Running head: PARENT INVOLVEMENT: THE EFFECT IN LITERACY

Parent Involvement: The Effect in Literacy for Second Language Learners Delia Gauna Concordia University Texas

PARENT INVOLVEMENT: THE EFFECT IN LITERACY

TABLE OF CONTENTS

Chapter One: Introduction.......4 Theoretical Background..4 Statement of the Problem....6 Purpose of the Study.......6 Problem and Hypotheses.7 Limitations......8 Definition of Terms.8 Significance of the Study....8 Chapter Two: Review of Relevant Literature10 Chapter Three: Methodology.15 Variables17 Instrumentation..17 Procedure...18 Chapter Four: Presentation and Analysis of Data..19 Bilingual Students..19 Dual Language Students20 Findings based on Research Questions.20 Summary21

PARENT INVOLVEMENT: THE EFFECT IN LITERACY

Chapter Five: Conclusions, Recommendations, and Implications....23 Appendix A24 References..27

PARENT INVOLVEMENT: THE EFFECT IN LITERACY

CHAPTER ONE INTRODUCTION The use of scientifically-based research has been a dominant topic when discussing the development of curricula, instruction, performance assessments, and learning styles for all students, but in particular English Language Learners (ELLs). According to Public Education Information Management System (PEIMS), Texas has 817,165 ELLs, of which 456,051 are enrolled in bilingual education (Texas Education Agency, 2011). Currently, the No Child Left Behind Act has a required system of accountability that by the year 2014, one hundred percent of Texas students must pass a standardized assessment in reading and math (Texas Education Agency, 2012). Needless to say, this special population of students has added difficulties to pass an already rigorous and high-stakes achievement test. They are acquiring a second language and must also demonstrate academic readiness. Although many factors are to be considered for student success, active parent participation tends to fall short especially in at-risk populations (Green & Vandergrift, 1992). Theoretical Background An improvement in parent involvement, particularly in at-risk populations is a difficult task. Parents of bilingual students tend to feel inadequate in helping their child be successful in academics. They often give teachers full autonomy with the education decisions and trust that the education system will provide enough guidance and foundation for success. Given these challenges to parent involvement with second language learners, this chapter addresses the following areas: theoretical background of parent involvement, statement of the problem, purpose of this study to explore the relationship between higher literacy scores and active parental involvement, the problem and hypotheses of these relationships, limitations of the

PARENT INVOLVEMENT: THE EFFECT IN LITERACY

study, definition of key terms used in the study, and the significance of the study to the effect of parental involvement and literacy. The state of Texas has set precise parameters that establish policy, program content, and program design specifically for ELLs. According to the Texas Education Agency, the goal of bilingual education program shall be to enable the English language learner to become competent in listening, speaking, reading, and writing in the English language through development of literacy and academic skill in the primary language and English (2007, p. 2). The students who participate in the program will be upheld to the same standards and will have to demonstrate mastery of the specific essential knowledge skills for specific content areas. If achievement tests require ELL students to be successful in a second language, then the role of the parent should be carefully contemplated. Educators of English language learners must consider the most effective instructional practices that cultivate the success of students on an academic level. In the 1990s, researchers at Mid-continent Research for Education and Learning (McREL) began to question and analyze results of data gathered from various studies to see the effect a specific strategy had on student performance. According to McREL researchers, instructional strategies could be defined as, as an alterable behavior on the part of teachers or students (Hill, 2006). This focus on effectiveness of instruction transpired in categories essential for achievement. The first category was focused on setting goals and objectives based on data. This goal-setting creates a clear direction for instruction, not just for educators, but students as well. The second category for effectiveness is providing various activities in which an ELL can participate non-linguistically and promoting students learning styles such as kinesthetic, visual or graphic representations.

PARENT INVOLVEMENT: THE EFFECT IN LITERACY

Another technique or category facilitates prior knowledge activation by the use of cues, questions, and wait-time. Statement of the Problem Although parent involvement has limited effects in the classroom instruction, active participation in bilingual students education program is essential for their success. Involving parents in school is no longer the responsibility of the teachers, but the school leadership as well. Research focuses on promoting active participation for English language learner parents resulting in higher academic achievement, better attendance, increased high school graduation rates, and rising enrollment in higher education (Haynes & Zacarian, 2010). It is imperative to find the correlation of literacy achievements of these students compared to those who lack parental involvement. This level of participation can be attributed to various factors in the parents educational background. Often English language learners parents have personal negative experiences such as language barriers and educational gaps (Finders & Lewis, 1994). In particular, some immigrant parents lack literacy skills which hinder their participation and sets obstacles to their childrens educational support. Purpose of the Study The purpose of the study was to demonstrate the effect of literacy acquisition on second language learners when parents are actively involved with students academic achievement in literacy in Title I campuses at a large Texas school district. The parents continuous participation will be examined as well as their childrens literacy progress and achievement in State assessment for fifth grade. The research questions guiding this process were: 1. To what extent has the participation of parents contributed to student success in literacy?

PARENT INVOLVEMENT: THE EFFECT IN LITERACY

2. What factors contribute to the improvement of parental involvement in school? 3. What is the relationship between parent involvement and their childrens academic achievement? 4. Is there a difference between parent involvement and student literacy achievement? 5. Is there a difference in literacy between bilingual students and dual language students? Problem and Hypotheses This study measured the effect of parental involvement and literacy of second language learners using logs from the campuses Bilingual Specialists and results of Compass data, a datacollection tool used to maintain students education history. To evaluate this relationship, the following research hypotheses were put forth: 1. Students whose parents are actively involved in school perform significantly better in literacy. 2. Ongoing parent participation in various programs designed particularly for parents via the Family Specialist. 3. The lower parent involvement, the least percentage of student achievement in the State of Texas Assessments of Academic Readiness, commonly referred to as its acronym STAAR. 4. The higher the parent involvement, the higher academic achievement in literacy of students. 5. The students enrolled in a dual language program performed significantly higher in literacy than students enrolled in a bilingual education program.

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Limitations This study had several limitations needing clarification. First, this study was limited to few Title I schools in a large school district in Texas. This may limit generalizing the results to second language learners in other schools and districts with similar populations. Second, the use of one year of data does not allow for extending the effects of continuous parent involvement through the educational career of students. Also, the data collection is limited in time frame to one year. The results provide data to understand how parent involvement in their childrens educational program can have an effect in their literacy. Definition of Terms English language learner (ELL). The term refers to a person who is acquiring the English language and has a native first language (Texas Education Agency, 2007). This term is now considered to be acceptable, but in PEIMS, these individuals are still referred to as limited English proficient and thus used interchangeably. Dual language program. An educational approach where students learn English and another language simultaneously and varies la amount of each language based on the model that is being instructed (Texas Education Agency, 2007). Parent Involvement (PI). Refers to the generalized spectrum of involvement from parents that steams from commitment to the childrens educational value as well as supportiveness in their educational plan through participation in parent programs (Green &Vandergrift, 1992). Significance of the Study Texas Education Agency reports that ELLs performed significantly lower in Index 1 in the state accountability (2013). This index takes into consideration several factors including student STAAR performance level of II or above in reading. In fact, ELLs had the lowest

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performing percentage in reading compared to all other sub populations including at-risk and special education students. Significant research has demonstrated the importance of parental involvement in childrens education thus reinforcing the development of programs to which parent participation is essential (Pea, 1998). Using literacy data within the same population to determine this significance can give a wider perspective as to the extent of the impact of the study. With the knowledge gathered from this study, the school leadership can make adjustments and have vital information that can guide programs and events geared to support parent involvement. Furthermore, this study will provide an insight to similar population campuses and the impact of parent support, and acquire useful information to monitor and adjust implementation of programs in order to promote high literacy standards in second language learners.

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CHAPTER TWO REVIEW OF RELEVANT LITERATURE There are various amounts of literature that focuses on the effects of parental involvement as an important factor to student success, but more data is needed to find the extent of the benefits of parent involvement compared to students whose parents are not involved for English Language Learners. This chapter serves to better understand the effects studied on parental involvement in the achievement of second language learners. It will commence with initial court rulings establishing a sound bilingual program. Next, the diverse types of programs in Texas vary within districts. Literature suggests that parent involvement in bilingual/dual language program is imperative for its success, but it is important to define the level of participation. Finally, this chapter will conclude with important studies in which parental involvement has directly impacted student academic achievement. Bilingualism is a concept that has been in our school system since its inception. However, the initial stages of bilingual education has undergone various changes and updates due to court decision such as the 1974 Lau v. Nichols, which mandated school systems to address the particular learning of bilingual students (Ovando & Collier, 1998). Bilingual students are not only fazed with ethnic identity, but they must tackle the issue of language. The implementation of a sound bilingual program begins with the principle of developing students content knowledge in their native language in order to continue to the path to academic achievements. Although these initial rulings provided the right for bilingual education to students, there are little legislative mandates that focus on parental involvement. The Elementary and Secondary Education Act of 1965 (ESEA) was intended to address inequalities by improving the opportunities in education (Ovando & Collier, 1998). These opportunities were based on parent

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involvement with programs such as Title I and Head Start. Although changes to such programs have been ongoing, research shows that parent presence in schools instills academic achievement in their children (Ovando & Collier, 1998). Such parental presence has even been extended to the formation of advisory councils in an attempt to bring a voice to bilingual parents in a grander scale. Due to development of the 1994 Bilingual Education Act, the role of the community and parent participation was set to develop parent education program and outreach services designed to promote the active participation of parents in the education of their children. The state of Texas has set precise parameters that establish policy, program content and program design specifically for ELLs. According to the Texas Education Agency, the goal of bilingual education program shall be to enable the English language learner to become competent in listening, speaking, reading, and writing in the English language through development of literacy and academic skill in the primary language and English (2007). The students who participate in the program will be upheld to the same standards and will have to demonstrate mastery of the specific essential knowledge skills for specific content areas. The implementation of a bilingual program must consider specific factors such as ELL readiness in order to select a program that will best meet their needs. TEA has specified the implementation of four different bilingual programs: (1) transitional bilingual or early exit, (2) transitional late exit, (3) dual language immersion two-way and (4) dual language immersion one-way (TEA, 2007). School districts must provide adequate documentation that demonstrates the program established is meeting their students needs. The implementation of a transitional model has proved to have several problems. The majority of these programs place a higher emphasis on students acquiring English language and mainstreaming as soon as possible into a native English classroom. Research findings demonstrate that ELLs have higher academic success when they

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are given the opportunity to remain in a bilingual program as long as possible. In a dual language immersion program, the student has the opportunity to receive instruction and show performance in their native language and English continued throughout several years; thus closing the gap in language acquisition (Ovando & Collier, 1998). Choosing a specific bilingual program for the identified student population is the commencement of assuring the success of ELL students in academic achievement. Language acquisition is no longer viewed as an independent skill that ELLs must master. Acquiring a second language is complex for all people, including children. Students who develop cognitively in their first language will help in supporting the second language acquisition. The teaching of language has gone through reforms. There are four components that influence acquiring a language according to W.P. Tomas and V.P. Collier, top language acquisition researchers (Ovando & Collier, 1998). The four components are interdependent and must occur simultaneously social cultural, linguistic, academic, and cognitive. The cognitive process of the development of language is what the students brain perceives. This is generally influenced by the classroom setting and the interaction of teacher, student, and parent. In order for these cognitive processes to occurs, second-language learners must be exposed to specific learning strategies that are focused to their academic success. The acquisition of language, academics, and cognition are interchangeable. When students begin to develop their thinking skills, they are increasing their ability to make connections with skills related to a second-language. There are various factors that add value to the academic success of students. For ELLs, it is critical that parents are part of the equation and it is imperative to find out about their background. To be able to communicate with parents, speaking in their native language will help with deciphering vital educational information from students. This can reveal their cultural

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expectations and their ability to support their children at home. Once that communication is set and prior education is discussed, it is up to the teacher and the school culture to maintain the open line of communication and make parents part of their childs education. There are several levels of parent involvement set forth by researches such as Joyce Epstein from Johns Hopkins University. This research-based approach defines the levels of participation of parents (Hill & Flynn, 2006). Epsteins six types of parental and community involvement begins with parenting, which encompasses parental support by providing family support services and training for parents. The second type is involvement in communication which develops a functional form of relating information from school to home via conferences, newsletters, emails, or others mediums. The next type of parent involvement is volunteering. This allows parents the opportunity to work on school grounds, share their talents, or help staff. The fourth type of Epsteins level of parental involvement is providing the parents information in order to extend learning at home. This can include proving curriculum-based activities so that parents understand what students are learning. A decision-making capability is the next type of parental involvement, which allows them the opportunity to collaborate in parent organizations and have some input in decision-making. The last type of parent is one that collaborates with the community by providing integral resources and services in order to unite the school and the community. Building parental involvement is crucial, but it is just the initial stage. Schools must continue to maintain and foment this relationship in order to make a difference in student achievement. A case study showed a significant decline in parent involvement once decisionmaking situations arose (Pea, 1998). In this instance, a school was beginning the implementation of dual language in which parents involvement was high in the beginning, but

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once school administrators began to make decisions opposed to the parental beliefs and family values it began to decline. The continuation of parental involvement is critical due to the impact it has on childrens reading motivation. Studies demonstrate that parents have an understanding that they hold a valuable position when promoting literacy (Loera, 2011). This study correlates the importance of parental involvement with literacy. The research gathered in the review of literature, gives foundation for the study developed resulting in several pragmatic research hypotheses to guide the investigation.

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CHAPTER THREE METHODOLOGY As stated in Chapter One, the purpose of the study was to demonstrate the effect of literacy in second language learners when parents are actively involved with students academic achievement in literacy in Title I campuses at a large Texas school district. This study sought out to find significant differences in literacy improvement in bilingual/dual language students when parental involvement is evident. For statistical purposes, the research hypotheses stated in Chapter One are re-stated as null hypotheses here. 1. Students whose parents are actively involved in school do not perform significantly better in literacy. 2. Ongoing parent participation in various programs is not designed particularly for parents via the Family Specialist. 3. Low parent involvement has no effect in student achievement in STAAR. 4. High parent involvement has no effect in the higher academic achievement in literacy of students. 5. The students enrolled in a dual language program do not perform significantly higher in literacy than students enrolled in a bilingual education program. The Texas Title I school that participated in the study has a student population of 717. The school is predominantly Hispanic and 90.4% economically disadvantaged population. The English Language Learner population makes up 35.6%. The participating school was selected because of an established working relationship between the researcher and the staff of the respective school. The student population of the school district is ethnically composed of 0.3% Native American, 2.4% Asian, 3.9% African American, 8.1% White and 85.2% Hispanic. All

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demographic information for the above listed was obtained through the schools website and confirmed by the participating school. For this study fifth grade students enrolled in a bilingual and dual language classroom were eligible participants. The results of the demographic variations are displayed below in tables 3.1-3.3.

Table 3.1 The breakdown of 5th grade students, by participating program at main group campus (Campus 1) that tested reading STAAR in English and Spanish. 5th Grade Students English Spanish Total Bilingual 13 6 19 Dual 3 0 3

Table 3.2 The breakdown of 5th grade students, by participating program at (Campus 2) that tested reading STAAR in English and Spanish. 5th Grade Students English Spanish Total Bilingual 15 10 25 Dual 11 0 11

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Table 3.3 Breakdown of 5th grade students, by participating program at (Campus 3) that tested reading STAAR in English and Spanish. 5th Grade Students English Spanish Total Bilingual 31 1 32 Dual 11 0 11

Variables The independent variable in the study is the active participation of parents in the education of English Language Learners. The dependent variable is the effect in reading performance levels in this population.

Instrumentation Data was collected by analyzing student progress through software called Compass. This medium provides actual performance data throughout the year on student benchmark and STAAR performance levels. The effect of parent involvement in literacy for ELL was measured by Reading STAAR performance levels between bilingual students and dual language students, whose parent participation is mandatory to remain in the program. With the guidance and support of the Bilingual Specialist, active parent involvement will be identified and tied to students in the participant list.

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Procedure The experimental procedure was conducted independently. The data was collected and gathered using Compass software where all data information is stored. The information was then categorized by students who actively have parents participate in campus activities and those students who do not. This information was obtained through students whose parents signed the Dual Language Program agreement with support from the Bilingual Specialist.

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CHAPTER FOUR PRESENTATION AND ANALYSIS OF DATA Chapter four examines the studys results in relation to the effect of literacy acquisition on second language learners when parents are actively involved with students academic achievement. This chapter begins with an overview of the results of the April 2014 Reading STAAR of three campuses at a large Texas school district. Next, an explanation of the data analysis is provided followed by a table illustrating the alignment between the research questions posed and data. After data analysis description, a narrative of the independent and dependent variables is included. Subsequently, a synopsis of findings by null hypotheses for each research question is provided. The chapter ends with a summary of the findings.

Table 4.1 Participating campus results by program enrollment and language of assessment.
ELL - Spanish
# passed/# tested %

ELL - English
# passed/# tested %

Non ELL Eng.

# passed/# tested %

Total ELL
# passed/# tested %

Total Non ELL

# passed/# tested %

Campus 3 Campus 2 Campus 1

1 of 1 7 of 10 2 of 6

100% 19 of 31 61% 70% 33% 7 of 15 6 of 13 47% 46%

11 of 11 9 of 11 3 of 3

100% 20 of 32 82% 100% 14 of 25 8 of 19

63% 56% 42%

11 of 11 9 of 11 3 of 3

100% 82% 100%

Bilingual Students In the data received from TEA on STAAR assessment results for the 2014 April administration in reading, bilingual students demonstrated over 40% gap in performance standards compared to their dual language counter parts. Campus 1 had the greatest gap between dual language students performance level and bilingual students with a difference of 58%.

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Dual Language Students Dual language students, who participate in the same language of instruction classroom as bilingual students, reached an average 88% of them achieving Level II performance. Campus 1 and Campus 3 had all their non-English language learner students passed with Level II at 100%. Findings based on Research Questions As stated in Chapter one, the purpose of the study was to demonstrate the effect of literacy acquisition on second language learners when parents are actively involved with students academic achievement in literacy in Title I campuses at a large Texas school district. Specifically, this study sought to examine the correlation of literacy achievements of these students compared to those who lack parental involvement. The results of the study correspond to the research questions presented in Chapters 1 and 3. The independent variable in the study is the active participation of parents in the education of English language learners. The dependent variable is the effect in reading performance levels in this population. Table 4.2 presents the analysis used for each hypothesis. Table 4.2 Analysis by research question. Research Questions To what extent has the participation of parents contributed to student success in literacy? Analysis Students in dual language classes are asked to sign an agreement that they will be an active participant in their childs second language acquisition. However, students in bilingual education are considered LEP (Limited English Proficient) even if the parent does not choose a program based on Home Language Survey. Factors that contribute to dual language participation, according to the Bilingual Specialists, are stated upon the students participation in the program. Appendix A demonstrates the agreement and stipulations parents must commit in order for students to be enrolled in dual language program as a non LEP. By analyzing the data presented in Table 4.1, students who are enrolled in the dual language program had an 88%

What factors contribute to the improvement of parental involvement in school?

What is the relationship between parent involvement and their

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childrens academic achievement? average of meeting Level II in the reading state assessment. This is rate is over forty percent difference compared to students who participate in the bilingual education program. Is there a difference between Due to the required involvement of parents, as stated in the parent involvement and student dual language agreement, Appendix A, parental literacy achievement? involvement is an integral part of the program. The factors that remained constant include the language of instruction, the opportunities to learn, enrichment and assessment types. This leads to believe that parent involvement is essential to student literacy success. Is there a difference in literacy The data does show a significant difference between dual between bilingual students and and bilingual students. Dual language students met Level II dual language students? standard in reading state assessment. Summary In summary, analysis of data provided through student reading STAAR results and desegregated data based on participant program were utilized to examine the research questions in the study. The data analysis unearthed performance differences between dual language students who have active parental involvement and students who participate in the bilingual program. In hypothesis number one, the levels of performance for the three campuses showed a higher level of literacy when parental participation is stipulated. None the less, there were two campuses that had a high level of accomplishment in literacy when the state assessment was given to them in their native language. For hypothesis number two, the ongoing parent participation in dual language programs does help support student academic achievement due to the commitment set forth. Bilingual students seldom have parental involvement, therefore based on hypothesis number three, the lower parent involvement, the least percentage of student achievement in the State of Texas Assessments of Academic Readiness. Furthermore, hypothesis four revealed that there was a correlation between higher parent involvement and higher academic achievement in literacy of students. Finally, the data does find that hypothesis five demonstrates that students enrolled in a dual language programs

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performed significantly higher in literacy than students enrolled in a bilingual education program. In Chapter 5 we will address with a more thorough discussion of the findings and implications. .

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CHAPTER FIVE CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS

The purpose of chapter five is to interpret the findings from chapter four and address the conclusions from this study. To accomplish this purpose, chapter five is organized around four major sections: summary of major findings, conclusions drawn from these findings, implications for practice, and recommendations for further study. A review of the literature revealed little research relating to the relationship between parental involvement and literacy success between dual language students and bilingual students. The absence of research and relevant data gave impetus for the examination of the success of like programs. Involving parents in school is no longer the responsibility of the teachers, but the school leadership as well. Research focuses on promoting active participation for English language learner parents resulting in higher academic achievement, better attendance, increased high school graduation rates, and rising enrollment in higher education (Haynes & Zacarian, 2010). The correlation of literacy achievements of these students compared to those who lack parental involvement. This level of participation can be attributed to various factors in the parents educational background. Often English language learners parents have personal negative experiences such as language barriers and educational gaps (Finders & Lewis, 1994). Building parental involvement is crucial, but it is just the initial stage. Schools must continue to maintain and foment this relationship in order to make a difference in student achievement.

PARENT INVOLVEMENT: THE EFFECT IN LITERACY APPENDIX A TWO-WAY IMMERSION DUAL LANGUAGE PROGRAM NonEnglish Language Learner (ELL) Parent/Guardian Agreement

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Student Name Student ID Number: Entering Grade School Year: With this agreement, we understand the following:
Program Goals Provide an opportunity for students to acquire a second language while maintaining their native language and culture Maintain academic performance at or above grade level as measured by classroom grades, common assessments, benchmarks and state assessments Develop high, positive cross-cultural understanding and appreciation Attendance /Conduct Parents will support appropriate classroom behavior and the NEISD Student Code of Conduct. Parents will ensure their childs daily school attendance and punctuality both for arrival and departure. Parents understand that the student will follow the attendance and tardy guidelines for each campus. Parents understand that a meeting to discuss code of conduct violations, absences or tardies will be set up at the TWIDLP school site. Parents understand that the meeting could result in a decision to remove the child from the program. Parents understand that language is a process that takes time. (See page 27 of Collier & Thomas, 2010) Academic Support Parents will provide encouragement and support for bi-literacy and bilingualism for their child. Parents understand that homework will have directions in English and in Spanish. Parents understand that homework is an extension of learning. Parents understand that their children will be provided routine and consistent linguistic accommodations through the beginning and intermediate levels of target language proficiency. Parents understand there is no guarantee of access to campus-based Adult/Parent Spanish classes through the ELL Programs Department. Parents understand that summer enrichment programs for dual language participants are not guaranteed.

Transportation Parents of officially accepted ELL and Non-ELL students understand that transportation is provided for those who reside within the boundaries of the bilingual cluster and/or within the boundaries of one of the bilingual school feeder campuses (see chart on bilingual sites and their feeder schools). Parents understand that transportation is in accordance with district transportation policy. Parents who reside outside of the bilingual cluster boundaries understand transportation to a bilingual site will not be provided.

January 2013

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Admission to the program Parents understand that Non ELL participants must complete all ELL department procedures for admittance according to the ELL Department Timeline. Parents of Non-ELL potential participants understand their application submission does not guarantee a seat in the program. Parents of Non-ELL students understand written notification from the campus principal is the only official notification of acceptance. Parents understand the Home Language Survey responses do not guarantee or provide advantage for enrollment in the bilingual program (two-way). Parents understand their child will be reported to the state through the Pupil Education Information Management System (PEIMS) as a bilingual program participant. Parents may submit complete documentation to the campus bilingual specialists upon completion of items on the Parent Tasks checklist with the understanding that their application will not be considered complete until all items on the parent checklist are initialed by the campus bilingual specialist. Parents understand that initial oral proficiency testing of Non-ELL students is not a criterion for program acceptance. Rather, it is to establish a baseline for oral proficiency in the target language. Parents understand that a lottery may be necessary if the number of interested Non-ELL students exceeds the anticipated available seats.

According to dual language research, we understand that long-term participation of 5-7 years is required for the benefits of the program to be fully realized. we agree to continued enrollment of our child in the Two-Way/Dual Language Immersion Program for the next five to seven years we understand that Non-ELL students may enter in Kindergarten and no later than the first semester of 1st grade, provided there is availability we understand the language distribution of the instructional framework is as follows: Kinder 90% Spanish 10% English First 80% Spanish 20% English Second 70% Spanish 30% English Third 60% Spanish 40% English Fourth 50% Spanish 50% English Fifth 50% Spanish 50% English I understand instructional resources and materials will vary from monolingual English classes at the same grade level.

As parents/guardians, we understand and hold a shared responsibility for the following: providing encouragement and support for biliteracy and bilingualism for my child supporting appropriate classroom behavior and comply with the NEISD Student Code of Conduct ensuring our childs daily school attendance and punctuality both for arrival and departure a student with what is determined as an unacceptable number or amount of tardies will receive a written warning and/or may be called in for a meeting from the campus principal the aforementioned meeting could result in a decision to remove the child from the program

January 2013

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As parents/guardians, we understand the following district procedures: 1. In accordance with the district transportation policy, transportation for officially accepted students (both native Spanish and English speakers) will be provided for those students who live within the bilingual school boundaries. 2. Transportation for officially accepted students (both native Spanish and English speakers) will be provided for those who live within the bilingual cluster feeder campus sites per the attached map. 3. School choice application is not required for Non-ELL dual language participants and any sibling that attending the same school. 4. Non-ELL participants must complete all ELL department procedures prior to admittance to the Dual Language Program. 5. The only official notification of acceptance will be on a school letter signed by the principal. 6. Signing this agreement does not guarantee admittance into the program. 7. If our child is accepted into the Dual Language Program then your child will be reported to the state as a bilingual program participant.

Additionally, we understand that the school may find it necessary to recommend and pursue a change in placement. Before dismissing any child from the Two-Way Immersion/Dual Language Program, a committee composed of the parent or guardian, the classroom teacher, the bilingual specialist, and the principal will meet to discuss the students progress. Ultimately, the principal will make the final decision. We, the parents/guardians of, , agree with the NEISD Dual Language Program procedures and our responsibilities as parents/guardians of a potential dual language program participant.

Parent/Guardian Signature Mothers name Fathers name Address Zip Code Mothers phones (home) Fathers phones (home) Home School (work) (work)

Date

(cellular)

(cellular)

Dual Language School January 2013

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References Green, A.L. & Vandergrift J.A. (1992). Rethinking parent involvement. Educational Leadership, 50(1), pp. 57-59. Haynes, J. & Zacarian, D. (2010). Communicating effectively with parents of ELLs. In E. Yermoli (Ed.), Teaching English Language Learners Across the Content Areas (pp. [119]-134). Alexandria, VA: ASCD. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CCX1952200016&v=2.1&u=neisd_ascd&i t=r&p=GVRL&sw=w&asid=51ad656c2451b75478773734c22a2e6a Hill, J.D. & Flynn, K. M. (2006). Classroom Instruction That Works with English Language Learners (pp. 5-21; 111-117). Alexandria, VA: Association for Supervision and Curriculum Development. Retrieved from http://go.galegroup.com/ps/i.do?id= GALE%7CCX3243700010&v=2.1&u=neisd_ascd&it=r&p=GVRL&sw=w Loera, G., Rueda, R., & Nakamoto, J. (2011). The association between parental involvement in reading and schooling and children's reading engagement in Latino families. Literacy Research and Instruction, 50(2), 133-155. Retrieved from http://search.proquest.com/docview/1283767713?accountid=7023 Ovando, C., & Collier, V. (1998). Bilingual and ESL classrooms: Teaching in multicultural contexts. (3rd ed.). Boston: McGraw-Hill.

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Pea, R. A. (1998). A case study of parental involvement in a conversion from transitional to dual language instruction. Bilingual Research Journal, 22(2-4), 237-259. Retrieved from http://search.proquest.com/docview/222052468?accountid=7023 Texas Education Agency. (2007). Texas education agency. Retrieved from http://ritter.tea.state.tx.us/rules/tac/chapter089/ch089bb.html Texas Education Agency. (2011, January 21). Limited English proficient (LEP) student success initiative (ssi). Retrieved from http://www.tea.state.tx.us/index3.aspx?id=4537. Texas Education Agency. (2012). 2012 AYP requirements rise [Press release]. Retrieved from http://www.tea.state.tx.us/news_release.aspx?id=2147508195 Texas Education Agency. (2013). 2013 State accountability summary. Retrieved from http://ritter.tea.state.tx.us/perfreport/account/2013/state.pdf