NEWCOMER TOOL KIT

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CHAPTER 4 RESOURCES U.S. Department of Justice, Community Relations Service. (n.d.). Twenty plus things schools can do to respond to or prevent hate incidents against Arab-Americans, Muslims, and Sikhs. Retrieved from http://www.justice.gov/sites/default/files/crs/legacy/2012/12/17/20-plus-things.pdf This article gives specific examples of ways that schools can respond to hate incidents against Arab- Americans, Muslims, and Sikhs. van Kooten-Prasad, M. (2007). A teacher’s guide to working with students from refugee and displaced backgrounds. Fairfield, Queensland: Queensland Program of Assistance to Survivors of Torture and Trauma, Inc. (QPASTT). Retrieved from http://qpastt.org.au/tbcwp1/wp-content/uploads/2014/05/School-teachersguide-2007-updated-2104.pdf This reference guide is designed to assist teachers in their role with students from refugee and displaced backgrounds, particularly in relation to their social and emotional needs. Walqui, A. (2000). Access and engagement: Program design and instructional approaches for immigrant students in secondary school (ERIC Publications No. ED 438 727). McHenry, IL: Center for Applied Linguistics and Delta Systems. Retrieved from http://files.eric.ed.gov/fulltext/ED438727.pdf This book is a profile of four program models for secondary newcomer students. The case studies of programs are set in diverse local and state contexts, but all programs offer students access to academics and language coupled with engagement. Walqui, A. (2000, June). Strategies for success: Engaging immigrant students in secondary schools (ERIC Digest No. ED442300). Retrieved from http://files.eric.ed.gov/fulltext/ED442300.pdf This publication the characteristics of secondary schools in the United States that make it difficult for immigrant students to succeed. Wambalaba, M. W. (2013, February 27–March 1). Bullying of immigrant students: Experience of African immigrant/ refugee students. Presentation at the 11th annual Northwest PBIS Conference, Eugene, OR. Retrieved from http://pbisnetwork.org/wp-content/uploads/2013/02/M.-Wam.F5-Immigramt-Student-Bullying.pdf This PowerPoint presentation deck offers discussion probes and activities focused around bullying and immigrant students. The deck also includes a discussion of school factors that affect the frequency of bullying of immigrants and how to prevent bullying. This resource is specific to African immigrant students, but it is applicable to all immigrant students. Weissberg, R. P., & Cascarino, J. (2013). Academic learning + social emotional learning = national priority. Phi Delta Kappan, 95(2): 8–13. Retrieved from https://static1.squarespace.com/ static/513f79f9e4b05ce7b70e9673/t/52e9ce21e4b0ac970820f94d/1391054369190/weissberg-cascarinophi-delta-kappan.pdf This article posits that when schools promote students’ academic, social, and emotional learning, students will access the basic competencies, work habits, and values for engaged postsecondary education, meaningful careers, and constructive citizenship. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 4 • 35 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 RESOURCES WestEd. (2014). Assessing school climate. San Francisco, CA: Author. Retrieved from http://surveydata.wested.org/resources/Cal-SCHLS_AssessingClimate2013-14.pdf This overview of school climate instruments includes questions and categories targeting students, parents, teachers, and other school staff. White House Initiative on Asian Americans and Pacific Islanders. (n.d.). Bullying [Web page]. Retrieved from http://sites.ed.gov/aapi/aapi-bullying/ This resource page provides information and resources about bullying specific to the experiences of different students from Asia and the Pacific. These resources include activities of a national task force and translated materials to assess bullying and prevention efforts. Yoder, N. (2014, January). Teaching the whole child: Instructional practices that support socialemotional learning in three teacher evaluation frameworks (Research-to-Practice Brief, rev. ed.). Washington, DC: Center on Great Teachers and Leaders. Retrieved from http://www.gtlcenter.org/sites/default/files/TeachingtheWholeChild.pdf This brief includes instructional practices that support social emotional learning in three teacher evaluation frameworks. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 4 • 36 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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process; learning a second language
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• gain control of their own learn
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Misconceptions (continued) • Deve
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Key Attributes of Dual Language Edu
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their individual needs. The focus o
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CHAPTER 3 CLASSROOM TOOL Subject-Sp
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Page 107 and 108: CHAPTER 4 SCHOOLWIDE TOOL Discrimin
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Page 123 and 124: CHAPTER 4 RESOURCES Responsive Clas
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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 151 and 152: CHAPTER 5 RESOURCES Bridging Refuge
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