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PBIS Tiphany Kane (Ruppert)

EDAD566

Community Engagement Through Positive Behavior Intervention and Support

Introduction & Purpose Statement

My school has a very hard time getting parental involvement in

classrooms, PTA, book fairs, fundraisers, picture day, and School Site Council

Committees. Low parental involvement us a multi-faceted technical and

adaptive issue. Data shows our technical challenges of socioeconomic,

language, and proximity challenges. Data shows that I teach at a Title 1

elementary school in Garden Grove. Our student population is made up of

approximately 80% low socioeconomic, 67% Hispanic or Latino and 30%

Asian. We currently bus in almost one-fourth of our student population from

Santa Ana. Another 14% students are bused from different home-school

neighborhoods because we are a GATE magnet school. In addition, we have

3% of our students bused to an after-school program. In total, a little more

than a third of our student population is bused to and from our school.

Because these students are bused, we rarely see their parents on campus.

To compound this problem of low parental involvement even more; in

an effort to improve campus security, the school district installed fencing and

heavy-duty gates at the entrances of our campus. Parents are now to drop

children off at the gate and have students walk onto the campus alone. The

image of parents lined up, literally pressing their bodies against the fence,

watching their children walk away onto campus alone, is heartbreaking.

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PBIS Tiphany Kane (Ruppert)

Here again, is a population of parents that are not actually walking onto our

campus.

Adaptive challenges include parents feeling disenfranchised by an

educational system they do not completely understand, new federal

education standards that have created parent-baffling homework, and the

lack of parent-school-community partnerships. Last year the district

produced a parent survey at the end of the school year and only 10 out of

our 530 families responded to this survey. This is a mere 1.88% participation

rate. We asked ourselves why parents did not take the survey. Did parents

have challenges accessing technology to take the on-line survey? Did

parents realize the importance of the survey in informing best practices at

the school? Did the survey get communicated clearly to parents? All of these

questions are pertinent and lead to a better picture of what steps we need to

take to have our school become more of a community center.

My school site is what Beyond the Bake Sale refers to as a Come-if-

We-Call school. In other words, parents are welcome on the few instances

they are invited to the school, such as field trips, award ceremonies and

parent conferences. The school culture leans more toward thinking that there

are not much parents can offer the school and it is better for them to focus

on helping their kids at home. Teachers can be heard saying that parents just

dont have the time to come to school or the education to contribute to daily

lessons. Fall Open House is a teacher speech and slideshow explaining

classroom expectations and procedures. Much teacher-parent

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PBIS Tiphany Kane (Ruppert)

communication is in regards to problems in responsibility for learning and

responsibility for behavior. All of these are actions that create an imbalance

in parent-school connections and make the parents feel disenfranchised and

separated from an active role in the school. However, I do believe that school

administration and leadership wants to move us into a more Partnership

School model where parents, teachers, staff and community partners work

closely together to make sure every students succeeds.

The U.S. Department of Educations Partners in Education: A Dual

Capacity-Building Framework for Family-School Partnerships gives the

guidelines:

Staff need to be committed to working as partners with families

and must believe in the value of such partnerships for improving

student learning. Families need to view themselves as partners in

their childrens education (p.11)

How do we bridge the dichotomy gap of wanting more parent and

community involvement, versus the safety and busing needs of our school?

In their research on Latino parent involvement, Jasis, et al, found parental

empowerment in more creative, community-based methods would increase

parental involvement. This involves the empowerment of our previously

marginalized parental population. We would need to focus on processes that

reflect and incorporate socio-cultural, psychological, and ideological

constructs. These processes must be local in nature, community based,

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PBIS Tiphany Kane (Ruppert)

involve mutual respect, critical reflection, caring, and share equal

participation. (Jasis, et al 2015)

I believe my school has not been bringing in our parent population in a

way that reflects their experiences, needs and desires for their children. We

have also not effectively utilized community partners in a way that fosters a

rich school community. As you can see in Table 1 (appendix), we currently

have a good variety of events that bring in parents and the community. We

have a Tet celebration, a Cinco de Mayo family BBQ, school garden, Family

Art Night, Spanish and Vietnamese Community Liaisons, and a school

newsletter.

However, none of these programs are comprehensive in meeting the

needs of our specific community of parents and the surrounding

neighborhood. In this, I have found my purpose. According to the California

Department of Education, Standard 2.02 Meet requirements of state and

federal law regarding family involvement, progressive implementation of this

standard is to actively inform and recruit parent representative of the

student population about opportunities to participate in advisory groups.

(Family Engagement Framework, p. 15) I would like to use the

implementation of our newly adopted Positive Behavior Intervention and

Support (PBIS) program to involve a larger community of parents and truly

find the intersection of community resources and parental engagement.

If we can roll out PBIS as a community effort and truly involve our

parents in the implementation, this will be a powerful community

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PBIS Tiphany Kane (Ruppert)

engagement plan. For example, I would like to invite parents to lead a

committee on how best to support PBIS both on the school campus and at

home. In addition, I would like these parents to have a part in developing our

comprehensive PBIS program in a way that makes sense to families. Many

parents need support in their personal education, language acquisition,

health care, family counseling and food services. Providing these at the

school as a resource will be incredibly valuable in the current climate where

many immigrant families are afraid to ask for the support they need. The

community is rich in resources to help these families. For example, the

school can tap into the local School of Continuing Education to have ESL

classes offered on campus for parents. Using PBIS as a vehicle, I would like to

see our school culture shift into an Open-Door parent and community

partnership model.

Target Participants
School Staff: My school is a Title 1 and GATE magnet school with

approximately 630 students from diverse Spanish and Vietnamese speaking

backgrounds in grades 4, 5 & 6. The school has a teaching staff of 21

credentialed teachers with 6 of these teachers being dedicated GATE (Gifted

and Talented Education) teachers. The school has a Principal and a Teacher

On Special Assignment to offer teacher support. School support staff includes

3 community liaisons: 2 Spanish speaking and 1 Vietnamese speaking liaison

to work with our parents and community. The Principal invests in Library and

Computer Lab support which enhances the teaching staffs ability to enrich

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PBIS Tiphany Kane (Ruppert)

the learning opportunities for our student community. Large grade levels

create a unique, rich collaborative environment between General Education,

GATE and Special Education teachers that specialize in the needs of upper

elementary students.

Perceived Obstacles: time! As a staff, we are overworked. We have

virtually no parent support. Therefore, all school activities fall on us to

plan, from Read Across America Week to our own Teacher Appreciation

Week. Asking teachers to do more will be a big obstacle.


Unrecognized Assets: Our community liaisons are rich sources of

talent. Their experience in the community and their desire to connect

with parents can be gown. For example, one of our Spanish-speaking

community liaisons is currently working towards getting her teaching

credential. She can be so much more than just the person who

translates the newsletter and makes calls home for teachers.

Parent & Family Community: The family demographics of my school site

consist of almost 2/3 Hispanic/Latino and 1/3 Asian/Vietnamese. 80% of

these families are considered to be in a low-socioeconomic status. While just

under 2/3 of our student population is considered to be English Language

Learners.

Hispanic/Lati 65.6%
no
Asian 29.4%
White 3%
Other 2%
Low SES 80%
ELL 58.2%

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PBIS Tiphany Kane (Ruppert)

Perceived obstacles: language barrier, education barrier, financial

hardship, work hours, technology barriers


Unrecognized assets: perseverance, hard work, many bi-lingual, desire

for a better life for their children, life experience, community

connections, world viewpoint.

Neighborhood: The neighborhood is in Garden Grove, just off the 22. The

school is sandwiched between the 22, the 5 and the 405. The neighborhood

surrounding the school consists of very dense, low-income apartments and

an older neighborhood with small homes. The main grocery store went out of

business several years ago, so there is no grocery store within walking

distance of the school. In a 5- mile radius, there are only small specialty

grocers. Many families have a hard time getting fresh food. Interestingly

enough, just a few miles up Harbor Blvd and you come to Disney- truly a

different world.

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PBIS Tiphany Kane (Ruppert)

Community Asset Map

Green dot- library


Purple dot-
food/grocer
Black dot-
Identified
community
resources
Yellow Star- school
This map represents a 5-mile radius around my school. I tagged the spots
that I thought would be most helpful to families. I would like to invite
representatives from these locations to our PBIS Family Fair, so that families
know what resources are available to them.

1) Buena Clinton Youth and Family Center


-Free Developmental Screenings for children ages 0-5
- Homework Club Students in grades 1-6 receive after-school homework
assistance to help build basic learning skills. Homework Club parent

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PBIS Tiphany Kane (Ruppert)

meetings help families better understand the education system, while


encouraging advocacy in their children's education.
-Summer Program
Students entering Kinder - 6th grade in the fall, enjoy daily recreation
activities that engage children in hands-on activities that promote positive
interactions with peers in a fun and safe environment. Program is held
Monday through Thursday during the summer months, for eight weeks.

2) The Salvation Army


- Family Services, Food Distribution, Rental Assistance, Utility Assistance, Bus
Passes, etc

3) Magnolia Park Family Resource Center


-Mobile Food Pantry
-Comprehensive Case Management MPFRC hosts weekly case management
team meetings. The meetings, overseen by Community Service Programs,
provide a forum for the introduction of new client cases, review of client
needs, and community resource sharing.
-Individualized Educational Plan Clinics & Workshops
Magnolia Park Family Resource Center has partnered with Team of Advocates
for Special Kids (TASK) to provide Individualized Educational Plan (IEP) clinics
and workshops.
Mental Health Counseling
The City of Garden Grove and Community Service Programs have partnered
to provide access to individual, family, couples, and group counseling. All
mental health counseling services provided at MPFRC are free.

4) Boys and Girls Club of Garden Grove


-FYOP (Family & Youth Outreach Program) provides counseling, educational
classes, and other community programs for families with youth who are 18
years old or younger.
-Boys & Girls Clubs of Garden Grove collaborates with Garden Grove Unified
School District (GGUSD) and is funded by Children & Families Commission of

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PBIS Tiphany Kane (Ruppert)

Orange County, to offer FREE, community-wide classes that are open to the
public. Parents, caregivers, or teachers can take advantage of free classes
-After-school care on-site (free in many school locations & based on teacher
suggestion for students who need extra support)

5) UC Irvine Healthy Families Center


-High-quality, accessible and comprehensive primary care to every member
of the familyfrom newborns to older adults.
-Services: Healthcare for the whole family, including diagnosis and treatment
of diabetes, high blood pressure, asthma, arthritis, childhood illnesses,
pregnancy and many other conditions. Immunizations (during doctors
appointments). Same-day appointments, dental care, nutritional counseling,
pharmacy, X-ray and laboratory services, social services, bilingual staff

6) ARCHES in CHOC Health Center


ARCHES (Access to Resources for Childrens Health, Education, and
Support), located in the CHOC Health Center, is home to many valuable
health and family services for children with or without insurance.

7) Ponderosa Joint Use Library


- During the day this is the library for an elementary school. On weeknights
and weekends it becomes a public library. They offer free computer training
workshops, family story time events, after-school tutoring, and many other
typical library services.

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PBIS Tiphany Kane (Ruppert)

8) On-site Parent Education classes


- We offer parent ed classes in Spanish & Vietnamese led by our community
liaisons and teachers such as 40 Developmental Assets and 10
Commandments for Parents

9) GGUSD Parent & Community Outreach Office


Supports Garden Grove schools in the various parent trainings provided in
English, Spanish, Vietnamese and Korean such as The Ten Education
Commandments for Parents and 40 Developmental Assets. Facilitates the
district wide College Night events, Vietnamese Radio Show (Radio Bolsa 1480
AM @ 7:00 pm on alternate Wednesdays), Parent Task Force District/Advisory
Committee (DAC) and District English Learner Advisory Committee (DELAC).

Also tagged local libraries, grocery stores and health facilities (hospitals &
clinics)

Appendix

Table 1:

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PBIS Tiphany Kane (Ruppert)

Event Parental Communit Notes


Involveme y
nt Involveme
nt
Tet Festival- Some -Local HS Bolas Chica Vietnamese
Chinese New Vietnames students Student Association
Year e parents -School performed traditional dances
came to board for the school. School Board
watch in member members also attended.
the back
Community Communic Familiar 2 Spanish speaking liaisons &
Liaison ate with with some 1 Vietnamese liaison are paid
parents, community for out of school funds
run parent resources
education
classes
Parent Ed Classes Taught by community liaisons
classes: taught in during the school day- usually
-10 Spanish & first thing in the morning
Commandments Vietnames -10 commandments teach
for parents e parents about the American
-40 education system & how best
Developmental to support students (parents
Assets are TOLD how we want them
-Nutrition involved)
-Parenting -40 Developmental assets
come from a more asset
based point-of-view and taps
into parent strengths

Santa Ana parents have


almost no participation in
these classes
School Garden Parents -American For Fall and Spring planting,
have two Heart the American Heart Assoc.
garden Association and Master Gardeners come
boxes for -Master to the school and run plant
themselves Gardeners science centers for students.
- so far -Vietnamese community
mainly liaison and parents run a
Vietnames harvest farmers market when
e parents garden is ripe.
are Vietnamese parents involved
involved -Parents help run centers on
planting day activities
Family BBQ Parents are To celebrate Cinco De Mayo

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PBIS Tiphany Kane (Ruppert)

invited to -Families that are bused in


eat lunch from Santa Ana have minimal
with participation
students
Family Art Families Families that are bused in
Night participate from Santa Ana have minimal
in art participation
projects
together
OC Wellness Health Willing to sponsor our running
assemblies club
for
students
Harvest of the Non-profit Non-profit organization that
Month organizatio brings fresh fruits and
n vegetables for monthly
student tastings
Website/ School Tells
Messenger/ parents
Newsletter what is
happening
at school
GATE Night GATE New GATE families are given
families a tour of the school
Open House/ Families Open House participation:+-
Back to School are 66%
Night/ Student- encourage BTSN participation: +- 54%
Led d to come Conference Participation: +-
Conferences to all of 90%
these
events
together
PBIS *potential *potential This will be the focus of my
community involvement plan.
We are a Tier 1 PBIS school
trying to make an
implementation plan

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