For Use with Parents or Guardians of

Limited English Proficient Students

Written by Rebecca Kyser and Nora Russell

Under
the
advisement of the Parent Orientation Project Team:
Starr DiCiurcio, Nancy Fisher, Darcy Hudson, Richard Light, Carla
Meskill, and Laurie Wellman

Funded by the Language Advocacy Project and the Research

Foundation
at the University at Albany

1
To Schools:
The State Education Department has recently attached an amendment to its Part 154
Regulations for Pupils with Limited English Proficiency. The amendment states:

Parents or other persons in parental relation to a pupil designated in section 117.2(d) of

this Title, shall be provided an orientation session on the state standards, assessments,
school expectations and general program requirements for the bilingual education
program and the free-standing English as a second language program. Such orientation
shall take place within the first semester of their child’s enrollment in the school and,
when needed, shall be provided in the first language of the pupil’s parents or other
persons in parental relation to the pupil.

The following script is a suggested outline for a video which school districts could
create to help meet their responsibilities for parent/guardian orientation. The overall concept
for this project was to form a highly adaptable script which could be molded to reflect
individual schools and could be easily translated into each of the languages represented in the
district. A comprehensive content has been provided which schools are encouraged to
rearrange, rewrite, add to, or delete from as needed. Where policies and information vary
among districts, blank spaces have been inserted which schools can fill with specifics.
Narrator language and conversational content have been kept brief and simple so that they may
be easily translated and easily understood.
Many parents and guardians of Limited English Proficient students may be reluctant to
become involved or even visit their child’s school after the initial registration session.
Additionally, work, transportation, child care, or cultural issues may also contribute to their
absence. For this reason, it may be optimal to show this video on the day that parents and
guardians register their children. We recommend that students view this video with their
caretakers in order to discuss the content. Perhaps a small television-VCR combination and
some paper and pens for note-taking could be kept on hand for use at any time.

Sincerely,
The Parent Orientation Project Team

2
 Production Notes
Part I:
 A parent name must be chosen that is ethnically appropriate for the language used in each
translation.

 A sex must be designated to the (unseen) child that is discussed in this video. All gender language is
written in optional formats that have been highlighted with bold print. Please be consistent in your
choices throughout the script.

 Masculine and feminine language choices have been provided for all characters in this script. Please
choose appropriate gender language that matches the men and women engaged to produce the
video.

 Provisions have been made for either an ESL teacher or a Bilingual Education teacher to be featured
in the video. Those schools that wish to include both types of teachers will need to create some
additional lines.

Part II:
 Please use children and parents from different ethnic backgrounds and age groups for each shot. It
is important that your audience of parents can see the characteristics of their own families reflected
in this video.

 In the last shot of the video, it is recommended that the group of children include a variety of ethnic
backgrounds and ages.

Other:
 The total time for the video is 30 minutes. Please note that the total time will vary proportionately
with script additions and deletions.

 Although the written script contains marked separations between Part I and Part II, please do not
use these printed words in the video. Written English will complicate translations.

 Suggested camera shots are printed throughout the script. Please note that additional shots will be
necessary to enhance the video and to fill the length of time needed for the narrations.

 A great deal of time was spent to ensure that each and every word in this script will translate into
other languages. All idioms, idiomatic expressions, and difficult vocabulary were exchanged for
more simple and direct text so that the content would not be ‘lost in the translation.’ Please use the
same care and consideration in all future alterations and additions to the script.

3
4
5
 Suggestion:

Open the video with a view

of your school and the
following narration

6
7
 Narration to be read during the view of your school:
(music plays)

Hello and welcome to our school! We are very happy to have you and
your family here. All of the members of our school would like to make your
change to this new school as easy and comfortable as possible. In the United
States, all children are entitled to a free public education. This is not optional.
We place such a high value on education that we have created laws that require
all children to go to school. It is your responsibility, as parents and guardians, to
be sure that your child attends.
We know that it can be difficult to adjust to a new school because it may
seem different and sometimes confusing. A new law was passed that gives
parents and guardians the opportunity to learn about their children’s school in
their own language. This video was created in response to the law and will
introduce you to your child’s school. The parent in this video will be asking the
different members of the school questions about important issues related to your
child.
Please remember that this video is only an introduction to our school. We
encourage you to ask our school personnel your questions after the video or in
the future. We want to do our best to help you and your child have a healthy and
happy experience in our school!

8
 Suggestion:

Show a detailed blueprint of

your school next.

If a Narrator is chosen to
describe the blueprint at this
time, it may be helpful to
highlight each area of the
school when it is discussed.
Please Note: This is not to be used in
place of a personal tour, which is
highly recommended.

9
 Concept:

The camera follows as a

parent or guardian of a
Limited English Proficient
student looks at the front of
the school, enters through the
main door, and walks toward
the main office.

10
 Suggestion:

Briefly show the blueprint of

the school again.
Highlight the office where
the School Secretary works.

Narration to be spoken during a shot of

the Secretary working at his/her desk:

The Secretary is the person who

coordinates all Main Office activities.
He/She is the first and last person
every visitor to the school must see.

11
 Script for Part I
Secretary

S = Secretary P/G = Parent / Guardian * = Optional for Use

S: (show S standing up to meet P/G) Hi. Nice to meet you. (shakes hand). I am

the secretary in this _____________ (elementary, middle, high school). (*My name is

______________.)

P/G: (standing in front of the desk) Hi. Nice to meet you also. My name is ____________.

My child goes to school here..

S: That’s great! Welcome to our school. Do you have any questions that I can answer for

you?

P/G: (continue standing) Yes, I do have some questions. How can I see my child?

S: Any time that you come into the building you must first come to the office and sign your name

into a book. You should also show us photo identification. When you leave, you will need to sign

the book again. We welcome you to our building at any time. However, we want all visitors to

sign the book in order to protect your child’s safety.

P/G: Thank you. And how can I call my child on the phone?

S: You can call the school office and leave a message for your child. We will tell your child

that you called and have him/her call you. If you call for your child during one of his/her classes,

he/she will not be able to call you until he/she has a free period or lunch.

P/G: Also, how can I leave a message for my child or my child’s teacher?

S: You can leave a message for your child or your child’s teacher with me. I will give the

person the message. * If you want to leave a phone message for your child or your child’s

teacher you can call _________ (phone number) and then press _________ (button # ) to

leave a message.

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P/G: Great. Also, how can my child leave early from school?

S: If you need to have your child leave early from school, write a note and ask your child to give

it to his/her teacher in the morning. Our school feels that regular classroom attendance is

very important to your child’s success in school. For that reason, only legal absences are

permitted. Legal absences are illness, a religious observance, sickness or death in the family,

approved school sponsored trips, required court appearances, or unsafe weather. If you have

an unexpected emergency and you need to remove your child from school, come to the office

and we will find your child.

P/G: How can I get help writing English or speaking with school personnel in English?

S: If writing English is a problem, you can have a friend or family member write the note for

you to sign. You should know that you have the right to request a translator if you would like

to speak to any school employee. You also have the right to request the translation of any written

materials.

P/G: Thank you. And how can I make an appointment with school personnel?

S: If you want to meet with the Principal, I can schedule an appointment. If you would like to

meet with your child’s teacher you can leave a message with me. I will give the teacher your

message and ask him or her to call you.

P/G: Ok. Can you tell me how I can get help with paying for my child’s breakfast and lunch?

S: Sure. You will need to complete a form with information about your income. If you qualify,

your child can receive a free or reduced breakfast and lunch.

P/G: Thank you very much. I look forward to seeing you again.

S: You’re welcome. Would you like to meet the Principal? Come with me, I’ll show you his

office. (After knocking on Principal’s office door, Secretary opens the door and performs an

introduction) Hi! (*Mr./Ms.____________(Principal’s name)). I have someone I would like

you to meet. This is Mr./Mrs. _______________(parent or guardian’s name). He/She has a

child attending school here.

13
Principal
Pr: Hi.
Pr = Principal P/G = Parent / Guardian * = Optional for Use
Nice to

meet you. (shakes hand) (*My name is ______________.)

S: (speaking to P/G) The Principal oversees all school personnel, students and school events.

P/G: Nice to meet you too.

Pr: Welcome to the school! Please come in and have a seat in my office. (gestures

toward a chair and both sit)

S: (still standing) Nice meeting you Mr/Mrs. ______. Goodbye. (shakes P/G’s hand)

P/G: Nice meeting you too. Goodbye. (Secretary leaves)

Pr: Do you have any questions that I can help you with?

P/G: Yes, I have some questions. How can I get my child to school?

Pr: Well, if you live ________ (.5, .6) km or less from the school your child can walk or

ride a bicycle to school. Please provide him/her with a lock in order to prevent theft if

he/she chooses to ride a bicycle. If you live more than ________(.5, .6) km from the school

then your child can use the bus at no charge. The school will tell you if your child may use

the bus. It will come to a stop near your home. *Your child can request a Student ID / Bus

Pass with the number of the bus he/she should ride. * There is no charge for the first bus

card, but if your child’s card is lost, stolen, or damaged there will be a $________charge for a

new card.

P/G: Thank you. And what if my child needs to take a different bus home from school?

Pr: If your child is going to take a different bus or exit at a different stop, you must send a note

to your child’s teacher. Also if any friend would like to ride the bus with your child, he or

she must bring a note from home.

P/G: That’s good to know. What are the discipline rules for the school?

14
Pr: Each classroom teacher has his or her own rules for the classroom, but there are also rules

for the school. The main rules are to always walk, always have permission to leave the

classroom, and to be in school at ________ (7:30, 8:00 a.m.) every day. Students should

demonstrate respect to teachers and other children. They should also never wear hats, or

bring gum, weapons, or electronic devices to school.

P/G: That is important to know. I am concerned about what I hear about drugs and alcohol in

this country. What is your school policy?

Pr: We have a strong commitment to prevent drugs and alcohol from entering our school.

Students should not bring any illegal drugs or alcohol to school, and they must not smoke or

use drugs on school property. The nurse is the only person who may give out legal drugs.

P/G: Ok. What will happen to my child if he/she does not follow the rules?

Pr: The school has different consequences for each rule and the number of offenses. Your

child’s teacher and I decide what happens if the student does not follow a rule.

Consequences may be verbal warnings, a call home to discuss the problem, extra time in

school, or suspension from classes for a period of time.

P/G: Thank you. And how do I know that my child is safe in school?

Pr: Safety is our first priority at this school. All visitors are asked to enter our building through

the main door and then immediately go to the Main Office. There, they are asked to sign in

with the secretary and sign out when they leave so that we know who is in the building at all

times. *During school hours, all doors are locked except _____________(for the back door

labeled “A”). *I make periodic building checks, both inside and outside, to ensure that

everything is safe. We ask you to complete an emergency card so that our office staff can

contact you in the event of an emergency. This card should have several emergency phone

numbers that we can use if we cannot contact you.

P/G: Great. Thank you.

15
Pr: As far as safety, we also have fire and bus drills. We have fire drills ________(10,12) times

yearly to allow students to practice leaving the building quickly, quietly, and safely. Also, we

have bus drills ________ times a year so that your child may receive special safety

instructions about exiting the bus in emergencies.

P/G: Thank you. What should I do if my child cannot attend school?

Pr: If your child will be absent, please call the ___________(Main Office, Nurse’s Office, etc.)

by ________ (7:30, 8:00 a.m.) and inform the school. When your child is ready to return,

write a note with the date of the absence, why your child could not come to school, and your

signature.

P/G: Ok. Does the school ever close for an emergency?

Pr: Yes, sometimes it is necessary for schools to close or to end early. For example, a school

might close because of bad weather. If school ends early, your child should know where

he/she can go. If schools do not open it will be broadcast over the radio stations

___________________ (WTRY,WPYX,WKLI, etc.). You can listen to this as early as

______ (6,7,8,etc.) in the morning. Occasionally, our school may open late. When this

happens, it will also be broadcast over the radio stations, and all buses will start later than

normal.

P/G: Thank you very much. I hope to see you again soon. (stands up)

Pr: You’re welcome. (stands up) It was nice meeting you. (shakes hand)

P/G: It was nice meeting you also.

Pr: Have you met the nurse yet?

P/G: No. I have not. Where is her office?

Pr: The nurse is down the hall this way. (points in the direction the parent should walk)

P/G: Ok. Thank you. Goodbye. (P/G begins walking down the hallway)

16
17
 Suggestion:

Briefly show the blueprint of

the school again.
Highlight the office where the
School Nurse works.

Narration to be spoken during a shot of

the School Nurse talking on the phone in
his/her office:

The School Nurse takes care of all medical

issues. He/She is responsible for diagnosing
illness, giving medicine, and completing
health examinations.

18
Nurse

N = Nurse P/G = Parent / Guardian * = Optional for Use

P/G: (while standing outside N’s door) Are you the nurse?

N: (while standing by her desk) Yes, I am. (*My name is _______________.) Nice to meet

you. (walks forward and shakes hand)

P/G: Hi. I am __________________. Nice to meet you too. My child goes to school here.

N: Would you like to come in? Please have a seat. (gestures toward chair and sits down)

P/G: Thank you. (sits down)

N: Do you have any questions that I can help you with?

P/G: Yes, I do have some questions. What happens when my child is sick?

N: If your child is sick, his/her teacher will send him/her to me. I will call you and we will

decide if your child should stay in school or go home. If your child needs to go home, we

will ask you to come and get him/her. This is why it is so important that we have a current

emergency card in our office.

P/G: That is good to know. Also, does my child need to have any type of health exam?

N: Yes, once a year your child will have an exam of their general health, eyes and ears.

P/G: What if my child has to take medication? Do you give that to him/her?

N: Yes, I can give your child medicine, but you need to give me two things first to protect your

child 's health. First, I need you to write a note telling me to give your child the medicine.

The second thing I need is a note from the doctor which includes the purpose of the

medication, the amount that should be taken, the time of day the medicine should be given, the

number of days it should be given, and any problems that might occur. You must also tell me if

there is a change in your child’s health or medication.

P/G: Thank you. I will do that. Is there anything else I should know about my child’s health?

N: Well, did you complete the form about your child’s past medical history? It comes in several

different languages. The law requires that we have a record of all of your child’s

19
immunizations and past medical experiences.

P/G: Yes, I did. Thank you. I would like to talk to one of my child’s teachers. Who should I

talk to first?

N: You should talk to the ________________ (ESL, Bilingual Education) teacher. He/she

is down this hallway. (points in the direction parent should walk)

P/G: Thank you for all of your help.

N: You’re welcome. It was nice meeting you. (shakes hand)

P/G: It was nice meeting you also. I hope to see you again. Goodbye.

N: Goodbye. (P/G begins walking down the hallway)

20
 Suggestion:

Briefly show the blueprint of

the school again.
Highlight the room where the
ESL or Bilingual
Education Teacher works.

21
Narration to be spoken during a shot
of the ESL Pullout Program Teacher
doing paper work at his/her desk:

The ESL Teacher teaches

English to students whose first
languages are not English. ESL
students visit him/her several
times every week.
The number of visits is in
proportion to the students’
needs.

22
Narration to be spoken during a shot
of the ESL (Self-Contained Program)
Teacher doing paper work at his/her
desk:

The ESL Teacher teaches

English to a classroom of
students whose first languages
are not English. In his/her
classroom they may also learn
the main subjects of math,
science, or history.

23
Narration to be spoken during a shot
of the Bilingual Teacher doing paper
work at his/her desk:

The Bilingual Education

Teacher teaches students who
speak ____________ and who
also need to learn English.
Students work in the classroom
and use both languages to learn
the main subjects of math,
science, history, English, and
their native language.

24
ESL/ Bilingual Education Teacher

ESL/Bi Ed = ESL/Bilingual Education Teacher P/G = Parent / Guardian * = Optional

P/G: (standing in the doorway) Hello?

ESL/Bi Ed: (from classroom) Hello. (*My name is _____________) May I help you?

P/G: Yes. (enters room) My name is ______________. My son / daughter is a student here.

ESL/Bi Ed: Its nice to meet you. (shakes hand) Would you like to sit and talk for a few minutes?

P/G: Yes, I would. I have some questions for you.

ESL/Bi Ed: Of course. Please have a seat. (gestures toward a chair and sits also)

P/G: (sits down) The school nurse said that you teach English to my child. Is that true?

ESL/Bi Ed: Yes, that’s correct . . .

(For ESL Pullout Programs): . . . Your child actually has several teachers.

He/She spends most of his/her day in the main classrooms with other children that

are his/her age. Sometimes the students visit other teachers to learn music, art,

sports, computers, and library skills. The students who need to learn English also

visit me in addition to all of those special classes. I see the beginner and

intermediate level students a minimum of four hours per week. And I see all of the

other ESL students at least two hours every week. Because my students speak so
many different languages, I speak English when I teach my lessons.

(For Self-Contained ESL Classrooms): . . . Your child spends

__________ (part, most, all) of his/her day in my classroom. I teach him/her the

English language (*as well as the main subjects of math, history, and science.)

Because the students in our class speak so many different languages, I speak

English when I teach my lessons. At specific times during the week, students may

also visit other teachers to learn music, art, sports, computers, and library skills.

These teachers also speak English when they teach.

 (For Bilingual Education Programs): . . . I am your child’s main

classroom teacher because he/she speaks __________ (language) and also needs

to learn English. (*I teach your child language skills, math, history, and science. )

For ___________ (percentage or portion) of the day, we speak ____________

(language) in the classroom. For the remainder of the day we speak English. The

development of both languages improves your child’s mental flexibility to process

information. It can also help your child maintain his/her language and cultural

heritage. At specific times during the week, students may also visit other teachers

to learn music, art, sports, computers, and library skills. These teachers speak

English during their lessons.

P/G: Oh, I see. How was my child selected for this program?
ESL/Bi Ed: Well, do you remember the Home Language Questionnaire you completed when

you registered your child for school? It asked questions about what languages are spoken at

home and how they are used. Because you usually use a language other than English at
home, we talked with your child to see how well he/she speaks English. After our

conversation, we then used special tests to see how well your child could read and write

English. The information that we learned from our conversation and the tests told us that

your child needed to be placed in a special program.

P/G: Oh, thank you. I’m happy to know how that process was completed. And who can I talk to

if I have more questions in the future?

ESL/Bi Ed: You’re always welcome to ask any of your child’s teachers your questions. We all

want your child to receive a good education, and we believe parents and guardians are very

important to our goal. You were your child’s first teacher, and we want to make sure you

have all the information you need to continue being a part of his/her education. For the first
 few months, you will probably have the most questions for your child’s classroom teacher

and me.

P/G: How can I contact you?

ESL/Bi Ed: Well, there are a variety of ways. You may leave a phone message or a written

message with the secretary; You may make an appointment to meet with me; or you may visit

my classroom before or after school.

Option 1: If you do not wish to include a Classroom Teacher or a Guidance Counselor, it is

possible to end the conversation portion of the video here.
P/G: Thank you. I will contact you if I have questions. (stands up)

ESL/Bi Ed: (stands up) Please do. I look forward to speaking with you again. It is always nice

to talk to the parents of our students. . . .

P/G: Thank you. It was nice meeting you.

ESL/Bi Ed: It was nice meeting you too. Goodbye.

P/G: Goodbye. (parent/guardian leaves room and walks down hallway)

Option 2: Continue the conversation portion of the video

by sending the P/G to the next person.

ESL/Bi Ed: (continued) . . . I’m sure that your child’s classroom teacher would also like to meet

you. (walks to the door) He/She is down this hallway. (points in the direction the

parent should walk)

P/G: Thank you. It was nice meeting you. (shakes hands) Goodbye.

ESL/Bi Ed: It was nice meeting you too. Goodbye. (P/G begins walking down the hallway)
 Suggestion:

Briefly show the blueprint of

the school again.
Highlight each mainstream
classroom in a cumulative
manner.
Narration to be spoken during a shot
of an Elementary School Teacher
writing on the blackboard:

The Classroom Teacher

teaches a group of children
who are all at the same age.
Students in his/her classroom
learn the main subjects of
math, science, history,
reading, and writing.
Narration to be spoken during a shot
of a Middle or High School Teacher
writing on the blackboard:

Each Classroom Teacher

teaches one particular subject,
such as math. At the end of
every _______ minute period,
the students in his/her class
must leave to learn another
subject, in another room, with
another teacher.
Classroom Teacher

CT = Classroom Teacher P/G = Parent/Guardian * = Optional

P/G: (standing in the doorway) Hello. Are you the teacher?

CT: (from within classroom) Yes I am. (*My name is ______________) May I help you?

P/G: Yes. My name is _________________ . My son/daughter is a student in your

classroom.

CT: Well, it’s nice to meet you Mr./Ms. _______________. (comes to door and shakes hands)

P/G: May I ask you a few questions?

CT: Of course. Please come in and have a seat. (after both are seated) What questions do you

have?

P/G: Well, what does my child do in your classroom every day?

CT:

(For Elementary Schools): I teach the main subjects of math, science, history,

reading, and writing. Your child learns the concepts in each subject that are appropriate

for his/her age. The New York State Education Department has developed a plan that

coordinates what concepts will be learned in each grade. I do my best to see that my

students can apply what they learn to real life. This means that sometimes we do

activities that combine the information we have learned in different subjects. It also

means that we may take a walk outside of school or even ride a bus to another place in

order to apply what we have learned. Of course, I will never take your child outside of

school unless you have signed a note to give us your permission.

(For Middle and High Schools): I teach your child math. I see your

son/daughter for one of those periods each day. During other class periods, your child

attends lessons taught by other teachers. In this school, students learn each subject from a

different teacher. After each ________ (number) minute period, they leave one room and

walk to another.

P/G: Oh, thank you. It seems that my child is very busy. Do you assign homework every day?
CT:

(For Elementary Schools): Well, your child may have some homework, however the

amount varies with the age and grade level of the student. When homework is assigned, we

expect that it will be completed and brought to school the next day. Students who do not

complete the work regularly may have difficulty in class. *Optional: Write a few lines about your

school’s homework policy. For example: Our school has a homework policy that can help you

understand how much homework your child may bring home. Third graders are given fifteen

minutes of homework or less each night. Fourth graders are given thirty minutes or less of

homework each night. Etc.

(For Middle and High Schools): Well, every teacher has the option of assigning

homework. Some teachers assign work every day and some assign it less often. Your child

should have homework every night. You may be aware that New York State has recently

implemented higher standards for all students. Your child will need to do homework every night

to meet the standards. It is expected that homework will be completed and brought to school the

next day. Students who do not regularly bring completed homework to school will have difficulty

in class.

P/G: Thank you. I will tell my child about the homework.

CT: Good. Do you have other questions that I can help you with?

P/G: Yes. What should my child wear to school?

CT: Students may generally wear what they would like, but we prefer that they are dressed

appropriately for the weather conditions. This means that warmer clothes should be worn in

the winter and cooler clothes should be worn in early fall or late spring. A student should not

be distracted from learning because he or she is cold, hot, or embarrassed. For this reason,

we ask that students wear warm jackets, raincoats or boots when the weather is cold or rainy.

We also ask that students do not wear very short shorts, dresses, ____________,(additional

clothing prohibited in your school)_____________ or __________.

P/G: I understand. Do I need to pay for my child’s textbooks?

CT: No. Textbooks are provided free by the school district. Your child is welcome to use the

books as often as he/she would like, (*and he/she may even take them home at night.
However, it is very important that the textbooks return to school each day. Your child needs

the textbooks to do work in class.) The textbooks should remain clean and in good condition

because they will be reused by future students. You will only need to buy a textbook if your

child damages the first one.

P/G: Oh, thank you. That is helpful to know. How will I know if my child is doing well in

school?

CT: When your child completes an important assignment in class or as homework, I look at the

work and give it a grade. The grades represent different qualities of work. Four times during

the year, I average the grades that I have recorded for your child. Then I complete a report

card with a grade and some written comments about your child’s progress. I also include a

grade that describes your child’s effort in class. That report card

______________________________________________________. (will be sent home for

you to sign and return; will be sent home for you to review; can only be obtained at a parent-

teacher conference; etc.)

P/G: Oh, I see. Thank you. You’ve been so helpful.

CT: You’re welcome. Do you have any more questions?

P/G: No. I asked everything. Thank you. I think I will go now. . . . (stands up)

CT: Well, it was nice meeting you Mr./Ms. _____________. I hope to see you again. (stands up

and shakes hand)

P/G: It was nice meeting you too. Goodbye.

Option 1: If you do not wish to include a Guidance Counselor, it is possible to end the
conversation portion of the video here.
CT: Goodbye. (P/G leaves room)
 Option 2: Continue the conversation portion of the video
by sending the P/G to the next person.

P/G: (continued) . . . Is there anyone else that you think I should meet to discuss my child’s

education?

CT: Who have you talked to today? (stands up)

P/G: I have talked with the Secretary, the Principal, the Nurse, and the ESL Teacher.

CT: Maybe you should talk to the Guidance Counselor. His/Her office is down this hallway.

(points in the direction the P/G should walk)

P/G: Thank you. I will.

CT: Well, it was nice meeting you Mr./Ms __________________ I hope to see you again.

(shakes hands)

P/G: It was nice meeting you too. Goodbye.

CT: Goodbye. (P/G leaves room)

 Suggestion:

Briefly show the blueprint of

the school again.
Highlight the office where the
Guidance Counselor works.
 Narration to be spoken during a shot
of the Guidance Counselor working at
his/her desk:

The Guidance Counselor helps

students with scheduling and
career planning. He/She also
listens to students who wish to
discuss issues in their lives.
Guidance Counselor
GC = Guidance Counselor P/G = Parent / Guardian * = Optional for Use

P/G: (standing in the doorway) Hello. My name is _______________. May I speak with you

for a minute?

GC: (stands up from behind his/her desk) Certainly, please come in. (*My name is

_____________.) I am the Guidance Counselor.

P/G: (enters room) My son/daughter is a student here.

GC: Please have a seat. (gestures toward a chair and both sit) Do you have any questions?

P/G: Yes, thank you. Can my child come to you if they have a problem? For example, if he/she

needs someone to talk to?

GC: Yes, they can talk to me about any type of problem they have. I am available

to talk to students ____________ (before or after lunch, at any time during the day, etc.)

P/G: That is nice to know. Also, do you help my child decide what classes he/she should take?

GC: Yes, I help your child to plan their schedule and to take the right classes. I work hard to

prepare your child to meet the New York State graduation requirements.

P/G: Thank you, I also want to make sure my son/daughter is prepared for the future. Do you

help with that?

GC: Yes, I work hard to prepare your child for a successful future. I meet with your child to

discuss career options, college opportunities, and any other interests he/she has for the future.

You are welcome to attend these meetings. Your child can also make additional meetings

with me at any time.

P/G: Thanks for all your help. It was nice meeting you. (stands up)

GC: (stands up) It was nice meeting you too! (shakes hand) I look forward to meeting

your son/daughter.

P/G: Thanks again. Goodbye!

Video Script
Part II
Script for Part II

Narration to be spoken by the Principal during a series of video clips.

Video Narration
Upper body shot of the Principal as he says the Now that you know some of our important people
narration: and policies, we hope that we have answered your
questions about what your child may experience in
school. At this time, we feel it is necessary to discuss
what we expect from our students’ parents or
guardians.
We believe that parents, guardians, and other
family members play an important role in the
education of our students. Their voices have as much
influence over school decisions as the voices of our
school personnel. Our country was created with the
belief that one person is not enough to successfully
complete any job. As a result, many of our
governmental bodies, schools, and work places do not
allow one single person to have complete authority.
Instead, they are balanced systems which give equal
authority to several people or groups. These groups
work together to make decisions that will provide the
most benefit and satisfaction to the largest number of
people.
In our school, our students’ parents or guardians
form a group which has significant authority over
school decisions. We expect our parents and
guardians to be active participants of this group who
will do what is necessary to help our school provide
the best education for its students. To do this, parents
and guardians must learn their rights and
responsibilities.
Upper body shot of Principal continued.
Shot of a parent reviewing a file at a table.
Shot of a parent conferencing with a social worker,
guidance counselor, or other.
Shot of a parent and the school secretary making an
appointment over a date book in the main office.
Shot of a parent and a teacher conferencing. (formally
or informally) Both review a child’s school work as
well as a report card or grade book.
Shot of a parent at a small meeting, such as a
Committee on Special Education meeting.
Shot of parent and teacher talking informally or a shot
of an after school program, such as tutoring.
Shot of a busy bilingual education classroom.
Shot of an ESL teacher working with two or three
students around a table.
Shot of a group of parents holding a meeting or
working around a table. If adult ESL classes are
available in the area or at the school, a shot of the
class would also be appropriate.
Your rights are freedoms which are given to you by
our laws. These freedoms permit you to complete
certain actions without punishment. We expect that
our students’ parents or guardians will use their rights
to suggest changes when they are unsatisfied with an
aspect of their children’s education. All parents and
guardians have the following rights:
You have the right to review your child’s school
record if you have questions about his or her
placement in a class or questions about his or her
academic performance.
You have the right to talk to the Principal, social
worker, or teacher if you feel the information about
your child is wrong, or if it invades your privacy.
You have the right to visit the school and your
child’s classroom. However, you need to make an
appointment with the school office and the teacher
first. It is your right to request a translator for this
meeting or to bring another translator that you know.
During your meeting with the teacher, you have the
right to ask the teacher about what your child is
learning. At this time, review your child’s work with
the teacher. It will help you to understand what your
child is doing in class. You also have the right to
discuss your child’s academic performance with the
teacher. Together you may have good ideas for how
to help your child succeed in school.
You have the right to participate in decisions about
your child changing grade levels, staying in the same
grade for a second year, or entering a special
classroom. Ask questions. Do not sign any forms if
you are not satisfied with the answers you receive.
You have the right to find help for your child when
he or she is not doing well in school. Work with your
child’s teacher to understand the problem your child
may have. Ask school personnel about support
programs that provide help with homework or help
students after school each day.
You have the right to remove your child from a
bilingual education program. In order to do this, you
need to have a meeting with the Principal and the
bilingual education supervisor.
When your child leaves the bilingual education
program, he or she may continue in an English as a
Second Language program. You DO NOT have the
right to remove your child from an English as a
Second Language program.
You have the right to organize and be a member of
parent groups or programs. Some examples of these
include the Parent-Teacher Organization, bilingual
committees, and English classes.
Shot of a busy school board meeting where a parent is
speaking.
Full body shot of Principal as he says the narration.
Shot of Principal next to a table with school supplies.
Principal holds up each item as it is mentioned..
Shot of parent talking to a child.
Shot of student studying at a desk at home with a light
on.
Pan of a busy Open House.
Use previous shot of parent-teacher conference..
Full body shot of Principal.
Shot of a Parent Teacher Organization (PTO) meeting.
You have the right to attend school board
meetings. You also have the right to speak at these
meetings about topics that are important to you, your
family, or your child’s education.
In addition to your ‘rights’ we expect you to fulfill
certain responsibilities. The first of these is to help
your child come to school ready to work and learn.
Your child’s teacher will let you know what
materials your child needs for school. Usually a child
needs a backpack, some notebooks, paper, pens and
pencils. Sometimes a teacher will ask students to
bring additional items, such as tissues, calculators or
crayons.
At home, it is your responsibility to help your child
be rested, clean, and well fed before school each day.
It is also important for you to inform your child of
what is expected of him or her in school. You can do
this by discussing all of the information in this video
with your child, such as our school rules and the
consequences for misbehavior.
You should also provide your child with a well
lighted and quiet area at home that he or she can do
homework in. This does not need to be a special area.
It could be your kitchen table at a quiet time. It is
important that you encourage your child to complete
his or her homework. Students who do their
homework regularly are more successful in school. Be
sure to check your child’s backpack every night and
look for homework and letters from the teacher.
Another important responsibility you have is to
attend your child’s Open House. An Open House is a
chance for you to meet all school personnel and to
ask them any questions. It is also an opportunity for
you to learn more about what your child experiences
every day. You may see your child’s desk and
classroom or meet the parents or guardians of other
students.
Your last important responsibility is to attend
conferences with your child’s teacher. These
conferences are used to share information. You both
have very different experiences with your child. It is
important to discuss these experiences in order to
completely understand your child’s progress in school.
As a parent or guardian you have many
opportunities to become involved in your child’s
education. We encourage you to take advantage of
these opportunities.
One way you can do this is to attend the Parent
Teacher Organization, or PTO, meeting. The PTO is
an organization that meets once a month to discuss
any concerns parents or guardians have about their
child’s education. They also organize activities to
raise money to help all students in the school.
Shot of parent working with children at their desks.
Shot of a parent taking attendance as students file
onto a school bus..
.Shot of a parent or guardian reading to their child.
Another way you can share in your child’s
education is by volunteering in their classroom or
helping with school activities.
One example of a school activity that you could
help with is supervising students on a field trip. For
example, a group of students may go to a museum or
a zoo.
Finally, a great way you can participate in your
child’s education is to show him or her the importance
of learning outside of school. You can do this by
reading with your child in either English or your native
language. When you read alone you also show your
child how much you value learning.
Narration to be spoken during a shot
of a multi-aged group of children
leaving the school and waving
goodbye to their teacher (music
begins to play):

We have come to the end of

our video. Thank you for
your time and patience. We
hope that the information
presented has been helpful to
 you. We look forward to
seeing you at our school in
the future.