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CHAPTER 5 RESOURCES Castellón, M., Cheuk, T., Greene, R., Mercado-Garcia, D., Santos, M., Skarin, R. & Zerkel, L. (2015). Schools to learn from: How six high schools graduate English language learners college and career ready. Stanford, CA: Stanford University, Stanford Graduate School of Education. Retrieved from http://ell.stanford.edu/content/schools-learn This report presents detailed case studies of six schools with exemplary programs for newcomers and ELs; the studies are based on site visits and data gathered by teams of researchers. The executive summary presents shared values and innovative school design elements identified in the schools. Each case study provides a vignette of a class, background information on the school, descriptions of the programs, processes, practices, and supports in place for students and teachers, as well as examples of materials used by teachers for planning and instruction. Center for Mental Health in Schools at UCLA. (2011). Immigrant children and youth: Enabling their success at school [Center Policy Brief]. Los Angeles, CA: Author. Retrieved from http://smhp.psych.ucla.edu/pdfdocs/immigrant.pdf This policy brief discusses “(1) different reasons families migrate, (2) concerns that arise related to immigrant students, (3) prevailing school practices for addressing immigrant concerns, (4) a framework for broadening what schools and communities do, and (5) implications for policy.” Center for Parent Information and Resources (CPIR). (n.d.). CPIR Resource Library [Web page]. Retrieved from http://www.parentcenterhub.org/resources/ The CPIR Resource Library serves as a central resource of information and products to the community of Parent Training Information (PTI) Centers and the Community Parent Resource Centers (CPRCs). Most resources are translated into Spanish. Colorín Colorado. (n.d.a). Welcome Kit for ELLs [Web page]. Retrieved from http://www.colorincolorado.org/article/welcome-kit-new-ells The Web page outlines the components to include in a successful parent welcome kit. Colorín Colorado. (n.d.b). Helping parents become partners. Retrieved from http://www.colorincolorado.org/article/helping-parents-become-partners This interview with an ESL interpreter who has developed a family literacy and parent involvement program discusses best practices for increasing parent participation and confidence, encouraging literacy, and helping schools and communities support ELs and their families. Digby, C., & Bey, A. (2014, December). Technology literacy assessments and adult literacy programs: Pathways to technology competence for adult educators and learners. Journal of Literacy and Technology, 15(3). Retrieved from http://www.literacyandtechnology.org/uploads/1/3/6/8/136889/jlt_v15_3_digby.pdf This article provides case studies of digital literacy programs. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 25 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 Education Development Center, Inc. (2011) Strategies for engaging refugee and immigrant families. Washington, DC: Author. Retrieved from http://www.promoteprevent.org/sites/www.promoteprevent.org/files/resources/ strategies_for_engaging_immigrant_and_refugee_families_2.pdf This guide provides descriptions of diverse, culturally appropriate parent and family outreach strategies in six sites involved in two initiatives: New Routes to Community Health and Safe Schools/Healthy Students. Fairfax County Public Schools. (2012, December). Immigrant parent involvement in American schools: Helping parents transition from cultural supporters to cultural leaders. Retrieved from https://fcpsdac.wikispaces.com/file/view/Immigrant+Parent+Involvement+in+American+Schools.pdf This handout discusses immigrant parent involvement in American Schools and how to help parents transition from cultural survivors to cultural leaders. Fairfax County Public Schools, Family and School Partnerships. (2015). Parent center guide. Retrieved from http://www.fcps.edu/is/fam/resources/publications/documents/ParentCenterGuide.pdf This guide provides information on the purpose of a parent center (or family center or welcoming center), and tips on developing a center, and designing and implementing a welcoming program for parents and families. Fuligni, A. J. (2005, June) Convergence and divergence in the developmental contexts of immigrants to the United States. In K. Warner Schaie, & Glen Elder (Eds.), Historical influences on lives and aging, 88-98. New York, NY: Springer. This chapter shows that the impact of major social and historical events on individuals’ life course trajectories has much to do with the developmental period during which these events occur, and, for immigrants, can affect one’s assimilation and acculturation into a new environment. Han, Y., & Love, J. (2015, December). Stages of immigrant parent involvement: Survivors to leaders. Phi Delta Kappan 97, 21–25. doi: 10.1177/0031721715619913 This publication provides an overview of four stages of immigrant parent involvement—“Cultural Survivor,” “Cultural Learner,” “Cultural Connector,” and “Cultural Leader.” International Rescue Committee. (2006). Educational handbook for refugee parents. Silver Spring, MD: Author. Retrieved from the BRYCS Clearinghouse website: http://www.brycs.org/documents/upload/Educational- Handbook-English.pdf This handbook, disseminated by BRYCS with permission from IRC, discusses several topics that newcomer, and specifically refugee, parents may not be aware of and provides examples. Katz, V.S., Levine, M. H., & Gonzalez, C. (2015, September 16) Family partnerships are key to digital equity. Education Week. Retrieved from http://www.edweek.org/ew/articles/2015/09/16/family-partnerships-arekey-to-digital-equity.html This study investigate how low-income Hispanic families use technology through the day and the impact technology has on relationships between the family and school staff. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 26 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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Integrating Social Emotional and Ac
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