NEWCOMER TOOL KIT

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CHAPTER 5 PROFESSIONAL REFLECTION AND DISCUSSION ACTIVITY GUIDE things you think are priorities for our school. These should be actions you think our school absolutely must address. They can include aspects we are currently addressing as well as aspects you think we should start addressing. (Allow about 3-5 minutes for individual thinking.) Step 4: Group Planning Activity Facilitate a group process for coming to consensus on priorities to include in your school’s family engagement plan. Record the priorities and make sure they are used to inform your school’s planning for the coming year. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 17 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 PROFESSIONAL REFLECTION AND DISCUSSION ACTIVITY GUIDE THE THREE A’S (CORE COMPONENTS) OF FAMILY ENGAGEMENT PROGRAMS FOR NEWCOMERS When school communities design family engagement programs for newcomers, they should consider including in their plans three core components or areas of focus: • Academic Success: strengthening newcomer families’ capacity to support academic achievement by increasing their awareness of instructional programs and ways they can support their own child’s learning • Advocacy and Decision making: strengthening families’ understanding of how to advocate for their child and participate in decisions to improve learning for their children and others in the school • Awareness and use of Resources: strengthening families’ awareness of resources available in the school and community and how to access them to support their family’s well-being as well as their own personal growth U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 18 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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CHAPTER 3 RESOURCES U.S. Department
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CHAPTER 3 RESOURCES WIDA. (n.d.). A
Page 93 and 94: Social Emotional Well-Being and Stu
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Page 99 and 100: Integrating Social Emotional and Ac
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Page 107 and 108: CHAPTER 4 SCHOOLWIDE TOOL Discrimin
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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 and 132: Schools should develop strategies t
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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Page 155 and 156: CHAPTER 5 RESOURCES Mapp, K. L., &
Page 157 and 158: CHAPTER 5 RESOURCES Short, D. J., &
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