The Velázquez Family Engagement Program is an innovative approach to engage families with cultural and linguistic diversity.
Deficit Based Parent Involvement VS Asset Based Family Engagement
Traditional Parent Involvement Program
Views cultural diversity and rich languages as deficit for family engagement
Often becomes home tutor service for students
Focuses on teaching English literacy
Velázquez Family Engagement Program
Implements cultural diversity and rich languages as an asset for family engagement
Empowers parents to do homework with their kids
Engages families in various topics to help students succeed
Build an Effective Plan - Initiate cultural change and view parents as an asset
In Phase 1, we help participants understand the difference between “asset-based” and “deficit-based” family engagement. We identify challenges of current policies and help build a new and effective “asset-based” family engagement action plan.
Learn how to use VIPI (Velázquez Index of Parental Involvement) to evaluate current policy and strategy for family engagement
Identify barriers and generate solutions to connect with families
Help school personnel recognize families as “assets” to school and community culture
Address challenges of current policy to build “asset-based” family engagement plan
Create action plan that meets new ESSA requirement for parent and family engagement
Enhance Family Participation & Engagement - Partner with parents to encourage community collaboration
In the traditional model of family engagement, only a small group of parents participate. Velázquez Family Engagement Program uses a parent-driven approach to grow parent participation.
Tailor family engagement to address parent needs and concerns
Create a safe space for open discussions on topics like education, nutrition, discipline, finance and motivation
Use effective strategies (i.e., book club) to increase family engagement
Empower parents to engage other parents who don’t participate
Provide ongoing support to facilitate purposeful meetings
Empower Families to Learn Together - Promote at-home learning and provide easy-to-use strategies
Traditional family engagement programs “give parents fish” in the form of lectures and tutors. Velázquez Family Engagement Program “teaches parents how to fish” by leveraging technological innovation.
Empower ELL families to meaningfully support their children’s academic success
Create partnerships between teachers and ELL parents for stronger student achievement
Provide parent-friendly training and materials to help extend what happens in the classroom at home
Teach parents how to access funds of knowledge at home
What is the Velázquez Index of Parental Involvement (VIPI)?-+
Velázquez Index of Parental Involvement (VIPI) is an index to help schools evaluate their family engagement programs. It views parents as assets and helps schools work with multicultural and multilingual families.
What do you mean “asset-based” model for family engagement?-+
Many schools struggle to connect with multicultural/multilingual families because they assume language and culture are barriers. Velázquez Family Engagement Program views these barriers as assets and promotes a paradigm shift in school culture.
Is the program limited to ELL families? -+
No. The principles and strategies apply to families struggling to connect with the school. The action plan is customized to fit individual school needs, while the issues addressed in meetings will be decided by individual communities.
Access resources created by our Field of Family Engagement Experts for each phase of engagement between schools, communities and families:
Field of Experts:
Dr. Frederick Uy is a Professor of Mathematics Education and has been a faculty member at California State University, Los Angeles (CSULA) since 1998. He regularly conducts professional development workshops for teachers at various levels and serves as a consultant to school districts, textbook publishers, testing agencies and professional organizations.
Dr. Vince Carbino has been an educator for 17 years. He has held the positions of special education teacher, mentor teacher, coordinator, assistant principal, as well as middle school, high school and adult school principal. He believes that through schools providing high quality education programs with clearly defined outcomes related to employment and self-empowerment, students and communities can be transformed.
Dr. Elizabeth Martinez has been an elementary school teacher in the Los Angeles area since 1992. She achieved National Board Certification in 2003 and earned a doctorate degree in Educational Leadership. Her studies involve investigating how parents and teachers are working to improve student achievement as well as community well being.
Berenice Onofre Vasquez is an Educational Leadership Doctoral Candidate at CSULA. She achieved National Board Certification in 2003. After working as an elementary teacher in Peru and with over 30 years experience in nursing education, she advocates for parents whose voices are not often heard.
Dr. Lettie Ramirez earned her doctorate from the University of Texas at Austin. For the last 22 years, Dr. Ramirez has used her time at California State University, East Bay to development of bilingual programs in California and Mexico. She aims to help future generations follow their dreams and hopes for every child to get a quality education and feel pride for their culture.
Magdalena Ruz Gonzalez has been in the field of education for more than 35 years and retired from the Los Angeles County Office of Education. Her work with bilingual children struggling with literacy helped her identify key practices. Collaborating with parents, and community liaisons of multi-language groups, she identified the best way native language support could be accomplished at home.