GaDOE ESOL Unit 2017 Webinar Series - Part VI EL Parent Communication with some Guidance from the U.S. Department of Education Office of English Language Acquisition Dr. Jacqueline C. Ellis, NBCT November 28, 2017 11/14/2018

Communication to EL Parents The Basics Creates strong family-school relationships - a strong indicator of student success In a language they can understand - provides a foundation for students’ academic success In a language they can understand - creates a welcoming community Provides access to all the necessary information about their child’s education Provides the school-related information they need to make informed decisions 11/14/2018

LEA Responsibilities to EL Parents Requirements and Obligations Must communicate meaningfully to EL parents Must adequately notify EL parents of information about any program, service, or activity called to the attention of non-EL parents. Develop and Implement a process for determining who the EL parents and to determine their language needs. Must provide appropriate and competent translators or interpreters 11/14/2018

Family, Language, and Culture Process Suggestions How does your LEA honor and reflect the diversity of families, including their languages and cultures? Are staff members trained in engaging diverse families and communities? Are the parent meetings and school events that include interpreters scheduled in ways that maximize EL parent participation? 11/14/2018

Language Identification Procedures Process Suggestions What is the process for determining EL parents’ languages needs? The HLS is a useful tool to gather EL parent information. Translate the LEA’s initial inquiry into common languages in the district – have a process in place for other languages. Have qualified interpreters available to help parents complete the HLS accurately. LEA should take parents at their word about their communication needs. 11/14/2018

Interpretation and Translation Services Process Suggestions What is the process for providing language assistance to EL parents? How does the LEA inform EL parents about the availability of free language assistance services including interpreters and translators? What is the process for acquiring qualified and trained interpreters and translators? What is the process for determining that the LEA staff is competent and appropriate to serve as interpreters or translators? How does the LEA ensure that interpreters and translators have knowledge of all specialized education terms and concepts? 11/14/2018

Interpretation and Translation Services Cont’d Things to Consider Provide effective and appropriate language assistance. It may not be sufficient for the staff to be merely bilingual Consecutive and simultaneous interpreting skills are important Train on the ethics of interpreting and translating making sure to include issues around confidentiality. 11/14/2018

Parent Notifications Process Suggestions What procedures are in place for EL parents to be informed of programs, services and activities in a language they can understand? How does the LEA ensure that the translated written communications are provided in a language that EL parents understand? What is the procedure for providing translation or interpretation services, when needed, for parent-teacher conferences, IEP meetings, and disciplinary proceedings? 11/14/2018

Partnerships Process Suggestions What parents, school, and community partnerships exist at the LEA and school levels? What learning and leadership opportunities are available for EL parents? 11/14/2018

LEA Responsibilities to EL Parents Potential Compliance Issues Reliance on students, siblings, friends or untrained school staff to translate or interpret for parents Failure to provide translation or an interpreter at IEP meetings, parent-teacher conferences, enrollment or career fairs, or disciplinary proceedings Failure to provide information notifying EL parents about a school’s programs, services, and activities in a language the parents can understand Failure to identify EL parents. 11/14/2018

LEA Responsibilities to Parent Parents In Summary LEAs must develop and implement a process for determining whether parents are EL, and evaluate the language needs of these EL parents Provide language assistance to EL parents who indicate they require such assistance Ensure EL parents have adequate notice of and meaningful access to information about all school districts’ programs, services, and activities LEAs provide free qualified language assistance services to EL parents 11/14/2018

ESOL & Title III Staff Program Manager Ms. Cori Alston calston@doe.k12.ga.us 404.656.2067 ESOL Program Specialist Dr. Jacqueline C. Ellis, NBCT jellis@doe.k12.ga.us 404.463.1858 Administrative Assistant Ms. Kim Lacewell Klacewell@doe.k12.ga.us 404-462-0505 Title III Program Specialist (North Region) Dr. Meg Baker mbaker@doe.k12.ga.us 678.794.3695 Title III Program Specialist (Mid Region) Ms. Dely Roberts droberts@doe.k12.ga.us 470.421.9976 (South Region) Ms. Tammie Smith tsmith@doe.k12.ga.us 678.794.3667 11/14/2018

If you have any questions, comments or concern, please add them to the Questions box. 11/14/2018