NEWCOMER TOOL KIT

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CHAPTER 5 SCHOOLWIDE TOOL Engaging Newcomer Families: Five Examples From the Field Continued from previous page Example 3: Family Resource Center at an Elementary School (California) A Family Resource Center (FRC) housed at an elementary school in the Franklin-McKinley School District in Santa Clara County, California, offers parents a range of resources and learning opportunities. Parents can learn about topics such as early literacy, parent advocacy, and health and nutrition in a collaborative environment where parents and volunteers from the community can share information and ideas with each other. The FRC, an initiative of First 5 Santa Clara, sends community workers into the local community to reach out to families to provide them with information and connect them with resources offered by the FRC. “Oftentimes you find parents—especially the immigrant, monolingual, Spanish-speaking parents who may not have any other family here—who feel they are the only ones struggling with these issues, whether it be learning their child may have a learning disability, or their husband just got laid off. By building a sense of community, parents look to each other for support and information sharing. So a lot of activities are about helping the parents learn from each other. …So we find that the parents do end up connecting, and becoming a community in the FRC, which really spills out into other areas of the neighborhood and community, because then those parents start taking a leadership role and then they bring other parents in, or they go out and talk to other families about what they’re learning.”— Laura Buzo, Program Director for the Family Resource Centers Source: Mapp, K. L., & Kuttner, P. J. (2013). Partners in education: A dual capacity building framework for family-school partnerships. Austin, TX: SEDL, pp. 20-21. Retrieved from http://www.sedl.org/pubs/framework/ Example 4: South Gate High School (California) South Gate High School … serves predominantly Latina/o student population. Created on campus, … the center began as a space for families to discuss concerns and issues regarding their children’s school experiences. Within the last couple of years, the Parent Center has become a central place on campus for college preparation and education about eligibility requirements, admissions and financial aid. A Community Liaison manages … and is selected by a committee of families. … Education workshops for families are a large part of the work of the … Center. Workshops are created based on families’ interests as expressed in parent surveys sent home each year. … Workshops teach families about curriculum, standards, assessment and evaluation, and the educational policies that govern the school system. The sessions are intended to empower families to become advocates for their children, particularly with respect to preparing for college. Source: MacDonald, M. F., & Dorr, A. (2008), Engaging Parents as Partners in Creating College Going Cultures, p. 7, http://apep.gseis.ucla.edu/bestla/BEST-EngagingParentsAsPartners-DevelopingParentCenters-PracticalGuide.pdf Continued on next page U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 13 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 5 SCHOOLWIDE TOOL Engaging Newcomer Families: Five Examples From the Field Continued from previous page Example 5: Partnering With a Refugee and Immigrant Assistance Center (Massachusetts) SHIFA in Boston, Massachusetts, serves Somali immigrants and refugees, who may have untreated mental health problems due to trauma and stress. Two key program leaders are Somali; one trains local Somalis to become clinicians in social work, and another, with the Refugee and Immigrant Assistance Center, serves as a school-based parent liaison. They work to support the youth in local schools with a focus on serving a range of needs of students and their families. Based at the Lilia G. Frederick Pilot Middle School in Boston, the project provides culturally appropriate services along a continuum of care—from prevention to full intervention: • Parent workshops focused on education about mental health issues, breaking down the stigma attached to them • Home visits and phone calls to build relationships with the families • Teacher training on culture and identification of mental health issues • Student groups to build communication and life skills • Direct intervention for students, using Trauma Systems Therapy. Source: Kugler, E. G. (2009). Partnering with parents to support immigrant and refugee children at school. Washington, DC: The George Washington University, School of Public Health and Health Services, Center for Health and Health Care in Schools. Retrieved from www.healthinschools.org/Immigrant-and-RefugeeChildren/%7E/media/48FDB9013C3C454AB6EC9E491D752AA0.ashx U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 14 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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CHAPTER 3 RESOURCES Institute for I
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CHAPTER 3 RESOURCES Robertson, K. (
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