1. Essential Characteristics of a Sixth Grade Parent Involvement Program <br />Graduate Project<br />Shauna Williams-Thomas<br />Major Professor: Williams Allan Kritsonis PhD<br />
2. Purpose of Research Statement<br />The purpose of my research was twofold. First, to determine the essential characteristics that must be included in developing a successful framework for a parental involvement program for sixth grade students. Secondly, to develop an effective parent involvement program at the sixth grade level.<br />
3. <ul><li>I have been teaching 6th grade for the past seven years.
4. There is definitely a decrease in parental involvement and support once students reach middle school.
5. Many of the current parent involvement programs are so strategic and time consuming that it makes it virtually impossible to establish in the average school setting.
6. Many parent involvement programs lose site of the intended goal, which is to build a partnership with parents to ensure students success, and start focusing on solving the parents’ problems. </li></ul>Personal Investment<br />
7. Research Questions<br /><ul><li>Are there essential characteristics for building a successful parent involvement program at the sixth grade campus?
8. Are there essential characteristics in successful parental involvement programs that are more effective at benefitting students at a sixth grade level campus?
9. What are the most essential characteristics for building a successful parental involvement program at the sixth grade campus?
10. What are the most essential characteristics in parental involvement programs that benefits students at the sixth grade campus?
11. What are essential characteristics that must be included to benefit students?</li></li></ul><li><ul><li>Most educators would agree that successful students most often have families that stay informed and are involved in their education.
12. Students whose parents participate in their schooling tend to have greater motivation, more positive student-teacher relationships, improved effort, and higher levels of engagement in class (Elish-Piper, 2008).
13. The most important benefit of parent involvement are higher rates of college enrollment.
14. During adolescence it is most imperative for families and schools to work together to insure the adolescent’s success.
15. Families provide the social, cultural and emotional support that students need to perform well in school. </li></ul>Situational Analysis<br />
16. <ul><li>Parents believe that they will have more influence over their children’s schooling when their children are in the elementary grades than they will when their children are in the upper grades.
17. Despite adolescents’ desire for independence and time with peers, they continue to rely on guidance from parents and other adults </li></ul> (Bouffard & Stephen, 2007). <br />Literature Review<br />
18. Literature Review cont.<br />A study conducted by the National Center for Education Statics reported:<br /><ul><li>61% of students in grades 9 through 12 had parents who reported attending a regularly scheduled parent-teacher conference;
19. 76% of grade 6 through 8 parents reported attending scheduled parent-teacher conference;
20. 90% of Kindergarten through second grade parents reported attending scheduled parent-teacher conference. </li></li></ul><li>Literature Review cont.<br />The same study reported:<br /><ul><li>65% of students in grades 9 through 12 had an adult in their household check to make sure their homework is done;
21. 88% of students in grades 6 through 8 had their homework completion checked by an adult;
22. 100% in Kindergarten through second grade students had an adult in their household check that their homework was done.</li></ul>(Herrold & O'Donnell, 2008)<br />
23. Stakeholders<br />The primary stakeholders are sixth grade students. <br />Secondary stakeholders of my research are the parents, teachers, school administrators and community. <br />
24. Research<br />I used various methods to conduct my research such as:<br /><ul><li> The results from parent surveys distributed to the campus’ parents
25. The results from teacher surveys distributed to the campus’ teachers
26. The responses from three parents and teachers who were chosen be to interview
27. Utilizing published research data and information on the topic of parent involvement in secondary schools</li></li></ul><li>Survey and interview<br /><ul><li>3 teachers were interviewed
28. 3 parents were interviewed
29. 28 teachers were surveyed
30. 30 parents were surveyed</li></li></ul><li>Communication<br />Parents<br />Teachers<br />
33. Homework and project assistance<br />Parents<br />Teachers<br />
34. Future goals<br />Parent<br />Teacher<br />
35. How can parents help?<br /><ul><li>Providing discipline assistance
36. Monitoring grades
37. Assisting with homework and projects
38. Assisting with organizational skills</li></ul>Teacher<br />
39. Recommendations<br />Sixth grade parent involvement programs must:<br /><ul><li>Be specific for the grade level
40. Provide two-way communication
41. Provide parents with quality information about academic requirements
42. Help parents convey to students the value of obtaining an education
43. Inform parents about social skills that their child will need to develop</li></li></ul><li>Outcome<br />My objective was to research and create a framework for an effective parent involvement program for a sixth grade campus that will provide parents with the information and resources required to become involved. The plan will also utilize parents’ skills and talents to help maximize student’s academic success.<br />