
Supporting Students Who Are Newcomers
Understand who newcomer students and families are and identify ways to support them.
Full Course Description
Uplift and support your newcomer students with our Supporting Students Who Are Newcomers online course. Designed for educators, staff, and site directors, this 1.5-hour course provides strategies for creating inclusive environments that meet the unique needs of newcomer students. You’ll learn to address language barriers, cultural adjustments, and how to build connections with newcomer families. By the end, you’ll be equipped to foster a sense of belonging and create safe spaces where all new students feel respected and supported. Enroll today to strengthen your ability to engage with and support newcomers.
This course will take approximately 1.5 hours to complete.
This course satisfies these child care training requirements:
School's Out Washington Quality Improvement Standards
- 1. Being welcomed into safe spaces that center their own cultures and communities
- 2. Having positive, meaningful relationships with program staff and youth
- 3. Participating in activities that encourage self-expression and inspire them to discover their passions
- 5. Having a common language and shared expectations that are aligned with research and best practices for positive youth development and social emotional learning
- 7. Building awareness of structural inequities, including the impact systemic barriers have on young people
- 8. Implementing strategies and practices that are culturally responsive and attuned to the diverse identities and cultures of the young people, families, and communities served
Department of Children, Youth & Families: Child Care Provider Training Requirements
- 1. Child/adolescent growth and development
- 2. Learning environment and curriculum
- 4. Families, communities, and schools
- 6. Interactions with children/youth
- 7. Program planning and development
- 8. Professional development and leadership
- 9. Cultural competency and responsiveness
- 10. Youth empowerment
National Afterschool Association Competencies
- 1. Child and Youth Growth and Development
- 2. Learning Environment and Curriculum
- 6. Cultural Competency and Responsiveness
- 7. Family, School, and Community Relationships
Child Care Core of Knowledge
- 1. Child Development
Out-of-School Time Program Quality Standards
- Administrative Quality Standards
Administrative Quality Standards
- I. Youth Program Design and Accountability
- IV. Youth Program Staffing and Professional Development
Early Childhood - Continuing Education
- 1. Child Development
- 2. Child Guidance
- 6. Learning Activities
Afterschool Program Quality Institute
- 2. Relationships and Connections
- 3. Programming
- 4. Youth Participation and Engagement
Early Care and Education Knowledge Base
- 1. Child Development
- 2. Family and community partnerships
- 4. Teaching and engagement
- 5. Curriculum and learning environment
Guiding Principles for Quality OST Programs
- 1. Safe & Supportive Environment
- 4. Positive & Empowering Relationships
- 5. Youth Voice & Leadership
- 7. Inclusion & Access
- 8. Cultural Responsiveness
- 11. Collaborative Relationships
Childcare Program: Continuing Education
- 1. Child development
- 3. Caring for children with exceptionalities
- 7. Behavior guidance
- 8. Leadership, child care administration, or mentoring
- 10. Working with families
Child Care Training Regulations
- 1. Child Development
- 4. Positive behavior management
- 5. Curriculum development policies and responsibilities
- 6. Supervision of children
- 21. Providing developmentally appropriate activities and experiences for children
- 22. Inclusion of children with special needs
Guidelines for Afterschool, Summer, and Youth Development Programs
- 1. Relationships
- 3. Programming and Activities
- 4. Youth Leadership and Engagement
- 6. Cultural Competency, Responsiveness, and Inclusion
- 7. Assessment, Planning, and Program Improvement
- 8. Staff and Professional Development
ECE Competencies
- 1. Child Development and Learning
- 2. Culture, Diversity and Equity
- 3. Relationships, Interactions, and Guidance
- 7. Special Needs and Inclusion
- 8. Learning Environments and Curriculum
Quality Standards for Expanded Learning
- 1. Safe and Supportive Environment
- 2. Active and Engaged Learning
- 3. Skill Building
- 4. Youth Voice and Leadership
- 6. Diversity, Access and Equity
- 7. Quality Staff
Core Knowledge Areas from the Michigan Core Knowledge and Core Competencies for the Early Care and Education Workforce
- 1. Child development and learning
- 3. Family and community collaboration
- 5. Teaching and learning
- 7. Interactions and guidance
MOST (Michigan Out-of-School Time) Standards of Quality
- 2. Human Relationships
- 5. Program Activities
Teachers of Early Childhood Education Subject Matter Standards
- 1. Child Development and Learning
- 2. Developmentally appropriate learning experiences
- 4. Assessment, evaluation, and individualization
- 5. Historical and contemporary development of early childhood education
Ignite Afterschool
- 1. Intentional Program Design
- 2. Supportive Relationships and Environments
- 3. Youth Voice and Leadership
- 4. Responsiveness to Culture and Identity
Early Care & Education Professional Development Content Areas
- 1. Child Development and Learning in Context
- 2. Families - Teacher Partnerships and Community Connections
- 4. Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
- 5. Knowledge, Application, and Integration of Academics Content in the Early Childhood Curriculum
- 6. Professionalism as an Early Childhood Educator
Program Content
- 2. Interpersonal Relations
Afterschool Program Standards
- Program Content
Early Care and Education Professional Competency Goals for Staff
- 1. Child development, including discipline, guidance, nutrition, injury control and safety
Afterschool & Youth Development Standards
- 1. Programming & Youth Development
- 3. Environment & Climate
- 4. Relationships
- 6. Staffing & Professional Development
- 7. Organizational Practices
Early Care and Education Professional Competency Goals for Directors
- f. Advocacy for the Center, Parents, children and Staff
Core Competencies for Early Childhood Practitioners
- 1. Child growth and development
- 4. Family and community partnerships
- 5. Learning environments and curriculum
- 6. Interactions with children
- 7. Program planning, development and evaluation
- 8. Professionalism and leadership
Afterschool Network Best Practices
- 1. Prepared Staff
- 4. Promotion of Varied Youth Engagement
- 7. Sustained Student Attendance and Access
All Staff Annual Training
- 1. Child growth and development
- 2. Social and Emotional Development
- 3. Child Guidance
- 5. Special Needs
- 6. Professional Development
Director Annual Training
- 1. Curriculum
- 4. Child Guidance
- 5. Professional Development
Afterschool Alliance Best Practices
- 1. Prepared Staff
- 2. Intentional Programming
- 3. Alignment with School Day
- 4. Promotion of Varied Youth Engagement
- 6. Promotion of Safety, Health and Wellness
- 7. Sustained Student Attendance and Access
Early Learning Staff Professional Development Areas
- All Staff Annual Training
- Director Annual Training
Department of Social Services, Child Care Services (CCS): Pathway to Professional Development
- 1. Child growth and development
- 3. Guidance and behavior management
- 9. Communication and relations with staff
- 10. Cultural diversity
- 11. Learning environments
- 12. Age-appropriate activities and planning
- 13. Professionalism
- 14. Partnerships with parents
- 15. Inclusion of all children
Competencies for Early Childhood Educators and Administrators
- 1. Child growth and development, and learning or courses that align with the competency domains of child growth and development
- 6. Professional development and leadership
- 8. Teaching practices
OST Quality Guidelines
- 1. Diverstiy, Equity, and Inclusion
- 3. Human Relationships
- 5. Staff Qualifications and Training
- 6. Youth Development and Engagement
Academic Standards: Essential Skills
- 3. Civic/Interpersonal Skills
Early Childhood Education and Care Department
- 1. Child growth, development, and learning
- 3. Family and community collaboration
- 4. Developmentally appropriate content
- 5. Learning environment and curriculum implementation
- 7. Professionalism
Out-of-School Time (NMOST) Guiding Principles
- 3. Relationships
- 4. Family and Community Partnerships
- 5. Cultural Relevance
- 6. Programming
- 8. Staffing and Professional Development
Department of Early Learning and Care: Training
- 1. Diversity
- 2. Family and Community Systems
- 3. Human Growth and Development
- 5. Learning Environments and Curriculum
- 7. Personal, Professional & Leadership Development
- 8. Program Management
Afterschool Network Quality Standards
- 1. Environment
- 2. Relationships
- 4. Programming
Early Childhood Professional Learning Categories
- 1. Learning Communities
- 5. Learning Designs
- 6. Implementation
Network for Youth Success Quality Self-Assessment (QSA) Tool
- 1. Environment & Climate
- 3. Relationships
- 4. Staffing & Professional Development
- 5. Programming & Activities
- 7. Youth Participation & Engagement to Care
- 8. Parent, Family, & Community Partnerships
- 9. Program Sustainability & Growth
NYC DYCD Core Competencies for Youth Work Professionals
- 1. Knowledge of the principles and practices of child and youth development and ability to use this knowledge to achieve the goals of the program.
- 3. Ability to promote an inclusive, welcoming, and respectful environment that embraces diversity.
- 4. Ability to foster academic and non-academic skills and broaden participant horizons.
- 7. Ability to develop leadership, team-building and self-advocacy skills among participants.
School Age Child Care
- 1. Principles of Childhood Development
- 3. Child Day Care Program Development
- 10. Adverse Childhood Experiences, Focused on Understanding Trauma and on Nurturing Resiliency
Afterschool Network Quality Standards
- 1. Foster positive relationships between program participants and staff
- 4. Promote high levels of student engagement
- 5. Provide appropriate levels of structure as well as opportunities for autonomy and choice
Afterschool Network
- 1. Guidance toward healthy relationships
- 7. Program planning and evaluation
- 8. Cross-cultural competence
Child Care Training & Education
- Standard 1: Learning Environment/Developmentally Appropriate Practice
After School Program Quality Standards and Indicators
- 1. Health, Safety and the Environment
- 2. Relationships
- 3. Programming and Activities
- 4. Staffing and Professional Development
Early Learning and Development Standards
- 2. Social and Emotional Development
Afterschool Standards
- 1. Human Relationships
- 3. Programming and Activities
Core Knowledge and Competencies
- 4. Learning Environment and Curriculum
Building Blocks for Out-of-School Time Quality
- 1. Intentional Program Design
- 2. Supportive Relationships & Environments
- 3. Youth Voice, Leadership, and Engagement
- 4. Responsiveness to Culture & Identity
- 6. Organizational and Leadership Management
- 7. Ongoing Staff Support and Volunteer Development
Early Learning eGuidelines Competencies
- 1. Introduction to Inclusive Child Care
- 4. Preparing for and Including Young Children in the Child Care Setting
- a. Introduction to Inclusive Child Care
- d. Preparing for and Including Young Children in the Child Care Setting
Core Knowledge and Competencies for Early Childhood Professionals
- 1. Management
- 2. Child and youth development
West Virginia Afterschool Program Quality Standards
- 2. Diversity, Equity and Inclusion
- 3. Family, School and Community Connection
- 5. Indoor and Outdoor Environments
- 6. Intentional Relationships
- 8. Activities
Afterschool Program Quality Guidelines
- 1. Operations
- 2. Programming
- 3. Relationships
Program Quality Practices
- 1. Physical Environment, Curriculum, and Program Activities
- 2. Assessment, Planning, and Improvement
- 3. Relationships
- 4. Child and Youth Engagement
- 5. Families and Communities
- 7. Leadership and Administration
- 8. Professional Development
Afterschool Alliance's Quality Standards
- 1. Planning a safe, healthy learning environment
- 3. Positive ways to support children’s social and emotional development
- 4. Strategies to establish productive relationships with families
- 8. Principles of child growth and development
Child Care Centers Professional Growth and Development Training Requirements
- 1. Planning a safe, healthy learning environment (includes nutrition)
- 3. Positive ways to support children’s social and emotional development (includes guidance and discipline)
- 4. Strategies to establish productive relationships with families (includes communication skills and cross-cultural competence)
- 8. Principles of child growth and development
Department of Human Services Division of Child Care and Early Childhood Education Child Care Licensing Unit
- 1. Proper supervision of children
- 2. Behavioral guidance practices
Standards for Quality Afterschool Programs
- 1. Safe and Appropriate Program Environments and Facilities
- 4. Positive Youth Development
Workforce Knowledge and Competencies
- 2. Alignment with CDELS
- 2. Learning Environment and Curriculum (LEC)
- 3. Positive Interactions (PI)
- 5. Child Observation and Assessment (COA)
Quality Afterschool Guidelines
- 1. Quality Environments
- 2. Supporting Children and Youth
- 4. Safe Environments
- 6. Quality Staff
Hawaii OST Quality Guidelines
- 2a. Youth Learning and Development
- 2b. Staff Professional Development and Leadership
After School Network
- 1. Relationships — Interactions and Engagement
- 3. Environment
- 6. Staffing/Professional Development
Virginia Partnership for Out-of-School Time Quality Standards
- 1. Relationships, Culture & Diversity
- 2. Staffing, Volunteers & Professional Development
- 5. Active & Engaged Learning
- 8. Environment (Indoor & Outdoor Spaces)
Child Care VA Standards
- 10. Inclusion of All Children
- 13. Foundations of Child Development and Approaches to Learning
Core Competencies for Early Childhood Professionals
- 1. Safe Environments
- 2. Healthy Environments
- 3. Learning Environments
- 5. Cognitive Learning
- 6. Communication
- 8. Self-Esteem
- 9. Social Development
- 10. Guidance
- 11. Family Relationships
- 12. Program Management
- 13. Professionalism
Goals for Program Management and Delivery
- 1. Safe, Healthy, and Orderly Environment
- 2. Qualified and Diverse Staff
- 3. Opportunities to Learn in Diverse Environments
Goals for Program Connections
- 4. Positive Participant and Staff Interactions
- 6. Consistent Participant Attendance
Goals for Program Participants
- 8. Improved Academics Achievement
- 9. Greater Creativity and Well-Being
Child Care Facilities: Staff Development Topics
- a. Planning a safe, healthy learning environment
- c. Positive ways to support children's social and emotional development
North Carolina Center for Afterschool Programs (NCCAP)
- Goals for Program Connections
- Goals for Program Management and Delivery
- Goals for Program Participants
Family/Community Relations
- 1. Working with parents and families
- 4. Cultural diversity/awareness
Child Growth and Development
- 2. Children with special needs
- 2. Interpersonal Relationships
- 4. Program Environment
- 6. Social/emotional development
- 7. Challenging behaviors
- 10. Family/Community Relations
Child Growth and Development
- 2. Children with special needs
- 2. Interpersonal Relationships
- 4. Program Environment
- 6. Social/emotional development
- 7. Challenging behaviors
- 10. Family/Community Relations
Career Development
- 6. Strategic leadership and planning
Ohio Department of Job and Family Services: Child Care Center Professional Development Training Topics
- Career Development
- Child Growth and Development
- Family/Community Relations
Quality Guidelines for Ohio's Afterschool Programs
- Child Growth and Development
The National Association for the Education of Young Children (NAEYC) Training
- 2. Child growth and development
- 4. Planning learning activities
- 5. Guidance and discipline techniques
- 6. Linkages with community services
- 7. Communications and relations with families
Early Childhood Educator Requirements: Birth to Second Grade
- 2. Developmental curriculum planning/ environment and curriculum
- 4. Positive behavior management/social-emotional development
Department of Early Education & Care Standards
- 2. Planning Programs and Environments for Young Children
- 4. Child and Classroom Management
- 10. Supervision or Staff Development in Early Childhood Education
- a. Diverse Learners
Pennsylvania Statewide Afterschool Youth Development Network (PSAYDN) Statement of Quality in Afterschool
- 2. Positive Connections
Professional Standards and Competencies for Early Childhood Educators (PA PSCECE)
- Standard 1: Child Development and Learning in Context
- Standard 4: Developmentally, Culturally, and Linguistically Appropriate Teaching Practices
Standards for Quality Afterschool Programs
- 2. Program Management and Staff
- 3. Communication and Interaction
- 4. Program Structure and Activities
- 6. Program Environment
Department of Children and Families (Annual In-Service Training)
- 7. Behavior management
- 16. Guidance and discipline
- 22. Developing special interest centers/spaces and environments
Afterschool Quality Standards
- 2. Staff and Youth Relationships
- 3. Youth Participation, Learning, and Engagement
- 5. Programming and Alignment with Regular School Day Learning
- 7. Staffing and Professional Development
Standards of Early Learning and Development
- 3. Quality Child Care and Licensing
Quality Standards for OST Programs
- 2: Relationships and Interactions
- 3: Youth-Centered Program Design
- 4: Leadership and Management
Afterschool & Out-of-School Time Professional Network
- 3. Human Relationships
- 5. Programming and Activities
Department of Children & Families: Staff Training Requirements for Childcare Centers
- i. Child growth and development
- ii. Positive guidance and discipline
- iv. Family involvement and communication with families
- v. Program planning and development
- vi. Creating a classroom environment
Texas Partnership for Out-of-School Time (TXPOST) Standards of High Quality
- 3. Programming and Activities
- 4. Diversity and Inclusion in Programming
- 6. Relationships and Interactions
- 7. School Linkages
Early Childhood Education: Professional Development Areas
- Annual Training (1) Child growth and development
- Annual Training (2) Guidance and discipline
- Annual Training (4) Teacher-child interaction
- Pre-Service 3. Positive guidance and discipline of children
- Pre-Service 4. Fostering children’s self-esteem
- Pre-Service 6. Positive interaction with children
Statewide Afterschool Quality Standards
- 4. Professional Development and Qualifications
- 6. Youth Development, Programming, and Activities
B-3 Continuum
- 5. Joint Professional Development
- 6. Aligned Curriculum and Instruction
Quality Standards for Out-of-School Time Programs
- A. Safe and Healthy Environments
- B. Positive Relationships
- C. Intentional Programming and Activities
- D. Equity and Inclusion
Early Childhood Education Professional Learning Standards
- C. Program administration, planning, development, or management
Department of Education and Early Development (DEED)
- Biennial and Quadrennial Requirements: 3. Equity Training for Educators
Quality Standards for Nevada OST Programs
- c. Program Management & Professional Development
- d. Program Structure, Curriculum & Activities
Department of Education: Standards for Professional Development
- f. Strategies for working with children with disabilities
- g. Classroom management, which must include, without limitation, positive discipline and guidance and social, emotional, and academic development
- h. Culturally and linguistically responsive pedagogy
Division of Early Care and Education: Staff Development
- i. Child growth and development
- k. Guiding children’s behavior
- r. Business operations
Early Childhood Professional Development Framework
- Standard I: Designs/Plans Instruction
- Standard II: Creates/Maintains Environments
- Standard V: Reflects/Evaluates Teaching/Learning
- Standard VI: Collaborates with Colleagues/Families/Others
- Standard VII: Engages in Professional Development
- Standard VIII: Supports Families
- Standard X: Provides Leadership Within School/Community/Profession
Course Content
Module 1: Course Overview

Course Includes
- 21 Lessons
- 7 Topics
- 3 Check-ins
- Course Certificate