0000

SEX = M SITE : EWING HOSPITALDOB = 07/16/68 ADDRESS:VER = B CITY : HOUSTONAGE = 17 ST/ZIP : TX

COUNTY : H(USTDNRACE = 5 COUNTRY:

CUPPENT PAPENTS CUPPENT PESIDENCE

BOX1I2ALAS PIEDRASPR 00671 -000C'

RECENT HEALTH PPOVIDERS CUPPFNT SCHOOL

ID: FLBGKY DATE: 07/09/85 ID: GADMZH DATE: 05/04/85 ID: TXCCTZ DATE: 02/15/85

UMATILLA HIGH ROSSVILLE HIGH CALVERT HIGHTROWELL AVENUE MIGRANT STAFF 3332 MONTGOMERYUMATILLA BYRAN STREET HUNTSVILLEFL 32784-0000 ROSSVILLE TX 77340-0000PH: 904-669-3131 GA 30741-0000

ID: PRCMXF EMI.: 08/14/85

RAMON POWER Y GIRALT 10-12CALLE JOSE T PINERODE LAS PIEDRASPR 00671-0000PH: 809-733-2561

MIGRANT STATUS: I

tmRESO vEn HEALTH PROBLEM LIST

ICD CONDITION PROBGROUP FPFQ

EARLIEST INCIDENCEPPOV EPIC # DATE

LATEST INCIDENCEPPOV ENC # DATE

CHRONIC

300 NEUROTIC DISORDERS 1

ACUTE

TXCCTZ IAA 02/15/85

034 STREP THROAT/SCARLET FEV 1

000 UNSPECIFIED HEALTH PROB 1

FWFMR 2A 05/25/84TXCCTZ 000001 09/11/84

PATIENT HISTORY

V12 PERSONAL HISTORY OF CERTAIN OTHER DISEASES10/21/84 ENC - IAA - REPORTED BY TXCCTZ

ICO - V12.01 - MEASLESOUTCOME - YES - INDICATED A PERSONAL HISTORY OF THIS CONDITIONICO - V12.03 - MUMPSOUTCOME - YES - INDICATED A PERSONAL HISTORY OF THIS CONDITICN

V14 PERSONAL HISTORY OF ALLERGY TO MEDICINAL AGENTS10/21/84 ENC - IAA - REPORTED BY TXCCTZ

ICO - V14.0 - PERSONAL HISTORY OF ALLERGY TO PENICILLINCPT - 90751 - PREVENTIVE HEALTH CARE,12-17OUTCOME - UNDETERMINED - ALLERGIC TO PENICILLINOUTCOME - YES - INDICATED A PERSONAL HISTORY OF THIS CONDITION

FAMILY HISTORY

V17 FAMILY HISTORY OF CERTAIN CHRONIC DISABLING DISEASES05/04/85 ENC - IA - REPORTED BY GADMZH

ICO - V17.7 - FAMILY HISTORY OF ARTHRITISOUTCOME - YES - INDICATED A FAMILY HISTORY OF THIS CONDITION

SCREENING DATA AND LABS

V78 SPECIAL SCREENING FOR DISORDERS OF BLOOD AND BLOOD-FORMINGORGANS

* 03/15/84 ENC - 1 - REPORTED BY FLBFMRICO - V78.0 - SCREENING FOR IRON DEFICIENCY ANEMIACPT - 85014 - HEMATOCRITOUTCOME - NORMAL

1 n E

93

0mO

0m

OO

0000004

DATE08/16/85

Transfer Record Form (Health) - page 2PPCIFY / PD CHIT 00002

MIGRANT STUDENT HEALTH RECORDPAGE STUDENT ID

2 OF 2 76706498 GGK

IMMUNIZATION DATA

VO4 NEED FOR PROPHYLACTIC VACCINATION AND INOCULATION AGAINSTCERTAIN VIRAL OISEASES

ICD VO4.01 POLIO ORAL* 02/12/81 ENC 1 REPORTEO BY FLBFMR* 04/12/81 ENC 1 REPORTEO BY FLBFMR* 03/18/82 ENC 1 REFORTE0 BY FLBFMR

ON 03/15/8e,ON 03/15/84ON 03/15/84

V06 NEED FOR PROPHYLACTIC VACCINATION AND INOCULATION AGAINSTCOMBINATIONS OF DISEASES

ICD V06.4

* 08/15/81 ENC I

NEED FOR PROPHYLACTIC VACCINATION WITH MEASLESMUMPSRUBELLA(MMR) VACCINEREPORTED BY FLBFMR ON 03/15/84

LISTING OF HEALTH PROB MS BY PROBLEM TYPE ANO ENCOUNTER DATE

UNRESOLVED CHRONIC

300 NEUROTIC DISORDERS02/15/85 ENC IAA

ICO 300.1CPT 90751OUTCOME

UNRESOLVED ACUTE

000 UNSPECIFIED HEALTH09/11/84 ENC 000001

ICD 000

CPT 90753OUTCOME

034 STREPTOCOCCAL SORE05/25/84 ENC 2A

ICO 034.0CPT 87060OUTCOME

PESOLVED

REPORTED BY TXCCTZHYSTERIAPREVENTIVE HEALTH CARE,12-17ABNORMAL

PROBLEMREPORTED BY TXCCTZUNSPECIFIED HFALTH PROBLEMPREVENTIVE HEALTH CARE, 1-4UNDETERMINED

THROAT AND SCARLET FEVERREPORTEO BY FLBFMRSTREPTOCOCCAL SORE THROATNOSE/THROAT CULTURE,BACTERIAABNORMAL FOLLOW UP VISIT IN 2 WKS

EHLIIMAGE 005

EHLINKAGE 099

EHLINKAGE 001

280 IRON DEFICIENCY ANEMIAS04/28/85 ENC 11AB REPORTED BY GADMZH

ICD 280 IRON DEFICIENCY A:IMIASCPT 85014 HEMATOCRITOUTCOME NORMAL

06/25/85

07/09/85

ENC 1A

ICO 280CPT 85014OUTCOME

ENC 3BICO 280CPT 85014OUTCOME

REPORTED BY FLBSKYIRON OEFICIENCY ANEMIASHEMATOCRITABNORMAL FOLL014 UP IN 2 WKS

REPORTEO BY FLBGKYIRON DEFICIENCY ANEMIASHEMATOCRITNORMAL

EHLINKAGE 004

EHLINKAGE 004

EH-LINKAGE 004

* SERVICES PAID FOR PARTIALLY OR TOTALLY BY MIGRANT FOUCATTrN FiNGS

94

*4RESOLVE00*

**RESOLVED*

G)

0

G)

m

G)

0

APPENDIX D

SECONDARY COMMITTEL

SUMMARY OF ACCOMPLISHMENTS

1980 Planning for National Policy Workshopbegins

1981 National Policy Workshop for secondarymigrant students was held in Seattle,Washington. The MSRTS Committee wascharged with the task of creating aSecondary Educational Section in theMSRTS Record.

1982 Pre-enrollment of secondary migrantstudents is coordinated by the IMSSPand TMIP Programs. The pre-enrollmentformat would serve as a prototype forthe computerized MSRTS SecondaryEducational Record.

1983 The Secondary Educational Recordbecame functional in the MSRTS System.Also, graduation requirements forTexas public high schools were codedinto the MSRTS Educational Record.

1984 School histories for status 1, 2, 4,and 5 secondary migrant students wereupdated by public schools. Grades andcourse titles were coded intocomputer. Consolidation of coursesand partial grades begins.

95

108

APPENDIX E

Section 143: The Migrant EducationInterstate and Intrastate Coordination Program

Program Year 1985-86

ARKANSAS - DISNET; Dwight Jones, coordinator;Howard County Board of Education,Nashville, AR 71852.

CALIFORNIA - Interstate Migrant Secondary Team Project(IMSTP); Susan C. Morse, coordinator; 3375Camino del Rio, Suite 385, San Diego, CA92108.

Western Stream Program Improvement Project;Mary Lee Six, coordinator; State Departmentof Education, 721 Capitol Mall, 3rd Floor,Sacramento, CA 95814.

FLORIDA Migrant Dropout Youth Project; GloriaMattera, coordinator; BOCES Geneseo MigrantCenter, Holcomb Building, 210, Geneseo, NY14454.

INDIANA - Migrant Parent Resource Center; Jane Oberby,coordinator; Department of Education, Room229, State House, Indianapolis, IN 46204.

KANSAS PRIME Pre-School Readiness MigrantEducation; Cherla J. Heaton, coordinator;State Department of Education, 120 Last10th Street, Topeka, KS 66612.

MINNESOTA Interstate Action Plan for EliminatingBarriers Which Inhibit the Provision ofEffective Services to Migrant HandicappedStudents; Barbara McCaffery, coordinator;Capitol Square, 500 Cedar Street, St. Paul,MN 55101.

MISSISSIPPI - National Materials and Resource Center;Brenda Pounds, coordinator; PO Box 220,Gulfport, MS 39501.

NEW YORK - CHOICE - Challenging Options in CareerEducation; Margaret Taylor, coordinator;SUNY at New Paltz, PO Box 250, New Paltz,NY 12561.

96

Computer Assisted Program in Reading/Math(CAPR/CAPM); Patricia Sherman, coordinator;SUNY at Cortland, B-105 Van Hoesen Hall,Cortland, NY 13045.

ESCAPE - Eastern Stream Child AbusePrevention and Education; Oscar Larson, IV,coordinator; Cornell University, Ithaca, NY14853.

Migrant Educators' National TrainingOutreach (MENTOR); William 0. Davis,coordinator; SUNY at Potsdam, 112 SatterleeHall, Potsdam, NY 13676.

Migrant Evaluation national Pilot Study;Fred Johnson, coordinator; SUNY at Oneonta,Bugbee School, Room 310, Oneonta, NY 13820.

Step Beyond; Barbara Wyman, coordinator;SUNY at Cortland, B-105 Van Hoesen,Cortland, NY 13045.

OREGON - Oregon Special Education Project; Jose Garcia,coordinator; State Department of Education,700 Pringle Parkway SE, Salem, OR 97310.

PENNSYLVANIA - CARE - Community of Awareness andResources Efforts; Lynne Berry,coordinator; 333 Market Street, 8th Floor,Harrisburg, PA 17126-0333.

HAPPIER Health Awareness PatternsPreventing Illness and EncouragingResponsibility; Julia Cortes, coordinator;333 market Street, 8th Floor, Harrisburg,PA 17126-0333.

MERLIN - Migrant Education Resource ListInformation Network; Eugene Madeira,coordinator; 333 Market Street, 8th Floor,Harrisburg, PA 17126-0333.

Mister Rogers Neighborhood - "MigrantChildren Are Special"; Lynne Berry,coordinator; 333 Market Street, 8th Floor,Harrisburg, PA 17126-0333.

TEACH - Teaching Environmental Awareness tothe Children of Harvest; Julia Cortes,coordinator; 333 Market Street, 8th Floor,Harrisburg, PA 17126-0333.

97

110

NATIONAL MIGRATORY PATTERNS 1981

umo ruco21.738

Appendix GSources of information

Agricultural Research ServicesU.S. Department of Agriculture500 12th Street, S.W.Washington, DC 20250

Bilingual Education and MinorityLanguages Affairs Office

U.S. Department of Education400 Maryland Avenue, S.W.Reporters Building - Roan 421Washington, DC 20202

Environmental Protection AgencyResearch and Development Office401 M Street, S.W.Washington, DC 20024

Fair Chance, Inc.2340 Elvira StreetTucson, AZ 85700

Farmworker Programs OfficeRural Employment ProgramsEmployment and TrainingU.S. Department of labor601 D Street, N.W.Washington, DC 20202

Interstate MigrantEducation Council1860 Lincoln StreetSuite 300Denver, CO 80295

Literacy Volunteers ofAmerica, Inc.404 Oak StreetSyracuse, NY 13203

Migrant Helath Program OfficeBureau of CommunityHealth Services

Health Services AdministrationRockville, MD 20857

99

Association of FarmworkerOpportunity Programs410 Seventh Street, S.E.Washington, DC 20003

Compensatory Education ProgramsU.S. Department of Education400 Maryland Avenue, S.W.RO3-3, Roam 3616Mail Stop 3321Washington, DC 20202

ERIC Clearinghouse on RuralEducation and Small Schools

Box 30001Department 3ApLas Cruces, NM 88003

Farmers Home AdministrationU.S. Department of Agriculture14th and Independence Ave., S.W.Washington, DC 20250

HER/CAMP AssociationCalifornia StateUniversity/FresnoMaple and Shaw AvenueFreson, CA 93740

Intercultural DevelopmentReseardh Association

5835 Callaghan RoadSuite 350San Antonio, TX 78228

Lawyers' Committee for CivilRights Under law733 15th Street, N.W.Suite 520

Washington, DC 20005

Migrant Branch, Administrationfor Children, Youthand Families

Office of Human developmentServices

PO Box 1182Washinton, DC 20013

113

Migrant Legal Action Program806 15th Street, N.W.Suite 600


Migrant Student RecordTransfer System

State of Arkansas Departmentof Education

Division of Federal ProgramsArch Ford Education BuildingLittle Rock, AR 72201-1021

National Child Labor Committee1501 Broadway - Roam 1111New York, NY 10036

National Fannworker Ministry111-A Fairmount AvenueOakland, CA 94611

National Rural Center1200 18th Street, N.W.Suite 610Washington, DC 20036

Operation Concern, Inc.PO Box 2149

West Palm Beach, FL 33402

Reading Is Fundamental, Inc.600 Maryland Avenue, S.W.Suite 500


Rural Development Policy OfficeU.S. Department of Agriculture500 12th Street, S.W.Washington, DC 20250

School Programs DivisionFood and Nutrition ServiceU.S. Department !Agriculture201 14th Street, S.W.Washington, DC 20250

100

Volunteers in Service to AmericaNational Association of StateDirectors of Migrant EducationMigrant Education UnitState Department of Education550 Cedar StreetSt. Paul, MN 55101

National Council of La Raza1725 Eye Street, N.W.Roam 210Washington, DC 20006

National Marine FisheriesServiceU.S. Department of Commerce3300 Whitehaven Street, N.W.Washington, DC 20007

National Urban League500 East 62nd StreetNew York, NY 10021

Personnel Preparations,Special Education

U.S. Department of EducationDonohoe Building - Room 4030400 Sixth Street, S.W.Washington, DC 20202

Rural America, Inc.1346 Connecticut Avenue, N.W.5th FloorWashington, DC 20036

Rural Education AssociationOffice for Rural Education300 Education BuildingColorado State UniversityFort Collins, OD 80523

Small Community andRural Development

Office of Rural DevelopmentPolicy

U.S. Department of Agriculture500 12th Street, S.W.Washington, DC 20250

1J4

BI BLIOGRAPHY

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1 1 5

BIBLIOGRAPHY

Allen, S. (1966). The ground is our table. GardenCity, NY: Doubleday.

Badby, S. A. (1980). Migrant education fact sheet:Educational testing for migrant students. (ERICDocument Reproduction Service No. ED 191 628)

Bermudes, R. W. (1985, July 30). The hijack incontext: Shiite frustrations have simmered toolong. The Times Union.

California mini-corps. (n.d.). Sacramento, CA:California Mini-Corps.

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Chapter 1 Application for Idaho Falls Program. (1984,December). Idaho Falls, ID: Idaho Falls SchoolDistrict 91.

Chapter 1 Application for Pasco School Program. (1984,June 22). Pasco, WA: Pasco School DistrictNo. 1.

Chapter 1 Application for Port Townsend MigrantEducation Program. (1984, December 17). PortTownsend, WA: Port Townsend School District #50.

Chapter 1 Application for Prosser Consolidated SchoolDistrict Program. (1984, April 26). Prosser, WA:Prosser Consolidated School District.

Chapter 1 Application for Positive Beginnings Program.(1984, December 19). New Madrid, MO: New MadridCounty R-I School District.

Chin, S. H. (1984, July). Federal legislation and themigratory farmworker. Atlanta: Georgia StateUniversity, Center for Public and Urban Research.

Coles, R. (1971). Migrants, sharecroppers,mountaineers. Boston, MA: Little, Brown andCompany.

Coles, R. (1970). Uprooted children - The early lifeof migrant farm workers. Pittsburgh: Universityof Pittsburgh Press.

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Cornejo, R. J., Weinstein, A. C., & Najar, C. (1983,March). Eliciting spontaneous speech in bilingualstudents: Methods and techniques. ( RIC DocunentReproduction Service No. ED 230 351)

Directory of consultants on migrant education. (1970).Washington, DC: Department of Health, Educationand Welfare.

Early childhood programs for migrants: Alternativesfor the states. (1972). Denver, CO: EducationCommission of the States.

Early prevention of school failure. (1984, May).Peotone, IL: Early Prevention of School failure.

Education for mobile populations in America. (1980,January). Washington, DC: National EducationAssociation, Department of Education, Office ofMigrant Education Services.

Educational_programs that work. (1985). (11th ed.).Longmont, CO: Sopris Wast, Inc.

Federal and state statutes relating to farmworkers: Acompilation. (1976, October). Washington, DC:U.S. Government Printing Office.

Florida's dropout prevention program for migrantsecondary students. (n.d.). Tallahassee, FL:Florida State Department of Education.

Friedland, W. H., & Kappel, T. (1979). Production orerish: Chan in the ine ities of a riculturalresearch priorities. Santa Cruz, CA: Project onSocial Impact Assessment and Values, University ofCalifornia.

Geneseo Migrant Center Staff. (1977). Referralservices available to migrant youth and families.Geneseo, NY: Geneseo Migrant Center.

Harrison, I. E. (1972). The migrant papers.Harrisburg, PA: Pennsylvania Department ofHealth.

HEP/CAMP 1982 congressional justification. (1980).Report: Migrant Education Programs - HEP andCAMP.

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Hindle, G. E., Tipton, R. L., 1*. Tutchings, T. R.(1979). Who Cares? Who Counts? Austin, TX:Teacher Corps Project, St. Edward's University.

Hunter, B., ECS Staff, & Perry, D. (1980, April 24-25). Semillar on the improvement of secondaryschools programs for migrant students.Washington, DC: Education Commission of theStates.

Impact of federal programs to improve the livingconditions of migrant and other seasonalfarmworkers. (1973). Washington, DC:Comptroller General of the United States.

Individualized bilingual instruction. (n.d.). Pasco,WA: Individualized Bilingual Instruction.

Initiative to improve the quality of chapter Iprojects: Identification of unusually effectivechapter I_nrojects, nomination form. (1985,March). Washington, DC: U.S. Department ofEducation.

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Johnston, H. M. (1985). Health for the nation'sharvesters. Farmington Hills, MI; NationalMigrant Worker Council, Inc.

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Koos, E. L. (1957). They follow the sun.Jacksonville, FL: Bureau of Maternal and ChildHealth, Florida State Board of Health.

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Levy, R., Randall, D., & Vela, J., Jr. (1984, April29-30). Secondary committee final report.National Association of State Directors of MigrantEducation.

Lynch, R. E. (1980, March). Motivating migrantsecondary students: "No one can stop you butYourself." Las Cruces, NM: Educational ResourcesInformation Center and Clearinghouse on RuralEducation and Small Schools. (ERIC DocumentReproduction Service No. ED 186 177.)

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Mattera, G. (1974). The four R's of migrant children.SUNY News. Albany, NY.

Mattera, G. (1980, Winter). The Geneseo MigrantCenter: The migrants come first. Svneraist,28-32.

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Sutton, E. (1962). Knowing and teaching the migrantchild. Washington, DC: Department of RuralEducation.

Taylor, R. B. (1973). Sweatshops in the sun: Childlabor on the farm. Boston: Beacon Press.

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Vela, J. (1985, June). Migrant counselor's handbook.Texas Migrant Interstate Program.

Vela, J. (n.d.). Texas Migrant Inter/IntrastateProgram. Pharr, TX: Texas MigrantInter/Intrastate Program.

Washington State P.A.S.S. Program. (n.d.). Prosser,WA: Prosser High School, Washington State MigrantEducation.

Watson, L.; Gatehouse, M.; & Dorsey, E. (1972).Failing the people. Agricultural PolicyAccountability Project.

Weiner, S. (1970). Small hands, big hands, sevenprofiles of Chicano migrant workers and theirfamilies. New York City: Pantheon Books.

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Youn Mlis-I s est d. ol.s ndary schooldropout prevention program. (n.d.). Sacramento,CA: State Department of Education.

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ABOUT THE AUTHOR

Currently a professor of education at the StateUniversity of New York and director of the BOCESGeneseo Migrant Center, Gloria Mattera earned herBachelor's and Master's degrees from the StateUniversity of New York at Brockport and her Doctor ofEducation degree from the Pennsylvania StateUniversity.

She has served on the advisory board of LiteracyVolunteers of America, ERIC/CRESS, the NationalCommittee on the Education of Migrant Children,Farmworker Legal Services of New York, Inc., theExecutive Committee of the National Rural EducationAssociation, and the New York State Department ofLabor's Minimum Wage Advisory Committee and Balance ofState Planning Council.

Her awards include a Human Rights Award from theNAACP at its Honors Ball in 1971 and Phi Delta KappaLeadership Awards in 1981 and 1985.

Dr. Mattera has served as consultant to manystates on migrant education, and has conductedworkshops for the states of Florida, Alabama, Virginia,Tennessee, and Nebraska. She is the author of manypapers, testimonies, articles, and book chapters onmigrant education. In addition she is the seniorwriter of Educating Migrant Children, and co-authorwith Eric M. Steel of the 1974 ERIC/CRESS publicationExemplary Proarams for Migrant Children.

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