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.

The post Building Positive ELL Parent – Teacher Relationships appeared first on The Latino Family Literacy Project.

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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When parents attend a meaningful literacy program, they really enjoy it. Especially when they receive books and materials and coaching on how to use the books with their children. Everything starts to change for the positive and they learn English skills in class with the teacher and with their own children at home. This video demonstrates how much the parents enjoy learning to help their children read and learn English together as a family. Click and See What Parents Have Say About attending a Literacy Program.

See What Parents Have Say About attending a Literacy Program
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When parents attend a meaningful literacy program, they really enjoy it. Especially when they receive books and materials and coaching on how to use the books with their children. Everything starts to change for the positive and they learn English skills in class with the teacher and with their own children at home. This video demonstrates how much the parents enjoy learning to help their children read and learn English together as a family. Click and See What Parents Have Say About attending a Literacy Program. When parents attend a meaningful literacy program, they really enjoy it. Especially when they receive books and materials and coaching on how to use the books with their children. Everything starts to change for the positive and they learn English skills in class with the teacher and with their own children at home. This video demonstrates how much the parents enjoy learning to help their children read and learn English together as a family. Click and See What Parents Have Say About attending a Literacy Program. When parents attend a meaningful literacy program, they really enjoy it. Especially when they receive books and materials and coaching on how to use the books with their children. Everything starts to change for the positive and they learn English skills in class with the teacher and with their own children at home. This video demonstrates how much the parents enjoy learning to help their children read and learn English together as a family. Click and See What Parents Have Say About attending a Literacy Program.

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What is the LLCF and what is LCAP?

Signed by Governor Jerry Brown in 2013, the Local Control Funding Formula (LLCF) is a new law that dramatically changes the way California school districts spends their funds on education. The new law allows school districts more authority in deciding how education dollars are spent, while holding them accountable for getting results, and concentrates more money to school districts that serve high-needs students.

I’m signing a bill that is truly revolutionary. We are bringing government closer to the people, to the classroom where real decisions are made and directing the money where the need and the challenge is greatest. This is a good day for California, it’s a good day for school kids, and it’s a good day for our future. – Gov. Jerry Brown

What is the LCAP?

The LCAP is a component of the LCFF and stands for Local Control and Accountability Plan. The LCAP helps with two things: it is the blueprint for how schools districts intend to meet annual goals for all pupils, with specific activities to address state and local priorities, and it ensures that school districts are taking additional measures to involve the community in the financial planning process.

The LCAP must reflect how a school district will concentrate its efforts on certain priorities such as parent engagement, implementation of new state standards, improving student achievement, and readying students for career and college. Moreover, school districts must provide opportunities for input from the community, such as teachers, principals, administrators, other school personnel, district’s unions, parents, and students. Before the LCAP can be adopted, the school district must also present their plan at a public hearing. Districts must reach out to parents through a parent advisory committee, and an English learner advisory committee when English Learners comprise at least 15% of enrollment.

How are funds being allocated?

Funds will go directly to school districts, rather than individual schools. Districts will receive a base grant, a supplemental grant, and, if certain conditions are met, a concentration grant. Base grants are allocated depending on the number of students in attendance in a school district. In general, the base grant will be larger for students in K-3 and largest for students in high school. Each school district will also receive a supplemental grant of 20% of the base grant for every English learner, foster youth, homeless youth, and low-income student enrolled. In addition, school districts with a high-needs population of more than 55% will qualify to receive a concentration grant for every high-needs student above the 55% threshold.

Visit the California State Department of Education’s website for more detailed information about LCFF guidelines.
For more reading, please visit EdSource Local Control Funding Formula Guide and their Top 10 Frequently Asked Questions.
For LCAP resources, visit Lectura Books for bilingual children’s books and for Parent Programs. The Latino Family Literacy Project can provide training for staff to work with hispanic parents in a parent involvement program for Title I or Title III ESL Programs.
California’s LLCF and LCAP for local control
 

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There are many ways for parents to be involved with kids in Preschool and Elementary grades, but what about when kids are in middle school and high school at the very time in their lives when their developmental age is naturally pushing their parents away?

In the middle and high school years, students may be seeking more autonomy from their parents, which makes the home school connection even more challenging for parents. That is why schools need to consider a structured way for parents to come to campus with their middle or high school student and be involved in encouraging their teen’s next steps. It’s just as crucial to be involved at this stage as being involved in their younger years with reading and homework.

And, if the teen years aren’t already challenging enough to stay close and connected, many Hispanic parents face a language barrier with teens who have been schooled in English, but the parents may not have the same English language skill set. Often parents are left feeling like they cannot help or even sometimes communicate with their teenaged children.

For these important reasons, Lectura Books publishes books and curriculum in Spanish and English so that the needs of the family are met. One of the main tools for this is the College Awareness Program, which uses a dynamic 10-chapter book to help parents and students learn about how to get to college.

The book is told through one family’s journey and how they worked out their challenges, discussed their old belief system, and financial concerns about college. The book is culturally relevant to a Latino family’s experiences as well as equally relevant to all families who wonder about how to support and encourage their teen with their dreams, which may be radically different than their own parents’ journeys, particularly if the parents did not go to college.

This is an age-appropriate novela style book that is enjoyed at the heart level and is far from the average cut-and-dried informational book.

Parents discover that they are their teens’ biggest supporters and they also learn how to maximize their help, because it really matters!

The program includes an engaging chapter book (in both English and Spanish) with illustrations and an interactive parent- student journal that introduces key educational terms. A step-by-step Teacher’s Guide with English As A Second Language curriculum is also included. Teachers can register online for a program training workshop or an online webinar.

The Latino Family Literacy Project can train school staff to provide a parent and student family engagement program using a 6-week curriculum, a culturally relevant chapter book, a premade PowerPoint, and parent/student handouts.

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The overwhelming research also concludes that the collaboration between parents and schools is the way to academic success for all students regardless of economic status or ethnic or racial background. One concept we found in our research is called “collective impact.” This occurs when all the stakeholders work together toward a common goal. It’s about building relationships with an emotional resonance that develops a bond between the school and parents to improve parent involvement. When parents trust that the school wants their involvement, a level of reciprocity between parents and teachers develops.

Parents know when a school is truly reaching out and building bridges of communication. The synthesis of the research on parent involvement stretches back decades and continues to build the case that there are certain core principles that make for successful parent involvement and family engagement practices.

Three essential elements in any successful parent involvement in education program include:

1) parents knowing that their involvement is critical to their children’s success in school;

2) parents believing that they can have a positive effect on their children’s education; and,

3) parents trusting that both the school and their children want them involved.

Getting to the place where parents are comfortable about engaging with the school and becoming involved doesn’t happen by accident. It is a process of guidance and support. It’s helping parents understand that the earlier they are involved in their children’s education, the better. It helps them understand that the most effective forms of parent involvement are those in which the parents learn to work directly with their children at home. It all starts with reading and moves on from there to other activities.

Here at The Latino Family Literacy Project, we work with teachers and staff to help them provide the guidance and support that parents need to be fully involved and engaged in their children’s education.

For more information on our programs, visit our website.

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California law states, “the government and the public schools of California have a moral obligation and a constitutional duty to provide all of California’s children, regardless of their ethnicity or national origins, with the skills necessary to become productive members of our society, and of these skills, literacy in the English language is among the most important”. By this statement, California dedicates its efforts to making sure that all students become English language proficient; this includes English learners and non-English learners alike. However, with English the chosen language of instruction, limited English proficient students miss out on the same opportunity of academic success as non-English learners.

According to the California Department of Education, monolingual English-speaking students enter school with speaking vocabularies between 2,000 to 8,000 words, vastly different from the vocabularies of entering English learners. Moreover, there are about 1.4 million English learners in California, constituting about 22.7% of total enrollment in California public schools. So how does California help their English learner population?

Many states and districts form committees with experts to help create guidelines to support their states’ teachers and staff who work with English Learners. The California Department of Education, for example, provides assistance to local schools and districts in helping English Learners achieve the following goals:

• Ensure that English learners acquire full proficiency in English as rapidly and effectively as possible and attain parity with native speakers of English.
• Ensure that English learners, within a reasonable period of time, achieve the same rigorous grade-level academic standards that are expected of all students.

In addition, the California State Board of Education has created a California English Language Development Standards Implementation Plan that provides a very thorough plan-of-action for helping English learners achieve school success. The plan “describes the rationale and strategies for the successful integration of the CA ELD Standards, which align to the CA CCSS for ELA/Literacy, to address the English language and literacy skills that English learners need in key content areas”. For additional information on CA ELD Standards and resources for teaching California’s English learners, visit the California Department of Education webpage here.

Getting Parents Involved

A portion of a good district plan includes working with English learners by providing English support and resources for parents. In fact, the California Education Code allows funding for schools “to provide adult English language instruction programs to parents who pledge to provide personal English language tutoring to California school children with limited English proficiency”. Essentially, the provision facilitates increasing parent involvement and developing English language vocabulary skills for English learners –both of which are keys to school success and goals of The Latino Family Literacy Project.

As of yet, parent involvement doesn’t have a lot of structure and standards. However, if a district coordinates its efforts to have all schools provide the same program for strong outcomes in parent involvement with English learners, they can reach their goals in graduating students with the language needed for academic success. The Latino Family Literacy Project is an example of an program designed for  English learners whose native language is Spanish. Moreover, our program also provides expert training to educators so they are equipped to help not only their students learn academic language, but also provide parents with effective strategies that will allow them to support their children as they learn academic language. For more information on our programs, visit our web page.

The post Getting Parents of English Learners Involved in California Public Schools appeared first on The Latino Family Literacy Project.

Research shows that parent involvement in their children’s education is one of the most important barometers for academic success and increasingly seen as an essential element of a school’s programming, and there is 30 years of support research.

The most important skill that a student can learn is how to read in English. Learning to read becomes the avenue to all other academic skills and successes. Becoming a reader is an easier process when parents are involved. This is especially true for English language learners whose parents are primarily Spanish speakers. In essence, the key to parent involvement for English language learners is to embed family reading in the educational process.

-Create an inclusive and welcoming environment. Parent involvement is an interactive process and is best accomplished by involving the parents in the learning process as much as possible. It’s best to start with informing Hispanic parents about the activities in the classroom and the events at school. Keep in mind that Hispanic parents may sometimes feel left out due to language differences.

-Two-way Communication. It’s good to listen and observe before reaching out. Get a sense of the Hispanic family home culture before communicating. Conveying a sense of respect and interest by listening to parents’ concerns, signals your sincere interest. Once you have a good sense of the home culture and the parents’ hopes and dreams for their children, then begin to communicate with parents every chance you can through bilingual and translated flyers, meetings (both formal and informal), using interpreters, and encouraging an atmosphere of excitement about learning. If the parents are excited about the learning process that enthusiasm will be transmitted to their children.

-Provide instruction and meaningful engagement. It will help to offer instruction, coaching and tips to parents about how they can be involved in their child’s learning process. For educators and teachers the goal is to support parents in their home. Providing meaningful material and coaching with effective strategies, and then discussing the importance of the home environment is crucial in this process.

–Make it a family experience. This method allows parents who speak Spanish to read the same books at the same time with their children who are learning English in school, and provides children the opportunity to practice reading to their parents in English.

Parent involvement and family reading go hand in hand and it only happens when the school is committed to real engagement with Hispanic parents and their children. It’s a two-way process and given the immense amount of research regarding the importance of parent involvement and the fundamental role of reading in education, reaching out to Hispanic families is a must to ensuring academic success for their children.

Still not sure? Contact our office for an information kit at info@Latinoliteracy.com

The post Reaching Out To Hispanic Parents to Improve Family Reading appeared first on The Latino Family Literacy Project.

This has been the bedrock strength of this country and we can’t afford to lose it. Children model their parents and it’s up to parents and teachers to show children the beauty and power of reading. If you can read, you can do almost anything because you can imagine almost anything. The time has come to provide an infrastructure for real parent involvement to provide the necessary skills for parents so they can offer reading and learning opportunities to their children in their homes. The reading routine developed in the home will transfer to the school. Reading is the first educational skill, the first principle and foundation of everything else from math to science to history and to writing.

We can’t afford to wait another generation before we have a true infrastructure for parent involvement and the development of a home reading routine. The time is now. Too many parents are living in survival mode and there’s no time to waste. They need our help to develop the next generation of engineers, scientists, teachers, businesspeople and innovators. It doesn’t have to be difficult or a mystery. It’s simple. That is, once they learn specific strategies about how to do it. It starts with the parents’ attitudes. Reading should always be approached as an enjoyable activity, not a chore.

The Latino Family Literacy Project uses curriculum that is simple to follow, that is based on state standards for reading and meets the parents where they are at now. We also base our curriculum on books that are fun to read, easy to follow and filled with colorful and engaging illustrations. The early years are the most critical years for young children. One of America’s favorite and most beloved presidents, Abraham Lincoln, would read anything he could get his hands on as a child. He particularly loved fables and famously plowed the fields of his family farm with a book in his back pocket.

Oprah Winfrey once said that books were her “pass to freedom.” She grew up on a farm in Mississippi and books showed her that there was a whole world beyond her everyday life. Books opened her eyes to all of life’s possibilities.

Parents can start with what they know and build on their own skills. The key is our support for supporting language and literacy development in the family setting. When children see their parents with books in hand and get to sit in their parents’ lap and turn the pages of a book together, we witness the beginning of reading and a good education. Creating a language rich home environment is The Latino Family Literacy Project’s main goal.

The post The American Tradition of Reading with Our Children appeared first on The Latino Family Literacy Project.

The U.S. Department of Education requires that public schools and state agencies act to overcome the language barriers that impede equal participation by students in their instructional programs.

In a letter dated January 7, 2015 titled Dear Colleague Letter: English Learner Students and Limited English Proficient Parents, The U.S. Department of Education comments:

“Ensuring that SEAs and school districts are equipped with the tools and resources to meet their responsibilities to LEP students, who are now more commonly referred to as English Learner (EL) students or English Language Learner students, is as important today as it was then. EL students are now enrolled in nearly three out of every four public students, and all students, have equal access to a high-quality education and the opportunity to achieve their full academic potential. We applaud those working to ensure equal educational opportunities for EL students, as well as the many schools and communities creating programs that recognize the heritage languages of EL students as valuable assets to preserve.”

The Latino Family Literacy Project specializes in programs for English Learners and Parent Involvement. We can train staff to provide programs for parents at your school, and we help teachers to understand the Hispanic parents using a whole new framework for participation. Our focus is to help parents learn to read with their children and develop English vocabulary together as a family.

The books in our program are published by Lectura Books and are designed to engage English Learner parents by structuring the culturally relevant stories and vocabulary review in each book to assist parents in accomplishing their goals with reading with their children and teaching vocabulary.

If you would like to schedule a teacher workshop at your district, please contact The Latino Family Literacy Project at: 1-877-LECTURA or by email.

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