https://padlet.com/amyrcrisp/1xuhupjmqh17 Please use this board to address the following: 1) Observations you have made about our long-term ELs, 2) Ideas you have about meeting their literacy needs, 3) Behavioral interventions you have tried with or without success en-us 2017-11-05 23:15:03 UTC 2024-07-19 18:37:20 UTC hello@padlet.com amyrcrisp https://padlet.com/amyrcrisp/1xuhupjmqh17/wish/203698612 This is an issue occurring across the country. In one California school district, 80 percent of their EL population is made up of long-term English learners (i.e. students who have been in ESOL programs from 5 - 7 years but who are unable to exit ESOL based on ACCESS test scores).

1) I suspect that given the increased standards of the ACCESS test, some native-born speakers would not have the academic literacy they need to exit the ESOL program, so what does that mean for ESOL?

2) A lot of these students seem to be disengaged with school and the traditional school environment. I think we need to try a different approach ---maybe begin to explore Project-Based-Learning (multiple subject area teachers would have students working together across the curriculum  on a project that meets the standards of  the AKS of multiple subject areas). Thoughts???]]> 2017-11-05 23:19:41 UTC https://padlet.com/amyrcrisp/1xuhupjmqh17/wish/203698612 amyrcrisp https://padlet.com/amyrcrisp/1xuhupjmqh17/wish/203699613 A lot of our long-term ELs have gotten used to failure. 

I think they have grown accustomed to getting NTIs and "0s," and they need to understand that the focus is really on their LEARNING, not their grades. 

Students might begin to feel more invested if they could see that they can continue to work and show progress and their grades would reflect that.

I think part of the behaviors we see is connected to students giving up because they feel like failures and don't see the point in trying anymore. ]]> 2017-11-05 23:28:48 UTC https://padlet.com/amyrcrisp/1xuhupjmqh17/wish/203699613 https://padlet.com/amyrcrisp/1xuhupjmqh17/wish/204333289 Talking to our Culturally and Linguistically Diverse students is so important. These students deal with so many challenges from being forced to assimilate to the cultural majority, while still trying to figure out where they fit in with their home culture. 
Building literacy for our students really is about helping them to increase literacy in their PHLOTE. We dont want school to be subtractive for their primary culture. Their first culture should be used as an asset in the classroom and not looked at as a deficit. 
Behavioral interventions are not always about the students, but teacher reflection should also be apart of addressing student behavior. As teachers we are human too and should always reflect on the type of hidden curriculum we are teaching our students.
They should always feel valued in our classrooms no matter how much they get on our nerves. ]]> 2017-11-07 13:46:43 UTC https://padlet.com/amyrcrisp/1xuhupjmqh17/wish/204333289 https://padlet.com/amyrcrisp/1xuhupjmqh17/wish/204339736 When we were having a hard time with the SLIFE kids and their classroom behavior, I read a lot of articles about trauma, disciplining tough kids and positive behavior systems. We implemented lots of structure, predictable routines, high expectations, positive reinforcement and really just lots of loving on tough kids. It was really a matter of training them to be good students. It took a lot of effort on our parts, but they really liked it when we praised them. I think a lot of these long-term learners' acting out behaviors are a matter of acting tough because they don't want to show exactly how little they know. They'd rather be trouble and the class clown than lose face by trying something hard and then failing. They need instruction on their level (maybe more small group, differentiation, more one-on-one time with teacher) and they need to feel successful. ]]> 2017-11-07 13:57:25 UTC https://padlet.com/amyrcrisp/1xuhupjmqh17/wish/204339736 https://padlet.com/amyrcrisp/1xuhupjmqh17/wish/204494634 I am seeing a lot of the same issues with those who are our long-term ESOL students. I have heard that some of them may not have had the greatest foundation in their years from either giving up or not having the needed modeling to be successful.

I am finally starting to see the growth in my students, but the issue with their grades is the same. Most are turning in the work and putting in the effort, but some are struggling with the material and may need more time.

I do not know if my solution even a possibility but I do feel like some of mine need more time to learn the skills to be successful in my class. Could we somehow allow for the failure for first semester and then go back and change the grade when success has occurred in second semester?

I have heard a lot of students saying that because they have passed their classes without doing anything before, they have decided not to turn things in because they "know" they will not fail. I still think they should see the failure grade for first semester. I do think that by second semester our behaviors are always better and so are their grades. Then we can replace the grade from first semester with the one from second semester.  

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