NEWCOMER TOOL KIT

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In schools without parent centers, teachers and administrators may wish to explore other practical and easily accessible and sustainable places to support families’ digital use. For example, partnerships with libraries, Internet cafes, and public-private ventures may help families gain access to the internet. Schools should be mindful that “rapid, uncritical adoption of technological innovations is very likely to leave parents behind, reduce their capabilities to help with their children’s schoolwork, and exacerbate intergenerational differences that ultimately disadvantage students’ academic advancement, rather than enhance it” (Katz, Levine, & Gonzalez, 2015). Stories From the Field: Four Blog Posts on Innovative Newcomer Family Engagement Here are some ways other schools are engaging newcomer families in U.S. schools. See if these stories spark ideas for your school. See Schoolwide Tool 4 at the end of this chapter for additional examples from the field. Principals Engage Families in Diverse Communities http://www.naeyc.org/blogs/engaging-diverse-families-two-principals-share-their-stories Two elementary schools principals who work in diverse communities share their experiences engaging families. They describe strategies such as working with a family liaison or parent-community coordinator and hosting math, science, and literacy nights: “We value children and families’ different cultures and experiences. …Teachers learn about children and families. …Families can share about their cultures, home languages, and how their children learn best. This helps families feel invested in their children’s education from the start.” “Teachers share good ideas and work together to plan engaging events. For example, if I hear one kindergarten teacher is planning an event, I may encourage the other kindergarten teachers to get involved. And after encouraging teamwork, I find it now happens naturally among teachers.” Future Educators Acquire Skills to Partner With Families in Their Communities http://hfrp.org/publications-resources/browse-our-publications/new-stories-of-innovation-in-familyengagement A teacher educator at the College of Charleston partnered with a family literacy program for Hispanic immigrant mothers to provide “opportunities to teacher candidates about how to engage culturally and linguistically diverse families in meaningful ways within a community-based program.” This type of partnership could also be implemented with new and experienced teachers in schools. Continued on next page U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 9 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.
Stories From the Field: Four Blog Posts on Innovative Newcomer Family Engagement Continued from previous page Academic Parent–Teacher Teams Reorganize Parent–Teacher Conferences http://www.hfrp.org/publications-resources/browse-our-publications/academic-parent-teacher-teamsreorganizing-parent-teacher-conferences-around-data The developer of a family engagement strategy that focuses on academic learning activities and student performance data explains how the parent-teacher teams are organized with groups of families and a parent liaison. “A surprising result has been the high numbers of fathers who have come to team meetings—more than in classrooms with conventional parent–teacher conferences. When fathers were asked what made them more interested in coming to team meetings, they said that they were specifically interested in academics and wanted to be involved in understanding their child’s progress.” Opening Doors/Abriendo Puertas Validates Contributions of Migrant Parents http://www.tolerance.org/magazine/number-33-spring-2008/feature/opening-doors-border Available in English and Spanish, this blog post describes a program first developed with migrant families on the Texas-Mexico border. The program involves families by bringing English classes into their homes. The author, who researched the program, shares the following insights: “[O]utreach means more than just inviting parents to PTA meetings, because there are multiple ways parents can be involved. …It’s equally as important to stress home-based knowledge and validate the contributions parents are making to motivate their kids through their involvement in everyday life.” “[Y]ou also have to meet the needs of the migrant parents. School involvement has traditionally been seen as parents doing something or coming to the building—very unidirectional—whereas the broader concept of school-community collaboration is a two-way street. Schools, teachers and administrators are meeting parents halfway, going into the community and establishing a presence there.” U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 10 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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CHAPTER 3 RESOURCES Resource List A
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CHAPTER 3 RESOURCES English Languag
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Page 127 and 128: CHAPTER 4 RESOURCES WestEd. (2014).
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Page 151 and 152: CHAPTER 5 RESOURCES Bridging Refuge
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