MEET KARINA
1. Feet
2. Hands
3. Head
4. Eyes
5. Ears
6. Mouth
7. Heart
HISTORY OF MIGRANT EDUCATION

Began in 1960s as part of civil rights
consciousness; “Harvest of Shame”

1965 Passage of ESEA

1966 amendment to create the
migrant education program to
address special needs of mobile farm
worker children
Who Is A Migrant Student?
MIGRATORY CHILD—Federal Definition
A child who is, or whose parents, spouse, or
guardian is, a migratory agricultural
worker, including a migratory dairy worker,
or migratory fisher; and Who, in the
preceding 36 months, accompanies such
parent, spouse, or guardian in order to
obtain temporary or seasonal employment
in agricultural or fishing work has moved
from one school district to another
ELIGIBILITY FACTORS
AGE:
The child is younger than 22 years of age.
SCHOOL COMPLETION:
The child is eligible for a free public education (no HS diploma or GED).
MOVE:
The child and worker “moved.”
IN ORDER TO OBTAIN:
The primary purpose of the worker’s move was to seek
or obtain “qualifying work.”
QUALIFYING WORK:
Temporary or seasonal employment in agricultural or
fishing work.
School District MEP Resource Flow
Basic Education
State and Local
Federal
(Title I,
II, etc.)
Title III
Title I Part C –
Migrant
A Supplementary
Program CAN NOT be the
Main Provider of Academic
and Linguistic Services to
MEP Students
Last Categorical
Funds to be
Committed
Supplemental Nature of Migrant Services
PRIORITY FOR SERVICE (PFS)
All Migrant Students
At risk
of not
meeting
state
academic
standards
PFS
Interrupted
School
Year
FOOD FOR THOUGHT
What kind of impact can the migrant
lifestyle have on a student?
7 AREAS OF CONCERN
Educational Continuity
 Instructional Time
 School Engagement
 English Language Development
 Educational Support in the Home
 Health
 Access to Services

ROOTS OF THE SEVEN AREAS OF CONCERN
Many migrant workers share some common
lifestyle characteristics that pose significant
challenges in their lives
 High
levels of migration (mobility)
 Moving from and to other countries
 Low wages (working poor)
 Low levels of education
 Isolation from the larger community due to
cultural adjustment problems and language
differences
What
are the 7 Areas of
Concern?
1. EDUCATIONAL CONTINUITY

Because migrant students often are
forced to move during the regular
school year, students tend to
experience a lack of educational
continuity.

Migrant students experience
differences in
 curriculum
 academic standards
 homework policies
 and classroom routines.
2. INSTRUCTIONAL TIME

Mobility also impacts the amount of
time students spend in class and their
attendance patterns.

Such decreases in the time students
spend engaged in learning leads to
lower levels of achievement.

Ways to ameliorate the impact of
family mobility and delays in
enrollment procedures are essential.
3. SCHOOL ENGAGEMENT
Migrant students are
frequently faced with
adjustments to new
school setting, making
new friends, and social
acceptance challenges,
which are generally
grouped as
 behavioral,
 emotional and
 cognitive
(based on Fredricks, Blumenfeld and Paris,
2003)
3. SCHOOL ENGAGEMENT
Cognitive engagement
hinges on investment in
learning and may be a
response to expectations,
relevance, and cultural
connections.
Emotional engagement
emphasizes appeal.
Behavioral engagement
focuses on the
opportunities for
participation, including
academic, social or
extracurricular activities.
Migrant students need
avenues that ensure
they are valued and
have the opportunities
that more stable
students have.
4. ENGLISH LANGUAGE DEVELOPMENT

English language
development (ELD) is
critical for academic success.

In the school setting, ELD
focuses on the literacy skills
applicable to content area
learning.
5. EDUCATIONAL SUPPORT IN THE HOME

Home environment is often
associated with a child’s success
in school.

Many migrant parents value
education for their children, they
may not always know how to
support their children.

Efforts to inform families are
crucial.
6. HEALTH

Good health is a basic need that
migrant students often do not
attain.

They are at greater risk.

They are more likely to be
uninsured and have difficulties
with health care access.
7. ACCESS TO SERVICES
 Since
migrant families
are not viewed as
permanent residents,
services become more
difficult to obtain.
STRATEGIES THAT HELP MIGRANT STUDENTS
For content area instruction:





Comprehensible Input
Building Background
Use of Realia and
Manipulatives
Cooperative/Collaborative
Groups
Engaged in real world
problems
STRATEGIES THAT HELP MIGRANT STUDENTS
Strategies for Language Acquisition and
Vocabulary Development





ASPIRE, SIOP, Project GLAD
Cognitive Content Dictionary, Sentence Patterning
Chart, etc.
Cognates/Biliteracy (Escamilla, 2009)
Negotiation for Meaning
Cooperative Groups
STRATEGIES THAT HELP MIGRANT STUDENTS
Strategies for Parent Involvement

Survey Parents as to their perceived needs


Formally and Informally
Informational Meetings
School Routines
 Graduation Requirement
 PACs


Migrant Family Nights (series)
Math Nights
 Reading Nights


Celebrations/Events
State Advisory Council
Member- Esequiel Olmedo
at Project FIT
Some Common Misperceptions
Families May Have of Teachers

They’re the professionals, they know
what’s best for my child. It’s their
job to teach my child. That’s what
they get paid to do.

They discriminated against us.

They don’t want us in their classrooms.

They only call when there is a problem.

They don’t think we know anything.

They think we are bad parents.

They don’t understand why we don’t come to meetings or
events. We work long hours, especially during harvest.
Think about how we can combat these
misperceptions.
 Personally?
 Within
your school?
 Within your district?
 With staff?
 With parents?
MEP SUPPORT OFFICES AND WEBSITES


MSDR- Migrant Student Data & Recruitment Office
www.msdr.org
OSPI State Migrant and Bilingual Education
www.k12.wa.us/migrant/

MERO’s



NWESD 189
ESD 105
North Central ESD 171
www.nwesd.org
www.esd105.wednet.edu/MERO/
www.ncesd.org
FOR ANY QUESTIONS OR MORE INFORMATION
CONTACT THE FOLLOWING PERSONNEL
Arturo Vivanco
Coordinator
360-757-3311
avivanco@be.wednet.edu
Luis Lopez
Migrant Parent Advocate
360-757-3391
llopez@be.wednet.edu
Celia Garcia
Migrant Recruiter
360-757-4047
cgarcia@be.wednet.edu