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User-friendly schools for Latinos : ...

Ricken, Robert.

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User-friendly schools for Latinos : = a model for all immigrants /

Record Type:	Language materials, printed : Monograph/item
Title/Author:	User-friendly schools for Latinos :/ Robert Ricken, Michael Terc.
Reminder of title:	a model for all immigrants /
Author:	Ricken, Robert.
other author:	Terc, Michael,
Published:	Lanham, Md. :Rowman & Littlefield Education, : c2006.,
Description:	vii, 172 p. :ill. ;23 cm.
[NT 15003449]:	Responding to the needs of our increasing Latino school population -- Proactive efforts of the school-community -- July: establishing the direction of reaching-out activities for the school year -- August: researching demographics and initiating home contacts -- September: motivating staff and involving school-community committees -- October: planning and hosting first major school-community event -- November: utilizing the positive tone from the first activity to reinvest in future efforts -- December: capturing the holiday spirit to enhance student camaraderie -- January: involving students and staff in planning second semester events -- February: solidifying school-community support and participation in upcoming activities -- March: promoting understanding and motivation through staff in-service -- April: exploring long range commitments and planning culminating events -- May: acknowledging the school-community's participation and justifying the need for continuing similar efforts in the future -- June: end-of-year activities and suggested summer reading lists -- A model school district program -- Epilogue.
Subject:	Hispanic Americans - Education. -
Online resource:	http://www.loc.gov/catdir/toc/ecip0515/2005018471.html
ISBN:	1578863082

User-friendly schools for Latinos : = a model for all immigrants /
Ricken, Robert.

User-friendly schools for Latinos :a model for all immigrants /Robert Ricken, Michael Terc. - Lanham, Md. :Rowman & Littlefield Education,c2006. - vii, 172 p. :ill. ;23 cm.

Includes bibliographical references (p. 167) and index.

Responding to the needs of our increasing Latino school population -- Proactive efforts of the school-community -- July: establishing the direction of reaching-out activities for the school year -- August: researching demographics and initiating home contacts -- September: motivating staff and involving school-community committees -- October: planning and hosting first major school-community event -- November: utilizing the positive tone from the first activity to reinvest in future efforts -- December: capturing the holiday spirit to enhance student camaraderie -- January: involving students and staff in planning second semester events -- February: solidifying school-community support and participation in upcoming activities -- March: promoting understanding and motivation through staff in-service -- April: exploring long range commitments and planning culminating events -- May: acknowledging the school-community's participation and justifying the need for continuing similar efforts in the future -- June: end-of-year activities and suggested summer reading lists -- A model school district program -- Epilogue.

ISBN: 1578863082

LCCN: 2005018471Subjects--Topical Terms:

581181
Hispanic Americans
--Education.

LC Class. No.: LC2669 / .R53 2006

Dewey Class. No.: 371.829/68073

User-friendly schools for Latinos : = a model for all immigrants /
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020 $a 1578863082
020 $a 1578863090 (pbk.) : $c US29.95
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100 1 $a Ricken, Robert. $3 1305246
245 1 0 $a User-friendly schools for Latinos : $b a model for all immigrants / $c Robert Ricken, Michael Terc.
260 # $a Lanham, Md. : $b Rowman & Littlefield Education, $c c2006.
300 $a vii, 172 p. : $b ill. ; $c 23 cm.
504 $a Includes bibliographical references (p. 167) and index.
505 0 # $a Responding to the needs of our increasing Latino school population -- Proactive efforts of the school-community -- July: establishing the direction of reaching-out activities for the school year -- August: researching demographics and initiating home contacts -- September: motivating staff and involving school-community committees -- October: planning and hosting first major school-community event -- November: utilizing the positive tone from the first activity to reinvest in future efforts -- December: capturing the holiday spirit to enhance student camaraderie -- January: involving students and staff in planning second semester events -- February: solidifying school-community support and participation in upcoming activities -- March: promoting understanding and motivation through staff in-service -- April: exploring long range commitments and planning culminating events -- May: acknowledging the school-community's participation and justifying the need for continuing similar efforts in the future -- June: end-of-year activities and suggested summer reading lists -- A model school district program -- Epilogue.
650 # 0 $a Hispanic Americans $x Education. $3 581181
650 # 0 $a Minorities $x Education $z United States. $3 517431
650 # 0 $a Multicultural education $z United States. $3 517430
650 # 0 $a Community and school $z United States. $3 528453
650 # 0 $a School year $x Planning. $3 613140
700 1 # $a Terc, Michael, $d 1946- $3 1305247
856 4 1 $3 Table of contents $u http://www.loc.gov/catdir/toc/ecip0515/2005018471.html