 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

Goal : …to ensure that all migrant students reach challenging academic standards and graduate with a high school diploma (or complete a GED) that prepares them for responsible citizenship, further learning, and productive employment.

 Mission : …in partnership with schools, communities, and families, supports the unique educational and health needs of migrant students by enhancing their opportunities for personal success and advocating for quality services that promote responsible and productive individuals.

 The defining characteristic of a migrant worker is mobility › Moving from one country, state or one school district boundary to another › For temporary or seasonal work › In agriculture, fishery and lumber

7 Areas of Concern 1. Educational Continuity 2. Instructional Time 3. School Engagement 4. English Language Development 5. Educational Support in the Home 6. Health 7. Access to Services

 Activity: › Read scenario on your own › At your table/group review handout on migrant student scenario › How many of the 7 Areas of Concern can you identify?

District wide? Building wide? In the classroom? In the hallway? In the building office? During recess/lunch time? **TALK TO A PARTNER**

Office of Superintendent of Public Instruction Assistant Superintendent Special Programs and Federal Accountability Washington State Migrant Education Program State Advisory Committee Migrant Student Data and Recruitment Office Migrant Education Health Program Educational Service District Migrant Offices: 105, 123, 171, 189 Local Educational Agency Parent Advisory Council

 Comprehensive Needs Assessment  State Service Delivery Plan  Program Evaluation

 The State Education Agency (SEA) must ensure programs and services provided meet the identified needs of migrant students and their families.  The SEA must also ensure migrant students receive access to other non-migrant resources for which they are eligible and entitled.  Priority must be given to migrant students who have most recently moved and are at-risk of not meeting state academic and achievement standards. Referred to as Priority for Service (PFS).

 OSPI: Gil Mendoza, Assistant Superintendent of Special Programs and Federal Accountability,  State MEP, Helen Malagon, Director,  State MEP, Lupe Ledesma, Program Supervisor,  State MEP, Sylvia Reyna, Program Supervisor,

 Provide a secure statewide database system by which migrant student academic and health information may be entered, accessed, transferred and utilized to ensure the migrant student is making academic progress.  Ensure staff accessing state database system are trained to report and analyze data and adhere to all required confidential protocols.  Ensure staff employed to identify eligible migrant students and their families are thoroughly trained in appropriate procedures to determine program eligibility.  Ensure Portable Assistance Study Sequence (PASS) database is maintained and courses are distributed as requested.

 Ensure health issues common to migrant populations are minimized and do not impact a student’s ability to achieve academically.  In coordination with other state and local health providers and resources, provide health and dental services for eligible migrant students.  Maximize state and federal resources by ensuring migrant students and their families are enrolled in appropriate health programs for which they eligible and entitled to receive services.  Ensure migrant student health information is kept up-to-date in the Migrant Student Information System.

 Migrant Student Data and Recruitment, Lee Campos Sunnyside,  Migrant Education Health Program, Mike Taylor Wenatchee,

 Provide technical assistance and support to the local educational agencies where migrant students have been identified and have demonstrated a need that is beyond current local, state and federal resources. › Program Planning, Implementation, Evaluation › Staff training specific to increasing the academic achievement of migrant students › Staff training for migrant graduation specialists and migrant student advocates › Staff training on strategies for effectively engaging migrant parents in their child’s education › District staff training on building a sustainable Parent Advisory Council (PAC)

 ESD105, Cynthia Juarez Yakima,  ESD 123, Nicole Castilleja Pasco,  ESD171, Cindy Duncan Wenatchee,  ESD 189, Mary Kernel Anacortes,

 (insert local ESD and presenter contact information)