There is a scarcity of validated Spanish-language social–emotional assessments, despite recognition that social–emotional competence is essential for a child’s success and well-being. Addressing this gap, investigators at Rush University Medical Center are conducting a study to establish the reliability, validity, and cultural acceptability of a Spanish-language version of VESIP, a web-based social reasoning assessment, for use by Spanish-speaking English language learner (ELL) students. VESIP-Spanish (VESIP-Sp) engages students through animated social situations within a simulated school environment that was transadapted from an English-language version.
Rush is presently looking for school district partners who are interested in administering VESIP-Sp to their ELL students and helping to establish the reliability and validity of VESIP-Sp in this population. Partnering school districts will have free access to the English- and Spanish-language versions of VESIP for their own program evaluation purposes in exchange for VESIP-Sp data and limited sociodemographic information.
They are also recruiting a few students to more directly participate in the research by completing VESIP-Sp during a “think aloud” session, where consented students will talk through their assessment experience one on one with research staff over Zoom, giving their impressions of the cultural acceptability of VESIP-Sp and information about what influenced their response choices.
Focus groups of students, parents, and school-based stakeholders will also be convened to give feedback on VESIP-Sp. Participation opportunities will be available in subsequent project years as well.
The goal of this study is to demonstrate the reliability, validity, and cultural acceptability of VESIP-Sp for Spanish-speaking ELL students or to identify specific areas for improvement within the existing program.
If you are interested in participating, please contact study coordinator Ashley Karls, BA ([email protected], 847-763-7963), or research assistant Dennis Sotelo Martinez, BA ([email protected], 312-563-7611), for more information.
A recent survey by ReadTheory, which provides high-quality reading comprehension practice to students at all levels, found that when it comes to helping students develop their social–emotional skills (SEL), an overwhelming number of educators feel they rarely have the time or adequate training to focus on them in the classroom. With the pandemic, students’ mental health challenges have soared. In 2021, the Centers for Disease Control revealed that 37% of high school students reported poor mental health during the pandemic, while 44% said they persistently felt sad or hopeless during the past year. The good news is, with billions of dollars in federal ESSER funds available, schools are investing in SEL programs to help students—and teachers—cope. However, successfully implementing SEL takes an investment of more than just money. “What teachers told us provides a road map for the ways that school leaders, families, and communities can help support social–emotional learning for all students,” said Ron Kirschenbaum, managing partner of ReadTheory. Kirschenbaum offers three quick tips for schools seeking to successfully bring SEL to the classroom:
Before instituting an SEL curriculum, identify the learning needs of educators to determine the highest-priority needs. Using survey results, select resources and instructional strategies to implement SEL instruction across all grade levels Schedule and implement professional development to ensure the success of SEL programs.
The International Day of Sign Languages is a unique opportunity to support and protect the linguistic identity and cultural diversity of all deaf people and other sign language users.
According to the World Federation of the Deaf, there are more than 70 million deaf people worldwide. More than 80% of them live in developing countries. Collectively, they use more than 300 different sign languages.
Maleni Chaitoo, representative of the International Disability Alliance, addresses the meeting using sign language during the special event in observance of the International Day of Persons with Disabilities (2015). Photo:UN Photo/Amanda Voisard
Sign languages are fully fledged natural languages, structurally distinct from the spoken languages. There is also an international sign language, which is used by deaf people in international meetings and informally when traveling and socializing. It is considered a pidgin form of sign language that is not as complex as natural sign languages and has a limited lexicon.
The Convention on the Rights of Persons with Disabilities recognizes and promotes the use of sign languages. It makes clear that sign languages are equal in status to spoken languages and obligates states parties to facilitate the learning of sign language and promote the linguistic identity of the Deaf community.
The resolution establishing the day acknowledges that early access to sign language and services in sign language, including quality education available in sign language, is vital to the growth and development of the deaf individual and critical to the achievement of the internationally agreed development goals. It recognizes the importance of preserving sign languages as part of linguistic and cultural diversity. It also emphasizes the principle of “nothing about us without us” in terms of working with Deaf communities.
Background
The proposal for the Day came from the World Federation of the Deaf (WFD), a federation of 135 national associations of deaf people, representing approximately 70 million deaf people’s human rights worldwide. The resolution A/RES/72/161 was sponsored by the Permanent Mission of Antigua and Barbuda to the United Nations, co-sponsored by 97 United Nations Member States and adopted by consensus on 19 December 2017.
The choice of 23 September commemorates the date that the WFD was established in 1951. This day marks the birth of an advocacy organization, which has as one of its main goals, the preservation of sign languages and Deaf culture as prerequisites to the realization of the human rights of deaf people.
The International Week of the Deaf was first celebrated in September 1958 and has since evolved into a global movement of Deaf unity and concerted advocacy to raise awareness of the issues deaf people face in their everyday lives.
2022 Events
Global Leaders Challenge
Country leaders – whether Prime Ministers, Presidents, other government officials, members of parliaments, members of city council – should sign this year’s theme “Sign Languages Unite Us!” in their national sign language. Join the challenge!
Shine a Blue Light On Sign Languages!
The World Federation of the Deaf invites all public places, public landmarks and official buildings, Presidential houses, County buildings, City Halls, and others to be spotlighted in blue light on 23 September 2022. By highlighting the blue color on their buildings and landmarks is a reaffirmation of our joint commitment to supporting national sign languages and showing solidarity with global Deaf communities.
Saint Louis University (SLU) School of Education and BloomBoard have partnered to develop collaborative strategies with school districts and educational leaders to enhance the number of pre-k–12 teachers to meet the needs of today’s students. One of the first initiatives is the development of a program to support classroom aides and other paraprofessionals with earning bachelor’s degrees in education and qualifying for licensure as elementary teachers in many states. SLU has a long tradition of offering online education for undergraduate degree completion for busy adults who are building careers in business, nursing, social work, and information technology. Its School of Education has been developing teachers, principals, and superintendents through its academic programs and faculty-led research. BloomBoard’s technology and competency-based approach aligns with the university’s goals to address the nation’s major social challenges, including the teacher workforce shortages in schools serving students at the margins. According to Sanford Kenyon, BloomBoard’s CEO, “School districts are looking for new ways to show teachers’ aides and paraprofessionals that they honor their experience. By partnering with SLU, we will be able to provide these highly committed professionals an opportunity to earn accredited bachelor’s degrees in their employment context, often with significant financial support from their districts.” www.bloomboard.com
The American Library Association condemns censorship and works to ensure free access to information. Every year, the Office for Intellectual Freedom (OIF) compiles a list of the Top 10 Most Challenged Books in order to inform the public about censorship in libraries and schools. The lists are based on information from media stories and voluntary reports sent to OIF from communities across the U.S.
The Top 10 lists are only a snapshot of book challenges. Surveys indicate that 82-97% of book challenges – documented requests to remove materials from schools or libraries – remain unreported and receive no media.
The ALA Office for Intellectual Freedom tracked 729 challenges to library, school, and university materials and services in 2021. Of the 1597 books that were targeted, here are the most challenged, along with the reasons cited for censoring the books:
Gender Queer by Maia Kobabe Reasons: Banned, challenged, and restricted for LGBTQIA+ content, and because it was considered to have sexually explicit images
Lawn Boy by Jonathan Evison Reasons: Banned and challenged for LGBTQIA+ content and because it was considered to be sexually explicit
All Boys Aren’t Blue by George M. Johnson Reasons: Banned and challenged for LGBTQIA+ content, profanity, and because it was considered to be sexually explicit
Out of Darkness by Ashley Hope Perez Reasons: Banned, challenged, and restricted for depictions of abuse and because it was considered to be sexually explicit
The Hate U Give by Angie Thomas Reasons: Banned and challenged for profanity, violence, and because it was thought to promote an anti-police message and indoctrination of a social agenda
The Absolutely True Diary of a Part-Time Indian by Sherman Alexie Reasons: Banned and challenged for profanity, sexual references and use of a derogatory term
Me and Earl and the Dying Girl by Jesse Andrews Reasons: Banned and challenged because it was considered sexually explicit and degrading to women
The Bluest Eye by Toni Morrison Reasons: Banned and challenged because it depicts child sexual abuse and was considered sexually explicit
This Book is Gay by Juno Dawson Reasons: Banned, challenged, relocated, and restricted for providing sexual education and LGBTQIA+ content.
Beyond Magenta by Susan Kuklin Reasons: Banned and challenged for LGBTQIA+ content and because it was considered to be sexually explicit.
The Aperture System from Aperture Education houses the DESSA, a nationally standardized, strength-based behavior rating scale that assesses students’ social and emotional competence in eight key areas: self-awareness, optimistic thinking, self-management, goal-directed behavior, decision making, personal responsibility, relationship skills, and social awareness. The Aperture System includes the DESSA for grades K–8 and the DESSA–High School Edition. It is used by more than 7,000 schools and out-of-schooltime programs and has supported more than two million students. Starting this fall, high school students can select from up to 14 different languages to take the DESSA self-evaluation—with more languages being added soon. The K–8 DESSA is typically administered by a teacher and is available in Spanish and English. The DESSA has gone through extensive research and development to ensure cultural sensitivity to mitigate any potential bias. DESSA data identifies students’ social and emotional strengths and areas that may need additional support. This helps educators identify appropriate strategies for those students and empowers administrators to make strategic, data-driven decisions about social and emotional learning (SEL) in their districts. SEL can be especially impactful for students whose first language is not English. Research (http://journals.iupui.edu/index.php/intesol/article/view/21625) shows improving the social and emotional well-being of language learners may be just as important as academic instructional support (INTESOL Journal, 14(1), 2017). SEL can assist in ELLs’ and immigrant students’ transition into schools and communities. It promotes strong relationships with educators and peers and equips students with skills to succeed in new environments. https://apertureed.com
Multilingual learners at West Aurora High School in Illinois garnered outstanding results when personally invited to a free testing opportunity to earn biliteracy recognition. The project shows great promise for English learners everywhere. The 23 students who participated could collectively save at least $25,000 in college tuition. It also had a positive impact on students, their families, and the community by highlighting the value their multilingualism brings to their postsecondary endeavors.
West Aurora sought to increase the number of English learners earning the Seal of Biliteracy or Commendation toward Biliteracy. They ran their project using 2022 ACCESS 2.0 data and a budget of $600. Thirty seniors scored a 3.5 or higher in the literacy domain of ACCESS and indicated they had an ability to read and write in an additional language. Based on their English proficiency alone, they were already halfway to Illinois criteria for a Commendation toward Biliteracy. Educators congratulated each student in person on earning a 3.5 or higher on ACCESS Literacy and asked each student what their postsecondary plans were. Most students indicated that they would be attending Waubonsee Community College next year.
The educators then shared with each student that they would have a free opportunity to take a test similar to ACCESS (AAPPL) to demonstrate their proficiency in their additional language and that if they earned high enough scores, they would earn a minimum of six to twelve credits at Illinois public colleges. At Waubonsee, this would mean a savings of approximately $1,000 for a commendation and $2,000 for a seal. After educators met with students individually, each student’s parents were contacted in their home language to congratulate them on their student’s proficiency in English, notify them of the free assessment opportunity, and share the personalized postsecondary benefits their student would earn by adding either a Commendation or a Seal to their transcript.
Of 23 students who attended the free testing session, 22 (or 96%) earned biliteracy recognition: three students earned a Seal of Biliteracy, and 19 earned a Commendation toward Biliteracy. Fifteen of the 23 met Seal of Biliteracy–level criteria on their additional language assessment.
Due to the outstanding results of this project, West Aurora plans to offer a personalized invitation to every junior and senior scoring 3.5 or higher on ACCESS Literacy to participate in a free opportunity to demonstrate linguistic competency for the Seal of Biliteracy. Additionally, free opportunities will also be expanded to students participating in the Heritage Spanish and World Language programs. “We are thrilled to recognize and celebrate the value multilingual students bring to Aurora and to highlight how their biliteracy can propel them into their postsecondary endeavors.”
Background on Seal/Commendation toward Biliteracy
Postsecondary benefits
AAPPL and STAMP Testing can be used as a qualifier for the Seal of Biliteracy, further expanding access to college credit to more students (see Figure 1 for sample of credits awarded)
Earning a Seal or Commendation toward Biliteracy can reduce the cost of attending college
Highlights language competency for careers in translation
Students who participated in pilot administration were motivated to score higher on other proficiency exams (ACCESS and SAT)
Existing barriers to English learners participating in Seal of Biliteracy testing
Personalized access to information about the postsecondary benefits of earning a biliteracy recognition (college credits, job opportunities)
Scheduling testing outside of the school day
Cost (approximately $25 for AAPPL or STAMP)
Pilot Population
Ninety seniors took ACCESS 2.0
Five seniors had no scores
Eighty-five seniors had ACCESS 2.0 scores
Delimitation: Seniors were selected to participate in the pilot and take AAPPL or Alta in their additional language based on already qualifying for at least a Commendation toward Biliteracy on ACCESS 2022
Thirty-six seniors scored 3.5 or higher on ACCESS 2.0 Literacy (lowest English criteria for commendation)
One senior had already earned a Seal of Biliteracy
Survey Methods
Thirty-five seniors classified as English learners were invited to participate in testing on May 31 funded by the district (projected budget of approximately $600)
All students and parents were personally contacted and congratulated on their ACCESS scores and extended personal invitations to take a free AAPPL exam in their additional language. Students’ postsecondary plans were collected and were explained the benefits of earning a biliteracy distinction on their transcripts
Five seniors declined to participate due to additional language literacy
Results
Twenty-three students attended testing
Seven were no-shows on the day of the exam although they previously expressed interest
Twenty-two students earned awards
Three students earned a Seal of Biliteracy
Fifteen met Seal of Biliteracy criteria in their additional languages (Spanish, Yoruba, and Swahili) including several perfect scores—if the students had had more time, it is likely they could have earned a Seal through pursuing a retake option in English
19 students earned a Commendation toward Biliteracy, including 17 in Spanish, one in Swahili, and one in Yoruba
Most of the awards were earned by students attending Waubonsee Community College next year
The three students who earned a Seal of Biliteracy will receive twelve credit hours each at Waubonsee for a total savings of $2,000 each in tuition ($6,000 total in tuition savings for families for $60 of tests covered by the district)
The 19 students who earned a Commendation toward Biliteracy will each receive six credit hours at Waubonsee Community College for a total savings of $1,000 each in tuition ($19,000 total in tuition savings for families for $400 of tests covered by the district)
In total, SD129 families of English learners could save $25,000 in tuition for approximately $460 in testing Students and families expressed gratitude for the opportunity to participate as well as appreciated our efforts in highlighting their students’ bilingualism as an asset to their postsecondary endeavors.
Through this pilot, we learned the following can hinder our English learner population in pursuing a biliteracy distinction:
Providing personalized information about the postsecondary benefits of earning a biliteracy recognition (college credits, job opportunities)
Scheduling testing outside of the school day
Cost
When two of the three barriers were addressed, 22 of 23 students demonstrated that they were capable of earning at least a Commendation without any language-specific coaching or interventions. Several expressed interest in studying and retaking exams if the opportunity were available. We are hopeful that starting in the fall next year and addressing all three barriers will allow more students to take advantage of the benefits of earning biliteracy recognition.
Recommendations
Practitioners
Encourage students who reach 3.5 Literacy or higher on ACCESS 2.0 reporting to pursue a proficiency exam in their L1—96% of students who attended our testing day qualified for at least a Commendation
Test in early fall of students’ junior year or freshmen year for ELs who were reclassified in middle school—provides opportunity for retake and proactive postsecondary planning
Address identified barriers to participating in testing (cost, opportunity, information)
Use testing as an opportunity to highlight bilingualism as postsecondary asset (build student efficacy for testing in English (ACCESS or SAT))
Communicate with families about the cost-saving opportunities for earning biliteracy recognition
Remind students to advocate for credits at their postsecondary institutions
Policy makers
Make funding widely available for high school ELs to demonstrate their proficiency in their L1s, due to cost savings for students at postsecondary institutions
College Credits accrued during high school influence postsecondary perseverance and completion
More seamless data tracking for college credits earned at high schools in higher education ( dual credit, AP, Seal)
Dr. Christine Anderson is a curriculum leader serving multilingual learners in West Aurora School District 129, Illinois. She is also an adjunct professor for the Teaching Diverse Learners graduate program at Aurora University.
CritterCoin is the first K-20 positive behavioral interventions and supports (PBIS) solution to leverage Houses and NFTs. It is available free forever to students and teachers.
With CritterCoin, schools sort students into Houses, then teachers create custom-branded 3D coins to reward students with points for positive behaviors. Educators recognize positive behaviors as they happen by awarding coins to students in real time. Coins can reward effort, achievement, attendance, and more.
Every coin a student earns increases their points balance in the CritterCoin Reward Store and contributes to their House score. Students in the top-scoring house each week automatically earn collectible digital Critters which they can convert to NFTs on the Avalanche blockchain.
Accessible on the web and through Android or Apple apps on mobile devices, CritterCoin offers ClassLink integration, providing easy rostering for schools and allowing students to access their accounts without logins or emails.
Launched in 2022 by powerhouse K–20 technology innovator RedCritter, CritterCoin is already being used by hundreds of schools and thousands of students around the world.
A premium version offers additional features including:
Data Insight to analyze the points distributed, compare progress from round to round, and view utilization data;
Houses Display to cast updated point totals to a large screen in common areas;
Parent Access to give parents a view of all their students’ progress and incorporate after-school learning incentives; and
Scannables to allow teachers to create QR codes that students can scan in order to receive coins.
“We’re proud to be the first to offer digital collectible coins and NFTs to incentivize positive behavior,” said Mike Beaty, CEO of RedCritter. “Over the past decade, RedCritter has developed 24 edtech patents to serve the needs of our community of educators. Our mission with CritterCoin is to use these exciting new technologies to give those educators a free and easy way to encourage positive classroom behavior and school values.”
With school book banning policies and legislation that effectively promotes classroom censorship coming into place across the United States, few days go by where these stories don’t seem to permeate our newsfeeds.
In response to the recent trend of book banning and other forms of censorship in schools, the Intercultural Development Research Association (IDRA) has been monitoring the effect of classroom censorship on teachers and their students. The IDRA presented preliminary findings of its research in testimony submitted to the Texas House Public Education Committee regarding House Bill 3979 and Senate Bill 3, controversial bills which prevent teachers from presenting subjective viewpoints on particularly controversial topics.
“This legislation has created hostile work environments for educators and district leaders,” reads the IDRA’s testimony on the negative impacts of bills like HB 3979 and SB 3. “In IDRA educator focus groups, teachers reported experiencing “pervasive fear,” “judgment and distrust” and a “chilling effect” on how they teach and engage with students, parents and administrators.”
Opponents of HB 3979 and SB 3 claim that they censor teachers, requiring them to avoid talking about important topics like race and sexuality in the classroom. According to the IDRA testimony, 58% of teachers report negative impacts on their classroom discussions and curricula. Additionally, more than two-thirds of the teachers surveyed said their students no longer feel like they can talk freely about these topics, even if they may be affected by them daily. Among other findings, the IDRA also found that these policies ultimately lower the quality of curriculum overall.
These kinds of policies aren’t just impacting students and teachers in Texas either. According to the IDRA, 17 states have implemented similar classroom censorship policies, while a majority of states have proposed similar policies, many of which have been vetoed or overturned.
That’s not to mention the book banning policies that seem to be popping up in school districts all across the country, oftentimes limiting students’ access to literature on topics regarding marginalized identities. According to a PEN America report indexing book bans throughout the US, nearly 1,600 books were banned in school libraries or classrooms throughout the country from July 1, 2021 to March 1, 2022.
In response to a recent round of book bans and removals in Texas, the IDRA, the American Civil Liberties Union and several other advocacy groups sent a letter to the Keller Independent School District in August condemning the bans.
“Keller ISD’s removal of these 41 books harms students in the district. It does so both by
directly suppressing speech and access to ideas and by sending the message to LGBTQ+, Black, brown, and Jewish students that Keller ISD rejects their history and belonging in the community,” the letter reads. “Students perform better, both academically and socially, with access to texts that reflect their identities and experiences in the world.”
Banned Books Week is an annual event that celebrates the freedom to read and draws attention to the harms of censorship.
Banned Books Week celebrates the freedom to read and spotlights current and historical attempts to censor books in libraries and schools. For 40 years, the annual event has brought together the entire book community — librarians, booksellers, publishers, journalists, teachers, and readers of all types — in shared support of the freedom to seek and to express ideas, even those some consider unorthodox or unpopular. The books featured during Banned Books Week have all been targeted for removal or restriction in libraries and schools. By focusing on efforts across the country to remove or restrict access to books, Banned Books Week draws national attention to the harms of censorship.
In a time of intense political polarization, library staff in every state are facing an unprecedented number of attempts to ban books. ALA’s Office for Intellectual Freedom tracked 729 challenges to library, school and university materials and services in 2021, resulting in more than 1,597 individual book challenges or removals. Most targeted books were by or about Black or LGBTQIA+ persons.
The theme for Banned Books Week 2022 is “Books Unite Us. Censorship Divides Us.” Sharing stories important to us means sharing a part of ourselves. Books reach across boundaries and build connections between readers. Censorship, on the other hand, creates barriers. Banned Books Week is both a reminder of the unifying power of stories and the divisiveness of censorship, and a call to action for readers across the country to push back against censorship attempts in their communities.
“This is a dangerous time for readers and the public servants who provide access to reading materials. Readers, particularly students, are losing access to critical information, and librarians and teachers are under attack for doing their jobs.” – Deborah Caldwell-Stone, director of the ALA’s Office for Intellectual Freedom
Unite Against Book Bans is a national initiative to empower readers everywhere to stand together in the fight against censorship. Take action and defend the right to read for all Americans. Join the Movement
About Book Bans and Challenges
Books are still being banned and challenged today. A challenge is an attempt to remove or restrict materials, based upon the objections of a person or group. A banning is the removal of those materials.
While books have been and continue to be banned, part of the Banned Books Week celebration is the fact that, in a majority of cases, the books have remained available. This happens only thanks to the efforts of librarians, teachers, students, and community members who stand up and speak out for the freedom to read.
George M. Johnson: Banned Books Week 2022 Honorary Chair
George M. Johnson (they/them) is an award-winning Black nonbinary activist and author of TheNew York Times–bestselling young adult memoir All Boys Aren’t Blue (Farrar, Straus and Giroux, 2020) and We Are Not Broken (Little, Brown Books for Young Readers, 2021). All Boys Aren’t Bluewas the third title on ALA’s Top 10 Most Challenged Books of 2021 list. Read more about George.
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