NEWCOMER TOOL KIT

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U.S. Department of Education NEWCOMER TOOL KIT This document was prepared by the National Center for English Language Acquisition (NCELA), under Contract No. ED-ELA-12-C-0092, awarded to Leed Management Consulting, Inc. in Silver Spring, Maryland. Synergy Enterprises, Inc. and WestEd also assisted with the publication of the document. June 2016
Contents Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv Chapter 1: Who Are Our Newcomers? . . . . . . . . . . . . . . . . . . . 1 Who Are Our Newcomers? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Terms Used to Describe Newcomers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Newcomers’ Contributions to American Society . . . . . . . . . . . . . . . . . . . . . . . . 4 How Schools Can Support Newcomers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Classroom Tool Teaching Students About the Contributions of Newcomers . . . . . . . . . . . . . . . . .8 Professional Reflection and Discussion Activity Guides “See Me”: Understanding Newcomers’ Experiences, Challenges, and Strengths (Jigsaw) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Reading Jigsaw Note-taker Matrix. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Resource List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Chapter 2: Welcoming Newcomers to a Safe and Thriving School Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Fundamentals for Welcoming Newcomers and Their Families. . . . . . . . . . . . . . . . . . 1 Providing Information About School Systems and Policies . . . . . . . . . . . . . . . . . . . 3 Information Schools Can Provide to Newcomer Families to Support Integration . . . . . . . .3 Implementing Best Practices for Welcoming Newcomers . . . . . . . . . . . . . . . . . . . . 4 Classroom Tools Orienting and Accommodating Newly-Arrived Refugees and Immigrant Students . . . . 16 Connecting with Newcomers Through Literature . . . . . . . . . . . . . . . . . . . . . 17 Schoolwide Tools Fact Sheets and Sample Parents’ Bill of Rights and Responsibilities . . . . . . . . . . . . 18 Framework for Safe and Supportive Schools . . . . . . . . . . . . . . . . . . . . . . . . 20 Personal Reflection and Discussion Activity Guides Parent and Family Engagement Practices to Support Students . . . . . . . . . . . . . . 21 Characteristics of Effective Practices to Engage Newcomer Parents and Families . . . . . 22 Identification of Examples of Parent and Family Engagement Practices . . . . . . . . . . 23 Resource List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 U.S. DEPARTMENT OF EDUCATION | NEWCOMER TOOLKIT | i 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.
Page 1: U.S. Department of Education NEWCOM
Page 5 and 6: Chapter 5: Establishing Partnership
Page 7 and 8: CHAPTER 1: Who Are Our Newcomers? A
Page 9 and 10: Terms Used to Describe Newcomers
Page 11 and 12: Cultural Contributions Immigrants b
Page 13 and 14: IMMIGRANT SPOTLIGHT Paola Moya, CEO
Page 15 and 16: CHAPTER 1 RESOURCES PROFESSIONAL RE
Page 23 and 24: CHAPTER 1 RESOURCES Resource List A
Page 25 and 26: CHAPTER 1 RESOURCES Jacoby, T. (200
Page 27 and 28: CHAPTER 1 RESOURCES U.S. Citizenshi
Page 29 and 30: CHAPTER 2: Welcoming Newcomers to a
Page 31 and 32: It is fundamental to schools’ wor
Page 33 and 34: 3. Communication with students and
Page 35 and 36: 3. Communication with students and
Page 37 and 38: classes for parents, and an array o
Page 39 and 40: Process and Practice Components of
Page 41 and 42: Practice and Process Components of
Page 43 and 44: Practice and Process Components of
Page 45 and 46: CHAPTER 2 CLASSROOM TOOL Connecting
Page 47 and 48: CHAPTER 2 SCHOOLWIDE TOOL New York
Page 49 and 50: CHAPTER 2 PROFESSIONAL REFLECTION A
Page 51 and 52: 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 PROFESSIONAL REFLECTION A
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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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CHAPTER 4 CLASSROOM TOOL Problem-So
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CHAPTER 4 SCHOOLWIDE TOOL Core Stre
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CHAPTER 4 SCHOOLWIDE TOOL Discrimin
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CHAPTER 4 SCHOOLWIDE TOOL Develop a
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CHAPTER 4 RESOURCES Birman, D. (200
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CHAPTER 4 RESOURCES de los Reyes, E
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CHAPTER 4 RESOURCES Karcher, M. (20
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CHAPTER 4 RESOURCES Responsive Clas
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CHAPTER 4 RESOURCES Suárez-Orozco,
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CHAPTER 4 RESOURCES WestEd. (2014).
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Highly successful schools spend tim
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Schools should develop strategies t
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Processes and Strategies to Facilit
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Model and Support Parents’ Engage
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Stories From the Field: Four Blog P
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CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 SCHOOLWIDE TOOL Engaging
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CHAPTER 5 RESOURCES Bridging Refuge
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CHAPTER 5 RESOURCES Education Devel
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CHAPTER 5 RESOURCES Mapp, K. L., &
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CHAPTER 5 RESOURCES Short, D. J., &
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U.S. Department of Education
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NEWCOMER TOOL KIT

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