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student.

Emphasis is on academic, physical, emotional, and social aspects.

The summer curriculum also provides prevocational awareness and exploration

programs for all students.

Instruction is individualized; students work

at their individual developmental levels in all content areas. All teachers

and aides are trained in the methods and techniques of English As a Second

Language.

(5) Project CHILD (Comprehensive Help For Individualized Learning Differences)

in Geneseo, New York, incorporates individuals, agencies, and community

resources, daytime, evenings, and weekends to serve rural migrant families.

A twelve-hour day program is complemented by an evening educational component

in the homes and camps for parents and older siblings; a weekend recreational

component for the family; dental and health services; training and employment

of parents and older siblings as classroom aides; vocational exploration and

training for parents; and pre- and inservice education for teachers and other

staff.

Instructional objectives based on learner needs are implemented by

experience-based, rather than textbook-oriented curriculum. Paraprofessionals

must be parents or older siblings of children to be served. Staff development

prior to and during the program improves teaching skills and sensitivity.

(6) The Migrant Language Arts Tutorial Program of the Florida State Migrant

Education Program provides an atmosphere in which acquisition of language and

reading skills is encouraged and reinforced.

Services are provided for the

Spanish-speaking, as well as the English-speaking students.

Many of the

students are involved in the task of learning English as a second language.

English speakers are working on the mastery of oral language skills.

Migrant

students in the tutorial program have demonstrated a mean gain of one and

one-half months in overall reading achievement for every twenty hours of

instruction.

Additional noteworthy accomplishments of the migrant education program include:

(1)

To meet the need for continuity of educational services, States are now in

the process of piloting the use of a reading and mathematics skills information

system.

Coded skills will be added to the MSRTS files so that as students

move from one school to another, their records will indicate which reading and

math skills they are currently working on and which skills they have mastered.

In this way, teachers will be able to continue the efforts of their

predecessors and plan an appropriate educational program for each child.

The California Mini-Corps is a program born of the necessity to provide

(2)

bilingual aides and professional teachers with migrant experience.

This

program selects young people who were former migrants and assists them in

furthering their education by employing them in a migrant program to serve as

tutors, aides, and home-school liaisons.

These young people work in the

schools during the day and live in the migrant camps.

They follow a special

course of study and receive college credit for this experience.

A portion

of their salary is held in escrow for their college expenses.

The program

has been in operation for six years and has produced approximately 170

migrant bilingual specialists.

These activities are but a few of the many approaches that are being

taken to best meet the needs of migrant children.

The U.S. Office of Education has just completed a ser ies of five hearings

pertaining to the interim final regulations for migrant programs published

in the Federal Register on July 13, 1977.

The majority of the comments

received addressed themselves to:

1.

a greater emphasis on preschool programs for migrant children;

2.

& strengthening of the requirement for parental involvement;

3.

providing a definition of eligible migrant children more compatible with

the other migrant service delivery programs in other Federal agencies.

Mr. Chairman, I have attempted to present to this committee an overview of

the current status of the Title I, ESEA, migrant program.

The Title I

migrant education program and its focus on the provision of instructional

continuity for highly mobile students has placed the general education

community in a position of self-examination and has fostered a reassessment

of the current system of providing educational services and whether, in fact,

the organization and thrust of contemporary education can adequately meet

the educational needs of this country's increasingly mobile population.

Thank you very much.

Chairman PERKINS. Senator John Perry.
[No response.]
Chairman PERKINS. Mr. de la Rosa, go ahead, please.

STATEMENT OF PAUL DE LA ROSA

Mr. DE LA ROSA. Mr. Chairman and members of the committee, the testimony which I have submitted can be summarized in two parts.

The first concerns historical background leading to the formation of the National Association of State Directors of Migrant Education. I have attempted to again point out that State operated programs, in particular the migrant program, are suffering due to the inability of OE to differentiate between the administrative requirements of ESEA Title I Regular and ESEA Title I Migrant.

I also pointed out in my testimony, when we first formed our association we didn't want to build an independent body which didn't have a unique and direct relationship to OE. At that time, we had a deputy commissioner who is no longer in the NOE who didn't grant the OE structure to work in concert in creating a National Committee of State Dirctors to provide leadership for the migrant program.

The second part of my testimony lists and explains the accomplishment of the National Association of Migrant Directors since 1975. During the last three years, the Association has been operating or functioning under the leadership of Mr. Charles Conyers, State Director of Virginia. And its first president, Mr. Joseph Soriano, from the State of Washington.

Second, the business of the Association is entrusted to me. I believe, Mr. Chairman, that I have been able to continue some of the excellent activities and projects which were initiated by the two previous presidents. Basically, these are the development of reading and math skills to be implemented by May 1978. This system, as Mr. Rivera has explained, is one which we believe will break through the States' refusal to adopt materials or to adopt practices which are incorporated in another State. We have been grappling within the last 10 years with the concept of continuity of education. In 1975 we embarked on the mission of identifying a set of reading and math skills that could be codified and incorporated in the MSRTS system which will be operative May 1978.

State Directors of Migrant Education created a Management Information System Committee. The purpose of that committee will be to identify that information which is crucial to good management planning of migrant programs. The information will be retrieved and stored in the migrant record transfer system. We believe such information will be valuable not only to the operation at the State level but will be made available to OE and hopefully to Congress to see whether we are indeed applying the funds being made available to the migrant program in the most effective way.

There is a committee currently working on the development of preschool skills information. Again this information will be included in the MSRTS and will provide continuity of educational information from the preschool level. Knowing the importance and the relationship of all language to reading, an All Language Committee has been created and currently is under way in developing a set of all language skills which will give the teachers an opportunity to review the development of the child's oral language and to create some relationship between his ability to move into the reading program based on his oral language skills. Within the scope of the skills information that we are talking about, we have not forgotten, and I notice in other testimony, that we are charged with the inability to look at the bilingual needs of children. I would like to tell you, Mr. Chairman, while there are a lot of weaknesses in the program and we don't have an implemented uniform bilingual program for migrant Spanish-speaking children, State directors and OE haven't forgotten there are many children whose language is not English. We are making every effort to attack that problem.

During this year we were very fortunate that OE took strong leadership in supporting us to obtain a new computer for the program. As we keep expanding the services of the MSRTS and the number of children we saw a need for a new computer.

We were very fortunate, Mr. Chairman, in acquiring such a computer which was going to cost us approximately $2.2 million for a little over $600,000. That is the kind of interest OE and the migrant directors are showing in terms of trying to apply the programs to those instructional programs which truly benefit the children. We are always conscious of the fact we want to expend the dollars in a judicious way specifically applying them to the migrant children.

We are currently looking at the communications system of MSRTS and we hope before the year is over, to acquire equipment which will facilitate a 24-hour turn-around time from the computer to the State and ultimately to the teacher. When you are communicating skills iformation, the purpose is to reduce the number of testing activities taking place out in the field. We know these testing activities are taking away from fully instructing the children.

We, the directors, determine that in order for us to get current information on the children as far as their reading, mathematics, oral language and their preschool levels, we needed information immediately in the hands of the administrator at the local level and in the hands of the teacher. They can then immediately place that child in the appropriate level.

Now, if a child is being taught at a peer group level, then we know the child is misplaced because usually the peer group average is not the level at which the migrant child is functioning. We believe we have information to give to the classroom teacher when the child is not functioning at the peer group level. There is a need to support that child to offset some of the load and to give to the teacher the opportunity to individualize the instruction for the child.

Finally, we are working on the development of a five-year plan. During the past ten years many of us in Title I have been groping with; How do you service the disadvantaged child? What kind of information do you need to create the appropriate instructional processes in the classroom or school buildings where these children attend?

We are very pleased to say that during the current year we are going to try to realize a five-year plan which will provide a road map for State officials and MSRTS. Therefore, we can look for better planning and efficiency and hopefully realization of the kinds of dreams all of us are looking for, for all children including migrant children. That is, they are entitled to all educational advantages given to other children and you are not afraid to provide funds for these children knowing they fall behind; and you want them to accelerate their learning to catch up with every other child on the "average" level so we can help them realize their goal of graduating from high school.

I recently had a State parent conference in my State. I would like to say to you that parents are still saying: "When is my child going to graduate? When will I see my children graduate? I have had 13 children and only two or three have been able to graduate from high school."

There are still other facets of the migrant program we have not been able to conquer but I am confident that with

your help—and if I don't offend anyone—with God's help, we are going to get the job done.

Thank you very much.

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