Asylees—individuals who, on their own, travel to the United States and subsequently apply for or receive a grant of asylum
Asylees do not enter the United States as refugees. They may enter as students, tourists, or businessmen, or with “undocumented” status (U.S. Department of Health and Human Services, 2012)
Capabilities (skills and knowledge)—the abilities and understanding that immigrant students and families bring to the school community from their cultural experiences, as well as the understandings that need to be developed to comprehend the school environment
Connections (networks)—the influences immigrant students and families have and use as resources to guide them through the school environment, such as community organizations, churches, and support groups
Confidence (self-worth)—a feeling of self-assurance arising from one’s appreciation of one’s own abilities and qualities within the community and the school
Cognition (beliefs and values)—the process of examining beliefs and values and how they connect to the school community
Cultural competence—an awareness of one’s own cultural identity and views about difference, and the ability to learn and build on the varying cultural and community norms of students and their families
English learner (EL)—a student whose primary language is other than English and is in the process of acquiring the English language
At times, the terms EL and limited English proficient (LEP) may be used interchangeably when referencing federal statute.
English language proficiency—ability of a student to listen, speak, read, and write at a level that allows them to complete grade level class work in English
Local Educational Agency (LEA)—a public school district or open-enrollment charter school. LEA and school district are synonymous and may be used interchangeably.
Immigrant children and youth (Title III)—individuals that meet all three of the following criteria:
(A) are aged 3 through 21;
(B) were not born in any State*; and
(C) have not been attending one or more schools in any one or more states for more than three full academic years.**
*Children born to United States (U.S) citizens abroad (e.g., children born on a military base overseas) can be considered immigrants for purposes of Title III if they meet all the criteria in the definition of immigrant. For purposes of Title III, the definition of "state" includes each of the 50 states, the District of Columbia, and the Commonwealth of Puerto Rico. For this reason, children born overseas to U.S. military personnel, because they were not born in a State, can fall within the Title III definition of “immigrant child and youth” if they meet all of the other criteria of that definition.
**The criteria indicating three full academic years when identifying immigrant children and youth stipulates the number of months that the student has been in school in any one or more States must not add up to a total of more than three full academic years.
Refugee—a person who has fled his or her country of origin because of past persecution or a fear of future persecution based upon race, religion, nationality, political opinion, or membership in a particular social group (U.S. Department of Homeland Security, 2015)
Stakeholders—LEA/campus administrators, faculty, staff, parents, and community members
Student with interrupted formal education (SIFE)—a student in grades 4–12 who has experienced disruptions in his/her education in the native country and/or the United States, and/or are unfamiliar with the culture of schooling (Calderón, as cited in Robertson & Lafond, n.d.)
Supplant—to take the place of or replace another program or service
Title III, Part A funding must be used to supplement programs and services offered with Federal, State, and local funds, not supplant them.
Supplement—adds to, enhances, or increases the level of services
Title III, Part A funds must supplement programs and services offered with Federal, State, and local funds.
Unaccompanied youth—children who come into the United States from other countries without an adult guardian (USDE, 2016)