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IN MICHIGAN, MIGRANT FDUCATION PROGRAMS WERE SOME OF THE FIRST TO TRAIN TEACHERS IN THE WRITING OF SKILLS OBJECTIVES, AND IN THE DEVELOPMENT OF

OBJECTIVE-REFERENCED TESTING--ALL OF WHICH HAS CULMINATED IN THE DEVEL

OPMENT OF THE NATIONAL MIGRANT SKILLS LISTS SOON TO BE ENTERED IN THE NATIONAL MIGRANT STUDENT RECORD TRANSFER SYSTEM,

I MIGHT ADD PROUDLY THAT IT WAS MICHIGAN WHO FIRST INTRODUCED THE MIN

IMAL PERFORMANCE OBJECTIVES IN MATHEMATICS, WHICH IN TURN BECAME THE

MODEL FOR OUR NATIONAL SKILLS LISTS, MIGRANT EDUCATORS, YOU SEE, WERE

SOME OF THE FIRST TO RECOGNIZE THE INAPPROPRIATENESS OF STANDARDIZED

TESTING AND TO DO SOMETHING ABOUT IT,

EQUALLY AS IMPORTANT IS THE AWARENESS WHICH MIGRANT EDUCATION HAS BROUGHT TO LOCAL COMMUNITIES THROUGHOUT THE NATION, COMMUNITIES WHICH HAD HERETO

FORE VIEWED MIGRANTS AND THEIR CHILDREN AS INTRUDERS AND UNDESIREABLES,

ARE NOW BEGINNING TO APPRECIATE AND RESPECT THE CULTURAL DIVERSITY OF THE

MIGRANT FAMILIES, MIGRANTS ARE NOW BEGINNING TO RECEIVE THE RESPECT AND REGARD DUE ANY AMERICAN CITIZEN; AND IT WAS MIGRANT EDUCATION AND CONTINUES TO BE MIGRANT FDUCATION WHICH PROVED TO BE THE CATALYST FOR CREATING A SPIRIT OF COOPERATION AND UNDERSTANDING BETWEEN PEOPLE,

BUT IT ISN'T ONLY LOCAL COMMUNITIES WHICH HAVE BEEN AFFECTED. IN MICH IGAN THIS PAST YEAR THE MICHIGAN LEGISLATURE PASSED A CONCURRENT RESOLUTION DESIGNATING THE MONTH OF JUNE AS MIGRANT FDUCATION MONTH-THIS, A TYPE OF RECOGNITION NOT OFTEN ACCORDED EDUCATION PROGRAMS, IN MY OWN AGENCY, DR. JOHN W, PORTER, SUPERINTENDENT OF PUBLIC INSTRUCTION, HAS

LONG CONSIDERED THE EDUCATION OF MIGRANT CHILDREN TO BE A TOP PRIORITY

FOR MICHIGAN EDUCATION,

IN FULFILLING ITS PRIMARY RESPONSIBILITY--THAT OF MEETING THE SPECIAL EDUCATIONAL NEEDS OF CHILDREN, MICHIGAN'S MIGRANT PROGRAMS HAVE PROVEN TO BE FLEXIBLE AND INNOVATIVE, DESIGNING THEIR APPROACHES TO BE COM PATIBLE WITH THE CHARACTERISTICS OF MIGRANT CHILDREN. WHERE THE CHILD

REN ARE BILINGUAL, BILINGUAL STAFFING AND BILINGUAL MATERIALS ARE USED,

WHEN NECESSARY, CONCEPTS ARE TAUGHT FIRST IN THE CHILD'S PRIMARY LANGUAGE. IN THE CASE OF ALL MIGRANT CHILDREN, MATERIALS AND CLASS ACTIVITIES ARE MADE RELEVANT TO THE CHILD'S EXPERIENCE,

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IN MICHIGAN, ALL MIGRANT PROJECT STAFFS, INCLUDING COOKS, BUS DRIVERS,

AND CUSTODIANS--ARE INVOLVED IN ONGOING PRESERVICE AND INSERVICE TRAIN

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ING TO IMPROVE THEIR AWARENESS AND APPRECIATION FOR THE CULTURES OF

MIGRANT CHILDREN. TEACHERS AND TEACHER AIDES ARE ENCOURAGED, AND IN

MANY CASES REQUIRED, TO VISIT THE MIGRANT CAMPS AND VISIT WITH MIGRANT

PARENTS. AS A RESULT, MIGRANT PARENTS HAVE BECOME MORE SUPPORTIVE OF

THE EDUCATIONAL PROGRAMS AND PARTICIPATE IN THEIR DEVELOPMENT AND IMPLE

MENTATION,

ALTHOUGHT IT IS DIFFICULT TO EVALUATE THE EDUCATIONAL SUCCESS OF SHORT

TERM PROGRMAS--PARTICULARLY WHERE CHILDREN COME AND GO WITHOUT GIVING

NOTICE--ALL THE TESTING DATA AVAILABLE INDICATES THAT CHILDREN IN MICH

IGAN'S MIGRANT PROGRAM ARE MAKING SUBSTANTIAL PROGRESS IN THE LANGUAGE ARTS AND MATH. THIS IS PARTICULARLY TRUE IN THE IMPROVEMENT OF THEIR ORAL ENGLISH LANGUAGE FACILITY,

TESTING DATA FROM SEVERAL OF MICHIGAN'S PROGRAMS INDICATE AVERAGE GAINS

OF SIX MONTHS IN ORAL ENGLISH, DURING A SIX-WEEK PROGRAM. READING AND

MATH TEST RESULTS SHOW EQUALLY DRAMATIC GAINS,

POSSIBLY SOME OF THE MOST GRATIFYING RESULTS, HOWEVER, HAVE COME ABOUT

IN THE AREA OF THE AFFECTIVE DOMAIN WHERE REPORTS BY TEACHERS AND MI –

GRANT PARENTS, AS WELL AS TEST RESULTS, SHOW THAT MIGRANT CHILDREN ARE

CHANGING THEIR FEELINGS ABOUT SCHOOL AND ABOUT THEIR CHANCES FOR SUC

CESS, MIGRANT CHILDREN ARE SHOWING MORE INITIATIVE IN SCHOOL, MORE
SELF-ASSURANCE, AND MORE WILLINGNESS TO PARTICIPATE IN CLASSROOM ACTIV-
ITIES. ATTENDANCE HAS SHOWN A GREAT IMPROVEMENT AND CHILDREN LOOK FOR-
WARD TO ATTENDING MIGRANT SCHOOLS,

BUT IF THE ACADEMIC SUCCESS OF MIGRANT EDUCATION PROGRAMS IS DIFFICULT TO GAUGE, THE SUCCESS OF THE SUPPORTIVE COMPONENTS IS NOT. , MIGRANT ED

UCATORS CAN TELL YOU HOW MANY PAINFULLY DECAYED AND ABSCESSED TEETH

HAVE BEEN TREATED; WE CAN TELL YOU HOW MANY CHILDREN CAN NOW SEE BECAUSE

THEY RECEIVED GLASSES; WE CAN TELL YOU HOW MANY PAIRS OF NEW SHOES WE'VE

GIVEN TO CHILDREN WHO HAD NEVER SEEN A NEW PAIR OF SHOES; WE CAN TELL YOU

HOW MANY CHILDREN HAVE RECEIVED NUTRITIONALLY-BALANCED MEALS--CHILDREN

WHO MIGHT OTHERWISE EXPERIENCE HUNGER; WE CAN TELL YOU THE NUMBER OF TIMES WE'VE BEEN ABLE TO DETECT AND HAVE DIAGNOSED ILLNESS WHICH, IF LEFT

UNTREATED, MIGHT HAVE PROVED FATAL.

IF THE MIGRANT PROGRAM HAS NOT ALWAYS BEEN SUCCESSFUL AS AN ACADEMIC PRO

GRAM, IT HAS NONE-THE-LESS MADE THE LIVES OF THOUSANDS OF MIGRANT CHILDREN

BETTER,

ALL THE APPARENT SUCCESS NOTWITHSTANDING, MIGRANT EDUCATION NEEDS TO BE

IMPROVED AND MUCH REMAINS TO BE DONE.

MIGRANT FDUCATION LEGISLATION MUST BE MADE MORE COMPREHENSIVE; IT MUST PROVIDE FOR MORE THAN JUST SCHOOL AGE CHILDREN. IT MUST PROVIDE FOR INFANT CARE AND PRE-SCHOOL AND IT MUST PROVIDE FOR POST SECONDARY EDUCATION, MIGRANT STUDENTS WHO ARE FORTUNATE ENOUGH TO FINISH HIGH SCHOOL, MUST NOT

BE STOPPED AT UNIVERSITY GATES SIMPLY BECAUSE THEY CANNOT AFFORD THE HIGH

COST OF TUITION.

MIGRANT EDUCATION LEGISLATION IF IT IS TO BE SUCCESSFUL MUST BE MADE NOT ONLY MORE COMPREHENSIVE BUT MORE ACCEPTABLE TO THE STATE EDUCATION AGENCIES WHICH ARE CALLED UPON TO ADMINISTER THE PROGRAMS, · STATES MUST BE ALLOWED

GREATER LATITUDE IN ADMINISTERING THE PROGRAM AND THE RULES AND REGULATIONS

GOVERNING MIGRANT EDUCATION MUST NOT IMPOSE UNDUE AND UNNECESSARY DEMANDS

UPON STATE AGENCIES, THE REQUIRED PROGRAM ACCOUNTABILITY CAN BE ACHIEVED

THROUGH A CLOSER WORKING RELATIONSHIP BETWEEN FEDERAL GOVERNMENT AND THE STATES, HEED MUST BE TAKEN OF THE GREAT BURDEN WHICH STATE EDUCATIONAL AGENCIES ALREADY CARRY. THE FEDERAL GOVERNMENT MUST BE NOT ONLY A PROVIDER,

BUT ALSO A FACILITATOR.

IF THE ROLE OF FACILITATOR IS TO BE CARRIED OUT SUCCESSFULLY, THE FOLLOW

ING THINGS MUST HAPPEN.

THE UNITED STATES OFFICE OF EDUCATION MUST DEPLOY MORE TECHNICAL AS-
SISTANCE TO MIGRANT EDUCATION PROGRAMS, IT MUST PROVIDE GREATER AS-
SISTANCE IN THE AREAS OF PROGRAM DEVELOPMENT AND EVALUATION. IT MUST

ALSO ASSIST THE STATES IN THE DISSEMINATION OF INFORMATION.

THE DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE MUST, IN TURN

COORDINATE THE EFFORTS OF ITS SEVERAL AGENCIES WHICH PRESENTLY
PROVIDE SERVICES TO MIGRANTS, LEGISLATION MUST BE WRITTEN
WHICH EMPHASIZES COMPATIBILITY OF PROGRAMS, THUS ASSURING EFFEC-
TIVE AND EFFICIEND UNDUPLICATED EFFORT,

UNFORTUNATELY, AT PRE

SENT MANY STATES PERCEIVE THERE TO BE LITTLE OR NO COORDINATION

AND COOPERATION BETWEEN THE AGENCIES AT THE FEDERAL LEVEL.

THE FEDERAL GOVERNMENT MUST CONTINUE TO LOOK TO STATE FDUCATION
AGENCIES AS THE PRIMARY AGENCIES FOR THE IMPLEMENTATION OF CAT-
EGORICAL PROGRAMS SUCH AS MIGRANT EDUCATION, STATE EDUCATIONAL
AGENCIES HAVE PROVEN THEMSELVES AND ALL EVIDENCE SEEMS TO SUG-

GEST THAT THEY WILL CONTINUE TO BE THE LEADERS IN THE FUTURE

PROGRESS OF EDUCATION,

CATEGORICAL FUNDING MUST BE CONTINUED IN-ASMUCH AS STATE LEG-.

ISLATURES AND LOCAL SCHOOL BOARDS GIVEN THEIR OWN PRIORITIES MAY

NOT BE ABLE TO RESPOND TO THE NEEDS OF TRANSIENT MIGRANT CHILD

REN. HOWEVER, AT THE SAME TIME THAT CATEGORICAL FUNDS ARE RE

QUIRED, THE FEDERAL GOVERNMENT MUST TAKE MEASURES WHICH WILL

MOTIVATE STATE EDUCATIONAL AGENCIES AND LOCAL SCHOOL DISTRICTS
TO ASSUME THEIR RIGHTFUL RESPONSIBILITY, PERHAPS ONE OF THE

MEASURES MIGHT EVEN BE TO ESTABLISH SOME ADDED COST OR SHARED

COST INCENTIVES,

IN SUMMARY, I WOULD LIKE TO SAY THAT MIGRANT EDUCATION HAS BEEN TREMENDOUSLY SUCCESSFUL AND WILL CONTINUE TO BE SUCCESSFUL WITH YOUR SUPPORT. IT WILL

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