Working with ELLs, Newcomers and SIFEResource Compiled by ESL at NCDPI

The websites of NCELA, OELA, CAL, and other agencies offer numerous suggestions for working with English learners (ELLs), especially new immigrants including unaccompanied minors, students with interrupted formal education (SIFE), and refugees. This DPI resource lists topics in alphabetical order related to the education of ELLs and gives relevant websites. Topics included are

Birthdate and Grade Placement Parent InvolvementBuild Empathy and Connection to the Immigrant Story through Cultural Exchange Programs

Parent Meetings

Community Partners ScholarshipsFinancial Aid for College School CultureIdentifying English Language Learners (ELLs) Secondary Newcomer ELLs with Interrupted SchoolingInstructional Best Practices Teaching Materials/Lesson PlansLanguage Assistance Program Unaccompanied MinorsLegal Issues Writing/ Videotaping Immigrant StoriesMath and Science Learning

Also entered in this resource are connections with the information in these websites to the North Carolina Professional Teacher Standards and the WIDA Standards Framework plus three NCDPI initiatives: SIOP, ExC-ELL, and LinguaFolio. These connections are in boxed inserts for easy access. The Professional Teacher Standards are boxed in blue and the WIDA/NCDPI initiatives are boxed in green. Whether or not an educator has met the addressed professional teacher standard will depend on the artifacts submitted during the teacher evaluation process and other evidence of the teacher’s performance. These connections, however, can serve as a guide for educators as they reflect upon and improve their effectiveness.

_________________________________________________

Birthdate and Grade Placement

The Birthdates of Refugee Children and the Impact on Grade Placement (http://www.brycs.org/documents/upload/ageandgradeFAQ-3.pdf )

This site discusses why refugee children may have incorrect date of birth on their documentation, factors to consider when assessing a child’s age, possible questions to ask, and documentation to record.

Build Empathy and Connection to the Immigrant Story through Cultural Exchange Programs

http://www.welcomingamerica.org/wp-content/uploads/2011/10/Receiving-Communities-Toolkit_FINAL1.pdf

Note p. 8 in toolkit: The Center for International Understanding at the University of North Carolina provides opportunities for North Carolina leaders to develop a greater understanding of immigration through its Latino Initiative, which has brought 700 people to Mexico since 1998. Teams visit Mexico together and return to North Carolina inspired to launch new activities that address immigrant integration. Visit www.ciu.northcarolina.edu to learn more. Note: updated website is http://ciu.northcarolina.edu/what-we-do/

Community Partners

http://www.welcomingamerica.org/resources/ On this site connect with resources below:

Quick Start Organizing Tool: Begin here to identify which neighborhood, community or geographic area you will focus on and why, establish short and long-term goals, decide who you want to involve, and prepare a timeline.

Welcoming Committee Members and Partners Identification Tool: This tool fleshes out the skills, resources, individuals, and organizations identified in the Quick Start Organizing Tool. It offers a 4 step approach to partner identification:

1) Inventory - needs/haves2) Identify who is already involved3) Identify who else you would like to have involved4) Review and compare to inventory (#1)

See School Culture to learn how one partner in Charlotte is helping schools.

Financial Aid

Such partnering addresses the following NC Professional Teacher Standards: Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students

Teachers work collaboratively with the families and significant adults in the lives of their students.

Improve communication and collaboration between the school and the home and community

Promote trust and understanding and build partnerships with school community Standard III: Teachers Know the Content They Teach

Teachers make instruction relevant to students. Incorporate life skills which include leadership, ethics, accountability, adaptability,

personal productivity, personal responsibility, people skills, self-direction, and social responsibility

Demonstrate the relationship between the core content and 21st century content that includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness

Graduate! A Financial Aid Guide to Success http://www.ed.gov/edblogs/hispanic-initiative/files/2014/04/English_-%C2%A1Grad%C3%BAate-Financial-Aid-Guide-to-Success.pdf

Also available in Spanish http://www.ed.gov/edblogs/hispanic-initiative/files/2014/04/Spanish.pdf

This guide is part of the White House Initiative on Educational Excellence for Hispanics. It outlines college application and enrollment information, federal financial aid and public and private scholarship resources available to students in their efforts to enroll in and afford a postsecondary education. It also has checklists from elementary through high school to help students prepare for college or career school. Some items on these checklists:

Participate in extra-curricular activities like sports, clubs, and the arts Establish strong relationships with your teachers and counselors so that each can write your letters of

recommendation later on Think about college as an important part of your future. Discuss your thoughts and ideas with your

family and with people at school. And for parents - Help your child develop good study habits, such as studying at the same time and place

every day and having the necessary materials to complete assignments.

Identifying English Language Learners (ELLs)

“Tools and Resources for Identifying All English Learners http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap1.pdf

This is the first chapter of the English Learner Tool Kit published by the Office of English Language Acquisition (OELA), U.S. Department of Education. The Tool Kit is intended to help state and local education agencies (SEAs and LEAs) in meeting their obligations to ELLs. It should be read in conjunction with the joint Dear Colleague Letter (DCL) on "English Learner Students and Limited English Proficient Parents" http://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf from the Department's Office for Civil Rights (OCR) and the U.S. Department of Justice (DOJ), which outlines SEAs’ and LEAs’ legal obligations to ELLs under civil rights laws and other federal requirements.

This chapter details(1) Key points for Identifying Potential English Learners LEAs must identify in a timely manner ELL students in need of language assistance services.

Financial Aid addresses the following NC Professional Teacher Standard: Standard II: Teachers Establish a Respectful Environment for Diverse Population of Students

Teachers work collaboratively with the families and significant adults in the lives of their students. Improve communication and collaboration between the school, home, and community

Promote trust and understanding and build partnerships with school community

o Explanation of law regarding identifying and assessing ELLs and examples of compliance issues on pages 10-11 of the Dear Colleague Letter (DCL) on "English Learner Students and Limited English Proficient Parents"

The home language survey (HLS) is the most common tool used to identify potential ELLs. An HLS must be administered effectively to ensure accurate results

a) Checklist with suggestions for content of HLS, b) Translation of HLS, c) Procedures for administering, interpreting, and managing results of the HLS

Check with SEA’s policies to ensure compliance with state requirements (2) Key points for Determining which Students are English Learners All potential ELLs must be assessed with a valid and reliable assessment to determine if they are in fact

ELLs. Parents and guardians must be informed in a timely manner of their child’s ELP level and ELL program

options. LEAs are required to communicate information regarding a child’s ELP level and ELL program options in a

language the parent understands.o Examples of process to ensure communication with LEP parents on pages 37-39 of the Dear

Colleague Letter (DCL) on "English Learner Students and Limited English Proficient Parents"(3) TOOLS Home Language Surveys samples and translations in Spanish, French, Vietnamese, Chinese, Amharic,

and Arabic Placement Test Checklist for SEA, LEA, and Administration Procedures

(4) Resources: links to publications and scholarly articles regarding ELLs and identification and assessment

Instructional Best Practices

http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=19 : Updated (as of January 2015) and expanded 2007 Educator’s Practice Guide published by What Works Clearinghouse

Identifying English Language Learners address the following NC Professional Teacher Standards: Standard I: Teachers Demonstrate Leadership

Teachers lead in their classrooms. Take responsibility for all students’ learning Communicate vision to students Use data to organize, plan, and set goals Use a variety of assessment data throughout the year to evaluate progress

Teachers demonstrate leadership in the school. Work collaboratively with all school personnel to create a professional learning

community Analyze data

Standard II: Teachers Establish a Respectful Environment for a Diverse Population of StudentsTeachers work collaboratively with the families and significant adults in the lives of their students.

This guide offers instructional recommendations for ELLs in grades K-8. It provides guidelines for and examples of systematically building language and literacy in four specific areas—academic vocabulary, content-area instruction, writing instruction, and small-group intervention. It also presents solutions to roadblocks educators may face in implementing these recommendations.

An overview of the four recommendations in this guide are: Recommendation 1: Teach a set of academic vocabulary words intensively across several days using a

variety of instructional activities. Choose a brief, engaging piece of informational text that includes academic vocabulary as a

platform for intensive academic vocabulary instruction. Choose a small set of academic vocabulary for in-depth instruction. Teach academic vocabulary in depth using multiple modalities (writing, speaking, listening). Teach word-learning strategies to help students independently figure out the meaning of words.

Recommendation 2: Integrate oral and written English language instruction into content-area teaching. Strategically use instructional tools—such as short videos, visuals, and graphic organizers—to

anchor instruction and help students make sense of content. Explicitly teach the content-specific academic vocabulary, as well as the general academic

vocabulary that supports it, during content-area instruction. Provide daily opportunities for students to talk about content in pairs or small groups. Provide writing opportunities to extend student learning and understanding of the content

material. Recommendation 3: Provide regular, structured opportunities to develop written language skills.

Provide writing assignments that are anchored in content and focused on developing academic language as well as writing skills.

For all writing assignments, provide language-based supports to facilitate students’ entry into, and continued development of, writing.

Use small groups or pairs to provide opportunities for students to work and talk together on varied aspects of writing.

Assess students’ writing periodically to identify instructional needs and provide positive, con-structive feedback in response.

Recommendation 4: Provide small-group instructional intervention to students struggling in areas of literacy and English language development.

Use available assessment information to identify students who demonstrate persistent struggles with aspects of language and literacy development.

Design the content of small-group instruction to target students’ identified needs. Provide additional instruction in small groups consisting of three to five students to students

struggling with language and literacy. For students who struggle with basic foundational reading skills, spend time not only on these

skills but also on vocabulary development and listening and reading comprehension strategies.

The above recommendations connect with the WIDA Standards Framework and NCDPI’s initiatives: SIOP, ExC-ELL, & LinguaFolio.

Recommendation 1 Choose words to teach according to six criteria that mirror those in both SIOP and ExC-ELL Provide student-friendly definitions that apply to the context of the text Create opportunities to use the new academic vocabulary in multiple ways and facilitate structured

discussions using new vocabulary Reinforce a word’s meaning using concrete representations such as pictures, gestures, and actions

like SIOP’s Comprehensible Input Use a self-assessment checklist as in LinguaFolio or SIOP’s and ExC-ELL’s exit pass

Recommendation 2 Draw on video clips and visuals to build background knowledge Use graphic organizers to scaffold learning by organizing material around a common text structure Teach explicitly academic vocabulary that is central for understanding the content as well as general

academic terms that cross content areas Facilitate opportunities for students to discuss content in pairs or small groups multiple times daily Allow students, especially those at the emergent English proficiency level, to discuss the content in

their primary language. Use sentence frames to scaffold as needed

Recommendation 3 Ensure that writing assignments have specific objectives related to developing specific English

language skills and/or learning target academic vocabulary Use of a set of instructional routines that support students as they generate and organize their ideas Engage students in small-group discussion prior to drafting an extended written piece so that they can

work together to brainstorm and organize ideas Facilitate small-group discussions and writing through the use of language-based supports such as

graphic organizers and sentence starters Provide students with feedback based on the lesson’s instructional objective

Recommendation 4 Apply data such as information from formative assessments like LinguaFolio or SIOP’s Review &

Assessment component to determine what specific instructional needs should be met and what support students need.

Group students in homogeneously or heterogeneously depending on the skill being addressed Plan instructional activities to address both literacy and language needs simultaneously Use mini-lessons to provide additional instruction Model and use think-alouds to show students how to complete an instructional task

ExC-ELL

These instructional best practices address the following NC Professional Teacher Standards: Standard I: Teachers Demonstrate Leadership

Teachers lead in their classrooms. Take responsibility for all students’ learning Communicate vision to students Use data to organize, plan, and set goals Use a variety of assessment data throughout the year to evaluate progress

Teachers demonstrate leadership in the school. Work collaboratively with all school personnel to create a professional learning

community Analyze data

Teachers advocate for schools and students. Advocate for positive change in policies and practices affecting student learning Participate in the implementation of initiatives to improve education

Standard III: Teachers Know the Content They TeachTeachers align their instruction with the North Carolina Standard Course of Study.

Teach the North Carolina Standard Course of Study Develop and apply strategies to make the curriculum rigorous and relevant Develop literacy skills appropriate to specialty area

Teachers make instruction relevant to students. Standard IV: Teachers Facilitate Learning for Their Students

Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

Know how students think and learn Understand the influences on student learning and differentiate instruction Keep abreast of evolving research Adapt resources to address the strengths and weaknesses of students

Teachers plan instruction appropriate for their students. Collaborate with colleagues Use data for short- and long-range planning Engage students in the learning process Respond to cultural diversity and learning needs of students

Teachers use a variety of instructional methods. Choose methods and materials as they strive to eliminate achievement gaps Employ a wide range of techniques using information and communication

technology, learning styles, and differentiated instruction Teachers help students work in teams and develop leadership qualities.

Teach the importance of cooperation and collaboration Organize learning teams in order to help students define roles, strengthen social ties,

improve communication and collaborative skills, interact with people from different cultures and backgrounds, and develop leadership qualities

Teachers communicate effectively. Assist students in articulating thoughts and ideas clearly and effectively

Standard V: Teachers Reflect on Their PracticeTeachers function effectively in a complex, dynamic environment.

Actively investigate and consider new ideas that improve teaching and learning

Language Assistance Program

“Tools and Resources for Providing English Learners with a Language Assistance Program” http://www2.ed.gov/about/offices/list/oela/english-learner-toolkit/chap2.pdf

This is the second chapter of the English Learner Tool Kit published by the Office of English Language Acquisition (OELA), U.S. Department of Education. The Tool Kit is intended to help state and local education agencies (SEAs and LEAs) in meeting their obligations to ELs. It should be read in conjunction with the joint Dear Colleague Letter (DCL) on "English Learner Students and Limited English Proficient Parents" http://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf from the Department's Office for Civil Rights (OCR) and the U.S. Department of Justice (DOJ), which outlines SEAs’ and LEAs’ legal obligations to ELLs under civil rights laws and other federal requirements.

This chapter details(1) Key points for providing a Language Assistance Program ELL services and programs must be educationally sound in theory and effective in practice. LEAs must

o Ensure that qualified teachers provide ELL services Explanation of staffing and supporting ELL programs with examples on pages 14-17 of

the Dear Colleague Letter (DCL) on "English Learner Students and Limited English Proficient Parents"

o Consider the student’s English proficiency level, grade level, educational background, language background for bilingual programs

o Evaluate whether their chosen ELL services and programs meet civil rights requirements (Document provides a checklist to assist with this evaluation.)

Explanation of law and guidance on common civil rights compliance issues on pages 5-9 of the Dear Colleague Letter (DCL) on "English Learner Students and Limited English Proficient Parents"

ELL programs must be designed to enable ELLs to attain both English proficiency and parity of participation in the standard instructional program within a reasonable length of time.

Examples given and guidance on providing access to all curricular and extracurricular programs on pages 17-21 of the Dear Colleague Letter (DCL) on "English Learner Students and Limited English Proficient Parents"

LEAs must offer ELL services and programs, until ELLs are proficient in English and can participate meaningfully in educational programs without ELL support. This includes ELLs at the highest level of English proficiency.

Discussion of monitoring and exiting ELs (pages 21-22), meeting the needs of ELLs who opt out of ELL Programs or particular services (pages 29-32), and evaluating an LEA’s ELL program (pages32-35) of the Dear Colleague Letter (DCL) on "English Learner Students and Limited English Proficient Parents"

LEAs must provide appropriate special education services to ELLs with disabilities who are found to be eligible for special education and related services.

Discussion of services for ELLs with disabilities (pages 24-29) and evaluating an LEA’s ELL program (pages32-35) of the Dear Colleague Letter (DCL) on "English Learner Students and Limited English Proficient Parents"

(2) TOOL #1 Guiding Questions to Learn about Your ELL Population,

Working on the key points and/or the recommendations for Language Assistance Programs in this chapter address the following NC Professional Teacher Standards:

Standard I: Teachers Demonstrate LeadershipTeachers lead in their classrooms.

Take responsibility for all students’ learning Communicate vision to students Use data to organize, plan, and set goals Use a variety of assessment data throughout the year to evaluate progress Establish a safe and orderly environment Empower students

Teachers demonstrate leadership in the school. Work collaboratively with all school personnel to create a professional learning

community Analyze data Collaborate with colleagues to mentor and support teachers to improve effectiveness

Teachers advocate for schools and students. Advocate for positive change in policies and practices affecting student learning Participate in the implementation of initiatives to improve education

Standard II: Teachers Establish a Respectful Environment for Diverse Population of StudentsTeachers provide an environment in which each child has a positive, nurturing relationship with caring adults.

Encourage an environment that is inviting, respectful, supportive, inclusive, and flexible

Teachers embrace diversity in the school community and in the world. Demonstrate knowledge of diverse cultures Select materials and develop lessons that counteract stereotypes and incorporate

contributions.

(3) TOOL #2 Checklist for Addressing Needs of Long Term ELLs(4) TOOL #3 Research-Based Considerations Contextual changes that create an environment conducive to implementing and sustaining districtwide

reform efforts that support ELs Strategic and instructional changes that promote high standards in the teaching of ELLs (5) TOOL #4 EL Program Chart(6) Resources: links to publications regarding ELs and literacy, assessment, legal issues, model programs,

program planning, effective strategies, curricula, and numerous other topics.

Teachers treat students as individuals Maintain high expectations for all students Appreciate differences and value contributions by building positive, appropriate

relationships Teachers adapt their teaching for the benefit of students with special needs.

Collaborate with specialists Engage students and ensure they meet the needs of their students through inclusion

and other models of effective practice Standard III: Teachers Know the Content They Teach

Teachers align their instruction with the North Carolina Standard Course of Study. Teach the North Carolina Standard Course of Study Develop and apply strategies to make the curriculum rigorous and relevant Develop literacy skills appropriate to specialty area

Teachers make instruction relevant to students. Standard IV: Teachers Facilitate Learning for Their Students

Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

Know how students think and learn Understand the influences on student learning and differentiate instruction Keep abreast of evolving research Adapt resources to address the strengths and weaknesses of students

Teachers plan instruction appropriate for their students. Collaborate with colleagues Use data for short- and long-range planning Engage students in the learning process Respond to cultural diversity and learning needs of students

Teachers use a variety of instructional methods. Choose methods and materials as they strive to eliminate achievement gaps Employ a wide range of techniques using information and communication

technology, learning styles, and differentiated instruction Teachers communicate effectively.

Communicate clearly with students in a variety of ways Assist students in articulating thoughts and ideas clearly and effectively

Standard V: Teachers Reflect on Their PracticeTeachers function effectively in a complex, dynamic environment.

Actively investigate and consider new ideas that improve teaching and learning Teachers analyze student learning.

Think systematically and critically about learning in their classroom: why learning happens and what can be done to improve student achievement

Standard VI: Teachers Contribute to the Academic Success of Students The work of the teacher results in acceptable, measurable progress for students.

Legal issues

http://www.colorincolorado.org/pdfs/rightsofundocumentedchildren.pdf

This booklet discusses 13 legal questions commonly asked by the community and school administrators related to undocumented students. The questions and explanations go beyond merely citing Plyler or the Civil Rights Act of 1964 (NCLB). Among the points discussed are the right of undocumented students to participate in extracurricular activities or services provided to other students and whether or not school districts should report undocumented students to immigration.

Math and Science Learning

http://www.ncela.us/files/uploads/promising_EL/Parents_STEM.pdf

Supporting family involvement in students’ math and science learning can be challenging. This site presents multiple ways to foster family involvement.

Talk about math and science at home in the home language by discussingo Technical aspects of domestic tasks (weighing, measuring, calculating in following recipes and/or

home repair)o Role of math in activities specific to the home culture

Play science, math, or technical problem-solving games Host family math and/or science events

o Family Science Night Activities available through this site in Spanish and Englisho Science Activities to try at home available through this site in Spanish and English

Ensure parents understand that math and science instruction are necessary for college and career success Help parents reflect on the mathematics and science education of their children

Attending to family involvement in math and science learning addresses the following NC Professional Teacher Standards:

Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students Teachers work collaboratively with the families and significant adults in the lives of their students.

Improve communication and collaboration between the school and the home and community

Promote trust and understanding and build partnerships with school community Seek solutions to overcome obstacles that prevent family and community

involvement

Standard III: Teachers Know the Content They Teach Teachers make instruction relevant to students.

Demonstrate the relationship between the core content and 21st century content that includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness

Parent involvement

(1) Strengthening Parent Involvement: A Toolkit http://www.cde.state.co.us/21stcclc/parentinvolvementtoolkit

This site offers strategies for reaching out to parents of English Language Learners (ELLs) and provides handouts in English and Spanish for parents to be engaged with the school and their child. Specific communication strategies include

(1) Sponsor programs or community events that allow educators and parents to interact socially in addition to parent-teacher conferences or school/program meetings.

(2) Provide feedback opportunities for parents and family members such as surveys on current program issues or special parent interests

(3) Make explicit unstated rules and behavioral expectations (for example, that parents are expected to attend parent/teacher conferences)

(4) Invite and encourage parents to volunteer at the school

(5) Invite parents to share their culture as a literacy activity at school(6) Offer power-sharing relationships by encouraging parents to form advocacy groups and enabling them

to share in decision-making about school programs and policies

There is also a guided teacher self-reflection to help teachers improve their communication skills with parents of ELLs as well as supports that may be needed.

(2) A guidebook for increasing collaboration between schools and parents of English Language Learners http://www.cde.state.co.us/sites/default/files/documents/fedprograms/dl/ti_parents_ellgdbk.pdf

Although written for Colorado public schools the information in this guidebook is useful for North Carolina’s schools. The guidebook links federal law, research, and effective practice. It provides information about the factors that hinder or support parent involvement with parents of ELLs, while also offering insights about how to break through barriers and effectively build collaborative efforts between parents and schools. It also offers policy recommendations and the parent involvement strategies which support these policies such as those in the matrix below. For each strategy, there is information about the specific link to NCLB compliance followedby a listing of the necessary monetary, material, and human resources. There is also a comprehensive list of possible steps toward initial implementation and on-going support.

Policy Recommendation Parent Involvement StrategySchools initiate opportunities for effectivecommunication with parents

1. Effective translations2. Initial parent meetings3. Monthly/regular parent meetings

Policy Recommendation Parent Involvement StrategyOffer informational meetings and skill-basedworkshops

1. Initial parent meetings2. Monthly/regular parent meetings3. ESL classes for parents4. Skill-based workshops

Making Homework Manageable Activities to help support children’s literacy at home Supporting Writing in the Home Understanding School Math

Include culturally and linguistically diverse parents indecision-making meetings and groups

1. Organized parent–teacher meetings2. Parent Leadership Institute3. District-level parent leadership classes

(3) Colorín Colorado: Reach Out to Parents of ELLs http://www.colorincolorado.org/educators/reachingout/outreach/#video

This is a bilingual (Spanish/English) website providing information, activities and advice foreducators of English language learners. It gives a quick overview of ways to involve parents.

Use their preferred languageo Find a fully bilingual interpretero Translate the written communications that you send homeo Learn some Spanish yourself (gives some common classroom words and phrases) o Put parents in touch with bilingual staff.

Educate parents on the U.S. school system

o How your school workso Your school curriculum, standards, benchmarks, and materialso Teacher/school expectationso Parent rightso Language programs

Arrange home and community visits Welcome parents into your school

o Host a Spanish-language back-to-school nighto Arrange for a "tour" of the school

Recruit volunteers from parents of ELLs Make parents aware of adult learning opportunities in your community

(4) Colorín Colorado: Empowering Hispanic Parents & Families at Homehttp://www.colorincolorado.org/educators/reachingout/empowering/

This is a bilingual (Spanish/English) website providing information, activities and advice for Spanish-speaking parents of ELLs.For parents who do not know how to read:

Oral Storytelling "Read" wordless picture books Say rhymes and sing songs Make frequent trips to the public library after a “field trip” with child’s teacher. Engage in meaningful conversation Watch educational children's television programs together

For parents who only read in Spanish: Ideas in section above Read books in Spanish Read bilingual books

Homework help Direct help Keep in touch with teacher to ensure child is doing the homework Provide good work space Find a tutor

Starting a home library Pick a special place in the house Find quality books

(5) Intercultural Development Research Association (IDRA) http://www.idra.org/IDRA_Family_Center/How_the_school_should_treat_you/

This site offers numerous articles about parent involvement strategies. Scroll to Family and Community Engagement Survey ( http://www.idra.org/images/stories/survey.pdf ) – This survey can be used by teachers, administrators and parents to assess a school’s effectiveness in partnering with families and communities.

(6) The National Council of La Raza (NCLR) http://www.nclr.org/index.php/issues_and_programs/education/parent_engagement/

NCLR is a Hispanic civil rights and advocacy organization in the United States. It has a parent engagement program - Padres Comprometidos: Engaging Latino Parents for Long-Term Student Success http://www.nclr.org/index.php/publications/padres_comprometidos_engaging_latino_parents_for_long-term_student_success/

(7) Colorín Colorado: Reading Tip Sheets for Parents http://www.colorincolorado.org/guides/readingtips/

One page tip sheets for parents of children in Preschool through Third grade are available in eleven languages.

(8) For parent involvement in math and science- see heading Math and Science Learning

Parent Meetings

http://www.welcomingamerica.org/resources/resources-on-unaccompanied-children/

Activities for parent meetings can be difficult to identify. The American Library Association’s REFORMA project created a family literacy initiative, Noche de Cuentos / A Night of Stories, which engaged participants in a night of storytelling and oral traditions. The following websites give details for a storytelling initiative:

http://refugeechildren.wix.com/refugee-children#!storytime-resources/c1qbg

http://nochedecuentos.org/

Scholarships

Graduate! A Financial Aid Guide to Success http://www.ed.gov/edblogs/hispanic-initiative/files/2014/04/English_-%C2%A1Grad%C3%BAate-Financial-Aid-Guide-to-Success.pdf

Also available in Spanish http://www.ed.gov/edblogs/hispanic-initiative/files/2014/04/Spanish.pdf

Parent involvement addresses the following NC Professional Teacher Standard: Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students

Teachers work collaboratively with the families and significant adults in the lives of their students.

Improve communication and collaboration between the school and the home and community

Promote trust and understanding and build partnerships with school community Seek solutions to overcome obstacles that prevent family and community involvement

Parent meetings address the following NC Professional Teacher Standard:Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students

Teachers work collaboratively with the families and significant adults in the lives of their students. Improve communication and collaboration between the school, the home and community

This document is part of the White House Initiative on Educational Excellence for Hispanics. Pages 10-12 and 15 of this document discuss college scholarships available to documented and undocumented students with hyperlinks and URLS to specific organizations offering these. The site covers merit-based, need-based, career-based, and college-based scholarships. 19 states allow undocumented immigrant students to pay in-state tuition

rates under certain conditions.

Secondary newcomer ELLs with interrupted schooling

(1) https://www.obaverse.net/1/course/view.php?id=393&section=2 Dropouts, Dreamers, and Alternative Pathways to College: Creating Viable Options for Overage-Undercredited ELLs (to view this site you must have an account or create one which is free)

This 60-minute webinar addresses challenges in serving newcomer ELLs with interrupted schooling, particularly secondary students, and presents promising practices which meet these challenges in order to provide effective programs for this population. Besides teaching academic content, language development, and literacy schools/programs working with newcomer ELLs with interrupted schooling must help students integrate into their new context and provide social- emotional supports. Programs should ask how well they

•Leverage student strengths? •Build knowledge of education and career path options?•Build social capital and leverage networks (who can advise students on education, who can help them develop a plan for their education and their future, who can help them access opportunities to advance and develop)?•Provide opportunities to interact with peers of similar backgrounds who have continued their education?•Partner with post-secondary programs as a bridge?•Address social-emotional needs

Principals should see that they share a vision that encourages risk-taking and growth by teachers and students, set a structure that allows teachers to collaborate and work together, give feedback that promotes development and opportunities to learn.

The topic, Scholarships, addresses the following NC Professional Teacher Standard:Standard II: Teachers Establish a Respectful Environment for Diverse Population of Students

Teachers work collaboratively with the families and significant adults in the lives of their students.

Improve communication and collaboration between the school and the home and community

Promote trust and understanding and build partnerships with school community

Among best practices for secondary newcomer students with interrupted schooling the International Schools Network recommends

Frequent, low stakes writing Oral reports, presentations Cooperative, heterogeneous groupings, & peer feedback Peer supports Experiential learning Student talk outweighs teacher talk Students use L1 and English

Secondary newcomer ELLs with interrupted schooling address the following NC Professional Teacher Standard:

Standard I: Teachers Demonstrate LeadershipTeachers lead in their classrooms.

Take responsibility for all students’ learning Communicate vision to students Use data to organize, plan, and set goals Use a variety of assessment data throughout the year to evaluate progress Empower students

Standard II: Teachers Establish a Respectful Environment for Diverse Population of StudentsTeachers provide an environment in which each child has a positive, nurturing relationship with caring adults.

Encourage an environment that is inviting, respectful, supportive, inclusive, and flexible

Teachers embrace diversity in the school community and in the world. Demonstrate knowledge of diverse cultures Select materials and develop lessons that counteract stereotypes and incorporate

contributions. Recognize the influences on a child’s development, personality, and performance

Teachers treat students as individuals. Maintain high expectations for all students Appreciate differences and value contributions by building positive, appropriate

relationships Teachers work collaboratively with the families and significant adults in the lives of their students.

Improve communication and collaboration between the school and the home and community

Promote trust and understanding and build partnerships with school community Teachers make instruction relevant to students.

Standard IV: Teachers Facilitate Learning for Their Students

Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

Know how students think and learn

Understand the influences on student learning and differentiate instruction

Adapt resources to addr

(2) http://internationalsnps.org/ International Network for Public Schools

This site explains the services the International Network for Public Schools offers: Program models including an academy/small learning community for districts who are looking to

address a growing ELL population Professional development opportunities Example of how to post and celebrate alumni successes

(3) https://www.teachingchannel.org/internationals-network-video-library-inps Teachin Channel videos from the International Network for Public Schools

There are five videos in this series covering topics such as peer-to-peer tutoring, project-based learning, and learning English through content.

(4) http://unitedwedream.org/ United We Dream website

This organization advocates for the dignity and fair treatment of immigrant youth and families. They have a Guide for Educators and School Support Staff and resources for how ELLs (documented and undocumented) can further their education after completing high school. There is also a section on scholarships for documented and undocumented youth.

School Culture

(1) http://www.welcomingamerica.org/resources/webinars/

At this website scroll down to the webinar titled, Promoting a Culture of Welcome for Refugees in Schools. While this webinar targets refugees the ideas and examples discussed are applicable to all language learners. View this recording, or the webinar slides and webinar chat (participants share their successes on the 6 dimensions below) to learn

Why schools should promote a culture of welcome Components of a welcoming school How to engage ELLs in the school How to engage educators to establish a culture of welcome

Standard IV: Teachers Facilitate Learning for Their Students

Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

Know how students think and learn

Understand the influences on student learning and differentiate instruction

Adapt resources to addr

The above best practices connect with the WIDA Standards Framework and NCDPI’s initiatives: SIOP and ExC-ELL.

Include writing in all lessons Encourage students to speak to each other in various formats Embrace cooperative learning and the use of heterogeneous groups Involve peers in providing feedback and support Use hands-on learning to foster concept and language development Organize a student-centered classroom Support the use of L1 in learning, communication, and making meaning

ExC-ELL

How to engage parents with the school and other parents How to connect immigrant families with the broader community

In the resources at the end of the webinar the Refugee Impact Program at Catholic Social Services Refugee Resettlement Office in Charlotte is listed: http://www.brycs.org/promisingpractices/promising-practices-program.cfm?docnum=0097

The Refugee Impact Program provides after-school activities such as homework completion, tutoring, help with reading, and activities to reinforce English skills. In addition, after registering and enrolling clients in the Charlotte-Mecklenburg School system, program staff performs monthly school visits to meet with classroom and ESL teachers to discuss the progress of the clients and communicate concerns to the parents. In the summer Newcomer ESL classes, summer camp, and orientation programs are offered. This is a noteworthy example of schools partnering with the community to promote a welcoming culture.

For more information on Charlotte’s Refugee Impact Program see http://ccdoc.org/services/refugee-citizenship-language/after-school

(2) Internet Public Library http://ipl.org/div/hello/

The Library includes a useful section for schools wanting to create a welcoming environment. In Kidspace, a subsection titled “Say Hello” allows a visitor to learn how to say “hello, my name is” in 100+ languages. This subsection also shows what each language’s script looks like and offers information on words in English with their origin in that language – this is especially helpful in obtaining basic information about languages that are less frequently encountered. More detailed cultural information is found in the Culture Quest section http://www.ipl.org/div/cquest/middle-east/middle-east.html

(3) Girl Scouts in Pennsylvania put together welcome bags for children arriving in their community. http://triblive.com/neighborhoods/yournorthhills/yournorthhillsmore/6728201-74/welcome-family-pine#axzz3Cy5xpadU

This website describes the work of four girl scouts who made welcome bags, crafted vocabulary cards with English and Spanish words that can be posted throughout immigrants’ homes, collected books, and with the help of local teachers developed ESL tools and activity sheets. This article underscores the fact that even a few volunteers can make a difference.

Standard IV: Teachers Facilitate Learning for Their Students

Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students.

Know how students think and learn

Understand the influences on student learning and differentiate instruction

Adapt resources to addr

Teaching Materials/Lesson Plans

http://worldview.unc.edu/k12-resources/

This site offers 5 educator resources: K12 Resources Database, World View Educator Lesson Plans, Foreign Currency Kits, Global WebFriends, and Global Updates.

K12 Resources Database provides numerous websites which offer a wealth of materials on culture, the continents, current events, climate and weather, bilingual (English/Spanish) books, and topics such as slavery, immigration, and globalization. For example under the UNC American Indian Center are curriculum guides aligned with the NC Essential Standards for teaching about North Carolina American Indians and under UNC African Studies Center there are free culture kits on Senegal and Kenya as well as learning boxes to deepen

Promoting a welcoming school culture addresses the following NC Professional Teacher Standards: Standard I: Teachers Demonstrate Leadership

Teachers demonstrate leadership in the school. Work collaboratively with all school personnel to create a professional learning

community Collaborate with colleagues to mentor and support teachers to improve

effectiveness Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students

Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.

Encourage an environment that is inviting, respectful, supportive, inclusive, and flexible

Teachers embrace diversity in the school community and in the world. Demonstrate knowledge of diverse cultures Select materials and develop lessons that counteract stereotypes and incorporate

contributions. Recognize the influences on a child’s development, personality, and performance Consider and incorporate different points of view

Teachers work collaboratively with the families and significant adults in the lives of their students.

Improve communication and collaboration between the school and the home and community

Promote trust and understanding and build partnerships with school community Seek solutions to overcome obstacles that prevent family and community

involvement

understanding of African culture. These boxes include a class set of 30 books, reading guides, discussion questions, maps, photos, and activities. With the Global Classroom Project teachers and students connect with various partners around the world on specific projects from discussing their cultural similarities and differences to a virtual trip to Kenya. The database search engine filters for grade level, region, topic, and subject.

World View Educator Lesson Plans are lesson plans which have been submitted by educators who have traveled on World View study visits, received their grants, or utilized their Foreign Currency Kits. Lesson plans are categorized by program and grade level and include lessons on Europe, India, Costa Rica, winter holidays, Japanese Kimonos, and Japanese Internment Stations.

Foreign Currency Kits contains currency, both bills and coins, from over 35 countries and may be borrowed by educators in North Carolina. The Kits also contains useful reference books, a map, as well as suggested educator activities. Additionally the site links to organizations such as the International Monetary Fund which offers lesson plans and activities for students at various grade levels on international economics, trade, and money.

Global WebFriends provides unique insights into everyday life abroad. North Carolina classrooms can communicate regularly with their WebFriend allowing students to engage in the cornerstones of global education:

1. Inquiry (gathering data, asking questions, searching for variety, comparing and contrasting, exploring, developing critical thinking skills),

2. Dialog (connecting to others, stating a position, considering different perspectives, identifying differences, creating agreements, broadening areas of acceptance), and

3. Action (corresponding with WebFriends, hosting international students, service learning, travel for the purpose of study, take an action-based position).

Teachers can also use their WebFriend’s first-hand experiences to reflect concepts and curriculum supported by the North Carolina Essential Standards. To interact with WebFriends teachers and students use a variety of technology communications tools (VoiceThread, Elluminate, Skype, Blogs, WiziQ, PBWorks).

Archived Global Updates is a theme-based resource. It focuses on topics or resources such as Japan in world history, the Importance of teaching religious literacy, technology tools to enhance global education, and water in

The above teaching materials connect with the WIDA Standards Framework and NCDPI’s initiatives: SIOP and ExC-ELL. Many of the lesson plans provide modifications for the various stages of English language development. The hands-on materials provided in the culture kits and foreign currency kits address comprehensible input in SIOP and the interaction with other classrooms builds language and literacy skills as

it builds content concepts both aspects of SIOP and ExC-ELL.

ExC-ELL

Using these teaching materials and lesson plans from World View address the following NC Professional Teacher Standards:

Standard II: Teachers Establish a Respectful Environment for Diverse Population of StudentsTeachers embrace diversity in the school community and in the world.

Demonstrate knowledge of diverse cultures Select materials and develop lessons that counteract stereotypes and incorporate

contributions. Consider and incorporate different points of view

Standard III: Teachers Know the Content They TeachTeachers align their instruction with the North Carolina Standard Course of Study.

Teach the North Carolina Standard Course of Study Develop and apply strategies to make the curriculum rigorous and relevant Develop literacy skills appropriate to specialty area

Teachers recognize the interconnectedness of content areas/disciplines. Promote global awareness and its relevance

Teachers make instruction relevant to students. Demonstrate the relationship between the core content and 21st century content

that includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness

Standard IV: Teachers Facilitate Learning for Their StudentsTeachers use a variety of instructional methods.

Choose methods and materials as they strive to eliminate achievement gaps Employ a wide range of techniques using information and communication

technology, learning styles, and differentiated instruction Teachers integrate and utilize technology in their instruction.

Know appropriate use Help students use technology to learn content, think critically, solve problems,

discern reliability, use information, communicate, innovate, and collaborate

Teachers help students develop critical thinking and problem-solving skills.Teachers communicate effectively.

Communicate clearly with students in a variety of ways Assist students in articulating thoughts and ideas clearly and effectively

Unaccompanied Minors

(1) http://www.welcomingamerica.org/resources/resources-on-unaccompanied-children/ On this site under Understand the situation connect with What Kind of Welcome? Integration of Central American Unaccompanied Children into Local Communities http://www.welcomingamerica.org/wp-content/uploads/2014/08/Kaplan-UAC-Report.pdf

This report present s challenges students, their families, and schools face and it provides possible solutions as indicated by the examples in the table below.

Challenges Possible SolutionsMany unaccompanied teenagers are young mothers needing prenatal and parenting support

Partnership between the school and a community organization which provides services such as teen pregnancy support, parenting classes, and youth development

Intergenerational conflicts and dynamics of family reunification

Focus on whole family, not just students

Enrolling in school Work with parents and guide the processInappropriate class placement in school given students’ literacy and numeracy in their native language, prior experience with formal schooling, English language ability and social and emotional needs

Consider newly arrived students holistically and institute a case management model to provide for their educational and psychosocial needs

While proficiency in reading and writing English depends on the quality of the school’s academic program, the literacy levels of students’ families and community members are also a factor

Integrate classroom instruction with activities aimed at improving family and community literacy

Older teens, particularly males, will not attend traditional public school

Offer alternative schools with flexible schedules which allow students to work and go to school. Have schools which emphasize vocational training, including on-the-job training programs.

(2) Background information- http://www.colorincolorado.org/principals/unaccompanied/

This Colorín Colorado site provides an overview of why unaccompanied minors are coming to the U.S. (http://www.immigrationpolicy.org/sites/default/files/docs/no_childhood_here_why_central_american_children_are_fleeing_their_homes_final.pdf ); maps showing where the children are coming from and where they are going (http://www.nytimes.com/interactive/2014/07/15/us/questions-about-the-border-kids.html ); an infographic giving key statistics about placement, country of origin, age, and gender (http://www.aft.org/sites/default/files/infographic_unaccompaniedchild.pdf ); and three film previews of first-hand accounts of the journey.

(3) Colorín Colorado: Starter Kit for Educators http://www.colorincolorado.org/guides/sampler/

Teachers help students develop critical thinking and problem-solving skills.Teachers communicate effectively.

Communicate clearly with students in a variety of ways Assist students in articulating thoughts and ideas clearly and effectively

Inside the ELL Starter Kit for Educators (http://www.colorincolorado.org/pdfs/guides/ellstarterkit.pdf), are Downloadable monitoring forms:

o Overall Language Performanceo Oral Communication Skills o Reading Skills o Fluency Skills: Expressive Reading o Use of Comprehension Strategies

Helpful resources:o Common Classroom Phrases: Spanisho Cognates: Similar Spanish-English Wordso Recommended Spanish-English Bilingual Books

(4) Colorín Colorado: Getting to Know Your ELLs: Six Steps for Success http://www.colorincolorado.org/article/59117/

This site gives guidance on six pieces of student information teachers should know:1. Where is my student from?2. What brought my student and/or my student's family here?3. What should I know about my student's family?4. What language(s) does my student speak?5. What kind of schooling has my student had?6. What are my student's interests?

It also provides ideas on how to find this information and gives insights on learning the complete story.

Writing/ Videotaping Immigrant Stories: Published Interviews, YouTube uploads, Posters

A Day in the Life of an Immigrant Entrepreneur : This storybook features the stories of 11 immigrant entrepreneurs in the Rust Belt.

Uniting NC’s YouTube page For news articles that have been published visit the press page.

Programs for unaccompanied minors address the following NC Professional Teacher Standards: Standard I: Teachers Demonstrate Leadership

Teachers lead in their classrooms. Take responsibility for all students’ learning Communicate vision to students Empower students

Teachers advocate for schools and students. Advocate for positive change in policies and practices affecting student learning Participate in the implementation of initiatives to improve education

Standard II: Teachers Establish a Respectful Environment for a Diverse Population of Students Teachers encourage an environment that is inviting, respectful, supportive, inclusive, and flexible.

Encourage an environment that is inviting, respectful, supportive, inclusive, and flexible

Teachers work collaboratively with the families and significant adults in the lives of their students.

Improve communication and collaboration between the school and the home and community

Promote trust and understanding and build partnerships with school community Seek solutions to overcome obstacles that prevent family and community

involvement Standard III: Teachers Know the Content They Teach

Teachers align their instruction with the North Carolina Standard Course of Study. Develop and apply strategies to make the curriculum rigorous and relevant Develop literacy skills appropriate to specialty area

Teachers make instruction relevant to students. Incorporate life skills which include leadership, ethics, accountability, adaptability,

personal productivity, personal responsibility, people skills, self-direction, and social responsibility

Demonstrate the relationship between the core content and 21st century content that includes global awareness; financial, economic, business and entrepreneurial literacy; civic literacy; and health and wellness awareness

For posters that local campaigns have developed, visit the posters page. Have students share their first days as an American or how their ancestors came to arrive in the U.S. by

submitting their story in the New American Project https://www.whitehouse.gov/issues/immigration/new-americans These stories will be promoted across White House channels and compiled in a memo to the President as a follow-up to the Task Force on New American's Action Plan.

These sites are useful to English Language Arts/history/ESL teachers interested in having students develop written or oral biographical sketches, publish interviews, record immigrant experiences, or document contributions of immigrants to their families, friends, communities, and cities. A Day in the Life of an Immigrant Entrepreneur is especially noteworthy because it illustrates how immigrants are making a difference in their communities by contributing to economic growth.

On Uniting NC’s YouTube page various immigrants tell their story. Francisco is a short video of an 8th grade Mexican immigrant. Saleem is about an Apex high school graduate. In Why We Care North Carolinians hold up signs giving one reason why they care about their immigrant neighbors. This video could be used as a model for a similar class activity.

The posters page shows billboards from several states, including North Carolina, celebrating immigration. These examples can be studied to recognize how vocabulary choice accentuates a message.

The above activities address the following NC Professional Teacher Standards: Standard II- Teachers Establish a Respectful Environment for a Diverse Population of Students

Teachers embrace diversity in the school community and in the world. Select materials and develop lessons that counteract stereotypes and incorporate

contributions. Standard III- Teachers Know the Content They Teach

Teachers recognize the interconnectedness of content areas/disciplines. Know links between grade/subject and the North Carolina Standard Course of

Study Relate content to other disciplines