This session will give a general overview of the Migrant Education Program (MEP). It will give participants a historical understanding about the critical role MEP plays in providing supplemental support to the most mobile and at-risk students. Presenters will address general inquiries, program purpose, and statewide Identification & Recruitment efforts.

1. Migrant Education Program in Minnesota
Minnesota English Learner Education Conference
Julie Chi and Noemí Treviño
November 6, 2015

2. Objective
• Overview of Migrant Education Program in
Minnesota
• Eligibility criteria
• General description of summer MEP
• Services, Resources and opportunities

3. No Child Left Behind
“…to ensure that all children have a fair,
equal, and significant opportunity to obtain
a high-quality education and reach, at a
minimum, proficiency on challenging State
academic achievement standards and
state academic assessments”

4. Kahoot Interactive Activity
On your wireless device, type: www.kahoot.it
Enter the code in the box.
Enter a nickname for yourself. Something
appropriate…
For example, “Jewels” for Julie, or
“Angel” for Noemi.

5. Kahoot Question 1
education.state.mn.us 5

6. Immigrant vs. Migrant
Definitions
• Immigrants are individuals who come to live
permanently in a foreign country.
• Migrant farm workers are defined as individuals who
are required to be absent from a permanent place of
residence for the purpose of seeking employment in
agricultural work.

7. Kahoot Question 2
education.state.mn.us 7

8. Why do migrant families
come to Minnesota?
• Concentrated agricultural labor market is needed in
Red River Valley, Minnesota River Valley and
Southern area of the state
• Economic Need- migrant families work in agricultural
labor areas that may not be filled by local labor forces,
thus,
• Minnesota farmers and agri-businesses recruit
migrant families from other states for their skills and
abilities to meet MN labor needs.

9. Historical Perspective
MEP in Minnesota – 70’s
 Small programs
 Focus on summer programming
 Full curriculum for summer
programming (3 day trainings)
 Migrant Consortium was created
 One COE was developed
 Utilized MSRTS

10. Historical Perspective
MN Red River Valley/MN River Valley:
Breckenridge, Moorhead, Bird Island,
Montevideo…..
 Sugar Beets
 Agri-business
 Focus on getting kids out of the field
 MN made progress

11. Historical Perspective
MEP in Minnesota – 80’s
Changes and program additions:
 Southern MN – Owatonna, Sleepy Eye,
St. James…
 Agri-business only to growth
 Field crops
 Canning & food processing

12. Historical Perspective
Program changes:
 Focus includes school year
 Numbers are rising
 More focus on secondary programs
 MMERC established 1983

13. Historical Perspective
MEP in Minnesota – 90’s
 Rise in numbers
 Continue partnerships
 School year and summer programs

14. Historical Perspective
Improving America’s Schools Act (IASA) –
1994
 Academic
 Content Standards
 Graduation rates
 Focus on mobility

15. Historical Perspective
MEP in Minnesota – mid 90’s
 Leveling off & declining MEP counts
 Child data system transition
(MSRTS – NCS – MIS 2000)

16. Historical Perspective
MEP in Minnesota – 2000 to current
 Re-Interview Process
 MDE Administration transition
 Program transition –
 Read only access to NGS
 MN statewide migrant database MIS2000

17. Kahoot Question 3 and 4
education.state.mn.us 17

18. What percentage of MN land
supports agriculture?
53% or 27 million acres of Minnesota land sustains
agriculture, with over 81,000 farms that have an
average of 350 acres. Agriculture generates $75
Billion in economic activity and provides about
340,000 jobs. Based on estimates, 85% of
produce grown in the USA is picked by hand.

19. Kahoot Question 5 and 6
education.state.mn.us 19

20. How many migrant farmworkers
travel to MN seasonally every year?
Each year 20,000 to 35,000 migrant agricultural workers
come to MN to work in farm fields and food processing
plants. Most MN seasonal workers come from Texas (64%)
and some from northern Mexico (28%). In MN, most are
U.S. citizens or lawful permanent residents. Most are
Latino. They spend April thru Oct/Nov in MN and then
return home during the off-season. Most are located along
the 35W corridor and others the Red River Valley in
Northwest MN.

21. education.state.mn.us 21

22. Kahoot Questions 7 & 8
education.state.mn.us 22

23. Who is a migrant child?
A child ages 3-21 who is, or whose parent or
spouse is, a migratory agricultural worker, and
who, in the preceding 36 months, in order to
obtain, or accompany such parent or spouse or
guardian to obtain temporary or seasonal
employment in agriculture or fishing work... has
moved from one school district to another.

24. Kahoot Question 9
education.state.mn.us 24

25. Challenges faced by migrant farmworkers
today in MN
• Health hazards (exposure to pesticides and their
effects and other occupational harm)
• low wages
• Low quality housing
• Inability to purchase and prepare nutritious food

26. School Year 12 Month Count Summer Count
2013-2014 1795 483
2012-2013 1925 513
2011-2012 2050 938
2010-2011 3301 861
2009-2010 2507 874
2008-2009 2624 992
2007-2008 3118 1718
2006-2007 3382 1499
2005-2006 4735 2851
Eligible Migrant Children in Minnesota from September 1 through August 31
education.state.mn.us 26

27. Title I Part C Education of
Migratory Children
• Ensure migrant children have access to all
Federal, state, and locally supported
services on the same basis as other
children.”
• Supplementary Funding to Title I, Part A

28. Federal Programs supplement
existing initiatives and
structures of a district…
GENERAL
EDUCATION
Title I Part A
iI
ESL/Bilingual
Program –
Title III Part A
Migrant Education
Program -
Title I Part C
Homeless –
Title X Part C
Neglect &
Delinquent –
Title I Part D

29. Health Services
• All Title I children are eligible to receive health
services.
• Hearing, vision and dental screenings. In some sites
physical exams are available.
• Resources to assist families to access medical
services.

30. • English Learner identified
• Non-identified ELs
– May speak English in the home
 Have Basic Interpersonal Communication Skills or (BICS)
 Need access to academic language (Cognitive Academic
Language Proficiency – [CALP])
• Heritage language Support
– Literacy Development starts with native language
– Skills transfer to English
• Advocates on the front line
– Supporting language skills for all in the classroom
– Empowering parents as advocates
MEP and
English Learners
education.state.mn.us 30

31. Thank you again for your hard work and
dedication in supporting the educational
advancement of migrant students and families
in Minnesota.
Noemi Trevino noemi.trevino@state.mn.us
Julie Chi julie.chi@state.mn.us