INTRODUCTION
This report summarizes
the mission/objectives, actual services delivered, and evaluation findings of
the AB 33 Hayden/Hughes projects in the San Diego area that were funded with
resources from the AB 33 Soto/Hayden/Hughes legislation passed in 1999. Following the application process (April
2000), funding was made available in October 2000 to the June Burnett Institute
through the San Diego Unified School District.
The June Burnett Institute and our partner organizations committed to
provide a fourteen-week program (series of one meeting per week per target
school) designed to provide training on 21 topics (See “Services”), including
“school governance” and “effective participation in the decision-making process
at the school and school district level.” The project started gearing up in
September/October 2000. This report
includes all services delivered between the dates of October 2000 and June 2002. The report first presents information on the
overall project. This information is
followed by details focusing on each of the seven schools receiving services
from the Home/School Partnership Program.
The report demonstrates that: 1) the project served 1,727 parents,
exceeding its service objective (1,400 parents) by 23% (327 more parents than
promised); 2) over 99% of parents who participated in the training liked it;
and 3) about 99% of parents participating felt they learned valuable
information from the training sessions.
OVERVIEW OF HOME/SCHOOL PARTNERSHIP
CHARACTERISTICS OF
AB 33 TARGET SCHOOLS IN SAN DIEGO
Nature of San Diego Unified School
District -- The San Diego Unified School District, the second largest school
district in the State of California, has an enrollment of 143,434
students. The district has a total of
177 schools with 124 elementary schools, 23 middle/jr. high schools, 17 high
schools and 13 atypical schools.
The Seven Target Schools -- Most of our seven AB 33
schools are located in the lowest income, most ethnically diverse communities
in San Diego. All the schools enroll
students that live either in the school community or are bussed to the school
through the Voluntary Ethnic Enrollment Program (VEEP) and the Choice
Program. Five of the schools are
located in the Mid-City/City Heights area that has the highest incidence of
juvenile crime and highest incidence of teenage pregnancies in girls ages
11-18. The area is culturally rich with
over 40 languages being spoken. Over
half of the parents in this area have not graduated from high
school. Individual profiles are
provided for each target school under the seven sections of this report labeled
“Highlights.”
The focus of AB 33F Funding from Hayden and Hughes -- Hayden (Community Based Parent Outreach
and Training) and Hughes (School-based Parent Outreach) applications were
prepared by the June Burnett Institute/California PARENT Center for seven
schools in the San Diego Unified School District. Additionally, the Burnett Institute assisted the San Diego
Unified Parent Involvement Department in preparing applications for Soto funds
(Teacher Home Visits). All schools were
successful in receiving Hayden funds.
Three schools were successful in receiving Hughes funds. A number of schools also received Soto
funds. However, the school district
reported separately on Soto projects. Hayden funding was used primarily to
cover costs of the parent training sessions.
The funding from Hughes was used predominantly to cover costs of the
partial day presence and the recruitment efforts.
PROJECT MISSION, PURPOSE AND GOALS
The Mission of the Home/School
Partnership is to bridge barriers that prevent parent involvement in
their child's education. Barriers come
in many forms, with the most dominant being language, culture, and the absence
of knowledge about the public education systems as they operate in the United
States. The vision of this project is for all students to succeed through a true
partnership between home and school.
Purpose and Goals
of the Home/School Partnership AB 33 Project—The purpose of the project is
to enhance student achievement by encouraging and supporting parental
involvement in education. The Goal of the AB 33 Project was to
successfully recruit and train between 100 and 200 parents/guardians of
students enrolled at each San Diego school funded by AB33. Applications developed by the June Burnett
Institute for seven schools in the San Diego Unified School District were
awarded by the State of California through the San Diego Unified School
District. The seven schools are: Mann Middle, Roosevelt Jr. High, Monroe
Clark Middle, Hoover High, San Diego High, Jackson Elementary and Rosa Parks
Elementary. The combined service goal
for all seven Hayden/Hughes schools was to reach and train 700–1,400
parents/guardians.
AB 33 PROJECT ORGANIZATION AND
STAFFING
Organizational Structure -- To facilitate coordination
of AB 33 Hayden/Hughes training activities, the San Diego Unified School
District combined all seven projects into one agreement between the June
Burnett Institute and the School District.
Subcontracts were implemented with each partner organization: Chicano Federation (Raymond Uzeta, CEO);
Union of Pan Asian Communities (Margaret Iwanaga Penrose, CEO); San Diego Urban
League (Cecil Steppe, CEO), San Diego Unified Council of PTAs (Brian Bonner,
President), and Parent Institute for Quality Education (David Valladolid,
CEO).
Staffing – Each subcontract organization assigned 1.75
FTE staff to the AB 33 project (.25 FTE for each target school). Upper managers worked jointly to update
principals, retain and orient additional staff, establish schedules and “start
dates” for parent training. Training
staff members were organized into two, cross-cultural, cross-linguistic
teams. One team focused on four schools
and one team focused on the remaining three schools. School assignments for each staff were based on the dominant
language needs of target schools and on staff assignments (full time or .75
time). Staff members are listed below:
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Louise Gore James - San Diego Urban League
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Theresa Lucas - Union of Pan Asian Communities
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Hong Bui - Union of Pan Asian
Communities
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AB 33 SERVICES
(Methodology)
Objectives and Methods -- The Home/School Partnership works to
encourage a positive learning environment at home and at school. This objective is achieved through strong
ethno-specific outreach activities to parents, conducting a series of
multi-ethnic parent information/training sessions throughout the school year,
assuring a regular presence at each target school site (Partial Day Presence),
serving as ombudspersons (advocates) for students, parents, teachers and
administrators and by providing mediation, translation and interpretation
services as needed. The Home/School
Partnership has worked with the school, the school community, the PTA/PTO, and
the parents to:
§
Improve communication between the school and the home
by advocating for families;
§
Provide support as ombudspersons and translators
between parents and school staff;
§
Provide training programs to help parents support their
children toward higher academic achievement and success;
§
Provide parents with valuable community resource
information
§
Support parent-to-parent contact through the
intervention period (school year)
§
Encourage parents to form personal and organizational
partnerships with other parents
§
Encourage parents to participate in school governance
committees
§
Empower parents to advocate for their children’s
education
Strong Outreach and Recruitment for Training Sessions –
It requires a massive outreach effort to assure that parents attend and
participate in information and training sessions. This effort included calls to homes, individualized invitation
letters, inserts in school bulletins, reference tables at school events (i.e.
Open House night), person-to-person contact at the school settings, and word of
mouth. On average, 4-5 recruitment
contacts were made for each parent participating in training sessions. Recruitment was enhanced by the availability
of the 7 phone stations in the California PARENT Center Parent Warm Line. These phone stations allowed monolingual
speakers to leave messages for staff in their home languages.
Content of AB 33 Training Sessions –
The Institute and our partner organizations committed to provide a
fourteen-week program (one meeting per week per target school) designed to
provide training on school governance and effective participation in the
decision-making process at the school and school district level. Training sessions averaged 1.5 – 2.0 hours
in length. Twenty-one content areas
were provided to parents who attended all 14 training sessions in each series
at each school through Hayden funding:
1. Assessment
of parent training interests/needs (planning session)
2. Parents
Rights and Responsibilities
3. School
Standards and testing
4. Home-school
collaboration, including educational compacts
5. Parents
knowing their child's school, school community and how to access the school
district' board members and many departments personnel
6. Parent-teacher
conferencing; parent-counselor conferencing and parent-principal conferencing
7. San
Diego Unified School District curriculum for core subjects (teachers
demonstrate lessons)
8. Eighth
grade Four Year Academic Plan and why parents need to be involved in this
process
9. School
committees and governance and moving parents to leadership in the school
10. Middle School
students and how they are "Caught in the Middle"
11. Bridging from
elementary to secondary school
12. The two world s of
our immigrant and refugee students - the culture of home and school
13. Gang, violence,
and drug prevention in the school
14. Conflict
Resolution and Mediation
15. Cultural
competence, sensitivity, and tolerance of others (modeling for children)
16. Parenting skills:
enhancing communication and responsibility building in children
17. Developing study
habits
18. Child development
19. Child motivational
skills
20. School to Work
educational information
21. College
preparation, financial plans, and timelines
The final organization of the
AB 33 training content as delivered in 2000-2002 may be found in Appendix C
attached. A manual providing detailed outlines of the Home/School
Partnership training curriculum content, process and supplemental materials may
be obtained by contacting the California PARENT Center at 1-877-972-7368
(1-877-9PARENT), 619-594-4756 (Administrative line) or http://parent.sdsu.edu (web site).
Partial-Day Presence – Part of the Home/School
Partnership strategy included a “Partial-Day Presence” at each of the seven
target schools. During this 2-hour
regular “presence” assigned staff members from all Home School Partnership
organizations (Chicano Federation, Union of Pan Asian Communities, San Diego
Urban League, San Diego Unified Council of PTAs, and the June Burnett
Institute) were all conjointly present at target school sites. The “Presence” was planned so that it was at
the same time on the same day of each week at each school. The Partial-Day Presence allowed the staff
of community agencies to a) know and anticipate the pulse of each school; b)
assist each school in addressing urgent needs presented by parents visiting
school campuses, c) provide interpretation assistance to schools as
needed/requested by school staff. The
Partial-Day Presence also allowed school administrators, counselors, and
teachers to have easy access to the staff of the Home/School Partnership.
Ombudsperson (or advocacy) services are also provided to
parents in connection with both Partial Day Presence activities and formal
training activities. These services
tend most frequently to focus on 1) parent requests for help with adjusting
classes in which children are enrolled, 2) assuring that key elements of the
child’s IEP are implemented, 3) Interpreting for parents in teacher/counselor
conferences.
AB 33 OUTCOMES –
COMBINED EFFORT, ALL SEVEN SCHOOLS
Overall Goal Attainment -- This section discusses
measurable outcomes achieved by the Home/School Partnership AB 33 Project. In short, The Participation Goal Was Met
and Exceeded -- The AB 33 Project was successful in assuring an
average of four affirmative personalized recruitment contacts with large
numbers of parents at each school.
Moreover, it was successful in assuring that 1,737 parents participated
in training sessions, averaging 248 parents per school. Overall, 53% of these parents (922)
completed 50% or more of the training sessions, allowing them to be
“graduates.” Parent responses to
questionnaires show the Home/School Partnership received “high marks” and
glowing comments as to the value of the AB 33 (Hayden) curriculum, the strong
outreach (Hughes), and the guidance the Home/School Partnership has provided to
them. See “Evaluation Findings,” pages
14-17,
Outreach and Recruitment for Training Sessions -- As
shown in Table 1, it took a massive outreach effort to achieve a turnout of
1,737 parents. Over 45,000
linguistically appropriate contacts were made with parents including: calls to homes, individualized invitation
letters, inserts in school bulletins, reference tables at school events (i.e.
Open House night), person-to-person contact at the school settings, and word of
mouth. On average, there were about 4
recruitment contacts made for every parent who attended a training
session. Recruitment efforts were
enhanced by the availability of the seven phone stations on the California
PARENT Center Parent Warm Line. These
stations made it possible for monolingual speakers to leave messages for staff
in their home languages.
Actual Participation and Ethno-Linguistic Representation in
Training -- Table 1, below, displays the total number of parents
actually attending training sessions along with the ethno-linguistic breakout
of those attending one training session or more. The column in Table 1 labeled “Total Attending at least 1
Session,” reflects the combined efforts of all organizations collaborating to
deliver parent training services to the seven schools. Of the parents who actually attended parent
training sessions, 73.52% were Latino,
14.91% were Vietnamese, 2.36% were Cambodian, 3.86% were Somali, 0.12% were
Pacific Islander, 1.09% were English speaking (Anglo and Afro American), and
4.15% were “Other.” The project
anticipated that Latino parents would be well represented in the attendance at
training sessions because Latino students represent the largest enrollment
group in the target 7 schools.
TABLE 1
Summary of Participants by Language/Ethnicity and
Nature of Participation, 2000 – 2002
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Participants
By Language Group
Oct. 2000–June 2002
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Total Attending at Least 1
Session
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Percentage
By Language
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Latino
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1277
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73.52%
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Vietnamese
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259
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14.91%
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Cambodian
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41
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2.36%
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Pacific
Islander
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2
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0.12%
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Somali
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67
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3.86%
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Arabic
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0
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0.00%
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English
(Anglo &
Af. Amer.)
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19
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1.09%
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Other
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72
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4.15%
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1737
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100.00%
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Degree of Parent Participation in Training Sessions --
Table 2 shows how many parents attending training sessions “completed” or
“graduated.” To be considered a
“graduate” a parent needed to attend 50% or more of the available sessions in
each series of training sessions.
Training sessions averaged 1.5 – 2.0 hours in length. Approximately 21 areas of content were
provided to parents who attended all 14 training sessions in each series at
each school. As the table displays, 922
(53% of the total 1,737) parents attended a sufficient number of sessions (50%
or more) to be considered “graduates.”
Overall, 53% of parents (922) completed 50% or more of the training
sessions allowing them to receive sufficient content to be considered as
“graduates.” This averages 132 parents per school. However, the number of “completers” ranged from a high of 194 at
Jackson Elementary to a low of 41 at Roosevelt Jr. High.
TABLE 2
Summary of Participants by School Oct. 2000 – Jun.
2002 By Nature of Participation
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Participants By School
(10/00 – 6/02)
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Total Attending at Least 1
Session
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No. of Graduates
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Percent Graduated
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Mann
M.S.
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285
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193
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68%
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Roosevelt
Jr.
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103
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41
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40%
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Monroe-Clark
M.S.
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272
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141
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52%
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Hoover
H.S.
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285
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114
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40%
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San
Diego H.S.
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190
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105
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55%
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Jackson
Elem.
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353
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194
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55%
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Rosa
Parks Elem.
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249
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134
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54%
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Totals
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1737
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922
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53%
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Mann Middle School – Highlights
Background --
With an annual enrollment of 1,396 students, this
school is located in the eastern section of San Diego and sits between Jackson
Elementary and Crawford High School. The school serves San Diego’s federally
designated Enterprise Zone/Empowerment Community. Horace Mann Middle School
ranks 4th out of the 23 middle schools in the District’s 2000/2001
Title1/State Compensatory Education School Ranking and Funding Levels report, with 92% of students of
students eligible for the free and reduced lunch program. The ethnic and cultural diversity of the
school’s students is one of the strengths of the overall school program. Over 40 languages are spoken in the homes of
Mann students. Mann is a seminar center for gifted and Talented Education
(GATE) students. For a number of years,
Mann Middle School has maintained a Parent Center/Parent Room that is located
in the hub of school offices. Language interpreters are available in
Vietnamese, Spanish and Somali. Parents
have access to the Parent Center during all school hours as well as before and
after school. Since its introduction to
Mann, the Home/School Partnership has been a valued program that operates from
the Mann Parent Center during its “partial day presence,” providing additional
interpreters, parent training, and ombudsperson assistance.
TABLE
3
Mann Middle -- Participants by Language/Ethnicity and Nature of
Participation -10/2000-6/2002
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Total Participants from
October 2000 - June 2002
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Total Attending at Least 1
Session
|
No. Graduated*
|
Percent Graduated
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Latino
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146
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-
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-
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Vietnamese
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81
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-
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-
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Cambodian
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8
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-
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-
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Pacific Islander
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1
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-
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-
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Somali
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26
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-
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-
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African American/Eng.
Speak.
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10
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-
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-
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Caucasian/English Speaking
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13
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-
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-
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Other
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0
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-
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-
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Totals
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285
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193
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68%
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*Language/Ethnicity
of “graduates” was not available.
Mann Middle -- List of Training Sessions, Dates and Content -10/2000-6/2002
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Training Series
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Date of First Session
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Date of Final Session
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Content Covered
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No. Sessions in Series
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Mann,
Series # 1*
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10-18-00
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12-06-00
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Conflict
Mediation, Keeping Up with Child/Teenage Changes, Encouraging Responsibility
of Children/Teens, Communication with Your Child/Teenager, Motivation and
Self-Esteem
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7
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Mann,
Series # 2
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5-23-01
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Needs
Assessment, Rights & Responsibilities, Know Your School, School Standards
w/ PASS Program, Testing
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5
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Mann,
Series # 3
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5-30-01
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6-13-01
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Know
Your School, Curriculum I: English
Teacher, Curriculum II: Science Teacher, Four Year Plan
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3
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Mann,
Series # 4
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6-20-01
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6-27-01
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On
Coming to America-Two Cultural Worlds, Cultural Celebration
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2
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Mann,
Series # 2
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10-17-01
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12-6-01
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Needs
Assessment & Orientation, Rights & Responsibilities, Know Your
School, District Field Trip
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4
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Mann,
Series # 3
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1-30-02
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3-13-02
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On
Coming to America, Conflict Mediation, What Is Available to Students,
Parenting Skills, Four Year Academic Planning
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4
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4-24-02
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5-22-02
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Know
Your Teachers, Teachers Demonstrate Math and Science, Parenting Skills,
Culture and Food Sharing
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4
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Total
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29
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*Indicates Parent Institute for Quality
Education.
Roosevelt Junior High School – Highlights
Background -- With an annual enrollment of approximately 1000 student, Roosevelt Jr.
High School ranks 13th out of the 23 middle schools in the San Diego
Unified School District’s 2000/2001
Title1/State Compensatory Education School Ranking and Funding Levels Report, with 68% of students eligible for the free
and reduced lunch program. About 32% of the students are English
learners. The
school population is naturally integrated and comes from the many diverse
neighborhoods surrounding the school. This school is located next door
to the world famous San Diego Zoo and Balboa Park. Roosevelt is fortunate to
have the Park as a Partner in Education.
Field trips to the zoo and park, with parent chaperones, help to keep
parent involvement a priority.
Roosevelt has a full time Parent Involvement Coordinator, which
continues to utilize the Home/School Partnership services, and an active PTA.
The “Friends of Roosevelt Foundation” actively supports the school. The Parent Center is located in the library.
TABLE 5
Roosevelt Jr. -- Participants by
Language/Ethnicity and Nature of Participation -10/2000-6/2002
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Total Participants from
October 2000 to June 2002
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Total Attending at Least 1
Session
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No. Graduated*
|
Percent Graduated
|
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Latino
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90
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-
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-
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Vietnamese
|
0
|
-
|
-
|
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Cambodian
|
0
|
-
|
-
|
|
Pacific Islander
|
0
|
-
|
-
|
|
Somali
|
0
|
-
|
-
|
|
African American
|
13
|
-
|
-
|
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Caucasian
|
0
|
-
|
-
|
|
Other
|
0
|
-
|
-
|
|
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103
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41
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40%
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*Language/Ethnicity
of “graduates” was not available..
Roosevelt Jr. -- List of Training
Sessions, Dates and Content -10/2000-6/2002
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Training Series
|
Date of First Session
|
Date of Final Session
|
Content Covered
|
No. Sessions in Series
|
|
Roosevelt, Series #2
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2-22-01
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3-15-01
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Needs
Assessment & Orientation, Know Your School: Rights &
Responsibilities, Parent Curriculum I: School Organization, Parent Curriculum
II: School Governance
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4
|
|
Roosevelt, Series #3
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3-22-01
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4-19-01
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School
Curriculum I: English & Social Studies, School Curriculum II: Math &
Science, Successful Family Strategies I, Successful Strategies II, Family
Night Out: School Standards
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5
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Roosevelt, Series #1*
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5-10-01
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6-07-01
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Conflict
Mediation, Keeping Up with Child/Teenage Changes, Encouraging Responsibility
of Children/Teens, Communication with Your Child/Teenager, Motivation and
Self-Esteem
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5
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Totals
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14
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*Indicates Parent Institute for Quality Education.
Monroe-Clark
Middle School – Highlights
Background -- The
City Heights Educational Pilot is a special program aimed at the highest risk
feeder pattern in the center city area.
The Educational Pilot requested the Home/School Partnership Program to
offer training courses for parents and guardians of students enrolled at Monroe
Clark Middle School. With an enrollment
of approximately 1,426 students, Monroe Clark is located in City Heights, and
has an extremely diverse population. Monroe Clark Middle School ranks first out of the
23 middle schools in the District's 2000/2001 Title1/State Compensatory Education School
Ranking and Funding Levels Report, with 99% of students eligible for the free and
reduced lunch program. Clark has two
classes for students with emotional disabilities, three special day classes for
students with learning disabilities, and two classes for students who have
language-processing disabilities. Monroe Clark has an active Parent
Center/Parent room with a coordinator.
The Parent Involvement Coordinator has attended the Home/School
Partnership sessions and supported the H/S P activities at the school.
.
TABLE 7
Monroe Clark - Participants by
Language/Ethnicity and Nature of Participation -10/2000-6/2002
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Total Participants from
October 2000 to June 2002
|
Total Attending at Least 1
Session
|
No. Graduated*
|
Percent Graduated
|
|
Latino
|
185
|
-
|
-
|
|
Vietnamese
|
45
|
-
|
-
|
|
Cambodian
|
17
|
-
|
-
|
|
Pacific
Islander
|
0
|
-
|
-
|
|
Somali
|
6
|
-
|
-
|
|
African
American
|
3
|
-
|
-
|
|
Caucasian
|
0
|
-
|
-
|
|
Other
|
16
|
-
|
-
|
|
|
272
|
141
|
52%
|
*Language/Ethnicity
of “graduates” was not available.
TABLE 8
Monroe Clark - List of Training
Sessions, Dates and Content -10/2000-6/2002
|
Training Series
|
Date of First Session
|
Date of Final Session
|
Content Covered
|
No. Sessions in Series
|
|
|
11-16-00
|
12-07-00
|
Needs
Assessment & Orientation, Know Your School, Rights & Responsibilities
|
3
|
|
Clark, Series 1*
|
1-30-01
|
3-13-01
|
Conflict
Mediation, Keeping Up with Child/Teenage Changes, Encouraging Responsibility
of Children/Teens, Communication with Your Child/Teenager, Motivation and
Self-Esteem
|
7
|
|
Clark, Series 3
|
4-26-01
|
5-24-01
|
On
Coming to America, School Curriculum I: English & Social Studies, School
Standards with PASS Project, Cultural Sharing and Graduation
|
5
|
|
Clark, Series 2
|
10-25-01
|
12-06-01
|
Needs
Assessment & Orientation, Know Your School, Rights & Responsibilities,
Field Trip to the Education Center:
Know Your School District
|
4
|
|
|
1-29-02
|
3-05-02
|
On
Coming to America, Conflict Mediation, What Is Available to Students,
Parenting Skills, Four Year Academic Planning
|
4
|
|
Clark, Series 4
|
3-12-02
|
4-30-02
|
Know
Your Teachers, Teachers Demonstrate Math and Science, Parenting Skills,
Culture and Food Sharing
|
4
|
|
Clark, Series 1*
|
5-07-02
|
6-18-02
|
Conflict
Mediation, Keeping Up with Child/Teenage Changes, Encouraging Responsibility
of Children/Teens, Communication with Your Child/Teenager, Motivation and
Self-Esteem
|
7
|
|
|
|
|
|
34
|
*Indicates Parent Institute for Quality Education.
Hoover High
School – Highlights
Background -- The
City Heights Educational Pilot is a special program aimed at the highest risk
feeder pattern in the center city area.
The Educational Pilot indicated a desire to have the Home/School
Partnership program offer training courses for parents and guardians of
students enrolled at Hoover High School.
With an enrollment of approximately 1,860 students Hoover High School ranks first out of the 17 high
schools the District's 2000/2001 Title1/State Compensatory Education School
Ranking and Funding Levels Report, with 96% of students eligible for the free and
reduced lunch program. Hoover is committed to parent involvement. With the
support of the Home/School Partnership and dedication of the Parent Involvement
Coordinator and assistant, additional parent training sessions continued
throughout the school year and summer school time frame. Hoover is in the
process to charter a PTA and the school leadership has been trained through the
efforts of the Home/School Partnership.
Hoover High - Participants by
Language/Ethnicity and Nature of Participation -10/2000-6/2002
|
Total Participants from
October 2000 to June 2002
|
Total Attending at Least 1
Session
|
No. Graduated*
|
Percent Graduated
|
|
Latino
|
184
|
-
|
-
|
|
Vietnamese
|
62
|
-
|
-
|
|
Cambodian
|
1
|
-
|
-
|
|
Pacific
Islander
|
0
|
-
|
-
|
|
Somali
|
15
|
-
|
-
|
|
African
American
|
14
|
-
|
-
|
|
Caucasian
|
4
|
-
|
-
|
|
Other
|
5
|
-
|
-
|
|
|
285
|
114
|
40%
|
*Language/Ethnicity
of “graduates” was not available.
TABLE 10
Hoover High - List of Training Sessions, Dates and Content -10/2000-6/2002
|
Training Series
|
Date of First Session
|
Date of Final Session
|
Content Covered
|
No. Sessions in Series
|
|
Hoover, Series 2
|
11-15-00
|
12-13-00
|
Needs
Assessment & Orientation, Rights & Responsibilities, Know Your
School, Know Your School Community, Home/School Compact
|
4
|
|
Hoover, Series 3
|
1-10-01
|
1-31-01
|
Successful
Family Strategies, cultural Diversity: On Coming to America, Successful
Family Strategies: Discipline
|
3
|
|
Hoover, Series 1*
|
2-14-01
|
3-14-01
|
Conflict
Mediation, Keeping Up with Child/Teenage Changes, Encouraging Responsibility
of Children/Teens, Communication with Your Child/Teenager, Motivation and
Self-Esteem
|
5
|
|
Hoover, Support W.S
|
3-28-01
|
6-27-01
|
S.D
Unified Blueprint for Success, Know Your School: Who’s Who in School,
Academic Requirements, Lock Out Meeting, Leadership Development, Lead
Poisoning, Mental Health & Drug Awareness, Family Dynamics, Standards
with PASS
|
8
|
|
Hoover, Series 4
|
5-09-01
|
5-30-01
|
Curriculum
Blueprint, Know Your School: School Curriculum: English as a Second Language,
Conflict Resolution, Cultural Celebration & Graduation
|
4
|
|
Hoover, Series 1*
|
4-17-02
|
5-29-02
|
Conflict
Mediation, Keeping Up with Child/Teenage Changes, Encouraging Responsibility
of Children/Teens, Communication with Your Child/Teenager, Motivation and
Self-Esteem
|
7
|
|
|
|
|
|
31
|
*Indicates Parent Institute for Quality Education.
San
Diego High School – Highlights
Background -- With an
enrollment of 2,055 students, San
Diego High School’s students come from all parts of the city to participate in
its rich academic program. Located on
the edge of the downtown area, the school offers exceptional college and career
preparation through the Writing Academy, International Baccalaureate, and
Language Immersion magnet programs.
San Diego High School ranks 8th out of the 17 senior high
schools in the District’s 2000/2001 Title1/State Compensatory Education
School Ranking and Funding Levels Report, with 72% of students eligible for
the free and reduced lunch program. San Diego High's Parent Center is
located in one of the many meeting rooms in the school library. It has become a hub for parent
involvement. A full time staff member,
so integral in building the home and school relationship, coordinates the
Parent Center.
TABLE 11
San Diego High -Participants by Language/Ethnicity and Nature of
Participation -10/2000-6/2002
|
Total Participants from
October 2000 to June 2002
|
Total Attending at Least 1
Session
|
No. Graduated*
|
Percent Graduated
|
|
Latino
|
183
|
-
|
-
|
|
Vietnamese
|
0
|
-
|
-
|
|
Cambodian
|
0
|
-
|
-
|
|
Pacific
Islander
|
0
|
-
|
-
|
|
Somali
|
0
|
-
|
-
|
|
African
American
|
3
|
-
|
-
|
|
Caucasian
|
2
|
-
|
-
|
|
Other
|
2
|
-
|
-
|
|
|
190
|
105
|
55%
|
*Language/Ethnicity
of “graduates” was not available.
TABLE 12
San Diego High - List of Training Sessions, Dates and Content
-10/2000-6/2002
|
Training Series
|
Date of First Session
|
Date of Final Session
|
Content Covered
|
No Sessions in Series
|
|
S.D. High, Series #1*
|
11-7-00
|
12-5-00
|
Conflict
Mediation, Keeping Up with Child/Teenage Changes, Encouraging Responsibility
of Children/Teens, Communication with Your Child/Teenager, Motivation and
Self-Esteem
|
4
|
|
S.D. High, Series #2
|
1-09-01
|
1-30-01
|
Needs
Assessment, Rights & Responsibilities, Field Trip to Education Center,
Parent Curriculum I-Know Your School/Community, Parent Curriculum II cont.
|
4
|
|
S.D. High, Series #3
|
2-06-01
|
2-27-01
|
Demonstration
of School Curriculum I, Demonstration of School Curriculum II, Successful
Family Strategies I, Cultural Celebration & Graduation
|
4
|
|
S.D. High, Series #4
|
3-06-01
|
3-27-01
|
Successful
Family Strategies, Language Acquisition-ELAC & ESL, School Curriculum I,
School Curriculum II, Cultural Celebration
|
4
|
|
S.D. High, Series #2
|
9-26-01
|
10-17-01
|
Orientation
& Assessment, Know Your School & Rights & Responsibilities, Know
Your School Community & Counselors, Four Year Plan
|
4
|
|
S.D. High, Series #3
|
10-24-01
|
11-14-01
|
School
Curriculum I: English & Social
Studies, School Curriculum II: Math
& Science, Successful Family Strategies, On Coming to America &
Graduation
|
4
|
|
|
|
|
|
24
|
*Indicates Parent Institute for Quality
Education.
Jackson
Elementary School – Highlights
Background -- With an enrollment of 1,137 students, Jackson Enrichment Academy is
located in east San Diego. Due to increased enrollment, the campus has grades
four and five annexed on the Mann Middle School campus. Jackson Elementary School ranks 8th
out of the 124 elementary schools in the District’s 2000/2001 Title1/State Compensatory Education School Ranking and
Funding Levels report, with 98% of students eligible for the free and
reduced lunch program. Jackson Elementary has a PAL, Parent Academic
Liaison. The PAL program is sponsored
by the San Diego Unified School District and its focus is academic success with
parent involvement. The Home/School
Partnership team aligned strongly and worked closely with this liaison. Through continued small group parent
education meetings to enhance academic success of students, parents are more involved
with their child's education. Our
Home/School Partnership parent sessions and advocacy supported the efforts of
the school.
TABLE 13
Jackson Elem. - Participants by
Language/Ethnicity and Nature of Participation -10/2000-6/2002
|
Total Participants from
October 2000 to June 2002
|
Total Attending at Least 1
Session
|
No. Graduated*
|
Percent Graduated
|
|
Latino
|
283
|
-
|
-
|
|
Vietnamese
|
28
|
-
|
-
|
|
Cambodian
|
15
|
-
|
-
|
|
Pacific
Islander
|
1
|
-
|
-
|
|
Somali
|
20
|
-
|
-
|
|
African
American
|
0
|
-
|
-
|
|
Caucasian
|
0
|
-
|
-
|
|
Other
|
6
|
-
|
-
|
|
|
353
|
194
|
55%
|
*Language/Ethnicity
of “graduates” was not available.
TABLE 14
Jackson Elem. - List of Training Sessions, Dates and
Content -10/2000-6/2002
|
Training Series
|
Date of First Session
|
Date of Final Session
|
Content Covered
|
No. Sessions in Series
|
|
Jackson, Series #1*
|
10-26-00
|
11-30-00
|
Conflict
Mediation, Keeping Up with Child/Teenage Changes, Encouraging Responsibility
of Children/Teens, Communication with Your Child/Teenager, Motivation and
Self-Esteem
|
5
|
|
Jackson, Series #2
|
2-27-01
|
3-20-01
|
Needs
Assessment, Rights and Responsibilities- Know Your School, Know Your School
Community, Parenting Skills
|
4
|
|
Jackson, Series #3
|
4-24-01
|
5-15-01
|
On
Coming to America-Two Worlds for Families, Demonstration of Curriculum I,
Curriculum II, Cultural Celebration and Graduation
|
4
|
|
Jackson, Series #2
|
9-27-01
|
10-18-01
|
Needs
Assessment, Know Your School, Know Your School Community, Four Year Plan
|
4
|
|
Jackson, Series #3
|
10-25-01
|
11-15-01
|
Know
Your Teacher-English & History, Know Your Teacher-Math & Science,
Family Strategies, Cultural Celebration and Graduation
|
4
|
|
Jackson, Series #1*
|
4-25.02
|
6-06-02
|
Conflict
Mediation, Keeping Up with Child/Teenage Changes, Encouraging Responsibility
of Children/Teens, Communication with Your Child/Teenager, Motivation and
Self-Esteem
|
7
|
|
|
|
|
|
28
|
*Indicates Parent Institute for Quality Education.
Rosa Parks
Elementary School – Highlights
Background -- The City
Heights Educational Pilot is a special program aimed at the highest risk feeder
pattern in the center city area. The Educational
Pilot has indicated a desire to have the Home/School Partnership program offer
training courses for parents and guardians of students enrolled at Rosa Parks
Elementary School. With an enrollment
of approximately 1,166 students,
Rosa Parks is located in the mid-city area of San Diego. 100 percent of its
students are eligible for free and reduced –price lunches; over 70 are English
learner students. Rosa
Parks Elementary School ranks second out of the 124 elementary schools in the
District's 2000/2001 Title1/State
Compensatory Education School Ranking and Funding Levels Report.
Rosa Parks has a very active parent involvement community with a strong
Parent Involvement Coordinator. Classes
and sessions are part of the daily activities at the school. The Home/School Partnership was able to
enhance many areas of information and support parents through our workshops and
advocacy.
TABLE 15
Rosa Parks - Participants by Language/Ethnicity and Nature of Participation
-10/2000-6/2002
|
Total Participants from
October 2000 to June 2002
|
Total Attending at Least 1
Session
|
No. Graduated*
|
Percent Graduated
|
|
Latino
|
206
|
-
|
-
|
|
Vietnamese
|
43
|
-
|
-
|
|
Cambodian
|
0
|
-
|
-
|
|
Pacific
Islander
|
0
|
-
|
-
|
|
Somali
|
0
|
-
|
-
|
|
African
American
|
0
|
-
|
-
|
|
Caucasian
|
0
|
-
|
-
|
|
Other
|
0
|
-
|
-
|
|
|
249
|
134
|
54%
|
*Language/Ethnicity
of “graduates” was not available.
Rosa Parks - List of Training Sessions, Dates and Content -10/2000-6/2002
|
Training Series
|
Date of First Session
|
Date of Final Session
|
Content Covered
|
No Sessions in Series
|
|
R. Parks, Series #2
|
12-14-00
|
1-25-01
|
Orientation
& Needs Assessment, Know Your School: Rights & Responsibilities,
Parent Curriculum I: School Organization, Parent Curriculum II: School Governance
|
3
|
|
R. Parks, Series #3
|
2-01-01
|
2-15-01
|
On
Coming to America, Successful Family Strategies I, Successful Family
Strategies II, Field Trip to the Education Center
|
3
|
|
R. Parks, Series #1* Morning & Evening Sessions
|
4-27-01
|
6-15-01
|
Conflict
Mediation, Keeping Up with Child/Teenage Changes, Encouraging Responsibility
of Children/Teens, Communication with Your Child/Teenager, Motivation and
Self-Esteem.
|
14
|
|
R. Parks, Series #4
|
6-22-01
|
7-6-01
|
School
Standards, School Curriculum I: Homework Tips, Reading Development,
Curriculum II: Bi-literacy
|
3
|
|
|
|
|
|
23
|
*Indicates Parent Institute for Quality
Education.
EVALUATION
In addition to the service
outcomes referenced in the prior section, the evaluation of the project
included two types of linguistically appropriate questionnaires administered to
parents following training. The first
questionnaire, titled “Parent Training Session Assessment” was administered to
parents in their home languages following each training session (See Table
17). It asks parents to provide
feedback using a four-point scale as to the content and process used during the
session. The second questionnaire,
titled “Parent Session Evaluation” was administered to parents in their home
languages following completion of each series of training sessions. It contains 16 closed end questions asking
parents about the utility of the training content to their lives. Among other things parents were asked
whether they learned useful information about the education system, school
expectations, school resources and parenting skills.
Responses to “Parent
Training Session Assessment” (End of Each Session/Meeting)
From the start of the program,
963 individual session questionnaires (Parent Training Session Assessment) were
completed, all or in part, by parents participating. Aggregate responses follow:
TABLE 17
Parent TRAINING Session assessment - Short
Form
All
Schools Combined
|
Question/Statement
|
|
Strongly Agree
|
Agree
|
Disagree
|
Strongly Disagree
|
Total n responding
|
|
I am glad I attended tonight's parent training session
|
n
|
811
|
152
|
0
|
0
|
963
|
|
|
%
|
84.2%
|
15.8%
|
0.0%
|
0.0%
|
100.0%
|
|
“Agree” and “Strongly
Agree” Combined
|
|
963
|
100.0%
|
|
|
|
|
The information I learned tonight from Home/School Partnership was
helpful/useful
|
n
|
746
|
214
|
0
|
0
|
960
|
|
|
%
|
77.71%
|
22.29%
|
0.00%
|
0.00%
|
100.0%
|
|
“Agree” and “Strongly
Agree” Combined
|
|
960
|
100.00%
|
|
|
|
|
I have learned something new tonight which will help me to help my
child
|
n
|
774
|
187
|
2
|
0
|
963
|
|
|
%
|
80.37%
|
19.42%
|
0.21%
|
0.00%
|
100.0%
|
|
“Agree” and “Strongly
Agree” Combined
|
|
961
|
99.79%
|
|
|
|
|
The information was presented in a format I could understand
|
n
|
768
|
189
|
3
|
0
|
960
|
|
|
%
|
80.00%
|
19.69%
|
0.31%
|
0.00%
|
100.0%
|
|
“Agree” and “Strongly
Agree” Combined
|
|
957
|
99.69%
|
|
|
|
|
The information was presented in a language I could understand
|
n
|
779
|
177
|
4
|
1
|
961
|
|
|
%
|
81.06%
|
18.42%
|
0.42%
|
0.10%
|
100.0%
|
|
“Agree” and “Strongly
Agree” Combined
|
|
956
|
99.48%
|
|
|
|
|
The presenters were knowledgeable of the subject matter
|
n
|
773
|
184
|
1
|
1
|
959
|
|
|
%
|
80.60%
|
19.19%
|
0.10%
|
0.10%
|
100.0%
|
|
“Agree” and “Strongly
Agree” Combined
|
|
957
|
99.79%
|
|
|
|
The
parents completing the 963 questionnaires following each individual
session/meeting referenced in Table 17 indicated exceptionally strong
affirmation of the content and curriculum presented by the Home/School Partnership
at AB 33 schools. One hundred
percent (100%) of parents respondents indicated that they “Strongly Agreed” or
“Agreed” with the statement “The information I learned tonight from
Home/School Partnership was helpful/useful.” Ninety-nine percent (99%) of parent respondents either “Strongly
Agreed” or “Agreed” with the statement that “Information was presented in a
language I could understand.” The
Home/School Partnership mission is to overcome barriers that prevent parent
involvement at the school. Language can
be a serious barrier when interpreters are not provided. These findings suggest that the Home/School
Partnership has effectively helped parents learn about schools and the
educational process. *See parent
comments from this evaluation stated below.
Responses to Parent Session
Evaluation (End of Series)
From the start of the AB 33
program, 110 “end of series” questionnaires (“Parent Session Evaluation”) were
completed, all or in part, by parents participating. Aggregate frequencies for the responses of these parents to each
question on the questionnaire are presented in Table 18 on the following page.
The Home/School Partnership has
learned from experience that most of our parents begin our training series with
little or no knowledge of our school systems.
The responses of parents to this questionnaire suggest that the training
sessions were targeted to provide information they needed. Most parents responded very affirmatively to
all questions on the “Parent Session
Evaluation” (See Table 18). When the categories “Strongly Agree”
and “Agree” are collapsed we find that:
One hundred percent (100%)
of respondents agreed with the following statements:
·
“
I feel I learned important in
