NEWCOMER TOOL KIT

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CHAPTER 2 SCHOOLWIDE TOOL Framework for Safe and Supportive Schools According to the Safe and Supportive Schools Model (see below), which was developed by a national panel of researchers and other experts, positive school climate involves three key elements: • Engagement: Strong relationships between students, teachers, families, and schools and strong connections between schools and the broader community • Safety: Schools and school-related activities where students are safe from violence, bullying, harassment, and controlled-substance use • Environment: Appropriate facilities, well-managed classrooms, available school-based health supports, and a clear, fair disciplinary policy These areas overlap in many existing frameworks of school climate, and it is critical that all three areas be considered as a single issue in policy and practice. Source: National Center on Safe Supportive Learning Environments (NCSSLE). (n.d.). Safe supportive learning [Website]. Retrieved from https://safesupportivelearning.ed.gov/ U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 2 • 20 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 PROFESSIONAL REFLECTION AND DISCUSSION ACTIVITY GUIDE Purpose Parent and Family Engagement Practices to Support Students PK–12 school administrators and teachers can use this jigsaw activity in a staff meeting or professional learning community to examine parent and family engagement practices that exhibit the characteristics of family-school partnerships and that prepare students to graduate college and career ready. Preparation for Activity • A few days in advance, ask participants to read Chapter 2 of this tool kit. • Make copies of the following: ◦{ Scenarios of four schools that serve newcomers. Number each scenario as either #1, #2, #3, or #4. ◦{ The two handouts (one for each participant) included at the end of these instructions: “Consultation Sheet: Characteristics of Effective Engagement Programs for Newcomer Parents and Families” and “Note-Taking Sheet: Identification of Examples of Parent and Family Engagement Practices.” Time Required for Activity 1 hour Instructions for Facilitator 1. Divide participants into groups of four and distribute the handouts described above. Each group should have one copy each of the four scenarios and four copies of the “consultation sheet” and four copies of the “notetaking sheet.” Ask everyone to read the consultation sheet, which describes five characteristics of strong partnerships with newcomer families and effective school policies and practices. 2. Assign a different scenario (1, 2, 3, or 4) to each person in the group. 3. Ask each person in the group to pick a partner. Thus, there will be two pairs of participants per group. 4. Instruct each participant to read their assigned scenario independently and to complete the column in the note-taking sheet that corresponds with the assigned scenario (1, 2, 3, or 4). Tell everyone to ignore the highlighted question in the last row as this question will be discussed at the end of the activity. 5. After 10 minutes, ask each participant to describe their scenario to their partner, while the partner takes notes. After this is complete, the paricpants should switch roles. The partner who took the notes on each scenario will report back to the larger group of four. 6. Instruct participants to return to their original groups and allow 1–2 minutes for each person to summarize their scenario. 7. After sharing each scenario, allow time for each group to (a) discuss the question included in the last row of the note-taking page, (b) record the group’s suggestions for adopting or adapting one of the scenarios, and (c) critically consider necessary steps in the process. 8. Ask each group to report their observations and recommendations to the larger group. Facilitate a discussion of implications for your school’s culture, policy, and practices relevant to supporting newcomer students. U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 2 • 21 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 . . . . . . .
Page 5 and 6: Chapter 5: Establishing Partnership
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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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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U.S. Department of Education
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