NEWCOMER TOOL KIT

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CHAPTER 4 PROFESSIONAL REFLECTION AND DISCUSSION ACTIVITY GUIDE “Support Me”: Creating Social Emotional Supports for Newcomer Students Activity 1/Handout 1: Support Cards (One set of cards—including the eight blank cards—is required per group of four participants.) Cross-age peer mentoring Youth leadership program Social services referral (housing, health services, etc.) Family coordinator engages with family After-school enrichment activity After-school athletics Student support teams Advisory program Family programs hosted at the school Group counseling Summer bridge program Informal caring from school staff U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 4 • 21 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
CHAPTER 4 PROFESSIONAL REFLECTION AND DISCUSSION ACTIVITY GUIDE “Support Me”: Creating Social Emotional Supports for Newcomer Students Activity 1/Handout 2: Student Scenario Cards (One set of cards is required per group of four participants.) Scenario A: Mario Mario immigrated to the United States with his family two years ago from central Mexico. Now in the 9th grade, Mario is frequently suspended for fighting and has lately started to skip school. Mario’s science teacher reached out to him in an effort to find out why he is having such a difficult time socially in school. Mario explained he is feeling very unhappy and that he is worried about his mother, who is frightened to go out on her own, because she speaks neither Spanish nor English; she speaks Nahuatl, an indigenous language of Mexico. Mario says that while he thinks his mother needs to get out more and socialize, he understands her hesitation. He adds, “I feel the same way at school. How can I make friends when no one is like me?” Scenario C: Ariette Ariette is an 11-year-old newcomer from Kenya. However, Ariette is not originally from Kenya; her family is from Somalia. For the past two years, Ariette has lived with her family in a series of refugee camps along the Kenyan border with Somalia; the camp also had refugees from Ethiopia and South Sudan. Ariette had some schooling in the refugee camps, but often the grades were mixed, and the schools were temporary structures, without electricity or water. Ariette learned many jump rope songs in Swahili, which she loves to sing at recess in her new school. In class, however, Ariette never speaks, and she usually sits with her head down. Scenario B: Mariam Mariam is the daughter of an Iranian diplomat. She and her two brothers attend the same high school for newcomers, and she has been placed in the 10th. Mariam was educated in international schools previously, but has moved around as frequently as her father’s post has changed. She wears a head scarf, and she has occasionally been yelled at in public by strangers. Unlike her brothers, she is required to go straight home after school. Other students are impressed by her academic abilities, but they also make fun of her by calling her “smartphone.” Because she is expected to apply to competitive colleges, Mariam is very concerned about her academic performance, and considers a score of “95 percent” a failure. She and her brothers compete when it comes to test scores. Scenario D: Ming Ming is an 11th grader in a diverse urban school. He attended a local school in China before immigrating with his family to the United States a few months ago. Ming excelled academically in China, but he is finding it difficult to keep up with his classes in his new school because he is struggling with English. He knows that in a few months, his classmates will be taking the SAT and the ACT, and several of his new friends are discussing the colleges they hope to attend. Many students are driving to school, dating or going to parties, and volunteering in the community. Ming feels left behind and confused. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 4 • 22 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
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U.S. Department of Education NEWCOM
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Contents Introduction . . . . . . .
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Chapter 5: Establishing Partnership
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CHAPTER 1: Who Are Our Newcomers? A
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Terms Used to Describe Newcomers
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Cultural Contributions Immigrants b
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IMMIGRANT SPOTLIGHT Paola Moya, CEO
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CHAPTER 1 RESOURCES PROFESSIONAL RE
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CHAPTER 1 RESOURCES Resource List A
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CHAPTER 1 RESOURCES Jacoby, T. (200
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CHAPTER 1 RESOURCES U.S. Citizenshi
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CHAPTER 2: Welcoming Newcomers to a
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It is fundamental to schools’ wor
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3. Communication with students and
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3. Communication with students and
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classes for parents, and an array o
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Process and Practice Components of
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Practice and Process Components of
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Practice and Process Components of
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CHAPTER 2 CLASSROOM TOOL Connecting
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CHAPTER 2 SCHOOLWIDE TOOL New York
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CHAPTER 2 PROFESSIONAL REFLECTION A
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CHAPTER 2 PROFESSIONAL REFLECTION A
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CHAPTER 2 RESOURCES de Vise, D. (20
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CHAPTER 2 RESOURCES Plyler v. Doe,
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CHAPTER 2 RESOURCES U.S. Department
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Cultivating Global Competencies New
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Page 67 and 68: Misconceptions (continued) • Deve
Page 69 and 70: Key Attributes of Dual Language Edu
Page 71 and 72: their individual needs. The focus o
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Page 127 and 128: CHAPTER 4 RESOURCES WestEd. (2014).
Page 129 and 130: Highly successful schools spend tim
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Page 133 and 134: Processes and Strategies to Facilit
Page 135 and 136: Model and Support Parents’ Engage
Page 137 and 138: Stories From the Field: Four Blog P
Page 139 and 140: CHAPTER 5 SCHOOLWIDE TOOL Engaging
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Page 157 and 158: CHAPTER 5 RESOURCES Short, D. J., &
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