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Douglas County Schools

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Presentation on theme: "Douglas County Schools"— Presentation transcript:

1 Douglas County Schools
Empathy to Advocacy Dawn Digsby Turner Middle School Douglas County Schools February 7, 2019 KSU ESOL Conference

2 More Importantly – To Act
Purpose To be intentional about the needs of EL’s To provide ESOL student experiences allowing them to use their voice To establish empathy To provide suggestions for advocacy More Importantly – To Act

3 Opening Activities 1. Educational Quotes 2. Video Views
Please spend about 10 minutes exploring the activity given to you. Please select one or two people from your group to share your findings with the whole group when instructed. 1. Educational Quotes 2. Video Views 3. Informational Reading 4. Ayiti: The Cost of Life Game

4 Empathy Lesson Your turn Pretend that you are the student
You just moved to Guatemala with your family and you have very limited or no Spanish language skills

5 Student Presentation Por favor lee El Camello Jorobitas
Respuestas de las Preguntas Respuesta Escrita Yahir Hernandez – 10th grade Uriel Valle Uriostegui – 10th grade

6 El Vocabulario

7 ESOL Population TMS ESOL Numbers: Total Student Pop.: 781 Active ELs: 52 (15%) Monitored Students: 32 Yr1 & Yr2 Newcomer Students: 6 Language: Spanish & French We are growing!

8 When students use their voice:
What the Research Says When students use their voice: It can be an excellent catalyst for change They can cause teachers to be empathetic – It must be authentic It helps to increase student achievement

9 Ethical Implications TKES Standard 2: The teacher plans using state and local curricula and standards effective strategies, resources, and data to address the differentiated needs of all students. TKES Standard 9: The teacher exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession.

10 Literature Review Restorative Justice Practices
A Story Legitimating the Voices of Latino/Hispanic Students and their Parents: Creating a Restorative Justice Response to Wrongdoing and Conflict in Schools Restorative Justice Practices Culture of Care Project (Tom Cavanaugh) a. Ethic of caring b. Culturally responsive pedagogy c. Restorative practices 3. Authentic Caring vs. Aesthetic Caring

11 Latino High School Students’ Perceptions of Caring: Keys to Success
Colorado HS – Demographics Hispanic White African American 54% % 4% Building Relationships is upmost important Questionnaire Revelations: Male Female Encouragement % % Offering Help % % Comfort % % Being Nice % % Listening % % Caring must be authentic

12 A Critically Compassionate Intellectualism for Latina/o Students: Raising Voices Above the Silencing in Our Schools Educational Model a. Authentic caring b. Social justice centered curriculum c. Critical pedagogy Silencing a. Curriculum b. Teacher and student relationships c. Racist discourse

13 I Believe that Student Voice is Important

14 Findings cont’d

15 Findings cont’d

16 Student Perceptions Post Presentation
Receiving Help What Methods Are Helpful Caring Willingness to Present A Yes from all teachers Spanish and English Vocabulary Feels very cared for Yes B Feels helped by one teacher English/Spanish Vocabulary Peer Work Does not necessarily feel caring from all teachers C Some teachers are helping Vocabulary Preferential seating

17 Remember these outcomes takes small steps – Don’t give up!!!!!!
Positive Outcomes 11 students exited that year More Collaboration Lasting relationships and caring form our teachers led to excellent gains in closing our achievement gap: ****EL’s : ELA & Math ****SWD’s : ELA, Math, Science & Social Studies Remember these outcomes takes small steps – Don’t give up!!!!!!

18 What Can You Do to Help? Advocate for:
Student success (i.e. help with priorities) Hospitality (i.e. newcomer support group – Mrs. Digsby/Mrs. Dukes) Placement (gifted and other supports) Support in classes (foster a collaborative environment between ESOL teacher and content teachers as much as possible)

19 Data GMAS YR17-18

20 Access to Presentation
Please contact me at

21 For attending and participating in our presentation!
Thank You! For attending and participating in our presentation!

22 References Cammarota, J., Romero, A.(2006). A Critically Compassionate Intellectualism for Latino/a Students: Raising Voices Above the Silencing in Our Schools. Multicultural Education, Cavanaugh, T., Garcia, E., Vigil, P.(2014). A Story Legitimating the Voices of Latino/Hispanic Students and their Parents: Creating a Restorative Justice Response to Wrongdoing and Conflict in Schools. Equity and Excellence in Education, 47(4), Garza, R., Huerta, M.(2014). Latino High School Students’ Perceptions of Caring: Keys to Success. Journal of Latinos and Education, 13: Fact Tank Article: Ayiyiti Cost of Life Game: Lost For Words Video:


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