The poverty statistics for children in this country have reached alarming rates with a staggering 16 million children living at or below the poverty line in 2016. The reasons for these conditions are varied and don’t always require families to be out of work. Many of these parents are working, but their wages are too low or their unemployment status too unstable to maintain enough income to cover daily living expenses. For families who aren’t gainfully employed in some capacity, work opportunities are sparse and making an income is a challenge. Other factors, such as inadequate housing, community services, support systems in place, and violent, neglected neighborhoods, contribute to the growing poverty rate in American cities.

A child’s education and well-being are both negatively impacted by impoverished conditions. Academic outcomes are far less successful on average than with children who have access to resources. Their health is also affected, as children in low-income and poor families are more likely to be exposed to cigarette smoke and lead. These families are also food insecure, so children suffer malnutrition. All of these components come together to provide a very steep uphill climb toward academic achievement. Children who do not have access to simple resources for life are also severely disadvantaged when it comes to educational resources. Simple things, such as books, are not available for these children to read, and there are fewer books in the homes of impoverished families. Additional resources from school supplies to adequate transportation for a child to get to school play a role in the obstacles that impoverished families need to navigate.

With more people living in cities than ever before, the disadvantaged have a very difficult time surviving in an environment where so much of the population has migrated. Parents who don’t have sufficient educational preparation to find a good job rely on social services to help, but children living in these conditions have a tough time trying to rise above their situation. In some cases, a high value was never placed on education, so parental involvement is low. For others, parental involvement is a challenge because the parents do have jobs but work long hours to put food on the table. This can also present a similar difficulty for children to pursue an education.

The Latino Family Literacy Project is passionate about being part of the solution against poverty, and has developed an award-winning parent program specifically for Hispanic parents that includes the use of award-winning books.

The Latino Family Literacy Project understands the importance of parental involvement and provides staff training to use a bilingual family reading program. This program will guide teachers to work with students and parents from lower socioeconomic backgrounds to improve reading skills at home. If you’re interested in finding out more information about this program, please plan on attending a workshop or webinar, or schedule one in your area. They offer both online webinar training and in-person workshops. If you would like to preview a few of the books used in the program, please visit Lectura Books Youtube page.

For the latest information regarding parental involvement, visit our Facebook and Twitter. We look forward to hearing from you!

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Despite the media putting a spotlight on some of these opposing views, the influence of parents on a child’s learning is dramatically positive. Even if the parents themselves are unsure of how to help out with homework, their presence can be felt in making sure the child actually finishes it before class. Even this small step can demonstrate large dividends later on. If a child is struggling with their studies, parents can help them learn or find ways to get additional resources involved to ensure their child’s success. The changes in this involvement can be seen in the ways that parents choose to engage with their children. More of them are getting actively involved in helping with homework and incorporating education into family leisure activities, such as going to a museum or theatre to expose children to culture and history. Technology has also become more prevalent in the methods of education, such as mobile devices, software, and online resources that are readily available. Parents often times give their children access to these items and even use them alongside the child to help them learn.

Lectura books provides award-winning multicultural books. These books are a great tool for students and parents of diverse backgrounds. Multicultural stories allow both students and parents to be able to relate to the story and be more inclined to read and retain the information. This encourages more reading and speaking of English at home. Visit Lectura Books Youtube Page to see some of their most popular book titles.

The Latino Family Literacy Project are experts in working with Spanish speaking parents and can train your staff to work specifically with parents of diverse backgrounds at your school. The company offers both online webinar training and in person workshops.

Stay updated with the latest information about parental involvement and follow our Facebook and Twitter pages. We post new information every day.

The post The Changes in Parent Involvement Expectations Over 40 Years appeared first on The Latino Family Literacy Project.

The avenues of communication between teachers and parents are paramount in the successful academic outcomes of a child. Without a healthy back and forth of ideas between both stakeholders, the child could potentially fall through the proverbial cracks where their learning is concerned. Teachers are tasked with educating students during the school day and when children return home it’s the parent that must continue the encouragement of that education by helping them complete their lessons. When it comes to English Language Learners, teachers are often tasked with assisting parents in being a part of the educational process in the home.

This interaction between teacher and parent can proceed in a number of ways and cultural background often plays a role in the successful achievement of that interaction. Teachers who display positive and encouraging personalities are intent on sharing their excitement of the child’s accomplishments in the classroom, in a bid to inform and inspire the parent to get deeply involved in the educational process. However, studies have shown a proclivity for minority parents not to engage in school activities and these parent-teacher relationships are less positive than with those involving Caucasian families.

There are a variety of factors at play here, lower motivations and values placed on education and some of that sentiment may extend to the parents’ own experiences with schooling when they were children. These deep-seated attitudes can form strong barriers to parental engagement in the child’s education. Good personality can certainly be a helpful component in trying to bring the parent into the fold, while providing an inviting atmosphere and multiple methods for opening up the classroom to parents are also crucial to higher success rates in children. But teachers must also be cognizant of the potential for personality clashes that could emerge with one or both parents of a student.

Certain ethnic backgrounds have strong rules and mores that concern education and no matter how much a teacher tries to break through what is perceived as a barrier on his or her end, they may only be doing more harm than good when the parents don’t see that same barrier. In some Hispanic cultures, parents view the teacher as the top authority when it comes to the education of the child. Their lack of involvement isn’t born from disinterest but out of a belief that their opinion on the subject holds less weight than that of the educator. Teachers who press the issue of trying to teach the parents to be more involved in the child’s schooling could risk their actions being misinterpreted in a negative fashion and this could lead to a clash of personality between the two parties. Unfortunately, it’s the child who suffers most in that instance and teachers must be well-versed in the potential pitfalls that exist with parents of ELL’s and adjust their own personalities accordingly when trying to teach parents how to be more involved in their child’s learning.

If you or anyone you know is interested in implementing a parent involvement program please visit The Latino Family Literacy Project. This company understands the importance for parent involvement and has developed an award-winning program for teachers to provide to parents at their schools. If you would like to find out more information they also offer online Webinar training and in person workshops.

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Student populations are becoming more diverse and schools need to begin to foster an educational environment that is culturally aware enough to include all ethnic backgrounds in the classroom. Becoming more cognizant of the many cultures and ethnic groups that make up the student body will not only encourage children to seek out and learn about people and places that are foreign to them, but create an inviting and inclusive learning experience in which every child may participate to the best of his or her ability. This includes maintaining a focus on parental engagement as well, schools can go one step further in their effort towards culturally responsive teaching by developing a method for parental involvement, particularly with children who hail from families that are underserved in the community. Studies have shown that a growing percentage of Hispanic students are part of families where the parents completed only a portion of their own education. In addition, many Hispanic parents have a difficulty with access to teachers due to cultural and language difficulties that may exist. Some of them may also be wary of initiating or continuing any contact with the school due to their legal status.

Cultural awareness isn’t only about tolerance of other cultures in the classroom it also requires a knowledge of the specific backgrounds and barriers of the families of minority students. Hispanic parents decline to keep communication with teachers and school staffs for a variety of reasons and teachers should be trained in how to properly navigate these issues. A number of these families don’t feel welcome at the school, they are uncomfortable in social interactions with teachers, or believe that the school does not hold the same values as they do for the well being of their child. There’s a perception among some families that the school treats their children differently than others because they come from low-income backgrounds or live in public housing. Proper cultural awareness requires that teachers are equipped to navigate these matters successfully in order to steer the children towards positive and meaningful academic outcomes. The value of training teachers in cultural awareness is found in the effect it can have on the student body from all walks of life.

Many schools and programs offer bilingual support from teachers who have learned the language of the majority of English Language Learners in the classroom and they make a concerted effort to engage with the parents of these children in their native tongue. It’s a way to acknowledge the sensitivity of the family while also attempting to bring them into the learning process of the student in order for that child to achieve his or her goals in class.

The Latino Family Literacy Project can help your school with being more culturally aware. This award-winning program has years of experience working with teachers and culturally diverse students and parents. If you’re interested in finding more information about this program schedule a training meeting. They offer both online webinar training and in person workshops.

If you’re interested in the latest information regarding culturally aware classrooms visit our Facebook and Twitter. We look forward to hearing from you.

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What Can Title III Funds be Used for in Parent Involvement Efforts?

Title III of the Elementary and Secondary Education Act (ESEA) is the funding component that gives states the necessary financial resources to develop standards-based learning initiatives and programs for English Language Learners (ELLs) in the form of subgrants. These funds are designed to improve the academic outcomes toward English language proficiency and the school districts that benefit from these subgrants must demonstrate positive results on an annual basis.

Required Use of Funds

Support of High-Quality ELD programs

-Improve the instruction of ELs;
-Enhance the ability of teachers to understand and use curricula, assessment measures, and instructional strategies for ELs;
-Be scientifically research-based and of sufficient duration and intensity (Section 3115 (c) (2)).

Title III Immigrant Funds

Title III Immigrant funds can be spent on:

Other Allowable Use of Funds

Funds may be used to support additional, supplemental staff (counselor, paraprofessional, etc.) Upgrading program objectives and effective instruction strategies:

• Improving the instruction program for EL students by identifying, acquiring and upgrading supplemental curricula, instruction materials, and educational software;
• Tutorials and academic or vocational education for EL children;
• Developing and implementing and improving elementary school or secondary school language instruction educational programs (may be coordinated with other relevant programs and services);
• Activities that improve the English proficiency and academic achievement of EL children;
• Community participation programs, family literacy services and parent outreach and training activities to EL children and their families;
• Evaluation of ELD programs.

These efforts can be established either exclusively or in concert with parental resource centers that are created to better serve the needs of parents who are eager to become further involved in the education of their children but aren’t sure how to participate effectively.

The Latino Family Literacy Project specializes in training staff to work with Hispanic families. If you’re interested in setting up a webinar for your staff so that they can implement a parent program with strong proven outcomes, please contact us at 1-877-LECTURA.

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Of course, we have to ask why? And the answer is actually quite simple.

It’s the personal experience factor. Political scientist Robert Shapiro believes that, “Americans form their opinions about their local schools through their own contact with the schools and what their children are saying. What they experience more personally, they tend to have more favorable views about.”

Stephanie Kafka from Gallup also notes that, “These things are largely perspective. People have good day-to-day experiences with the schools they know, and they have fewer day-to-day positive experiences with the schools they don’t know. It’s more likely that you’ve seen enough at the local level to make yourself feel good about what they’re doing.”

As Jill Berkowicz and Ann Myers opine in EdWeek, “the love expressed by Americans for their community schools is the educational sweet spot for community and parental involvement and investment on the local level. Within the school and district, successful leaders prioritize bringing consensus around the core values, and around the central issues, practices, and messages of the school. School leaders can begin the invitation to the community by reaching out to even the most reluctant parents of elementary school children.”

In other words, “the sweet spot” in parent involvement is being connected with the local neighborhood school. Here, at The Latino Family Literacy Project, the connection to local schools is front and center in setting up successful parent involvement programs. See what parents have to say about The Latino Family Literacy Project and see for yourself how this program creates personal connections with the parents and students and schools.

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