Presentation Transcript

1. Colorado Migrant Director/Coordination Meeting Innovative Educational Technology (InET) Frank S. Dávila, InET Coordinator February 27, 2013 Denver, CO

2. The Binational Migrant Student

   “Who am I and what do I need to succeed?” Nayarit
3. Background and Overview of a Binational Student
4. US Definition of a Binational Student A binational student is an eligible migrant student who moves between Mexico and the United States with his/her parents or as an emancipated youth at least once in the last 36 months.
5. Mexico’s Definition of aBinational Student A binational student is any student who moves between Mexico and the United States.
6. History of the Binational Initiative Program began in 1976 as a collaborative effort between educators in Mexico and the United States. The states of Michoacán and California initiated efforts to work with Mexico on issues related to the education of students who migrate between the U.S. and Mexico.
7. History of the Binational Initiative Other States became involved, giving birth to the Binational Migrant Education Initiative (BMEI). In 1990 a Memorandum of Understanding (MOU) was signed by the U.S. Department of Education and Mexico’s Secretaría de EducaciónPúblicato strengthen the working relationship to enhance efforts to improve primary, secondary, and postsecondary education in both countries.
8. History of the Binational Initiative An Annex to the MOU is signed every two years to (1) encourage more State migrant programs to participate in the Binational activities, and to (2) help support the already established state Binational efforts with 1308 coordination monies. Annex IX to the MOU was signed in November 2012.
9. Innovative Educational Technologies to Improve Interstate Coordination and Support Educational Continuity and Achievement for Migrant Students who Travel Between the US and Mexico Consortium Incentive Grant (CIG) funded with Section 1308 monies
10. InET Participating States 8 1 – Arizona 2 – Colorado 3 – Idaho 4 – Minnesota 5 – Nebraska (Lead State) 6 – Oregon 7 – Pennsylvania 8 - Washington 6 4 3 7 5 2 1
11. InET Collaborating States 1 – Arkansas 2 – Florida 3 – Kansas 4 – New Jersey 5 – Utah 6 – Wisconsin 6 4 5 3 1 2
12. Priority of InET is to expand access to innovative educational technologies to increase the academic achievement of eligible migrant students whose education is disrupted due to frequent moves across state and international borders.
13. The 8 InET states will use innovative technologies to Foster awareness of eligible binational migrant student needs. Imagine, plan, and design systems for services. Create and deliver resources, materials, and programs. Improve existing infrastructures. Produce solutions for raising student achievement. Disseminate effective practices to the MEP community.
14. The InET will develop 6 Website Modules 4 Electronic Training Materials 6 New Innovative Educational Technologies
15. Unique Needs of a Binational Student
16. Unique Needs of Binational Students Data from the Binational Comprehensive Needs Assessment indicated unique needs of binational students which can be categorized into four general areas Student mobility Differences between the U.S. and Mexican School Systems Grade Placement and Secondary Credit Accrual Other (i.e., culture, health, etc.)
17. Student Mobility The number of international moves affects binational students’ access to services and success in school. Fear of immigration limits binational migrant students from accessing school and community services.
18. Differences Between the U.S. and Mexican School Systems Binational students may not receive adequate educational assistance from school staff due to the different requirements in Mexico and the U.S.
19. Differences Between the U.S. and Mexican School Systems Because of the different requirements of the two educational systems, many binational youth in the U.S. who have completed secundaria fall between the cracks as dropouts or out-of-school youth.
20. Differences Between the U.S. and Mexican School Systems Mexico’s school system offers a staggered 3-shift schedule whereas most U.S. schools do not; therefore some older binational students drop out of school to work.
21. Grade Placement and Secondary Credit Accrual Binational students are missing school because they lack proper paperwork (e.g., Apostille, report cards, transcripts, Transfer Document, etc.). School counselors and other personnel are not trained to interpret Transfer Documents and Mexican school records; therefore binational students may not be properly placed in coursework/classes, get behind, and drop out.
22. Grade Placement and Secondary Credit Accrual High school binational students do not get credit for coursework completed (i.e., reciprocity in credit transfer). Binational migrant students are not engaged through high quality core content, strategies, and materials to motivate them in school. Binational students are often incorrectly placed in grades due to lack of knowledge of the Mexican school system by school staff.
23. Other Binational students often experience social/cultural identity shock and a lack of sense of belonging on both sides of the border weakening their desire to stay in school. Binational students who travel between the two countries are learning language at a slower rate than their non-binational counterparts.  There is a lack of health services available for binational families.
24. Resources
25. Resources Related to the Differences Between the U.S. and Mexican School Systems See “Grade Level Comparison – US/MX” “Handbook for Educators Who Work With Children of Mexican Origin” (S. Johnson and F. Hernández) “Demystifying the Mexican School System” (A. Vazquez, RESULTS web-site) “Colorado Binational Toolkit”
26. Resources Related to Grade Placement and Secondary Credit Accrual Utilize tutorial, computer labs, distance learning, correspondence courses, and summer programs to complete credits. PASS (Portable Assisted Study Sequence) Courses (Note: link to PASS website)
27. Resources Related to Grade Placement and Secondary Credit Accrual Create a pool of resources and best practices for credit accrual via the Internet to benefit binational migrant students Develop a nationwide system (in each country) for reviewing high school and bachiller transcripts, determining equivalence, and awarding credits (full and partial)
28. Resources Related to Grade Placement and Secondary Credit Accrual Create a guide coded with U.S./Mexico courses for training high school counselors on how to interpret transcripts for issuing credit Look into Oregon’s alignment model and other successful partnerships and expand them to other states (e.g.., Hidalgo-Arizona, Utah-SEP). Network between U.S. and Mexico educators regarding records, schedules, credits, special education issues, promotion and graduation requirements – PROBEM & MEP directories.
29. Resources Related to Grade Placement and Secondary Credit Accrual Design systems to send books, assignments and other course requirements with departing students. Utilize correspondence courses and distance learning. Provide information/training to school administrators on the enrollment and continuity of instruction for binational students
30. Resources Related to Other Binational Student Needs Provide internships through universities in communities where binational students reside to discuss positive professional practices Establish a student welcoming committee, buddy system, peer mentoring, etc. Assign a teacher, counselor, or MEP staff to mentor newly enrolled binational students.
31. Resources Related to Other Binational Student Needs Involve binational students in extracurricular activities such as multicultural clubs, sports, etc. Incorporate history and culture of binational students in class-room lessons and school activities. Involve binational exchange teachers with binational students.
32. Resources Related to Other Binational Student Needs Provide language and achievement information to receiving schools to allow them to more quickly and efficiently identify binational students’ learning gaps including lack of language proficiency Provide staff development for teachers to learn about the issues that binational students face in bridging two languages and cultures
33. Resources Related to Other Binational Student Needs Promote the Teacher Exchange Program including support for English language programs for teachers of binational students Provide staff development opportunities for teachers to learn about the language and culture of binational students
34. Resources Related to Other Binational Student Needs “50 Strategies for English Language Learners” (S. Durón) “Help! They Don’t Speak English!” (ESCORT) Collaboration with local agencies: dental, medical, mental offices to offer free exams Identify a pedagogical model that specifically addresses the instructional needs of the binational migrant child
35. Resources Related to Other Binational Student Needs Conduct a comparative analysis of the curriculum in both countries to allow teachers to diagnose and prepare instructional materials suitable to each student’s educational level. Use the media and Internet to disseminate results.
36. Resources Related to Other Binational Student Needs MASTERS – Math Consortium Incentive Grant (http://projectsmart.esc20.net) Learn2Succeed – Reading Consortium Incentive Grant (www.migrantliteracynet.com) SOSOSY – Out-of-School Youth Consortium Incentive Grant (www.osymigrant.org) SEP Textbooks on-line (http://basica.sep.gob.mx/reformaintegral/sitio/index.php?act=frontlibros) National Center for Farmworker Health (www.ncfh.org) RESULTS website (http://RESULTS.ed.gov) California MEP Health Resources Scholars in the Field: The Challenges of Migrant Education InEt Website (www.InEt.org)