Educational Continuity & Instructional Time

1. Educational Continuity & Instructional Time Two of the Seven Nationally-Recognized Areas of Concern for Migrant Students

2. Observation Walk: • With a partner, go to a photograph and discuss it together. • Then, write: • An observation • A question or • A comment about the picture • When you’re ready, move on to another photo

3. 7 Areas of Concern Migrant children are thought to be at high risk of school failure due to seven areas of concern that arise out of the educational problems associated with the migrant lifestyle.

4. Migration • The defining characteristic of a migrant worker is “migration.” • Moving from one country, state, or area to another • For temporary or seasonal work • In agriculture or fishing

5. Roots of the 7 Areas of Concern • Many migrant workers share some common lifestyle characteristics that pose significant challenges in their lives • High levels of migration (mobility) • Moving from and to other countries • Low wages (working poor) • Usually low levels of educational attainment • Feeling isolated from the larger community due to cultural adjustment problems and language differences

6. For school-age children, migration means: What do you predict are the conditions or problems (directly related to the migrant lifestyle) that often prevent migrant children from performing well in reading and mathematics, or from staying in school and graduating.

7. Seven Nationally-Recognized Areas of Concern for Migrant Students • Educational Continuity • Instructional Time • School Engagement • English Language Development • Educational Support in the Home • Health • Access to Services

8. Our Objectives: • Identify the 7 Nationally-recognized areas of concern for migrant students • Discuss the importance of educational continuity and instructional time • Brainstorm ways to encourage and support migrant families in promoting the education of their children • Look for ways to better engage and serve our migrant students

9. Gallery Walk: • Go to your assigned chart and discuss the topic or question written there. • Using the colored marker, your group should write some responses on the chart. • When you are told to move, rotate clockwise to the next chart and repeat the process. • You may ask questions or respond to information written by previous groups.

10. Gallery Walk, continued: • When you return to your original chart: • Read what the other groups have written, • Summarize orally the responses on your chart.

11. What do you think is the most difficult part of moving to a new school?

12. What do you think is the most interesting or fun part of moving to a new school?

13. What can teachers and school personnel do to help new students feel welcome?

14. How can teachers encourage other students to welcome the new students?

15. What can schools and teachers do to minimize educational disruption for students who leave the district for a portion of the school year?

16. In what ways can migrant students enrich or benefit the school experience of non-migrant students?

17. In what ways can non-migrant students enrich or benefit the school experience of migrant students?

18. 1. Educational Continuity • Because migrant students often are forced to move during the regular school year, students tend to experience a lack of educational continuity. • Migrant students experience differences in: • curriculum • academic standards • homework policies • classroom routines • course placement, etc.

19. Consequences of Lack of Educational Continuity • Students who change high schools even once are less than half as likely to graduate. • Over a period of six years, students who have moved more than three times can fall a full academic year behind other students.

20. Game: Five Tricks • You have about 5 minutes to study the rules and practice playing 5 Tricks. • Then the rules will be taken away and no verbal communication is allowed. You may gesture or draw pictures, but NO WORDS. • Scoring begins at the start of the tournament. • Each round lasts a few minutes. • The GAME WINNER is the person taking the most tricks in the game. • The ROUND WINNER is the person taking the most games in the round. Usually, several games will be played during a round.

21. Game: Five Tricks (cont.) • Remember: no verbal communication is allowed. You may gesture or draw pictures, but NO WORDS. • The round winner moves up. • The round loser moves down. • (If there are more than 4 people at your table, the top 2 winners and losers move.) • Other players remain at the table. • Ties are resolved by alphabetical order.

22. Game: Five Tricks • Reflection questions: • What happened during the game? • What did you notice about your emotional reactions during the game? • How is school like playing Five Tricks? • What does the game suggest about the hidden aspects of culture?

23. 2. Instructional Time: Mobility also impacts the amount of time students spend in class and their attendance patterns.

24. Instructional Time • Such decreases in the time students spend engaged in learning leads to lower levels of achievement. • Ways to ameliorate the impact of family mobility and delays in enrollment procedures are essential.

25. Instructional Time: Allocated Time

26. Instructional Time: Allocated Time Engaged time

27. Instructional Time: Allocated Time Academic Learning Time Engaged time

28. Maximizing Instructional Time:What’s a teacher to do?

29. Maximizing Instructional Time- Some helpful practices: • Think-Pair-Share • Chunk and Chew – 10/2 • Minimize time wasted on: • management activities, • off-task behaviors, and • inattention

30. Maximizing Instructional Time-Increasing Student Engagement • Well planned lessons • Clear explanation of academic tasks or instruction • Strong classroom management skills • Appropriate amount of time spent on an academic task • Opportunities for students to apply learning in a meaningful way • Active student involvement • Lesson design meets the language and learning needs of students

31. Maximizing Instructional Time-Increasing Student Engagement • What do YOU do?

32. Ideas to mitigate loss of instructional time and educational continuity • PASS program • Homework packets • Summer school/tutoring • Teaching migrant parents to help their children in academics • Internet use for academics • On-line resources • Encouraging preschool enrollment

33. Goals Activities Washington State Migrant Education Program’s Service Delivery Plan • Categories: • Mathematics • Reading/ELL • Graduation • Readiness

34. Migrant Service Delivery Plan • Mathematics Goal 1: Help migrant parents assist their children in mathematics • Math family night • Encourage use of math strategies in the home • Lending libraries for math tools • Enrichment activities • Peer tutoring

35. Migrant Service Delivery Plan • Mathematics Goal 2: Increase enrollment of migrant students in “higher math” courses • Identify students who need to take higher math classes and intervene to help them catch up • Help students develop educational goals that match their career plans • Help students make a graduation plan

36. Migrant Service Delivery Plan • Reading/ELLs – Goal 1: Increase reading scores by having Student Learning Plans • Provide migrant-specific reading support and learning opportunities • Monitor migrant students in reading progress • Use Student Learning Plans

37. Migrant Service Delivery Plan • Reading/ELLs – Goal 2:Help migrant families support literacy in the home • Provide extra learning opportunities • Assist parents with strategies or a toolkit to increase literacy in the home • Help families access technology and resources like the library

38. Migrant Service Delivery Plan • Reading/ELLs – Goal 3:Help students access the Internet for academic purposes • Host parent nights to inform and train parents on Internet usage for academic purposes • Share information with parents on how and where to access public Internet services

39. Migrant Service Delivery Plan • Graduation- Goal 1: Award partial credit to migrant students • Work with migrant students to finish coursework to earn credit (PASS program, extended learning, contract-based learning) • Hire more Migrant Graduation Specialists • Provide options for earning partial credit • Award competency-based course credit • Increase communication between sending and receiving districts to share student records • Teach parents about procedures when they change schools or move to a new community • Inform parents and students about graduation requirements • Teach migrant families about Navigation 101, etc. • Teach parents how to advocate for their children • Electronic student portfolios

40. Migrant Service Delivery Plan • Graduation- Goal 2: Encourage migrant students to graduate and continue in higher education • Help families explore career opportunities • Establish a key person to talk to families about graduation and beyond • Provide trainings encouraging family support and school engagement • Develop parent leadership in PAC meetings

41. Migrant Service Delivery Plan • Readiness- Goal 1: Increase kindergarten readiness and preschool participation • Connect migrant families to preschool and health services • Conduct parent meetings regarding preschool participation and academic activities at home • Connect migrant families to kindergarten orientation and registration

42. Migrant Service Delivery Plan • Readiness- Goal 2: Encourage migrant families to do math and reading activities at home with their preschool children • Provide toolkits for families to assist children in reading and math at home in their first language • Model toolkit activities with migrant parents

43. Seven Nationally-Recognized Areas of Concern for Migrant Students • Educational Continuity • Instructional Time • School Engagement • English Language Development • Educational Support in the Home • Health • Access to Services

44. Our Objectives: • Identify the 7 Nationally-recognized areas of concern for migrant students • Discuss the importance of educational continuity and instructional time • Brainstorm ways to encourage and support migrant families in promoting the education of their children • Look for ways to better engage and serve our migrant students