English Language Learner KnowledgeBase for Administrators & Teachers

This KnowledgeBase archive includes content and external links that were accurate and relevant as of September 30, 2019.

The English Language Learner (ELL) KnowledgeBase for Administrators and Teachers is an online resource supporting both the administration, teaching and execution of programs for English learning students. It offers resources related to Office for Civil Rights (OCR) requirements and the Every Student Succeeds Act (ESSA).

Task 2: Parental and Community Involvement

Guideline: The Elementary and Secondary Education Act as amended by the Every Student Succeeds Act (ESSA) requires districts receiving Title I subgrant funds should implement an effective means of outreach to parents of ELs. Likewise, local education agencies (LEAs) receiving a Title III formula subgrant must conduct parent, family, and community engagement activities to strengthen participation.To fulfill these responsibilities, school districts should develop procedures for providing parents of ELL students with the same information provided to the parents of their English language peers in a language appropriate manner. As a result of these obligations, school districts must develop effective ways for involving parents of their ELL students in their child's education. Please refer to Element 3: Communicate With and Involve Parents of our ELL KnowledgeBase for Administrators and Teachers.

resources

Examples

Parent, Family, Community Involvement in Education

This NEA policy brief shares that Parents, families, educators and communities—there’s no better partnership to assure that all students pre-K- to high school—have the support and resources they need to succeed in school and in life.

The Impact of School, Family and the Community Connections on Student Achievement: A New Wave of Evidence

This new Evidence publication is the result of a true collaborative effort. In 2000 the U.S. Department of Education’s Office of Educational Research and Improvement charged the Southwest Educational Development Laboratory’s new National Center for Family and Community Connections with Schools (the Center) with doing an annual review and synthesis of current research about family and community connections. In early 2001 the Center’s staff and steering committee began making plans to document the growing evidence that family and community connections with schools make a difference in student achievement and success. The Center agreed that a partnership made sense. So its staff began searching for, reading, analyzing, and annotating the research studies while Anne Henderson and Karen Mapp conceptualized and wrote this newest Evidence publication.

Why Community Involvement in Schools is so Important

This 2016 article states that it is no secret that parental involvement is an integral part of a successful educational framework. Numerous studies have identified parent engagement as a critical factor affecting the success of individual students and the school environment itself. What many schools and educational institutions overlook is the fact that high rates of student success are generally the result of three groups collaborating to provide the best opportunities for the future—teachers, parents, and the community. From a 2002 review by Anne T. Henderson and Karen L. Mapp, researchers concluded that there is a significant positive correlation between school, family, and community involvement and student success

The contents of this website were developed under a grant from the U.S. Department of Education and are intended for general reference purposes only. However, those contents do not necessarily represent the policy of the U.S. Department of Education or the Center, and you should not assume endorsement by the Federal Government. Some resources on this site require Adobe Acrobat Reader. This website archive includes content and external links that were accurate and relevant as of September 30, 2019.