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CHAPTER 5 RESOURCES Kreider, H., Caspe, M., Kennedy, S., & Weiss, H. (2007, Spring). Family involvement in middle and high school students’ education. Family Involvement Makes a Difference (No. 3). Retrieved from http://www.hfrp.org/publications-resources/publications-series/family-involvement-makes-a-difference/ family-involvement-in-middle-and-high-school-students-education This research brief is the third in a series of three that summarizes the latest evidence that links family involvement to youth’s academic and social outcomes. It presents what works in family engagement programs for middle and high school youth. It focuses on the linkages among the family and secondary schools. It offers recommendations for policy, practice and research. 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 This guide explains the context and needs of immigrant and refugee students and their families related to mental health issues, and describes successful strategies a variety of schools and community organizations have used to support the academic success and social emotional health of immigrant and refugee students and their families. Law, B., & Eckes, M. Helping ELL newcomers: Things your students need to know. Retrieved from Colorín Colorado website: http://www.colorincolorado.org/article/helping-ell-newcomers-things-your-students-need-know This article includes topics like routines, rules, transportation, and classroom expectations. Liquanti, R., & Bailey, A. L. (2014). Reprising the home language survey: Summary of a national working session on policies, practices, and tools for identifying potential English Learners. Washington, DC: Council of Chief State School Officers. Retrieved from http://www.ccsso.org/Documents/2014/CCSSO%20Common%20 EL%20Definition%20Reprising%20the%20Home%20Language%20Survey%2001242014.pdf This document—the first in a series of working papers from CCSSO addressing a framework for moving “toward a common definition of English learner”—summarizes a national working session of state and consortium representatives, experts, and stakeholders held in September 2013 in Washington, DC. MacDonald, M. F., & Dorr, A. (2008, March). Engaging parents as partners in creating college going cultures: Developing parent centers with a strong academic, college focus: A practical guide. Los Angeles, CA: Building Education Success Through (BEST) Collaboration in Los Angeles County. Retrieved from http://apep.gseis.ucla.edu/bestla/BEST-EngagingParentsAsPartners-DevelopingParentCenters- PracticalGuide.pdf This guide provides resources and guidance for those who want to start or improve parent centers. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 27 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 Mapp, K. L., & Kuttner, P. J. (2013). Partners in education: A dual capacity building framework for family-school partnerships. Austin, TX: SEDL (in collaboration with the U.S. Department of Education). Retrieved from http://www.sedl.org/pubs/framework/ This publication presents a research informed framework for effective family-school partnerships. It outlines four components toward building collective capacity to engage in partnership for both families and school staff. Three case studies illustrate and further develop the framework. Metro Government of Nashville and Davidson Counties, Tennessee. (n.d.) Parent ambassador program [Web page]. Retrieved at http://www.nashville.gov/Mayors-Office/Priorities/New- Americans/Parent-Ambassadors.aspx This page describes Nashville’s Parent Ambassador Program, a project of the Nashville Mayor’s Office of New Americans. National Center for Family Literacy (NCFL). (2004). Practitioner toolkit: Working with adult English language learners. Louisville, KY: Author. Retrieved from http://www.cal.org/caela/tools/program_development/CombinedFiles1.pdf This toolkit contains background information about models of adult English as a second language programs. It provides extensive descriptions of classroom activities and an overview of parent education in family literacy programs. National Resource Network (2016). This organization offers multiple services including a compilation of frequently asked questions, and an on-line library of tools and technical assistance. The Network also has a “311 for Cities” number (registration required) to request, in multiple languages, assistance through the website. Retrieved from http://www.nationalresourcenetwork.org/en/home NBC News: Education Nation. (n.d.). Parent toolkit [Website]. Retrieved from http://www.parenttoolkit.com/ The website gives suggestions by topic (e.g., academics and behavior) and grade level on how to track a student’s progress in school, among other tips. Paredes, M. C. (2010). Academic parent-teacher teams: Reorganizing parent-teacher conferences around data. FINE Newsletter, 2 (3). Cambridge, MA: Harvard University, Harvard Graduate School of Education, Harvard Family Research Project. Retrieved from http://www.hfrp.org/publications-resources/browse-our-publications/ academic-parent-teacher-teams-reorganizing-parent-teacher-conferences-around-data This Family Involvement Network of Educators (FINE) newsletter article presents a district’s new paradigm for parent-teacher conferences. It describes a unique parent engagement model that engages families in academically oriented activities to support their children. Within this model families learn how to use data to plan learning targets and understand the impact of instruction and parental supports on their child’s outcomes. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 28 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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CHAPTER 4 CLASSROOM TOOL 10 Teachin
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