I recognize barriers of the school setting inside my classroom - for example, the traditional sit in a chair/at a desk to learn format. Some of my students need to wiggle/move. During whole group lessons in class, I have students who need to move be on the outside - so that they can bend backwards, walk and pace behind their chair, etc. I also have a variety of seating based on student need (yoga balls, wobble stools, wedge seats, circular cushions. Students with wiggly feet have therapy bands around the legs of their desk, allowing them to bounce feet quietly.

To help with this, I give clear directions with pictures, sentence starters, and examples and ask for support in different languages, like translated materials or language buddies.

Work with other teachers to change assignments so ML students can show what they know, even if their English is still growing. My goal is to make sure ML students feel welcome, able, and confident in all their classes.

Setting: My ML ELA and ML Language Development classes

Recognizing Barriers:

-language (beginner level 1 students)

-different levels of understanding ( some students had excellent education and some students have not been in school for 2 or more years)

-technology (some students can use Chromebooks while others have no experience)

-interest and engagement

Minimize Barriers:

-visuals, sentence frames, use necessary wording (not wordy or too long), translations when needed or for clarification, seating near same language student, examples/exemplars

-differentiation of assignments (also use WIDA can do descriptors)

-seating with technology proficient student, explain each step slowly, orientate new students on essential programs

-select topics of interest with student input, relevant topics to students, student choice projects to show achievement in a multitude of ways (examples: write a paragraph, create a timeline with images and sentences, create a presentation)

Some ways that I already recognize and minimize barriers in the classroom include, knowing students and building relationships with them and their families. THis allows me to make curriculum culturally relevant and also allows me to access their prior knowledge for deeper understanding. SOme new ideas or strategies I have after reading these resources is to make sure goals and vocabulary are clear with visuals and possible translations if needed.

In my current school we have a large number of ML students. In order to eliminate barriers that they might have, our school has offered GLAD training which teaches Guided Language Acquisition Design. The strategies that I am learning through this course are proven effective for this group of learners. The strategies I have practiced so far have made a noticeable difference in student engagement and motivation.

Some ways I already recognize and minimize barriers in the classroom

Barriers:

• Language

• Lack of exposure or minimal to Art/Art Vocabulary in lower grades

• Various ability levels

Minimize:

• Instructional info with visuals

• Vocab - Simplified definitions/Visual

• Demonstrations

• Videos

• Model/Examples

• All information - Instructions/Step by step with visuals is available in google classroom

• Step by step is on the front screen

• Most information is available in English/Spanish/Ukrainian

• Students have access to a Chromebook during class.

Barriers students face in the Education System and how my district addresses them.

MLSD has several schools that students can attend depending on their needs -

• Moses Lake High School

• Vanguard

• CB Tech

• Running Start

• Digital

They also offer AVID Training

How I currently recognize and minimize barriers in my classroom.

Recognize Barriers:
-various levels of English proficiency 

-Attention spans are short and very between students and ages

-Fear of failure

-Students not having proficiency of a skill at the end of the lesson.

Minimize Barriers:

-Use of pictures, visuals, and videos to help explain topics, assignments, and expectations

-Frontload lessons with vocabulary words that will occur in the lesson and use gestures to remember them

-Centers/rotations that are no longer than 10-15 minutes with brain breaks in between

-We have a motto that we repeat in class “We don’t do easy, we make easy happen, through hard work and learning.”

-I give math exit tickets biweekly. These assessments include skills we have been working on and a few problems as a pre-assessment for what is coming up. I use them to guide my teaching and increase practice in needed areas.

Some ways that I recognize and minimize barriers in my classroom is getting to know my students as a whole, learners and individuals. This helps me provide each student with the support that they need. I know that some techniques might work for a few students and not others. I use this knowledge to provide flexible seating, assignment support, centers that can be differentiated, break or cool down time for students who get frustrated or antsy, audio/visuals that are relevant for MLL students, and student choice in different subjects/activities to name a few.

Some ways I minimize barriers is to make instructional slides bilingual (Spanish/English) with pictures, use my handheld translation device to conference/check-in with students in various languages, and play videos with subtitles in Spanish. I use academic and instructional words often during class while pointing or modeling. I give students lots of exploration time in groups with new technology before asking them to plan, create, or evaluate; this is to build their individual and collective knowledge, vocabulary, questions/curiosity, and engagement. For intermediate students, I set their devices to preferred languages and show them how to use translation tools for web pages. I teach all intermediate students how to access reading support tools on their devices.

I also try to make learning relevant by showing instructional videos and pictures with students who look like my students, engaging in the activity- representation and reflection matter; so when introducing a new comic book app to students, I showed a video clip of a 14-year old bilingual Black boy who created, published, markets and sells his own comic book series. For my students, seeing someone who looks and sounds like them using technology to create a product, makes it real for them, makes it relevant to them, and makes it possible for them. I also keep snacks in my desk for students who say they are hungry, a blanket for students who are cold and I allow students to sleep if they fall asleep. We have several students who are homeless and don't get the sleep they need during the night. If they can take a nap and eat and wake energized, they are more successful in maintaining focus and accomplishing goals. They are still responsible for completing the work and meeting the standards, however, basic needs take precedent. I also use rotations during exploration time, so intermediate students can choose which technology they would like to engage with for their next project cycle. In the primary grades, I use rotations for exposure to each technology, and students have choice in which rotation they start at each class and they choose the plan for what they want to create with their technology.

The educational system in general would benefit from better funding, of course, more community involvement, more integrated studies/less siloed curriculum, and more in-person social interaction between all parties of the whole learning community (students, building staff, district staff, families, community, etc.). I know I am being totally idealistic, but I think if we stay only in what's realistic, we really stay in the same position. I believe we would all benefit from more time for story-telling, and having curriculum more heavily based in indigenous ways (from the global majority) of engaging with the sciences, and education as a whole. Give students the chance to really share who they are and then center their genius, their experiences, and their knowledge.

I think some large barriers exist with assessing our students. Finding alternative ways to adjust how we assess students would be a huge game changer. If an assessment is about reading comprehension how can we assess the comprehension piece if a student is still struggling to learn English, or who is still working on their phonics and reading skills? On math assessments, why are we making students show a specific way to solve a problem, when an alternative way might make more sense to them? I love the idea of using alternative ways to assess the students, I just need to find ways that are acceptable by our district.

How do I currently recognize and minimize barriers in my classroom?

Recognize Barriers:

* Language

* Fine motor struggles

* Attention span

* Prior school experience

* Comprehending new ideas

Minimize Barriers:

* Model lessons using doc. camera and smart board

* Use pictures and videos to help with new ideas.

* Practice vocabulary with pictures.

* Alphabet on name tags and on the wall.

* Number lines, cubes, and counters in our tool boxes for math.

* Build in brain breaks/wiggle breaks

* Small group table used for support with daily work.

1. Language

2. Trauma

3. Neurodivergency

4. Attention span

5. Apathy

6. Lack of confidence

I have had great ML coaches that have taught me a lot over the years. I use sentence stems, visual aids, google translate, any GLAD strategy that exists and asking the student how they would explain it in their language.

I have several kids that have been through and are still going through trauma. Meeting their physical and emotional needs first is the biggest barrier buster I can think of.

All kids seem to want to be entertained these days which can make it difficult. I love me some internet, but it has definitely changed how people think, react, and take in information, particularly information they do not care about. 80% of my students think they are going to be rich you-tubers and all they need is to play Fortnite online and they will be millionaires. This leads to a lesson in math about money, as well as the necessity of writing and reading in a field of communication. We do use manipulatives often and play a lot of games to increase engagement. I alsohave the students grade their own writing using different colored highlighters to show that they have what they need. It helped the kids understand what they were missing and where they had been successful and was a game changer in them making progress.

I am uncertain if it is because information is so readily available that my students want to be carried through every lesson or if it has to do with post-pandemic culture but getting kids to try when there is a possibility of making a mistake is a big hurdle. Building confidence and reveling in mistakes as something to enjoy learning from is really hard but so worthwhile.

An idea I want to try is building graphic organizers or how-tos for math. I have the kids take notes to encourage them to look back on how they did something but maybe it would be better for some of my students to have more explicit guidance when doing maintenance work. Also, I do tend to force collaboration just because I am supposed to even when I know certain kids hate it and work better alone. I keep telling them that they have to learn to work with others but maybe they don't.

As far as the education system as a whole, do not get me started on standardized testing. First of all, the SBA isn't even standardized. Students get different questions and they are not all created equal. Schools are also not created equal. Schools in more affluent areas get more opportunities because of the money in the PTA. There is no equity there. ML kids have to jump through so many hoops to get even an evaluation for learning disabilities which is discrimination in my mind. I have no problem with positive behavior intervention models but consequences have to live somewhere. Whew! I'll jump off of my soapbox now.

Two ways I recognize and have begun reducing barriers is by allowing more student feedback when creating a project or lesson for students. I also have started using some choice boards with projects. I started using feedback after doing a unit when I was a cooking teacher and found it valuable. Using choice boards was a new concept to me this year, but once I was provided some good info about it during an AVID conference, I have tried to incorporate it into each quarter.

I also use exit tickets for feedback and to have students tell me where they are in the learning.

One thing I need to improve upon is putting the goal out to students before the project begins and reminding them that this is the goal.

I am improving on using resources and using AI to help me with my lessons has been a real game changer and time saver.

I will build relationships with my students by getting know their strengths, their weaknesses and their interests.

I also encourage student voice so that they can give their thoughts, ideas and opinions about their learning.