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 Recruit, place, and retain qualified teachers and provide ongoing professional learning Examples: • Continue to recruit and retain teachers who are specifically trained to teach newcomers and have English as a Second Language (ESL) or bilingual credentials/endorsements. Provide ongoing professional learning for them. • Assess district standards for hiring, placing, and retaining teachers, paraprofessionals, and staff members who work directly with newcomers and ELs to ensure that these students have access to highly effective personnel. • Share leadership among principals, assistant principals, teachers, and other staff, and expect them to work collectively to support the school’s vision, values, and goals. • Ensure that all school staff have appreciation of and sensitivity to cultural diversity. • Provide professional learning for mainstream teachers who receive newcomers after they exit temporary newcomer programs. • Ensure that all teachers of newcomers and ELs have access to high-quality professional learning that provides differentiated instructional strategies, promotes the effective use of student assessment data, and develops skills for supporting second-language acquisition across the curriculum, as well as resources for understanding the impact of early life trauma on the developing child. Develop protocols to ensure newcomers have access to all course offerings and educational services Examples: • Create processes and structures to ensure that newcomers have access to the entire spectrum of district course offerings, including gifted and talented programs, special education, advanced placement courses, and other programs or courses offered to mainstream students. • Work with the department in charge of special education to design an eligibility process for newcomers suspected of needing special education services because of a disability, so that they can be evaluated and, if found eligible, provided with an IEP (individualized education plan) in a timely manner (U.S. Department of Education, Office for Civil Rights, & U.S. Department of Justice, Civil Rights Division, 2015, January, Section F, pp. 24–27). Continued on next page U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 2 • 14 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 Collect and analyze student and program data to drive continuous improvement Examples: • Collect student data and conduct regular program evaluations. • Develop a system for tracking multiple measures of newcomers’ educational progress. • Assess student capacities thoughtfully and in detail from entry through graduation and beyond, and update instruction, course offerings and structures based on these data. • Work closely with students and their families, both formally and informally, to gather relevant information about the knowledge, background, and needs of students and their families. • Implement extensive formative assessment practices in classrooms to inform instruction. • If there are concerns of a disability ensure that the student’s status as an EL doesn’t delay the eligibility process. Allocate appropriate resources Examples: • Ensure that resources generated by and allocated for newcomers are properly and effectively expended to provide quality instruction and services. • Encourage school leadership to seek resources for newcomer programs and services from the district and community partners. Source: Bridging Refugee Youth and Children’s Services (BRYCS). (2008). Welcoming and orienting newcomer students to U.S. schools [Spring 2008 Spotlight]. Retrieved from http://www.brycs.org/documents/upload/brycs_spotspring2008-2.pdf. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 2 • 15 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 and 40: Process and Practice Components of
Page 41: 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
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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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