1. Regular Term Instruction
Andrea
Presenters: Dr. Barbara Medina and Andrea Vazquez

2. Agenda: Regular Term Instruction
Introductions
Requirements
Promising practices
Focus questions
Questions and answers
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3. Federal Requirements
Federal statutes, regulations, and guidance on regular term instruction are found in sections 1304(c)(6), 1306(b) of Title I, Part C and throughout the MEP Non-regulatory Guidance (NRG) at
The services to be provided include educational activities for eligible children (e.g., tutoring before/after school) and educationally-related support activities (e.g., advocacy, health, nutrition)
Barbara

4. Regular Term Instruction
Barbara

5. Discussion Questions Select a recorder and a reporter for your table.
Work with the people at your table to discuss the questions that follow.
The recorder writes a summary of the group’s discussion on the chart paper.
The reporter reports out during the debrief session.
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6. What regular term services are provided at your site to migrant students in pre-K through high school? (list two or three)
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7. What issues or challenges have you run into with in serving migrant children and youth?
Andrea

8. What successful practices have you seen?
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9. What resources are needed to better enable you to serve students during the regular term?
Andrea

10. Debrief Discussion Questions
What regular term services are provided at your site to migrant students in pre-K through high school?
Andrea

11. Debrief Discussion Questions
What issues or challenges have you run into with in serving migrant children and youth?
Andrea

12. Debrief Discussion Questions
What successful practices have you seen?
Andrea

13. Successful Practices
Teachers are trained to work with culturally and linguistically diverse students (standards for CLD)
o Understand English Language Development (proficiency levels)
o Student centered (native language and cultural background viewed as an asset)
o Use realia & visuals (a focus on building comprehension)
o Collaboration (student’s learn together and from each other)

14. Successful Practices Culturally Responsive
Curriculum that is “meaningful “and relevant to student’s lives and quality materials in home/native language
There are various instructional organization or models to serve ELD students
Newcomer
Dual Language
Bilingual
Transitional

15. Successful Practices
QTEL Model (Quality Teaching for English Learners) (Walqui 2006, WESTED, 2000)
Sustain academic rigor
Hold high expectations
Engage student’s in quality interaction
Sustain a focus on language
Develop quality curriculum

16. Debrief Discussion Questions
What resources are needed to better enable you to serve students during the regular term?
Andrea

17. Innovative technology to increase student reading and math achievement and student engagement
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18. Strategy: Innovative technology to increase student reading and math achievement and student engagement
Hands-on and innovative projects
Graphic design
Robotics
Experiments
Computer-assisted storytelling
Interactive online instruction
Coordination w/statewide advocates
Innovative educational technology can be stand alone or part of an extended day or summer program!
Andrea

21. Migrant Mentor/Advocacy Program
Barbara

22. Mentors meet for a full school year or the time the migrant student is there
Barbara

23. Operates in a school with staff working to build positive relations
Barbara

24. Some structured activities to increase academic skills
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25. Mentors advocate with teachers and administrators to navigate the school system
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26. Stipends can be paid to mentors
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27. Strategy: Support for children ages 4-5 through partnerships, early educ. providers, and parents
Transportation assistance for parents/children
Needs assessment results
Lists of community services and contacts
Participation in service provider meetings
Partnerships with local libraries
Family literacy/engagement and home visits
Coordination w/state and Federal initiatives
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28. Andrea

29. Strategy: In-home school readiness instruction
Include the domains of development: physical, social/emotional, and cognitive
Culturally-appropriate activities to connect with the child’s environment and experience
Support different learning styles
Hands-on and manipulatives
Child and parent skills inventories
Explicit literacy and numeracy activities
Hold several parent/child mtgs during the year to demonstrate strategies to parents for preparing their child for school
Barbara

30. Supplemental instructional services to improve students’ reading and math skills
Barbara

31. Activity: Gallery Walk – Part 1
There are supplemental services posted around the room.
Work with the people at your table to identify examples of the supplemental services that are provided by your district to migrant students.
Record these examples directly on the chart paper.
Supplemental instruction should support the general education program
Andrea

32. Activity: Gallery Walk – Part 2
Begin at the assigned chart paper.
Place a sticky dot on the service which is currently used most by your program.
When prompted, rotate (clockwise) to the next chart paper and repeat.
Repeat until you have selected one service for each chart paper.
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33. Debrief Supplemental Services
Extended school day
Online instruction
Tutoring w/intentional content for skill bldg.
Frequent communication w/parents & staff
Project-based learning
Older-to-younger student mentoring and tutoring
Andrea

34. Strategy: Professional development to prepare staff to work with migratory children
Understanding the migrant lifestyle and culture
Mitigating the effects of interrupted education
Knowledge of school and community resources
Importance of ensuring that content is comprehensible and strategies appeal to all learning styles
Understanding of the state MEP CNA, SDP, and strategies and how students are identified and recruited
Professional development should focus on the unique needs of migrant children and youth
Barbara

35. Professional Development
Knowledge of migrant lifestyle and culture
Knowledge of school and community resources
Instructional strategy and learning style comprehension
Mitigating the effects of interrupted education
Understanding of the State MEP, CNA, SDP and strategies and how students are identified and recruited
Professional Development

36. Let’s revisit the KWL chart!
Regular Term Instruction
Let’s revisit the KWL chart!
Barbara

37. Questions from the Group?