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This bilingual guide (English and Spanish) provides information for migrant students on postsecondary education. The guide includes information on: (1) career planning, involving self-exploration, occupational exploration, and strategies for reaching career objectives; (2) planning for postsecondary education during high school, including a year-by-year plan for grades 10-12; (3) planning for technical or vocational school, including a year-by-year plan for grades 9-12; (4) financial aid through grants, loans, work study, and scholarships, and tips for applying for financial aid; and (5) the College Assistance Migrant Program (CAMP), a federal program that provides aid to higher education institutions to fund academic and personal support services for eligible migrant and seasonal farmworker students. The name and addresses of universities that accept applications for CAMP are included. Terms related to postsecondary education are explained, such as commuter student, quarter, residency, American College Testing Program (ACT), the College Level Examination Program (CLEP), and the Preliminary Scholastic Aptitude Test (PSAT). The remainder of the guide provides information on 51 scholarships, many of which target minority and migrant students. Entries include name, foundation or corporation, address, purpose, eligibility, award, application deadline, and restrictions. (LP)

This document consists of 15 separate one-page clip sheets each providing specific advice on key topics for migrant parents. One side is in English, the other in Spanish. The topics covered are: (1) Carry Important Papers with You (documents that migrant workers might need to enroll children in school or to obtain other services); (2) Encourage Your Children in Math and Science; (3) Family Traditions; (4) Helping Your Child in a New School; (5) Helping with Homework; (6) MSRTS (Migrant Student Record Transfer System); (7) Parents' Rights and Responsibilities; (8) Parent-Teacher Conferences; (9) Programs for Out-of-School Youth (dropout programs, high school equivalency programs, vocational education, adult education); (10) Reading at Home; (11) Visit Your Library; (12) Your Baby's Growth (from birth to 15 months); (13) Your Children Can Go to College; (14) Your Children's Dental Care; and (15) Your Child's Talents. (SV)

This bilingual document stresses the importance of migrant parents being involved in their children's education and discusses ways for parents to help their children succeed in school. It provides information about migrant education and the various programs available for migrant children. The document covers the following topics: (1) important papers parents should carry with them that are necessary for applying for social services and enrolling children in school; (2) encouraging children to learn math and science; (3) the importance of sharing family culture and traditions with children; (4) helping a child adjust in a new school; (5) helping with homework; (6) the Migrant Student Record Transfer System (MSRTS); (7) parents' rights and responsibilities; (8) the importance of participating in parent-teacher conferences; (9) available programs for out-of-school youth; (10) the importance of reading at home and visiting local libraries; (11) an overview of child development stages; (12) planning for college; (13) the importance of dental care; and (14) encouraging children's talents. (LP)

This collection of 83 clip sheets, or classroom handouts, was created to help U.S. migrants learn more about health, careers, and general "opportunities" including education programs. They are written in both English and Spanish and are presented in an easily understandable format. Health clip-sheet topics include the following: Abuse; AIDS; Arthritis, Back Care; Medications; Birth Control; Breastfeeding; Breast Self-Exam; Cancer; Crack; Dental Health; Diabetes; Doctor's Visit; Smoking; Fetal Alcohol Syndrome; Food Poisoning; High Blood Pressure; Lice; Nutrition; Pesticides; Physical Exams; Sexually Transmitted Diseases; and Urinary Infections. Topics on "opportunities" include the following: Adult Basic Education; Alcoholics Anonymous; Armed Forces; College Assistance Migrant Program; English as a Second Language; Family Planning; Food Stamps; High School Equivalency Programs; Adult Study Programs; Job Corps; Libraries; Literacy; Social Services; Taking Phone Messages; Vocational Programs; Well Child Clinic; and Women, Infants, and Children. The careers topics include the following: Accountant; Air Conditioning, Heating, and Refrigeration; Auto Mechanic; Bank Teller; Bilingual Careers; Carpenter; Cashier; Computer Work; Construction; Cosmetologist; Day Care Work; Dental Work; Electrician; Engineering; Firefighting; Food Service; Home Health Care; Human Services; Legal Assistant; Medicine; Plumber or Pipefitter; Police Work; Restaurants; Retail Sales; Teaching; Trucking; U.S. Postal Service; and Word Processing/Typing. Each sheet includes the address of the Geneseo (New York) Migrant Center, along with a toll-free number to call for more information on migrant programs. (TES)

The all-Spanish version of the Outdoor Biology Instructional Strategies (OBIS)/Mini-Corps Outdoor Activities set contains twenty education and recreational activities which provide a variety of outdoor biological experiences and incorporate language skills into outdoor education. Prepared especially for use by migrant children aged 10-15 in a summer camp environment, the activities employ educational games, experimentation, observation, and simulation in the study of plant and animal organisms on land and in the water. Each activity is presented in an individual water-resistant folio, complete with introduction, materials list, preparation, action, and language development section. Presented in three parts (discussion, games, vocabulary) the language section is designed to take advantage of the language possibilities that arise naturally from each activity. The package contains three additional folios which explain fundamental OBIS activity concepts, describe how to use the materials and activities, and give directions for the construction of simple equipment such as dip nets and aquatic observation chambers. A bilingual version of the same package is also available. (SB)

Written in Spanish, this booklet contains brief information on six June events celebrated by Puerto Ricans: Nathan Hale, Dia de la Bandera (Flag Day), Francisco Oller, Dia de los Padres (Father's Day), Fiesta de San Juan Bautista, and school graduation. Designed for teachers, the booklet includes a listing of 16 historical events occurring in June, biographical sketches of Nathan Hale, and Francisco Oller's accomplishments, and information on the United States flag and the first American flag. Following a description of Father's Day in Puerto Rico are four poems, by Juan de Dios Peza, Douglas MacArthur, Carmen Alicia Cadilla de Ruibal, and an anonymous poet. The section on the Fiestas de San Juan Bautista describes the evening, night, and day celebration activities and includes six poems. After a discussion of school graduation are two poems about vacations. Eight recipes are provided for making summer refreshments from guanabana, limon, tamarindo, avena, and coco tierno, as well as champola de guanabana, horchata de ajonjoli, and mabi. The booklet also includes word find puzzles, discussion questions, and vocabulary activities. An outline for including cultural folklore in the curriculum and brief suggestions for teaching about perspective, color contrast, and artistic composition are appended. (NQA)

Written in Spanish, this booklet contains brief information on 10 July events celebrated by Puerto Ricans: United States Declaration of Independence; the birthdays of P.T. Barnum, Elias Howe, John Quincy Adams, Luis Munoz Rivera, and Simon Bolivar; Marisol Malaret (first puerto Rican to be "Miss Universe"); Puerto Rican Constitution; Las Fiestas de Loiza, and Las Fiestas Patronales. Designed as a teacher resource, the booklet includes brief biographical sketches of the acocomplishments of P.T. Barnum, Elias Howe, John Quincy Adams, Luis Munoz Rivera, Simon Bolivar, and Marisol Malaret. Information is provided on the U.S. Declaration of Independence, first Continental Congress, Treaty of Paris, signing of the U.S. Constitution, 13 original states' unanimous declaration, circus, clown, and Puerto Rican Constitution. The booklet includes an overview of the Fiestas of Loiza and of the Fiesta Patronales, celebrated throughout the year in honor of Puerto Rico's various patron saints; a list of the date, fiesta title, and town of the various celebrations; 12 poems about the town celebrations; recipes for making Alcapurrias, Bacalaitos Fritos, Mofongo, Guineitos Ninos en Almibar, and Arroz Loizeno; various poems; and 23 suggested activities (e.g., discussion questions, drawing and writing exercises, dictionary exercises, word find puzzle, class exercises, and vocabulary development activities). (NQA)

The work-study guide is the third volume in the advanced level of a career education curriculum for elementary-secondary migrant children. Complementing the secondary level job information text and a workbook about decision making and self-awareness, the work-study guide is designed to accompany work exploration and experience programs. It contains three sections to be used independently. The first involves interviewing workers to obtain information about their jobs or careers. The second is a "shadowing" guide that leads students through a worker shadowing (observing) experience. The third is a guide to a work experience program. Through the work-study guide, students learn where and how to acquire job information and how to organize their self-knowledge and job knowledge to make effective decisions. The volume contains curriculum evaluation pages. (SB)

This text is the second in a series of advanced career education materials which, with an elementary segment, form a career education curriculum for elementary-secondary migrant students. Complementing texts on careers and roles and on work exploration and work experience, the text uses activities, poems, and cartoons to focus on self-awareness and decision making. The text begins with exercises that lead high school students toward self-awareness and values clarification. Next, the book focuses on four work readiness skills (appropriate dress, promptness and reliability, helpfulness, and job performance) and on completing forms for job applications, work permits, and social security cards. The text also discusses readily available job information resources, explains 15 career clusters, and discusses writing letters of inquiry for job information. Next, the book contains exercises designed to help students organize and present facts about themselves, using fact sheets, job applications, resumes, skills checklists, and letters of application. The text covers learning about the working world through the use of help wanted and position wanted ads, telephone calls, and apprenticeships, and discusses job interview techniques such as being positive, answering questions, being prepared, and practicing. A section on career advancement and job changes concludes the text. (SB)

Part of a two-level career education curriculum initially developed for migrant children, the book is the first of three secondary level texts designed to provide high school students with self-awareness, job and role information, and decision-making/goal attaining information related to career education. The text provides job and role information on 60 jobs in 15 career clusters defined by the United States Department of Labor: agribusiness, fine arts and humanities, business and office, communication and media, construction, consumer and homemaking, environmental control, health and safety, hospitality and recreation, manufacturing, marine science, marketing and distribution, personal services, public services, and transportation. The book defines each cluster, then uses a story, cartoon, interview, fact sheet, or poem to describe each job. Each job description in the text is followed by a short quiz. Illustrated with line drawings and stick figures, the book has been written for three reading levels: third grade, fifth grade, and high school. (SB)

Written in Spanish, this booklet contains brief information on 10 September events celebrated by Puerto Ricans: Arturo Somohano, the beginning of the academic year, Dia del Trabajo (Labor Day), Pedro Albizu Campos, Lola Rodriguez de Tio, William Howard Taft, El Grito de Lares, Dia del Indio Americano (American Indian Day), las retretas, and verbenas and ferias. Designed as a teacher resource, the booklet includes brief biographical sketches of the accomplishments of Arturo Somohano, a concert pianist and composer who founded Puerto Rico's Philharmonic Orchestra; Pedro Albizu Campos, who fought for Puerto Rico's separation from the United States; Lola Rodriguez de Tio, a Puerto Rican poet; and William Howard Taft, a U.S. President. Brief information is provided on El Grito de Lares (September 23, 1868), which marked the beginning of a revolutionary movement; the beginning of the school year; Labor Day; American Indian Day; las retretas, public concerts usually held on Sunday afternoons; and verbenas and ferias, town celebrations and fairs. The booklet includes a list of 14 historical happenings in the month of September; several poems, including 22 poems written by Lola Rodriguez de Tio; and various suggested activities, e.g., discussion activities, writing exercises, riddles, and vocabulary development activities. (NQA)

Developed especially for migrant children, this field-tested curriculum teaches the benefits and hazards of pesticides to intermediate grade students. Materials, prepared in Spanish and English, can be used as a separate science/health unit on pesticides or integrated into the regular math and reading curriculum. Topics include benefits of pesticides, packaging and warning labels, application methods for fields and homes, specific hazards such as pesticide storage areas and contaminated irrigation water, and steps to take in case of pesticide contamination. The Level 4 Unit gives background information for teachers, a detailed course for instructing children, 15 visuals, 4 true-false tests, and an illustrated pamphlet for parents. The unit is organized under 16 pesticide concepts with teaching materials, activities, and reading and math skills outlined for each concept. Activities include designing pesticide container labels, weighing seeds, and completing the math and reading skills activity sheets included in the guide. The 45 reading and 13 math skills covered in the unit are taken from and cross-referenced to the National Migrant Education Program of Reading and Math Skills. Reading skills range from prefixes and suffixes to dictionary use, and outlining. Math skills include multiplication, percentages, weights/measures and the metric system. (JHZ)

Developed especially for migrant children, this field-tested curriculum teaches the benefits and hazards of pesticides to early primary children. Materials are prepared in Spanish and English versions and can be used as a separate science/health unit on pesticides or integrated into the regular math and reading curriculum. Topics include benefits of pesticides, packaging and warning labels, application methods for fields and homes, specific hazards such as pesticide storage areas and contaminated irrigation water, and steps to take in case of pesticide contamination. The Level 1 Unit gives background information for teachers, a detailed course for instructing children, 15 visuals, 4 true-false tests, and an illustrated pamphlet for parents. The unit is organized under 16 pesticide concepts with teaching materials, activities, and reading and math skills outlined for each concept. Activities include comparing healthy and unhealthy produce, counting and grouping seeds, and completing the skills activity sheets included in the guide. The 48 reading and 16 math skills covered in the unit are taken from and cross-referenced to the National Migrant Education Program of Reading and Math Skills. Reading skills range from color/shape/letter recognition to paragraph comprehension. Math skills include counting and basic knowledge of coins, clocks, and graphs. (JHZ)

Developed especially for migrant children, this field-tested curriculum teaches the benefits and hazards of pesticides to primary students. Materials are prepared in Spanish and English versions and can be used as a separate science/health unit on pesticides or integrated into the regular math and reading curriculum. Topics include benefits of pesticides, packaging and warning labels, application methods for fields and homes, specific hazards such as pesticide storage areas and contaminated irrigation water, and steps to take in case of pesticide contamination. The Level 2 Unit gives background information for teachers, a detailed course for instructing children, 15 visuals, 4 true-false tests, and an illustrated pamphlet for parents. The unit is organized under 16 pesticide concepts with teaching materials, activities, and reading and math skills outlined for each concept. Activities include discussing stories related to pesticide concepts and completing the skills activity sheets included in the guide. The 42 reading and 26 math skills covered in the unit are taken from and cross-referenced to the National Migrant Education Program of Reading and Math Skills. Reading skills range from comparing/contrasting letters and pictures to identifying antonyms and synonyms. Math skills cover numeral identification, addition/subtraction, clocks, and coins. (JHZ)

Developed especially for migrant children, this field-tested curriculum teaches the benefits and hazards of pesticides to early intermediate grade children. Materials are prepared in Spanish and English versions and can be used as a separate science/health unit on pesticides or integrated into the regular math and reading curriculum. Topics include benefits of pesticides, packaging and warning labels, application methods for fields and homes, specific hazards such as pesticide storage areas and contaminated irrigation water, and steps to take in case of pesticide contamination. The Level 3 Unit gives background information for teachers, a detailed course for instructing children, 15 visuals, 4 true-false tests, and an illustrated pamphlet for parents. The unit is organized under 16 pesticide concepts with teaching materials, activities, and reading and math skills outlined for each concept. Activities include reading/writing/discussing stories related to safe pesticide use, and completing the skills activity sheets included in the guide. The 56 reading skills and 11 math skills covered in the unit are taken from and cross-referenced to the National Migrant Education Program of Reading and Math Skills. Reading skills range from vowel sounds to paragraph comprehension. Math skills include 3-digit addition and basic multiplication. (JHZ)

Designed by Project TEACH (Teaching Environmental Awareness to the Children of Harvest), the skill-sequenced curriculum unit was developed to teach 3- to 5-year-old migrant children about the benefits and possible hazards of pesticides. Prepared in both Spanish and English, the field-tested unit can be used as a separate teaching unit or integrated into regular mathematics and reading curriculum. The guide includes a list of symptoms of pesticide poisoning, an overview of Project TEACH, a teacher's guide for using pesticides safely, the readiness unit, parent's booklet, and 15 visuals. The teacher's guide contains four units that cover types of pesticides and their toxicity; federal and state pesticide laws; pesticide packaging, storage, and safety; and pesticide poisoning and treatment. Each unit includes a true-false test. The readiness unit provides 16 lessons planned around pesticide concepts. Lesson activities consist of practice in 50 readiness skills taken from the National Migrant Education Skills Scope in early childhood development, reading, and math. Each lesson includes objectives, skills to be practiced, activities, materials, and procedures. Intended to help parents teach their child about the benefits and dangers of pesticides, the parent's booklet lists 16 concepts that the child will learn about pesticides. (NQA)

The guide, written in Spanish, comprises the fourth grade unit of a career education curriculum for migrant students. Focus of the unit is on the tools and tasks of workers in 11 jobs in the construction, communication, and media occupational clusters: heavy equipment operator, architect, mason, carpenter, plumber, electrician, telephone line worker, announcer, photographer, journalist, and performer. An introduction to each job contains vocabulary words pertaining to the job, as well as instructions for conducting the lessons. Student workbook pages contain language arts and mathematics activities that help students determine cause and effect and develop skills in sequencing, classifying, estimating, vocabulary and word skills (synonyms, antonyms, and prefixes), logic, fact finding, and spelling. A pre- and post-test with student test leaflet, teacher guide, and answer sheet utilizes matching and multiple choice questions to measure the extent to which students understand the tools needed and the work performed in the 11 jobs. (NQA)

The guide, written in Spanish, comprises the fifth grade unit of a career education curriculum developed for migrant students. The unit focuses on 11 occupations in manufacturing, marketing, and distribution: union representative, welder, machinist, assembly worker, textile designer, chemist, buyer, sales representative, accountant, commercial artist, and trucker. An introduction to each job contains vocabulary words pertaining to the job and instructions for conducting the lessons. Student workbook pages contain language arts and mathematics activities that utilize crossword and word find puzzles, matching, true-false, fill-in-the-blank, and scrambled word exercises. The activities are intended to provide occupational information while reinforcing the skills of matching, fact finding, determining the main idea, outlining, spelling, and logical validity. A pre- and post-test with student test leaflet, teacher guide, and answer sheet utilizes matching and multiple choice questions to measure the extent to which students understand the tools needed and the work performed in the 11 jobs. (NQA)

Written in Spanish, this guide comprises the third grade unit of a career education curriculum developed for migrant students. The guide covers 11 jobs in the public services and agribusiness fields--nursing aide, sanitation worker, mail carrier, librarian, fire fighter, police officer, gardener, farmer, logger, miner, and forest ranger. Student workbook pages along with additional information for the teacher on the pages facing the student pages are contained in the guide. The student workbook pages contain language arts and mathematics activities. Job and role information for the unit are provided along with activities designed to teach students about the tools and tasks of each job through activities such as matching, ordering, writing, drawing, and taking true-false tests. The activities also allow the students to practice their skills of classifying, alphabetizing, charting, drawing conclusions, reading and sequencing numbers, self-expressing, and inferring. A pre- and post-assessment with student test leaflet, teacher guide, and answer sheet utilizes pictures to measure the extent to which students understand the tools needed and the work performed in the 11 jobs. (NQA)

Written in Spanish, this guide for the grade 2 career education unit for migrant children focuses on the fields of recreation and transportation. Like the English version, the guide covers 11 jobs--travel agent, tour guide, camp counselor, coach, usher, school bus driver, airplane pilot, trucker, mover, railroad conductor, and astronaut. Student workbook pages along with additional information for the teacher on the pages facing the student pages are contained in the guide. The student workbook pages contain language arts and mathematics activities. Job and role information for the unit are provided along with activities designed to teach students about the tools and tasks of each job and to help students practice telling time, determining consonant and vowel sounds, finding the main idea, and determining cause and effect. Activities involve sequencing, self-expression, and classification. A pre- and post-assessment with student test leaflet, teacher guide, and answer sheet utilizes pictures to measure the extent to which students understand the tools needed and the work performed in the 11 jobs. (NQA)

Written in Spanish, the guide comprises the first grade unit of a career education curriculum developed for migrant students. The guide covers 12 health and personal service occupations--blacksmith, television repairer, hairdresser/barber, day care worker, waitress, gas station attendant, family doctor, ambulance driver/attendant, dietician, dentist, school nurse, and optometrist. Student workbook pages along with additional information for the teacher on the pages facing the student pages are contained in the guide. The student workbook pages contain language arts and mathematics activities. The activities are intended to help students develop skills in classification; alphabetizing; sequencing; determining greater than and less than relationships; and distinguishing between cause and effect, fact and fantasy, and main and supplementary ideas. A pre- and post-assessment with student test leaflet, teacher guide, and answer sheet utilizes pictures to measure the extent to which students understand the tools needed and the work performed in the 12 jobs. (NQA)

Written in Spanish, the guide comprises the kindergarten level unit of a career education curriculum designed for migrant students. The unit focuses on 11 jobs encompassed by two occupational clusters, arts/humanities and homemaking: teacher, artist, musician, dancer, actor, puppeteer, tailor, janitor, housekeeper, waiter, and child care worker. Student workbook pages along with information for the teacher are contained in the guide. The student workbook pages contain language arts and mathematics activities. Designed to help students practice skills of classification, matching, sequencing, and difference determination while learning about the tools needed for each job, the activities include worksheets on job and role information, games, mazes, and tracing and pattern completion activities. A pre- and post-assessment with student test leaflet, teacher guide, and answer sheet utilizes pictures to measure the extent to which students understand the tools needed and the work performed in the 11 jobs. (NQA)

The reauthorization of Title I (Improving America's Schools Act--IASA) made the Schoolwide Program (Schoolwide) a major strategy for schools with high poverty rates and stressed the importance of parent involvement. This guide was developed to provide professional development and parent education on Schoolwide implementation in California. The four sections are based on 1997 workshops to prepare migrant parents to work on a team with certificated school staff in learning about Schoolwide. Most materials are presented in English and Spanish. Each section includes a script for presenting the materials, a model agenda, activities, and resources needed to provide the workshop. Section 1 gives an overview of funding issues, historical events, and Title 1. It also introduces California's Statewide System of School Support (S4), the state's system of providing technical assistance to schools that decide to implement Schoolwide. Section 2 offers a general overview of Schoolwide, including components and steps to becoming a Schoolwide Program school. Section 3 includes small group activities that reinforce the first two sections; information on meeting the needs of Title 1 populations (including migrants, Native Americans, English language learners) within a Schoolwide Program design; information on Schoolwide programs in specific counties; and a review of the role of S4. Section 4 provides an opportunity to learn about model programs and recommends that workshop planners find local models. An assessment tool allows participants to identify areas of understanding and additional areas to be covered in the future. The appendix provides additional resources to assist presenters in expanding the sessions. (TD)

This curriculum provides the basic information everyone needs to avoid HIV infection, but was specifically designed for Latino farmworker students in grades 6-7. The student materials are written in Spanish and English and may be used with older student or young adults, or in English-as-a-second-language courses. An introduction provides background on AIDS among Latinos and African Americans, AIDS and risk-taking behaviors among adolescents, migrant farmworker youth and their risk of HIV infection, terminology, teaching strategies, and parental notification and involvement. This section also includes a checklist for teachers, activities to prepare students for discussions about AIDS, and a student presurvey. The curriculum includes five bilingual lessons. The first lesson covers the information about HIV and AIDS that is most essential for students to learn, while the other four lessons provide multiple opportunities for students to learn and practice skills related to risk assessment, assertiveness, decision making, and problem solving. Each lesson contains core activities and optional activities that involve cooperative learning, critical thinking, class discussion, and role playing. Many student handouts in English and Spanish and a student postsurvey are included. Appendices contain English and Spanish glossaries; background information about HIV; a sample letter to parents; and an annotated bibliography of resources for teachers, students, and parents. (SV)

This brief guide is a planning outline to help migrant students and parents prepare for, choose, and apply to college. The first section, "Thinking About College," offers specific tips for each grade from 9-12; discusses high school graduation requirements and college admission requirements, using Johnston County (North Carolina) schools and the North Carolina university system as examples; and describes four college admissions tests. The second section, "Applying to College," has a 5-point checklist of suggestions that cover planning early, studying and selecting schools, and applying. Section 3, "Paying for College," discusses applying for and getting financial aid. This section also lists six organizations that offer scholarships and financial assistance for migrant students. Each entry includes contact information, purpose, eligibility, and financial data. (SAS)

This bilingual (English and Spanish) brochure explains why retention is common among migrant students and what parents can do to help their children succeed in school. By second grade, nearly 50 percent of migrant students in the nation are older than their classmates and only about 50 percent of migrant students graduate from high school. Research indicates that retention in kindergarten or first grade does not ensure greater success in school. Retained children tend to lack confidence and in general are insecure when compared to promoted students. In addition, evidence shows that students who are placed in transitional classes such as pre-kindergarten do not perform better than students who are promoted. Recommendations for parents include: (1) providing the school with as much information about the student as possible, such as the last school attended, name of teacher, and copy of report cards or progress reports; (2) meeting with the teacher and discussing options such as tutoring, remedial classes, and summer school for resolving the child's difficulties in school; (3) questioning the teacher if retention is recommended; and (4) enrolling the child in school as soon as he or she is eligible. A list of 20 questions for parents to ask the school is included. (LP)

A bilingual handbook for Title I migrant Parent Advisory Councils (PACs) was designed to be used by administrators, teachers, consultants and parents in organizing and training PACs at local, district, and state levels. All information is duplicated in separate English and Spanish sections. The first part discusses the Texas migrant program, including background, migrant grants and services, and complaint procedures. A second part covers parental involvement and the role of PACs. Procedures for conducting a meeting are explained in the third section. The fourth part describes evaluation types, parents' role in project evaluation, and evaluation of PACs. Title I application procedures, budget guidelines, and sample application forms are given in the fifth part. The sixth section contains forms and activity guidelines including a parent visitation checklist, parent questionnaire, task sheet, test for migrant PAC members, conference/workshop report form, minutes form, committee report form, treasurer report form, parent evaluation checklist, getting-to-know-you activities, and meeting procedures. A seventh section gives sample by-laws for PACs in Oregon and in McAllen and Dallas, Texas. A 59-item glossary comprises the eighth section. An 8-item list of information sources concludes the handbook. (MH)

Prepared specifically for use in one-week outdoor summer camp programs for migrant children aged 10-15, the twenty bilingual (Spanish and English) educational and recreational activities in the Outdoor Biology Instructional Strategies (OBIS)/Mini-Corps package have been revised to develop language skills as well as an awareness of the outdoor environment. Simulation, observation, experimentation, and numerous games are used to study ants, fish, lichen, plant habitats and distribution, decomposers, water organisms, stalking, and food chains. Each activity is presented in an individual water-resistant folio containing an introduction, materials list, preparation, action, and language development section consisting of discussion activities, language games, and an all-Spanish mini-dictionary. Throughout the package instructions and information for the leader are in English. Headings, key words, materials, and instructions for students are bilingual. The package contains three additional folios which explain fundamental OBIS activity concepts, describe how to use the materials and activities, and give directions for the construction of simple equipment such as dip nets and aquatic observation chambers. Two booklets aid identification of organisms found in and around lawns and ponds. A Spanish version of the same package is also available. (SB)

Of use to Parent Advisory Committees, this Spanish-English handout briefly describes the standard procedures used to conduct meetings and outlines the duties of committee officers and members. The pamphlet describes the standard order of business at a meeting, including calling a meeting to order, roll call, minutes, reports, unfinished and new business, and adjournment. Also discussed are how to amend and introduce motions, the most common types of motions, and special considerations for certain motions. Standard agenda preparation is outlined. The duties and rights of the chairperson are listed as are the duties and responsibilities of the co-chairperson, secretary, and members. A glossary of standard terms used in meetings completes the pamphlet. (SB)

In order to help parents and community members participate more effectively and better understand the importance of their involvement in the planning and administration of migrant education programs in Oregon, the English-Spanish booklet suggests general procedures for organizing, leading, and training Parent Advisory Committees (PACs), required by the 1978 Elementary and Secondary Education Act (ESEA) amendments in states administering Title I-Migrant funds. The booklet delineates the required composition of PACs and explains the six basic steps in PAC establishment: preparation; membership; training; organization; school officials support; and evaluation of effectiveness. The duties of the PAC and of participating school personnel are listed. A suggested model for complete by-laws for Title I-Migrant PACs is included in the appendices, along with many suggestions for planning effective meetings and being an effective leader. Statistics and information regarding current migrant child education services in Oregon are also given. In addition, appendices include a chart indicating who the PAC is to advise; an outline of standard agenda preparation; a map of 1979 migrant education sites in Oregon; and a glossary of 22 terms related to migrant education. The booklet has been designed to meet basic needs in all migrant education programs throughout Oregon, but can be modified to suit the needs of individual programs. (SB)

One of the major problems faced by migrant workers throughout the United States is a lack of awareness of the relationship between proper diet and an individual's general health and well being. To help solve this problem was the major objective of the series "Pick and Choose." The three 15-minute programs in the series present information related to the nutritional needs of migrants and show migrants as they live, shop, cook and eat. The food suggestions take into account their tastes and traditional foods. Program I is devoted to the kinds of foods and the different nutrients within them. Healthful snacks, and safe food handling are also discussed. Program II is concerned with various shopping methods; information on labeling, unit pricing, bargains, etc.; complementary proteins; and foods as the source of energy and a feeling of well being. Program III considers weight control, junk food and low calorie snacks. Presented in a fast-paced "Sesame Street" type format, the programs are available on broadcast tapes, videotapes and 16mm films. This guide for the three programs explains the nutritional information in the series, lists recipes and activities that may be used with adults and/or children, provides handouts to take home, and lists resources for more information about nutrition. The guide is printed in both English and Spanish. (Author/DS)

Used as an integral part of the migrant student skills system operated by the Migrant Student Record Transfer System (MSRTS), the reading skills list contains a catalog of reading skills typical of the K-12 grade range. This catalog includes a sample of the MSRTS transmittal record which permits teachers to report the reading skills being worked on at the time of the student's withdrawal. Published in English and Spanish, the document presents an explanation of terminology used for MSRTS reading skills: areas, topics, subtopics, and skills. It includes directions for recording reading skills development in the following areas: (1) decoding, which includes the topics of readiness, consonants, vowels, and structural analysis; (2) comprehension, which covers the topics of literal meaning, inferential reasoning, and vocabulary; and (3) study skills, which presents the topic of reading in the content area. Suggested uses to help the teacher receiving the MSRTS Reading Skills Record in developing a child's reading program are also included. (JD)

Used as an integral part of the migrant student skills system operated by the Migrant Student Record Transfer System (MSRTS), the oral language skills list contains a catalog of skills typical of the K-12 grade range. This catalog includes a sample of the MSRTS transmittal record which permits teachers to report the skills being worked on at the time of a student's withdrawal. Published in English and Spanish, the document defines terminology used for the MSRTS oral language skills list: areas, topics, subtopics, and skills. It includes directions for recording oral language development in listening and speaking in the following areas: (1) listening comprehension, which covers the topics of oral directions, recall, and relationships; (2) critical listening, which presents evaluation as a topic; (3) personal listening, which includes the topic of self-selected creative listening; (4) oral expression, which covers the topics of functional communication and creative communication; and (5) vocabulary development, which includes basic vocabulary and expanded vocabulary topics. The list also includes suggested uses of MSRTS Oral Language Records for teachers wishing to develop a child's oral language program. (JD)

Compiled to ensure cooperation between states and to provide continuity of reporting on developmental skills for the migrant child from birth through five years of age, this booklet lists the psychomotor, cognitive, and affective skills which are reported through the Migrant Student Record Transfer System (MSRTS). Published in both English and Spanish, the skill lists focus on the development of young children and reflect opportunities to explore, create, and sense a positive, warm, and secure setting in the world about them. The publication describes conditions to consider in selecting skill statements to report and gives directions, samples, and suggested uses for the MSRTS Early Childhood Transmittal Record. The lists display the skill descriptions and codes for the topics covered in the three educational areas: (1) psychomotor skills--gross and fine; (2) cognitive skills--oral language, visual, and auditory; and (3) affective skills--personal/interactional. Separate sections for each of the three areas define and expand the statements for each skill. A bibliography of 104 items presents sources used in the compilation of the skills statement. (JD)

Written in Spanish, this booklet contains information on three events occurring in the month of November: Armistice Day (November 11), the discovery of Puerto Rico (November 19), and Thanksgiving (last Thursday in November). Following a brief discussion of "Dia del Armisticio" (Armistice Day), first celebrated on November 11, 1919, the booklet provides a poem ("Despedida") and two activities which require students to form as many words as possible using the words "armisticio" and "veterano." Along with a discussion of Puerto Rico's discovery in 1493 are 13 suggested activities for class discussions and exercises, 4 poems ("La Borinquena,""A Puerto Rico,""Bella es mi tierra,""Adivinanzas"), a discussion of the diet of the Taino people, and 2 recipes for Taino bread and corn bread sticks. Information on the historical background of Thanksgiving is provided, along with four suggested activities; a word find activity; black and white drawings of a turkey, a cornucopia, and some fruits (grapes, pear, apple, orange, pineapple, banana, cherries); and the music and words for the song, "Gracias a Dios." (NQA)

Written in Spanish, this booklet contains information on three events occurring in the month of October: the discovery of America (October 12), the organization of the United Nations (October 24), and Halloween (October 31). Christopher Columbus' journey to America is discussed through a short story; an epic poem ("Velas Epicas"); and five poems ("A Cristobal Colon,""Descubrimiento,""La Rabida,""Isabel, La Catolica,""Los Conquistadores,""Soy Tu Hijo,""Oh America Mia!"). The booklet briefly describes the formation of the United Nations on October 24, 1945, as well as its emblem, motto and headquarters. A brief discussion of the historical beginning of Halloween is also provided, along with a 2-scene play ("El Sueno de Halloween"); a short play ("Halloween es Aquelarre"); and four poems ("Halloween,""Mi Calabaza,""La Fiesta de las Calabazas,""Las Brujas"). (NQA)