1. Supporting the Social & Emotional Needs of Highly-Mobile Students
NWESD MEP Team
Tanya Rojas | Enrique Lopez | Clint Weckerly
1 min
Tanya kick off

2. Migrant Education Program
NWESD’s
Migrant
Education
Program
2 min

3. Supporting Our Districts
Everyone quick intro of what you do

4. Today’s Objectives

5. Enduring Understanding
I will broaden my understanding of the circumstances impacting the social-emotional realities of highly-mobile students
EU & EQs: 2 min
Clint

6. Essential Questions
How does relationship-building and learning about students’ lives foster student-centered support of their SEL?
What are some achievable, innovative models and strategies for supporting the continuously-evolving SEL needs of my district’s highly-mobile students?
Clint

7. Let’s Get Started

8. Activator Silently reflect: Share with a SOLEmate
ONE WORD that describes your approach to supporting the SEL needs of highly-mobile students
Share with a SOLEmate
Individual reflection: 2 min
Pair share: 4 min
Clint

9. Serving Highly-Mobile Students
Count off:
WE → SUPPORT → HIGHLY→ MOBILE → STUDENTS
Find your group’s table
Read about your assigned sub-group
Count-off & getting into small groups: 5 min
Enrique
“Remind participants, migrant students could fall within all subgroups and vice-versa
-qualifying move past 3 years and engage in qualifying ag work

10. Impacts of Mobility
Choose one or two ‘Challenges’ to examine as a group:
What connections does your group make among your ‘Challenge’ & the adjoining ‘Reasons for Mobility?’
Record your answers on the left side of your debrief sheet
Small group work: 10
Make graffiti sheets beforehand...line down the middle…’Impacts of Mobility’ & ‘Impacts of Support’
Also to consider: Are there any new challenges or reasons for mobility within your subgroup now?
What stands out at you?
Enrique

11. Impacts of Support
In your same groups, read the vignette about Ricardo
How might your group’s ‘challenge(s)’ compound with Ricardo’s scenario?
What are some strategies for relationship-building in supporting Ricardo?
Record your answers on the right side of your debrief sheet
Choose a reporter!
Share out → 1 minute per group
Vignette reading & brainstorm: 10 min
Share-out: 10 min
Clint

12. Dream Fields
An Anthology by Mount Vernon Migrant Youth and their allies
Qualitative Data; insight to understand circumstance of Migrant Youth (Relationship)
Strategy for Support; learning about students’ lives (Respect)
Process for Support; Remove deficit perspective and uplift assets (Relevance)

13. Walking in my shoes Read your excerpt Identify 3 assets
Share 1 asset with the group:
My name is _______ and I am _______.
4-5 min
Assets: Triumphs, Values, Traditions, Skills, Knowledge, Resilience, Languages etc...

14. trojas@nwesd.org | elopez@nwesd.org | cweckerly@nwesd.org
| Thank you |
NWESD MEP Team
| |
1 min