Academic & Linguistic 

One member from the SLIFE Community of Practice shared a powerful strategy aimed at fostering a collaborative classroom literacy experience. The approach begins with oral language activities, setting the stage for later engagement with written text. Initially, students gather in same-language small groups, where they participate in a structured discussion.

During one session, a student named Mateo captivates his peers by recounting a recent event, seamlessly weaving English and Spanish into his narrative. As Mateo shares his story, his classmates, each assigned a specific role, pose questions that prompt Mateo to clarify his thoughts and elaborate on key details.

Following this interactive discussion, Mateo revisits his narrative in a second round, this time with either the teacher or a peer acting as a scribe. As Mateo recounts the event, the scribe transcribes his words, capturing the essence of his story. This process allows Mateo to refine his storytelling skills, as he learns to omit irrelevant information, include pertinent details, and structure his narrative more effectively. Mateo is then supported to practice reading the transcribed text. This supports Mateo's growing literacy skills by offering him an opportunity to engage with written language that directly reflects his own oral expression.

Image credit: "Boys from a school supported by Hashoo Foundation clap their hands during a function prepared by students." by Hashoo Foundation USA - Houston, TX is licensed under CC BY-SA 2.0. 

When members from the SLIFE Community of Practice visited a local high school, visitors observed how the administration and teachers collaborate to establish stable structures and routines across classrooms to support all students, including SLIFE. Every Monday, students begin their day with a schoolwide community meeting. They begin by engaging in a think-pair-share activity to discuss a thought-provoking question related to the week’s theme. This routine helps set a positive tone for the school day and encourages SLIFE to participate in discussions and interact with their peers. Throughout the day, teachers implement instructional routines such as adapted writing with colors during language arts lessons, where students use different-colored pens to highlight ideas in their writing, vocabulary words, and writing conventions. During math class, students engage in number talks, where they share their strategies for solving math problems and learn from one another's approaches. Additionally, teachers use reciprocal teaching during guided reading sessions, allowing students to take turns leading discussions about the text and supporting each other's comprehension. 

These instructional routines are consistently replicated across content areas with differentiated scaffolding strategies to meet the diverse needs of SLIFE and non-SLIFE alike. By establishing these routines schoolwide, the school ensures a consistent and predictable learning environment.

Image credit: "Classroom" by allisonmeier is licensed under CC BY-SA 2.0. 

During a visit to a local high school, members of the SLIFE Community of Practice witnessed a promising initiative where all high school students, including SLIFE, participate in dual enrollment courses facilitated through a partnership with a state university. These courses, offered twice a week during the intervention block, offer students early college credits and encompass diverse subjects such as photography, entrepreneurship, and Spanish for heritage speakers.

One notable aspect of this program is the dedicated support provided to SLIFE by the early college staff. Not only do they assist SLIFE with their coursework, but they also offer guidance and encouragement to ensure their academic success. Additionally, select school staff members have been granted authorization to serve as adjunct lecturers, further enriching the learning experience for students.

The program's success is evident in its impressive pass rate, with 97% of participants passing their courses in 2023. This achievement underscores the effectiveness of the collaborative efforts between the high school, early college staff, and university partners in providing valuable educational opportunities to SLIFE.

Image credit: "Graduation" by schwglr is licensed under CC BY-SA 2.0. 

One member of the SLIFE Community of Practice described a summer program intentionally tailored to the unique needs and backgrounds of newcomers, including SLIFE, entering Grades 5–9. Embracing an assets-based philosophy, this enrichment curriculum is designed not only to challenge students academically but also to foster language growth and cultivate a sense of belonging.

One of the key aspects of the program is its emphasis on building strong relationships between students and teachers. Through interactive and collaborative learning experiences, students are encouraged to connect with their educators, fostering a supportive and inclusive learning environment. Furthermore, the program serves as a bridge between newly arrived families and district educators. By involving families in their children's education and creating opportunities for them to engage with school staff, the program seeks to establish a sense of trust and partnership within the community.

Image credit: "Taking the Classroom Outside" by gilmorec is licensed under CC BY-SA 2.0. 

Another school district described a unique program tailored to meeting the needs of over-age students with educational gaps. The program maintains a high degree of flexibility to accommodate students from both traditional and non-traditional schooling backgrounds. For example, the program operates through extended hours, remaining open 12 hours a day and offering programs during the summer. This extended access to educational services allows students to progress at their own pace and access additional academic assistance when needed. The program develops individualized learning plans for each student.

Instead of relying on conventional letter grades (A, B, C, D, F) and grade levels (9, 10, 11, 12), the program adopted a competency-based framework centered on what students can do. Students in the program receive personalized learning experiences tailored to their specific strengths and needs.

Image credit: "Students learning about oysters at Down Township School" by U. S. Fish and Wildlife Service - Northeast Region is marked with Public Domain Mark 1.0.