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Woonsocket Education Department

Barriers to Parent Involvement for ELLs. Defining parental involvement only in terms of the schools' needs or in terms of a deficit-based perception of ELL familiesLack experience, resources, education/ therefore lack desire to engage with schoolsRole of school is to change the way in which EL

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Woonsocket Education Department

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    1. Woonsocket Education Department Rhode Island Department of Education ELL Program Directors’ Retreat August 5, 2009

    2. Barriers to Parent Involvement for ELLs Defining parental involvement only in terms of the schools’ needs or in terms of a deficit-based perception of ELL families Lack experience, resources, education/ therefore lack desire to engage with schools Role of school is to change the way in which ELL families engage with school

    3. Results Due to race, class, immigrant status, language proficiency and level of education, many ELL parents fit the description of a marginalized group. Term used to describe individuals who are labeled “outsiders” based on race, class, gender, sexual orientation, immigrant status, and physical ability. Researchers describe “marginalized” parents as those who are not “involved at the same rate as many white, middle class parents.” Marginalized parents often have limited exposure to schools, or prior negative experiences with school organizations.

    4. How to Address Developing ELL parental involvement includes: Supporting families Promoting communication Advocacy for empowerment ELL parents must be provided with an understanding of the school community that is historically situated in the mainstream culture dominated by middle class, English-speaking norms.

    5. Title I, Section 1112: Involve parents in the development of the Title I plan At PESLO meetings - presented plans for Title I and III spending for feedback Explanations as needed Adjustments to plans as appropriate

    6. Title I, Section 1116: Involve parents in the school improvement process PESLO ESL program planning/Title III expenditures Chapter 16-54 regulations PAC Report of Title III, Chapter 16-54 Title III Program/Community Outreach Recruits parents for representation on PESLO, building SITs/PTOs Encourages/facilitates parent communication to SITs, Principals vis-ŕ-vis ideas for improvement

    7. Title I, Section 1118e: Provide assistance to parents of children served, as appropriate, in understanding such topics as standards, assessments, child’s progress, work with educators to improve achievement Title III Program/Community Outreach Facilitate PESLO meetings Newsletters Translation at schools, administration, Truancy Court, disciplinary hearings, kindergarten orientation, parent/teacher conferences,Open Houses Home visits Title III Pre-School Outreach Home visits Accompany to kindergarten orientations

    8. Title I, Section 1118e: provide materials and training to help parents to work with their children to improve their children’s achievement (e.g. literacy training, using technology) Title III Program/Community Outreach Newsletters Title III Pre-School Outreach Teacher In-home lessons with a caregiver TIME teachers workshops Parent Centers in schools Plans for 09-10 Workshops specific to parents of ELLs

    9. Title I, Section 1118e: Educate teachers, pupil services personnel, principals and other staff, with the assistance of parents, in the value and utility of contributions of parents and in how to reach out to communicate with parents as equal partners Title III Program/Community Outreach TIME teacher meetings RI Parent Information Network

    10. Next Steps - PESLO Create a forum for dialogue between parents and schools COPLA model: Invite teachers/administrators to meetings: create parent representation learn more about their rights and tools needed to support their children with homework/other academic needs. Workshops for parents of ELLs

    11. Next Steps - Pre-School Expand experience Intergenerational literacy project Listen to and discuss children’s literature Kindergarten orientation for parents of ELLs Visit to ESL Kindergarten classroom Question & Answer session for parents of ELLs

    12. Next Steps - TIME Program Basic Needs Provide parents with access to local knowledge to build and coordinate service delivery Create social networks to promote services and recruit volunteers which results in: parent advocacy to gain access to school and community resources development of partnerships with diverse stakeholders active participation in school functions Require collaboration between Titles I and III

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