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Since receiving their grant awards in June 2020, ACEs Aware grantees San Diego Health Care Quality Collaborative, Lincoln Families, and Latinx Physicians of California have been informing and educating Medi-Cal providers about the importance of screening for ACEs and responding with trauma-informed care throughout California.

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Since receiving their grant awards in June 2020, ACEs Aware grantees San Diego Health Care Quality Collaborative, Lincoln Families, and Latinx Physicians of California have been informing and educating Medi-Cal providers about the importance of screening for ACEs and responding with trauma-informed care throughout California.

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Create your own jeopardy template online, without PowerPoint. Or browse the pre-made templates created by other people!

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Nearpod is a must have application for teachers and schools that have access to a set of iPads, iPods, iPhones or Macs for their classes. What's Nearpod? The Nearpod platform enables teachers, schools and districts, to use their iPads to manage cont..

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Nearpod is a must have application for teachers and schools that have access to a set of iPads, iPods, iPhones or Macs for their classes. What's Nearpod? The Nearpod platform enables teachers, schools and districts, to use their iPads to manage cont..

# data[].attributes.attachment_link.readable_text
Nearpod is a must have application for teachers and schools that have access to a set of iPads, iPods, iPhones or Macs for their classes. What's Nearpod? The Nearpod platform enables teachers, schools and districts, to use their iPads to manage cont..

# data[].attributes.attachment_link.description
Nearpod is a must have application for teachers and schools that have access to a set of iPads, iPods, iPhones or Macs for their classes. What's Nearpod? The Nearpod platform enables teachers, schools and districts, to use their iPads to manage cont..

# data[].attributes.attachment_link.readable_text
Nearpod is a must have application for teachers and schools that have access to a set of iPads, iPods, iPhones or Macs for their classes. What's Nearpod? The Nearpod platform enables teachers, schools and districts, to use their iPads to manage cont..

# data[].attributes.attachment_link.description
Nearpod is a must have application for teachers and schools that have access to a set of iPads, iPods, iPhones or Macs for their classes. What's Nearpod? The Nearpod platform enables teachers, schools and districts, to use their iPads to manage cont..

# data[].attributes.attachment_link.readable_text
Nearpod is a must have application for teachers and schools that have access to a set of iPads, iPods, iPhones or Macs for their classes. What's Nearpod? The Nearpod platform enables teachers, schools and districts, to use their iPads to manage cont..

# data[].attributes.attachment_link.description
Nearpod is a must have application for teachers and schools that have access to a set of iPads, iPods, iPhones or Macs for their classes. What's Nearpod? The Nearpod platform enables teachers, schools and districts, to use their iPads to manage cont..

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Please go over this one carefully and make any adjustments to fit your needs. For this particular lesson, I tried to create breakout rooms for kids to role play and it DID NOT work. What we ended up doing was, for one class the teacher and I role played and then the kids completed the collaborate board/reflection based on this and then for the second class, we asked for brave souls to volunteer to role play and then the kiddos completed the collaborate board based on this. Hopefully this isn’t too confusing J  just review it slide by slide with this bit of information in mind. You can edit the slides by clicking on them.

Let me know if I can help you in any way.

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Nearpod is a must have application for teachers and schools that have access to a set of iPads, iPods, iPhones or Macs for their classes. What's Nearpod? The Nearpod platform enables teachers, schools and districts, to use their iPads to manage cont..

# data[].attributes.attachment_link.description
Nearpod is a must have application for teachers and schools that have access to a set of iPads, iPods, iPhones or Macs for their classes. What's Nearpod? The Nearpod platform enables teachers, schools and districts, to use their iPads to manage cont..

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Jessica Woods: How to avoid catching prickly emotions from other people

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Difficult emotions can get under your skin if you're not careful. Sport and performance consultant Jessica Woods calls this the "jumping cholla effect," inspired by a sneaky kind of cactus that detaches and burrows its spines into unsuspecting passersby.

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AboutKidsHealth - The Hospital for Sick Children

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Everyday mindfulness | AboutKidsHealth at The Hospital for Sick Children

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ON OUR COVER: The Numbers Behind the Faces How has hospice evolved over the last six years? NewsLine has compiled key data from NHPCO Facts and Figures to give members a broader view of utilization, patient and provider demographics, and more. Data to Inform Your Future Work When Patients and Families are in Denial NHPCO's annual report, the National Summary of Hospice Care, provides in-depth data that can help you with planning, budgeting, and setting new goals and targets. Learn about the new edition just released last month. Are there times when being "in denial" serves an important purpose? If so, how can we support patients and families who are in denial? Community Hospice's director of social services, Teri Collet, offers valuable guidance. How Collective Advocacy is Making a Difference Through the Eyes of a Hospice Volunteer Some hospices from the same state or congressional district are meeting with their members of Congress together and "speaking with one voice" on the pressing issues facing our field. HAN's Tony Kudner shares what's being done in Kansas, Southern California and Texas. "A patient's hospice experience is often referred to as a journey. For the volunteer, it too is a journey - and can be gratifying if the volunteer remains open to connecting with patients at whatever point they are in the end-of-life process," says hospice volunteer, Rebecca Ness. In this article, she shares a treasured memory. Short Takes: * ospice Hits H Times Square * ew Research N Highlights the High Price of Futile Care * anuary Innovation J Forum to Feature Prominent Thought Leaders * EAL Award R Honoring Hospice Staff Members News A Message From Don Compliance Tip A Feel-Good Moment! Happy Holidays From All of Us at the National Center: NHPCO, NHF, FHSSA and HAN https://itunes.apple.com/us/app/nhpco-newsline/id682438841?mt=8

The Numbers Behind the Faces
A Message From Don
Data to Inform Your Future Work
Collective Advocacy
2014 MLC (display ad)
When Patients and Families are in Denial
Through the Eyes of a Hospice Volunteer
New Research Highlights the High Price of Futile Care
Hospice Hits Times Square
January Innovation Forum
REAL Award Honoring Hospice Staff
When Life Gets Serious (display ad)
ehospice USA (display ad)
Member News and Notes
Download Our Free NewsLine App (display ad)
Simione Consulting (display ad)
Lighthouse of Hope Fund... (display ad)
Compliance Tip
Plan Ahead for 2014 at This Year's Prices (display ad)
Links to Resources on the NHPCO Website
A Feel-Good Moment

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ON OUR COVER: The Numbers Behind the Faces How has hospice evolved over the last six years? NewsLine has compiled key data from NHPCO Facts and Figures to give members a broader view of utilization, patient and provider demographics, and more.

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Jason Stephenson - Sleep Meditation Music

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Coping with Grief: Guided Spoken Meditation for healing after a loss of a loved one

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Paint Love believes art empowers young people and strengthens communities. Our programs help schools and organizations bring more art to more kids.

OUR

Mission

Paint Love is a nonprofit organization bringing extraordinary arts programming to youth facing poverty and trauma.

We partner with Title 1 schools and nonprofit organizations to empower youth through creative projects that are artist-led and shaped by trauma-informed standards.

We envision a world where all young people have access to creative experiences that empower them to imagine a future not limited by adverse experience.

We are experts. Our diverse team of experts stretches across disciplines. We are professional artists and creators, social workers and clinicians, teachers and trauma-informed specialists. This enables us to ensure each project offers high quality arts instruction and is demographically appropriate to create the most extraordinary experience possible.

We cannot do this without our community. From in-kind donations and volunteer time, to art supplies and financial gifts - every bit of support makes the difference in helping Paint Love continue to provide extraordinary arts programming.

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Paint Love is a nonprofit that brings transformational art programming to Title 1 school and nonprofits to empower youth who face poverty or trauma. We connect local artists with our community partners in the Metro-Atlanta area to bring extraordinary art programs.

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In this toolkit we've provided social media posts, graphics, a discussion guide, and a pledge to help make raising Teen Dating Violence Awareness Month successful in your community. Whether you're looking for posts to share with youth in your program or you're a parent who wants to be able to spot an unhealthy relationship, this toolkit has something for you.
Download Toolkit
#TeenDatingViolenceAwareness #TDVAM2021 #TDVAM #LoveIsRespect

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Teen Dating Violence Awareness Month Toolkit

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In this toolkit we've provided social media posts, graphics, a discussion guide, and a pledge to help make raising Teen Dating Violence Awareness Month successful in your community. Whether you're looking for posts to share with youth in your program or you're a parent who wants to be able to spot an unhealthy relationship, this toolkit has something for you.

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Poet Amanda Gorman on how she prepared for Inauguration Day

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The poet who will carry on a tradition and present her new work, “The Hill We Climb” at the inauguration this week is already quite accomplished at the age of 22. Jeffrey Brown talked to Amanda Gorman to learn more, as part of our ongoing arts and culture series, “CANVAS.”

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Microsoft Forms - Easily create surveys, quizzes, and polls.

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Easily create surveys and polls to collect customer feedback, measure employee satisfaction, and organize team events. Quickly create quizzes to measure student knowledge, evaluate class progress, and focus on subjects that need improvement. Microsoft Forms automatically provides charts to visualize your data as you collect responses in real time.

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Copyright ©1994 by Lynn D. Johnson. All rights reserved. https://drlynnjohnson.com/wp-content/uploads/2014/09/srf-manual-rev2014.pdf Therapy is a cooperative relationship. Please rate today's session. Be honest and frank, to be the most helpful to your counselor. Read each set of descriptions. Circle the number that best describes your reaction, from 0 to 4.

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Nearpod is a must have application for teachers and schools that have access to a set of iPads, iPods, iPhones or Macs for their classes. What's Nearpod? The Nearpod platform enables teachers, schools and districts, to use their iPads to manage cont..

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Nearpod is a must have application for teachers and schools that have access to a set of iPads, iPods, iPhones or Macs for their classes. What's Nearpod? The Nearpod platform enables teachers, schools and districts, to use their iPads to manage cont..

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After a notorious 2020, troubled by the challenges of the COVID-19 pandemic, elections, riots and environmental crises, many Americans looked toward 2021 with hope. However, on Jan. 6, a pro-President Donald Trump mob stormed the U.S. Capitol in protest of the 2020 election results. Violence ensued and at least four lives were lost.

Americans once again found themselves glued to their televisions, computers or radio shows, fearing that our nation was in crisis. Psychiatrists and psychologists now warn the event is taking a toll on mental health.

"Americans are hurting in the pandemic and this makes the pain, fear and stress that many of us are feeling much worse," Dr. Jeffrey Geller, American Psychiatric Association's president, said in a statement Thursday.

Wednesday simultaneously marked the deadliest day since the COVID-19 pandemic began as hospitals around the country exceeded their intensive care unit capacities and reached their breaking point.

Faced with images of crowded hospitals, ventilators and funerals, the American psyche has been assaulted by daily threats. While COVID-19 was once a threat "out there," it has now become a ubiquitous threat "in here" -- affecting our friends, neighbors, and those closest to us. Similarly, growing political tensions in the United States, which were once "out there" on the fringe of the internet have suddenly found themselves "in here," busting down the doors of the nation's Capitol.

Instead of beginning the year with the hope brought by the COVID-19 vaccines, ongoing political and health threats have compounded to repeat a cycle of chronic stress many Americans have been suffering for 10 months.

Pandemic anxiety is wreaking havoc on Americans. The American Psychological Association's 2020 Stress in America survey revealed that nearly 78% of American adults found the COVID-19 pandemic to be a major source of stress in their lives.

Once believed to be simple worries confined to the mind, stress and psychological trauma are real, physical phenomena manifested in the physical brain. By now, decades of scientific research show that psychological trauma can create tangible and long-lasting harm.

Threats to our security: fears of contracted COVID-19 or that the nation is on the verge of war -- activate the sympathetic nervous system in the human body. This is the fight-or-flight body system that interacts with our endocrine and muscular systems to prepare ourselves for action.

A system refined over millions of years to give us lightning speed or heroic strength when attacked by mountain lions is now the same system that activates when we watch current events. Only now, as our bodies prepare for action, we are ironically trapped within the confines of our homes.

While our bodies are designed to have periods of action followed by periods of relaxation, the constant threats over the past 10 months lead to chronic stress; that is, an inability to escape the fight-or-flight response.

The result? Our adrenaline keeps pumping, our muscles tense, our digestion becomes irregular, insomnia climbs and our heads ache.

Chronic stress is linked to many medical illnesses, including heart disease and diabetes. It can increase blood pressure and hinder brain performance.

One of the hormones implicated in anxiety is the stress hormone, cortisol.

"Cortisol is really important in regulating the normal functioning of our body, in particular, it's important in regulating how our immune system works, so you can see how levels of this hormone might be really important in determining our future physical health," Kavita Vedhara, professor of health psychology, said in a press release.

Vedhara's study has shown that high cortisol levels are associated with worse COVID-19 outcomes.

For some, events like Wednesday's takeover can have a psychological impact similar to other moments of social unrest, fights or even warfare. Post-traumatic stress disorder is an illness where a frightening event leaves such a psychological impact that one can experience flashbacks, nightmares, or even avoid certain places or people because of the deep-seated memory of the event.

There will be Americans with frightening memories of Wednesday's events or memories of losing loved ones in the hospital. Just as millions of Americans need healing from this virus, millions may need psychological healing from the events of the past year.

But there are things we can do to cope, even during these stressful times. The American Psychological Association recommends taking a break from the news, calling a friend, exercising, or trying to do something that will lift your spirits. Most importantly, take care of yourself.

If you or someone you know is in crisis, call the National Suicide Prevention Lifeline at 1-800-273-TALK (8255) or contact the Crisis Text Line by texting HOME to 741741. You can reach Trans Lifeline at 877-565-8860 (U.S.) or 877-330-6366 (Canada) and The Trevor Project at 866-488-7386.
Nicholas Nissen, M.D., is a clinical fellow and resident physician at Harvard Medical School and a member of the ABC News Medical Unit.

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The mental toll of the Capitol siege on the American psyche

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After a notorious 2020, troubled by the challenges of the COVID-19 pandemic, elections, riots and environmental crises, many Americans looked toward 2021 with hope. However, on Jan. 6, a pro-President Donald Trump mob stormed the U.S. Capitol in protest of the 2020 election results. Violence ensued and at least four lives were lost.

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Psychologist Offers Mental Health Advice For Those Feeling Overwhelmed After Capitol Chaos

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WATCH: Amanda Gorman reads inauguration poem, 'The Hill We Climb'

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Online classroom dice that can be used in a number of different ways. Works great on tablets and on digital whiteboards. Works with all browsers.

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Submit a list of names, then click to spin the wheel to choose one at random! Save your lists and embed them in your website or blog!

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Slime - Super Slime Simulator (App)

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Whether children dress up as people who are most familiar to them - like their moms and dads or community helpers like doctors and firemen - or in silly or fancy costumes, dress-up play encourages children to pretend and imagine. And dressing up builds social skills as children think about what other people do or feel.

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Whether children dress up as people who are most familiar to them - like their moms and dads or community helpers like doctors and firemen - or in silly or fancy costumes, dress-up play encourages children to pretend and imagine. And dressing up builds social skills as children think about what other people do or feel.

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Movement Powers Change®

GoNoodle® engages 14 million kids every month with movement and mindfulness videos created by child development experts. Available for free at school, home, and everywhere kids are!

My little girl used to sit and play video games. Now she can exercise at the same time! This is just amazing - you turned my child's life around.

Hailey B.
Parent

GoNoodle is available everywhere kids are!

Families

Inspire movement and mindfulness at home

Learn More

Educators

Empower change that extends beyond the classroom

Learn More

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GoNoodle® engages 14 million kids every month with movement and mindfulness videos created by child development experts. Available for free at school, home, and everywhere kids are! My little girl used to sit and play video games. Now she can exercise at the same time!

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"kids yoga" "yoga for kids" "yoga for children yoga story for kids" "children's yoga" "yoga adventure for kids" "kindergarten yoga" "preschool yoga" "kids me...

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Yoga, mindfulness and relaxation for kids. Interactive adventures which build strength, balance and confidence - and get kids into yoga and mindfulness early! Stream all our videos ad-free: https://app.cosmickids.com Train to teach kids yoga with Jaime - http://cosmickids.com/learn Support us directly on Patreon: patreon.com/cosmickidsyoga Subscribe! http://bit.ly/cosmickidsyoga (Secret yoga codeword = Namaste!)

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Play the Hot Wheels race track game to create a customized, super fast Track Builder race track! The building game puts you in control of racing cars in the arena.

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A two-time Emmy-nominated program of the SAG-AFTRA Foundation, Storyline Online features actors reading children’s books to inspire a love of reading worldwide.

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Darts " Toy Theater | Learn * Create * Play

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Basketball FRVR is a great new basketball game that you can play on any device. This Basketball Hoop Shooter is simple to learn but a lot of fun. There is no time limit in the game, but the moving basket is a challenge even for experienced players! This means that you can play Basketball FRVR for as long as you want. There are bonus points if you don't hit the rim. The game is made by Chris Benjaminsen. Have fun!

Walkthrough

Drag mouse up side to throw the ball.

More Games In This Series

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Basketball FRVR - Play Basketball FRVR on Crazy Games

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Basketball FRVR is a great new basketball game that you can play on any device. This Basketball Hoop Shooter is simple to learn but a lot of fun. There is no time limit in the game, but the moving basket is a challenge even for experienced players!

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Build is an original and innovative virtual building block activity that encourages creativity, problem solving, and ingenuity. Objects and environments can be built from design sets or free-style with numerous interchangeable shapes and blocks in a rainbow of colors. Build a doll, a truck, a farm, your dream house, and more! We know one teacher who uses Build to teach early learners about computer assisted design (CAD) software and they even use a 3D printer to make their Build designs real. So cool! Free to build, priceless to learn.

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Build Virtual Building Blocks | Art & Design Activity for Kids | Toy Theater

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Build is an original & innovative virtual building block activity that encourages creativity, problem solving, & ingenuity. Build from design sets or free-style with numerous interchangeable shapes & blocks in multiple colors. Build a doll, a truck, a farm, your dream house & more! Free to build, priceless to learn.

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Snakes and Ladders – Used Google Image through Google Slides

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Snakes and Ladders – Used Google Image through Google Slides

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Trouble – Colleague made in Google Slides

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Trouble – Colleague made in Google Slides

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Candy Land – Colleague made in Google Slides

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Candy Land – Colleague made in Google Slides

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Connect 4 is a strategy game played both by children and adults tracing back to 1974. It quickly became a very popular game due to its easy rules and the variety of strategies that players may use in order to win. Connect 4 is an excellent game to work your children's brain cells. Playable as a pencil and paper game or online in a multiplayer setting with different colored circles looking like discs, the game keeps you perfectly going on a long journey or through boring classes. On papergames.io you can play Connect 4 multiplayer online with your friends or hundreds of players worldwide. Follow our strategies and tactics out, you will quickly rise to Number One!

Connect 4 online rules

You play Connect 4 on a 7x6 board by hasbro if you use discs, or on a grid if you use pencils and paper or in a multiplayer online setting. The circle checkers (pieces of discs) must be placed from the lowest line until the highest one. The ultimate objective is to align a player's four checkers in a horizontal, vertical or diagonal manner. The checkers must imperatively be placed on the lowest line or on another checker.

Strategies and tactics to win at Connect 4 online

At the start of the game

In order to start well a Connect 4 game on board by hasbro, paper or online, it is important to place a maximum of checkers in the middle column so that you maximize possibilities of aligning 4 checkers in the following turns. This tactic prevents your opponent of doing the same while using column. The next step is to elaborate a strategy consisting of traps which shall pressure your opponent into playing a move leading to your victory by aligning on row or reduced column and thus obtaining a higher ranking! https://youtu.be/17w0W9M53uc

The double line at Connect 4

One simple way of trapping your opponent at Connect 4 game on board by hasbro, paper or online is to create a winning double line (two lines which lack one checker in order to have a line of 4) in order to compel them to make a move which would lead to you being able to align a line of 4 at the next turn. https://youtu.be/G7YHiN39qS8

How to beat a novice at Connect 4

Whenever you start a Connect 4 game and your opponent is not attentive, you may try to align three checkers on the lowest line. Your opponent shall then only have the choice between reacting on the left or on the right, in whichever case you win the game! https://youtu.be/ZZh6Tb_3fbE

Blocking columns

The following strategy should be mastered if you wish to obtain a higher ranking at Connect 4 game while trying to win horizontally or vertically: try to block columns in such a way that whenever your opponent places a checker or pieces of discs on a row or a column, you would win at the next turn (or it would lead to a double line). The goal is to lead your opponent into making moves he does not want to make and which enable you the freedom of developing traps for the next steps. https://youtu.be/pht2Bf1WkOA

Connect 4 on play

If you are playing Connect 4 on board by hasbro while using pieces of discs, you're time to play will be noticed by a red block. It will be surrounding your avatar including your score and nickname. During the games, it will be up to you to use whatever row you find suitable to put the pieces of discs. The 4 pieces will have to aligned diagonally, horizontally or vertically so that you could win. Strategies on Connect 4 games allow you to play while keeping your opponent away from controling their move anytime the red block give them turn. You then control the row from middle since the begining to win horizontally at your final turn on the red block appearance.

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Play connect 4 online with 2 player or multiplayer - papergames.io

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Connect 4 is a strategy game played both by children and adults tracing back to 1974. It quickly became a very popular game due to its easy rules and the variety of strategies that players may use in order to win. Connect 4 is an excellent game to work your children's brain cells.

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HOW TO PLAY

1. Choose to play against the computer or with a friend

2. Press on a piece to select it and then choose a move or jump, press it again to put it down

3. Always keep your pieces doubled up diagonally to block your opponent's jumps

4. Quickly get your pieces promoted to kings so they can move forward and backward across the board

5. Try to lure your opponent into a double or triple jump trap

6. Use the side of the board to prevent being jumped, but don't get stuck!

FEATURES

Four computer difficulties to play checkers against

Pass-and-play two player checkers

Three board sizes: 8x8, 10x10, or 12x12

Four fun board themes to choose from

Show Moves, Hint, and Undo options to help when you're stuck

Force Jumps option for tournament style play

Automatic game saves so you can come back anytime

About Checkers

RULES

The goal of Checkers is to remove all your opponent's pieces from the board or prevent them from making a move.

Pieces move diagonally, always staying on the dark squares. Pieces can "slide" to an adjacent open square or "jump" over an opponent's pieces, removing them from the board. Normal pieces move toward the opposite side of the board.

If the force jumps rule is in effect, the player must make a jump move when available. In the event of a double or triple jump opportunity, only the first jump is required.

When a normal piece reaches the last row on the opposite side of the board it is promoted into a "King" piece. Promoted pieces may move towards either side of the board.

The game is over when one player has no remaining pieces or can't make any valid moves. You may also elect a draw if each team only has 1 king remaining.

HISTORY

Checkers is a popular classic board game for two players. The earliest version of a checkers style game has been around for more than 5,000 years.

There are many variations of checkers which change rules, board size, and number of pieces. Tabletop Checkers incorporates 3 versions of checkers:

American Checkers / English Draughts

International Draughts

Canadian Checkers

DRAUGHTS

Checkers is known by a few other names around the world, the most common of these is Draughts. Draughts is the common British English name while Checkers is the common name in American English.

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Choose to play against the computer or with a friend Press on a piece to select it and then choose a move or jump, press it again to put it down Always keep your pieces doubled up diagonally to block your opponent's jumps Quickly get your pieces promoted to kings so they can move forward and backward across the board Try to lure your opponent into a double or triple jump trap Use the side of the board to prevent being jumped, but don't get stuck!

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Battleship (free online game for two players)

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Battleship - online game for 2 players. Arrange ships, wait for opponent and start playing.

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UnoFreak.com allows you to play Uno online with other players right from your web browser easily and for free!

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Deep Focus - Music For Studying, Concentration and Work

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Draw a picture together with your friends in real-time over the internet in your browser

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From 'D' Grades To 'A' Grades - Student Motivation

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The Tools of Randomness

As humans, we naturally strive for some kind of order. The examples are many - schedules, tidy rooms, neatly folded clothes, and the like. Almost everything we do follows certain rules and regulations; there are laws in place and rules to adhere to.

Still, order comes with a flaw - it's predictable. Of course, it certainly helps us with our daily tasks, but the colors change when something surprising happens. In fact, we cannot deny that we like surprises and coincidences. Therefore, we can say that while we are faithful to order and structure, we also enjoy flirting with randomness.

Here's an example we can all relate to - the "shuffle" option on most music apps. Despite our tendency to create custom playlists, we still like when our app "surprises" us with a song. That is especially true if we haven't heard that song in a while, not to mention that so many board and card games also depend on randomness.

In this article, we are going to talk about different ways we use randomness, as well as the tools we that help us achieve it.

Random Number Generators

There's one random number generator we are all familiar with - the lottery drum. As we know, this device pulls out a number of lottery balls at random and creates the winning combination. It ensures equal odds of winning for everyone playing. That is one of many ways we let randomness control a game.

The roulette wheel is also a common random number generator. We can never say for certain which number the ball will land on. In fact, the unpredictable nature of roulette is what makes it so thrilling in the first place. Even online slot games are essentially random number generators. Even though we see symbols, there is always a number behind each one.

Surely, dice are the most common random number generator. They are essential to many games, from Ludo and Monopoly to craps and Yahtzee. In the former two examples, rolling a die determines the movement of the player. In the latter two, dice are more central to the game instead of just being a tool.

The die we all know and love is a cube that generates a random number between 1 and 6. Of course, there are also dice that are not cubes and have between four and eight faces. For instance, role-playing games like Dungeons and Dragons often make use of those.

Unfortunately, the history of the die is a bit of a blur. Some say that the oldest dice could have been made some 5000 years ago. What we do know is that backgammon was one of the first games to use dice.

It's a common belief that dice produce truly random numbers. However, scientists have discovered that it is not entirely true. For example, if we throw a die with the number one on top, there is more chance of it producing that same number. Still, we don't need to worry about that, since the outcome largely depends on the environment.

Dice have come a long way since their invention. Now, instead of using physical dice, we can simply roll a virtual die at freeonlinedice.com. By simply clicking on the die, we can roll it and produce a number between 1 and 6 completely at random. With the help of this simple but convenient website, we can roll a die virtually anywhere.

Christopher Nolan's movie The Dark Knight introduced the villain Two-Face, who lets a coin flip decide his actions. Indeed, tossing a coin has always been a simple way to make a quick decision, since the odds are 50:50.

Throughout history, flipping a coin has resolved disputes, declared winners and even played a role in politics. In ancient times, people understood the outcome of a coin flip as a sign of divine will.

Interestingly enough, a coin flip had also decided which of the two Wright brothers would be the first to fly a plane. Even though Wilbur had won the coin toss, his attempt at flying was a failure. Yet, his brother Orville was successful.

In football, a coin flip decides which team kicks off the ball. When a team wins the coin toss, they can decide if they want to kick the ball or receive it. Moreover, the winning team can also choose which side of the field they want to defend.

The coin flip transcends to esports, as well. For example, Hearthstone uses it to decide which player goes first. Whoever loses the toss, gets a "coin card", which also has its benefits.

Are the Odds Really Equal?

Earlier, we mentioned that the odds of a coin flip are 50:50. However, research shows that there is actually a bit of a bias that makes the toss less fair. More accurately, there is a 0.51 probability of catching the coin the same way we throw it.

Although both sides are made from raised metal, they show different images. Therefore, we can assume that one side is slightly heavier than the other.

Despite that, the coin flip is still a popular way to decide between two options. Nowadays, we don't even have to worry about the physics of it. Instead, we can go to freeonlinedice.com and do a virtual coin flip with a single click. It's a great way to quickly make up our mind anytime, anywhere. Honestly, flipping a real coin does leave some room for cheating. However, a virtual coin will always produce a random result.

It's interesting how often we let such small objects determine the course of our actions. Yet, it's fun, and sometimes necessary to give in to randomness. After all, not having the control of the outcome paves the way for interesting situations.

Rolling dice and tossing a coin have always been the simplest, yet most popular tools of randomness. Now that we can use them online, we are confident that they will stay relevant for years to come. The question remains - how lucky are we?

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Free Online Dice allows you to flip a coin or roll virtual dice. You can flip coin for decision making or roll virtual dice for true random numbers.

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Refugee and Immigrant Core Stressors Toolkit

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Due to the generous giving of churches and individuals from the community, FIRM is able to provide support services to the refugee community in Fresno. Support services are difficult for grant resources to cover, so these individuals make it possible to meet direct needs for Southeast Asian, Ukrainian/Slavic, African and Syrian families (as well as others).

Some of the support services we can provide at FIRM are:

Clothing, Blankets, Furniture

Emergency Food Assistance

Case management services

Transportation (as vehicles are donated to FIRM)

Other items as needed

How to Get Services

If you are in need of support services, please contact FIRM at (559) 487-1500 or contact us online. Support services are provided as funds are available and on a case-by-case basis. Please contact us if you are in need of help and we will do our best to ensure that you are cared for.

How to Donate

If you would like to donate to allow FIRM to provide more support services to the community, please contact us. Your donations are greatly needed as the requests for support services are far beyond the funds we have to meet the needs!

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Due to the generous giving of churches and individuals from the community, FIRM is able to provide support services to the refugee community in Fresno. Support services are difficult for grant resources to cover, so these individuals make it possible to meet direct needs for Southeast Asian, Ukrainian/Slavic, African and Syrian families (as well as others).

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Raul Z. Moreno Chief Executive Officer / DOJ Accredited Representative raulmoreno@education-leadership.org

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Teaching the Refugee Experience: Welcome to the New World

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Enjoy the videos and music you love, upload original content, and share it all with friends, family, and the world on YouTube.

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WELCOME TO THE NEW WORLD CURRICULUM AND LEARNING GUIDE

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WELCOME TO THE NEW WORLD CURRICULUM AND LEARNING GUIDE

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The New York Times says, "Sloan and Halpern deliver a story that fully inhabits its comics form, and breathes with an easy visual elegance."

Naomi Shihab Nye, Young People's Poet Laureate and author of Habibi, says "Welcome to the New World is a project of the greatest humanity and care.... Americans need this book to help them understand the sorrow that makes people leave their homeland, the hardships they face, and the resilient dreams they never stop carrying."

Kirkus Reviews calls the graphic novel "An accessible, informative journey through complex issues during turbulent times."

Welcome to the New World has a rating of 4.3 out of 5 on Goodreads. One reviewer says, "This story really sang to me because I too am an immigrant to the USA."

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Welcome to the New World Curriculum and Learning Guide > The Immigrant Learning Center

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The New York Times says, "Sloan and Halpern deliver a story that fully inhabits its comics form, and breathes with an easy visual elegance." Naomi Shihab Nye, Young People's Poet Laureate and author of Habibi, says "Welcome to the New World is a project of the greatest humanity and care....

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Interactive templates with SE lessons- good for psycho ed or class meetings- search CALM and SELF REGULATION, SEL, and Social Emotional

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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Growth Mindset Printables Kits 1&2 - Big Life Journal

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The following Forms and Documents are all Materials created by me, Allie Daniels.

Any Fonts, Images or Concepts used from others have been credited on the original page they were posted.

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Free Lesson Plans and Google Docs - The Creative School Counselor

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The following Forms and Documents are all Materials created by me, Allie Daniels. Any Fonts, Images or Concepts used from others have been credited on the original page they were posted.

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Enter names, spin wheel to pick a random winner. Customize look and feel, save and share wheels.

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Managing Trauma: Tips for Supporting Refugee Teens in Schools, Refugee Resettlement, & Other Contexts

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Reflect on your work and relationships with refugee teens.

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The following information outlines what schools need to know about serving students who are immigrants or children of immigrants. Recommended resources and updates regarding changing immigration policies are also available below.

Featured Resource

Our updated resource page on enrolling ELL and immigrant students includes resources, videos, and guides for schools for schools.

This comprehensive guide includes more than 50 strategies that educators, staff, and administrators can use to ensure that schools and early childhood settings remain safe, welcoming places for immigrant students and their families.

Learn more about registration and enrollment policies for ELLs and immigrant students in U.S. public schools, including recommendations for school staff and information on the court case Plyler v. Doe.

One of the most important steps in helping immigrant students succeed is also the most basic: getting to know them and their families. Take a look at these creative ideas about how to get started.

Making students feel welcome in the classroom will increase their confidence and comfort. Learn some easy strategies for creating a welcoming environment for your ELLs and immigrant students.

There are lots of things individual educators can do to support immigrant students. Educators from across the country share their ideas and experiences, as well as some of their favorite recommended resources.

What impact does the immigration status of students and family members have on schools? Learn more from these resource pages about topics such as DACA, issues for mixed-status families, immigration enforcement, and decisions about returning to a home country.

These multimedia resources offer classroom materials and lesson plans for all ages about the topic of immigration in the United States. Related booklists for students of all ages are also included.

Serving ELLs & Immigrant Students

Recommended Resources

This resource section includes specific information about special populations such as newcomer immigrants, refugees, unaccompanied minors, DREAMERs, children in mixed-Status families, and students with interrupted formal education (SIFE).

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Serving and Supporting Immigrant Students: Information for Schools

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The following information outlines what schools need to know about serving students who are immigrants or children of immigrants. Recommended resources and updates regarding changing immigration policies are also available below. Our updated resource page on enrolling ELL and immigrant students includes resources, videos, and guides for schools for schools.

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Interested in adopting a Positive Youth Development (PYD) approach to working with newcomer youth? This Toolkit enables service providers to learn more about the Positive Youth Development approach, to develop new programs, and to enhance and sustain existing programs.

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BRYCS promotes a positive youth development approach to refugee youth services, emphasizing the inherent strengths and resilience refugee youth bring to the resettlement and acculturation process. As stated eloquently by one teenager, refugee and immigrant youth are "blessed with the difficult task" of developing their identity while also integrating two cultures.

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Share On Social!

Dr. Heyman Oo treated a lot of traumatized child immigrants while a pediatric resident at Zuckerberg San Francisco General Hospital and now as pediatrician at a California clinic system.

Oo knows these kids often face extreme poverty before immigration.

After, they face parental separation, detention, and discrimination.

No wonder they also suffer stress, depression, and other mental health issues, and are at risk for dropping out of school and absenteeism, according to a Salud America! research review.

Oo wanted to help. She joined a task force designed to support children amid a growing number of unaccompanied minors being apprehended at the California border, which led to a big change.

Unaccompanied Minors

In 2014, more than 68,000 unaccompanied immigrant minors were apprehended at the U.S. border after fleeing violence and trauma in their home countries.

More than one-third of the violent deaths in the word occur in the Americas-South America, Central America, North America, and the Caribbean-although the region only accounts for 12%-14% of the world's population, according to a 2014 United Nations report.

Forty-six out of 50 of the deadliest cities in the world are in the Americas.

Lack of security in these areas limits economic opportunity and access to opportunity and exacerbates inequality, social exclusion, intergeneration transmission of poverty, and lack of equal opportunities to exercise and enjoy rights. Insecurity, thus, gives rise to more violence.

The groups hardest hit are children and adolescents.

"Homicides have become one of the leading causes of death among male adolescents and youths in Latin America and the Caribbean and have meant that the gains achieved in early childhood survival rates through public policies to protect children are wiped out in adolescence due to the homicide rates," according to the UN report.

Dr. Oo, who grew up in the Bay Area of California, knows these children face many adverse childhood experiences (ACEs). ACEs, also called childhood traumas, often are experienced during pre-migration, migration, and post-migration. They are linked to lower language, literacy and math skills and higher risk for absenteeism, depression, anxiety, dropping out of high school, obesity, substance use disorder, coronary heart disease, diabetes and cancer.

After months or years of separation, unaccompanied immigrant children and their parents face reunification stress and conflicting, confusing emotions.

"The dehumanizing of immigrants needs to stop," Oo said.

They are joyful to be somewhere safe and secure, but sad and guilty about leaving behind other family members and pets; frustrated and embarrassed by language difficulties; and concerned about discrimination and bullying in schools.

Although these children often have moderately high resiliency, they are vulnerable to cognitive, emotional and behavioral problems.

What could Oo and others do in California to help these children?

Family Reunification and Resiliency Training

In 2014, the San Francisco Department of Public Health convened a task force to find ways to leverage resources and take action for immigrant health. Task force members work in behavioral health, mental health, pediatricians, schools and community organizations

Oo joined the task force.

Oo and the task force conducted stakeholder focus groups with youth, families, teachers and behavioral health providers.

They knew the limits of medical interventions to address childhood trauma and reunification stress, particularly when only a small percentage went to healthcare clinics.

So they decided to start a school-based intervention using an existing evidence-based model for trauma therapy, ARC (Attachment, Regulation & Competency).

The result was FUERTE: Family Reunification and Resiliency Training.

FUERTE Resiliency Training

FUERTE is a trauma-informed curriculum for students to be implemented by community mental health providers in schools.

Oo's goal is to provide mental health services to a population of students who may otherwise not engage with these services, while also supporting collaboration among schools, pediatricians, mental health providers, and community organizations who are already doing similar work.

"People are already doing this work," Oo said. "[FUERTE] is another tool to accomplish what they want to do."

The FUERTE curriculum utilizes a wide range of evidence-based therapy methods like art therapy, mindfulness, trauma narrative therapy, and psychoeducation to help children and youth process their journeys and rebuild sense of self and community.

Five modules center around establishing community goals, promoting stabilizing rituals and routines, normalizing stressors, developing emotional literacy, and building emotional attunement.

In Spring 2015, Oo and other founders of FUERTE identified and trained the first cohort of mental health professionals from community-based organizations and school-based wellness centers to implement the FUERTE intervention in two high schools in San Francisco Unified School District.

It was an immediate win.

"Initial data support that participation in the FUERTE program is associated with improved psychosocial functioning," according to a report.

The FUERTE Effect

Program participants are reporting fewer symptoms of anxiety and depression and school staff are reporting overwhelmingly positive feedback.

"What these kids need is a space, away, to remember their culture, create community, strengthen their identities and have an adult in their lives who care...FUERTE achieves all those things and more," said one FUERTE facilitator.

Oo says the program has helped to reinforce youth participants' own resilience.

"A number of students who have participated have wanted to continue meeting as student and peer leaders," Oo said. "It's such a beautiful thing to see that sort of agency and community develop as a result of this program."

Since then, Oo and her team have trained over 70 local mental/behavioral health providers and expanded the intervention to six high schools.

Versions of the FUERTE curriculum are being used in five Bay Area Counties.

Oo and one of her partners, Dr. Peter Cooch, won UCSF's Chancellor Award for Public Service for students at the 2017 Founders Day Awards.

"In addition to the work on the FUERTE program, Oo and Cooch have engaged in advocacy for immigrant youth at the national level including their involvement in the American Academy of Pediatrics Immigrant Health Interest Group," according to Mike Billings with .

Contact Holly Vo to learn more about FUERTE.

Oo isn't stopping her work, either.

Oo is currently at Marin Community Clinics, which began a program to screen their predominantly Spanish-speaking pediatric populations for ACEs in April 2018.

Soon, Oo is planning to screen pregnant women about adversities in their homes and train their 500 employees in trauma-informed care.

"We need to #protectfamilies & #Putkids1st," Oo said on Twitter.

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Doctor Starts Mental Health & Resiliency Training for Immigrant Youth!

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Share On Social! Dr. Heyman Oo treated a lot of traumatized child immigrants while a pediatric resident at Zuckerberg San Francisco General Hospital and now as pediatrician at a California clinic system. Oo knows these kids often face extreme poverty before immigration. After, they face parental separation, detention, and discrimination.

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Purchase a unique board game to be used with Latino immigrant youth to help process all the challenges they face. The game asks questions about their feelings, journey and the changes they are going through allowing for opportunity to discuss ways to deal with all these issues.

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​ 2-1-1 Fresno County is an Information and Referral Helpline that gets people connected with agencies and/or organizations that can help them in their time of need. 2-1-1 Fresno County is...

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When young people arrive to U.S. schools from other countries, they may feel overwhelmed by all the new things they encounter. As teachers, we can also find it challenging to meet the diverse needs of newly-arrived students, due to their highly variable experiences, backgrounds, and levels of comfort in school settings. This resource is meant to help you understand, educate, and advocate for this student population.

The ideas and examples we will share in this resource draw on the expertise and years of experience of the CUNY-NYSIEB support team, whose members have guided dozens of schools across New York State to develop best practices for Emergent Bilingual students, including Newcomer Emergent Bilinguals. We draw on our core principles in all the work we do, which view bilingualism as a resource in education and support a multilingual ecology for the whole school.

I. Background Information on Newcomer Emergent Bilinguals

How do we get to know newcomer emergent bilinguals?

First of all, which students are identified as Newcomer Emergent Bilinguals? Essentially, if a student is born in another country and has recently arrived to the United States, he/she would be identified as a "Newcomer" upon enrolling in school. In this document, we will be focusing on Newcomers who are also identified as Emergent Bilinguals, meaning that they speak a language other than English (LOTE) as their home language and are learning English in school. An incredibly diverse array of students falls under the Newcomer Emergent Bilingual designation. A Newcomer Emergent Bilingual could range from a very young child just entering the school system whose home and new language practices are still developing, to a high school student who has well-developed academic skills in his/her home language. Newcomer Emergent Bilinguals also include students with other designations, such as SIFE (Students with Interrupted Formal Education), Refugee (students fleeing their country of origin because of persecution, war, or other disruption), or Unaccompanied Minor (children who arrive from other countries without their parents).

Newcomer Emergent Bilingual students vary in terms of...

Nation of origin.

Age at which they entered the U.S. school system.

Language(s) they speak at home.

Comfort with academic environments

Access to schooling in their home country.

Comfort with home language and English school-based literacies.

Whether they studied English in their home countries.

Socio-economic factors.

Racial, religious, and ethnic identity.

Extent of ties to family, friends, language, and culture abroad.

For more on identifying and supporting newcomer Emergent Bilinguals, check out this comprehensive resource from the US Department of Education:

What can schools do for Newcomer Emergent Bilinguals?

Just as with all Emergent Bilinguals, schools must provide newcomer Emergent Bilinguals with English development services. Because the needs of newcomer Emergent Bilinguals typically extend far beyond language support, schools may also provide special classes or other services developed for this population. Newcomer Emergent Bilinguals such as refugees or unaccompanied minors may have experienced trauma, while others, like SIFE students, may have an incomplete or insufficient school experience (Zacarian & Haynes, 2012). Newcomer Emergent Bilingual classes help students with unique needs adjust to life in a new country, where they are learning a new language and adapting to a new culture.

The following resources can help you get started if you are interested in developing a special class for Newcomers at your school. Both provide frameworks for designing programs that target the development of oral English skills, and help students catch up in core academic content areas and adapt socio-emotionally to life in the United States:

II. Using CUNY-NYSIEB Principles to Support Newcomer Emergent Bilinguals

In our experience working with schools, a few strategies have stood out as particularly promising for Newcomer Emergent Bilinguals. We highlight classroom examples from CUNY-NYSIEB cohort schools where these strategies have been successfully implemented. We present them here divided into "school based" and "classroom based" practices, to differentiate between what we have seen successfully implemented on a schoolwide level and what individual teachers have accomplished with these students.

A. Supporting Newcomer Emergent Bilinguals on a Schoolwide Level

1. Get ready to support your Newcomer Emergent Bilinguals and their families from day one

Many of our cohort schools shared with us that when Newcomer Emergent Bilinguals arrived to their schools, they felt unprepared to support them. CUNY-NYSIEB has helped a number of schools establish key protocols for when these students arrive in order to ensure a smoother transition.

Many of our cohort schools shared with us that when Newcomer Emergent Bilinguals arrived to their schools, they felt unprepared to support them. CUNY-NYSIEB has helped a number of schools establish key protocols for when these students arrive in order to ensure a smoother transition.

CUNY-NYSIEB Successful Strategies: Supporting Newcomer Emergent Bilinguals from Day One

1. Identify and get to know your Newcomer Emergent Bilinguals: Research supports that an initial interview with family members and students enables schools to understand more about Newcomer Emergent Bilinguals' educational histories, language experiences, and family life - and thus to better understand their strengths and needs (Brooks, 2017). One of our cohort schools created this sample intake interview for Newcomers. Please note that this interview should be conducted in the students' home language when possible, and you should try to ask questions that encourage open dialogue.

2. Create a bank of "welcome to school" resources: Schools found it helpful to have a resource bank of materials or welcome kit they could use with Newcomer Emergent Bilinguals to help orient them to the school. We helped one of our cohort schools create a folder for parents containing information in the family's home language on school policies, along with pamphlets from helpful community organizations. Another cohort school had success creating a welcome packet for Newcomer students that teaches basic school vocabulary and has some low-stakes activities for them to complete during the first weeks as they adjust to a new school.

3. Share a welcome video: Many school districts have "welcome videos" for newly arrived Emergent Bilingual students and their families; you can see a New York State parents orientation video example here. While these videos can be useful, it can be even more meaningful to create a "homegrown" video, as one of our cohort schools did. Working with their most valuable resources - their students - two teachers at this school created "welcome videos" for Newcomer Emergent Bilinguals in the students' multiple home languages to orient more recently arrived students to classroom and school procedures (see classroom-based practices for more information on these videos).

2. Focus on community building across the school

Many schools we worked with had self-contained classes for their Newcomer Emergent Bilingual students, and felt these programs helped ease these students' transition to a new school, culture, and language. While this was true, some of our cohort schools also realized that students were not integrating well into the broader school culture once they exited the special classes. Easing newly-arrived students into mainstream classes is important, given research showing that when Newcomer Emergent Bilinguals are isolated from their peers it can be detrimental to their language and social development (Carhill-Poza, 2017). One school worked strategically to provide opportunities for Newcomer Emergent Bilinguals to feel involved, develop strong relationships with peers and adults in their school community, and develop new language and social skills in authentic contexts through their Advisory program. This program had the dual benefit of also supporting students who were not recent arrivals.

CUNY-NYSIEB Successful Strategies: Community Building with Newcomer Emergent Bilinguals

At a grade 6-12 grade public school in a small city in New York State that receives large numbers of Newcomer students every year, strong relationships among students and staff are the basis of school culture. Prior to working with CUNY-NYSIEB, this school had created an Advisory program, which was devoted to building relationships and developing students' socio-emotional well-being through short sessions 4-5 times per week. Just like all Advisory programs, their program incorporated circle time, a talking piece, and reflection time. With our support, school leaders transformed the program to incorporate supports for Newcomer Emergent Bilingual students, in order to ease their integration into the broader school culture.

Supports added for Newcomer Emergent Bilinguals to the Advisory program:

Newcomers and mainstream students are mixed together during Advisory.

Clear routines posted in multiple LOTEs to provide Newcomers with support on following Advisory protocols and facilitate comprehension.

Circle questions paired with language stems to build students' socio-emotional vocabulary. A sample is: "What makes a good friend?" / "A good friend is..."

Strategic pairings between "oldtimers" and "newcomers" and questions related to Newcomer Emergent Bilinguals' experiences allows Newcomers to both learn from proficient language models as well as lead as "experts" on certain topics.

Newcomer Emergent Bilingual students are allowed to participate in the circle in whatever language, and at whatever pace, they feel most comfortable, with peers or adult facilitators providing translation if needed.

After they had included Newcomer Emergent Bilinguals in the Advisory program for some months, teachers at this cohort school noticed Newcomers particularly benefit from circles, because they started to see themselves as valued and equal members of the classroom and school community. They began to share in English more, and establish friendships with kids in mainstream classes, which proved helpful for their development of their new language.

3. Welcoming Newcomer Emergent Bilingual students and their families by making their languages visible

One of the key principles of the CUNY-NYSIEB project is building a multilingual school ecology - that is, making sure the languages of Emergent Bilingual students are visible and utilized throughout the school building. This is especially critical for Newcomer Emergent Bilingual students. Many Newcomers are encountering English for the first time, as well as getting accustomed to a new school building. Multilingual signage around the school is helpful for basic navigation. One example of this is a cohort school where teachers and students labeled school locations multilingually (i.e. bathroom, library); another school placed a sign with commonly used phrases in the school's main home languages to help parents communicate with school secretaries. Multilingual signage can also serve a deeper purpose than just communication: It helps students feel they belong when they see their languages visible in their schools.

CUNY-NYSIEB Successful Strategies: Making Newcomer Emergent Bilinguals' Languages Visible

One of our cohort schools is a large, urban, K-8 school where a majority of students and/or families originally come from China. The school receives many Newcomer Emergent Bilinguals every year. At this school, a lower elementary ENL teacher and her students created a hallway bulletin board designed to teach passerbys words in Mandarin.

The bulletin board was changed monthly to feature a new set of words based on a theme, such as fruits, seasons, numbers, and colors. The teachers shared that their Newcomer Emergent Bilingual students loved helping create this board because it made them feel like experts with valuable knowledge to share with others, whose language was valuable within the community. Whenever the theme changed, the teachers always made sure to have an "unveiling ceremony," when the kids would teach passerbys (teachers and administrators) how to pronounce the Mandarin words.

One final note: It's okay to feel nervous about hearing languages other than English in your school and classroom! A lot of teachers at our cohort schools felt the same way at first - until they saw the benefits of being open to students using all their language resources in class. If you're still unsure what this might look like, it could help to watch this short webseries on teaching bilinguals when you're not one. You may also want to learn more about your students' home languages to help you understand the way students language at home and at school.

B. Supporting Newcomer Emergent Bilinguals at the Classroom Level:

1. Pair Newcomer Emergent Bilinguals with a "buddy" (Language Partners)

Newcomer Emergent Bilingual students benefit from a "buddy" who can serve as a translator and help orient them to the school environment and make sense of class activities. Haynes (2007) describes an ideal buddy or language partner as another student in their class who speaks their language and may have previously been in their situation. One way our cohort schools have found this a useful strategy is by pairing English proficient students with peers newer to English who speak the same home language, and building in time for these students to discuss topics, texts, and tasks in the home language during small group work time. This strategy, also known as using "language partners" or "multilingual collaborative work," is described in detail in the Collaborative Work section of our Translanguaging Guide.

CUNY-NYSIEB Successful Strategies: Pairing Newcomer Emergent Bilinguals with a Buddy

Our cohort schools frequently receiving new arrivals would describe their difficulty in supporting these students in their home language because they didn't have the staff fluent in the numerous home languages, and their libraries lacked a diversity of home language texts. One CUNY-NYSIEB cohort school sought to mitigate this issue by tapping into one of its richest resources: its students. At this large, public high school in an inner-city neighborhood with high levels of new immigration every year, over 30 different languages were spoken by students and many Newcomer Emergent Bilinguals were enrolled at every grade level. Working in collaboration, CUNY-NYSIEB staff, the ENL Head Teacher, and administration developed a "peer tutoring program" that hired academically successful students bilingual in target home languages and English to become tutors for their peers. Provided with basic training, these teenage tutors were paid during their study hall periods to work with small groups of Newcomer Emergent Bilinguals in different subject area classes. The project was a great success for both the Newcomer Emergent Bilinguals - who had the invaluable support of home language explanations of challenging material - and the tutors - who gained confidence and job experience.

2. Develop holistic bilingual profiles of Newcomer Emergent Bilinguals in your class

One of our first steps when working with schools is to meet with administration and teachers to learn about how they hope to partner with us in supporting their Emergent Bilingual students. We are often surprised to learn that our schools and teachers are unaware of which home languages are spoken by their students. Performing a language survey can identify this information. But why is it important? Particularly when it comes to Newcomer Emergent Bilinguals, knowing what home languages students speak helps teachers identify resources to support them (i.e. texts, language partners), understand learning challenges in English (i.e. language transfer, concepts of print), communicate with family members, build a school ecology of multilingualism, and more. In her helpful guidebook to literacy and content instruction for Emergent Bilinguals, former CUNY-NYSIEB team member Christina Celic suggests building a holistic bilingual profile of students to get a better picture of the as learners. Such a profile includes information such as home language, country of origin, education and literacy in languages other than English, and whether a student is exposed to English at home.

CUNY-NYSIEB Successful Strategies: Holistic Bilingual Profiles

When we first started working with one cohort school, they knew about student home languages as percentages: The district informed them that every year, a certain percentage of the students identified as Emergent Bilinguals spoke Spanish, a certain percentage spoke Arabic, etc. After starting to work with us, administration urged teachers to conduct a language survey in all classes, in order to learn more about individual student language practices and begin building a school ecology of multilingualism. Surprisingly, they uncovered that a Newcomer Emergent Bilingual from Mexico in their Spanish-English bilingual kindergarten class was struggling in school because he was actually learning two languages at once: they found out his home language was Mixtec, an indigenous language, not Spanish! The school was able to switch his placement to ENL and begin working with family members on ways to support him through Mixtec. While not all schools will have such dramatic realizations when they identify students' home languages, compiling this information is a critical way to understand your Newcomer Emergent Bilingual students as whole individuals, better enabling you to identify ways to support them.

3. Locate language resources within your school and community

When you learn that a Newcomer Emergent Bilingual in your classroom speaks a language you do not speak, or perhaps have never heard of, it can be challenging to know how you as a teacher can support this student in his or her home language. Many teachers we worked with voiced this concern. However, remember that as teachers, our main job is to plan, direct, and identify resources - and often the resources we need to support Newcomer Emergent Bilinguals lie not in our own skill set but rather can be tapped from within the community. Bilingual staff, aides, or advocates from local community groups can provide interpretation services for Newcomer Emergent Bilingual students (and their parents). Colleagues who see the student in other contexts (such as a "specials" teacher or ENL teacher) might have insights into a Newcomer Emergent Bilingual student's abilities. Many cohort schools used the students themselves as language resources to teach each other; one of the most successful examples is described in continuation.

CUNY-NYSIEB Successful Strategies: Students as Language Resources

At an elementary school in a small city in upstate New York, administrators and teachers work hard to ensure that all Newcomer Emergent Bilingual students - and particularly the large refugee population - feel safe and welcome in their new school. Because these students come from distinct, and often very difficult, circumstances, the school knew it had to find resources from within the community that would help their students to adapt and feel comfortable. Through their work with CUNY-NYSIEB, two teachers and their students created short videos to welcome Newcomer Emergent Bilingual students and their families to the school community in a variety of languages.

The teachers began by looking at their curriculum, and found an opportunity to link translanguaging strategies and the welcome video project with what students were already learning. Because the ELA curriculum required students in third grade to write informative expository essays, the two teachers decided to center the essay assignment on the question, "what should a new student know about our school?" Because all of the students had experience immigrating to a new school, and many of them were refugees themselves, the teachers asked them to draw on their own emotions and experiences to give advice to other Newcomers.

Students came up with a list of important things - from knowing where the bathrooms are to understandings how to talk to teachers - and then chose one topic to focus on. They wrote their essays in English independently, but in home language groups so they had support in their home languages from their peers during the drafting process. Using the information from students' essays, the teachers used iPads to record students reading their essays in English and giving tours around the school in their home languages, pointing out the important things new students should know.The teachers edited the students' essays and videos into more formal Welcome messages that new students and their families would view when they first arrived to the school. The teachers created videos in the top ten languages of the school and provided copies to homeroom teachers to show to Newcomer Emergent Bilinguals. As one teacher put it, "children learn best from other children, so this was a great student-led initiative" that drew on students' linguistic expertise to help newly arrived students adjust to the school.

4. Plan for multilingual inputs and outputs

While they are acquiring English, you should encourage Newcomer Emergent Bilinguals to use their home languages to think, read, and write deeply and critically, and in authentic contexts (Fu, 2009). An example would be writing in the home language about an English-language text, or reading a home language text to get the background information necessary to complete a Science project in English. Whenever possible, you should assess students holistically, enabling them to show what they know in both English and their home languages (Mahoney, 2007). You should also plan to use multilingual and multicultural texts when possible ( Celic & Seltzer, 2012).

5. Leverage home language practices and bilingualism as a resource

Newcomer Emergent Bilingual students bring with them the ability to use language in creative, flexible ways to communicate and express themselves. Draw on those abilities by encouraging students to speak, read, or write in their home languages, or express themselves across modalities other than just in speech or writing, so that they can participate and gain confidence in the classroom ( Celic & Seltzer, 2012; García, Johnson, & Seltzer, 2017).

6. Use technology resources strategically

It cannot be argued that most people these days rely on technology to interact with the world, whether through a smartphone, tablet, or computer. Many Newcomer Emergent Bilingual students rely on technology to communicate with family and friends in their home country, or use web-based apps or translation software to help them learn and practice their developing English. Digital tools and technologies offer a wealth of resources to be used with and by Newcomer Emergent Bilingual students, for instance to read or view content area information in the home language, translate home language and English texts, and more (España, 2016; Celic & Seltzer, 2012). Students in CUNY-NYSIEB cohort schools have successfully used technologies in multiple ways, even to compose multimedia texts that integrate images, recordings, video, and other media.

CUNY-NYSIEB Successful Strategies: Supporting Newcomer Emergent Bilinguals with Technology

One cohort school had success working in conjunction with CUNY-NYSIEB and the non-profit Global Kids on a project where students used Scratch to write a videogame based on their own experiences as newcomers to the U.S. The game they designed puts players in the shoes of a newly-arrived student from Egypt, Sarah, who is teased about wearing a headscarf. Not only did Newcomer Emergent Bilingual students practice writing and gain programming skills, they were able to discuss real world issues that affected them by playing the game with peers and teachers.

Spotlight on Students: Newcomer Emergent Bilinguals

Because, after all, our main goal as teachers is to support our students, we provide here a few profiles of Newcomer Emergent Bilingual students from our Cohort schools who received different types of support to meet their diverse needs. Reading through these profiles can help you see what resources schools used, how they supported students, and the results of these supports.

Isabela, 6, Kindergarten Student from Guatemala

Isabela is a 6-year-old born in Guatemala. She arrived to the U.S. the summer before starting Kindergarten, and enrolled in school for the first time ever, in a small city in upstate New York.

This child's journey to the U.S. was very difficult. Mounting gang violence and instability had made Isabela's family feel unsafe so she and her father left Guatemala to join relatives who had moved there decades earlier. They were apprehended at the U.S.-Mexico border, and after months in a detention center Isabela was released to relatives in the U.S. but her father was deported back to Guatemala.

Teachers and administration worked closely with family members on a specialized program for Isabela, to support her both academically and emotionally. For instance, in addition to completing an academic screening in English and Spanish, they also scheduled weekly appointments with the district's bilingual social worker. Isabela was placed in a kindergarten class taught by a teacher who had also taught her cousins, which allowed the school to continue building their partnership with Isabela's family.

Since she had no formal schooling in Guatemala, Isabela knew only two letters and two numbers in Spanish and had virtually no exposure to English. The school team arranged daily, one-on-one ENL instruction for her that helped her build both language and school skills. She was strategically placed with a bilingual ENL teacher, who helped her use her well-developed oral Spanish skills as she was acquiring English. Isabela's kindergarten teacher also encouraged her to use Spanish in class while learning concepts and vocabulary in English.

Nine months after arriving, Gabriela is thriving. Both her ENL teacher and classroom teacher now describe her as very motivated to learn and to read. By the end of the school year, she knows the English alphabet, can read many sight words, and is comfortable talking with teachers and other children in English and Spanish.

Kasun, 10, 4th Grade Student from Sri Lanka

Kasun is a 10-year-old born in Sri Lanka who arrived in the U.S. at the beginning of 2nd grade. His parents speak both English and Sinhalese to him and his older sister. Though Kasun usually answers back in English, he understands Sinhalese.

Kasun comes to school with prior knowledge on many different topics, thanks to his home life experiences, and his formal kindergarten and 1st grade education at a private school in an urban area in Sri Lanka. He expresses curiosity about the topics he studies, such as manatees and rocket ships, but also loves telling stories about Sri Lanka. He is enthusiastic and eager, and always willing to share. His ENL teacher mentioned that Kasun is never short on ideas; that anything you ask him about, he will have a story.

Kasun has made measurable growth on the state assessment of English language proficiency since arriving, and his ENL teacher expects he may score at or near proficient on the state English Language Arts exam this year. He benefits from an encouraging 4th grade teacher who has a keen understanding of his intelligence and who values his work. Additionally, his ENL teacher uses visuals, explicitly models problem-solving and writing activities, and helps him break tasks up into steps. He is very motivated to learn and enjoys being in school.

Zhang, 13, 7th Grade Student from China

Zhang is a 13-year old who arrived to the U.S. from Fuzhou, China at the end of 5th grade. A Newcomer Emergent Bilingual in a stand-alone ENL class, he attends a large, urban middle school.

When he arrived from China, his teachers found Zhang to be quiet and reserved. He had taken some English at his school in China, yet struggled to understand all but very simple words and looked to Mandarin-speaking peers to help him communicate. In the last two years, however, as his teachers have invited Zhang to use whatever language he feels most comfortable with to help him accomplish classroom activities, he has come out of his shell, and has even experimented more with English.

Inviting Zhang to use Mandarin to accomplish classroom tasks also alerted teachers to his well-developed academic abilities in the language: he can write whole stories and essays with ease, and often reads novels in the language. Teachers encourage Zhang's participation and continued academic growth by using web-based translation software to communicate their prompts and questions in subject area classes. Zhang also uses the web-based translation software on a class computer, for instance, when he responds to class tasks partially or wholly in Mandarin and translates them. His teachers also use Chinese-language texts, videos, and peers in the class to support Zhang as he develops English.

Zhang now does not shy away from speaking to classmates and teachers, even in English. He has also developed a great deal of confidence: at the end of 6th grade, he stood up in front of his social studies class and made an entire presentation in Mandarin about the Spartans and Athenians in Ancient Greece. While he still needs to use machine translation software for writing and when he doesn't understand questions, Zhang tries to write as much as possible in English. Based on Zhang's progress, his teachers are sure that he will reach the next level of English proficiency on the State exam by the end of 7th grade.

Helpful Links: Further Reading and References:
Brooks, M.D. (2017). How and when did you learn your languages? Bilingual students' linguistic
experiences and literacy instruction. Journal of Adolescent & Adult Literacy, 60(4), 383-393.

Carhill-Poza, A. (2017). If you don't find a friend in here, it's gonna be hard for you: Structuring
bilingual peer support for language learning in urban high schools. Linguistics and
Education, 37, 63-72.

España, C. (2016). Bilingual matters: using technology to make education more accessible for
our emergent bilingual students. Literacy Today, 34(3), 26.

Fu, D. (2009). Writing between languages: How English language learners make the transition
to fluency, grades 4-12. Portsmouth, NH: Heinemann.

García, O., Johnson, S.I., & Seltzer, K. (2017). The translanguaging classroom: Leveraging
student bilingualism for learning. Philadelphia: Caslon.

Gaytan, F.X., Carhill, A., & Suárez-Orozco, C. (2007). Understanding and responding to the needs
of newcomer immigrant youth and families. The Prevention Researcher, 14(4), 10-14.

Haynes, J. (2007). Getting started with English language learners: How educators can meet the
challenge. Alexandria, VA: ASCD.

Zacrian, D. & Haynes, J. (2012). The Essential Guide for Educating Beginning English Learners.
Thousand Oaks, CA: Corwin Press.

Acknowledgments

This CUNY-NYSIEB resource was created by Kathryn Fangsrud Carpenter, Sara Vogel, and Tom Snell. Kate Seltzer and Maite Sánchez served as advisors to the authors. We would like to give special thanks to the teachers and administrators who provided feedback on this resource.

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Supporting Newcomer Emergent Bilinguals: Tips from CUNY-NYSIEB

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When young people arrive to U.S. schools from other countries, they may feel overwhelmed by all the new things they encounter. As teachers, we can also find it challenging to meet the diverse needs of newly-arrived students, due to their highly variable experiences, backgrounds, and levels of comfort in school settings.