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CHAPTER 5 SCHOOLWIDE TOOL Conceptual Model for Parent Involvement in Education Depicted below is a model for successful parent and educator partnerships that increase student achievement. Your school community can use this model to examine and improve partnerships with all families, including those who are newcomers. Parents and educators partner to increase student achievement Involve parent leaders in policymaking • Train parents for site councils and advisory boards • Facilitate meaningful two-way involvement • Have parents help monitor and evaluate effectiveness of parental involvement policies Parents and educators work together to create policy that promotes increased student achievement Involve educators in policymaking • Train staff or site councils and advisory boards • Facilitate meaningful two-way involvement, including in development of plans to increase student achievement • Include parent input in evaluating effectiveness of parent involvement policies • Monitor compliance with parental involvement requirements Recruit and train parent leaders • Identify and recruit strong community candidates that represent the parent base • Train parents in advocacy skills • Train parents to understand data • Train parents to train other parents Parents and educators work to bridge the divide and create equitable, productive relationships Recruit and train staff to work with parents • Identify, recruit, and train staff on value of parental involvement • Help educators assess needs and create family-friendly schools • Train educators to understand data • Train educators to train other educators and parents Communicate rights, responsibilities, and opportunities to all parents • Communicate timely NCLB information, including accountability data, choice and supplemental educational services options, and information on teacher qualifications in core subjects • Inform all parents about opportunities for involvement at home and in school • Inform about parents’ rights and roles in school improvement in appropriate languages and formats • Provide materials and training to prepare parents to help their children increase academic achievement All parents and educators are informed and have an opportunity to support increased student achievement Communicate parent involvement policies and procedures to all educators • Communicate NCLB information, including accountability data, choice and supplemental educational services options • Inform all educators about opportunities to involve parents • Inform about educators’ rights and roles in school improvement PREPARING PARENTS PREPARING PARENTS & EDUCATORS PREPARING EDUCATORS Source: U.S. Department of Education, Office of Innovation and Improvement. (2007). Engaging parents in education: Lessons from five parental information and resource centers, Washington, DC: Author. Retrieved from http://www2.ed.gov/admins/comm/parents/parentinvolve/engagingparents.pdf U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 11 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
CHAPTER 5 SCHOOLWIDE TOOL Engaging Newcomer Families: Five Examples From the Field These examples demonstrate a wide range of approaches schools can take to engage newcomer parents and families. Use them to help your school staff gain insight and inspiration. Example 1: Engaging Families in Decision-Making (California) A quarter of the students in the Alhambra Unified Schools District in California are newcomers from various parts of the world. The district engaged families in decision making as part of a Safe Schools/Healthy Students (SS/HS) initiative. This initiative focuses on enabling students, teachers, families, and clinicians to come together to work on education and health issues. … To this end, the SS/HS Initiative created an ethnically diverse parent advisory board to provide a forum for family concerns. SS/HS staff worked with the schools to identify a variety of families, not just community leaders. Forty families joined the advisory board; many came as couples, demonstrating their commitment to their children’s success. To reach out to immigrants, every flyer, poster, and communication is translated into Cantonese, Spanish, and Vietnamese, and at every meeting, translations of speakers’ comments are provided via headphones. The Parent Advisory Board surveyed the diverse community about concerns and created Parent University, a daylong event to address barriers to children’s success. Gateway to Success also created a diverse student advisory board to provide a forum for student voices. Source: Education Development Center. (2011). Strategies for engaging refugee and immigrant families. Retrieved from http://www.promoteprevent.org/sites/www.promoteprevent.org/files/resources/strategies_for_engaging_immigrant_and_refugee_ families_2.pdf (See page 8; also see pp. 8-9 for additional successful activities and outcomes of Parent University and Gateway to Success.) Example 2: Parent Ambassadors Program (Tennessee) Launched in September 2014, the Parent Ambassadors program is a bridge between Metro Schools and Nashville’s New American community. Twenty volunteer Parent Ambassadors have been trained and paired with families who are new to Nashville schools and come from their same home country and/or speak their same native language. As part of this free program, the Parent Ambassadors provide families with information and guidance on navigating the school system. They also serve as advisers to Metro Schools, assisting school leaders on policies and practices that ease the transition into schools for new families and their students. Parent Ambassadors is a collaborative effort between the Office of Mayor Karl Dean and Metro Schools’ Office of Family and Community Partnerships and Office of English Learners. It grew, in part, out of Mayor Dean’s New Americans Advisory Council. Source: Metro Government of Nashville and Davidson Counties, Tennessee. (n.d.) Parent ambassador program [Web page]. Retrieved at http://www.nashville.gov/Mayors-Office/Priorities/New- Americans/Parent-Ambassadors.aspx Continued on next page U.S. DEPARTMENT OF EDUCATION • NEWCOMER TOOL KIT • CHAPTER 5 • 12 No official endorsement by the Department of any product, commodity, service, enterprise, curriculum, or program of instruction mentioned in this publication is intended or should be inferred. For the reader’s convenience, the tool kit contains information about and from outside organizations, including URLs. Inclusion of such information does not constitute the Department’s endorsement.
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U.S. Department of Education NEWCOM
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Contents Introduction . . . . . . .
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Chapter 5: Establishing Partnership
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CHAPTER 1: Who Are Our Newcomers? A
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Terms Used to Describe Newcomers
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Cultural Contributions Immigrants b
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IMMIGRANT SPOTLIGHT Paola Moya, CEO
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CHAPTER 1 RESOURCES PROFESSIONAL RE
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CHAPTER 1 RESOURCES Resource List A
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CHAPTER 1 RESOURCES Jacoby, T. (200
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CHAPTER 1 RESOURCES U.S. Citizenshi
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CHAPTER 2: Welcoming Newcomers to a
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It is fundamental to schools’ wor
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3. Communication with students and
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3. Communication with students and
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classes for parents, and an array o
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Process and Practice Components of
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Practice and Process Components of
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Practice and Process Components of
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CHAPTER 2 CLASSROOM TOOL Connecting
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CHAPTER 2 SCHOOLWIDE TOOL New York
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CHAPTER 2 PROFESSIONAL REFLECTION A
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CHAPTER 2 RESOURCES de Vise, D. (20
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CHAPTER 2 RESOURCES Plyler v. Doe,
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CHAPTER 2 RESOURCES U.S. Department
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Cultivating Global Competencies New
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These perspectives provide a platfo
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process; learning a second language
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• gain control of their own learn
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Misconceptions (continued) • Deve
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Key Attributes of Dual Language Edu
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their individual needs. The focus o
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CHAPTER 3 CLASSROOM TOOL Subject-Sp
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CHAPTER 3 CLASSROOM TOOL Checklist
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CHAPTER 3 RESOURCES Resource List A
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CHAPTER 3 RESOURCES English Languag
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CHAPTER 3 RESOURCES Institute for I
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