NEWCOMER TOOL KIT

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Practice and Process Components of Newcomer Programs Continued from previous page Newcomer Program Component with Examples of Processes or Practices Design instruction for students’ development of conceptual, analytic, and language practices simultaneously Examples: • Create or adopt a unified language development framework integrating content, analytic practices, and language learning. • Consider developing bilingual, Dual Language, or two-way immersion programs to support newcomers’ home languages and English. • Review general education and EL programs to ensure that there is an explicit focus on building academic literacy and cultivating English language development. • Promote cross-disciplinary and cross-grade literacy expectations and teacher collaboration. • Be aware of the second language acquisition process and be able to detect when a delay may not be due to the language learning process, but the result of a disability. Promote the use and development of students’ home languages at school and in the community Examples: • Promote development of students’ native language skills and incorporate native language instruction into the curriculum where possible. • Promote use and maintenance of home languages through community partnerships. Provide alternative school day and school year schedules and structures based on student and family needs Examples: • Provide extra learning time through after-school, summer school, Saturday school, and/or vacation institutes. • Determine student and family needs and design schedules and structures to meet those needs. • Optimize student engagement, learning, and effort through creative scheduling and rigorous coursework. Continued on next page U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 2 • 12 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.
Practice and Process Components of Newcomer Programs Continued from previous page Newcomer Program Component with Examples of Processes or Practices Engage families and community stakeholders in school programs and other supports to ensure students’ success Examples: • Engage families by teaching them about schooling in the United States and showing them how to be involved in their children’s education. • Create opportunities for family input and involvement in school planning and implementation of programs. • Plan support groups and activities to address family reunification issues. • Make connections in the community for social-emotional support, health and mental health services, and immigrant and refugee services. • Make connections in the community for career exploration, work experience, and internships for high school newcomers. • Pursue community support for initiatives designed to accelerate achievement among newcomers. Establish processes for student transition to a mainstream program or postsecondary options Examples: • Smooth the transition process for students exiting the newcomer program (e.g., classroom and school visits, field trips, student mentors, auditing a course, cross-program teacher meetings). • Work on postsecondary options for high school newcomers (e.g., connect with community colleges and trade schools, explore scholarship options, provide career education). • Create strategic community partnerships for students to expand extracurricular options and explore college and career opportunities. Continued on next page U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 2 • 13 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 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: Process and Practice 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 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
Page 81 and 82: CHAPTER 3 RESOURCES Resource List A
Page 83 and 84: CHAPTER 3 RESOURCES English Languag
Page 85 and 86: CHAPTER 3 RESOURCES Institute for I
Page 87 and 88: CHAPTER 3 RESOURCES Robertson, K. (
Page 89 and 90: 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 PROFESSIONAL REFLECTION 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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