STRATEGIES FOR SLIFE AND DUALLY IDENTIFIED ELLS Shyla Vesitis, Virginia Department of Education Emily Clayton, Greene County Public Schools

How to Support ELL Students with Interrupted Formal Education (SIFEs):

Who are Students with Interrupted Formal Education (SIFE)?

They are newcomers with two or more years of

education interrupted in their native country.

They have attended school in the U. S., returned to their

native country for a period of time, then returned to the U.S

again.

They have attended kindergarten in English (L2), 1st

and 2nd grade in their first language (L1), then jumped into

L2 in 3rd.

They have attended school in one location for a few months, then

moved to another location for a few months, and perhaps had some

weeks in between these changes when they did not attend school.

(Calderón, 2008.)

Student Challenges

Background knowledge School readiness skills Vocabulary Literacy skills Content knowledge Confidence and social skills May demonstrate stress or PTSD Commitments outside of school High risk of dropping out

Teacher Challenges

Limited professional development related to SLIFE

Appropriate materials

Knowledge of support resources in the community

Staffing

Communication with families

Challenges with SIFE

SCORES Entered U.S. from Honduras in

October 2014

Education in Honduras: one room school house with one teacher and over fifty students ages 4-12

Parents said she had no literacy in L1; however, we later discovered that she was literate in L1

Retained in the fifth grade at parents’ request

Current age: 12

W-APT - October 2014 Literacy: 1.0 Composite: 1.0

WIDA ACCESS - 2015 Literacy: 1.8 Composite: 1.7

BACKGROUND

Case Study #1: Esmerelda, SLIFE

SERVICE MODEL

Pull out with ESL teacher: 1:1 30 minutes daily

Pull out with bilingual paraprofessional: 1:1 30 minutes daily

ESL teacher/classroom teacher collaborative teaching: 60 minutes biweekly

Push in with paraprofessional: 30 minutes daily

Case Study #1: Esmerelda, SLIFE

STRATEGIES

Modified Guided Reading for ELLs:• Pre-teaching of vocabulary• Practice new language structures• Frequent comprehension checks• Visuals• Echo or choral reading on the first read (if necessary)

Meaningful word study • Visuals • Pre-teach unknown word study words• Teach words in context • Small group content lessons and activities • Scaffold classwork with bilingual dictionaries

Vocabulary • Visuals• Manipulatives or alternate assignments• Classroom teacher shares lesson plans and objectives with ELL teacher

prior to class (ESL teacher reinforces and reteaches content and vocabulary during ESL pull out)

Case Study #1: Esmerelda, SLIFE

http://www.marblefallsisd.org/UserFiles/Servers/Server_760740/File/Bilingual/Modified%20Guided%20Reading%20article.pdf

BACKGROUNDSCORES

W-APT - October 2014 Literacy: 1.0 Composite: 1.0

WIDA ACCESS - 2015 Literacy: 2.3 Composite: 1.9

Born in the U.S., but moved to Mexico as an infant

Family fled Mexico seeking asylum and arrived in the U.S. in October of 2014

Very limited schooling in Mexico

No literacy in L1

Currently in fourth grade

Current age: 10

Case Study #2: Juan, SLIFE

SERVICE MODEL

Pull out with ESL teacher: 1:1 30 minutes daily

RTI Math: 30 minutes daily

RTI Reading: 30 minutes daily

Pull out with bilingual paraprofessional: 1:1 30 minutes daily

Case Study #2: Juan, SLIFE

STRATEGIES• Modified guided reading for ELLs• Teach letters of the alphabet, letter sounds and decoding• School readiness skills (cutting, gluing, coloring, pencil grip)• Teach sight words in context and make sure the meaning and

usage are understood • Themed vocabulary lessons associated with writing and reading • Hands on activities associated with content or themed vocabulary • Language experience activities including poems/songs • Small group content lessons and activities • Interactive read alouds

• Scaffold classwork:• Bilingual picture dictionaries• Voice to text translation app (iTranslate)• Direct vocabulary instruction• Visuals• Manipulatives/realia• Alternate assignments

•

Case Study #2: Juan, SLIFE

SCORES Entered U.S. from Mexico in

August, 2012 as a second grader

Some literacy in L1 and consistent attendance in school in Mexico

Family returned to Mexico annually from November-February, during which time she attended school intermittently in Mexico

Will be relocating to Florida when her family returns to the U.S. in February

Current age: 10

Currently in fifth grade

W-APT – September 2012 Literacy: 1.0 Composite: 1.0

WIDA ACCESS 2015 Literacy 3.6 Composite 3.9

BACKGROUND

Case Study #3: Glenda, SLIFE and Migrant

SERVICE MODEL

Pull out with ESL teacher 2:1 30 minutes daily

ESL teacher/classroom teacher collaborative teaching: 30 minutes biweekly

RTI Math: 30 minutes daily

RTI Reading: 30 minutes daily

Case Study #3: Glenda, SLIFE and Migrant

STRATEGIES

Modified guided reading for ELLs

Small group content lessons with direct vocabulary instruction and hands on activities

Classroom teacher shares lesson plan and objectives with ESL teacher prior to class (ESL teacher reinforces and reteaches content and vocabulary during ESL pull out)

Interactive notebook for Social Studies and Science

Interactive bulletin boards Language experience activities

Vocabulary journal

Writing journal for recording visits to Mexico

Digital stories

Case Study #3: Glenda, SLIFE and Migrant

What should instruction look like? Explicit and systematic Multiple opportunities for practice Maximize student engagement Increase time on text and time on task Establish a set routine of activities so that students can make sense of what is

happening Model skills and strategies during lessons Lesson objective is clear Different levels of scaffolding

Strategies for SLIFE

Pull Out Strategies Teach letters of the alphabet and their sounds Meaningful word study and sentence scrambles Themed vocabulary lessons associated with writing and reading Hands on activities and crafts associated with content or themed vocabulary Interactive read alouds Modified guided reading Language experience activities Poems and songs Reader’s theater

Strategies for SLIFE

Push In Strategies Small group modified guided reading Small group content lessons and activities Scaffold classwork with bilingual dictionaries, vocabulary teaching, visuals Manipulatives or alternate assignments Sentence frames/response starters Role playing/dramatization

Strategies for SLIFE

Collaboration Strategies o Classroom teacher shares lesson plans and objectives with ESL teacher prior to

class

o Schedule co-planning block of time o ESL teacher shares strategies and resources with classroom teacher to modify

lessons for SLIFE

o Co-teaching lesson plan template

Strategies for SLIFE

https://www.wida.us/get.aspx?id=848

WIDA SLIFE Resources

Special ELL Populations: Resources and RecommendationsThese resource sections from Colorín Colorado offer specific guidance for working with refugees, migrants, students with interrupted education, newcomer immigrants, unaccompanied children, and internationally adopted students.

Welcoming RefugeesThis initiative and website from the Office of Refugee Resettlement includes multimedia resources, including archived webinars, videos, and social network communities.

Innovative Policies and Practices for Developing Teachers to Work with ELLsThis PowerPoint presentation from Margarita Calderón describes characteristics of SIFEs, their academic needs, and a professional development model designed to meet their unique educational requirements.

http://www.colorincolorado.org/article/how-support-ell-students-interrupted-formal-education-sifes

Additional Resources for Working with SLIFE

SPED Teacher Challenges

Limited training in working with ELLs

Ability to communicate with student and/or family

Strict IEP goals and service times that must be followed

Misconception that SPED requirements take precedence over ESL needs

ESL Teacher Challenges

Limited training in working with students with disabilities

Appropriate materials and resources

Difficulty finding time when student is not being pulled out or working with a special education teacher

Misconception that SPED requirements take precedence over ESL needs

Student Challenges

Working to acquire a new language while also having additional special needs

Family Challenges

Lack of knowledge of ESL and SPED service processes, models etc.

Challenges for Dually Identified ELLs

SCORESBACKGROUND

Born in the U.S. Started in U.S. schools in

Pre-K

Identified for ESL services at the beginning of Kindergarten

Diagnosis: Emotional Disability and Speech/Language needs

Currently in 2nd grade

Current age: 7

K WIDA ACCESS 2014: Literacy 1.4 Composite 1.6

WIDA ACCESS 2015: Literacy 2.6 Composite 2.8

Case Study #4: Samuel, Dually Identified

SERVICE MODEL

Pull out speech services: 30 minutes biweekly

Self contained with ED teacher: 150 minutes daily

Inclusion: 45 minutes daily

Pull out services with ESL teacher and ED teacher: 30 minutes daily

Case Study #4: Samuel, Dually Identified

STRATEGIES Modified guided reading for ELLs

Frequent breaks and frequent rewards/praise for good behavior

Language experience activities

Interactive read aloud

Collaboration with ED teacher on behavior strategies

Collaboration with Speech Pathologist on

speech/language goals

Repetition

Set routine for instruction

Case Study #4: Samuel, Dually Identified

SCORES Born in United States

Been in U.S. schools since Pre-K

Qualified for ESL services in Kindergarten

Diagnosed in Kindergarten with speech and language disorder after parents expressed concern about delayed language development in Vietnamese

Current age: 7

Currently in 2nd grade

BACKGROUNDK WIDA ACCESS 2014:

Literacy 1.6 Composite 1.8

WIDA ACCESS 2015: Literacy 3.0 Composite 3.6

Case Study #5: Mai Li, Dually Identified

SERVICE MODEL

Case Study #5: Mai Li, Dually Identified

Pull out speech services: 30 minutes three times weekly

Push in services with ESL teacher: 30 minutes daily

STRATEGIESModified guided reading for ELLs

Language experience activities

Interactive read aloud

Collaboration with Speech Pathologist on speech/language goals

Clear objective/goals for lessons verbally and visually expressed to the student

Repetition

Sentence frames/response starters

Visual cues

Teacher modeling

Case Study #5: Mai Li, Dually Identified

BACKGROUND SCORES

Born in the U.S.

U.S. schooling since kindergarten (repeated K in another division prior to being evaluated for learning disability)

Diagnosis: Learning Disability, ADHD

WIDA scores 2014: Literacy 1.5Composite 1.6

WIDA scores 2015: Literacy: 1.7Composite 1.8

Case Study #6: Gus, Dually Identified

SERVICE MODEL

Self-contained with SPED teacher: 130 minutes daily

Collaborative model with SPED and Classroom teacher: 50 minutes daily

Push in with ESL Teacher: 30 minutes biweekly

Pull out with ESL Teacher: 45 minutes three times weekly

Case Study #6: Gus, Dually Identified

STRATEGIES

Modified guided reading for ELLs

Conversation starters and visual cues Language experience activities

Interactive read aloud

Collaboration with SPED teachers on goals

Constant repetition, even with “learned” skills

Set routine for instruction

Teacher modeling

Visual cues

Direct vocabulary instruction

Frequent breaks

Case Study #6: Gus, Dually Identified

Pull Out/Push In Strategies Direct vocabulary instruction Constant repetition of goals, objectives, strategies, skills Objective of lesson is clear to student Modified guided reading Sentence frames/response starters Visuals and visual cues

Create language goals and teach them in a way that is meaningful and accessible to that student which will vary based on special need (communicate with SPED teacher on most effective strategies for individual students and refer to IEP).

Strategies for Dually Identified Students

Pull Out/Push In Strategies Continued Teacher modeling

Reward system for behavior

Use of manipulatives

Visual directions/repeat directions

Partner/group activities

Small group instruction

Short, student-friendly videos for content instruction

Graphic organizers that include word banks

Hands on activities

Pull Out/Push In Strategies Continued

Frequent comprehension checks (exit tickets, anecdotal notes, performance based

assessments)

Use of graphs, charts, maps, labels

Music, singing, poetry

Anchor charts displayed

Interactive word walls (content word walls, academic vocabulary word walls, sight word

walls)

Collaboration Strategies

ESL teacher attends IEP meetings and learns student goals in order to apply them in instruction conjoined with language goals

Include ESL service delivery model in the IEP

Share lesson plans and student learning objectives with each other

ESL teacher and SPED teacher work together to find a time for both types of services (may work with a student at the same time in a small group or whole class setting)

ESL, SPED, and general education teacher communicate frequently to discuss student strengths and needs (What strategies are working well? What gaps do we need to fill?)

http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap6.pdf

U.S. Department of Education English Learner Toolkit: Chapter 6

Teachers can include ELD standards in their lesson plans by creating a language objective as well as a content objective.

• The language objective will be created based on the ELD standard and will support students language development (listening, speaking, reading, writing).

• The content objective will be created based on the Virginia Standards of Learning and will teach students content (reading, math, science, social studies, etc.)

Verbs that can be used when creating a content objective:create, distinguish, select, identify, and solve

Verbs that can be used when creating a language objective:write, compare, define, retell, and summarize.

Haley, M. (2010). Brain-Compatible Differentiated Instruction for English Language Learners. Pearson Education, Inc. Boston, Massachusetts.

Sample Content and Language ObjectivesSetting: 4th grade units classroom

Standards: ELD Standard: Standard 4ELL’s communicate information, ideas, and concepts necessary for academic success in the content area of science.VDOE Standard: Science 4.7 The student will investigate and understand the relationships among the Earth, moon, and sun. Key concepts include a) the motions of the Earth, moon, and sun (revolution and rotation); b) the causes for the Earth’s seasons and phases of the moon; c) the relative size, position, age, and makeup of the Earth, moon, and sun; and d) historical contributions in understanding the Earth-moon-sun system.

Objectives:Content Objective: Students will be able to name, describe, and order the planets.

Language Objective: Students will be able to write descriptions of the planets.

Sample Co-planning Template

CONTACTS

Shyla VesitisTitle I/III SpecialistVirginia Department of Educationshyla.vesitis@doe.virginia.gov804-225-3711

Emily ClaytonELL Teacher/ELL DirectorGreene County Public Schoolseclayton@greenecountyschools.com