How to Design and Implement a Newcomer Program

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1 How to Design and Implement a Newcomer Program Brenda Custodio, Ph.D. Adjunct Professor and Education Consultant March 8, 2016 This presentation was prepared under Contract ED-IES-12-C-0012 by Regional Educational Laboratory Southwest, administered by SEDL. The content of the presentation does not necessarily reflect the views or policies of IES or the U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

2 Getting Started What is the history of newcomer programs? Who are our new arrivals? How do you know if a newcomer program is right for your school or district? What does an ideal newcomer program look like? How can newcomer programs help meet the needs of students with limited or interrupted education experiences? 2

3 This is what school looks like to a new arrival. Image source: RCD Obstacle Course, 3

4 Who Are These New Arrivals? Students with a grade-level education in their home country Students with gaps in their education because of moving or situations in their home country Students with little or no formal education before coming to the United States All: Varied levels of English proficiency 4

5 Share with your tablemates which populations you serve. 5

6 History of Newcomer Programs Late 1960s Early 1970s: Specialized programs for newcomers first offered 1979: Newcomer High School in San Francisco founded; first to receive national interest and : First (and only) in-depth national studies of newcomer programs conducted (Short & Boyson, Center for Applied Linguistics) Newcomer High School 6

7 Rationale for Newcomer Programs First study: Chang (1990) Language learning alone is inadequate to ensure newcomers success in school: May have limited or interrupted schooling, even in native language May require adapted or redesigned curricula to catch up with peers 7

8 Rationale for Newcomer Programs First study: Chang (1990) Psychological and social supports often needed: To overcome traumatic histories To adjust to new culture and school systems To ensure students primary support systems their families are not left behind 8

9 Definition of a Newcomer Program Friedlander (1991): Temporary and transitional program designed to meet newcomers unique needs in a nurturing and supportive environment Operates on the premise that English language development is not enough to ensure social adjustment and academic achievement 9

10 Definition of a Newcomer Program Friedlander (1991): Functions as a temporary stopover the equivalent of a cultural and educational shock absorber for recently arrived immigrant and refugee students Offers an array of academic and support services tailored to newcomers special needs (critical) 10

11 Growth of Newcomer Programs Two major stimuli: 1. Decreasing level of many newcomer students literacy and academic skills 2. Increasing level of academic requirements being placed on students and schools Students with significant academic gaps pose challenges that districts cannot meet through traditional programs. 11

12 Purpose of Newcomer Programs To help students focus on literacy development, both in their native language and English To help students fill in academic gaps To provide a comfortable and nurturing environment (a cultural shock absorber) To help families of newcomer students feel comfortable and welcome 12

13 How do you know if your school or district needs a newcomer program? 13

14 Activity: Complete Needs Assessment 14

15 Review Data About Your New Arrivals What did you find out about your district? Turn and talk. 15

16 Once you decide you need a newcomer program, how will it operate? 16

17 Program Design Options Site selection Length of program (summer, semester, one or two years) Program type: Within a school Separate site Whole 17

18 Program Design Options Grades to be served (elementary, middle, and/or high school) Course offerings Length of school day (partial or whole day) Daily schedule 18

19 Program Design Options Curriculum development Material selection Career exploration and internships; preparation for postsecondary life Interaction with native speakers Expanded learning opportunities Summer school After school programs Test preparation 19

20 Staffing Considerations Administration Faculty selection and criteria: TESOL/bilingual certification Content-area certification Paraprofessionals: Number Hiring criteria Language Placement Support staff (bilingual?): Secretary Nurse Counselor Social workers Parent/community liaison 20

21 Support Services Needed Physical health services Psychological or emotional health services Special education services Social services: Clothing School supplies Support for Families of newcomers Students who work Students separated from family 21

22 Entrance and Exit Criteria Criteria for placement Assessment for placement: Assessment tool (often determined at state level) Assessment location Assessment personnel Student monitoring during and after program Criteria for exiting and transition strategies (some are now part of ESSA) 22

23 Points to Consider in Planning Student Descriptors Number of new arrivals Education background Age of new arrivals English proficiency First language proficiency Location in district Number/variety of cultures District Resources District philosophy Funding for English learners Staffing options Facilities available Other L2 programs Federal/state/local policies Design of Newcomer Program Language delivery options (bilingual, ESL, or both) Structure design options: place, time, length of program Staff options: teachers, paraprofessionals, administration Support services options 23

24 Key Considerations Selection Rationale Language and learning delivery options Structure design options Staff options Support service options 24

25 Considerations for Day-to-Day Operations 25

26 Five Best Practices for Serving Newcomers 1. Have school personnel collaborate to create a program that meets newcomers unique needs 2. Provide intensive literacy, numeracy, and content-area support, especially for students with limited education 3. Develop a ladder of supports to enable students to access grade-level standards 4. Train school staff to provide nonacademic support and help students build resilience 5. Work with families to support students outside of school 26

27 Most Critical Need: Students With Interrupted Educations 27

28 Common Terms to Describe These Students Students with Interrupted Formal Education (SIFE): Used in New York area and East Coast Students with Limited Formal Education (LFS): Used in Midwest and West Students with Limited or Interrupted Formal Education (SLIFE): Combines previous terms (DeCapua, Smathers, & Tang, 2009) 28

29 Definition of Interrupted/Limited Formal Education Recent arrivals Interrupted or limited schooling in native country Limited literacy in native language Below grade level in math Poor academic achievement Source: Freeman & Freeman,

30 Causes of Interrupted/Limited Formal Education War or unrest in native country Frequent relocations Poor quality of education in native country Lack of English proficiency Worked instead of attending school 30

31 Demographic Data Immigrants from Mexico and Central America: About 500,000 arrive a year; about one-third are children (about 60,000 unaccompanied minors) Often from rural areas Often had inconsistent schooling due to poverty Not all are SIFE Refugees: About 70,000 arrive a year; another 25,000 granted asylum Often have spent years in refugee camps with limited access to schooling 31

32 Education Expectations in Latin America Many Latin American countries only require 8 9 years of schooling: Dominican Republic El Salvador Guatemala Honduras Mexico Often families must pay for uniforms and textbooks, even though schooling is free. Rural areas often have poor facilities, poorly trained teachers, and little enforcement of school attendance. 32

33 Education in Mexico and Northern Central America Country Years of compulsory education Notes United States percent attend high school El Salvador 9 14 percent complete grade 7 Guatemala percent attend after grade 6 Honduras 9 School fees and gangs prevent regular school attendance Mexico 9 66 percent do not complete grade 9 Source: Lukes,

34 Overcoming a Limited Formal Education Immigrants with some academic skills: Often can make up lost time in 2 or 3 years Concentrated coursework in content areas Coursework adapted to meet their language needs Immigrants lacking rudimentary literacy skills in native language: Especially challenged in secondary school May need many years of intensive work to graduate or transition to another program Source: Mace-Matluck, Alexander-Kasparik, & Queen,

35 What does an ideal program look like? 35

36 Questions and Reflections 36

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