CLD Parent
Involvement at
Garnet Adult
Learning Center
Presented by Shawn Wolfe,
RESA 3 Lead Adult ESL
Instructor
Overview

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Services provided by Garnet’s Adult ESL Program
Meeting the needs of culturally and linguistically
diverse (CLD) parents
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Garnet’s CLD parent outreach, enrollment,
retention, and learner progress information
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Needs Assessment of CLD Parents in Kanawha County
Using national parent involvement standards and
universal design principles to select curricula and
structure learning environments
Parent surveys
School personnel surveys
Yearly statistics of Garnet’s parent class
CLD Parent discussions and testimonials
Garnet Adult English as a Second
Language Program

Serves the adult population of RESA 3: Kanawha, Putnam, Boone, and Clay
Counties

Provides six (6) hours of daily instruction Monday – Friday including:

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Leveled core English language classes that foster language skills development
centered around a life and work skills curriculum

Elective classes in the special interest areas of: Parents as Educational Partners,
Phonics and Spelling, American Culture and Citizenship, English through Multimedia,
and TOEFL iBT® Preparation

One-to-one tutoring and computer assisted language learning (CALL) opportunities
Provides three(3) hours of evening instruction (Tuesday and Wednesday)
What are the needs of culturally
and linguistically diverse
parents?
Survey Results of CLD Parents Attending Garnet Adult Learning
Center (2012-2013 School Year)
What are the needs of culturally
and linguistically diverse
parents?
Survey Results of CLD Parents Attending Garnet Adult Learning
Center (2012-2013 School Year)
What are the needs of culturally
and linguistically diverse
parents?
Survey Results of CLD Parents Attending Garnet Adult Learning
Center (2012-2013 School Year)
Why partner with adult
learning centers to increase
CLD parent involvement?

K-12 school personnel will have a central resource in
which they can refer CLD parents who desire to improve
their understanding of language and culture to
become active partners in their child’s education.

CLD parents can join a social learning environment and
relate to other adults who share similar challenges,
realizing they are not alone, thus overcoming anxiety
and frustration.

CLD parents can receive instruction to help them reach
their individual goals pertaining to English language,
education, career, family, and community.
Why partner with adult
learning centers to increase
CLD parent involvement?

Adult ESL instructors are aware of school
expectations and procedures and can help
CLD parents understand the U.S. school
system better.

Adult ESL instructors can give encouragement
and guidance for CLD parents to become
active partners with school personnel to meet
their child’s educational needs.
Why partner with adult
learning centers to increase
CLD parent involvement?
 Adult
ESL instructors can demonstrate
effective strategies for teaching literacy,
and study skills to their children.
 Adult
ESL instructors can assist parents with
finding suitable learning resources or
enrichment activities for their children.
How can a parent involvement
class be structured within an
Adult EL/Civics Program?
 Balance
structured leveled classes and
special interest classes with individualized
instruction to provide the flexibility that
parents need
 Let
the curriculum be centered on the
needs of the parents as well as the needs
of their children
LIFE EXPERIENCES
(What CLD Parents Know)
INCREASED UNDERSTANDING
OF U.S. SCHOOL SYSTEM
INCREASED SECOND
LANGUAGE SKILLS
INCREASED INVOLVEMENT IN
CHILDREN'S SCHOOL
EXPERIENCES
Adapted from PEP Curriculum, ©Adult Learning Resource Center,
www.thecenterweb.org
Model of Engagement from Psychological Need Satisfaction
AUTONOMY SUPPORT
ü
ü
ü
ü
Nurtures inner motivational resources
Relies on information language
Promotes valuing
Acknowledges and accepts negative affect as okay
Nurtures the
Psychological Need for
AUTONOMY
Extent of
ENGAGEMENT
STRUCTURE
ü Communicates clear expectations and procedures
ü Provides optimal challenges
ü Provides skill-building, information-rich guidance and
feedback
ü High failure tolerance
Nurtures the
Psychological Need for
COMPETENCE
ü
ü
ü
ü
ü
ü
Attention
Effort
Persistence
Positive Emotion
Commitment
Voice
INVOLVEMENT
ü
ü
ü
ü
Expresses affection and liking for students
Shows caring for students' well-being
Truly enjoys being with students
Shares personal resources, such as time, attention,
and energy
Nurtures the
Psychological Need for
RELATEDNESS
Adapted from Educational Psychology: Reflection for Action, O’Donnell, et. Al (2007)
Using National Standards for
Parent Involvement

Standard I: Communicating- Communication
between home and school is regular, twoway, and meaningful

Standard II: Parenting- Parenting skills are
promoted and supported.

Standard III: Student Learning- Parents play an
integral role in assisting student learning.
National PTA® , 330 N. Wabash Ave., Suite 2100, Chicago, IL 60611-3690. (312) 670-6782 , Fax:
(312) 670-6783, E-mail: info@pta.org, http://www.pta.org/programs/pfistand.htm#Affirm
Using National Standards for
Parent Involvement

Standard IV: Volunteering- Parents are
welcome in the school, and their support and
assistance are sought.

Standard V: School Decision Making and
Advocacy- Parents are full partners in the
decisions that affect children and families.

Standard VI: Collaborating with CommunityCommunity resources are used to strengthen
schools, families, and student learning.
National PTA® , 330 N. Wabash Ave., Suite 2100, Chicago, IL 60611-3690. (312) 670-6782 , Fax:
(312) 670-6783, E-mail: info@pta.org, http://www.pta.org/programs/pfistand.htm#Affirm
Curricula Used with CLD Parents
at Garnet
 Self-assessment
competency checklists
aligned with federal functioning levels for
adult ESL including listening, oral
communication, reading, and writing
 Standards-based
modules aligned with
21st Century Skills, CASAS standards, and
national parent involvement standards
Sample Print Materials and
Resources
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Literacy – Low Beginning ESL
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From Home to School Literacy : Stories and Activities for Parents, New
Readers Press
From Home to School 1: Stories and Activities for Parents, New
Readers Press
High Beginning ESL
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Future English for Results 2, Pearson Longman
Parenting for Academic Success, Delta Publishing
From Home to School 2: Stories and Activities for Parents, New
Readers Press
Parents as Educational Partners, Adult Learning Resource Center
(ALRC), Arlington, Illinois
Sample Materials and
Resources
 Low
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Future English for Results 3, Pearson Longman
Parents as Educational Partners, Adult Learning
Resource Center (ALRC), Arlington, Illinois
 High
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Intermediate ESL
Intermediate ESL
Future English for Results 4, Pearson Longman
Parents as Educational Partners, Adult Learning
Resource Center (ALRC), Arlington, Illinois
High-Beginning Audio-Visual
High Intermediate Audio-Visual
Class Profile 2010-2011
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12 mothers and three (3) fathers attended
5 students were beginners
 8 students were intermediate
 2 students were advanced
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12 students worked on reading
3 students worked on listening
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4 Students advanced to a higher proficiency
level
Cumulative contact hours of all students was
826.25 hours (82.63 average)
Class Profile 2011-2012
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Seven (7) students continued from the prior year
12 mothers and two (2) fathers attended
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10 students worked on reading
Four (4) students worked on listening
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Three (3) were beginners
Eight (8) were intermediate
Three (3) were advanced
Nine (9) students advanced to a higher proficiency
level
Cumulative contact hours for all parents were
1428.8 (102.06 average)
*Class Profile 2012-2013
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Six (6) students continued from the prior year
11 mothers and seven (7) fathers have
attended
5 are beginners
 6 are intermediate
 7 are advanced
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18 work on reading
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10 students have advanced to a higher
proficiency level
Cumulative hours 1516.5 (84.25 average)
2012-2013 Garnet CLD Parent
Involvement Survey Overview
 The
survey was designed to understand
how parents are involved with their child’s
school, determine their interests, as well as
to identify any barriers they may have.
 12
out of 18 enrolled KCS parents
participated in the survey.
Garnet CLD Parent
Involvement Survey Results
Garnet CLD Parent
Involvement Survey Results
Garnet CLD Parent
Involvement Survey Results
Garnet CLD Parent
Involvement Survey Results
Overview of KCS Personnel
Survey Regarding CLD Parents
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An adaptive survey was designed to:

better understand how CLD parents are
involved in Kanawha County Schools
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understand the needs of school personnel who
interact with CLD parents and students

inform school personnel about services offered
at Garnet Adult Learning Center for CLD parents
276 school personnel participated in the
surveys
KCS School Personnel
Survey Results
KCS School Personnel
Survey Results
KCS School Personnel
Survey Results
KCS School Personnel
Survey Results
Standard 1:
Communication
Standard 1:
Communication
Standard 1:
Communication
Standard 3:
Student Learning
Standard 3:
Student Learning
Standard 3:
Student Learning
Standard 3:
Student Learning
Standard 4: Volunteering
Standard 4: Volunteering
Standard 4: Volunteering
Standard 4: Volunteering
Standard 5: School DecisionMaking and Advocacy
Standard 5: School DecisionMaking and Advocacy
Standard 6: Collaborating
with Community Resources
Standard 6: Collaborating
with Community Resources
Standard 6: Collaborating
with Community Resources
In their words…