JACK O’CONNELLState Superintendent of Public Instruction
1
Binational Students – Addressing the Challenges
through Innovation and Collaboration
Irma Turner, DirectorUkiah Unified School District
Isabel Quinonez, CoordinatorMigrant Education – Region 2Edda Caraballo, Consultant
California Department of EducationErnesto Ruiz, Administrator
California Department of Education
JACK O’CONNELLState Superintendent of Public Instruction
2
Agenda
I. Introduction►Challenges►What the data tells us
II. Binational Support Teacher Program
III. Summer Binational Teacher Program
IV. Binational Initiatives
V. Questions and Answers
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Excerpts from:Excerpts from:
U.S. Binational Migrant U.S. Binational Migrant Education Program (BMEP) Education Program (BMEP)
Comprehensive Needs Comprehensive Needs Assessment (CNA) Assessment (CNA)
8-State Pilot Survey Results8-State Pilot Survey Results
Draft – 2008Draft – 2008ByBy
Susan Duron, PhD,Susan Duron, PhD,
(Through a contract with the United States Department of Education(Through a contract with the United States Department of Education))
44
Concern StatementsConcern StatementsEducational ContinuityEducational Continuity
• We are concerned that binational students are missing school because they lack proper paperwork.
• We are concerned that high school binational students do not get credit for coursework completed.
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Concern StatementsConcern StatementsTime for InstructionTime for Instruction
• We are concerned that the high mobility of binational migrant students results in less time for instruction and in diminished student achievement.
• We are concerned that binational migrant students’ instructors are not trained in effective strategies resulting in less time being available for effective instruction.
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English Language DevelopmentEnglish Language Development
• We are concerned that binational students who travel between the two countries are learning language at a slower rate than their non-binational counterparts.
• We are concerned that binational students experience linguistic and cultural conflicts that affect their language development.
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Access to ServicesAccess to Services
• We are concerned that the number of international moves affects binational students’ access to services and success in school.
• We are concerned that because school counselors and other personnel are not trained to interpret transfer documents and transcripts, binational students are not properly placed in coursework and classes, get behind, and drop out.
• We are concerned that fear of immigration limits binational migrant students from accessing school and community services.
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U.S. Binational Migrant U.S. Binational Migrant Education Program (BMEP) Education Program (BMEP)
Comprehensive Needs Comprehensive Needs Assessment (CNA)Assessment (CNA)
8-State Pilot Survey Results8-State Pilot Survey Results
Draft – 2008Draft – 2008
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Number of Binational Students Number of Binational Students Identified in each StateIdentified in each State
• 48,514 binational students who made a qualifying move from Mexico to the U.S. between 9/1/06 to 8/31/07 were identified
• 54% of the binational students identified were in California and 35% were in Texas
State Number Percent
AR 551 1%
CA 26,399 54%
CO 487 1%
FL 1,969 4%
NE 1,205 2%
OR 681 1%
PA 399 1%
TX 16,823 35%
Total 48,514 100%
1010
Number of Binational StudentsNumber of Binational StudentsIdentified by Grade LevelIdentified by Grade Level
• 41% of the binational students were in grades K-5
• 17% were in high school
• 16% were out-of-school youth (OSY)
• 15% were in middle school
• 11% were ages 0-5
Level Number Percent
0-PK 5,441 11%
K-5 19,652 41%
6-8 7,469 15%
9-12 8,177 17%
OSY 7,775 16%
Total 48,514 100%
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Number of Binational Students Identified Number of Binational Students Identified as Limited in English Proficiency (LEP)as Limited in English Proficiency (LEP)
• 65% of all 34,560 K-12 binational students (excluding FL) were identified as LEP
• 72% of K-5 students were identified as LEP
• 62% of middle school stu-dents were identified as LEP
• 53% of high school students were identified as LEP
Does not include FL - information on the English proficiency of binational students is not collected
Level Number Percent
K-5 13,813 72%
6-8 4,528 62%
9-12 4,242 53%
Total K-12 22,583 65%
1212
Number of Binational Students Number of Binational Students Scoring Proficient in ReadingScoring Proficient in Reading
• 36% of identified binational students (excluding FL, NE, TX) were assessed in reading
• 21% of those assessed scored proficient or above
Does not include results for FL, NE, and TX as they do notcollect information on binational students tested
Level # (%) Tested # (%) Proficient
K-5 2,235 (27%) 456 (20%)
6-8 2,033 (48%) 441 (22%)
9-12 2,102 (42%) 439 (21%)
Total 6,370 (36%) 1,336 (21%)
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Number of Binational Students Number of Binational Students Scoring Proficient in MathScoring Proficient in Math
• 35% of identified binational students (excluding FL, NE, TX) were assessed in math
• 26% of those assessed scored proficient or above in math
Does not include results for FL, NE, and TX as they do notcollect information on binational students tested
Level # (%) Tested # (%) Proficient
K-5 2,260 (27%) 868 (38%)
6-8 2,028 (47%) 515 (25%)
9-12 1,906 (38%) 245 (13%)
Total 6,194 (35%) 1,628 (26%)
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Sample of Binational Sample of Binational Students in the U.S.Students in the U.S.
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Number of K-12 StudentsNumber of K-12 Studentsin the Sample by Statein the Sample by State
• 485 students were included in the survey
• 20% were from California
• 6 to 14% were from the other 7 states
State Number Percent
AR 54 11%
CA 98 20%
CO 60 12%
FL 62 13%
NE 69 14%
OR 57 12%
PA 27 6%
TX 58 12%
Total 485 100%
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Number of K-12 Students in Sample Number of K-12 Students in Sample by Grade Levelby Grade Level
• 52% of the students sampled were in grades K-5
• 26% were in grades 6-8
• 13% were in grades 10-12
• 9% were in grade 9
Level Number Percent
K-5 254 52%
6-8 125 26%
9 41 9%
10-12 65 13%
Total 485 100%
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Number of K-12 Students in the Sample Number of K-12 Students in the Sample by Country of Enrollmentby Country of Enrollment
• 60% of the students in the sample were enrolled only in the U.S.
• 34% were enrolled in both the U.S. and Mexico• 5% were enrolled only in Mexico
Grade # (%) Mexico Only
# (%) U.S. and Mexico
# (%) U.S. Only
K-5 12 (5%) 95 (37%) 147 (58%)
6-8 8 (6%) 45 (36%) 72 (58%)
9 3 (7%) 15 (37%) 23 (56%)
10-12 3 (5%) 11 (17%) 51 (78%)
Total 26 (5%) 166 (34%) 293 (60%)
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Number of H.S. Students in the Sample Enrolled Number of H.S. Students in the Sample Enrolled in Mexico and U.S. by Full Credit Awardedin Mexico and U.S. by Full Credit Awarded
• 8% of the H.S. students enrolled in Mexico and the U.S. were awarded full credit for all courses completed in Mexico
• 46% were not awarded full credit for courses completed in Mexico
• 46% did not know or did not respond
Grade # (%) No # (%) Yes # (%) Don’t Know/
No Response
9 7 (47%) 1 (7%) 7 (47%)
10-12 5 (46%) 1 (9%) 5 (46%)
Total 12 (46%) 2 (8%) 12 (46%)
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Number of K-8 Students in the Sample Enrolled Number of K-8 Students in the Sample Enrolled in Mexico and the U.S. by Grade Placementin Mexico and the U.S. by Grade Placement
• 74% of the K-8 students sampled were placed in the same grade when enrolling in the U.S.
• 19% were placed in a lower grade when enrolling in the U.S.
• 7% were placed in a higher grade when enrolling in the U.S.
Grade # (%) Lower Grade
# (%) Higher Grade
# (%) Same Grade
K-5 20 (21%) 6 (6%) 68 (72%)
6-8 6 (13%) 4 (9%) 35 (78%)
Total 26 (19%) 10 (7%) 103 (74%)
2020
Number of H.S. Students in the Sample Enrolled in Number of H.S. Students in the Sample Enrolled in Mexico and U.S. by Partial Credit AwardedMexico and U.S. by Partial Credit Awarded
• 27% of the H.S. students enrolled in Mexico and the U.S. were awarded all partial credits for courses completed in Mexico
• 23% were not awarded one or more partial credits• 50% did not know or did not respond
Grade # (%) No # (%) Yes # (%) Don’t Know/
No Response
9 5 (33%) 3 (20%) 7 (47%)
10-12 1 (9%) 4 (36%) 6 (55%)
Total 6 (23%) 7 (27%) 13 (50%)
JACK O’CONNELLState Superintendent of Public Instruction
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Binational Students – Addressing the Challenges
through Innovation and Collaboration
Irma Turner, DirectorUkiah Unified School District
Isabel Quinonez, CoordinatorMigrant Education – Region 2Edda Caraballo, Consultant
California Department of EducationErnesto Ruiz, Administrator
California Department of Education
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Summer Bi-national Teacher Program
Fitch Mountain Elementary-Healdsburg, CaliforniaSummer, 2009
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Region 2 Bi-national Region 2 Bi-national Stats Summer, 2009Stats Summer, 2009
26 bi-national teachers and 2 26 bi-national teachers and 2 dentists participateddentists participated
22 districts participated 22 districts participated
1,786 migrant students served by 1,786 migrant students served by bi-national teachersbi-national teachers
1,643 migrant parents attended 1,643 migrant parents attended school visitations, evening parent school visitations, evening parent presentations and or end of presentations and or end of summer cultural presentations summer cultural presentations
287 bi-national teachers have 287 bi-national teachers have served since 1996served since 1996
Bi-national Teachers, Summer 2009
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Team TeachingTeam Teaching Bi-national teachers team teach Bi-national teachers team teach
alongside with California teachersalongside with California teachers
Mexico and US teachers correspond Mexico and US teachers correspond via e-mail prior to teacher exchange for via e-mail prior to teacher exchange for summer planning of class lessons and summer planning of class lessons and activitiesactivities
Once in California, both teachers meet Once in California, both teachers meet for a day of planning prior to summer for a day of planning prior to summer school start dateschool start date
Both teachers learn pedagogical Both teachers learn pedagogical techniques, lessons and activities to techniques, lessons and activities to use on both sides of the borderuse on both sides of the border
In most cases, these teacher teams In most cases, these teacher teams continue to correspond to each other continue to correspond to each other via e-mail after the exchangevia e-mail after the exchange
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Cultural ActivitiesCultural Activities
Mexican and Mexican and Indigenous folk Indigenous folk dancesdances
Traditional arts and Traditional arts and craftscrafts
Presentations of folk Presentations of folk dances and art to dances and art to summer school summer school student bodystudent body
El Pescado, Michoacan folk dance
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Parent Parent EducationEducation
Language ReadinessLanguage Readiness Kindergarten Kindergarten
ReadinessReadiness Family Values-Family Values-ValoresValores
Domestic ViolenceDomestic Violence TraditionsTraditions Mental HealthMental Health And much more…And much more…
Bi-national Teacher, Claudia Lopez Lemus
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Outdoor EducationOutdoor Education
Physical education Physical education
Environmental Environmental educationeducation
Mexican arts and Mexican arts and craftscrafts
Mexican StorytellingMexican Storytelling
A Lesson On Energy
Ninety (90) migrant students participated in Ninety (90) migrant students participated in a five day outdoor education program in a five day outdoor education program in Cazadero, California.Cazadero, California.
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California Teacher California Teacher ExchangeExchange
Prepare a lesson which Prepare a lesson which includes a cultural exchangeincludes a cultural exchange
Prepare a hands-on science Prepare a hands-on science lessonlesson
Interview a migrant student Interview a migrant student who has studied in both who has studied in both countriescountries
Live with host familyLive with host family Participate in Press Participate in Press
ConferenceConference Participate in panel Participate in panel
presentation about the US presentation about the US educational systemeducational system
Present findings to school Present findings to school board, staff, parent meetings board, staff, parent meetings via power point upon returnvia power point upon return U.S. teachers, Laurie Rockstad and
Luz Navarrete, teaching in Michoacan, Mexico.
JACK O’CONNELLState Superintendent of Public Instruction
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For more information:
Irma Turner, DirectorE-mail: [email protected] or (707) 463-5286
Isabel Quinonez, CoordinatorE-mail: [email protected] or (707) 526-1272
Edda Caraballo, ConsultantCalifornia Department of Education
E-mail: [email protected] or (916) 319-0396 Ernesto Ruiz, Administrator
E-mail: [email protected] or (916) 319-0850
