West Valley outlines family‑engagement programs tied to protective‑factors framework

Minerva Pardo, director of Family and Community Engagement and Migrant Education (MEP), presented the department’s work to the West Valley School District Board on March 25, detailing an array of family‑facing programs aligned to the Strengthening Families Protective Factors framework.

Pardo said the department’s mission is “to empower families and communities by fostering strong connections, providing meaningful support, and ensuring access to resources that enhance student success and well‑being.” She mapped programs to five protective factors: parental resilience; social connections; concrete supports in times of need; knowledge of parenting and child development; and children’s social‑emotional competence.

Why it matters Pardo told the board family engagement is central to student success and that many of the department’s services are funded through categorical grants rather than basic‑education dollars. “We braid Title I, MEP and other categorical funding to provide staff and programming,” Dr. Peter Finch added, saying basic ed funds are not used to support these services.

Programs and services described - Adult education and literacy: ESL classes Monday–Thursday, GED support and a Spanish‑language “Plazas Comunitarias” literacy pathway tied to Mexican education certification for Spanish‑speaking adults. Pardo said West Valley is the only district in the area offering that certification pathway. - Early learning: Play‑and‑Learn groups at each elementary and the Innovation Center (seven sites total) and a home‑visiting “Great Kids” program serving prenatal‑to‑five families. - Migrant Education Program (MEP) and Native American parent advisory committees: outreach, recruitment and tailored family support, Pardo said. - Family events: Welcome‑back celebrations, multicultural nights, community cafés, FAFSA/WAPSA workshops, and school‑based parent meetings. - Extra supports: Partnerships with NAMI and local workforce/education groups, computer classes taught by student tutors, and a family “meet‑and‑greet” tool under development for new families.

Pardo highlighted attendance at events and participation counts: an unduplicated Play & Learn count of 35 families and 85 total contacts; nine–ten students in the Kindergarten Readiness program; 30 adults in literacy classes (about half active); and several families served by the Great Kids home‑visiting program. She also discussed a newly formed “neurospicy parent” support group for caregivers of neurodivergent children.

Board response and funding note Board members thanked Pardo for the work and the breadth of programs. Finch emphasized the programs are braided across categorical funding streams (Title I, migrant education, transitional bilingual programs) rather than supported by basic education allocations.

Ending Pardo invited the community to upcoming events (spring celebration and other district activities) and said the department will continue to expand access and family outreach tied to the district strategic plan’s Goal 1 (culture of safety and belonging).