INVOLVING PARENTS AND THE COMMUNITY
Recommendations
Based on the experience in the Wyoming school district we examined, we offer the following recommendations to help schools involve parents and the community in the educational process.
Begin with the school itself. Make it evident through visuals that different languages and cultures are represented in the school. Visuals could include signs that say “Welcome” or “Visitors Must Check in at the Office” in another language, as well as artwork rep resenting another culture (or cultures). Reallocate library resources for buying books that are written in other languages and represent various cultures. Use other financial resources to purchase classroom materials that will broaden all students’ understanding of different cultures.
Use bilingual staff to the extent possible. If bilingual staff members are available in the district, use some of the approaches and ideas discussed earlier to guide their training and work with the parents of ELLs. It is important to note that bilingual paraprofessionals are exempt from NCLB’s “highly qualified” requirements if they work solely as translators or on parental involvement issues.
Involve the community. Besides involving the parents, it is important to search out other community members who share the same native language as the newcomers. Include them in all plans for building not only a family–school partnership but also a family- community-school network.
Hold regular meetings. Hold monthly or bimonthly meetings to inform parents how they can participate in decision making at their children’s schools, along with other ways they can contribute to their children’s education. Be sure to extend the invitation often and in several ways. During meetings, actively engage parents by having the facilitator check for understanding, ask for personal stories, and ask what else they would like to learn.
Offer ESL classes for parents. Districts can form partnerships with community colleges and other agencies to offer ESL classes to the parents of ELLs.
