1. Using the MDE Newcomer Kit
Supporting Students with Little to No English
August 2017
Dr. Monique Henderson, Special Populations Director
Gwen King, Migrant, Immigrant and EL Coordinator

3. State Board of Education Goals FIVE-YEAR STRATEGIC PLAN FOR 2016-2020
All Students Proficient and Showing Growth in All Assessed Areas
Every Student Graduates from High School and is Ready for College and Career
Every Child Has Access to a High-Quality Early Childhood Program
Every School Has Effective Teachers and Leaders
Every Community Effectively Uses a World-Class Data System to Improve Student Outcomes
Every School and District is Rated “C” or Higher

4. Office of Federal Programs’ Vision, Mission, and Goals
The vision of Mississippi State Board of Education is to create a world-class educational system that gives students the knowledge and skills to be successful in college and the workforce, and to flourish as parents and citizens.
Mission
In support of this vision, the mission of the Office of Federal Programs (OFP) is to provide leadership in the effective use of federal funds so that all students are prepared to compete in the global community.
Goal 1
To collaborate across the agency in support of state initiatives
Goal 2
To support district planning and implementation
Goal 3
To evaluate and monitor performance

5. Overview of the Kit

6. Where is the kit?
The kit can be found on the Office of Federal Programs Title III page.
Then, look at the resources listing on the right side of the page. The kit is in several segments for easier downloading and use.

7. What is in the kit? An explanation of the kit
Communication Cards for Elementary Students
Communication Cards for Secondary Students
A Visual Schedule Template
A Visual Parent Information Sheet
A Procedure Chart
A Newcomer Introduction Guide

8. What is the purpose of the kit?
The Newcomer Kit was created in response to school counselors, administrators and teachers who wanted to provide students beginning to learn English with a safe and welcoming experience during the first days of schools.

9. How should the kit be used?
The kit is NOT for all EL students and should only be used with newcomer students who speak little to no English.
The communication cards and templates need to be introduced by a teacher, teacher assistant, or other staff member one-on-one or in a small group setting.
The kit should only be used in the student’s first few days on campus.

10. Using Newcomer
Communication Cards

11. Types of Cards
Safety cards
Cards to express basic classroom needs

12. Tips for Using the Cards
Consider putting the cards on a metal ring for easy use and review.
Have students practice saying the words on the cards.
Consider using a student “buddy” to help the student practice.

13. Tips for Using Cards (cont’d)
Consider using a translation tool to translate the phrases into the native language to increase understanding.
When practicing the words, have the student create and use hand/body motions while saying the words on the cards.

14. Using the Visual
Schedule

15. Using the Visual Schedule
The visual schedule is designed to be less language dependent than a standard schedule.
It gives the student more independence instead of relying on others.
Other photos can be pulled from online as needed and the template can be edited.

16. Using the Visual Schedule (cont’d)
Consider using a translation tool to put simple language and numbers (if needed) in native language.
Providing the schedule to families might be helpful.
Eventually, like with other students, the schedule will not be needed.

17. Visual Parent Info
Sheet

18. Purpose of Visual Parent Information Sheet
Provides parents with basic information on the school
Strengthens student safety
Helps build the school-home connection

19. Parent Information Sheet Tips
Remember that newcomer EL students might have parents who speak some English.
Adjust the template to meet your needs.
Consider adding information that might strengthen safety and parent communication on your campus.

20. Information on School Contact
Many EL parents are not aware of when the school wants to be contacted because expectations are different in other countries.
Families may not know it is acceptable to call the school when there is a problem, or that they should call or when a student is absent.

21. Using the Newcomer
Introduction Guide

22. Newcomer Introduction Guide Overview
The introduction guide is designed to help newcomer EL students to ease into the school setting.
Less support is offered each day, with the end goal of the student operating as independently as possible.

23. First Day of School Goals
Introduce student to building.
Introduce the student to key adult helpers.
Introduce student to classroom.
Introduce student to school procedures.

24. Arrival Day Goals
Note: This is typically the day of enrollment, not a full school day.
Make the student feel welcome.
Set up a family communication strategy.
Learn as much as possible about the student’s background.
Prepare the student and family for the start of classes.

25. Welcoming the Student
Remember body language importance is heightened. (Smile, don’t cross arms, speak in a calm, warm tone.)
Consider trying to find a staff member, volunteer, or student who speaks the student’s native language to help welcome them if possible.

26. Setting Up a Family Communication Strategy
Establish preferred means of contact (phone, , English speaking friend or relative).
Attempt to secure multiple English speaking contacts/layers of emergency contacts if possible.

27. Learn As Much as Possible About the Student
Collect information about the family’s schooling, background, etc. (as possible). Have information available in the native language.

28. Prepare the Student for the Start of Class
Make sure the family understands transportation information.
Provide lunch account information and directions.
Make sure the student is able to secure needed supplies.
Inform the student/family where to meet the next day for the start of school.

29. First Day of School Goals
Introduce student to:
building
key adult helpers
classroom
classroom procedures

30. Second Day at School
Continue goals from first day of school, adding additional school building locations, adult helpers, and school and classroom procedures.

31. Goals for Days 3-5 Orient student to expectations.
Orient student to classroom and school procedures.
Explicit instruction of procedures.

32. Teaching Expectations
Teacher/peers explicitly teach procedures using the student procedure chart as needed.
Model and allow student to practice procedures as introduced.
Add 2-4 procedures per day.

33. Instructional Tips

34. Instructional Tips for the First Days
The focus of the first few days is to build a relationship and help the student to feel safe taking language risks in the classroom.
Understand that the child may be in a “silent phase,” where they say one or two words or nothing at all. Continue to speak to the child and be supportive of efforts.

35. Instructional Tips (cont’d)
Celebrate small successes, including mastery of classroom or school procedures.
Use transition times to teach social language like greetings, how to request supplies, etc.
As quickly as possible, begin introducing the student to key academic vocabulary.

36. Additional Resources TransACT
TransACT is an online service that enables educators to comply with federal parent and family communication requirements.
This service is provided by the state at no cost to educators or local schools. Any public school employee with a district address is eligible to create an account and access professionally translated and legally vetted documents.

37. Additional Resources EL Listserv
Subscribe to the EL Listserv to receive information on effectively serving EL students. The service is designed for anyone interested in EL students.
Follow this link to sign up:
education/english-learner-listserv1.htm?sfvrsn=2

38. EL Parent and Family Guide
Additional Resources
EL Parent and Family Guide
MDE developed family guides to assist with grade-level at home strategies and activities in Spanish that support both student and parent understanding of the English language arts and math standards. Parents can use the activity booklets at home to support what their children are learning.
support-team/family-guides-for-student-success-(spanish-versions)

39. EL Contacts
Monique R. Henderson, Special Populations Director,
Gwen King, Migrant Education/EL and Immigrant Coordinator,
Sandra Elliott, EL Intervention Support Specialist