Newcomer Tool Kit (PDF) - US Department of Education

U.S. Department of Education

NEWCOMER TOOL KIT

U.S. Department of Education

NEWCOMER TOOL KIT

This report was produced by the National Center for English Language Acquisition (NCELA) under U.S. Department of Education (Department) Contract No. ED-ELA-12-C-0092 with Leed Management Consulting, Inc. Synergy Enterprises, Inc. and WestEd also assisted with the publication. The views expressed herein do not necessarily represent the positions or policies of the Department. 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.

U.S. Department of Education 400 Maryland Avenue, SW Washington, D.C. 20202 Phone: 1-800-USA-LEARN (1-800-872-5327)

Office of English Language Acquisition Phone: (202) 401-4300 Fax: (202) 260-1292

September 2016 (Updated September 2017)

This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be U.S. Department of Education, Office of English Language Acquisition. (2016). Newcomer Tool Kit. Washington, DC: Author.

This report is available on the Department's website at:

Availability of Alternative Formats

Requests for documents in alternative formats such as Braille or large print should be submitted to the Alternate Format Center by calling 202-260-0852 or by contacting the 504 coordinator via email at om_eeos@.

Notice to Limited English Proficient Persons

If you have difficulty understanding English, you may request language assistance services for Department information that is available to the public. These language assistance services are available free of charge. If you need more information about interpretation or translation services, please call 1-800-USA-LEARN (1-800-872-5327) (TTY: 1-800-437-0833), email us at Ed.Language.Assistance@, or write to U.S. Department of Education, Information Resource Center, 400 Maryland Ave., SW, Washington, DC 20202.

Content Contact: Melissa Escalante (Melissa.Escalante@)

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .vi

Chapter 1: Who Are Our Newcomers? . . . . . . . . . . . . . . . . . . . 1

About This Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Who Are Our Newcomers? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Newcomers' Contributions to American Society . . . . . . . . . . . . . . . . . . . . . . . . 4 How Schools Can Support Newcomers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Classroom Tool

Teaching Students About the Contributions of Newcomers . . . . . . . . . . . . . . . . . 8 Professional Reflection and Discussion Activity Guide

"See Me": Understanding Newcomers' Experiences, Challenges, and Strengths (Jigsaw) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Chapter 2: Welcoming Newcomers to a Safe and Thriving School Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

About This Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Fundamentals for Welcoming Newcomers and Their Families. . . . . . . . . . . . . . . . . . 1 Implementing Best Practices for Welcoming Newcomers . . . . . . . . . . . . . . . . . . . . 4 Classroom Tools

Orienting and Accommodating Newly-Arrived Refugees and Immigrant Students . . . . 15 Connecting With Newcomers Through Literature . . . . . . . . . . . . . . . . . . . . 16 School-Wide Tools Fact Sheets and Sample Parents' Bill of Rights and Responsibilities . . . . . . . . . . . . 17 Framework for Safe and Supportive Schools . . . . . . . . . . . . . . . . . . . . . . . . 19 Professional Reflection and Discussion Activity Guide Parent and Family Engagement Practices to Support Students . . . . . . . . . . . . . . 20 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Chapter 3: High-Quality Instruction for Newcomer Students . . . . 1

About This Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Cultivating Global Competencies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Guidelines for Teaching English Learners and Newcomers . . . . . . . . . . . . . . . . . . . 3 Common Misconceptions About Newcomers . . . . . . . . . . . . . . . . . . . . . . . . . . 9 High-Quality Core Academic Programs for Newcomer Students . . . . . . . . . . . . . . . 11

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.

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 School-Wide Tool Sample 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 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Chapter 4: How Do We Support Newcomers' Social Emotional Needs? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

About This Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Social Emotional Well-Being and Student Success. . . . . . . . . . . . . . . . . . . . . . . . 2 Social Emotional Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Social Emotional Skills Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Social Emotional Development and Informal Social Interactions . . . . . . . . . . . . . . . . 4 Social Emotional Well-Being and Bullying . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Four Types of Support for Newcomers' Social Emotional Development . . . . . . . . . . . . . 5 Integrating Social Emotional and Academic Support for Newcomers: Examples From the Field . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Classroom Tools

10 Teaching Practices for Social Emotional Development . . . . . . . . . . . . . . . . . 10 Problem-Solving Steps for Modeling and Teaching Conflict Resolution . . . . . . . . . . 12 School-Wide Tools Core Stressors for Newcomers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Addressing Discrimination and Hate Crimes Against Arab American. . . . . . . . . . . 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 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

U.S. DEPARTMENT OF EDUCATION | NEWCOMER TOOLKIT | iv

Chapter 5: Establishing Partnerships with Families . . . . . . . . . . . 1

About This Chapter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 The Diverse Characteristics of 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 School-Wide 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 As": Academics, Advocacy, and Awareness--Core Components of Strong Family Engagement Programs (Planning Tool) . . . . . . . . . . . . . . . . . 16 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

U.S. DEPARTMENT OF EDUCATION | NEWCOMER TOOLKIT | v

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