LEA stakeholders must have a clear understanding of the intent and goal of the program or services being provided when planning a parental outreach program or service. The planning process and execution of the plan includes three phases—collection, preparation and implementation, and evaluation. This three-step process can assist LEAs in designing and executing successful activities, leading to beneficial outcomes for all stakeholders.

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Planning for Parental Outreach

The LEA/campus must be prepared to create an open line of communication between parents and school staff to understand the wishes of the parents and meet the cognitive and linguistics needs of students. A survey is one means of obtaining information on parent and family needs. Through a survey, the LEA/campus can identify the need and wants of families and create the parental outreach program and services based on the responses. Multiple data sources and data-gathering processes such as interviews, focus groups, and informal conversations can also help identify what is working for families (Castellón et al., 2015).

The ultimate goal is a collaborative effort by all stakeholders to create a vision for the framework and focus of the parental outreach program and services.

See the Guiding and Planning Companion document for access to information supporting LEAs. 

As mentioned, parental outreach activities should reflect the LEA’s needs assessment.  Collaboration with all stakeholders (administrators, teachers, parents, and community-based organizations) is necessary to create activities for parent, family, and community participation.

Consider the following types of activities for parents and families:

• Present specific trainings for EL and immigrant parents and families.
• Integrate cultural activities into school programs.
• Consider ways to make personal connections with families.
• Train staff regarding the understanding of traditions, cultures, and language differences.
• Consider language differences when sending home school information, papers, newsletters, etc.
• Include parents and community members when creating the LEA parental outreach program and services.

It is important to consider trainings for parents of ELs and immigrant children that will assist in supporting those parents with the services offered at the LEA/campus. Parents must be made to feel their opinions are valued, but they can feel valued only if the expectations for services and other LEA/campuswide procedures and processes are discussed and demonstrated with them during trainings. Consider the following trainings:  

• Homework tips
• School-centered conversations
• School and parent communication
• Verbal and nonverbal positive support
• Understanding assessments
• Volunteer opportunities