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 2—School Self-Assessment and Action Planning) Purpose This activity can help teams of teachers and other school staff assess the school’s existing supports for newcomers’ social emotional development and plan actions to improve the continuum of supports offered to newcomer students. Preparation for Activity • A few days in advance, ask participants to read “Four Types of Support for Newcomers’ Social Emotional Development” in Chapter 4 of this tool kit. • Make copies of the activity handout, “Continua for Classifying Types of Supports” (one copy for each participant). • On two large poster boards (or flip chart pages), re-create the diagram shown in the activity handout. • Have magic markers or Sharpies on hand for use during the activity. Time Required for Activity 1 hour Instructions for Facilitator Step One: Self-assessment. Each participant receives a copy of the activity handout—a diagram with four quadrants: formal adult-led practices, informal adult-led practices, formal student peer-led practices, and informal student peer-led practices. Explain to participants that the social emotional supports available to newcomers who attend U.S. schools fit into a variety of categories across practices (formal and informal) and people (adults and students). Tell them that participants will draw on their reading from Chapter 4 (“Four Types of Support for Newcomers’ Social Emotional Development”) as they classify supports that are in place at the school to meet all the social emotional needs of newcomers. Instruct participants to think of social emotional supports the school provides to students and to record these practices on the handout in the appropriate quadrant. Next, ask each participant to find a partner and discuss one another’s ideas, with each partner elaborating on the supports recorded on his or her handout through the discussion. Then facilitate a whole-group discussion in which participants contribute their findings to create a single public poster that displays the social emotional supports provided by the school along two axes (“people” and “planning”). Step Two: Action Planning. Guide participants as they jointly (1) examine the poster created during the self-assessment activity, (2) identify areas of strength and areas for needed improvements in the school, and (3) create a second poster with ideas for new formal or informal supports, and include possible “main providers” of those supports. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 4 • 23 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 2/Handout: Continua for Classifying Types of Supports School teams can use this diagram to identify the types of social emotional supports offered to students and to plan improvements and additions. On this diagram, supports provided in a school can be organized according to who delivers that support and the extent to which that support is provided in formal or informal ways. adults PEOPLE formal PRACTICES informal peers U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 4 • 24 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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These perspectives provide a platfo
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Page 67 and 68: Misconceptions (continued) • Deve
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Page 71 and 72: their individual needs. The focus o
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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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