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:star:How can a series of arts events offered beyond the school day…

- - - - Punk Rock Ideology when Making Art:
        "I emphasize that punk culture thrives on establishing how to use the artist self to work toward personal change and social progress."
        "Making art is not always comfortable; for some there is a great deal of anxiety associated with something that can evoke a vulnerable state."
        (Drass, 2016)
    - - Transformative Arts Integration
        :fire:"And while traditional art integration strengthens learning through extending content knowledge, transformative art integration practices aim for broader, deeper learning outcomes holistically rooted in notions of care and work."
        (Oliver, 2019, p. 167)
      - :fire:"Through sensory and embodied awareness, multimodal experiences offer fluid integration of knowledge aiding students to connect to themselves, the world of others and educational content. Furthermore, the arts combine expressive action and emotions in a direct and physical way, generating creative energy and imagination, and nourishing the inner life, thereby strengthening and transforming learning."
        (Oliver, 2019, p. 168)
  - - - Summer Language Academy Framework
        
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    - - Defining EMERGENT BILINGUALS:
        "Students who receive educational language services in schools are often referred to as English language learners (ELLs), limited English proficient (LEP), or English learners (ELs). While ELL, LEP, and EL designations reveal that these students are learners of the English language, they also hide the fact that students learning English are becoming bilingual through their educational experiences. ELL, LEP, and EL designations frame English as the sole legitimate and appropriate educational language in U.S. schools and situate students in deficit positions vis-a-vis the English language. An alternative term used throughout this article is emergent bilinguals, chosen because it aligns with the work of researchers who foreground students’ home languages and linguistic repertoires as assets, and signals that students learn simultaneously in their home languages and English within their school experiences (Chappell & Faltis, 2013; Garcia, 2012; Garcia & Kleifgen, 2010; Garcia, Kleifgen, & Falchi, 2008)."
        (Thomas, 2017, p. 229)
      - "Home language and cultural practices are critical elements in the crafting and deployment of performances, images, objects, and collaborative interpretive constructions that allow students to explore their relationships to art and the contexts in which they live (Chappell & Faltis, 2013); academic language is an additional ally for this kind of learning."
        (Thomas, 2017, p. 235)
    - - :fire:"Lack of resources, unchallenged teacher assumptions, and naive understandings of cultural authenticity place the arts as an instructional bridge in a tenuous position, at best."
        (smilan, 2017, p. 221)
      - :fire:"Beyond honoring the traditions and aesthetic knowledge of all learners, curriculum that purposefully engages cultural awareness expands the visual literacy of all learners to encompass shared understandings and negotiated meanings (Gude, 2000; Towell & Smilan, 2009)."
        (Smilan, 2017, p. 222).
      - :fire:"Authentically integrating art and visual culture into the curriculum creates an environment for multiple presentation and representation (Smilan & Miraglia, 2009b) and many pathways toward action, expression, and positive engagement with and contribution to the community (Robinson, 2013)."
        (Smilan, 2017, p. 223)
  - - - :fire:"In order to represent thought and be understood in the arts, students need to acquire an artistic vocabulary and an understanding of the systems and conventions used within each art form. Learning in the arts provides the communicative competencies for students to express themselves (Eisner, 2002; Gardner, 1989)."
        (Martin, 2017, p. 118)
      - :fire:"The arts have socially agreed-on symbols and a primary outcome of arts education is to develop students’ ability to understand art as a cultural artifact (Eisner, 2002). Learning the vocabulary and grammar of the artistic languages (elements, principles, media, technique, etc.) is only half of what is required to communicate in them. The other half is in understanding the system of symbols used among the communicators (Beardsley in Alperson, 1992; Lynch, 2007)."
        (Martin, 2017, p. 118)
    - - :fire:"School and classroom-based research has revealed that linguistic and cultural learning challenges, coupled with unfamiliar and unsettling forms of classroom teaching and learning, result in a resistance by some students to the pedagogies and practices that are being offered."
        (Wielgosz & Molyneux, 2015, p. 276)
      - :fire:"Their programs offered student empowerment by encouraging choice and autonomy, promoting different responses and outcomes, encouraging risk taking in a non-threatening environment, and providing supportive, scaffolded contexts where teachers were on hand when needed." p. 287
    - - :fire:"Educators that use graphic novels are attracted to the texts’ ability to accommodate students at a variety of reading levels, the illustrations’ appeal to children and youth, and the format’s applicability to teach visual literacy skills (Christensen 2006; Gallo and Weiner 2004; Moeller 2013; Norton 2003)."
        (Matthews, 2014, p. 65)
      - Definition from Martin (2017):
        "Fluency in the arts means being able to think within and express oneself through the arts; but it also means understanding the work of others. This is in line with the language arts concepts of being able to speak, being understood, and understanding others. Each aspect of language acquisition is essential if we intend students to, not only represent their knowledge, but also to be able to understand the representations of their classmates."
- - - - Benefits of Two-Generational Programs
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    - - Coady's Family Engagement: A Conceptual Model
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      - Epstein's Six Types of Parental Involvement
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      - :fire:"Research on parental involvement for multilingual families highlights several educational practices that appear to be effective. These practices include: (1) communication and interactions that take place between families and educators (Deslandes et al., 1997) and that respond to the cultural and linguistic repertoires of families; (2) advocating and implementing varied types of participation in and outside of school, ranging from more traditional school events such as attendance in parent-teacher conferences to family culture fairs to home literacy events (Coady, 2009; Miedel & Reynolds, 1999); and (3) assistance for children that supports home learning and that strengthens family relationships to support overall child well-being (Shumow & Miller, 2001). Recent syntheses of research reveal that family engagement has a strong effect on student learning."
        (Coady, 2019, p. 3)
        
        Overarching features of schools that engaged parents
        
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    - - :fire:"The two-generation approach calls for schools and communities to (a) provide parents and guardians with pathways to achieve financial stability; (b) ensure access to high-quality childcare and early education; and (c) enable parents and guardians to better support their children socially and emotionally and to advocate for their children’s education (Ross, 2015)."
        (He, 2019, p. 3)
  - - - :fire:"School engagement as defined by Finn (1993) includes both behavioral and emotional components. The behavioral component includes participation in classroom and school activities (e.g., school attendance and appropriate response to directions and assignments) (Finn, 1993; Finn, Pannozzo, & Voelkl, 1995; Finn & Rock, 1997). The emotional component involves a feeling of belonging at school (Finn, 1993) and is likely to be associated with increased school engagement, if such engagement is rewarded (Goodenow, 1992; Wehlage, Rutter, Smith, Lesko, & Fernandez, 1989) in ways that are meaningful to the child."
        (Brouillette, 2014, p. 3)
    - - :pencil2:Shen & Byfield Five factors that create a great foundation for learning:
        
        Understanding the child beyond the school building
        
        Using topics that EL students are excited about and have connections to or are familiar with (leveraging their cultural strengths)
        
        Ensuring a risk-taking atmosphere with pre-teaching activities (building vocabulary)
        
        Grouping/pairing students together who will help each other grow (strategically)
        
        creating an environment that empowers learners.
    - - Five Principles to getting EL students willing to communicate:
        
        Knowing the learning as a person
        
        Ensuring learners are knowledgeable about the topic
        
        Ensuring ELs are linguistically ready to address tasks
        
        Providing various interactional activities that are carefully planned
        
        Constructing an empowerful environment
      - "As important as leveraging learners’ cultural strengths, accommodating their needs by pre-teaching background information is equally important in boosting confidence to speak"
        (Shen & Byfield, 2018, p. 252)
  - - - 3 Ways of "Knowing":
        "The families’ ways of knowing can be characterized as a form of what Gloria Anzaldúa calls conocimiento, or knowing, under three interweaving categories:
        
        Nepantlera or in-between,
        
        bridge building knowing; sobrevivencia or survivalist knowing;
        
        chained knowing, in which families are chained in their knowing to the realities of the U.S./Mexican border and their extended communities and families who also are impacted by the border."
        (Kasun, 2016)
    - - :fire:"According to the U.S. Census Bureau’s A Child’s Day Report (2014), 36 percent of non-Hispanic white 12- to 17-year-olds participated in club extracurricular (EC) activities compared to 20 percent of Hispanic 12- to 17-year-olds in the United States."
        ( Kitchens, 2018, p. 1776)
        :fire:"In the short run, the key to narrowing the Hispanic-white EC participation gap would seem to be greater parental awareness of the value of EC activities as well as practical steps that might be taken to enlist their child in such activities. This could be accomplished through aggressive outreach programs by schools and school districts and through special workshops conducted by nonprofit organizations with strong credibility in the local Hispanic community."
        (Kitchens, 2018, p. 1788)
  - - - :fire:"Teachers need to enhance students' self-confidence in English learning, pay attention to the classroom Q&A methods, and their way of evaluating the students; students need to discuss their own problems openly, face their anxiety, and balance their own classroom participation methods and preferred interaction methods."
        (Chang, 2020, p. 904)
    - - :fire:"Classroom participation has two categories: explicit participation and implicit participation. Explicit participation includes students' participation in classroom questioning, group discussions, notes, etc.; implicit participation mainly refers to the attitude and seriousness of students' psychological participation." (Chang, 2020, p. 901)
      - Lack of participation
        
        Poor grades
        
        Lack of communication
        
        Unsure what questions to even ask
- - - - "Such challenges highlight the importance of school–family–community partnerships for school counselors in meeting the needs of diverse students."
        
        Language Barriers
        
        Lack of academic prep in their home language
        
        Lack of family members to help them navigate school
        
        Translators are often not available
        
        EL students tend to not ask for as much help
    - - :pencil2:Relationships are never 50/50 and that engagement does not always mean participation. Engagement incorporates:
        
        Trust that goes beyond learning gains & attendance
        
        Based on caring for one another without judgement or expectation
        
        Joyce Epstein's Six Types of Parental Involvement
        
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        Powerful Partnerships
        
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      - :fire: Parental involvement has been variously defined in the following ways (p. 12):
        
        The degree of communication parents have with teachers and the school about their children (Epstein, 1991; Miedel & Reynolds, 1999)
        
        Parent–child interaction around homework (Clark, 1993; Cooper, Lindsay, & Nye, 2000)
        
        Aspirations parents hold and communicate for their children’s academic achievement (Bloom, 1980; Lopez, 2001a; Lopez, 2001b)
        
        Parents’ participation in school activities (Mapp, 1999; Stevenson & Baker, 1987)
        
        Parental rules imposed in the home that affect education (Keith, Reimers, Fehrmann, Pottebaum, & Aubey, 1986)
        
        Developing a supportive home environment (Desforges & Abouchaar, 2003; Xu, 2001)
        
        To these, the following definitions can be added:
        
        Volunteering at the school, communicating with teachers, assisting with homework, and attending school events, such as performances or parent–teacher conferences (Epstein et al., 2009)
        
        Supporting the learner academically at home (Lopez, Scribner, & Mahitivanichcha, 2001)
        
        Herrera's Culturally Responsive Teaching
        
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    - - :fire:"Aligned with this search for an income that will support the family, and of equal importance, migrant parents want to gain access to better educational opportunities for their children as well as to empower themselves. The complexity of these two elements—success and empowerment—requires the effort and collaboration/partnership among different educational agencies which must extend their networks and expertise to meet the needs of migrant families and their children."
        (Rodriguez, 2014, p. 34)
        
        :fire:"Understanding the uniqueness of the diverse experiences and perspectives that migrant students and families bring to school will enrich both non-migrant and migrant students. If schools are to create an environment in which non-migrant students and families “seek to understand” migrant students and their families, and migrant students and families “are able to communicate effectively” about their unique background, perspectives, and experiences, then schools and teachers have to expand the idea of appreciation included within the theoretical framework of Common Core standards."
        (Rodriguez, 2014, p. 36)
    - - :pencil2:People to include:
        
        Translators
        
        School Counselors
        
        ESOL Teachers
        
        Admin
        
        PTA
  - - - :fire:"The group setting allowed them to realize that their problems and feelings were not unique. Feelings of connectedness replaced their former isolation. Structured art therapy was instrumental in unblocking censored verbal material and speeding up the therapeutic process."
        (Maat, 1997)
    - - "Learning through collaboration with peers has long been viewed as multifaceted and beneficial to students in myriad ways, helping them develop both cognitively and socially beyond their current capacity (Vygotsky 1978) through mentoring, communication, modelling and co-operative problem-solving (Battistich and Watson 2003; Gillies 2003; Kelehear and Heid 2002)."
      - Measure/Data to Gather:
        
        Attendance at Events
        
        Pre/Post event surveys
        
        Number of communication outreaches between families/school
        
        Interview: ESOL teachers, Bilingual Facilitator
      - Taylor, K. V. (2020). Building school community through cross-grade collaborations in art. International Journal of Education through Art, 16(3), 351–370. https://doi-org.proxy-tu.researchport.umd.edu/10.1386/eta_00038_1
        
        "When bringing individual perspectives, knowledge and skills to a group or partnered creative project, students must learn and practice strategies for working together in order to communicate collective meaning in their art. " p.353
      - Bryan, J., & Henry, L. (2012). A Model for Building School-Family-Community Partnerships: Principles and Process. Journal of Counseling & Development, 90(4), 408–420. https://doi-org.proxy-tu.researchport.umd.edu/10.1002/j.1556-6676.2012.00052.x
        
        "Research indicates that when a collective group of school, family, and community stakeholders work together, achievement gaps decrease (Epstein & Van Voorhis, 2010; Henderson & Mapp, 2002; Holcomb-McCoy, 2010)." p. 408
        
        "Partnership programs can also create the environments, relationships, and experiences that reduce risks, build social capital, increase academic achievement and attendance, decrease behavioral issues, enhance school climate, foster resilience, and create developmental assets for children and adolescents (ASCA, 2010; Benard, 2004; Bryan, 2005; Bryan & Henry, 2008; Epstein & Van Voorhis, 2010; Galassi & Akos, 2004)" p. 409
        
        "Successful partnerships are intentionally infused with the principles of democratic collaboration; student, family, and community empowerment; social justice; and strengths focus (Bryan, 2005, 2009; Bryan & Henry, 2008; Nelson, Prilleltensky, & MacGillivary, 2001). Democratic collaboration means that school, student, family, and community partners have shared decision making, ownership, and responsibility for the partnership vision, goals, and outcomes. Together, partners define pressing student concerns, reach consensus on the need for partnership programs and events, expand the leadership of the partnership, engage the local and wider community, and focus on and implement the program(s)" p. 409
    - - :fire:"It provides English language exposure for parents, and at the same time offers both children and adults a chance
        to teach others in the community about their culture."
      - Finn, S. M. (2014). Family, school, and community partnerships: Practical strategies for afterschool programs. New Directions for Youth Development, 2014(144), 89–103. https://doi-org.proxy-tu.researchport.umd.edu/10.1002/yd.20115
        
        :fire:"Although brief, you can see from our discussion that engaging parents’ interests and involving students in community service is possible and can be a powerful force in the creation of that often elusive relationship among families, schools, and their communities"
      - :pencil2:- Provide service learning opportunities to get involved with the community
        
        Provide language learning lessons
        
        Provide Dinner
        
        Invite community members; police officers, firement, governor, art center leaders
        
        Cultural events where parents share
- - - - Addressing Barriers to Increase ELL Parental Involvement
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    - - :fire:"three essential actions from which you can build an engaging and welcoming school community:
        (1) create a supportive learning environment,
        (2) make resources multilingual and multimodal,
        and (3) build relational trust and systems for networking."
        (Cohan & Dove, 2019, p. 34)
      - :fire:"Ross (2015) explains that one way to support English learners is to embrace a “two-generation strategy,” which is necessary to “close the language gap and expand opportunities” (p. 2). For instance, when planning activities that involve parents, give attention to whether parents are off from work, childcare for siblings is available, or events overlap with mealtime. Many school events are planned around teachers’ availability, leaving some parents feeling left out or marginalized."
        (Cohn, 2019, p. 39)
        
        Best Practices for Supportive Learning Environments
        
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- - - - :fire:"After reviewing these studies, it appears that arts integration is a potentially positive practice to facilitate positive schoolwide changes in school organization, roles of teachers, teacher planning, and differentiated instruction that allows different ways of demonstrating knowledge. It also appears to facilitate school environments that are collaborative, caring, and inclusive of students with special needs."
        "These findings classify visual art integration as a potentially positive practice in increasing reading/math achievement, writing, and empathetic behaviors for disadvantaged students (Andrzejszak and Trainin 2006; Creel 2005; Jurand 2008)."
        (Robinson, 2013, p. 200)
  - - - :fire:"Poverty levels, parents who do not speak English, and hyper-segregated schools (i.e., schools that are 90 to 100% non-White) are just a few reasons why an achievement gap between White and Hispanic students continues to exist (Gándara, 2010).
        The Achievement Gap between Hispanic and White Students in Middle School 189 Reardon and Gal indo (2009) suggested the Hispanic-White achievement gap is characterized by three causes: (a) socioeconomic background of family; (b) English language proficiency; and (c) school quality. Reardon and Galindo (2007) identified key factors highly correlated to English acquisition and proficiency: (a) if a child speaks Spanish in the home; (b) if the child was bom in the U.S.; and (c) family socioeconomic status."
        (Craft, 2012, pp. 2-3)
    - - :fire:"Significant challenges to inequality still exist that result in disparities between the curricula and pedagogies offered to nonmainstream (e.g., low socioeconomic, racially non-White, ethnically diverse, immigrant, or English language learner) students and mainstream (i.e., White, middle class, or upper socioeconomic) students. These disparities far too often create uninvested, passive, and disempowered learners who perceive school as inherently irrelevant to their lives."
        (Richards, 2015, p. xviii)
    - - :fire:"In 2018, primary and secondary public school enrollment is projected to grow to 54 million (Planty et al., 2009). In the 2004–2005 school year, 10.5% of students (5.1 million) were linguistically diverse (Payan & Nettles, 2008). In 2007, 20% of children ages 5–17 (10.8 million) spoke a language at home other than English, and 5% (2.7 million) spoke English with difficulty; 75% of those who had difficulty in speaking English spoke Spanish (Planty et al., 2009). By the year 2026 the number of linguistically diverse students in American schools will rise to 25% (Garcia, 2002)."
        Aydm, N. G., Bryan, J. A., & Duys, D. K. (2012). School Counselors’ Partnerships With Linguistically Diverse Families: An Exploratory Study. School Community Journal, 22(1), 145–166. Article
  - - - :fire:"It seems that the achievement gap between non-ELLs and ELLs in the United States has reached an alarming point where urgent need for new policy and practice is warranted."
        
        Federal laws supporting ELLs is slim compared to students with special needs.
        
        approximately 75% of ELLs are second or third-generation immigrants who were born in the United States is enough evidence to suggest that a substantial part of this low achievement may be related to the sociocultural and/or demographic patterns of ELLs’ families and communities.
        
        ELLs’ initial English proficiency levels, their previous interrupted formal schooling experiences, their affective (e.g., motivation, identity and acculturation patterns), cognitive (e.g., aptitude, styles), and metacognitive (e.g., pedagogical beliefs, strategy use) characteristics also contribute to this gap.
        
        Teacher preparedness and quality
        
        4th/8th Grade Math Scores from 2003-2011
        
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        4th/8th Grade Reading Scores from 2003-2011
        
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