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CHAPTER 5 RESOURCES Resource List Abbott, S. E., & Hastings, M. (2012). Ninth grade counts: Strengthening the high school transition for English language learners. Washington, DC: U.S. Department of Education. Retrieved from http://new.greatschoolspartnership.org/resources/ninth-grade-counts/ This guide is the second in a three-part series and is designed to equip educators with insights and research they can use to strengthen support programs for ELs. It includes a self-assessment protocol and reading activity, vignettes of high schools that have adopted innovative practices to strengthen their ninth-grade transition strategies for long-term and newcomer ELs, and four “planning roadmaps,” one of which focuses on family and community engagement. Arias, M. B., & Morillo-Campbell, M. (2008). Promoting ELL parental involvement: Challenges in contested times [Policy Brief]. Tempe, AZ: Arizona State University, College of Education, Division of Educational Leadership and Policy Studies, Education Policy Research Unit. Retrieved from http://epsl.asu.edu/epru/documents/EPSL-0801-250-EPRU.pdf This policy brief analyzes the characteristics of effective parent involvement for EL populations as well as the barriers to EL family engagement with schools. It presents and compares the characteristics of traditional and non-traditional parent involvement models. It offers policy makers a set of recommendations. Bailey, A. L., & Kelly, K. R. (2010). ELPA validity evaluation: Creating enhanced home language survey instruments. Retrieved from http://www.eveaproject.com/doc/ HomeLanguageSurveyInstrument.pdf This document guides the creation of enhanced home language surveys to better discriminate between students in the general k–12 student population who may need further assessment or placement in English language support services. It also argues that the responses to new items will produce meaningful information so that an HLS can be more effectively used to identify ELs. Bailey, A. L., & Kelly, K. R. (2013). Home language survey practices in the initial identification of English Learners in the United States. Educational Policy, 27(5), 770-804. Retrieved from http://doi.org/10.1177/0895904811432137 This article explores the different forms of HLS used across the country. It concludes with a series of recommendations for federal- and state-level actions to help remedy current concerns with EL identification processes around the nation. Breiseth, L., Robertson, K., & Lafond, S. (2011, August). A guide for engaging ELL families: Twenty strategies for school leaders. Washington, DC: Colorín Colorado. Retrieved from http://www.colorincolorado.org/sites/default/files/Engaging_ELL_Families_FINAL.pdf This guide offers twenty ideas for creating a EL family engagement plan. The ideas are clustered around six themes: connecting with families, communicating important information, parent participation, parents as leaders, community partnerships, and creating an action plan. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 23 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 RESOURCES Bridging Refugee Youth and Children’s Services (BRYCS). (n.d). Refugee children in U.S. schools: A toolkit for teachers and school personnel. Retrieved from http://www.brycs.org/publications/schools-toolkit.cfm This toolkit is designed to prepare teachers and school staff to support and assist schools with large numbers of refugee students. Brown, K. (2014). The power of family engagement for English language learners. Curriculum in Context, Washington State ASCD eJournal, Spring/Summer 2014. Retrieved from http://wsascd.org/curriculum-incontext-ejournal/ In this article, an EL specialist at a school in Washington State describes her strategies for creating a welcoming school community and engaging families who speak a range of six different home languages. Burnett, Sara. (2015, January 27). Welcoming immigrant students into the classroom. Edutopia [Website]. Retrieved from http://www.edutopia.org/blog/welcoming-immigrant-students-into-classroom-sara-burnett This article compiles a number of best practices for creating a welcoming classroom for immigrant students, as well as some helpful dos and don’ts for building relationships with them and their families. Caspe, M., Lopez, M. E., Chu, A., & Weiss, H. B. (2011). Teaching the teachers: Preparing educators to engage families for student achievement [Issue Brief]. Cambridge, MA: Harvard University, Harvard Graduate School of Education, Harvard Family Research Project. Retrieved from http://www.hfrp.org/publications- resources/browse-our-publications/teaching-the-teachers-preparingeducators-to- engage-families-for-student-achievement This research brief examines how teacher education programs can create the foundation for meaningful and effective parent engagement. It describes five core elements necessary for a system of teacher preparation and professional development in support of parent/family engagement drawn from case studies of five teacher preparation programs. It offers a set of policy recommendations for educating teachers. Caspe, M., Lopez, M. E., & Wolos, C. (2006/2007, Winter). Family involvement in elementary school children’s education. Family Involvement Makes a Difference (No. 2). Retrieved from http://www.hfrp.org/publications- resources/publications-series/family-involvement-makes-a-difference/ family- involvement-in-elementary-school-children-s-education This research brief is the second in a series of three that summarizes the latest evidence that links family involvement to outcomes for students. It presents what works in family engagement programs for elementary school children. It focuses on the linkages among the family and elementary schools. It offers recommendations for policy, practice and research. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 24 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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to understand and tap into students
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