NEWCOMER TOOL KIT

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CHAPTER 1 RESOURCES U.S. Department of State, Bureau of Consular Affairs. (n.d.). Passports statistics. Retrieved from https://travel.state.gov/content/passports/en/passports/statistics.html This Web page provides statistics on the number of passports issued by the federal government from 1996–2015. U.S. Department of State, Office of Children’s Issues. (n.d.). Intercountry adoption statistics. Retrieved from https://travel.state.gov/content/adoptionsabroad/en/about-us/statistics.html This Web page gives statistics on international adoptions to the United States by year, country, and receiving state. U.S. Small Business Administration. (n.d.). Made it in America: Celebrating immigrant entrepreneurs. Retrieved from https://www.sba.gov/MadeItInAmerica This Web page contains facts about immigrant entrepreneurs in the U.S. and also contains a list of resources. White House, Office of the Press Secretary. (2014, November 20). Remarks by the President in address to the nation on immigration. Retrieved from https://www.whitehouse.gov/the-press-office/2014/11/20/remarks-president-address-nation-immigration This link provides a transcript of President Obama’s Address to the Nation on Immigration. White House Task Force on New Americans. (2015, April). Strengthening communities by welcoming all residents: A federal strategic action plan on immigrant and refugee integration. Retrieved from https://www.whitehouse.gov/sites/default/files/docs/final_tf_newamericans_report_4-14-15_clean.pdf This report, created by the White House Task Force on New Americans, discusses immigrant policy recommendations. “The Task Force identified goals to strengthen our civic, economic, and linguistic integration and to build strong and welcoming communities.” Zong, J., & Batalova, J. (2016, April 14). Frequently requested statistics on immigrants and immigration in the United States. Retrieved from Migration Policy Institute website: http://www.migrationpolicy.org/ article/frequently-requested-statistics-immigrants-and-immigration-united-states This report from the Migration Policy Institute reports frequently requested data on Immigrants and Immigration. Data is reported on various demographic markers as well as showing trend and supplying definitions for the various categories of immigrants. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 1 • 22 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 2: Welcoming Newcomers to a Safe and Thriving School Environment ABOUT THIS CHAPTER Welcoming newcomers and ensuring that they thrive in a new school and community is a shared responsibility among school staff, newcomers and their families, and the wider community. This chapter of the tool kit describes those responsibilities, including supports schools may provide to create inclusive school communities. It also discusses what newcomer families need to know about schooling and school systems to support their children’s learning. Special Features • Fundamentals for welcoming newcomers and their families: This chapter outlines the information that should be conveyed to parents—in their home language—to help them support their newcomer children’s rights and navigate school policies. • Six best practices for welcoming newcomers: An explanation of each practice, followed by authentic examples of each. • Best practices of designated newcomer programs: Descriptions of practices and processes, along with examples of each, and links to newcomer schools and programs cited. • Classroom tools: Tips for orienting newcomer students, and examples of activities that can help teachers get to know newcomers better. • Schoolwide tools: Sample parents’ bill of rights and responsibilities and a framework for safe and supportive schools. • Professional reflection and discussion activity: Instructions and handouts for professional learning communities or staff meetings. (The activity takes about an hour if participants read the chapter in advance.) • Resource list: Annotated list of references to resources cited in this chapter, as well as links to relevant federal guidance, policy, and data, and other helpful resources on rights and responsibilities, welcoming newcomers, and successful programs or schools. Fundamentals for Welcoming Newcomers and Their Families When newcomer students and their families enter the United States, they must become familiar with their new country’s culture and customs as well as a new school system and its myriad structures, expectations, and legal requirements. Children who are international adoptees or unaccompanied youth may also be adjusting to life in a new family or home environment. On top of these challenges, many newcomers may have had journeys here that involved hardship and trauma. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 2 • 1 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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Page 3 and 4: Contents Introduction . . . . . . .
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Page 7 and 8: CHAPTER 1: Who Are Our Newcomers? A
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Page 11 and 12: Cultural Contributions Immigrants b
Page 13 and 14: IMMIGRANT SPOTLIGHT Paola Moya, CEO
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Page 49 and 50: CHAPTER 2 PROFESSIONAL REFLECTION A
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Page 55 and 56: CHAPTER 2 RESOURCES Plyler v. Doe,
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Page 59 and 60: Cultivating Global Competencies New
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Page 71 and 72: their individual needs. The focus o
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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 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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