University of Southern California Dissertations and Theses

Helping parents cultivate social capital in educational settings to achieve equal opportunities and justice for African American students

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Helping parents cultivate social capital in educational settings to achieve equal opportunities and justice for African American students

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Content EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 1
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HELPING PARENTS CULTIVATE SOCIAL CAPITAL IN EDUCATIONAL SETTINGS
TO ACHIEVE EQUAL OPPORTUNITIES AND JUSTICE FOR AFRICAN AMERICAN
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By
Sheri Kim Stevens-Parker, LCSW
A Capstone Project
Presented to:
The Faculty of the Suzanne Dwork-Peck School of Social Work
University of Southern California
In Partial Fulfillment of the Requirements for the Degree
Doctor of Social Work (DSW)
August 2020
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Dedication
This Doctoral Capstone is dedicated to my husband, Ty and my children, Patrick and
Kristin. Ty, you have always been my “ride or die” and at times, I thought I would die, but you
held my hand, rubbed my back, and dried my tears through it all! I cannot express how grateful I
am, nor how blessed I am. I thank God for placing you in my life and for your unconditional love
and acceptance.
Patrick, thank you for the hours of technical assistance you provided. You saved me so
many times! Kristin, thanks for coming to sit with me and for being a shoulder for me to cry on
during those very dark days when I wasn’t sure I would make it. Just having you here was the
source of comfort I needed to see this through to the end. And to the three of you, thanks for
listening to all of my “great ideas” and challenging me to think of better ideas. I love you all with
every bit of my heart!
Finally, to the memory of my parents, who for their entire lives, loved, supported, and
encouraged me to excel. I know the two of you were with me in spirit and I know I’ve made you
proud!
Dr. Sheri Kim Stevens-Parker

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Executive Summary
African American children and youth fail to achieve the same level of academic success
as their White peers. They receive a disproportionate number of suspensions and expulsions and
are not provided with equal access to academically rigorous coursework. In the state of
California, less than one-third of African American students who graduate from high school meet
the minimum requirements for admission to a California State University or University of
California college. Research shows implicit bias is responsible for disproportionate discipline
and lower academic expectations for African American students (Wood, Harris, & Howard,
2018). Implicit bias is also an underlying cause of microaggressions, and the resulting racial
trauma experienced by African American students in schools and classrooms across the nation
(Gattis & Larson, 2017; Meyer, 2003; Weir, 2016). Left untreated, these traumas can result in
mental health conditions such as anxiety and depression (Trent, Dooley, & Dougé, 2019).
One of the 12 Grand Challenges for Social Work (Barth et al., 2019) is to achieve equal
opportunity and justice . To address issues of educational injustice and inequities, and to bring
attention to the unmet mental health needs of African American youth, the author developed a
parent engagement program, BLACK INK. BLACK INK stands for Building Leaders and
Advocating College for Kids via Interdependent Networking and Knowledge. The BLACK INK
program is designed to help parents learn how to navigate school systems, build and cultivate
social capital, increase understanding of academic and developmental expectations and
milestones, advocate for equal educational opportunities, and better understand mental health
and its implications for their children. This information will ensure parents and caregivers are
well-equipped to advocate on behalf of their children.
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Current and past discriminatory practices have caused many African American parents to
shy away from schools. Parents are jaded and distrustful of a system in which they have been
treated unfairly. As a result, too few African American parents take an active role at school or
hold teachers and administrators accountable for providing their children with a fair and
equitable education. The Every Student Succeeds Act (ESSA, 2015) demands schools include
parents in the decision-making process. Many parents are unaware of this mandate. BLACK INK
will teach parents how to navigate school systems and use the power of their voices to make
positive changes for their students.
The goal of BLACK INK is to increase parent engagement within the school and to
create a network of advocates who will work together to support African American students in
the quest for equal educational opportunities. Academic success and the attainment of a college
education can change the lives of an entire family. A degree can open the door to better-paying
jobs and provide access to safer neighborhoods and well-resourced schools. BLACK INK will
arm parents and students with tools and information to place students on a successful path. The
pilot program will provide valuable information about best practices and will serve as a roadmap
for the delivery of services beyond local school districts.
As the United States struggles to meet the challenges brought on by the COVID-19
pandemic, the mental health needs of the nation’s youth is on the minds of parents, teachers, and
school administrators, all of whom are eager to have students return to the classroom. Social
isolation, civil unrest, and uncertainty about the future have challenged the mental health of all
members of the society. African Americans, who contend with the additional social tax of being
Black, are especially vulnerable. The innovation of this project, which seeks to provide a mental
health training module for parents, could not be timelier. Increased awareness of the prevalence
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of mental health issues impacting African American youth may sound an alarm and result in
increased demand for mental health services in all schools. The goal of the BLACK INK
program is to dismantle the stigma of mental illness in African American communities across the
nation. This innovation is the first step toward that goal.

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Table of Contents
Executive Summary ........................................................................................................................ 3
Conceptual Framework ................................................................................................................... 8
Problem Statement .................................................................................................................... 8
Literature Review, Practice Assessment, and Innovation ....................................................... 10
Social Significance.................................................................................................................. 14
Conceptual Framework Supported by Logic Model ............................................................... 16
Problems of Practice and Innovative Solutions ............................................................................ 19
Proposed Innovation and its Effect on the Grand Challenge .................................................. 19
Stakeholder Perspectives ........................................................................................................ 22
Historical Perspective and Public Discourse .......................................................................... 24
Consideration of Opportunities for Innovation ....................................................................... 26
Connection to the Logic Model and Theory of Change ......................................................... 28
Project Structure, Methodology, and Action Components ........................................................... 30
Description of the Prototype ................................................................................................... 30
Comparative Market Analysis ................................................................................................ 30
Methods for Project Implementation, Alternate Pathways, and Leadership Strategies .......... 32
Financial Plans and Staging .................................................................................................... 35
Methods for Assessment ......................................................................................................... 35
Stakeholder Involvement ........................................................................................................ 37
Communication Plan ............................................................................................................... 38
Ethical Considerations ............................................................................................................ 38
Conclusions, Actions, & Implications .......................................................................................... 39
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Summary of Project Plans ....................................................................................................... 39
Current Practice Context for Project Conclusions .................................................................. 40
Project Implications for Practice and Further Action ............................................................. 40
Project Limitations .................................................................................................................. 41
Conclusion .................................................................................................................................... 42
References ..................................................................................................................................... 44
Appendix A: Stakeholder Questionnaire ...................................................................................... 53
Appendix B. Logic Model ............................................................................................................ 60
Appendix C. Prototype.................................................................................................................. 61
Appendix D: GANTT Chart ......................................................................................................... 62
Appendix E: Modified Involvement and Skills Parent Survey ..................................................... 63
Appendix F: Parent Survey of Inclusion and Connectedness ....................................................... 66
Appendix G. Student Report of Parent Involvement .................................................................... 67
Appendix H. Student Sense of Belonging .................................................................................... 68
Appendix I. Student Contract ....................................................................................................... 69
Appendix J. Weekly Check In Questionnaire ............................................................................... 70
Appendix K. BLACK INK Financial Statements ......................................................................... 71
Appendix L. Communication Samples ......................................................................................... 75
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Conceptual Framework
Problem Statement
Sixty-six years have passed since the Supreme Court handed down its landmark Brown v.
Board of Education decision (History.com Editors, 2020), yet significant racial disparities in
America’s public schools continue to exist. According to a 2019 National Center for Educational
Statistics (NCES) report, African American students fall behind their White peers in reading and
math assessments, are less likely to be enrolled in Advanced Placement or International
Baccalaureate classes, drop out of school at higher levels than White students, and are
disproportionately suspended and expelled from school (de Brey et al., 2019). Studies suggest
implicit bias toward African American students is responsible for lower academic expectations
and unequal discipline (Carter, Skiba, Arredondo, & Pollock, 2017; Teasley et al., 2017).
Parental engagement is reputed to be one of the most significant factors influencing
school achievement for children (Epstein, 1995), but African American parents face obstacles
when seeking to advocate on behalf of their students (Wallace, 2013). The same biases and
exclusionary behaviors experienced by African American children in school settings are also
experienced by African American parents. This informal rejection diminishes the desire and
willingness of African American parents to engage with school systems and to advocate for
equal opportunities and justice on behalf of their children (Crozier, 2001; Fennimore, 2017;
Wallace, 2013). Such obstacles emerge from systemic and institutional prejudices that
marginalize and depreciate the lives and experiences of African Americans.
Historically, African Americans have received unequal wealth, opportunities, and
expertise despite policies that dictate equal opportunity and justice for all people (Lofton, 2019).
Within educational systems, activism by African American parents is often perceived as divisive
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and controversial (Fennimore, 2017). When African American parents challenge deficit views
held by school personnel or question their ideology as to what defines parental engagement, what
often ensues is an exhausting, uphill battle to challenge an unfair system which is predicated and
skewed toward middle-class White people.
The American Academy of Social Work and Social Welfare’s Grand Challenge to
achieve equal opportunity and justice (Teasley et al., 2017), explicitly for African American
students, will be accomplished through an educational program for African American parents
entitled BLACK INK. BLACK INK is an acronym for Building Leaders and Advocating College
for Kids via Interdependent Networking and Knowledge. Workshops will be designed to help
parents learn how to interact within school systems, understand academic and developmental
goals and milestones, and advocate for decreased disciplinary measures and improved resources
and support for their children. Furthermore, to help parents understand racialized trauma,
stereotype threat, microaggressions and the often-overlooked consequences of such practices, the
workshops will also provide an overview of mental health symptoms, diagnoses, and treatment
options for African American children and their families.
Vanderpool Robinson (2017) cited numerous studies which confirmed parental
engagement is a key factor in student achievement. Vanderpool Robinson also noted that
Lawrence-Lightfoot (2003) found that parents from culturally diverse backgrounds perceive
school staff as “lukewarm” (Vanderpool Robinson, 2017, p. 12), which may be another reason
for decreased participation in school activities by African American parents. Additionally,
teachers report having little experience or training on how to work with parents from culturally
diverse backgrounds (Brewster & Railsback, 2003). This disconnect illustrates the need to place
more emphasis on creating environments that are more welcoming to African American parents
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as well as providing additional training on cultural humility to teachers and administrators. Such
efforts will strengthen the partnership between African American parents and schools, which is
key to ensuring the success of African American students.
Implicit biases held by educators as well as parents may be one of the underlying reasons
why there is a disconnect in education. “Implicit biases are deep-seated attitudes that operate
outside conscious awareness—that may even be in direct conflict with a person’s stated beliefs
and values” (Carter et al., 2017, p. 215). Such assumptions shape people’s expectations and how
they perceive and communicate with one another. Implicit biases influence in-class decision
making as well as the expectations of students and parents before they even reach the classroom.
For example, a White teacher might assign a higher grade to a White student, although the
quality of their work is inferior to that of an African American student. Additionally, an African
American student might receive more severe discipline if perceived to be threatening, while the
same behavior by a White student is perceived as passionate (Harper, 2018). These subtle,
unconscious decisions are the types of injustices African American parents must constantly
battle; therefore, parents must be pragmatic in discussing and mitigating injustices within the
school system.
Literature Review, Practice Assessment, and Innovation
Exclusionary discipline is identified as a practice that negatively impacts the ability of
African American students to achieve academic parity with their White peers. The NCES
reported that 13.7% of African American students earned an out-of-school suspension during the
2013–2014 academic year, a rate higher than that of any other racial group (de Brey et al., 2019,
p. 96). African American students are 3.8 times more likely to receive one or more out-of-school
suspensions when compared to their White counterparts (Stalker, 2017). In 2016, the nationwide
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dropout rate for African American students was 6.2% compared to just 5.2% for White students
(de Brey et al., 2019).
Data for the state of California is equally dismal. In California, one out of every five
African American students in the state drops out of school and the suspension rate for African
American males is 3.6 times higher than the suspension rate for all students (Wood et al., 2018).
The rate of suspension for African American females during the 2018–2019 school year was six
times the rate of suspension for White females (California Department of Education, 2019b). The
overall graduation rate for African American students was 76.8%, compared to 88.4% for White
students (California Department of Education, 2019a).
Kaitlin Banner, an attorney with the Advancement Project, argued there are “no
discernible differences in the way that Black students behave in school compared to other
students” (Balingit, 2018, para. 16), but there is a difference in the way in which the adults in the
school respond to students (Balingit, 2018). This disparity is supported by a Brookings Institute
study which showed African American students are disproportionately disciplined for longer
periods of time than White students when involved in interracial fights (Barrett, McEachin,
Mills, & Valant, 2017). Findings such as these may lead to the conclusion that implicit bias
resulting from racial stereotypes is the primary factor responsible for unequal discipline.
Students with frequent absences are less engaged, have lower math and reading scores,
and are less likely to finish school if there are no interventions (Gottfried, 2014). Rather than
excluding students from the classroom and diminishing learning opportunities, teachers and
administrators need to embrace alternative approaches to addressing unfavorable behaviors.
School-wide implementation of evidence-based practices such as Positive Behavior Interventions
and Supports (PBIS) reduces disciplinary incidents by as much as one quarter to nearly three
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quarters (Schaffhauser, 2018). PBIS is a data-driven, behavioral approach that supports self-
confidence and management, facilitates rational decision-making, and strengthens social
awareness and communication skills. These life skills will benefit students inside and outside the
classroom and will help to enhance positive relationships between teachers and students. These
positive relationships may decrease an administrator’s likelihood of suspending or expelling a
student from school; therefore, parents should encourage PBIS, which has also been promoted
via federal and state legislation (Stansberry, 2015).
Unfavorable academic outcomes resulting from unconscious bias begin early in the
academic careers of African American students. African American preschoolers are 3.6 times
more likely than their White peers to receive one or more out-of-school suspensions, and their
punishment is more frequent and severe (De La Vega & Etow, 2019). The adultification of Black
males, a practice that views Black males as more mature and less innocent than their White
counterparts, also increases the likelihood that they will be kicked out of preschool (Dillard,
2019; Weir, 2016). Implicit bias training, which is often provided to school staff, provides an
understanding of the problem, but parents need to be made aware of implicit bias practices so
they can begin advocating for their children as soon as they enter school. Parent advocacy will
help shape the way educators view and interact with their children.
There are many ways in which implicit bias is exemplified in schools. Consider the
following examples: a White student receives a higher grade than an African American student
although the quality of work is inferior, an African American student is not recommended for
Advanced Placement classes although the student is capable of the work, or an African American
student is excluded from high-performing schools because of the student’s zip code (Harper,
2018; Potter, 2019; Shapiro, 2019). If these practices are left unchallenged, African American
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students may never be given an opportunity to acquire the requisite skills and experience they
need to compete with their White peers. These inequities should be made clear to African
American parents so they can lobby for greater access and opportunities for their children. If
parents do not speak up, it will be assumed they do not care about their child’s education, and
that assumption will increase the likelihood that educators will not attempt to create, sustain, or
reinforce partnerships between home and school (Hunter, Elswick, Perkins, Heroux, & Harte,
2017). The assumption will reinforce the misconception that African American families are not
involved in education and reduce the probability of parents and schools creating positive,
collaborative connections.
The American Academy of Pediatrics acknowledged that racism is linked to mental
health problems in children and adolescents (Trent et al., 2019). It is important for parents to
understand the impact implicit bias, which can be a byproduct of racism, can have on their
child’s emotional health as well as their academic performance. Minority stress theory posits
when students are repeatedly exposed to hostile, discriminatory environments where they are
targeted and stigmatized for no reason other than their race, they may succumb to feelings of
depression or self-doubt and their grades may suffer (Gattis & Larson, 2017; Meyer, 2003). Weir
(2016) noted African American children and teenagers receive more severe punishment when
they are disciplined, and White teachers demand very little of them because they assume African
American students are not capable of doing the work. If students are constantly demeaned,
reprimanded, and humiliated because of their race, their mental health will be adversely affected.
It is imperative that parents be able to ascertain whether a child is simply tired and unmotivated
to complete assignments or whether the student is suffering from the effects of minority stress.
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Parents should be educated about how student mental wellness is impacted by minority
stress, stereotype threat, and microaggressions. While mental health is a topic which is still
stigmatized in the African American community, parents must begin to have conversations about
help and healing for their children. Stereotype threat can lead to students failing to put forth any
effort to succeed in order to shield their egos from feelings of inferiority (Orrock & Clark, 2018).
A student’s awareness of being perceived as less intelligent than another simply because of their
race is demonstrated to negatively impact student academic performance (Cohn-Vargas, 2015).
People who experience microaggressions are more likely to develop symptoms of anxiety and
depression and to lack behavioral control (Nadal, Griffin, Wong, Hamit, & Rasmus, 2014). The
authors suggested the experiences of those affected by microaggressions be validated and that
individuals be taught how to manage microaggressions successfully when they occur.
Equal opportunities and social justice still allude African American children and youth.
Students are no match for teachers and administrators when it comes to demanding justice. It is
imperative that parents and caregivers of African American students learn how to navigate
school systems so they can begin to direct change. If African American parents cannot stand up
for their children, the struggle for justice and equal opportunities will be lost, as their children
will continue to be neglected, ignored, and excluded from the classroom. African American
children cannot be sacrificed.
Social Significance
Educational disparities, racism, marginalization, and bias victimization are not new
problems for African Americans. They are structural, social justice issues which have persisted
through slavery, Black Code laws, Plessy v. Ferguson, Brown v. Board of Education, the 1964
Civil Rights Act, and segregation. Educational inequity and racial disparities continue to disgrace
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the nation’s schools, and the recent COVID-19 pandemic has shed a spotlight on the issue
(Maxouris & Yu, 2020). Students, mostly Black, Brown, and poor, have suffered the brunt of the
pandemic. The majority of these students attend under-resourced schools that lack the tools
necessary for them to keep up with distance learning. As a result, these students are likely to
experience significant academic setbacks.
The current socio-political climate is suitable for those seeking social and political justice
for African Americans. The murders of George Floyd, Breonna Taylor, and Ahmaud Arbery
ignited a new generation of activists who seek to remedy the racial injustices that have plagued
African Americans for more than 400 years (Brown, 2020). The calls for social justice include
demands for equitable classrooms. Implicit biases and disproportionate exclusionary practices
keep African American students out of the classroom and increase the likelihood they will end
up in the proverbial school to prison pipeline (Wood et al., 2018). It has been said that we
incarcerate those we fail to educate, and when a student is excluded from the classroom, a series
of systemic transgressions begins to unfold that undermines the student’s ability to secure a
successful future.
A class action lawsuit was filed in Riverside County, California, alleging that one of its
diversion programs, the Youth Accountability Team (YAT), is unconstitutional because it has a
disproportionate effect on African American and Latino youth (Davis, 2019). A substantial
number of referrals made to the program were for non-criminal offenses. Referrals were for
offenses such as rebellion and incorrigibility, yet students were placed on informal probation.
This was often done without students having any legal representation, exposing students to
circumstances that could result in serious repercussions, including imprisonment, if the
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conditions were not met. The lawsuit claims children in the YAT program are being groomed for
the school to prison pipeline.
Educational achievement is positively correlated with higher income levels, while a lack
of education is associated with negative outcomes such as incarceration. According to the Pew
Research Center, there are 40 million Blacks in the United States, representing 13% of the
population (Bialik, 2018). The same report revealed African American households only have
one-tenth of the wealth held by White households. While African Americans made up just 13%
of the U.S. population in 2017, 33% of the sentenced prison population was Black (Gramlich,
2019). Whites, who made up 64% of the U.S. population only comprised 30% of the sentenced
prison population (Gramlich, 2019). In 2017, a mere 87% of African Americans, age 25 or older,
held a high school diploma compared to 95% of Whites (U.S. Census Bureau, 2017). A report
from the NCES (de Brey et al., 2019) indicated 34% of African American children live in
poverty, compared to 11% of White children. These figures are noteworthy, as they are an
example of the potential impact implicit bias and exclusionary practices can have on African
Americans. What appears to be a simple dismissal from the classroom may actually be the
catalyst for a cycle of generational poverty and imprisonment for African American families.
Conceptual Framework Supported by Logic Model
Systems theory of change purports that change in one part of a system will result in
changes in all other parts of the system. BLACK INK is an educational program developed with
the intention of helping parents develop an awareness of how school systems work and how to
use that information to mitigate change. Henderson and Mapp (2002) agreed all parents,
irrespective of race, personal history, or educational level want their children to do well in
school. Many of the systems which currently exist in schools are set up to benefit White people
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and are exclusionary by design. If African American parents want to dismantle institutional
racism they will need to develop a thorough understanding of the inner workings of schools and
how to disrupt the system in order to force teachers and administrators to provide the resources
necessary for African American students to succeed. If necessary, parents may force the hands of
an unjust system via legal channels.
One possible short-term benefit of the BLACK INK intervention will be that parents will
be more likely to reach out to the schools as they will have a better understanding of the issues
that concern their children; parents will also be made aware of exactly who to contact to address
their concerns. Parent outreach will contribute to the establishment of relationships with teachers
and other school personnel who will begin to see African American parents as loving,
compassionate parents who are fighting for their children’s best interests. As a result of the
BLACK INK program, teachers and administrators are likely to give further consideration to
African American parents and students rather than suspending or expelling students from school.
Positive practices will increase the amount of time African American students spend in the
classroom and provide more opportunities for instruction, thus creating equal opportunities for
learning alongside their White peers.
Another immediate result of the BLACK INK program will be increased parental
awareness of developmental and academic milestones for children, which will allow them to
advocate for additional interventions and supports if their child is in need. The key to avoiding
long-term adverse consequences is early intervention. If necessary, parents will be able advocate
and secure resources early in the academic process. Interventions might consist of tutoring or
assessment for special education services. Proactive parental advocacy will ensure students
receive all of the appropriate services and resources they need to help them excel in school.
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Parents will also be more likely to follow up with their kids to make sure all of their assignments
are complete. If students are completing homework assignments and meeting grade-level
standards, the probability of teachers seeing them in a more favorable light will also increase.
This will result in teachers delivering more comprehensive and demanding work and providing
additional support when needed. These systematic changes are expected to take place in the first
six weeks following completion of the program’s workshops.
An intermediate outcome will be that parents will be more likely to reach out to schools
and other community resources for assistance. Parents will develop more trust and will be more
likely to use proactive strategies. Families will build a more intimate relationship with school
employees that will help dissipate negative, preconceived ideas about African American
families. Administrators and teachers will be more likely to collaborate with parents and students
to address issues and will be less likely to remove or expel them from the classroom. Students
will also have an increased feeling of safety and will be more likely to seek support and
encouragement from teachers, whom they will come to see as trusted allies, as opposed to mean
and spiteful adults.
Strengthening the student-teacher relationship will help teachers to see that African
American students are as interested in excelling at school as anyone else. This, in turn, will
increase the likelihood that teachers will challenge African American students with college
preparatory classes as opposed to remedial coursework. An increase in students taking college
preparatory classes will also increase the number of African American students who graduate
from high school well-prepared for college or a promising career. The development of stronger,
more trusting relationships will decrease the potential for disruptive behaviors by students and
lessen the likelihood of disciplinary action by teachers and administrators. Subsequently, the
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amount of racial trauma and microaggressions experienced by African American students and
their parents will decrease, as they will experience more supportive and inclusive attitudes and
behaviors by teachers and administrators. These changes are expected to evolve over the course
of one to two years.
The long-term benefits, which are expected to occur over the next five to seven years,
will be increased positive interactions among parents, schools, and students. Parents will be more
involved at home and school and will likely have more positive interactions with school staff.
Student engagement will increase and disproportionate discipline will decrease. Ultimately, there
will be an increase in graduation rates for African American students and a decrease in the
number of students who are expelled and suspended from school. Combined, these changes will
reduce the likelihood of African American students winding up in the criminal justice system.
College affords African American students the opportunity to increase their long-term
earning potential and provides more opportunities to end generational poverty. Ending poverty
can have the potential of disrupting homelessness, domestic violence, incarceration, and adverse
health outcomes. It may take a generation to fully realize the advantages of the BLACK INK
program, but by working in unison at the micro, mezzo, and macro levels, the goal of ending
implicit bias and exclusionary practices, and achieving equal opportunity and justice in
education can be achieved.
Problems of Practice and Innovative Solutions
Proposed Innovation and its Effect on the Grand Challenge
The author proposes the implementation of a parent engagement program, BLACK INK,
to address the Grand Challenge of achieving equal opportunity and justice, with an emphasis on
increasing success for African American children and youth. BLACK INK stands for Building
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Leaders and Advocating College for Kids via Interdependent Networking and Knowledge. The
concept of workshops is not new, nor is the research showing that parent involvement has a
positive effect on student academic achievement (Araque, Wietstock, Cova, & Zepeda, 2017;
Bower & Griffin, 2011; Epstein, 1995). The decision to create a parent engagement program was
the result of feedback received from stakeholders (see Appendix A) after the author’s original
proposal for an Afro-centric charter school was denied by the school district. The innovation
introduced in the parent workshops is the inclusion of a module on mental health, a decision
made after subsequent meetings with African American students in the district.
BLACK INK is designed to provide knowledge to parents and caregivers that will help
them navigate school systems, improve their awareness of academic and developmental
milestones, build school and community networks, recognize the signs and symptoms of mental
illness, and advocate for necessary resources and supports. The program was initially designed to
be provided via a series of in-person workshops over a period of six weeks. However, as a result
of the COVID-19 pandemic, workshops will be recorded live and later made available online.
The expectation is that after receiving the information, parents will have a better understanding
of how to advocate for equal access to programs and resources that can help improve academic
outcomes for their children. Parents will also be able to engage teachers and administrators in
discussions directed at addressing injustices when they occur.
The BLACK INK program will require workshop participation by parents. Workshops
will include the following components and will provide parents with the tools they need to
ensure their child’s success:
• An overview of data highlighting academic performance for African American students,
• disciplinary actions carried out by administration,
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• information on developmental milestones and how to assess a student’s readiness to
advance to the next grade,
• hierarchies of school districts, funding streams, bureaucracies, and navigation of the
school system,
• grade-level social and academic expectations,
• college preparation, including high school course selection, college selection, and
financing, and
• mental health issues and resources for families.
The program asks for a commitment by students to meet some basic requirements
including a minimum of one hour of homework each day and a one-time-per week, five-minute
phone call from a sponsor to the family. Students will be required to share their report cards with
their caregivers, select classes that meet the A-G requirements for college, maintain a minimum
grade point average of 3.0, and make use of tutoring or other resources as needed.
Families will be paired with sponsors comprised of business leaders, teachers, and other
professionals with large networks. Sponsors will use their networks to educate and empower
their partner-families. Sponsors will serve as individuals who can provide direct information as
well as open doors and provide a pathway to others who have the power to make a difference for
the family
BLACK INK will primarily target African Americans and potential first-generation
college students. Workshop participation by parents will be mandatory, but attendance for
students will be optional. The student pledge will still be required but can be submitted at a later
time. Sponsors will receive an overview of the program outlining their commitment when they
are recruited for the program.
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Upon completion of the program, parents will have an increased understanding of how to
navigate school systems to acquire supports and resources for their children. This will enable
them to provide their youth with the academic, social, and emotional supports they need to be
successful at school and in the world. The program will also help parents develop stronger
relationships with teachers and school administrators. Students will see increased academic
achievement and increased college acceptance rates. New relationships and partnerships will be
formed with sponsors and their networks will open the doors to additional opportunities for
students and their families
Stakeholder Perspectives
The problem of disproportionality in school discipline is well-known by many
stakeholders. The problem is so widespread that in 2014, the U.S. Department of Education and
the U.S. Department of Justice jointly issued a guidance document called Dear Colleague Letter
to address the concern (Gordon, 2018). The letter does not blatantly call current disciplinary
practices racist, but it does imply racial disparities are of great concern, and that alternative
approaches to discipline should be strongly considered. The communication expresses a common
goal of helping schools provide consequences in a manner that is not predicated on race (Gordon,
2018).
It is also not surprising that some people, namely White people, are offended by the
suggestion that their decisions are influenced by race. For them, acknowledging their role in the
excessive practice of exclusion is equivalent to admitting they are racist. Acknowledgment
would require an assessment of their character and, as a result of their own fragility, many
individuals lack the humility to accept that they may be complicit in a practice that has a
negative impact on African American students (van der Valk & Malley 2019). Nonetheless, it is
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possible to reduce bias. As one study revealed, teachers who worked closely with a behavioral
consultant had lower expulsion rates than those who did not (Gilliam, 2005).
In the spring of 2019, the author attended a meeting comprised mostly of African
American students. During the meeting, the author asked students to share their input about what
they believed contributed to African American students not performing as well academically as
their White peers. One of the students replied, “How are we supposed to focus on school when
we got so much other stuff going on at home?” (Anonymous H.S. Student, personal
communication, 2019). The student’s response sparked some follow-up questions and it was
during this discussion the author concluded many of the students needed mental health services
but were not aware such services were available on campus. Moreover, students who were aware
of the services said they would not use them because of the stigma associated with mental health
in the Black community. On May 2, 2019, a subsequent meeting with students from another high
school yielded similar responses. Overwhelmingly, the students who were aware of available
services said they would not use them because of the stigma associated with mental health.
Children should not suffer in silence, and those meetings confirmed the need to address the
importance of mental health care with African American families.
African American parents, like all parents, want what is best for their children. They will
make every effort to help their children but need access to important information and resources
to make a difference. If parents are expected to engage in school-related programs, they should
be provided with a safe, welcoming environment. For this reason, the author has chosen to
launch the BLACK INK pilot in a local district with a well-established African American parent
advisory council. The group facilitator has already built a strong, trusting relationship with
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several African American parents in the district, which will help connect parents to BLACK INK
via the online platform.
Historical Perspective and Public Discourse
African Americans have been fighting for equal educational opportunities for over four-
hundred years. While enslaved, they were forbidden from learning to read because their owners
believed that if they learned to read, an insurrection would ensue, and the oppressive system that
benefitted White people would be dismantled (Noltemeyer, Mujic, & McLoughlin, 2012). To
deter African Americans from learning to read, laws were passed that required African
Americans to be severely punished or killed if they were caught reading. If anyone was found
trying to educate African Americans, they would also face severe consequences.
When slavery ended, several laws and constitutional provisions were enacted to ensure
equal treatment and educational opportunities for African Americans. This included Black code
legislation, adoption of the 13th and 14th U.S. Constitutional Amendments, Plessy v. Ferguson,
Brown v. Board of Education, and the Civil Rights Act of 1964 (History.com Editors, 2020).
Although there were large numbers of White people who were eager to see African Americans
positioned to receive equal civil and educational opportunities, there was a larger number of
people in opposition. Nevertheless, improvement was made in the educational arena, but African
American students continue to lag behind their White peers academically and often lack access
to the same resources. African Americans are also more likely to attend schools with greater
class sizes, fewer qualified teachers, and limited resources (Rowley & Wright, 2011).
ESSA was signed into law in 2015 (Fránquiz & Ortiz, 2016). The legislation transferred
educational jurisdiction from the federal government back to the states and local school districts.
ESSA demands an annual assessment and several measures of student achievement in Grades 3–
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8. The law also requires school districts to provide specific, targeted interventions to help under-
performing students. The tailored interventions are expected to ensure success for historically
vulnerable and disadvantaged communities.
ESSA also mandates that key stakeholders (students, parents , educators and members of
the community) be part of the decision-making process, and that they be made aware of the
academic and behavioral outcomes of the interventions. If schools fail to make progress in their
targeted areas, they are expected to review their allocated resources and to make changes where
needed. This level of accountability is intended to ensure transparency and an equal distribution
of resources for all students. While ESSA requires and solicits feedback from stakeholders, there
is no way to guarantee everyone’s participation. In many cases, the people from whom feedback
would be most helpful, people of color and disenfranchised populations, are the least likely to be
at the table when decisions are made. Fennimore (2017) contended school systems say they want
parental participation, but those left out of the system are the ones who do not match the mold of
a middle-class, White family.
African American parents are frequently accused of being disinterested in the education
of their children and are blamed for not adequately preparing them for school. The author
contends that African American parents care as much, and sometimes more, than other parents
about their children’s education because they view education as a way out of poverty. What
others fail to recognize is that the history of discriminatory and unfair practices in the United
States has left many African American parents academically ill-prepared. Therefore, it is
impractical and unrealistic to expect them to support their children’s educational endeavors
beyond that to which they themselves have been exposed.
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BLACK INK will expose African American parents to the need for greater parental
engagement and advocacy on behalf of their children. The program will help parents understand
their children’s academic, social, and emotional needs at every level from kindergarten through
12th grade. Workshops will provide information about how various services can be linked to
meet students’ defined needs. The curriculum will also provide information on using social
capital to help direct funding toward resources, entitlements, services, and initiatives that will
meet the academic, social, and emotional needs of African American children. BLACK INK will
also heighten parents’ awareness of some of the underlying, unspoken realities of unconscious
bias and the negative effect it can have on children’s success. Workshops will provide parents
with important information that will allow them to advocate for equal opportunities and justice
on behalf of their children. BLACK INK will be the cornerstone of a modern-day civil rights
campaign for parents.
Consideration of Opportunities for Innovation
Several parent engagement programs exist that target specific ethnic groups. The content
of those programs are similar to those of BLACK INK and their primary goal is to help students
achieve academic success. One example is the Academic Parent Teacher Teams (APTT), a
program set up in states throughout the country. APTTs have proven academic and social
benefits, including increased test scores and improved parent-teacher relationships (Pareda,
2015). A second pilot program specifically targets Latinx parents and taught them the Ten
Education Commandments for Parents (Araque et al., 2017). The curriculum provides basic
information about how schools work, academic expectations for students, and tools to support
children’s educational endeavors. The results from the pilot program were positive and the result
was improved academic outcomes for students (Araque et al., 2017).
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BLACK INK will include a module on mental health. A wealth of research indicates
African American students are negatively impacted by their daily exposure to microaggressions,
microinsults, toxic stress, racial trauma, and systemic racism (Cohn-Vargas, 2015; Gaffney,
2019; Gattis & Larson, 2017; Lee, Bell, & Ackerman-Brimberg, n.d.; Orrock & Clark, 2018;
Sehgal, Jeffries, & Rappaport, 2017). These negative exposures occur in addition to adverse
childhood experiences such as physical, emotional, and sexual abuse; domestic violence;
substance use or mental illness in the home; parental incarceration; separations and divorce; and
emotional or physical neglect (Chen & Burke Harris, 2020). Ignoring the existence of these
conditions can be harmful to the overall health of African American students. The COVID-19
pandemic, coupled with the murders of innocent Black people, has heightened the nation’s
awareness of the racial and social injustices that continue to plague the United States. Now, more
than ever, the mental health needs of African Americans should be addressed.
It is believed that introducing the concept of racialized trauma and its impact on African
Americans will increase parents’ understanding and willingness to seek services for their
children when such services are needed. Workshops will provide an opportunity to review many
of the free services available at school, in the community, and online. Attending to the mental
health needs of students will increase students’ ability to be attentive and focused in the
classroom. Treatment can help alleviate symptoms of common illnesses such as depression and
anxiety, which can be misinterpreted by teachers as disruptive behaviors or defiance. The hope is
that discussions about mental health will increase awareness and decrease stigma in the African
American community.
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Connection to the Logic Model and Theory of Change
The BLACK INK Parent Engagement Program will be implemented in local school
districts when social distancing guidelines, which currently prohibit large social gatherings, have
been lifted. At the present time, an online platform will serve as the medium by which the
program is provided. Parents will be recruited to participate in the program by leaders of local
African American parent advisory councils, and via online announcements. The creator of the
BLACK INK program will facilitate the online sessions.
The logic model for BLACK INK (see Appendix B), provides a glimpse of some of the
actors intertwined within school systems. In addition to students, actors include teachers,
administrators, counselors, and community stakeholders. In order to change the way schools
have historically viewed African American families, a systems approach is being used to
facilitate changes on a micro, mezzo, and macro level. A systems framework, which emphasizes
relationships, is integrative in nature, and acknowledges power imbalances, is well-suited for an
organization such as a school (Brownson, Colditz, & Proctor, 2017). BLACK INK targets
behavioral changes in parents; these changes will have rippling effects throughout the school
system. After attending workshops, meeting new people, and connecting with sponsors, parents
will be able to effect change on multiple levels. Parents will have an increased understanding of
academic and behavioral expectations for their children and will be better prepared to assist their
students at home. If parents need additional help, they will know where to turn for assistance.
Parents will develop a new level of comfort working with teachers and administrators because
they will come to understand how much power they, as parents, are granted under federal, state,
and local laws.
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Another goal of the program is to improve teacher and parent cooperation. As parents
begin to take a more active role in the education of their students, teachers will notice and also
start interacting with parents on a more frequent basis. Many educators admit they are not
comfortable and have little experience working with parents from culturally diverse backgrounds
(Brewster & Railsback, 2003). Increased involvement by parents will help teachers become more
comfortable and decrease some of the biases they may have that prevent them from providing
equal educational opportunities to African American students. For example, teachers might give
more consideration to offering an Advanced Placement class to a student whom they would
normally overlook. Teachers might choose to avoid recommending a student for suspension and
choose, instead, to phone the parent to express their concern and decide upon an alternate
consequence. More meaningful relationships will be developed; parents, teachers, and students
will begin to see they are more alike than different. All parties will place confidence in each
other and see themselves as allies, not enemies.
The program will also create significant changes for students. The accountability of a
sponsor will motivate students to step up their performance. Students will be eager to impress,
which may lead to academic and behavioral improvements. A signed behavioral contract will
mean students will be more likely to uphold their commitment to make decisions geared toward
their ultimate goal of attending college. Having like-minded peers will also provide them with
the support they need to stay the course and get the job done.
An old African Proverb states, “It takes a village.” Sponsors will serve as a reminder to
parents and students that they have someone to whom they can turn for guidance and support.
Sponsors will afford parents the opportunity to build new networks and relationships that can
enhance the family’s overall well-being. Families will be able to share what they have learned
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with others, both inside and outside of the community. In the end, a network of people will be
instituted who continue to build community leaders and advocate for higher education. The
expectation for students to attend college will become the norm and the roadmap for success will
be in place.
Project Structure, Methodology, and Action Components
Description of the Prototype
The capstone prototype is a program manual which will be made available to participants
in-person and online (see Appendix C). The manual is separated into six main categories and
provides the framework for each of the proposed workshop sessions. The first section is a review
of how to use the California School Dashboard, which provides an in-depth look at student
achievement on local, district, and state levels. An ability to navigate the dashboard is essential
to understanding how well schools are performing. The next section is a review of academic
grade-level expectations, which covers grades kindergarten through 12th grade. The third section
of the manual is a detailed look at school site council meetings, School Plans for Student
Achievement (SPSA) and other relevant and important decision-making groups. Also included is
a section on preparing for college, which provides parents with important timelines to follow.
The innovative portion of the capstone project is the introduction of a mental health component,
which is provided in the fifth workshop. The final workshop will be an overview of the previous
workshops, as well as an opportunity to review helpful tools, tips, and informational resources.
Comparative Market Analysis
There are local programs specifically targeting African American families, but none of
them contain the innovative element of a mental health component. The BLU Educational
Foundation (n.d.-b) is a 501 (c)(3), non-profit corporation headquartered in San Bernardino,
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California. Their mission is to build healthy, productive communities by providing educational
and human services programming to youth, adults, and other organizations. The organization has
several excellent programs, one of which is the College Exodus Project. The goal of the College
Exodus Project is to assist students in obtaining an undergraduate or graduate degree, and an
expectation the students will return home and give back to the community (BLU Educational
Foundation, n.d.-a). Some of the supports provided include mentoring, college and career
planning, college tours, and parent involvement. There is no mention of mental health awareness,
training, or services provided by the agency (BLU Educational Foundation, n.d.-a).
The Concerned Parents Alliance operates college bound programs (CBP, n.d.) throughout
the state of California. The goal of these programs is to make sure students graduate from school
and have the choice of attending college. Similar to BLACK INK, CBPs are designed to ensure
parents are able to navigate school systems. The Concerned Parents Alliance has partnered with
other community-based organizations, colleges, and financial institutions to provide scholarships
for program participants. The agency provides a host of services for parents and students, but
does not provide a mental health component (CBP, n.d.).
An organization in Riverside County, California, the Strategic Health Alliance Pursuing
Equity (SHAPE, 2020), reports that between 2016 and 2018, African American youth between
the ages of 10 and 17, accounted for a significantly higher rate of emergency room visits due to
suicide or self-inflicted injury than any other racial group (SHAPE, 2020). The root cause of this
trend is unclear, but the demographics suggest further investigation as to whether minority stress
or racial trauma secondary to implicit bias and microaggressions might be to blame. Whatever
the cause, the data provided by SHAPE (2020) supports the inclusion of a mental health
component as part of the BLACK INK program.
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Methods for Project Implementation, Alternate Pathways, and Leadership Strategies
BLACK INK will be implemented utilizing an Exploration, Preparation, Implementation,
and Sustainment (EPIS) framework (Brownson et al., 2017). This strategy was determined to be
the best course of action due to the number of stakeholders and potential internal and external
barriers that could potentially impact implementation of the intervention. During the preparation
stage of implementation of the pilot, an unforeseen, international pandemic shut down the nation,
resulting in delayed implementation, and the need to reconsider the means of delivery for the
program (see Appendix D). Subsequently, the decision was made to take the BLACK INK
workshops online.
A needs assessment was conducted in the Fall of 2019 which determined the need for an
intervention to address poor academic performance and disproportionate discipline. Data from
the California School Dashboard, as well as the school district’s internal data system, revealed
African American students were performing well-below their White peers, and subject to
disproportionate disciplinary actions. The discovery led to discussions with internal stakeholders
to determine ways in which to address the problem. Some internal stakeholders were ready to
move forward with aggressive measures to tackle the problem, but others were not. After
conducting multiple stakeholder meetings, both formal and informal, and researching the
determinants that lead to increased student success (Bower & Griffin, 2011; Epstein, 1995;
Vanderpool Robinson, 2017), the decision was made to develop a parent engagement program.
Implementation of the pilot was slated to begin in Spring 2020 but was disrupted by the
pandemic. A pilot program will now be launched online in Fall 2020. All program documents,
(e.g., pre and post-assessments, training manual, consents), will be uploaded online. Upcoming
training dates will be available on the website and participant registration will be required. Once
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parents have registered for the program, they will be provided with a link to the online platform.
Parents will be asked to complete and return the Modified Involvement and Skills Parent Survey
(see Appendix E), and the Parent Survey of Inclusion and Connectedness (see Appendix F), prior
to their first online session. Although not mandatory, students (Grades 8–12) will be encouraged
to participate in the workshops. Prior to the start of the workshops, students will be asked to
complete the Student Report of Parent Involvement Survey (see Appendix G), Student Sense of
Belonging Survey (see Appendix H), and Student Contract (see Appendix I). Sessions will be
held weekly and conclude after 6 weeks. Each online session will last from 60–90 minutes. At
the conclusion of the last session, participants will be asked to complete the surveys again.
Participants will also be required to complete the surveys at the end of the academic school year.
After the last session, families will be assigned a sponsor from a list of school and
community volunteers. Sponsors will follow up with the families each week and are only
required to spend 5 minutes going over a set of basic questions (see Appendix J). Sponsors and
families may spend more time together if they want to, but the sponsor will only be asked to
commit to 5 minutes each week. Sponsors will be asked to follow up with the author if there are
any major family concerns which might require professional interventions. Otherwise, sponsors
will be asked to utilize their personal resources to assist parents and students.
The online platform is a not the preferred method of service delivery but the present
health environment and circumstances of the pandemic response required an adjustment. One of
the potential barriers will be online access for parents and families. Computers and Internet
access may not be available to everyone and will limit the ability for some families with the
greatest need to participate. One workaround to address this issue will be to make a hard copy of
the manual available for parents. Parents will not have access to some information which will
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only be available online; however, the manual provides a significant portion of the information
that will be delivered online.
Another potential issue may be the inability of the facilitator to provide workshops to
more than 20 people at a time. An online format will make it difficult to see the faces of all of the
participants and address questions as they arise. Without the assistance of a moderator,
management of the online platform may pose some challenges. Program participants will be
encouraged to send follow up questions via email or to include them in the chat box. The pilot
program will provide the workshop facilitator with the necessary feedback to make adjustments
and create a seamless program.
A potential benefit to the online program will be the convenience of being able to provide
evening and weekend programming to families. Transportation, employment, and childcare are
often barriers to participating in school-sponsored activities, and those barriers will be minimized
with the online platform.
Creation of a successful program will require networking, training, and the inclusion of
multiple stakeholders in the ongoing process of program improvement. The program director
will utilize professional and social networks to promote BLACK INK. Multiple networks and
potential customers have already been tapped for program implementation and successful
execution of the program will provide additional referrals from program participants. School
districts, civic organizations, and those with strong connections to the African American
community are likely to be amongst the organization’s customers. Promotion via churches and
civic groups such as local chambers of commerce will also be necessary. Branding and online
promotion will also be key elements of a successful program.
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Financial Plans and Staging
The initial plan was to have BLACK INK serve as a nonprofit organization. During the
pandemic, the decision was made to change to a business model. The author will be the
CEO/owner of the business. The estimated budget for the first full year of operating the business
is $5,361 (see Appendix K). A small business loan will be the primary source of revenue for the
pilot and consultation fees will be the primary source of revenue thereafter.
The short-term goal is to pilot the program utilizing parents from a local school. The next
phase will be to provide services to a minimum of three schools within the district. Ultimately,
the goal will be to partner with other like-minded businesses or nonprofit organizations on a
local and state level to hold training and seminars around best practices for working with African
American families.
Methods for Assessment
Research design. To measure the impact of BLACK INK, the author will use a quasi-
experimental, pretest-posttest, posttest design. A convenience sample of parents and students will
be recruited from the African American parent advisory councils in a local school district.
Program goals. One of the established goals is increased parent engagement at school,
which will positively impact parents’ knowledge about resources that can assist their children
with academic success. BLACK INK aims to have parents increase the number of school-
sponsored activities they attend by 100% from the previous school year. The second goal of the
program is improved student performance. Currently, African American students lag behind their
White peers in all areas of academic achievement. In order to increase the likelihood of being
accepted into college, students must have a strong grade point average (GPA) and demonstrated
success in rigorous courses. The goal for students participating in the program is to increase their
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GPA by a minimum of 0.5 points on a 4.0 scale. The final goal is for parents and students to feel
connected and engaged at school. This will increase the number of interactions African
American students and parents have with school staff and allow staff the opportunity to see that
African Americans are more alike than different. The increased awareness will decrease implicit
bias and the negative impact it has on African American children and youth, thus increasing
students’ academic opportunities. The goal is to have parents and students report increased
feelings of connectedness by the end of the school year.
Process and measurements. To measure parent engagement, parents will complete the
Modified Involvement and Skills Parent Survey. The survey, created by Araque et al. (2017), was
modified by the author for use as a measurement tool. Parents will complete the survey upon
enrollment, at the end of the 6-week training, and again at the end of the school year. To measure
the improvement in student GPA, student grades will be collected at the beginning of the
program, at the end of the first semester, and again at the end of the academic year. Level of
connectedness will be measured upon enrollment, at the end of the 6-week training, and at the
end of the school year. Parents will be given the Parent Survey of Inclusion and Connectedness
and students will be given the Student Sense of Belonging Evaluation. Both of these evaluations
were modified and borrowed from the California Healthy Kids Survey (2019). The Student Sense
of Belonging Survey also borrows from The Milwaukee Youth Belongingness Scale-Revised
Version (Slaten, Rose, Bonifay, & Ferguson, 2018) and the Student Measure of Culturally
Responsive Teaching assessment (Dickson, Chun, & Fernandez, 2016).
Process monitoring. Aspects of the Stages of Implementation Completion (SIC) tool,
(Chamberlain, Brown, & Saldana, 2011) will be used to monitor the implementation process and
outcomes. The SIC has eight stages within three phases of implementation (pre-implementation,
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implementation, and sustainment) that will also help to ensure fidelity and monitor and evaluate
the completion of activities in a timely manner (Chamberlain et al., 2011).
Considerations. There are strengths and weaknesses to the proposed design and
evaluation of the program. Strengths include an easily accessible target population and access to
an online platform for workshops. In addition, the initial study is a pilot and the program does
not require Institutional Review Board approval. Weaknesses include the quasi-experimental
design, which does not allow for a control group or random assignment; potential small sample
sizes due to online format, and the qualitative nature of the outcomes. However, the overall
benefits of the program outweigh the weaknesses.
Stakeholder Involvement
The primary stakeholders include parents, students, and school staff. All stakeholders will
have the opportunity to provide input and make recommendations for program improvement.
Opportunities for feedback will be made available online, via teleconference, and via surveys.
Stakeholder feedback will be essential to ensuring a product is delivered that meets the needs of
the workshop participants. The overall goal of BLACK INK is to ensure parents are armed with
information that will allow them to provide the academic and emotional supports their students
need to increase their chances for success.
External stakeholders will include churches, various community organizations, and other
educational professionals. Networking will be vital to the survival and sustainability of BLACK
INK. The development of relationships with these entities will provide opportunities for
increased visibility, collaboration, and business opportunities.
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Communication Plan
BLACK INK will use various print and multimedia platforms to bring awareness to
issues facing African American youth. The mental health needs of African American youth will
be a primary focus along with a call for increased parental involvement in advocacy and
demands for educational justice. The BLACK INK platform is still under construction but the
author has already begun to participate in public discourse around issues of mental health in the
African American community (see Appendix L). Discussions will continue as part of the
author’s work in promoting mental health awareness and treatment for African American
students and encouraging parents to advocate for supportive services at school.
When the BLACK INK platform launches, “BLACK PARENTS MATTER” will be a
message created to invoke greater concern for, and a commitment to, the educational, social, and
emotional success of African American students. Parents will be encouraged to be the voice for
their children and to demand educational justice in the California school system. Brochures and
print media will be distributed at schools, churches, and in hair salons and barbershops. These
locations will ensure the target market, Black parents, will be exposed to the information. The
author met with an intellectual properties attorney on July 1, 2020 and plans to trademark
“BLACK PARENTS MATTER” to align with the BLACK INK platform.
Ethical Considerations
Ethical considerations include informed consent and confidentiality of information.
Parents, school staff, students, sponsors, and BLACK INK personnel will be working together to
help improve academic and mental health outcomes for students. Sensitive information may be
shared between family members and sponsors, which should not be shared with school staff.
Federal and state laws that govern the exchange of information and the privacy rights of students
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(e.g., FERPA, informed consent) should be adhered to, and it will be important to be mindful of
legal restrictions as stakeholders collaborate in the best interest of students and parents.
Another ethical consideration is the availability of information to all parents and students.
State and federal laws demand information and access to services be made available to all
students. It would be hypocritical, unethical, and illegal to limit workshop participants based on
race. Although the target population is parents and caregivers of African American students,
workshops will be available to anyone who wants to participate. It will be important to ensure an
inclusive environment is created for all parents and no one is made to feel unwelcome.
There should be consideration given to the way in which content is delivered. The current
social and political climate has raised the consciousness of many, but it has also been triggering
and harmful to the mental health of some African Americans. It will be important to remind
participants of their ability to excuse themselves from a workshop if the information causes them
to feel distressed. The workshops are designed to provide transparency regarding the condition of
education for African Americans, but it is important to strike a balance between disparity and
hope.
Conclusions, Actions, & Implications
Summary of Project Plans
BLACK INK is currently in the process of building a website and platform that will be
used to house the program. Development of a trademark design is underway to launch the
“BLACK PARENTS MATTER” campaign, with plans for a September release. BLACK INK
intends to pilot its first workshop in Fall 2020. Results from the pilot program will be used to
help determine long-term plans for the program. In the meantime, the author will be a guest
speaker for the Young Ambassadors Leadership Academy in August 2020, presenting on the
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topic of mental health. Another engagement has been confirmed with Wakeland Housing and
Development Corporation for October 2020.
BLACK INK has made the decision to operate under a business model. As such, plans
are underway to create a more robust program with opportunities for expanding the products and
services available. BLACK INK will ultimately be an umbrella under which numerous
“BLACK” programs will fall. Current considerations include specialty programs for women,
men, students, educators, and rising social workers.
Current Practice Context for Project Conclusions
A significant amount of research and preparation has gone into the planning of BLACK
INK. The launch of the pilot has been temporarily stalled but there is little doubt the outcomes
for the project will be successful. The COVID-19 pandemic has brought educational inequities,
under-resourced schools, and mental health needs to the forefront of the minds of the nation.
BLACK INK is well-positioned to provide immediate resources and support to school districts
by way of its parent engagement program.
The inclusion of a mental health module sets BLACK INK apart from all other parent
engagement programs. With the emotional well-being of students a major concern for all
stakeholders, BLACK INK is poised to serve the immediate needs of districts and provide
parents with the awareness and support they need to ensure their children’s mental wellness.
Mental health is critical to every child’s overall learning.
Project Implications for Practice and Further Action
As the nation struggles to cope with the challenges resulting from COVID-19, the mental
health needs of our youth are of great concern. Parents, teachers, and school administrators are
eager to have students return to school but must consider the impact social isolation, racial strife,
EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 41
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and fear of contracting the disease will have on students’ mental health. The ability to address
mental health as part of a larger discussion may lead to an awareness regarding the need for more
mental health supports at school or mandatory training for staff and parents.
The author contends there is a need for mental health practitioners in every school.
Inclusion of the mental health module may lead to requests to make funding for mental health
clinicians mandatory. The direct correlation between adverse childhood experiences and their
negative effects on mental and physical health provides support for the need (Chen & Burke
Harris, 2020). For communities of color who experience higher rates of poverty and contributory
factors, efforts to provide mental health services in school is especially important.
Some argue the responsibility of addressing implicit bias should not rest on the shoulders
of those being oppressed, but on the shoulders of the oppressors. The author shares those
sentiments but argues that individuals have more control over themselves than others. One of the
primary goals of BLACK INK is to teach parents advocacy. If the voices of the parents go
unheard, there may be more unrest and the need for a new civil rights movement.
Project Limitations
The pilot for the project has been delayed and at this time, schools are still without a
concrete plan for opening. The uncertainty surrounding public education’s offerings may further
delay the start date for the pilot as well as limit the number of people recruited. If it appears that
schools will be delayed through the end of the year, the author will turn to social connections to
recruit parents to the program.
The name of the program is BLACK INK. Although the name is fitting because it is the
acronym behind the intent of the program, the name may be a deterrent for those who do not
identify as Black, or those who prefer not to be associated with anything Black. The name will
EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 42
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remain for now, but the author plans to solicit additional feedback from trusted colleagues to
ensure the name will not hurt the brand.
The decision was made to change the program from a nonprofit model to a business
model. This may impact possible revenue streams. Donors are more likely to give money to
support nonprofit organizations. As a business and for-profit entity, the author will have to work
hard to sell the services and the training model. Business plans are under consideration and the
author will change courses as needed to ensure viability of the program.
Conclusion
The struggle is real. Four hundred years is a long time, but we must never give up!
Today, as in the past, people are united and fighting against White supremacy and oppression.
The fight for equal opportunities and justice must continue if we have any hope of dismantling
the oppressive systems that bind so many African Americans. The United States was founded on
one of the guiding principles of equality, but its history is tainted by acts of discrimination and
hatred toward Black people. Implicit bias is a by-product of America’s ugly past and it continues
to linger in classrooms where it negatively affects students of color.
Nelson Mandela is quoted as saying, “Education is the most powerful weapon which you
can use to change the world.” We must work together to change the course for African
Americans and that change begins when all parties begin to accept responsibility for their role in
making a difference. For White people, it means acknowledging their privilege and power and
using it to help those who are disadvantaged. For parents, it means taking a more active role in
advocating on behalf of their children and demanding their needs be met. And as a community,
we must not give up and turn our backs on our children. It takes a village to raise a child, and we
are the village.
EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 43
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BLACK INK is an innovative program that combines key components of education,
advocacy, and mental health to bring awareness to the needs of African American children. It is a
labor of love, born out of a desire to achieve equal opportunity and justice and increase success
for African American children and youth.

EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 44
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Appendix A: Stakeholder Questionnaire
The American Academy of Social Work & Social Welfare (AASWSW) launched the Grand
Challenges for Social Work in 2016 in response to the need to address what are believed to be
the most critical social issues today. Twelve areas of need were identified and the challenge is
to come up with creative and innovative ways to disrupt the system to effect positive change.
One of the challenges is to “achieve equal opportunity and justice, ” and within that realm is the
challenge of increasing success for African American children and youth (Teasley et al., 2017).

Achieving Success for African American Children and Youth Interview Questions

1. Name three factors that contribute to the academic gap between African American
and other students?
2. What can be done to better prepare African American students academically?
3. What are your thoughts on desegregation? Do you think desegregation has helped or
hurt African American students and why?
4. What are the greatest barriers African American students face in the classroom?
5. Will African Americans ever achieve the same level of academic success as their
White peers? Why or why not?
6. What role does the school play in the success of African American students?
7. What is the role of the student?
8. What role do parents play in the success of their students?
9. What needs to happen before people begin to recognize the achievement gap as a
National crisis?
10. What should the parents of African American students do to ensure their students
achieve the same level of academic success as their White peers?
11. Do you believe your school treats all students equally? Why or why not?
12. What changes need to be made at the local, state, and national levels to help close
the achievement gap for African Americans?
13. What contributes to the low number of minority educators, specifically African-
Americans, across the nation?
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14. As a student, what is/was the most important factor that contributed to your academic
success?
15. If you had a magic genie who could grant you three wishes, and those wishes would
contribute to the success of African American students, what would they be?
16. Is there anything I haven ’t considered that will help me as I work towards solving the
Grand Challenge of promoting school success for African American Students?

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NAME ORGANIZATION TITLE EXPERTISE/REASON
1 David Howland Hemet Unified
School District
Director, Professional
Development
Mr. Howland is responsible for ensuring the
professional development of all staff in Hemet
Unified School District (HUSD). He is a former
teacher and school administrator who has first-
hand experience in the classroom. He can
provide insight and offer an opinion regarding
why achievement gaps exist for African
Americans in HUSD.
KEY TAKEAWAYS

#1- Many African American Parents don ’t know which classes to demand for their students and they don ’t know their rights and
the rights of the students as it relates to discipline.

#2- Head Start and early educational opportunities are key. Also need more staff that reflect the diversity of the students they
serve.

#3- Teachers need to hold all students to the same standards. Don ’t expect less of African American students.

#4- Have to consider the impact that poverty has on all races, not just African Americans. Poverty is a major determinant of
success for students.

#5- Parents need to be involved with their students at home. They have to ensure the students do their homework and support
the teachers and administrators.
NAME ORGANIZATION TITLE EXPERTISE/REASON
2 Cynthia Glover
Woods
Riverside County
Office of Education
Chief Academic Officer Ms. Woods is responsible for providing
direction for educational staff and monitoring
schools and programs to ensure academic
standards are met. She can help determine the
curriculum that will be followed and what
programs will be developed in Riverside
County Schools. Since there is little interest for
an Afrocentric, Dependent Charter School in
HUSD, I ’d like to know what her
recommendations are for what might be done
to help improve outcomes for African American
students.
KEY TAKEAWAYS

#1- Need a more culturally relevant pedagogy and curriculum to help connect African American students to learning.

#2- Unconscious bias plays a role in how and if our students are being educated. Approximately 85% of teachers are White
females.

#3- The system has failed to adequately engage African American parents. Some parents disengage based on how they ’re
treated when they do try to advocate for their students. They are perceived as threatening and don ’t take well to being treated
poorly.

#4- Early Childhood Education is a critical piece to learning. African American Students often start out behind their peers
because they lack an emphasis on reading at home. They don ’t see parents reading and therefore, they don ’t read. Many also
lack access to reading materials.

#5- Parents must take an active role at school; know what is being taught. Must monitor the progress of their students; ensure
the students are doing their work. Must provide an enriching learning environment for them. This is difficult when you don ’t have
money. Have high expectations for their success. The African American community also needs to work together to support our
students and providing tutoring, mentoring and other resources.

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NAME ORGANIZATION TITLE EXPERTISE/REASON
3. Brandon Berry,
MSW PBIS
Specialist
HUSD Middle School PBIS
Specialist-RVMS Hemet
PBIS tech is responsible for assisting students
and staff with the implementation of Positive
Behavior Intervention and Supports (PBIS) in
the school district. He is familiar with the
students and administrators and has insight
into the issues that may cause many of the
students to be removed from the classroom.
KEY TAKEAWAYS

#1- Need to establish a routine and expectation of success for African American students. This has been watered down with
desegregation. Need to move back towards a, “village ”, mentality when raising African American children.

#2- Parents play the largest role in the success of their children. School should reinforce what we ’re teaching our kids at home.

#3- African American students are disinterested in school because it ’s not relatable to them. This transitions into adulthood and
may be one of the reasons why there are so few African American educators.

#4- Parents greatly influence how much emphasis students place on academic success students.

#5- The African American community as a whole significantly impacts their students ’ education.
NAME ORGANIZATION TITLE EXPERTISE/REASON
4 Diana Riopedre,
MA School
Counselor
HUSD Middle School Counselor
@ HUSD
Counselor can speak on the differences
between African American Students and their
peers.
KEY TAKEAWAYS

#1- Parents ’ lack of knowledge and failure to connect with school are key factors as to why there ’s an academic gap.

#2- Teachers have low academic expectations for African American students and should demand more.

#3- Parents must believe in education and work with the school system to have more options for their students. They must
advocate for their students.

#4- African American students seem to be targeted for the school to prison pipeline. Need to change the narrative if we hope to
see more African American educators. Can ’t have more teachers of color if they ’re all in prison.

#5- We need to work on building up the self-esteem of our students and highlighting the importance of education to their futures.

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NAME ORGANIZATION TITLE EXPERTISE/REASON
5 Teacher Teresa
Cubbedge
Temecula USD Teacher Teachers are the ones charged with educating
students. Something is happening with African
American students that supports ongoing
performance gaps. Teachers can lend insight
into what they believe is contributing to the
problem and provide possible solutions to help
African American students achieve success.
Ms. Cubbedge works in a neighboring school
district whose performance for African
American students is much better than that of
Hemet USD.
KEY TAKEAWAYS

#1- Ms. Cubbedge has always worked in the suburbs and reports that she does not see that the difference has much to do with
color as much as it has to do with parent involvement in their students ’ education. Those who are disconnected and don ’t
participate are the ones who struggle the most and their disengagement mirrors that of their parents. For the students who have
an inner will and drive, parental involvement does not matter as much. When parents are disconnected from the school
community the disconnection has a ripple effect. Parents may have a negative view of school based on their own experiences; if
they struggled in school, they just accept that is their child ’s fate. These parents don ’t communicate with the teacher (don ’t
answer emails, don ’t show up for conferences, open house etc.). Children watch their parents very closely and follow their lead,
thus creating an achievement gap that can never be filled unless behaviors are changed

#2- Parents and students must value education if achievement is going to be accomplished.

#3- Everyone needs to unplug from their devices. Although technology can be a positive thing, it also has a negative impact.
When there ’s less of emphasis on learning and more emphasis of video games, social media, etc., the focus and engagement in
education are lost. We are not communicating anymore or getting out and exploring our community much less the world. The gap
can be closed if we encourage the 4 c ’s- creativity, communication, critical thinking and collaboration.

#4- We need smaller class size and reading specialists to reach students. We need to increase teacher ’s salaries to attract the
best and the brightest to educate our youth.

#5- Schools need to send the message that school is a safe, welcoming environment that encourages the best from everyone.
NAME ORGANIZATION TITLE EXPERTISE/REASON
6. Jonathan
Workman
Hemet USD Principal/ Parent Mr. Workman has a long history in Hemet USD.
His father was an administrator in the District
while he was a student; he is now an
administrator who has his own son in the
District. Mr. Workman works at a school with
the highest percentage of African American
students. He identifies as Black (his father was
White, mother Black) and has a unique
perspective .
KEY TAKEAWAYS

#1- Schools need to have culturally relevant teachers and curriculum. Students need to see themselves and have something
relatable and affirming to get them more engaged in learning. Bias may be preventing this from happening.

#2- Teachers need to expect more of African American students and stop passing them on from grade to grade if they have not
mastered the skills necessary for success. This only serves to reinforce that African American students are not cared for well
enough.

#3- Many African American students are starting way behind their peers. We need more early intervention and family
involvement. Students must begin to master literacy at an early age. Parents and caregivers have to be involved in the child ’s
learning from the beginning and reinforce it throughout their academic careers. Parents must hold high standards for their
students.

#4- The teachers and school systems must embrace equity and begin to treat all students equally. We cannot continue to
support professionals who hide behind their unions and harbor ill-will towards students.

#5- Race, poverty and family structure must all be considered when working with students. African American students and their
families are faced with challenges that most other ethnic groups don ’t face. These things must be considered when working with
African American students and their families.
EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 58
STUDENTS
NAME ORGANIZATION TITLE EXPERTISE/REASON
7. James Whitney,
Jr.
Student- Northern
California
Student (age 16) James ’ father served in the military for several
years he has had the experience of attending
numerous schools from coast to coast. He can
provide insight as a student who has seen
education and learning take place in multiple
states. He is bi-racial (father White/mother
Japanese) and has a different lens than African
American students.
KEY TAKEAWAYS

#1- Single parenthood, substance use/abuse, and environment are key reasons as to why an achievement gap exists.

#2- Increased funding, charter schools, tutors, and test preparation will help African American students achieve greater success.

#3- Racism plays a role in the classroom, but parents need to speak up and support their kids and advocate for them. Kids
should not be judged by their skin color, but rather by their performance. Blacks are framed, jailed, or even killed for no apparent
reason (sometimes). Sometimes it ’s their decision-making skills.

#4- Parents need to encourage their children and hold them accountable. They need to help them focus on what it is they want
to do in life and help them stick with it. They need to be motivating.

#5- Dedication, motivation, and encouragement are the most important thing for parents, students, and teachers.
NAME ORGANIZATION TITLE EXPERTISE/REASON
8. James Whitney,
Sr.
Parent Mr. Whitney is prior military and traveled with
his family across the country. His children have
been enrolled in numerous, diverse school
settings. As a parent, he has experienced
KEY TAKEAWAYS

#1- Parents need to hold their kids accountable. Need to divert them from believing they ’re going to be the next rapper, NFL, or
NBA player, since so few people actually make it. Need to focus students on careers such as medicine, law, carpentry, or other
trades.

#2- Inner City schools need more resources and funding. The kids need teachers who look like them and the teachers need to
be paid better wages. Mr. Whitney was educated in Ireland and he reports the teachers are government workers who made over
$100,000/year. Teachers are valued more in other countries.

#3- Charter schools are a good alternative. African American students need to place more value on their education and seize
the opportunities afforded them. They need to stop dreaming about careers in sports and becoming rappers and singers. There
are numerous role models available to them and thy should look to those people for guidance.

#4- We need to hold politicians accountable at the local, state and national levels. We need to demand they invest more money
in schools and programs to help all failing students and demand change.

#5- Role models are significant. The military service demonstrates that everyone is capable of achieving success, regardless of
color. It would be great if people returned to their communities after achieving success to share their experiences with others and
serve as role models and examples of the opportunities available to them if they apply themselves.

EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 59
STUDENTS
NAME ORGANIZATION TITLE EXPERTISE/REASON
9. Ty J. Hemet USD Student (AA male) Ty is an African American male student who
has recent experience in the education system.
He has insight into what has or hasn ’t worked
for him as a student.
KEY TAKEAWAYS

#1- Schools don ’t give Black students a chance. They don ’t believe they can be successful and don ’t give them same classes as
the other kids. They don ’t know how to relate to or talk to Black people.

#2- The schools need to give the same information to Black kids as they do to White kids. Spend more one-on-one time talking
about what students need to do to go to college.

#3- No one expects Black kids to do well. The teachers never tell the students when they do good things, only bad things.
Everything is negative and they get singled out. Teachers need to get to know the kids more and tell them (African American
students) good things, too.

#4- Parents need help because they don ’t always know what ’s going on or how to do things because they never finished school
or they got bad grades when they were in school. They don ’t know how to help their kids because they couldn ’t help themselves
because they never got the right kind of help and attention.

#5- It would be nice to have more Black teachers because they get it and understand us better.
NAME ORGANIZATION TITLE EXPERTISE/REASON
10. Natalie K. Hemet Student (non-AA) Offer the perspective of a non-African
American female student regarding what they
believe will help support success of African
American students.
KEY TAKEAWAYS
#1- Everyone can be successful if they just apply themselves. They just need to work hard and follow the rules.

#2- Kids need to stop acting up in class and focus on their work. They spend too much time trying to be cool and they don ’t get
their work done. If they worked at it, all students would do well.

#3- You have to want to be successful in order to be successful. If you don ’t believe in yourself and your parents don ’t make you
do your homework, you ’re just not going to do well, no matter what.

#4- Everyone has to do their part; the teachers have to teach, the students have to be ready to work, and the parents have to
make sure their kids are doing what they ’re supposed to do. If everyone isn ’t doing what they ’re supposed to do, students will not
be successful.

#5- Race only plays a minor role in why African American students aren ’t successful. The main reason why they ’re not is
because they spend too much time trying to be athletes and jocks.

EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 60
STUDENTS
Appendix B. Logic Model

EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 61
STUDENTS
Appendix C. Prototype
*See Prototype sent under separate cover

Appendix C- Prototype

A GUIDE TO HELP INCREASE YOUR CHILD’S ACADEMIC
SUCCESS

SHERI K. PARKER, DSW, LCSW
2
TABLE OF CONTENTS
INTRODUCTION 3
THE CALIFORNIA SCHOOL DASHBOARD 4
UNDERSTANDING THE DASHBOARD 5
GRADE-LEVEL EXPECTATIONS 14
KINDERGARTEN- 5
TH
GRADE 15
MIDDLE SCHOOL 21
HIGH SCHOOL 23
GETTING INVOLVED IN YOUR CHILD’S EDUCATION 26
SCHOOL SITE COUNCIL, ELAC, & SPSA 27
ADDITIONAL MEETINGS TO ATTEND 35

PREPPING FOR COLLEGE 38
YOUTH MENTAL HEALTH 47
TOOLS, TIPS, AND HELPFUL INFORMATION 56
IMPORTANT SCHOOL CONTACT INFORMATION 57
HOMEWORK CHECKLIST 58
COLLEGE VISIT WORKSHEET 60
OPTIONS FOR STUDENTS WHO DON’T WANT TO ATTEND COLLEGE 61
FINANCIAL AID 62
SCHOLARSHIPS AND FINANCIAL AID FOR AFRICAN AMERICANS 64
PARENT INVOLVEMENT IN ACTIVITIES CHECKLIST 65
COMMON EDUCATION ACRONYMS 66
MENTAL HEALTH RESOURCES 67

REFERENCES 72

3
B.L.A.C.K. I.N.K. PARENT EDUCATION PROGRAM
This manual has been designed to help parents and caregivers create a pathway to college for
their children. The information contained within is not intended to replace information that should be
provided by certificated school counselors and educators. It is provided to help supplement that
information and to help steer parents and caregivers in the right direction.
Parents are their children’s first teacher, but we are unable to teach the things we don’t know.
Oftentimes, although parents have attended school themselves, they lack an understanding of school
systems and how they work. Understanding school systems is an integral part of knowing how to
advocate for services and resources that will help your child receive the best education they can. Our
goal is to not only increase your understanding of grade-level expectations for your child, but to help
you reach the people and programs that will ensure your child is socially, academically, and mentally
well-rounded.
B.L.A.C.K. I.N.K. is an acronym that stands for Building Leaders and Advocating College for
Kids via Interdependent Networking and Knowledge. Our goal is to help build our parents and students
into great leaders on campus, and to do so by helping them build and use their social capital. It has
often been said that, “It’s not what you know, but who you know!” We believe that the combination of
what you know, coupled with who you know, provides the best foundation for success. This manual will
provide the basics of what you need to know, along with whom you need to know, to create a
foundation upon which to build your child’s success.
Sincerely,
Sheri K. Parker, DSW, LCSW
4
Introduction
The, Every Student Succeeds Act (ESSA), is the nation’s main education law for public schools.
It holds schools accountable for how students learn and achieve. ESSA aims to provide an equal
opportunity for all students. ESSA was signed into law in 2015 and replaced the No Child Left
Behind Act.
Under ESSA, states get to have more control over the educational plans for their students, but
must do so within a framework established by the federal government. The federal government
requires that each state provides a plan that includes, but is not limited to, the following:
• Academic Standards

• Annual testing

• School accountability

• Goals for academic achievement

• Plans for supporting and improving schools that are missing the mark

• State and local report cards

One of the key benefits of ESSA is that it requires States to consult with parents as they develop
their report cards. This means that you, the parent, are expected to advocate for your child(ren).
Parent engagement can take place in several ways including:
• Meetings between schools and parents

• Parent advisory committees

• Published, draft reports that require feedback from parents

When parents are not active at school, their child(ren) are sometimes overlooked. This means
they may fall through the cracks and miss out on educational opportunities. It’s important that you
figure out a way to carve out time to have important conversations with teachers, counselors,
administrators, and other parents! On the following pages, we’ll discuss some of the most
important meetings to attend; the, “go to”, people on campus; and the educational, social and
emotional milestones for your child(ren). We’ll begin with your school’s report card.
5

California School Dashboard
6
How to Navigate the California
School Dashboard
Understanding the Dashboard
The California School Dashboard (CSD) is a tool that allows parents and other stakeholders to see
how local districts and schools are performing according to California’s school accountability
system. The CSD provides information beyond academic performance. It also provides an
overview of how well schools and districts are meeting the goals of all students.
The Dashboard provides local district or school performance outcomes based on six (6) state- and
five (5) local- indicators. The state indicators are:
• Academics (English Language Arts [ELA], and mathematics)
• Chronic Absenteeism
• College/Career Readiness
• English Learner Progress
• Graduation Rate
• Suspensions Rate
The five (5) local indicators are:
• Access to a Broad Course of Study
• Basic Conditions at School
• Implementation of State Academic Standards
• Local Climate Survey
• Parent Engagement
State performance measures take into account results for the current year and compares them to
the results from the previous year. Stakeholders are able to identify areas of strength, as well as
areas for growth.
Local educational agencies are required to measure its progress annually and to report the results
at a regularly scheduled public meeting of their local governing board. They are also required to
make a public report through the CSD.
7
Sample School Report
https://www.caschooldashboard.org

8

9

10

11

12

13

14

15

Elementary Education
Grade-level Expectations
Adapted from Greatschools.org
16

Kindergarten
• Know their name
• Know basic colors (red, brown, orange, green, black, blue, orange, yellow)
• Recognize letters
• Recognize that letters make sounds
• Identify and use rhyming words
• Recognize grade level sight words (e.g. cow, hat, and, sat, the)
Kindergarten
• Count from 1-20 (or beyond, preferably to 100 by the end of the year)
• Add and subtract numbers between 1 and 10 (or beyond)
• Understand that addition means “combining”
• Understand that subtraction means “taking away”
• Solve simple addition and subtraction word problems with numbers 1-10
Kindergarten
• Be able to learn about a topic
• Understand evidence and details that support the topic
• Take simple notes that can help them later
17

1
st
Grade- Reading
• Students should be able to recognize grade-level sight words
• Be able to read words with long vowel sounds (for example: bee, say, day)
• Recognize and be able to pronounce letter blends (“th”, “ch”, ”st”).
• Read smoothly and at a natural speed
• Understand what they read and be able to explain it to others
1
st
Grade- Writing
• Be able to learn new words from everything they read
• Use different strategies to figure out the meaning of words
• Can answer basic questions about what they have read
• They can connect new knowledge to things they already know
• Can write an, “essay” that includes:
• A title and introductory sentence
• Examples that support the topic
• A concluding sentence
• Some correct spelling, capitalization and punctuation.
1
st
Grade-Math
• Understand that two digit numbers represent amounts of “tens” and “ones”
• Can add and subtract numbers between 1-10 in their heads
• Can start simple addition or subtraction word problems with answers up to 20
on their own
• (Example: If Mary baked 12 pies and she gave 3 to her friend, Sue, how
many pies would Mary have left?)
• Can solve problems correctly
18

2
nd
Grade- Reading
• When reading, your child should be able to use several strategies to figure out words
• Self-correct when they make mistakes while reading
• Read smoothly and with expression
• Read at a natural speed
• Demonstrate that they are learning more complex vocabulary
• Use several strategies to learn the meaning of new words
• Answer questions about a book and point to evidence of the answer
2
nd
Grade- Writing
• Learn about a topic, either with someone else or on their own
• Understand the evidence or details that support the topic
• Take notes and do simple organizing utilizing different strategies
• Write a Title, topic sentence and a concluding sentence
• Write the body of their piece and provide several examples
• Do simple edits and revisions
• Have some correct capitalization, punctuation, and spelling
2
nd
Grade- Math
• Use different strategies to add and subtract within 100, quickly and easily
• Understand that three-digit numbers represent amounts of hundreds, tens, and ones
• Know whether to use addition or subtraction in a word problem
• Can solve addition and subtraction word problems with answers up to 100
19

3
rd
Grade- Reading
• Read smoothly, with expression and at a natural speed
• Use several strategies to learn new words
• Understand and explain the meaning of new words in context
• Demonstrate they are building knowledge from reading by being able to connect something
they have learned to something they already know
* This is a critical year! If your child is not able to read smoothly, with expression, and
demonstrate understanding by the end of the third grade, seek interventions!
3
rd
Grade- Writing
• Read on their own about a topic
• Understand the evidence and details that support the topic
• Take notes and do simple organizing
• Be able to write a simple, introductory thesis statement
• Provide examples and a short conclusion
• Demonstrate improved spelling, capitalization and punctuation
3
rd
Grade- Math
• Should be able to multiply and divide quickly and easily within 100
• Understand that division means diving a number into equal groups
• Solve word problems that use multiplication and division up to 100
20

4
th
Grade- Reading
• Read more complex texts smoothly and at a natural speed
• Self-correct mistakes
• Understand what they read
• Understand and explain the meaning of new words in context
• Use various strategies to learn new words
o Use context and pictures
o Use a glossary/dictionary
4
th
Grade- Writing
• Research, learn, and think about a topic
• Understand and identify facts and concrete details that support the topic
• Take notes and organize information with a graphic organizer
• Write a paper with an introduction and simple thesis
• Provide examples that support the thesis
• Write a conclusion
• Demonstrate improved capitalization, punctuation, and spelling from the previous year
4
th
Grade- Math
• Multiply a four-digit number by a one-digit number
• Multiply two, two-digit numbers
• Explain their calculations
• Compare and order fractions
• Solve word problems involving multiplication of a fraction by a whole number
21

5
th
Grade- Writing
• Write an introduction, thesis statement and conclusion
• Write the body of the paper that includes many detailed examples
• Revise and edit their paper on their own with input from the teacher or other adult
• Research and learn about a topic utilizing numerous sources
• Collect and sort the evidence or facts that support the topic of their paper
• Organize their notes and outline their thoughts for writing
• Be able to provide details and demonstrate understanding of something they have read
• Demonstrate improved capitalization, spelling, and punctuation
5
th
Grade- Math
• Add and subtract fractions that have different denominators quickly and easily
• Understand that multiplying a whole number by a fraction always has an answer smaller
than the original whole number (e.g. 4 x ½ = 2, which is smaller than the original number, 4)
• Understand that multiplying two whole numbers always has an answer equal to, or bigger
than both of the starting numbers (e.g. 8 x 2 = 16, which is a number larger than 8 or 2)
• Solve word problems involving the addition and subtraction of fractions
• Estimate a reasonable answer before solving the problem
22

Grades 6-8
23

Middle School Language Arts
Researching a Topic
• Expectation that by middle school, a student can gather information from
different types of sources
• Integrate what they learn to build understanding about the topic
Writing Expectations
• Student can write a clear thesis
• Provide detailed facts and examples that explain the writing
• Provide a simple analysis to make a point
Communications Skills
• Student should be able to contribute to a discussion by posing and responding to
questions
• Listen Respectfully and build on what others say
• Present their ideas in an organized way.
Demonstrate
Understanding
• Expectation that students can figure out the meaning of unknown words
• Show understanding of more complex ideas and provide evidence from the text
• Continue reading, even when the content is difficult and lengthy
Middle School Math
6
th
Grade
• Understand that ratios are a way of expressing a relationship between numbers
• Talk about the meaning of ratios in context and apply their understanding to solve
real life problems
• Start and solve problems on their own and be able to explain their calculations
• Calculate equivalent ratios of a given ratio and find missing values in a table
7
th
Grade
• Solve addition and subtraction problems that include positive and negative
numbers, decimals, and fractions
• Understand how positive and negative numbers relate to each other and zero
• Tackle word problems that include positive and negative numbers, decimals, and
fractions
8
th
Grade
• Demonstrate an understanding of basic algebra
• Write a system of equations based on a word problem
• Find a solution to a system of equations (solve for unknown numbers)
• Recognize when there is no solution or an infinite number of solutions
• Understand that a solution is a place on a graph where the two lines cross
24

25

High School- General Reading Skills and Research Skills
Want to ensure your child understands what they read and are able to apply it to research?
Can they:
• Identify key ideas and sentences that support those ideas?
• Figure out the meaning of unfamiliar vocabulary words?
• Stick with the reading, even when they don’t understand?
• Choose a topic that answers a question?
• Identify multiple, reliable sources for their research?
• Use the information to develop a deeper understanding of the topic?
High School- General Math and Reasoning Skills
Can your child-
• State their claims and explain their reasoning in a logical and organized way?
• Justify their conclusions using evidence?
• Use models such as graphs, spreadsheets, charts and tables that represent real-world
situations?
• Compare different models?
• Relate the information back to real-life context?
• Gather data and create visual representations?
• Analyze, interpret, and draw conclusions?
• Make decisions based on their conclusions?
26

High School- Communication Skills
Does your child-
• Actively listen?
• Ask and answer questions?
• Build on the thinking of others? (Can they add to the conversation?)
• Have the ability to write a strong thesis or argument?
• Provide examples and details that support their thesis?
• Express complex ideas and provide an analysis that shows understanding of a topic?
• Construct arguments that have a clear aim, supported by evidence?
High School- Life Skills
Time Management
• Does your child have strategies to manage everything they have to do?
• Do they know how to prioritize their time?
• Can they re-adjust when things change?
Problem Solving Skills
• Can your child ask themselves:
o What do I know?
o What am I solving for?
o What can I try?
• Are they willing to try and to fail until they figure it out?
• Do they know what they don’t know and when to ask for help?
• Do they know what resources are available to them to help?
27
GETTING INVOLVED IN YOUR CHILD’S EDUCATION
After reviewing the information on the previous pages, you may be feeling lost,
confused, or unsure about how to begin to assist your child. Most of you are
probably not educators and you don’t have any idea where to begin.
The key to gaining a better understanding of how to assist your child at home begins
at school. You must take an active role and meet with teachers, administrators, and
others so you can advocate for the support and services your child needs to be
successful. There are some key ways in which you can make a difference, and
believe it or not, teachers and administrators value your input!
One of the key reasons why your input is so important is because it is mandated by
law! The, Every Student Succeeds Act (ESSA), which was signed into law in 2015,
mandates that parents take an active role in making decisions with regards to what
their students learn; the types of supports and services that are used to help improve
student achievement; and where money should be allocated to help provide the
needed services.
Another reason for you to get involved is because study after study shows that
students whose parents are active at school, do better academically than students
whose parents are not involved. The very fact that you are reading this manual
indicates that you are interested in helping your child succeed! Although you may
not be able to attend every school activity or event, there are several little things you
can do that will make a big difference!
The following pages contain information about important meetings; ways to create
optimal spaces for your child to study at home, as well as resources that may benefit
your child, as well as yourself, as you navigate the public school system.
This manual is just a starting point and it will require more than just reading the
information contained within to make a difference. It will also contain ACTION on
your part and that of your child to make a difference. However, if you take a risk and
begin to develop relationships with your partners at school, you’ll soon discover that
it is not only what you know, but who you know that can make a difference. Develop
and use your social capital to make a difference!

28

School Site Council (SSC)
English Learner Advisory Council
(ELAC)
What is a SPSA?
29

Role of School Site Council
• The School Site Council is composed of principal, teachers, students,
parents/community members
• It is an elected body, whose primary role is to develop, approve and
monitor the Single Plan for Student Achievement (SPSA)
• The SPSA is a comprehensive school plan that sets school goals
based on data, and organizes action steps to achieve these goals
• Principals will provide data and a draft of SPSA for SSC to provide
input and approve
• Parents will provide the vital voice to inform the process of creating a
school plan that will increase the achievement of our students
30

SSC Composition and Selection
• Student selection by teacher recommendation/student vote
• Parents/community members elected by parent/community
members
• Teachers/staff members elected by teachers/staff members
• Principal automatic member of council
• Parity of membership is required; you have an equal number
of school employees and non-school employees
31

Example of Parity
Principal
Teachers
Other Staff
Parents or
Community Members
Students
50% School Employees and 50% Non-school employees
32

Principals Role -
• Is a voting member of the school site council
• Provides information and leadership to the school site council
• Administers the school-level activities of the approved SPSA
• These responsibilities make the principal vital to the success of
the SPSA. However, the principal has no administrative
authority over the school site council, may not veto decisions
made by the school site council, and may not make changes to
the SPSA after it has been approved by the school site council,
without SSC approval
33

English Learner Advisory Council (ELAC)
• The ELAC is an advisory council charged with specific
responsibilities with a focus on English Learners
• Advises the SSC on the development of the SPSA specific to
English Learners
• Advises the principal on the program for English Learners
• Reviews the school’s needs assessment, language census
report, and efforts to make parents aware of the importance of
regular school attendance
• Election of one member to be a part the District Advisory
Council to represent the perspective of English Learners
34

Requirements of the School Plan for
Student Achievement (SPSA)
• The SPSA must be developed by the SSC with the advise of
applicable advisory groups (ELAC)
• The content of the plan must be aligned with school goals for
improving student achievement
• The goals must be based on data
• It must address how categorical funds will be used to meet the goals
• SPSA should follow the Local Education Agency Plan (LEAP)
35

Purpose of the SPSA
The purpose of the SPSA is to have a single school plan that
organizes funds received by the school in order to most efficiently
serve the needs of the students and increase their achievement.
It requires stakeholders to review:
• Data
• Goals
• Improvement strategies
• Money
• Evaluations of data
• Modifications as needed
36

ADDITIONAL MEETINGS TO ATTEND
PTA
SCHOOL BOARD MEETINGS
AFRICAN AMERICAN PARENT ADVISORY
COUNCIL (AAPAC)
PARENT RESOURCE CENTERS
37

PTA MEETINGS
PTA’S
• Track local, state and national policies and can help you advocate for what’s best for your students
• Help provide advocacy in legislative issues
• Great place to network with other parents
• Raise money to support the specific needs of the school
• Host educational clubs, programs, and events for students and families
• Link families to important school and community information
• Can help you gain access to local, state, and national resources
• Provide volunteer leadership opportunities PTA.ORG
SCHOOL BOARD MEETINGS
SCHOOL BOARDS:
• Comprised of residents who live in the school district
• Help establish the vision for the school district
• They adopt the annual budgets, school calendars, school contracts, curriculum and other
matters related to the district
• They ultimately hire and fire the superintendent, as well as approve the superintendent’s
personnel recommendations
• Provide an opportunity for the public to express their opinions to the board and the
community
38

AFRICAN AMERICAN PARENT ADVISORY
COUNCIL (AAPAC)
AAPAC:
Provides a space for those interested in advancing an African American Agenda
Seeks to adopt programs and services that support African American students
Establishes programs and celebrations that uplift African American students and their families
Works with school administrators to ensure equitable treatment of all students
PARENT RESOURCE CENTERS
Parent Resource Centers:
• Provide opportunities to participate in district-wide committees
• Hold classes and workshops to help increase parent knowledge in multiple areas such as:
o Parenting classes
o Vaping/ Smoking Cessation
o Mental Health
o Physical Health and Wellness
• Provide access to computers and assistance with referrals to community resources
39

PREPPING FOR COLLEGE
40

Requirements for UC, CSU, and Highly Selective Schools
A-G California State University (CSU) and University of California
(UC)
Selective University of California (UC) Schools and Other Highly
Selective Universities
A History- 2 years (U.S. History & World History) History- 2 years (U.S. History & World History)
B English- 4 years English- 4 years
C Math- 3 years (4 recommended)
(Algebra 1, Geometry, Algebra 2)
Math- 3 years (4+ recommended)
(Algebra 1, Geometry, Algebra 2)
D Science- 2 years (laboratory science; one must be biological
and one must be physical)
Science- 2 years (3 recommended) Laboratory science must be from at
least two of three disciplines; biology, chemistry, and physics.
E Foreign Language- 2 years of the same language Foreign Language- 2 years of the same language (4+ recommended)
F Visual/Performing Arts- 1 year (dance, drama/theater, music,
visual art).
Visual/Performing Arts- 1 year (dance, drama/theater, music, visual art).
G
College-Prep Elective- 1 year (chosen from “A-F” beyond those used to
satisfy the requirement above; or a course that has been approved
solely for use as a “G” elective.
College-Prep Elective- 1 year (chosen from “A-F” beyond those used to satisfy the
requirement above; or a course that has been approved solely for use as a “G”
elective.
41

In addition to meeting the A-G requirements above, you must:
q Meet the minimum grade point average (GPA) requirements for admission and
q have submitted your SAT and/or ACT test scores.
Each school system calculates their minimum GPA and SAT/ACT scores differently based on several factors (whether
you are an resident of California or non-resident and whether you have taken the SAT or ACT. It is best to check with the college
or university of your choice ahead of time to confirm their admission requirements, as well as to learn how they calculate their
Eligibility Index. This information can be found online with a simple Google search
It is important to talk with your student’s academic counselor early in their academic career to let them know you want
your student to be on track for college admission. It is also important to meet with the counselor at the beginning of the year,
after the first semester, and at the end of the year, prior to the final report cards! This will help to ensure your student remains
on track and will help you identify any areas of concern before they become major problems!
42

Suggested Courses by Grade Level
9
th
10
th
11
th
12th
English Honors English
AP Literature
Honors English
AP Literature
Honors English or enrollment
in a Community College
Course
Algebra I
Geometry
Algebra II
Geometry
Trigonometry
Geometry
Trigonometry
Pre-Calculus
Trigonometry
Pre-Calculus
Calculus
Biology
Chemistry
Advanced Biology
Advanced Chemistry
AP Biology
Physics
AP Science
Honors/AP Science
Physiology
AP Physics
Economics
Foreign Language
History
Foreign Language
World History
Art/Drama/Dance
Foreign Language
U.S. History
U.S. Government
Foreign Language
AP History
43

SUMMER AFTER EIGHT GRADE
q Begin to have regular conversations with your child about college
q Ask your student which careers they are considering
q Begin an online search for schools that have the majors in which your child is interested
q If you have not already done so, begin to set aside money each month (the amount is less important than the act of saving).
q Discuss with your child their desire to attend school in-state or out of state
q If possible, plan a road trip during the summer and begin visiting potential campuses (consider an online tour as well)
44

NINTH GRADE
q Schedule an appointment to meet with your child’s counselor 4-6 weeks after the start of the school year
q Make sure the courses in which your student is enrolled will count towards the A-G requirements
q Begin asking around and getting recommendations for teachers for the following year. This is not guaranteed, but you can
gently request a specific teacher
q Make use of tutors, access to conferences or workshops that will help improve your child’s writing, math, or creative
expressions
q Attend, “ Back to School” night, Open House and “College Night” as permitted
q Continue to monitor your child’s progress throughout the year
q Address any concerns with teachers, counselors, and administration ASAP!
45

TENTH GRADE
q Register with the College Board (www.collegeboard.org) This will provide you with reminders about test dates and allow
you to register for tests online
q Take the PSA T in the Fall- It’s good practice and does not count towards their National Merit Scholarship rank
q Schedule a campus visit while school is in session. Consider a campus tour and a visit to the financial aid office
q Continue to make use of tutors, attend school-sponsored events, and advocate for resources, as needed
q Make sure your child is documenting community service hours! Some schools require it for graduation and it looks good on
a college application
q Have your student begin working on college essays (no, it’s not too early), as it will be easier to do when it’s time to apply
for admission
q If possible, enroll your student in a SAT/ACT preparation course
q Continue to monitor your child’s progress throughout the year
q Address any concerns with teachers, counselors, and administration ASAP!
46

ELEVENTH GRADE
q Your student should be prepared to take the SAT/ACT during the Fall semester
q Try to narrow down the schools to which your student wishes to apply
q Have your student begin talking to teachers and counselors about possible letters of recommendation
q Check in with your student’s counselor to ensure they are on track for graduation and college admission
q Start checking out all possible forms of financial aid and begin gathering your tax records, as they will be required for
financial aid applications
q Begin to have serious conversations with your student about being away from home, safety, paying bills, and time
management
q Have your student take the SAT/ ACT again to improve their scores (regardless of how well they did the first time)
q Continue to monitor your child’s progress throughout the year
q Address any concerns with teachers, counselors, and administration ASAP!
47

TWELVETH GRADE
q Most college applications are due by November 30
th
, GET THEM IN!
q Have your child begin to ask for letters of recommendation early (by week four of the start of the school year)
q Make sure your student has polished off their essays
q Check in with your student’s counselor to ensure they are sending required transcripts
q Make sure your students stays up on their grades- most colleges will require a final transcript and may deny admission if
your child does not finish strong
q If possible, take one final college tour before deciding upon a school
q Have your student apply for any and all scholarships for which they may qualify
q College admission letters begin arriving in late March/ early April- check your mailboxes
q Your student has until early May to commit to a school- make sure to follow up with the college/university of choice
*CONGRATULATIONS- YOUR CHILD IS GOING TO COLLEGE!!*
48

What You Need To Know
49

Mental Health and Public Schools
Students in public schools are subjected to things parents might not consider when sending their children off each
morning. This includes microaggressions from teachers, staff, and students; stereotype threat from low
expectations in the classroom; and racial trauma from being being exposed to daily stressors that arise simply
from the color of ones skin (e.g. driving while black, being following in the grocery store because one looks,
“suspicious”, or simply being thought guilty until proven innocent).
These conditions may have a negative impact on your child’s mental health. A 2017 report from the Centers for
Disease Control and Prevention reported that in 2017, 6.1% of White high school students that were surveyed
reported they had attempted suicide in the past year. The same report indicated that 9.8% of African American
students surveyed indicated they had attempted suicide the previous year.
Mental Health and substance use are subjects that many find difficult to discuss, but if we are going to provide our
children with everything they need to be successful, we must address their mental health needs. The information
that follows should not take the place of an evaluation by a licensed mental health professional, but is provided to
help you gain a better understanding of signs and symptoms that may indicate your child is in need of help.
This information only addresses a portion of some of the more common mental health issues experienced by our
youth. You are encouraged to seek the help and support of a licensed mental health clinician if you have any
concerns regarding your child.
50

q Sad mood
q Loss of interest in activities
q Lack of energy or fatigue
q Feeling worthless, hopeless, and helpless
q Thoughts of death and dying
q Difficulty concentrating or making decisions
q Loss of energy and sluggishness
q Sleeping too much (e.g. 12 or more hours/day) or not getting enough sleep (e.g. 4 hours./night or
less)
q Changes in appetite (not eating at all or constantly over-eating)
q Withdrawn from family and friends
q Irritability
q Failing to complete assignments
q History of depression in a close family member
q Negative childhood experiences, such as physical, emotional, or sexual abuse
q Family poverty
q Recent adverse events, such as the death of a parent, grandparent, or close friend
q Parental separation or divorce
q Long-term health issues
q Hormonal changes
q Having another mental illness (anxiety, psychosis, or a substance use disorder)
51

q Racing heart, rapid heartbeat
q Shortness of breath
q Dizziness, numbness in hands and/or feet
q Sweating
q Headaches, nausea, vomiting, diarrhea
q Irritability
q Nervousness
q Feeling on edge
q Social distress
q Experiencing a traumatic event
q Family history of anxiety disorders
q Parental alcoholism
q History of physical, emotional or sexual abuse
q Substance use
q Some medical conditions such as hyperthyroidism
q Being female
52

q Elevated mood
q Rapid thinking and speech
q Irritability
q Paranoia
q Grandiose delusions
q Poor insight
q Poor judgement
q Increased energy and overactivity
q Reckless behavior
q Family history of bipolar disorder
q Stressful life events
q Maternal complications during childbirth
q Brain injuries
q Certain medical conditions increase the risk of bipolar disorder
53

q Avoidance of high calorie foods
q Religiously counting calories and excessive exercise
q Disappearing after meals
q Binge eating or hoarding food
q Deliberate vomiting or use of laxatives
q Development of rigid patterns around food
q Lying about the amount or types of food one eats
q Excessive weight loss or weigh gain
q Changes in, or loss of menstrual cycle
q Increased staining of teeth or dental carries
q Extreme body dissatisfaction
q Obesity
q Family members with eating disorders
q Family history of another mental illness
q Low self-esteem
q Anxiety
q Pressure to thin
q Environmental stress, such as racism
q Conflict at home
q High expectations from parents and family members
54

q Excessive use of alcohol, cannabis, opioids or other drugs
q Red eyes
q Changes in mood
q Irrational behavior
q Agitation
q Change in friends
q Changes in hygiene
q Weight loss or weight gain
q Blotchy skin
q Poor performance at school
q Items missing from home (could be selling items to support their habit)
q Alcohol
q Cannabis
q Opioids
q Ecstasy
q Prescription Medications (Skittles Parties)
q Methamphetamines
q Cocaine
q Inhalants
q Vaping tobacco
55

q Family history
q Peer group and peer pressure
q Emotional or psychological problems
q Feeling disconnected from others
q Other mental health problems
q Availability
q Parental attitudes about drinking or substance use
q History of abuse
56

q Share your concerns with your child
q Listen to what they have to say
q Let them know you care
q Advise them that you’re going to seek appropriate help and support for them
q Encourage them to follow through with help and support
q Contact local mental health and substance use agencies for help
q Find out if your child’s school has resources available on campus or in the community
q Use resources provided in the back of this manual
57

Tools, Tips
&
Helpful Information

58
Important School Contact Information
Principal_______________________________________________________________________

Email____________________________________________(Phone)_______________________

Vice
Principal_______________________________________________________________________

Email____________________________________________(Phone)_______________________

Counselor_____________________________________________________________________

Email____________________________________________(Phone)_______________________

Parent Liaison__________________________________________________________________

Email_____________________________________________(Phone)______________________

Tutor(s)_______________________________________________________________________

Email____________________________________________(Phone)_______________________

Secretary______________________________________________________________________

Email____________________________________________(Phone)_______________________

PTA President__________________________________________________________________

Email____________________________________________(Phone)_______________________

Parent ________________________________________________________________________

Email____________________________________________(Phone)_______________________

Sponsor_______________________________________________________________________

Email____________________________________________(Phone)_______________________
59
Use this checklist to help your
children do their homework easily
and stress-free.

Home Work Tips
Set up the environment
☐ Designate a study area – quiet, well-lit and private. Not too hot or too cold.
☐ Limit chances of distractions and interruptions.
☐ Play suitable study-music softly in the background or let your child listen to
it on device with headphones.
☐ Burn incense or aromatic candles – rosemary for focus and memory;
lavender for peace.
☐ Provide adequate supplies, such as pens, dictionary, and paper.
☐ Provide water or non-sugary drinks and healthy snacks – studying is
hard work!
Manage homework time
☐ Establish a routine to help establish good study habits.
☐ Devise and discuss rules for homework time with your children. Print this list, post it in the homework area,
and refer to it when appropriate. Rules can include:
• Homework time every day: 7:00pm – 8:30pm
• Work quietly and do your best.
• Say no to distractions.
• Take a 5-minute break every 25 minutes. Stand up, breathe deeply, stretch, rest eyes, and take a sip of
water.
• Spend more time on difficult homework than easy homework.
• Complete each assignment in full.
• Ask for help if the homework is too hard.
• Read a book or listen to an audio book if you finish before the homework end time.
☐ Stay close to monitor and be available to help with homework.
☐ Help create an atmosphere of study – do paperwork, study, or read during homework time.
60
Guidance and good practice
☐ Don’t do your kids’ homework for them.
☐ If they ask for help, give guidance and stay patient.
☐ Ask for feedback after each homework session.
☐ Discuss and praise good work. Look out for and mention special efforts.
☐ Show interest in what they are doing.
☐ Share and discuss books, articles, TV programs, or TED talks relevant to their school work.
☐ Read the teacher’s comments and notes on their assignments.
☐ Stay in touch with the teachers and find out what the children’s study goals are.
☐ Contact the teacher if problems arise that you are unable to solve.
☐ Make sure the teacher knows of any crisis or big change at home, such as a divorce, illness, death, or an
accident.
☐ Research and acquire study programs devised to help your children, if necessary.
☐ Consider appointing a mentor if the school work is too difficult for you to manage.

61
College Visits

Date

School

Major

Pros (proximity to home, cost, climate, socialization)

Cons

(Cost, climate, distance, supports)

Supports (Financial Aid, people you know, Health Services, Greek Life)
Ranking (How does this school rank Nationally and with your student)
Date

School

Major

Pros (proximity to home, cost, climate, socialization)

Cons

(Cost, climate, distance, supports)

Supports (Financial Aid, people you know, Health Services, Greek Life)

Ranking (How does this school rank Nationally and with your student)
62
Options For Students Who Don’t Want to Attend a Four-Year College
A four-year college or University is not for everyone. Your student may decide they want

take time off, or take a different path in life. The information below can be helpful for

those seeking additional opportunities.

Community Colleges
Students who wish to attend a Community College immediately following high
school should check admissions requirements and procedures with the school.
There is an application process at these schools. Students can pursue a Transfer
Pattern to a 4 year University, complete a Certificate, or obtain an Associates
Degree.

Military Service
Students who want to enlist for military service immediately following high school
need to complete a high school diploma, should take the ASVAB exam and
contact a recruiter. There are several branches of service to choose from:

§ US Air Force-www.airforce.com
§ US Army-www.goarmy.com
§ US Coast Guard-www.gocoastguard.com
§ US Marine Corps.-www.marines.com
§ US Navy-www.navy.com

Vocational Education
Students who want to attend a Vocational School after high school should contact their
Counselor or the school of interest to find out about admissions requirements.

63
FINANCIAL AID
The primary purpose of financial aid is to provide assistance to students who would be unable to
attend college without financial help. Your first step is to determine whether or not you might be
eligible for assistance.
There are resources available in the counseling office that explain the different kinds of financial
assistance available. The process of applying is quite complicated and, in most cases, entails a
great deal of paperwork on the part of both student and parent. Start EARLY!
Your child’s high school has personnel designated to assist you in completing the paperwork.
Many colleges have staff members to help you work your way through the numerous required
forms.
Types of Financial Aid
There are several forms in which financial assistance can be awarded:
§ Gift Money (Grants and Scholarships): Awards of money that do not need to be repaid (e.g.
Pell Grants, Cal Grants).
§ Loans: Borrowed money which must be repaid with interest.
§ Fee Waivers: (for college applications and certain required testing)
§ College Work-Study (CWS): Provides jobs for students who need financial aid.

Frequently, colleges and universities offer students a financial aid package which consists of a
combination of one or more types of aid; i.e., scholarships, grants, work-study, or loans. The Free
Application for Federal Student Aid (FAFSA) form is the basis for all financial aid. Colleges use the
financial report generated from the FAFSA as the basis for awarding their endowment funds, so
even if you do not qualify for the state or federal programs, you might qualify for a college’s private
scholarship(s).
Different priority deadlines for submitting requests for financial aid application packets are
determined at each school. Check with schools you are considering for information.

64
Additional Expenses
College expenses include more than just tuition. The cost of college will make a difference in
where your student will go. Also, costs vary depending on whether they live at home, at school in
a dormitory or off campus near school.
Student expenses include the costs of:
§ Tuition and fees (which vary a great deal from school to school)
§ Room and board
§ Books and supplies
§ Transportation to and from school
§ Personal expenses (e.g. laundry, entertainment, medical costs

The Educational Opportunity Program (EOP)
In the California State University system is a comprehensive program of services that includes
special admissions, counseling, tutoring, and a financial aid grant (if eligible). The programs is
designed to help economically and/or educationally disadvantaged low income students with
academic potential to pursue a higher education. Check with your child’s counselor to see if they
may qualify for the program, and to request assistance with the application.
Scholarships
Scholarships can be obtained from numerous sources. Be sure to consider the following when
looking for money for college:
§ Your place of employment
§ Religious organizations of which you are a member
§ Elks clubs
§ VFW’s
§ Clubs and organizations to which you or your students belong
§ Scholarships for special talents (e.g. accordion players, cyclists)
§ Athletic scholarships

65
Scholarships and Financial Aid for African Americans
African American Scholarships - Scholarships.com
https://www.scholarships.com/financial...scholarships/scholarship.../african-american
https://www.scholarships.com/african-american-scholarships.aspx
Scholarships for African American Students | Fastweb
https://www.fastweb.com/directory/scholarships-for-african-american-students
Andre Stout African American ... · Donald E. Guinn Scholarship ... · Single Parents
African-American Scholarships, Find Scholarship Opportunities for Black Students |
Scholarship Directory
www.blackscholarships.org/
https://www.bestcolleges.com/financial-aid/african-american-scholarships/
https://www.salliemae.com/college-planning/...loans...loans/federal-student-loans

66
PARENT INVOLVEMENT ACTIVITIES/ MEETING ATTENDANCE
Enter the date of attendance and the person you met with (when applicable)
Month

PTA School
Board
School
Site
Council
ELAC Parent
Center
AAPAC Back to
School
Parent/
Teacher
Meeting
Counselor
Meeting
Other
_____
Sept

Oct

Nov

Dec

Jan

Feb

Mar

April

May

June

67

Common Education Acronyms
Acronym Definition
504 A 504 plan is an individual education plan for a student with special needs
AAPAC African American Parent Advisory Council
ACT A college level assessment test
ADA Americans with Disabilities Act
ADA Average Daily Attendance
AP Advanced Placement (used to describe courses and testing)
API Academic Performance Index
BIP Behavior Intervention Plan
CAC Community Advisory Committee
CDE California Department of Education
CPS Child Protective Services
CWA Child Welfare and Attendance
DAC District Advisory Committee
EL/ELL English Learner or English Language Learner
ELAC English Learner Advisory Committee
ERMHS Educationally Related Mental Health Services
ESL English as a Second Language (When student’s first language is other than English)
ESSA Every Student Succeeds Act (Federal Law signed in 2015)
FAFSA Free Application for Federal Student Aide
FAPE Free Appropriate Public Education
FERPA Family Educational Rights and Privacy Act
GED General Education Development Test
GPA Grade Point Average
IB International Baccalaureate
IDEA Individuals with Disabilities Education Act
LCAP Local Control Accountability Plan (3-year plan describing goals, actions, services, and
expenditures to support positive student outcomes that address state and local priorities)
LCFF Local Control Funding Formula (How funds in a district are spent and allocated)
LEA Local Education Agency
MH Mental Health
NPS Non-Public School
OCR Office for Civil Rights
OCS On Campus Suspension
PAC Parent Advisory Committee
PSAT Preliminary Scholastic Aptitude Test
SAC School Advisory Council
SARB School Attendance Review Board
SARC School Accountability Report Card
SART School Attendance Review Team
SAT Scholastic Aptitude Test (Administered by the College Board)
SIP School Improvement Plan
SPED Special Education
SRO School Resource Officer
SSC School Site Council
SST Student Study Team

68
Mental Health Resources
If you or someone you know is in need of support, use the mental health and suicide prevention resources
provided below. If you have a mental health emergency and someone is at risk of harm to themselves or
others, immediately dial 9-1-1.
Crisis Lines:
National Suicide Prevention Lifeline: 1-800-273-8255
The Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for
you and your loved ones
https://suicidepreventionlifeline.org

Crisis Text Line: Text "HELLO" to 741741
Crisis Text Line is a free, confidential, 24/7 support for those in crisis. Text 741741 from anywhere in the US to
text with a trained Crisis Counselor
https://www.crisistextline.org

TEEN LINE: Text "TEEN" to 839863 between 6pm - 9pm PST or call 310-855-HOPE from 6pm - 10pm PST
If you have a problem or just want someone with another teen who understands, then this is the right place for
you
https://teenlineonline.org

What'sUp? Safehouse: Text 844-823-5323 or download the "What'sUp? Safehouse" app
Our new downloadable phone App provides anonymous text-communication, 24 /7 with a licensed mental
health professional from SafeHouse. Young people who are struggling with drug or alcohol abuse, depression,
difficult family situations, bullying and other issues can receive help, while maintaining anonymity. Youth are
also encouraged to text about any friends they feel may be struggling or are in
danger. http://operationsafehouse.org/whats-up-app/

Trevor Lifeline: Call 866-488-7386 or text "Trevor" to 1-202-304-1200 (available Tues - Fri between 12pm -
6pm PST)
Trevor Lifeline is a crisis intervention and suicide prevention phone service available 24/7
http://www.thetrevorproject.org/pages/get-help-now

Peer Navigation Line: 888-768-4968 (Mon - Fri 8am - 4pm)
The Peer Navigation Line is a phone line where you can talk to a real person who is in their own behavioral
health recovery – they have ‘been there’ and have had the same questions, fears, and judgments
http://www.rcdmh.org/peernav

HELPline: 951-686-4357
The HELPline is a free, confidential crisis/suicide intervention services operated by highly trained volunteers. The
line is open 24-hours a day, seven days a week
http://connectriverside.org/helpline/

TXT 4 HELP: Text "SAFE" to 69866
TXT 4 HELP is a nationwide, 24-hour text-for-support services for teens in crisis. Within seconds, you will receive
a message with the closest Safe Place location and contact number for the local shelter. You will also have the
option to text interactively with a mental health professional for more help. It's quick, easy, safe and confidential.
69
www.nationalsafeplace.org
Community Providers:

California Family Life Center - Empower Youth Program
930 North State St. Hemet, CA 92543
951-765-0917 (Mon - Thurs. 7:30am - 6pm / Friday 7:30am - 5pm)
https://www.cflckids.org/home

Carolyn E. Wylie Center for Children, Youth & Families
4164 Brockton Ave. Riverside, CA 92501
951-683-5193 (Mon - Thurs 8am - 9pm / Fri. 8am - 6pm / Closed Sat. and Sun.)
https://wyliecenter.org/

Center Against Sexual Assault
1600 E Florida Ave. #206 Hemet, CA 92544
Office: 951-652-8300 / Crisis Hotline: 866-373-8300
http://swcasa.org/home.aspx

Emergency Treatment Services (ETS)
Provides psychiatric services 24 hours a day, 7 days a week for all ages, which includes evaluations, crisis
intervention, and referrals for psychiatric hospitalizations, as needed for adults, children and adolescents
9990 County Farm Road Suite 4 Riverside, CA 92503
951-358-4881
http://www.rcdmh.org/Directors-Message

Family Advocate Program - Mid-County
This program provides support for family members, significant others, and caregivers of adults with serious
mental illness
1688 North Perris Blvd. Suite L1 Perris, CA 92571
951-943-1130
http://www.rcdmh.org/fap

Family Services Association - Mental Health Clinic
625 South Pico San Jacinto, CA 92583
951-292-5790
https://www.fsaca.org/

Hemet Hospice - Adolescent Bereavement Group
890 W. Stetson Ave., Suite A Hemet, CA 92543
951-766-9629
http://hemethospice.org/bereavement-support-2/

HOPE Collaborative
Child abuse prevention and education
21250 Box Springs Road Suite 108 Moreno Valley, CA 92557
951-686-3750
https://www.hopecollaborative.org

70
Loma Linda University Behavioral Medicine Center - Murrieta
28078 Baxter Rd., Suite 230 Murrieta, CA 92563
951-290-6530
http://behavioral-medicine-center.lomalindahealth.org/services/youth-services

Loma Linda University Behavioral Medicine Center - Redlands
Adolescent Self-Injury Program
The Shield Program for Adolescent Self-Injury at Loma Linda University Behavioral Medicine Center is designed
to help your teen learn ways to cope with extreme emotions without resorting to self-injury and to help parents
understand how overwhelming emotions lead to some teens to hurt themselves
1710 Barton Rd., Redlands, CA 92373
866-884-2334
http://behavioral-medicine-center.lomalindahealth.org/services/youth-services/adolescent-self-injury-program

Multidimensional Family Program (MDFT) - Mid-County
MDFT has proven to be one of the most effective interventions for adolescent drug abuse and co-occurring
disorders. This is a home and community-based program serving drug abusing or high-risk adolescents ages 12
- 17 who have disruptive behaviors (ex: running away, shoplifting, truancy from school, etc)
1688 N. Perris Blvd. Suite L1-2 Perris, CA 92571
951-943-1130
http://www.rcdmh.org/Children-Services/MultiDemensional-Family-Therapy

MFI Recovery - Teen Substance Abuse Prevention Services
MFI Recovery Center's Valley Wide addiction counseling programs in San Jacinto offer a full continuum of
addiction treatment services for adolescents, men, women and women with children. Clients are teamed with
skilled professional medical doctors, certified substance abuse counselors, and licensed therapists, who will
create a customized treatment plan linking the services that will best suit an individual's needs. Our programs are
designed to help clients learn how to cope with cravings, how to adapt to and maintain a sober lifestyle, and hoe
to identify the root cause of substance abuse
2220 Girard St. San Jacinto, CA 92583
951-925-8450
http://www.mfirecovery.com/drug-addiction-treatment-centers/valley-wide-addiction-counseling/

Mt. San Jacinto Children's Mental Health - RUHS
Services include psychiatric evaluations, medication services, individual and family therapy and case
management services. Services are only available to residents of San Jacinto.
950 Ramona Blvd. Suite 1 & 2 San Jacinto, CA 92582
951-487-2674
http://www.rcdmh.org/ChildrenServices

National Alliance on Mental Illness (NAMI) - Mt. San Jacinto
PO Box 716 San Jacinto, CA 92581
951-765-1850
https://namimtsanjacinto.org/

National Alliance on Mental Illness (NAMI) - Western Riverside
PO Box 4145 Riverside, CA 92514
951-369-2721
http://www.namiwesternriverside.org/

71
Operation Safehouse:
Operation Safehouse's 24 hour emergency shelter provides immediate assistance to runaway, homeless, and
other youth in crisis between the ages of 11 and 17
9685 Hayes St. Riverside, CA 92503
951-351-4418
http://operationsafehouse.org/

Parent Support & Training Program - RUHS
This program is countywide and provides support, education, training and resources to parents and primary
caregivers who are raising a child with mental health/behavioral challenges
3125 Myers St. Riverside, CA 92503
951-358-5862
http://www.rcdmh.org/psp

Parent-to-Parent Non-Crisis Telephone Support Line
This telephone support line is for parent/caregivers raising a child with mental health/behavioral challenges who
would like to talk to another parent employed by the Department of Mental Health, for support and information
951-385-3622
Toll Free #: 888-358-3622

Perris Outpatient Urgent Care
85 Ramona Expressway, Suites 1-3
Perris, CA 92571
951-349-4195

RI International - Wellness
Services for transitional age youth (ages 16 - 25) and their families. The individual must be living with mental
health challenges to receive services
170 Wilkerson Ave. Ste. A & B Perris, CA 92570
951-345-1193
https://riinternational.com/

Safe Alternatives for Everyone
Safe Alternatives for Everyone is committed to providing services for children, youth and families, who have
experienced or are at-risk for abuse and violence
28910 Pujol St. Temecula, CA 92590
951-587-3900
http://www.safefamiliesca.org/

Substance Abuse Prevention and Treatment - Individual Prevention Services (ISP)
This program is designed for individuals aged 12 to senior citizens who are starting to see negative
consequences of drug or alcohol use, but are not yet to the point of requiring treatment
1370 S. State St. Suite A San Jacinto, CA 92583
951-791-3350
http://www.rcdmh.org/Substance-Use-Programs

Substance Use Community Access, Referral and Evaluation Support Line (SU CARES)
1-800-499-3008

72
Victor Community Support Services
555 N. Perris Blvd. Building A, Perris, CA 92571
951-436-5300
http://www.victor.org/perris

Youth Hospital Intervention Program (YHIP)
YHIP has clinicians, parent partners, and behavioral health specialists. We provide information, resources,
support, and linkage after a youth has been hospitalized. We are committed to decreasing re-hospitalization of
youth. Feel free to call when your youth enters a facility
951-600-6355 / 951-600-6365

Other resources:

Just Think Twice
Get the facts about drugs
https://www.justthinktwice.gov

Love is Respect (Text "loveis" to 22522 or call 1-866-311-9474)
Love is Respect's purpose is to engage, education and empower young people to prevent and end abusive
relationships
http://www.loveisrespect.org

Teen Clinic @ Hemet Family Care Center
We offer confidential counseling, information and education to prevent pregnancy and prevent sexually
transmitted diseases for teens. An appointment is not needed. There is no cost and the teen does not need
permission from a parent

Hemet Clinic: 1pm - 4pm every Tuesday
880 N. State St. Hemet, CA 92543
http://www.rivco-familycarecenters.org/Programs/TeenClinics.aspx

Teen Source
Teen Source is an online hub for teen-friendly sexual and reproductive health information and resources,
featuring accurate and reliable information about STDs, birth control, and healthy relationships
http://www.teensource.org

Please see attached flyers for additional community resources:
• Teen Depression Support Group
• TAY Drop-In Center Classes & Services
• Free Anger Management Classes Teens
• Parent to Parent Telephone Line
• Facing Up Class
• EES Education Program
• Open Doors Parent Support Group
• Nurturing Parenting Class
• Triple P Parenting Class
• Operation Safehouse
• Substance Abuse Family Advocate Program
• Substance Abuse Family Support Group - RUHS
• RUHS BH YHIP Flyer TJP edits 5-10-16
• RI International Brochure
73
References

California School Dashboard, caschooldashboard.org

Every Student Succeeds Act, Retrieved from https://www.ed.gov/

Grade level Expectations, greatschools.org

Kelly, C.M., Kitchener, B.A., Jorm, A.F. (2017). Youth mental health first aid manual.

Washington, D.C: National Council for Behavioral Health.

Parent Teacher Association, Retrieved from PTA.org

University of California Admission Requirements https://admission.universityofcalifornia.edu/

University of California Admission Requirements, Side by Side Comparison with CSU
https://admission.universityofcalifornia.edu/counselors/files/csu-uc-a-g-comparison-
matrix.pdf
Unable to provide credit from some resources, as they were gathered from the author’s

personal resources and were shared over time.

EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 62
STUDENTS
Appendix D: GANTT Chart
Utilizing EPIS Framework for Procedures and Timeline for Stages of Implementation
for BLACK INK
Stage Task Fall
2019
Winter
2019
Spring
2020
Summer
2020
Fall
2020
Winter
2020
Spring
2021
Summer
2021
E
Conduct needs
assessment

Exploration will continue throughout the
life of the intervention.
E
Meet with
Stakeholders to
determine solutions to
identified problems

E
Identify Champions
for implementation
and sustainment

E
Identify barriers and
facilitators
COVID-
19
COVID-
19

P Create Financial Plan
P
Identify space to hold
workshops

P Develop Curriculum
P Identify Sponsors
P
Develop/determine
evaluation &
measurement tools

P
Identify funding
sources
Change
to
Business
Model

P Business plan in order
I
Begin pilot at local
school or online

I
Pair families with
sponsors

I
Students sign
agreements

I
Ongoing program
monitoring

I Begin FFYO
S
Share success with
Stakeholders

S
Continue to work on
program improvement

S
Continue marketing to
schools; attend
conferences

EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 63
STUDENTS
Appendix E: Modified Involvement and Skills Parent Survey
Modified Involvement and Skills Parent Survey
Name or ID Number _____________________________ Date____________
1. Do you attend parent-teacher
meetings as well as back to school
nights (open house)?
How many school-sponsored meetings of
any kind have you attended in the past 12
months? ____
Always Usually Seldom Never Not Sure

2. Do you help your child with his/her
homework; or if you cannot help
him/her, do you find someone who
can?
Always Usually Seldom Never Not Sure

3. I know my child’s teachers or
counselors, and they know me.
Strongly
Agree
Agree Disagree
Strongly
Disagree
Not Sure□

4. I feel comfortable talking with my
child’s teacher(s) or counselor(s)
about his/her education.
Strongly
Agree
Agree Disagree
Strongly
Disagree
Not Sure

5. Do you feel it is important to visit
colleges and/or universities with your
child?
Strongly
Agree
Agree Disagree
Strongly
Disagree
Not Sure

6. It is important for me to know about
the Free Application for Federal
Student Aid (FAFSA) so my child
can receive money to attend a
university or college.
Strongly
Agree
Agree Disagree
Strongly
Disagree
Not Sure

7. My child has a quiet place to work on
his/her homework.
Strongly
Agree
Agree Disagree
Strongly
Disagree
Not Sure

EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 64
STUDENTS
8. My child first completes his/her
homework before helping with
household chores.
Always Usually Seldom Never Not Sure

9. I discuss with my child his/her future
(such as goals and dreams).
Always Usually Seldom Never Not Sure

10. I discuss with my child the
importance of going to college.
Always Usually Seldom Never
Not
Sure□

11. I believe it is important for my child
to take mathematics classes every
year.
Strongly
Agree
Agree Disagree
Strongly
Disagree
Not Sure

12. I believe it is important for my child
to take science classes every year.
Strongly
Agree
Agree Disagree
Strongly
Disagree
Not Sure

13. I will/do encourage my child to take
AP and/or honor classes.
Strongly
Agree
Agree Disagree
Strongly
Disagree
Not Sure

14. I verify my child’s grades by looking
at his/her report card.
Always Usually Seldom Never
Not
Sure□

15. I know how to use the California
School Dashboard.
Strongly
Agree
Agree Disagree
Strongly
Disagree
Not Sure

16. Students need to complete at least 240
credits to graduate from high school.
Strongly
Agree
Agree Disagree
Strongly
Disagree
Not Sure

17. I understand my role in my school
district’s Local Control and
Accountability Plan (LCAP).
Strongly
Agree
Agree Disagree
Strongly
Disagree
Not Sure

18. Students who get a college degree
earn more money and get better jobs
than students who just go to high
school and do not earn a college
degree.
Strongly
Agree
Agree Disagree
Strongly
Disagree
Not Sure

EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 65
STUDENTS
19. The U.S. educational system is
organized as follows: elementary,
junior high, high school, and
college/university.
Strongly
Agree
Agree Disagree
Strongly
Disagree
Not Sure

20. Children who attend preschool are
better prepared for kindergarten and
elementary school than children who
do not attend preschool.
Strongly
Agree
Agree Disagree
Strongly
Disagree
Not Sure

21. To monitor my child’s grades, I
calculate his/her grade point average
(GPA).
Always Usually Seldom Never
Not
Sure□

22. Each high school student must take a
series of examinations/tests to get into
college or a university.
Strongly
Agree
Agree Disagree
Strongly
Disagree
Not Sure

23. I am aware of all of the resources the
district makes available to me and my
child.
Strongly
Agree
Agree Disagree
Strongly
Disagree
Not Sure

24. There are many kinds of financial aid
resources available to help your child
go to college or a university.
Strongly
Agree
Agree Disagree
Strongly
Disagree
Not Sure

25. To get money to go to college there
are financial aid application deadlines
that cannot be missed.
Strongly
Agree
Agree Disagree
Strongly
Disagree
Not Sure

Please take a few more minutes to answer the following questions:
1. What level of education do you have? Please choose one.

___ Elementary ___ High School ___ Trade School ___ College ___ Graduate School

2. What level of education does your mother have? Please choose one.
__ Elementary ___ High School ___ Trade School ___ College ___ Graduate School

3. What level of education does your father have? Please choose one.
__ Elementary ___ High School ___ Trade School ___ College ___ Graduate School

EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 66
STUDENTS
Appendix F: Parent Survey of Inclusion and Connectedness
Parent Name_____________________ School_________________________ Date__________

Name of Student_____________________________ Student’s DOB______________________

Parent Survey of Inclusion and Connectedness

Based on your experience, how strongly do you agree or disagree with the following statements about
your child’s school…

1. Promotes academic success for all students.

Strongly Disagree Disagree Agree Strongly Agree

2. Treats all students with respect.

Strongly Disagree Disagree Agree Strongly Agree

3. Encourages all students to enroll in challenging courses regardless of their race, ethnicity, or
nationality.

Strongly Disagree Disagree Agree Strongly Agree

4. Keeps me well-informed about school activities.

Strongly Disagree Disagree Agree Strongly Agree

5. Provides counseling or other ways to help students with social or emotional needs.

Strongly Disagree Disagree Agree Strongly Agree

6. Allows input and welcomes parents’ contributions

Strongly Disagree Disagree Agree Strongly Agree

7. Enforces school rules equally for my child and all students.

Strongly Disagree Disagree Agree Strongly Agree

8. Encourages me to be an active partner with the school in educating my child.

Strongly Disagree Disagree Agree Strongly Agree

This survey was adapted from the California Schools Parent Survey, 2019.
EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 67
STUDENTS
Appendix G. Student Report of Parent Involvement

Student Name_____________________ School_________________________ Date________

Student Report of Parent Involvement

1. Does your parent or guardian ever help or volunteer in your classroom?
A. No
B. Yes

2. Does your parent or guardian come to school activities?
A. No
B. Yes

3. Does your parent or guardian check your homework?
A. No
B. Yes

4. Does your parent or guardian read with you at home?
A. No
B. Yes

5. Does your parent or guardian talk with you about your goals for the future?
A. No
B. Yes

6. Does your parent or guardian talk with you about your problems?
A. No
B. Yes

7. Has your parent or guardian visited your school this year?
A. No
B. Yes

8. Has your parent or guardian ever met any of your teachers?
A. No
B. Yes

Adapted from the California Healthy Kids Survey, 2019

EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 68
STUDENTS
Appendix H. Student Sense of Belonging
Student Name___________________________ School______________________ Date_______

Student Sense of Belonging Evaluation

1. I enjoy going to my school.

Strongly Disagree Disagree Agree Strongly Agree

2. The adults at my school like me as much as they like other students.

Strongly Disagree Disagree Agree Strongly Agree

3. There is an adult at my school that cares about me.

Strongly Disagree Disagree Agree Strongly Agree

4. My teacher(s) treat me like I am an important members of the classroom.

Strongly Disagree Disagree Agree Strongly Agree

5. The adults at my school are interested in my culture.

Strongly Disagree Disagree Agree Strongly Agree

6. I feel close to the people at my school.

Strongly Disagree Disagree Agree Strongly Agree

7. There is an adult at my school I can talk to about my problems.

Strongly Disagree Disagree Agree Strongly Agree

8. I know where to go for help at school when I feel sad, scared, or stressed.

Strongly Disagree Disagree Agree Strongly Agree

Created by Sheri Kim Parker, LCSW
Adapted from the Milwaukee Youth Belongingness Scale Revised (2018), Student Measure of Culturally Responsive Teaching- (SMCRT)
(2016), and California Healthy Kids Survey (2019).

EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 69
STUDENTS
Appendix I. Student Contract

BLACK INK PARENT ENGAGMENT PROGRAM
STUDENT PARTICIPATION CONTRACT

As a student participant in the BLACK INK program, I pledge to assist my parent/guardian and
myself, by agreeing to take the following action to ensure my academic success:

-- Provide my parent/guardian with a copy of my report card at the end of each grading period.
-- Complete at least one hour of homework each day or participate in one hour of reading.
-- Work with school counselor to make sure my classes align with the A-G course requirements
for admission to a UC/CSU.
-- Maintain a minimum 3.0 GPA
-- Seek tutoring services if my grades fall below a 3.0 GPA.
-- Schedule time to talk with my family’s sponsor each week.
-- Show respect for myself and others
-- Seek help and support if I feel physically or mentally unsafe.

Student Name__________________________Signature______________________Date______

Parent Name___________________________Signature______________________Date______

EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 70
STUDENTS
Appendix J. Weekly Check In Questionnaire
BLACK INK PARENT ENGAGEMENT PROGRAM
Weekly Check-In Questionnaire

1. How are you and your family?

2. How is your child doing at school?

3. Have you attended any school-sponsored meetings? If so, which ones?

4. What can I help you with this week?

5. When is the best time for me to call you next week?

EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 71
STUDENTS
Appendix K. BLACK INK Financial Statements
BLACK INK FINANCIAL STATEMENT (START-UP)
Revenue

Personal Savings 500.00 Personal Savings Account
Loans 5,000.00 Small Business Loan
Total Revenue 5,500.00

Expenses
Personnel Expenses

CEO 9 hours @65/hr 585.00 6-week online training and preparation time
Payroll Taxes 175.50 CEO
Total Personnel 760.50

Operating Expenses

Phone/E-Fax
@60/month (12)
720.00

WIFI @80/month (12) 960.00

Website @200/annual 200.00
Technology (Zoom) 1,200.00
Total Operating 3,080.00
Total Expenses 3,840.50 Personnel, Operating Expenses, and Marketing
Surplus 1,659.50 Year-End Surplus

EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 72
STUDENTS

BLACK INK ANNUAL LINE-ITEM BUDGET (FFOO)
Revenue

Contracted Services
$5,000 (3)
15,000.00 Contracted Services to Provide Training to Three
Districts/year
Total Revenue 15,000.00

Expenses

Personnel Expenses

CEO 27 hours @(65) 1,755.00 Time for providing service in three districts
Payroll Taxes 526.50 Combined payroll taxes based on CA income tax tables
Total Personnel 2,281.50

Operating Expenses

Phone/E-Fax 720.00 Annual for in-office expenses
WIFI 960.00 Annual for in-office expenses
Website 200.00

Technology (Zoom) 1,200.00
Total Operating 3,080.00

Total Expenses 5,361.50 Personnel, Operating Expenses
Surplus 9,638.50 Year-End Surplus

EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 73
STUDENTS
Staffing Plans and Costs
The cost to implement BLACK INK over the next two years is approximately
$11,298.00. The information in Table A1 provides a summary of the anticipated revenue and
expenses for start-up and the first full year of operation.
Table A1
BLACK INK Financial Summary
BLACK INK Financial Summary
Start-Up YR. 1 Operations
Revenue $5,500.00 $15,000.00
Expenses
Personnel 760.50 2,281.50
Other Expenses 3,080.00 3,080.00
Total Expenses 3,840.50 5,361.50
Surplus $1,659.50 $9,638.50
The start-up costs for BLACK INK will total $3,840.50. This is a modest estimate based
on the current status of the nation, which requires social distancing. The bulk of the expenses
will go toward the cost of technology, which will be used to provide the online training and
marketing for the program. The author will pilot the training, act as the CEO, and bill the
program at the rate of $65.00/hour. The pilot will not require any additional staff, travel, or
overhead, as it will be delivered from home. Expenses for the first year of operation will total
$5,361.50. The only additional expense for the first full-year of operation will be the salary of
the CEO, which will be billed at the rate of $65 per hour for a total cost of $2,281.50. The total
cost to manage technology and related operating expenses is expected to remain the same.
It is projected that revenue for the start-up will total $5,500 and will come from personal
savings and a small business loan. Revenue for the first year of operation will total $15,000. The
EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 74
STUDENTS
CEO will bill a flat contract rate of $5,000 to provide training to schools. The CEO will provide
each school with a total of six training opportunities per year (two per quarter).
The start-up costs for the program will be minimal because the author will be piloting the
program from home. Sponsors will be volunteers from the local community and will not require
a salary. The training manual and outline have already been developed and will be available
online.
During the planning stage, a decision was made to change BLACK INK from a non-
profit to a business model. The author will market herself as a professional consultant and will be
responsible for all decisions made on behalf of the business.

EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 75
STUDENTS
Appendix L. Communication Samples

EQUAL OPPORTUNITY AND JUSTICE FOR AFRICAN AMERICAN 76
STUDENTS

Abstract (if available)

Abstract African American children and youth fail to achieve the same level of academic success as their White peers. They receive a disproportionate number of suspensions and expulsions and are not provided with equal access to academically rigorous coursework. In the state of California, less than one-third of African American students who graduate from high school meet the minimum requirements for admission to a California State University or University of California college. Research shows implicit bias is responsible for disproportionate discipline and lower academic expectations for African American students (Wood, Harris, & Howard, 2018). Implicit bias is also an underlying cause of microaggressions, and the resulting racial trauma experienced by African American students in schools and classrooms across the nation (Gattis & Larson, 2017

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Asset Metadata

Creator Stevens-Parker, Sheri Kim (author)

Core Title Helping parents cultivate social capital in educational settings to achieve equal opportunities and justice for African American students

School Suzanne Dworak-Peck School of Social Work

Degree Doctor of Social Work

Degree Program Social Work

Publication Date 09/20/2020

Defense Date 08/07/2020

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag African Americans,disproportionality,Education,equity,implicit bias,OAI-PMH Harvest,parent engagement,Schools,Students

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Rank, Michael (committee chair), James, Jane (committee member), Nguyen, Loc (committee member)

Creator Email sheripar@usc.edu,theparkers4@verizon.net

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-375320

Unique identifier UC11666642

Identifier etd-StevensPar-8986.pdf (filename),usctheses-c89-375320 (legacy record id)

Legacy Identifier etd-StevensPar-8986.pdf

Dmrecord 375320

Document Type Capstone project

Rights Stevens-Parker, Sheri Kim

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA