NEWCOMER TOOL KIT

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For further information on the schools referred to in this section, refer to the following websites: School (Location) Boston International High School and Newcomers Academy (BINcA) Highland Elementary School It Takes a Village Academy (ITAVA) Manhattan Bridges School Marble Hill School for International Studies New World High School Oakland International High School Washington Elementary School Webster Elementary School Website http://www.bostonpublicschools.org/binca http://www.montgomeryschoolsmd.org/schools/highlandes/ http://schools.nyc.gov/SchoolPortals/18/K563/default.htm http://schools.nyc.gov/SchoolPortals/02/M542/default.htm http://www.marblehillschool.org/ http://www.newworldhighschool.com/ http://www.oaklandinternational.org http://www.district65.net/washington http://webster-lbusd-ca.schoolloop.com/ U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 2 • 10 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.
Process and Practice Components of Newcomer Programs Creating an inclusive school community requires designing and sustaining school structures and processes that help to ensure newcomers are both welcomed and provided information and resources they need to thrive in the school environment. This includes a broad spectrum of support, from initial entry through the learning of rigorous academic content, to transitioning to a mainstream program or to postsecondary options in education and careers. Many of the recommended components listed below are district based; however, schools may implement these practices or advocate for particular components (Castellón et al., 2015; Horwitz et al., 2009; Short & Boyson, 2012). PROCESS AND PRACTICE COMPONENTS OF NEWCOMER PROGRAMS Newcomer Program Component with Examples of Processes or Practices Develop a clear vision and goals for newcomer students Examples: • Set academic and social goals for the students and build a program to meet them. • Define entry criteria and exit criteria for the students in the program. • Hold newcomer students to the same high standards as other students. • Communicate the vision and goals to school, district, and community stakeholders. • Conduct initial intake interviews with students and families in their home language. Develop a set of common values about newcomer students and accept shared accountability for the education of newcomers Examples: • Put forth an ambitious mission focused on preparing all students for college and career success. • Hold a mind-set of continuous improvement. • Recognize that the entire school shares responsibility for students’ success. • Determine the needs of the students and their families, and design and adapt school structures that meet those needs, with continuous improvement based on evidence. • Maintain a strong sense of pride in and respect for all cultures. Design specific courses for students with interrupted formal education (SIFE) Example: • Develop a separate literacy course or set of courses for students with interrupted educational backgrounds if the program has both preliterate and literate newcomers. Continued on next page U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 2 • 11 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
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Page 45 and 46: CHAPTER 2 CLASSROOM TOOL Connecting
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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,
Page 57 and 58: CHAPTER 2 RESOURCES U.S. Department
Page 59 and 60: Cultivating Global Competencies New
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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 Develop a
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CHAPTER 4 RESOURCES de los Reyes, E
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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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