[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-536303-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-536303-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","considerations-for-support-of-newcomer-students","Considerations for Support of Newcomer Students","","Support guidance for newcomer students defined as recent immigrants born outside the United States, including multilingual learners with additional needs. Local Literacy Plans should develop policies, programs, and plans that create safe, welcoming school environments, build relationships and family partnerships, provide communication in home languages, and recruit liaisons and interpreters. Instruction should remain high-expectation while responsive, using background knowledge, visual supports, and awareness of native-language features. Support should also address social-emotional needs, trauma signals, and whole-child wrap-around supports across stages of acculturation.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/considerations-for-support-of-newcomer-students/536303/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/considerations-for-support-of-newcomer-students/536303.png","ImageObject",300,407,{"name":42,"@type":43},"eBook King","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-22","2026-10-10",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How should Local Literacy Plans welcome newcomer students and families?","Question",{"text":62,"@type":63},"Plans should create an inviting, inclusive school environment, learn correct pronunciation and spelling of students’ names, and provide opportunities for students to share stories and cultural traditions. They should establish partnerships with parents and build community and cultural connections.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What instructional approach is recommended for newcomer multilingual learners?",{"text":67,"@type":63},"Maintain high expectations while tailoring instruction to what students can do. Build background knowledge and connect lessons to students’ lives, model and support academic conversations and writing, and use visuals and non-verbal gestures.",{"name":69,"@type":60,"acceptedAnswer":70},"What social-emotional supports should schools provide for newcomer students?",{"text":71,"@type":63},"Schools should help students process common stages of the newcomer experience, understand and attend to signs of trauma, and recognize diverse experiences across multilingual learner populations, including SLIFE. A whole-child approach with wrap-around services and tiered supports is recommended.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},536303,1792453532,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":107,"slug":108},7,40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":106,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":26,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":96,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Considerations for Support of Newcomer Students  \nRecommended for Local Literacy Plans  \n“Newcomer” is an umbrella term inclusive of all recent immigrants who are born outside of the United States. Most newcomer students are multilingual learners, but some newcomers have unique needs requiring additional consideration by districts and schools.  \nTo support newcomer students, Local Literacy Plans should consider the following when developing policies, programs, and plans:  \nDevelop a Safe and Supportive School Environment  \n• Welcome students and families to school and ensure an inviting, inclusive environment.  \n• Build relationships with students:  \n■ Learn correct pronunciation and spelling of students’ names.  \n■ Provide opportunities for students to share their stories; their interests, strengths, and talents; and their cultural celebrations and family traditions.  \n■ Value and encourage students’ use of their native languages.  \n• Establish partnerships with parents.  \n• Foster community and cultural connections.  \n• Recruit, cultivate, and develop community liaisons and interpreters to support communication.  \n• Provide communications in families’ home languages.  \nProvide High-Quality, Responsive Instruction for Newcomer Students  \n• Maintain high expectations, but tailor instruction to what students can do.  \n• Build background knowledge and make connections to students’ lives.  \n• Model and support students’ practice with academic conversations and writing.  \n• Support instruction with visuals and non-verbal gestures.  \n• Familiarize yourself with the typical features of the student’s native language to accurately determine whether an English error reflects those linguistic patterns or suggests a potential special need.  \nSupport Students’ Social-Emotional Needs  \n• Understand and help students to process common stages of the newcomer experience--euphoria (initial excitement), culture shock, acceptance, and assimilation/adaptation (i.e. , new normal) .  \n• Understand and attend to signs of trauma.  \n• Understand the unique, diverse experiences of different populations of multilingual learners, including immigrant and refugee students, migrant students, and students with limited or interrupted formal education (SLIFE) .  \n• Foster a whole child approach supported by wrap-around services and a tiered system of supports  \n[isbe](isbe.net)[.net](isbe.net)  \nSeptember 2024  \nILLINOIS  \nSTATE BOARD OF  \nEDUCATION  \n\n| If you would like to ... | Refer to   |\n| --- | --- |\n| Explore additional research-based best practices to improve the achievement of multilingual learners | Illinois English Learner Handbook for School Board Members, District Administrators, and Principals, chapter 6 (Latino Policy Forum, pp. 37–47), which provides research-based principles for instructional programs, assessment, support services, and family engagement. |\n| Explore ISBE-sponsored professional development | Resources listed under the Professional Development dropdown on ISBE’s  Multilingual Resources for Districts page. |\n| Explore other high-quality professional development resources | The Office of English Language Acquisition Resources webpage on the  National Clearinghouse for English Language Acquisition includes recorded webinarsand podcasts, infographics, briefs, fact sheets, and toolkits, including:\u003Cbr>• Family Toolkit\u003Cbr>• English Learner Toolkit\u003Cbr>• Newcomer Toolkit |\n| Explore considerations, practices, and resources for newcomer students more deeply | ISBE’s  Newcomer Resources webpage, which includes school and district resources, social-emotional learning (SEL) resources, and other resources.\u003Cbr>OELA  Newcomer Toolkit, which provides chapterson understanding who newcomers are; building safe, inclusive, and thriving school environments;\u003Cbr>supporting social, emotional, and mental health needs; providing high-quality instruction for newcomers; and establishing partnerships with families. |\n| Learn more about communicating with Pa","cbCaiqdTM67Ob6BD","https://ap.wps.com/l/cbCaiqdTM67Ob6BD","pdf",2011610,"English","# Develop a Safe and Supportive School Environment\n## Welcome, relationships, partnerships, and community connections\n# Provide High-Quality, Responsive Instruction for Newcomer Students\n## Tailor instruction, build background knowledge, and use supports\n# Support Students’ Social-Emotional Needs\n## Stages of newcomer experience, trauma awareness, and tiered supports","[{\"question\":\"How should Local Literacy Plans welcome newcomer students and families?\",\"answer\":\"Plans should create an inviting, inclusive school environment, learn correct pronunciation and spelling of students’ names, and provide opportunities for students to share stories and cultural traditions. They should establish partnerships with parents and build community and cultural connections.\"},{\"question\":\"What instructional approach is recommended for newcomer multilingual learners?\",\"answer\":\"Maintain high expectations while tailoring instruction to what students can do. Build background knowledge and connect lessons to students’ lives, model and support academic conversations and writing, and use visuals and non-verbal gestures.\"},{\"question\":\"What social-emotional supports should schools provide for newcomer students?\",\"answer\":\"Schools should help students process common stages of the newcomer experience, understand and attend to signs of trauma, and recognize diverse experiences across multilingual learner populations, including SLIFE. A whole-child approach with wrap-around services and tiered supports is recommended.\"}]","Considerations for Support of Newcomer Students | PDF",1791602341]