Working with families is crucial for academic success. Families may come from cultural backgrounds that differ in their perspectives about education and roles. Many students come from cultures where teachers are highly respected. They are considered the experts, not the parents or families. Consequently, families might not ask questions. This reluctance to inquire is a consequence of not wanting to question the teacher’s authority. Families may assume they should not “interfere” with their child’s education. Some families wonder about the level of expectation the schools have in serving as equal partners in education when the teacher is the expert. Alford and Niño (2011) offer the analogy that one would not expect a doctor to ask a student’s parents which medical procedure they would recommend for their child. Likewise, families may feel the same way about what the school is asking of them. However, current legal requirements do require involvement by and with families (ESSA, 2016). Other cultural dispositions may focus on social behavior. For example, at parent-teacher conferences, families may ask how their child is behaving rather than focusing on achievement, scores, and individual academic growth. This is not a lack of interest. Instead, the family is deeply interested in their child’s development. Another concern some families may have is around homework. If the parents do not speak English or have difficulty with academic English, they may feel they cannot assist with their child’s assignments. They may not be aware of how to seek help, such as tutoring. Offer information in the student’s home language to the extent possible (ESSA, 2016). Be aware that in some cases, the family may be absent from everyday involvement due to work schedules or family separation that happened before or since moving to the US. Ensure the school has a plan for students impacted by unexpected legal issues. Some families also come from highly educated backgrounds themselves. They collaborate with care and work as partners to foster their child’s success. Whatever the background, all families want what is best for their child. Communities can also be involved by offering resources, support, and information. Mentorship programs, community recreation centers, and non-profit organizations may serve as resources. References Alford, B. J., & Niñ o Mary Catherine. (2011). Leading academic achievement for English language learners: a guide for principals. Thousand Oaks, CA: Corwin. The Elementary Secondary Education Act (The Every Student Succeeds Act of 2016). (2019, April 10). Available from https://www2.ed.gov/policy/elsec/leg/essa/ Instructional routine • Explore and learn Take time to learn about students’ families, backgrounds, experiences, and cultures. Capitalize on opportunities to incorporate the knowledge they possess. • Practice Communicate with families about the benefits of being bilingual. Encourage literacy practices in the home such as reading, storytelling, or activities that preserve tradition and culture. • Communicate Stay in close contact with families and provide important school communications in their home language if possible to ensure access and comprehension. • Assess Monitor family engagement and create alternative opportunities when possible. For example, hold events in varying locales around the community. Be flexible with start and end times and create environments where families feel welcome but not overwhelmed. Family interviews or informal surveys can help reveal their needs and ways the school can continue to be inclusive. FAMILY AND COMMUNITY INVOLVEMENT Txvi
RkJQdWJsaXNoZXIy MjUyNzA0NQ==