Education Without Borders
- PROPOSAL SUBMISSION DEADLINE: FRIDAY, SEPTEMBER 27, 2019
- NOTIFICATION EMAIL: NOVEMBER 2019
The Pennsylvania Migrant Education Program and English Language Development Conference is designed to provide a space for parents, teachers, administrators, scholars, and PDE staff to engage in professional practices of knowledge sharing, discussion, critical analysis, and re-visioning of educational policies and practices for the purpose of advancing the quality of educational experiences for Migrant Education and English Learner students and families. Each conference session seeks to promote the conference’s broader goal of strengthening systems and building capacity at all levels. Following an ecological systems approach, the conference attends to both formal and informal learning across the lifespan, attending to students’ positive educational and developmental growth from birth through high school graduation by promoting strong partnerships between home, school, and community contexts.
This year’s conference will highlight innovative and effective practices related to the delivery of migrant education and English language development services to eligible students and families; administrative leadership; promising practices for promoting student achievement; strengthening systems to support high-impact family engagement; designing strong home-school-community partnerships; culturally responsive schools and classrooms; collecting, analyzing, and using data to make programmatic and instructional decisions; leadership in connecting educational policy and practice; and strategies that foster student resiliency. In addition to the more traditional workshop sessions, the conference offers opportunities for guided discussion and networking in roundtable and poster sessions.
The conference sponsors seek high-quality workshops that explicitly draw connections between current research and educational practice. Presentations that are co-designed and co-presented by researcher-practitioner teams will receive additional consideration in the review process.
The collection, analysis, and use of educational data are central to educational improvement efforts. Data-driven decision-making is a cornerstone of educational practice in the 21st century and federal and state regulations are pushing data-based programming to the forefront for determining accountability measures. This conference theme invites proposals that expand our understanding, conceptualization, and knowledge of data collection, analysis, and use to include educators at all levels (i.e. classroom teachers, school principals, and district-level administrators) in the data-driven decision-making experience. Proposals within this theme might:
- Offer training on designing research initiatives that include collecting, analyzing, and using data.
- Provide guidance on methods for data collection and analysis.
- Provide opportunities for educators to practice analyzing data sets.
- Offer examples of successful practitioner research initiatives in schools.
Educational policymakers and administrative leaders at the state and local levels are working to adapt current practices and develop innovations to comply with the new federal regulations under ESSA. Educational leaders play a key role in understanding current policy, disseminating that knowledge, and determining best practices for policy implementation. Leaders must have accurate and in-depth knowledgeable of the most recent policy developments and recognize the ways in which educational policy impacts educational practice. This conference theme invites proposals that are designed to strengthen the knowledge base in our professional communities about various topics within the policy realm as well as workshops that explore and demonstrate examples of innovative and effective leadership in schools and communities. Proposals within this theme might:
- Present models for supporting new educators, school or program staff, or administrators, and/or responding to teacher-turnover.
- Overview and provide guidance on current policy and regulations and the ways in which they impact educational practice.
- Share practices for strengthening educational leadership within and across school systems through mentorship, apprenticeship, teacher preparation fieldwork, or in-service teacher residency.
- Share strategies for increasing the diversity in educational administration through training/or and recruitment.
Our vision for family engagement extends beyond school walls as we consider ways to build home-school-community partnerships that deeply explore the power of authentic relationships. This conference theme invites proposals that present techniques and best practices that school- and community-based support services personnel, classroom teachers and specialists, MEP staff and coordinators, and school and district administrators can draw upon to develop or strengthen family engagement initiatives and community partnerships. Proposals that explicitly articulate how their family engagement approach is in alignment with ESSA will receive priority consideration. Topics within this theme might:
- Explore successful examples of parents and teachers collaborating on curriculum, instruction, and/or assessment.
- Offer guidance to practitioners and leaders for developing collaborative cultures in which parents and school staff are able to engage in discussions around co-designing and co-planning initiatives and/or student programs.
- Offer innovative initiatives that show promise for promoting high-impact family engagement; fostering an inclusive classroom climate that celebrates student and family diversity; and compiling educational resources that reflect the diverse heritages of the students and community.
- Share innovative practices for the development and coordination of Parent Advisory Councils (Migrant Education or Title I) and strategies for sustaining ongoing participation of parents and families in parent engagement initiatives.
- Articulate strategies for meaningful communication with families whose primary home language is other than English to ensure that families are able to engage in informed decision-making regarding their child(ren)’s education.
Ensuring that students receive support services for which they are eligible is a priority for practitioners and administrators who work with Migrant Education and ELD programs. This conference theme invites proposals that address aspects of the Migrant Education Program related to the eligibility, identification, and recruitment of migrant children and youth. Given the eligibility changes to the program as a result of the Every Student Succeeds Act (ESSA), sessions must spark in-depth discussions on the effective implementation of ESSA at the regional, district, and state levels.
In the MEP, identification refers to determining the location and presence of migrant children, and recruitment refers to making contact with migrant families, explaining the MEP, securing the necessary information to make a determination that the child is eligible for the MEP, and recording the basis of the child’s eligibility on a COE. Upon successful recruitment of a migrant family, eligible children may be enrolled in the MEP.
In ELD programs, the identification and placement process begins with the Home Language Survey and subsequent family interview and ACCESS placement testing. Workshops that explore best practices for effectively administering these processes and accurately placing students in the LIEP in a timely manner are highly encouraged.
Proposals within this theme might:
- Explore innovative strategies for identifying, recruiting eligible MEP families into the Migrant Education Program and strategies for ensuring retention of students once they are enrolled in the program.
- Offer overview and guidance on the technical processes related to ID&R in MEP and identification and placement in ELD.
- Share innovative strategies for issuing the Home Language Survey and/or facilitating the Family Interview in ELD.
Migrant students and English Learners make up one of the fastest growing student populations in U.S. educational settings, and educators across instructional contexts share responsibility for meeting the needs of these diverse students. This conference theme invites proposals that address innovative instructional designs and practices that seem promising for facilitating student achievement. Proposals within this theme might:
- Offer approaches for analyzing, selecting or authoring culturally-responsive curricular, instructional, and/or assessment materials .
- Share specific examples and approaches to support out of school youth as well as EL and Migrant Student in alternative education, in-home instruction, and informal educational contexts.
- Strategies that facilitate increased attendance, engagement, retention, and graduation.
- Focus on connecting learning opportunities that are provided through after-school programs, in-home instruction, summer programming and other extended learning opportunities, in addition to ensuring that ELs and migrant children are given equal access to these resources.
- Share practices that are rooted in current research and practice for promoting literacy and biliteracy for emergent multilingual students at all levels of their education.
- Offer strategies for making grade-level academic content accessible and relevant to multilingual and multicultural students.
- Present examples of culturally-responsive curriculum designs and pedagogy.
- Present promising practices for supporting students who are transient and/or have limited or interrupted formal education.
- Share promising practices related to designing and implementing the LIEP to meet the needs of ELs who have been identified and placed in ELD.
Early childhood educators work with families of infants, toddlers, and preschoolers to place migrant children in early childhood education programs like Head Start, Even Start, Early Intervention and Pre-K Counts, as well as other high-quality daycare or nursery school facilities. If a preschool child is not able to attend a campus-based program, PA-MEP in-home visitors provide school readiness learning programs to the child and parents. Proposals within this theme might:
- Encourage parent participation in in-home activities with their children to facilitate school readiness.
- Model research-based instructional practices that promote positive child development.
- Model practices that align to the OCDEL early childhood academic standards and WIDA standards if applicable.
- Present curricular adaptations that leverage the diverse funds of knowledge that Migrant and other multilingual or multicultural students draw upon to facilitate learning
In our rapidly and ever-changing global world, students are facing change in hyperspeed. For Migrant Education students and English Learners, that change often includes crossing a myriad of physical and symbolic borders, learning a new language, and integrating into a more multicultural sense of being as they move between their home culture and the dominant culture of U.S. schooling and society. Resiliency allows students to face adversity and adapt to new and often difficult circumstances in a positive and productive manner. Children who develop resiliency are better equipped to learn from failure and accept challenges as opportunities, and exhibit a growth mindset (Price-Mitchell, 2015). This conference theme invites proposals that focus on proven strategies and practices that foster student resiliency. Proposals within this theme might:
- Share strategies to help students develop and maintain positive coping mechanisms related to stress and trauma.
- Offer guidance on ways in which teachers and administrators can help facilitate positive acculturative outcomes for migrant students and/or English learners.
- Share examples of programs or practice that facilitate students’ development of a positive and affirming identity, develop strong interpersonal relationships with peers and adults.
- Share strategies for helping students develop and maintain a growth mindset.
Types of Sessions
The professional institutes provide an opportunity to explore a particular topic or practice in greater depth. The institutes should be informed by current research in the field and draw explicit connections between research and current practices in the field. Participants will have the opportunity to engage in discussion about theory, research, and/or practice as well as have facilitated opportunities to apply learning to practical educational designs. The ELD Professional Institute requires 6 hours of content and facilitation; the MEP Professional Institute requires 3 hours of content and facilitation.
An Interactive Workshop provides an opportunity to engage participants in active, collaborative, experiential learning. The primary focus of an interactive workshop is to facilitate participants’ development of one or more skills. Sessions that model a promising practice or instructional strategy and engage participants in application, reflection and inquiry are especially encouraged. Interactive workshops should be designed to accommodate up to 50 participants.
A presentation offers information to develop or expand attendees’ knowledge about a specific topic in which a presenter offers a formal presentation in the form of a PowerPoint or Prezi, for example. Presenters will engage the audience throughout the presentation through discussion, turn and talk, individual application exercises, and/or other engagement strategies. Presentations should be designed to accommodate up to 100 participants.
A Roundtable engages the presenter and audience members in a group discussion about the presenter’s chosen topic or program/practice. This format may also be used to discuss receive feedback on a work-in-progress. You are expected to present for 10 minutes, and then engage participants in discussion with audience members. These 45-minute sessions will be held in a large meeting room with round tables that seat 8 people each. New presenters and graduate students are especially encouraged to propose this type of session. However, all levels are welcome.
Instructions for Submitting a Proposal
PROPOSAL SUBMISSION DEADLINE: FRIDAY, SEPTEMBER 27, 2019
Completed proposals must be submitted via the online submission portal, and must include the following elements to be considered for inclusion in this year’s conference program:
Each presentation must have one person identified as the Lead Presenter. Please review the Lead Presenter responsibilities before submitting your proposal. The lead presenter will be listed first (first author) in the list of presenters for a given session
- Include the name, professional title, organization, email address, and phone number for the lead presenter. The lead presenter will be listed first in the list of presenters for a given session.
- List any co-presenters in the order they should appear in the program. For each co-presenter, please include name, title, and organization.
- Include appropriate abbreviations to indicate earned doctoral degrees after the presenter’s name, if applicable. Only doctoral degrees will be included.
CSC will notify only the lead presenter of the acceptance or rejection of proposals so lead presenters should keep a copy of the proposal, and should share the acceptance decision with co-presenters.
Conference theme that most closely aligns with your presentation content.
- Educational Data Collection, Analysis and Use
- Educational Policy and Leadership
- Family Engagement and Community Partnerships
- Identification of Students and Families Eligible for MEP and/or ELD Programs
- Instructional Practices for Promoting Student Achievement in Kindergarten through Graduation
- Promising Practices in Early Childhood Education (birth to age 5)
- Strategies that Foster Social Emotional Learning and Student Resiliency
Type of session you are proposing.
- ELD Professional Institute (6 hours – a limited number of proposals will be accepted in this category)
- MEP Professional Institute (3 hours – a limited number of proposals will be accepted in this category)
- Interactive Workshop (75 minutes)
- Presentation (75 minutes)
- Roundtable Discussion (45 minutes)
The title submitted with the proposal will be used in the conference program for accepted proposals.
The abstract should be no more than 75 words in length. It will be included in the conference program, if the proposal is accepted. Be sure to proofread your abstract for content clarity as well as grammar.
A complete proposal must have the following 6 components:
The proposal summary must not contain any identifying information to ensure blind review. Summaries must be between a minimum of 300 and a maximum of 500 words. The summary must include the following session elements:
- Relevance of Content. Briefly describe the content of your presentation, as well as the relevant research that informs it. Specifically, articulate the ways in which and/or reasons why this content is relevant to the education of migrant students and English Learners. Also include a statement articulating your presentation’s connection to your selected conference theme.
- Impact. Describe the impact that the content of your presentation has had on programs, schools, educators, and/or student learners, and how it may guide conference participants to make an impact on others.
What does the presentation seek to accomplish (i.e. what are the objectives?) What will participants learn and be able to do after participating in this session? Please note if there are any pre-requisite knowledge or skills needed in order to fully engage in the proposed session.
What research or theoretical framework informs your work?
Audience Interaction and Engagement
How will the audience be involved in the session? How will participants interact or engage with the content presented? What handouts or resources will be provided?
This is not a standard biography. Describe your experience and background related to the topic of your presentation. Experience and background should demonstrate that the presenter has expertise in the content of the proposed presentation.
Indicate all that apply.
- PK-12 Administrator / Coordinator / Board Member
- Classroom Teacher – Elementary Education
- Classroom Teacher – Middle-Level Education
- Classroom Teacher – Secondary Education
- ESL Specialist
- Reading Specialist
- Special Education Teacher
- Paraprofessional / Aide
- PK-12 Non-teaching School Staff
- Non-Public School Teacher
- Early Childhood Educator (birth to age 5)
- Migrant Education Program Staff
- Community-based / Afterschool
- Parent/Family Member
- College Student
- Other, please specify
If your proposal is accepted, it is the responsibility of the Lead Presenter to:
- Review all presenter information, session title, and abstract for the conference program and notify the conference committee of any necessary changes by January 31, 2020.
- Ensure that all presenters listed on a presentation are registered for the conference by March 2, 2020.
- Notify the conference committee of any changes to the co-presenters listed on a presentation.
- Provide copies of presentation handouts at the presenter’s expense. The conference committee will not provide copies nor reimburse for copying expenses.
There is no registration fee to attend the conference. Accepted presenters are responsible for their own lodging and travel. The conference committee will neither arrange nor provide funding for lodging, travel, or speaker fees/honoraria. This may not apply to invited speakers. The conference committee will arrange a block of rooms at a local hotel and that information will be published on the conference webpage.
All presentation rooms, with the exception of the Roundtable sessions, will be equipped with a laptop, an LCD projector, AV cart, screen, speakers, and one wired microphone. If you require any additional or specialized equipment, please contact the conference committee to place a request. Requests for additional or specialized equipment may not be granted or may require the presenter to incur a fee. Roundtable sessions will not include any audio visual equipment, as multiple presentations will be occurring simultaneously in the same room.
NOTIFICATION EMAIL: NOVEMBER 2019
The Review Committee is charged with selecting a balance of proposals with respect to topics, formats and audiences. At least three readers will review proposals.
- Relevance of Content
- Theoretical Foundations
- Proposal Objectives and Participant Outcomes
- Audience Interaction
The possible range for individual criteria score is 1-5 with 5 being the highest. The highest possible total combined score for a proposal is 20.
- Criteria present but weak (1-2)
- Average (3)
- Extremely Strong (4-5)
Tuesday, March 3, 2020
Breakfast on Your Own
8:00 a.m. – 4:00 p.m. | Registration Area Open
9:00 a.m. – 4:00 p.m. | English Language Development Professional Institutes
12:00 p.m. – 1:00 p.m. | Lunch on Your Own
1:00 p.m. – 4:00 p.m. | Migrant Education Program Professional Institutes
Wednesday, March 4, 2020
Breakfast on Your Own
8:00 a.m. – 4:00 p.m. | Registration and Exhibit Area Open
8:30 a.m. – 10:00 a.m. | Welcome and Keynote Address
10:15 a.m. – 11:30 a.m. | Workshops
11:45 a.m. – 12:15 p.m. | Roundtable Discussions
12:15 p.m. – 1:30 p.m. | Lunch On Your Own
1:30 p.m. – 2:45 p.m. | Workshops
3:00 p.m. – 4:15 p.m. | Workshops
Thursday, March 5, 2020
Breakfast on Your Own
8:00 a.m. – 12:30 p.m. | Registration and Exhibit Area Open
8:00 a.m. – 9:15 a.m. | Workshops
9:30 a.m. – 10:45 a.m. | Workshops
11:00 a.m. – 12:15 p.m. | Keynote Address and Closing Remarks