EdCal EdCal v49.2 7/30/18 | Page 7

July 30 , 2018 EDCAL 7
Latino parent engagement requires good relationships with stakeholders
Maria Morales-Thomas , principal at South Ranchito Dual Language Academy in El Rancho USD , wrote the dissertation , “ A phenomenological study of practices that promote Latino parent engagement in an urban elementary school ,” toward her doctoral degree from Pepperdine University in educational leadership administration and policy , April 2015 .
This dissertation examines the perceptions of Latino parent engagement with parents of English language learners in a Southern Californian elementary school . The qualitative research study utilizes a phenomenological
approach that explores the experiences and frustrations of identified parents through focus group interviews .
Morales- Thomas
The study sought to examine the best practices related to parent engagement and major barriers that prevented them from being active participants in school activities or in the decision-making processes at their school site .
While this study allowed the researcher to identify Latino parents ’ experiences in one urban elementary school , it also provided a deeper understanding of how Latino parents of English language learners defined parent engagement .
Parents in the study viewed best practices for engagement as stemming from strong relationships with key stakeholders , the principal and teachers , and reported wanting to be a family . Parents perceived lack of information , communication , and parent activities as barriers that prevented them from being engaged in their children ’ s school .
Finally , the study revealed that engagement for parents of ELL students does happen when a school establishes the infrastructure needed to initiate and nurture parent engagement .
Questions : There are two questions that guided this work : 1 ) What do parents of ELL students perceive to be the most meaningful practices that encourage engagement ? 2 ) What do parents of ELL students perceive to be the barriers that prevent them from being engaged in the total school environment ?
Sample : The participants in this study were Latino parents who had children attending an urban elementary school and whose children had been designated English language learners . Parent participants were either fluent English speakers or beginning English speakers . Focus group interviews were conducted with no more than six parents present at each session . The parents were required to have children who consistently attended the school site for three or more years .
The school site is located in an urban area of Southern California . There were 426 students at the site at the time of the study and 175 ( 41 percent ) were identified as ELL . Spanish is their primary language other than English , with Arabic and Hindi speakers represented in the ELL population . The student ethnic background at the time of the study comprised 73 percent Hispanic , 24 percent African American , 0.07 percent White not Hispanic , 0.02 percent Asian , and 0.02 percent two or more races not Hispanic . Seventy-seven percent of the students were identified as socioeconomically disadvantaged .
Results : Thirteen parents participated in this study across the structured focus groups . Although a variety of themes surfaced with respect to how parents of ELL students define parent engagement ( Joyce Epstein , 2009 ), a concrete definition with reference to a physical presence , included :
( a ) assisting in the classroom ( b ) participating in the school ( c ) visible presence ( d ) supervision ( e ) parent-student interaction while at school
Additionally , when parents were asked what they perceive to be the most meaningful engagement practices , parents reported that the concept of “ community ” was an essential element in any activity ( Moll et al ., 1992 ). The data demonstrates that parents want to : ( a ) feel connected to the school ( b ) interact with the principal ( c ) interact with teachers ( d ) support student educational experiences
Finally , when asked what they perceived to be the barriers that prevent them from being engaged in the school , parents responded that when the following elements were lacking they opted not to take part in school experiences : ( a ) information ( b ) communication from the school ( c ) parent activities included in school events
A school newsletter for parents , referred to as Flash , was a reminder of upcoming events , volunteer training opportunities , and parent workshops being offered at the district office . The Flash also included staff news on professional development sessions for teachers , information regarding operation and maintenance of the school , student activities , teacher deadlines , and state testing information .
The Flash was seen by the parents of this study as a one-way communication tool and did not involve reciprocal communication between parents and the school ( Jasis & Ordoñez-Jasis , 2012 ).
Implications : A significant implication of the study is that school districts put too many roadblocks and regulations for parents to participate in their children ’ s schooling . For example , in order for parents to volunteer , the parents in this study had to be fingerprinted , submit proof of a tuberculosis exam , and take three courses provided by the school district at the district offices .
While these security measures are important for a healthy and safe school environment , parents want to comply with these requirements at their local school rather than at the district offices ( Valdés , 1996 ). Additionally , the principal , who is seen as the leader of the school , is sometimes viewed by parents as lacking the communication skills needed to explain how funding is accessed and prioritized . Parents wonder about the investments and if they encourage parent engagement and improve student achievement . In other words , parents understand the link between their participation and that of their children ’ s academic achievement .
As the Latino English learner parent population increases across the country , parents and teachers need spaces where they can jointly learn from each other and support the needs of each other as partners in the education of English learner students .
English classes , parent-led workshops and opportunities to be part of the decisionmaking processes on school committees are examples of how schools and district leadership can support Latino parent engagement . District leadership must encourage and provide support to principals as they grow and nurture a school culture that keeps the needs of the marginalized communities at the forefront .

Dissertation Rules

Research You Can Use is a periodic feature of EdCal that provides an opportunity for ACSA members to share their dissertation research . Publication of these summaries does not represent endorsement by ACSA of any specific program , policy or strategy . Dissertation summaries written by ACSA members in the past five years are welcome , along with a photograph of the researcher and present job title and location . If you have recent research to share , prepare a two-to-three page summary ( 750-1,200 words ), including vital statistics and conclusions . Email summary and photo to Cary Rodda , EdCal editor , crodda @ acsa . org .

Elementary students donate their change for cancer research

Last year , when Maple Hill Elementary student Ethan McNeil ’ s grandfather was diagnosed with bladder cancer , he was compelled to advocate and support others affected with the devastating disease .
With his younger sister Kailyn ’ s help , fourth grader Ethan organized the Change the Future of Cancer school campaign that brought in $ 1,500 , far beyond his $ 500 goal , to support the Relay for Life , a community fundraising event of the American Cancer Society .
“ I was scared ,” said Ethan , who is now in fifth grade , about seeing his grandfather going through treatments .
“ My grandfather won his battle and is cancer free now ,” the 10-year-old happily said .
But Ethan hasn ’ t finished with his fight against cancer . This spring , he decided to ramp up his efforts by recruiting classmates Ivan Rogers , Hayden Toneck and Silas Swartz , who have all been affected with cancer , to help plan a schoolwide competition .
Students in all 20 classes filled plastic buckets with quarters , dimes , nickels , and pennies for the top prize of a pizza party . The foursome promoted the campaign by
writing and delivering email and phone blasts to parents and by making announcements over the loud speaker .
“ Every time we finished we said , ‘ Help change the future of cancer ,’” Ethan said .
The boys also made a color-coded poster to track donations and received more than $ 800 during the first week . “ I was surprised ,” Ethan said . “ My dad and I were thinking we should do something ,” said Hayden , who lost his mother to cancer three years ago .
His father decided to donate $ 500 , Hayden added $ 500 from his savings account , and his grandparents offered $ 100 . In late May , the group proudly served up 18 pizzas to the winning upper and lower grade classrooms . To date , they have raised $ 3,286.02 for the cause .
“ I was proud to be a part of it ,” Ivan said . “ It makes you feel good to raise money to help .”
Ethan , Silas , Hayden and Ivan also planned to walk and sell homemade items during the Relay for Life of East San Gabriel Valley on June 23 at Suzanne Middle School in Walnut .
Online donations can be made to support the Maple Hill – Change the Future
Fifth graders Hayden Toneck , Ivan Rogers , Ethan McNeil and Silas Swartz raise money for the Relay for Life .
of Cancer team at : https :// secure . acsevents . org / site / SPageServer ? pagename = relay _ donate _ now .
“ We are helping change a sickness that kills thousands , even millions of people ,” Silas said . “ We ’ re helping to save lives .”
Principal Kelly Morris described Ethan as compassionate and selfless when she honored him as the school ’ s Super Star Student during a recent Board of Trustees meeting .
“ Gentle souls like Ethan will be the calm force that the world needs to be a better place ,” she said .

CTC

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currently employs one full-release mentor who serves 16-23 teachers each year and additional part-time mentors as needed . Based upon a teacher and mentor survey , data collected indicated supported the expressed satisfaction that teachers , mentors and site administrators all acknowledge the
success of the program offered to district teachers .
CTC designated Hollister School District for Stage 2 Institutional Approval .
Initial institutional approval – Stage 2 : Eligibility University of Antelope
Valley University of Antelope Valley ( UAV ) proposes to offer a single subject ( mathematics
and science ) program in California only . Their single subject program will be based on California ’ s TK-12 standards and frameworks . The curriculum will provide a broad scope of topics to prepare teachers to work with a full range of California TK-12 students .
The annual program review process will include but not limited to , the following data : enrollment , retention , grade distribution
, learning outcomes , student survey results , off-site survey results , and graduate survey results .
The Commission designated University of Antelope Valley for Stage 2 Institutional Approval .
More information on the CTC or individual agenda items can be found at www . ctc . ca . gov .