[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-584366-105":3,"doc-detail-584366-en":80,"detail-sidebar-cat-0-en-105":97},{"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","identifying-and-supporting-newcomer-students-october-2025","Identifying and Supporting Newcomer Students - October 2025","","The report presents a framework for identifying and supporting newcomer students in U.S. public schools, including students who are emerging bilinguals and SLIFE. It outlines the project origin, document organization, and a multi-part approach covering background, district identification and service steps, and data-collection tools. It explains legal obligations, placement responsibilities, and administration protocols using an Educational Background Questionnaire (EBQ) to guide district practice.",{"@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/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/identifying-and-supporting-newcomer-students-october-2025/584366/",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/identifying-and-supporting-newcomer-students-october-2025/584366.png","ImageObject",300,407,{"name":42,"@type":43},"WPS_1786070896","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-09","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main purpose of the report for newcomer students?","Question",{"text":62,"@type":63},"It provides guidance on identifying and serving newcomer students in U.S. public schools, including SLIFE and emerging bilinguals, through district steps and structured protocols.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What legal obligations does the document address regarding newcomer students?",{"text":67,"@type":63},"It includes a section on legal obligations for access to public education, emphasizing responsibilities of public schools.",{"name":69,"@type":60,"acceptedAnswer":70},"How does the report recommend collecting information for decision-making?",{"text":71,"@type":63},"It uses the Educational Background Questionnaire (EBQ) and provides district protocols, candidate considerations, and administration procedures, along with support for newcomer families.","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},584366,1792050810,{"code":4,"msg":81,"data":82},"success",{"doc_id":78,"user_id":83,"nickname":42,"user_avatar":84,"doc_module":4,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":86,"file_id":87,"file_url":88,"file_type":89,"file_size":90,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":91,"language":92,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":93,"faqs":94,"seo_title":95,"seo_description":12,"update_tm":79,"read_time":96,"preview_page_count":4},549768072016,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d",8,"Identifying and Supporting Newcomer Students  \nDavid Lai  \nGabriela Uro  \nJennifer Chard  \nOctober 2025  \nIdentifying and Supporting Newcomer Students  \nPrepared by: The Council of the Great City Schools In collaboration with:  \nThe Research Institute for the Study of Language in Urban Society at the City University of New York  \nAuthors:  \nDavid Lai, Gabriela Uro, and Jennifer Chard  \nOctober 2025  \nAbout the Council  \nThe Council of the Great City Schools is the only national organization exclusively representing the needs of urban public schools. Composed of 81 large-city school districts, its mission is to promote the cause of urban education and to advocate for inner-city students through legislation, research, and media relations. The organization also provides a network for school districts sharing common problems to exchange information and to collectively address new challenges as they emerge in order to deliver the best possible education for urban youth.  \nChair of the Board  \nSonja Brookins Santelises  \nCEO, Baltimore City Public Schools  \nChair-Elect  \nValerie Davis  \nBoard Member, Fresno Unified School District  \nSecretary/Treasurer  \nJill Baker  \nSuperintendent, Long Beach Unified School District  \nImmediate Past Chair  \nMarcia Andrews  \nBoard Member, Palm Beach County School District  \nExecutive Director  \nRaymond Hart  \nCouncil of the Great City Schools  \nAbout the Research Institute for the Study of Language in Urban Society at the City University of New York  \nThe central mission of the Research Institute for the Study of Language in Urban Society is to investigate those research questions that are at the nexus of language and the urban environment, especially in New York City. Basic and applied research is conducted on: structural questions, approached from a variety of theoretical viewpoints, associated with the language of urban dwellers, especially but not limited to those who are bilingual or bidialectal; social, and educational issues associated with the language of urban dwellers, with special emphasis on bilingual and bidialectal communities and their language-related strengths and needs; the language and language-learning profile of students at the elementary, secondary and college levels, especially at CUNY and in the NYC public schools, and on the progress of these students in the acquisition of English as well as in the strengthening and development of their native languages and other modern languages; the acquisition of academic literacy skills in English by all students, but especially by students whose native base is another language or another variety of English; the acquisition of academic literacy skills in the home languages of emergent bilinguals, leading to full bilingualism built on knowledge and skill in both the home language and English.  \nTable of Contents  \nContributors ......................................................................................................................................... viii  \nProject Origin and Purpose ................................................................................................................ 2  \nDocument Organization ..................................................................................................................... 3  \nPART I. Background............................................................................................................................. 6  \nWho Are Newcomers and SLIFE......................................................................................................... 6  \nHow New Arrivals Occur ................................................................................................................. 6  \nThe Role and Responsibilities of Public Schools in the United States ........................................ 9  \nNewcomer Students ....................................................................................................................... 9  \nLegal Obligations:","cbCaitwQtJOxAlqg","https://ap.wps.com/l/cbCaitwQtJOxAlqg","pdf",11480979,92,"English","# Project Origin and Purpose\n# Document Organization\n# PART I. Background\n## Who Are Newcomers and SLIFE\n## How New Arrivals Occur\n## The Role and Responsibilities of Public Schools in the United States\n## Newcomer Students\n## Legal Obligations: Access to Public Education\n## The Challenge of Characterizing Newcomers Holistically\n# PART II. District Considerations for Identifying and Serving Newcomers\n## STEP 1: Articulate the Purpose for Identifying Newcomers\n## STEP 2: Determine Newcomer Needs to Address and Responses to the Identified Needs\n## STEP 3: Newcomer and SLIFE Placement\n# PART III. Data Collection Instrument and Protocols\n## Getting Started: Educational Background Questionnaire (EBQ)\n## District Protocols\n## Candidates for Educational Background Questionnaire\n## Supporting Newcomer Families\n# PART IV. Protocols for EBQ Administration","[{\"question\":\"What is the main purpose of the report for newcomer students?\",\"answer\":\"It provides guidance on identifying and serving newcomer students in U.S. public schools, including SLIFE and emerging bilinguals, through district steps and structured protocols.\"},{\"question\":\"What legal obligations does the document address regarding newcomer students?\",\"answer\":\"It includes a section on legal obligations for access to public education, emphasizing responsibilities of public schools.\"},{\"question\":\"How does the report recommend collecting information for decision-making?\",\"answer\":\"It uses the Educational Background Questionnaire (EBQ) and provides district protocols, candidate considerations, and administration procedures, along with support for newcomer families.\"}]","Identifying and Supporting Newcomer Students - October 2025 | PDF",232,{"code":4,"msg":81,"data":98},[99,103,107,111,116,121,126,129,134,137,141],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":104,"show_sort_weight":105,"slug":106},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},"Exam",70,"exam",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":113,"show_sort_weight":114,"slug":115},5,"Comic",60,"comic",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":118,"show_sort_weight":119,"slug":120},6,"Technology",50,"technology",{"id":122,"doc_module":4,"doc_module_name":25,"category_name":123,"show_sort_weight":124,"slug":125},7,"Healthcare",40,"healthcare",{"id":85,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":127,"slug":128},30,"research-report",{"id":130,"doc_module":4,"doc_module_name":25,"category_name":131,"show_sort_weight":132,"slug":133},9,"Religion & Spirituality",20,"religion-spirituality",{"id":132,"doc_module":4,"doc_module_name":25,"category_name":135,"show_sort_weight":132,"slug":136},"World Cup","world-cup",{"id":138,"doc_module":4,"doc_module_name":25,"category_name":139,"show_sort_weight":138,"slug":140},10,"Lifestyle","lifestyle",{"id":142,"doc_module":4,"doc_module_name":25,"category_name":143,"show_sort_weight":112,"slug":144},19,"General","general"]