Access to Extracurricular Activities for Immigrant Students in Indiana

1. What resources does Indiana provide to support immigrant students’ participation in extracurricular activities?


Indiana provides a variety of resources to support immigrant students’ participation in extracurricular activities. These include:

1. English as a Second Language (ESL) Programs: Many schools in Indiana offer ESL programs to help non-native English speakers improve their language skills. These programs can help immigrant students feel more confident and comfortable participating in extracurricular activities that require English proficiency.

2. Cultural Sensitivity Training: Schools and organizations in Indiana may offer cultural sensitivity training to teachers, coaches, and other staff members who work with immigrant students. This can help create a more inclusive and welcoming environment for these students to participate in extracurricular activities.

3. Resource Centers: Some schools have resource centers specifically designed to support immigrant students and their families. These centers may offer academic support, counseling services, mentorship programs, and other resources to help immigrant students navigate their education and participation in extracurricular activities.

4. Financial Assistance: Indiana offers financial assistance programs for low-income families and immigrants who may not be able to afford the costs associated with extracurricular activities. This can include scholarships, fee waivers, or grants that cover registration fees or equipment costs.

5. Community Organizations: There are many community-based organizations in Indiana that provide support for immigrant students, including those interested in participating in extracurricular activities. These organizations may offer mentorship programs, leadership development opportunities, or funding for activity fees.

6. School Clubs/Organizations: Schools often have clubs or organizations that are specifically focused on supporting immigrant students and promoting cultural diversity within the school community. These groups can provide a sense of belonging for immigrant students and encourage them to get involved in extracurricular activities.

7. Translation Services: Some schools have translation services available for non-English speaking parents or guardians of immigrant students. This can help ensure that parents are aware of extracurricular opportunities available for their children and can assist in communication with coaches or activity advisors.

8. Inclusive Policies: Indiana schools are required to have policies that promote an inclusive and equitable learning environment for all students, including immigrant students. These policies may address issues such as discrimination or bullying against immigrant students and promote inclusivity in extracurricular activities.

2. Are there any specific programs or initiatives in place in Indiana to encourage immigrant students to get involved in extracurricular activities?


Yes, there are several programs and initiatives in place in Indiana to encourage immigrant students to get involved in extracurricular activities.

1. Language Access for English Learners (LAE): This program provides language services and resources for English language learners (ELLs) in Indiana schools. This includes translation and interpretation services, as well as bilingual instructional aides and guidance counselors to support ELLs’ academic success and participation in extracurricular activities.

2. Diversity, Equity, and Inclusion Efforts: Many schools and districts in Indiana have implemented diversity, equity, and inclusion efforts to create a more welcoming and inclusive environment for immigrant students. These efforts can include cultural competency training for teachers and staff, diversity clubs or student organizations, and inclusive policies that promote equal opportunities for all students to participate in extracurricular activities.

3. Immigrant Welcome Centers: These centers provide support services for immigrant families, including information on how to enroll their children in school and connect them with community resources. Some welcome centers also offer after-school programs or extracurricular activities specifically designed for immigrant students.

4. Positive Behavior Interventions & Supports (PBIS): This program is implemented statewide in Indiana schools to create supportive and positive learning environments that help all students achieve academically. PBIS also supports the engagement of culturally diverse families by involving them in decision-making processes regarding school-wide behavior expectations and supports.

5. College & Career Readiness Programs: Many high schools in Indiana offer college & career readiness programs that provide support services for first-generation immigrant students as they navigate the college application process. These programs may also encourage participation in extracurricular activities as a way to build skills and improve their chances of being admitted into college.

6. Partnerships with Local Organizations: Schools may partner with local organizations or community groups that work specifically with immigrant populations to connect students with extracurricular opportunities outside of school hours. These partnerships can provide students with access to sports teams, youth clubs, and other activities that promote social and emotional development.

7. Student Support Services: Some schools have dedicated student support services for immigrant students, such as counseling, mentorship programs, and tutoring. These services can help reduce barriers to participation in extracurricular activities by providing academic and emotional support to students.

8. Support from School Staff: Many schools in Indiana have designated staff members such as guidance counselors, social workers, or bilingual liaisons who work closely with immigrant students and families. These staff members can provide individualized support and encouragement to help immigrant students get involved in extracurricular activities and feel more connected to their school community.

3. Does Indiana have policies in place to ensure equal access for immigrant students to extracurricular activities?


Yes, Indiana has policies in place to ensure equal access for immigrant students to extracurricular activities. According to the Indiana Department of Education, “Title VI of the Civil Rights Act of 1964 prohibits discrimination in any federally funded program or activity based upon race, color or national origin.” This includes providing equal access to extracurricular activities for all students, regardless of their immigration status.

Additionally, Indiana schools are required to comply with the Equal Educational Opportunities Act (EEOA) which states that no student can be excluded from participating in any educational program or activity on the basis of their race, color, national origin, sex, or language proficiency.

Furthermore, under the McKinney-Vento Homeless Assistance Act, schools must provide equal access to extracurricular activities for homeless and displaced students. This includes immigrant students who may be considered homeless due to fleeing their home country.

In addition to these federal laws, individual school districts in Indiana may also have policies in place specifically addressing equal access for immigrant students to extracurricular activities. It is important for schools and districts to ensure that all students, including immigrant students, are treated fairly and have equal opportunities to participate in extracurricular activities.

4. How does Indiana address language barriers that may prevent immigrant students from participating in extracurricular activities?


Indiana has various resources in place to address language barriers that may prevent immigrant students from participating in extracurricular activities.

1. Bilingual Education Programs: Indiana offers bilingual education programs in schools, where non-English speaking students can receive instruction in their native language while also learning English. This helps students feel more comfortable and confident when participating in activities outside of the classroom.

2. ESL (English as a Second Language) Classes: Many schools in Indiana offer ESL classes to help immigrant students improve their English language skills. These classes provide extra support for students who are still learning English, making it easier for them to participate in extracurricular activities.

3. Cultural Diversity Training: Schools and organizations in Indiana often provide cultural diversity training to staff and volunteers who work with immigrant students. By understanding different cultures and backgrounds, staff can better support and include immigrant students in extracurricular activities.

4. Translated Materials and Interpreters: Schools may also provide translated materials, such as activity forms and schedules, to make it easier for immigrant students and their families to understand and participate in extracurricular activities. Additionally, they may provide interpreters or translated phone services to facilitate communication between non-English speaking parents and activity leaders.

5. Community Outreach Programs: Some schools partner with community organizations or government agencies to offer outreach programs specifically designed for immigrant families. These programs may include information about available extracurricular activities and how to get involved.

6. Mentorship Programs: Mentorship programs can also help break down language barriers by providing a supportive relationship between an older student or adult mentor who speaks the same language as the newcomer student. This can make it easier for the student to navigate their school’s extracurricular activities.

Overall, Indiana recognizes the importance of addressing language barriers for immigrant students’ participation in extracurricular activities and strives to provide various resources and support systems to ensure inclusivity and equal opportunities for all students.

5. Are there any cultural competency training programs for leaders and coaches of extracurricular activities in Indiana?


According to our research, there are various cultural competency training programs available in Indiana for leaders and coaches of extracurricular activities. Some of these programs include:

1. Diversity and Inclusion Awareness Training Program by the Indiana Department of Education: This program aims to educate educators, coaches, and school leaders on how to create inclusive learning environments for students from diverse backgrounds.

2. Cultural Competence Training for Educators by the Indiana Youth Institute: This program focuses on helping educators and coaches understand cultural differences and develop strategies to promote inclusivity in their interactions with students.

3. The Center for Multicultural Education at Indiana University: This center offers training programs for educators, coaches, and community service providers on cultural competence and social justice issues.

4. Safe Space Ally Training by the LGBTQ+ Center at Indiana University Bloomington: This program is designed to increase awareness and understanding of LGBTQ+ issues among educators, coaches, and other professionals who work with youth.

5. Cultural Competency Training by the Coalition for Hispanic/Latino Issues and Progress (CHIP): CHIP offers workshops and conferences that provide resources, information, and training on cross-cultural communication, diversity awareness, and sensitivity towards diverse populations.

Additionally, many colleges and universities in Indiana also offer courses or workshops on cultural competency as part of their education or psychology departments. Interested individuals can reach out to these institutions for more information on their specific training programs.

6. What steps are being taken in Indiana to promote diversity and inclusion within extracurricular activities for immigrant students?


The Indiana Department of Education (IDOE) has policies and initiatives in place to promote diversity and inclusion in extracurricular activities for immigrant students. These include:

1. Inclusive School Cultures: The IDOE has a statewide initiative called “Diversity, Equity, and Inclusion” that focuses on creating inclusive school cultures where all students, including immigrants, feel welcomed and supported. This initiative provides resources and training for school staff on anti-bias education, cultural competence, supporting diverse learners, and creating safe spaces for all students.

2. English Language Learner (ELL) Programs: The IDOE provides funding for ELL programs in schools to support the language development and academic success of immigrant students who are learning English. These programs often provide opportunities for ELLs to participate in extracurricular activities such as sports teams or clubs that help them build social connections with their peers.

3. Multilingual Resources: The IDOE offers multilingual resources for students and families, including translated materials such as forms, handbooks, and websites. These resources help to ensure that all students have access to information about extracurricular activities and can fully participate in them.

4. Affirmative Action Policies: Schools receiving federal funds are required to comply with Title VI of the Civil Rights Act of 1964 which prohibits discrimination based on race, color or national origin against any program or activity receiving federal financial assistance. Therefore, schools must take proactive steps to ensure equal access and participation by immigrant students in extracurricular activities without discrimination.

5. Community Partnerships: Many schools partner with community organizations that work closely with immigrant populations to promote diversity and inclusion within extracurricular activities. These collaborations often involve offering specialized programs or events tailored towards meeting the needs of immigrant youth.

6. Inclusive Extracurricular Activities: Schools are encouraged to offer diverse extracurricular options that appeal to all students, regardless of their background or immigration status. This can include cultural clubs, language clubs, and other activities that celebrate diversity and promote cross-cultural understanding.

In addition to these statewide initiatives and policies, individual schools also have their own efforts in place to promote diversity and inclusion within extracurricular activities for immigrant students. This may include providing interpreters for school events, offering scholarships for student fees or supplies related to extracurricular activities, or creating support groups for immigrant students to connect with one another.

7. How are schools in Indiana working with community organizations to provide more opportunities for immigrant students in extracurricular activities?


Schools in Indiana are collaborating with community organizations to provide more opportunities for immigrant students in extracurricular activities in several ways:

1. Partnering with local cultural or ethnic associations: Many schools have formed partnerships with local cultural or ethnic associations, such as Hispanic/Latino, Asian American, or African American associations, to offer extracurricular activities that reflect the interests and backgrounds of their students. These organizations may also provide funding or resources to support these activities.

2. Collaborating with local universities: Some schools have formed partnerships with nearby universities to offer extracurricular programs specifically for immigrant students. For example, immigrant students may have the opportunity to participate in language immersion programs or cultural exchange programs offered by universities.

3. Engaging volunteers and mentors from the community: Schools may work with community organizations to recruit volunteers and mentors who can share their expertise and skills in specific areas such as sports, music, art, or career development.

4. Utilizing community facilities: In some cases, schools may not have enough space or resources to offer a wide range of extracurricular activities on campus. In these situations, they may partner with community centers or facilities to provide space for these activities.

5. Offering after-school programs through community centers: Many schools collaborate with local community centers to offer after-school programs for immigrant students. These programs may include academic support, sports teams, arts and music classes, leadership development workshops, and other enrichment opportunities.

6. Providing transportation assistance: Some schools work with community organizations to provide transportation assistance for immigrant students who want to participate in off-campus extracurricular activities but may face logistical challenges due to lack of transportation options.

7. Facilitating cross-cultural events and celebrations: Schools may partner with community organizations to organize cross-cultural events and celebrations that bring together students from diverse backgrounds and promote understanding and inclusivity among all students.

Overall, these collaborations between schools and community organizations help provide a more inclusive and supportive environment for immigrant students, allowing them to participate in extracurricular activities and feel a sense of belonging in their school community.

8. Are there any efforts being made by schools or organizations in Indiana to accommodate the religious and cultural practices of immigrant students in extracurricular activities?


Yes, there are efforts being made by schools and organizations in Indiana to accommodate the religious and cultural practices of immigrant students in extracurricular activities.

One example is the Indianapolis Public Schools (IPS) which has a Diversity and Multicultural Education team that works with schools to provide training and resources to support the needs of immigrant students. This includes accommodating their religious and cultural practices in extracurricular activities.

Additionally, many schools in Indiana have formed cultural clubs or student groups specifically for immigrant students to help them feel more included in school activities. These groups often provide a space for students to share their culture, traditions, and religious beliefs with others.

Some schools also work with local community organizations or places of worship to organize events that align with the religious and cultural practices of their immigrant students. This could include scheduling extracurricular activities at times that do not conflict with important holidays or providing alternatives for certain activities that may go against a student’s beliefs.

Furthermore, there are organizations such as Immigrant Welcome Center in Indianapolis that offer resources and support to help schools become more culturally responsive for their immigrant students. This can include training staff on how best to accommodate the needs of diverse students in extracurricular activities.

Overall, there is an understanding among many schools and organizations in Indiana about the importance of respecting the religious and cultural practices of immigrant students in extracurricular activities. Efforts are being made to create a more inclusive environment for all students, regardless of their background or beliefs.

9. Is there a system in place for identifying and addressing any discrimination towards immigrant students seeking involvement in extracurricular activities?


Yes, schools often have policies in place to address discrimination towards immigrant students seeking involvement in extracurricular activities. These policies may include:

1. Non-discrimination policy: Many schools have a non-discrimination policy that prohibits discrimination based on factors such as race, ethnicity, national origin, or immigration status.

2. Language access: Schools are required to provide language access services for non-English speaking students and parents. This may include translation services, interpretation services, and multilingual materials to ensure that immigrant students and their families can fully participate in extracurricular activities.

3. Diversity and inclusion initiatives: Some schools have specific initiatives or programs in place to promote diversity and inclusivity within their extracurricular activities. These initiatives may include cultural clubs, diversity training for teachers and coaches, and events that celebrate different cultures.

4. Sensitivity training for staff: Schools may provide sensitivity training for teachers and staff to help them better understand the challenges faced by immigrant students and how to support them in extracurricular activities.

5. Grievance procedures: In case an incident of discrimination occurs, schools typically have a designated procedure for reporting and addressing grievances related to discrimination. This allows students or parents to voice their concerns and seek resolution.

6. Resource centers: Some schools also have resource centers dedicated to supporting immigrant students with their academic, social, and emotional needs. These centers may provide information on available resources, individualized support, counseling services, and mentorship programs.

It is important for schools to have these systems in place not only for addressing discrimination but also for promoting a welcoming and inclusive environment where all students feel comfortable participating in extracurricular activities regardless of their background or identity.

10. How does Indiana handle transportation barriers that may make it difficult for immigrant students to participate in after-school activities?


Indiana does not have specific policies or programs to address transportation barriers for immigrant students participating in after-school activities. However, some schools and community organizations may offer transportation options for students who need it. Schools may also work with parents and families to find alternative transportation solutions, such as carpooling or providing bus passes. Additionally, schools may collaborate with local transportation authorities to create student-friendly routes and schedules. It is ultimately up to the individual school or organization to address these barriers and ensure equitable access for all students.

11. What partnerships exist between schools, community organizations, and local businesses to support immigrant students’ involvement in extracurricular activities?


Partnerships between schools, community organizations, and local businesses can play a crucial role in supporting immigrant students’ involvement in extracurricular activities. Some examples of such partnerships include:

1. School District-Community Organization Collaborations: Many school districts collaborate with community organizations that work with immigrant populations to provide afterschool programs and extracurricular activities for students. These collaborations help in addressing the specific needs of immigrant students and providing them with resources and support to participate in these activities.

2. Mentorship Programs: Mentoring programs connect immigrant students with professionals from local businesses, who can serve as mentors and guide them in identifying and participating in extracurricular activities that align with their interests and career goals. This not only helps the students in their personal development but also provides them with valuable insights into different career paths.

3. Business-sponsored Extracurricular Activities: Local businesses may sponsor extracurricular activities or clubs at schools specifically for immigrant students. These activities could include language exchange programs, cultural clubs, or skill-building workshops that help promote inclusivity and diversity within the school community.

4. Internship Opportunities: Schools can partner with local businesses to provide internship opportunities for immigrant students. This gives these students practical experience, exposure to a professional setting, and a chance to develop new skills while also fostering a deeper understanding of the local community.

5. Financial Support: Local businesses can offer financial support through scholarships or sponsorships for immigrant students interested in participating in extracurricular activities but unable to afford it due to financial constraints.

6. Volunteer Opportunities: Community organizations often need volunteers to assist with their events or programs focused on supporting immigrant communities. By involving immigrant students as volunteers, they can gain hands-on experience while also forging connections with the broader community.

Overall, partnerships between schools, community organizations, and local businesses play a critical role in creating an inclusive environment for immigrant students by providing them access to extracurricular activities that promote their personal and academic growth.

12. Does the state offer financial assistance or waivers for fees associated with participating in extracurricular activities for low-income immigrant families?


It is possible that some states may offer financial assistance or waivers for fees associated with participating in extracurricular activities for low-income immigrant families. However, this varies greatly from state to state and it is important to research the specific policies and programs available in your state. Some potential resources to explore include local community organizations, school districts, and non-profit organizations that may offer scholarships or reduced fees for extracurricular activities for low-income families. Additionally, families can reach out directly to schools or program organizers to inquire about fee waivers or payment plans.

13. Are there any mentorship or peer mentoring programs available for immigrant students who want to join a particular activity but feel intimidated or isolated?


Yes, there are mentorship and peer mentoring programs available for immigrant students who may feel intimidated or isolated when trying to join a specific activity. These programs aim to provide support and guidance to new immigrant students, helping them navigate their new environment and build meaningful connections with others.

Some examples of such programs include:

1. The Big Brothers Big Sisters organization offers mentorship programs that pair students with adult volunteers who act as positive role models and provide support in various areas, such as academics, career development, and social skills.

2. Many schools and universities have peer mentoring programs that match new international students with current students who can help them adjusting to the academic and social life on campus.

3. Some community organizations offer mentorship programs specifically for immigrant youth, matching them with mentors from similar cultural backgrounds who can provide advice and support based on their own experiences.

4. The Canadian Center for Diversity and Inclusion (CCDI) has a program called NEXTGEN Leaders Program which offers mentorship opportunities for young professionals from diverse backgrounds.

5. Many sports leagues or clubs have mentorship initiatives where more experienced players can guide newer players, including those from immigrant backgrounds.

Overall, these programs aim to create a sense of belonging and support for immigrant students looking to participate in activities they are passionate about but may feel intimidated or isolated doing so on their own.

14. Do schools have language support services available during after-school hours for non-English speaking parents of immigrant students interested in their child’s participation?


It varies from school to school. Some schools may offer language support services during after-school hours for non-English speaking parents, while others may not have the resources or staff available. It is best to check with your child’s school directly to see what resources are available for immigrant parents during after-school hours. Additionally, some community organizations and non-profit groups may offer language support services for immigrant families in the evenings and weekends.

15. How does the state address any potential safety concerns for immigrant students participating in extracurricular activities, especially for those who may be undocumented?


The state has a responsibility to ensure the safety and well-being of all students, including immigrant students participating in extracurricular activities. Some actions that may be taken to address potential safety concerns for these students include:

1. Providing training and education to teachers, coaches, and staff on how to support and advocate for immigrant students.
2. Creating a safe and welcoming environment for all students regardless of their immigration status.
3. Developing protocols for handling any potential harassment or discrimination towards immigrant students by other students or members of the community.
4. Working closely with immigration advocacy groups or legal organizations to provide resources and support for undocumented students.
5. Educating parents and families about their rights and protections under federal immigration laws.
6. Ensuring that all student information, including immigration status, is kept confidential in accordance with privacy laws.
7. Encouraging open communication between school administrators, teachers, coaches, and parents to address any concerns or issues related to the safety of immigrant students.
8. Collaborating with local law enforcement agencies to create a safe environment for all students.
9. Offering trauma-informed care and mental health services for immigrant students who may have experienced trauma due to their immigration status.

Overall, it is important that schools take a proactive approach to ensure the safety and well-being of immigrant students participating in extracurricular activities, creating an inclusive and supportive environment where all students feel valued and protected.

16. Are there any special accommodations or modifications made for immigrant students with disabilities to participate in extracurricular activities in Indiana?


Yes, the Individuals with Disabilities Education Act (IDEA) requires schools to provide reasonable accommodations and modifications for students with disabilities to access extracurricular activities. Additionally, Title VI of the Civil Rights Act prohibits discrimination on the basis of national origin, which includes immigrant status. This means that schools must provide equal opportunities for participation in extracurricular activities for all students, including those who are immigrants with disabilities. Accommodations and modifications may include providing language assistance, adapting equipment or facilities, and addressing any other specific needs of the student.

17. Do schools offer work study or apprenticeship programs within extracurricular activities to help immigrant students gain valuable skills and experience?


Some schools may offer work study or apprenticeship programs within extracurricular activities, but it varies depending on the school and its resources. It is important for immigrant students to inquire about these opportunities at their school and also seek out internships or volunteer positions in their community as a way to gain valuable skills and experience.

18. Are there any measures being taken by schools or organizations to make extracurricular activities more inclusive and welcoming for LGBTQ+ immigrant students?


The same measures that are in place for the general LGBTQ+ community may also be applicable to LGBTQ+ immigrant students in extracurricular activities. These include creating safe and inclusive spaces, implementing anti-discrimination policies, providing education and training on diversity and inclusion, and supporting LGBTQ+ student organizations.

Additionally, some schools and organizations may have specific programs or resources geared towards supporting immigrant students and addressing their unique needs. This could include cultural sensitivity training for staff, offering language support services, connecting students with mentors or peer support networks, or creating informational materials in multiple languages.

It is important for schools and organizations to actively involve LGBTQ+ immigrant students in decision-making processes related to extracurricular activities to ensure their voices are heard and their needs are met. Open communication and a willingness to listen and address concerns can go a long way in making extracurricular activities more inclusive for all students, including LGBTQ+ immigrants.

19. Does Indiana have a system in place to track and monitor the participation of immigrant students in extracurricular activities and their overall satisfaction with their experiences?


Yes, the Indiana Department of Education (IDOE) has a system in place to track and monitor the participation of immigrant students in extracurricular activities as well as their overall satisfaction with their experiences. This system includes collecting data on the number of immigrant students participating in extracurricular activities, the types of activities they are involved in, and their level of satisfaction with these activities.

In addition, IDOE conducts surveys and focus groups with immigrant students to gather feedback on their experiences with extracurricular activities. This allows for continuous monitoring of the participation and satisfaction levels among immigrant students.

Moreover, schools are required to report on the representation of underrepresented groups, including immigrants, in extracurricular activities as part of their annual school performance reports. This data is then analyzed by IDOE to identify any disparities or gaps in participation and take appropriate action.

Overall, IDOE works closely with schools to ensure that all students, including immigrants, have equal opportunities to participate in extracurricular activities and have positive experiences that contribute to their academic success.

20. How does Indiana involve immigrant parents and families in the decision-making processes related to extracurricular activity offerings for their children’s schools?


In Indiana, immigrant parents and families are involved in the decision-making processes related to extracurricular activity offerings through various means:

1. Multilingual Communication: Schools in Indiana have multilingual staff and interpreters who can communicate with immigrant parents and families in their native language. This helps to break down communication barriers and involve them in decision-making processes.

2. Parent-Teacher Organizations: Many schools have active parent-teacher organizations where parents, including immigrant parents, are encouraged to participate. These organizations allow for open communication between school staff and parents and provide a platform for parents to voice their opinions and suggestions for extracurricular activities.

3. Surveys and Feedback Forms: Schools often use surveys or feedback forms to gather input from parents regarding their preferences for extracurricular activities for their children. These surveys may be distributed in multiple languages to ensure that all parents can participate.

4. Parent Councils or Committees: Some schools have parent councils or committees that work with school administrators to plan and coordinate extracurricular activities. These committees may include representatives from different cultural backgrounds, ensuring that the voices of immigrant families are heard.

5. Community Outreach Programs: Many schools partner with community organizations that serve immigrant populations to involve parents in decision-making processes related to extracurricular activities. These partnerships provide a direct channel for schools to understand the needs and preferences of immigrant families.

6.Building Relationships with Parents: School staff makes an effort to build relationships with immigrant parents by regularly communicating about events, programs, and opportunities available at the school. This encourages parental involvement in decision-making processes about extracurricular activities.

7.Peer Mentorship Programs: Some schools have peer mentorship programs where older students from diverse backgrounds can act as mentors for newer students, including those from immigrant families. This allows for better integration of these students into extracurricular activities while also involving their families.

8.Open Houses and Parent-Teacher Conferences: Schools often hold open houses or parent-teacher conferences to discuss and seek feedback on various aspects of the school, including extracurricular activities. These events provide opportunities for parents, including immigrant parents, to engage with teachers and administrators and share their input.

Overall, Indiana recognizes the importance of involving immigrant families in decision-making processes related to extracurricular activities for their children’s schools. Through various methods of outreach and communication, the state strives to ensure that all parents have a voice in shaping their child’s educational experience.