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ED 039 071
TITLrTNSTITUTTONPrionRm MOPUB DATEvOrnr,
FDPS PRICEDESCPIPTOPS
InFmTIPTERS
ABSTPACT
DOCUMENT RESUME
RC 004 327
Migrant Children in Wisconsin.Wisconsin State Dept. of Public Instruction, Madison.Pull -0 -1 97
[6Q]1Pp.
EDRS ?rice Mr-$0.2P HC-$1.00Communication Skills, *Compensatory education,Culturally Disadvantaged, Disadvantaged Groups,rnglish (Second Language) , *Fnrichment Activities,Health, Inservice Teacher Education, *Migrant ChildEducation, Migrant Schools, Parent SchoolPelatiorship, Personal Growth, Recordkeeping,*Spanish Speaking, *State Programs, VocationalAptitade*Wisconsin
According to this summary report, the State ofWisconsin has been quidPd by 3 goals in planning education programsfor migrant children: (1) to increase familiarity of the school staffwith the problems and needs of migrant children, (2) to develop acurriculum emphasizing communication skills, and (3) to build aschool environment which facilitates development of communicationskills. The report outlines in-service training activities forteachers of migrant students and identifies 10 special needs of thesestudents: (1) a sense of belonging, (2) enriched learningexperiences, (3) opportunities to explore the arts, (4) verbalpractice in rnglish, (5) a knowledge of Spanish, (6) practice inlistening, (7) opportunities to explore vocational interests, (9)
health care, (9) family-school cooperation, and (10) continuity ofschool records. A disucssion of programs and activities developed bythe schools to meet each of these needs is presented. A map ofWisconsin showing the location and name of existing migrant schoolsis also included. (TL)
Mig
rant
chi
ldre
n in
Wis
cons
in
Wis
cons
in D
epar
tub
lic In
stru
ctio
nW
illia
m C
. Kah
l, S
tate
Sup
erin
tend
ent
U.S
. DE
PA
RT
ME
NT
OF
HE
ALT
H, E
DU
CA
TIO
N&
WE
LFA
RE
OF
FIC
E O
F E
DU
CA
TIO
NT
HIS
DO
CU
ME
NT
HA
S B
EE
N R
EP
RO
DU
CE
DE
XA
CT
LY A
S R
EC
EIV
ED
FR
OM
TH
E P
ER
SO
N O
RO
RG
AN
IZA
TIO
N O
RIG
INA
TIN
G IT
. PO
INT
S O
FV
IEW
OR
OP
INIO
NS
ST
AT
ED
DO
NO
T N
EC
ES
-S
AR
ILY
RE
PR
ES
EN
T O
FF
ICIA
L O
FF
ICE
OF
ED
U-
CA
TIO
N P
OS
ITIO
N O
R P
OLI
CY
.
BU
LLE
TIN
NO
. 0-1
87
find
scho
ols
whe
re th
ey c
an
expr
ess
them
selv
es b
y sp
eaki
ng,
danc
ing,
pai
ntin
g an
d pl
ayin
g;w
here
teac
hers
are
list
enin
gto
hea
r w
ho th
e ch
ildre
n ar
e.
2
Intr
oduc
tion
The
mig
rato
ry fa
mily
mov
ing
from
sta
te to
sta
te, s
ingl
y or
in g
roup
s, in
car
s, tr
ucks
or
buse
sha
s cr
eate
d a
uniq
ue li
fe s
tyle
as
it ad
apts
to th
e un
pred
icta
ble
agric
ultu
ral l
abor
cond
ition
s ac
ross
the
coun
try.
Mig
rato
ry a
nd s
easo
nal w
orke
rs w
ith th
eir
child
ren
have
been
com
ing
to W
isco
nsin
sin
ce th
e 19
40's
to p
lant
, cul
tivat
e, h
arve
st a
nd p
roce
ss th
efr
uit
and
vege
tabl
e cr
ops
vita
l to
the
econ
omy
of th
e st
ate.
in a
dditi
on to
mak
ing
an e
cono
mic
con
trib
utio
n in
Wis
cons
in, t
he m
igra
tory
wor
kers
shar
e a
rich
folk
cul
ture
incl
udin
g cl
ose
fam
ily ti
es a
nd r
epre
sent
ativ
e ex
pres
sion
s in
danc
e, m
usic
and
art
. The
mig
rant
's p
ositi
ve e
cono
mic
rol
e an
d hi
s cu
ltura
l uni
quen
ess
are
cons
tant
ly b
eing
cha
lleng
ed b
y ac
cultu
ratio
n pr
essu
res,
by
his
cwn
desi
re fo
r a
bette
r w
ayof
life
, and
by
the
educ
atio
nal d
eman
ds o
f a te
chno
logi
cal s
ocie
ty. T
he c
lash
of t
hese
fact
ors
the
forc
e of
trad
itior
and
the
desi
re to
pre
pare
for
the
futu
reis
inev
itabl
e.T
he m
igra
tory
pop
ulat
ion
thus
bec
omes
the
topi
c of
bro
ad q
uest
ions
of n
atio
nal a
ndlo
cal c
once
rn.
Par
t of W
isco
nsin
's r
espo
nse
to th
ese
ques
tions
is r
efle
cted
in it
s ap
proa
ch to
the
educ
atio
n of
the
mig
rant
chi
ld. T
o id
entif
y th
e ed
ucat
iona
l nee
ds o
f the
chi
ld. i
t is
first
nece
ssar
y to
acc
ount
for
the
maj
or c
onfli
cts
whi
ch fa
ce h
im.
As
his
fam
ily r
epea
tedl
y m
oves
on
to s
eek
shor
t-te
rm e
mpl
oym
ent,
the
child
is s
ubje
cted
to c
onst
ant c
hang
e an
d un
cert
aint
y, w
hich
may
affe
ct h
im b
oth
posi
tivel
y an
d ne
gativ
ely.
On
the
one
hand
, he
enjo
ys th
e pe
rson
a! s
ecur
ity o
f str
ong
fam
ily b
onds
. He
is fl
exib
le in
mee
ting
new
situ
atio
ns. H
e is
ski
lled
in h
oein
g, h
arve
stin
g, o
r in
oth
er fu
nctio
ns o
f fie
ldT
abor
.
On
the
othe
r ha
nd, h
e la
cks
cont
inui
ty in
his
edu
catio
nth
e fa
ctor
whi
ch a
ccou
nts
for
a
wea
knes
s in
his
Eng
lish-
orie
nted
com
mun
icat
ions
ski
lls. A
t tim
es h
e si
ts a
part
from
oth
ers
in a
cla
ssvi
ctim
ized
by
impa
tient
teac
hers
who
are
dis
tres
sed
by h
is tr
ansi
ency
. He
furt
her
grow
s to
res
ent t
he e
stab
lishe
d sc
hool
s as
pla
ces
whe
re h
e fa
ils a
nd s
pend
sun
plea
sant
day
s be
twee
n m
igra
tions
.
The
Wis
cons
in a
ppro
ach
has
evol
ved
with
a v
iew
to p
rese
rvin
g ea
ch c
hild
's u
niqu
e cu
ltura
lhe
ritag
e w
hile
offe
ring
him
cho
ices
for
enric
hmen
t with
in c
hild
-cen
tere
d sc
hool
pro
gram
s.T
he e
mph
asis
is o
n cr
eatin
g a
posi
tive
lear
ning
env
ironm
ent i
n w
hich
the
scho
ol is
conc
erne
d w
ith th
e im
med
iate
pre
senc
e of
the
child
.
It is
unr
ealis
tic fo
r th
e sc
hool
to d
eman
d or
ant
icip
ate
long
-ran
ge c
hang
es in
the
stud
ent's
life
styl
e or
abi
litie
s w
hen
he m
ay b
e in
atte
ndan
ce fo
r on
ly o
ne d
ay o
r fo
r si
x w
eeks
. The
Wis
cons
in p
lan
stre
sses
that
chi
ldre
n, n
o m
atte
r w
hat t
heir
atte
ndan
ce r
ecor
ds, n
eed
and
thriv
e up
on a
ctiv
ities
whi
ch r
eaffi
rm th
eir
iden
tity
as in
divi
dual
s. T
he g
oals
of t
he lo
cal
scho
ols
mus
t shi
ft, th
en, f
rom
the
futu
re, o
r fr
om w
hat m
ight
be
achi
eved
thro
ugh
exte
nded
con
tact
with
the
child
, to
the
lear
ning
pos
sibi
litie
s of
the
pres
ent.
The
sta
te a
ssum
es th
at a
lthou
gh m
akin
g th
e pr
esen
t mom
ent i
mpo
rtan
t for
the
child
isth
e ce
ntra
l aim
, the
loca
l pro
gram
s w
ill a
lso
be fu
lfilli
ng m
ore
spec
ific,
ski
ll-or
ient
ed g
oals
at th
e sa
me
time.
Sch
ools
are
urg
ed to
avo
id r
ote
mem
oriz
atio
n dr
ills,
bas
al r
eade
rs,
colo
ring
on m
imeo
grap
hed
shee
ts, a
nd a
ctiv
ities
whi
ch c
onfin
e st
uden
ts to
cla
ssro
oms
and
desk
s. C
hild
ren
shou
ld b
e af
ford
ed a
max
imum
of f
reed
omfr
eedo
m fr
om b
ells
, fro
mrig
id s
ched
ules
, fro
m a
cade
mic
com
petit
ion,
sta
ndar
dize
d te
sts
and
repo
rt c
ards
and
cons
eque
ntly
, fre
edom
to e
xper
imen
t, to
exp
lore
, to
choo
se a
nd to
gro
w.
3
4
Gre
en L
ake
To
stre
ngth
en th
e ca
paci
ty o
f all
sum
mer
prog
ram
sta
ff fo
r cr
eatin
g su
ch a
n en
viro
nmen
t, in
-ser
vice
trai
ning
sess
ions
hav
e be
com
e a
maj
or e
lem
ent o
f the
Wis
cons
in a
ppro
ach
to m
igra
tory
edu
catio
n. T
he p
re-s
umm
ersc
hool
con
fere
nces
, hel
d in
Gre
en L
ake,
Wis
cons
in, i
nvol
ve a
dmin
istr
ator
s,te
ache
rs a
nd te
ache
r ai
des
inse
lf-ex
amin
atio
n an
d cu
rric
ulum
bui
ldin
g ex
erci
ses.
For
mos
t sta
ff m
embe
rs th
e G
reen
Lak
e co
nfer
ence
issy
nony
mou
s w
ith r
igor
ous
activ
ity, i
n w
hich
adu
ltsar
e as
ked
to r
espo
nd a
nd g
row
as,
hop
eful
ly, t
heir
stud
ents
will
in th
esu
mm
er s
essi
ons.
In a
dditi
on to
emph
asiz
ing
part
icip
ator
y le
arni
ng e
xper
ienc
es, t
he w
orks
hops
hav
ebe
en c
aref
ully
des
igne
d to
pro
vide
am
etho
d fo
r st
aff a
nd p
rogr
am s
elf-
rene
wal
.
The
nee
d fo
r co
nsta
nt p
erso
nal a
nd p
rogr
am e
valu
atio
n is
str
esse
d th
roug
ha
rang
e of
dem
onst
ratio
n cl
asse
s,di
scus
sion
s of
film
s, c
reat
ive
rhyt
hmic
act
iviti
es, t
rain
ing
in n
on-v
erba
l com
mun
icat
ion,
staf
f int
rosp
ectio
n,te
am b
uild
ing,
and
cur
ricul
um d
evel
opm
ent t
asks
. Whe
n se
lf-aw
are
staf
f mem
bers
rev
iew
and
impr
ove
thei
rpr
ogra
ms,
thei
r st
uden
ts b
enef
it di
rect
ly fr
om th
e 'G
reen
Lak
e ph
iloso
phy.
'
Afte
r th
ree
Gre
en L
ake
conf
eren
ces,
eac
h ai
med
at s
timul
atin
g te
ache
rsto
rei
nter
pret
thei
r ed
ucat
or r
oles
and
to s
imul
tane
ousl
y re
-wor
k cu
rric
ulum
act
iviti
es,
a co
mm
on, s
tate
-wid
e at
titud
e to
war
d m
igra
nted
ucat
ion
is e
volv
ing.
At t
he lo
cal l
evel
, the
rec
ogni
zed
need
s an
d th
e ob
viou
spr
omis
e of
mig
rato
ry c
hild
ren
have
giv
en r
ise,
over
a th
ree-
year
per
iod,
to s
peci
fic o
bjec
tives
and
to a
var
iety
of c
urric
ulum
optio
ns a
nd a
ppro
ache
s. T
heco
mpi
led
lists
are
not
inte
nded
to in
trod
uce
unifo
rmity
into
the
loca
l pro
gram
s, b
ut r
athe
r to
insp
ireex
perim
enta
tion
and
dive
rsity
. It i
s im
poss
ible
to e
valu
ate
the
degr
ee o
f ope
nnes
s an
d cr
eativ
ity w
hich
teac
hers
hav
e br
ough
t to
the
activ
ities
, jus
tas
it is
impo
ssib
le to
mea
sure
the
prog
ress
of c
hild
ren
inex
plor
ing,
lear
ning
and
gro
win
g. W
ith th
ese
vita
l ele
men
ts m
issi
ng,
how
ever
, the
pro
gram
s co
uld
not h
ave
func
tione
d pr
oduc
tivel
y.
The
chi
ldre
n's
need
s
Sense of
belonging
With
the
frag
men
tatio
n of
thei
rsc
hool
exp
erie
nces
, mig
rato
ry c
hild
ren
need
to fe
el a
sen
se o
f bel
ongi
ngin
the
educ
atio
nal p
rogr
am o
f the
loca
lsc
hool
s.
Alw
ays
with
som
e va
riatio
n fr
om s
choo
lto
sch
ool,
the
Wis
cons
in s
umm
er T
itle
I mig
rant
prog
ram
s ha
ve:
offe
red
a bi
lingu
al a
ppro
ach
to c
omm
unic
atio
nsk
ills.
incl
uded
teac
her
aide
s of
Mex
ican
-Am
eric
anba
ckgr
ound
. Suc
h in
divi
dual
s be
cam
e po
sitiv
ero
lem
odel
s fo
r th
e ch
ildre
n.
subs
titut
ed fa
mili
ar S
pani
shna
mes
for
non-
iden
tifi-
catio
n na
mes
in s
torie
s an
d re
adin
gex
erci
ses.
For
exam
ple,
Jac
k an
dJi
llbe
cam
e Jo
se a
nd L
upe.
invi
ted
child
ren
to ta
ke a
n ac
tive
part
in p
lann
ing
the
day'
s pr
ogra
m.
enco
urag
ed c
hild
ren
to 'S
ign
Up
Her
e' fo
rth
eir
choi
ce o
f fre
e -t
me
activ
ities
.
begu
n ea
ch d
ay w
ith th
e di
rect
or p
layi
ng th
epi
ano;
answ
erin
g ch
ildre
n's
requ
ests
for
song
s, m
arch
es, a
ndcr
eativ
e dr
amat
ics.
prov
ided
for
indi
vidu
alre
spon
sibi
litie
s su
ch a
sw
ater
ing
plan
ts, p
assi
ng o
ut n
apki
ns a
ndsn
acks
.
emph
asiz
ed n
on-g
rade
d gr
oupi
ng a
ndin
divi
dual
ized
inst
ruct
ion.
8
Lear
ning
exp
erie
nces
Mig
rato
ry c
hild
ren
need
enr
iche
d re
al-li
fe le
arni
ng e
xper
ienc
es in
sch
ool.
To
this
end
, tea
cher
s in
the
Wis
cons
in s
umm
er T
itle
I mig
rant
pro
gram
s ha
ve;
cons
ider
ed fi
eld
trip
s to
be
esse
ntia
l in
thei
r to
tal
prog
ram
s.
used
fiel
d tr
ips
as th
e sp
ringb
oard
for
clas
sroo
mac
tiviti
es a
imed
at v
erba
lizat
ion,
rea
ding
and
writ
ing.
expl
ored
cre
ativ
e ar
t pro
ject
s as
ext
ensi
ons
ofw
ell-p
lann
ed fi
eld
trip
s.
give
n ch
ildre
n ac
tivity
opt
ions
whi
ch c
orre
spon
d to
thei
r ab
ilitie
s.
capi
taliz
ed o
n m
oon
expl
orat
ion
to d
evel
op s
pace
proj
ects
by:
build
ing
a fu
ll sc
ale
card
boar
d ro
cket
,dr
amat
izin
g a
moo
n sh
ot, d
esig
ning
per
sona
lized
rock
et c
ham
bers
, tap
e-re
cord
ing
com
men
tary
of a
nim
agin
ed m
oon
trip
, rep
ortin
g th
e de
tails
of a
n im
a-gi
ned
moo
n tr
ip fo
r cl
ass
new
spap
er c
over
age.
coor
dina
ted
activ
ities
aro
und
a ce
ntra
l the
me
for
the
day:
pira
te d
ay, c
ircus
day
, cow
boy
day.
used
the
imm
edia
te e
nviro
nmen
t to
deve
lop
units
of
stud
y su
ch a
s:vi
sitin
g a
dairy
farm
stu
dyin
g m
ilkpr
oduc
ts, m
akin
g bu
tter.
intr
oduc
ed c
hild
ren
to c
omm
unity
ser
vice
s by
vis
iting
the
follo
win
g lo
cal a
genc
ies:
the
new
spap
er, t
he fi
rest
atio
n, th
e pu
blic
libr
ary,
the
post
offi
ce, a
nd th
epo
lice
stat
ion.
plan
ned
asi
ngle
larg
e sc
ale
activ
ity to
dev
elop
acad
emic
, mot
or, a
nd s
ocia
l ski
lls b
y pr
oduc
ing
ada
ily n
ewsp
aper
of s
choo
lac
tiviti
es,
build
ing
'A'-f
ram
e do
g ho
uses
for
com
mer
cial
sal
e, b
uild
ing
'A'-f
ram
e pl
ay h
ouse
s fo
r us
e in
the
labo
r ca
mp,
cons
truc
ting
a flo
at to
cel
ebra
te a
com
mun
ity's
cent
enni
al, o
rgan
ize
over
nigh
t cam
ping
trip
s, p
lann
edou
tdoo
r na
ture
stu
dy u
sing
the
scie
ntifi
c m
etho
d an
dta
ught
chi
ldre
n to
mak
e fis
hing
pol
es fo
r fis
hing
trip
s.
4
Abo
ut th
e ro
cket
by J
o A
nn P
erez
Our
cla
ss m
ade
a ro
cket
. We
pain
ted
it to
o, w
ithou
r ow
n ro
om w
here
we
can
stay
and
we
have
our
got c
hees
e an
d ca
ke, s
pina
ch a
nd m
eat t
oo. T
heH
enry
, Pet
e, J
ohnn
y, L
inda
and
Jo
Ann
. Ast
rona
utfr
om th
e ea
rth.
blac
k pa
int a
nd it
has
thre
e ye
llow
str
ipes
. We
mad
eow
n su
it an
d it
has
food
in p
last
ic. I
n th
e pl
astic
they
astr
onau
ts th
at a
re g
oing
are
Elo
ise,
Lor
i, Le
e, T
ina
Mr.
Tom
is g
uidi
ng th
e fli
ght o
f the
U.S
.A. s
pace
ship
9
Exp
lorin
g th
e ar
tsM
igra
tory
chi
ldre
n ne
ed th
e op
port
unity
to e
xplo
re th
e un
iver
sal l
angu
ages
of f
it, m
usic
, dra
ma,
rec
reat
ion,
and
phys
ical
edu
catio
n.
Wis
cons
in s
choo
ls h
ave:
empl
oyed
spe
cial
ists
in a
rt, m
usic
, and
dra
ma
anar
ts te
amto
inje
ct n
ew id
eas
and
tech
niqu
es in
toth
e lo
cal p
rogr
ams.
expl
ored
a w
ide
rang
e of
med
ia: c
lay,
text
iles,
tiss
ue,
plas
ter,
cra
yon,
pai
nt, w
ater
-col
or, f
inge
r pa
int,
play
doug
h, p
apie
r-m
ache
, wire
, and
woo
d.
soug
ht to
dev
elop
inte
rest
in m
usic
thro
ugh
rhyt
hmin
stru
men
ts, a
utoh
arps
, res
onat
or b
ells
, the
pia
no,
and
rhyt
hmic
gam
es a
nd a
ctiv
ities
.
plan
ned
mus
ic li
sten
ing
and
used
mus
ic to
insp
ire fr
eepa
intin
g ex
pres
sion
.
inco
rpor
ated
cos
tum
ing,
set
-cle
cign
and
con
stru
ctio
nw
ith p
erfo
rman
ces
of s
hort
, fam
iliar
sto
ries.
used
dra
ma
first
as
a ba
sic,
non
-ver
bal a
ppro
ach
toco
mm
unic
atio
n, a
nd la
ter
asa
refin
ed v
erba
lap
proa
ch.
emph
asiz
ed m
otor
dev
elop
men
t as
ane
cess
ary
prer
equi
site
to r
eadi
ng s
kill.
incl
uded
sw
imm
ing
inst
ruct
ion
inth
e w
eekl
ysc
hedu
le.
had
regu
lar
daily
rec
reat
ion
perio
ds.
Ver
bal p
ract
ice
inE
nglis
hM
igra
tory
chi
ldre
n ne
ed v
erba
l pra
ctic
e in
the
Eng
lish
iang
uace
.
The
teac
hers
hav
e:
tape
-rec
orde
d na
rrat
ives
of
child
ren
rela
ting
sign
ific
ant m
emor
ies
of f
ield
-tri
ps a
nd o
ther
act
iviti
es.
taug
ht le
tter
wri
ting,
with
teac
hers
act
ing
asse
cret
arie
s fo
r ch
ildre
n.
join
ed th
e ch
ildre
n in
mak
ing
up r
iddl
es f
rom
rea
l lif
esi
tuat
ions
.
give
n ch
ildre
n dr
amat
ics
clas
ses.
Fir
st p
anto
mim
e an
dm
otio
n to
mus
ic; l
ater
sho
rt, s
pont
aneo
us p
lay-
actin
gba
sed
on s
tori
es to
ld o
r re
ad.
com
bine
d pu
ppet
con
stru
ctio
n w
ith p
uppe
t sho
ws
in
whi
ch c
hild
ren
com
pose
d th
eir
own
dial
ogue
, or
para
phra
sed
a fa
vori
te s
tory
and
spo
ke th
roug
h th
eir
pupp
ets.
stre
ssed
sm
all g
roup
invo
lvem
ent t
o en
cour
age
each
child
's r
espo
nse.
borr
owed
tele
phon
e un
its to
sim
ulat
e te
leph
one
conv
ersa
tiona
l set
tings
.
mad
e m
asks
alo
ng w
ith th
e ch
ildre
n th
roug
h w
hich
the
latte
r ga
ve th
emse
lves
new
rol
es, n
ew c
onte
xts
for
expr
essi
ng th
emse
lves
.
Kno
wle
dge
ofS
pani
sh
Sin
ce m
any
of th
e m
igra
tory
chi
ldre
n co
me
from
Spa
nish
-spe
akin
g ba
ckgr
ound
s, th
ey n
eed
the
oppo
r-tu
nity
to e
xpan
d th
eir
know
ledg
e of
Spa
nish
.
Wis
cons
in te
ache
rs h
ave:
labe
led
obje
cts
in th
e sc
hool
with
bot
h Sp
anis
h an
dE
nglis
h w
ords
.
give
n ro
utin
e di
rect
ions
in b
oth
Span
ish
and
Eng
lish.
sung
Spa
nish
son
gs, i
ntro
duce
d by
aid
es, t
each
ers,
and
child
ren.
had
Span
ish
read
ers
avai
labl
e.
12
aske
d ch
ildre
n to
teac
h Sp
anis
h to
teac
hers
and
tono
n-Sp
anis
h sp
eaki
ng c
hild
ren,
and
to a
ct a
str
ansl
ator
s.
sche
dule
d Sp
anis
h ...
.gua
ge c
lass
es in
to th
e sc
hool
day.
relie
d on
chi
ldre
n to
com
pose
bili
ngua
l mes
sage
s fo
rno
tes
from
the
clas
s to
thei
r fa
mili
es.
4
Exp
lorin
g th
e ar
tsM
igra
tory
chi
ldre
n ne
ed th
e op
port
unity
to e
xplo
re th
e un
iver
sal l
angu
ages
of a
rt, m
usic
, dra
ma,
rec
reat
ion,
and
phys
ical
edu
catio
n.
Wis
cons
in s
choo
ls h
ave:
empl
oyed
spe
cial
ists
in a
rt, m
usic
, and
dra
ma
anar
ts te
amto
inje
ct n
ew id
eas
and
tech
niqu
es in
toth
e lo
cal p
rogr
ams.
expl
ored
a w
ide
rang
e of
med
ia: c
lay,
text
iles,
tiss
ue,
plas
ter,
cra
yon,
pai
nt, w
ater
-col
or, f
inge
r pa
int,
play
doug
h, p
apie
r-m
ache
, wir
e, a
nd w
ood.
soug
ht to
dev
elop
inte
rest
in m
usic
thro
ugh
rhyt
hmin
stru
men
ts, a
utoh
arps
, res
onat
or b
ells
, the
pia
no,
and
rhyt
hmic
gam
es a
nd a
ctiv
ities
.
plan
ned
mus
ic li
sten
ing
and
used
mus
ic to
insp
ire
free
pain
ting
expr
essi
on.
inco
rpor
ated
cos
tum
ing,
set
-des
ign
and
cons
truc
tion
with
per
form
ance
s of
sho
rt, f
amili
ar s
tori
es.
used
dra
ma
firs
t as
a ba
sic,
non
-ver
bal a
ppro
ach
toco
mm
unic
atio
n, a
nd la
ter
as a
refi
ned
verb
alap
proa
ch.
emph
asiz
ed m
otor
dev
elop
men
t as
a ne
cess
ary
prer
equi
site
to r
eadi
ng s
kill.
incl
uded
sw
imm
ing
inst
ruct
ion
in th
e w
eekl
ysc
hedu
le.
had
regu
lar
daily
rec
reat
ion
peri
ods.
/0
Pra
ctic
e in
liste
ning
To
impr
ove
thei
r pr
epar
atio
n fo
r le
arni
ngE
nglis
h, m
igra
tory
chi
ldre
n ne
ed p
ract
ice
in li
sten
ing
for
soun
dpa
ttern
s an
d in
tona
tions
.
The
chi
ldre
n ha
ve:
liste
ned
to m
usic
al in
stru
men
t sou
nds.
play
ed r
ecor
ds w
hich
rel
y on
thei
r pa
rtic
ipat
ion
inre
spon
se to
var
ious
sou
nds.
perf
orm
ed e
xerc
ises
in w
hich
they
cou
ld r
ecog
nize
the
diffe
renc
e be
twee
n or
gani
zed
soun
d an
d ra
ndom
nois
e.
used
com
mer
cial
sen
sory
per
cept
ion
kits
.
prac
ticed
cho
ral s
peak
ing
and
read
ing
exer
cise
s.
part
icip
ated
in p
arro
ting
and
pupp
etry
gam
es.
iden
tifie
d co
mm
on s
ound
s fr
om ta
pe r
ecor
ding
s.
liste
ned
to n
atur
e so
unds
and
atte
mpt
ed m
imic
ry.
used
'tea
chab
le m
omen
ts'
mea
ltim
e,bu
s-rid
ing
to s
peak
and
sin
g in
Eng
lish.
Exp
lorin
g vo
catio
nal i
nter
ests
Ado
lesc
ent b
oys
and
girls
nee
d to
exp
lore
activ
ities
whi
ch m
ight
giv
e di
rect
ion
to th
eir
voca
tiona
lor
avoc
atio
nal i
nter
ests
.
Som
e W
isco
nsin
sch
ools
hav
e:
cond
ucte
d se
win
g an
d co
okin
g cl
asse
s in
resp
onse
tost
uden
t req
uest
.
give
nle
sson
s in
guita
r an
d in
othe
r po
pula
rin
stru
men
ts.
offe
red
driv
er e
duca
tion
both
beh
ind-
the-
whe
el a
ndcl
assr
oom
inst
ruct
ion.
prov
ided
typi
ng in
stru
ctio
ns a
nd fa
cilit
ies.
intr
oduc
ed te
enag
ers
to p
ract
ical
aut
o-m
echa
nics
.
prov
ided
cou
rses
in w
ood-
wor
king
, esp
ecia
lly in
usi
ngth
e la
the.
esta
blis
hed
leat
her-
craf
t cla
sses
.
give
n le
sson
s in
Eng
lish
as a
fore
ign
lang
uage
.
mad
e ar
t fac
ilitie
s av
aila
ble
to te
en-a
gest
uden
ts.
empl
oyed
and
trai
ned
Mex
ican
Am
eric
ante
enag
ers
asai
des
in th
e pr
ogra
ms
for
youn
ger
child
ren.
Sta
ying
in g
ood
heal
thT
he h
ealth
nee
ds o
f mig
rato
ry c
hild
ren
shou
ldbe
a c
once
rn o
f edu
cato
rs.
With
som
e va
riatio
n, W
isco
nsin
pro
gram
s ha
ve:
acte
d as
ref
erra
l age
ncie
s w
hen
heal
th p
robl
ems
wer
eob
serv
ed.
empl
oyed
a p
hysi
cian
for
com
plet
e he
alth
exam
i nat
ions
.
wor
ked
in c
oope
ratio
n w
ith p
ublic
hea
lthnu
rses
for
freq
uent
obs
erva
tion
of c
hild
ren'
s he
alth
con
ditio
ns.
exam
ined
the
hear
ing
and
visi
on o
f all
child
ren,
and
mad
e re
com
men
datio
ns fo
r tr
eatm
ent w
hen
nece
ssar
y.
Fam
ily-
scho
ol c
oope
ratio
n
dist
ribut
ed h
ealth
kits
con
tain
ing
basi
c hy
gien
ear
ticle
s.
offe
red
a ba
lanc
ed d
iet f
or c
hild
ren
whi
le th
eyar
e in
scho
ol.
take
n ch
ildre
n to
hos
pita
ls a
nd d
entis
ts' o
ffice
sas
inst
ruct
iona
l fie
ld tr
ips.
intr
oduc
ed b
asic
hea
lth p
ract
ices
suc
has
han
dw
ashi
ng a
nd n
ail c
lean
ing
befo
re m
eals
.
The
pro
gram
s fo
r m
igra
tory
chi
ldre
n ne
edto
mai
ntai
n co
ntac
t with
the
mig
rant
fam
ilyso
that
they
can
com
plem
ent t
he e
ntire
lear
ning
exp
erie
nce
in th
e ho
me.
Mos
t Wis
cons
in p
rogr
ams:
empl
oy a
Spa
nish
spe
akin
g pe
rson
to m
ake
initi
alco
ntac
ts w
ith th
e fa
mily
and
to e
nrol
l the
chi
ldre
n.
plan
fies
tas
whi
ch in
clud
e ch
ildre
n's
perf
orm
ance
san
d ex
hibi
ts a
nd a
ctiv
ities
for
the
entir
e fa
mily
.
invi
te p
aren
ts to
pre
pare
Mex
ican
-Am
eric
an fo
ods
for
a sc
hool
sup
per.
enco
urag
e st
aff m
embe
rs to
vis
it th
e fa
mili
es in
the
cam
ps o
n an
info
rmal
bas
is.
dist
ribut
e ki
ts c
onta
inin
g ta
pes,
tape
-rec
orde
rs a
ndot
her
inst
ruct
iona
l mat
eria
ls to
be
shar
ed b
y fa
mili
esin
thei
r ho
mes
.
/6/1
7
Mai
ntai
ning
sch
ool r
ecor
dsA
n ad
ditio
nal n
eed,
that
of p
rovi
ding
som
e co
ntin
uity
of r
ecor
d ke
epin
g am
ong
mig
rato
ry p
rogr
ams,
has
conc
erne
d m
any
Wis
cons
in s
choo
ls.
In c
oope
ratio
n w
ith th
e U
. S. O
ffice
of E
duca
tion,
Wis
cons
in in
trod
uced
, in
1969
, a u
nifo
rm m
igra
nt s
tude
nt tr
ansf
erfo
rm w
hich
eve
ntua
lly m
ay s
erve
to b
ridge
com
mun
icat
ion
gaps
am
ong
the
child
's s
choo
ls.
Div
ersi
ty-
Key
to m
eetin
g ne
eds
The
oth
er s
tate
d ne
eds
of m
igra
tory
chi
ldre
n ha
ve b
een
cons
tant
, yet
how
they
hav
e be
en m
et h
as d
epen
ded
larg
ely
on th
ech
arac
ter
of e
ach
of th
e lo
cal c
ente
rs. I
n so
me
case
s, th
e im
plic
atio
ns o
f the
goa
l of m
akin
g th
e pr
esen
t sig
nific
ant f
or e
ach
child
has
bee
n ch
alle
nged
by
loca
l tea
cher
s. T
he o
bjec
tions
hav
e no
t bee
n sp
ecifi
cally
dire
cted
at t
he s
tate
d go
al, b
ut m
ore
toth
e re
sulta
nt p
erso
nal a
nd p
rogr
am a
djus
tmen
t whi
ch m
ight
be
nece
ssar
y to
fulfi
ll it.
Suc
h te
ache
rs p
refe
r m
ore
stan
dard
,st
ruct
ured
lear
ning
situ
atio
ns w
hich
rei
nfor
ce th
eir
own
trai
ning
and
exp
erie
nce
in e
duca
tion.
Sin
ce n
o de
finiti
ve te
st e
vide
nce
supp
orts
the
activ
ity c
ente
red
met
hod
mor
e th
an th
e tr
aditi
onal
rea
der-
wor
kboo
k te
chni
ques
as b
eing
mor
e ef
fect
ive
in m
igra
tory
edu
catio
n, it
is d
iffic
ult t
o im
pose
eith
er o
n a
loca
l sta
ff. H
owev
er, o
bser
vatio
ns in
dica
teth
at th
e m
igra
tory
chi
ld r
espo
nds
mor
e po
sitiv
ely
to a
ctiv
ities
whi
ch a
re fu
n an
d en
gros
sing
, and
whi
ch h
e su
ccee
ds in
affe
ctin
g th
roug
h hi
s pa
rtic
ipat
ion.
Mor
e im
port
ant t
o th
e ch
ild th
an th
e pa
rtic
ular
ski
ll at
han
d ar
e th
e su
btle
, per
sona
lin
tera
ctio
ns in
the
teac
hing
-lear
ning
atm
osph
ere.
Thu
s it
is th
e na
ture
of t
he le
arni
ng c
limat
e an
d th
e de
velo
pmen
t of a
ctiv
ity c
ente
red
educ
atio
n w
hich
will
con
tinue
to b
est
ress
ed in
the
Wis
cons
in a
ppro
ach.
Hop
eful
ly, t
he to
ne a
nd in
tent
of t
his
attit
ude
tow
ard
mig
rato
ry e
duca
tion
will
hav
e -o
me
impa
ct o
n th
e gr
eate
r pr
oble
m o
f the
lack
of f
lexi
bilit
y an
d in
nova
tion
in th
e to
tal p
ublic
edu
catio
nal s
yste
m.
18
Con
clus
ion
In p
lann
ing
educ
atio
n pr
ogra
ms
for
mig
rato
ry c
hild
ren,
Wis
cons
in h
as h
ad th
ree
goal
s:
To
incr
ease
the
awar
enes
s of
the
staf
f wor
king
with
mig
rant
chi
ldre
n th
at th
e qu
ality
of h
uman
rel
atio
nshi
p w
hich
take
s pl
ace
with
in th
e cl
assr
oom
and
the
mut
ual r
espe
ct b
etw
een
adul
ts a
nd c
hild
ren
dete
rmin
e m
otiv
atio
n an
d in
tere
st fo
r le
arni
ng.
To
deve
lop
a cu
rric
ulum
in w
hich
the
maj
or e
mph
asis
wou
ld b
e co
mm
unic
atio
n sk
ills.
The
se s
kills
enco
mpa
ss li
sten
ing,
spea
king
, rea
ding
, and
writ
ing.
To
build
a s
choo
l env
ironm
ent w
hich
faci
litat
es th
e de
velo
pmen
t of c
omm
unic
atio
n sk
ills.
Suc
han
env
ironm
ent m
ust b
eco
mpa
tible
with
the
back
grou
nd a
nd e
xper
ienc
es o
f the
mig
rant
chi
ldre
n.
Sta
ff A
war
enes
s
Incr
ease
d aw
aren
ess
dem
ands
sel
f-ap
prai
sal o
r in
tros
pect
ion.
Bef
ore
one
can
asse
ss th
e ex
tern
al s
ituat
ion
he m
ust b
eaw
are
ofhi
s ow
n bi
ases
, pre
judi
ces
and
into
lera
nces
. Thi
s se
lf-ap
prai
sal r
esul
ts in
a le
ss d
isto
rted
vie
w o
f the
ext
erna
l env
ironm
ent.
Thi
s vi
ew e
xpos
es th
e ac
adem
ic d
efic
its o
f mig
rant
chi
ldre
n as
man
ifest
atio
ns o
f lar
ger,
mor
e ba
sic
prob
lem
s. R
athe
r th
anse
eing
'A M
igra
nt P
robl
em,'
one
sees
the
cond
ition
s in
soc
iety
whi
ch h
ave
prod
uced
chi
ldre
n w
ho d
o no
t fun
ctio
n ad
equa
tely
in s
choo
l.
Sen
sitiv
e st
aff m
embe
rs d
evel
op a
cla
ssro
om c
limat
e fr
ee fr
om th
reat
and
com
fort
able
for
lear
ning
. The
firs
t con
cern
is to
rem
ove
the
cond
ition
s in
the
clas
sroo
m w
hich
mak
e th
e m
igra
nt c
hild
feel
uns
ure
or in
adeq
uate
. With
thes
e ba
rrie
rsov
erco
me,
ther
e ar
e fe
wer
obs
truc
tions
in d
evel
opin
g cu
rric
ulum
.
Cur
ricul
um D
evel
opm
ent
Ass
umin
g an
aw
are
and
sens
itive
sta
ff, th
e cu
rric
ulum
con
tent
can
be
deve
lope
d. T
he s
eque
nce
in w
hich
a co
mm
unic
atio
nsk
ills
prog
ram
mov
es is
impo
rtan
t. C
hild
ren
with
Spa
nish
as
thei
r na
tive
lang
uage
nee
d fir
st to
feel
com
fort
able
and
unth
reat
ened
in th
e fr
ee u
se o
f it.
Spa
nish
mus
t be
the
base
upo
n w
hich
to b
uild
faci
lity
in E
nglis
h. R
elat
ions
hips
are
draw
nbe
twee
n si
mila
ritie
s an
d di
ffere
nces
in th
e so
unds
of t
he la
ngua
ges.
Afte
r ha
ving
dev
elop
ed, t
hrou
gh m
uch
liste
ning
and
spea
king
, an
'ear
' for
the
seco
nd la
ngua
ge, r
eadi
ng a
nd w
ritin
g ar
e in
trod
uced
.
19
An
Eng
lish
com
mun
icat
ions
pro
gram
that
bui
lds
on th
e sk
ills
whi
ch m
igra
nt c
hild
ren
have
in S
pani
sh a
ckno
wle
dges
the
valu
eof
thei
r la
ngua
ge a
bilit
y. It
als
o ac
cept
s th
e va
lues
of t
he m
igra
nt fa
mily
whi
chha
s no
t bee
n so
intim
idat
ed b
y 'A
nglo
' cul
ture
as to
giv
e up
a b
asic
ingr
edie
nt o
f its
her
itage
--la
ngua
ge. W
ith th
is b
ase,
suc
cess
is b
uilt
into
the
curr
icul
um.
Sch
ool E
nviro
nmen
t
Sch
ool e
nviro
nmen
t is
cond
ition
ed b
y th
e pr
evai
ling
cultu
re o
fou
r so
ciet
y. S
ome
of th
e ch
arac
teris
tics
of o
ur c
ultu
re, w
hich
scho
ols
refle
ct, a
re c
ompe
titio
n, ti
me
sche
dule
s, r
epor
ts, p
unct
ualit
y an
d pr
otoc
ol. F
orth
e m
ajor
ity o
f the
sch
ool p
opul
atio
nth
ese
pres
ent l
ittle
diff
icul
ty b
ecau
se m
ost c
hild
ren
com
e fr
om h
omes
that
hav
e in
doct
rinat
ed th
em to
acc
ept t
his
envi
ronm
ent.
But
for
mig
rato
ry c
hild
ren
man
y of
thes
e ch
arac
teris
tics
are
alie
n. T
heir
lives
are
not
gui
ded
by ti
me
sche
dule
san
d re
port
s.
In o
rder
to m
eet t
he m
igra
nt c
hild
rea
listic
ally
, the
sch
ool
mus
t be
flexi
ble
enou
gh to
cha
nge
its c
ondi
tione
d en
viro
nmen
t..
..th
e in
trod
uctio
n of
Eng
lish
with
out e
nviro
nmen
tal e
xper
ienc
eup
on w
hich
sch
ool l
ifeis
bas
ed...h
as fo
ster
ed a
gene
ratio
n fu
nctio
nally
illit
erat
e..
.1
Env
ironm
enta
l cha
nge
in m
igra
nt s
umm
er s
choo
l pro
gram
s is
sim
plifi
ed b
ecau
seth
e us
ual c
ondi
tions
whi
ch im
mob
ilize
asc
hool
are
not
as
prev
elan
t. T
he b
ound
arie
s of
the
scho
olca
n be
ext
ende
d in
to th
e co
mm
unity
and
chi
ldre
n ca
n ex
perie
nce
and
man
ipul
ate
its r
esou
rces
.
Afte
r se
eing
, fee
ling,
touc
hing
, in
othe
r w
ords
, exp
erie
ncin
g,a
dire
ct a
nd u
sefu
l tie
can
be
mad
e be
twee
n th
e co
mm
unic
atio
nssk
ills
bein
g de
velo
ped
in th
e cl
assr
oom
. 'N
o am
ount
of r
eadi
ngor
talk
ing
abou
t tur
tles
can
tran
smit
the
awar
enes
s of
'turt
lene
ss' t
hat h
oldi
ng o
ne c
an."
2
Thi
s pu
blic
atio
n ha
s do
cum
ente
d th
ose
activ
ities
whi
ch le
d to
war
d th
e go
als
ofW
isco
nsin
's m
igra
nt e
duca
tion
prog
ram
s. S
taff
awar
enes
s w
as s
tres
sed
in a
ll pr
eser
vice
wor
ksho
ps. M
ost l
ocal
pro
gram
s ha
vean
exp
erie
ntia
lly b
ased
cur
ricul
um a
nd a
s a
resu
lt sc
hool
env
ironm
ent h
as c
hang
ed fo
r m
igra
tory
chi
ldre
n. L
ocal
scho
ol le
ader
ship
whi
ch e
ncou
rage
s th
ese
appr
oach
es in
educ
atio
n an
d al
low
s st
aff t
he fr
eedo
m to
exp
lore
less
trad
ition
al m
etho
ds o
f lea
rnin
gm
akes
a p
ositi
ve c
ontr
ibut
ion
to th
eliv
es o
f mig
rato
ry c
hild
ren.
I. M
cWill
iam
s, C
ary,
Nor
th fr
om M
exic
o, 1
947
2. W
hite
head
, A.N
., A
ims
of E
duca
tion
20
Mig
rant
sch
ools
in W
isco
nsin
VIL
AS
ME
NO
MIN
EE
GO
LU2A
0DG
E 18JE
FF
ER
ON
010
LA F
AY
ET
TE
SH
EB
OY
GA
N
3 OZ
AU
KE
E
8W
AS
HIN
GT
ON
WA
UE
ES
HA
MIL
WA
UK
EE
waL
wO
RT
He
4
Sum
mer
196
9
1.B
erlin
2.C
ambr
ia3.
Ced
ar G
rove
4.D
elav
an5.
Eas
t Tro
y6.
End
eavo
r7.
Gib
ralta
r8.
Har
tford
9.K
enos
ha10
.La
ke M
ills
11.
Mar
kesa
n12
.M
onte
llo13
.O
cont
o14
.P
lain
field
15.
Rac
ine
16.
Roc
hest
er17
.S
evas
topo
l18
.W
ater
tow
n19
.W
auto
ma
21
Look
ing
to th
e fu
ture
The
Gre
en L
ake
conf
eren
ce in
197
0 w
ill c
ontin
ue to
str
ess
inte
rper
sona
l rel
atio
nshi
psam
ong
teac
hing
-tea
m m
embe
rs. A
t the
sam
e tim
e st
aff m
embe
rs w
ill c
onsi
der
deve
lopi
ng te
achi
ng-le
arni
ng u
nits
whi
ch d
raw
from
the
envi
ronm
enta
l uni
quen
ess
ofth
eir
own
cent
ers
for
mot
ivat
ion
fact
ors
and
for
wor
king
mat
eria
ls.
The
re w
ill b
e an
initi
al c
onfe
renc
e of
loca
l pro
gram
sta
ff le
ader
s at
Gre
en L
ake
topr
epar
e th
em fo
r th
eir
resp
onsi
bilit
ies
inth
e su
mm
er m
igra
nt p
rogr
ams.
The
por
tions
of t
he G
reen
Lak
e co
nfer
ence
whi
ch d
eal e
xclu
sive
ly w
ith h
uman
rel
atio
ns w
ill b
e op
tiona
l for
all
staf
fm
embe
rs.
Hea
lth e
duca
tion
for
mig
rant
chi
ldre
n w
ill b
e a
maj
or to
pic
of d
iscu
ssio
n at
the
orie
ntat
ion
sess
ion.
Tea
ms
of p
ublic
heal
thre
pres
enta
tives
will
act
as
cons
ulta
nts
to th
e te
achi
ng s
taffs
whe
n th
ey p
lan
and
carr
y ou
t a h
ealth
edu
catio
n pr
ogra
m in
thei
rlo
cal s
choo
ls d
urin
g th
e su
mm
er m
onth
s.
The
loca
l sch
ools
will
be
enco
urag
ed to
em
ploy
art
, mus
ic, a
nd d
ram
a sp
ecia
lists
for
the
sum
mer
pro
gram
s to
pro
vide
max
imum
opp
ortu
nitie
s fo
r ch
ildre
n to
exp
ress
them
selv
es in
eac
h of
thes
e su
bjec
ts.
Thr
ough
spe
aker
s an
d w
orks
hops
, the
Gre
en L
ake
conf
eren
ce w
ill p
rovi
dea
back
grou
nd o
f the
Mex
ican
-Am
eric
an m
igra
ntco
mm
unity
life
styl
es, s
ocia
l, an
d ec
onom
ic c
ondi
tions
.
Spe
cial
em
phas
is w
ill b
e pl
aced
on
the
use
of e
xist
ing
teac
hing
mat
eria
ls a
nd o
f the
env
ironm
ent
as m
eans
to d
evel
op a
succ
essf
ul la
ngua
ge s
kills
pro
gram
.
2/23
7
Cre
dits
Will
iam
C. K
ahl
Sta
te S
uper
inte
nden
t
Rob
ert C
. Van
Raa
lte
Ass
ista
nt S
uper
inte
nden
t
Fra
nk N
. Bro
wn
Adm
inis
trat
or, T
itle
I, E
.S.E
.A.
C. F
. Bai
me
Sup
ervi
sor,
Titl
e I,
E.S
.E.A
., an
d M
igra
nt P
rogr
am
Pat
ricia
Pro
gre
Tea
cher
Dan
iel M
cCon
nell
Gra
phic
Art
ist
Dav
e N
owak
Edi
tor
Spe
cial
than
ks to
the
Mig
rant
Chi
ldre
n in
Wis
cons
in.
24