Questions to ask before considering retention:
1.)If students are struggling under current instructional approaches/delivery, then what modifications/interventions have been put into place (at least 4 weeks) to help these students?
What documentation/proof of these modifications/interventions is available to show whether or not they worked or did not work?
Most learning problems can be prevented if students are in positive school and classroom contexts that accommodate individual differences. However, even in the most positive environments, some students still experience difficulties. For these students, early intervention strategies must be implemented as soon as learning problems are noted. Early intervention means that "supplementary instructional services are provided early in students' schooling, and that they are intense enough to bring at-risk students quickly to a level at which they can profit from high-quality classroom instruction" (Madden, Slavin, Karweit, Dolan, &Wasik, 1991, p. 594).
2.)If interventions have been implemented, are the interventions research based, showing they are effective and appropriate for ELLs?
Students must have access to high-quality instruction designed to help them meet high expectations. Teachers should employ strategies known to be effective with English learners, such as drawing on their prior knowledge; providing opportunities to review previously learned concepts and teaching them to employ those concepts; organizing themes or strands that connect the curriculum across subject areas; and providing individual guidance, assistance, and support to fill gaps in background knowledge (Ortiz, 2001).
3.)Less than 20% of the 56% of public school teachers that have at least one ELL in their class are certified to teach ELLs (Waxman, Tellez & Walberg, 2004).
Does the mainstream teacher have the training, expertise and experience to solely make a retention decision without the expertise of the ESOL teacher and other qualified staff?
Teachers must share a common philosophy and knowledge base relative to the education of students learning English. They should be knowledgeable about all of the following areas: second language acquisition; the relationship of native language proficiency to the development of English; assessment of proficiency in the native language and English; sociocultural influences on learning; effective first and second language instruction; informal assessment strategies that can be used to monitor progress, particularly in language and literacy development; and effective strategies for working with culturally and linguistically diverse families and communities (Ortiz, 2001).
4.)Has ample time been spent on finding out this student’s story? What is his/her background? What other contributing factors (ie: home life, prior schooling, proficiency of first language etc. . . ) have been researched by staff to determine why this student has been unsuccessful?
Based on findings, have these issues been addressed?
5.)Have meetings been set up with the parents involving all staff that work with this child to discuss/determine what is best for the student’s progression?
Parents of students learning English must be viewed as capable advocates for their children and as valuable resources in school improvement efforts (Cummins, 1994).
- If there are gaps in any of these areas, then retention should not be considered. If we retain a student based on our inability to provide culturally and linguistically appropriate instruction within the least restrictive environment, then we are punishing a student for our own failures. This is not only morally and ethically wrong, but also against the law.
Created by Gene Cressler
Revised August 2014 Baltimore City Schools ESOL Teacher Handbook