Module I The Binational Migrant Student: “Who am I and what do I need to succeed?”

Module IThe Binational Migrant Student:“Who am I and what do I need to

succeed?”

Frank Davila

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Background and Overview

Background and Overview of a Binational Student

InET Consortium Incentive Grant

Certificate of Eligibility (COE) Work force related

Agricultural Dairy Forestry

Migrant student: travel within states and to other states

Binational Migrant student: travel across US/MX

border

Migrant Student Eligibility



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.

U.S. Definition of a Binational Student

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A binational student is any student who moves between Mexico and the United States.

Mexico’s Definition of aBinational Student

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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.

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.




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. Link to MOU:




Innovative Educational Technologies (InET) 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.



InET Participating States

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3

12

4

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71 – Arizona2 – Colorado3 – Minnesota4 – Nebraska (Lead State)5 – Oregon6 – Pennsylvania7 - Washington



InET Collaborating States

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13

2

5

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1 – Arkansas2 – Florida3 – Kansas4 – New Jersey5 – Utah6 – Wisconsin



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.

www.inet-migrant.org

http://www.inet-migrant.org/



The 7 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.



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 Mobility2) Differences in the U.S. and Mexican School Systems (i.e., curriculum/assessment differences)

3) Grade Placement and Secondary Credit Accrual4) Other (e.g., culture, health care)

Comprehensive Needs of Binational Migrant Students

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InET has developed: 6 Website Modules. 4 Electronic Training Materials. 6 New Innovative Educational

Technologies A website: www.inet-migrant.org


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Unique Needs of Binational Migrant

Students



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.

1) Student Mobility

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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.

Module 5 focuses on these distinctions

2) Differences in the U.S. and Mexican School Systems

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Because of the different requirements of the two educational systems, many binational youth in the U.S. who have completed Secundaria fall do not receive the appropriate support and become dropouts or out-of-school youth.

Curriculum and assessment varies between the 2 countries, resulting in students lacking necessary credits to graduate.

See Module 5 for more information

Differences in the U.S. and Mexican School Systems (Con’t)

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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.

3) Grade Placement and Secondary Credit Accrual

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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.

Grade Placement and Secondary Credit Accrual (Con’t)

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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 limited health services available for binational families.

4) Other Factors

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Promising Practices and Resources



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)

Collaborate with other states on their work

Student Mobility

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http://www.migrant.net/

http://www.dhs.gov/deferred-action-childhood-arrivals





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)

Differences in the U.S. and Mexican School Systems

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http://www.results.ed.gov/

http://www.cde.state.co.us/cde_english/index.htm





Utilize tutorial, computer labs, distance learning, correspondence courses, and summer programs to complete credits.

PASS (Portable Assisted Study Sequence) Courses (www.migrant.net)

Grade Placement and Secondary Credit Accrual (Con’t.)

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http://www.migrant.net/



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).

See www.inet-migrant.org


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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).

Collaborate with other states on their initiatives.

See Module 5 for more information


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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.


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Utilize correspondence courses and distance learning.

Provide information/training aimed at school administrators on the enrollment and continuity of instruction for binational students.


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Use “Suggested Guidelines for Grade Level Placement of Mexican Students Entering Texas Schools” (Center for Migrant Education). See Module 1 handout 4.

Contact PROBEM (Programa Binacional de Educación Migrante) Coordinators in Mexico. See the directory included as a Module 1 handout 5.


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Transfer Document (Contact local consulate office – www.ime.gob.mx)

Plazas Comunitarias (Contact local consulate office - www.ime.gob.mx)

INEA (Instituto Nacional de Educación para Adultos) (Contact www.inea.gob.mx)

Colorado Binational Toolkit (http://www.cde.state.co.us/cde_english/index.htm)


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http://www.ime.gob.mx/

http://www.ime.gob.mx/

http://www.inea.gob.mx/




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.

Other Support for Binational Migrant Students

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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.

Other Support for Binational Migrant Students (Con’t.)

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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 (see Module 2)

Other Support for BinationalMigrant Students (Con’t.)

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Promote the Teacher Exchange Program including support for English language programs for teachers of binational students (See Module 3 for more information)

Provide staff development opportunities for teachers to learn about the language and culture of binational students.

Other Support for BinationalMigrant Students (Con’t.)

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“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.

Resources for Binational Migrant Students

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http://www.amazon.com/

http://www.escort.org/



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)

Resources to Support Binational Migrant Students (Con’t.)

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http://projectsmart.esc20.net/

http://www.migrantliteracynet.com/

http://www.osymigrant.org/

http://basica.sep.gob.mx/reformaintegral/sitio/index.php?act=frontlibros

http://basica.sep.gob.mx/reformaintegral/sitio/index.php?act=frontlibros

http://www.ncfh.org/

http://results.ed.gov/

http://www.calmigranted.org/

http://www.calmigranted.org/

http://www.inet.org/

Please view video (¡Se Puede!)

on binational migrant students/families.



Contact – Insert the individual State, regional, or local contact information in here.

Visit – www.inet-migrant.org

Further Information
