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Beyond the EL Label: Equity, Opportunity, and Pathways Forward.  

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Beyond the EL Label: Equity, Opportunity, and Pathways Forward.  

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Addressing Hidden Challenges to Learning: Strategies for Promoting Success Among SLIFE

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Addressing Hidden Challenges to Learning: Strategies for Promoting Success Among SLIFE

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Providing social-emotional and academic supports to SLIFE: What every teacher needs to know

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Providing social-emotional and academic supports to SLIFE: What every teacher needs to know

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Developing Awareness of the Challenges Facing Arabic-Speaking ESL students

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Developing Awareness of the Challenges Facing Arabic-Speaking ESL students

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A critical examination of the construct of SLIFE and how students are identified as SLIFE in U.S. public schools

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A critical examination of the construct of SLIFE and how students are identified as SLIFE in U.S. public schools

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Re-introducing Queer SLIFE Youth: Foundational Theory and Practices

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Re-introducing Queer SLIFE Youth: Foundational Theory and Practices

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Trauma-sensitive teaching: Strategies to support learners with limited or interrupted formal education

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Trauma-sensitive teaching: Strategies to support learners with limited or interrupted formal education

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Funding Schools to Support Every Newcomer Student

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Funding Schools to Support Every Newcomer Student

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The Importance of Belonging in Immigrant Education

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The Importance of Belonging in Immigrant Education

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The Power of Policy and Advocacy: How ImmSchools is Building an Infrastructure to Affect Systemic Change

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The Power of Policy and Advocacy: How ImmSchools is Building an Infrastructure to Affect Systemic Change

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Best Practices in SLIFE Identification: Where to Start and Moving Towards the Ideal

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Best Practices in SLIFE Identification: Where to Start and Moving Towards the Ideal

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Knowing how important it is to capture someone's story in their own voice, what tools exist to conduct student interviews as we are going through SLIFE identification process? What tools exist to conduct family interviews to capture essential information?

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We're noticing a wide range of school responses when 18-20 year old students want to enroll. What tools/guidance documents can shed light on best practices? Case studies or examples in other parts of the country?

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What are some best practices in other states for enrolling students who have a "diploma" from their home countries (for ex. because they are considered to have graduated in 10th grade)?

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Give the students what they want.  In Maryland, they are guaranteed admission and tuition in a community college if they completed high school in MARYLAND.  If they completed high school elsewhere, then they don't receive that benefit.  --- I believe many states have similar laws.

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Give the students what they want.  In Maryland, they are guaranteed admission and tuition in a community college if they completed high school in MARYLAND.  If they completed high school elsewhere, then they don't receive that benefit.  --- I believe many states have similar laws.

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What are some sample assessments/diagnostic screeners that districts are using to determine appropriate grade placement for SLIFE?

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What are some creative ways that districts are awarding course credit (eg. in math) or setting up graduation pathways for SLIFE? How do you determine competency to award the credit?

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Generally, you can only award credit if you have a transcript to base it on.   Even then, they might expect students to prove they learned something in that class.  However, in some places, there is a test students can take to get awarded public school credit for learning in non-accredited programs.  

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Generally, you can only award credit if you have a transcript to base it on.   Even then, they might expect students to prove they learned something in that class.  However, in some places, there is a test students can take to get awarded public school credit for learning in non-accredited programs.  

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Please share if you have SLIFE friendly intake screeners for Math and Literacy.

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Any official tools/assesments (in first languages) for measuring the literacy and/or math skills that a SLIFE student brings into the classroom?

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I missed the podcast you recommended. Can you repeat? Thanks.

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The person that I was before I started listening to podcasts pales in comparison to the person I am today. I have laughed, cried, changed my mind, picked up new habits, adopted new behaviors, started businesses, learned to forgive, and stopped to catch my breath - all while listening to podcasts.

I want you to have the same life-altering experience! This podcast will give you greater access to the content of my blog in a convenient, travel-friendly way.

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This is a podcast for teachers passionate about language learners. I interview leading academic, sought-after consultants, and inspiring teachers like you.

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Subscribe through your podcast provider for notification of all new episodes.

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June 2023

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Introduction

Chapter 1 - Who Are Newcomers?

Chapter 2 - Welcoming Newcomers to a Safe, Inclusive and Thriving School Environment

Chapter 3 - Supporting Newcomers' Social, Emotional, and Mental Health Needs

Chapter 4 - Providing High-Quality Instruction for Newcomers

Chapter 5 - Establishing Partnerships with Families

To request the toolkit in an alternate format as a reasonable accommodation, i.e. large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-987-1745 or email at: Melissa.Escalante@ed.gov.

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To request the toolkit in an alternate format as a reasonable accommodation, i.e. large print, CD Rom or audio, please contact Melissa Escalante by phone, 202-987-1745 or email at: Melissa.Escalante@ed.gov.

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Can you provide a cheat sheet of all the resources you mentioned during your presentation?

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Can you provide a cheat sheet of all the resources you mentioned during your presentation?

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Strategies to support older SLIFE students with a lack of literacy in their home language

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Strategies to support older SLIFE students with a lack of literacy in their home language

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We've recently had an increase in older students (16+) with minimal proficiency in their home language. Right now, I have three students in my sheltered course who cannot write their names or identify letters/letter sounds. My fellow sheltered-instruction teachers and I would love any strategies you may have.

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How do we differentiate instruction for students who are basically starting from scratch with reading and writing, i.e. little to no phonemic awareness?  I understand the idea of adding more scaffolds but if the starting point is beyond what they are able to do (let's say a 2nd grade reading level which is the Goldilocks sweet spot for the majority of my students), what do you do?       

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How do we differentiate instruction for students who are basically starting from scratch with reading and writing, i.e. little to no phonemic awareness?  I understand the idea of adding more scaffolds but if the starting point is beyond what they are able to do (let's say a 2nd grade reading level which is the Goldilocks sweet spot for the majority of my students), what do you do?       

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Thank you for the information, this was very helpful. I took many notes. :)

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Thank you so much, Annie Smith, for a wonderful session on the Power of Sentences. Love how you took us through the process, and love love love using the same building blocks but stretch language for all of our multilingual students and learners.

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Teaching English Syntax to SIFE with Developing Literacy

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Video depicting teaching English syntax to SIFE with Developing Literacy

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Copy of Glossary_1 Pager_Template_MAKE A COPY

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You should attend Orly's presentation.  Inlier is developing screeners.

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You should attend Orly's presentation.  Inlier is developing screeners.

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Lander "Making Americans" Professional Development Resource Guide

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Thank you so much for a fabulous session which incorporated strategies as well as information on trauma-sensitive instruction. Great integration of both science and practical applications for educators in the classroom, and ways to tweak projects/activities/tasks to make them trauma-sensitive.

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https://docs.google.com/document/d/1VAdMdrhSK_vPhF4B7wzX3L92IlFrnAVkssXP5djAnec/edit?usp=sharing

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Bow Valley College offers free literacy readers for SLIFE with accompanying guides/

Although the LESLLA organization focuses on adult SLIFE, most of their literacy development resources are appropriate for adolescents https://www.leslla.org/teacher-resources

My book, SLIFE: What Every Teacher Needs to Know offers some basic literacy strategies. Meeting the Needs of SLIFE: A Guide for Educators (second edition), co-authored with H.W. Marshall, discusses intake and assessment of prior schooling.

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Welcome to the ESL LIteracy Readers. Our collection of forty theme-based readers, along with an instructors guide, will support ESL literacy instructors to create comprehensive, theme-based lessons for adult ESL literacy learners. The themes were carefully chosen and are both of high interest to learners, and more importantly, relevant to their lives.