DOCUMENT RESUME ED 116 836 32 RC 008 905 AUTHOR Oliver, Barbara, Ed. TITLE 1975 Migrant Edudation. [North Carolina] State Evaluation Report. INSTITUTION North.Carolina State Dept. of Public Instruction, Raleigh. Div. of Compensatory Education. SPONS AGENCY. Office of-Education (DHEW)-, Washington, D.C. Office of Programs for the Disadvantaged. PUB DATE Oct 75 NOTE 76p.;"For related document, see ED 097 166 EDRS PRICE MF-$0:76 HC-$4.43 Plus Postage DESCRIPTORS Academic Achievement; Interagency Cooperation; Interstate Programs; *Migrant Chile Education; Mobile Educational Servicei; *Program Evaluation; *State Programs; *Summer Programs;- *Supplementary. Education IDENTIFIERS, *North Carolina ABSTRACT During the 1974-75 school year, the North Carolina migrant program's prioiities were program continuity; regular school term and summer programs for interstate and intrastate migrant children; staff development activities; Migrant Student Record Transfer System; migrant education program support team.; and mobile vocational instructional program. These pridrities were met through the implementation of approximately 60 prpjects, administered indirectly through 29 local education agencies. During the year, .1,685 migrant children were served. Emphasis of regular school _term projects was to supplement and strengthen existing.instructional programs offered through State, local and other Federal funding sources. Summer programs focused more directly on the interstate. migrants' nee4s and provided a full range of instructional and supportive services. All projects,used some type of achievement measurement to documentattai ment of major project objectives IP Overall, test results reflec the program emphasis. After readingand processing all. available-int rmation from project evaluations, test data, and monitoring reports, this 1975 evaluation report was prepared: All available information indicated that the North Carolina Migrant Education Program was adequately meeting the legislative requitements and the national program objectives. (NQ) ************************************* ************4******************* Documents acqUirbd by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort,* * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes akailable * * via the ERIC Dodument Reproduction Service (EDRS). EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from theoriginal. ************i*w***************************************U**************4,
Transcript
DOCUMENT RESUME
ED 116 836 32 RC 008 905
AUTHOR Oliver, Barbara, Ed.TITLE 1975 Migrant Edudation. [North Carolina] State
Evaluation Report.INSTITUTION North.Carolina State Dept. of Public Instruction,
ABSTRACTDuring the 1974-75 school year, the North Carolina
migrant program's prioiities were program continuity; regular schoolterm and summer programs for interstate and intrastate migrantchildren; staff development activities; Migrant Student RecordTransfer System; migrant education program support team.; and mobilevocational instructional program. These pridrities were met throughthe implementation of approximately 60 prpjects, administeredindirectly through 29 local education agencies. During the year,.1,685 migrant children were served. Emphasis of regular school _termprojects was to supplement and strengthen existing.instructionalprograms offered through State, local and other Federal fundingsources. Summer programs focused more directly on the interstate.migrants' nee4s and provided a full range of instructional andsupportive services. All projects,used some type of achievementmeasurement to documentattai ment of major project objectives
IPOverall, test results reflec the program emphasis. After readingandprocessing all. available-int rmation from project evaluations, testdata, and monitoring reports, this 1975 evaluation report wasprepared: All available information indicated that the North CarolinaMigrant Education Program was adequately meeting the legislativerequitements and the national program objectives. (NQ)
************************************* ************4*******************Documents acqUirbd by ERIC include many informal unpublished
* materials not available from other sources. ERIC makes every effort,** to obtain the best copy available. Nevertheless, items of marginal ** reproducibility are often encountered and this affects the quality *
* of the microfiche and hardcopy reproductions ERIC makes akailable *
* via the ERIC Dodument Reproduction Service (EDRS). EDRS is not* responsible for the quality of the original document. Reproductions ** supplied by EDRS are the best that can be made from theoriginal.************i*w***************************************U**************4,
F
grant11'1 11
__A leateo1975 STATE EVALUATION REAMTThis publication is financed by funds provided by the Division of Education`for the
Disadvantaged, U. S. Office of Education. However, the opinions expressed herein
do,not necessarily reflect the position or policy of the U. S. Office of Education
and no official endorsement by the U. S. Office of Education should be inferred
US OEPARTMENT OF HEALTHEOUCAT1ON & WELFARENATIONAL INSTITUTE OF
EDUCATION
THIS DOCUMENT HAS SEEN REPPO-OuCED EXACTLY AS RECEIVED FROM
THE PERSON OP ORGANIZATION ORIGIN.ATING IT POINTS OF VIEW OR OPINIONS
STATED DO NOi NECESSARILY REPPESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OP POLICY
MIGRANT,EDUCATION SECTION./ DIVISION OF COMPENSATORY EDUC 4-10NNORTH CAROLINA DEPARTMENT OF PUBLIC INSTRU TION
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IIA. Craig Phillips
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State Superintendent of Public Instruction
Jerome H. Melton .
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-Deputy State Superintendent of Rublic Instruction
George A. Kandy . .
Assistant State Superintelident for Instructional Services
. .
Harold B. WebbIIDeputy Assistant Superintendent for Compensatory Education
Robert E. Youngblobd
/ IICoordinator, Migrant Education Programs \ P
Q
PREFACE
This is the second year uf.ing which the evaluation of local migrant educationprojects has been a major esponsibility of the local project director. Inthe past, much of this responsibility has been assumed by the state migrantprogram staff, and the compilation of the state's annual evaluation report wasaccomplished cooperatively between the state mighnt office and the Divisionof Research, State Department'of Public Instruction.
As mote responsibility for evaluating local migrant education projects has beenshifted to the local project director, the state RA...grant education/office rasassumed more responsibility for compiling the State Annual Evaluation Reportand the Division of Research has relinquished any role it had in the past. Thenet result of these changes in procedure has been for the local projects to beevaluated by the local project director and the State fRigrant office to compilethis annual report on the evaluation of the state program.
Information in this report relates tothe 1974 -75 school term projects andthe 1975 summer projects. This information has been consolidated into onereport in order to meet the federal requirements of an annual evaluation re-port. Every effort has been made to include allessential information whileat the same time adhering to the commitment to restrict the size of the reportto that which is necessary to meet the federal requirements and contribute tothe improvement of future migrant education 'programs.-
The contributions of Arch Manning and Dan Pratt are acknowledged withappre-ciation. It was only through their knowledge of local project activities andtheir efforts in the reading and analyzing the local project evaluation reportsthat determinations could be made relating to the effectiveness of local migrantprojects, the degree to which the local projects met their objectives, and theexemplary and.notewdrthy-components of the local projects.
'Gratitude is also expressed to Barbara Oliver for her assistance irc editing.the /manuscript and to ,Ellie Wren and Jewell Jeffreys for their work in typingand finding the publication.
Y. A. Taylor
October, 1975
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TABLE OF CONTENTS
Page'
preface ,si- % iii
.
Tables and Figures vii
. ..
Program Critique' .
-,
Chapter I
Introduction. National 'Program Goals
State Objectives ,
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5
5 .'
7
8
Priorities of the State Program 9
Program Development 10
State Program Management , 11
New Projects 11
Staff Development. . . . ,, 12
Chapter II 17
Methods arid Procedures4
17
Current Evaluation Procedures 18
Chapter III .21
Findings
Children Served 21
Instructional Activities' E 21
Support Wvices 31
Coordinatfon with Other Programs 31
Staff Utilization 33
Community Involvement 33
Interstate Planning, 33
State Objectives 39
Project Objectives 39
Dissemination 44
Chapter IV+44/
47
Program Effectiveness 47
Program Focus 47
Testing Results 4 47
Exemplary Programs 55
v
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Chapter V.
Summary and Recommendations\
i
61
61
1, Summary .,.131
. .
Recommendations 61. Evaluation
' 61LEA Program Management 63SEA Program Management 65
Appendix6'9
Tables XV - XXV 71
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TABLES A D FIGURES,
Tables
I LEAs Conducting Migrant Projects
II Attainment of Summer Elementary StaffDevelopment Workshop Objectives
III Summer Migrant Project Schedules
IV Children Served by Classification - Regular Term
'V Children Served by Classification Summer Term
Page
6
14
25
28
30
VI LEA*Staff - Regular Term 34
VII .LEA Staff - Summer Term 36
VIII Ratio of Instructional Staff to Pupils 38
-IX Attainment of Local Project Objectives - Regular Term 40
X Attainment'of Local Project Objectives - Summer Term 42
IdI Summer Term Migrant Program Enrollments: 1969-1975 23
IV Home Base of Interstate Migrants: Regular Term 1974-75. . 26
V HomelBase of Interstate.Migi'ants: Summer 1975 27
VI . Migrant Education Expenditures - 1975 45
VII Reading Status 1974-75 45
'VIII Mathematics Status 1974-75 51
IX 'Program Expenditures 1974-75 77
p
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PROGRAM CRITIQUE
The priorities, in rank order, of the state migrant education program are:
1.* Program continuity2. . Summer programs-for interstate and intrastate migrant children
3. Regular school term programs for' interstate and intrastate migrant
children4. Staff development activities5. Migrant Student Record Transfer System6. Migrant Education Program Support Team
7. Mobile vocational instructional progiams
These priorities are met through the implementation of approximately 60projects which are administered indirectly through local education agencies.During the entire process related to delivering services to the migrantchildren, the state migrant office provides assistance and consultation. The
major steps in providinglpducational services to the migrant children includeidentification, recruitment, project development, project operation and pro-
ject evaluation.
In addition to instructional services provided indirectly through the localeducation agency, the state migrant office provides direct services to themigrant children through a mobile vocational program of instr ction,in auto-motive engine tune-up and small engine repairs, and a program uppOrt team
which works closely with the local migraht project staff to as ist them indelivering needed services to the migrant children.
Program continuity ranks highest among the priorities in the North Carolinamigrant education program. This priority was met thrtugh various strategies,which included several efforts to'coordinate the program in.North Carolina with
those in other states. The state was represented at the East Coast RegionalWorkshop at which 21 east coast states cooperated in the development of ob-jectives and strategies to deliver some degree of continuum to the migrantchild's instructional program.
Another effort to meet the interstate need for program continuity was thecooperation with the Florida Migrant Child Program. Fourteen selected teachersfrom the Florida migrant program assisted in the training of teachers and set-ting up instructional programs in the local education agencies in North Carolina.Other, examples of interstate cooperation which have a bearing on the continuityof programs for interstate migrants can be cited as a result of the partici-pation of the State in a Section 505 project and the participation of the StateCoordinator in national and regional conferences .on migrant education.
Projects conducted during' the summer for interstate and intrastate migrantshave the second priority in the North Carolina migrant education program.During 1975 twenty-seven (27) LEAs offered services to these students. Theseprojects !lad the following advantages over the regular school term projects:
more adequate school facilities; better trained instru' tors; more available
equipment and materials; more flexibility of scheduling, fewer curriculum/restrictions; more positive community support, and more coordination with
community agencies.
0
Regular school term projects are the third prio ity of the state migrant pro-grams. More than 5,000 migrant students were erved in 28 LEAs during the1974-75 school year. These students were sca ered throughout at least 100separate schools. The mere logistics of deli ering supplemental .services toeligible students during the regular term is a determining factor of prpjectdesign. Instructional services were rendered to students by all regular termprojects'. Each 1975 project used teachers 9r paraprofessionals (tutors /aides)for supplementary individual or small group/instruction in areas of deficiency.
The majority of the projects emphasized remedial reading. Where well estab,lished Title I reading projects also served the migrant students, mathematicswas a-frequent offering. On the basis of needs assessment, four projectsprovided instruction in social science, and one project included naturalscience in its offerings.
All of the local project evaluation reports indicated the successful attain-ment of a majority of their objectives (see Tables IX and X ). This deter-mination was based upon a large number of instruments which were used todocument progress. Monitoring reports, achievement test scores, news releases,minutes of meetings, schedules of staff activities, and other instruments wereall used to document the attainment of the project objectives.
Each local project used test results and other forms of documentation indetermining the degree to which each project,objective was met. Analysis oftest results indicates an increase in reading achievement as compared to re-ported gains in previous years. Mathematics "gains did not reach the leoelsreported in 1974. It is apparent that much emphasis was placed on recrulitmentand enrollment of children in migrant education projects during 1973-74. Therewas an increase in the number of children served during both the regularschool term and the summer term. This' increase in enrollment was due in partto.the new regulations which allow the unlimited enrollment of eligible for-merly.migratory children for statistical purposes. Other factors bearingupon the increase - -in enrollment was the initiation of two new projects duringthe year. The total enrollment figures would have been even higher if severalcounties with concentrations of migrant children had not declined to providespecial services and projects for them.
During the regular school term some of the instruction was provided withinthe regular classroom. In most instances, however,the migrant teacher ortutor worked with individuals or small groups of students in areas set asidefor this purpose. There was quite a range in the quality of the facilitiesavailable for these activities -- from shared office space to elaboratelyequipped learning labs. Lack of suitable instructional space was the mostcommon weakness reported ih the program. Occasionally the time required forthe tutor to travel between schools wat reported as a weakness.
Other problems cited as deterrents to successful programs were the lack oftrained personnel to work in the project, the lack of parental interest andinvolvement in the educational program for the children, and the laxity ob-served in following the procedures and requirements of the Migrant StudentRecord Transfer System.
10
2
Some clehs had a tendency to accumulate a large number of student records
before transmitting them to.the terminal operators. Some records were trans-
mitted with careless errors and incomplete update information on academicand supportive services received by the children.
Factors most often mentioned as project strengths were favorable teacher-pupil ratios, individualized instruction, and the cooperation of other agenciesin providing for the supportive needs of the migrant families.
The staff development activities sponsored by the state migrant office werea significant factor in the success of the local projects. During the re-gular school term, workshops were sponsored to increase the amount of parentparticipation in the project activities and to improve the competencies ofthe teachers and tutors in the area of mathematics. The summer staff develop-'
ment efforts concentrated on the elementary school reading program.and theorganization and curriculum of the secondary school projects. Other staff .
development activities sponsored by the state migrant office included sessionsfor all program personnel in the procedures of the Migrant Student RecordTransfer System.
In addition to the'State sponsored workshops, each LEA project included somelocally planned ipzservice education for their staff. The end result of thesestaff development activities has been the improvement of the local projectsand better services to the migrant children who have been enrolled in theprogram.
The cooperation between the State migrant office and the LEAs is one of the
strong points of the program. The services provided through the migrantconsultants has resulted in a strong bond between the SEA and the LEAs andan outstanding rapport with local project administrators and school officials.This understanding and cooperation.has made it possible to pring about.neces-sary changes in local project designs with a minimum-amount of confusion and
frustration.
Another example of cooperation between the state migrant office and the LEAis through the use of cassette recordings of the highlights of the local eva-
luation report. The local staff has an opportunity to respond to the commentsmadffi4 the evaluation report and file these comments with the state office.ThiiApen line of communication and feedback system helps to strengthen therelationships between the SEA and LEA.
One of the most significant accomplishments of the State program was thedevelopment of a program of cooperation with other agencies to providesupporting services to the migrant education program. Through this cooperation
the Migrant and Seasonal Farm Workers Association provided a limited numberof teachers, tutors and home-school liaison personnel to work in the migranteducation programs.
41,
i3
FIGURE
I
LOCATION
OF
MIGRANT
EDUCATION
PROJECTS
IN
NORTH
CAROLINA
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REGULAR
SCHOOL
TERM
PROJECTS
SUMMER
TERM
PROJECTS
REGULAR
SCHOOL
TERM
AND
SUMMER
TERM
PROJECTS
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Inaosneor
CHAPTER I
INTRODUCTIONim
North-Carolina's agricultural economy is dependent in part upon migrant andseasonal farmworkers. These families and individuals move from crop to cropand" farm to farm in order to find employment in the harvest of agricultural ,
products. Those who move from county to county5ithin the state are intrastatemigrants and those who follow the crop harvest cross state lines, often moving1png distances up or down the Atlantic coast, aretinterstate migrants. The
latter generally move north in the spring and. summer; then they work their wayback to their "home-base" in the fall and winter.
Farming is North Carolina's greatest industry. The state tanks first in thenation in the preduction.of tobacco and sweet potatoes, second in peanuts,third in turkeys, fourth in eggs and broilers, eighth in apples, ninth incorn and tenth in soybeans. It ranks tenth in gross farm. income and ninth inthe export.of agricultural products: Farmland.:covers nearly half the State,,
providing 51.76 billion in income to the State's economy; and the sale ofcrops accounts for more than half the State's farm income. This indicates how
important the migrant's 'ob is. Without him, the growers*ould not survive.
During the 1974 -75 Othool erm there were substantial numbers of interstate ,
migrants in Bertie, Colum us, Duplin, Halifax, Harnett, Haywood, Henderson,Hertford, Johaston, Nash, Northampton, Sampson, Washington and Wilson countiesand in the G51dsboro City district. Interstate migrants enrolled in fewer num-
bers in other LEAs within the state. HoMt-bases of these interstate migrantswere North Carolina, Florida, New York, Virginia, South Carolina, Maryland,New Jersey, District of Columbia, Texas, Pennsylvania, California, Connecticut,Georgia, Massachusetts, Delaware, Indiana, Illinois, Michigan, Wisconsin, Ala-bama, Arkansas, Louisiana, Kentucky, Mississippi, New Hampshire and Ohio.(See inure II).
During the su of 1975 there were concentrations of intrastate migrants inBertie, luilus, Halifax, Harnett, Northampton, Pasquotank, Robeson and Wake
counties. Home-bases for the interstate migrants who worked in North Carolinaincluded Alabama, California, Colorado, Florida, Georgia, Illinois, Kentucky,Louisiana, Maryland, Michigan, Mississippi, New Jersey, New Mexico, New York,Ohio, Oregon, Pennsylvania, South Carolina, Tennessee, Texas, Virginia, Dis-trict of Columbia and Wtsconsin. The greatest numbers orthese interstate mi-grants came to North Carolina from Florida, Mississippi, South Carolina andVirginia. (See Figure III).
Since the movement of migrant families causes the education of the children inthose families to be interrupted, the Federal government enacted legislation toassist in providing compensatory educational programs especially for migrant
children. FUnds were.appropriated "to establish programs and projects whichare designed to meet the special educational needs of migratory children of
135
4).
TABLE I
NORTH CAROLINA'S 1975 MIGRANT EDUCATION PROGRAM
LEAs with Migrant
Education.Pro,%CtsRegular
Term Only
. SummerTerm Only
Regular andSummer Terms
Bertie County :
cf.
X
Bladen County X
..
Camden County i X
Columbus County X.
Du lin County Xi-
Ed ecombe County , X
Goldiboro City X
Greene County .
.X
Halifax County1
.
s.
X
Harnett County -X
Haywood County . X
Henderson County. . X
Hertford County X
Johnston County X
Lenoir County \\N X
Martin County X
Maxton City X
Nash County - X
Northampton County X
Pasquotank Count . ,
0X
Pitt County . X
Red Springs City X
Richmond County X
Robeson,County. ,
X
Saint Pauls City X
Sampson County,_
X
Scotland County . X
-Wake County X
Tyrrell County , X
WashingtA County X
Wayne County X
WilsOn County , X
migratory agricultural workers and to coordinate these programs and projectswith similar programs in other states." In its efforts to carry out thislegislative mandate, the State Migrant Education Section has adopted objectives,established priorities, and developed administrative gt'idelines to assist thelocal education agencies in. providing services to eligihle migrant children.
A part of the effort to serve migrant children in North Carolina is the coopera-tion of the State Education Agency with other agencies which have responsibili-ties for serving migrants. The Migrant Education Section is represented on theState Advisory Committee on Services to Migrants. This organizationymeets sixtimes a year for the purpose of sharing information and planning effettivecooperative activities within the respective role of each member agency in orderto meet more effectively the needs of the migrant families who come to NorthCarolina to harvest our crops. One of the migrant program consultants in theLEA serves as chairman of this interagency committee.
The number of persons employed in farm work and the need for interstate farmlabor have decreased over the past several years. Statistics froM the U. S.Department of Labor and Agriculture graphically point out this trend which hasbeen brought about in part by the Tow average annual wages receijed for sea-sonal farm work and in part by the increased mechanization of faTming operations.
NATIONAL PROGRAM GOALS
Goals for the national program have been developed. These are the foundation
for the total operation of the migrant education activities. State objectives
are developed with these goals in mind and local project activities lend their
support to them. The national program goals are to:
1. Provide the opportunity for each migrant child to improve communicationsskills necessary for varying situations.
2. Provide the migrant child with preschool and kindergarten experiencesgeared to his psychological and physiological development that will pre-pare him to function successfully.
3. Provide specifically designed programs-in the academic disciplines (lan-guage-arts, mathematics, social studies, and other academic endeavors)that will increase the migrant child's capabilities to function at alevel concomitant with his potential.
4. Provide specially designed activities which will increase the migrantchild's social growth, positive self-concept, and group Interaction skills.
5. Provide programs that will improve the academic/skill, pre-vocationalorientation, and vocational skill training for older migrant children.
6. Implement programs, utilizing every available Federal, State, and localresource through coordinated funding, in order to improve mutual under-
standing and appreciation of cultural differences among children.
157
7. Develop in each program a component of intrastate and int rstate com-munications for exchange of student,eecords, methods, Co,cepts, andmaterials to asIure that sequence and continuity will Pe' an inherent.,
pat't of the migrant child's total educational program:
8. Develop communications involving the school, the community and itsagencies, and the target group to insure coordination of all availableresources for the benefit of migrant children.
9. Provide for the migrant child's phy'sical and mental well-being by in-cluding dental, medical, nutritional, and psychological services.
10. Provide a programLQf home-school coordination which establishes relation-ships between the project staff and the clientele served in order to inv.prove the effectiveness of migrant programs and the prqcess of parentalreinforcementiof student effort.
11. Increase staff self-awareness of their personal biases and possible pre-judices, and upgrade their skills for teaching migrant children by con -`ducting inservice and preservice workshops.
STATE OBJECTIVES
In developing projects at the local level, each LEA 'is free to establish itsown project'objectives, but is held responible for supporting the Stateobjectives, which are as follows:
1. To assist in the identification and enrollment of migrant children andyouths in the migrant education projects.
2. To assist in the development of programs of instruction in the academicdisciplines according to the assessed needs of migrant children.
3. To promote activities designed to advance the migrant child's socialgrowth and group interaction skills.
4., To provide fora program of supporting services in the areas of,medical?dental, nutritional, and social services for migrant children.
5. To provide technical and consultant services in the planning, operation,and valuation of local migrant projects. .
,
A6. To provide for the extension of total services to migrants through inter-tgency cooperation and coordination.
7. To provide supplementary; programs of instruction to improve the occupa-tional skills of migrant youths.
8. To promote the active'involvement of migrant parent advisory councils inthe local migrant education projects.
9: To cooperate in the interstate exchange of student records through theMigrant Student Record Transfer System.
168
lq. To provide opportunities for improving staff competencies in the-use ofinnovative and effective teaching techniques through preservice and in-
serviee edugAtion. ,
11. To proete inter4ate cooperation and program continuity for migrant
children.
12. To provide opportunities for supportingper'sonnel tb improve their corn-petencies through appropriate training.
13. To evaluate local projects on'the basis of objective and'subjective dataon the academic and social progress Of migrant children.
14. To promote fiscal management procedures commensurate with legislative'requireffients and program guidelines.
15. To- providefor appropriate dissemination of program information.
PRIORITIES OF THE STATE PROGRAM
The priorities of the State Migrant Education Program are as follows (listed
in descending order):
1. Program continuity
2. Summer programs for interstate and intrastate migrants
3. Regular school term prograMs'for interstate and intrastate migrants
4.1
Staff development activities.
5. Migrant Student Record Transfer System
6. Program support team
7. Mobile vocational instructional program**,
Fo( purposes o this report the migratory children are classified as inter-
state, intrastate and formerly migratory. These categories of migratory
children are defined as follows:
INTERSTATE MIGRANT A child who has moveFUlth a pdrept or guardian within'the past year across state boundries in vrd R. that the parent, guardian orother member of his immediate family might secure temporary or seasonal em-ployment in.an agricultural or fishing activity,
INTBASTATF MIGRANT - A child who h"as moved with a parent or guardian withinthe, past year across school district boundaries-within a state in order that
the parent, guardian or other member of his immediate family might securetemporary or seasonal employment in an agricultural or fishing activity.
I I-,-L I
V
9
FORMERLY MIGRATORY - A child who has been an 'interstate or intrastate migrantas defined above but who, along with his parents or guardian, has ceased tomigrate wit )iin the past five years andnow 'resides in an area in which a pro-gram for migratory children is provided.
Identification and recruitment of students for migrant 'education projects isextremelyimportant. Adequate time for travel and an agressive school employeeseem to be key ingredients. In many projects the Rural Manpower Servicere-'presentative is quite helpful. It shoujd be recognized, however, that manyeligible migrants are not associated with crews which are registered with theRural Manpower Service. In these cases It is the responsibility of the LEAto use any or all of the other resources available to recruit and enroll theeligible migrant children. Since there are no guarantees that excellent re-cruitment efforts will result in enrollments, it is necessary to emphasize re-cruitment on all occasions. .
PROGRAM DEVELOPMENT
Prior to the beginning of the 1974,' -75 school term and again before the beginningof the 1975 summer migrant projects, State migrant education consultants andthe local education agencies having or expecting an influx of migrant childrenmade a survey within the LEAs and gathered data from available sources in thelocal unit to determine the number of eligible migrant children who might beenrolled in an educational program. Aften this information was compiled, aconsultant from the Migrant Education Sectiqn met with LEA aersonnel and as-sisted in developing the project proposals to be carried out by the localunits.
The projeet activities were based upon an assessment of the needs of the migrantchildren identified, programs already in operation in the LEA which had a bear-ing upon these needs, and availability of personnel to conduct a successfulproject. Objectives for each project were deqeloped so that some measure ofthe impact of the migrant education project could be determined.
Development of the prOject application included consideration of evaluationdesign and plans for disseminating project information.
Regular school term projects were developed so that they would supplement theservices which were available to the.migrant children from the regular statesupported school operations, local sources and other Federal programs. Activ-ities were planned to meet the special needs of the migrant children whichwere not being fully met.
Summer projects for migrant children,were generally the only school programs.in aeration during the summer months. Accordingly, they could focus directly
the Most urgent needs of the migrant children. They emphasized language.arts and mathematics_but were also oriented toward enrichment, development ofpositive self image and the improvement of physical health and emotionalmaturity.
. 4
[STATE PROGRAM MANAGEMENT
After the project activities and prOject budget were developed; the applica-tion was submitted to the Stale Migrant Office where itwag-reviewed by thefiscal affairs section and an educational -reviewing committee. Modificationswere-made if necessary and the application) were'approved.and funded. The
project review and approval in the State Migrant Office was generally accom-plished within three days from the,date the project was received.
The resulting basic pattern of services to migrant students was relativelystable', with the instructional services in both regular term and summer pro-jects responsive to the identified needs. Regular term projects always supple-ment the State curriculum and were gen rally planned while keeping in mindTitle I services available to eligible grants.,-Summer projects were con-siderably more inclusive, especially in he area of supportive services. Vo-cational training and exposure to care information formed the core of summerschool offerings for migrant students of secondary school age.
During the operation of the projdtts by the local school officials, a con-sultant,from the State Migrant Education Section with assigned responsibilitiesmade periodic monitoring visits to the LEA. For summer term projects therewas a minimum of two monitoring visits in each project, and each'regularschool term project was monitored at least three times. The purpose of themonitoring visits was to check on the effectiveness of recruiting efforts,review administrative requirements and procedures, evaluate the instructionalprogram, and encourage the use of all available resources in providing for theneeds of the migi-ant children.
During the 1974-75 school year, migrant education projects were conducted inthirty-two (32) local school administrative units (See Table I ). Of these,five did not operate summer migrant education projects for various reasons:insufficient concentration of migrants in the area during the summer, lack ofavailable qualified staff, etc. Three LEAs which did not have a project duringthe regular school term did operate one during the summer harvest' season.
In 1975, the joint LEA-SEA surveys resulted in the establishment of two newprojects. Some of the areas showed no concentration of migrant families, inothers Pere were strong indications that significant numbers of migrants Wereor would be in the area. In some instances, the State Migrant Education Officewas unable to prevail upon the local school officials to establish a program toserve the eligible children. Figure I indicates the effectiveness of the sur-veys in identifying.presence of migrant children and establishing projects toServe them.,
NEW RROJECTS
Two new projects were developed in North Carolina this year. Following LEA-'SEA surveys, projects were planned and initiated in Richmond and Scotlandcounties. Both of these projects enrolled elementary school children.-
One new activity in the state program operations is the Program SupportTeam. The Program Support Team is a group of professjonal persons who areskilled in areas-that are of social concern to local education agencies
:
with, high concentrations of migrant children. These areas of concern in -. elude assessment of migrant children's needs, continuity of instructional
programming, transmission of useful information, delivery of human services,tnd staff development.
The team is the result of joint planning by the Migrant Education Section,the Division of Development of the Department of Public Instruction and con-sultants from the School of Education, University of North Carolina, ChapelHill. According toa cooperative agreement,with a sch6o1 system,,_it workson a daily basis with administrators, teachers, and students to find better'ways of serving migrant cl3tldren. Each of the specialists on the team worksclosely with appropriate local staff members to design workable proceduresfor meeting the needs of, migrant children.
STAFF DEVELOPMENT ACTIVITIES
The state of North Carolina was represented at the East Coast Regional Work-shop in Orlando, Florida in March, 1975. Individuals at this .workshop par-ticipated in the development of an interstate plan designed to provide inter-state continuity in the educational program of migratory children.
One of the staff development efforts undertaken by the State migrant officewas the upgrading of teaching skills in mathematics. Two workshops were con-ducted by mathematics specialists from the State Department of Public Instruc-tion. A total of eighty-seVen (87) teachers and aides attended these work-shops which were conducted in Goldsboro and Williamston.
Evaluation of these workshops indicated that ideas presented at the work-,
shops were new to 76% of the workshop participantto Only,22% of the work-shop participants indicated that they were alreagyIsing techniques intro-duced at the workshop and 80% indicated that the techniques could be usedor adapted for use in their classrooms.
When asked to rate the overall effectiveness of the workshops on a scalefrom one (1) to ten (10) where a rating of one (1) indicated "Poor" and ten(10) indicated"Excellent,"the scores assigned by the' participants ranged fromthree (3) to ten (10) with the mean rating of 9.33. ,
From an analysis of indicated program needs, the State migrant office devel-oped a staff improyement program in the area of parent involvement. Thissystem was built around positive feedback and parent contacts initiated bythe teacher. Sixty-five (65) teachers and aides involved in the workshops atthe beginning of,the school term completed questionnaires relate4 to frequencyof parent-and teacher initiated contacts. Fifty-six (56) of'fhese individualscompleted similar questionnaires near*,the end of the school term which indi-cated a significant increase in the number of teacher initiated contacts withthe parents of the migratory children. Of greater importance, however, is
2012
the fitt that parent initiated cobtacts p er month (phone calls, writtencommunications and school y4sits) doubled following the parent involvementworkshops.
The staff development activity which affected the greatest number of migrantstaft members in NorthCarolina was the three-day workshop conducted atHobbton Elemefifary School, Newton Grove,N.C. Approximately 170 professionaland para-pidfessional migrant project staff members representing 28 LEAsattended. The workshop emphasized the use of innovative and effective teach-ing techniques in the area of reading and oral language and the requirementsof the migrant student record transfer system. Visiting teachers from Floridaserved as consultants, working with the migrant children enrolled in the pro-gram and following up this service in the LEAs after the end of the workshop.
A staff development workshop for secondary school teachers was conducted atGoldsboro. Approximately 60 migrant project staff personnel participated inthis workshop which emphasized successful practices and techniques from se-lected local projects within the state. A representative from Florida'sEarn and Learn program also described that portion of the Florida MigrantChild'Program.
The element staff development workshop was planned so that readingteachers w involved with migrant children in classroom situations durihga part of the day. They demonstrated assessment and teaching techniquesduring this period of time. Following the demonstration lesson there was afollow-up period during which the demonstration teacher served as a resourceand interacted, with the workshop participants.
Following the three-day .workshop the resource teachersi who_had been selectedfrom the Florida Migrant Child Program for their expertise in reading, wereassigned to local migrant projects in North Carolina where they assisted thelocal project directors in setting up the instructional program.
Each phase of the staff development effort was evaluated separately. TheWorkshop participants scored the effectiveness df the workshop considerablylower than previous reading workshops sponsored bythe State migrant office.Table II 'provides a summary of the responses of the workshop participantsrelative to the degree to which each workshop objective was met. The over-all effectiveness of the workshop was judged all the way from one to ten ona ppint scale where'one (1) represents "Poor" and ten (l0) represents "Ex-cellent." Th$ mean score achieved in this rating was 6.63, a score whichfalls between "Fair" and "Good."
The main criticisms of the workshop related to the fact that the same con-sultant directed the same workshop activities that had been, used severaltioleS previously. Participants made such comments as follows: "Afterattending the conventions for the past three years, I find that some of theideas have been repeated over and over. It's time to discuss new materials."There were no new teaching methods or ideas presented this year, as in thepast." "I got these handouts last year." He even used the same transpar-,encies."
is
TABLE II
ATTAINMENT OF SUMMER ELEMENTARY STAFF DEVELOPMENT WORKSHOP. OBJECTIVES
Migrant Student Record TransferSystem '2% 12% 42% 44%
-Educational Needs in Reading,' Math, Physical Education,
Cultural Arts and Science 4% 40% 46% 10%
*Based upon the evaluation by workshop participants.
I.
99
.
f
.
Following the period of service at the local project level in the state,LEA personnel were asked to evaluate the effectiveness of the follow-upconsultant services rendered by the visiting teachers from the FloridaMigAnt Child Program. Analysis of ,the effectiveness of the visiting .
teacher follow-up services "seems to indicate that although toe staff develop-ment'project was beneficial to the local projects in North krolina, it waslargely a repeat of the previous year's efforts.
'The mean overall effectiveness of the ttaff development effort, includingthe follow-up consultant services by the visiting teachers, was 6.0 do ascale from one 1(1) to ten (10) where one (1) represents "No Benefit" and ten(10) represents :'Great Benefit." Only 22 (56%) of 39 respondents answeredaffirmatively to the question, ".---would you hire the visiting teacher, whoworked in your unit this summer?"-
Because of the changes whic'h were made in the Migrant Student Record Trans-fer System during the school year, it became necessary for the three statemigrant consultants to provide extensive training of LEA persdnh7N in thenew requirements and procedures. Each consultant scheduled an appointmentwith the project personnel in each LEA for which he had responsibility; hespent one day with them in a workshop situation teaching them the new system.As a result of this instruction the terminal operators had fewer errors inthe transactions received from the school clerks.
In addition to the staff development workshops sponsored by the State migrantoffice, the program specialist with the Program Support Team planned andcarried out activities in Halifax County which were designed to improve theeffectiveness of the instructional staff. One of these activities was a work-shop devoted to evaluation and selection of instructional materials. The
evaluation of this workshop produced a very poitive response by the 35 work-shop participants. .
Ninety-five percent' (33 out of 35) of the workshop participants indicated thatthe materials and information presented at the 'workshop were adequate forlocal school staffs to deve.lop a materials evaluation instrument for use intheir local school. On a 10 point scale %/here one (1) represents "Poor" andten (10) represents "Excellent," the\overall effectiveness of the workshopwas rated at 7.1, a rating which falls between "Good" and "Excellent."
The other staff development effort organized by the program spedialists em-phasized individual diagnosis and prescription in reading. Twenty-one schoolpersonnel, participated in' this workshop and 18 completed evaluation question-naires at the completion of the instructional activities. Even though theevaluation pointed out the weakness in the workshop of insufficient time,foractual participation in the administration and scoring of assessment instru-ments, there was a general overall rating Of "above average" for the workshopasia whole.
The attention given to program management, the local surveys to identify areashaving concentrations of migrant children, the monitoring of the local proj-
ects, the extensive efforts to upgrade the competencies of the local projectstaffs, and the other activities of the state migrant office have resulted inthe most effective migrant education program ever to be conducted in NorthCarolina.
215
CHAPTER II
METHODS ANXOCEDURES
For several-years the evaluation of the 'North Carolina Migrant EducationProgram and its individual projects was done cooperatively .by the LEA per-sonnel and.the state office. The LEA supplied the, information and the state
office prepared both the individual project reports (approximately 3 andthe evaluation report on the total North Carolina migrant education program.Each year involvement of.the local project personnel has increased. For
Fiscal Years 1974-1975, the primary responsibility for evaluating the localmigrant projects rested with the local. project directors. These local pro-
ject evaluation reports were based upon the project objectives and the eva-luation design approved in the local project application. The state migrant
education section was responsible for, evaluating the overall state program.
Although procedures have been subject to annual change, the goals of theevaluationslgonducted by the migrant education section have remained con-
stant. The first goal has always been to use evaluation procedures andfindings to stimulate improvement in the educational offerings for the mi-grant children and youth who visit North Carolina. The second goal has been
to collect and process all information necessary to fulfill federal andstate evaluation requiremehts. The third goal is to provide information and
support for state monitoring of operational projects.
In previous years a significant number ,of local project personnel were usedto assist in the evaluation of a project other than their own. Although
this intervisitation among the projects provided some information whichcouldbe used in the evaluation report, its greatest benefits were in thestaff development area and in the exchange of program information. Therefore,
this practice of intervisitation as an evaluation tool was discontinued in
1975.,
Although the total evaluation,process is planned to support the first goalof evaluation, the delay to preparation and printing of the final reportprecludes immediate use of this information. On-site conferences provide
immediate feedback and the final report, especially the recommendations, arevaluable in planning subsequent programs.
The LEA project director has ultimate responsibility for the collection ofmuch of the evaluation data which is required in order to satisfy regulationsand guidelines. Consequently, each director is responsible for the accuratecompletion of forms concerning enrollment, migrant student record transfersystem information, test data, and an annual project evaluation. Thilinfor-mation is submitted to the state. migrant education office where infoilMation issummarized and data is analyze44 Copies of-the'local evaluation reports, -
along with appropriate documentation, are bound and submitted to the U. S.
4 Office along with the annual evaluation report which ts prepared by the State
migrant education section. -1010
1
2417
Since there is some delay in the production of the annual evaluation report,and since fewer than 1% of the North Carolina project staff members work inthe migrant program on a year-round basis, a dissemination technique wasneeded so that all.staff members would have the opportunity to become aware .
of results of the project evaluation without an-extended delay. Since 1972,this need has been satisfied through the use of cassette tape. recorders. Atape containing the highlights of the project evaluation is mailed to thedirector or LEA contact person who then assembles those members of the migrantstaff currently employed in the LEA to listen as a group to the tape, and torecord their own reactions to the /valuation report.- This procedure aids indissemination of information and provides feedback to the state office.
CURRENT EVALUATION PROCEDURES
As evaluation procedures are planned each year, a number of reporting formsare revised. In 1975, project applications underwent-minor revisions whilethe LEA annual evaluation format was unchanged. The suggested form for thetransmittal of test results was revised. These revisions were precipitatedby procedural changes. Prior to beginning evaluation planning, a set ofstate program objectives was developed. This set of objectives (see ChapterI) supports the national goals of migrant education while specifically re-flecting.Nerth Carolina emphases. The consultants who assisted LEA personnelwith proposal preparation emphasized two standards for LEA objectives thisyear: (1) local project objectives should be supportive of the state ob-jectives; (2) they should be measurable by an objectiVe instrument or a recog-nized subjective technique.
.The requirement of having the local project report prepared by the local pro-ject director was continued. There was a minor change made in the review ofthe local- evaluation reports, however. Each state consultant reviewed eachof the local project evaluations from the LEAs in which he worked during theoperation of the project. From available informatidn contained in the evalua-tion.report, monitoring reports, text data and other forms of documentation,the consultant made ajudgement of the degree to which each local project ob-jective had been Jet. This judgemgnt was Compared to the report submittedby the local project director and any discrepancies between 40e two were noted.
For the summer project evaluation, the state continued to conduct two full-day on-site visits to each project during the peak operational periods. The -I'
visits were conducted by the state consultants, and findings made during thevisits were shared with the project staff.
The emphasis on staff development and consultant services by selected migrantstaff personnel from the Florida Migrant Child Program required additionalprocedures. The effectiveness of these activities was determined by the useof pre-post administration of an instrument to determine changes in actualproject practices and questionnaires which were designed to give a subjectiveevaluation of the effectiveness of the staff development effort.
218
This state report was prepared after reading and processing all'availableinformation. Among the most significant sources wore project evaluation's,test data, and monitoring reports. As in,erevious evaluations, the basic com-parison used here is the comparison of program (and projedt) outcomes with theobjectives' approved ih the project applicatyonS. .
4
n
2619 ...
%.
,
(
/
,-
CHAPTER III
FINDINGS
CHILDREN SERVED
During the 1974-75 school-year migrant education projects were operated in
29 local education agencies. These projects enrolled 1,495 interstate Mi-
grao, 2,012 intrastate migrants, 1,060 formerly migratory students, and
784 others for which the classification was not indicated.
Twenty-seven local education agencies operated migrant education projects
during the summer of 1975. Enrollment in these programs included 1,636
interstate migrants, 1,439 intrastate migrants, 998*formerly migratory,students and 261 others for which the classification was not indicated.
Of the 9,685 children served under this program during the 1975 fiscal
year, 3,131 were interstate migrants, 3,461 were intrast-ate migrants and
2,058 were formerly migratory. Enrollment figu'res indicate that larger
numbers of interstate migrants were served during the summer, and enroll-
ment of intrastate migrants was higher during the regular school term.
Secondary school enrollment's were higher during the summer tobacco season.
Although no statistics were maintained on enrollment by Rthnic groups, a
survey of the enrollments in the LEAs indicates that approxidately 79% of
the migrant children served were black, 7% were American Indians, 6% were
white and 8% were Spanishtspeaking Americans. None of these children were
enrolled in non-public schools. All the migrant education projects in
North Carolina were operated through local public school agencies.
GRADE PLACEMENT
Grade placement, in summer secondary projects was no problem since the activi-
ties were entirely ungraded. Students from ages 14 to 20 received the same
vocational and cognitive instruction. In the regular school term programs
the children in both the elementary and secondary schools were placed in
classes with other children according to their ages and previous progress as
indicated Eby school records or teacher opinion.
During the summer projects the local project administrators generally placed
the elementary school children in groups based upon age, physical maturity
. and emotional development according to the teacher's best judgement and avail- ,
able records. Since the instruction in the summer projects was largely indi-
vidualized, there was considerable range in grade placement; instruction. with-
in each group was ;based upon age, -emedial'needs, physical development and
peer associations.
INSTRUCTIONAL ACTIVITIES
-ojects were conducted for migrant children at both the elementary and
.).E.-cor.dary school levels. While most; of the regular school term programs.
primarily served elementary school children., there were two secondary schoolprograms primarily directed to meeting the needs of interstate and intrastatemigrant yo th who are home-based in North Carolina.
The emphas s in'the-regular school term projects was in supplementing andreinforcing instruction in language arts and mathematfcs for elementarys ,chool children. Supportive services in these projects were held to a .Minimum since these needs were generally taken care o.f through other sourcesof funding. A minimal amount of health and social services were provided,however, when other sources of funding ere inadequate or unavailable.
.
During the regular school term the inst ctional phase of the migrant proj-ects was essentially tutorial in nature. Teachers and aides were employedby their local,projects to work with the migrant children on an individualbasis. In each case the classroom teacher assessed the deficiencies of mi-grant children and prescribed, sometimes in combination with the migrantteacher, the instruction to be performed by the tutor.
%
As far as possible, the 'summer elementary and secondary projects were plan-ned so that they would meet the primary instructional needs of the studentsas well as their secoridaiy supportive needs. Secondary school projects con-centrated in the area of prevocational and occupational instruction, whilethe primary emphasis in the elementary school was in language arts, readingand mathematics. All projects recognized the need for'recreation and theimprovement of self-image.
CY
During the summer migrant projects the instruction varied from tutorial tolarge group activities. Because of the scattered migrant housing in Rabe-son County and the responsibility of some of tO migrant children, partic-ularly those in the middle and upper grades, for contributing to the familyincome, it appeared feasible to employ tutors who could provide instructionalservices in the homes of the migrants on a scheduled basis. This left thechildren free a large part of the time to participate in farm activitiesand thereby to contribute to the family income. Some of the program activi-ties were conducted in school settings and less attention was given to hometutoring than in the past years.
Most of the summer.migrant projects were conducted at school sites and thechildren were transported to the school in school buses. Instruction in theprojects was fn small groups'or on an individualized basis most of the time.Some activities were suited to large group instruction.
In the regular school term projects there is considerable coordination be-tween the migrant project activities and otheeschool programs. Since mi-grant projects are typically small, Title I directors are often responsiblefor the coordination and administration of the migrant program. Title Ialso supports the,migrant program through the local inservice activities aswell as health services when these services are provided by Title I. In allprojects the locally funded supporting services are available to the migrantstudents.
3 0 .
:24
TABLE III
SUMMER MIGRANT PROJECT SCHEDULES
LEA Daily Schedule StaffHoursPer
Day
School Level Total
Days
OperatedElem. Sec.
Bertie County 8:30 a.m. - 3:30 p.m. 7 X ""Camden County 8:30 a.m. - 4:30 p.m. 8 ,80
*Based upon data from the LEA evaluation reports and the MSRTS teletype
terminal reports.
**Deviations resulting from enrollment for statistical purposes and reporting
requirements.
29
I
TABLE V
CHILDREN SERVED BY CLASSIFICATION*
Summer Term - 1975,
LEA .Interstate Intrastate FormerlyMigratory
Not**Indicated
Total
Bertie 53 13 30 96
Camden 34 15 14 63
Columbus 87 79 140 306
Duplin 138 86 12 238
Greene 205 4. 205
Halifax 46 123 181 350
Harnett 22, . , 55 53 130
Haywood 27' - 19 25 71
Henderson 52 - 15 67
Hertford '93 91 20 204
Johnston 56 22 .
,
34 ' 112
Lenoir 41 62 66 - 169
Martin 7 15' 45 6Maxton City 4 138 1 261 '404
Nash 55 3 58
Northampton 47 131 141 192
Pasquotank 52 96 ,65 213
Pitt 85 13 98
Red Springs 3 64 46 113
Richmond 11 22 20 53
Robeson 48 134 93 275
Sampson 208 ,, 3 .67 278
Scotland 84 84
Wake . 23 142 165
Washington 70 8 16 94
Wayne 90 13 15' 118
Wilson- 79 11 23 113
Total '1,'636 1,439 998 261 4,334
*Based upon data from the evaluation reports and MSRTS teletype terminal reports.
** Deviation resulting from enrollment for statistical purposes and reportingrequirements,
3G30
4,
Except for migrant education projects, summer school operations are relativelyrare in North Carolina. One project, Camden County, still operated a Title IMigrant Coordinated Program with an extended school day for the migrant stu-dents. Some of the secondary school migrant programs shared facilities andsome planned competitions with migrant classes. Basically,. however, the coor-
dination during the summer is limited to the provision of,facilities, equip-ment,'and materials, some training and services by LEA personnel who are em-ployed 12 months, and the involvement of the school principals.
SUPPORTING SERVICES
During the regular school term, supporting servides were severely limited be-cause of the emphasis on instruction to supplement existing programs and theconscious effort not to supplant any availabld services with migrant funds.
Summer migrant projects were gerierally the only activities in operation in theLEAs, making it necessary for the migrant project to place more value on thesupporting services required in order to make the. project successful. In mostcases the summer migrant projects provided transportation, food services,health services and recreation. A majority of the projects, also provided some
4 clothing. In some cases the clothing was donated by social.service organiza-tions and in other cases it was purchased with project funds.
One of the State services which supported the successful operation of themigrant program was the record transfer system. Each LEA participated in thesystem by sending student data to the teletype terminal operators in Griftonfor transmission to the Migrant Student Data Center in Little' Rock, Arkansas.
The Northeast Regional Education Center served as a support base for the mi-
grant education projects. In addition to.serving as the teletype terminallocation for jhe Migrant Student Record Transfer System, it also served as arepOsitory for educational films which were available on a free loan basis toLEAs for use in their migrant education projects.
The purchase of equipment under the migrant projects was held to a minimum.Only that equipment which could be shown to be essential to the success ofthe instructional program was approved for purchase. Each LEA was requiredto maintain an inventory of equipment purchased under previous migrant proj-ects. Items of equipment were transferned form one LEA to another when theywere no longer used for the purpose for Olicri they were intended in the LEAwhich purchased them.
COORDINATION WITH OTHER PROGRAMS
Throughout the migrant education projects in North Carolina there was a highdegree of coordination and cooperation with other agencies. This was stronglyencouraged through the regular meetings of the State Advisory CoMmittee onServices to,Migrants. During 1975 one of the State migrant education consul-
f
tants served as chairman of. this 'statewide interagency coordinating' committee.
Migrant and SeasOnal Farm Workers Association, Inc.
Church Women United
North Carolina Community'Action Association
North 'Carolina Department of Agriculture
North Carolina Department of Community Colleges
North Carolina Department of Human Resources -
North Carolina Department of,Human Resources
North Carolina Department of Human Resources
North Carolina Deparitrtment of Human Resources
North Carolina Department of Labor
Division of Mental Health
- Division of SocialServiccs
- Division of .,Economic
Opportunity
- Division of VocationalRehabilitation
North Carolina Employment Security Commission - Rural Manpower Service -
North Carolina Human Relations Commission
North Carolina State Board of Health - Migr'ant Health Project
North Carolina State Board of Health - $anitry Engineering Divisio'n
U. S. Department Of Agriculture
U. S. Department of Labor
In addition to the above named agencies, meetin0 of the committee are regu-larly attended by representatives from the GovOmor's office and personnelfrom local migrant councils and local community,'action agencies.
During the summer many of the local projects took advantage of the availabilityof personnel from the Migrant and Seasonal-Farm Workers Association. They
used this - ;personnel to assist in carrying out the instructional phase of the
program. These teachers worked under the supervision of the LEA project direc-tor and were paid through the Migrant and Seasonal Farm Workers, Incorporated.This was an outstanding example of interagency coordination and cooperation:
3 6 32
Local advisory committees have been established in each area served by a -
migrant education project. The State Advisory Committee- assisted the local
councils in their work through annual regional or statewide meetings. Infor-
mation was shared and plans developed that enabled each agency to use its
resources to the maximum benefit of the greatest number of'imigrants.
STAFF UTILIZATION
The 29 regular school term migrant education projects employed a full timd,
equivalent of 98.41 staff members. The pattern of staffing is indicated by
Table VI. The number and responsibilities of the program staff of.4esummer migrant projects is indicatet1 on Table.VII. Figures on these tables
represent both full-time and part-time positions and are reduced to full-time
equivalent staff posqions. Non-professional supporting personnel such as
bus drivers, janitors and lunchroom workers have been included in these tables.
Table VIII, provides information on the instructional staff-pupil ratio for
the 27 summer projects. Teacher-pupil ratios are not reported for regular
school term projects as they could be very misleading without a consideration
of schedules and pupil contact times.
COMMUNITY INVOLVEMENT
Community involvement in regular school term migrant education programs was
not as evident as that noted in the summer projects. ,This may have been be-
cause Of the supplementary emphasis placed on the regu]ar school term projects.
In those LEAs where the local project charged one or more persons with the re-
sponsibility of making visits in the home for the purpose of hbme-school coor-
dination or recruitment, the reported community involvement'in the project was
increased. Nurses, home-school coordinators, social workers, supervising'principals and instructional personnel played an important part in soliciting
involvement from the community agencies as well as from the parents of the
migrant children.
Field trips serve as one medium for encouraging parent and community involve-ment in project activities. The use of volunteers. from the community on field
trips has some tendency to carry over into other aspects of the program.
Some of the summer migrant projects had excellent community involvement as in-
dicated by the number Of adult volunteers other than migrant parents who do-nated their services to making the local project a success. These volunteers
served as instructors, instructional Aides, lunchroom workers or as resourceindividuals to enrich the experiences of the migrant children.
INTERSTATE PLANNING
One of the activities which indicates the interstate coordination of theNorth Carolina Migrant Education Program with similar projects and programs
in other states was the Eastern Regional Migrant Education Conference held
in Orlando, Florida. Prior to the conference, the Coordinator of Migrant
*All teachers and instructional aide's were counted in the computation of the14
teacher-pupil
4438
Programs, Division of Compensatory` Education, met with State directors andconsultants in migrant education from other states to plan the programagenda. It was through this interstate committee that a conference andworkshop agenda was finalized which resulted in the active participation-of State and local project personnel from 21 eastern states. The workshopparticipants developed descriptive material suitable for use by any of theparticipating states in completing their applications for program grants.
Other interstate planning activities included cooperation with five otherstates (California, Florida, Michigan, New Jersey and Texas) in a projectunder Section 505, Title V-A, Elementary and Secondary,Education Act forthe purpose of developing and testing an instrument to provide for moreeffective administration of migrant education programs at all levels ofmanagement., Proposals were sought from interested management consultantsto develop a "Management Guide for Administrators of Migrant Education"which would contain a self-analysis instrument to assist administratorsat all levels in performing their duties more effectively.
Each LEA operating a migrant education project complied with all regula-tions and procedures of the National,Migrant Student Record Transfer System.
National conferences for State Directors and other program personnel wereconducted during the year and were of some value in publicizing program in-formation and administrative requirements. The State Director participatedin these conferences and disseminated relevant information from them withinthe state.
STATE OBJECTIVES
Although the state goals and objectives are not stated in specific measurableterms, each was attained to a greater or lesser extent. This is evidenced bythe reports from 159 monitoring visits to the LEAs` by the state migrant con-sultants. On each monitoring visit by a state consultant the project recordsand reports were checked; authorization for enrollment forms were reviewed;attention was given to the coordination of the migrant project with otherschool programs; parent and advisory committee involvement was noted; andrecommendations for improving the operation of the project or keeping itfunctioning according to the project proposal were made. This 'regular moni7
toring,by the state migrant education consultants along with the activitiessponsored and.conducted through the State Migrant Education Office is thebasis for the judgement that each state objective was,met.
PROJECT OBJECTIVES
The regular school term projects were supplementary in nature and weredirected specifically toward those needs of the migrant students which werenot being met adequately in the regular school program. Twenty-four.(24)of the units included an objective relating to improvement in language arts;twenty-three (23) °included mathematics in their project; thirteen (13) in-cluded an objective relating to students' social adjustment and fifteen (15)
0
5
39
OBJECTIVES
TABLE IX . k
DEGREE OF ATTAINMENT OF LOCAL PROJECT OBJECTIVES
.Regular Term -
-LEA Project Objectives
1974-75
Relating to:
1 = Not Met
2 = Not Documented3 = Partially Met4 = fully Met
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.W,--).aC)4-)
'''
...J
4-10Z:3t-.0
Betie 4 3 3 4 4 4 4 3 4 2 1
.
4
BladeW i 4 2 1 4 2 4 4 4 4
Camden 4 4 4 4 4 4 2 2 2 4 2 X
Columbus 2 2 2 4 2 4 1 4
Edgecombe 4 if 4 4 4 4 4 4 4 4 4
Goldsboro 4 . 4 X
Greene 3 4 4 4 4 2 4 4 1 4 2 4
Halifax 4 3 3 4 1 4 4 3 4 1 4 4
Harnett 1 1 4 4 3 4 4 4 4 4 4
Haywood 4 4 4 4 4 4 4 4 4 4
Henderson 4- 3 3 4-4 4 4 4 4 3 4 4 4
HertfoR 4 4 4 4 4 4 4 4 1 4 4
Johnston 3 3 1 4 1 4 1 1 3 4 4 3 4 X
Lenoir 4 4 4 4 4 4 3 4 2 4 4
Martin 2 2 4 4 4 3 4 1 4 4 4
Maxton City 4 2 4 4 4 4 3
Nash * 4 4 4 4 4 4 4 4 4 4 4, 4 4
i N
Northampton \ 4 . 4 4
Pasquotank \ \ 2 -2 4 4 4 4 4 4 4 4.
Pitt . 4 4 4 4 2 4 4 2 4 4 4
Red Springs 4 4 44
Robeson '4 3 4 4 2 4 4 4 4,..
St. Paul's 4 4 ' 4 4 4 4 4
4640
a.
TABLE IX
DEGREE OF ATTAkMENT OF LOCAL PROJECT OBJECTIVES
Regular Term - 1974-75
)BJECTIVES
I = Not Met? = Not Documented3 = Partially Met4 = Fully Met
included a health services objective. Topics of other objectives during the
regular school year were parent involvement, readiness/kindergarten, natural '"
science, guidance and social studies.
There was a marked increase in the number of objectives in the summer projectproposals. This was due to the state consultants insisting that the LEAs in-clude objectives relating to all phases of project operations in the projectproposals. The evaluation of each project was based upon the set of objettivesin the project application. All of the local project objectives were suppor-tive of the State Program objectives. In addition to specific performanceobjectives ip each instructional area included in the staff development, dis-semination of information, clerical responsibilities, project evaluation, fis-cal reporting, parent advisory committee activities, health services, recruit-ment, social growth, and community involvement.
Objectives for both the regular school term and the summer term were the pri-mary basis for evaluating the success of each LEA project. A judgement was
_made on each objective in each project as to the degree of attai.nWent. Everyavailable ource of information bearing upon the objective was used in makingthis ju ment. The most heavily relied upon document was the local evalua-tion port prepared by the local project director and his staff. Otherso ces of information used in this evaluation effort were deports of state
sultant monitoring visits., reports from news media, and reports from staffdevelopment consultants who worked in the LEAs during the operation of theprojects.
0* A summary of the degree to which each objective in each LEA project was attain-ed is contained in Tables IX and X. 4
.DISSEMINATION. r.
Dissemination of program information at the local level included news releasesto local newspapers, coverage by local radio and television stations; reporttto local boards of education and other local groups; pictures, slides and taperecordings which were presentel to selected audiences; and the distribution ofnewsletters.
At the State level there was a periodic dissemination of information throughthe publication of Migrant Matters. This newsletter was directed to local.migrant project directors, school superintendents, advisory committee members,personnel in the State Education Agency, and the .U. S. Office of Education.Additional news releases from the Division of Public Information were sent tonewspapers, radio, and television stations, wire services and other news media.
Another method of disseminating program information wap through reports givenat the periodic meetings of the State Advisory Committee on Services to Mi-grants. Programinformation was also disseminated through visitation among -7y
the local projects. Several staff members in some of the local projects, dvisited other projects during the summer. This afforded opportunities forfirsthand observation of project activities and.the exchange of ideas and in-formation among the projects-
44
One dissemination effort of the State Migrant Education, Section is Worthyof special note. In cooperation with the Northampton County migrant educa-tion project staff, a sixteen millimeter sound film was produced, depict-ing the activities and services provided in the exemplary migrant educationproject conducted during the summer of 1975.
a 4.4
'''""T".
CHAPTER IV.
PROGRAM EFFECTIVENESS
PROGRAM FOCUS
5,
In considering the effectiveness of the North Carolina Migrant Education Pro-gram; it is necessary to take into account the different types of projectsbeing operated within the state. Regular school term projects are operatedfor the benefit of intrastate migrants and the smaller number of interstatemigrants who are home-based in North' Carolina. These projects are supplemen-
tary in nature and are designed to strengthen instructional programs offeredthrough State, local and other federal sources of funding. SumMer term mi-
grant education programs are focused More directly on the needs of interstatemigrants and provide a full range of instructional and'supporting services.'
1/4
It should be noted that there are two distinct types,of summer migrant *ca-tion projects. One type of project serves elementary school children. The
over is restricted to-provi.ding services ?o secondary school age youths who
are a part of the migrant labor'force.
TESTING RESULTS
Between September andJune, more than five thousand migrant students were en-rolled in the various migrant education projects across North Carolina. All
projects did some testing and submitted scores'as part of their evaluation
reports. The emphajis upon documenting achievement of project objectiveswith gain scores 40arently had an impact since eighty percent of the pro-jects submitted pre-test as well as post-test-- scores. Students who entered
North Carolina migrant projects during the first three months of the regularterm stood an excellent chance of being tested with one of ten different
achievement tests.
Although the number of scores received in 1975 exceed those reported in
2b
anyprevious year, all of the difficulties of obtaining cognitive measurem ts.of
a mobile. population were quite apparent. The use of ten different tests and
score types ranging from grade equivalent to raw scores severely limited the
statistical comparisons which could be made. Migration a absence made it
quite difficult to obtain two sets of measures on the same - tudents over any
reasonable span of instruction. Given these difficulties, it was quite chal-
lenging to report gain scores representative of three or mo projects with
more than thirty 'students at the same grade level on the same test. This
standard was reached for approximately half of the gain scores eported and
it is believed that such results provide the best estimates to d te of theprogress being made by North Carolina migrant students.
The instructional period between the scores reported in Tables XI a d XII
.varied with the project submitting the scores. The average time fo most
results was approximately seven months. The average reading gain for this
period ranged from one year on the Slosson Oral Reading Test to five monthson the Metropolitan Achievement Tests. Since there is an inconsistent pattern
of test selection, it'is likely that differential project results are a factor
47
TABLE XI
READING STATUS
Mean Grade Equivalent Scores for all Tests*From beginning of year and early mid-year data
t 1974-75 Regular Term
Grade Number ofStudents
'Mean G. E. Deviation
1 (1.3), 51 0.8 ^0.5
2 (2.3) 85 1.3 -1.0.
3 (3.3) 159 2.1 -1.2
4 (4.3) 142 4.. 2.6 -1.7
51 (5.3) 173 3.3t, -2.0
s 6 (6.3) , 158 3.5 -2.8
7 (7.3) 116 4.3 -3.0
8(8.3) 110 .4- 4.6 -3.7
9- (9.3) 113 4.2 -5.1
10 (10.3) 44 6.3 a -4.0
11 (1'1.3) 24**. 8'.1 -3.2
12 (12.3)' 12** 7.8 -4.5'
*These results were obtained by averaging all pretest scores reported in gradeequivalent form on the Metropblitan Achievement Tests, Stanford Achievement,Tests, Iowa Tests of Basic Skills, California Achievement Tests, SRA,Achieve-ment Tests and the Comprehensive Test of Basic Skills. While it is recognizedthat such averaging ts not strictly valid, th esults provide the most mean-ingful estimate that can be obtained from varyin test data.
**Siliall number of cases
48
cu
OF01
, a
FIGURE VII
READING STATUS 1974-75
National Normative Scores and North Carolina Migrant Program Scores* -/
12
11
10
7
6
5
4
3
2
1
'44
1 2 3 4 5 6 7 8 9 10 it 12
*Based onvData, from Table
ti
Grade Placement
,
41 o
r"t) .1
. 49
Grade
1 (1.3)
2 (2.3)
3 (3.3)
4 (4.3)
5 (5.3)
6 (6.3)
717.3)
8 (8.3)
9 (9.3)
10 (10.3)
11 (11.3)
TABLE XII
MATHEMATICS STATUS
Mean Grade Equivalent 'Stores for all Tests*From Beginning of year and early mickyear data
0
1974-75 Regular Term
Number of Mean G. E. Deviation
Students
22 .7 -0.6
42 1.7 -0.6
94 1.9 -1.4
94 2.6 -1.7
98 3.5 -1.8
86 4.3 -2.0
85 . 4.6 -2.7
77 5.1 -3.2
53 5.7 -3.6
36 7.3 -3.0
h** 9.1 -2.2
*These results were,obtained by averaging all pretest scores reported in gradeequivalent form on the Metropolitan Achievement Tests, Stanford, AchievementTests, Iowa Tests of Basic Skills, California Achievement Tests, SRA Achieve-,
ment Tests and the Comprehensive Test of Basic Skills. While it is recognizedthat such averaging is not strictly valid, the results provide the most mean-ingful estimate that can be obtained from varying test data.
**Small nUmb r of cases
-. .
50
o
1:3
cs
Cs
FIGURE VIII
MATHEMATICS STATUS
National Normative Scores and North Carolina Migrant Program Scores*
12
11
10
9
8
7
6
5
4
3
2
/a
;Fj
V
/66 /
4) e/
s\
4' .
,z
/4(/ \N"
NNc.6/ *( 0
C6/'C..C0' ,/
2 3 4 5 6 7 8 9 10 11 12
.*8:Ased upon Data from Table
Grade Placement
51
TABLE XIII
COMPARISON OF READING STATUS
1975-74 - 1974-75
Grade
1
2
3
4
5
6
7
8
9
10
11
12
Deviation from Expected Gains
1973-74 1974-75 Difference
-2.4
-3.6
-2.5
-3.5
-3.6
-5.0
-3.2
- 0.5
.-, -1.0
-1.2
-1.7
- 2.0
-2.8
- 3.0-
-3.7
- 5.1
- 4.0
-3.2
- 4.5
-0.7
-0.1
0.0
+0.1
- 0.2
-0.4
+0.6
-1.2
-1.6
-0.4
+1.8
- 1.3
These results were obtained by comparing the deviations in reading status ofthe 1973-74 project year with those of 1974-75. Since the populations testedin the two project years were different, and since there was no consistency
\in the use of testing instruments, this comparison does not purport to showgains.
52.*
t..
TABLE XIV
COMPARISON OF MATHEMATICS STATUS
,1973-74 -19c74-75
Deviation from Expected Gains
Grade 1973-74 1974-75 Difference
1 -0.8 -0.6 +0.2
2 -0.7 -0.6 +0.1
3 -0,9 -1.4 -0.5
4 -1.4 -1.7 -0.3
5 -1.9 -1."8 +0.1
6 -2.4 -2.0 40.4
7 -2.5, -2.7 -0.2
8 -2.9 -3.2 m0.3
9 -3.1 -3.6 -0.5
10 -3.0
11 -2.2
These results were obtained by comparing the deviations in mathematics statusof the 1973-74 project year with those of 1974-75. Since the populationstested in the two project years were different, and since there was no con-sistency in the use of testing instruments, this comparison does not purportto show gains.
,t)
53
in this variability. Inspection of the tables reveals that the range ofachievement between grades exceeds the range between tests. Mathematicsgain scores are reported in Table XII. If these tables could be summarized;the average gain would be approximately six months over the instructionalperiod,
Considering all qualifications which are necessary in the interpretationof this data, the most meaningful comparison may be with previous results.There is an improvement in reading performance when the 1975 test resultsof migralit students are compared to the results reported in 1974. Similarimprovements were not noted in mathematics where the "average" gain wasconsiderably lower than the 1974 results. It is noted, however, that overthe range of grades represented, the deficit in mathematics is less thanthe reading deficit. In view of what is known about the average achieve-ment of North Carolina students (the 1972 state assessment revealed thatsixth grade students were around nine months behind the test publisher'snorms), achievement test resrults for migrant children indicate that read-ing should continue to be emphasized and the emphasis of mathematics shouldbe increased. Individual project gains are recorded\in the respective in-dividual project evaluation reports.
Tables XI and XII represent an attempt to maximize the Ilse of, availabledata. Test scores on all pre-tests were averaged in an attempt to ascertainthe reading and mathematics status of the current migrant populatiOn. Thegraphic representation of these 1,750 scores is given in Figures VI and VIIThese results reveal the mounting deficit facing migrant students as theycontinue in school. The current pattern is quite similar to those/reportedin past evaluations. The apparent progress in the upper grades is probablydue to the dropping out of many of the less able migrant students. A mean-.
ingful goal of the migrant program might well be to increase the numbers ofstudents in these grades.
All test results indicate that North Carolina migrant students are progressingat a rate comparable to most compensatory education students, and that over atwo-year period gains in reading have been improved. There is no statisticalffiethod by which portions of these ga;ns-Hmay be divided between the reguli'rschool offerings and the supplementary migrant program. More elaborate mea-sures could be recommended,but such evaluation designs would far exceed thestate evaluation requirements and would possibly exceed the limits of financialfeasibility.
5 9
54
EXEMPLARY PROGRAMS
For years it was the policy of the Migrant Education Section to recognizeexemplary activities in the local projects. This was valuable in bringingabout some desired changes in other local projects. In the 1974 evaluationreport this practice was discarded because of the outstanding qualities ofone local'project and one activity carried out at the State level. Thesetwo projects were highlighted in the 1974 evaluation report. This year itwas the judgement of the entire State migrant education staff that. no onelocal migrant project stood out so far ahead-of all the others that soleattention should be centered upon it. It was determined therefore to selectand highlight the outstanding characteristic of each of the projects operatedwithin the state.
It should be noted that in years past the exemplary program or program com-ponents reported in the annual evaluation report have been selected fromamong the summer projects. The pattern of selection this year is changedin that the annual. report takes into consideration both regular school termprojects and summer term projects. Therefore, some of the exemplary programcomponents will relate to the regular school term projects and some to thesummer projects.
The outstanding and exemplary features of the several local migrant educationproject's are described on the following pages.
Bertie County
The summer migrant' project in Bertie County is to be commended for theexcellent activities which were developed during the publication of its news-paper. This unit of work was an outgrowth of consultant services provided byone of the visiting teachers from the Florida Migrant Child Program.
Bladen County'
During the regUlar school term migrant project in Bladen County, the migrantteacher's use of community resources to support the migrant project and meetthe supporting needs of the migrant children was outstanding. Through herefforts several grouft and individuals. in the community contributed clothingto the migrant children in the project, making it possible for them to remainin school.
.
Camden County
The most outstanding fea,ture of the Camden County regular term project wasthe effective coordination of community agencies in providing for the healthneeds of the'migrant children.
6055
Columbus 'Coun,t)
The program for secondary school youth in the summer project at ColumbusCounty was noteworthy because of the effective teaching of consumer math-ematics and reading and the related interest in woodworking.
Duplin County
The arts and crafts component of the Duplin County summer migrant projectprovided opportunities for students of all ages to complete at least oneproject through hands-on manipulative activities.,
Edgecombe County
The strongest point in the regular school term project in Edgecombe Countywas the effectiveness of the tutorial services. Each tutor employed by themigrant project held a class "A" teaching certificate.,
Goldsboro City
The regular school term project in Goldsboro was characterized by the effective-ness of the staff in cultivating positive attitudes in the secondary schoolstudents about the values of learning and the world of work.
Greene County
The recruitment effort in the Greene County project was exemplary. The migrantproject staff did an excellent job of locating and enrolling eligible migrantsin the program.
Halifax County
The most outstanding component of the Halifax County summer migrant projectwas the effort which was put into the recruitment of eligible migrant children.
Harnett County
The coordination and delivery of supporting services from community agenciesand progrA volunteers in Harnett Countyrwere exemplary. These supportingservices were made possible because of the active local interagency committee.
Haywood County
The summer school project staff members were specialists in one or morecurriculum areas. Thisallowed an activity approach of a high interest,"hands on nature, which met the total needs of the children in the project.
56
flendeesan County
A major strength of this project was the flexiblecheduli'ng of the instruc-tional, personnel during the regular school term. This made it pos.sible forthe instructional staff to modify their itinerant assignments as the concen-tration of migrants shifted within the county during the year, thereby bring-ing their services to bear in those schools which had the highest concentra-tions -of migrant children with the most severe educational needs.
Hertford County
The cooperation of onside agencies was the hallmark of the Hertford Countysummer migrant project. As an example, it was through the cooperation of theNorth Carolina Division of Forestry that, a nature trail was established at theschool site.
Johnston County
The outstanding component of_the Johnston County summer project was the healthservices'f Through the summer migrant project and cooperating agencies inJohnston County, every child enrolled in_the migrant project received necessary
7tal care.
/'Lenoir County
The outstanding feature of the Lenoir County summer migrant project was itsadaptability to, the needs of the migrant children. When a group of Mexicannationals arrived in the county, the project was modified so that the childrencould take advantage of the facilities of a language lab to learn English asa second language.
Martin County
Martin County's summer migrant project was successful in coordinating fie)dtrip's with the classroom activities. Follow -up, of the field trips included-academic and-supporting activities.
.
Mdxton City
The entire program in the Maxton summer migrant project was organized andmanaged in an exemplary manner with its outstanding feature being the effectivecorrelation of field trips with the basic skills subjects.
Nash County
The outstanding feature of the Nash County regular school term project wasthe close supervision which was provided to'the migrant tutors by the centraloffice supervisory staff.. The tutors reported to the central office every
6957
Monday Morning: At.this time the general supervisor and the migrant projectworked with themon instructional.problems and program requirements. Thisprovides an example of how the services from state and local funds were coor-'dinated with the. services being provided through the migrant education project.
Northampton County
The most exemplary feature,of the Northampton County summer project was theinvolvement of outside resources. Resource personnel were used in every areaof the curriculum to contribute to the success of the project.
Pasquotank County
Pasquotank County's summer migrant project was truly outstanding. It was .
characterized by a wide range of program offerings.
Pitt County
The strongest component of the Pitt County summer migrant project was thephysical education program. Individual and small group instruction was con-ducted for all interested migrant youth in the fundamentals of volley ball,basketball, tennis, badminton and other sports activities.
Red Springs City
The outstanding feature of the Red Springs summer project was the use ofmusic in maintaining the students' enthusiasm and interest in the basicskills at a high level throughout the,program.
Richmond County
The outstanding component of the project in Richmond County was the home-school coordination which contributed significantly to the success of theprogram.
Sampson County
The summer prpjectin Sampson County was effective in its emphasis of basicskills through the use of interest centers. This allowed all the teachersto employ unit teaching and to work toward a common goal.
Scotland County
The most noteworthy feature of the summer project in Scotland County was theeffective manner of correlating cultural enrichment activities with theinstructional progam.
62458
Tyrrell County. .
Even though this was the first year of operation for the Tyrrell Countymigrant project, it is to be commended for its excellence in maintaining.Migrant Student Record Transfer System standards and procedures.
Wake ,County
The arts and crafts component of the Wake GiQunty summer migrant project wasoutstanding. The wide variety of'subjects taught made it possible for thestudents to make a choice of activities, to work at their own pace and level,and to achieve success in their chosen area of work.
Washington County
Washin ton County's summer migrant project was outstanding in the arei,ofhome-s ool coordination. School personnel made a home visit to everyfamily represented in the migrant' project.
Wayne County
The most outstanding feature of the Wayne County summer migrant project wasthe practical approach used to teach mathematics and reading. The approachwas meaningful and relevant to the interests and ambitions of the students.
Wilson Cpunty
The Wilson County regular school term project was exemplary in the area ofprescriptive teaching. Edudational needs assessments were conducted foreach migrant child and individualized programs of instruction were developedto meet the needs identified.
..
59
5
1
ft
N
I
CHAPTER V
SUMMARY AND RECOMMENDATIONS
SUMMARY
All available information indicates'that the North Carolina Migrant EducationProgram is adequately meeting the legislative requireTents and the nationalprogram objectives. It is meeting the state goals for the program and hasdeveloped an effective procedure of delivering services to the eligible chil-dren through indirect administration of project activities through the localeducation0 agencies.
Priorities of the state program set the emphasis for the program and the stateobjectives gave it focus. Exemplary activities were noted in the regularschool term and summer projects. Summer projects for secondary school youths.moved toward more academic instruction. Finally, more responsibility forevaluating local projects was shifted to the local project director.
All projects used some type of achievement measurement to document attainmentof major project objectives. Analysis of test results generally supportsthe positive conclusion recorded in the local evaluation reports. A statuscalculated from pretest scores of 1,896 migrant students in all grades revealsthat, compared to national norms, these migrant students face mounting degcitsas they progress through the .schools. In comparison to the achievement ofother compensatory students and the statewide assessment of student progressin North Carolina, however, this status is not overly depressing. Analysis ofgains for various subgroups of the t.egular school term migrant population re-veals an increase in reading achievement compared to previous results. Math-ematics gains did not reach the level of the 1974 migrant students. Overall,the test results reflect the program emphasis and add a note of progress to the1975 program.
RECOMMENDATIONS
Recommendations for improving the effectiveness of the migrant education pro-gram fall naturally into three categories - evaluation, LEA project manage-ment and the SEA program management. Even though program and project manage-ment are related directly to evaluation, evaluation is included as a separatecategory since recommendations for changes in program and project administra-tion must depend upon findings of facts revealed by evaluations.
EVALUATION
1. &met evatuniion tlis.it4 to tocat lo4oject6 4houtd be conducted by Statecon4 uttAxt6in migtant education.
In the past, monitoring visits were conducted by a team of educators includring a state consultant, an individual from some other local migrant project,personnel from other divisions within the SEA and possibly outside consultantsemployed by the agehcy under contract to evaluate the migrant program. Withthe change in evaluation procedures and in keeping with the)rovisions of the
61 63
J
legislation and regulations', responsibilities for evaluating local projectshas been shifted to the local project director. This makes it unnecessaryto use A team of outside consultants in the evaluation process.
The more practical approach to local project evaluation seems to be to des-ignate a state consultant to observe the activities which are carried outduring the operation of a project. This will allow him to serve as a re-source to the local project director in the improvement of the project. Thelocal project director would then retain the responsibility delegated to him
in the_program regulations and would have the assistance and guidance of theState program consultant in meeting the evaluation requirements.
Such an arrangement would reduce the disruption of instructional activities,caused by the intrusion of :visitors" and eliminate,the conflicts which some-times arise due to differing philosophies of different individuals visitingthe same project.
2. The opetation o6 the mobile .i.n4tAuctionat pugum Ahmed be evatuated.
The operation of two mobile instructional vocational programs would appearon the surface to be of questionable value. These programs have the lowestpriority of any in the migrant program and provide instructional services toa limited number of migrant youth. A needs assessment shoUld be the basisfor operating any program, inc ding this one. It is noted from the pastyear's operation that ft is pra ically impossible to provide full-timeemployment for the instructors, t t it is becoming more and more difficultto locate the mobile units in areas where there might be a need for this
'instruction and that in some cases it would appear that students with no real-need for the instruction were enrolled in the course.
These factors taken into consideration along with the cost of maintainingthe program is the basis for the recommendation that the entire program beevaluated in an effort to rermine 1) if there'is a real need for this type.of instruction, 2) if the- ost of the program based upon the per pupil con-tract time is reasonable, and 3) if the funds required to support this pro-gram might be better utilized in some other type of activity.
3. Evatuate the ka4ibiZity4continuing the 6.itm Lending zekvice.
,The film lending service was begun several years ago when instructional,'films were not readily available in the local education agencies. At thepresent time this service has been consolidated and operates from the North-eastern Regional Education Center. Even though the operation is conductedfrom the regional education center the films are supplied on a request basisto schools throughout the state which have enrollments of migrant children.
The films which were purchased at the beginning of the program have seen con-siderable use. Some of them are in need of constant repair and even thoughone individual has the assigned responsibility for cleaning, repairing, book-ing, receiving and shipping the films it is not always possible to schedulean instructional film at a particular school during the period of time it isneeded.
64
62,
(r
Since the recent Federal audit raised questions relat ng the operationsof the film distribution service, no new films hav- seen p rchased and itis not anticipated that addTtImal films will be Jur hased in the fOture.Therefore, because of the deteriorating condit of films, the costs involvedin operating the service including the payment of postage to and from the re-questing school, and the uncertainty of being able to supply a film at thetime that it is needed, it is recommended that thorough study be made of thefilm lending service to determine its feasibility.
Evat4ate the activities o b the puytam suppont team.
Several years have elapsed since the inception of the program support teamconcept. During this period of time the mobile facilities to house the teamhave been constructed and interviews with prospective team members have re-sulted in the employment of three specialists to serve on the team. For morethan a year at least two members of this team have been involved in providing,in cooperation with a local education agency, specialized services to migrantchildren.
Duringtthala tterliart o e 1 program year, the third member o the
support team assumed the duties of team leader. It now becomes his duty toprovide supervision of the other team members, under the 'direction of theState Coordinator, and to evaluate the impact of the team's service on theneeds of the migrant children.
Because of the difficulty which has been encountered in making the supportteam concept a reality and the lack of any real documentation as to itseffectiveness as a resource to the local education agency in meeting the needsof the migrant children, it'is recommended that a thorough study of programeffectiveness and 'Cost analysis be made in order to determine the futurecourse'of the program support team.
LEA PROGRAM MANAGEMENT
1. Locat project shoutd continue to place emphazi6 on the tanguage andinstnuctionat ptogum.
Analysis of test results in the regular school, term projects indicate thatthe progress of migrant children' in the language arts area is below the ex-pected levels. This pattern of achievement lag has shown up in the testingprograms for the past several years. The reading status of the migrant childmay be at or near the expected norm at thg beginning of his formal schoolcareer, but because ofthe.lag in achievement over the years he falls fartherand farther behind the expected norms until the time when he enters highschool. By this time the, gap between his actual achievement and expectedachievement may be as much as 3.5 years.
Because of the importance in communication skills and the effect that communi-cations have upon achievement in other curriculum fiel.ds, it is recommendedthat continued emphasis be placed on language arts in an attempt to reducethe gap between national norms and the achievement of4he migrant child.
63
Co
2. Local projects showed ptace,,guate.t emphata4 upon the matheiMatic4 i.n6t/tuc-tionat p&ognam.
Scores reported from the local projects indicate that the students made evenless progress in mathematics in 1974-75 than in previous years. While thisis an unjust comparison when student population arid variations'in testinginstruments are considered, it does point to the fact that migr.4nt childrenare achieving below the expected levels in the area of mathematics. It mightbe.pointed out that even though the above comparison tends to show a declinein the rate of mathematiqs achievement, the gap between actual achievementand expected norms is not as great as the gap which exists in the area of
'"reading.
One cannot be complacent because the scores in mathematics are not as low asin some other area. The fact remains that a gap does exist; therefore, itis recommended that local projects give more attention to assessing the mathe-matics needs of the migrant children and developing programs of instructionto reduce the identified deficiencies.
3. E66onta 6howed be made to teckuit we.e eeigibte migunt chiUmn.
An analysis of the age and grade placement of migrant children enrolled inthe migrant education program indicates that much attention is being given tothe enrollment of eligible children in the elementary schools. The number ofsecondary school children' enrolled in the program is so much less by comparisthat it seems to indicate that little effort is being made to locate and en-roll these children.
Interstate and intrastate migrants and formerly migratory children, accord-.ing to the definitions contained in the program regulations, should be re-cruited into the program regardless of their grade placement. Special atten-tion needs to be given to recruitment of students in the upper grades andto the enrollment Of students who are eligible under the formerly migratorydefinition.
Due td-the smaller numbers of children in the.nrogram at the upper gradelevels, it may not be'economically feasible to offer a special supplementaryprograwof instruction for them, but enrolling them in the project and re-porting their academic progress through the Migrant Student Record TransferSystem will assist schools in other school districts and other 'states in pro-
,jviding a measure of continuity to their educational programs when they leavethe area.
Where programs of instruction can be offered to the children in the uppergrades, and where testing programs can be applied, the larger number of testscores from this school level will provide a more accurate picture of theachievement levels of the secondary school students in the program.
Another 'very important reason for enrolling all eligible children is thefact that enrollment in the Migrant Student Record Transfer System providesthe basis for program funding.
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4. Local' project wtopoza/46houtd include objective6 tetating to each of
the proposed ateaa .o6..imtAuctionat and 4suppoAtiAg zekvice4 and to eachketevant area o6 pugAam management.
Federal regulations and Staie guidelines for the operation of migrant 6duca-tion projects contain certain requirements which apply to all programs, In
order to assure compliance with these legal mandates and administrative pro-cedures, it is recommended that each local project application recognize theseareas and include a project objective indicating how the requirement will bemet
In addition to the management objectives, specific performance objectivesshould be included in the project application for each instructional andsupporting qervice proposed in the project. These objectives should specifylYwho is to be affected, 2) the expected change or gain, 3) the period oftime over which the change or gain is to be accomplished, and 4) the instru-ment to be used to-measure the attainment of the-objective.
5. Local'_ educatan agenciez should bAing ota pozziMe (i'clucationat ke4ounce4to beak upon the educationat need o6 the migkant chitdken.
In years past some of the local projects have made concessions to be migrantparents and provided a degree of instruction to the migrant children in theirhomes. This type of instruction has required the teacher-tutor to travelfrom one home to another, thereby losing much valuable time which might havebeen devoted to more productive'labors. The home setting was not always con-ducive to learning; teaching supplies, materials and equipment had to betransported to the home-tutorial site, and were not always available whenthey were needed; and disruptions caused by dogs, flies, infants and curiousneighbors made instruction ineffective.
A much more effective program of instruction could be carried out in a schoolsetting where children are able to associate with their peers, where peercompetition and cooperation can add,to the learning process, where materialsand equipment are easily accessible and where the teacher can spend more timewith the children. Therefore, it is recommended that, except in very unusualcircumstances, the home tutorial instruction be eliminated and that childrenbe taught in a school setting insofar as possible.
In some cases this may involve providing food service and transportation. Itmay even result in a reduced number of children, but it is the strong beliefof this evaluator that the overall gaint in the basic educational subjects willbe greater when the instruction is accomplished in a school setting.
SEA PROGRAM MANAGEMENT
1. The_ State m,Zgkant o66iee should sponsor e4sta66 development e66okt .toztnengthenrthe Loco t puject peuonnet in the bai,ie 402,i224 akea4.
The test scores reported from the local projects during the last program yearindicates that migrant children are not achieving at the expected levels in
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reading and mathematics. Since these weaknesses have been noted it seemsreasonable for the state migrant office to support staff development work-shops in these basic skill areas. 1h addition to a workshop in teachingreading, plans should be developed to provide necessary assistance to teach-ers in learning the metric system and how to teach it effectively. NorthCarolina is one of the states which is moving into an intensive study ofthe metric system and 'the mathematics consultants are involved in a state-wide effort to "metricate" our system of weights and measures.- This typeof activity should be extended to the migrant project personnel so that themigrant children can take advantage of this phase of the curriculum.
2. The State migkant cyli6ice shoutd .improve and Aeliine the Aepontimg pkoce-dukes azzociated with the Mig4ant Student RecoAd Ttan46e4. System.
Because of the constant changes which are being made in the Migrant StudentRecoM Transfer System and the associated reporting requirements, it is al-most impossible to maintain a local or state report of children enrolledthe system which is in total agreement with data from the national migrantdata center. Changes in the definition of migrants, multiple enrollments,computer breakdowns and other technical problems each add.their little bit'to the mounting deviations between statistics maintained at the local andstate levels and those supplied from the computer center in Little Rock.
Each student who is enrolled in the Migrant Student Record Transfer Systemforms a part of the base for the State's allocation of funds with which tosupport the migrant program activities. This makes it imperative that alleligible.students be enrolled so that his period of residence within thestate can be used in the formula for program allocations.
Every child who is enrolled in the record transfer system may not be enrolledin an instructional program. Therefore, a local staff will be concerned withthe number of migrant children who are enrolled in special instructionalactivities while the migrant data center will report 6-- different number-ofchildren enrolled inthe project.
Because of the many faceted problems arising from the different reportingprocedures, it isirecommendtd thtt the 51tate migrant office revise and re-fine the reporting forms and requirements in order to reduce or eliminatethe discrepancies between the statistics maintained at the migrant data
-xcenter and those maintained at the LEA and"SEA levels.
3. The State admini4ttative quidez and Aepotting limns should be Aevised.
The Migrant Education Administrative Handbook has not been revised in morethan ayear. During this period of time many, changes have occurred whichmake it necessary to update this publication. There has been a change in thedefinition of migratory children which allows the children of migratory fish-ermen to receive services under this program; new federal regulations havebeen proposed and are not in the process'of adoption; application forms havebeen changed; MSRTS capabilities,have been expanded; and some reported formsbeing used at the-state and local.levels are obsolete.
. . 6
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Therefore, it is recommended that attention be given to the revision ofpublications and reporting forms so that th ,will reflect the currentpolicies, definitions and administrative pro dures.
4. The State migAant °Wee showed confront to active pc.mticipation inthe State Advisony Committee on Setvices to Mioants.
The State Advisory Committee on Services to Migrants is composed of repre-sentatives from Federal and State governmental agencies which provide ser-vices to migrants and statewide private, non-profit agencies who have aninterest in the welfare of migrant families. It is noted that through thecooperation and coordination of efforts, the State migrant education officehas been able to solicit and obtain supporting services from other memberagencies of the State advisory committee which otherwise would not have beenavailable. It is also noted that the purpose of the committee is to providea forum to facilitate the free flow of informa ion among the agencies repre-sented so that program coordination such as th t referred to above may becarried out, and so that duplication of efforts e minimized while providingthe maximum benefits to each program recipient.
During the past year one of the state consultants in migrant education servedas chairman of the State advisory committee. Such active participation iscommendable and should be continued in the future.
5. The State miatant otitiice showtd oAganize a state Levet patent advisorycommittee.
The State Advisory_Committee.on Services to Migrants is composed of person-nel from public and private agencies and organizations. It has no represen-tation from parents of migrant children, and except on rare occasions doesnot have the migrant's point of view expressed at its meetings. In order toobtain input from the parents of migrant children into the planning of educa-tional programs, it is recommended that the .State migrant office organize astate wide parent advisory committee composed largely of parents of childrenwho are enrolled in a local migrant education project. Recommendations ofthis committee should be considei-ed in the development of objectives, settingof priorities, and other areas of program planning and evaluation which arerelevant to the functioning of such a committee
y
6. The State migAant otitiice shoutd encouxage bitinguat-bicuttmat p4ognantsliot Spanish-speaking migitants entated cn tocat migrant education pxojects.
Employment of bilingual teachers, aides, and other staff members should beencouraged in those areas where Spanish-speaking migrants enroll in the migranteducation program. The use of interpreters from the camp, staff developmentworkshops devoted to Hispanic cultures, the use of Spanish text materials andsupplementary instructional supplies using Spanish language are other wayswhich might be employed to encourage the local instructional staff to providean educational program.in the child's native tongue. Local staff developmentplans might include some emphasis on improving the instructional personnel'sknowledge and understanding of Spanish.
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L
Grade
1
2
3
4
5
6
7
8
9
10
11
12
TABLE XV
CALIFORNIA ACHIEVEMENT TEST: READING
Grade Equivalent Scores -
Number ofStudents
Pre-testMean
Post-testMean
Difference
12 0.7 1.2 0.5
21 1.3 2.5 1.2
47 1.9,
2.7 0.8
42 2.6 3.3 0.7
45 3.4 3.8 0.4
34 3.7 4.2 0.5
32 1 4.3 4.8- 0.5
33 4.4 5.0 0.6
22 4.5 5.6 1.1
..
27 6.4 6.8 0.4
9 7.A-----\ 6.9 -0.5
6 6.7 6.5 -0.2
These means were calculated from all available scores where the same student
received an average of 7 months instruction between the pre and post-test.
IOWA TEST OF BASIC SKILLS: READINGGrade Equivalent Scores
Number of Pre-test Post testStudents Mean Mean
Difference
1 4 1.1 2.0 0.9
2 14 1.6 2.1. 0:5
3 43 2.4 4,3 1.9
4 37 3.0 3.2 0.2
5 9 3.8 4.8 1.0
6 . 8 5.4 5.7 0.3
These means were calculated from all available scores where the same studentreceived an average PT -7 months, nstruction between the pre and post-test.
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