While not a service, the regional and district Parent Advisory Councils (PAC) play an important role in supporting migrant parents to engage in meaningful ways in the education of their children. The Regional PAC consists of three “Area” PACs which meet six times per year. Each district that receives a sub allocation of migrant funds from Region 2 and allocates funds for regular year services must also operate a district PAC that meets six times per year. Through the PAC, parents participate in the planning, development and evaluation of regional and district migrant programs. Through the PAC Needs Assessment, parents identify the topics they want to learn more about that will positively influence the education of their children. District personnel and regional staff work together to ensure strong communication between the migrant parents and the districts where students attend school. Through this process, parents become more aware of the district (migrant and non-migrant funded) resources available to their students and families.


The Region 2 College Tutor Program assigns bilingual/bicultural college tutors to provide one-to-one or small group tutorial services to migrant children in the schools with the highest migrant student count during the school day and after school. College tutors work under the supervision of the classroom teacher and the College Coordinator to provide direct services in the areas identified by the classroom teacher and Amplify DIBELs assessments where migrant students need intensive intervention beyond the services provided by the school district staff. College Tutors may support students in programs such as Speech & Debate and college visitations (regular year) and in Adelante Programs and Summer Academies (summer) to provide additional tutoring supports to students.


The Region 2 MEAP Program assigns bilingual/bicultural college students who plan to become counselors to provide one-to-one services to middle school and high school migrant children at risk of not graduating in Region 2 schools. MEAP has two goals: 1) To increase the high school graduation for migrant students by providing sixth through 12th grade students additional access to supplemental academic advising, intervention support, and social/emotional guidance provided by undergraduate and graduate college students who are preparing to become school counselors. 2) To provide bilingual/bicultural college students who are preparing to become school counselors the opportunity to apply what they are learning in their college classes in local schools and develop the skills to become school counselors. MEAP may participate in supporting students in Speech & Debate and college visitations (regular year) and in Adelante Programs and Summer Academies (summer) to provide additional supports to students. Middle/high school students participating in this program will increase credit accrual (if needed), increase GPA, increase motivation to complete school and pursue higher education.


Speech and Debate assists Migrant Students to develop skills in public speaking and debate through learning experiences that challenge students to increase their vocabulary, write persuasive essays, use technology to research topics, and effectively speak in a public forum. In the process of learning to deliver speeches and participate in debates, students collaborate with their peers, participate as a team to achieve success, and learn to think on their feet. Students receive ongoing instruction in ELA in preparation for area, regional, and state competitions by district or regional coaches (certificated teachers). Through research, students acquire skills in reading, writing, social studies, science, and technology. Area and regional competitions are held on college campuses. Regional classified staff may offer additional support to students, and transport and supervise students during event. Students participating in this program will increase their communication and research skills.


Through Case Management, Intervention Specialists (I.S.s) will work with the highest need students. The target group of students for this service will be incoming 9th grade students who scored Below Standard on their 8th grade ELA and/or Math Smarter Balanced Assessments and migratory high school students who are credit deficient. Through the Student Needs Assessment and the Individualize Learning Plan, I.S.s will provide additional mentoring and support to students, and additional outreach to parents to ensure the students are making progress in school. The I.S. will engage students in goal setting. The I.S.s will track students' progress as students participate in migrant and non-migrant intervention services in their schools, and review transcripts and progress reports with students and parents quarterly. Students who are credit deficient and are at risk of not graduating will be referred to credit accrual and recovery services. (5.1, 6.1) Students will be encouraged to attend college visitations in order to break down cultural and language barriers and expose students to post-secondary education.


In this service, certificated and classified staff will:

  • Participate in the completion or coordination of ILPs for migrant students in collaboration with districts
  • Ensure parents are notified which services have been identified as most appropriate for students and reinforce to parents the importance of students participating in the identified services
  • Provide necessary student school materials if no other resource is available
  • Facilitate student access to district and regional services by:
    • Reinforcing to parents the importance of the identified services
    • Tracking students participation in identified services and working with districts to ensure students are attending district services
    • Recruiting identified students for regional programs including helping parents complete the appropriate paperwork and attend orientations
  • When necessary, transporting students to appropriate regional service


Parent Education/Leadership Institutes educate migrant parents to gain a greater understanding of the education their children receive, the challenges their children face, and the abundant opportunities for higher education and post high school careers. The Woodland Module will hold one institute for seven districts. The Oroville area will hold five institutes including two in Yuba/Sutter: one for Spanish speakers and one for Punjabi speakers. The Santa Rosa area will hold six institutes: one in Mendocino County, one in Sonoma County and four in Lake County. Several districts also include this program within their DSA or MOU. Note: MIGRANT EDUCATION (ME) STATE PARENT CONFERENCE- not in 2018-19


Family Support Paraprofessionals will work directly with parents of preschool children who are unable to attend a local preschool center. Using the program Ready Rosie, parents will learn how to infuse everyday activities with language and concepts that prepare them for kindergarten. Students whose parents participate in this program will increase preparedness for preschool and kindergarten. This service replaces last year’s Preschool Parent Training Program.


The College and Career Readiness program occurs throughout the Region and will provide 6th – 12th grade students orientation workshops through vocational institutions or government agencies that focus on raising student awareness of job development skills in specific areas including, but not limited to: auto mechanics, beauty colleges, one-stop, etc. As part of the workshops, students will use career exploration tools including the California Career Center, the California CareerZone, and the Career Surfer mobile application. Students will attend migrant oriented college awareness events like Steps to College, Cesar Chavez Day, MECHA at Sonoma State and Santa Rosa J.C., the Latino student conference, and Feria de Educacion. Students will also go on college visitations to UCs, CSUs and Community Colleges. These events will provide students opportunities to learn more about college opportunities and the steps they can take to prepare for college.This service is designed to provide a variety of options for students based on their interests.


Each module in the Region will present two Math Literacy Nights targeting families with students in grades K-3 and 4-6 in districts that do not already hold them. Each night will consist of a variety of hands-on math learning activities that parents and students can participate in and then take home to practice. In some districts, the workshops will take place in conjunction with PAC meetings. MEP staff will assess region wide critical skills to determine the focus and design of learning activities at each grade level. Data from Student Needs Assessments will be used to recruit students and parents for the workshops. MEP will choose districts that do not currently hold Math Literacy Nights and when possible, collaborate with districts in order to include more parents. The evenings will begin with dinner, making it possible for parents to return from work and go directly to school. The MEP program will help transport parents if needed and may hire additional personnel to help with transport or pay Over Time to classified staff to provide transportation. Mini-Corps and College Tutors will be invited to help support IPSs and FSPs at Math Literacy Nights.


This service will combine Journalism with STEM/Soccer to make a full day Saturday program for students in grades 3-6. The journalism portion of the service will utilize the Loyola University "Journalism for English Learners" curriculum and will consist of a total of 40-50 hours of engaging, active participation in the writing process through experiential learning of putting together a local newspaper to be distributed to the local community. Depending on the students needs within the chosen districts, the Academy may be expanded to grades 7-8. Two teachers and four paraprofessionals will be hired in each district so one teacher and two paras will work with each group of 10 students.

The STEM/Soccer activities will be utilized to to Increase engagement in academics through the incorporation of STEM curriculum. The physical activity will create a balance to the intensive writing curriculum that will be presented in the academy. Students will be alert and ready to participate in the academically engaging and challenging activities of the journalism academy, and the addition of this activity may increase the motivation for some reluctant writers to attend the academy. Providing an all-day Academy will also lessen the impact on parents to transport during the middle of a workday. This pilot will run in two districts in 2018-19.


Family Support Paraprofessionals (FSPs) will collaborate with school districts to determine preschool and kindergarten registration windows and will pick up registration forms. When possible, FSPs will collaborate with district's Kindergarten Roundup to provide migrant parents a "Preschool Roundup" opportunity. FSPs will assist parents at school sites or home visits to fill out Pre School and Kindergarten registration forms during the district's Kindergarten Roundup and during home visits. FSPs will confirm students are attending (preschool or kindergarten) with districts and/or parents.


Migrant students selected to participate in the Work Study Program will work in schools, local businesses, Migrant Education central offices, with local libraries and with community businesses to gain valuable work experience and learn in friendly environments how to become productive employees. The Intervention Specialist(s) will select the student, provide orientations and on-going training, track the students’ grades and school attendance, visit the work site, monitor work attendance and oversee the program evaluation.


Intervention Specialists (I.S.) in the region will provide nine (9) OSY Saturday Workshops in the following counties:

  • Napa, Sonoma, and River Delta : 1 workshop in the fall (2018) and 1 workshop in the spring (2019)
  • Tulelake: 1 workshop in the fall, 2018
  • Yuba/Sutter and Lake counties: 1 workshop in the summer (June) of 2019

Saturday workshops will be designed to provide services for 6 hours. The OSY focused I.S. leaders will design and implement the workshops in order to provide health screenings, health service referrals, health and hygiene supplies, dictionaries, and referrals to educational service programs that will allow OSY's to earn their GED or pass the HEP. Local area I.S.' will assist in recruiting students and in providing services. ESL Teachers will provide direction instruction during the academy, providing OSY with English instruction, dictionaries and will share online resources and phone APPS (like Duolingo).


Classified staff in each Area will coordinate with the recruitment staff to determine where OSY reside and when is the best time to serve them. Special attention will be made to identify and serve any migrant student dropouts from the districts. Staff will use the INA and MLAP when working individually with OSY to determine the services and supports needed for each OSY with a focus on assisting OSY to access local health and educational resources within the communities they live. Staff will follow up with the OSY to ensure access to services and to track the OSY's progress. Staff working with OSY will utilize collaborative conversation skills to help OSY become more aware of their personal goals, and these one-on-one or small group interactions will help Staff may provide materials for OSY to participate in GED/Hep courses; English dictionaries to help students learn English and Health and hygiene supplies. Under some circumstances, staff may need to work when needed; staff will assist in transporting OSY students to local services.


Family Support Paraprofessionals visit preschool-age children in their homes on a weekly basis for 15 - 18 weeks throughout the school year providing 1:1 instruction in basic preschool skills. Parents receive materials to help their children complete homework and extension activities including a book every other week. The Early Childhood Education Instructional Program Specialist who trains the Family Support Paraprofessionals to implement the program designs curriculum. All Family Support Paraprofessionals providing this service hold an Associate Teacher Permit or higher. Students who participate in this program will increase preparedness for preschool and kindergarten.


The Family Biliteracy Program is a ten-session course, which brings parents and their preschool-age children together to participate in literacy and academic learning activities in preparation for kindergarten. The Early Childhood Education Instructional Program Specialist designs curriculum for this course. Credentialed teachers or teachers who hold a qualified Teacher Permit teach the course with support from the Family Support Paraprofessionals. Students who participate in this program will increase preparedness for preschool and kindergarten.


Students will be instructed and supported in the completion of their homework by a certificated teacher. Classroom teachers and the extended day tutorial teacher meet regularly to discuss areas of concern for students. The extended day tutorial teacher helps students complete their homework by reteaching if necessary and offering support throughout the class time. Students participate in Character Building classes on a regular basis throughout the year.


Supplemental half-day program for migrant students who are enrolled in the morning preschool session allowing migrant students to attend full day. Oral language development, letter/sound recognition, basic mathematics, health and social/emotional skills.


Migrant staff determine how to best use low cost community resources to address emergency medical or dental needs of migrant families and limited emergency funds are provide by the Region when all other options are exhausted. Migrant students may need emergency medical, dental care and hygiene products and supplies. Migrant staff will provide migrant students opportunities for free dental screening and will provide dental supplies and instruction on healthy dental care to migrant students in need of this service. Migrant students that have a health need documented on the Family Needs Assessment will be referred to the appropriate agency by the FSP, and the FSP will follow up with the family to confirm the service was received. Dental education presentations will be provided in a home-based setting based on needs documented on Family Needs Assessment and if a Binational Program teaching dentist is available in summer 2019, the Binational teaching dentist will provide summer school dental screenings, referrals for follow up services and dental education at summer school programs throughout the Region, focusing on districts most at need based on FNAs.In order to support mental health education, the Region will hire a bilingual Health Specialist who will provide workshops to parents and staff in the areas of promoting mental well-being and self-esteem; identifying the signs of depression and coping with stress. The Health Specialist will present at PACs, Parent Leadership Institutes and at Area and Module meetings. The Health Specialist will work with staff to find mental health resources to support students and families, and will participate in collaborating with local and regional mental health agencies. With the support of the Health Specialist, each module will provide at health education workshop at a PAC or Parent Institute that focuses on mental health.