5.+Parent+&+Community+Collaborations

Andreina & Monica


– N.R., Brooklyn parent of 8th grader
 * // “I am a committed mother. I make sure my sons do their homework and get to school. I am active in my community. But how can I participate in my sons’ schools if I can’t communicate with people there?” //**

**//__Research__//****//://**


===The premise of the article above is that Latino Immigrant parents do want to be involved in their children’s education but due to language barriers it may seem otherwise.In addition the article state that studies have shown that for a meaningful experience for ELLs in the classroom to happen, bringing students prior knowledge into the classroom helps the students build on their education (scaffolding on prior knowledge) and having parents involved in the process is imperative for their growth academically. Latino parents are an important factor in the education of their children. The article mentioned a ongoing project called the CREDE projects, which help parents and educators work together to create better learning opportunities for the student. This project shows that 66% of the participating Latino parents reported aspirations for their children to attend college.Moreover, a study done from 1989- 1995 on 81 ELL students on their educational progress and their parents beliefs showed that parents had high aspirations for their child's education regardless of their SES. Therefore, this articles portrays that Latino immigrant family want the best education possible for their children which is why they came to this country, USA, to provide their children with a good education to be able to live the "American Dream". ===

===Advocates for Children of New York (2004). Denied At the Door: Language Barriers Block Immigrant Parents from School Involvement. A Report by the New York Immigration Coalition: //February 19, 2004,// 1-55. === ===__ [|http://www.advocatesforchildren.org/pubs/LAreport2-18-] ____ [|04] ____ [|.doc] __ ===

===In New York City, 53% of all school children come from homes where English is not the primary spoken language. Despite this vast number of limited English proficient students, New York State and City continue to fail at ensuring that immigrant and limited English proficient parents have the most basic access to their children’s schools. This report addresses the lack of meaningful access given to parents with limited English proficiency to their children’s schools due to language differences, and a deficiency in available translation and interpretation services. Survey’s were distributed and completed by 915 limited English-speaking parents with children in varying NYC schools. According to the data collected, there were four main issues pertaining to immigrant parents’, their level of engagement in their children’s school, and NYC school systems: a)//Translation of Written Information//, b)//Provision of Oral Interpretation// c)//Participation in School Activities//, and d)//Harmed by Lack of Services//. Survey data revealed problems with parents receiving === ===translated materials and having access to interpretation services in their children schools. Report findings such as the following are important because it demonstrates the significant problems presented to immigrant parents when attempting to communicate with NYC school systems and engage in their child’s education. As much as parents wish to take a proactive stance in their child’s education, they are unable to do so for reasons outside of themselves; this in turn only harms and further adds to the academic issues ELL students and children of immigrant parents face. ===

===**Harry, B., Waterman, R. (2008). Building Collaboration Between Schools and Parents of English Language Learners: Transcending Barriers, Creating Opportunities.** ===

===This article provides us with a brief on what issues and barriers exist between schools and parents of English Language Learners. The issues/barriers that exist are the following: having access to the means and opportunity for parent-school collaboration-parents do not always have access to certain educational information due to language barriers therefore parent-teacher collaboration are nonexistent; language barriers and access to effective opportunities lack of access to information about the U.S. school system and diverse families; Special Education and disability issues - some parents may not understand what having a disability is like and may often time feel that their child is not behaving or that they are going through a stage. In addition, educators may feel the parents are in "denial" which may not be true; immigrant isolation, and undocumented legal status. The brief has recommendations on how these issues can be resolved which are that schools and principals provide support for parent involvement, that educators initiate effective communication with parents, that the principal offer open-ended meetings involving teachers and parents, offer skilled based workshops and informational meetings, approach school-site decision making bodies differently, assign staff time specifically to the work of parent school collaboration, offer parents an English as a second language class or a family literacy program, create and support a school based parent volunteer program, create and support parent leadership development, create and support a district-level parent school advisory. Based on this brief, it shows that in order for a bilingual program to be successful everyone needs to work together to reach a common goal otherwise these issues/barriers will always exist. ===

===Orozco, G. L. (2008). Understanding the Culture of Low-Income Immigrant Latino Parents: Key to Involvement. //The School Community Journal, 18,// 21-38. ===

===The current study is a qualitative case analysis that examines low-income immigrant Latino parents’ perceptions about their roles as parents. === ===Educators and school administrators tend to have faulty perceptions concerning low-income immigrant parents, such as they place low value on education and achievement, which often impacts the level of educational engagement these parents have in their children’s schools. Immigrant parents nurture, guide and teach their children in the context of their family’s culture and language; and although they play an important role in their child’s education, their expertise of their child’s abilities and capacities are often not sought. As a result, educational experts often discount a child’s culture and background when attempting to help them academically advance. One reason for this issue concerns the faulty perceptions educators have about this population. However, according the study’s findings, low-income immigrant parents are highly concerned about their children and tend to use their cultural beliefs and behaviors to raise them. Furthermore, immigrant parents stated they want to be involved in their children’s education and schooling experiences; as well as stress the importance of education because it leads to job success and a better quality of life. Recognizing and acknowledging the faulty perceptions people have regarding immigrant parents and their children is important because as research suggest, developing relationships and building collaborations between parents and school staff enhances parents’ desires to be involved in their child’s school; and parental involvement and academic motivation is highly correlated with academic success and dropout prevention. ===

==="//One of the most effective forms of parental involvement is one that engages parents in working directly with their children at home."// ===

===This article from the Daily News is about a NYC based organization that helps parents that do not speak English and/or with low recourses, navigate through the education system. The organization is called Advocates for Children (AFC). The organization explains to the parents their rights in their rights in their child's education- such as having an interpreter in the school, schools policy and discipline procedures. The AFC has also created a website that parents can visit online with vast information about NYC schools. This organization helps parents of ELL students to understand how the education system works which is beneficial and much needed in immigrant communities. ===

===ETA / Cuisenaire is an educational publisher who develop educational products for students. Recent research from the Michigan Department of Education demonstrated that family participation in education is twice as predictive of students’ academic success; and that communication is an essential ingredient to getting and keeping this active involvement. ETA / Cuisenaire aims to work with schools to encourage parents to become involved in their children's education and help them become literate. Currently, the educational product ETA / Cuisenaire developed is called //Home Team Advantage,// which is an at-home learning program. It consists of resources that are academically focused and aligned with school curriculum; and is designed to engage families in their children’s learning and academic development**//.//** ===

//**YouTube Video:**//
===<span style="display: block; font-family: Arial,sans-serif; height: 540px; left: 0px; margin-bottom: 0px; margin-top: 0px; overflow-x: hidden; overflow-y: hidden; position: absolute; top: 9810px; width: 720px;">ofrece asesoria sobre sistema escolar en Nueva York Special Ed Assessment Help for NYC Latino parents with NYCDOE system (article in Spanish)http://www.nydailynews.com/latino/espanol/2008/11/18/2008-11-18_grupo_ofrece_asesora_sobre_sistema_escol.htmlThis article from the Daily News is about is a NYC based organization that helps parents that do not speak English and/or with low recourses, navigate through the education system. The organization is called Advocates for Children (AFC). The organization explains to the parents their rights in their child’s education- such as having an interpreter in the school, schools policy and discipline procedures. The AFC has also created a website that parents can visit online with vast information about NYC schools. This organization helps parents of ELL students to understand how the education system works which is beneficial and much needed in immigrant communities.**//__ Contributions __//****// : //** ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">//**Contributions:**//
===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">The contributions and work efforts placed into researching //Parents and Community// were equally shared between the group members: Andreina Garcia and Monica Smith. Both members created the PowerPoint and wiki space; with Andreina contributing the final picture as well as the YouTube presented. As for the PowerPoint, the group members met twice outside of class to discuss the theme of the topic and the overall format and look of the presentation, with Monica completing the final draft and uploading it unto Blackboard. Additionally, both members contributed to the final annotated bibliographies and corresponding references. Collaboration efforts enabled an efficient presentation and pleasant experience. ===