DOCSLIB.ORG

Literacy Practices Among Migrant Teachers: Educator Perspectives and Critical Observations

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Literacy Practices Among Migrant Teachers: Educator Perspectives and Critical Observations Western Michigan University ScholarWorks at WMU Dissertations Graduate College 8-2015 Literacy Practices among Migrant Teachers: Educator Perspectives and Critical Observations Briana Asmus Western Michigan University, [email protected] Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Bilingual, Multilingual, and Multicultural Education Commons, Chicana/o Studies Commons, and the Latina/o Studies Commons Recommended Citation Asmus, Briana, "Literacy Practices among Migrant Teachers: Educator Perspectives and Critical Observations" (2015). Dissertations. 732. https://scholarworks.wmich.edu/dissertations/732 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. LITERACY PRACTICES AMONG MIGRANT TEACHERS: EDUCATOR PERSPECTIVES AND CRITICAL OBSERVATIONS by Briana M. Asmus A dissertation submitted to the Graduate College in partial fulfillment of the requirements for the degree of Doctor of Philosophy English Western Michigan University August 2015 Doctoral Committee: Karen Vocke, Ph.D., Chair Estrella Torrez, Ph.D. Susan Piazza, Ed.D. Jonathan Bush, Ph.D. LITERACY PRACTICES AMONG MIGRANT TEACHERS: EDUCATOR PERSPECTIVES AND CRITICAL OBSERVATIONS Briana Asmus, Ph.D. Western Michigan University, 2015 This research builds upon scholarship that explores the unique needs of Latina/o migrant students and the teachers who serve them. Situated within the overlapping fields of migrant education, critical literacy, and Latina/o critical theory, this narrative examines the practices and perspectives of three teachers, each with more than a decade of experience teaching migrant students in a summer migrant education program (SMEP) in Michigan. The purpose of this study is to give educators, administrators, and community members who work with migrant students additional insight into the literacy acquisition process and unique challenges of working with this population. Despite the aim of SMEPs to address areas where migrant students struggle academically, migrant students continue to struggle to frequent relocation and factors such as poverty, discrimination, and access to services. Research has generally shown that migrant students also encounter cultural, linguistic and racial barriers within school systems that can hinder their academic progress (Tatto et. al, 2000; Valencia, 2002; Romanowski, 2002; Green, 2003; Cranston-Gingras, 2003; Vocke, 2007; Torrez, 2013). Literacy is one area where migrant students continue to underperform compared to their non-migrant peers. By offering detailed portraits of teachers who work with the migrant population, this study highlights classroom practices of teachers who are tasked with increasing the literacy skills of their students. The study also reveals barriers and pathways within the institution of migrant education that impact the needs of migrant students. While this study revealed pedagogical practices unique to each case study participant, it also revealed ‘common critical practices’ shared by all of the teachers that employ aspects of critical literacy, with a consideration of their student’s knowledge and background. As school systems nationwide continue to experience an influx of migrant students who are expected to perform at the same level on state assessments as their non- migrant peers, the outcomes of this study are relevant for teachers of migrant students in all settings. In addition, this study serves as a model for stakeholders in migrant education to consider how migrant farmworker students continue to be disenfranchised by existing laws, policies and educational practices. © 2015 Briana Asmus ACKNOWLEDGMENTS To Mara. Rest in peace. I thank Ken and Mary Jo Asmus for their continued patience, lightheartedness, and kindness to me during dark days. I thank Kelly Asmus and Bryan Campbell for their friendship, company and for reminding me not to take life too seriously. I am proud to call you family. I thank Chris Nagle for his continued support and trust. It’s amazing what’s possible when you have a life you love. I thank Karen Vocke, my mentor and friend. I thank Estrella, Susan and Jonathan for their time, support and sage-like advice. I am honored to have so many brilliant scholars on my committee. Thanks to Christy, Kristin and all participants of “Writing Mania.” Many thanks to Dennis Simpson, who has supported me through two degrees. Thank you to the many people who took part in this study with caring and open hearts, and to migrant farmworkers worldwide for everything you do, and for allowing me to learn from you. ¡Gracias por todo! Finally, thanks to the many talented professors at Western Michigan University who continue to inspire me. Briana Asmus ii TABLE OF CONTENTS ACKNOWLEDGEMENTS ................................................................................. ii LIST OF TABLES ............................................................................................ viii LIST OF FIGURES ............................................................................................ ix CHAPTER I. INTRODUCTION ............................................................................... 1 The First Day ................................................................................. 1 Overview of this Study ............................................................... 3 Research Questions ............................................................. 4 Migrant Education Programs: A Historical Overview ................. 5 Definitions .................................................................................... 8 Historical Perspective of the Migrant Narrative in Education ... 11 Increasing Need ......................................................................... 15 Documenting the Teacher .......................................................... 17 Changing Responsibilities of the Educator ........................ 20 Connections to Literacy Learning .............................................. 23 Language and Literacy ....................................................... 25 Insights Provided by this Study ................................................. 26 Chapter Overview ...................................................................... 27 II. LITERATURE REVIEW AND THEORETICAL FOUNDATIONS ............................................................................. 29 Theoretical Frame ...................................................................... 29 iii Table of Contents—Continued CHAPTER Identifying the “Gap” in Research ............................................. 31 Examining the Role of An Educator ...................................... 33 The Continuation of Deficit Thinking ...................................... 35 Moving Beyond the Multicultural Perspective ......................... 39 Classroom Studies in Critical Literacy ...................................... 40 Themes in LatCrit ...................................................................... 44 Language ............................................................................ 47 Rights and Citizenship ........................................................ 51 Towards a LatCrit Perspective for Teachers .............................. 52 Working Against an Assimilation Model .................................. 54 Responding to the Needs of a Mobile Population ..................... 55 Summary .................................................................................... 57 III. METHODOLOGY AND TEACHER PROFILES ......................... 59 Preliminary Work ....................................................................... 59 Conferences ................................................................... 59 Teacher Trainings .......................................................... 61 Data Collection Methods and Procedures .................................. 63 Data Analysis Processes and Procedures ................................... 66 Limitations of this Study ............................................................ 70 Participant Profiles ..................................................................... 71 iv Table of Contents—Continued CHAPTER Jamie’s Professional Journey ......................................... 74 Jamie’s Teaching Context ............................................ 75 Jamie’s Critical Perspectives ........................................ 77 Alex’s Professional Journey .......................................... 78 Alex’s Teaching Context ............................................... 79 Alex’s Critical Perspectives ........................................... 80 Jordan’s Professional Journey ........................................ 81 Jordan’s Teaching Context ............................................ 82 Jordan’s Critical Perspectives ........................................ 83 Closing Thoughts ....................................................................... 84 IV. FINDINGS ...................................................................................... 86 Overview of Data Analysis ........................................................ 86 Overview of Document Analysis ............................................... 86 Literacy Models ............................................................. 88 Reports ..........................................................................
Load more

Recommended publications
  • Patterns and Trends in Michigan Migrant Education. Michigan
    DOCUMENT RESUME ED 401 056 RC 020 705 AUTHOR Heiderson, Malin A.; Leon, Edgar R. TITLE Patterns and Trends in Michigan Migrant Education. JSRI Statistical Brief No. 8. INSTITUTION Michigan State Univ., East Lansing. Julian Samora Research Inst. PUB DATE Jun 96 NOTE 32p.; Some figures may not reproduce adequately. PUB TYPE Statistical Data (110) Reports Evaluative /Feasibility (142) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Agricultural Production; *Demography; Educational Legislation; Educational Objectives; *Educational Trends; Elementary Secondary Education; Eligibility; *Enrollment; Financial Support; *Migrant Children; *Migrant Education; Migrant Workers; *Migration Patterns; Preschool Education; Supplementary Education; Trend Analysis IDENTIFIERS *Michigan ABSTRACT This report highlights trends of migrant education in Michigan from the late 1980s to the mid-1990s. Migrant education services include instruction in reading, math, oral language, English as a second language, and tutoring in other subjects. Support services include medical and dental screenings, career guidance, transportation, emergency clothing, coordination of food services, day care, and summer programs. This report describes industries that employ Michigan migratory workers (agriculture, forestry, and fisheries); overviews migrant education legislation; provides information on the number of children served by migrant education in Michigan; details the goals of migrant education; and reviews migrant education eligibility requirements. In addition, the report
    [Show full text]
  • Pennsylvania Migrant Education Program Recruiters Manual
    Pennsylvania Migrant Education Program Recruiters Manual Revised December 2014 COMMONWEALTH OF PENNSYLVANIA DEPARTMENT OF EDUCATION 333 Market Street Harrisburg, PA 17126-0333 www.education.state.pa.us Commonwealth of Pennsylvania Tom Wolf, Governor Department of Education Pedro Rivera, Acting Secretary Office of Elementary and Secondary Education Vacant Bureau of Curriculum, Assessment and Instruction Rita D. Perez, Bureau Director Division of Student Services Carmen M. Medina, Chief The Pennsylvania Department of Education (PDE) does not discriminate in its educational programs, activities, or employment practices, based on race, color, national origin, sex, sexual orientation, disability, age, religion, ancestry, union membership, or any other legally protected category. Announcement of this policy is in accordance with State Law including the Pennsylvania Human Relations Act and with Federal law, including Title VI and Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination in Employment Act of 1967, and the Americans with Disabilities Act of 1990. The following persons have been designated to handle inquiries regarding the Pennsylvania Department of Education’s nondiscrimination policies: For Inquiries Concerning Nondiscrimination in Employment: Pennsylvania Department of Education Equal Employment Opportunity Representative Bureau of Human Resources 333 Market Street, 11th Floor Harrisburg, PA 17126-0333 Voice Telephone: (717)
    [Show full text]
  • State Service Delivery Plan - Migrant (CA Dept of Education)
    C 2017 State Service Delivery Plan - Migrant (CA Dept of Education) California Department of Education Migrant Education Office Sacramento, California California Department of Education Migrant Education Office 2017 State Service Delivery Plan Table of Contents List of Figures .................................................................................................................................. iv List of Tables ................................................................................................................................... iv Acknowledgments.......................................................................................................................... vii Executive Summary ......................................................................................................................... ix Section I: Introduction .................................................................................................................... 1 Legislative Mandate .................................................................................................................... 1 Description of California’s Migrant Education Program ............................................................. 1 Planning Process .......................................................................................................................... 6 Section II: Comprehensive Needs Assessment: Identifying Needs................................................. 8 Overview of the Comprehensive Needs Assessment Process ...................................................
    [Show full text]
  • Migrant Students
    ____________________________ Migrant Students Resources for Migrant Children Similar to Other Students but Achievement Still Lags __________________________________________________________ February 2007 This is the work of the Florida Advisory Committee to the United States Commission on Civil Rights. The views expressed in this report and the findings and recommendation contained herein are those of the members of the State Advisory Committee and do not necessarily represent the views of the Commission, its individual members, or the policies of the United States Government. Letter of Transmittal Florida Advisory Committee to the U.S. Commission on Civil Rights Members of the Commission: Gerald A. Reynolds, Chairman Abigail Thernstrom, Vice Chairperson Jennifer C. Braceras Gail L. Heriot Peter N. Kirsanow Arlan D. Melendez Ashley L. Taylor, Jr. Michael Yaki Kenneth L. Marcus, Staff Director The Florida Advisory Committee (Committee) submits this report, Migrant Students: Resources for Migrant Children Similar to Other Students but Achievement Still Lags, as part of its responsibility to study pressing civil rights issues in the State and report on its findings. The Committee discussed its concerns about civil rights issues facing the migrant community in Florida and equal education opportunity in a series of planning meetings, and from those meetings decided to examine the educational resources provided to migrant children in the State. This is a report by the Florida Advisory Committee as to their fact-finding on whether resources are equally allocated to migrant children in Florida. The report was unanimously approved by the members of the Florida Advisory Committee at a meeting of the Committee on February 13, 2006, by a vote of 13 yes, 0 no, and no abstentions.
    [Show full text]
  • Immokalee High School Migrant Center
    Immokalee High School Migrant Center The No Child Left Behind Act of 2001 (NCLB) reauthorizes the Elementary and Secondary Education Act of 1965 (ESEA). The purpose of reauthorized ESEA is to close the achievement gap, so that no child is left behind, by providing all children the opportunity to obtain a high- quality education that will enable them to meet the challenging State academic achievement standards. The new law contains the most sweeping changes to the ESEA since it was enacted in 1965. It changes the Federal Government’s role in elementary and secondary education by measuring success in terms of what each student accomplishes. The law contains four basic education reform principles: stronger accountability for results, increased flexibility and local control, expanded options for parents, and an emphasis on teaching methods that have been proven to work. These ideals are the foundation for the changes that schools, districts, and States will implement in the next few years. The Migrant Education Program (MEP) is authorized by Part C of Title I of the ESEA. The MEP provides formula grants to State educational agencies (SEAs) to establish or improve education programs for migrant children. These grants assist States in improving educational opportunities for migrant children to help them succeed in the regular school program, meet the challenging State academic content and student academic achievement standards that all children are expected to meet, and graduate from high school. Home What is the purpose of the migrant program?
    [Show full text]
  • Florida Migrant Education Program Service Delivery Plan
    Florida Migrant Education Program Service Delivery Plan Implementation Period July 2006 – June 2010 Revised September 2008 Table of Contents Executive Summary...........................................................................................................3 Introduction and Legislative Mandate.............................................................................5 Needs Identified Through the Statewide Comprehensive Needs Assessment ..............7 Measurable Program Outcomes and Strategies............................................................10 Reading.............................................................................................................................12 Mathematics .....................................................................................................................13 Graduation........................................................................................................................14 School Readiness ..............................................................................................................15 Parent Involvement Plan.................................................................................................16 Identification and Recruitment Plan..............................................................................19 Priority for Services.........................................................................................................21 Evaluation Plan ................................................................................................................21
    [Show full text]
  • The Purpose of This Document Is to Serve As a Guide for Migrant
    Alabama Migrant Education Policy and Procedures Manual Thomas R. Bice State Superintendent of Education Alabama State Department of Education Federal Programs Section Migrant Education Program P.O. Box 302101 Montgomery, AL 36130-2101 Alabama Migrant Education Policy and Procedures Manual This document, Alabama Migrant Education Policy and Procedures Manual, is an outgrowth of the Alabama State Department of Education’s voluntary agreement with the U.S. Department of Education for providing services to Migratory students. It incorporates requirements and applicable references to Title I, Part C, of the No Child Left Behind Act of 2001 (NCLB). This document is intended to provide basic legal requirements, guidance for policies, procedures, and practices for identifying and serving Migrant children. Questions about responsibilities of local education agencies (LEAs) in providing Migrant services may be directed to: Alabama State Department of Education Federal Programs Section Post Office Box 302101 Montgomery, Alabama 36130-2101 Telephone: 334-242-8199 Fax: 334-242-0496 Mr. Edmund Moore, Federal Programs Coordinator E-mail [email protected] Ms. Cyndi Hill Townley, Education Administrator E-mail: [email protected] Mrs. Peggy Haveard, Migrant Specialist E-mail: [email protected] No person shall be denied employment, be excluded from participation in, be denied the benefits of, or be subjected to discrimination in any program or activity on the basis of disability, gender, race, religion, national origin, color, age or genetics. Ref: Sec. 1983, Civil Rights Act, 42 U.S.C.; Title VI and VII, Civil Rights Act of 1964; Rehabilitation Act of 1973, Sec. 504; Age Discrimination in Employment Act; The Americans with Disabilities Act of 1990 and The Americans with Disabilities Act Amendments Act of 2008; Equal Pay Act of 1963; Title IX of the Education Amendment of 1972; Title II of the Genetic Information Nondiscrimination Act of 2008: Title IX Coordinator, P.O.
    [Show full text]
  • Title I's Migrant Education Program
    Title I’s Migrant Education Program: The Challenges of Addressing Migrant Students’ Educational Needs in the 21st Century JOSÉ E. MADRID* TABLE OF CONTENTS I. INTRODUCTION....................................... 68 II. FROM HARVEST OF SHAME TO THE MIGRANT EDUCATION PROGRAM: THE HISTORY OF MIGRANT EDUCATION AS A RESPONSE TO POVERTY AND INEQUALITY ......................................... 71 A. Migrant Population in the United States. 71 B. The Public Policy and Laws Behind The MEP. 75 1. The Elementary and Secondary Education Act’s (ESEA) 1965 and 1966 Amendments ..................... 75 2. 1980s and 1990s: Reauthorization and Regulatory Changes 77 3. 2000–2017: No Migrant Child Being Left Behind to Every Migrant Student Succeeding...................... 79 C. Key Stakeholders in Migrant Education. 81 III. A DEFENSE FOR THE MIGRANT EDUCATION PROGRAM AND ITS CHALLENGES IN THE TWENTY-FIRST CENTURY . 84 A. MEP’s Outdated Eligibility Requirements for Migrant Students . 85 1. Narrow Definitions of a Qualifying Move . 86 2. Lack of MEP Eligibility for Non-Agricultural, Low-Skilled Migratory Industries ........................... 88 B. Student Privacy Issues in The Federal Student Records System. 90 * J.D., Georgetown University Law Center (2019); B.A., Georgetown University, Washington, D.C. (2014). I would like to deeply thank Professor Eloise Pasachoff for pushing me academically and person- ally, while always being a tremendous source of support and for sharing her contagious enthusiasm about education and the law. I am also deeply grateful to all the Migrant Education Program professionals whom I have interviewed, especially Tomás Mejia and the rest of the Colorado Office of Migrant Education. Thank you to Kevin Molloy for his endless willingness to edit early drafts and to Nick DiRago for always encouraging me to think critically about societal problems.
    [Show full text]
  • Academic Barriers for Migrant Middle School Students in Salinas, California
    San Jose State University SJSU ScholarWorks Master's Theses Master's Theses and Graduate Research Spring 2017 Academic Barriers for Migrant Middle School Students in Salinas, California Alexa Terhorst San Jose State University Follow this and additional works at: https://scholarworks.sjsu.edu/etd_theses Recommended Citation Terhorst, Alexa, "Academic Barriers for Migrant Middle School Students in Salinas, California" (2017). Master's Theses. 4825. DOI: https://doi.org/10.31979/etd.bd9w-82ra https://scholarworks.sjsu.edu/etd_theses/4825 This Thesis is brought to you for free and open access by the Master's Theses and Graduate Research at SJSU ScholarWorks. It has been accepted for inclusion in Master's Theses by an authorized administrator of SJSU ScholarWorks. For more information, please contact [email protected]. ACADEMIC BARRIERS FOR MIGRANT MIDDLE SCHOOL STUDENTS IN SALINAS, CALIFORNIA A Thesis Presented to The Faculty of the Department of Anthropology San José State University In Partial Fulfillment of the Requirements for the Degree Master of Arts by Alexa Terhorst May 2017 © 2017 Alexa Terhorst ALL RIGHTS RESERVED The Designated Thesis Committee Approves this Thesis Titled ACADEMIC BARRIERS FOR MIGRANT MIDDLE SCHOOL STUDENTS IN SALINAS, CALIFORNIA by Alexa Terhorst APPROVED FOR THE DEPARTMENT OF ANTHROPOLOGY SAN JOSÉ STATE UNIVERSITY May 2017 Marco Meniketti, Ph. D. Department of Anthropology A.J. Faas, Ph. D. Department of Anthropology Charlotte Sunseri, Ph. D. Department of Anthropology ABSTRACT ACADEMIC BARRIERS FOR MIGRANT MIDDLE SCHOOL STUDENTS IN SALINAS, CALIFORNIA by Alexa Terhorst The educational barriers facing migrant students are examined in this research based on the experiences of teachers and Mexican migrant middle school students in Salinas, California.
    [Show full text]
  • MEP Guidance
    GUIDANCE Education of Migratory Children under Title I, Part C of the Elementary and Secondary Education Act of 1965 SELECTED CHAPTERS REVISED U.S. Department of Education Office of Elementary and Secondary Education U.S. Department of Education Arne Duncan Secretary Office of Elementary and Secondary Education Thelma Meléndez de Santa Ana Assistant Secretary Office of Migrant Education Lisa Ramírez Director October 2010 This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: U.S. Department of Education, Office of Elementary and Secondary Education, Office of Migrant Education, Non-Regulatory Guidance for the Title I, Part C Education of Migratory Children, Washington, D.C., 2010. This report is also available on the Department’s Web site at: http://www.ed.gov/programs/mep/legislation.html. On request, this publication is available in alternate formats, such as Braille, large print or computer diskette. For more information, please contact the Department’s Alternate Format Center at (202) 260-9895 or (202) 205-8113. TABLE OF CONTENTS INTRODUCTION ............................................................................................................. vi STATUTORY PURPOSE OF THE PROGRAM.................................................. vi PURPOSE OF THIS GUIDANCE ....................................................................... vii USING THIS GUIDANCE..................................................................................
    [Show full text]
  • No Child Left Behind: Repealing and “Unpeeling” Federal Language Education Policy in the United States
    University of Pennsylvania ScholarlyCommons GSE Faculty Research Graduate School of Education 3-2005 No Child Left Behind: Repealing and “Unpeeling” Federal Language Education Policy in the United States Bruce A. Evans Nancy H. Hornberger University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/gse_pubs Part of the Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Education Policy Commons, and the Elementary and Middle and Secondary Education Administration Commons Recommended Citation Evans, B. A., & Hornberger, N. H. (2005). No Child Left Behind: Repealing and “Unpeeling” Federal Language Education Policy in the United States. Language Policy, 4 (1), 87-106. http://dx.doi.org/10.1007/ s10993-004-6566-2 This paper is posted at ScholarlyCommons. https://repository.upenn.edu/gse_pubs/317 For more information, please contact [email protected]. No Child Left Behind: Repealing and “Unpeeling” Federal Language Education Policy in the United States Abstract For more than three decades U.S. language education policy was realized through the Bilingual Education Act (BEA), enacted in 1968 to meet the educational needs of language minority students. The BEA emphasized bilingual education and provided options for the development of students’ native language as well as their English language proficiency and academic achievement. In 2002 the BEA was replaced with the English Language Acquisition, Language Enhancement, and Academic Achievement Act. Current policy implicitly repeals the BEA and emphasizes the need for schools to quickly develop students' English language proficiency and move them to English only classrooms. Drawing on Ricento and Hornberger's (1996) "onion metaphor" for the multi-layered nature of language planning and policy, this paper considers the potential impact changes in language education policy may have on programs and practices for language minority students.
    [Show full text]
  • Migrant Education Program Comprehensive Needs Assessment
    Migrant Education Program Comprehensive Needs Assessment Submitted to: Tomas Mejia, Director of Migrant Education Program By: Mary Shen, ESEA Research Analyst, the Data, Accountability, Reporting and Evaluation (DARE) Team and Nazanin Mohajeri-Nelson, Ph.D., Director of ESEA Programs Office August 2019 (Updated March 2021) Unit of Federal Programs Administration 1560 Broadway, Suite 1100, Denver, CO 80203 (303) 866-6205 [email protected] 2 Table of Contents Executive Summary 4 Acronyms and Abbreviations List 5 Workgroup/Committee Members and Consultants 7 Section 1: Introduction 8 Background of Colorado’s MEP CNA 9 Purpose and Scope of the 2018 CNA 10 Organization of the 2018 CNA 10 Section 2 - Conducting a Comprehensive Needs Assessment 11 The CNA Process in Colorado 11 Data Collection and Reporting Procedures 11 Section 3 - Results 12 State Demographics 12 MEP Services Provided 18 State Assessment Results 20 Graduation Rates 22 Dropout Rates 23 Health Indicators and Services 24 Colorado MEP Data Profile 28 Section 4 - Concerns and Solutions Strategies 29 Planning to Address Comprehensive Needs 29 Academic Performance: Math 30 Academic Performance: ELA 31 School Readiness 31 High School Graduation and Services for OSY 32 Health 33 Section 5 - Conclusions 34 Summary and Conclusions 34 Next Steps 35 Communication and Dissemination Plan 36 3 Appendix 37 Table of Figures Figure 1. Continuous Improvement Cycle .................................................................................................. 9 Figure 2. Number of Migrant Students Eligible and Served ........................................................................ 13 Figure 3. Number of Students Served, by Enrollment Period ...................................................................... 13 Figure 4. Priority for Services Status, Identified and Served........................................................................ 14 Figure 5. Number of Eligible Migrant Students, by Age/Grade Level ...........................................................
    [Show full text]