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Special and Diverse Population-Migrant

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Special and Diverse Population-Migrant

  1. 1. Special and Diverse Population: Migrant Students Felicia A. Torres Baker University
  2. 2. Special and Diverse Population: Migrant Students 2 Introduction “We cannot seek achievement for ourselves and forget about progress and prosperity for our community…Our ambitions must be broad enough to include the aspirations and needs of others, for their sakes and for our own.” (Chavez) Cesar Chavez led the movement of National Farm Workers Association that eventually led to identifying and recognizing the identification and needs of education among migrant students. They are at children at risk of dropping out of school due to high mobility and have a higher probability of failing academically. According to the article Migrant Students Who Leave School Early, The Migrant Attrition Project conducted a study for the U.S. Department of Education that showed a 45 percent national dropout rate. (Migrant Attrition Project, 1987)(Salerno, 1991) The nations current drop out rates range between forty-five and sixty-five percent currently according to author Lundy Ponce. (NCES, 2001) (Lundy-Ponce) With these alarming numbers it is cause for concern. Particularly, migrant families seek work in the agricultural and or fishing industries causing them to become extremely mobile. Due to their constant movement it can interruptions in their education and possibly cause gaps, difficulties with the transfer of school records, cultural and or language barriers. This impediments may inhibit them reaching out to the communities they reside in. In seeking work parents too have difficulties finding babysitters or resources to help them with their transition and often- older siblings stay home to take care of the younger siblings until they are enrolled in school. These are just some adversities migrant students and their families face on a day- to-day basis.
  3. 3. Special and Diverse Population: Migrant Students 3 Identification and Recruitment Through more recent laws such as, No Child Left behind Act, NCLB students are entitled to a free an appropriate education known as FAPE more emphasis has been placed on the identification of students at risk according to documents provided in leading a diverse population coursework. (Fasulo, 2015)takes a proactive approach in training migrant recruiters to actively seek out eligible migrant families. They communicate with school districts, qualifying businesses, and community services to aide in the identification of migrant families; identification is done through an interview process. Children of parents that have worked, currently work, or actively seeking migratory work could possibly qualify for services. This is determined by an interview that has established precedence and verification of qualifying work. The work may include work such as; farming, handling livestock, planting, harvesting, packing or sorting of fruits or vegetables, dairy farming, or fishing are considered qualifying work. They may qualify if they move from one qualifying job to another across clear boundaries outlined by the state. Migrant families could possibly receive services for up to thirty-six-months depending upon the certificate of eligibility form, outlining the beginning qualification date. Students are identified and This position is important so that migrant students are located and receiving support and services to help keep them in school. Support Systems Therefore it becomes important to establish an infrastructure that helps provide as many supports for migrant parents and migrant students as possible. Kansas Migrant Education provides guidelines and programs that include parent involvement and program initiatives to keep migrant students in school. Within the Kansas City Kansas public schools there are
  4. 4. Special and Diverse Population: Migrant Students 4 some local supports available. According to Alejandro Cabrera the migrant service advocate, assistance is provided through the Kansas City Kansas public school system for migrant students and families. At least forty-three migrant students are currently identified in the school district. (Cabrera, 2014) Grant funding has allowed for the implementation of programs that support migrant student and multiple programs. One type of support includes migrant service advocates that help families communicate and connect with community resources, establishing communication among schools, and services social services available for eligible families. According to Lentz the author of Transformational Leadership in Special Education, explains how there is a direct correlation between how much parental involvement impacts student achievement. Lentz means to illustrate that by having families involved with their child’s education it positively impacts them. (Lentz, 2012) This infrastructure is an integral part in developing positive relationships among families and schools and establishes open communication. Another support in place is the Migrant Parent Advisory Council established to help educate parents on how to advocate for their children too. Sessions on parenting techniques, emphasizing academics, and social service needs are provided. This may include building literacy education and parenting techniques too. In addition to the preceding opportunities supplemental tutoring and summer school is available for students to help achieve in making academic gains. Plan of Action Some challenges faced by district leaders is the need to continually educate all stakeholders in providing professional development and the consistent support migrant students need to be successful in achieving higher educational opportunities.
  5. 5. Special and Diverse Population: Migrant Students 5 Therefore some strategies for success that we can incorporate in the district are outlined in, Migrant Students: What We Need to Know to Help Them Succeed, by Lundy Ponce include: welcoming students and families, encourage academic success, increase collaboration and professional development, and encourage future educational participation. (Lundy-Ponce) Some professional development may include the use of sheltered instructional observation protocol a research-based practice incorporated by many districts where explicit instruction is needed.(Fasulo, 2015) Another practice that students will benefit from is the incorporation of professional learning communities that help target, monitor, and support the students at risk in achieving learning targets. Through PLC’s staff are able to collaborate and adjust to the specific needs of the struggling learners. These are some foundational steps that will help assure the long-term goal of getting migrant students to graduate high school and hopefully move onto college. Conclusion Fundamentally as a future district leader it is important to be proactive and make sure migrant students are advocated for. The structures and supports in place help close the achievement gap. By providing every opportunity available students will achieving academic success. The district must continually advocate, educate stakeholders, and support the diverse situations of all learners.
  6. 6. Special and Diverse Population: Migrant Students 6 References: Cabrero, A. (Migrant Service Advocate) (2014, January 1). Migrant Education. District Professional Development. Lecture conducted from Student Services Department Kansas City Kansas Public Schools, Kansas City. Cesar Chavez quotes. (n.d.). Retrieved April 9, 2015, from http://www.brainyquote.com/quotes/quotes/c/cesarchave132536.html Fasulo, Ed.D., L. B. (Ed.D) (2015, January 1). Leading Special and Diverse Populations. DED 9002 . Lecture conducted from Lanie Bertels Fasulo, Ed.D., Overland Park, KS. Kansas Migrant Education Program. (n.d.). Retrieved April 7, 2015, from http://www.ksde.org/Default.aspx?tabid=576 Lentz, K. (2012). Transformational leadership in special education: Leading the IEP team. Lanham, Md.: Rowman & Littlefield Education. Lundy-Ponce, G. (n.d.). Migrant Students: What We Need to Know to Help Them Succeed. Retrieved April 7, 2015, from http://www.adlit.org/article/36286/#about Pankake, A. (2012). The administration & supervision of special programs in education (3rd ed.). Dubuque, Iowa: Kendall/Hunt Pub.

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