Creating an Inclusive Community for Multilingual Students and Families 
                                                                        By:  Eemma Iseman

Project at a Glance :

This is a project for 6th-8th grade English Language Learners in a Sheltered ELA class. It allows the chance for the class to partner with stakeholders in the community and help address a local program that affects students. Additionally, the project focuses on a variety of English standards including reading, writing, and speaking standards. 
       
 
Driving Question:

How can Hudsonville Public Schools create a more inclusive community for multilingual students/families?             

Standards:

• Sheltered ELA Middle School Standards (will link), including:  cite textual evidence, conduct research to answer a question, gather information from multiple sources, quote or paraphrase data and conclusions, write a summary of a text, engage in discussions, present claims and findings, write arguments to support claims, and adapt speech to a variety of contexts and tasks. 
• Ethical Citizenship
• Communication
• Collaboration and Global Thinking ​​

​Team Building/Creating Culture:

• Hopes / Fears/ Norms 

• Value Cards  (narrow down and pre-teach vocabulary)
• Creative DNA 
• Me Bag  

​Entry Event:

• Students were introduced to stakeholders from the diversity committee and viewed their responses to a few questions about diversity and inclusion of multilingual students and families.

Stakeholders:

• Multilingual Parents 
• Multilingual Students
• Hudsonville Staff as part of the Diversity Committee

Empathy Building:

• Empathy Map ​

• Pain / Gains Chart
• AEIOU protocol
• Stakeholder Map 
• QFT protocol

Inquiry / Need to Knows:

• Tell it to a Toddler protocol 
• Need to Know activity

• Students will interview a family member or multilingual student in the Hudsonville community to gain insights.
• Student will create a survey to share with multilingual community.​

• Students will conduct research on how to create an inclusive community. 
• Students will interview a panel of experts (OAISD EL Consultant (Lori Lee), EL State (Kelly Alvarez), Kentwood EL Director (Sanela Sprecic), Oakland Schools (Christy Osborne), in other communities that have successfully created inclusive communities for multilingual families.

Incubation:

• Brainstorm using tech tools like Jamboard or Flipgrid 

• 100 ideas / Idea Quota protocol​

• How would _____ solve this?
• Anti-Problem 
• 5 WHYS protocol​

Checking in:

• Keep the Creative Sequence Timeline in classroom as a reference.
• Add to Knows, Need to knows, and Wonderings.
• Exit Ticket /Check-in with students multiple times a week.
• Check in during milestones with students to add to their own personal Padlets, 
• Mastery Checks for standards, Student progress on standards.
• Pluses and Deltas - to evaluate the progress of the group.

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Solution Building:

• Mind Mapping with 100 ideas test 
• 6 Thinking Hats 
• Poster Session ​​

• $100 Test 
• Dot Voting 
• NUF Test 

Critique and Revision: 

• Critical Friends 
• Get feedback from the judges panel.

Authentic Audience:

• Diversity Committee 

Final Presentation:

• Students will choose either Canva, Google slides, or Prezi to share their solution ideas with the judges panel.

Click here for teacher's full plan.

​Reflection and Feedback:

• ​Google Form / Feedback form ​​

Click here for the teacher's Journey through PBL on Padlet . . .

Meet the Educator:

​Eemma Iseman teaches 6 - 12 English Language Learners at Riley Middle School and Hudsonville High School.