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Educating the Migrant Student: 7 Areas of Concern

Shall We Play A Game? Migrant Trivia. Turn and talk to your table partners about what process is involved for identifying migrant students in the district?What ages will the state Migrant Program fund?. Migrant Trivia?. The Migrant Education became a focus under which former governor/president?Migrant Education is part of the Title I program?.

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Educating the Migrant Student: 7 Areas of Concern

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    1. Educating the Migrant Student: 7 Areas of Concern MSDR Conference August 2010

    2. Shall We Play A Game? Migrant Trivia Turn and talk to your table partners about what process is involved for identifying migrant students in the district? What ages will the state Migrant Program fund?

    3. Migrant Trivia? The Migrant Education became a focus under which former governor/president? Migrant Education is part of the Title I program?

    4. Migrant Trivia What are the current resources available to districts for the Migrant Education Program? Where can you obtain information about migrant students academic achievement, health, and attendance history? *Have a handout with contact information for all MEP offices*Have a handout with contact information for all MEP offices

    5. 7 Areas of Concern Educational Continuity Instructional Time School Engagement English Language Development Educational Support in the Home Health Access to Services

    6. 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. C O N T I N I T Y

    7. 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. I N S T R U C T I O N A L T I M E

    8. 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) Behavioral engagement focuses on the opportunities for participation, including academic, social or extracurricular activities. It is considered a crucial factor in positive academic outcomes and preventing school dropout. Emotional engagement emphasizes appeal. Positive and negative reactions to teachers, classmates, academic materials, and school in general determine whether or not ties are created. Such responses influence identification with the school and a sense of belonging and feeling valued.

    9. 3. School Engagement Cognitive engagement hinges on investment in learning and may be a response to expectations, relevance, and cultural connections. Without engagement, students may be at risk for school failure. Migrant students need avenues that ensure they are valued and have the opportunities that more stable students have. E N G A G E M E N T

    10. 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. Since many migrant students have a home language other than English, migrant programs must find avenues to supplement the difficulties faced by migrant students in ELD due to their unique lifestyle, while not supplanting Title III program activities. L A N G U A G E

    11. 5. Educational Support in the Home Home environment is often associated with a child’s success in school, reflecting exposure to reading materials, a broad vocabulary, and educational games and puzzles. Such resources reflect parent educational background and socio-economic status. While many migrant parents value education for their children, they may not always know how to support their children in a manner consistent with school expectations or have the means to offer an educationally rich home environment. Efforts to inform families are crucial. S U P P O R T I N H O M E

    12. 6. Educational Support in the Home Good health is a basic need that migrant students often do not attain. The compromised dental and nutritional status of migrant children is well documented. They have higher proportions of acute and chronic health problems and there are higher childhood and infant mortality rates than those experienced by their non-migrant peers (Huang, 1993). They are at greater risk than other children due to pesticide poisoning, farm injuries, heat-related illness, and poverty. They are more likely to be uninsured and have difficulties with health care access. Families often need assistance in addressing health problems that interfere with the student’s ability to learn. H E A L T H

    13. 7. Access to Services Newcomer status and home languages other than English often decrease access to educational and educationally-related services to which migrant children and their families are entitled. Since they are not viewed as permanent residents, services become more difficult to obtain. A C C E S S

    14. Strategies that help Migrant Students Strategies that focus on Relationships mentorships – informal and formal interactive journals home visits student groups sports/extracurricular

    15. Strategies that help Migrant Students Strategies for Reading/Language Arts Comprehensible Input Building Background Cooperative/Collaborative Groups Use of Realia Literacy Engagement Activities Books for kids Travel Backpacks Travel Packets

    16. Strategies that help Migrant Students Strategies for Math Comprehensible Input Developing math skills Cooperative/Collaborative Groups Use of math tools and manipulative Engaged in real world problems Travel Backpacks Travel Packets

    17. Strategies that help Migrant Students Strategies for Language Acquisition and Vocabulary Development ASPIRE SIOP Project GLAD (i.e. Cognitive Content Dictionary, Sentence Patterning Chart, etc.) Cognates/Biliteracy (Escamilla, 2009) Negotiation for Meaning Cooperative Groups

    18. 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

    19. Presentations/Trainings Contact your regional MERO MERO 105, Yakima, 509.454.5311 MERO 171, Wenatchee, 509.665.2615 MERO 189, Anacortes, 360.299.4047

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