Family Outreach and Training
Family Literacy Services


Family outreach and training and family literacy services provided with Title III, Part A funds must

  • include activities that clearly go above and beyond activities already funded through other sources (for example, a community participation program provided through Title III, Part A funds must be separate from any activity or event that is already funded through another source.)
  • be supplemental to other services available to English learners, parents, and family members.
  • have documentation to support the implementation of the activity. Documentation may include:
    • Presentations (PowerPoint slides, presenter’s notes, or handouts)
    • Meeting or training agendas
    • Sign-in sheets (documenting that the activity occurred during the appropriate academic year)
    • Notifications of the events (e.g., emails to parents, newsletters, or a flyer)
Note: The State understands some examples of documentation may not be applicable, due to the size of the LEA/Fiscal Agent’s English learner population.

Family outreach and training provide parents with the required parent and family literacy services, activities, and trainings needed to improve their English language skills. These services enhance the academic achievement of English learners and immigrant students.

Family literacy services integrate the following:

  • Interactive literacy activities between parent and child
  • Training in parenting activities
  • Literacy training that leads to economic self-sufficiency (e.g., teaching adults to read)
  • Age appropriate education to prepare children for success in school and life experiences1

1 “OCTAE. ED U.S. Department of Educatio” ED, U.S. Department of EducationOpens a new window


Family outreach and training and family literacy services specific to English learners may include:

  • Sending out language-appropriate monthly newsletters to families of English learners, with literacy strategies and ideas that could be easily implemented at home.

  • Hosting monthly literacy events at a local library, in a campus library, or in a community center. Partner a community member with the family of an English learner for structured literacy activities, conducted in English or the family’s primary language, such as

    • Book club meetings. Meet with the community members prior to the first book club meeting to train them in their role as literacy mentors. Ensure they have a basic understanding of
      • how to select grade-appropriate books
      • the various genres of books
      • the structure of your book club

      During the book club meetings, provide time for partnerships to
      • select books
      • have shared reading, paired reading, and/or read-alouds
      • respond to the reading, through discussion or written response
      Consider inviting local authors or librarians to read aloud excerpts from their favorite books during each event.

    • Writing for life. Consider sending a language-appropriate survey to parents of English learners to determine the real-world writing needs (e.g., work applications, college essays, email communication with school staff or community leaders, emails/letters to family members, etc.)
      • Allow each community member to assist the family members with their specific writing needs during scheduled time together.
      • Provide time to write about topics of interest (current events that impact the community or family, upcoming events, etc.), then share and discuss what was written. Discuss possible next steps for the writing (e.g., Should an email be sent to a city leader about the issue addressed? Does the writing address a classroom assignment for the English learner?)

  • Hosting cultural events at a local community center, public library, or other location that is convenient and comfortable for the families in your area. These events could showcase foods, music, dance, and traditions that are important to the families served, allowing LEA staff to develop a better understanding of the community as a whole.

Parents and children listening to another adult

Family trainings to promote literacy development at home. Consider sending a language-appropriate survey to parents of English learners to solicit the type of support desired or training needed. *

Trainings may address:

  • Reading strategies that can be implemented at home, specific to each grade level or grade band
  • Reading, writing, listening, and speaking activities, and ways to develop two or more of these language skills at once
  • Technology resources available to support the acquisition of English

*Child care may be provided at these meetings and/or trainings for young children, so that parents, caregivers, guardians, and English learners may actively engage in the event.



A family of four using an iPad

Family meetings to promote awareness and understanding of academic achievement and various district/campus program goals. Consider sending a language-appropriate survey to parents of English learners to solicit the type of support desired or training needed.*

Meeting topics may include:
  • Information on how reading is taught to English learners
  • Information on findings in the research in the area of English learner education (e.g. best practices identified in the research)
  • An overview of the literacy programs in which English learners are participating, and the specific goals and outcomes of the programs
  • Discussions between parents/caregivers/guardians, English learners, and teachers regarding the effectiveness of the programs in which the students are participating
  • Information on the importance of biliteracy
  • Guest speakers who were English learners (e.g., city or district leaders)
*Child care may be provided at these meetings and/or trainings for young children, so that parents, caregivers, guardians, and English learners may actively engage in the event.

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