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CHAPTER 2 SCHOOLWIDE TOOL Fact Sheets and Sample Parents’ Bill of Rights and Responsibilities The U.S. Departments of Justice and Education issued these fact sheets that schools can use to support their own practices and to communicate with families of ELs, including those who are newcomers: • Ensuring That English Learners Can Participate Meaningfully and Equally in Educational Programs http://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-el-students-201501.pdf • Information for Limited English Proficient (LEP) Parents and Guardians and for Schools and School Districts That Communicate With Them http://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-lep-parents-201501.pdf These fact sheets are available in Spanish and other languages: http://www.ed.gov/news/press-releases/ us-departments-education-and-justice-release-joint-guidance-ensure-english-learn The New York City Department of Education developed the Parents’ Bill of Rights and Responsibilities, which says, “Each child’s potential can best be achieved through a partnership between parents and schools. To foster active engagement between parents and schools, parents have certain rights and responsibilities as spelled out in the Bill of Rights and Responsibilities.” A sample of this document’s content is included on the following page. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 2 • 18 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 SCHOOLWIDE TOOL New York City Parents’ Bill of Rights and Responsibilities Each child’s maximum potential can best be achieved through a partnership between parents and the education community. To foster active engagement between parents and schools, parents have certain rights and responsibilities. ALL PARENTS HAVE THE FOLLOWING RIGHTS: 1) THE RIGHT TO A FREE PUBLIC SCHOOL EDUCATION Parents have the right to a free public school education for their child in a safe and supportive learning environment. Parents have the right to: a) a free public school education for their child, from kindergarten until age 21, or receipt of a high school diploma, whichever comes first, as provided by law; b) an evaluation for their child with a disability and, if found to be in need of special education, receive a free, appropriate education from age 3 through age 21, in accordance with applicable laws and regulations; c) bilingual education or English as a Second Language services, for their child with limited English proficiency, as required by law and regulations; d) have their child receive his or her full instructional schedule in accordance with the Department of Education school year calendar; e) have their child learn in a safe and supportive learning environment, free from discrimination, harassment, bullying, and bigotry; f) have their child receive courtesy and respect from others and equal educational opportunities regardless of actual or perceived race, color, religion, age, creed, ethnicity, national origin, alienage, citizenship status, disability, sexual orientation, gender (sex) or weight; g) have a child accorded all the rights set forth in the Bill of Student Rights and Responsibilities found within the New York City Department of Education’s Citywide Standards of Intervention and Discipline Measures. Source: New York City Department of Education. (n.d.). Parent bill of rights [Web page]. Retrieved from http://schools.nyc.gov/RulesPolicies/ParentBillofRights/default.htm U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 2 • 19 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 and 42: Practice and Process Components of
Page 43 and 44: Practice and Process Components of
Page 45: CHAPTER 2 CLASSROOM TOOL Connecting
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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Page 89 and 90: CHAPTER 3 RESOURCES U.S. Department
Page 91 and 92: CHAPTER 3 RESOURCES WIDA. (n.d.). A
Page 93 and 94: Social Emotional Well-Being and Stu
Page 95 and 96: 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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