Go Beyond Providing Translations to Building Strong Parental

Go Beyond Providing Translations to Using
Effective Strategies that Build Parental Relations
Aristela Torres, ESL Coordinator/Teacher (atorres@clevelandcountyschools.org)
Laura Beaver, Title I Coordinator/Teacher (lbeaver@silverinkpublishing.com)
Jill Nolen, Parent Involvement Coordinator/Teacher (jnolen@silverinkpublishing.com)
Collaboration Between Federal Programs
to Increase Parental Involvement
Many students served through the ESL program at Springmore Elementary School also
qualify to receive Title I services. These students need additional literacy support to reach grade
level expectations and better perform within the regular classroom. Since there has been a
noticeable overlap in the students served through both programs, it became evident that we
should combine our efforts and funds to not only work with the children, but to also address the
needs of their families. Further collaboration of programs and funds at the district level and
between schools have been creatively utilized by Springmore’s ESL teacher to maximize the
learning and opportunities available to our ESL students and their parents.
Collaboration of Funds
(District Level, Between Schools & School Level)
 Title I
 Title III (LEP & Immigrant Grants)
 Pre-K (Transition/Ready-Set-Grow)
 District Level Child Nutrition Services
Collaborative Planning
(District Level, Between Schools & School Level)
 ESL Teachers
 Title I Staff
 Parent Involvement Coordinator
 Parent Resource Center Coordinator
Barriers to Parent Involvement
Logistical Barriers
 Time: Long distance to travel from work; not convenient
 Money: Work hard to provide basic needs & cannot miss work
 Safety: Rural; improperly lit; etc.
 Childcare: Limited extended support system/friendships
 Segmentation of Programs: Events offered at different places
Attitudinal Barriers
 Uncertainty: Unsure of their role in US public schools
 Dissatisfaction: Dissatisfied w/own ability to help
 Communication: Educational jargon increases distance
between school and families
Summer School Program
This past summer the ESL program worked jointly with the Pre-K
program to offer extended days for the top ten most at-risk ESL
students in grades K-2 at the two elementary schools in our district
with the highest population of ESL students. The coursework was
not designed to target remediation of specific skills. Its primary
purpose was to reduce the regression many student experience
from being immersed in the Spanish language during the summer
months. It extended the exposure these students have to the English
language and focused on a variety of topics and experiences many
ESL students would not have the opportunity to experience with their
families.






Target Population: Top 10 most at-risk ESL students in grades K-2
Length of session: 14 days
Staff: ESL Teachers
Curriculum Integration: Reading, writing, math and science
Field Trips
 Kidsenses Interactive Museum
 Cleveland Memorial Public Library: Each student received a library card
Collaboration:
 Pre-K: Expenses for bus transportation was paid for by the Pre-K summer school
transition program called “Ready-Set-Grow”
 District Level Child Nutrition Services: Provided lunch for the students at no cost to
the schools
 Title I: Title I staff provided a parent involvement “Treasure Hunt” event for the
students and their parents. Students and parents from the other participating ESL
summer school were bused over to Springmore for the event. Parents learned effective
strategies/activities they could use throughout the summer to keep their kids engaged
and to help prevent the summer slide.
Homework Club
This school year, Springmore is piloting a homework
club for the ESL students. The students are encouraged
to stay after school and receive assistance from highly
qualified staff with homework. This effort not only
improves the grades of the individual students, it also
dramatically supports the parents. The parents are
thrilled to know that their children are receiving help
in ways they are unable to currently provide.
 Target Population: All ESL students
(20+ students currently attend)
 Weekly Sessions: Wednesday & Thursday
(2:45-4:00 pm); Parents pick up their children
 Staff: Classroom Teacher, Certified
Paraprofessional & Student Volunteer from Gardner Webb University; Organized/Monitored by
Aristela Torres (ESL Teacher)
 Collaboration:
 District Level Child Nutrition Services: Provides after-school snacks for the students
 Title III (LEP & Immigrant Grants)
English Class for Parents
Last year, the parents of ESL students were invited to
participate in the Rosetta Stone English computer classes at
Springmore. Many parents received training in basic computer
skills prior to beginning the language program. The entire
family was invited to come to the school. A staff member
provided engaging activities for the children while the parents
had the opportunity to learn to read, speak and write
English. This program is being funded once again this year.
 Target Population: Parents of ESL students;
approximately 20 parents consistently participate
 Weekly Session: Monday evenings (5:00-7:00 pm)
at school and available through internet at home;
some parents have the program loaded on their laptops
 Staff: ESL Teacher (Aristela Torres) & Certified
Paraprofessional
 Cost: $99 per licenses; plus headphones w/microphones
 Collaboration:
 Title I: A Title I Paraprofessional provides engaging activities for the children that come
with their parents. The Title I parent center at the district level had previously purchased
the site license. Springmore was allowed to purchase 25 additional licenses to add to the
district’s site license.
 Title III (LEP & Immigrant Grants)
Family Involvement Events
As the ESL student population began to rise at our school, we felt like it was crucial for us to do more
than just translate documents and provide interpreters for our family events. The ESL and Title I staff
jointly worked together to plan family involvement events designed to embrace the Hispanic culture and
make our families feel more comfortable in our school.
Halloween Bash (see attached event planner)
This event coincided with our PTO Open House and Title I Annual Public
Meeting. ESL students and their families were invited to arrive an hour
early to participate in some Halloween fun. The ESL teacher introduced
the parents to Springmore’s Parent Resource Center (PRC) coordinator.
She assisted the PRC coordinator in showing how various materials
available for check-out could be easily utilized at home regardless of
English proficiency. The ESL students and their siblings were treated to
silly Halloween games during the parent session. Most of the parents
immediately signed up to participate in the check-out program. The PRC
and the coordinator position is funded through Springmore’s Title I program.
Mexican Fiesta (see attached event planner)
The ESL and Title students were invited to bring their families to an end-of-year
celebration. This event was specifically designed to recognize and celebrate
the Hispanic culture. Unlike most events at our school, this event presented
everything in Spanish and was “interpreted” in English. The parents were
thrilled to see the school and its staff embrace their culture. Families gained a
new sense of pride and belonging as a result of this event.
Visit http://www.kaplanco.com/PPPI for printable copies of the invitations, reminders,
sign-in sheets & additional resources for these two family involvement events.
Grades: K-5
Time: Evening Event (approx. 2 hours)
Description of Event: Students and their families are
invited to enjoy a light Mexican dinner. Following the dinner,
parents and children will be divided into groups and travel
through 6 stations ranging from a Nacho eating contest to
Mexican dancing. Summer reading tips will be shared at one
station and students will receive a poetry book and reading
card game. The event will end with a great time of breaking
the piñata.
Parent Sign-In
 Set up separate tables so families can sign-in by grade
level (Gr. K-1, Gr. 2-3 and Gr. 4-5) as they arrive.
 Have several sign-in sheets per grade level to speed up the sign-in process
 Each participant will receive a nametag. Nametags will be used to divide participants into
the six stations. Nametags should be color coded with Spanish colors. All participants from the
same family should receive the same colored nametag so they can remain together throughout
the event. Monitor how many nametags of each color are being distributed as participants signin in order to keep the group sizes close to the same size. (Example: If a family of five sign-in,
put a red label on each member. Record that the red group now has 5 participants. Assign a
different color to the next family and record the number for that color group and so on.)
 It may be best to assign one person to be in charge of grouping the families to make
sure you keep groups as even as possible.
 Assign a staff member to remain at the sign-in table to accommodate late arrivals and
lead them to a group to participate. (It is important to make them feel welcome.)
Getting Started: Cafeteria (approx. 30 min)
 Have parent/student teams meet in the cafeteria or multipurpose room for a Mexican meal.
 Once most families have eaten, welcome the participants and explain the layout of the
event and what will happen at each station. State all information in Spanish first, then translate
into English. Send families by color groups to their first station.
Event Movement
 Allow approximately 10 minutes per station and 5 minutes for movement to next station.
 Assign one person to man the intercom and be in charge of keeping up with the time
intervals. This person can announce when it is time to change stations. Make all
announcements and directions in Spanish first and then translate into English.
Mexican Fiesta Stations
Mexican Hat Dance
Materials: CDs, sound system, Mexican hats
Teacher will teach and lead each dance as a whole group. Parents are welcome to participate or just enjoy dances such as the Mexican Hat Dance, the Macarena and the Limbo.
Nacho Eating Contest
Materials: nachos, salsa, bowls, plastic table cloths, timer
Directions: Set up the bowls and nachos for a few people to participate in the contest at a time. Each
participant sits at the table. A “feeding” partner is blindfolded and stands behind each participant. He
slides his/her arms underneath the partner’s arms and attempts to feed the participant. Watching is half
the fun. Explain rules and the decided upon the allotted time. Due to safety issues, it is best if you have
the adults in the contest and the kids feeding them.
Making a Maraca
Materials: cups, rice, colored duct tape, markers, colored table cloths
Directions: Set up enough tables and materials so students and their family members can make maracas.
Decorate a few maracas ahead of time to scatter around on the tables for examples. Print easy directions
to put on each table or have a teacher explain the directions aloud for each group.
CINCO – (BINGO)
Materials: CINCO cards, markers or chips
Directions: Make a twist on Bingo by making a Mexican version. Select pictures of Mexican relate items
(hacienda, sombrero, Day of Dead skull, etc.) in each section on the playing card. Explain the rules for
winning a prize. Decide before hand if you will allow participants to win multiple times. Have enough
cards and prizes available. Young and old participants love BINGO.
Cinco de Mayo Candy Walk
Materials: candy bars, large number cards, small number cards in bowl, Mexican themed music,
CD player
Directions: Make large laminated cards with numbers 1-20. Tape the cards to the floor to make a large
circle. Each person playing stands on a number and starts walking slowly from one number to the next as
the music plays. Allow the music to play for about 1 minute, then pause the CD. When the music stops, a
teacher draws a number from the bowl and the person standing on that number wins a prize. Continue
the candy walk until it is time to switch stations.
Summer Reading Strategies
Materials: SLAM cards, summer reading handout, poetry books
Directions: Share summer reading tips and teach families how to play games with the SLAM cards. Give
parents the summer reading handout and each student a copy of the poetry book to take home.
To End the Event
Make an announcement for all families to return to the gym or multi-purpose room.
Thank families for coming and give any final announcements before breaking the piñata(s).
Break the Piñata
Materials: piñatas, candy, sticks, bags
Directions: Depending on the number of children you expect, you may need to hang 2-3 piñata(s). Divide
children into age groups if you use more than one and allow each child to have an opportunity to strike
the piñata. Have several staff available to ensure that every child gets some treats from the piñata.
Grades: K-5
Event Offered: Prior to PTO/Annual Public Meeting
Time: 45 minutes — 1 hour
Description of Event: Parents and children are invited to enjoy a
Halloween Bash right before PTO Open House/Annual Public Meeting.
Children will be treated to Halloween games and activities while their
parents are introduced to the parent resource coordinator and learn about
the resources available to them and their children.
Parent Sign-in
Assign a staff member to greet families as they arrive and assist them at the
sign-in table.
Getting Started
 Parents are sent to the Parent Resource Center or the workshop site.
 Children are sent to the media center or gym to start the Halloween
games and activities.
 Provide light refreshments for the parents and children. (Refreshment
ideas: green/orange/purple cupcakes with black spider rings, Cheetos,
grape/orange drinks or bottled water)
Parent Workshop: Parent Resource Center
Introduce parents to staff members at the school/district that can provide
them with resources and support. Share information with the parents on the
variety of materials and resources available through the Parent Resource
Center or other school/district programs. Parents should be shown a variety
of ways to use materials/resources available regardless of their ability to
speak or read English. Explain necessary checkout procedures and how
materials should be transported from school to home. Following the
presentation, allow the families to browse through the materials/resources
and ask questions.
Halloween Games/Activities Stations:
Depending on the size of the group, you can host the
activities one at a time or have multiple stations for the
students to rotate through or choose from during the event.
Find small toys (plastic fangs, tattoos, silly bands, stickers,
etc.) and candy at discount retail stores to give as prizes for
the games or in a treat bag at the end of the event.
Halloween Games/Activities Stations Continued:
Witches Brew
Materials: small and large cauldrons or black containers, large wooden spoon, set of
witches brew word cards & food, CD player, “Witches’ Brew” song by Hap Palmer
Witches’ Brew Word Cards & Food: werewolf hair (blue cotton candy), eyeballs (gummy
eye candy), earthworms (gummy/sour worms), boogers on a stick (large stick pretzels
dipped in Cheese Whiz that has been dyed green), bat poop (brown M&M’s)
Directions: Children will sit around the witches’ cauldron. They will pass a large wooden
spoon around the circle as the music plays. Whoever is holding the spoon when the
music stops must draw a witches brew card from the small cauldron. Each card has on it
some food that a witch might use in her brew. The teacher then reaches into the large
cauldron and pulls out the “nasty food” listed on the card for the child to eat.
BINGO
Materials: Bingo cards, candy corn, small cups
Directions: Each child is given a Bingo card and a small cup of candy corn to use as
game chips. You can make your own Halloween Bingo game by inserting Halloween
pictures or words on a grid similar to a Bingo card. Place copies of the Halloween pictures
or word in a ziplock bag to be drawn. Children hunt for the image/word card drawn on their
Bingo card and cover it with a piece of candy corn.
Prizes: Large candy bar prizes for 1st time winners and small candy prizes for those that
may win more than once.
Candy Walk
Materials: large laminated number cards, small number cards, bowl, Halloween music,
CD player, variety of large candy bars
Directions: Make large laminated cards with numbers 1-20. Tape the cards to the floor
to make a large circle. Each person playing stands on a number and starts walking slowly
from one number to the next as the music plays. Allow the music to play for about 1 minute, then pause the CD. When the music stops, a teacher draws a number from the bowl
and the person standing on that number wins a prize. Continue the candy walk until it is
time to switch stations.
Eyeball Relay
Materials: cones (from PE), eyeballs (small balls painted to look like eyeballs), 2 large
spoons, 2 bowls
Directions: Students participate in a relay race (2 teams) as they race to be the first
team to carry all the eyeballs on a spoon to the bowl at the end of their course. You can
reuse the same “eyeball” and each person carry it back and forth or you can have select a
certain number of “eyeballs” that must be transported to the finish line. Winning team can
receive a prize.
Spooky Sweep
Materials: 2 witches’ brooms (decorate with black and orange crepe
paper), 2 balls, cones
Directions: Children participate in a relay race (2 teams) using a
witches’ broom to sweep monster balls through an obstacle course.
Winning team will receive a large prize. If team wins twice then they
can pick another small prize.