Paula Gaddis

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MIGRANT EDUCATION PROGRAM

• Paula Gaddis
• Migrant Education Consultant
• Federal Programs Department of Education

2
How can we reach, teach, and understand the
migrant families in order to integrate them into
our community, if we know so little about them?
3
It is Dangerous to Stereotype

• Because
• They make false generalizations
• They might point to part of the truth but also
  hide part of it
• They do not explain the reasons for human
  behaviors
• They add barriers to communication between
  diverse peoples

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Cultural Translation

• Cultural Translation brings out not only
  sensitivity to communicate to the other but more
  important, a deeper understanding of
  historical/cultural roots, differences and
  communalities
• It provides a critical prospective of our own
  culture
• It provides solid guidance to interact with
  diverse peoples.

5
The strengths they bring

• Values
• Spontaneity and imagination
• Emphasis upon spirituality (sense of the sacred)
• Reciprocity
• Social capital
• Community, relationships, trust
• Leadership skills
• Respect for traditions
• Social responsibility
• Endurance is required
• Determined people
• Capacity to deliver

6
Also Weak Spots

• Fatalism or resignation
• Non-negotiated dispute resolution
• Procrastination
• Distrust formal institutions
• Poorly developed civic society

7
Latino population in US 1980-2000

• In 1980 Latinos in US were roughly 14 million
• In year 2000, Latinos in US are over 35 million.

8
Comparative Growth 1980- 2000

• Hispanic
• Growth
• 53

White Non-Hispanic Growth 7.5
Black Non-Hispanic Growth 35
9
The South East Immigration New-Wave

• Exponential growth of Hispanic population during
  the 90s, centered around the large metropolitan
  centers of the southeast states.
• In East South, new immigrants settlements are
  associated to agricultural work, food processing,
  construction and services (nurseries, gardening
  works,entertainment, etc).
• New settlements in southern mid-size cities and
  suburban areas

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Can you answer? / Can you serve them?

• Are you able to differentiate mental health
  disturbances from socio-cultural adaptation
  problems?
• Why they dont learn English as quick as they are
  expected?
• What is the Latino concept of privacy?
• Why female victims of domestic violence dont go
  to the police neither stay in shelters?
• Why do Hispanic people get discouraged when they
  face forms and administrative procedures?
• Why do Hispanic immigrants distrust institutions?

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Can you answer? / Can you serve them?

• What is the family role in making decisions?
• Why do they take so long to make a point?
• Why are they reluctant to answer your questions?
• Why do they adopt a low-profile?
• How do they react to laws and regulations?
• How do they perceive you and your institution?
  And why?
• When culture matters? When socioeconomic and
  poverty conditions matter?
• Do you know how to capture their cultural history?

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Cultural Features

• Strong work ethic
• Trans-national sense of belonging
• Network-building as a survival/adaptation
  strategy
• Collective background and emphasis upon family
  nets and relationships
• Solidarity
• Values -Trust and Reciprocity
• Informal institutions Networks
• Endurance to face adversity and uncertainty
• Creativity and entrepreneurial skills
• Distrust in official authorities and institutions
• Illiteracy orally-transmitted knowledge and
  values

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• Who is an Eligible Migrant?
• Students who have moved within the preceding
  36 months to obtain temporary or seasonal
  employment in agricultural or fishing work.
• They must be between 3 and 21years of age
  (without a HS diploma).
• The parents, guardians, or themselves have
  traveled in order to obtain, or accompany such
  parents or spouse, temporary or seasonal
  employment in agricultural or fishing activity.
• Has moved from another school district, from
  another county, or from another state.

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Nursery Work
Qualifying Agricultural Activities
Fish Farming
Dairy Workers
Planting or Harvesting
Poultry Processing Plant
Vegetable Processing Plants
Seasonal Work
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(No Transcript)
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Tennessee State Department of Education
Migrant Education Program
LEA_________________________
Recheck, ___/__/___
____ Date Initial
___/__/___ ____ ___/__/___
____
CERTIFICATE OF ELIGIBILITY (COE)
SECTION I FAMILY DATA (Parent/Guardian/Spouse)
Ethnicity (circle one) 1. African
American 2. American Indian 3. Asian/Pacific
Islander 4. Caucasian 5. Hispanic 6.
Other ___________________________________________
____________________________________
__________________________________________________
______________________________ Male Last Name
First Name
Middle Name
Female Last Name
First Name
Middle Name ________________________
_________________________ ________________
______ _ _____ ________________ Current
Address Number and Street
City
State
Zip Contact Phone
SECTION II CHILD DATA
LAST NAME, FIRST NAME. MIDDLE NAME

GRADE SEX Birth Residence
BIRTHPLACE
CITY/STATE/COUNTRY Date
Date
SECTION III ELIGIBILITY DATA THE
CHILDREN LISTED ABOVE ARE ELIGIBLE BECAUSE IN THE
PRECEDING 36 MONTHS THEY MOVED
FROMLEA/CITY/STATE/COUNTRY TO
LEA/CITY/STATE/COUNTRY THEY MOVED WITH
PARENTS/GUARDIAN/OTHER TO JOIN
PARENTS/GUARDIAN/OTHER
ON HIS OR HER OWN
DATE ________/______/______

Specify Type of employment sought
TEMPORARY SEASONAL

RESIDENCY DATE
IN THIS LEA
______/_____/_____
TO ENABLE THAT PERSON TO OBTAIN OR SEEK AS A
PRINCIPAL MEANS OF LIVELIHOOD
AGRICULTURALLY RELATED FISHING RELATED
MOST RECENT QUALIFYING
MOVE (QAD)
______/______/_______
END OF ELIGIBILITY
____/_______/_____
COMMENTS SPECIFY NATURE OF JOB.
SECTION IV INTERVIEWERS STATEMENT
PARENT/GUARDIAN/SELF/OTHER________________________
___CERTIFICATION. I CERTIFY THAT THE ABOVE
INFORMATION IS CORRECT TO THE BEST OF MY
KNOWLEDGE. I CERTIFIY THAT I UNDERSTAND WHAT IS
BEING REQUESTED OF ME ON THIS FORM IN A LANGUAGE
THAT I CAN UNDERSTAND. THE MIS2000 SYSTEM HAS
BEEN EXPLAINED TO ME . I GIVE PERMISSION FOR MY
FAMILY/MYSELF TO BE CONSIDERED MIGRATORY AND TO
PARTICIPATE IN THE MIGRANT EDUCATION PROGRAM AND
TO HAVE VIDEOS AND PICTURES TAKEN FOR PUBLICITY
MATERIALS AND TO SHARE THIS INFORMATION WITH
OTHER PROGRAMS REPRESENTATIVES. I UNDERSTAND
THAT I CAN WITHDRAW MY PERMISSION AT ANY TIME. I
UNDERSTAND THAT I HAVE THE RIGHT TO EXAMINE AND
QUESTION THE CONTENTS OF MY CHILD(REN)S SCHOOL
RECORDS AND THAT THEY MAY BE SENT TO OTHER
SCHOOLS. I ALSO CERTIFY THAT THIS TEMPORARY OR
SEASONAL ACTIVITY PLAYS A PRIMARY PART IN
PROVIDING A LIVING FOR MYSELF AND MY FAMILY. 1ST
YEAR_____________________________________________
_____DATE ___/___/___ 2ND
YEAR__________________________________________DAT
E___/___/___ 3RD YEAR________________________
________________ DATE___/___/___ SIGNATURE OF
PARENT/GUARDIAN/SELF/OTHER (REQUIRED BY STATE
RULE) INTERVIEWERS SIGNATURE
____________________________________________
DATE___/___/___ _________________________________
__________________ DATE___/___/___
__________________________________________________
DATE___/___/___ __
SECTION V CERTIFICATION
CERTIFICATION I CERTIFY THAT, BASED UPON THE
INFORMATION AND APPLICABLE DEFINITIONS, THE
CHILD(REN) LISTED ABOVE ARE ELIGIBLE FOR THE
MIGRANT EDUCATION PROGRAM. CERTIFYING SIGNATURE
________________________________________________
DATE____________________ State Lead Recruiter
REVISED August 2002 ED 2200 Form 3
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TN Migrant Education Components

• State Allocation
• Identification Recruitment (IDR)
• Sub-granting
• Needs Assessment
• Program Coordination
• Evaluation and Monitoring
• Reporting Requirements

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19
Funds Allocation

• ? Priority One ?
• Eligible migrant children between the ages of 3
  and 21 who have moved most recently (within one
  year) and who are failing in school, who are
  most-at-risk of failing to meet the State
  standards.
• The at-risk cutoff for reading/language arts and
  math is below proficiency on the Tennessee
  standards-based assessments (after Spring 2003)
  or other valid measure of achievement (before
  Spring 2003).

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• 
  
• The at-risk cutoff for English language
  proficiency (comprehension, speaking, listening,
  reading, writing) is determined when a student
  scores less than proficient on any subtest of the
  IPT.
• Migrant students who are behind in appropriate
  verified credit and credit accrual proficiency or
  below grade level.
• Priority Two
• Eligible migrant children between the ages
  of 3 and 21 who have moved less frequently
  (within the past 2-3 years) but are failing at
  school, who are most at-risk of failing to meet
  the State standards, or who are out-of-school.

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Tennessee Migrant Education Programs
Macon
Pickett
Clay
Hancock
Montgomery
Sullivan
Scott
Claiborne
Robertson
Stewart
Sumner
Campbell
Fentress
Lake
Hawkins
Obion
Jackson
Overton
Trousdale
Cheatham
Henry
Washington
Carter
Weakley
Grainger
Houston
Greene
Dickson
Smith
Union
Hamblen
Putnam
Wilson
Morgan
Anderson
Davidson
Humphreys
Dyer
Jefferson
Unicoi
Gibson
Carroll
De Kalb
Knox
Cumberland
Benton
Cocke
White
Rutherford
Williamson
Roane
Cannon
Crockett
Hickman
Lauderdale
Sevier
Van Buren
Warren
Blount
Henderson
Loudon
Perry
Maury
Rhea
Decatur
Madison
Bledsoe
Haywood
Coffee
Lewis
Monroe
Tipton
McMinn
Bedford
Chester
Grundy
Meigs
Marshall
Sequatchie
Moore
Fayette
Lawrence
McNairy
Wayne
Bradley
Franklin
Shelby
Hardin
Giles
Hardeman
Lincoln
Marion
Polk
Hamilton
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Tennessee Migrant Education Child Count
1997-2006
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Comprehensive Needs Assessment
Is not just finding the right migrant students
for your program its also finding the right
program for your migrant students!
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• INSTRUCTIONAL SERVICES
• of Needs
• Assistance with completing assignments
  75
• Before/after school programs 67
• Books/materials/supplies 83
• Drop out prevention programs 67
• ESL programs 75
• In-school tutoring 75
• Pre-school programs 83
• Programs for out-of-school youth 58
• Summer programs 100
• Others Communication of expectations
  33
• English immersion classes

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• SUPPORT SERVICES
• of Needs
• Career Counseling 67
• Counseling for students 58
• Dental Services 92
• Health screening 75
• Housing 42
• Interpreting/translating 75
• Literacy classes for parents 75
• Locating resources 67
• Medical services 83
• Nutrition/food programs 75
• Other various 17
• Parental involvement 8
• Staff development 75
• Transportation 92

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• SUGGESTIONS FOR IMPROVING SERVICES
• of Needs
• More info on assessing family/health needs
  58
• More info on instructional strategies
  58
• More info on records transfer
  67
• More info serving infants/toddlers/young children
  58
• More on-site visits/consultation with staff
  58
• More staff development
  75
• Other Additional time for ESL classes
  assistance
  with identification
  33
• Increased communication/coordination
  67

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• STAFF DEVELOPMENT RECOMMENDATIONS
• of Needs
• Curriculum and Instruction 58
• Health / medical / dental issues 42
• Identification and recruitment 33
• Inter and intrastate coordination 50
• Other Various conversational Spanish 17
• Parent involvement 58
• Program evaluation 50
• Program planning 75
• Sheltered English strategies 67
• Student assessment 58
• Technology as an instructional tool 58

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• Training Recommendations
• Parent Involvement
• Ensure correct assessments for MEP programs by
  forwarding
• new student enrollment forms to Central Office
• 2. Provide English literacy classes for adults
  and referrals to Adult Education Centers
• Encourage more communication between parents and
  their childs teacher and more involvement with
  PTO/PTA
• Provide training on
• -- health issues
• -- how parents can help their children in
  reading and math
• -- how parents can help their children be
  successful in school
• -- preschool ESL materials
• -- parenting skills
• 5. Encourage parents to attend meetings to review
  school rules, homework and support expectations
• 6. Provide parents with information on TCAP /
  test scores /

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• Other Comments and Needs
• Need to have a good summer program working
• Need assistance in identification of programs and
  strategies
• Need more high quality ESL teachers
• Need to nurture a positive attitude from students
  attending programs

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Help! They Dont Speak English

• 3 resource guides
• -- primary teachers
• -- secondary teachers
• -- teachers of young adults
• Download from www.escort.org or call (800)
  451-8058
• Designed for migrant
• students, but is appro-
• priate for all ELLs

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USEFUL LINKS FOR MIGRANT EDUCATION Office of
Migrant Education (DC) http//www.ed.gov/offices/
OESE/OME/index.html US Department of
Education TN Federal Programs
http//www.state.tn.us/education/acctfedprogs.htm
ESCORT http//escort.org/ Tennessee
Department of Education http//www.tennesseeany
time.org/main/education/index.html National
HEP/CAMP Association http//www.hepcamp.org/index.
htm Tennessee Family Literacy http//cls.coe.utk
.edu/tnfamlit/ Internet Link for
Homeless http//coe.west.asu.edu/homeless/links4.h
tm Path to Scholarships http//www.pathtoscholar
ships.com/index.html Title I http//www.TitleI.
org/ Help! They Dont Speak English http//employe
es.oneonta.edu/thomasrl/yahelpkit.html TN Telamon
Corporation http//www.telamon.
org/InYourState/tn/tn_state_row/index.htm ERIC
Migrant Education http//www.askeric.org/Old_Aske
ric/InfoGuides/alpha_list/Migrant_Ed-05.97.html Re
ading is Fundamental RIF http//www.rif.org/home.h
tml Upper East TN Head Start http//www.uppereastt
nhs.com/index.htm Geneseo Migrant
Center http//www.migrant.net/ Migrant Education
News http//www.migrantednews.org/
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Contact Information

• Paula Gaddis
• Migrant Education Consultant
• Tennessee Department of Education
• [phone]
• paula.gaddis_at_state.tn.us

Department of Education Mar 2003 Publication
Authorization No. 331067 50 copies. This public
document was promulgated at a cost of 0.50 per
copy.