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Module I

Module I. The Binational Migrant Student: “Who am I and what do I need to succeed?”. Rev. 06/04/13. Background and Overview. U.S. Definition of a Binational Student.

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Module I

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  1. Module I The Binational Migrant Student: “Who am I and what do I need to succeed?” Rev. 06/04/13

  2. Background and Overview

  3. U.S. 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.

  4. Mexico’s Definition of aBinational Student A binational student is any student who moves between Mexico and the United States.

  5. History of the Binational Initiative • In 1976, educators in Mexico and the United States collaborated to address the needs of binational migrant students. • The states of Michoacán and California initiated efforts to work together on issues related to the education of students who migrate between the U.S. and Mexico.

  6. 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 Secretariat of Education (Secretaría de Educación Pública) to strengthen the working relationship to enhance efforts to improve primary, secondary, and postsecondary education in both countries.

  7. History of the Binational Initiative • An Annex to the MOU is signed every 2 years • to encourage more State MEPs to participate in the Binational activities; and • to help support the already established state Binational efforts with 1308 coordination funds. • Annex IX to the MOU was signed in November 2012.

  8. Innovative Educational Technologies to Improve Interstate Coordination and Support Educational Continuity and Achievement for Migrant Students who Travel Between the US and Mexico began in 2012. • InET is a Consortium Incentive Grant (CIG) funded with Title I-C, Section 1308 monies.

  9. 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

  10. InET Collaborating States 1 – Arkansas 2 – Florida 3 – Kansas 4 – New Jersey 5 – Utah 6 – Wisconsin 6 4 5 3 1 2

  11. A 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.

  12. The 8 InET states 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.

  13. InET is working to develop: • 6 Website Modules. • 4 Electronic Training Materials. • 6 New Innovative Educational Technologies.

  14. Unique Needs of Binational Students

  15. Comprehensive Needs of Binational Students • Data from a Binational Comprehensive Needs Assessment (CNA) conducted with 8 key U.S. binational states indicated unique needs corresponding to 4 general areas: 1) Student Mobility 2) Differences in the U.S. and Mexican School Systems (i.e., curriculum/assessment differences) 3) Grade Placement and Secondary Credit Accrual 4) Other (e.g., culture, health care)

  16. 1) 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.

  17. 2) Differences in the U.S. and Mexican School Systems Binational students may not receive adequate educational assistance from school staff who may not be aware of the different requirements in Mexico and the U.S.

  18. Differences in the U.S. and Mexican School Systems (Con’t) 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. Curriculum and assessment varies between the 2 countries, resulting in students lacking necessary credits to graduate.

  19. Differences in the U.S. and Mexican School Systems (Con’t) Mexico’s school system offers a 3-shift schedule whereas most U.S. schools do not; therefore some older binational students drop out of school to work.

  20. 3) Grade Placement and Secondary Credit Accrual In Mexico, binational students may be 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, fall behind, and drop out.

  21. Grade Placement and Secondary Credit Accrual (Con’t) High school binational students may not get credit for coursework completed (i.e., reciprocity in credit transfer). Binational migrant students may not be engaged through high quality core content, strategies, and materials to motivate them in school. In some states, binational students may be incorrectly placed in the proper grade due to school staff lacking knowledge of the Mexican school system.

  22. 4) Other • Binational students often experience social/cultural identity shock and a lack of sense of belonging on both sides of the border which weakens their desire to stay in school. • Binational students who travel between the two countries may be learning language at a slower rate than their non-binational counterparts. • There is a lack of health services available for binational families.

  23. Promising Practices and Resources

  24. Student Mobility MSIX Move Notification Process The Portable Assisted Study Sequence (PASS) found at www.migrant.net Provide information to students/families about the Deferred Action for Childhood Arrivals (http://www.dhs.gov/deferred-action-childhood-arrivals)

  25. Differences in the U.S. and Mexican School Systems See “Grade Level Comparison – US/MX” showing the two systems. This handout contained in Module I. “Handbook for Educators Who Work With Children of Mexican Origin” (S. Johnson and F. Hernández) “Demystifying the Mexican School System” (A. Vázquez, www.results.ed.gov) “Colorado Binational Toolkit” (Contact Colorado Department of Education http://www.cde.state.co.us/cde_english/index.htm)

  26. 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 (www.migrant.net)

  27. 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. 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. • Explore successful partnerships between the US and Mexico and expand them to other states (e.g., Hidalgo-Arizona, Utah-SEP).

  29. Grade Placement and Secondary Credit Accrual • Network between U.S. and Mexico educators regarding records, schedules, credits, special education issues, promotion and graduation requirements – PROBEM & MEP directories. • Design systems to send books, assignments and other course requirements with departing binational students.

  30. Grade Placement and Secondary Credit Accrual • Utilize correspondence courses and distance learning. • Provide information/training aimed at school administrators on the enrollment and continuity of instruction for binational students.

  31. Grade Placement and Secondary Credit Accrual • Use “Suggested Guidelines for Grade Level Placement of Mexican Students Entering Texas Schools” (Center for Migrant Education). • Contact PROBEM (Programa Binacional de Educación Migrante)Coordinators in Mexico. See the directory included as a Module I handout.

  32. Grade Placement and Secondary Credit Accrual • Transfer Document (Contact local consulate office – www.ime.gob.mx) • Plazas Comunitarias(Contact local consulate office - www.ime.gob.mx) • INEA (InstitutoNacional de Educación paraAdultos) (Contact www.inea.gob.mx) • Colorado Binational Toolkit (http://www.cde.state.co.us/cde_english/index.htm)

  33. 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.

  34. Other Binational Student Needs • Involve binational students in extracurricular activities such as multicultural clubs, sports, etc. • Incorporate history and culture of binational students in classroom lessons and school activities. • Involve binational exchange teachers with binational students.

  35. 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.

  36. 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.

  37. Other Binational Student Needs • “50 Strategies for English Language Learners” (Adrienne Herrell and Michael Jordan at www.amazon.com) • “Help! They Don’t Speak English!” (www.escort.org) • Collaborate with local agencies: dental, medical, mental offices to offer free exams. • Identify an instructional model that specifically addresses the academic and supportive services needs of the binational migrant child.

  38. 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. • Colorado Binational Toolkit (www.cde.state.co.us/cde_english/index.htm)

  39. Other Binational Student Needs • Math MATTERS – Math Consortium Incentive Grant (http://projectsmart.esc20.net) • Migrant Literacy CORE – Reading Consortium Incentive Grant (www.migrantliteracynet.com) • SOSOSY – Out-of-School Youth Consortium Incentive Grant (www.osymigrant.org) • SEP Textbooks online (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 (http://www.calmigranted.org/) • Scholars in the Field: The Challenges of Migrant Education • InEt Website (www.InEt.org)

  40. Please view video (¡Se Puede!) on binational migrant students/families.

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