Who are SLIFE?

Definition of SLIFE in Massachusetts

Students with Limited or Interrupted Formal Education (SLIFE) are English learners who have experienced interrupted education or have limited formal education prior to enrolling in the district. SLIFE usually come from a home in which a language other than English is spoken, have gaps in their education from their home country, and are at least two grade levels behind in reading and mathematics. They may have attended school in the U.S. but can have gaps in language and literacy due to ineffective or missing instruction. They are often at risk for dropping out of school and may need intensive support. In some districts, SLIFE are placed in existing ELE programs, such as SEI or transitional bilingual education, and receive additional supports to close educational gaps in their academic background. Other districts specifically design ELE programs for SLIFE, such as programs that include high intensity English and/or native language acquisition. Districts that wish to start new ELE programs specifically for SLIFE must complete the new ELE program proposal process, while districts that educate SLIFE in existing ELE programs do not.

A SLIFE student meets all of the following criteria[1]:

1. The DOE025 SIMS field indicates the student is an English Learner.

2. Is 8 to 21 years old.

3. Entered a United States school after grade 2, or

Exited the United States for six months or more and did not attend school during that time.

4. Prior exposure to formal schooling is characterized by one of the following:

a. no formal schooling.

b. interruptions in formal schooling, defined as at least two or fewer years of schooling than their typical peers.

c. consistent, but limited formal schooling.

5. Functions two or more years below expected grade level in native language literacy relative to typical peers.

6. Functions two or more years below expected grade level in numeracy relative to typical peers.

Massachusetts District Obligations for SLIFE Identification

As with any student newly enrolling in a Massachusetts public school, districts are required to determine that student's past schooling experiences, credits earned, and skills obtained prior to coming to the district. A home language survey, transcript review, and other information is to be gathered for each child. It is the district's obligation to determine whether new students are English learners and to provide them with appropriate instructional plans.

PLACEHOLDER for link to Five Step Process

💡Reflection: What are some ways your district supports a welcoming environment for all families, including SLIFE?

Ideas:

Create an information sheet on language assistance for parents: This one-pager should include services that are available to parents if they are having difficulty understanding English and are in need of interpretation in their languages. Include contact information and any apps parents can use for translation.
Community Resources flyer: Share information with families on community resources available to them locally. Include free services, upcoming health events, community gatherings, welcome centers, and shelters. Local organizations like 211 and the United Way will be good resources for such information.
Encourage parents to volunteer: Invite parents to volunteer at their child's school. Share ways parents can be involved in school and support their child's education. Volunteering and being actively involved in schooling may operate differently than the parents' home countries so take the time to actively invite, support, and guide parents in how they can be involved.
Visuals, visuals, visuals!: Visuals are a great way to support language for all, parents and children. Post visuals to guide parents to important locations around your school. Also consider posting visuals that are inclusive of all, including by race, gender, culture, and other diversities.

SLIFE Prevalance among English Learners in Massachusetts

Newcomers are a growing segment of the Massachusetts school-age population and are increasingly diverse--linguistically, culturally, socioeconomically, and geographically. Recent measures of Massachusetts students suggests that students identified as SLIFE may be about 2% of the overall EL population, but those numbers may be low. The following resources will be useful to better understand newcomer students, many of whom are found to be SLIFE.

Rising Numbers Unmet Needs: Immigrant Newcomers in Massachusetts High Schools

Study published in November 2023 by the Annenberg Institute at Brown University.

Understanding and Supporting Students with Limited or Interrupted Formal Education (SLIFE) in Massachusetts: A Review of Literature

Published November 2022, including a chapter specifically on SLIFE student backgrounds in Massachusetts.

💡Reflection: Does your district have a process for identifying SLIFE? If so, discuss the process as a team.

Ideas:

Become familiar with your district's intake process: Contact your district central office to learn how the current intake processes include SLIFE identification.
Get involved: If your district is working towards establishing a process for identifying SLIFE students, ask how you can participate or contribute. Let your voice be heard!
Get to know your students: Read the Welcoming Families Communication Toolkit. Build relationships with students, ensure that they feel welcome and appreciated. Getting to know your students will help you identify their needs.
Share information with parents: Informing parents of what SLIFE is, and the process for identification, will strengthen family and school connections.

SLIFE Demographics

Characteristics of and Diverse Factors Impacting SLIFE (similar to Mississippi)

[The following are samples of how the vignettes could work here for characteristics of SLIFE]

María

[link to a vignette about María's journey to Massachusetts. This case study was written for the CoP as an exercise in Year 1. María is supposed to be 14, SLIFE, and from a Spanish-speaking country]

Ahmed

[Link to case study about Ahmed's transition to US schooling and supporting his parents. He is 16, SLIFE, and from a refugee background]

Jean-Pierre

[Link to case study about Jean-Pierre, who is 14, SLIFE and born in Haiti. He has spent the past few years living in Brazil due to his family's migration.]

COVID-19 and SLIFE

SLIFE Strengths and Needs

SLIFE Identification and Placement

SLIFE Reclassification Processes

Welcoming all Students

Our SLIFE students and families bring a great wealth of strengths that are unique and can support learning. We must make families feel welcomed upon arrival, provide supports on multiple topics to assist them in navigating a new educational system, and get to know their needs by avoiding assumptions. Some of these students have not been enrolled in school for years and a school setting may be unfamiliar to them. It is important that we reflect on district policies and procedures to ensure that we are establishing a welcoming environment for all.

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