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TITLE
fNST:TUTION
SPOS AGENCY
PUB DATENOTE
EDRS.:;PRICEDESCRIPTORS
IDENTIFIER0&
>;
. 'DOCUMENT RESUME
32
Eigrant Education in diSsolfri, 1972., 'State Annual- 'EvaluatiOn Report for Migrant Programs, Title I.;..NESEA.,for Fiscal 'Year 1972.-: Y'
, Missouri State'Dept. of Elementary and SecondaryEducaiOn, JefferSon City. Div. of Instruction.Bureau---o-fElementary and Secondary Education(DBEW/OE),-Nashington, D.C. Div. cf-dompemsatoryEducation.
-' BC 009-274.,
6
188p
ft'-$0.83 -HC- $10.03 Plus POstage,.*Acadgrlic'lc-hie4ement; Ancillary'Setvices; Adnual
omiunity InvolveMent; Demonstration',Programs;' t ly Childhoo4 tication; *EducationalAs$essment; ntary Secondary Education; HealthyServ1Ces *Migaiiducation; *Progias Eff6civeneSs;,_*Program Evaluatidnading Achievement; *StitePrOgrams;_,Student-Teacher$atio; Summer-Schools;, k4
Tables-tDatd);' Tutdrial prO'grdms',Elementary Secondary 'Education Act Title I; ESEA
.
,-Title I; *Missouri
ABSTRACT - . 4
Missouri's migramtprogram.aimed to:.raise the.migrant chidrem's educational fevel_to that= of other children in-their age group; acquire a complete set of educational And health.records-for each child; screen anC-refer those children'needinghealth services to the appropriate -Personnel; instill withii parentsand children the desire and need for a secondary education; andgovide specialists to assist teachers, parents, and children as theaeed g,arises. Durin*fisdaTYear:1972;'4,4i84 children, ranging from 1'to 17 /ears, were enrolled 'in the program.- The majority /A these,dttendedschools located-An the southeast section of tEvaluftion data were obtained -at. the beginning,Au...1 at theend of the acagemic'year or during the summer gehool term't
through visits d' interviews' and from records, report'..; and test". results which we e used '`to substantiate the on-the-spot yisits.-Thisreport includes Infbrsatisin_on the: Children, Innova-tiie projects,-most pressing,educational needs,,Objective and Subjective ,
Measurements, general program effective s, personnel and personneltraining, interrelationship with t. ,regUlar Elementary ,and SecondaryEducation Act Title'I,progams,'copsunity involvement, 'nonpublicschool participlItion, and major probIem,dEeas. (NO)
,*
. DoCuments acquired. by *MC include many' informal unpublished Mat 'riot available from oilier solirces',ERIC makes every_ ... ,
effort to obtain the-best copy available. Nevertheless, items of niar4inal 'repro cil;ility are often, encountered 'and this affects alai
quality of the microfiche and hard,copy reproductions ERIC !hakes available via the ERIC Document Reproduottbr Service (EDRS).1
EDRS4s not responsible for the quality pf the original d9ctunent. ReprOductions supplied by EDRS are the best that can be mane fro
the original. i, .
. ,
: , . -.,.;..
oft
1972
STATE ANNUAL EVALUATION REPORTs FOR MIGRANT PROGRAMS -
-, ; TITLE I, ESE.A ... ,
FOR FISCAL YEAR 1972 - ,- ,- . ... -. ,, L ,,1
. 0 f,
1
' C ;-E 4'
' ,or, "."
STATE OF MISSOURI
2,
'tMISSOURI STATE DEPARTMENT OF EDUCATIONArikur.L, Mallory, ,f4,ommiss inner of Education
Jefferson City, Missouri
4
Y.
4
7'A1LUATION OF MISSOURI'S
, ;
- . -, 4 . ..
EDUCATIONAL-PROGRAWFOR.. - : , . ' ..e... "
.2 -.1 MI .P
.... ,c .. / ..,TITLE 1, ESEA,, FOR THE
,7,-.:1972 FIcAL WAR -..-
ii
O'
'MISSOURI STATE DEPARTMENT OE g.du,o40*,
'Dr. Arthur L. Mallory Couariiissianev- *4,
DIVISION OF INS TIWC
P. J. Newell, Jr., Assistant 4n-iir4'John T. Lawrence, 'aoordinator, NI:4c La
Otis,Dake-r, DI-rector, Tit1e-1,
Gary'W. Brurrilnitt, iralUatiOnSupervA
I
,b
.14
GRANT AWARD
Southeast Missouri State University <Gape Girardeau, Missouri 6i701Dr. Mark F. Scully,' Prestdent
., c
->".:.:_= "-
-Wifne R. McE-or Migrant Chil .f Missouri
------
Educatio
C
.EVALUA CIY COMMITTEE
:..',C-hairxrano. Dr..CleibVr. likats ey, Southeast.MIStouri State UniversityGary W.-E su,imitt;< ,E(valua-ilin Supervisor, Title I, ESEA-
.
Dr: la^14.R:Lirreolo, Superintendent,perintendent, Senath C-8.. r.''.M.r. -.Thum __&cerfe:r:r.C!ene- xal Supervisor, Caruthersville
,/
A CkNQ NT
.
In attempting to ascertain the effecti-venea-s*,:of migr nt erducatison in
Missouri for 1972r it was necessary for the Evalu.ation-C mmittee
__becornelnyrolved Pith numerous people such as pupk1S, rents, tutors,1--teachers, administrators, the Migrant Center staff, me berg -of the
till
State Department of Education, and person 1. at the Na
Without the helpfuf-'vice and assistance of these peopl
would have been more difficult. For all of these peopl
very grateful. Howe
t*61.ohn T. Lawrence a Brummitt, in the Lif,souri State Depart-
onal Data Bank;
our efforts
help we are
, we would like to express our special appreciation
and the 'grant Center staff,
and particula Lis. Karen L. el he cheerful asKptance
ix assembling 2.. ping the report.
P4 Cleo W Mabrey, ChairmanEvall ati Committee
TABLE OF CONTENTS'
.
I. INTRODUCTION . "; .
. .
Educational Service and Records Cent 6r for Migranti.
Children of Missoitri ..... ..
'Program Objectives for Migrant Children in Teins
especial Educational Needs .,. 3. e
. , 11,
Area Served 6
7Evaluation Proced'ate
. ,Statement of the Problem.
Purpose' of the Evaluation,. .
. , . w rJustification for the EvaLuation
- .Scope, of the Evaluation :
Source of,
Design of the E ation
1
9
'Definition ,of Te'r.ms
EXEMPLARY PROGRAMS . . .14
developing Shills for Daily Laving
*Pre-V.caiional Tutorial Program .
. CHILDREIi,
. , J",,IV. GRADE PLACEMENT'
... .. 14.
17
26
,
C-40N
TEACHER -PUPIL RATIO
..
r. PAGE
28
N, 4 .;RELATIONSHIP WITH THE REGULAR TITLE I
cobll
III NS VICE
1\10N L SCHO
DISS NA
32
TION;WITH OTHER-NON-TITLE I PROGRAMS ,35
XI. COMMUNITY.
INING .... . ... . 37,
A PA TION 41
. .&G 44,2v..... . . . .
ENT . . .
XII. PROGRAM EFFECTI ENESS
XIII SPECIAL AREAS
)(Iv. CONSTRUCTION'AND EQUIPMENTr.
43
4'7
ar 49
V. SUPPORTIVE SERVICES 51
GRAM INTEGRATION
XVII: STAFF UTILIZATION.. VI
55
58
, XVIII. NEW' PROGRAM r. 60:..
NN, - Delta C-7 60
as.t Prairie . * ) 62
New IviR.drid . 63.,
Risco . 64.
XIX. PROGRAM CRITIQUE.
Progress in Instructiona,1 Activities During theNN
Regular 1972.Academic Year t II
66.
68'
SECTION
1972 84rnmer Sch0Oliliogram Evaluation . .
;PAGE
102".
Implications for, Cha-nge 43ased oh Axe 1972Fisdatear. 4 '
Evaluation.., .-
Recpmrkk endations IOr,,Atiohforithe 1973 Fiscal =`Z ear
as a Res ult. Of^fhe IMplic-attons.?t
X.C. SUMMA 2;s:ND dONCLUSIMIS
8 urnmar y
COnclus ion§
134
137
hPPEN6ICES 139
APPENDIX A.
APPENDIX B.
APPENDIX C.
I A;S cale of Student Attitudes' 141
" 143CooterSiniror. High- Ttitor'ial'Progiarn . . . .
Wide Range Achievement Test Results for the
-Cooter Program 148
APPENDIX D. Inservice WorlshOp Programs
IX E. Workshop,Evaluationstrument
A PPEN
APPENDIX G.
APPENDIX Health
In\structions
orrespondence fromMr. James.
for DiagnOsi.13
olicies
.
. 150. .
154
E. 'Wilson . 156
'58
160
163;Referral Form
kpferral..Of Migran Child 'th Health Problem ..
APPENDIX I. L ild's S concpt,, Re."^tpig\Invent y "of Stuctent Interest 168\
44,
APPENDIX S.
4
c a t o na C ons Lt1ta t Monthrys 'Visitation
ScheA} 4
.. " ...... ..O.8
4 \A.
.4
17.2 ^
>'
TA12,,LE
ti
,
LIST"01: TABLES..
, ,
. . . .
... ..P,AG
,- .
I. Services Pe formed:by the Educational Services and -
'..
,
Record Centel. by School District and 1,3y*Type 2
II. A Repo t o the TutorialPrograrri by School/ District
an by Gracie,Level 2
III. A Deport of the. Tutorial Program by School Dikstricti
arki by Grade LevelN
/Participation in Migrant Activities FY '72/
1
V. Involvement of*Participating ivligran in Regular.
Title I Activities FY '714
i VI4
A Sarni-naryReport OPInservice Workdhcaps .byType,
. and Target Group : .i
,.
. , / '`It . ,, , :. , .II. Health Services Rendered to ,Migrant,Ckldren Through'
, , - *6 ' - I
ithe/Migrant Center Progr4m.fdr the 19-72 Fiscal Year 52V rY, - ,;,. ,/,I .,
VIII,. ,, Schcipl DIstricts And the Nuomber, of kAigrant Children
32
38
/ . -'"/ - i
. -: . ,r
i
., /to Who 'PA .Pretest and, Posttest in Reading, Spelling,ee ' .' 4: .
. A 4, '4 , :,, 'b
, ,..".4 and Arithrn.eti Were Adminkstered 70
.% ..,.. Ge
,' 1 ofIX ,' WRA l', Ze el t Resulti Q ed by T-utorSevenfeeri Irfthe, . '*-
Clarkton school District . I 72
,t I
WRAT Test Results Obtained by Tutor Twenty- Two. 411:.
the COoter School District 73I _
ti
,A ,
A'S A
"-
,4 be
44
.6
V NI 1%,
\ dr 6 ;'t " t S '''`
eA , e,lc, r,c
;.
.,,' WRA'T Tait leSults Gl?tained .byT0, ,
utoriTvresntY. Three in4-4 .the Looter School t . . . 74
PATE
WRAT Test Results Obtained Eby tutor Eighteen in the .
Delta "C.1 Schooi District . < -75
4'
; e . g \XIII: W13.AT Test -ResultS Obtained .byTutor Nineteen in the
2. De1taC-'7 School District,,
XIV.., NRAT.TesfResults Obtained by Tutor Twenty iii
45
,r;Delta C -7 School District .
WRAT Test Results' Obtained by.Tutor Twenty-One in
the Delta C-7 School,District.° 4
WRATTest iesults'Ob,tained by Tutbr ThixtY in the
Doniphan SchoOl DistrictO
WRAT Test Results Obtaihed by Tutor. Twenty-.Eight in, .
the East Prairie Seh ol District. . . . .
t.
XVIII.: WRA'X' 'Tei4 Res.Ults obt-, ned by Tutor,Two in the Gideon
XIX,.
School District L
8
- 76
77
WRAT Test Results Obtained by TutOrFour in the Monett
-School District 82
79,
80
Xt. WRAT Test Results Obtained by Tutor Twenty-Four in
the North PemiscOt School District . .
XXI. WRAT Test Results Obtained by Tutor Twenty-Five in",
the North Perniscot School District.
10
83
O 0000 . 84
D
)44
C. t
TABLE
vU
PAGE ,
XXII. WRAT Test Results Obtained by Tutor TIventy-Six in
the North Perniscot Sch-ool District - 85.
XXIII. WRAT Test Reiults2Obtained by Tutor Twenty-Seven in
the North,Pernisocot-School District 86, ,
, XXIV: WRAT Test Results Obtained by Ttitor Twenty-Nine in
the Puidco Schooi.District . , .. oo 87
XXV." WRAT Test Results Obtained by Thtor cone in, the Risco'
Schtko,1 District ...... . . . : . . ;'" .
XVI. WRAT Test Results btained by Tutor Ten in the Senath
School 'District .,,.
XXVII; **RAT iest esults:Obtained by Tutor'Eleven, .
t,
":?;XXXof o
\
88
89
S'enath School D'Istrict 90
WRAT Test Results'Obtaied. by Tutor TwelVe in tieLL
.
.'.,,.. ':
S ena th Schol, Ditrict . . . 91, 0, *ii" t ,
\ , ILY ' tI' 'Wegt'ResultsObtaind by Tutor Thirte in the, . i
'-''' :' ,"outhland School District 92
,2 , . ' :0
,utoi Fou'keen in the
SoUthland School District .. - :mg 9a.t
XX)g , WRAT Test Results Obtained by utor Fifteen in tho\,.. .
,
",+XXX. WRAT' Test Results Obtained b
Southland School Dist'ric't . . .
XXXII., WRAJ" TestResults Obtained by Tutor Sixteen..in the
94
So.uthland school District" 95
, /
A
,
oat
TABLE PAGE0
XXXIII. WRAT Test Results Obtained by Tutor Sevei in the,
South Pemiscot School District 96
XXXIV. WRAT 'Test Result; Obtained by Tutor Zight in the
South Pemiscot School District . . 97,
XXXV, WRAT Test Results Obtained by Tutor Nine in the
Sbuth Pemiscot School District 98
XXXVI. WRAT Test Results Obtained by Tutor Five in the .
aSu.mrnersville School District 99
XXXVII. WRAT Test Results Obtained by Tutor Six in the
Surnmers*ville School District
XXXVIII. WRAT Test littsults Obtained by Tutor 'three in the
Twin Ri.Vers School District ,
fXXXIX. School Districts and the Number of Migrant Children
to Whoin a Pretest and Pogttest in Reading, Spelling,
, and A ithrnet" c Were Administered.
XL.
Wil'il
t Resu btaine by Tuto Ten in the '..1
\ East irie Sch-
ist \\ .
XLI. `WRAT Te Results Obt 'irie by Tu. ,t_or Eleven, in the
all
' -East Prai le School District 108
100.
101
XLII. WRAT Test Results Obtained b Tutor Twelve in the
4
East Prairie School District ,. 109
WRAT Test Results Obtained by Tutor Three in the
lvfonetitzEtatertrict 110
12
a 0
or!
4,
1.
ix
TABLE PAGE.
XLIV. WRAT Test Results Obtained by Tutor Four in the
North Pemiscot School District
XLV.' WRAT Test Results Obtained by Tutor Five in the
North Pemiscot School District 112
XLVI. . WRAT Test Results Obtained by Tutor Six in the North
.41 Pemiscot SF6hool District . 113,
XLVII. WRAT -Test Results Obtained by Tutor Seven in the
PUX 1CD School t istrict 114
XLVIII. WRAT Tel'I Results Obtained by Tutor Eight in the
Southland School District 115
XLIX. WRAT Test Results Obtained by Tutor,Nine in the
Southland School District 116
.L. WRAT Test Results Obtained by Tutor One hi the
Surnmersville School Disttict . .
r-;LI. WRAT Test ReSults 01;tainedli,by Tutor Two in the
Summersville School Listrict
117
118
44' ,School Districts and the Number of Migrant.Children tO- .
Whom a Scale of Student,Attitudes' Was Administered 120
LIII. Scale of "Student Attitudes', Results'Obtained by Tutor
Thirteen in the Delta C-7 School District 122
LINT. Scale a Student Attitudes' Results Obtained by Tutor
Ten ihihe EastoPrairie School Listii-dt
13 _
123
(
TABLE
LV. Scale of Student Attitudes' Results Obtained by Tutor
Eleven in the East Prairie School District'
LVI. Scale of Student Attitudes' Results Obtained by Tutor
PAGE .
124
Twelve in the East Prairie School District . . . 125
LV1I., Scale Of Student Attitudes' Results Obtained by Tutor
Four in, the North Pemiscot School District . 126
LV1II. Scale of Student Attitudes' Results Obtained by Tutor
Five in the North Pemiscot School District. . . . . 127'
LIX. Scale of Student Attitudes' Results 'Obtained' by Tutor -
Six in the North Pemiscot School District . . . . i.. 128,
(LX. Scale of Student Attitudes' Results Obtained by Tutor'
, Seve'n in the Puxico School District ..... 129
LXI. Scale of Student Attitude& Results Obtained by Tutor
Eight in the SouthlandSchool District . .
LXII. Scale of Student Attitudes' Results Obtained by- Tutor
.LXIII. Scale of Student Attitudes' Results Obtained by Tutor
130
Nine in the Southland School District 131
LXIV.
One in the Summersville School District
Scale of Student Attitudes' Results Obtained by Tutor Two
in the Summersville School District
14
132
133
s .5
5'
FIGURE
4
...
LIST OF FIGURES:,'.. ,,t
f_..----"c---- ,,,; ,.,,,.. '.,.:".
: 4 ,,,!. ,, .
,..,.
... PAGE- . , ,;. ,,,...1. Map.Of Iviissotp-i ShbwinetheTen CongressiOnal.
O
5 ( AP
. "Districts and theNumber of Migrant Childrenct
in Each Gb'unty
.
Ev
20
, .
Ir
INTRODUCTION ,
Authot.ization to establish the Educational Centev;for Migrant,i ".:* , . 1 .: .( .
the;''. ..thildren on the; carripus of Southeast Missouri State UnWersiiy was the
. l / . / . .o
4 Ia '
result of:an application for a program grant designed toloromote the. I . 0 '
e.cluation.of migrant children in the State of Miesouri through T tleI,.
. ... .
ESEA, P:L. '10 as emended by P. L. 89:750, P. L. 90-247, and P. L.
91-230 which Was '.'s ubniitted to the Department of Health, Education and
:Welfare, U.S; Office of Education, Washington, D. C. for "the fiscal year
ending June 361 1972, and the 1972 Summer Project.
Upon approval of tie: application for a program grant the project was
then, funded on the basis of the,number of migrant workers in the State of
Missouri. -
The Commfisioner of Education for the State of Missouri mae the
official authorized to submit the application for "a.federal grant to improve
the educational program for migrant *children. Thelassonri State Depart=.
ment of Education 's official responsible for coordinating this' project in
accordahce with therovisions of Title I (P. L. 89-10, as amended) was . .
Mr. John T. Lawrence. His official title is Coordinator "of ESEA. The,
.
DirectOr of the Center at Southeast Missouri Sate Uniyrsity was4,,
>,
,Dr. Wayne R. McElroy, a professor, in the Division of Education and
Psychology.p
*
16
r
,
Mr. Lawrence was responsible for the general
the Title ['Migrant Program at the state level.
inistration of
,.Dr. Mclroy had the.following respons ibilities in the program:
.
1. He directed and coordinated the.migrant program forSoutheast Mis's'ouri, State University:
;
' ' ;. . ,.
12. He srecorii-nended to-the State 'Departiment Of Educatio'nlocal school districts for instructional ser'l)ices....
3. He was responsible t'Or 'piograindevelopme t hich'ncluded.recommending to the State Department 0f'E, ucation pilotprograms that had reasonable, prorpfse of being Succes.sful.
Educational Service and Records Center for Migrant, Children of.5'
Missouri Staff .. -
.. .fiThe Professional sta housedinear the campus of S'oulheast-Missouiti
, , .,
, .14,'State University consisted of the Director:.
and six other profesaintial. staff '
members., who worked either fullor part-time. They we're: A coordinat'or..,
*-1 ,
s -
-ofInstryice Training, a Reading Clinician, .a part-time nurse,
time social worker, a Librarian, and ,a.Guidance Counselor.
In addition, there was a full-time secretary, three ft41-time clerk
, -social
.
1 ,
...
.,
,
.
....,... '
-
..,
-,_. ,
typists, and apart-time.clerk., The full-time secretary d two of the
clerk typists were qualified Telete-Terrninal operators. These,, . ._
.
operatc4s ,served as a vital link in the long-dhaln-of-fnitiating and keeping,
. reco rds km M igrant children,'
f.
'
$
44
-
.
.1
I 3
Program Objectives for Migrant children in Terms of Special
.Educational Needs
J
I
"S.The immediate prograM objectives of the state prograin for migrant
children in- crder of priorities were as f011ows:
1. To raise the qucational4evel,of the participatingmigrafit children to'the level of other children oftheir'age.
. To provide, through the national data bank, a\cgmplete'edusatcon`b..l and health recbril'for each migrantthe State of.MiSsouri
3. . To screen and refer o heathose migrant 'chil ren nee
personnel for treatmenthealth serviceri.
4. To..provide positive school exper ences for each migrantchild, regardless of grade placerhent, ,and this encouragethe child's school attendance .and tlie parent's involvement.
11
".`",,54,' ; To provide specialists to assist the pa ents, the '.
teachers, and the childrexv as th, need arises.. c
A ..Adesc tinn of these objecti ,es, activities and/or servicest-, are:' ,
introduction. An educational service -and record center was establishedI
':k: .. . i
, -.by' Southeast Missouri StatetniverSity at Cape Girardeau, Missouri,4 .,, . .
4fibrough a grant.award frOm tkie Missoifri State Department of gducatiori atv
i ...I
Jefferson City, Missouri, to develop, administer and operate the Migrant. .. '
A.
.Program for the State of Misiouri.
Objective 1. Irrhe Educational, ervice and Record Cent* .was to
conduct surveys of school in the State of Missouri to locate migrant
,children and determine the education 1 and allied needs of theseChildren.
In those school districts where it Was determined necessary, educational-,`-
13
programs to improve the educat nal level V chifdrct were deve
and financed.
A tutorial teacher was provided for migrant children who re
referred for remedial work. During the 1971-72 fiscal yeas; thirty-one
tutorial teachers worked full time with about 1,110 children in sixteen
school districts. The curriculum areas involved in the program were:
1 Reading and other communication
2. Arithmetic
3. Science.
4. Social Studies.
The need for more tutorial teachers was anticipated and planned f r in the,
19 72 Fiscal Year program.
Summer schools of from six to eight weeks duration were Offered to
districts having migrant children. Based on past experience, it was antici-
pa ed that approximately four en schools, serving 650 children would
participate. About $55 000 was grated to local schools. Thy amount.
granted .each school wa.i'lase on a complete program description and
a detailed budget describing the opera ion of each program. .Expenditures
would be for teachers, lunches;' transportation,- instructional materials,
and supplies. All services provided by migrant monies would be in addition
to those serviceswhich were already available to the migrant child from
local, state, 'or federal sources other than migrant funds'.
Each district was rectaired to submit an evaluatibn,,including some
type's of pretest and posttest or checklist.
schools in the state were provided inforMation concerning the
services availa le to migrant thildren. All schools in the 'state repbrting
'migrant children list of in4u.trctibria:lmaterials'thati-..
n were grov a. .
had been carefully selected for use in the migrant Program. A11 eligible '
schools were entitled to borrow tiliese instructional materials from the. ,. , .
r,.Education and Record Center for us,ely migrant chi :ldren' . .f
:
5
Objective Z. During' the 1912 Fiescal:Yearivrissouri served as a'; .
,
pil'o't stare for the National Migrant Data Vank. _Operators were employed, . .
' tto transmit informatiOn to the Batik. One ofthe respbnsi'bilities
, ,
program supervisor was 'to aSsist .I.oci: sghoal districts in identifying
,migrantdhadren.- e
Objective 3. ProVided funds were not available from any other source,
health services such as dental tare,. eye gka.sses, hearing aids, immuni,nations and vaccinations, emergency treatment, and surgiCal care were ;-
,
available to 'all Migrant.children in the State. :Mahy local education3.1 ?.g..ieic:s
hid nurses who couAd work up the r,eferral-lists: In districts where ther. ...
,, -
'was no nurse, el-rtploye ;. a nurse orother professiona'i was contracted ty-': 'a. .
. t , -
the Center as needed.
Objective'42 Some saiool districts had social workers. In these'.
.insta,nces they'were encodraged to work with parents of Migrant children.
, in:f 1fi il'mg this objec ve. .In sc hbol districts where worker s were
: .
. .44
note employed, tutors Were enobui''aged to N7isit tlie-homes,,of-migrant Children.. .. . . - .
*t. ', ..4, % tr . .
.In addttion to the ef,kortb madesby tutors, the Centerts,Diagnoatic- 'ream'
4 ... I i' .% : . tt. : ,
. .% ." :. .. 0 . I
4% ' : . 0 ,1 . : ,
, 4.. '. . , : .7. .r. ..t4.%4%. , . ,...:.,, ; . --,. ,. .
4 . . A .ry . % t .
. e . : : 'I 4.% $
$% .., , I. : ,
4%
3.1
'1 ' 1 '''
tv
ti
Made home contacts. As a getier:al rule the so
a member of the Diag ostie Tearrivistted the-hpmes3
1.
worker, who:was also
'Tutors'wereN 't'
provided inserviceWorksliops Ori,fechniques an procedure 'home4.
/.Ai%
Objective 5. The staff of. the Education and.IVecoLid Centel4ere..
,' 4
t ,
available to conduct workshops fpr adthinistratars,,teachefs,. tutors, and,e
-teacher aided tWorleing with migf-arit children), Provicted's suffi'dient numbe' A
..,,. .N . , . .
N
, .. . r .
' of,,persone enrolled in the workshoi3 The mobile vidi%-con-televisiorssystern. .
, ,, < , - ,.- '...
'was available the inservi,ce activities,
. The reating Clinieian,:guidan,ce,cdtinselor., and .social worker were
sent to any location in'the state, This. was 'crane to provide those dervicses4 ,
for migrant children in districts whi-Ch did tot:employ profesionals. , ,
equipped to provide the kind of se.tvices -forwhkcil. they-(diagAastic team)
.were 9ualified to perform.`
%%
4.
Area Se;rved
The staff, materials, equipment,and service's .providea%through'the
center.. situated near fife campus of,
were ayaitable-tb students whet met
-oittheastiViisdouri State biiiversity.
the legal descriptiOh.of a migrant' any:-. .
where in the-stateOf Iviiisouri. However, the bulk of the students deived
, .
-in this program.4.vere located"'
in Pemisscot,. Llariklin, New Mrid and .
-1\41.6'8i13S-14d. Co.tinties2 These ..counties are located imSoutheast 1Viiadouri. "
:'... , ., "\ .. . .I. it ''
, , *
4
. 21 7.
L,
Evaluation Procedure.
In the application for a prograrh grant for the migrant children, it
was stipulated that an'evaluation team consisting of three people, coordi-... /'
nating their efforts with the evaluation staff of the Missouri State Department'
\.N
r N,0\'
7
'of Education's Title F; Office, would conduct aneval'uation of' the iviissol.qi. .
NIigrant'Prograrn. This .evaluation team is to be retained in an 'advisory `.-
,s
capacity.s.
'_ The evaluation of Midsourit,s Program for Migrarit,Childrn ittcluded; .*,%,-.
4
mong Other ,,things, information such as:,
1. An unduplicated count of ohildren;partipipating
2. Innovative projects"
3., Alo4t,_.p.r 'essing educational'needs'.
4. 'Objective measurements,
.5.. , Subjective mea:suiements. ,
6. general program effectiveneSs'
' 7. Personnel and personner training
8. Inter -ielatio4shili With:regular `Titte tAgA -pat-0gram=,
' 9. C,oprdinatil5n with °tiler progvamb',
111_, CoMmUnity, involvehAeht°Vr
H. Non- public school partidipation
J.2, Major problem areas r, ,.0 . ,
.
The evaluatio'n reflected in this, report is NT the Ffscal,Year 1972;
whi6kbegan July 19'71; and the'1972 Surnmer Proirarn.,.."\
2 I
Statement of the ProblemI
With the increasing demand for the quaty of educational opportunities
in the United States, millions of dollars'have been appropriated by the, ' \ . . .
,.i, , . , , .
.F.ederal tiovernme.nt-for educational ppirp;oses, and large sums Piave been'$
charted to those endeavors concerning theeduoation of deprived children..
This would'seem, t,give stifficient evidence of an increasing national concerxi..
. ,. for'this probler4:1, s1-1 4 t. ... ..
; '.. :. " ' /, . , , C.
The educational program for' migrant child;en was designed to improve...-2. ' ., ' .." ' 4
,.- ,. , ',' ,-
..,
the educatiOnal opportunities of these childreri. One' of the proliithons in, ,. 4- ,.,,4, t . . - ,., . -,. c, ,
.ethd applidatfon for a program grant required an evaluation of theprogram
. ...,in terryi$ Of these 'purposes.
Purpose of the Evaluation
+y
.
, , ' , .,: - 7
s-; ,.--
The purpose of this evaluationwas to ascertain whether the program., .
. _
fulfilled, the needs of Migrant.dhildren in terms of the objectives which were,,. .,..% .4
* stated previously in this` report. Using the ihformatithiavailable to the ,*-,,,
evaluators,' attempts 'were made_to formulate conclusions and:make inferences----,---.. ..., . r
oas to ,whether the funds allocated for this program did, in fact,. fulfill
the exp eceationior:the. program. , g.
'
l'Gleo W. Mabrey, '!A'Study of the Effecti of SelectedFactors-Upcin- Pafticipants in a,U. S. ,, NDEA Slimmer Imsitute tbr Eleary Teachers
,andSupervieors. of Non- rban Disadvantaged YOuth".,(unpublishedDoct&ral-di,saertation, University of Missouri, 'ColutrIbia , ,1969),-
4
.4.
Justification for the Evaluation
This evaluation is important,because.of the- need, for information in
terms of specific results', and outcothes which Might be used to- warr nt the
expenditure of future publib fundi foi this particular kind of program, 'and, .
.,,
..
to id-entify methods and techniqu,estoriside.red to be '.e` in the_, , I,.
, ,... ...
education 'of, Migrant children..
A.
The Scope of the Evaluation
. . -- ,-
. .7he':period of time 'covered, by his dvalua4on was,July ,l, '1971,4
through..JUne 30,, 1972, lustl-i't r4972.Surlmer Program which ended on or
befor, e A ugusf".15, =,., .-,.
program-
: _While'-the riliAtaut ga Was designed td' serVeths, entire State
-.
of Migiburi,' this evaluation is focused prirriariry..' upon,,the znigrant chirdren... .
", s. - -.. 4 ' 4-
. :Ik , .
A s c hob 1 s located in the Southeast section of theAtate 'becaus this is,. i
kiere mast of,-,them are found. ......
..., .
"SOrne, of tb9 data used ini thts'evaluation were -gathered at thee beginning, ...,'1 i ' \ f',
some-during;, and_thebalance io-Cvard the end of ilie;'1971,72 Ackdemic Year. ..P.,
.14
Oth,er,data utilized in the evallaation were obtained during the 1972 Summery., ..
.Progran.,
Souroe of Data
,t.Data,for this4.evaluation were based upon information obtained from. . .:
, -, . 14 , s .
.site Insits and interviews. Students, tutors, administrators, supervisory... , .
, ........ .. -
:.,:f, .i, . ., . _
. .. ....
2.4
I.
10r
personnel, .and parents 'were interviewed when on-the-spot visitation
:-oecurred: .4
In addition, the Migrant Center Staff, records, reports, and test. .... . .. , . ,.re.sults, were examined as a basis for verifying infbridation gleaned from
observations during visits and interviews.rt..
Design cif the EvaluatiOn;
..This evaluation was desi'gned to cover the 19,71-72 Academic School
. , .Ysfar and the 19'72, Summer Program in order to reflect the impact that the
\ ,, - ..- .,. ,migrant program might have upon the perforinance of the children of
,
agriculturally-srerlated migrant laborers during this period of time, The
brojeaed %plan was' to measure the learning levels of these children at the
beginning, of the 1971.-72 Academic Year. Thi6 would establish the base
leVel of thei,r perfo-rmance. Reading, spelling,. and arithmetic were selected. i' . lb ,.,
. ,. . .as the area of focus when reporting and examining pretest and posttest r.eaults.
',The second:phase of the evaluatiA) as to be;acao"r751rirkit
- po-sttesf'results.in reading, spelling, and arithmetic of as many of these\ . .'
, .
.same children as possible.)I
The third pha.se of this evaluatithl was to be accomplished' by examining...,
P
.variotis kinds of data gathered on Children who participated in the educational
....., \ ::. .% ..-,-... 4..
.-:'programs cbnduoted In.varidusscho,0i
districts-tturing the Summer of 1972;. . , .
and in addition., to repotting pr,eterst and posttest results .i,n'reading, spelling,.. .. ., .
.. and arithmetic, pupils' 'attitudes mere assessed and the difference between
I , A % I
I
l Ve
the preratings and postratings were disclosed. The scale of Student
Attitudes used maybe found in Appendix A.
. Students-Included in this evaluation were migrant children. Their
ages ranged from one to seventeen years, and a total of 1,465 children
The pretest and posttest results were based on data collected by
use of the Wide Range Achievement Test.
The instruments used to gather information for this.evalua.tion were
-4denerallloadministered. to students in small groups. Test scorels.ando . ,
information obtained from,re.cprds, interviews, observation tc. ,...cornprise
the bulk of the data used in this` evaluation.
Where appropriate, test scoresand rating scale assessments were0
assembled by tutor, school district', Vraken down into grade levels, andt ,
processed by thecomputer. Pretest and posttest means were computed
foi treading, spelling, and arithmeticasirete results were compared.
Likewise, the preratings and postratings of pupils' attitudes were c
Definition of Terms,er4
Throughout this evaluation the 4rms b losk were used as defined:
asted.
Program Grant. The grant award of monies by the FederalL.
novprnment to be used by the Missouri Mate Department of Educatioxi to
improve the educational opportunities, of migrant children.- 0\
v.*
2'o
0.
t
12
, '. Migrant" cliild A migrant student is any chil,d who attends,-at least-:'' '-::;' . ' c.: 90 6.
,.. s`chools 'citirimg. the year as a ;esult-of his parexikts.czi guardian moving`.::' ,
se."..:. _,:,-.4,i, it, .4 'z . lo.i.. r.7,::'.44 ,.7 4 4 r4" - ,e4
: . ,i 0,'s clic. c4. accitiq,ecemployment in agriculture por.elated occupations which,t---,...:_,,. , .,41.-: .;'- ,..,44 ..' ,..,,'`,7 1,* 1,E1 9'1 ..4., -.; ',.: .-
, . . ,1.n.l.uile: Food:storage and processing plantet-Jii:egte.ills and elevators;;- _
\ I .. I4-' .S. 0 .
.o..,,,,p,oilltrf farming.-and related activities; lumbering and related activities
titansportiatib:n:At farrn:prodtcts.
141 rant Teadher and/o tor. One hired by the lobal district and
supported by the Migrant Ce ter to instruct either singly or in small groupsf
those migrant students in nee of special instruction.,A.
Inseifvice Training. Special workshops conducted by the Migrant
'Center staff and attended by tutors and-supervisory.personnel in charge of
migrant students Within the district.
ESEA Coordinator. 'A member of the Missouri Department of Education"
who has: been assigned general administration and supervision responsibilitiei
in the state migrant prbgram.
Director. A half-time employee whose duties consist of directing and
coordinating the migrant program for Southeast Missouri State University.
In addition, the directoi is responsible for recommending local school districts,40r
to the State Department of .Education for services jrovided by the Migrant.4s .
Center. -/'
/ _ ,..Reading Clinician. One whodiagnoseii, reading difficulties and writes
, ,.prescriptions for use by migrant teachers in correcting reading difficulities.
,-,
----7, ... '-register d Nurse An employee of the Center who screens Migrant
!---', 0 . . -----. . ,chiktren'for health defectg. so,that ther may be referred tolnedical. doctors
, - ?_------ ,.. , i , -
--------
. 27c
)
13
.. . (dentists, optometrists, and others as the need arises.
Social Worker. A staff member who works toward the development
of a favorable attitude toward education by both parents and children. The
social worker serves as a liasion contact between parents, children and
schools, and provides whatever assistance possible.
Librarian. A fully qualified (and certificated) person in library
science who selects, catalogues, processes, and distributes source and. I
.. ..
instructional materials.
Coordinator. A staff member whose responsibility is to assist local
school districts in the identification of migrant children, updating records,- sof these childreh, and the general development of educational programs
- -
I
which includes supplementary services.
/
Terminal Operator., A trained Migrant Center staff .member who
relays student data between schools and the National Migrant Data Bank
in Little Rock, Arkansas, via teletype.
Guidance Counselor. One who collaborates with other disciplines in
utilizing his expertise in individualizing an educational program for migrant
pupils and/or students based upon emotional, intellectual, and behavioral
limits. Coordinates psychological-educational testing and relates the.
: 71. . findings meaningfully to the reading clinician, social wot 1 . . f
: r nurse and school personnel.
4
er, health
/
I
)
II. EXEMPLARY PROGRAMS
Duting the 1971-72 Academic. Year two programs which may bp
considered exemplary were initiated. One program was operative in the
senior high' schOol at Cooter, and the other was in the junior high school
at'RiscO. main objective of both programs was ireparation for the
world of work. Therefore, since the 'p;ograms at Cooter'and Risco were. _
quite similar in many ways the Cooter progra'm is narrated in detail, and
only those aspects of the RLsco program which deviated substantially from
the Cooter prog,ram are enumerated.
'Developing Skills for Daily Living
The teacher of migrant students,"principal, and superintendent of'
schools developed a vocational program,for nine seniors (five boys and four
girls) in the - Coster High School. These nine seniors were considered to be0,*
low achievers. Their I.Q. is, ranged from just above the requizement for, .
special education to the high 80's. Their average reading ability approxi-
mated the -fifth or sixth' grade level: In addition to vocational training, tr
Speci9.'i attention was given to ,readiri` g, spelling, and mathematics.A .The school clay was divided into ;six periods. Each period was sixty
minutes long, and the nine seniors mentioned above spent two periods each.,
day,(third and_ sticth) with a teacher of migrant students.
The vocational program consi .1-6fice-practice and mathematics
for daily living. T e teacher selected for this programs was qualified to_
/
1.
15
.4foo.
teach business edu'catipn subjects i'ncluding business matherriatics. It was
reasoneki that a teacher with this particular-background would be more suited
to teach in this type program than -one with a mathematics background, since
the objective was to teach mathematics for daily living. Also,._ the business
experience background of the teacher. of migrant student's was an asset when
teachixig'the migrant studerita about the world of work.
The time devoted to-office practice involved tasks that low ability
students could be expected to perform. Office practice included the following
.units.
1. ,Typing (have had two 'years 9f typing.)
2. Ten key adding machine
3. Proofreading exercise
4. Use of the telephone
5. Ditto direct process, duplicator
6. Producing mailable letters
7. O ffice communications systems
8. Business fprms,
.
9. Office type typing
10. Filing
11. Seeking a secretarial position
Mathematics for daily living included areas in which every citizen,
regardless of his ability or career pOisibilities, must achieve a minimum
amount of proficiency. Also-, the study of this _subject included topics that
a.
I
4.
16
N
were'of immediate interest to this particular age group._ Vie following units
were included in the mathematics curriculum:
1. Automobile. ownership
2. Purchasing consurner good
3. Personal income
4. Income tax
5. Insurance1
6. The cost of housing
The above units were taught so that optimum opportunities to learn
41,
mathematics for daily living were made available to the participants. A
detailed description of the courses of study for office practige and mathematics .
for daily living may be found in Appendix B.
Teacher-made tests were utilized to evaluate the effectiveness of the .
program. A pretest was given in reading and mathematics. The results of
the pretest in reading were used to determine student placement in the office
practice curriculum. The results of the ,retest given in mathematics aided
in the proper placement of the students involved in the mathematics program.
Also, both the reading and mathematics tests were used as a diagnostic tool
to determine reading and mathematics deficiencies, and special effort by the
teacher was then directed toward overcoming discovered deficiencies. The
results of these tests may be found in Appendix C.
In addition to providing educational opportunities in the areas outlined
previously, the school has plans to assist the nine migrant stoderits involved
p
.
in obtaining employment Upon graduation from high school.
`17
Pre-Vocational Tutorial.Program
The Risco Junior High School, assisted by the staff of the Migrant
Center, developed, a pre-vocational course of study for three low-ability ,:T
junior high students (one boy and two girls). Zach student spent two' hours
daily with the teacher of migrant students. Again, the emphasLs,was on ;,,1yr
those aspects of reading and mathematics necessary to prepare one for the
world of work. FolloWing may be found examples of the subject matter taught:
1. How to use the telephone
2'. Making application for ajob
3. How'to get along on the job
4. Payroll deductions (social security, federal income tax, 8tr t;income tax., insurance, etc.)
5t
5. Payroll
6. Vacation time, sick leave, sick pay, etc.
7. Map reading
8. Makang change
. The boy involved in this program moved to Bernie, Missouri,
during the school year. As a folldw-up the, Migrant Center staff members
contacted Bernie school officials and continued to supply the same mattrials
so that the continunity of his program was maintained.3
Plans have been made to provide additional tutorial help for these
Eittuipntn throtigh the senior high school years. Beautician training for the
two girls is tinder consideration. .
32
III. CHILDREN SERVED
, .
The children served were those whos parents were involved in.
4,,
seasonal agricultural activities. Because of the migratory pattern established
by these families, the children were unable to attend a school regularly
throughout the entire-academic year.'
The following school districts indicated that they-had participants
enrolled in the Migrant Program during the 1972 Fiscal Year or 1972 Summer
Program: Bell City, Bernie, California, Campbell, Carrollton, Caruthers-
ville 18, Charleston, Clarkton, Cooter, Delta R-V, Dexter, Doniphan, East
Prairie, Gideon, ILLo-Scott City, -Jackson, Lafayette Co. R-X, Lexington,,. .
Licking, Malta-Bend, Monett, Mountain View-Birch Tree, Naylor, Neely-
ville, New Madrid, Nodaway-Holt,. North Pemiscot, Oran, Peiniscot C-'7,, .
Pemiscot Co. R-III, Puxico, Richland R-IV, Ripley Co. R-IV, Risco,
Senath, South Pemiscot, Southland Consolidated, Summersville, tarkio,
Twin Rivers, Van Buren, and Zalma.
The Iviiigrant Center offered a variety of services to the schools that
enrolled migrant students such as: Tutorial; health; reading clinician; library
facilities and summer school. Any of the students enrolled in the program
received tutorial benefits.
Using the Student Enrollment Transmittal Form (SET) and the Uniform
Migrant Student Transfer -Form which are forins designed to assist in the
collecting and storing of information in the National Migrant Data Bank at
33 So,
..11
.
s,
.Little Rock; Arkabsa'S.; 4,434 children,..WhOse eroiti:one through
. , I,seventeen, were identified and de4ignate-51as mhrants, n.the State -of Missouri'
for the 'Fiscal Year 1972. -011aignificance is `the-fact that. this figure-Is not .
an estimate, but the actusl number ofmigranChildren enr011edin'tfie
schools in Missouri:for which ricords Were transmitted to the Data.$ank.'
,
P9'
5..1 .4
While these students and their parents may.not lie a part of a hrnigratits
. s
stream" as such, they do engage in, seasonal agricultural activitiei in tie.various areas.. This has resulted in frequent mOvernent, 'bothAnterstate
and inbtrastate. Also, many of thesemigrant .fainiVies join the 'so
."migrant stream" into other states 'during.the summer, prticuiatiy. if the
cotton or soybeari crop'is not good: and then they returmto Mistiluri (their
home base), when work there is finished,.
Data indicates that 'these children were, scattered througliolit the.statee
and enrolled in a number of schools,. However, approximately ninety, percent-' 4.
.
of the migrant children involyed inthis report were located in the Tenth
Congressional District, and slightly More than sixty percent were located
in the "Bootheel" counties of Pemi-scotarid Dunklin. ''sigure I is b, map ofs
Missouri showing the area of concentration of these children by county. ',
The initial identification of these migrant childrenWas basically the
responsibility of school personnel in the various school districts. Howeyer,., i... ,
those responsible for identification received considerable assistance'.. For-I
example, Mr. John T. Lawrence, a member of the staff of the Missour State--
Department of Ed ucation and the person responsible for coordinating Public3 I
3-4
J
612T efi;s11--
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\. Law 89-10 ass amended, -mailed a cdrnmunication toall superintendents of,
...:
'schools `in the State explaii. pg the program available for all,migrant children\\,. s
and stance.. \ .. .in the State requested assin locating these-children. N
PerSonnel from the Migrant 8,dudatiortelteryices and Records Center,I.
also conducted thorough surveys and Worked with the various. school districtsi
in identifying and loCating these children: ; r. t -
0
tA f t e r p u p i 1 9 w e r e -.enrolled,injhe schools and identified as children of.., , -..,, , '
thigrant agricultural workers, the Migrant Center wastscontacted..Akt this,
.., ,point a Terminal Operator, who ways trained tq transmit and obtain infor-,'.-. -, - .4 R. .
.
m\ltiori from the Data iank, .assernbledPast'schoOl records, family data,\ . ..
,.
health records', etc pertainirig.to the new students at the Center, and
transmitted or delivered this informatir to the receiving school. In some
. instance, 'since the establishmentof the Data 13,a.nk, pertinent information
relative to the childr7 who were 'moving from'oneschool to another; was_
relayed to the Center prior to their enrollment in a particular school. This
infbrination was then promptly trani3mitted tO the receiving school.
When the'needs of migrant children were established,' services not, ,
available from any other.sthirce were provided through the Migrant.Educa-
tional Services and Records Center. While the de,gree to which the available
personnel, eq4iknent, and materials Were utilized in the educational
,______Rrograms of these children was left to the local school district, every effortels
was made by the entire staff at the Center to see that adequate services were
provided. For example, a total of 1,110 children were enrolled in the
.*3 at.*
NN,
tutorial prograthg, 262 childre were providedwith health-services,, . ,...
,,,355, children participated in summer schootTroparns which were either. I
, .
,fully or partly financed by the program grant to the,,,State of MissO'uri for. ..,
the e.ducation of-inikrant children. 'In.addition, the reading CliTialan worked,
.,
4with migrant children in thirty-two school' districts, nd i structionali . . - iki .. . ..
-. - -materials '(teaching aids or library boOks) were supplied o* a regular basi,gi
, - "\ - N7* -... , ,
to thirty-four school districts for use in the tutorial programs or in clast-i.
-
22 '0 .
. b'rooms where migrant children were being (aught.
. t, ,Table' gives-4 breakdown of these services by school di:etrict and
t ,
by type....
. -
r
4
3 7
. .
VI
t
4
TA
BL
E I
N
SER
VIC
ES
PE4P
OR
MtD
BY
TH
E E
DU
CA
TIO
NA
L S
ER
VIC
ES
AN
D R
EC
OR
D C
EN
TE
R B
Y S
CH
OO
L D
IST
RIg
T A
ND
BY
ITY
PE
t
Typ
e, o
f"Se
rvic
e
.SC
hool
:,.
11T
utor
ial
Dis
tric
tD
istr
ict
., P
rogr
amSu
Mm
erPr
ogta
m'
Rea
ding
Clin
icia
nSo
cial
'''W
orke
rG
uida
nce
Cou
nsel
or",
.Dka
gnos
tici'
Tea
mL
ibra
ryM
ater
ials
.Hea
lthSe
rvic
es
Re
Al C
ityy
.-
Ber
nie
Cal
ifor
is ..
- ,
Cam
pbel
Car
uthe
r vi
lle 1
8,:,
Cla
rlct
on. .
Coo
ter
,.
.D
lta R
-V.
....
Dex
ter
''D
oni
ptia
E: P
rair
ieG
iiipo
n,
--"
aael
ciat
i.
Lei
cing
ion.
Li,c
king
-M
-ori
et.-
.'
Mou
ntai
n-V
iew
:,
I ..
.r I X X
_..
..
X XI
,
,
..
.
.-
. -'
,
..
, X-
'-.
-
...
X.
,
,X
,_
.
- X
-.X
7
X X X
.
X X X...
- .-
"X
.
. -. .
,
-,
.. 7. .
X X X X X X
. . .
- .
,
X .
.
X. X
.X
,, .
'. , . ..-
-
.
.
.
,
'
. -
I'
.
X,
X . .-.-
.
.-,
.
l.-
. .
, .r . .%)e
--"'
. _
-
_.
-X.
-
X'
X X X XH
'X'
1--
1.
-
JC X 'Xs,
X-
:I
. X X . X X X X x X'
X ,
- - .
... so
as
L')
,.
TA
BL
E I
(co
nt'd
)-
--.0
-.-
.-.
..
.. -,
.:
SER
VIC
ES
PER
FOR
ME
D B
Y T
HE
ED
UC
AT
ION
AL
SER
VIC
ES
.
AN
D R
EC
OR
D C
EN
TE
R B
Y S
CH
OO
L D
IST
RIC
T A
NT
S-B
Y T
YPE
-
.
Scho
ol.
Dis
tric
t
Typ
e of
Ser
vice
Tut
oria
lPr
ogra
mSu
mm
er'P
rogr
amea
ding
Clin
icia
nSo
cial
Wor
ker
Gui
danc
eC
ouns
elor
Dia
gnos
ticT
ears
:L
ibra
ryM
ater
ials
Hea
lth, '
-.Se
rvic
ed..
Nay
lor
Nee
lyvi
lleN
ew M
adri
dX
X XX
X..
Nod
away
-Mol
tN
. Pem
isco
tx
XX
(Ora
nPe
mis
cot C
-7x
xx
XPe
mis
cot R
-III
Puxi
cox
ii-
'I
xX
Xis
R -
X (
Alm
a)R
ichl
and
R-I
VX x
Ris
coSe
nath
S. P
emis
cot
Sout
hlan
dX
xX
-
x
X x x
x
S um
me
rsvi
lleX
Tar
kio
Tw
in R
iver
sX
X.X
Xx
TA
BL
E I
(co
nt'd
. )
SER
VIC
ES
PER
FOR
ME
D B
Y T
HE
ED
UC
AT
ION
AL
SE
RV
ICE
S
AN
D R
EC
OR
D C
EN
TE
R B
Y S
CH
OO
L D
IST
RIC
TA
ND
BY
TY
PE
Scho
olD
istr
ict
Typ
e of
Ser
vice
Tut
oria
lPr
ogra
mSu
mm
erPr
ogra
mR
eadi
ngC
linic
ian
Soci
alW
orke
rG
uida
nce'
Cou
nsel
orD
iagn
ostic
.T
amil
Lib
rary
Mat
eria
lsH
ealth
Serv
ices
Van
Bur
en'
Wel
lingt
on-N
ap.
Zal
ma
.11 x X
X
/,,
IV. GRADE PLACEMENT
L
Each school, parti,cipating in the Migrant Program; assigned children
on the basis of iriformation recorded on their past sc4iool records, grade
cards, teacher judge7nt, and t'e'st results. The following standardized
_ tests wereutilized: Stanford Achievement Test,- Wideltange Achievement
Test,, Metropolitan Achievement Test, California Achievement Test, Stanford
Bint Intelligence Test, Weschler Intelligence Test.for Children, and the
Peabody Picture Vocabulary Test.
. The criteria used to`determine grade placement were found to be
satisfactory and effective. in most cases. Only a few schools ,experienced
aany problems at all which may have been traceable to the procedure used-4,
win grade placement, however, these were minimal and readily overcome.
For example, One stheduling problem was,noted and another involving grade
placement require9 retesting. In both instances these problems were
resolved through services rendered by the Migrant Center.4
Data indicates that, of the total number pf students who recei d some
type of service from the Migrant Center, eight-tenths of one,rcent werer
enrolled din special ecluOation, eighteen percent in ungraded classrooms, four
and four-ten thi percent,in kindergarten classes, sixty -eight percent in
g es one through six; fifteen percent in grades seven through eight, andA Z
ten port.;ent in gradpf# nine thrc;fugh twelv.
41
8'
,
The placement of elementarY school children did diPt pose
problems as did the placement of hligh school students. Because of
,graduation requirements and frustration experienced in certain subjects,
it was often difficult to keep high school students. enrplled ands' ested
in school.
I
4 2
O
V. TEACH TIO
Since each school system assigned migian
criteria used in pla:cin
,,:..
. ,children aceoriling o. TE
_
nrolleti-studythe eacher-pupil ratio varied
eceive state approvalfr m-s cho school. However,
they must maintain a teacher-pupil r- Le, not in ex'tess.of one to thirty or
KAA rating, one to-thirtyrfive for AA rating and one to forty for an A rating.
Therefore, ,the tea her=pupil- ratio was at or one Of these categ'brl'estdepending' on the rating of the school yliere the'rhigrants were enr
When the migrant ciilciren wOre assigned to,,, pe,cial -tu Eors provided by
funds-made avaitable throUghESEA, as amencle;c1 in.1966, for help in either
-..i.reading,' arithmetic, scie te, or social studies, it was possible tq decrease,
thefeacher-pupil ratio to a average of four and sevens-tenths .of one percent'
per period for appi'oximately,one hour daily.. , .
' Table II reports the average number of migrant students for, the regular
school year with'phopi each tutor worked by school district and-by grade.
When examining'thrs table, it should be remembered that migrant children,
and their parnts are mobileand that it is impossible to develop a tutorial
program_ ,w.Och will remain constant throughout the school year.
4b,
TABLE II
4 REPORT OF TifiE,TU ORIAL PROGRAM BY
SCii0OT DISTRICT
Al
BY GRADE LE
.School
Number
District
of
Phil -_
en
Clarktion
Cooter
Deering C-7.
Doninahnt
East Prairie
Gideon #37
Monett
New Madrid
N. Pe: scot
71
9616 0
56
'3437
18
124
18 10 12
1810.
12 9,
11 8 2
14
9
114
2213,
T2 6
'4 2
17
6
10 2e 11 9 '3 6 1
23
Puxico'
23
34
3
Risco
3'4
8
Senath
150
1.8
19,
27
17
S. Pemiscot
125'
,5
16
24%
11
Southland'
80'
89
13
Summersville=
74
12
16
Twin Rivers
22
3\6
.3
TOTAL,
1,110
97
154.
200 1166
Grade Level
5:
67
15
4
8-5
19'
22
68
10
7 55
3 625
35
63
12
15
-20
3.4
76
'13
116
4
8 13 1 15 29 17
112
D.
Ed.
Number
of
Tutors
Aver ge
Cla
Ziz
1 1 1 1 '1 1 1 3 3 1+ 2 1
4.7
8.
6.
3,
-4.8
5.8
3.6
2.1
5.8
5.4
4.1
3.1
3.1
2.9
14\o
1686
12
.18
31
'14.
7
1The number in this column indicates the number of children,-
nrolied.'.
2The average class size was based upo. the stati.stics
Used
',
e monthly reports
compiled by tutors.
--.....-Approx
I
rant students were-rolled in the 1972
30
Summer Program in eight school 10riZtta., One go his program was
to maintain a teacher-pupil ratio not in excess oL one to fifteen.
additional staff provided by the Migrant Center was considered,
.-1
When the
the teacher-
pupil ratio for migrant children was in'some instances one to one, and in-
no'insta.nce was the ratio greater than one to five.
-I.A.LTable III may be found the number of migrant students enrolled in
the 1972 Summer f3rogram_by_district and grade _level.
is
'
i!
4$
TA
BL
E Y
u
.1.
t
.,
.0'
4
.,
.
A R
E O
RT
.T
HE
TU
TO
RIA
L P
RO
GR
AM
BY
SC
HO
OL
DIS
TR
ICX
''
,i'
!..
f
' AN
D.B
Y G
RA
DE
LE
VE
LI
Scho
ol.
Dis
tric
t
Num
ber
, of
Chi
ldre
n
.
Gra
de L
evel
-
7 8
. K,
..
K1
23
45
b.S
peci
alu,
ccat
ibn
Del
ta C
-71
E. P
rair
ie,
Mon
eft
.
,N
ew I
vlad
rid'
N. P
emis
cot
Puxi
co
Sout
hlan
d ..
Surn
mer
svill
e
'89
1
78.
8
23'
55 21 48 33
21 . . 2
10 2 5 5 8 6
7 ,.,
.
1 3 10 6
11 10 4
22
8
9 8 1.
1,0
5
,
. 2 17
5
17
..
.
.
,.
- 3 I
.
TO
TA
L '
355
23.
3633
6128
2516
t\
1922
3' .1
9
.
1za
t, n.
The
org
aniz
atio
nal p
lan
was
ungr
aded
, tha
refo
-r-e
i-It
ade
leve
lsw
ere
not 8
esig
nate
d.
/ r i
X'/
(I
VI. INTER-RELATIONS? WITH THE REGULAR TITLE I PROGRAM-'.a
All of t ihe eligible migrant students, who participated in the migrant
program, attended the public schools, From a sample of thirty-three. schools
it was found that 2,109 migrant children were reported as participants in five
migrant activities - -Table IV. Of this number 1, 263 were in'tutorial activities;
1, 455 received educational materials from the migrant material center; 148
rece)ed the services of the Diagnostic Team; 359 received health assistance
and 355 participated in migrant summer school programs'
TABLE IV
PAR T/CIPA TION IN MIGRANT ACTIVITIES FY )72
Total Educational DiagnosticNo. Migrants Tutor.ial ,Materials Team Health Summer
2,109 , 1, 263 1, 455 . 148 359 355
Participation in regular Title I activities involved 1,380 migitapt
students out of the 2,109 total parti ipants, This accounts for some sixty -
two percent of the total participa,tion. ighest instructional participation was
in e area of Y\eading with 30 students. .Health, library, and guidance partic-
ipation was 599, 333, 304 respectively. There were other Title I instructiaial.31-
service activities in which students were involved. Table V reflects their
participation in these activities.
47
eT
AB
LE
V
INV
OL
VE
ME
NT
OF
PAR
TIC
IPA
TIN
G iN
/IIG
RA
NT
S
IN R
EG
UL
AR
TIT
LE
IC
TIV
ITIE
S FY
'72
/.
/1'
lot
an
s
T/
.I
'. S
ocia
lSm
all
'O
ther
Mig
rant
s R
eadi
ng M
ath
Sum
mer
Edu
catio
nC
lass
Hea
lth S
peec
h G
uida
nce
Lib
rary
: Foo
d M
isc.
4'/
*I
1;38
053
017
614
2.5
4*6
159
964
304
3323
,37
8,
rS
./
.
34
Because of the involvement of some migrant students In both migrant-.
----..-'--,_and Title I activities, local respondents were questioned whether it would be
, -..
possible for some of the migrant activities.to'-b,e absorbed by the regular. ) -.,-
+
,,--,,
-L..,
Title I program, aj343 therefore, 'free some of the -migrant. funds currently' .
being used as imp,lied above for additional migrant serviceNot now., . , .available. Nine of the schools reporting, said, "yes", and the re airlder
.f,,, '-`-... .\indicated thatsthis would not be possible. In general those responding\."yes".
. .. .. \- .0
were schools which received a limited amount of service through the migrant
program. In a few cases Title I carry over money was available. The need
for additional cooperation between the MigraneEducational Center and the
'State Department of Edtrcation to More closely cobrdinate the effqrts of the
.two programs, and thus, avoid duplication was quite evident.,
The Migrant Educational Center provides specialized services which
may not be provided when only local Title I funds are utilized.
*No
49 ti
rs,
4.1
VII. COORDTNATIQN WITH OTHER NON-TITLE I ,PROGRAMS
,On the basis of the information reported by local educational agencies
conducting migrant activities, is ,apparent that there should be betterticoordination betweerimitrant activities and other agency programs withinI.
,. , -N
districts. According to these reports' the majority bf the sp'eC0.1 health'needsv
4, , ,
"q .,
---Alocal 'title I stuUnts were providecreither through migrant or Title I
aaivities. Due to the Icreased availabilitrOf free lunches Migrant children1 "V
were able-to obtain the needed food service.b.''throughregUlar school channels.`,"
r.
*-
k In some instances k void was found in some of the services available \.4
c. ,,The.pt:oblems inhe,ent Were depefftlent upon the number of rtiiwant children
Iconcatrated in a particular district: Effort should be increased toward
providing additional services (where needed) to migtant Children either
through- the Migrant program activities or through regular school activities,
and the migrant program staff should,provide consAltative services and
supplementar-Y materials. Summer programs, Nordinat.ed with regular
'Title I summer school programs which concentrates on deficiencies ofV.'
migrant children, should be encouraged and continued..4Bt
Perilays,,one of the greatest needs in the way of coordination is to work
more closely with school and her community organizations to reduce the
home-SchOol communication gap. Parents of migrant children often are
reluctant-to seek meals or other needed services for their children.
50
Upon review of this situation two clusiAns are,evident:,,
, . .1: The basic needs of migr rit children w e generallybeing met through the. various programs i operation «within the local school districts.
fi
,Schootofficials may not be aware of either the resburcesavailable r the participatfcal of migrant children\irt,\`other ageric activities-within.ttlacal community
44
4
t.*
ol
Q%-
a
7
I1
a
VIII. INSERVIE TRAINING
Inservice workshops fC>,rnigrant tutors were conducted by,the Migrant.... .-
Center staff upon requet.' The'se' workshops we centered around 'social-..
4 : .- , \N
logical and psycholoticai factors assbciated, with migrant youth and technigies1,. \ ..
of teaching migrant students. .The centei. also he,14 works hops for the purioset Il .,
of clarifying the records sy6tem. In addi,tion to tirk,workshop which were, A .
. 17 ..conducted for teachers_ sonic wdrea-a10 arranged for supportkve 1 rsorineI.
School' nurses, teacher aides and hom-e-scheciircoordinators were i.netluded..
, \
., .. . \-These workshops were custorfazed, to peet the unique requirements of the, ,, ..)
_region ox'school di5trict4eredv.yt . \ ., .
'A total of eleven one-day workshops were conducted by the Migrant,
'..
Center staff at eleven different locations. Three workshops involved reading,
four involved arithmetic, and four involved record keeping and interpretation.,
The outlines which may/be found in Appendix D illustrate the kind of\
aCtivities ,w,hich were covered in the'WorkShops.
Table VI identifies each workshop by type; target group, place, date,
timP, number participating, and in some instances an evaluation of the results.
All of the w'orkshOps, except those pertaining to records, were evaluate4 on,
.,a ten-point scale. Tenvas excellent, and one was poor. A copy of the
. -,.. . -,..wiorkshop evaluation forn<tnay be.found in Appendix E. The last five .columns
. .,., \ .
N of Table VI show the mean score for each `of the five categories responded to->-
by the workshop participants.
52'4
TABLE VI
A SU ARY REPORT OF INSERVIGE WORKSHOPS BY TYPE AND TARGET GROUP
I
---
.
,TYPE OF WORKSHOP*
.,.
.
TARGET GROUP
PLACE
.
-. DATE
TIME
NUMBER
PARTICI-
A
PATING
..
EVALUATION
-
12
4,
5
"Mathematicg
/Tutors .24
Tchrs.
:of Migrant
Children
Wardell-
2/22/72
1:3.0-3:30
20
-
,I
8.5
9.5 q.
9.3
9.1
3.7
Mathematics
IT
Senath
,2/29/72
1,:30-3:30
15
8.9
9.5
9.1
8.1.3.1
Mathematics
11
E.Prairie
3/14/72
1:00-3:00
14
9,2
9.7
9.1
7.5
7.3
Mathematics-
,-
"Doninhan
3/28/72
1:00=3:00
10
9.5
9.5
9.5
9,7
6.9.
Read-ing & Educ-a-
tional Materials
Q. Gideon
.0
.3/21/72
1:30
-3:30
19
8.6
9.1
3.8
9.2
7.5
Reading & Educa-.. 1
tional Materialsi
,n
Cooter
4/18/72
1:30-3:30
17
8.59.09.0
8.6
8..3
Reading &,Educa-
tional Materials
,n
,Broseley
4/25/72
1:30-3:30
12
9.8
9.9
9.7
9.7
9.4
Records & Program
.
School nures, Bragga-
Administratiire docio
personnel,
gUidanc-e-coun-
selors &
tutors
12/1/71
1:00-3:30
41
,
.
r
.
-
.
Records & Program
Bell City
12/2/71
1:00-3:30
13.
Records & Pr-Ogram
nFremont,
12/13/71
1:00
- 3:
3010
Records & Program
nMonett
9./24/71
9:00-2:30
10
Reading
c
,
Tutors &,Tchrs.,Cooter
of Migrant-
Children
6/8/72**,
9:'00-1,:00
/1.2
.
Mathematics
niCooter
6/9/72**
9:00-1:00
12
*Thes'e workshops were conducted by Migrant Center Staff personnel with the
assistance of other professionals
4**1972 Summer Program
St)
The mean for each item was eight or above with the exception of the
beginning times and length of the workshops. These were set by local
"administrators. The reasons why these two areas received a lower ratings
are not known. In the past the workshops were held after school hours which%-
could account fora low rating then. However, during the 1972 Fiscal Year '4
the' workshops were conducted during regular school hours and during the
regular 'school day.
Migrant Center staff members attended professional-meetings and
participated in inservice training. The area coordinator from Little Rock,
Arkansas, visited the Center at Cape Girardeau, Missouri, at least twiceA
during the year. These visits included inservice sessions with the Terminal
Operators, discussions which centered around keeping and using records of
migrant children.
The Elementary and Secondary Education Act Coordinator from the
State Department of Education, the State Director, and the Migrant 'Center
Coordinator attended a two-day workshop in Lincoln, Nebraska. It was
conducted by personnel headquartered at the Data Bank. It dealt with the
record keeping system, and the information recorded on the records. The
workshop was designed for two different groups of people. One aspect of the
workshop was designed primarily for directors and/or a.dministrators of\
migrant programs, and the other was for terminal operators. The State
Director attended-the meeting designed for administrators, and the
Coordinator participated in the one involving record keeping, etc.
54
The chief terminal operator and two of the lvkigramt,C.gntetvs-ecre-ta-ries
attendZrd a two-day workshop in Little Rock, Arkansas. This workshop
involved the operation of the terminal and the: resolution of problems
relative to the record keeping stem.
er Center personnel" attended workshops as follows:
1. Reing Clinician:' One week workshop in Detroit--NationalC'o'nvention of the International Reading Society.
-Z. Counselor: One week workshop in Chicago- -NationalMeeting of Guidance Counselors.
. Reading Clinician and Iviigrant oordinator--One-dayworkshop at Broseley, souri, on the Audiometer.e"
I
4. All Center personnelTwt-day Kindergarten workshopsponsored by Southeast lviissouri State University.
5J
IX. NONPUBLIC SCHOOL PARTICIPATION
1.1
There was little, if any at all, nonpublicschool,participatinn in the
Migrant Program in the school didtricts reviewed in this area. This is
probably because there are relatively few nonpublic schools operating in
the areas of this State in which there ig great concentration of migrant
children. However, nonpublic schools areaware of the availability of the
services rendered through the program, and the criteria used in identifying* s
and classifying migrant children.
56
X. DIEMINA TION
._The Primary need and value of dissemination activities is to acquaint
the local schools with the programs available to school districts enrolling
migrant children,' acquaint instructors who have migrant students with
special methods that might be used to instruct these children, and to share
specific rnethocrirA----liich may be used by son.e school districts which may
be adaptable for use in others.a
Primarily, information relative to the,rnigrant program was dissemi-
nated through Workshops and meetings condUcted by the Migrant Educational
Center staff.- Sixty-nine teachers participated in workshops, when specific
instructional methsds f6r migrant children were discussed and analyzed.
Also, inforrriation was made availableto the public schools through
Migrant Educational Center 'staffmembei contacts on an individual basis.
The Migrant Center staff was ,always available fccr-assistance when problems
arose.
- Dissemination to Ihe public through news media waslimited.Sc*
newspapers were occasionally used to inform the public of the various,
migrant activities. Mdnett and East Prairie seen-_ed to 'be the only districts
in which a large amount of inforrr,ation appearedd n the local newspaper.
5 7
XI. COMMUNITY INVOLVEMENT
All segments of'the community were invited and urged to become
involied in the Migrant Program, and many communities offered a variety
of services to enhance the program.
In some con.munities local businesses provided field trips for the
students. In others, however, local service clubs purchased clothing,
shoes, and glasses for migrant children. Community organizations, such
as Delta Area Economic Cpportunity Corporation and the Office of Economic
Opportunity supplied clothing, and local citizens provided transportation for
children who needed medical service. The Citiz-ensAiivisory Counci-l-and_:]
local Parent Teacher Association publicized the migrant program.
ParentS of "Migrant children were frequently 1-----ted-a-nd_urgred-t-9------
beconTe' actively involved in the pr_Qgram designed to *benefit their children.
Parents ect with- nurses to plari and carry out health services on an
individual basis.
58
d' 00'
XII, PROGRAM EFFECTIVENESS
(An outstanding contribution to the effectiveness of the migrant prograirl,
may be found in the development and mainte'nance of the migrant record
system, and the transfer system_which involves the Migra t Data Bank.
However, any good program has attendant problems and the r system
is no exception; Unless records 'are maintained and frequently updated their,
Value is decreased. Also, it cannot be shown that services have been
rendered unless the proper entires are made on these records, If mig
children cannot be identified, and if the ser they receivedc..aQot be
am hasverified by records, then the rationale for this aspect of the pro
been greatly minimized.
In a few instances some difference of opinions relative to the effective-.
ness of the record system, was noted, The Migrant Center'Coardinator viewed
the problem as one involving a lack of understanding on the part of the people,
in the schools who were responsible for reporting the necessary basic da-ta.
which is recorded on the records. For example, it was dis at in
some instances information was placed on the migrant recor hitt could not
be fed into the computer beau-Se of,impropv coding, or because no spaceK
was provided for the information obtained from those reporting for the schools.
The tutors who were responsible for seeing that the records were
complete, viewed the problem differently. The following ;points were made
by them:
59
r
1. The time fapae. between the initiation of an enroll-ment transmittal, and the return of a student's record,could be minimized, if the current procedure for handlingmigrant student records was modified. This would tendto insure that the handling of transfer records.wou'ld
----continue to be done quickly and efficiently.
-ecord system could be more effect ye, if additional-flexibility in the amount and kind of data placed on thetransfer record were permitted.
Require only that-da-ea from a tutor which is to be transmitted.
4. :21--1a7-97:- p;ritatis the total number of transactions currotitlyneedto update -r. .could be reduced.
Tketutoral-At,ri-but problem to a lack of un,i,.,rstanding (on their
part) of hew, .r s system operates.
recommendation which-Might help resolve the above problems may
well be an improved method of teaching the proper procedure for record
keeping, interpretation, etc., to those delegatedthe responsibility for
reporting and recording data. The completion of the a.ctual.forms used in
the program in a workshop situation could very well be a practical solution.
concerted effoit on the part of the Migrant Center staff dined to inform''7-
all people involved in record keePing'procedures and how the entire s em
wo = would ,be valuable and u1. An increased emphasis on the'41.
importance of reco- eeptng and a greater awareness of tutors about the
rogram
igrant record system should increase the effectiveness of
Mr. Jim2Wilson, Area Coordinator, Migrant StudentRecord Transfer,
System, of the Data Bank in Little Rock, Arkansas, generally considered
60
46
his semi-annual visits to the terminal sitelocated in Cape Girardeau,
Kissouri, one of pleasure, even though they were o fficial Visits, because
theminal operators seldom.had problems, and they were constantly. _...__,
endeavoring for perfection in the system'of record keeping and the various'NA
other areas of responsibility for which they were charged.
A letter from Mr. Wilson rela tive to his latest visit to the Migrant
Cehter, may be found in Appendix F.
Vs
61 N,..to11,400.4
4.
f
#
SPE 6IAL AREA'S,
Under the caption entitled, "Exemplary Programs, 1' which may be
found in Section II, two pre - vocational propan-1i which were in operation
during the.1971-72 School Year were discussed in some detail.' Involved,
Gras a program at the junior high level and one at the senior high level.
Students enrolled in these two programs were low ability and/or
achievers. The primary objectives in both 4:t'sei were`preparationfoT
daily'living and the world of work. The services described in Section II of.
this report were supplementary to those provided in'the regular educational
program of the school. Services in the handicappe areas involved both
physical and mental. Such services as tonsillectomieg, dental work, hearing.
aids, glasses,' and physical examinations were provided.
Some of the special areas and the services provided in each category
are listed below:
Testing and"Dianostic Services. A diagnostic team consisting of a
.buitlance Counselor, Reading Clinician, and Social Worker was available
upon request. The 'primary purpose of this team was to make an educational
assessment of migrant students. who are not ,realizing their potential. After
assessing a child's difficulties the ter'presEribed written recommendations
for helping the child. The staff then worked with teachers of migrantti
children in implementing their recommendations. Priority for this service
62,
p
N
0
,,
48-5
,A1 s
'2
,Jas geiven to,first; year migiant children, 'hoWeVer. A copy o,the referiaL
s
used may be. found in Appendixt.
Health Services. Health services for migrant children are prpvided
through the Migrant Program when other sources, both school and community,
have been exhausted. Health policies, types of services avlailable, and forms.
for referral may be found in Appendix H.
Guidance and Counsel' g Services. Cne of the staff Members at the ,N
Migrant Center is a certified guidance counselor. This person is availableY
upon request for the purpose pf assessing emotional, intellectual, and
behavioral limits of migrant' students who demonstrate extraordinary
problems. A copy of a form used wfien obtaining isnfo'rMation for use in the
counseling phase of the Migrant Program may be found in Appendix I.
Worker., A social worker is available Upon request to assist
with home visitation. Therimary purpose of this service is to help
develop better cooperation betwee4he i-c-hools and parents of migrant
children, a ncf t o assist the children In elevating their educational
achievement in school.
XIV. CONSTRUCTION AND ,1QUIPMENT
Schools operating within the framework of thelv4.igrant Center tutorial\program did not request funds for the construction of claitkroom space.
These schools furnished the necessaryvfacilities and_utilthes. In somt4
cases facilities were found to be sub-standard. Howevere basic services
were being rendered reasonably effective even though this condition existed.
Because the migrant tutorial program was pne of the more recent federal
programs to be adopted by local chool districts many of them (school
districts) were hard pressed to find uitable space. Since classes were
small (6 to 8), all schools were able to ovide fairly suitable qua ers in
which teachers could oviduct classes.
\\ Instructional equipment wail also furnished*b local school districts.
Movie, overhead, and opaque projectors were available or use in most
classrooms in which migr t children were taught. Filmst 1. machines,
controlled readers, tape re
were ,provided.
, record players and many of r items
Sout- heast Missouri Stilt University provided facilities for the
Eauciational Services and Records Center. This facility is a six-room house/
adj,. cent to. the University's campus. Generally speaking, the facility m- eets
the,needs of the staff ciuite well, however; the lighting system is poor and
adequate storage space is lacking.- Additional space is also needed for staff
conferences.
61
S50
,,Since most.schpols provide eir own basic equipment, the Migrant
Center has not found it necessary to purchase much equipment which isie- se4 I
considered standard in most instructional programs.. Some equipMent which
was not available for use in rnOst schools was purchased, however. One
such item is a v.idecon.television system compoied of'a ttrecision video.
recorder, two cameras, fot.ly television monitors, microphone mixer and
.'two micrOphones..
5
O
XV".. SUPPORTIVE SERVICES
Supportive. services which include making availabte 'adequate rood,
zneeded clothing,'.and health care (medical, dental, visual, etc.) were '
provided to migrant children as needed.
These services were supplementary and they were offereid only after all
other community, church, service clubs, and school sources has beenti
exhausted.
During the 1972 Fiscal Year the supportive services rendered were11111t
s
available to all migrant children. However, not all these children availed.. ,
themselves of the opportunity to take advantage of the supportive services.
Table VI indicates the number of children involved, and the kind of
health services rendered through the Migrant Program during the 1972 Fiscal
Year to migrant children in numerous school districts in Southeast Missouri.,4
A brochure explaining the health services available for migrant Children
was sent to.each school district. Schools eligible, to paIrticipate in the program
were supplied with Health Referral Forms to be used for any child needing
health services.
The project nurse cooperated with local school nurses and teachers in
conducting physical examinations, visual screening, dental examinations,
and the issuance of dental kits.
66
CS:
.
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All
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Ber
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Tot
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of S
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cont
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2
4
4It
XVI. PROGRAM INTEGRATION
Some examples of the way Migrant Program activities were incorpo-
rated into the regular school program follow:
1. Tutorial services were available to each migrant child inaddition to the instruction available through the regularschool program.
2. Another phase of integration involved smooth c mmunicationsbetWeen the regular classroom teacher and t utor ofmigrant children relative to the educational problems ofthese children.
3. When a migrant child moved into a local, school districtand was assigned to a classroom, the teacher, ..the counselor,and the tutor determined his educational needs. "The tutorthen gave him daily individual instruction in the areas ofreading and/or arithmetic. The regular classroomteacher and the tutor cooperatively plannect a program tofit a child's particular needs.
In some instances schools found it difficult to provide tutorial 'services
for children. However, in some cases this,was overcome by various means.
A few schools discontinued a scheduled recess in order to' provide auxiliary
services which included tutorial services'for migrant children. Lines of
communication between the building principal, regular classroom teacher,
tutor, and Coordinator from the Migrant Center seemed to ke very
functional; and those involved seemed to feel that this free and'open commu-
ncation resulted in a smooth union of the migranf and regular school programs.
Upon enrollment of a migrant child in a school it was the. responsibility
of the local school to assess the child's comlftencein the various academic
/0
4
56
areas. If it were determined that he needed speCial help,, he was
placed with a,tutor of migrant children. The achievement test results, which
in many instances were diagnostic in nature, were given to the tutor who used.
them as a basis for gaining greater insight into and understanding of the
pr-ohlem areas involved. after the child was placed in the migrant program,
discussions by the regular teacher and tutor of migrant Children were held
periodically relative to his progress. If additional problems were discovered
by either the tutor or the regular teacher, discussions were initiated by
either party as the need arose.
Auxiliary services such as counseling, the health program,1 speech
therapy'sa.nd others provided by the school were also available to the migrant
child. Often civic organizations were asked by the school to provide funds
for clothing, glasses, hearing aids, etc., for children, and in some cases1
the child was a migrant. The migrant program, the school, and other agencies
collaborated in raising funds to meet the unique needs of migrant children.
The school lunch program made available free lunches to the migrant child,
and breakfast, if the school was operating a breakfast program.
Regular and supportive services which were provided by the schools for
all children were also'available to migrant children. It was generally found
that tiler programs provided for migrant children were as good or superior
. to those piovided for other children.
It was evident that the Migrant Center and the administration of the
schools involved had made a ceficerted effort to integrate the migrant
71,
57
program into the regular school program.
The inservice training prOgram for 'teachers and tutors of migrant
children were developed in close cooperation with the superintendents
'and principa,ls of participating schools, and it supplemented their regular
training programs.
V
4
XVIL STAFF UTILIZATION
An:'enthusiastic, well- lified, and efficient staff was found hard at
work implementing the 'grant Program of Missouri. They are housed near'
- the campus of So east Missouri State University. Their duties are many
and varied. Below may be found a breakdown of:the major duties performed
by various staff members:
I. The duties of the teacher aides included the supervision ofplayground and other non-instructional areas; preparationof inbtrtictional materials and equipment; assisting studentsin learning situations under the supervision and directionof-the regular classroom teacher; assisting in the corn-pletion of records and reports; did clerical wort; andperforrn,ed many other routine duties.
2. The project secretaries and, terminal operators performedduties common to these areas. The operation of the migrantrecord system, the Materials -center, and other secretarialwork were performed very efficiently by these staff mernberi.
3 A guidance counselor, reading clinician, and social workerprovided a nucleus foe a diagnostic team which was avail-able to all schools upon requeSt. This team was used tomake an edudational assessment of migrant students whowere, found to be below their potential.- After an assess-ment of the child's difficulties was made the team prescribedremedial treatment designed to assist the child in makingnormal growth and development.
4. The Center health nurse worked with local school nursesin providing various types-of health services to themigrant child.
75. The,librarian selected, catalogued, processed, and distri-
buted an abundance of source and instructional materials(software and hardware),
73
6. The Director' performed well the many administrativeduties devolved upon him such as directing the personnelemployed at the Center; seeing that the appropriate,records were kept; that all reports were properly'prepared; maintained constant contact with the StateDepartment of Education; and planned and executedthe type of leadership needed for an outstandingprogram.
7. o The professional staff was used as follows:
a. To conduct programs designe'd to acquaintschopls with the,project
b. To conduct- iiiservice educational workshopsfor teachers and teacher aides
c. To assist with the identification of migrantchildren
59
d. To update records of migrant-.children
The Coordinator visited the tutorial programs in operation in the
various schools. His main purpose was to serve as a liaison between the
Migrant Center and the tutors of -migrant children. In addition, he was
always available to the tutor for assistance and consultation concerning the
instructional program. A schedule of the Coordinator's monthly visitations
may be found in Appendix J.
7 4
.0*
XVIII. NEW PROGRAM
During the 1972 ri-scal Year our new programs were initiated in
cooperation with the Delta C-7, East Prairie, New Madrid, and Ri co school
djstricts. The Delta C-7 program involved a six week foreign language
cultural enrichment program; the East Prairie innovation involved pre-school
children; the New Madrid program involved a special attem1pt in locating
migrant children; and the Risco program involved an. experiment with a
pre-vocational pilot program. A rather succinct description of each follows:
.Delta C-7
>
The migrant program in the Delta C-7 School District was cooperatively
planned and organized by the Migrant Center staff, teachers, and school
administration of the local school district.
The innovative six week'Foreign.14,nguage Cultural Enrichment Program
was partially funded by money availible through the Migrant Center. Fifty-
seven children were enrolled in grades one throufih six in this program, and
their ages ranged from six to twelve. Thirty-nine were migrant children.
The staff included two teachers and eighteen high school graduates who
served as tutors.
Because recent high school graduates were utilized as teachers, it was
necessary to conduct several workshops for them to learn how to work
7
01- 61
effectively with this type of child. The fullyiqualified and certificated
teachers not cTly conducted a three-day workshop for them prior to the
beginning of the program, but also conducted three workshops during the
six-week period that the program was in operation.
The purposes of this program were maziyfold. It was an adventure in
sight and sound with cultural experiences in art, music, and the Spanish
language. It exposed migrant children vicariously to cultures different from
their own; perhaps created an interest learning the Spanish language; and
the teachers were able to give these students Mqre individual attention than
they normally were able to give them during the Agular school year.
The children shared, nurner us experience:' They learned Mexican
folk songs, dances, and learned o accompany themselves on'simple rhythm
instruments'. On the last day of school the children presenteA. fiesta which
involved the music, etc. , they had learned.
In preparation for the fies a the children constructed in their Art
classes a lifesize'Mexican villaie including a house, market place, and a. , .
church. They also made papier-retch& animals, beads, paper flowers,.
dried-apple dolls dressed in colorful Mexican costumes, banners, and tie-I
dyed serapes. The entire fiesta was video taped.
The children made four field trips. One was taken to the Riverside
Museum in Carutherville, the Air. For.ce Base in Blytheville, Arkansas,
Call of the Wild Museum in Poplar Bluff, and one was taken to the Municipal'
Swimming Pool in Portageville.
7 6<0.
Although the Migrant Cenleir w s not totally respon b e for this program,
62
it did supply many materials such aS library books, films, a approximately
$500 worth of other needed-supplies.
The staff was-aware of the farct that a "new" program such as
inevitably involve some problems/and obstacles. However, in the final
ould .
/analysis they (staff) were of the pinion that the Cultural Enrichment Program
was a "very.rewarding experience" for them, the student aides, and for all
of the children involved..to
,East Prairie
Frequently there is a high rate of absenteeism in sch,:.)ol attendance by
migrant children. In an attempt to encourage school attendance of migrant
children, the East Prairie School District faculty and the grant Center staff
cooperated in experimenting with a nursery school, pre-kindergarten, and a
kindergarten for migrarit children. This was in addition to the instruction
provided in grades one ithrougheight. he school facility in which this \program was housed Was at Dorena, Missouri.
Ver'y often migrant children must stay at home and baby-sit with
\ younger brothers and sisters while their parents a e working., As a result,
they are deprived of adequate educational opportu ities, many times they .
never master the basic academic skills' in the el entary school. This is not
only a 4triment to their future acadefnic duccesls, but also, to them
ersonnall as well as tip/ society:
4
7 7
4%.4%
^-t
. .
IP
1
63
This program permitted the parents to work and improve the economic
welfare of the family, and the-children to attend school more regularly. The
pre--school-age children were transported to school along with their older
brothers and sisters by school bus. Teacher aides worked in the nursery.
One child enrolled in the nursery was only four weeks old, and in addition to
regular services provided baby supplies such as disposable diapers, milk,
and baby food were furnished.
The program was considered to be successful because`it reduced
absenteeism among school-age migrants; it exposed very young migrant
children to a classroom experienCe; and it allowed some mothers of young
children to work who could not have done so otherwise because there was not
a baby-sitting service available.
New Madrid
In April, 1972, a program supported by the ,Migrant Center enabled the
New Madrid SChool District to employ a qualified person whose primary
purpose was tO locate and idehtify new migrant famiIie in the district.
This teacher was employed for only Six weeks. During this time he not
only updated records, but also, located and enrolled 128 migrant children.
-This same teacher also 'tutored twenty-two students during the last fiv1/4e
4 .weeks,.of the regular school year.'11
Risco
6.4
....I. fAfter establishing guidelines a Pre-Vocational Pilot Program was
. . .. .
initiated in the Risco Junior 1-ligh Sccol. Three students were involved in. -
this nine week experimental program which encompassed career develop7t
education on al.:individualized basis. The aims ofthe program'aLe listed
below:
OBJECTIVES
t , r P.
.0
C
0
The Objectives of the junior high school pre- vocational program were: 0
1. To improve vocational opportunities for- children of.migrant families .
2. To direct attention to the many.ways people earn a living
3. To ascertain abilities that would be an asset toward trainingin skills and knowledge leading to earning a living
4. To evaluate vocational rriterests as a function of,theself- concept
5. To deNielop a curriculum oriented toward the world -of-'Mork based on a functional level commensurate with thestudents abilities,
6. To develop the following skills:
a. Verbal communications
b. Viritten communications
c, A'rithmetic furiaamentals
Yr. d, COrriliutation and understanding of money value
Skins related to oCcupational readiness ,
7. To assist the,'stUdents in making a transition from sdhoolbehavior to the kind of behavior expected for adjustmentto the home and community
The goals demanded a minimal amount of academic progress and the
emphasis was on activities designed to foster an appreciation for occupational
rea ess, a more positive self-concept, and a sense of personal achieve-
merit and Worth which might be engendered by an immense amount of
individual attention.' A tutor metwith these three students two hours every
day five days each week.
Iviaterials obtained through the Migrant Center included books, film
strips, and correlated tests.
The use of Telezonia was a spec 1 feature of the program. It was-,
obtained from'the Bell Telephone Coml)any, and it wasused for about two
wetks. The tutor questioned the' value of this particular aspect of the program
for' only three students, and recommended that the use of Telezonia not be
repeated.
Oral discussions were very worthwhile because they allowed each
Wel ent to Pxpr esti himself, and to interact with others in a very small group-1
situation.
Aiother significant feature of the prograrrowas a field trip. which was
made to the Pepsi-Cola Bottling Company. Its purpose was to,illustratelo.
the students'that classroom theory can be and is put into praCtice. Major
areas covered in class work werepinpointed during the tow..
The program was judged to be a success.
80 /..0
Q.
Aix. PROGRAM CRITIQUE
(As the evaluators visited with people in the local school districts who
were directly involved in the program atthe "grass roots" level, as they
observed migrant children who were apparently disadvantaged at work in a
warm and supportive teachingllearning situation, and as they examined the
data and information available to them, it was obvious that the program was
reaching and affecting those for whom it was designed in a positive manner.
of Most children involved in this program, have not had the opportunity to
profit from the advantages afforded children from more affluent families.AS
Therefore, a well planned and executed program such as this one tends to
place migrant children in a better position-to function more effectively in
society. In the opinion of the evaluators this seemed to be happening.
,There Were4, 434 migrant children designated as such in-iviissouri_
during the 1972 Fiscal Year. Last year (1971) 3,408 were identified. One
thousand one hundied and ten of the 4,434 migrant children identified were
enrolled in tutorial programs during the regular school year, and 355 were
enrolled in the summer programs. None were found to be enrolled in a
nonpublic.school. Al o, 1,053 were enrolled in grades K-8 during the regularJ
term,- and fifty-seven were enrolled in secondary schools. All a the migrant
children enrolled during the summer term were elementary pupils.
During the 1972 Fiscal Year and 1972 Summer Session sixty-one
state educational1 migrant program staff members were utilized.
81
67
'Thirty-one staff members worked during the regular school year, and thirty
worked in the summer programs. Twenty-nine of the staff members who
worked' during the regular school term were elementary-teachers, and two
were secondary teachers. Whereas, of those working during summer school
fifteen Were elementary teachers, nine were aid-es.. -and six were involved in
other supportive roles. These numbers are presented as evidence of _an-
attempt to reach more children on an individual basis because individualized
instruction seems to be more effective with migrant children. Also, because
of their background and nature migrant children seem to learn more effi-
ciently, relate better to others, and improve more intellectually, if teachers
work with them on an individual basis and in very small groups.
After investing considerible time visiting 'schools, and talking with
many people involved in the program several strong features Were discovered,/
and a few weaknesses were obserlied. Among the strong points were those
_projects considered to be exemplary. They were discovered in the Cooter,/
Delta C-7, East Prairie, New Madrid, and Risco school districts. The COoter
and Risco projects were discussed in Section entitled Exemplary Pro64arrki,
and the Delta C-7, mast Prairie% and New Madrid projects were presented in
Section XVIIINdw Programs. Other strong characteristics of the program
were:
7
;
1 A low teakher-puplii;ratio
2. A strong inservice training program
3. Flexibility and a willingness to experiment with new ideas
1/4
r)0 L
err
0
46,4. Good rapport between all agencies
4,0
0
f
Ap improved 'systerrx d identifyingchildren
JP.
a
68
involved in th0 programt--
and accounting for Migrant
,,*6. The utilization of the diagnostic team in making educationalassessments,
Ifealth services provided
N
11.
c
Weak features of She program are:.,
I. Inadequate coverage of the State in the identification process
2. Transportation , ,
, . *
3. Communications and program effectiveness cotuldbe
improvecd by a full-timetime director 4,
. ..--. .. .!
, .,
,There needs. to be a closer coordination with other programs
. . . . ......,
- NiethOds of,diEisminating information.,
. Lack of appropriate and clearcut guidelines locally
8. The.,a,4
riarmment of the' cur n't quarters. ,
7. ,Community involvement in the various aspects of,die,program
, Progress iri Instructional Activities During the Regular 1972 Academic Year
'Instructional activities during the regular school year \Nerd numerous,,
(and .t4 present all the dataavailable:,in the various instructional areas such
as Znglisk, s6.041:.:4eudies, drit.hrnetit, etc,. , mould be a bulky report in.
itself. Also, resent ;tikuminous'dita s'O that it is manageable and
meaningfulivithose who examine it aten'crea,tes.problems. Therefore,. as
.
,
it was indicated in the desigii of the evaluation only data pertaining to reading,
spelling, and a,rith etic will be presented and analyzed in this section.
83 /
1:
'
.!
69
Pret and Posttest were administered to migrant children in grades
one thr ugh twelve. The fifteen schoOl districts and number of children
-tested by schoql district may be found in Table VIII. -Presented in this table
is information only on those children who took both the pretest arid.posttest.
Many other migrant ohildren took either the pretest or 'posttes't, but they did
not take both of them. Therefore,4data on those children is not included
in this analysis.
r
4
r
eft
e."Oge.
,it
8 I,
: .,
fr
0
e
70
TABLE VIII
SCHOOL DISTRICTS AND THE NUMBER 01°-MIGRANT CHILDREN TO WHOM
,A PRETEST AND POSTTEST IN READING, SPELLING, AND ARITHMETIC
WERE ADMINISTERED
School District.
Number Tested
'Clarkton
Cooter
Delta G-7
58
82
101
,Dona n R-I 37
East prairie R-II 4611
Gideon No. 37, 26
Monett 29
North PemisCot R-I 103
P.uxico R-VIII 10
Risco R-II/ ° 30
Senath C.:43 1367
Southland 71
South Pemiscot R-V (>0
Summersville 65
TvVin Rivers R-X t.21
Total 15 875
I 71
The Wide Range Achievement Test was the standardized instrument
Used to gather data in each of the various school districts in reading, spelling,
and arithmetic. It was usually administered to small groups. The data
obtained from the us,e of the Wide. Ran .in Achievement Test were processed... .
.. by computer., -
In:rabies:IX 'through. XMCVIII may be found the number of migrant, .
children tested'in tutor, schobi district, grade levbl, pretest and posttest
means for reading, spelling, and arithmetic, and the results in terms of
a mean gain or mean loss.
-A
4 ..
t
i
M
. eft .. ...
86- 9
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..,
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-
w.
NO
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: Thi
sibt
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read
as
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upils
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xper
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mea
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for
ty -
seve
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rea
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nd s
ixty
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ari
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able
s X
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7.10
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1.06
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,
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n
1972'Summer Scheel Program Evaluation
102
Three hundred fifty -five elementary migrant children, were enrolled in
the 1972 Summer School Program. They were taught by, fifteen professionals,4
c
nine aides, and assisted by six nonprofessionals. Surnme.r School Prog
began early in June and ended in august. On-the-spot visits by the evaluators
revealed that the_children enrolled were studying in such academic areas as:
I. .Arithmetic
2'. Reading
3. Science
4. Social Studies
5. Language Arts
s)
In addition to the academic areas listed above many migrint children
enrolled in the 1972 'Summer School Term received instruction irk art, music,
and physical education.
The general overall program objectives for migrant children were te:
1. Raise their achievement level in the basic skills subjects
2, ,Z-,issist them in the developrirnt ofaciditional ptide in theirdomes, community, and nation___: -- --
.3. Involve the. participanis'in educational experiences designedfor their level of achievement -.
-i4. Enrich their lives through experiences in special areas such
as music and art,
: .5, Involv them in a special program of he,alth education and
physic 1 fitness. ri., .. .
6, Teach th m how to contribute more effectively to homeand f?.-mil lip
-1.17
a
r
1.03
The Summer chool Programs seemed to be well planned, the staff well
qualified and properly assigned, and the facilities used were geneially adequate.
Scientific Methoils were used to entify igrant children selected to parti-
."cipate in the programs, They were carefully laced in the various grade
levels, and flexibility was,maihtained throughout t (1' session so that, if a
child had been improp,erly placed, he could be moved to another group more
in Reaping with:his level of academic performance.
Financial support of the programs was reasonably adeqaate,
things could have been done that were not, 'if more funds had been.
. ,0
in the budget. However, at least two schools (Delta C-7 and East
but some
included
Prairie)
had unique programs., They were -explained in Section XVIII.:.. .
Staff memberb at the 'local level which included tu. tors aird'teaChe`ers.... , ,. . ,
_ -..-,.,... ..,.* ,aides were carefully Selected, organtzd, and iSerMitfed to teach in the ateas.. , . .r .,
t- ' .... '., in whichthey were .strong c o
4i- se, in n eveiy instance of staff seletio'n 7,.....,:,. . 0. - .. * . , , , ;, ,
interest in working, with migiant childran`.was Oven high priority".1, .. - , , .-:,
I . ..,. .-
The 'school day tisua,11..y began soznewheie tietween.the I-lour:of 7:3b 10r
, f- ".. "... ; , , .. ;. .
--
8:30 a.'M, and ehded`.6.orn 1:30 to t:30, p. M. In addition to toilet brOlcs, :. ,-, . , -... .
,c. ,.juice or. milk,. end cooky breaks were ofterischeduled sometime during the.
. 4
morning.' Hot lunches were prepared and :seryed'to .childien in pa4ny schools.01:
In gen'eral,instructionalMaterials, equi-pment, and eupplieS uSeci in
tilized 1 ,
1 . .
the local SclioolNittricts.thiring the reg-ular; sthooi year Were' also' . , , , ,
,,
in the special sumnier piobran)h. 1-loWever,.in some situation's. the, , .-. .
...., . .t r
were
."I
104
.not appropriate for use in teaching Migrant children. Therefore, in these
instances ,the program could have been more effective,, if More funds had
been avail1bLe with which to purchase instructional materials (hardware and .). 4 , ' -.6
,.. (- c, , A:software) more suited for this type of child. .
w t - ^
r
Some general long rahge goals for the school term, were listed. .
previously in' this section. They outlined expectations for the,children,s FEE,
involved. On the basis of the information obtained by the Evaluation
Committee from visits in the schools, talking to pupils, tutors, teacher's,g
administrators, parents, and the Migrant Center staff, the Committee.
concluded 'that the objectives for the summer programs were generally
achieved, and. that the growth experienced by the migrant childr'en enrolled. .
. .
More than offset the investment of effort and funds diverted to the euminer,
programs.' . .
4 ."0
;- Objective and subjective data relevant to tje summer, prograrris,,,veie
adietribled. This data tends to' strengthen the above -conclusions. °
. cibjpgtiv.e data was obtained by administering a pretest and posttest to migrant
childien enrolled in summer school programs. The instrurnent_us.ed wa.
the.Vide Mange .11Pchievement Test. In Table XXXIX may..,be found .the'echool-,
.Clistriote anal total number of children tested. Only the children who ;,verer.
given a pretest and posttest are included.
7
,.
119
C. I
4
\
t'
-TABLE XXXIXt7 )...*. .. .. .' . ,
THE, .
SCHOOL DISTRICTS AND THE NIIMBER OF MIGRANT CHILDREN TO WHOM
105
A PRETEST AND POSTTEST IN READING, SPELLING, 44 D ARITHMETIC
. ,
WERE ADMINISTERED
Stool 'District ,.. ..,Number Tested.. l l It r .
East Prairie
'1-Monett
North Pemiscot
Puxico. ,
S out hla tit.
Summer sville
Total 6
4
120
t
4
N
et.
106
S e
Tables, XLillyb4gh:,14 report, the number of migrait children tested,,
i, - ,, t, , \ t I. . . 3 li.,
. A
by tutqif,' h.4111,6olatit,siriatp graifi lekiel,,, praest and posttest means for.. - 4'.. ..:,,-..' r.gt. '''''''' \ .,, :
...... k-,,reading, qpelkir*,..* and 'aiskt,teirrretig,' an the.mean go.i241k loss.
... ..: ..i , , '. c " :qv ,'" .t-.4 4 '.,
,, , ' '' ' '« a, br , \ 4 ,.. ' 4 '' 4. . '.. , . At c.'
c c
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: In
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V
A scale of Studpnt Attitudes was utilized to ascertain the- difference.<
between the prera0.ngs and pos-tratings of students' attitudes. A copy of,
this scale may be found in Appendix A.
Table 11.1 representp the school districts and the number of children
whose, attitudes Were gauged. Migrant children who were not involved in,
both assessments (pre and post) are not-included:.
AA
13 4
Ks
p.
o
,
4
v
TABLE LII
SCHOOL DISTRICTS AND THE'NUMBER OF MIGRANT CHILDR N T9 WHOM
120
D
A SCALE at STUDENT'ATTITLIDES' WAS ADMINISTERED ,
S c ho o-k District4
Numper, Rated
Delta C-7
East Prairie
North PemIscot'
Puxitp
Southland
Summeisville,
37
37
20.
14
24
25
Total 157
tn.
1 3 5*
121
The results of these appraisals by tutor, school district, grade level,
nUMber of children rated, and the p rcentage mean gain or loss, are
reported in Tables LIII through LX V.
7. \
.." .e ------
N'S
136
.,
h
TABLE LIII
SCALE OF STUDENT ATTITUDES' RESULTS
OBTAINED BY TUTOR THIRTEEN IN THE
DELTA C-7 SCHOOL DISTRICT
122
Grade Level Number of PupilsRated
MeansPercent Percent
Gain Loss
01
37 9.99 I
1 ' .1 '-
Since the nongraded plan of organization was followed, no gradelevel is designated.
NOTE: This table should be read as follows: Thirty-seven pupils'were rated' and they experienced a nine and ninety-nine hundreds percentgain in attitude dating the summer.
O
137
J
TABLE LIV
SCALE OF STJDENT ATTITUDES' RESULTS
OBTAINED BY TUTOR TEN IN THE
EAST PRAIRIE SCHOOL DISTRICT
Grade Level' ,-
N'upber,of Pupils
Rated
MeansPercent
GainPercent
...., Loss
2 1
o
5.00.
3 1 0.0.
4 4.
, 0.0
5 6
. - i
! 1.85
6
.
' 1
i
30.771.
NOTE: This table should be read as f llows: In grade two the onepupil rated experienced a mean gain of five percent in attitude during thesummer. Tables LV through LXIV should be read similarly.
(.
1,13a
TABLE V
\!.
124
SCALE OX STUDENTATTITUDESI-R LILTS
OBTAINED BY TUTOR ELEVEN IN THE
EAST PRAIRIE SCHOOLDIS,TItCT
"1.
Grade, Level..
, ,
Number. bf PupilsRated
- ,.Means
Percent' Gain.
,
PercentLoss
. .
7 2.93-
. 2.50-:_
4. ...
.
, .50. 0
j39
TABLE LVI
4i 4,
SCALE OF STUDENT ATTITUDES' RESULTS
OBTAINED BY TUTOR TWELVE IN THEE;
EAST PRAIRIE- SCHOOL DISTRICT
125
Grade Level
.
Number Pupils .ated
MeansPercent
GainPercent
Loss
28.24
3 ' 25. 04
3 _3 32. 72,
3
.
K
...
TABLE LVII
I
1,
SCALE OF STUDENT ATTITUDES' RESULTS
OBTAINED BY TUTOR FOUR IN THE
NORTH PEMISCOT SCHOOL DISTRICT
14,
126
Grade Level Number of PupilsRated
MeansPercent Percent
Gain Loss.
3 6 17. 91
1
-,.4
141
..I
___..-------
,,
MI
TABLE LVIII
I
SCALE OF STUDENT ATTITUDES',RESULTS
OBTAINED BY TUTOR FIVE IN THE
NORTH PEiviISCOT SCHOOL DISTRICT
I
Grade Level Number of PupilsRated
12.7.
PercentGain
1
2
5
1
.3'
o1 it
142
2.86
'14.29
4. 76
Loss
hr
a.
---
TABLE LI.2
SCALE OF STUDENT ATTITUDES' RESULTS
OBTAINED BY TUTOR SIX IN THE
NORTH' PEMISCOT SCHOOL DISTRICT
128
Grade Level of PupilsR d
MeansPercent Perdent
Gain Loss
1.1
0.0
2 7.03
129
TABLE. LX
SCALE OF STUDENT ATTITUDES' RESULTS
OBTAINED BY TUTOR SEVEN IN THE
PUXICO SCHOOL DISTRICT
Grade Level . Number oof PupilsRated
.
Means -
Percent, Gain
.
PercentLoss
1 3 23.43 . -
2 1 18.18 N
3 3 . 22.98\
4 3 42.22
6 4 29.69
1 4 1Jr_
)
N447--
SCIriE OF STUDENT A TTITUDES'RESULT
OBTAINED BY TUTOR EIGHT IN
130
.SOUTHLAND -SCHOOL
.Grade Level
,
.
Number of PupilsRated
MeansPero nt
Ga'n.. _
i Per nt-Loss
't 1.47
2
.
14 85
33.06
.1 201 . oai
145
e
=
I I.
. TABLE LXII
SCALE OF STUDENT ATTITUDES' RESULTS
OBTAINED BY TUTOR NINE IN THE
SOU'THLAND SCHOOL DISTRICT-
131
-,
Grade Ldvel. .
.
, .
Number of PiLsRated '''
. 144ahsPercent
GainPercent
Loss _
2 - . 1 0-00-
3-
.
5 -......_.
.39.53
-__ 4 3
.-. . .
........
Jet
-146
1At
132
TABLE LXIII
SCALE OF STUDENT AT UDES' RESULT'S -,
-OBTAINED BY TUTOR ONE IN THE
summtRsvalg s GHOOL,DISRICT
Grade Level
3
Number of Pupils-Rated
5
5
PercentGain
\6.67
MeansPercent
Loss
2:92
1 9. 09
_147
Ay,
TABLE LXIV
5.
ti .2_
SCALE OF STUDENT ATTITUDES' RESULTS
OBTAINED BY TUTOR, TWO IN THE
SUMMERSVILLE SCHOOL DISTRICT
133
Ylk
.
Grade Level
.
Number of PupilsRated
.
MeansPercentGain .
1 PercentI Loss1
I
.
3Ns, .
5 . 1.542
4 1 0. 0
5 6 .93o
I,
., , 6. 2N ya
I 0.0
148
o
ef
`\\
Implications for. Change Based on the 1972 Fiscal Year Eva tiori.
134
Based upon experience, observation, and examination of data available
to the evaluation team germaine to the quality of the educational prOgram for
migrant children for the 1972 FiErc'alcTear and 1972 Summer Session,,the
changes suggested and/or implied below would seem to be desirable:
1. Sharpen the focus on program objectiVes
2. Include more migrant children in the program from otherareas of the State of Mis,,souri
Expand health services
4. Reorganize and paint the present facility used to house thestaff and materials
More closely superviie the tutorial.and other programactivities
6. The staLf is spread relatively thin
7. Develop a pro
P.
for preschool' Ige`children
Revise and unify bathe g lines for the program
9. Encourage the Migrant. Center staf participate in relatedprofessional activities, and bu*clAt funds It-1r this purpose
18.t Develop closer home-school-Migrant Center staff ties
11, ontinue the trend of col&cting "suitable instructionalmaterials
12. The assignment of the project,to the Div-talon of Educationand Psychology of Southeast Mit300.1.1Yi.taie University tends,to influence positively the teacher educaticin pr.ogram forthose, who plan to teach in sciioPls in Whichmigrant childrenare enrolled
14.9
Recommendations for Action for the 1973 Fiscal Year as a Result of
the Implications
135
This program is generally being operated quite effectively, and those
involved in its organization, administration, and development are consci-
entious, competent, and Very dedicated. However, their efft-its could perhaps
.be facilitated and made more productive, if the recommendations below
were enacted:
1. In-ctUae-eligible children in other parts of the stete
2. Involve more parents of these childrenin the praniiing':'and execution aspects 'of the 'program , .N.
3. Increase -the staff for the purpose of including a greatearea of the state in the program
4. Appoint an...Assistant Director with responsibilities designedto satisfy number three abolie
5. Devise methods for more effectively r. s-emina' tini information
6.: Continue to .operate .the project on a contractual arrangementbetweep Southeast Missouri State University and-theMissouri.State Departmerit of EduCation
7. Extepd the hesathistlyice aspect of, the program
8. More'closely supervise the activities of the program
.9: Allocate more spape in Kent Library to house additionalmateriaA r select a new location for the collection.. Thiswould by ncessityentail the employment of additional staffto manage the collection.
10. Select the Evaluation CoMMittee early, and brief themembleis at the beginning, of each fiscal year
11. Encoura-ge and support,financially, staff participation inprofessional activities
, t
12. Update the program by including an educational program,structured for preschool age children
150
t.'
..
XX. SUMMARY AND CONCLUSIONS
Summary
A'requirement in the applicatio0 njor a program grant to meet the
special educational needs of migrant children provided fof an evaluation of
the program in terms of its objectives.
The general objectives for migrant children participating in this
p,rogram were to:
1. Raise the educational level of the participating migrant ,children to that of other children in their age group
2. Establish and, maintain a complete set of educational andhealth records foreach migrant child in Missouri
3. Screen and refer migrant children needing health servicesto the proper authorities for treatment
4. Provide appropriate educational experiences for all migrantchildren enrolled in the program
5. Provide specialists to assist teachers, Barents, andchildren when needed
Although this was a state -wide. program, designed to accommodate
migrant children in both public and nonpublic schools, the majority of. .
..
children served in the program were located in the "Bootheel" section of,
, . .. , .
Southeast Missouri, and all of them were enrolled in public schools..
*This evaluation covers the 1972 Fiscal Year-which began July 1, 1971.,
and, the 1972 Summer Program which began in July and ended in August.
151
137
Data this ievaluatiorr tVere based upOn fads' obtained frordvisits and
interviews conducted in various school districts) records, reports, stan-
dardized test results, and the outcome of an attitude scale. This information
was used to substantiate on-the-spotvsits.
Some of the data used in this evaluation were gathered at the beginning,
some during, and the balance was obtained at the end of the 1-971-72 Academic
Year .or during the Summer of 1972.
The Wide Range Achievement Test was used as a pretest 'and, posttest*
to gather objective data presented as evidence of instructional progress.
Test scores were assembled by school district and grade level, and they were
fed into the computer for processing. The results were made known-in
Section XIX of this report.
Conclusions
Based upon the data assembled and presented in this report, the
following conclusions appear to be reasonable and justifiable:
.1. Closer supervision of the program is needed.
2. A full time Director is needed.
'3. The program can and should reach more children in Missouri,but additional funds and personnel are needed in order to ,accomplish this.
4. Expand the program to include preschool age migrant children.
5. The flexibility needed to experiment and innovate is ever preient.
.152
c4V
...1111 .\/6. Progress in the achievement level of the-migrant children.enrollee in reading, spelling; and arithmetic was made,
and there tended. to, be-an improvement in their attitudes.
138
7. The professional staff wh6 operate the Center are conscientious,_competent, and dediCated.
8., The high level cooperation existing between the Migrant Centerstaff from Southeast Missouri State University and the MissouriState Department of Education contributed to the effecti'enessof the program.
9. The procedures used in this ,program to educate migrantchildren seems to be an effective means of improvingopportunities for them.
10,-The Migrant Center should continue to operate under acontractual arrangement similar to the one now in existencepetvieen the Missouri State Department of Education andSoutheast Missouri State University.
11: The goals and purposes of the Educational Program forMigrant Children were generally realized.
12: In terms of the special opportuilities.,rnade available to themigrant children participating:In the program and the growthepcperienced on their part, the investment in the programseems ta,be warranted.
153
/
.. JL
a
a
(
APPENDIX 'A
SCALE OF STUDENT ATTITUDES'
155,
.10
4'
vfi
-4 -
SCALE OF STUDENT AT ITUDES'
School District
Tutor School Plant
141
MIGRANT STUDENT'S NAME Student I. D.
FIRST YEAR MIGRANT FIVE YEAR MIGRANT(Check appropriate space)
SUBSECTS BEING TUTORED
LENGTH OF TIME PERIOD WITH TUTOR: 7"to
DAYS WITH TUTOR (Circle) M T W TH F
Grade Placement
Days Absent
WRAT PRETEST
WRAT POSTEST
Date Enrolled
Present Total Enrollment
SCORES
Date Dropped
SCORES
Reading Spelling -Math
Reading Spelling Math
Posttest2PretestIto be given two weeks-after school starts
2to be given during lastweek of school \
:
General attitude toward school
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Interest in learning---
Cooperation with other pupils ,V
- -Attendi- "School regularly
Self-understanding __
Desire for self-improvement
Work habits
Cooperation with teachers , . i, ., .
156
O
t&it:
A
APPENDIX B
R.
A
COOTER SENIOR HIGH TORIAL PROGRAM
157
.1;
COOTER SENIOR HIGH SCHOOL
TUTORIAL PROGRAM
FOR NINE SENIORS IN OFFICE PRACTICE AND
MATHEMATICS FOR DAILY LIVING
Below may be fourid ari outline of the units taught to nine senior high
school students who were enrolled in the Cooter Senior Higli'School. The
emphasis was on preparation for daily living and the world-of work. These
nine seniors spent two hours daily with a teacher of migrant students. The
tutor was well prepared to teach business education and business. mathematics.
-In addition to being enrolled in office practice and mathematics each student
was taking the second year of typewriting. Th,e vocational aspects of reading
and spelling were stressed daily.
OFFICE PRACTICE
Textbook (when used): Secretarial Office Practice, South-Western
-UNITS COVERED IN OFFICE PRACTICE COURSE.(listed in the order taught)
1. First two weeks -- general brush-up on typing skills from typing textbook.
2.. Unit on the Ten Key Adding Machines(extra machines were rented for -this unit so each student had'amachine touse for one hoer a day)
v. The um was divided into three parts:
1. Basic Concept
2. Skill Development'
3. .Ac erated Training(Vie skills developed here were used in their math cou'rse.)
158+.1ral.
"I
-3. Proofreading Exercise
4. Unit on using the telephone(telephone kits supplied free of charge from AT&T)
1. How to receive calls properly
2. How to place a local call
3. How.to place a long distance call
Unifori the Ditto Direct Process Duplicato
144
6. From textbook:
. Unit 3--Producing Mailable Letters
Part 1--Letter PlacementPart 2--Letter StylingPart 3Stationery
7. From textbook:
'A Unit 8--Office Communications Systems
Part 4--Telegrams
8. From textbook:. .
'Unit 11- -Data Processingv
Part 1--Business Forms(This Included how to type forms for purchasing and
1
goods and forms for selling and sales proce urea.)
:t
9. Unit on Office Style Typing
eceiving
A typist's day in the'office of National Blank g4)ok Co. , Inc.
10. Unit on Filing
Filing Practice Set used
Thesetprovided instruction in the most critical filing situationsin business offices: Alphabetic 'filing, alphabetic correspondencefiling, and subject correspondence filing; The set providedmaximum-realism.' Students actually worked, with cards, guides,
, folders and other supplies, .4
:159,1
11. Unit on Office'Style Typing
A typist's day in the office of Ditto, Inc.
12. Unit on Office' Style Typing'
A Secretary's Day in the office of Lenox, Inc.
13. From textbook:
Unit 14--Seeking a Sect taria Position
Part 1--Occupation ?informationPart 2--The Data Sheet and the Ap licationPart 3--The Interview
A
CHAPTER 1
Unit 1:
Unit 3:
Unit 4:
Unit 5:
Unit 6:
Unit 7:
CHAPTER 3
Unit
Unit 2:
Unit 3:
Unit 4:
Unit 5:
MATHEMATICS FOR DAILY LIV"t
AUTOMOBILE 0
Owingra Car
Automobile Insurance
,Operating Costs
RSHIP
Traveling by Road Map
' Determining Average Speed_
yiying for Traveling Costs
Depreciation on a Car
PURCHASING CONSUMER GOODS
Shopping at a Supermarket
'Counting Change
Computing the Discount -on a Purchase
Computing the Discount Rate on a Purchaseff
Installment Purchasing
160'
145
Unit 6:
CHAPTER 4
Unit 1:
Unit' 3:
Unit 4:
CHAPTER. 5
Unit 1:
C HA PTER 10
Unit 1:
Unit 2:
Unit 3:
Unit 4:
Unit 5:
CHAPTER 12
Unit 1:
Unit 2:
The Charge Account
PERSONAL INCOME'
146
Earnings Computed on an Hourly Basis
Earnings Computed onsa Piece-Rate. Basis
Earnings Computed on a commission'Basis
Payroll Deductions
INCOME TAX
Form 1040
State Income Tax
INSURANCE
Life Insurance
Insurancensurance
Hospital, Surgical and Medical Insurance
Unemployment Insurance '
Homeowner's and Fire Insurance
THE COST OF HOUSING
Renting an Apartment
Home Ownership
161
"W.
APPENDIX C
WIDE RANGE ACHIEVEMENT TEST RESULTS
FOR THE COOTER PROGRAM
11.
O
N,
WID
E R
AN
GE
AC
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VE
ME
NT
TE
ST R
ESU
LT
S
FOR
TH
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OO
TE
R E
XE
MPL
AR
Y P
RO
GR
AM
Stud
ent
-,
SUB
JEC
T M
AT
TE
R A
RE
AS
RE
S yL
TS
Pret
est1
Post
test
LG
ain
Los
sR
eadi
ngSp
ellin
gM
ath
Rea
ding
Spel
ling
Mat
hR
eadi
ngSp
ellin
gM
ath
Rea
ding
Spel
ling
Mat
h
Joyc
e12
.68.
7i.
6. 9
13.5
10.5
8. 5
. 91.
81.
6
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17.
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6. 3
8. 3
9. 0
6. 7
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Mel
vin
6. 3
7.6
3. 9
7, 9
8. 7
6. 7
1. 6
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2. 8
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Dia
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5.8
4.4
7.7
6.8
4.9
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John
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96.
56.
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197
12P
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'red
May
, 197
2
/
READING AND EDUCATIONAL MATERIALS WORKSHOP
. _
INTRODUCTIONSti
Broseley, MissouriApril Z5, 1972
1. Irnportance of developinginterest in readings (Mrs. Holt),
. ,
2. Book Hookers (with. slides). Primary grades K-3 (Mrs. Holt)
.3. Sharing Vooks, individual 'reading records. (Miss Smart)
Break'et
.4. Trumpet of the Swans (Mirr Smart)
5. BooksHookets,'Gradei 4-6,(Mrs. Holt)
6. DisPl'aying books, bulletiri.boards; (Mrs. Holt)
7. Book substituting in Migrant Collection. IMrs. Holt)
8. Explain circulation procedure. (Mrs. Ho
r
II
Evatuatict
Browsing and /Book Circulation.
".
150
,Spring,, 1972..
v.
151
ARITHMETIC WORKSHOP
Senath, MissouriFebruary 29-, 1972
SCHEDULE
1:3'0-2:00 - Laige Group Discussion
"Teaching Wednesday's Children-Sensitivity,Success and Saturation"./'
, 2:0_0-2:30 -SmallGrOups.
. _ ,Some Id eas for Teacher (Tutor) Directed
Small,Group Activities"
Dr. Dossett
Group II
"Demonstration and Construction Of Aids for Learning.Mathematics"
Mr. Quinn
2:30-3:-30 - Small Groups Cont'd.
Group I (Mr. Quinn)
"I Group II (Dr. Dossett)
,
LargeG o p Disc_ussion
"The Diagn'ostieciApproadh:' The Sesame Which .
Opens. th'eDoor"
166
yoln,Amt."
4
RECORDS AND PROGRAM WORKSHOP
September 14, 1972Monett, Missouri
. -1:00 - 1:30 P.M. -Migrants in Missouri (What, When and Why)Wayne McElroy
1:30 - 2:00 P.M. - How to keep accurate migrant records -Dale Quinn
*2:30 - 3:00 P.M. - Health services to migrant studentsJanet Watkins
**2:30 - 3:00 P.M. - Review of Administrative responsibility ofMigrant Office to L. E.A.*Wayne McElroy
3:00 - 3:30 P.M,. - Migrant services availableLorena Coffman
*School nurses only**Administrative personnel, guidance counselors and tutors
167
'152
_,..-rs--, ..
L
APPENDIX- E
WORKSHOP EVALUATION INSTRUMENT
e
168Ir.
J
/ t
In
154
44, EVALUATION OF WORKSHOP
..
Would you please answer the following questions by circling theappropriate number. Ten would be excellent down to one as poor.
1. This workshop was relevant to problems I encounter in the classroom.
1 2 3 4 5 6 7 8 9 10
I
2. This workshop was informative.'
1 2 3 4 5 6 7 8 9 10
3. Overall I would rate the workshop.
1 2 3 4 5 6 7 8 9 10
141 The beginning time Of this workshop*as satisfactory.
1 2 3 4 5 6 7 8 9 10
5. The length of this workshop was adequate.
1 2 3 4 5 6 7 8 9 10! 17-
6. Optional: What kinds of materials and/pvsubjects would you liketo see made a part of a future worksho
r
NI
1* r
I
APPENDIX F
CORRESPONDENC;E FROM MR. JAMES E. WILSON
170
2
t '
,..
STATE .BOARD OF EDUCATION
Rabie Rhodes, Harrison, ChairmanDr. John Cole, Malvern, Vice ChairmanT. C. Cogbi II, Jr., Star CityJim DuPree, WeldonDr. Ellis Gardner, RussellvilleWayne Hartsfield, SearcyJock E. Meadows, CrossettHarry A. Hanes, BlythevilleThe Rev. Emery Washington, Little Rock
A. W. FORDDirector
156
HPORTMEllsi Of {DUCIITI 0 11-DIVISION OF FEDERAL PROGRAMS
ARCH FORD EDUCATION BUILDING LITTLE ROCK, ARKANSAS 72201
1
Noveer 6, 1972
Dr. Wayne R. McElroy, DirectorMigratory Children Education and
Record Center354 North HendersonCape_Girardeau, Missouri 63701
Dear Dr. McElroy:,""
This is to inform ybu of my recent visit and monitoring activities at theterminal site in Cape Girardeau, Missouri. I would like for you to know that
I have worked very closely with your terminal operators for the past two and
a half years, and have found the experience most enjoyable. It will interest
you to know that the efficiency-of the operators is very high.
It is part of my responsibilities as area coordinator to check all messagesof communications between the terminal sites in my assigned area and the
computer (input and output). I also monitored the ,daily operators' status
report and am pleased to report both of your operators are performing in the
90's on a 100 percent efficiency scale. Both their communications with school-
people and record keeping system seems to be functioning well. It is operators
like these that make the system a reality.4
I am looking forward to a very good year in migrant education in the state of
Missouri.00
JW/lsc:
cc: Dr., Cleo Mabrey
171
Si ,rely,
Ja s E. Wilson, Area CoordinatorMigrant Student Record Transfer System
S..
...
-c-
"V,
I
0.0APPENDIX G
REFERRAL FOR DIAGNOSIS.
N
\
172
t
.
.
... 1-.
4
REFERRAL FOR DIAGNOSIS".
Nathe of S hool District
7-1\1.-a.m.e_of School Plant-"*"
Nam'e,of Child
Grade
158
Date
1
Reason for referral
Additional Comments
-----,
Position held by person making this referral
C Signature of person making this referral
173
Building Principal's Signature.
APPENDIX H
HEALTH SERVICE \NV.0LICIES
INSTRUCTIONS FOR HEALTH REFERRAL FORM
REFERRAL OF MIGRANT CHILD WITH HEALTH PRO BjeEM
IP
174
I.
EDUCATIONAL SERVICES AND RECORD CENTERFOR MIGRANT CHILDREN
HEALTH SERVICE POLICIES
PWrpose of Educational Services a
160
Rec'ord Center fOr Migrant Children,
The Edticational Services and Record Center is concernedwith helping Schools devise ways to help migrant childrenmaintain and continue their education in spite of the disad-vantage of having to change schools and be absent fromschool frequently. .
II. Purpose of Health Services as integral part of the program.
A. As started by the Educational Policies Commission, NationalEducation Association and American Association and AmericanAssociation of School Administrators in 1961. .
"The central purpose of education is to developrational powers of the individual or his capacitiesto think and reason . . Basic to this developmentis physical health, since.disease, defects, ordisability may interfere with learning . . ."
B. Therefore, the purpose of the Health Services is to correctthese defects, diseases, and disabilities to the degree thatthe child is made educable.
III. Specifit. policies of the Center for Migrant Children with regard toHealth Services.
V
A. This progra will act as a supplemental Health Servicereservior a d will be used only after all community,school, and ublic health facilities have been exhaustedor found not to be applicable.
B. This prograrri will 'serve only tunder the ,definition set forth iElementary and Secondary Eduby PL 89-750.
se children who qu!alify'project:Title I
ct PL 89-10 as amended
"Any child who attends. at legst two scho Is duringthe school yeal. as a result of his parents or guardianmoving to seek or acquire employment in ag 'cultureor agriculturally related occupaticins."
175
161
Before services are rendered the child must be identified byfilling,out the' 'Student Enrollment Transinittal.Form' 'for ,
Migrant Children by the.sChool the child is attending and'. the return; of this forrr."4, fo the Record 'Center, This will. be*. transmitted t6,41ab Data Bank in Little Rock and a copy sent
..to the, reporting - scowl.-,-/
D. The schoola eligible for the .prograiii ill be supplied vAthFealth Referral Forms Which'should e filled out on eachchic 4 requiring health servi es. This referral may comefrom any school personnef no the health problem. Thisreferral should then be.sent to the Educational Services andRecord Center for Ivtigrant Children. From-this point thenurse associated with the program, in cooperation with theschool nurse from the referring school (if there ip one) willcheck throdgh services available to this child from thevarious
madecommunity resources. Home visits
will be made to assure cooperation with the parents andeligibility for:as3iatance secured through community groups(churches, clubs; health agencies or the Migrant Program.)If it is found that the Migrant Program is the only applicableresource, examination by the proper medical services willbe authorized.
If extensive care is needed an estimate will be required andwill be approved or denied before work is continued.
When all of the above qualifications are met - -the EducationalServices and Record. Center Will be able to provide for:
1. Visual' examination and corrective glasses if needed.'
2. Dental examination and repair (with approval of submittedestimate of services to be rendered). See note # 1.
(7.3r. MedicatiOn to control, alleviate or preventAisease.
. 4. Operations which would enable"the child,to IELke advan-tage of educational opportunities. Such as tonsillectomyand adenodectomy, hernia repair, etc. See note # 1.
5. Emergency care of accidents. See note # 1.
6. Healtfi,teaching on .an informal basis in the home byIN the nurse with the Migrant Program if requested.
0
Q.
f
Notd.1: Items , 3 and 5 are subject to approvalby the can of Instruction and the Directorof the Migrant Program.
162
Kindergarten through high school children are eligible. Preschoolchildren can be served if they will be entering school thefollowing Year and their health problem would be a severehandicap to entering school and taking advantage of ourprimary aim - - education.
177
1631.
-INSTRUCTIONS FOR HEALTH REFERRAL\FORM
In order to secure, health services for the children idezitified as migrantin your school district, a Health Referral Form should be co pleted bythe school nurse Or person concerned with the health problem, teacher,health aide, etc.).
This form should be as complete as possible including complete name,date of birth, 'address, date enrolled, school, grade, parents name andother children in the family. The disability should be described as nearly's'as possible. The date of the last, examination and physician should appearon the referral.
This is followed by "Recommendations for Services Required" andpertains to what needs to be done to bring about more desirable health forthis child (example,' needs complete physical and immunizations broughtup to date).
The name of the physician who will be attending the child should beincluded if possible. An estimate of the total fee for the services to berendered should be included. Example; initial exam for dental workincluding full mouth X-rays $15. 00; or examination and glasses, if needed,exam $10. 00, glasses $23.00. (The referring party shouldyinclude thenames of any other agencies or civic groups contacted for assistancewith these services).
The last portion of the Referral (enclosed in a box) will be filled outby the Migrant Center as request's are fulfilled.
4 the letter enclosed with the Health Referral should be returned withReferral. The return, addressmUst be filled in. This will be sent
to y11 indicating approval or denial, of your request.
It will be the responsibility Of the school or referring party tomakearrangements for appointments and transportation, if parents are unableto do this.
Bills. should be sent by the.phOician to the school referring the, child.The school should then forward this statement for services to theEducational Services and Records Center for Migrant Children for /
paymeng.
,
i'.D.#
164
`'RTx RRAL OF MIGRANT CHILD WITH HEAL;f1-1143.0BI:EM
"Reported by .
1..pate
-Child's Narkke
b I
Date of Birth-
Address -Phone.'No.. °1 Street . Tolfin
'Date Enrolled '. p School Grade
Father's Name Occup'ation
4
aa '
4
, Mother' s ;Name Occupation.
Qther Childrea'rn Family -.,
9 Dale of,. Date'bf. Iliziles . Bii rat . . .Names. . .Birth
4
k . a
. e, .
.,
4
'Disabilil
Dental'
Hearing
20/ (R) 20/ (1)%
1
a.
At/
D,ate'of Last Examinalion.
f
17c)
By WhOm
Pleape send completed forrn to:.
165
Referral - Health ProblemsPage # Z 1
Recommendations for Services Required
Attending Physician
Estimate of Total Fee for Service
a
Other Resources Coneacted and Description -of A ssista'nce Received, if any:.
1.
2.
3.
\ 4.
4'4
- P
,,,,_ k . . . K. .' FOR USE BY RECORD CENTER DNLY:
Estimated Services $ Approved1' . - -
r Not Approvedt
\/ 'i7 A pproved By
,'it, '
Date Approved
Services 'CpYripleted, .',
.. 04
..
. lip
1 4 ' .,
. .4 . ,
_40, \ N \ \ \ ? .; -, , \ \ \ \ k c , \ ; . . . \
.
- ,
.
Educational Services and Records Center for Migrant Childrenr .of Missouri
.354 Nolith Heride-cson Street,Cape Gi'rardeau, Missouri 63701
.,
180*am
.,,
.1.
."
-r"
APPENDIX I
CHILD'S.SELF-CONCEPT RATING SHEET
AND
INVENTORY OF STUDENT INTERE§T
4
181
CHILD1S SEki.F.ONCET EATING SHEET.
Name School
Date Examiner
Grade
Administer either-orally or in written form, whichever seems mostsuitable. Child may point to proper areas of 'scales.
.41. How good are you at learning arithmetic?
Among the best? Among the poorest?1'. 2: 3. 4. 5.
2. How good are you at learning English, spelling, writing?-Among the, best? ,44,7 Among the poorest?1. 2. 4. 5.
3. ,How good are you at learning to read?rri-ng the best? °Among the poorest?
.1. -2. 3. 4. 5.
4.. Ho well do you think other boys and girls like you?A ong the best? Among the poprest?1. 2. 3. 4. 5.
5. How well do you think grown-ups like,you?Among. the best? Among the poorest?1. 2. 3. 4. 5..
6. How good are you in sports, games, or playground activities?Arnong the best? Among the poorest?1. 2. 3. 4. 5.
7. How much/of leader are you among the other boys and girls?Among the best? Among the poorest?1. 2. 3. 4. 5.
8. How intelligent, bright, or smart are you? -
Among the best? Among the poorest?1. 2. 3. 4. ,5. file
182
168
INVENTORY OE STUDENT INTEREST
Name Age Grade
School Date
1. What are your hobbies?
2. What do you do in your free time?
3. Do youi have a pet that is all yours own?
4. What pets would you like to own?
.5. How often do you see movies?
.a. Name the best movie you ever saw.
b. What kind of movies do you like best?
6. How often do You watch T. V. ?
a. Name your favorite program.
b. What programs do you watch regularly?
7. What is your favorite radio.prOgram?
a. What other programs do you like?
b. When do you listen to them?
8. What do you like to do with
a. Your father?
b. Your mother?
c. Your brothers?
d. Your sisters?
9. What distant places would you like to see?
10. What is the farthest place from home you have bee,ni
11. Where do you spend your vacation?
',-What?
183
169
12. Have you traveled by the following means? Where to?
a. An airplane?11.
b. A ship?
c. A train?
13. What do you like to read?'
a. What is the best book you ever read?
b. What are some of the books you own?
c. What are some books you would like to own?
14. What magazines do you read? Do you read magazines at.home orat school?
,
15. What newspapers do vu read? Which parts of the newspaper do.". --_, you read?
, #16. Name the most exciting thing you ever did in school.
'17. What do you like about school?
184 What do you not like about school?
19. What would you like to know more abo
'*.20. How do you study at home?*,
^
a. When do yoU study?
b. Where do you_atudy?
c. Do you ask for he,lp?
d. Who helps you?
21. Which teacher taught e most ?'
/1C
.e
22., :What is the biggeit disappoilitment you everhad?
23.' 'Would you like to be older or nunger?
a. How old would you like to be?
b. Why?&
:1 8, t114
170
24.' Would you like to be someone else? Who?
25. What Will you he when .you are grown?
26. If you could have anything you-wanted what three wishes wouldyou make?
a.
b.
' c.
27. , What was the happiest day of your life?
r
Itr
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)
i
.)
.
r
...
APPENDIX 1Y.
EDUCATIONAL CONSULTANT'S MONTHLY NISITA TION SCHEDULE
I
186
0
0
N .COORDINATOR:5 MONTHLY VISITATION SCHEDULE
DALE QUINN, CONSULTANT
472
DATE(5) VISITED'
Van Buren
Fremont.
Belle City
Howardville
Portageville
Lilbotrn
Marston
New Madrid
Matthews
Parma
9/2; 9/3; 9/24; 1/13; 1/14; 4/27; 4/28
..-
9/14;
9/14;
10/7
10/7; 12/13; 4/26
9/21; 11/11; 12/2
9/7
9/23.
9/10; 9/17; 10/5; 1/25; 2/2
9/13; 1/27; 2/2; 3/7; 3/8r3/10;
9/13; 2/2
"9/13; 2/2; 2/7
9/13; 11/ 1; 2/2
9/13; )4113
9/13; 11/23; 3/15
Boekerton 9,/22-ffr3-01172 4; 316; 4/11
Conran
Kewanee
Risco
Qulin. 3,
10/5; 1/6; 1/27; 2/2;3/24. . ,
.3./10;' 4/13
3/15; 3/21
9/13;
10/6;
1Q15; 10./25;11/23; 12/i.6;-
1/2:1';'3/15
.11./I9;01/2.,4k
t,
1. 3 '-1. , Z!, t .. . , ... 1,..\ . . ? e , '' 4I
... ' 187 . :,,, _,..y
A f . .1. .t. .. 'A ' !.
173
COORDINATOR'S MONTHLY VISITATION SCHEDULE
DALE QUINN, CONSULTANT
SCHOOL DATE(S) VISITED
Broseley
Puxico
Summersville
Chaffee
Caruthersville
Malden,
Essex
Bernie
Ha yti.
Jackson
Ripley Co. R-3
Ripley Co, R-4
10/6; 11/8; 12/16;..1/21; 3/4 3/7.
10/6; 10/20; 11/2`3;12/16; 1/1'0; 3/7
10/8; 1/12; 4/26
10/20
10/22; diS20;11/17; 11/30; 1/17; 2/4; 4/12
10/25; 2/14
10/.26 e-
101(2.'6; 2/14; 4/21I I"
10/28; 11/10; 11/24
1/19
3/9
4/17
. e`s
4 j. I
9% ,
"L. ;,"
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.-I
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4
