Newcomer Students and Students with Limited and Interrupted

Newcomer Students and Students with Limited and Interrupted Education (SLIFE) Training of Trainers (TOT) Strategies, Considerations & Tips 1

Karen Kleiber ESOL Coordinator 2 Sonia Arellano ESOL Assessment Manager

Stand-up Pair-up Greeting Stand Up and raise your hand ▪ High five a partner from a different table • Introduce yourselves with the sentence frame below ▪ Good Morning! My name is ___________. I work at ______as a(n)_________. Something unique about me __________. I am eager to learn ________. I wonder ____________. Responsive Classroom: https: //www. responsiveclassroom. org/keeping-morning-meeting-greetings-fresh-and-fun/

Training Resources Padlet https: //bit. ly/2 NNSQ 2 E 4

Triple Track Agenda Content: Classroom: Support learning around newcomers students and SLIFE Students Share strategies to enhance classroom instruction for newcomer students and SLIFE students 5 Facilitation: Present tips and considerations to support turnaround training at your school/district

OUTCOMES • Identify and describe the strengths and needs of Newcomer Students and SLIFE Students • Create a toolkit of responsive practices and instructional strategies including MALP • Practice using tools to identify students’ learning needs • Plan turnaround training 6

“The single story creates stereotypes, and the problem with stereotypes is not that they are untrue, but that they are incomplete. They make one story become the only story. ” Chimamanda Adichie 7

4 Corners Directions: • For each question, move to the corner to show your response • Once in a corner, chat about your choice colleagues

BE 4 Corners Favorite Vacation Spot AC H N A C AY O TI ST Single Story Guiding Questions A. What are “single-stories” others have believed about you? B. What is the “danger” in U MO N S N I TA these single stories? C. What can you do to interrupt single stories? Cu lt Si u te ra s l

SLIFE Refugee Unaccompanied Minor English Learner (EL) Newcomer 10 SIFE

Terms & Definitions student who has been identified as requiring support with English language development student who has recently arrived (a year or less) to the U. S. (foreign born or not) child who enters the U. S. from another country without a parent or guardian person who has fled his/her country due to past persecution or fear of future persecution based upon race, religion, nationality, political opinion or membership to a particular social group students with limited or interruption in formal schooling (consecutive or cumulative) and/or students significant home language literacy and numeracy gaps

Terms & Definitions English Learner (EL) Recently Arrived EL (Newcomer) student who has been identified as requiring support with English language development student who has recently arrived (a year or less) to the U. S. (foreign born or not) child who enters the U. S. from Unaccompanied another country without a parent or Minor guardian Refugee Student with limited or interrupted formal education (SLIFE) person who has fled his/her country due to past persecution or fear of future persecution based upon race, religion, nationality, political opinion or membership to a particular social group students with 2 or more years of interruption in formal schooling (consecutive or cumulative) and/or students significant home language literacy and numeracy gaps

FCPS ELs Flagged as SIFE Students Recently Arrived ELs in grades 3 and above who at the time of registration with FCPS have. . . • • a WIDA ELP Level 1 or 2 and two years of interruption (consecutive or cumulative) v and/or significant gaps in home language literacy & numeracy (determined via SIFE Consultation)

Turn & Talk • What are you seeing in your school/division? • What terms are you are using to define students? • Why is it important to define terms? Turn & Talk

Triple Track Agenda Considerations & Tips Content Classroom Strategies 15 Facilitation

Maslow’s Hierarchy of Needs

Core Stressors for Newcomers National Child Traumatic Stress Network. Retrieved from http: //nctsn. org/trauma-types/refugee-trauma/learn-about-refugee-core-stressors

Turn & Talk 1. Read through your student’s card, and identify the stressors for that student. Turn & Talk 2. What could you do as a teacher to support this student's learning?

Break

Meet Gaspar

4 Corners Favorite Pet DO G T A C Core Stressors • Identify the stressors for Gaspar • What would you do as a teacher to support Gaspar's learning? S RE P E L TI An Oth or im er N al OT s

WIDA’s 7 Integral Factors for ELs Personal & Family Previous Schooling Physical & Psychological 22 Cross Cultural Oral language/ Literacy Learning Environment Academic Achievement/ Instruction

Resiliency 23

Classroom/School Haven’s of Resiliency build confidence through participation positively set & reinforce boundaries establish trusting relationships communicate high expectations and reinforce skills model & reinforce interpersonal skills convey respect Adapted from The Resiliency Workbook: Bounce Back Stronger, Smarter and With Real Self-Esteem (p. 16), by N. Henderson, 2012, Solvang, CA: Resiliency In Action.

Match Protective Factor to Core Stressor(s)

Orienting & Accommodating Recently

Procedures and Classroom Practices Common Organizational Practices Common Behavior Expectations Common Instructional Tools

Responsive Classroom https: //www. responsiveclassroom. org/

Classroom Circles • Fosters classroom • community Responsive to challenging behavior (Restorative Practices)

Funds of Knowledge 30

Functioning Skills Monitor Text Anticipate Problems Categorize Delegate Text Functional Skills Collaborat e. Compose Text Build Text Improvise Organize Information Empathize Think Visually Resilient

Identifying Gaspar’s Strengths/Needs: Classroom & School

Tapping into Funds of Knowledge Ideas to understand gather student information: • conduct home visits • have students create a collage of hobbies/pastimes • invite guest speakers from various linguistic communities to share traditions, celebrations, or slices of daily life Source: http: //blog. tesol. org/tap-into-funds-of-knowledge/ Turn & Talk 1. How do you gather student information to tap into your student’s funds of knowledge? 2. How do you use the students funds of knowledge in your instruction?

Lunch Read Chapter 3

Triple Track Agenda Considerations & Tips Content Classroom Strategies 35 Facilitation

Learning Style Differences SLIFE Paradigm VS U. S. Paradigm

Learning Paradigm Western-style SLIFE Student Formal Education Element of the Paradigm Future Relevance Component of Element of the Paradigm Learning Immediate Relevance Conditions Independence Individual Accountability Written Word Decontextualized Tasks Interconnectedness Processes Shared Responsibility Oral Transmission Activities Pragmatic Tasks (Marshall & De. Capua, 2013)

Mutually Adaptive Learning Paradigm ® (MALP) Instructional Approach Adapting Two Different Paradigms SLIFE U. S. Classrooms ACCEPT Conditions Immediate Relevance Interconnectedness Future Relevance Independence COMBINE Processes Shared Responsibility Oral Transmission Individual Accountability Written Word Pragmatic Tasks Academic Tasks CREATE US activities with familiar language & content (Marshall & De. Capua, 2013)

Applying MALP ® in the Classroom

5 Corners Content Preference Ma th e c n ie Sc Directions: • • l ia es c So udi St Gather with the colleagues Share your main takeaways What might you already be doing in the classroom that is an example of MALP? Brainstorm MALP activities Arts / Resource/ Other La ng Ar uag ts e

Gaspar

Problem Solving Problem Identification Considerations: 1. Time in U. S. schools 2. English Language Proficiency skills (ELP level) 3. English Language Development and Academic progress over 4. Factors that impact language academic development Progress Monitoring Intervention Design Problem Analysis

Diagnostic Assessments (Spanish) Palabras a Su Paso. Spanish Spelling Inventory 44 Writing Sample-Scored with WIDA Interpretive Writing Rubric

Spanish Reading Assessments (Assess Comprehension) Sistema de evaluación de la lectura, grados K– 2, niveles A–N (SEL) 45 Brigance Diagnostic Assessment of Basic Skills (Spanish)- Only use the leveled comprehension texts

Diagnostic Assessment- Spanish Numeracy Site: https: //www. mathrecovery. org/ 46

Break

Research • Literacy in a child's home language provides knowledge, concept and skills bases that transfer to reading in a second language, e. g. , English. • Students with below third home language literacy skills may struggle to acquire English language and literacy (Collier and Thomas, 1992; Cummins, 1989; Escamilla, 1987; Modiano, 1968; Rodríguez, 1988; Carter and Chatfield, 1986)

Let’s Learn How to Score & Analyze results ! Spanish Spelling Inventory 49 Spanish Writing Sample

Scoring the Spanish Spelling Inventory • • • 50 • • Check off or highlight the features for each word which are spelled according to the descriptors at the top. Assign 1 point for each feature (some words are scored for some features and not others). Add an additional point in the “Word Correct” column for entire words that are spelled correctly. Total the number of points across each word and under each feature. Student at instructional level on first

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Instructional & Intervention Considerations • Consider ELs’ length of time in US Schools • Consider student’s ELP level when selecting diagnostic assessments to determine focus for instruction • Consider the student’s ELP in all four language domains when planning for targeted core instruction or re-teaching in areas of need • Consider ELP level and EL profile (Seven Integral Factors for ELs) when selecting or designing an intervention • Use multiple data sources 52

Triple Track Agenda Considerations & Tips Content Classroom Strategies 53 Facilitation

Instructional Considerations –WIDA SLIFE Article Read Directions: • Read Page 6 & 7 • Review Page 11

Instructional Considerations –WIDA SLIFE Article Fan & Pick Directions: • Person #1 Hold question cards in a fan and say, “Take a card”. • Person #2 picks a card, reads the question aloud, and allows five seconds of think time. • Person #3 answers the question. • Person #4 adds to person #3’s answer. • Persons rotate roles, one person clockwise for each new round

Instructional Approaches Native Languag e Bridges Natural Communic ation Approach Language Experienc e Approach Total Physical Respons e (TPR) Explicit Instructio n Languag e Rich Classroo m

Planning for Turn Around Training

#Hashtag Reflection/Feedback Directions: On the appropriate colored sticky note, #hashtag your response to the below questions. Place the sticky note on the appropriate chart paper. Source: www. Teach. Thought. com

Thank You! Any questions? Karen Kleiber KHKleiber@fcps. edu Sonia Arellano SPAreallano@fcps. edu 60