Dr. W.A. Kritsonis and Shuana Williams-Thomas. The purpose of this 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. Second, to develop an effective parent involvement program at the sixth grade level.

1. Essential Characteristics of a Sixth Grade Parent Involvement Program Graduate Project Shauna Williams-Thomas Major Professor: Williams Allan Kritsonis PhD

2. Purpose of Research Statement 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.

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. Personal Investment

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?

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. Situational Analysis

17. Despite adolescents’ desire for independence and time with peers, they continue to rely on guidance from parents and other adults (Bouffard & Stephen, 2007). Literature Review

19. 76% of grade 6 through 8 parents reported attending scheduled parent-teacher conference;

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.(Herrold & O'Donnell, 2008)

23. Stakeholders The primary stakeholders are sixth grade students. Secondary stakeholders of my research are the parents, teachers, school administrators and community.

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

28. 3 parents were interviewed

29. 28 teachers were surveyed

31. Information Parent Teacher

32. Academic Requirements Parents Teachers

33. Homework and project assistance Parents Teachers

34. Future goals Parent Teacher

36. Monitoring grades

37. Assisting with homework and projects

38. Assisting with organizational skillsTeacher

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