Structuring District and School site programs to meet the needs of
newcomer students
This workshop, designed for site and district administrators and EL Directors/Coordinators, begins with an overview of who these newcomers are and their needs: cultural orientation and dealing with culture shock, impacts of the immigration experience, basic survival English, overcoming gaps or differences in prior schooling, developing a pathway to high school graduation. Examples of how schools and districts have responded effectively to these needs will include structuring newcomer programs, assessing foreign transcripts and language/academic status, supporting the socioemotional needs of newcomer students, accommodating new enrollment throughout the school year, approaches to extending school time, and supporting classroom teachers to embrace and serve newcomers. The institute will provide templates and guidance in shaping inquiries into your own newcomer population and will acquaint participants with resources such as the U.S. Department of Education Newcomer Toolkit for developing and strengthening programs and services.
Learning goals
To understand newcomer students' needs and implications for school participation and success.
To learn program options and support services for newcomer integration and success in school.
To gain tools and become acquainted with resources to support local planning and strengthening of newcomer programs and approaches.
To incorporate a focus on newcomer students into EL Roadmap implementation, LCAP, and site plans.
Session 1
The el rOADMAP AS A FRAME AND GUIDANCE
The complete English Learner Roadmap Guide
A Brief Handout of the ELR Mission, Vision, and Principle
Who are newcomers?
California Data
Sugarman, J.(2017). Beyond Teaching English: Supporting High School Completion by Immigrant and Refugee Students. Migration Policy Institute: Washington D.C. www.migrationpolicy.org
Newcomer Students in California. Oakland Unified School District and the Internationals Network. Finn, S (2020)
English Learner Typologies
English Learner Typologies from Olsen, L. (2021). Creating Assets-Oriented and Student Responsive Schools, Volume 2 California English Learner Roadmap Implementation Guide, and Toolkit for Administrators. Californians Together: Long Beach, CA
Typologies of High School English Learners from Volume 2 ELR Implementation Guide, and Toolkit for Administrators.
Factors in Student Lives that Affect Participation and Achievement in School from Volume 2 ELR Implementation Guide, and Toolkit for Administrators.
Basic components of effective programs/responses/supports
Upon Arrival-Importance of inItial contact Robust assessment (beyond ELPAC)
Los Angeles Unified School District. (2018) We are One! Standing with Immigrant Families: Education and Immigration Resource Guide for Families and Students https://achieve.lausd.net/cms/lib/CA01000043/Centricity/domain/818/pdfs/We%20Are%20One_Booklet_Family.pdf
Short, D. & Boyson, B. (2012). Helping Newcomer Students Succeed in Secondary Schools and Beyond. Center for Applied Linguistics: Washington, D.C. https://www.carnegie.org/publications/helping-newcomer-students-succeed-in-secondary-schools-and-beyond/
Archived: listen to the recording of the oral argument in Plyler v Doe. worth listening to. fascinating. https://www.oyez.org/cases/1981/80-1538
Examples from the field
Tool #1 - Responding to Newcomers
Upon Arrival - Providing a safe, welcoming environment
Examples from the field
Defined program approach
Session 2
Meaning access, placement, and schedules
Responsive teaching and instruction
Eight key linguistic concepts with implications for instruction
Nations for English Langauge Learners-Language and Leadership
Standards Home Page
ELD Video Series videos focus on newcomers:
Designed with teachers in mind, this video features emergent proficiency level newcomer EL students practicing listening, speaking, reading, and writing with linguistic supports to develop vocabulary, engage with the grade-level text, and have an academic conversation about the effects of climate change, during an integrated ELD lesson in science. (Source: Teaching Channel) - Newcomers Integrated ELD: Model United Nations for English Language Learners–Language and Leadership
Designed with teachers in mind, this video features emergent proficiency level newcomer EL students practicing fluency practice, phonemic awareness around consonant blends, and reading collaboratively about Frida Kahlo, during an integrated ELD lesson in ELA. (Source: Teaching Channel) - Grade Nine and Ten Integrated ELD: Foundational Literacy Skills with Newcomers
Beginning English level newcomer EL students practice listening, speaking, reading, and writing as they engage in explicit skill building for college readiness via literature circles, during integrated ELD instruction. (Source; Teaching Channel) - Literature Circles: Fostering Heterogeneous Collaboration
Videos via The Teaching Channel (must have an account to view)
Supporting Language and Content Learning in Mathematics (grades 9-12) OUSD
Literacy Centers with Multilingual Students (grades 9-12 and applicable to ES and MS) Bridges to Academic Success
Community partnerships
System for newcomer success
Example from the field: Anaheim Union High School District Newcomer Learning Plan
General Resources
Slide Deck for Session 1
Slide Deck for Session 2
Video of Presentation for Session 1
Video of Presentation for Session 2
To learn more about the English Learner Roadmap Policy visit: https://www.cde.ca.gov/sp/el/rm/