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ELL Family Involvement Plan
Transcript of ELL Family Involvement Plan
Manatee Y-Technological High School 2013
We are here to discuss an ELL Family Involvement Plan for the Manatee Y-Technological High School.
I am your host, Stephen Morton, the school's Language Arts Teacher.
We believe that all people have value and can add value.
We believe that embracing diversity strengthens communities.
We believe that the family is the first and most powerful influence in a person's life.
As members of the School District of Manatee County, it is our mission to inspire our students with a passion for learning and empowerment to pursue their dreams confidently and creatively while contributing to our community, nation and world.
Student Body = 187
The Manatee Y-Tech H.S. believes that it is imperative to develop a parent/family plan. We must empower all of our students (41% which are ESOL), and their families, as they develop academically, socially and culturally.
Every child has the ability to learn, and it is the duty of the educator to teach to the student's individual learning style.
It is important that our school is committed to providing our students and their family an intimate, family-oriented educational setting.
We must devote ourselves to improving the academic reading levels of low-performing students.
We must always aim to enhance the social development of our ESOL students through cultural, academic, artistic and character education programs.
It is crucial that we are always focused on utilizing innovative teaching strategies to motivate students towards high achievement and performance.
Parental Engagement Barriers
Parents perception of school culture.
Language Proficiency and Communication
Our Perception of
In order for us to be successful with our involvement plan, we must realize any potential engagement barriers.
Parent's Perception of School Culture
Latino parents have a deep respect for teachers. They believe that it is the school's obligation to educate their children, not theirs.
Latino parents play a different role in their child's education. They like to nurture their children and teach ten morale, respect, and good behavior so that their children go to school prepared to learn and behave appropriately.
Latino parents believe it is disrespectful to question a teacher's assignments and/or grades. They don't believe that doing so conveys parental concern and they are reluctant to do so.
Hispanic parents are customarily reluctant to assume more responsibility if asked by the school. They think they are overstepping certain boundaries or interfering with the teacher.
Language Proficiency and Communication
Spanish is the official language at home for all Latinos in ELL. In Mexican secondary schools, competence in English is unlikely even though it is taught.
Spanish is usually the only language spoken at home for ELL families. Thus, it is common for parents to rely on their children for interpretation when trying to communicate with the school.
The parents of many ELL students have not completed high school.
The ability of parents of ELL children to speak English is almost non-existent. Their inability to speak and understand English is a major obstacle of effective communication between the school and parents.
Hispanic families value the well-being of the group/family. Family comes first, and often parents, grandparents and children all live in the same home or nearby. Because Hispanic students value the well-being of the group and tend not do to anything that will separate them from the group, they are often confused by the competitive environment of American schools that stress individual achievement over cooperative learning.
Latino communities have strong family ties, are religious (predominantly Catholicism) and have a hard work ethic. In difficult economic times, it is common for families to encourage work over school even though they value their children's education.
Many children are taught early that European Americans are not trustworthy. Mexican Am. often teach their children to look toward European Americans with fear and hostility. Children have difficulty believing that European American professionals have their best interests at heart.
"Machismo" plays a significant role in Puerto Rican, Hispanic/Latino groups. It significantly influences behavior of adolescent males during the stage of identity formation. Boys and girls learn that machismo refers to a male's manhood, courage to fight, honor and dignity, keeping one's word, and protecting one's name. It includes, respect for others, love for the family, and affection for children.
School's Perception of Family Culture
Many educators in Manatee County view culturally diverse students as the problem, rather that coming up with strategic ways to teach diverse populations.
Educators tend to fall into the trap of believing that families of ELLs need to change their ways to become accustomed to the American system. Many teachers would rather blame the ELL population rather than take on the challenge of making necessary changes in their teaching or understanding of these diverse groups.
A report done by the North Carolina DOE in 2012 states that on a national average, black students are three times more likely to be suspended from school compared to white students, and Latino students nearly twice as likely.
More than one-million Hispanic/Latino American families live in poverty. This includes families from Puerto Rico, Dominican Republic, Spain, Cuba, Mexico, and Central America. Although educators should recognize (and respond appropriately to) the effects poverty has on academic achievement, some unfairly categorize these lower socioeconomic Hispanic/Latinos into unmotivated or underachieving academic groups.
Several parents of ELL students at Manatee Y-Technological H.S. either can not afford a car, or are too pressed for time to drive their children to school.
Many parents of minority students can not afford gas. They consider it a "major" expenditure and would rather not waste it on driving children to and from school. Others live too far from a bus stop.
Buses are the main form of transportation among most ELL families. Some families do not even own an automobile.
Traditional Methods for Promoting Parent Involvement
Parents will find time to read with children at home and assist with homework.
Be a leader in school clubs and organizations.
Volunteer for school functions and contribute a talent or trade associated with parent's own culture.
Become a classroom helper to gain a better understanding of what is being taught.
Attend all PTA Meetings and make open communication a primary concern.
Non-traditional Methods for Promoting Parent Involvement
Hold special meetings that teach parents about the American school system, and some key differences.
Hold a "Family Night" at school to advocate building relationships.
Provide school faculty with specialized training that teaches them how to connect with ELL families.
Provide translation resources (e.g. school newsletter, trained staff, bilingual LEP parents, web site).
Provide home support for students (such as HW with translation, online games families can play with children, a class web page, audio tapes with alphabet sounds, etc...)
What we can do
What Parents Can do
Comparing and Contrasting
No current plan in place
No similarities. The proposed plan is completely new to Manatee Y-Tech H.S.
Clearly states our mission to help ELL families
Outlines our beliefs
Explains our rationale
Discusses parental engagement barriers
Integrates our knowledge of deep and surface culture of our school's ELL population
Promotes traditional and nontraditional parental involvement components
Current Plan ---->
<--- Proposed Plan
Recommendations for Implementation
Believe in our mission and realize what is at stake.
Live by our beliefs as educators that ELL families need this specialized assistance.
Make sure everyone understands the plan in complete detail. Allow stakeholders additional methods to comprehend what it is all about.
Execute the plan. It is meaningless unless it is implemented.
Keep a clear identification of our goals/objectives, timelines and other constraints
Assign accountability for plan objectives and tactics to individuals (not groups).
Incorporate a communication plan, such as holding meetings, or a message board where we hold discussions.
Develop a system to monitor our progress and potential shortcomings.
Address the resources we may need, along with project needs and the need for any additional data.
Align elements of the plan into the day-to-day operations of the school.
Allow time for feedback and recommendations from those implementing the plan.
Recognize that the plan is never truly complete and will always provide ongoing direction and focus.