Language, maybe a barrier
Some districts require as policy the inclusion of ESOL (English Speakers of Other Languages). Statutes do require School Advisory Councils to be a diverse group mirroring the composition of student demographics (race, ethnic and socio-economics) at that school. Schools may have large populations of Hispanic or Haitian or any other ethnic group which are traditionally hard to attract parent participation. Language is often the barrier that keeps parents from participating in SAC. While many SACs seem to talk in a foreign language with the use of common school jargon called acronyms, at least we share the English language. SAC meetings are often confusing to non-english speaking parents/guardians. Here are some ideas and resources to try to reach those parents.
Ideas to bring in parents of other languages
* Use the translator programs to provide information to parents in their native language.
*Change or vary the location - do you bus in students from neighboring areas for diversity? Maybe a meeting or two can be held at a local church, recreation center or school. (A Spanish speaking church perhaps?)
*Create Parent-Partners. A bi-lingual parent or teacher could "mentor" or
partner a parent that may not participate otherwise. One may, as a partner:
Remind the parent of meetings, share rides, call and chat with the parent,
answer questions or explain SAC, the mission and goals, make the parent feel
like they are not alone, that they have a friend to sit with...you get the idea!
*Buddy System - one SAC member will share rides
with the other "buddy" SAC member -- this if
also effective for language barriers (one may interpret
for another) or just to bring in new members - every SAC
member will have the job of sponsoring one
"buddy" SAC member.
*"I suppose, but if
you have any parents whose native language is not English,
you have to get someone in the school who speaks their
language to invite them PERSONALLY and let them know that
there will someone who can devote their attention to
translating if need be. This came to mind because at our
meeting tonight, I saw an Hispanic couple that has
attended regularly this year, but we have Spanish-speaking
parents and faculty members who sit with them and fill
them in on what's being discussed. Here is a couple
that speaks little to no English, yet they faithfully
attend meetings." (submitted by John L.
Perry, Hillsborough Teacher)
*Language Barriers: If
the school is an "ESOL" school or has many
ethnic students, each monthly SAC meeting could
"spotlight" that a language and provide an
interpreter. For example, November's meeting may have a
Spanish interpreter, December's meeting a Bosnian interpreter,
January's meeting an Asian interpreter...etc...
*
"The language of the month idea, maybe that could be refined to spotlighting
important cultural events. In a multicultural school with representatives from a
variety of language backgrounds I would think that a school would want to ensure
that all parents got appropriate translations at every meeting. It
has been my experience that parents get involved when they
are made to feel welcome in the decision-making and when
they are given meaningful opportunities for participation
and when they see tangible results of their participation.
This appears to hold true no matter what the economic or
cultural backgrounds might be. Schools who operate from
the assumption that parents are vital partners in the
process of education seem to be most successful in this
regard." (submitted by A.W. DOE)