This thesis seeks to qualitatively define successful practices for working with the families of English Language Learners (ELLs) at a secondary school in Southeastern San Diego. Through the use of semi-structured interviews and short, demographic surveys with school administrators, teachers, and staff members, successful practices will be identified. By describing practices currently in use by a school that has a successful record of educating ELLs, this research seeks to provide specific, practical strategies that can be used by teachers in similar settings serving a similar population. The research seeks to share successful practices that are specific and practical for improving involvement of families. The school was chosen for its 100% graduation rate and 100% enrollment rate at a 2 or 4 year college.
