Working with English Learners Families in Schools

 
Working with English
Learners Families for
School Secretaries
 
Erin Sullivan, Ph.
D.
Tema Encarnacion
Donna Miller
 
Find Your Group
 
Did You Find Your Group
 
1.
The majority of refugees in BCPS are coming from:  Burma(Myanmar), Congo and Syria
2.
Many of the unaccompanied minors come from these Central American countries:  El Salvador,
Guatemala and Honduras
3.
Students born in which country account for the majority of English Learners in BCPS?  United
States
4.
This language is the most widely spoken first language among students in the BCPS:  Spanish
5.
These language are mutually intelligible:  Hindi and Urdu
6.
These are some of the languages spoken by BCPS students who are from  Africa:  Igbo, Hausa,
Yoruba, Mandinka, Swahili, English, Tigrinya, Amharic
7.
These are some of the languages spoken by BCPS students who are from India:  Hindi,
Malayalam, Gujarati, Telegu, Kannada, Punjabi, Marati, Tamil, Bengali, Oriya
8.
Students from these countries speak a non-standard dialect of English and qualify for ESOL
services:  Cameroon, Ghana, Liberia, Trinidad and Tobago, St. Vincent, Nigeria,
Barbados, Guyana, Jamaica, Kenya, Uganda
 
Did You Find Your Group
 
9.  What are criteria for DACA.  Enter the US before 16th birthday, high school graduate, under the age of 31 as of 6/15/15, enter the
US before June 2007,
10.  DACA – Deferred action for childhood arrivals
11.  IN 2016 BCPS ESOL had the largest growth since 1993.
12.  21% increase in 2016-17 SY
13.  In these years, these court cases established equitable access to public education for Els.  Lau v. Nichols, 1974, Castaneda v.
Pickard, 1978, Plyer v. Doe, 1982
14.  These are top 10 languages spoken among English Learners in BCPS. Spanish, Burmese, Urdu, Arabic, Chinese, Nepali, French,
Vietnamese, Russian, Yoruba
15.  These are the top 10 countries represented among English Learners in BCPS.  The United States, El Salvador, Honduras, Myanmar,
Guatemala, Mexico, Kenya, Syria, Eritrea
16.  These are the components of the Maryland Dream Act.  Provides undocumented students with access to in-state tuition.
17.  These individuals qualify for the Maryland Dream Act.  The individual or his/her parents have paid state income taxes.  The
individual has attended a Maryland high school for at least three years after the 2005-06 school year.  Graduated from a Maryland
High School or received a diploma from another state after the 2007-08 school year.  Enrolls in college within four years of graduating
high school.  Signs an affidavit stating that the individual will apply for permanent residency upon becoming eligible.  Registered for
the selective service (males only).
 
Background on ESOL
 
 
Why do families immigrate?
 
Brainstorm reasons why people immigrate to the United States?
 
 
 
 
Welcome Center
 
Home
Language
Survey
 
In accordance with federal and state requirements, the Home
Language Survey will be administered to all students and used only
for determining whether a student needs English language support
services and will not be used for immigration matters or reported
to immigration authorities.
Students who indicate a language other than English on two or
more of the questions may need to be referred to the Welcome
Center.  Consult the Welcome Center Guidelines
Students 
not
 indicating a language other than English on two or
more of the questions should not be referred to the Welcome
Center unless they come from a country where World English is
spoken.
 
 
 
Who goes to
the Welcome
Center?
 
Welcome Center Referrals
Students enrolling with international transcripts in grades 9-12.
All students in grades 1-12 who are new to a Maryland public school
system who indicate a language other than English on at least two of the
questions on the 
Home Language Survey
 (
MSDE translations
) unless
there is proof that the student has exited from another ESOL program.
For students who speak a variety of World English, please contact the
Welcome Center to determine if the family should be referred to the
Welcome Center.
Note: MD transfer students DO NOT need to come through the Welcome
Center
 
What about students who are enrolling from a Maryland school outside of
BCPS?
Confirm if the student was receiving ESOL services or exited from an
ESOL program in their previous school system.  If so, inform the ESOL
teacher so the teacher can complete an 
EL Update
 and begin providing
ESOL services.
If it is unclear if the student was receiving or exited from ESOL services in
the previous MD district, contact the Welcome Center for further
guidance.
Waiving ESOL
Services
 
There are times when a parent may choose to have their child not receive or opt out of ESOL
services.
Students who have waived services do not receive direct ESOL instruction.
These students are still considered to be active English learners and continue to qualify for both
instructional supports and assessment accommodations.
Students who have waived ESOL services also must continue to take the state-mandated English
language proficiency assessment (ACCESS for ELLs 2.0) until they meet the state-defined exit
criteria.
A family may choose to rescind the waiver at any time.
Students whose families have waived ESOL must enroll their children at their home schools.
Students cannot be denied access to their home schools based on English proficiency.
For students entering BCPS from another Maryland school system who are choosing to waive
ESOL services, contact Emee at the Welcome Center so she can add the student's ESOL
information into SIS.
 
EL Enrollment
Sequence For
Students
Referred to
the Welcome
Center
Who goes to the Welcome Center?
 
Javier is a 10th grader.  He immigrated to the United States when he was
12.  He is transferring into BCPS from Prince George's County where he was
enrolled in an ESOL class.   Javier's family would like him to attend his home
school instead of an ESOL center.  What should you do?
 
Diana is a 10 year old student coming from El Salvador.  She completed 3rd
grade in December.  This is her first time entering school in the United
States.  Diana’s parents indicate Spanish for all of the questions on the Home
Language Survey.  What should you do?
 
 
Contact Emee at the Welcome Center so she can add
the student’s information to SIS.
 
Refer the family to the Welcome Center.
Who goes to the Welcome Center?
 
Alex's family moved to Baltimore County from Brazil where Alex was in a
bilingual kindergarten.  Alex was born in the U.S.  He is now entering
BCPS as a first grader.  His parents have indicated English for all of the
questions on the Home Language Survey.  What should you do?
 
David is a new 8th grade student coming from Jamaica.  His family has
completed the Home Language Survey and indicates English for all of the
questions.  What should you do?
 
Enroll the student.
 
Contact the Welcome Center for guidance.
What
Happens at
the Welcome
Center
 
Interviewing the student to gain a better understanding of their
educational background
Testing of English proficiency in order to determine ESOL
services
Evaluation of foreign transcripts
Recommendation for grade placement
Residency verification
Completion of the required school registration forms
Referral to a health center for immunizations
Completion the meal benefit form (as available)
Completion the privacy opt out form
Explanation of the US school system
 
What happens
after the
family goes to
the WC?
 
Review the documentation collected at the
Welcome Center.
Collect any additional BCPS-required documents
for enrollment. (Requesting immigration status
and/or social security numbers is prohibited by
federal law.)
Add the student’s information to SIS.
Inform the ESOL teacher, the school testing
coordinator and the school nurse of the new
student and provide any requested information.
Students'
Rights
 
School districts must provide all children with equal access to public education at the
elementary and secondary levels.
A state may not deny access to basic public education to any child residing in the state,
whether present in the U.S. legally or otherwise.
Districts may not request information with the purpose or result of denying access to
public schools on the basis of race, color or national origin.
School districts may not prohibit children from enrolling in schools based on their or
their parents or guardians' immigration status.
Undocumented students have the same right to public education as U.S. citizens and
therefore if they meet the criteria the McKinney-Vento Act applies to them
Students can attend school from the ages of 5-21 regardless of whether they will meet
graduation requirements by their 21st birthday.
 
Cross-Cultural Communication
 
But We Don't Speak the Same Language
 
As you watch this video, think
about:
How did the two
participants
communicate?  What did
they do?
What made the encounter
pleasant for the
participants?
 
Have you had experiences like
this?  What did you do?
Communicating
with Non-
English-
Speaking
Families
 
Linguistic Considerations
Slow your speech
Use simplified language
Try not to use idiomatic expressions
Show, rather than say
Use visuals
Use affirming body language
Literacy Considerations
Some families may not have literacy in their
first language.
 
 
 
 
Cross Cultural
Communication
 
Available resources
ESOL wiki – www.tinyurl.com/esolwiki
I-speak card
Available translations (esp. the forms)
Google translate
Language Line
Liaisons
Onsite interpreters
Useful phrases document
Language Line Practice
Before using the Language Line, attempt to communicate with the family
in English.
Wiki scavenger hunt – find 2 documents that you'll use next week
Conference
Procedures
 
ESOL Family School Liaisons will reach out to schools with large population of ELs or
other non-native English speakers who speak the same language, via email, to determine
if schools are able to hold their conferences on alternate dates.  Schools who indicate yes
will be contacted by Angela Dregier or Xiang Li with confirmed dates as well as
interpreter(s) assigned.
Other schools who need an interpreter for at least a half day will be assigned interpreters
to their schools.
Schools who do not require an interpreter in a given language for more than a half day
will be given instructions on how to use the Language Line for all conferences.
All schools will be given access to the Language Line to support conference days.
Any school-wide coordination of conferences should be handled by non-instructional
staff only.  Schools should send the person's name and contact information to Angela
Dregier at 
adregier@bcps.org
 and Xiang Li at 
xli@bcps.org
.
 
Additional
Learning
Opportunities
 
Spanish for Educators
Refugee webinar
Welcome Center Visits
 
Questions?
 
If you have questions or concerns, contact:
The ESOL Office - 443.809.9640
The Welcome Center - 443.809.6752
 
Reference Materials
 
This presentation
www.tinyurl.com/bcpssecretary
 
Refugee Toolkit for Schools​
http://www.brycs.org/documents/upload/School-Enrollment.pdf
 
Dear Colleague Letter ​
ttp://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf
 
Fact Sheet​
http://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-lep-parents-201501.pdf
 
Plyler v. Doe – 30 years later​
http://immigrationimpact.com/2012/06/15/after-30-years-plyler-v-doe-decision-survives-but-
remains-under-attack/
 
Chilling Effect from Alabama Law​
http://www.nytimes.com/2011/10/28/us/alabama-immigration-laws-critics-question-target.html
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This resource discusses important aspects of working with English learner families in schools. It covers topics such as reasons for immigration, the Home Language Survey, Welcome Center referrals, and guidelines for assisting students with English language support needs. The content provides guidance for school secretaries on how to identify and support students who may require English language services.


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  1. Working with English Learners Families for School Secretaries Erin Sullivan, Ph.D. Tema Encarnacion Donna Miller

  2. Find Your Group

  3. Background on ESOL

  4. Why do families immigrate? Brainstorm reasons why people immigrate to the United States?

  5. Welcome Center

  6. In accordance with federal and state requirements, the Home Language Survey will be administered to all students and used only for determining whether a student needs English language support services and will not be used for immigration matters or reported to immigration authorities. Students who indicate a language other than English on two or more of the questions may need to be referred to the Welcome Center. Consult the Welcome Center Guidelines Students not indicating a language other than English on two or more of the questions should not be referred to the Welcome Center unless they come from a country where World English is spoken. Home Language Survey

  7. Welcome Center Referrals Students enrolling with international transcripts in grades 9-12. All students in grades 1-12 who are new to a Maryland public school system who indicate a language other than English on at least two of the questions on the Home Language Survey (MSDE translations) unless there is proof that the student has exited from another ESOL program. For students who speak a variety of World English, please contact the Welcome Center to determine if the family should be referred to the Welcome Center. Note: MD transfer students DO NOT need to come through the Welcome Center Who goes to the Welcome Center? What about students who are enrolling from a Maryland school outside of BCPS? Confirm if the student was receiving ESOL services or exited from an ESOL program in their previous school system. If so, inform the ESOL teacher so the teacher can complete an EL Update and begin providing ESOL services. If it is unclear if the student was receiving or exited from ESOL services in the previous MD district, contact the Welcome Center for further guidance.

  8. There are times when a parent may choose to have their child not receive or opt out of ESOL services. Students who have waived services do not receive direct ESOL instruction. These students are still considered to be active English learners and continue to qualify for both instructional supports and assessment accommodations. Waiving ESOL Services Students who have waived ESOL services also must continue to take the state-mandated English language proficiency assessment (ACCESS for ELLs 2.0) until they meet the state-defined exit criteria. A family may choose to rescind the waiver at any time. Students whose families have waived ESOL must enroll their children at their home schools. Students cannot be denied access to their home schools based on English proficiency. For students entering BCPS from another Maryland school system who are choosing to waive ESOL services, contact Emee at the Welcome Center so she can add the student's ESOL information into SIS.

  9. EL Enrollment Sequence For Students Referred to the Welcome Center Home Language Survey Family goes to the Welcome Center Student enrolls in the school

  10. Who goes to the Welcome Center? Javier is a 10th grader. He immigrated to the United States when he was 12. He is transferring into BCPS from Prince George's County where he was enrolled in an ESOL class. Javier's family would like him to attend his home school instead of an ESOL center. What should you do? Contact Emee at the Welcome Center so she can add the student s information to SIS. Diana is a 10 year old student coming from El Salvador. She completed 3rd grade in December. This is her first time entering school in the United States. Diana s parents indicate Spanish for all of the questions on the Home Language Survey. What should you do? Refer the family to the Welcome Center.

  11. Who goes to the Welcome Center? Alex's family moved to Baltimore County from Brazil where Alex was in a bilingual kindergarten. Alex was born in the U.S. He is now entering BCPS as a first grader. His parents have indicated English for all of the questions on the Home Language Survey. What should you do? Enroll the student. David is a new 8th grade student coming from Jamaica. His family has completed the Home Language Survey and indicates English for all of the questions. What should you do? Contact the Welcome Center for guidance.

  12. Interviewing the student to gain a better understanding of their educational background Testing of English proficiency in order to determine ESOL services Evaluation of foreign transcripts Recommendation for grade placement Residency verification Completion of the required school registration forms Referral to a health center for immunizations Completion the meal benefit form (as available) Completion the privacy opt out form Explanation of the US school system What Happens at the Welcome Center

  13. Review the documentation collected at the Welcome Center. Collect any additional BCPS-required documents for enrollment. (Requesting immigration status and/or social security numbers is prohibited by federal law.) Add the student s information to SIS. Inform the ESOL teacher, the school testing coordinator and the school nurse of the new student and provide any requested information. What happens after the family goes to the WC?

  14. School districts must provide all children with equal access to public education at the elementary and secondary levels. A state may not deny access to basic public education to any child residing in the state, whether present in the U.S. legally or otherwise. Students' Rights Districts may not request information with the purpose or result of denying access to public schools on the basis of race, color or national origin. School districts may not prohibit children from enrolling in schools based on their or their parents or guardians' immigration status. Undocumented students have the same right to public education as U.S. citizens and therefore if they meet the criteria the McKinney-Vento Act applies to them Students can attend school from the ages of 5-21 regardless of whether they will meet graduation requirements by their 21st birthday.

  15. Cross-Cultural Communication

  16. But We Don't Speak the Same Language As you watch this video, think about: How did the two participants communicate? What did they do? What made the encounter pleasant for the participants? Have you had experiences like this? What did you do?

  17. Linguistic Considerations Slow your speech Use simplified language Try not to use idiomatic expressions Show, rather than say Use visuals Use affirming body language Literacy Considerations Some families may not have literacy in their first language. Communicating with Non- English- Speaking Families

  18. Available resources ESOL wiki www.tinyurl.com/esolwiki I-speak card Available translations (esp. the forms) Google translate Language Line Liaisons Onsite interpreters Useful phrases document Cross Cultural Communication Language Line Practice Before using the Language Line, attempt to communicate with the family in English. Wiki scavenger hunt find 2 documents that you'll use next week

  19. Additional Learning Opportunities Spanish for Educators Refugee webinar Welcome Center Visits

  20. If you have questions or concerns, contact: Questions? The ESOL Office - 443.809.9640 The Welcome Center - 443.809.6752

  21. Reference Materials This presentation www.tinyurl.com/bcpssecretary Refugee Toolkit for Schools http://www.brycs.org/documents/upload/School-Enrollment.pdf Dear Colleague Letter ttp://www2.ed.gov/about/offices/list/ocr/letters/colleague-el-201501.pdf Fact Sheet http://www2.ed.gov/about/offices/list/ocr/docs/dcl-factsheet-lep-parents-201501.pdf Plyler v. Doe 30 years later http://immigrationimpact.com/2012/06/15/after-30-years-plyler-v-doe-decision-survives-but- remains-under-attack/ Chilling Effect from Alabama Law http://www.nytimes.com/2011/10/28/us/alabama-immigration-laws-critics-question-target.html

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