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CHAPTER 5 PROFESSIONAL REFLECTION AND DISCUSSION ACTIVITY GUIDE HANDOUT B: Planning Template for Addressing Three Core Components of Strong Family Engagement Programs Year Component 1 Academic Success Component 2 Advocacy and Decision Making Component 3 Awareness and Use of Resources What do newcomer families and staff need to know? How will you assess their needs? What will be the focus of engagement activities? What assets do the families and staff have that can be leveraged? Who will be involved in planning the engagement activities? How will you create a safe and welcoming environment for participants? What capacities need to be developed or strengthened for families and staff to improve the impact of the engagements? How will the required capacities be developed for both families and staff? Continued on next page U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 21 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 Planning Template for Addressing Three Core Components of Strong Family Engagement Programs Continued from previous page Year Component 1 Academic Success Component 2 Advocacy and Decision Making Component 3 Awareness and Use of Resources What resources and structures will be used to recruit participants? What resources and structures will be used to have strong engagements and communications? What is the expected impact of activities? How will the impact be measured? U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 22 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
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Social Emotional Well-Being and Stu
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Social Emotional Skills Development
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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
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Page 125 and 126: CHAPTER 4 RESOURCES Suárez-Orozco,
Page 127 and 128: CHAPTER 4 RESOURCES WestEd. (2014).
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Page 131 and 132: Schools should develop strategies t
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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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