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Check for understanding, updates, engaged with students assessment

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Learning from Latino Families_ Auerback 

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Learning from Latino Families_ Auerback 

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Article

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We could teach them about technology so that parents are aware of the basic technology their child uses.

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Dr. Eric Johnson's Resource Page with the OSPI

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What are home visits?

Technically, conducting a home visit involves educators going to a student's home to get to know her/his family. Although "home visits" are generally conducted in students' homes, the visit can take place anywhere that is convenient for everyone involved. Educators should maintain the flexibility to meet in community settings when visiting the home isn't possible. Making the effort to meet with families outside of a school setting will strongly communicate the educators' dedication to doing whatever is necessary to support students and their families.

Why conduct home visits?

Home visits are an effective strategy of engaging students and families on a personal level to strengthen relationships and support academic progress. In addition to building a stronger sense of belonging and respect between homes and schools, home visits have been shown to contribute to academic achievement and improved classroom management. Not only does learning about families and communities broaden educators' perspectives on their students' true abilities, experiencing this through home visits helps teachers scaffold classroom topics more easily and contour lessons around the students' individual learning needs. Initial home visits should never be done for remediation purposes. Home visits are meant to enhance communication between parents and educators, and should not be initiated around a negative context. In fact, if a student is struggling at school (academically or behaviorally), a home visit based on non-academic topics will often cause the student to be more engaged at school following the visit.

How are home visits conducted?

Home visits are often easier to conduct when conceptualized in terms of three distinct phases: before, during, and after the visit. Listed below are suggested techniques that can help guide the process during each phase:

Below are some suggested points to consider when writing a letter to a student's parents to explain your openness to conducting a home visit:

The letter should be brief and personal (avoid including this information on a widely distributed letter about a school event).

The letter should have a warm tone-include at least 2 positive examples of the students' work and/or behavior.

At the end, allot space for parent signature and additional space for correspondence.

Send the letter home with the student AND mail a copy.

Include a self-addressed stamped envelope with the mailed copy.

The content of the letter can be structured around the following information:

Introduce yourself by including a bit of personal information-e.g., where you grew up, a hobby, or your favorite sports team.

State two positive points about the student.

Explain that you enjoy meeting parents outside of school and are willing to meet them at their home or somewhere in the community.

Translated template letters can assist in the development of a home visit letter. The template contains space for educators to include the personalized information about themselves and the student in English (unless they can write it in the home language). The second part of the letter includes a uniform message about the purpose of conducting home visits in the family's home language.

What do I talk about?

The point of a home visit is to create a positive atmosphere. Most educators will be inclined to discuss their student's performance in school. Avoid mentioning challenges or problems. If possible, try to shape the conversation around other topics so that you can get to know the family (and vise versa). In most cases, conversations will naturally develop around topics like family, pets, food, language, and travel experiences.

If the conversation isn't flowing, a good topic to begin bridging school content and personal experiences is the process of getting into college, especially if the parents come from an immigrant background and/or have not attended college themselves. School systems in other countries are often organized very differently than in the U.S. Explaining the different levels of school (e.g., elementary, middle, and high school) is a good starting point. Other related points include:

Transitioning between grade levels, especially the difference between elementary-middle school, middle-high school, and high school-college.

Grading systems in American schools (e.g., satisfactory/unsatisfactory, letter grades, percentages, grade point average), and the importance of grades in high school.

State mandated standardized tests vs. college entrance exams (e.g., SAT, ACT).

Applying to college.

Financial aid, grants, loans, scholarships.

Tuition.

Community college vs. university.

State universities vs. private universities (vs. online for-profit private university programs).

University majors and minors.

Courses that meet general university requirements vs. coursework in a major.

Internships and career development resources in college.

Discussing this information not only empowers parents with the knowledge to support their children, but it also shows the parents that you see academic potential in their child. In addition to providing this type of information, describing university programs opens the door for educators to talk about their own experiences (e.g., where you are from, why you chose teaching as a career, family support).

Additionally, it is important to be sensitive to the family's immigration status. If the topic of immigration is mentioned, you can explain that Washington has multiple government sanctioned resources to support students without authorized immigration documents. For example, students in this situation might be eligible for the federal Deferred Action for Childhood Arrivals (DACA).

In Washington specifically, undocumented students:

can attend college at the same tuition rate as other WA residents

can apply for state Financial Aid to pay for college-WAFSA

are eligible for the College Bound Scholarship

If parents have further questions, you can help them by finding contact information for local college admissions offices.

How do I communicate if the parents don't speak English?

It is common for educators to perceive language differences as an obstacle to conducting a home visit. That said, confronting language differences demonstrates to parents that teachers are willing to do whatever it takes to communicate (think of how the parents feel when they come to school for parent-teacher conferences). Many districts have staff who can accompany you to help interpret. These types of district employees are usually well connected within the community and can help ease any anxiety teachers might have during the visit. Although these individuals are a great resource, not having them on the visit can keep the conversation more focused on the objective of the visit: to strengthen relationships between the family and the teacher. Some teachers prefer to have a bilingual staff member accompany them on the first visit only, or just until they get used to the process.

When conducting a visit without an interpreter, teachers can use the students and other family members to help communicate with the parents. Having the student help interpret is especially powerful when discussing positive aspects of her/his academic performance. In these cases, teachers should not put the student in a position where s/he is interpreting negative information to the parents. It is never appropriate for students to serve as interpreters for vital information to which parents must have access through a qualified interpreter.

With the proliferation of translating technology, many teachers have found it useful to use interpretation apps on their telephones to help communicate. It is important to note that these types of programs do not always produce accurate translations, so educators should be careful when using this informal strategy.

Where can I find more information about different cultural groups?

Your district home visitors, counselors, and the students themselves are usually great resources for talking about different customs and habits. For those who are interested in reading more about cultural patterns of diverse families, the following resources provide ethnographic descriptions of common experiences across a variety of cultural groups. It should be noted that all families have their own diverse range of background experiences and cultural groups should not be seen as homogenous. That said, these resources can provide a platform for starting to think about diverse behaviors, values, and attitudes before conducting a home visit.

A crucial part of engaging families from different cultural, ethnic, and/or socioeconomic status backgrounds involves understanding how one's own cultural identity can affect how we view the practices and beliefs of others. By understanding your own cultural biases, you can move beyond seeing yourself as "normal" and realize that everyone's cultural practices should be understood as appropriate in terms of their individual cultural contexts. Being open, friendly, and interested in other people's practices and beliefs is an important component of family engagement activities. For an expanded discussion of cultural competence and ethnocentrism, see Funds of Knowledge (slides 9 to 19) | Webinar (minutes 12:35 to 38:09).
Asian Families

Yao, E.L. (1988). Working effectively with Asian immigrant parents. Phi delta Kappan, 70, 223-225.
Chinese Families

Chang, J. (2004). Language and literacy in Chinese American communities. In B. Pérez (Ed.), Sociocultural contexts of language and literacy (pp. 179-206). Mahwah: Lawrence Erlbaum Associates.
Hmong Families

Kang, H-W., Kuehn, P., & Herrell, A. (1994). The Hmong literacy project: A study of Hmong classroom behavior. Bilingual Research Journal, 18(3/4), 63-84.
Korean Families

Sarcella, R., & Chin, K. (1993). Literacy practices of two Korean-American communities (Report No. 8). Santa Cruz, CA: The National Center for Research on Cultural Diversity and Language Learning.
Latino Families

Suárez-Orozco, C., & Todorova, I. (2003). The social world of immigrant youth. In C. Suárez-Orozco & I. Todorova (Issue Eds.), Understanding the social world of immigrant youth, Issue 100: New directions for youth development: Theory, practice, and research (pp. 15-24). San Francisco: Jossey-Bass.

Torres-Guzmán, M. (1991). Recasting frames: Latino parent involvement. In M. McGroarty & C. Faltis (Eds.), Languages in schools and society: Policy and Pedagogy (pp. 529-552). Berlin: Mouton de Gruyter.

Valdés, G. (1996). Con respeto: Bridging the distances between culturally diverse families and schools. New York: Teachers College Press.

Zentella, A.C. (2005). Building on strength: Language and literacy in Latino families and communities. New York: Teachers College Press.

Native American Families

McCarty, T.L., & Watahomigie, L. (2004). Language and literacy in American Indian and Alaska native communities. In B. Pérez (Ed.), Sociocultural contexts of language and literacy (pp. 79-110). Mahwah: Lawrence Erlbaum Associates.
Russian Families

Delgado-Gaitán, C. (1994). Russian refugee families: Accommodating aspirations through education. Anthropology & Education Quarterly, 25(2), 137-155.
Vietnamese Families

Dien, T. (2004). Language and literacy in Vietnamese American communities. In B. Pérez (Ed.), Sociocultural contexts of language and literacy (pp. 137-178). Mahwah: Lawrence Erlbaum Associates.

Developing a "Funds of Knowledge Inventory" involves noting specific examples of the student's/family's patterns of daily interaction and the skills/knowledge necessary during those activities. Detailed information on how to recognize funds of knowledge and apply them to academic contexts to enhance the classroom experiences of your students is provided within the " Funds of Knowledge" page.

Read the following journal article for a detailed description of the home visit process through the eyes of practicing teachers:

Can conducting home visits be a school policy?
How a district or school designs and implements policies around family engagement is based on the philosophy of the administration and teachers. Although OSPI supports efforts like home visits, the ultimate decision is up to individual educators. One successful example of how an entire grade level organized efforts to visit every kindergarten student is described by teachers at Westgate Elementary School in the Kennewick School District. Learn how they planned out their home visit program, the benefits of conducting the visits, and ideas for modifying their approach next school year.

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What are home visits? Why conduct home visits? How are home visits conducted? What do I talk about? How do I communicate if the parents don't speak English? Where can I find more information about different cultural groups? Translated template letters to schedule home visits Family Engagement & Home Visits Training: ELL Home Visits | Webinar What are home visits?

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Communicate the types of assessments students will take during open house. Home visits would be great

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weekly at the very least. Notes, calls, notes.

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Parents understand their students learning and partner in encourage student's participation.

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- Send home flyers about the assessment in the students home language.
- Identify what tools would best help the student during assessment.
- Give example to the families on how they can support students.

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Making sure that students and parents both understand the importance of assessments and what they are measuring.

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Validate families culture. Parents care about their child's' education, they just need an inviting or relevant purpose to collaborate.  There are other forms of education than the typical "academic" education. You can expect greater participation when you keep communication meaningful, on a small scale, and not bureaucratic.  The article suggests open ended gatherings; perhaps coffee with the principal.

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Math Assessment and Other Topics--Manipulatives 

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Math Assessment and Other Topics--Manipulatives 

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Sample question of exams, in the families native language.

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Using class dojo

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At all points, before, during and after assessment. Teachers can provide ideas or suggestions on how to support their child throughout the assessment process.

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Its important because if a student gets graded a C or D it does not necessarily reflect what the student knows.

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Understanding every family situation is unique.
A partnership with the teacher, student and parents/guardians.

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I love how the families feel safe in the school and in the community. I think that it is awesome that the mothers make tacos and tamales for the fundraisers!! It is important to have translators there!

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Book Club- Parents and Children-- Community Readers 

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Book Club- Parents and Children-- Community Readers 

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Dawn and GiovanniRemind app. Text parents of videos of the student's learning. 

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Dawn and GiovanniRemind app. Text parents of videos of the student's learning. 

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Fill out a paper saying something positive about the student to the parents!

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Would depend on the student, but sending out a check in every week or every 2 weeks. Where you tell the parents how the students progressing and what they're succeeding in or struggling in.

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Every parent/guardian needs to be informed about their child's progress in school continually.

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Learning nights at school so parents can see their child's learning.
Inviting community into see the student's learning
Positive phone calls & post cards

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Communicating with students' families on what their students will be tested on. Both in terms of State and in-class lesson assessments.

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I love that they provide the workshops on Saturdays because most parents work during the week and can't make it. That was one of the challenges that my family would face.

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ABCS of Family Engagement (EARLY LEARNERS)

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ABCS of Family Engagement (EARLY LEARNERS)

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as much as possible. before taking assessment, during the assessment and after they students takes it.

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So parents understand what the assessment means and is about. So they're able to help their child if help is needed.

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Providing resources to the parents. Informing them about test accommodations.
I think principals can have meetings that give updates and options--modifications and accommodations--about assessments to families. Some people give more value to what principals say than teachers.

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Talking to families about other forms of students progress than just standardized testing.

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Do you think workshops and outreach doesn't happen more often with diverse families because teachers are afraid that they will offend families and parents?

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Teach the parents how to measure Words Per Minute read by the child

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Text and email parents monthly and send them information or resources that will help.

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Early reminders, then more constant reminders as the date gets closer. Updates after the assessment is over.

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As a parent, it's likely they want to know how their child is doing. In order to be able to support and help. Even if you don't speak the same language, find ways to communicate!

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Flyers that can even be in student's home language, find a district translator if possible. Home visits when possible, even if it is short, many parents would appreciate that.

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Guiding family members, keeping them up to date, understanding the curriculum.

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Coming from a Latino household I can really relate. My parents weren't always involved in my schooling but they always expressed how important education is.

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Higher Ed Resources Workshops- College Fair

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Higher Ed Resources Workshops- College Fair

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At the beginning, and before they take place, or with trimesters to work on students progress, family nights

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To be in the same page, and preventing discomfort coming from assessment questions. To let parent know how they can help their students with the assessments

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Performance assessment,
Student portfolios and students work with test results.

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What it looks like, communicating with the parents to what the assessments look like and what they are measuring.

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Providing Latino families community resources and workshops to assist them not only with learning English, but informing them of their social rights. Many families have no idea that these supports exist.
It is very important for teachers to let Latino families know that you want them to be a part of the partnership with you and their student as they play such a huge role. Seek them out and invite them!

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Anytime! Always before the test and prior so that they have time to read any handouts. Also doing a monthly check in!

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So that parents are aware of their child's progress at school and can contribute ideas to the teacher that would help the student.

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Parent newsletters, postcards, phone calls; communicating in the student's home language and translating all standardized assessments and reports. Student-led conferences.

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Building relationships to allow families to see their child's growth, being open with them about what you see the child do.

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When educators offer smaller-scale parent activities and infuse personal touches and authentic interaction into outreach, immigrant parents feel less intimidated, and they respond with more open participation

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Communication should occur before assessments and after.

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So what the child is getting tested on.

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flyers, phone calls/text, emails. Class dojo any other online source the school uses.

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Making the parents aware of the tests and giving them resources.

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"Kramer’s approach does
not take unusual amounts of charisma,
time, or funding; more important are caring,
commitment, and cultural competence on
the part of school leaders and staff." I think the biggest hurdle to creating positive change is fear of the extra work and energy required. To hear positive statements that all people can create change will encourage more involvement.

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Continual communication; more praise than negative communication. Build and strengthen relationships with parents instead of communicating only negative news.

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You want to talk to the parents and let them be apart of it and include them in the assessment process.

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home visits, letter, flyers, school apps/technology

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Communication needs to be more than a letter home about standardized tests.  Good communication takes time and builds relationships

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low parent participation does not mean that the parents are not invested in their kids learning. Instead, we as teachers need to find different ways to reach out

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-Communicating with the parents before students take the assessment and after?
- Can talk about assessment during conference of where students are at.
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Keeping the parent and child inform about the where they stand and the levels they're in within each subject. It allows for both the teachers and parents to work for possible solutions to support the students success or set goals.

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Parent emails or class dojo! Google voice! - This is new to us :)

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It means that we need to think outside the box, use our imagination to reach out to those diverse families that are missing out on their child's education due to language barriers.

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Parent engagement is intertwined with social justice and community revitalization. It is important to not only engage with families about their childrens education but also help families with any questions that they might have about their rights in the U.S. and our political system.

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There should always be a open line for communication. But before and after the assessment especially

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Bridge and have involvements, and making sure that the students and families are involve and being welcomed!

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-newsletter on what students will have throughout the week or even month just to show how they have coming up.
-having a planner!!!
-Class Remind, Class Dojo

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I liked the "educación" part, I can definitely relate to this. My mom always asked my teachers about my behavior in class. With the students I work with, that is also the first thing parents ask; "¿Cómo se comporta en clase?"

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Parents may not know why their student is getting poor marks on their report cards. It is important to communicate with parents on all levels... including if the student is not showing up or turning in assignments.

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-google translator
- send email/letters to family members
-texting and alerting family members
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All families want to come, they just have to be invited! Does not take much effort to put things together, just need people willing to do it.

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Apps like Class DoJo or Remind. Important info and notices would go directly to the parent as opposed to a student who will potentially forget to give those important papers to parents. Another idea is hosting several open houses throughout the year like once per semester which will allow communication, relationships, and comfortability with parents to flourish.

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After reading this article I really learned that it isn't that hard to get parents involved in their kids lives. I think that here in the Tri-Cities we can do better and adapt some of this schools strategies

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I absolutely love that the principal brought in people who helped train the parents in their legal rights. I think this is something throughout ALL schools. I feel like it is so important and I know that many parents would be appreciative of training like this.