1.Feet 2.Hands 3.Head 4.Eyes 5.Ears 6.Mouth 7.Heart

 Began in 1960s as part of civil rights consciousness; “Harvest of Shame”  1965 Passage of ESEA  1966 amendment to create the migrant education program to address special needs of mobile farm worker children

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

AGE: The child is younger than 22 years of age. SCHOOL COMPLETION: The child is eligible for a free public education (no HS diploma or GED). MOVE: The child and worker “moved.” IN ORDER TO OBTAIN: The primary purpose of the worker’s move was to seek or obtain “qualifying work.” QUALIFYING WORK: Temporary or seasonal employment in agricultural or fishing work.

Supplemental Nature of Migrant Services

All Migrant Students At risk of not meeting state academic standards Interrupted School Year PFS

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

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

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?

 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.

 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.

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)

Cognitive engagement hinges on investment in learning and may be a response to expectations, relevance, and cultural connections. Behavioral engagement focuses on the opportunities for participation, including academic, social or extracurricular activities. Emotional engagement emphasizes appeal. Migrant students need avenues that ensure they are valued and have the opportunities that more stable students have.

 English language development (ELD) is critical for academic success.  In the school setting, ELD focuses on the literacy skills applicable to content area learning.

 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.

 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.

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

For content area instruction:  Comprehensible Input  Building Background  Use of Realia and Manipulatives  Cooperative/Collaborative Groups  Engaged in real world problems

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 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

 They’re the professionals, they know what’s best for my child. It’s their job to teach my child. That’s what they get paid to do.  They discriminated against us.  They don’t want us in their classrooms.  They only call when there is a problem.  They don’t think we know anything.  They think we are bad parents.  They don’t understand why we don’t come to meetings or events. We work long hours, especially during harvest. Some Common Misperceptions Families May Have of Teachers

Think about how we can combat these misperceptions.  Personally?  Within your school?  Within your district?  With staff?  With parents?

 MSDR- Migrant Student Data & Recruitment Office  OSPI State Migrant and Bilingual Education  MERO’s  NWESD  ESD  North Central ESD 171

Arturo Vivanco Coordinator Luis Lopez Migrant Parent Advocate Celia Garcia Migrant Recruiter