NEWCOMER TOOL KIT

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Chapter 3: High-Quality Instruction for Newcomer Students . . . . 1 Cultivating Global Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Guidelines for Teaching English Learners and Newcomers . . . . . . . . . . . . . . . . . . . 3 Special Education Needs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Common Misconceptions About Newcomers . . . . . . . . . . . . . . . . . . . . . . . . . .9 High-Quality Core Academic Programs for Newcomer Students . . . . . . . . . . . . . . . 11 Key Elements of High-Quality Educational Programs for Newcomers . . . . . . . . . . . . 14 Classroom Tools Subject-Specific Teaching Strategies for Newcomer English Learners . . . . . . . . . . . 15 Checklist for Teaching for Global Competence . . . . . . . . . . . . . . . . . . . . . . 17 Schoolwide Tool Internationals Network’s Core Principles for Educating Newcomer ELs. . . . . . . . . . 19 Professional Reflection and Discussion Activity Guide “Teach Me”: Instructional Practices That Support Newcomers’ Participation and Academic Success (Discussion Cards) . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Resource List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Chapter 4: How Do We Support Newcomers’ Social Emotional Needs? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Social Emotional Well-Being and Student Success . . . . . . . . . . . . . . . . . . . . . . .2 Social Emotional Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Social Emotional Skills Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Social Emotional Development and Informal Social Interactions . . . . . . . . . . . . . . . .4 Social Emotional Well-Being and Bullying . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Four Types of Support for Newcomers’ Social Emotional Development . . . . . . . . . . . . . 5 Integrating Social Emotional and Academic Support for Newcomers: Examples From the Field . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Classroom Tools 10 Teaching Practices for Social Emotional Development . . . . . . . . . . . . . . . . . 10 Problem-Solving Steps for Modeling and Teaching Conflict Resolution . . . . . . . . . . 12 Schoolwide Tools Core Stressors for Newcomers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Addressing Discrimination and Hate Crimes Against Arab Americans . . . . . . . . . . 15 Twenty Plus Things Schools Can Do to Respond to or Prevent Hate Incidents Against Arab, Muslim, Sikh, and South Asian Community Members. . . . . . 17 Tips on Responding to Discrimination in School . . . . . . . . . . . . . . . . . . . . . 19 Professional Reflection and Discussion Activity Guide “Support Me”: Creating Social Emotional Supports for Newcomer Students . . . . . . . 20 Resource List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 U.S. DEPARTMENT OF EDUCATION | NEWCOMER TOOLKIT | ii 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 5: Establishing Partnerships with Families . . . . . . . . . . . 1 The Diverse Characteristics of School Newcomer Families . . . . . . . . . . . . . . . . . . . 1 The Four Stages of Immigrant Parent Involvement . . . . . . . . . . . . . . . . . . . . . . . 2 Addressing Cultural Barriers to School-Newcomer Family Partnerships . . . . . . . . . . . . 3 Processes and Strategies to Facilitate Effective Newcomer Parent Engagement. . . . . . . . . . 4 Core Components of Parent Engagement Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Stories From the Field: Four Blog Posts on Innovative Newcomer Family Engagement . . . . .9 Schoolwide Tools Conceptual Model for Parent Involvement in Education . . . . . . . . . . . . . . . . . 11 Engaging Newcomer Families: Five Examples From the Field . . . . . . . . . . . . . . . 12 Assessing the Effectiveness of Family-School-Community Partnerships . . . . . . . . . . 15 Professional Reflection and Discussion Activity Guide “The Three A’s”: Academics, Advocacy, and Awareness—Core Components of Strong Family Engagement Programs (Planning Tool) . . . . . . . . . . . . . . . . . 16 Resource List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 U.S. DEPARTMENT OF EDUCATION | NEWCOMER TOOLKIT | iii 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: Contents Introduction . . . . . . .
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
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Page 31 and 32: It is fundamental to schools’ wor
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Page 39 and 40: Process and Practice Components of
Page 41 and 42: Practice and Process Components of
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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 51 and 52: CHAPTER 2 PROFESSIONAL REFLECTION A
Page 53 and 54: CHAPTER 2 RESOURCES de Vise, D. (20
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CHAPTER 2 RESOURCES Plyler v. Doe,
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CHAPTER 2 RESOURCES U.S. Department
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Cultivating Global Competencies New
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These perspectives provide a platfo
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process; learning a second language
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• gain control of their own learn
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Misconceptions (continued) • Deve
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Key Attributes of Dual Language Edu
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their individual needs. The focus o
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CHAPTER 3 CLASSROOM TOOL Subject-Sp
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CHAPTER 3 CLASSROOM TOOL Checklist
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CHAPTER 3 PROFESSIONAL REFLECTION A
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CHAPTER 3 RESOURCES Resource List A
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CHAPTER 3 RESOURCES English Languag
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CHAPTER 3 RESOURCES Institute for I
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CHAPTER 3 RESOURCES Robertson, K. (
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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 Discrimin
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CHAPTER 4 SCHOOLWIDE TOOL Develop 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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