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Ward, Patricia A.

Out-of-School Youth. Proceedings Report: Seminar on MigrantOut-of-School Youth (Portland, Oregon, June 6-8, 2002).2002-06-0059p.; Produced by the Interstate Migrant Education Council.For full text: http://enl.endiva.net/migedimec/files/literature/1492.5824_outofschoolyouth.pdf/ .

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Adult Basic Education; Agency Cooperation; *Delivery Systems;*Dropout Programs; *Dropouts; Educational Policy; English(Second Language); High School Equivalency Programs;Identification; *Migrant Education; *Migrant Youth; *StudentRecruitment

A seminar on migrant out-of-school youth was organized basedon a survey of migrant education practitioners. Seminar participants heardspeakers discuss questions raised by the survey, then met in strategy groupsto develop recommendations. This report summarizes questions andrecommendations in the four major areas discussed: (1) identification andrecruitment of out-of-school youth (best recruiting models for dropouts andyouth here to work, roles and responsibilities of various agencies, languagedifferences, recruiter safety and wages, locating hard-to-find youth, workingwith uncooperative employers, building trust, and working with schooldistricts); (2) providing English instruction, basic skills instruction,health services, advocacy, and instruction in consumer skills (sustainingyouth engagement with services, training and retaining staff, buildingpartnerships with employers, determining the skill levels and needs of youth,reconnecting dropouts with the school system, dealing with distance and timeconstraints, and overcoming problems with local education agencies); (3)

collaborating at the state and local levels; and (4) policy issues related tostates' active recruitment of out-of-school youth, priority of service forout-of-school youth versus more traditional migrant students, whether out-of-school youth should be included in the high school graduation goal formigrant students, and expenditure of funds. Appendices describe successfulprograms for out-of-school migrant youth in six states and list seminarparticipants and members of the Interstate Migrant Education Council. (SV)

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Proceedings Report

Seminar on Migrant Out-of-School Youth

Portland Marriott HotelPortland, Oregon

June 6-8, 2002

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Proceedings ReportSeminar on Migrant Out-of-School Youth

Published byInterstate Migrant Education Council

Washington, DC

The Interstate Migrant Education Council (IMEC) is an independent organizationwhose members are appointed by their state's chief school officer. IMEC volunteersare prominent individuals who contribute time and expertise to enhance educationalopportunities for migrant students who are without a natural advocacy group. Themembers examine policy issues concerning coordination between public and privateagencies at all levels of government. IMEC members include a state chief school offi-cer, state legislators, state board of education members, state education agency person-nel, local and school district representatives, state directors of migrant education, a par-ent, and an employer of migrant families.

IMEC's mission is:

to advocate policies that ensure thehighest quality education and other neededservices for the nation's migrant children.

The text of this report was prepared by Patricia A. Ward, education consultant.

Any part of the report may be reproduced provided that proper acknowledgementsare given to the Interstate Migrant Education Council and Patricia Ward.

October, 2002Interstate Migrant Education Council (IMEC)One Massachusetts Avenue, N.W., Suite 700

Washington, DC 20001PH: (202)336-7078

FAX: (202) 408-8062WEB Site: ww w.mi edimec.org

Proceedings Report: IMEC Seminar on Out-of-School Youth

3

Table of Contents

Page

Introduction 4-5

Welcome 6

Office of Migrant Education 7

Identification and Recruitmentof Out-of-School Youth 8-18

Overview 8

Recommendations, Roles and Responsibilities 9-18

Services to Out-of-School Youth 19-30

Overview 19

Recommendations, Roles and Responsibilities .... 20-28

High School Equivalency Program 29Components in Three Programs that ServeOut-of-School Youth 30

Collaboration 31-37Overview 31

The Oregon Migrant EducationCollaborative Group 32-33Hood River Valley School District 34-35Farmworkers Advancing with CivicEducation Services 36-37

Policy Issues 38-42

Appendix 43

Proceedings Report: IMEC Seminar on Out-of:School Youth

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IntroductionBackground of SeminarThe out-of-school youth project of the Interstate Migrant Education Council (IMEC) is thethird of four IMEC initiatives designed to develop recommendations to improve the aca-demic achievement of migrant students. In the previous projects, family literacy for mi-grant families (2000) and technology for migrant students (2001), leading experts in thosefields were asked to inform the IMEC membership about the field and to relate conceptsand practices to migrant students. Reports and recommendations generated at the seminarswere published.

With regard to the current project, it was recognized by the planning committee that theleading experts on migrant out-of-school youth are migrant educators. Therefore, migranteducators with relevant experience were asked to share their expertise with seminar partici-pants.

To supplement the relatively limited data available on migrant out-of-school youth, and toestablish a baseline of information for the seminar, IMEC conducted a survey of its mem-ber states. Four major areas, identification and recruitment, services, collaboration andpolicy issues, were raised by the survey. The Summary of Findings: Survey of MigrantOut-of-School Youth was published by 1MEC in December 2001 and is available throughthe 1MEC office.

Structure of the SeminarThe issues identified by the survey formed the basis for the seminar's agenda and estab-lished the seminar's structure. Migrant education practitioners with experience in each ofthe identified areas shared their knowledge with seminar participants. Then, working instrategy groups, the seminar participants considered the views of the speakers and usedtheir own experiences to develop recommendations for each topic.

The sequence of the out-of-school project, then, was as follows:A survey about migrant out-of-school youth was conducted in the fall of 2001 and pub-lished in December of 2001.Migrant educators with extensive experience in the areas of identification and recruit-ment, services to out-of-school youth, and collaboration, shared their expertise withseminar participants.Seminar participants, working in strategy groups, gave thoughtful consideration to theviews of the speakers and drew on their own experiences to develop recommendationsin each of the areas.Participants synthesized information and views expressed throughout the seminar tomake policy recommendations in the following four areas: recruitment, priority of ser-vice, high school graduation goal, and expenditure of funds.The recommendations were reviewed by IMEC's Out-of-School Youth Committee andapproved by the full IMEC membership.

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Seminar Focus: Out-of-School Youth Not Prevention ServicesWhile it is recognized that the best way to increase high school graduation rates is throughdropout prevention strategies that begin long before the high school level, probably at thepreschool or prenatal level, this seminar focused solely on issues associated with out-of-school youth. Dropout prevention strategies are a part of the United States Office of Mi-grant Education's initiative to increase high school completion rates and are likely to bepart of IMEC's future activities.

Definition of Out-of-School YouthFor the purposes of the seminar, migrant out-of-school youth were categorized as eitherdropouts or here-to-work youth as defined below.

Dropouts are youth who attended school in the United States but left before gadua-tion. Typically, they were born in the United States or immigrated to this country withtheir families, usually from Mexico or Central America, attended various school sys-tems over the course of several years, and qualify for migrant education services basedon their parents' migration.Here-to-work youth are adolescents and young adults who have recently immigratedto the United States and are in this country primarily to work. They have not attendedschool in the United States and generally have limited education, from 3 to 6 years, intheir home country. Most are not traveling with parents, but may be traveling withpeer relatives or friends.

How to Use This ReportThe report is divided into four sections. Three sections contain detailed recommendationsrelated to issues raised by the survey: identification and recruitment, services, and collabo-ration. The final section contains policy issue recommendations. Each section is organizedin a similar manner.

Questions and issues on the topic raised by the survey are stated.Sub-questions related to the topic raised by the survey are listed before the responses tothe questions.Recommendations presented by the panelists and developed by seminar participants instrategy groups are stated.

Information and recommendations in the report can be used by state and local migrant edu-cation programs to improve services to out-of-school youth. Sections of the report can beused as the basis of an in-depth workshop on the topic of the section.

Out-of-School Youth CommitteeInterstate Migrant Education Council (IMEC)Dr. Nancy Croce (NY)Ms. Kathy Freudenberg (NJ)Mr. Emilio Hernandez (OR)Dr. Ernesto Ruiz (CA)

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Stan BunnSuperintendent

of Public InstructionOregon

Department of Education

Welcome

In Relentless Pursuit ofEach Student's Success

Superintendent Bunn welcomed the partici-pants of IMEC's Seminar on Migrant Out-of-School Youth to Oregon and stated thathe viewed the education of migrant youthas a critically important education issue. Hesaid that Oregon's 28,000 migrant studentsgive the state the fifth largest migrant pro-gram in the country, and that Oregon iscommitted to providing each of those stu-dents with the best possible education. Overthe last five years, with a significantly in-creasing Hispanic population, Oregon hasdecreased its dropout rate. That decrease,

Mr. Bunn explained, is the result of the combined efforts of the com-munity, the schools, the Department of Education, and through part-nerships with the federal government. One partnership with the fed-eral government, for example, has enabled Oregon to create a technol-ogy information system that allows health and academic records tomove quickly with migrant students. Another essential support to thesuccessful achievement of migrant students is Oregon's 24-hour healthprogram.

Mr. Bunn shared Oregon's education mission statement, to be in re-lentless pursuit of each student's success, and described it as embody-ing Oregon's "incredibly intense individualized approach" to workingwith students. The mission statement, he said, describes the need foreducators to move from the industrial model of education with its fo-cus on a classroom to a focus on each student. The Oregon school re-form effort promotes the acceptance of each student, with his or herbackground, the richness of his or her culture, wherever that studenthas been, and honors that. Recognizing that the highest level of learn-ing comes in areas of interest to the student, student's interests are re-spected. In partnership with parents, students and the teaching team, astudent profile is developed that moves with the student through his orher K-12 experience, and on to community college, higher education,and work experience. In keeping with its mission statement, the statehas developed an assessment system with diversity around bilingualand multilingual testing.

Mr. Bunn challenged seminar participants to "continue their passion"for recognizing the tremendous potential of each migrant student. Hesaid, "You can achieve great results for each of those students."

Proceedings Report: MEC Seminar on Out-of-School Youth

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A fifth generationOregonian, StanBunn received aneconomics degreeand a law degreefrom WillametteUniversity Collegeof Law. His ca-reer includes aprivate law prac-tice, six terms inthe Oregon House,one term in theOregon Senate,and a four yearterm as State Su-perintendent ofPublic Instruction.

His long career inpublic service hasbrought many hon-ors and awards:Oregon Educa-tion AssociationEducation Citizenof the Year 2000Oregon HeadStart Associationrecognition forsupport of Ore-gon 's P r e -Kindergarten Pro-gram-1995National recipientof VocationalTeachers Associa-tion Award ofMerit-1993Howard CherryAward for Out-standing Contribu-tion to OregonCommunity Col-leges-1993Oregon LibraryAssociation ivcog-nition as Legisla-tor of the Year-1992

Office of Migrant Education

Migrant Education Must ShowSuccess in an Era of Accountability

"Out-of-school youth is an area that is much talked about, butabout which, in some cases, very little is known," said Fran-cisco Garcia. "In other cases, there isn't enough done aboutwhat is known." Mr. Garcia stated that Migrant Educationhas done a wonderful job with K-6 grade students, and hasserved preschool children well. But, he pointed out, the drop-

Francisco Garcia out rates among migrant students is still between 45-50% .Office of Migrant Education

U.S. Department of Education To address low graduation rates among migrant students, Mr.Garcia said that the U. S. Department of Education has begun

a national initiative that focuses on innovative projects that support the achievement ofhigh school diplomas. The goal of the initiative is to assist large numbers of migrant sec-ondary students who are at risk of dropping out, to remain in school, to achieve challengingacademic standards, and to graduate.

While the Department is concentrating its efforts on dropout prevention, Mr. Garcia as-serted, that if states have the resources, they may support services to help dropouts andhere-to-work youth earn a general educational developmental certificate (GED). Out-of-school youth is a population, Garcia clarified, that the Department hopes states will connectwith the Migrant Education High School Equivalency Program (HEP).

Mr. Garcia stressed that migrant education programs must prioritize services to those stu-dents whose education is interrupted and who are at high risk for dropping out, decide howto best leverage their resources, and collaborate with other programs to provide educationalservices to migrant youth. He suggested several avenues that states may take.

Coordinate with the Department of Labor's youth program. Under the Youth Employ-ment Program, authorized under Title I of the Workforce Investment Act, 30% of theirfunds must be expended to link young people with training and employment.Use HEP as an option for out-of-school migrant youth to earn a GED.Coordinate with intrastate and interstate services, such as is authorized under section1308 of No Child Left Behind.Work with employers in a consortium effort.Make every effort to identify out-of-school youth and reconnect them to the school;and work with school districts to convince them that there are dropouts and other out-of-school youth for whose education they have a responsibility.

In this era of accountability, Mr. Garcia stressed, Migrant Education must show Congressthat it is successful in helping migrant students complete their high school education. "Iknow Migrant Education works," said Mr. Garcia, "but we have to do a better job of docu-menting our results."

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Identification and Recruitment ofOut-of-School Youth

Insights from the Survey of Migrant Out-of-School Youth

Respondents to the survey identified community-based and field-based recruitment inresponse to school and agency referrals as the most effective methods to recruit drop-outs. Field or camp-based recruitment and approaches that combine delivery of serviceswith recruitment were identified as the most effective recruitment methods for here-to-work youth. Reliance on school-based recruiters was reported by respondents as theleast effective recruitment method for both out-of-school populations.

Session Format

Panelists responded to questions raised in the survey with insights and recommen-dations based on their experience in the area of identification and recruitment ofmigrant youth.Seminar participants then worked in strategy groups to reflect on and expand onthe comments of the panelists.The recommendations of the strategy groups were reported to the whole group.

Questions Addressed by the Panel and the Strategy Groups

1. What type of recruiting model is best suited for out-of-school youth?

2. Given the variety of issues related to recruiting migrant youth, how are recruitersobtained?

3. How are out-of-school youth located given their unique circumstances?

4. How can employers, both receptive and unreceptive, be persuaded to help recruit-ers recruit out-of-school youth?

5. How are the problems of building trust with out-of-school youth overcome?

6. What incentives or "carrots" can be offered to out-of-school youth?

7. How can recruiters work with LEAs to recruit youth who are not in school?

The Panelists

Moderator, Kathy Freudenberg, Director of Special Projects, Gloucester County Spe-cial Services School District, Sewell, New Jersey

Jay Drake, Coordinator, State Migrant Census and Recruitment Project, Albany,New York

Andrea Hutchison, Recruiter/Home School Liaison, Gloucester County Special Ser-vices School District, Sewell, New Jersey

Proceedings Report: IAIEC Seminar on Out-af-School Youth


Question 1What type of recruiting model is best suited for out-of-school youth?

Are there differences in recruiting dropouts and here-to-work youth?Are there differences in recruiting males and females in these twogroups?

Andrea HutchisonRecruiter and

Home/School LiaisonGloucester County

Special Services School DistrictSewell, NJ

"Hire female recruiters torecruit young women.Sometimes a woman willopen up to anotherwoman."

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RecommendationsImplement the best identification and recruitment modelfor your state or locality based on geographic, crop, andgrowing season factors. There are at least four modelsto choose from: state, regional and local models, and amix of these. Each model has its strengths and its chal-lenges.Review the profile of recruitment models prepared bythe state of Pennsylvania in the mid-1980's.Select the appropriate recruitment strategies for recruit-ing here-to-work and dropout populations. Becausedropouts usually travel between states or within a state,can be tracked once they leave an area, and do not havedocumentation issues, they are easier to find and recruit.Use culturally sensitive strategies when recruiting youngwomen. Whereas a young man can usually speak forhimself, it may be necessary to talk to the father, hus-band or boyfriend before recruiting a young woman, es-pecially in Hispanic groups.Ask youth if there are older siblings or relatives living ortraveling with them or nearby as this will often lead toadditional recruitments.Complete survey cards to establish education levels, in-terest in various services and availability for those ser-vices at the time of recruitment. This will help establishparameters for services.Use radio spots and TV public service announcementson stations of interest to young people to reach dropouts.Work through unemployment offices, and other fundingsources to recruit dropout youth. Often there are otherfunding sources that can be used to identify and servethe dropout population.

Roles and ResponsibilitiesOffice of Migrant Education

Post successful identification and recruitment models onthe Office of Migrant Education web site for easy accessby states and localities.Promote the identification and recruitment of out-of-school youth and seek accountability ftom states that thefunds that are generated by out-of-school youth arespent accordingly.


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States and Local ProjectsDevelop a plan to serve out-of-school youth. Track theirprogress to show that dollars generated by out-of-schoolyouth are spent on services for those students and thatthe services result in progress for the students.

Interstate Migrant Education CouncilCollect and refine existing identification and recruitmentmodels placing emphasis on their effectiveness for re-cruiting out-of-school youth.Keep the recruitment of and service to out-of-schoolyouth a high profile issue, and work to influence policyregarding this issue.

Question 2How can recruiters be obtained when:

There are language differences between recruiters and youth;Safety is a problem issue especially for female recruiters;Traditional recruiters lack skills to work with out-of-school youth;Pay is low; andPositions are often part time?

RecommendationsLanguage Differences

Employ recruiters from within the cultural and languagegroup of the population being recruited, individuals whoare established in that community, as they are likely todevelop trust and respect within the community faster.Monitor the recruitment process and bring in extra helpwhen it is needed. This may be especially importantwhen there are two language groups in the area and therecruiter speaks only one of the languages as he or shemay recruit one population more thoroughly than theother.Improve the language skills of recruiters or change re-cruiters in areas where, over the years, the migrant popu-lation has shifted.Hire bilingual recruiters; and for small pockets of lan-guage groups, hire young adults from that group in parttime recruiter positions or as translators.Cultivate migrant students and, when they graduate fromhigh school, hire them as recruiters even if only for thesummer. This strategy enables the program to hire re-cruiters with appropriate language skills from within themigrant community.

1,1

Kathy FreudenbergDirector of Special Projects

Gloucester CountySpecial Services School District

Sewell, NJ

"Recruitment is a peculiarthing. Just when you thinkyou've heard it all andthere's nothing new, somegray area pops up. It's acontinuing challenge, withchanging demographics,changing political climates,all sorts of issues thatarise."

Proceedings Report: IA-1SC Seminar on Out-of-School Youth


ln the context of the semi-nar, traditional recruitermeans a recruiter who isaccustomed to recruitingschool-age children by deal-ing with families, whateverthe model might he, as op-posed to dealing directlywith young migrants whohave dropped out or are onthe road moving to work

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SafetyStress safety issues in recruiter pre-service training ses-sions and provide recruiters with safety equipment suchas cell phones and sound devices.Make recruiters identifiable to the population throughstrategies such as brightly colored shirts with the mi-grant logo printed on them and picture IDs.Learn the nuances of the recruitment area. For example,if workers typically drink on payday, that is not a safetime for recruiters to be in the area.Use alternative recruitment strategies in very dangerousareas or at certain times, e.g. after 6:00 p.m., such as ateam or pair of recruiters with at least one male recruiter.Look for returning workers on labor camps. When theyknow the recruiter, they will introduce him or her to newworkers, and watch out for his or her safety.

Traditional RecruitmentStress flexibility. Nights, weekends and rainy days arethe best times to recruit.Provide pre-service training that includes informationabout who to talk to and when and how to talk. Pair newrecruiters with experienced recruiters so they can learnfrom shadowing how to be flexible, and how to ap-proach and respond to migrant youth in a variety ofsituations.Give existing recruiters strategies for recruiting out-of-school youth. Many good recruiters may not have ex-perience with out-of-school youth. Knowing strategiesthat work can help them focus on this population.Employ out-of-school youth in recruiter positions asthey often know where to find other out-of-schoolyouth.Provide comprehensive recruitment training to teachers,secretaries, out-of-school youth, community members, ,

etc., so that everyone is knowledgeable about the re-cruitment process and becomes a recruiter. In the train-ing, discuss ideal skills and the realities of the job.

Low PayPartner with universities as college students may bewilling to accept part-time work at a lower pay rate, anduniversities may qualify it as a work-study position.Include the pay rate in recruitment advertisements sothat people who apply for the position know the pay rateand are ready to accept the offer.Offer incentives to recruiters such as attending theID&R conference held annually. This is an incentive forrecruiters and an important way for them to developtheir skills.

Proceedings Report: IAIEC Seminar on Out-of-School Youth

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Pay recruiters in accordance with the significance andcomplexity of their responsibilities and in proportion totheir contribution to the overall success of the program.Low pay results in high turnover and that costs a pro-gram its credibility within the state, with school districts,and with employers. Down time while training new re-cruiters, confidence in the accuracy of certificates of eli-gibility, and the trust of the population being recruitedare additional program losses that result from high turn-over of recruiters. Skilled recruiters save a programmoney by knowing the area, the people, how to talk tothem and who to contact. Skilled recruiters identifymore students resulting in more students receiving ser-vices.

, Part-Time PositionsMaintain both part-time and full-time recruiters to allowflexibility within the program, and to give the programthe ability to modify the recruitment effort as may bewarranted by changes in the population in an area.Employ part-time recruiters on at least a 50% basis sothey have some benefits. As they discover new pocketsof populations work them into full-time positions.Match recruiters who only want part-time work with ar-eas where a limited amount of time will be beneficial.Consider employing college students who are interestedin bilingual education.

Roles and ResponsibilitiesOffice of Migrant Education andInterstate Migrant Education Council

Develop a skills bank of ideal skills for recruiters.

StatesDevelop a career path within the migrant program withthe recruiter position a step in a tier that leads to otherprofessional or administrative positions.

Strategy Work Group

Seminar attendees met in smallwork groups to address issuesrelated to the recruitment ofout-of-school youth and to de-lineate roles that the Office ofMigrant Education, states, andthe Interstate Migrant Educa-tion Council can play to assurethat youth are identified.

"Develop a skills hank ofideal recruiter skills. Re-cruiting is a specialized job.It doesn't require a BA or aMasters degree. It requiresa certain level of sensitivity,people skills and other skillsthat aren't always easy tofind."

Beatriz CejaReporter for Strategy Group

Question 3How are out-of-school youth located when they:

Work in isolated areas;Are in the service area for a short period of time;Have unusual work schedules;Are in areas where safety for recruiters is a problem; andDo not have school records or contact with public entities?

RecommendationsHire recruiters who are from the local region and knowbasic information about the area.

Proceedings Report: MISC. Seminar on Out-of-School Youth


Jay DrakeCoordinator

Census and RecruitmentNew York State

Migrant Education Program

"Don't assume that sixmonths from now your re-cruiunent area will be like itwas in the last stlx months.The agricultural industryhas changed.

Here's an example. There isa place in New York whereMigrant Education neverhad a program becausethere is nothing in the areabut a lot qf trees. There is,howevel; a power plant, anda grower built a 16-acrehydroponics greenhousewhere they grow 300 toma-toes on each plant. Theyhire 50, 60. 70 seasonal em-ployees. The turnover rate isup to 600% a year.

We fill asleep at the wheel.We didn't continually lookaround to see what washappening and it was eightmonths befbre we found thepopulation."

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Recruit in teams so that one recruiter can look for signsthat help locate out-of-school youth.Recruit out-of-school youth as they are being registeredon large farms.Establish relationships with labor contractors, food proc-essors and crew chiefs. They may share their computerdatabase or verbally say where workers are located, andmay set up interviews with their employees at the jobsite. You may influence their hiring practices to bemore open and fair to out-of-school youth.Reinvestigate areas for the development of new agricul-tural industries that may employ out-of-school migrantyouth in their activities.Investigate places where young people congregate suchas music stores and near telephone booths, and post no- ,

tices in those areas.Coordinate with agency workers, teachers, counselorsand others who are involved with out-of-school youth.Use the 1-800 number. Out-of-school youth who travelback to the same area every year often use the number tocontact the local program.Recruit in areas where services are located, such asstores, flea markets, Laundromats, churches, and foodbanks.Make repeated visits to areas where out-of-school youthreside.Employ teams of people that may include out-of-schoolyouth, college students and seasoned recruiters to recruitin 12 to 15 hour shifts.Use information about migration patterns, the area, andthe crops, especially the short crops, to locate out-of-school youth in a timely fashion.Let potential recruiters know that, as a condition of em-ployment, they will be expected to work odd schedules,evenings and weekends, and that their shift will changeas the season develops.Hire people who have characteristics that make goodrecruiters, e.g. flexible, risk-takers, independent, believ-ers in the program.


Make recruitment and service to out-of-school youth apriority, put it into policy, write regulations, and coordi-nate with school districts and policy makers around thisissue.Make a recruiter training tape to share with states.


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StatesDevelop a recruitment form that includes other agencies,not just migrant, perhaps a collaborative effort with ,HEP, CAMP and other agencies involved with out-of-school youth.

Question 4How can recruiters work with employers who may be unreceptive torecruiters because they:

Have undocumented workers;Do not want workers' skills upgraded;Do not want workers taken from their work for interviews?

RecommendationsDevelop symbiotic relationships with employers. Manyemployers feel the workers receive enough benefits.They want to know how the program will benefit them.Show employers how components of the program have apositive effect on their business. For example, school ageprograms that take children off the farm during the dayrelieve employers of the worry about children. The provi-sion of ESL and health services influences employee sat-isfaction which may reduce turnover.Assure the employer that you are not on his/her farm toinstigate problems between him and his workers, and thatyou are not the INS and do not have any relationship tothe INS.Establish relationships with labor contractors who placeout-of-school youth on farms. They can let you knowwho is going to be at what farm, their birth dates, etc.Develop fliers to give to employers explaining who therecruiters are, what activities they will conduct on thefarm, and what benefits the program can provide liketranslations and ESL that help their employees and, inturn, help them.Consider the employers' perspective. It is their industryand livelihood. Work with them to recruit workers at atime that is convenient to both the employer and theworkers, a time when workers are not expected to work.Know the protocols of the industries and respect the em-ployers' property.Coordinate with Migrant Head Start centers. There maybe young parents of Head Start children who qualify formigrant education services because they are under 21and are moving.Interact with growers' associations. Become a memberof those groups so you get to know growers and they re-fer you to other growers.

Proceedings Report: IA IEC Seminor on Out-of-School Yo

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"The dairy industry that wework with was always kindof standoffish. Then we es-tablished a relationship withthe labor contractor whoplaces a lot qf out-aischoolyouth on &My farms. Helets us know who will heplaced on each farm. Some-times, before the workersarrive, we know who theyouth are."

Jay Drake

Work through universities and Cooperative Extensions togain access to employers.Coordinate with the human resources departments of in-dustries. Ask them to attach a survey to the paper workof new employees requesting basic information such asmobility history. Then send a recruiter to follow-up.Make the program visible to [cowers through positivearticles in local newspapers. In rural communities makepresentations about migrant workers and the migranteducation program to the school board or other organiza-tions to which employers belong.Maintain staff stability to establish program credibility.As growers become acquainted with recruiters, they givethem access to their workers, develop confidence in theprogram and trust recruiters.

Question 5How can problems in building trust with out-of-school youth be overcome,considering factors such as:

Racial, language and ethnic differences between recruiters and youth;Negative education/school experiences of youth;Immediate financial needs of the youth that are more important thaneducation;The undocumented status of some youth; andThe youths' fear of strangers?

"Building trust, being pa-tient and pemistent are fac-tors that help recruit youngadults for education pro-arams.

Kathy Freudenberg

"Any recruiter can developtrust and respect with anycommunity. However arecruiter from the samebackground can accomplishthat quicker."

Seminar participant

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RecommendationsBuild trust by maintaining stability with the recruiters sothat out-of-school youth recognize them and developconfidence through them for the program. Based on thattrust, youth will often refer new arrivals to the recruiter.Be persistent. Several return visits may be needed beforea youth will admit that he or she is under 22 and did notfinish high school. Returning to the same camps orapartments is part of the process of recruiting out-of-school youth as youth often hold back until they feelsafe and see that the program is beneficial for them.Expound the benefits of education and a high school di-ploma. For many out-of-school youth a high school di-ploma is not an expectation of their families, theirschool experiences has been negative, they do not knowthat it is possible to obtain a high school diploma, andthey do not understand why it is important.Follow through on promises and do not make promisesthat can not be fulfilled.

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Be accepting and understanding, not condescending,when providing services to out-of-school youth.Appeal to parents' sense of duty to their children andremind them that it is against the law to keep school agechildren out of school.Provide diversity training to develop sensitivity to thesimilarities and differences between cultures. Whendealing with cultural differences between staff and themigrant population, ask someone from the same cultureas the migrant population to talk to the staff to developan understanding of the culture.Provide out-of-school youth with employment optionsthat will permit them to take part in education services.


Write a letter of support to encourage states to serve out-of-school youth as a priority group.Provide training at the state directors' meeting dealingwith out-of-school youth.

Office of Migrant Education andInterstate Migrant Education Council

Provide resources and networking opportunities at localand regional levels on agency web pages. The nationallevel is too cumbersome.

Question 6What incentives or "carrots" can be offered to out-of-school youth?

RecommendationsGive Educational Bags, "Goodie Bags," to out-of-schoolyouth when they are recruited. Educational bags are ef-fective recruitment tools, and an important service toout-of-school youth.Establish non-profit funds to help individual youth andmigrant families who are in distress.Sponsor farmworker festivals. Invite community agen-cies and businesses to set up information booths, andhealth providers to offer health screenings. Recruit out-of-school youth at the festival.Offer educational programs such as farm safety instruc-tion, bilingual education, HEP and ESL classes at timesand in places that are convenient to out-of-schoolyouth. These are real incentives for out-of-schoolyouth.Provide accident insurance and underwrite the cost ofhealth clinic visits.

What areEducational Bags"Goodie Bags"?

Educational Bagssometimesreferred to as "GoodieBags", are canvas gym bagsfilled with educational toolssuch as Spanish/English dic-tionaries, tapes and work-books, recreational equipmentlike soccer balls, and per-sonal items such as shampoo,toothpasteshaving cream,soap, etc. The bags are aneffective incentive when re-cruiting out-ofischool youth.They establish a sense of trusttoward the program, and theyare essential for the well be-ing of youth who may be trav-eling with no resources.

Proceedings Report: IMEC Seminar on Out-qf-Sehool Youth


What isthe 800 Hotline Number?

A nationwide 800 numberhas been established to im-prove access to migranteducation programs andother services for formwork-ers. Calls that originate ina state are routed to a mi-grant education office inthat state. That office assiststhe farmworker in making aconnection with migranteducation programs orother services in that state.The toll-free nwnber is thesame nationwide.

1-800-234-8848

Distribute the 800 hotline number to enable out-of-school youth to obtain services wherever they travel inthe United States.Provide work-study incentives.Work with school districts on strategies to prevent stu-dents from dropping out, and for those youth who havedropped out, on strategies to reconnect them with theschools.


Develop policy that supportsyouth.

services to out-of-school

StatesWork on state-level legislation to allow post-secondarytuition, room and board for undocumented or out-of-state residents in HEP and CAMP programs and in corn-munity and four year college systems. That would be ahuge incentive for out-of-school youth.

Interstate Migrant Education CouncilSynthesize data from the survey and from this seminarinto a report.Prepare key issues from the report for a press release tobe shared with many audiences as well as chief stateschool officers.

Question 7How can recruiters work with LEAs to recruit out-of-school youth when:

School-based recruitment is not very effective; andSchool administrators are not interested in youth who are notin school?

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RecommendationsTap community GED and ESL classes and communitycolleges to serve out-of-school youth who are over theage of 16. School districts do not have a vested interestin out-of-school youth, especially here-to-work youth.Help school districts develop strategies to receive mi-grant students and find resources to educate them, espe-cially ESL and bilingual classes.Give school districts, especially high schools, part of theformula money to serve out-of-school youth. Help theminvestiRate other federal resources and explore nontradi-tional strategies to meet the education needs of thispopulation.



Provide successful models that school districts can repli-cate.Offer staff development to school districts regarding (1)terminology used by migrant education programs, e.g.limited English proficient (LEP), English languagelearner (ELL), English as a Second Language (ESL),out-of-school youth, and (2) services that may be pro-vided by the migrant education prop-am.Explore ways that parents of migrant children can con-tribute to the school setting and can influence adminis-trators to take a more favorable view, of migrant youth.Assess high stakes testing and accountability and the ef-fect that these have on dropout rates for all students, notjust migrant youth.Give counselors a greater role in the education of stu-dents at risk of dropping out and in reconnecting thoseyouth who have dropped out of the school.Work for incremental changes in the public school sys-tem that will improve educational opportunities for mi-grant students.Create viable alternative programs to meet the changingneeds of nontraditional students. Look upon the systemas an asset model rather than a deficit model.Work with state legislators to pass state laws that willgive here-to-work youth equitable education opportuni-ties.

What is ESLEnglish as a Second Language?

ESL describes any of severalapproaches to teaching theEnglish language to non-native speakers, rangingfrom strategies that empha-size survival level oral com-munication to instruction thatprepares students to studygrade level content in Eng-lish. For most here-to-workyouth, ESL instruction thatteaches finctional vocabu-lary, encourages communica-don and lowers resistance torisk-taking is most beneficial.

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Services to Out-of-School Youth

Insights from the Survey of Migrant Out-of-School YouthInstruction for English language learners, basic skills instruction and health serviceswere cited by respondents to the survey as the most commonly delivered services to thispopulation. Instruction in consumer skills and advocacy for better living and workingconditions were mentioned as services needed by out-of-school youth. Respondents re-ported that out-of-school youth are underserved in comparison to in-school migrant stu-dents, are difficult to serve, are difficult to redirect into school, and have many unmetneeds.

Session FormatThree panelists described the range of services offered to out-of-school youth bytheir migrant education programs, responded to questions raised in the survey,and made recommendations for improving services to migrant youth.A speaker gave an in-depth review of the High School Equivalency Program.Participants met in strategy groups to focus on and make recommendations forspecific issues related to services to out-of-school youth.The recommendations of the strategy groups were reported to the whole group.

Questions Addressed by the Panel and the Strategy Groups1. How can programs connect with youth and provide sustained services considering

the extraordinary challenges in the youths' experience?

2. How can programs work with unreceptive employers?

3. How can the skill level of youth be determined and what services can be providedat various skill levels?

4. How can programs deal with various logistical issues?

5. How can problems with LEAs and migrant staff be overcome?

The PanelistsModerator, Nancy Croce, Director, Migrant Education, New York State EducationDepartment, Albany, New York

Robert Apicella, Director of Migrant Youth Programs, State University of New York,Oneonta, New York

Maria Chavez, Senior Director, Migrant Education Program, Region IX, San Marcos,California

Raul Diaz, Director, Migrant Education Program, Region XVI, Salinas, California

The SpeakerEmilio Hernandez, Director, High School Equivalency Program, University of Ore-gon, and member Oregon State Board of Education

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Question 1How can programs connect with youth and provide them with sustained ser-vices considering the such extraordinary challenges as the youths':

General distrust and fear;Fear of INS;Status as single, young workers with no guardians;Previous negative experiences with authority or systems;Need to work at all costs for survival;Goals that do not include education;Other interests, e.g. drugs, alcohol, prostitutes;Responsibilities for spouse and children;Previous negative experience with schools; andDecision not to continue in school?

RecommendationsProgram Features

Plan programs that respond to the demographics of theservice area. If youth are typically in an area for aboutsix weeks, plan a six-week program, not a twelve-weekprogram.Build in program incentives to promote continuity andsustained services. For example, if the student attendsto the end of the program or for a certain number ofdays, permit him or her to keep the student dictionary.Plan milestone incentives, such as certificates ofachievement, to keep the student coming back.Prepare for unforeseen contingencies such as a crop fail-ure or an INS raid by making every class meaningful forthe student in addition to the overall benefit achievedover the six or twelve-week course.Develop a plan of progression for each student. Recog-nize that sustained progression for a student may meanseveral years, so plan mechanisms to continue studentprogress from year to year. Collaborate with schoolsand community agencies to meet the student's goals.

CollaborationEnsure sustained progression and student successthrough linkages with school and community agenciesthat can facilitate continuous advancement for the stu-dent. If a student is at a low literacy level, collaboratewith an agency that provides basic English instruction.As the student gains mastery of English, facilitate aplacement in a pre-GED class, then into a HEP program,then a CAMP program, etc.

Proceedings Report: !MEC Seminar on Out-of-School Youth


Nancy CroceDirector

Migrant Education ProgramNew York State

Education DepartmentAlbany, New York

"One issue that IMECcould address is to reviewthe efforts that have beenundertaken in states toprovide state college tui-tion to undocumented stu-dents. We have studentswho are at the lop of theirhigh school class. Aftergraduation their compan-ions go on to college, butthey can't afford to go.The goal has to be to makeit possible for all our stu-dents to gu to college."

Robert ApicellaDirector

Migrant Youth Program andHigh School

Equivalency ProgramSUNY College at Oneonta

New York

"A 1998-99 analysis of theservices the New York Mi-grant Education Programprovided to migrant stu-dents showed that while55% of the eligible migrantchildren are adolescent stu-dents in grades seventhrough high school, includ-ing here-to-work youth anddropouts, they received lessthan half of the fimding

Based on this, we decided todevote more money andmore services to the here-to-work and the dropoutpopulation.

We are excited about thepossibility of taking kidswho aren 't even thinkingabout getting an educationto college within a year."

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Develop a strong network of agencies, such as churches,medical clinics, and social groups, that can provide forstudents' unmet basic needs.Coordinate with parents and leaders within the youth'scommunity to support participation in programs.

Program StaffExpand the recruiter position to a recruiter/advocate po-sition and provide training in this enhanced role in areassuch as migation patterns within a particular area, as-sessment of students' basic and educational needs, coor-dination with service providers to meet assessed needs,and INS issues.Retain staff from year to year to develop the staff sknowledge of the migrant community and to build trustamong the out-of-school youth.Designate a team or an individual who is responsible forcoordinating migrant program services and communityservices for out-of-school youth.

Communication NetworksMake numerous contacts with the youth and follow-upto ascertain their attendance in classes or programs.Establish an effective "word of mouth" communicationnetwork in the migrant community.Distribute the 800 hot line telephone number.Sustain contact with highly mobile populations throughcommunity-based radio programs.


Offer training nationally on INS issues as part of recruit-ment training for youth advocates. This is a huge limit-ing factor in sustained services to here-to-work youth.Set criteria for measuring successful programs for out-of-school youth and compile a directory of best promis-ing practices.Establish linkages with the Department of Labor in par-ticular and with other agencies at the federal level to fa-cilitate the delivery of services, to assure services are notduplicated, and to ensure that out-of-school youth re-ceive appropriate services from all sources.Revise HEP or develop alternative programs to addressthe academic needs of out-of-school youth with readinglevels below the sixth gade.

StatesAddress education and training options for out-of-schoolyouth in addition to programs that lead to a GED.


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Take a greater role in training on certain issues, particu-larly INS issues.Fund pre-HEP and GED services and allocate funds ingeneral for service to out-of-school youth in proportionto the program dollars they generate.Establish linkages with the Department of Labor in par-ticular and with other agencies at the state level to facili-tate the delivery of services, to assure services are notduplicated, and to ensure that out-of-school youth re-ceive appropriate services from all sources.

LocalDefine the services that will be provided to out-of-school youth and ensure that they are appropriate for theparticular needs of the demographic groups.

Interstate Migrant Education CouncilAdvocate for policy permitting services to migrant youthfor up to one additional year after high school gradua-tion or the attainment of a GED to assist with transitionsto post secondary or college opportunities. The currentlaw that permits services to students for a year afterreaching the end of their eligibility establishes a prece-dent for such extended service.Address the undocumented issue, perhaps by influenc-ing the National Council of State Legislators or individ-ual legislators with respect to the importance of the mi-grant workforce even if it is undocumented. The lack ofdocumentation limits opportunity because many servicesare unavailable without it.Support efforts to provide state college tuition to un-documented students, making it possible for them to at-tend college.

What is the GEDGeneral Educational

Development Certificate?

The General Educational De-velopment (GED) certificate isconferred on individuals whosuccessfully pass the GEDtcst. The GED certifies thatthe individual possesses themajor skills and knowledgeexpected of a high schoolgraduate. It can be used forentry into higher educationprograms and employment.

The GED test assesses skillsand knowledge in the arcas ofwriting, reading, social stud-ies, science, and mathematics.

The test is offered in Spanish.Questions on the Spanish lan-guage GED are drawn fromSpanish language and culture.

A new English language GEDtest went into effect on Janu-ary 1, 2002. A revision of theSpanish language edition isexpected in 2004.

Question 2How can programs work with unreceptive employers:

Who may have underage workers;Who may have undocumented workers;Who do not want work interrupted;Who do not want workers' skills improved?

RecommendationsEstablish a Partnership Relationship with Employers

Help employers understand how working together to im-prove workers' skills leads to the retention of theirworkforce, and enhances their bottom line.

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Maria ChavezSenior Director

Region IXMigrant Education Program

San Marcos, California

"Help youth focus on whatit is they came to the U.S. todo. Ask why are you here?What is your goal? Whatdo you want to accomplish?

When out-of-school youthreflect on what motivatedthem to come here to beginwith, it's easy to sell educa-tion to them. Our challengeis to help the youth focus ontheir goals, figure out whatit is they need most to begin,and identify education op-portunities that will helpthem work toward thosegoals in the brief time theyare with us."

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Meet with growers' associations on a regular basis. Askfor their support and let them know what services theprogram will provide for their workforce.Take a positive attitude and work collaboratively withemployers. Establish a relationship based on trust.Send letters of introduction explaining the program'sservices and follow-up with a personal visit.Let employers know that the program's only purpose iseducation and that there is no charge for the services.Ask employers what services the program can providethat will help them be more productive. Honor the em-ployers' specific requests for educational services forworkers and conduct classes for youth at times conven-ient to both the student and the employer.Enter into verbal and written contracts with employers.

Recognize Employer Assistance

Acknowledge employers who have been helpful to theprogram through luncheons, plaques, award dinners, etc.Include local news agencies and put a positive spin onnews reports.


Support the provision of services to out-of-school youthand put it into policy.Develop a guide of common elements of successfulstrategies for services to out-of-school youth.

StatesMake the recruiter position a recruiter/advocate positionso that the front line people who know the communityand are with the out-of-school youth will be able to ad-dress their needs in an advocacy role.Build a life skills needs assessment into the state's com-prehensive needs assessment. When a youth's needs in-clude life skills, prioritize that into his or her serviceplan.

LocalTeach life skills such as cashing checks, handling creditcards, riding public transportation, and shopping for gro-ceries that help youth fit into the local community andbusiness world.


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Sponsor recreational events, such as soccer games, toattract the interest of out-of-school youth. Use theevents to teach life skills or engage students in othereducational activities. The challenge is sometimes tobring the youth together.Format a community service directory aimed specifi-cally at services that will assist out-of-school youth.Make the directory easy to read with explicit informa-tion as to where to go and how to go about getting theservices.Advocate with community adult education programs todevelop curricula that better address the needs of mi-grant out-of-school youth.

"Migrant out-of:school youthare the best example of resil-iency of character. In spite ofeverything, they have this op-thnism in life and they arethinking about tomorrow.Giving an out-ofschool youthhope for a brighter future isvery gratifYing."

Raul Diaz

Question 3How can the skill level of youth be determined and what services can be pro-vided at various skill levels considering circumstances such as:

Youth have very little education;Youth are illiterate, not able to read in any language;Youth have a range of achievement levels from basic skills to GED;Programs lack a range of academic and other services; andThere is a lack of content material for academic services?

RecommendationsNeeds Assessment

Determine the needs of out-of-school youth at the timethat a certificate of eligibility is completed, and identifyavailable educational support services to address thoseneeds.Pinpoint the student's perceptions about where he or sheis and what he or she would like to achieve. Include thestudent's long term goals for education, health, employ-ment, etc., as well as short term goals such as learningEnglish, obtaining a GED, or improving vocationalskills.Do a quick "snapshot" assessment at different grade lev-els for different state learning standards.Include questions on the assessment that ask studentswhy they did not continue in school.Use the needs assessment to trace student progress andvalidate prop-am activities.

Proceedings Report: !MEC Seminar on Out-of-School Youth


"Out-gf-school youth cometo us with strengths. Theyare strong willed, resilient,and goal oriented. Theyhave what it takes to be suc-cessful."

Maria Chavez

Education ServicesReconnect dropouts with the school system.Recruit teachers who are willing to teach in non-traditional settings such as on farms, in homes and laborcamps, out-of-doors, and in community buildings; andwho are willing to teach at non-traditional times such asin evenings, on week-ends, and in the early morning toaccommodate the work schedules and living conditionsof youth.Enroll students in community-based adult education andESL classes.Provide direct service through the migrant program inhigh impact areas.Establish pre-HEP classes or hire tutors to work without-of-school youth to prepare them for HEP.

Raul DiazDirector

Region XVIMigrant Education Program

Salinas, California

"When I look at out-of-school youth and their chal-lenges I am reminded of thefederal priority to servethose students who are mostmobile and most at risk innot meeting education stan-dards. These conditionsdefinitely describe out-of-school youth.

The question is how to bestdo that? When I ask then:what do you really want,their answer is we want toknow how to cash our checkso we don't get ripped off,how to go to the local gro-cery store, how to catch thebus route. Their needs arevery basic. Once thoseneeds are met, programsare able to scaffold servicesinto academic areas."

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CurriculaProvide a range of education programs to address theliteracy needs of students at a variety of skill levels. In-clude literacy in Spanish, ESL, the PASS program, andGED programs in English and Spanish.Develop student driven ESL curricula that address thespecific, expressed needs of students. Design curriculumcomponents that can be modified in length from short 5minute lessons that can be taught quickly without inter-fering with students' employment, to medium 20 to 30minute lessons, to hour-long lessons.Teach practical survival skills such as accident preven-tion, consequences of alcohol and drug addiction, mak-ing appointments at clinics, driver's training, etc.Obtain literacy materials in Spanish available throughthe Mexican Consulate Office to teach Spanish literacyskills to out-of-school youth who have low level literacyskills.Investigate or develop GED curricula for in-home in-struction.


Establish a clearinghouse for best practices, perhaps aweb site, that includes detailed, step-by-step informationfor addressing the needs of out-of-school youth.

StatesAddress the idea of transcript travel documents, a back-up system other than the electronic system.


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Interstate Migrant Education CouncilAdvocate for a national academic assessment tool thatcan be used with all migrant youth. Investigate assess-ment tools that may already be available.

Question 4How can programs deal with various logistical issues such as:

Brief time that youth are in the service area;Relatively small ethnic groups with languages that are not common;Isolation from the mainstream community; andYoung men in the U.S. on contract?

RecommendationsFit Services to Time Constraints

Begin services immediately, as soon as students areidentified. Waiting a couple of weeks may mean thatthe students have moved on.Identify times when out-of-school youth are available toparticipate in education programs.Offer education programs that fit the length of time stu-dents are likely to be in the area. Based on knowledgeof crops and experience with out-of-school populations,determine the length of time that students are likely tobe in the area and plan programs, advocacy, referrals,and survival skills development that coincide with thosetime frames.

Educational BagsProvide out-of-school youth with Educational Bags,"Goodie Bags," when they are recruited as a way to fos-ter trust, build program credibility, and open opportuni-ties for further services.

Support ServicesProvide transportation to programs or outreach workersto conduct educational services in homes.Collaborate with health organizations to provide healthservices.Use mobile classroom units and health vans to serveout-of-school youth who reside in isolated rural areas orin areas of difficult terrain.

Culturally Appropriate ResourcesIdentify all available resources, from local to interna-tional, that can provide services to out-of-school youth.

Proceedings Report: MIEC Seminar on Out-of-School Youth


What is CAMPCollege AssistanceMigrant Program?

CAMP projects receivediscretionary grants toprovide migrant studentswho are in their first yearof college with supportiveand instructional servicesincluding tutoring, coun-seling, and assistance inobtaining student finan-cial aid for their remain-ing undergraduate years.

CAMP serves about 1,680migrant students in 30institutions of higher edu-cation.

Participate in the bi-national program, and take advan-tage of the teacher exchange program to provide stu-dents with teachers from their home areas in Mexico.Be aware of cultural issues as well as language issueswhen developing programs.

Electronic and Telephone ServicesEstablish an e-plaza to serve out-of-school youththrough electronic possibilities and to offer educationservices available from (INEA), Mexico's national adulteducation program.Provide out-of-school youth with telephone numbers ofservice providers to contact when they feel comfortable.Give out-of-school youth the 800 hot line number sothey can contact the program when they move to a newlocation.

Question 5How can problems with local education agencies (LEAs) and migrant staffbe overcome considering issues such as:

LEAs and migrant programs do not want to shift funds from currentuse to services for out-of-school youth;Staff are not trained to serve out-of-school youth;There is a lack of transcripts for students;The cost of services is greater than for in-school youth; andIt is easier to serve in-school youth?

"When I first came on asState Director; recruiters saidthat one of the most importantthings I could do to maketheir job easier was to pro-vide services for out-of-schoolyouth. If you recruit them youshould provide services orthem."

Nancy Croce

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RecommendationsLocal Education Agencies

Let local school districts take responsibility for the basiceducation of out-of-school youth.Ask school personnel how migrant programs, with theirsupplemental funds, can work with the school to supportthe school's services.Help school district staff become aware of the difficul-ties that out-of-school youth face, and understand theeducation issues of this population.Offer student information to districts that they may nothave, such as immunization records.

Migrant StaffProvide leadership regarding the need for equity of ser-vices to out-of-school youth, and the ineffectiveness ofcontinuing a service simply because it is easier.



Listen to staff and students to determine the types ofprograms that will best serve migrant populations.Provide staff training for current and new staff on strate-gies for working with the issues that young adults bringto the school and community.Collaborate with community agencies to defray the costof serving out-of-school youth.

High School Equivalency ProgramRestructure HEP programs to meld with the work sched-ules of out-of-school youth. The traditional semester,September through December and late January throughJune, is a difficult schedule for working youth. Classesoffered on a one-per-month basis or during times whenstudents are not involved in the agricultural harvest bet-ter serve migrant youth.

Change Out-of-School Youths' AttitudesHelp migrant youth from other countries, who have adifferent understanding of what education should be, un-derstand that high school is a necessity in the UnitedStates in order to earn a decent living.


Provide clear leadership regarding services to out-of-school youth. Tell states that this is an important popu-lation, that they are generating funds, and that statesneed to provide services to them.Send a letter to states encouraging school districts to col-laborate with migrant programs in serving out-of-schoolyouth.

StatesProvide school districts with guidance, model programsor pilot programs for serving out-of-school youth.Schools often do not know how to reach this populationand that makes it difficult for them to shift resources.Collaborate with other Title I programs to provide ser-vices for out-of-school youth.

Interstate Migrant Education CouncilProvide a list of seminar attendees to enable participantsto communicate with one another regarding programsfor out-of-school youth.Publish and distribute abstracts of programs for out-of-school youth to seminar attendees.

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High School Equivalency Program

Emilio HernandezDirector, High SchoolEquivalency ProgramUniversity of Oregon

A Successful Service to Out-of-School Youth

Mr. Emilio Hernandez described the High School EquivalencyProgram (HEP) as a federally funded program designed to helpmigrant youth obtain the equivalent of a high school diploma.He said the program, spearheaded by Edward R. Murrow's 1960television documentary, Harvest of Shame, is in its 35th year ofoperation. HEP provides academic instruction, counseling,placement services, health care, housing and stipends to approxi-mately 3,000 students each year. The majority of students attaina general educational development (GED) certificate and go onto employment, vocational training or higher education.

HEP projects are structured on one of three models: residential,commuter or satellite. The model used by a particular project is dependent on the demo-graphics of the project's student population. Programs are rooted in research-based learn-ing theories and curriculum is developed to meet state learning standards.

As an example, Mr. Hernandez described the HEP project at the University of Oregon atEugene. The project is based on William Glasser's Reality Therapy and Nell Nodding'stheories of caring societies and caring schools. Each student is cared for as a whole personand counseled to cope with whatever challenges may be in his or her background.

The project's academic instruction is tied to Oregon's state learning standards. Careercounseling is keyed to the state's Certificate of Mastery. Activities include reading circlesto improve reading skills, library skills, participation in community service projects, par-ticipation in campus life, and the support of caring staff who continually check with stu-dents regarding progress on their individual learning plans.

Mr. Hernandez said that the family component is challenging because many parents believethat education is the business of the school and do not recognize their role in the adoles-cent's education. Helping parents understand how the school and the home work togetherto help students attain their goals, he said, can be time consuming.

According to Mr. Hernandez, about 85% of the students who enter the HEP program at theUniversity of Oregon leave the project with a GED certificate and with the ability tocompete with high school graduates for financial aid, scholarships or work, depending ontheir personal plans. The project's caring atmosphere, committed staff, college andcommunity life, and emphasis on the whole student are key to the project's success.

Mr. Hernandez expressed concern about HEP's ability to meet the academic needs of in-coming students because, he said, new students have lower reading and math skills. To re-main vibrant, HEP will have to look at models that answer the academic and personalneeds of these students and that motivate them to continue their education.

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Components in Three Programs thatServe Out-of-School Youth

In their remarks, each of the panelists provided an overviewof the range of services that his or her project provides toout-of-school youth. The following is a compilation ofthose services.

The ProgramsMigrant Youth Programs of New York StateRegion IX Migrant Education Program of CaliforniaRegion XVI Migant Education Program of California

Range of ServicesOutreach programs that provide instruction in homes orcamps;Campus-based programs that bus out-of-school youth toa central location, usually a school, for academic andrelated activities;HEP programs that enroll both here-to-work and drop-out youth;Educational bags, "Goodie Bags," given to youth whenthey are recruited to assist them with basic needs and tomotivate them to engage in other program services;Farmworker fairs to connect youth with communityhealth, education, and advocacy services.The PASS program to help dropouts make up highschool credits or prepare for the GED;Project-developed ESL curriculum to meet the specificEnglish language needs of enrolled youth;A community based radio program to keep highly mo-bile youth informed about program activities;An e-plaza to offer youth a connection to internet learn-ing opportunities;A dropout recovery effort to reconnect dropouts with theschool;Collaboration with services that can enhance educationopportunities for youth and/or help them meet their ba-sic needs;Coordination with the College Assistance Migrant Pro-gram (CAMP);Coordination with growers' associations to locate out-of-school youth and to provide on-farm instruction; andExtensive use of the 800 hotline number to enable youthto keep in touch with the program.

What is PASS -Portable AssistedStudy Sequence?

The Portable Assisted StudySequence (PASS) is a semi-independent study systemthat enables mobile studentsto make up secondary cred-its and continue workingtoward a high school di-ploma as they move betweenschool districts or states.



Collaboration

Insights from the Survey of Migrant Out-of-School YouthSurvey respondents cited collaboration with other groups and agencies as an effectivemethod of recruiting out-of-school youth and as an important resource in providing ser-vices to this population. Collaborative partners as varied as churches, agri-business,Edusat (Mexican satellite education) and INEA adult literacy in Spanish from Mexicowere mentioned.

Session FormatBuilding on survey responses, and to form a foundation for future IMEC dia-logue, collaborative programs illustrative of collaboration at the local, state andnational levels were presented.

Questions Focused on by the Panels and the Speaker1. How does the collaboration relate to the two groups of out-of-school youth, drop-

outs and here-to-work youth?

2. What entities or programs are involved in the collaboration?

3. What are the goals of the collaboration?

4. How did the entities or programs come together?

5. Who takes leadership?6. Is there a structure or a memorandum of understanding?

7. What are the problems, results, and significant successes?

8. What are the visions for the future?

The PanelistsModerator, Ernesto Ruiz, Migrant Education Director, Region II, Yuba City, CA

The Oregon Migrant Education Collaborative GroupMerced Flores, Associate Superintendent, Office of Student Services, Oregon Depart-ment of Education

Emilio Hernandez, Director of HEP Program, University of Oregon and Member ofthe Oregon State Board of Education

Ernestina Garcia, Director, Oregon Migrant Education Center

The Hood River School District , Hood River,OregonJames Sims, Federal Programs Director, Hood River County School District

Lorena Manzo, ESL Instructional Assistant, Hood River Valley High School

Maria Casto, Outreach Worker, Next Door Program, Hood River, Oregon

The Speaker



Page 32

A Collaborative Effort at the State LevelThe Oregon Migrant Education Collaborative Group

, The Oregon Migrant Education Collaborative Group(OMEC) is a state level collaboration effort that began itswork in 2001. OMEC includes assistant superintendents ofdivisions within the State Education Department, and repre-sentatives from the Migrant Education Program, the CollegeAssistance Migrant Program (CAMP), the High SchoolEquivalency Program (HEP), Talent Search, Upward Bound,and other programs that provide services to migrant stu-

F dents. OMEC's purpose is to collaborate among divisions, within the State Education Department and with state levelservice providers to address the needs of migrant childrenand families in a seamless fashion from birth through adult-hood.

Concepts outlined in The Educational Reform and Its Effect' on Migrant Education, a position paper prepared by Ore-gon's Migrant Service Center in 1995, shape OMEC's phi-losophical foundation and form the base for its activities.That paper recognized LEAs as having the prime responsi-bility for the education of migrant children and outlinedmeasures essential to support schools in meeting their re-sponsibility. Those measures include the following.

Help in developing sensitivity to the characteristics ofmigrant children and the lifestyles of their families.Continuous sustained professional development in theareas of language acquisition, and the language and cul-ture of migrant children.Support in developing effective strategies to incorporatemigrant students into the school's programs.

The position paper, which has been updated to include theNo Child Left Behind Act of 2001 and recent state educationregulations, will be shared with school districts throughoutOregon.

During State Education Department cabinet meetings, re-sponsibilities of each division with regard to the goal of aseamless educational progression for migrant students areidentified. Division responsibilities and plans to work to-gether to achieve the goal are charted. The expansion ofOMEC's work across department lines has effectively in-volved the State Superintendent of Public Instruction andtwo state education deputies.

Ernesto RuizDirectorRegion H

Migrant Education DirectorYuba City, California

"It is an enormous effort toorganize a collaborationeffort at a state level, tobring all of those peopleinto the loop. And it is vitalin making this successfUl."

Emilio HernandezOregon State

Board of Education

"We need more involvementof our Migrant Parent Advi-sory Committee at the statecapitol, to be heard by StateBoard of Education mem-bers, and by the State Su-perintendent of Public In-struction.-



Merced FloresAssociate SuperintendentOffice of Student Services

Oregon Department of Education

"We expanded our workgroup beyond those pro-grams that specifically tar-get migrant students. Werealized that we do not havethe capacity to help schoolsprovide education servicesto migrant children by our-selves. Every qffice sharesin that responsibility."

Ernestina GarciaDirector

Oregon MigrantEducation Center

"Service providers shouldaddress the needs of mi-grant children and finniliesin a seamless fashion frombirth to adulthood."

Page 33

While OMEC does not have a formal memorandum ofagreement among its members, collaboration with agenciesis addressed in the state's consolidated plan, and a sharedsense of purpose sustains OMEC's member participation.

SuccessesOMEC's achievements in its first year include:

An organized collaborative effort at the state level thatinvolves all education agencies that have a role in theeducation of migrant students;Good contact with the State Board of Education;The ability to work with the new State Superintendent ofPublic Instruction who is already familiar with the issuesof migrant students; andThe opportunity to meet with the new governor in 2003.

Annual state report cards that rate each school facility as ex-cellent, satisfactory or failing based on criteria that includethe number of students who have dropped out of school andthe number of students who have not met academic bench-marks are used by OMEC to monitor progress toward itsgoals for migrant students.

ProblemsTwo issues related to OMEC's membership present difficul-ties. First, because each member is involved in his or herown job, it is a struggle to maintain the group's original en-thusiasm and momentum. Second, members have their owngoals for the collaboration. Those goals sometimes make itdifficult to keep OMEC, as a whole, focused on its originalmission.

A second set of difficulties, extraneous to OMEC, revolvesaround attitudes about serving out-of-school youth and iscompounded by budget constraints. Some members of theState Board of Education question the justifiability of pro-viding special services to one segment of the student popula-tion, particularly in the face of fiscal limitations. Second,some school administrators question their school's ability toaddress the problems of out-of-school youth especially asthey are already challenged by issues related to in-schoolmigrant and Title I students.

Future VisionsThere is a need for more involvement of the Migrant StateParent Advisory Committee in state level discussions andactivities. The State Superintendent of Public Instructionand members of the State Board of Education need to hearthe views and counsel of parents on matters related to theeducation of migrant children and out-of-school youth.


Pane 34

A Collaboration at the Local LevelHood River Valley School District

The Hood River Valley School District is located in a ruralarea to which migrant families return each year to harvestagricultural products, and where numerous migrant familieshave established a home base. The school district, realizingthat very few migrant students attended school when the har-vest began, combined efforts with service agencies withinthe community to reverse this trend. Through collaborativeefforts between the school and the community, and with theinvolvement of migrant parents, the Hood River ValleySchool District achieved one of the lowest dropout rates inthe state. The Hood River School District success story isan example of collaboration within a small community andwith limited resources.

Services Offered to StudentsAn after-school program is conducted for out-of-schoolyouth between the ages of 16 and 21 who, due to theirwork or living circumstances, do not attend school. Thegoal is to help out-of-school youth earn enough creditsto graduate from high school, or to obtain a GED.

English instruction classes and computer classes are heldtwo evenings a week. Adolescents attend the classes andmany of their parents come with them to learn Englishor computer skills. Approximately 73 students are en-rolled in these classes.

Support groups for potential dropouts are conducted inthe high school. There are 70 students in the girls' sup-port group and 40 students in the boys' support group.

An inspiration circle is conducted for teen parents whoare at risk of dropping out of school.

Bilingual, bicultural outreach services are provided bythe Next Door Program, a Youth and Family Servicesagency. Outreach workers go to the homes of potentialdropouts, meet with their parents, drive the students toschool, etc.

The Next Door Program conducts an outreach drug pre-vention program for Hispanics who live in migrant laborcamps, cabins and housing projects.

An anger management intervention program is con-ducted for students who have behavioral problems. Theprogram includes anger management classes, a drug as-sessment, weekly home visits to meet with the parents,and referrals for jobs.

James SimsFederal Programs Director

Hood River CountySchool District

Hood River, Oregon

"There will be fewer out-ol:school youth if we start atthe preschool level andmake families believe inschool. As the director ofthe program, I never say noto anything. There are nolimits."

"Hood River Valley Schoolis a place where everybodyis on task. The schooldistrict understands the roleit has in the community, andthe responsibility it has forthe education of eachchild."

James Sims

Proceedings Report: IMEC Seminar on Oul-of-Sehool Youth


Lorena ManzoESL Instructional Assistant

Hood River Valley High SchoolHood River, Oregon

"Two years ago a studentwho lived on his owndropped out of school. Hewas typical of many migrantstudents, but when that stu-dent dropped out we de-cided to do something forthese kids. We met withcommunity agencies andtogether started an afterschool program for out-of-school youth."

Maria CastroOutreach Worker

Next Door ProgramHood River, Oregon

"With limited resources andoverlapping services weheal the same populationtwice. It's hard for schoolsto let people from the out-side in, but my message toschools is talk to your socialservice agencies. See howyou can work together."

Page 35

A credit recovery program is conducted for studentswho need to make up credits because they missedschool, or who dropped out and now want to graduate.Students in the program work through packets like thePASS program.

An ELL learning center staffed with a bilingual teacherprovides English language instruction and helps studentswith homework.

After school recreational activities such as weightliftingare conducted.

A special telephone line installed at the high school en-ables Hispanic parents to call the school and leave amessage in Spanish that is understood and returned by aSpanish speaker.

A native speakers class is conducted to teach the historyof Mexico, and reading and writing in Spanish includingaccents and Spanish grammar.

A Latinas in school forum is held for eighth-graderswho are moving up to the high school. Successful Latinowomen in the community answer questions and talkabout their background and the obstacles they encoun-tered in the development of their careers.

A second Latinas in school forum focuses on youngergirls and includes programs such as performances ofMexican dances by younger girls.

A Lady Angels program focuses on Latinas that are re-cent dropouts. Field trips, life skills, and leadershipskills are key elements in the program.

Community adults from Hispanic backgrounds work inthe school and serve as motivators and role models tostudents.

SuccessesThrough collaborative efforts across programs, across com-munities, with the corporate world and with growers, theschool is able to provide support to students who are poten-tial dropouts, and expand services to out-of-school youth.

As an example, if a student is not in school, a social worker,available through a collaboration with the Next Door Pro-gram, goes to the student's home, meets with the parents,and with the family and school, works to get that studentback in school.


Page 36

A Collaboration of Federal, State and Local ResourcesFarmworkers Advancing With Civic Education Services

Mr. Robert Lynch described the Farmworkers AdvancingWith Civic Education Services (FACES) as a project thatmelds federal, state and local resources in a combination ofpartnership and collaborative arrangements with the goal ofdeveloping curriculum materials that are appropriate for teach-ing oral language skills and civics information to out-of-schooland adult migrant students. Included in the complex design ofthe project are a federal demonstration grant, eight state agen-cies, and five local projects.

The Geneseo Migrant Center and five New York State Mi-grant Education Outreach projects (MEOPs) are FACES part-ners. Additional project collaborators include the Law, Youthand Citizenship Program, a New York State Department ofEducation project funded by the New York State Bar Associa-tion, and the Bilingual Education ELL Technical AssistanceCenters (BETAC).

Robert LynchDirectorBOCES

Geneseo Migrant CenterMt Morris, New York

The FACES project is funded through an English Literacy and Civics Education Demon-stration Grant from the United States Department of Education, Office of Vocational andAdult Education. Other funding contributors include:

New York State Department of Education, Employment Preparations Education;New York State Department of Education, Migrant Education;New York State Council on the Arts;New York State Department of Health, andFoodlink.

Project Goal and DescriptionMr. Lynch stated that the goal of the FACES project is to develop, implement and dissemi-nate a civics and life skills curriculum and instructional strategies that educators can use toteach civics information and oral language skills to migrant out-of-school youth and mi-grant adults. The curriculum content is built on a broad definition of civics, to teach peopletheir rights and responsibilities for living in this country, with a particular emphasis on is-sues of significance to migrant populations. The instructional approach is based in secondlanguage acquisition theory. Suggested teaching strategies include practices such as model-ing, body language, gestures, realia, vocabulary practice and repetition.

The curriculum consists of 32 stand-alone packets. Each packet contains a life skills les-son, a related civics lesson, supplemental reading and writing activities, Spanish/Englishwalk-away material, support graphics, pictures and handouts, instructional prompts andcues, and a packet assessment. As an example, Mr. Lynch described a packet titled "At theStore". It includes an ESL lesson that teaches language for shopping, i.e.: "I want tobuy . . .", and a related civics lesson that discusses the legal age to buy cigarettes and alco-hol. He said the packets are field tested by the MEOP partners and appraised by farm-worker students. Their suggestions are used to refine the curriculum.



StudentsMr. Lynch described the target population for the curriculum as highly mobile out-of-school migrant youth and adult students who have very limited oral language proficiency inEnglish and little or no literacy skills in their first language. Eighty-six percent of the '

population is male, the average age is the 26.9, and 100% are employed. Most of the stu-dents are of Mexican heritage and have families in Mexico whom they support with moneyearned through their work in fields and on farms.

InstructorsMEOP instructors who are field testing the curriculum are primarily women who are em-ployed part time. Most have a four year college degree, although some have only a twoyear degree. About 50% are certified teachers, and about 28% have an ESL or literacy cer-tificate. About half are able to speak Spanish. Mr. Lynch asserted that most of the instruc-tors, even those with strong academic backgrounds, require assistance in the preparation of

Iappropriate lessons for this student population. He stated that a premise for the FACESproject is to develop a curriculum that will provide instructors with appropriate lessons to ,

teach out-of-school youth and adult low literacy ELL students.

Instructional SettingInstruction takes place in the evenings, in homes and camps that are usually in very iso- ,

lated areas, that have minimal furnishings, and that consist of communal living conditions.Due to the isolated areas and evening hours, instructors generally work in teams.

ProblemsMr. Lynch stated that a difficult problem for the FACES project is modifying the instruc-tional practices of teachers to use the curriculum as it is designed.

The FutureMr. Lynch stated that once the curriculum is completed, it will be disseminated to NewYork State Migrant Education projects, New York State Adult Education projects, andMigrant Education state directors. In addition, the curriculum will be included in the ERICClearinghouse on Rural Education and Small Schools.

Page 37 Proceedings Report: MEC Seminar on Out-of-School Youth

38

Policy Issues

Insights from the Survey of Migrant Out-of-School YouthTo support IMEC in its role as an advocate for policies that have a positive impact on theeducation and lives of migrant children, attendees were asked to review four significantissues that were raised in the survey: recruitment, priority of service, high schoolgraduation goal, and expenditure of funds, to consider seminar discussions about theseissues, and propose recommendations regarding the issues as they relate to out-of-schoolyouth.

Session FormatParticipants met in strategy groups and discussed policy recommendations re-lated to the following issues: recruitment, priority of service, high school gradua-tion goal, and expenditure of funds.Strategy group recommendations were presented to the whole group.Written recommendations were submitted to the Interstate Migrant EducationCouncil for publication.

Issues Addressed by Strategy GroupsRecruitment: How can it be assured that all states are actively recruiting dropoutsand here-to-work youth?

Priority of Service: Once identified, what level of priority of service is due out-of-' school youth in comparison to more traditional types of migrant students?

High School Graduation Goal: Should here-to-work youth be included in the goal toincrease high school graduation rates for migrant children? Should out-of-schoolyouth with minimal academic skills and achievement be included in this goal?

Expenditure of Funds: What policy recommendations or guidelines, if any, should beconsidered in regard to the focal issues associated with out-of-school youth?

Page 38 Proceedings Report: IAIEC Seminar on Out-of-School Youth


Policy Issue 1Recruitment

BackgroundCurrent law provides states funds for identification of migrantchildren ages 3 through 21. The Interstate Migrant EducationCouncil survey indicates there is a great difference amongstates in out-of-school youth as a percentage of total identifiedmigratory children.

QuestionHow can it be assured that all states are actively recruiting bothgroups of out-of-school youth?

General RecommendationsPromote the identification and recruitment of out-of-schoolyouth. Develop policy and write regulations regarding servicesto this group, and seek accountability from states that out-of-school youth are identified and served.Provide training regarding the recruitment of out-of-schoolyouth at the state directors' meeting and follow-up with a re-cruiter training tape to share with states.

Recommendations for:Office of Migrant Education

Include both categories of out-of-school youth in the next reau-thorization.Follow up on information for both categories of out-of-schoolyouth reported by states in the performance report.Include both categories of out-of-school youth as a priority ofservice for states in regulatory guidance from the Office of Mi-grant Education.Include specific strategies for recruiting out-of-school youth inthe Office of Migrant Education's identification and recruitmentmanual.

StatesAttach funding to local projects for the number of out-of-schoolyouth identified to provide an incentive for recruitment.Provide clear identification and recruitment guidelines for iden-tifying out-of-school youth.

Interstate Migrant Education CouncilAdvocate that states serve out-of-school youth and collect datato demonstrate that serving them increases their academic andsocial functioning.Advocate for increased funds to recruit and serve out-of-schoolyouth.



Policy Issue 2Priority of Service

BackgroundThe numbers and types of out-of-school youth are a rather re-cent demographic development for migrant education programs.The services to this population are generally not the traditionalsupplemental services provided by migrant education.

QuestionOnce identified, what level of service is due out-of-school youth incomparison to more traditional types of migrant students?

General RecommendationsProvide a level of service to out-of-school youth that accommo-dates their needs.Endorse intervention services, rather than prevention services, forhere-to-work youth as these youth have never been in school.


Include out-of-school youth in program guidance.Provide technical support to states for services to out-of-schoolyouth.Require a report of services to out-of-school youth on performancereports.

StatesTarget migrant education funds to out-of-school youth.Seek other funding sources to assist in addressing the needs of out-of-school youth.Assist LEAs in identifying potential collaborators.Develop a careful needs assessment for out-of-school youth.Develop an individual service plan for each youth served.

Interstate Migrant Education CouncilAdvocate for services to out-of-school youth as a high priority.Identify other funding sources that can address the needs of out-of-school youth.Develop an informational brochure for distribution to states.



Policy Issue 3High School Graduation Goal

BackgroundThe Office of Migrant Education has as its prime goal for state mi-grant education programs to increase high school graduation rates.

QuestionShould here-to-work youth be included in this goal? Should out-of-school youth with minimal academic skills and achievement be in- I

eluded in this goal?

General RecommendationsEstablish goals for here-to-work youth if their skills and achieve-ment are not near the high school level.Remind schools that the education of migrant students is the re-sponsibility of the school district and that the function of migranteducation funds is to provide supplemental services only.


Include dropouts in the Office of Migrant Education secondary ini-tiative.

StatesStress alternative education programs that meet high state stan-dards and lead to a high school diploma.

LEAsProvide services such as ESL, literacy, and pre-GED instruction tohere-to-work youth on an incremental basis to ensure student suc-cess and to motivate students to return to the program.Provide "bridges" through LEAs and migrant education programsto alternative education or GED instruction that enable out-of-school youth to continue their education.Utilize migrant education programs as advocates to schools to pro-vide early intervention and other preventive services.

Page 41 Proceedings Report: DEC Seminar on Out-of-School Youth


Page 42

Policy Issue 4Expenditure of Funds

BackgroundThe survey raised a number of issues about funding and expendi-

1 tures. Some respondents indicated that services for out-of-schoolyouth are more expensive when compared to programs servingother migrant children and increases in funds by identibiing out-of-school youth do not equal the increased expenditure.

Question1 What policy recommendations or guidelines should be considered in! regard to the fiscal issues associated with out-of-school youth?

General RecommendationsWhen dealing with entities outside of migrant education, makesure they understand that out-of-school youth are still consideredstudents.Use funds expended on out-of-school youth first for those youthmost in need.Endorse increased per pupil expenditures for out-of-school youthbased on the requirement for more intensive staff time, and thelack of funds and services from schools to serve this population.


Determine the level of funds expended on services to out-of-school youth in relationship to funds received by states for identi-fying out-of-school youth.Gather data on successful programs serving out-of-school youth.

StatesDisaggregate data to identify the level of funds expended on ser-vices to out-of-school youth.Examine the feasibility of using funds from other resources, i.e.:homeless, domestic violence, teen pregnancy, etc. to address theneeds of out-of-school youth.Make services to out-of-school youth a priority in the state plan.

Interstate Migrant Education CouncilGather data to show the extent of the need and successes as a basisfor arguing for future funding for out-of-school youth.Share best practices, especially collaboration with other services,in print and on the web site.

Proceedings Report: IAIEC Seminar on Out-of:School Youth


Appendix ASuccessful Programs

Serving Out-Of-School Migrant Youth

California Migrant Education Region HIOut-of-School Youth Advisory and Support Program

Program GoalsTo assess academic and English proficiency skill levels of out-of-schoolyouth, provide them with tools to achieve academic goals, and make agencyreferrals on their behalf as warranted.

Year One: Develop rapport with the student, asscss student's academiclevels, and place student in a school or training program.Year Two: Broaden student knowledge base by tracking student pro-gress; and provide motivational, self-esteem and networking workshops.Year Three: Provide tools for continued focus on academic goal settingand attainment. Conduct agency referrals as warranted.

Program DescriptionInitiated in the 1999-2000 school year, the program contacts out-of-schoolyouth, assesses their needs, and makes resources available to them. Asyouth are identified their names are given to bilingual counselors who,within two weeks, contact the youth by letter and telephone. A follow-uppersonal visit is conducted to develop rapport with the student and, whenavailable, the parents, to explain the program, and to determine the student'savailability for instruction, education level, interests, and obstacles to partici-pation. A second personal visit is conducted to further assess the student'sacademic and English proficiency skill levels, and to develop an academicplan. The academic plan may include ESL classes, GED classes, at-homestudy, or other training as appropriate. During the first two years studentprogress is tracked, motivational and networking workshops are conducted,academic plans are reviewed, and assistance is _given as needed. In year threestudents receive an exit interview, assistance in establishing long-term goals,and in monitoring their own progress.

Evidence of SuccessProgram contact with out-of-school youth has increased from 21% in2000/2001 to 45% in 2002/2003. Services to out-of-school youth have in-creased from 9% to 38% during that same time period.

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Contact PersonRuben Patron

632 West 13th StreetMerced, CA 95340

Phone(209) 381-6703

Fax(209) 381-6771

[email protected]

PopulationServed

All eligible youth500-700

students enrolled

PrRIc 43 Proceedings Report: MIEC Serninor on Out-ol:Schooi Youth


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California Migrant Education Region VMigrant Education Program for Out-of-School Youth

Contact PersonPeggy Rodriquez

Kern CountySchools

1300 17th StreetBakersfield, CA

93301-4533

Phone(661) 636-4777

Fax(661) 636-4781

[email protected]

PopulationServed

All eligible youthapproximately 1200

enrolled

Program GoalsAll identified out-of-school youth are:

Offered academic and support services tailored to assist them in meet-ing their short-term academic goals.Offered academic and/or support services needed to obtain a highschool diploma or equivalency diploma.Provided information and assistance to enroll in a post secondary pro-gram.

Program DescriptionThis is a 12-month program with five major components.

Mobile Team: Migrant youth between 18 and 21 who have not gradu-ated from high school, are paired/teamed with college students andadults to recruit other migrant students. The youth are mentored in thework setting, encouraged to continue their education, tutored by teammembers, and tutor other students.Taft College: Basic academic, ESL, Bilingual Short Term Certifica-tion and GED classes are offered. An intense residential program tobuild academic skills and to acquaint migrant youth with post secon-dary education is offered during the summer.Leadership Conferences: Saturday conferences are held at local col-leges to provide youth with presentations that will help them return toschool or enter the U.S. school system for the first time.Coordination/Referrals: Agencies and schools meet monthly to co-ordinate services. A uniform assessment/referral form and directory isused across agencies. Nine high schools are reimbursed monies toserve migrant out-of-school youth.Support Services: Services are provided to eliminate obstacles in at-tending academic programs. Students may access services via the Na-tional Hotline, with referrals from schools, or as walk-ins.

Evidence of SuccessThe number of identified and recruited out-of-school youth increasedfrom 300 to 1,000.Twenty-one (21) agencies, schools, universities and colleges activelycoordinate services to out-of-school youth.All youth are assessed and offered support, or referred to an agencythat can offer support to students in meeting their educational goals.

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Program GoalTo provide out-of-school youth with services and support that satisfy theirbasic needs so they can begin to plan for their education.

Program DescriptionFocusing on issues that surround out-of-school youth in their current situa-tions, the program uses cooperative/interactive educational models in con-junction with forms of artistic impression such as music and drama to serveout-of-school youth between the ages of 13 and 21. Curriculum includeslessons in areas including but not limited to work site safety, emotional sta-bility and well-being, teamwork and conflict resolution, money management,and English as a Second Language. Instruction takes place at times and inplaces convenient to the youth including farms, street corners and in migrantcamps. A onetime gift of a backpack that contains an assortment of toiletryitems, study materials and a flashlight is given to each youth who qualifiesfor the program. A fully equipped all-terrain Mobile Educational Lab isused to serve youth who live in hard-to-reach locations. The project collabo-rates with a great number of community-based organizations and serves as abridge between the youth and various service providers.

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Program GoalsTo provide information and advice to students in Migrant Education onissues and concerns related to completing high schoolTo assist students in securing employmentTo act as a liaison with employers, students, parents and school

Program DescriptionEarly outreach, vocational and secondary programs for 18-21 year olds whoare not enrolled in regular school are provided by a bilingual migrant secon-dary school advisor. Program activities include but are not limited to coordi-nation with community agencies and institutions of higher education to pro-vide services to youth, a work/study program, motivational activities foryouth, and staff development for secondary staff

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Contact PersonElaine PearsonMigrant Education420,AViation Blvd.

Suite 205Santa Rosa, CA

95403

Telephone(707) 526-127,2

[email protected]

PopulationServed

All eligible youth

Proceedings Report: DISC Seminar on Out-of-School Youth

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Contact PersonSandra Enrique1477 Stetson Street

Yolo CountyWoodland, CA

95776

Phone(530) 666-1977

[email protected]

PopulationServed

Contact PersonJo Ann JuarezMerced County

Office of EducationMigrant Education

Region III17296 Road 26

Suite BMadera, CA 93638

Telephone(559) 661-5211

Fax(559) 674-3744

[email protected]

PopulationServed

All eligible youthapproximately 453

Yolo County, CaliforniaMigrant Education Outreach Program

Program GoalsTo enroll 37% of eligible youth in a vocational or academic program

Program DescriptionA home visit is made to each identified youth to complete an out-of-schoolyouth profile and assessment. A Migrant Education Survival Bag or bindercontaining resources from educational, vocational, employment, health, andwelfare agencies is provided to youth. Transportation is provided to stu-dents as needed to fulfill their education goals.

Evidence of SuccessThirty seven percent (37%) of eligible youth are enrolled in a vocationaltraining or academic program.

California Region III Migrant EducationOut-of-School Youth Newsletter

Program GoalsTo increase student's awareness of programs that are available to assistout-of-school youth, andTo motivate students toward educational attainment by presenting stu-dent success stories

Program DescriptionThe Out-Of-School Youth Newsletter is published bi-yearly. The newslet-ter, designed to be a motivational tool for current students and a recniitmenttool for new enrollees, features student success stories and information rele-vant to out-of-school youth.

Evidence of SuccessThe Out-of-School newsletter has been distributed at Region III Out-of-School Informationals, in summer distribution bags, and at local One StopCenters throughout the Region.

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Colorado Migrant Education Region DMigrant Education Program Youth Outreach Program

Program GoalsTo identify and recruit all migrant students in the Region II areaTo increase graduation rates, increase the number of youth that registerand complete a post-secondary education, and increase the number ofnontraditional youth that access alternative educational opportunitiesthrough the Migrant Education program Youth Outreach Project.

Program DescriptionEligible migrant students and out-of-school youth are identified and re-cruited through a variety of cfforts, including collaboration with school dis-tricts, local service agencies, and employers; participation in communityoutreach and school district events; distribution of flyers within the commu-nity; utilization of radio, television and newspaper spots; and work withexisting migrant families. When recruited, needs assessments are con-ducted. The program then provides youth with educational resources andservice referrals and assures that students and out-of-school youth receiveand benefit from appropriate services as provided by their school districts.Workshops are conducted for students and parents to learn about availablescholarships and post-secondary educational opportunities and about howto apply. Literacy advocates contact students and parents regarding theirachievement level. ESL and GED instruction is provided for some parentsof students.

Evidence of SuccessSecondary migrant students improved their academic achievement. Ten(10) parents received their GED or improved their English skills as meas-ured on BEST test. Twenty-five (25) students applied for scholarships and/or enrolled in educational programs.

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Contact PersonOralia Olivas

6075 Parkway DriveCommerce City, CO

80022

Phone(720) 322-8107

Fax(720) 322-8150

Emailoolivas@ocso114.

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PopulationServed

All eligible youth

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Contact PersonMike MoodyPO Box 330

Wakefield, NE 68781

Phone(402) 287-2012

Fax(402) 287-2014

[email protected]

PopulationServed

DemonstrationProject

17 students served

Wakefield Community School/Wakefield Family Resource Center

Program GoalsTo meet the educational needs of out-of-school youth

Program DescriptionWakefield Community School and Wakefield Family Resource Center haveformed several partnerships to meet identified needs of the community.Programs include a migrant preschool, an Even Start program for familyliteracy, and GED and ESL programs for adult learners. Approximately 17out-of-school youth are enrolled in GED and ESL classes.

Evidence of SuccessInformal evidence of the success of the program is the increased interestand enrollment in the GED and ESL classes. From a small beginning, theprogram now offers both day and evening classes. A second indication ofsuccess is new partnerships formed with Northeast Community College andWayne State College to provide students with continuing educationalservices.

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New York State Migrant Education ProgramMigrant Youth Program

Program GoalsTo increase oral language proficiencyTo provide support in obtaining health and dental servicesTo refer out-of-school youth to the College Assistance Migrant Pro-gram (CAMP), the High School Equivalency Program (HEP), the Giv-ing Rural Adults a Study Program (GRASP), and other GED programs

Contact PersonNancy CroceNew York StateEducation Dept.Room 461 EBA

Albany, NY 12234

Phone

Program DescriptionOut-of-school youth are served in both the summer and thc regular schoolyear by Migrant Education Outreach Program (MEOP) sites locatedthroughout the statc. Needs assessments are conducted on all eligible out-of-school youth to determine each student's academic, medical, and dentalneeds. Services focus on English as a Second Language for oral languageacquisition related to survival skills needed to function in the United States.Health and dental referrals are made through the MEOP network. Youthare recruited for HEP, CAMP, and three statewide Migrant Education pro-jects: Women Options Work, Getting Ahead in the Twenty-First Century,and Summer Leadership Conference. A self-teaching English course withtapes and workbooks are provided to out-of-school youth.

Evidence of SuccessProjects are reviewed annually and evidence of their success is reported tothe State Education Department. Growth in English is ascertained throughpre and post-testing. Attendance in statewide projects is maintained andproject effectiveness is determined through participant evaluations. Healthand dental referrals, including transportation, are documented in state pro-gram reviews.

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Eastern Suffolk BOCES Migrant Education Program

Contact PersonFrancisco Prieto969 Roanoke Ave.

Riverhead, NY 11901

Telephone(631) 727-1702

Fax(631) 369-4126

[email protected]

PopulationServed

All eligible youth800 youth

Program GoalsTo increase out-of-school youth's knowledge of English and ability touse English to communicate their needs at work and in the community.To help out-of-school youth gain confidence in the daily interactions atwork, in the home and in the community.To help out-of-school youth achieve the academic competence requiredto enroll in a GED program.

Program DescriptionWeekly, one-hour, basic English lessons are conducted in the homes or atthe worksites of out-of-school youth. Classes are taught on a one-to-onebasis or in small group sessions that include two to four students. Contentfor lessons is derived from topics of interest and importance to students.Instructional aids including colorful visual materials, English/Spanish dic-tionaries, and a variety of English as a Second Language curricula are usedto enhance lessons.

Evidence of SuccessStudents demonstrate interest and motivation in continued participation inthe classes, obtain library cards, and demonstrate greater confidence in theirdaily interactions with employers, tutors, and the general public.

Mid-Hudson Migrant Education Program

Contact PersonMargaret Gutierrez

SUNYCollege at New Paltz

PO Box 250New Paltz, NY

12561-0250

Phone(845) 257-2950

Fax(845) 257-2953

[email protected]

PopulationServed

All eligible youth

Program GoalsTo coordinate with education programs and community agencies toenroll students in General Educational Development (GED) Program,English as a Second Language (ESL) programs, job training programs,and ficld trips.To provide ESL and life skills classes to youth who are in the area for alimited time, primarily to work.To assist youth in obtaining services to meet their basic needs.

Program DescriptionUpon completion of a needs assessment by New York State Migrant Educa-tion recruiters, program staff develops goals, objectives and activities withyouth. Through outreach efforts, youth arc informed of services and re-sources available in the community. ESL and life skills classes are offeredin a summer in-school evening program, and in-camp tutoring. Referralsare made to the HEP program, community ESL and GED classes, and toother agencies. Pregnant adolescents and adolescent parents are assistedwith enrollment in regular school programs, special programs, and schoolsponsored tutoring. Youth are referred to agencies that help them obtainfood. clothing. health services, transportation. interpretation, prenatal ser-vices, housing, and pesticide and safety training.

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Hood River Valley School

Program Goal:To collaborate with school and community agencies to prevent adoles-cent migrant students from dropping out of school .To offer out-of-school youth academic assistance that will enable themto graduate from high school or obtain a GED.

Program DescriptionThrough collaborative efforts between the school and the community, andwith the involvement of migrant parents, the Hood River Valley SchoolDistrict offers a variety of in-school and after-school programs designed toenable migrant youth to stay in school or continue their education.Programs include an after-school program for out-of-school youth betweenthe ages of 16 and 21 to help them earn credits to graduate from highschool, or obtain a GED; English instruction classes; computer classes twoevenings a week; support groups for potential dropouts; an inspirationcircle for teen parents who are at risk of dropping out of school; bilingual,bicultural outreach services; outreach drug prevention program; an angermanagement intervention program; a credit recovery program with packetssimilar to the PASS program; an ELL learning center to help students withhomework; an after school recreational program; a telephone line at thehigh school for parents, manned by Spanish speakers; a class for nativespeakers to teach the history of Mexico, as well as reading and writing inSpanish; a Latinas in school forum for eighth-graders who are moving up tothe high school; a Lady Angels program that focuses on Latinas who arerecent dropouts; and community adults from Hispanic backgrounds whowork in the school and serve as motivators and role models to students.

Evidence of SuccessThrough collaborative efforts across programs, across communities, withthe corporate world and with growers, the Flood River School District pro-vides support to students who are potential dropouts, and expands servicesto out-of-school youth. The Flood River School District achieved one of thelowest dropout rates in the state.

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Hood River CountySchool District

2405 East Side RoadHood River, OR

97031

Phone(541) 387-5038

Fax(541) 490-4748

EmailJsims@hoodriver.

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PopulationServed

All eligible youth

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Contact PersonDr. Manuel Recio

Migrant EducationPennsylvania

Dept. of Education333 Market Street

Harrisburg, PA 17126

Telephone(717) 783-6466

Fax(717) 783-4392

[email protected]

PopulationServed


600 students10% served

Contact PersonJose Luis Ibero

P.O. Box 1002Millersville, PA

17551-0302

Phone(717) 871-5664

Fax(717) 872-3961

Emailelaine.raffucci

PopulationServed


6% of populationserved

e-Plaza

Program GoalsTo provide computer centers in areas of high concentration of emanci-pated and out-of-school youth.

Program DescriptionThree e-Plazas have been opened in high population areas. The e-Plazasare fully equipped computer labs with high speed lines that offer training incomputer literacy and basic literacy. The centers are open in evening hoursfor computer literacy and web-based instructional programming in basicskills or secondary and higher education. The computers are connected tothe Mexican Government website that contains K through university cur-riculum of Mexico. Attendees can take classes, earn a diploma, or surf thewebsite for educational, cultural, historical or entertainment value.

Evidence of SuccessEnthusiasm of participants.

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Program GoalsTo have all students enroll in formal English as a Second Language(ESL) classes

Program DescriptionDuring home visits, the Migrant Education Program refers students to for-mal ESL classes as one of their priorities.

Evidence of SuccessSix percent (6%) of students enrolled in formal ESL classes.

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Program GoalsTo help students find a job or apply for a better one.

Program DescriptionAs a result of home visits, some students ask for assistance in finding jobs.When requested, the Migrant Education Program assists students throughreferrals to agencies that can help them apply their skills or explore theirpotential.

Evidence of SuccessThree percent (3%) of students found employment as a result of referrals toagencies.

Contact PersonJosé Luis IberoMigrant Education


17551-0302

Phone(717) 871-5664

Fax(717) 872-3961


@millersville.edu

PopulationServed



CHS/HEP, SACA,McCaskey, CareerLink, or Lancaster School District

Program GoalsTo have 100% of all youth, both dropout and emancipated youth,graduate from high school or obtain a GED so that they may pursuecollege.

Program DescriptionDuring home visits, the need to graduate from high school or obtain aGED in order to continuc in post-secondary studies and/or obtain em-ployment is emphasized. Students who commit to continuing highschool or GED studies arc enrolled in one of the above organizationsbased on the student's qualifications. Occasionally visits arc made tocolleges and trade schools.

Evidence of SuccessForty-five percent (45%) of students returned to GED studies, 8% ofthose graduated, and 8% were admitted to colleges or nursing pro-

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Migrant EducationP.O. Box 1002

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Phone(717) 871-5664

Fax(717) 872-3961


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PopulationServed



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Pennsylvania Migrant Education Program at Millersville UniversityLife Skills

Contact PersonJosé Luis Ibero


17551-0302

Phone(717) 871-5664

Fax(717) 872-3961


@millersville.edu

PopulationServed

All eligible youth113 served

Program GoalsTo help youth improve their English skills and to give them "life skill"tools they can apply in their day-to-day life.

Program DescriptionDuring home visits the book Logralo or Go for the Goal is given to stu-dents. This book is a brief, yet great tool about life situations that occur ona daily basis. Example lesson areas include English vocabulary for grocer-ies, work, emergencies, doctor visits, clothing, body parts, and feelings.Example life skill lessons include how to complete a job application, howto understand a paycheck, how to use a checking account, and how to man-age a family budget.

Evidence of SuccessProgram success is indicated through students' related questions, their dem-onstrated desire to learn about the subject, and their application of Englishand life skills lessons to real events. As a result of participation in the pro-gram, some students enroll in formal English as a Second Language classes.

Pennsylvania Nligrant Education Program at Millersville UniversityHome-Based GED



17551-0302

Phone(717) 871-5664

Fax(717) 872-3961


@millersville.edu

PopulationServed

All eligible youth11% of population

served

Program GoalsTo help a group of students study for GED at home

Program DescriptionFor emancipated youth and dropouts who have children or other personalissues that make enrollment in formal GED classes difficult, the MigrantEducation Program provides material and instruction to them in theirhome.

Evidence of SuccessTwelve percent 12%) of the Migrant Education Program students aretaught GED at home.

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Program GoalsTo introduce English as a Second Language (ESL) into students'homcs.

Program DescriptionDuring home visits the book Logralo or Go for the Goal is given to stu-dents. The book targets ESL through basic English skills and life skills.Example lesson areas include English vocabulary for groceries, work,emergencies, doctor visits, clothing, body parts, and feelings. Example lifeskill lessons include how to complete a job application, how to understand apaycheck, how to usc a checking account, and how to manage a familybudget. Visuals are provided for students' convenience.

Evidence of SuccessConversational English is used throughout the lesson and students' cogni-tive skills are exercised through related discussion and questions and an-swer format.

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PopulationServed

All eligible youth113 served

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Page 56

Appendix BSpeakers and Panelists

Mr. Robert ApicellaDirector of Youth ProgramsSUNY State University of NewYork at OneontaBugbee HallOneonta, New York 13820(800)304-5579(607) [email protected]

Mr. Stan BunnSuperintendent of PublicInstructionOregon Department of Education255 Capitol Street, NESalem, Oregon 97310(503)378-6200(2212)(503)[email protected]

Ms. Maria CastroOutreach WorkerHood River Valley School District1220 Indian Creek RoadHood River, Oregon 97031(541)386-4500(541)386-2400

Ms. Maria L. ChavezSenior DirectorMigrant Education Program,Region IX

I 135 Vallecito de Oro, Suite A, San Marcos, California 92069(760)510-0250(760)[email protected]

Dr. Nancy CroceDirector of Migrant EducationNew York State EducationDepartmentHawk StreetAlbany, New York 12234(518)474-9392(518)[email protected]

Mr. Raul DiazDirector IIMonterey County Office ofEducation901 Blanco CircleSalinas, California 93901(831)755-6403(831)[email protected]

Mr. Jay DrakeIdentification and RecruitmentCoordinatorNew York State Migrant EducationProgram257 Osborne RoadLoudonville, New York 12211(518)453-1899(518) 453-1833

Mr. Merced FloresAssociate Superintendent,Office of Student ServicesOregon Department of Education255 Capitol Street, NESalem, Oregon 97310(503)378-3600(2701)(503)[email protected]

Ms. Kathy FreudenbergDirector of Special ProjectsGloucester County Special ServicesSchool District204 E. Holly AvenueSewell, New Jersey 08080(856)256-0533(856)[email protected]

Ms. Ernestina GarciaDirectorOregon Migrant Education Center2611 Pringle Road, SESalem, Oregon 97302(503)391-9480(503)[email protected]

Mr. Francisco GarciaDirector, Office of MigrantEducationUnited States Department ofEducation400 Maryland Avenue, SWWashington, District of Columbia20202(202)260-1127, (202)[email protected]

Mr. Emilio HernandezDirector, HEP ProgramMember, State Board of EducationUniversity of Oregon1018 North First StreetSpringfield, Oregon 97477(541)346-0882, (541)[email protected]

Ms. Andrea HutchisonRecruiter, Home School LiaisonGloucester County Special ServicesSchool District204 E. Holly AvenueSewell, New Jersey 08080(856)256-0533(856)[email protected]

Mr. Robert LynchDirectorBOCES Geneseo Migrant Center27 Lackawanna AvenueMt. Morris, New York 14510(585)658-7960(585)[email protected]

Ms. Lorena ManzoESL Instructional AssistantHood River Valley High School1220 Indian Creek RoadHood River, Oregon 97031(541)386-4500(541) 386-2400

Dr. Ernesto RuizDirector, Migrant EducationProgramCalifornia Region II1670 Sierra Avenue, Suite 502Yuba City, California 95993(530)822-3270(530)[email protected]

Mr. James SimsFederal Programs DirectorHood River County School District2405 East Side RoadHood River, Oregon 97031(541)387-5038(541)[email protected]

Proceedings Report: MIEC Seminar on Out-of-School Youth


Appendix CMembership, Interstate Migrant Education Council

AlaskaMs. Carole Green, DirectorMigrant Education ProgramDepartment of Education

and Early Development

Ms. Barbara ThompsonDirector, Teaching and

Learning Support DivisionDepartment of Education

ArkansasMr. Willie Cosme,State DirectorMigrant Education ProgyamDepartment of Education

Ms. Janice Penney, DirectorSouthwest Migrant Education

Cooperative

Dr. Charles WatsonProgram Support ManagerDepartment of Education

CaliforniaMs. Elsa Hernandez, PresidentCalifornia Migrant State

Parent Advisory Council

Dr. Larry Jaurequi, DirectorMigrant Education/

International OfficeState Department of EducationIMEC Chair

Dr. Ernesto RuizCalifornia Regional DirectorRegion II

Ms. Hanna WalkerAssistant SuperintendentState Department of EducationSpecialized Programs Division

Page 57

ColoradoMs. Patricia HayesAurora, CO

Mr. Bernie Martinez, DirectorMigrant EducationState Department of Education

The Honorable Nancy SpenceMember,State House of Representatives

HawaiiMs. Pat Bergin, DirectorMigrant Education ProgramDepartment of Education

KansasDr. Sharon Freden,Team LeaderState and Federal ProgramsState Department of Education

The Honorable Stephen MorrisMember,Kansas State Senate

Mr. I.B. (Sonny) RundellMember,State Board of Education

MassachusettsMr. John Bynoe,Associate Commissioner

of EducationCenter for School

Support ServicesState Department of Education

Ms. Miriam SchwartzDirectorState Migrant EducationEDCO Collaborative

MichiganMr. Jim Dittmer, MemberState School Board Association

The Honorable Donald Gilmer,CommissionerBureau of State Lottery

Ms. Roberta Stanley, DirectorAdministrative Law and

Federal ProgramsState Department of Education

MinnesotaMr. Jay Haugen,SuperintendentSleepy Eye Public Schools

Ms. Kathy Leedom,SuperintendentWilmar Public Schools

Ms. Jessie MontanoAssistant CommissionerDepartment of Children

Families and Learning

NebraskaDr. Elizabeth AlfredDirector of Migrant EducationState Department of Education

Mr. Ken MilbrodtStaff Development

and TrainingIBP, Inc.

Mr. Gary L. SchmuckerConsultantGering, NE

New JerseyMs. Maud Dahme, President,State Board of Education

Ms. Kathy FreudenbergDirector of Special ServicesGloucester County Special Ser-vices School District



Page 58

Appendix CMembership, Interstate Migrant Education Council

New MexicoThe Honorable Paul TaylorMember,State House of Representatives

New YorkDr. Walter CooperRegent EmeritusUniversity of the State

of New York

Dr. Nancy CroceDirector of Migrant EducationState Education Department

North CarolinaDr. Norman CampStaff AssistantOffice of Dr. Henry JohnsonAssistant State Superintendent

for Program ServicesDepartment of Public Instruction

Ms. Rachel CrawfordConsultantDepartment of Public

Instruction

The Honorable William MartinMember State Senate

OklahomaMs. Sandy GarrettState Superintendent of Public

InstructionState Department of Education

Mr. Frank RexachDirector,Migrant Education, Title IState Department of Education

OregonMr. Merced FloresAssociate SuperintendentOffice of Student ServicesDepartment of Education

Mr. Emilio HernandezMember,State Board of EducationDirector, HEP ProgyamUniversity of Oregon

Dr. Felipe VelozProfessor EmeritusEastern Oregon University

PennsylvaniaMr. Robert AkersDirector,Bureau of Management

ServicesState Department of Education

Dr. Manuel RecioDirector, Migrant EducationState Department of Education

Puerto RicoMs. Alma Colon MontesDirector,Migrant Education ProgramDepartment of Education

Dr. Carmen OrtizRegional Executive Director

For the CommunityCaguas Region

Mr. Rogelio CamposTitle I Coordinator Education

ProgramDepartment of Education

WashingtonDr. Richard Gomez, Jr.DirectorMigrant and Bilingual ProgramsOffice of the Superintendent of

Public Instruction



U.S. Department of EducationOffice of Educational Research and Improvement (OERI)National Library of Education (NLE)Educational Resources Information Center (ERIC)

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Title: Seminar on Migrant Out of School Youth

Author: Patricia Ward

Corporate Source: Interstate Migrant Education Council (IMEC)

Publication Date: October, 2002

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