NEWCOMER TOOL KIT

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High-Quality Core Academic Programs for Newcomer Students High-quality core academic programs for newcomers provide the support needed to participate in rigorous, gradelevel academic learning. High-quality programs build on the newcomers’ assets and provide supports for students to learn both English and academic content. All teachers and staff are responsible for the students’ academic success and social emotional development. Programs for newcomers include both of the following: • integrated programs, designed to meet the needs of varied populations, including newcomers, children of immigrant families, and English-only students at the same time—and which are usually dual or bilingual language programs that enroll newcomers, children of immigrants, and English-only students in varying combinations; and • designated programs, designed specifically to meet the unique needs of newcomers enrolled in a district, and which include newcomer centers and international schools that provide academic and social emotional support and development to students who attend until they transition to elementary or secondary schools within a district. Dual Language, Integrated Programs Two-way and one-way Dual Language programs may benefit ELs and newcomers because their home languages are used in teaching and learning. Using an EL’s native language in a strong, supportive learning environment can build their confidence as learners, build English skills, and help them acquire academic content to become successful in school (Alanís & Rodríguez, 2008; Lindholm-Leary, 2001). In a randomized study of Dual Language outcomes in one large district, both ELs and native English speakers receiving Dual Language Instruction (DLI) did better. However, when controlled (i.e., only students randomly assigned to DLI or not DLI), differences were observed in reading outcomes in grades 5 and 8 (Steele, Slater, Zamarro, Miler, Li, Burkhauser, & Bacon, 2015). U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 3 • 11 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.
Key Attributes of Dual Language Education Programs, by Program Type Student Population Served Two-Way Dual Language Programs* Two-Way Immersion/ Dual Language Immersion ELs and non-ELs (ideally 50 percent in each group, or a minimum of 33 percent) World Language Immersion Programs Primarily English speakers; can include ELs and heritage speakers One-Way Dual Language Programs Developmental Bilingual Education Programs ELs and former ELs only Heritage Language Immersion Students whose families’ heritage language is/was the partner language Languages English and the ELs’ languages English and a partner language English and the ELs’ home (partner) language English and the heritage (partner) language Staffing One bilingual teacher, who teaches in both languages, or one teacher per language One bilingual teacher who teaches in both languages, or one teacher per language One bilingual teacher who teaches in both languages, or one teacher per language One bilingual teacher who teaches in both languages, or one teacher per language Time Allocation per Language Language of Academic Subjects Language Allocation Duration of Program Size of Program Primarily 50:50, or a combination that starts with more of the partner language (90:10, 80:20, and so on) Varies by program Language of instruction allocated by time, content area, or teacher Throughout elementary school, with some programs continuing at the secondary level Strand or whole school *Two-way dual language programs, also known as two-way immersion or dual language immersion programs, serve a student population consisting of both ELs and non-ELs (ideally, 50 percent in each group, or a minimum of 33 percent). Source: Boyle, A., August, D., Tabaku, L., Cole, S., & Simpson-Baird, A. (2015, December). Dual language education programs: Current state policies and practices (p. 24). Washington, DC: American Institutes for Research. Retrieved from https://ncela.ed.gov/files/rcd/TO20_DualLanguageRpt_508.pdf U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 3 • 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.
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U.S. Department of Education NEWCOM
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Contents Introduction . . . . . . .
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Chapter 5: Establishing Partnership
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CHAPTER 1: Who Are Our Newcomers? A
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Terms Used to Describe Newcomers
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Cultural Contributions Immigrants b
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IMMIGRANT SPOTLIGHT Paola Moya, CEO
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CHAPTER 1 RESOURCES PROFESSIONAL RE
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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 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: Misconceptions (continued) • Deve
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
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Page 93 and 94: Social Emotional Well-Being and Stu
Page 95 and 96: Social Emotional Skills Development
Page 97 and 98: to understand and tap into students
Page 99 and 100: Integrating Social Emotional and Ac
Page 101 and 102: CHAPTER 4 CLASSROOM TOOL 10 Teachin
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Page 105 and 106: CHAPTER 4 SCHOOLWIDE TOOL Core Stre
Page 107 and 108: CHAPTER 4 SCHOOLWIDE TOOL Discrimin
Page 109 and 110: CHAPTER 4 SCHOOLWIDE TOOL Develop a
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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 PROFESSIONAL REFLECTION A
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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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