NEWCOMER TOOL KIT

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Processes Processes and Strategies to Facilitate Effective Newcomer Parent Engagement Strategies Collaboration • Examine assumptions and cultural biases, recognize and employ newcomer families’ assets, bring parent voices into planning for their child and the school’s success, craft multi-modal informational resources on everything families need to know and do. • Bring newcomer families and staff together to co-construct meaningful communications and resources for families and to collaborate in the delivery of learning and support activities for families (Patrikakou et al., 2005). • Encourage and help parents develop leadership skills to participate in decision making throughout the school and the community. • Enlist newcomer parents to design and conduct parent learning opportunities on parenting across cultures, promoting child development, supporting learning, and planning for college and careers. Capacity Development Assets Orientation • Build newcomers’ and staff members’ capacity to effectively carry out multiple roles (advocate, supporter, encourager, decision maker, etc.) • Build staff capacity to challenge deficit mind-sets related to the traditional expectations for newcomers and encourage an asset orientation (Arias & Morillo- Campbell, 2008). • Create parent and family welcome kits with information about the school. Include parent rights and responsibilities, school schedules, phone numbers, procedures and any other information that will help parents feel welcome, informed, and integrated into the school. • Sponsor and encourage parents to attend family literacy events where parents or students can read books together. • Establish opportunities for listening to parents, and strive to meet high expectations, aspirations and hopes by drawing on newcomers’ cultures, language, knowledge, and skills. • Incorporate the cultural strengths of families and the community into the school • curriculum and activities. • Ensure that newcomer families are represented in the school’s decision-making bodies (Arias & Morillo-Campbell, 2008). Continued on next page U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 5 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.
Processes and Strategies to Facilitate Effective Newcomer Parent Engagement Continued from previous page Processes Multi-modal Communications and Language Supports Continuous Improvement Strategies • Use multiple methods (newsletters translated in the languages represented in the school, telephone trees, school website, parent outreach workers) and structures to communicate. • Conduct newcomer focus groups and/or newcomer advisory committees to get input on decision-making structures, concerns, questions, and recommendations. • Ensure that language supports are available for all educational communications and activities. • Use suggestion boxes, surveys, targeted and short interviews, or polling with the appropriate language supports to encourage newcomer parents to voice their concerns and ideas to inform school planning. • Identify strategies so that newcomer families can enrich the school community’s culture by sharing their personal and cultural assets (Arias & Morillo-Campbell, 2008; Mapp & Kuttner, 2013). • Continuously improve family engagement by examining multiple data sources to assess the impact of policies and practices on the newcomers. • Include newcomer families’ values and perspectives to promote cross-cultural understanding, and strengthen their 21st century skills through volunteer experiences. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 6 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 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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CHAPTER 3 CLASSROOM TOOL Checklist
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Page 81 and 82: CHAPTER 3 RESOURCES Resource List A
Page 83 and 84: CHAPTER 3 RESOURCES English Languag
Page 85 and 86: CHAPTER 3 RESOURCES Institute for I
Page 87 and 88: CHAPTER 3 RESOURCES Robertson, K. (
Page 89 and 90: CHAPTER 3 RESOURCES U.S. Department
Page 91 and 92: CHAPTER 3 RESOURCES WIDA. (n.d.). A
Page 93 and 94: Social Emotional Well-Being and Stu
Page 95 and 96: Social Emotional Skills Development
Page 97 and 98: to understand and tap into students
Page 99 and 100: Integrating Social Emotional and Ac
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Page 105 and 106: CHAPTER 4 SCHOOLWIDE TOOL Core Stre
Page 107 and 108: CHAPTER 4 SCHOOLWIDE TOOL Discrimin
Page 109 and 110: CHAPTER 4 SCHOOLWIDE TOOL Develop a
Page 111 and 112: CHAPTER 4 PROFESSIONAL REFLECTION A
Page 117 and 118: CHAPTER 4 RESOURCES Birman, D. (200
Page 119 and 120: CHAPTER 4 RESOURCES de los Reyes, E
Page 121 and 122: CHAPTER 4 RESOURCES Karcher, M. (20
Page 123 and 124: CHAPTER 4 RESOURCES Responsive Clas
Page 125 and 126: CHAPTER 4 RESOURCES Suárez-Orozco,
Page 127 and 128: CHAPTER 4 RESOURCES WestEd. (2014).
Page 129 and 130: Highly successful schools spend tim
Page 131: Schools should develop strategies t
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
Page 141 and 142: CHAPTER 5 SCHOOLWIDE TOOL Engaging
Page 151 and 152: CHAPTER 5 RESOURCES Bridging Refuge
Page 153 and 154: CHAPTER 5 RESOURCES Education Devel
Page 155 and 156: CHAPTER 5 RESOURCES Mapp, K. L., &
Page 157 and 158: CHAPTER 5 RESOURCES Short, D. J., &
Page 159: U.S. Department of Education
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