The Latino Family Literacy Project provides workshops and webinars for school teachers and school staff for Parent Involvement. Staff will learn how to provide a culturally relevant model for parent involvement, family reading and vocabulary development.

The following is a list of useful resources and programs for ELL students living in New Mexico.

State of New Mexico Informational Resources:

• New Mexico Public Education Department: http://ped.state.nm.us/ped/index.html
• ELL Support Page: http://ped.state.nm.us/ped/Bilingual_index.html
• WIDA English Language Development Standards: https://www.wida.us/standards/eld.aspx
• WIDA (World-Class Instructional Design and Assessment) is an organization comprised of a number of different states throughout the country dedicated to raising the standards of bilingual education policies and monitoring the progress and development of ELL’s in the United States.
• New Mexico State Board Learning Standards Assessments: http://ped.state.nm.us/AssessmentAccountability/AssessmentEvaluation/index.html
• Title III Information: http://www.ncela.us/t3sis/NewMexico.php
• New Mexico English Proficiency Assessment Standards: http://ped.state.nm.us/AssessmentAccountability/AssessmentEvaluation/index.html

Educational Programs and Learning Resources:

• The New Mexico Association for Bilingual Education – The NMABE is an advocacy organization dedicated to promoting bilingual education for grades K-12 throughout the state. They focus on professional development, linguistic diversity, and increased resources for bilingual programs as well as research application and dissemination: http://nmabe.net/
• New Mexico Education Association – The New Mexico affiliate of the American Federation of Teachers which works to advocate for and establish a standard of success and excellence in public schools within the United States: http://www.nea.org/home/49832.htm
• Lectura Books – Publishers of award-winning English and Spanish language development books for infants to teenagers, including the 2014 Moonbeam Award Winner for Best Children’s Book, (Spanish) Boy Zorro and the Bully.
• Lectura Books Professional Development Workshops – Training workshops designed to assist teachers, aides, and parental coordinators with implementing aspects of the Latino Family Literacy Project, which meets compliance with Title I and Title III Parent involvement initiatives: https://www.latinoliteracy.com/workshops/
• Family Phonics Workbooks: An English vocabulary program for parents and children learning English, taught using a simple method to teach parents strong English vocabulary and proper pronunciation through the use of phonics: https://www.lecturabooks.com/family-phonics-workbooks/

If you liked this blog, visit out our Facebook and Twitter page. We frequently post updated and relevant information related to ELLs.

The post ELL Student Resources and Support in New Mexico appeared first on The Latino Family Literacy Project.

LEARNING TOGETHER: Local program reaches out to Latino parents and children to teach language skills
October 29th, 2016, by Jennifer Middleton in Texarkana NewsRead.
See All Press for The Latino Family Literacy Project

Mindy Basurto, M.Ed., Coordinator Multilingual Education

Mindy Basurto leads a discussion about “Graciela’s Dream,” a book in English and Spanish that lays out necessary information about applying for college, with high school students and parents on Monday at Highland Park Elementary. The family literacy program has a class for parents of elementary age students that focuses on helping parents help their children with reading, and a class for parents of high schoolers that helps with applying for college and financial aid and the unique circumstances Latino students may face. Photo by Joshua Boucher /Texarkana Gazette.

The families of several Latino students in Texarkana Independent School District are learning English along with their children in a new program held at two elementary schools.

Latino Family Literacy Project classes meet at Nash and Highland Park elementaries and are designed to promote reading at the family level to bring enhanced literacy in both English and Spanish. Both schools were named primary bilingual campuses six years ago.

College-Awareness Program

Perla Hernandez, 13, and her mother Euarista Sandate…Photo by Joshua Boucher /Texarkana Gazette.

Jennifer Cross, Highland Park’s principal, said she first became aware of the program about three years ago, and thought it would be a benefit to her Latino students.
“As we are teaching the children to be biliterate, many of our parents are still Spanish-speaking,” she said. “So this way, they are learning English. It has that ESL (English as a Second Language) component where they are learning English vocabulary and those type things, as well as just promoting that family time together around literacy.”

The Latino Family Literacy Project has won many awards, including the White House naming it a Bright Spot in Hispanic Education. Taught across the nation, the program has a 90 percent success rate.

Materials are printed in both English and Spanish and contain stories specific to the Latino cultural experience. Each week, the class goes over a story, and the parents take the books home to read to their children. Homework is also assigned and is discussed at the next meeting.

Mindy Basurto, TISD’s coordinator of Multilingual Education, said the ultimate goal for the program is to raise the literacy levels of all the district’s Latino students.

“That is somewhere where, traditionally, English language learners really struggle,” she said. “It is their second language, and we want to strengthen that through their families. There’s only so much you can do in the school day, but when you enlist the help of the families, I think that’s where we really get the most bang for the buck.”

Fifteen families of first- and second-graders have been attending the 10-week session classes at Nash and were chosen by the staff to participate in the program. At Highland Park, 20 families of students in pre-K through fifth grade were selected.

Nash Principal Patti O’Bannon said the families who attend the classes on her campus are bringing food to the meetings.

“I think that’s kind of a tradition. They’re really enjoying it,” she said. “I’ll be honest, I was kind of surprised that we had the participation and that parents are continuing to come week after week. Not only are they coming, but they’re coming with their homework completed.”

O’Bannon added that the parents are learning and putting effort into the program because they have a desire to learn the English language.

Family Reading Program for English Learners

“They’re benefiting from it, as well as the family unit, in creating these family reading routines and things like that at night with their kiddos,” she said.
Keeping the classes small is another goal of the program, Basurto said, because it makes the participants feel more comfortable in discussing the material and asking questions.

“The goal for Latino Family Literacy is about 20 (families), because when you have moms and dads, and we’re teaching them in a small classroom environment, we want them to feel comfortable asking questions and talking and really digging into the material,” she said.

A program for Latino high school students and their families is also held at Highland Park to guide them through the processes of applying to college. All Latino families at Texas High were sent an invitation, with senior students receiving phone calls telling them about the program.

“It is more about college literacy, learning about financial aid, who can go to college, and learning about the cultural barriers for Latino families,” Basurto said. “We wanted to strategically look at seniors first.”

During the six-week program, which will continue to be offered throughout the year, speakers are scheduled to give the students guidance in navigating the college world.

“We bring in people from our district and local colleges to help our students think about that transition and meet people and feel confident,” Basurto said.

A spring session will also be offered, and the district is making plans to offer the Latino Family Literacy Program on all campuses next year.

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Sign-up for a workshop with The Latino Family Literacy Project.

The post Recent Press in Texas about ELL Parent Programs appeared first on The Latino Family Literacy Project.

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 following is a list of useful resources and programs for ELL students living in Virginia.

State of Virginia Informational Resources:

• Virginia Department of Education: http://www.doe.virginia.gov/
• ELL Support Page: http://www.doe.virginia.gov/instruction/esl/index.shtml
• WIDA English Language Development Standards: https://www.wida.us/standards/eld.aspx
• WIDA (World-Class Instructional Design and Assessment) is an organization comprised of a number of various states designed to establish and implement bilingual education policies, in addition to the regular monitoring of progress and development of ELL’s in the United States.
• Virginia Proficiency Learning Standards Proficiency Examination Program: http://www.doe.virginia.gov/testing/test_administration/index.shtml
•  Title III Information: http://www.ncela.us/t3sis/Virginia.php

Educational Programs and Learning Resources:

• Virginia State Education Association – Regional affiliate of the National Education Association, the biggest education lobby in the United States, tasked with promoting legislation to support teachers and educators and make new funding resources available to the education profession: http://www.nea.org/home/49818.htm
• Virginia Parent Information Resource Center – PEATC (Parent Educational Advocacy Training Center) – A federal program designed for promoting successful teaching partnerships between parents, teachers, and school administrations to improve the educational structure for children in grades K-12 from all backgrounds, cultures, ethnicities and/or disabilities: http://www.nationalpirc.org/directory/VA.html
• Lectura Books Professional Development Workshops – Training workshops designed to assist educators and school administrations with implementing aspects of the Latino Family Literacy Project, which meets compliance with Title I and Title III Parent involvement initiatives: https://www.latinoliteracy.com/workshops/
• Latino Family Literacy Project School and District Staff Development Workshops – Teaching workshops designed for helping parents and teachers alike to help Spanish-speaking children learn English to build their literacy and vocabulary skills, while instructing school districts how to work with Spanish-speaking families in order for their children to excel academically: https://www.lecturabooks.com/professional-development/
• https://www.lecturabooks.com/product/house-literacy-elementary-collection” target=”_blank”>The House of Literacy Book Set – Available in Pre-School and Elementary levels, these collections contain of books are designed to help parents of ELLs read to their children in Spanish while providing an opportunity towards improving English language vocabulary skills. These sets encourage parental involvement in the English Language education of their children: https://www.lecturabooks.com/product/house-of-literacy-preschool-collection/

If you liked this blog, visit out our Facebook and Twitter page. We frequently post updated and relevant information related to ELLs.

References

https://www.lecturabooks.com/product/house-literacy-elementary-collection/

http://www.migrationpolicy.org/research/states-and-districts-highest-number-and-share-english-language-learners

http://www.migrationpolicy.org/research/top-languages-spoken-english-language-learners-nationally-and-state

The post English Learner Programs and Resources in Virginia appeared first on The Latino Family Literacy Project.

In December of 2015, President Obama signed the Every Student Succeeds Act (ESSA), the latest update to federal education law and a bipartisan bill that aims to repair “the overuse of standardized tests and one-size-fits all mandates” and to empower “states and school districts to develop their own strategies for improvement.” One provision of ESSA which could potentially create powerful change for some underserved populations is that in 2017-18, states can award up to 3 percent of their Title I funds to districts for providing direct student services (Title 1 provides funding to schools with high numbers or percentages of children from low-income families). Direct Student Services (DSS) come in a diverse range of forms and applications, ranging from personalized tutoring to expanded technology access to broader advanced class offerings and credit-recovery programs for students who are struggling. According to Ed Excellence, based on 2017 estimates, the DSS funding from Title 1 “ranges from just over $1 million in Wyoming to over $54 million in California.”

Chiefs for Change is a non-profit network of state and district education leaders which campaigns for student and family centered education policies and reforms, such as increased parental choice. Chiefs for Change created a helpful policy brief on this provision of ESS. The brief shares that there are six basic steps for schools to take when they want to implement DSS using Title 1 funds: the state consults with school districts, the state develops a local application, the state awards competitive grants to districts, the districts choose the specific types of DSS they need to and will offer, the districts identify eligible providers, the families of eligible students choose DSS services, and the states and districts provide oversight. Education Post shares in an article that ESSA “gives states the ability to set meaningful, performance-based criteria for programs, ensure coordination, and leverage broader state initiatives.” States will have to prioritize schools that are in high need of intervention. Districts will choose whether to apply for the funds and how to spend them, with state guidance.

The fact that parents and families can choose the services that best aid their student is an empowering attribute of this program for families of struggling or underserved students. Their students will have access to increased personalized learning opportunities, career and technical education (CTE) courses, and AP courses, offered online, in-person, and through blended courses.

The Latino Family Literacy Project specializes in dealing with students from low income families. If you’re interested in implementing a student-parent program at your school, check out our website. We offer both in-person workshops and online training.

Socorro ISD has implemented The Latino Family Literacy Project at their school and has reaped great benefits from the program. Here is a testimonial video from them showing the success they had with the parent programs.

The post ESSA Increases State DSS Funding appeared first on The Latino Family Literacy Project.

Hispanic culture is known to have strong oral traditions, expressed through storytelling, lyric poetry, riddles, jokes, folk prayers and incantations, songs, and many other formats. Samuel G. Armistead, author of Pan-Hispanic Oral Tradition, defines oral tradition as “any manifestation of folk culture that includes the use of language. Creativity, ongoing evolution, and chronological depth are also essential factors.” The University of North Carolina School of Education shares that “Mexico has a strong oral tradition, in which knowledge is passed down through generations via storytelling and the use of proverbs.” Proverbs are statements that share common sense advice in a sometimes metaphorical, concise, and pithy manner. The spoken word being used to impart knowledge and understanding through the use of proverbs, fables, songs, folklore, and other mediums is a central and enduring part of Hispanic familial and cultural routines and structures.

Oral Traditions Share Family Values and History

Oral traditions, such as storytelling, are different from the act of reading aloud because the storyteller knows the story, rhyme, or song by heart. The absence of a book and the storyteller’s use of variations in voice and gesture create a vividness and intimacy between the storyteller and the listeners. In an article called Building Bridges with Stories in The Storytelling Encyclopedia, Melissa Heckler and Carol Birch write, “The longevity of the oral tradition is a testimony to the power of the told story. Stories improve understanding by building bridges of intellectual, emotional, and spiritual connections among peoples.” One of the ways these powerful connections are built in the Hispanic storytelling tradition is within families. Stories may be shared while the family is resting, carrying out domestic tasks, gathered for socialization, or at other times. Many tales are passed down through generations from the old to the young. The young can learn about their family history, family roles, and the expectations and hopes that their family has for them through these stories.

Oral Traditions Transmit Culture

Oral traditions in Hispanic culture can also share information that extends beyond the immediate family to the culture as a whole. Young people may learn about roles in their community, cultural holidays, and important traditions. Members of a culture with a strong oral tradition use these narratives to better understand how to orient themselves in their culture. They will also begin to memorize and learn the songs, stories, and proverbs, which they in turn will pass down to the next generation, possibly with personal, contemporary changes or interpretations. As children’s author Uma Krishnaswami says in a video about the importance of intergenerational storytelling on Colorín Colorado, “The world is diminished in some way if stories from a number of groups of people aren’t shared and made available to everybody…storytelling is our heritage.” Oral traditions, such as storytelling, endure and evolve over time as the cultures they belong to evolve, and oral traditions continue to both record and affect people’s communal and individual identities and lives.

When Hispanic oral traditions are respected and integrated in classroom settings, all members of the educational community can benefit. The Hispanic members are able to feel culturally respected and supported by their school, while members from other cultures are given the opportunity to hear new stories, songs, and jokes and to experience diverse ways of learning.

Lectura Books  is a leading publisher of multicultural books and bilingual books with authentic stories. One popular book title is Maria de Flor. This book has a beautiful story about a family from Oaxaca, Mexico, that describes their deep-rooted tradition of how they celebrate their family members who are no longer here, but who they will always cherish. The Day of the Dead is a popular tradition and celebration from the Oaxaca region.

Visit Lectura Books Youtube page to watch a short clip of the book, Maria de Flor and to see many more examples of bilingual and bicultural books.

The post The Oral Traditions of Hispanics appeared first on The Latino Family Literacy Project.

1. Preschoolers are highly visual creatures. They are engaged through sight as much as they are through touch. Bright colors and shiny objects are just some of the items that capture their attention and engage their imagination. By contrast, getting them to understand the basics of literacy can be a challenge. Reading to a child is an activity that promotes the importance of story and serves as a valuable entry point to teaching them effective literacy skills. But reading to a preschooler is only one part of the process. Getting them to engage with literacy by their own accord is another. This can be done in a variety of ways that incorporate creativity and art in equal measure. Books that have pictures are a fundamental tool for teaching literacy in preschool. Appropriate age children’s books don’t rely as heavily on text as they do on illustrations, and this is one of the most important methods towards connecting art with literacy in teaching preschoolers how to read.

3. Then there are the activities that let them create their own stories. Drawing pictures on paper with pencils, crayons, and paints lets them create the image and the back story surrounding it. Collages are also a handy exercise that allows children to build a story through designing images in any order they see fit. Anything that enables a child to be creative will help foster their imagination to make a connection to other learning processes that are presented in the classroom setting. This can go a long way to improving their literacy skills by opening their minds to new ideas and promoting an interest and enthusiasm for learning. Incorporating art in the classroom may even spark an interest in the arts themselves, whether it’s drawing, painting, or even finding other creative outlets for self-expression as they grow older.

Lectura Books understands the connection between art and literacy and has published award-winning dual language books in English and Spanish specifically for preschool children. These books contain vivid, artistic illustrations that grab the attention of the reader. You can preview a few of the books used in the program on Lectura Books Youtube page.

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

The post 3 Ways to Connect Art with Literacy for Preschool appeared first on The Latino Family Literacy Project.

State of Florida Informational Resources:

• Florida Department of Education: http://www.fldoe.org/default.asp
• ELL Support Page: http://www.fldoe.org/aala/
• English Language Development Standards: https://www.wida.us/standards/eld.aspx
• Florida ELL Database Handbook: http://www.fldoe.org/core/fileparse.php/7587/urlt/0064430-1314-ell-databaseprogramhandbook.pdf
• Title III Information: http://www.ncela.us/t3sis/Florida.php
• Florida English Proficiency Assessment Standards: https://www.wida.us/assessment/ACCESS/

Educational Programs and Learning Resources:

• Central Florida TESOL – One of two Teachers of English to Speakers of Other Languages(TESOL) organizations in the state, dedicated to the advocacy and development of policies supporting equal opportunities for English Language Learners: http://www.centralfloridatesol.org/
• Sunshine State TESOL – The second advocacy group supporting educators in the development and implementation of language policy: http://sstesol.org/
• Florida Education Association – The Florida affiliate of the nationwide American Federation of Teachers which works to establish a standard for success and excellence for public schools throughout the state: https://feaweb.org/
• Family Phonics Workbooks: An English vocabulary program for parents and children learning English that uses a simple method to teach parents strong English vocabulary and proper pronunciation through the use of phonics: https://www.lecturabooks.com/family-phonics-workbooks/
• The Latino Family Literacy Project – A program that teaches parents how to read with their children, through developing routine reading habits that promote learning of English vocabulary together as a family outside the classroom. https://www.lecturabooks.com/parent-programs/
• The Latino Family Literacy Project Webinar Training: https://www.latinoliteracy.com/webinars/

If your school could benefit from ELL resources, Lectura Books offers award-winning bilingual books that can be used as a great teaching tool for English leaners.

If you liked this blog, visit out our Facebook and Twitter page. We frequently post updated and relevant information related to ELLs.

References

http://www.migrationpolicy.org/research/states-and-districts-highest-number-and-share-english-language-learners

http://www.migrationpolicy.org/research/top-languages-spoken-english-language-learners-nationally-and-state

The post Helpful Resources for English Learners in Florida appeared first on The Latino Family Literacy Project.

You can view a list of NYC’s bilingual and ELL programs on the NYC DOE site.

One of the main challenges to the program has been finding teachers who are bilingual themselves, licensed, and qualified to teach bilingual classes. With the increased need for teachers, there is an increased need for salary funding, which the $1 million allocated for the new ELL programs in the state may not cover sufficiently. The New York Times shares that Milady Baez of the NYC Education Department says the city is planning to open more bilingual programs and spend $40 million in the next school year to do so. In order to bring on more teachers, both the city and state are working to recruit language teachers and help new teachers to become licensed. Unfortunately, current teachers who switch to English language specialist positions lose seniority within the teacher’s union, and this challenge is also in the midst of being addressed. The New York City’s English Language Learners Demographics Report, based on 2013-14 SY ELL Data, shows that “43.3% (or 423,189) of all NYCDOE students report speaking a language other than English at home.” This statistic highlights the importance of these rigorous English language instruction reforms in New York, and of overcoming the impediments to their fulfillment.

Lectura Books provides dual language books for teachers and parents to provide meaningful learning tools for English Learners at any grade level.

The post What are the New Rules for ELLs in NYC Schools? appeared first on The Latino Family Literacy Project.

State of Washington Informational Resources:

• State of Washington Office of the Superintendent: http://www.k12.wa.us/
• State of Washington Migrant and Bilingual Education Office: http://www.k12.wa.us/Migrantbilingual/default.aspx
• ELL Assessment and Testing: http://www.k12.wa.us/assessment/StateTesting/MSP.aspx
• Washington English Language Proficiency (ELP) Standards: http://www.k12.wa.us/MigrantBilingual/ELD.aspx
• Title III Information: http://www.ncela.us/t3sis/Washington.php

Educational Programs and Learning Resources:

• Washington State Parent Information Resource Center – This site provides parents with resources, training and education for families of at-risk children, and statewide information distribution: http://www.nationalpirc.org/directory/WA.html
• Transitional Bilingual Instructional Program (TBIP) – A component of Washington’s Basic Education Act, the TBIP is designed for developing language proficiency standards and resources for ELLs : http://www.k12.wa.us/MigrantBilingual/BilingualProgram.aspx
• Washington Association for the Education of Speakers of Other Languages (WAESOL) – State of Washington organization of educational professionals to promote and implement ESL instruction and research policies for ELLs in grades K-12 in the public school system: http://waesol.org/
• The Latino Family Literacy Project Professional Development Workshops: Both in-person and online workshops that comply with Title I and III Parent Involvement initiatives. Trains teachers and school staff to implement English proficiency programs for ELL families: https://www.lecturabooks.com/workshops/
• Family Phonics Workbooks: An English vocabulary program for parents and children learning English that uses a simple method to teach parents strong English vocabulary and proper pronunciation through the use of phonics: https://www.lecturabooks.com/family-phonics-workbooks/
• The House of Literacy Book Sets – Available in Pre-School and Elementary levels, these collections contain a set of six books each, designed to help parents of ELLs read to their children in Spanish while providing an outlet through which to practice and improve English vocabulary as well. These sets encourage parental involvement in the English Language education of their children: https://www.lecturabooks.com/product/house-of-literacy-preschool-collection/ or https://www.lecturabooks.com/product/house-literacy-elementary-collection/

If your school could benefit from an ELL program, Lectura Books offers award-winning bilingual books that can be used as a great teaching tool for English Leaners.

If you liked this blog, check out our Facebook and Twitter page to stay updated. We frequently post relevant information related to ELLs.

References

http://www.migrationpolicy.org/research/states-and-districts-highest-number-and-share-english-language-learners

http://www.migrationpolicy.org/research/top-languages-spoken-english-language-learners-nationally-and-state

The post Links and Resources for English Language Learners in Washington appeared first on The Latino Family Literacy Project.