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CHAPTER 1 RESOURCES National Science Foundation (NSF). (2015, September 30). Immigrants play increasing role in U.S. science and engineering workforce [Press release]. Retrieved from https://www.nsf.gov/news/news_summ.jsp?cntn_ id=136430 This press release discusses the increasing percentage of immigrants in science and engineering in the United States. Portes, A., & Rumbaut, R. G. (2001). Legacies: The story of the immigrant second generation. Berkeley, CA: University of California Press. This text, written by two leading sociologists, provides insight on the lives of the children of immigrants in the United States. Portes, A., & Rumbaut, R. G. (2006). Immigrant America: A portrait (3rd ed.). Berkeley, CA: University of California Press. This text provides both immigrant narratives as well as a historical account of the immigration patterns, challenges, and successes of different groups in the U.S. Stanford University, Department of Mathematics. (n.d.). Maryam Mirzakhani elected to National Academy of Sciences. Retrieved from http://mathematics.stanford.edu/2016/05/09/maryam-mirzakhani-elected-tonational-academy-of-sciences/ This page announces the election of Maryam Mirzakhani to the National Academy of Sciences in May 2016. Suárez-Orozco, C., & Suárez-Orozco, M. M. (2009). Children of immigration. Cambridge, MA: Harvard University Press. This book describes the strengths and challenges of immigrant children in the U.S. The authors detail the influences and factors that impact immigrant children within and outside of the home in shaping their emerging indentities. Tobocman, S. (2015, June). Guide to immigrant economic development. Retrieved from Welcoming America website: http://www.welcomingamerica.org/wp-content/uploads/2015/06/Guide-to-Immigrant-Economic- Development_Final.pdf This “guide is a milestone in the development of this work as its own emerging field represented by the organic emergence of local economic development efforts that welcome immigrants and the opportunities they create into the local economic plans for their communities.” U.S. Census Bureau. (n.d.). Retrieved from http://www.census.gov This website contains data from the Census Bureau. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 1 • 20 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 1 RESOURCES U.S. Citizenship and Immigration Services. (2015). Civics and citizenship toolkit. Retrieved from https://www.uscis.gov/citizenship/organizations/civics-and-citizenship-toolkit This toolkit “contains immigration and civics publications, handbooks, multimedia tools, and a quick start guide with ideas for use. It is designed for new and experienced organizations.” U.S. Citizenship and Immigration Services. (2015). Questions & answers: Refugees. Retrieved from https://www.uscis.gov/humanitarian/refugees-asylum/refugees/questions-answers-refugees This Web page offers information on some commonly asked questions concerning refugees. U.S. Department of Education. (2015a). Developing programs for English language learners: Glossary. Retrieved from http://www2.ed.gov/about/offices/list/ocr/ell/glossary.html This Web page lists important terminology for understanding the different types of newcomer programs. U.S. Department of Education. (2015b). Educational resources for immigrants, refugees, asylees and other new Americans. Retrieved from http://www2.ed.gov/about/overview/focus/immigration-resources.html This Web page offers information and news concerning immigrants, refugees, asylees, and other new Americans. U.S. Department of Education. (2015c). The biennial report to Congress on the implementation of the Title III State Formula Grant Program: School years 2010–12. Retrieved from http://ncela.ed.gov/files/uploads/3/Biennial_Report_1012.pdf This biennial report offers definitions of terms, and extensive statistical analyses of the demographic profile, English proficiency, and academic achievement of ELs in school years 2010–12. U.S. Department of Education. (2015, October 20). Resource guide: Supporting undocumented youth. Retrieved from http://www2.ed.gov/about/overview/focus/supporting-undocumented-youth.pdf “The U.S. Department of Education (Department) has compiled this Resource Guide to assist and enhance State and local efforts to support undocumented youth at the secondary and postsecondary school levels.” U.S. Department of Health and Human Services, Administration for Children and Families, Office of Refugee Resettlement. (n.d.a). Fact sheet: Asylees. Retrieved from http://www.acf.hhs.gov/sites/default/files/orr/orr_fact_sheet_asylee.pdf This fact sheet from the U.S. Department of Education defines “asylees” and provides information on eligibility requirements for asylees. U.S. Department of Health and Human Services, Office of Refugee Resettlement. (n.d.b) Who we serve. Retrieved from http://www.acf.hhs.gov/programs/orr/resource/who-we-serve-unaccompained-alien-children This Web page provides a definition of unaccompanied alien children. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 1 • 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.
Page 1 and 2: U.S. Department of Education NEWCOM
Page 3 and 4: Contents Introduction . . . . . . .
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: CHAPTER 1 RESOURCES Jacoby, T. (200
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
Page 53 and 54: CHAPTER 2 RESOURCES de Vise, D. (20
Page 55 and 56: CHAPTER 2 RESOURCES Plyler v. Doe,
Page 57 and 58: CHAPTER 2 RESOURCES U.S. Department
Page 59 and 60: Cultivating Global Competencies New
Page 61 and 62: These perspectives provide a platfo
Page 63 and 64: process; learning a second language
Page 65 and 66: • gain control of their own learn
Page 67 and 68: Misconceptions (continued) • Deve
Page 69 and 70: Key Attributes of Dual Language Edu
Page 71 and 72: their individual needs. The focus o
Page 73 and 74: CHAPTER 3 CLASSROOM TOOL Subject-Sp
Page 75 and 76: CHAPTER 3 CLASSROOM TOOL Checklist
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CHAPTER 3 PROFESSIONAL REFLECTION A
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Page 81 and 82:
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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