Students With Interrupted Formal Education

Dr. Brenda Custodio is retired from Columbus City Schools (Ohio) where she served as a middle and high school ESL teacher, a district-level coach for secondary ESL teachers, and a building administrator of a newcomer secondary academy. She worked with the school district to help establish a newcomer program for middle and high school students with a large refugee population, most of whom had limited prior schooling. Dr. Custodio developed the program for use by Ohio State University to train alternative license candidates through a federal grant and served as a coach for several years for the teachers enrolled in the program. She has served as an educational consultant for several school districts in Ohio, and has worked as a teacher trainer for the Ohio Department of Education on the topics of refugee education and unaccompanied minors. She has developed curriculum and programming for both high school and adult refugee students with limited home language literacy. Her professional responsibilities have included president and conference chair of Ohio TESOL, chair of the Secondary Schools Interest Section and the Refugee Concerns Interest Section of TESOL, Inc., and membership on the international Professional Development Committee. She has been awarded the Winston Churchill Traveling Fellowship Grant to visit Australia, The Moira McKenzie Literacy Grant to work with Dr. Gay Su Pennell, and is a five-time recipient of the Ameritech Impact II Grant. She received the Ohio TESOL Outstanding Achievement Award twice, and also the 2016 Lifetime Achievement Award by the same organization. She is currently preparing pre-service and in-service teachers at the Ohio State University to work in second language classrooms. As a frequent presenter at both the state and national level, she has presented on the topics of: literacy development for adolescents, unique needs of refugee students, culturally diverse classrooms, newcomer programming, and students with interrupted formal education. Her first book on the topic of Newcomers has led to site visits in Massachusetts, New York, New Jersey, Virginia, Maryland, Florida, Minnesota, Washington, California, Texas, Ohio, and Toronto, Ontario. Judith B. O'Loughlin, an independent education consultant, has twenty-five years experience as an English, ESL, and special education teacher. She has taught ESL at K-12, adult education, and graduate levels in university endorsement programs in NJ, MO, MA, KS, and OH. She is currently a bilingual/ESL eCoach for pre-service candidates for The Ohio State University "Transition to Teaching" grant. While teaching in New Jersey, Judith worked as a consultant with the New Jersey Department of Education, Office of Bilingual/ESL Education on standards and assessment for English learners, developed a draft of ESL/ELA Standards, low incidence ESL programming and instruction, and providing inservice sessions throughout the state about sheltered instruction for ELs in mainstream classrooms. As an independent consultant, Judith focuses on standards-based curriculum, instructional strategies, differentiated instruction, addressing the needs of newcomers, formative assessment, and collegial collaboration for ESL and mainstream co- teaching. Recently, Judith was an invited presenter at the 2014 TESOL Academy in Columbus Ohio, June 20-21, 2014 and Stockton University, NJ on June 19-20, 2015. For the latter program, she worked with 25 visiting linguistic professors from Pakistan. Her topic focused on ELL Writing and Formative Assessment. She is a certified WIDA Consultant in Standards and Assessment, as well as a Pearson SIOP Certified Trainer. Ms. O'Loughlin previously served on the NJTESOL-NJBE Executive Board as President, and currently serves on both the CATESOL Board of Directors as Conference Services Coordinator and Advocacy, as well as the CATESOL Education Foundation as Vice-President. She is also the 2015-2017 Chair of the TESOL Standards Professional Council. Ms. O'Loughlin was the 2015 CATESOL Sadae Iwataki Service Award recipient and the one of the TESOL "50 at 50" recognized leaders in the field, as nominated by her peers. She has previously received the 2003 Seton Hall University, Multicultural Education Teacher of the Year and the 2001 NJTESOL-NJBE Leadership Award.

Foreword Preface Acknowledgments About the Authors 1. Introduction to Students With Interrupted Formal Education 2. Latinos With Interrupted Education 3. Unique Issues of Refugee Children 4. Providing Social and Emotional Support: Developing Resilient Students 5. Providing School-Based Support for SIFE Glossary Appendices References Index

"Students with limited or interrupted formal education are a growing population in our schools and one that few of our teachers are prepared to serve well. Their social and educational needs are often quite different from those of the majority of culturally and linguistically diverse students and other English as an additional language learners. This book has many resources and suggestions for assistance with serving the needs of these students. Additionally I am glad to see the book addresses resiliency and culture shock, as these are two areas frequently overlooked in textbooks for teachers working with these challenging students." -- Dr. Catherine Collier, Director "With Students with Interrupted Formal Education: Bridging Where They Are and What They Need, Custodio and O'Loughlin have produced an important resource for teachers, school leaders, teacher educators, and community leaders. The authors show readers the many challenges that students with interrupted formal education (SIFE) face and provide critical background information on these English learners. Then the authors give specific strategies for supporting SIFE students academically, socially, and culturally. They include checklists, application ideas, and bibliographies. This book is a must-read for all those working with SIFEs." -- Yvonne Freeman, Professor Emerita "In a much-needed new resource, Brenda Custodio and Judith O'Loughlin address a unique subgroup of English learners with empathy, aptitude, and critical insight. Students With Interrupted Formal Education provides a comprehensive picture of the complex context and rich diversity among SIFEs, while it also offers field-tested, ready-to-use, specific suggestions on how to create a positive support system for SIFEs that lead to student success! I am excited to see the well-deserved attention the authors have given to this hard-to-reach and sometimes underserved group of students." -- Andrea Honigsfeld, Associate Dean and Ed.D. Program Director "Custodio and O'Loughlin provide a thorough yet focused discussion of SIFE and what teachers can do to support them. Their text is recommended for those who work with these students and for those who prepare them to do so." -- Timothy A. Micek, DA, Associate Professor, Education & Director, MATESOL "Finally, we have an insightful and timely comprehensive resource for our schools that will be immensely helpful to serving the growing numbers of refugee and immigrant children in our classrooms today! So many of these children have fled severe persecution, war, and poverty, which means months or even years of missed schooling. With a deeply compassionate perspective based on their years of rich experience and research, Custodio and O'Loughlin cover it all in this book. Both vulnerable and resilient, these children have shown how successful they can be when classrooms are welcoming and build on their strengths. This practical book will provide educators - and all those who care about these children - with just the information and resources they need. Bravo to Custodio and O'Loughlin - they have produced the first book of its kind that will be critical to the success of these children and our increasingly global education system!" -- Lyn Morland, MSW, MA, Research Fellow "This seminal work is the fruit of extensive research and many years of classroom experience on the part of the authors, who truly represent the vanguard in working with Students with Interrupted Formal Education. With clarity and precision, it offers practical steps that teachers, other educational professionals, and district at large can take to champion these students to academic and social success. Designed with great compassion for an increasingly-significant student population, it is indispensable for both seasoned and younger educators alike. Especially in light of today's political climate, it outlines extensive and highly-innovative strategies that draw upon students' previous knowledge and background to reveal what is essential for their education and acculturation." -- Bruce E. Williams, Graduate Director, Bilingual Education and ESL