Listening_to_Parent Voices_04_09_09

DISTRICT-WIDE PARENT SURVEY:
Listening to Parent Voices
PARTICIPANTS &
SETTING
FRAMING PARENTAL
INVOLVEMENT
STUDY DESIGN
SURVEY INSTRUMENT
QUANTITATIVE RESULTS:
PARENT RATINGS
QUALITATIVE RESULTS:
Five themes
English Learners:
Standard English Learners:
• Hay que crear conciencia en que se les eduque en la
casa y la escuela es para aprender [There is a need
to create awareness that moral education is
provided at home and school is a place for
learning]
• Genuine parent involvement and customer
service that serves the actual population. Only
through AEMP program is there any support for
Standard English Learners; they need to feel a
part of the district
• Información a los padres sobre servicios y programas
[Information for parents about services and
programs]
• Strategic relationship building between parents
and teachers, staff & parents, staff to staff.
• Involucrar más a los padres y no solo con
información, también aceptando ideas y opciones
[Involve parents, not only with information,
but also accepting their ideas and opinions]
• Need more town hall meetings with the
teachers and the principals together with the
parents, and need to feel less intimidated so they
can really speak to the issues
English Learners:
Standard English Learners:
• Mejor profesores, consejeros y programas que
verdaderamente ayuden a los estudiantes
[Better teachers, counselors and
programs that truly help students]
• Need more teachers who are culturally
aware of their students (learn about the
community’s culture) and to teach
accordingly
• Educar primero al distrito escolar, a los
directores en la oficina, y a los maestros que
entiendan el idioma y la cultura [Educate the
district first, principals in the office, and
teachers so they understand the language
and the culture]
English Learners:
Standard English Learners:
• Darles clases de inglés adicionales no solo la instrucción
en inglés porque al no entender el idioma el estudaiante
se frustra [Give students additional English
classes, not merely provide instruction in English
because a student can become frustrated if he
doesn’t understand the language]
• I think each Standard English Learner
needs support. SEL students are being left
behind. Students need dual languages and
culturally relevant curriculum. It’s hard
for them to compete for jobs. Dual
languages will help in our community
• Más apoyo en el idioma que habla como primer idioma
y permitir en todas las escuelas la educación bilingüe
para valuar el lenguaje que ya tienen [More primary
language support and allow bilingual education
in every school to value the language they come
with]
• Continue support for the AEMP
program. Need more money and support
to fund the AEMP program so that other
schools may benefit from the program
English Learners:
Standard English Learners:
• Monitoriar los directores sobre los planes
de educación que se está llevando en las
escuelas [Monitor principals in
regards to educational plans that are
being implemented in schools]
• I believe that schools should be held
accountable (principals) and make sure
teachers are being effective and that the
children are learning on a daily basis.
• Que el Plan Master se implemente en las
escuelas [That the Master Plan is
implemented in the schools]
• Establish a monitoring system that measures
the progress of Standard English Learners. The
system should be district wide and AEMP
should be instrumental in monitoring the
Standard English progress
English Learners:
Standard English Learners:
• Sería excelente que se les diera la oportunidad de
tener más apoyo, ejemplo tutor o mentor uno a
uno por estudiante 2 horas por semana dentro de
la escuela [It would be excellent to provide
opportunities for additional support, for
example tutors or mentors one-on-one for
students, 2 hours per week during school]
• Additional educators (teachers and
tutors) and one-on-one tutoring is
needed
• Supply us with all the valuable
resources to assist us to achieve and
more books, resources and a variety of
• Más programas en las vacaciones para los niños y educational tools
después de escuela [More programs during
students’ vacation and after school]
IMPLICATIONS FOR CULTURALLY &
LINGUISTICALLY RELEVANT PARENTAL
INVOLVEMENT & RESEARCH
THANK YOU
Magaly Lavadenz, Ph.D.
mlavaden@lmu.edu
Elvira G. Armas, Ed.D.
earmas@lmu.edu
Loyola Marymount University
School of Education
Center for Equity for English Learners (CEEL)
http://soe.lmu.edu/ceel