ELL Family Engagement Plan
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MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
KNOW THE PEOPLE
- What countries are represented?
- How many ELLs are U.S. Born?
- What language(s) are spoken?
- Are ELLs migrants, immigrants, refugees, etc.?
In order to be successful with target engagement, the first thing we must do is ensure we know the population we are trying to reach. We should gather information such as:
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GATHERING DATA
- Ask ell and bilingual educators
- Use district and community demographic data
- Surveys/questionnaires
This information can be difficult to access, but here are three ways to get started.
One could begin by asking the ELL educators. Community databases and school districts will most likely also have data on the community's inhabitants. Home language surveys are an additional way to learn of our community's diverse demographics.
One could begin by asking the ELL educators. Community databases and school districts will most likely also have data on the community's inhabitants. Home language surveys are an additional way to learn of our community's diverse demographics.
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Periodic meetings provide opportunities to engage families
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Meetings and regular communication are essential
Regular meetings are key opportunities to engage ELL students and their families. Communication is vital to not only keep families up to date with information they need to support their child's learning, but also help engage them in the process.
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COMMUNICATION CONSIDERATIONS:
TRANSLATION AND TELEPHONE PROTOCOL
Beforehand, several considerations should be made regarding translating and telephone protocol. It is essential to have a reliable translation process. This does not include:
-using friend or relatives to translate
-using students to translate
-speaking louder and more slowly
Our staff should be trained to use simplified English on the telephone, speaking clearly and using basic, non-complicated and proper speech.
-using friend or relatives to translate
-using students to translate
-speaking louder and more slowly
Our staff should be trained to use simplified English on the telephone, speaking clearly and using basic, non-complicated and proper speech.
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PLAN FOR MEETINGS
INVITATIONS, TARGETS, AND ITINERARY
Invitations: create invitations to the meeting that are easy to understand (for example sending translated invitations or making personal phone calls to the family). Open with clear targets and itinerary along with plenty of opportunity for questions and involvement from the attendees. The meetings should have….
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THE MEETING SHOULD HAVE...
- Translators: staff or known community members
- Services (childcare/food)
- Varying start times (to accommodate work schedules)
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MEETING STRUCTURE:
- Begin and end on time
- Have clear agenda
- Introduction activity
“Have a fun, new introduction activity at the beginning of each meeting. For example, pinning a note on a map of where you are from and sharing something about that place with others”
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Showcase Curriculum:
-show, rather than tell
-Showcase student work
-share videos made by students
Curriculum: “show, rather than tell parents and family members about what their student is doing at school. Showcase student work by sharing videos made by students describing what they have been doing in the classroom.”
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LEARNING ACTIVITY!
ENGAGE ATTENDEES IN SIMPLE, FUN GAMES
o Learning Activity “Studies have shown that families are more likely to participate in learning activities at home if given the opportunity to do so in a meeting such as this. Play something simple and interactive such as dice games for math or word games with cards.”
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TARGETED INFO:
- General school system
- Tracking child's progress
- Using e-resources, like websites
- Parent teacher confrences
- Continuing education options
- Strategies for helping children with homework
- Social services, such as: tax advice, immigration information, health/medical care
“As I mentioned previously, these meetings provide an excellent opportunity to target ELL families with information such as:
- The school system in general
- How to track child’s progress
- How to use electronic resources (such as website)
- Parent-teacher conferences
- Standardized testing
- Special services (free lunch, after/before school….)
- Continuing education options/college application process
- Supports for helping child learn at home/homework
-
Social services
Tax support
- Immigration support
- Health/medical care
- The school system in general
- How to track child’s progress
- How to use electronic resources (such as website)
- Parent-teacher conferences
- Standardized testing
- Special services (free lunch, after/before school….)
- Continuing education options/college application process
- Supports for helping child learn at home/homework
-
Social services
Tax support
- Immigration support
- Health/medical care
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SCHOOL COMMUNITY: ACTIVITIES/EVENTS
“In addition to meetings, events and activities can provide excellent engagement with ELL students and their families. Three suggestions for this year include:
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ACTIVITY 1: COMMUNITY GARDEN
- Set up a community garden on the property.
- Food could be distributed to needy families within the school community.
- Inform parents and students and set up regular times for volunteer work in the garden.
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Activity 2: back to school BARBEQUE:
First week of school, parents/students have non-threatening way of meeting teachers and staff. Train teachers and staff on explaining key procedures for school operations, hand out vital information in various languages, etc.
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ACTIVITY 3: CULTURE/PA NIGHTS
- Music/food
- Story telling (in local language)
- Educational/informational session: bring in guest speakers(immigrant parents too!)
Culture nights/ PA session: parents to teach other parents about various topics such as medical issues/care, legal process, taxes, or even a grown-up type show and tell, learning about others jobs and crafts/skills. This could afford a community networking system, which allows everyone to help another out.
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REFERENCES
SEE NOTES BELOW FOR REFERENCE LIST
Resources
Arias, Beatriz; Morillo-Campbell, Milagros. (2008). Promoting Ell parental involvement: challenges in contested times. Retrieved from www.files.eric.ed.gov/fulltext/ED506652.pdf
Breiseth, Lydia (2011). A guide for engaging ELL families: Twenty Strategies for School Leaders. Retrieved from www.colorincolorado.org/sites/default/files/Engaging_ELL_Families_FINAL.pdf
Calderón, M. E., & Minaya-Rowe, L. (2003). Designing and implementing two-way bilingual programs. A step-by step guide for administrators, teachers and parents. Thousand Oaks, CA: Corwin Press.
Flannery, Mary Ellen. (2009). Welcoming ELL parents into the classroom. Retrieved from http://www.nea.org/home/37022.htm
Robertson, Kristina. (2015). Bilingual family night for ELL families. Colorin Colorado. www.colorincolorado.org/article/bilingual-family-night-ell-families
Arias, Beatriz; Morillo-Campbell, Milagros. (2008). Promoting Ell parental involvement: challenges in contested times. Retrieved from www.files.eric.ed.gov/fulltext/ED506652.pdf
Breiseth, Lydia (2011). A guide for engaging ELL families: Twenty Strategies for School Leaders. Retrieved from www.colorincolorado.org/sites/default/files/Engaging_ELL_Families_FINAL.pdf
Calderón, M. E., & Minaya-Rowe, L. (2003). Designing and implementing two-way bilingual programs. A step-by step guide for administrators, teachers and parents. Thousand Oaks, CA: Corwin Press.
Flannery, Mary Ellen. (2009). Welcoming ELL parents into the classroom. Retrieved from http://www.nea.org/home/37022.htm
Robertson, Kristina. (2015). Bilingual family night for ELL families. Colorin Colorado. www.colorincolorado.org/article/bilingual-family-night-ell-families
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