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Gabriela Nikollaj
EL Consultant k-6
Utica Community Schools

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Libbie Drake,
MS Counselor
Lee Middle School
Edrake @godfrey-lee.org

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EL Coordinator and Instructional Coach
Holland Public Schools

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Elementary EL Teacher at Ann Arbor Public Schools
mcmillanc@aaps.k12.mi.us

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I am an EL Consultant at Wayne RESA, Wayne County, MI. Have worked in bilingual and EL/ELD in Illinois and Michigan.
wulatik@resa.net
Twitter: @kalynwulatin

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Hamtramck High School
Data coach & assessment coordinator
Lrataj@hamtramckschools.org

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EL Coordinator
Hope Academy 7-12
Grand Rapids, Michigan

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ELL Training & Support Coordinator
Detroit Public Schools Community District

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Elementary EL teacher
Utica Community Schools

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Hamtramck Public Schools
ELD District Specialist
aclemente@hamtramckschools.org

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An umbrella term for a diverse subgroup of students traditionally known as English Language Learners, Students with Limited or Interrupted Formal Education (SLIFE) are multilingual immigrant students who have had limited access to formal education in their home countries. This interruption can occur…

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Struggling older English learners pose a real challenge for educators. Some of these students are new arrivals with limited or interrupted schooling. Others have been in and out of ESL and bilingual programs in this country since kindergarten, but have never succeeded academically. How can teachers help older students who lack academic content knowledge and English language proficiency catch up with their classmates? Yvonne and David Freeman provide four research-based keys for closing the achievement gap.

three teachers have put this theory into practice to reach their older English learners. These teachers organize curriculum around themes, use predictable classroom routines, and scaffold instruction in a variety of ways. The clear examples from their classes will help other teachers implement effective practices for their older English learners.

Closing the Achievement Gap features:

the four keys for school success for older English learners

clear distinctions among the types of older English learners in our schools with examples of students from each category

a thorough discussion of the kinds of language proficiency older English learners need

a review of the latest research on effective practices for older English learners

detailed descriptions from the classrooms of three teachers, including thematic units they have developed, their daily routines, and the strategies they use to scaffold instruction

professional extension activities to help readers apply the information in this book to their own educational settings.
For teachers and teacher educators, program directors, resource personnel, and administrators, this book offers both the research and practice schools need to develop effective programs to educate struggling older English learners.

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Closing the Achievement Gap: How to Reach Limited-Formal-Schooling and Long-Term English Learners

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Amazon.com: Closing the Achievement Gap: How to Reach Limited-Formal-Schooling and Long-Term English Learners: 9780325002736: Freeman, Yvonne S., Freeman, David E., Mercuri, Sandra P.: Books

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This e-single focuses on deepening an understanding of S tudents with L imited or I nterrupted F ormal E ducation (SLIFE), sometimes also referred to as SIFE. SLIFE face different challenges in the classroom than more traditional ELLs. The challenges they face go beyond language and content: SLIFE need to develop basic literacy skills and foundational subject-area knowledge, as well as learn how to "do" school-that is, learn how to engage in the discourse and practices of formal educational settings. Few teachers feel prepared to work with SLIFE and most ESL pedagogical practices are inappropriate and/or inadequate for this population.

Because of their limited or greatly interrupted participation in formal education or, in some cases no exposure to any schooling, SLIFE do not have the literacy skills, grade-level content knowledge, or cognitive ways of thinking required to succeed in school. So what can teachers do to help the SLIFE succeed and to recognize and honor the knowledge, skills, and cultural capital-different though they may be-of SLIFE?

This text in this e-single centers around four guidelines for teaching SLIFE: question assumptions, foster two-way communication, explicitly teach school tasks and academic ways of thinking, and promote project-based learning. Discussion of a new paradigm for instruction, the Mutually Adaptive Learning Paradigm (MALP(R)), is included.

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SLIFE (Kindle Single): What Every Teacher Needs to Know

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Buy SLIFE (Kindle Single): What Every Teacher Needs to Know: Read Kindle Store Reviews - Amazon.com

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Latino Immigrant Youth and Interrupted Schooling: Dropouts, Dreamers and Alternative Pathways to College (Bilingual Education & Bilingualism, 100)

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Latino Immigrant Youth and Interrupted Schooling: Dropouts, Dreamers and Alternative Pathways to College (Bilingual Education & Bilingualism, 100) [Lukes, Marguerite] on Amazon.com. *FREE* shipping on qualifying offers. Latino Immigrant Youth and Interrupted Schooling: Dropouts, Dreamers and Alternative Pathways to College (Bilingual Education & Bilingualism, 100)

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Supporting Latino Students with Interrupted Formal Education: A Guide for Teachers

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This professional development guide supports K-12 teachers to approach their incoming students from other countries who stopped attending school and now face the double challenge to go back to their studies and under a new education system. The author wrote the guide based on her experience in Honduras, but also drew from her expertise in teaching in New York City.

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"One of the guiding principles of effective English language teaching is for educators to know their students. And that in a nutshell captures the value of this book. . . . The compassion that Custodio and O'Loughlin feel for our SIFE students, the commitment they have to educating them well, and the comprehension they have of the assets these learners bring to the classroom are evident in the writing, tools, and vignettes they share."

-Deborah J. Short

Under the best of circumstances, the academic demands of today's classrooms can be daunting to our English learners. But for the tens of thousands of newly arrived students with interrupted formal education, even the social challenges can be outright overwhelming.

Rely on this all-in-one guide from Brenda Custodio and Judith O'Loughlin for expert insight on how to build the skills these students need for success in school and beyond. Inside you'll find

Essential background on factors leading to interrupted education

Specific focus on refugee children and Latino immigrants

Guidance on building internal resilience for long-term social and emotional health

Recommendations for creating supportive environments at the classroom, school, and district level

About one thing, Brenda and Judith are absolutely convinced: our SIFE students can learn and make progress, often at a remarkable speed. But it's up to us, their educators, to provide the time, attention, and a specific focus. Consider this book your first step forward.

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Students With Interrupted Formal Education: Bridging Where They Are and What They Need

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Students With Interrupted Formal Education: Bridging Where They Are and What They Need: Custodio, Brenda K., O′Loughlin, Judith B.: 9781506359656: Books

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Today's public schools are brimming with students who are not only new to English but who also have no schooling or a large break in their schooling. These students create unique challenges for teachers and administrators.

Breaking New Ground builds on the introduction to SLIFE presented in Meeting the Needs of Students with Limited or Interrupted Schooling (University of Michigan Press, 2009). Breaking New Ground introduces readers to and engages them in the implementation of an instructional model that has been developed over many years of working with SLIFE. Central to the instructional model and the practices presented in this book is the belief that teaching students with limited or interrupted education should in no way be considered remedial.

This book provides a complete presentation of the MALP (Mutually Adaptive Learning Paradigm) instructional model from theory to practice and guides readers to reflect on each element of the model, learn why and how it is essential and effective, and determine how they can use it in their own teaching of SLIFE. Breaking New Ground offers a new understanding of the SLIFE population, introduces a new instructional model, and teaches readers how to address the needs of their students using project-based learning infused with MALP.

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Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in U.S. Secondary Schools

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Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in U.S. Secondary Schools: 9780472034529: Reference Books @ Amazon.com

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Today's public schools are brimming with students who are not only new to English but who also have limited or interrupted schooling. These students, referred to as SLIFE (or SIFE), create unique challenges for teachers and administrators.

Like its predecessor, this book is grounded in research and is designed to be an accessible and practical resource for teachers, staff, and administrators who work with students with limited or interrupted formal education. Chapters 3-5 focus on classroom instruction, but others address issues of concern to administrators and staff too. For example, Chapter 6 explores different program models for SLIFE instruction, but the planning and commitment to creating a successful program require the involvement of many across the school community, not just teachers.

This edition features case studies, model programs, and teaching techniques and tips; also included is a new chapter focused on the Mutually Adaptive Learning Paradigm (MALP (R)). A major theme of this new edition is moving school personnel away from a deficit perspective, when it comes to teaching SLIFE, and toward one of difference. The goal is to help all stakeholders in the school community create and foster inclusion of, and equity for, a population that is all too often marginalized, ignored, and underserved.

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Meeting the Needs of SLIFE, Second Ed.: A Guide for Educators

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Amazon.com: Meeting the Needs of SLIFE, Second Ed.: A Guide for Educators: 9780472037711: DeCapua, Andrea, Marshall, Helaine W., Tang, Frank: Books

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This book examines students with limited or interrupted education (SLIFE) in the context of English learners and teacher preparation courses from a cultural and social lens. The book is divided into five parts. Part I frames the conversation and contributions in this edited volume; Part II provides an overview of SLIFE, Part III focuses on teacher preparation programs, Part IV discusses the challenges faced by SLIFE in K-12 learning environments and Part V examines SLIFE in adult learning environments.

This book is unique in that it offers practical instructional tools to educators, thus helping to bridge theory and practice. Moreover, it retains a special focus on K-12 and adult SLIFE and has an inclusive and international perspective, which includes a novel theoretical framework to support the mental, emotional, and instructional needs of LGBTQ+ refugee students.

The book is of interest to teacher educators, in-service and pre-service teachers, English literacy educators, graduate students, tutors, facilitators, instructors, and administrators working in organizations serving SLIFE in K-12 and adult learning environments.

Students with limited or interrupted formal education (SLIFE) Literacy education and second language learning for adults Literacy support for English learners Students with limited or interrupted formal education Pre- and in-service educators Refugees' language and literacy learning Literacy education and second language learning for adults Mental health and educational support for refugees Socio-emotional support for refugees in education LGBTQ+ refugees and education

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English and Students with Limited or Interrupted Formal Education

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This book examines students with limited or interrupted education (SLIFE) in the context of English learners and teacher preparation courses from a cultural and social lens. The book is divided into five parts.

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BOOSTING ACHIEVEMENT: REACHING STUDENTS WITH INTERRUPTED OR MINIMAL EDUCATION is a guide to help educators and school districts navigate the challenges and learning opportunities unique to SIFE (Students with Interrupted Formal Education). Circumstances such as upheaval due to war and political turmoil in their native countries may have contributed to minimal education experiences, thus prompting current educators to adopt an innovative approach in meeting students' cognitive, affective, and linguistic needs. In the pages of this teacher-friendly framework, educators will explore interactive and engaging learning strategies which maximize English language development as students learn academic content. A distinctive thread woven through the pages is the growth mindset belief that with effort and targeted strategies, students are able to accelerate their learning despite challenges they may have faced. Boosting Achievement encourages a practical approach to instruction that incorporates authentic learning experiences while leveraging students' unique backgrounds and perspectives to enrich our classrooms and learning environments.

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BOOSTING ACHIEVEMENT: REACHING STUDENTS WITH INTERRUPTED OR MINIMAL EDUCATION is a guide to help educators and school districts navigate the challenges and learning opportunities unique to SIFE (Students with Interrupted Formal Education). Circumstances such as upheaval due to war and political t...

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Latino Immigrant Youth and Interrupted Schooling: Dropouts, Dreamers and Alternative Pathways to College (Bilingual Education & Bilingualism, 100)

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Latino Immigrant Youth and Interrupted Schooling: Dropouts, Dreamers and Alternative Pathways to College (Bilingual Education & Bilingualism, 100) [Lukes, Marguerite] on Amazon.com. *FREE* shipping on qualifying offers. Latino Immigrant Youth and Interrupted Schooling: Dropouts, Dreamers and Alternative Pathways to College (Bilingual Education & Bilingualism, 100)

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Minnesota Statutes 2020, section 124D.65, subdivision 5, is amended to read:

Subd. 5.

School district EL revenue.

(a) A district's English learner programs revenue
equals the new text begin new text end

new text begin (1) the new text endproduct of deleted text begin (1) $704 times (2) deleted text end new text begin (i) $1,000 and (ii)new text end the greater of 20 or the adjusted
average daily membership of eligible English learners enrolled in the district during the
current fiscal yearnew text begin new text end

new text begin (2) $250 times the English learner pupil units under section 126C.05, subdivision 17;
and
new text end

new text begin (3) the district's English learner cross subsidy aid. A district's English learner cross
subsidy aid under paragraph (b) equals:
new text end

new text begin (i) 25 percent of the district's English learner cross subsidy for fiscal year 2023;
new text end

new text begin (ii) 50 percent of the district's English learner cross subsidy for fiscal year 2024;
new text end

new text begin (iii) 75 percent of the district's English learner cross subsidy for fiscal year 2025; and
new text end

new text begin (iv) 100 percent of the district's English learner cross subsidy for fiscal years 2026 and
laternew text end.

new text begin (b) A district's English learner cross subsidy aid equals the greater of zero or the difference
between the district's expenditure for qualifying English learner services for the second
previous year and the district's English learner revenue for the second previous year.
new text end

deleted text begin (b) deleted text end new text begin (c)new text end A pupil ceases to generate state English learner aid in the school year following
the school year in which the pupil attains the state cutoff score on a commissioner-provided
assessment that measures the pupil's emerging academic English.

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Minnesota Statutes 2020, section 124D.65, subdivision 5, is amended to read: (a) A district's English learner programs revenue equals the new text begin new text end new text begin (1) the new text endproduct of deleted text begin (1) $704 times (2) deleted text end new text begin (i) $1,000

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Minnesota Statutes 2020, section 124D.65, subdivision 5, is amended to read:

Subd. 5.

School district EL revenue.

(a) A district's English learner programs revenue
equals the product of (1) $704 times (2) the greater of 20 or the adjusted average daily
membership of eligible English learners enrolled in the district during the current fiscal
year.

(b) A pupil ceases to generate state English learner aid in the school year following the
school year in which the pupil attains the state cutoff score on a commissioner-provided
assessment that measures the pupil's emerging academic English.

new text begin (c) The annual or biannual percent increases made to the basic education revenue must
be indexed to the English learner concentration revenue and the English learner basic
revenue.
new text end

new text begin (d) The additional revenue provided by the indexing of the basic education revenue to
the English learner concentration revenue and English learner basic revenue must be
distributed by providing: (1) 25 percent of the revenue to the districts; (2) 50 percent of the
revenue to the Minnesota Department of Education to provide for increased support and
accountability for English learner staff and programs; and (3) 25 percent of the revenue to
the Minnesota Department of Education to create and maintain an English learner parent
and community advisory council to provide counsel and feedback to the Minnesota
Department of Education on English learner programs in addition to providing budgetary
oversight of the 25 percent of the annual or biannual increases made to the English learner
concentration revenue and the English learner basic revenue to support community-based
grants to support innovative programming for English learners.
new text end

new text begin (e) For students who have been identified as students with limited or informal education
(SLIFE), English learner revenue, including both English learner concentration revenue
and English learner basic revenue, must be allocated to support unique learning needs at
the rate of 1.5 times the amount of the English learner basic revenue and English learner
concentration revenue. Funding for students who have been identified as SLIFE would also
be indexed to the annual or biannual increases made to the basic education revenue.
new text end

new text begin (f) An eligible school district must develop an English learner compensatory funds plan
that aligns with the school improvement plan to achieve language and academic goals.
new text end

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Minnesota Statutes 2020, section 124D.65, subdivision 5, is amended to read: (a) A district's English learner programs revenue equals the product of (1) $704 times (2) the greater of 20 or the adjusted average daily membership of eligible English learners enrolled in the district during the current fiscal year.

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House Education Finance Committee 2/8/22

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School Retention for SLIFE: Identification, Academics, Advocacy

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1. Benefits and Challenges to the SLIFE label:

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1. Benefits and Challenges to the SLIFE label:

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Orly Klapholz, Co-Founder and CEO Inlier Learning.

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Orly Klapholz, Co-Founder and CEO Inlier Learning.

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Email: orly@inlierlearning.com
Twitter: @orlyklapholz

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The International High School is a New York City public school dedicated to serving newly arrived immigrant teenagers, with more than 300 students speaking two-dozen languages from 50 countries. The students strive to master English, adapt to families they haven't seen in years, confront the universal trials of adolescence, and search for a future they can claim as their own.

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3. What is one school-wide actionable you can implement next year so that SLIFE learners’ needs are identified and met?

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3. What is one school-wide actionable you can implement next year so that SLIFE learners’ needs are identified and met?

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4. What is one difference between your K-12 experience, and that of the SLIFE learners in your classroom?

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4. What is one difference between your K-12 experience, and that of the SLIFE learners in your classroom?

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5. What do I believe is the point in grading?

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5. What do I believe is the point in grading?