Parents as Partners in Student Success

ELL Parent Series

Marcia LuptakSenior Director of ESLElgin Community College

About the presenter:

• M.S.Ed Adult, Continuing, and Literacy Education; Linguistics/ TESOL

• 23 years teaching ESL

• 5 years teaching college reading

• 4 years teaching GED preparation (math, science, reading, social studies, and writing)

• Currently the Director of the adult ESL program at Elgin Community College

Research on Parental Involvement in School

• Various studies, including Strong Families, Strong Schools (U.S. Department of Education, 1994), show that when parents are involved in their children's education, children perform better at school.

• The “curriculum of the home”—the bundle of attitudes, habits, knowledge, and skills that children acquire through their relationship with their family and that facilitates their school learning—is more predictive of academic learning than the family’s socioeconomic status (Marzano, Pickering, & Pollock, 2001; Redding, 2000)

• Parental involvement in school correlates with higher grade point averages – National Center for Educational Statistics (NCES)

What does this mean?

Your participation in your child’s education makes a difference!

Reflection Questions

• Do you know how your child is doing academically?

• Do you know what is expected of your child in the classroom?

• Do you know what is expected of you as a parent?

• What challenges have you faced in connecting with teachers?

• What would you like to improve in as a parent?

• What are some ways the school can help to improve your child’s academic success?

Access for ELLs

• Large-scale English language proficiency assessment

• Administered to Kindergarten through 12th grade students

• Identified as English language learners (ELLs)

Access for ELLs

• Given annually • Monitor students' progress in acquiring academic

English• Aligned with the WIDA English Language

Development Standards • Four language domains of Listening, Speaking,

Reading, and Writing.

New “proficiency” definition for identifying English Learners, notification pursuant to 23 Illinois Administrative Code 228.25(b)(2)

In order to better align measurements of academic achievement with English language acquisition, the Illinois State Board of Education has adopted a modified definition of English language proficiency for students in Illinois schools. Effective January 1, 2014, a student must obtain an overall composite proficiency level of 5.0 as well as a reading proficiency level of 4.2 and a writing proficiency level of 4.2 on the ACCESS for ELLs to be considered English language proficient. Any student that does not achieve the minimum composite, reading, and writing criteria is considered an English learner (EL) student and remains eligible for TBE/TPI services. Students who meet or exceed these proficiency levels may be transitioned from the TBE/TPI program as allowed under Part 228 of the Illinois Administrative Code.

Division of English Language Learning, Illinois State Board of Education

What is the parent’s role in all of this?

• Understand where your child may need more help and seek information from the teacher on how to improve.

• Ask questions about your child, where they might need more help, and where they are excelling.

• Students learn these common core standards through the practice of speaking, reading, and writing. These skills are improved through homework. Parents are expected to assist their child with assigned daily reading, speaking, and writing to make sure that they are at their grade level.

How can parents help their child at home?

• Read with child 15-20 minutes daily

• Allow child to explain what the story is about

• Engage with child about what they learn in the classroom, ask questions.

• Look over written homework and sign off when completed

How can parents help their child at home?

• Read notes from teacher

• If parent is unable to read or speak English, appoint another family member to help or inquire about after school programs for homework assistance

• Play and active role in the classroom, before or after school as well.

What are the barriers that parents face?

• Time• Education• Language• Transportation• Childcare

• Uncertainty about their roles in their child’s education

Language resources for parents

• Rosetta Stone

• Free ESL classes at YWCA

• Free ESL classes at Elgin Community College

• Free language tutoring through Literacy Connections

• Local library – conversation groups, computer classes

Enhancing Family Partnerships

How can we improve family and community partnerships?• Two way dialogue• Team oriented approach• Relationships between Educator/Caregiver or Family

Final remarks

• Make sure you are aware of your child’s academic needs and where they need help

• Dedicate some time to the classroom, whether it is 20 minutes a week, try to play an active role in communicating with educators about your child’s progress

• If you are unavailable, designate a family member who is able to help out

Final remarks

• Make sure your child is completing their homework daily and ask questions to make sure they understand the material

• Get involved with other parents to stay connected ; volunteer in school activities

• Take advantage of free school and community resources

Breakout Sessions

• Ms. Westhauser-ESL Supports• Ms. Ricci-Literacy• Mr. Walker-2015 Access Scores• Ms. Lingel-2nd Grade Homeroom Teacher