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.

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.

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.

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.

The post Americans Love Their Local Schools appeared first on The Latino Family Literacy Project.

2015 was a very busy year for education but one of the biggest stories was the reauthorization of the Elementary and Secondary Act. This new authorization revamps the No Child Left Behind Act that was passed in 2001. On December 10, 2015, President Obama signed the new act into law.

While there are still remnants from that 2001 reauthorization, the new act gives states wide discretion in setting goals, determining how to make schools and districts accountable, and deciding how and when to intervene in low-performing schools. There are still going to be tests, as was required under the No Child Left Behind Act; however, now the states will be using other factors to measure accountability, including locally oriented and evidence-based interventions, school climate, opportunities students have to learn, teacher engagement, and access to advanced coursework. The bottom line is the power of the Department of Education has been tempered under this new law.

One important change is that the performance of every sub-group, such as English-language learners, students in special education, racial minorities, and children in poverty, will be measured separately. This will have an effect on the accountability plans that states have to submit starting in the 2017-2018 school year. States can now pick their own goals regarding English-language proficiency (now one of the top three academic indicators), tests, and graduation rates.

There are some slight changes for Title I and Title III funding as well as budget increases in both titles. Title I, under the new law, changes from “improving the academic achievement of the disadvantaged” to “improving basic programs operated by state and local agencies.” Spending under Title I, Part A, increases from the current level of $14.4 billion to $15 billion in 2017, and to $16.2 billion by 2020. Funding for reading programs (Part B), migrant education (Part C), and intervention programs for at-risk children (Part D) will remain the same. Right now, states can set aside 4% of Title I funding for school improvement purposes and that will be increased to 7% under the new law. For Title III, which covers instruction for English-language learners (similar to what it did under No Child Left Behind), the funding will increase for the Title’s three subparts from $737 million per year in 2015 to $885 million annually by 2020.

The Latino Family Literacy Project provides workshops for teachers to help Spanish speaking parents learn to read with their children and learn English together with their children. We can go right to your school district. Find out more about workshop options.

The post The Every Student Succeeds Act: ESEA Reauthorization 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.

Title I of the Elementary and Secondary Education Act (ESEA) is the largest federal assistance program in our nation’s schools providing over $14 billion to schools with high percentages of children living in poverty. Funds are distributed through state departments of education according to the number of students living in poverty in school districts. Schools with 15% or more of children in poverty may be selected as Title I schools. Those with 40% or more can operate school-wide programs. Those with 75% or more must receive Title I funds.

Given its importance to public schools, we are providing some news updates regarding Title I for 2015.

– New York State is using Title I School Improvement Grants to pilot a Socioeconomic Integration Program to help increase student achievement in up to 25 low-performing Priority and Focus schools beginning with fiscal year 2015. According to the New York Education Department, Title I Focus Districts with poverty rates of at least 60% and at least 10 schools in that district are eligible to apply for the new grants. Program design for these grants include dual language programs designed to meet the needs of English Language Learners (ELLs) living near the school.

– The National Title I Conference will take place in Salt Lake City from February 5-8, 2015. The conference theme is “Leading with Wonder,” and will celebrate 50 years of Title I. The theme comes from comes from President Johnson’s comments at the signing of the Elementary and Secondary Education Act of 1965, creating Title I: “Remember the magic time when the world of learning began to open before our eyes.” The National Title I Association is made up of Title I Directors and it’s website notes that it “is dedicated to improving and implementing the Title I program so that more children reach their academic potential. The Association provides educational leaders at the state and local levels with the opportunity to work together to share ideas on effective and innovative programs, identify problems and solutions, and represent the needs of Title I families.” Click here for more on the conference.

– The SEDL National Center for Family and Community Connections with Schools offers a toolkit for Title I. In this toolkit, SEDL provides detailed explanations of the Title I, Part A parental involvement provisions as well as thirty-three tools to assist state departments of education, districts, and schools in meeting these requirements. Both the explanations and the tools are designed to help educators increase parental involvement and provide opportunities for parents to engage in and support their children’s academic achievement. Learn more.

The Latino Family Literacy Project can help you meet your districts’ goals for Title I Programs for Parent Involvement with Hispanic parents.

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