SPECIAL PROGRAMS: Parent Involvement

Parental Involvement is a priority at Little Cypress Mauriceville CISD.  It is the goal of the district to find innovative methods for increasing parent involvement in the lives of students.  Our students will be most successful when families, schools, and communities work together to provide exceptional educational opportunities to our students.


The following article was published on www.educationweek.com .

The Benefits of Parent Involvement: What Research Has to Say

By G. Olsen|M.L. Fuller

Pearson Allyn Bacon Prentice Hall

Researchers have evidence for the positive effects of parent involvement on children, families, and school when schools and parents continuously support and encourage the children’s learning and development (Eccles & Harold, 1993; Illinois State Board of Education, 1993). According to Henderson and Berla (1994), “the most accurate predictor of a student’s achievement in school is not income or social status but the extent to which that student’s family is able to:

  1. Create a home environment that encourages learning
  2. Express high (but not unrealistic) expectations for their children’s achievement and future careers
  3. Become involved in their children’s education at school and in the community (p. 160)

Henderson and Berla (1994) reviewed and analyzed eighty-five studies that documented the comprehensive benefits of parent involvement in children’s education. This and other studies show that parent involvement activities that are effectively planned and well implemented result in substantial benefits to children, parents, educators, and the school.

Benefits for the Children

  • Children tend to achieve more, regardless of ethnic or racial background, socioeconomic status, or parents’ education level.
  • Children generally achieve better grades, test scores, and attendance.
  • Children consistently complete their homework.
  • Children have better self-esteem, are more self-disciplined, and show higher aspirations and motivation toward school.
  • Children’s positive attitude about school often results in improved behavior in school and less suspension for disciplinary reasons.
  • Fewer children are being placed in special education and remedial classes.
  • Children from diverse cultural backgrounds tend to do better when parents and professionals work together to bridge the gap between the culture at home and the culture in school.
  • Junior high and high school students whose parents remain involved usually make better transitions and are less likely to drop out of school.


Benefits for the Parents

  • Parents increase their interaction and discussion with their children and are more responsive and sensitive to their children’s social, emotional, and intellectual developmental needs.
  • Parents are more confident in their parenting and decision-making skills.
  • As parents gain more knowledge of child development, there is more use of affection and positive reinforcement and less punishment on their children.
  • Parents have a better understanding of the teacher’s job and school curriculum.
  • When parents are aware of what their children are learning, they are more likely to help when they are requested by teachers to become more involved in their children’s learning activities at home.
  • Parents’ perceptions of the school are improved and there are stronger ties and commitment to the school.
  • Parents are more aware of, and become more active regarding, policies that affect their children’s education when parents are requested by school to be part of the decision-making team.


Benefits for the Educators

  • When schools have a high percentage of involved parents in and out of schools, teachers and principals are more likely to experience higher morale.
  • Teachers and principals often earn greater respect for their profession from the parents.
  • Consistent parent involvement leads to improved communication and relations between parents, teachers, and administrators.
  • Teachers and principals acquire a better understanding of families’ cultures and diversity, and they form deeper respect for parents’ abilities and time.
  • Teachers and principals report an increase in job satisfaction.


Benefits for the School

  • Schools that actively involve parents and the community tend to establish better reputations in the community.
  • Schools also experience better community support.
  • School programs that encourage and involve parents usually do better and have higher quality programs than programs that do not involve parents.


The following document is used by our local campuses as part of our needs assessment process to determine how we are meeting the needs of families in the community.

Are We Encouraging Parent Involvement

Reprinted from Highlights Parent Involvement Program - Teacher Resource Book.

 

 

Do we welcome parents?

  • Are there signs that specifically say "Parents Are Welcome"?
  • Are they written in every language represented at our school?
  • Do we arrange for interpreters and translations for non-English speaking parents?
  • Do we know the names of individual parents?
  • Do we have program or policy that encourages parents to visit their children at our school?
  • Do we have a procedure for welcoming new parents midyear?
  • Do we have a schoolwide mission for parent involvement?
  • Are individual teachers equipped with strategies for encouraging parent involvement on a day-to-day basis?
  • Do we make a special effort to involve male family members?
  • Do we sponsor social gatherings for parents and families?


Do we communicate well with parents?

  • Do we often send letters and newsletters home?
  • Do we make telephone calls for cheerful reasons and kind reminders or just for discipline problems?
  • Do we make efforts to communicate beyond the written word?
  • Do we send parents information that they find genuinely helpful?
  • Do parents have a voice in decisions about their child's education?
  • Are parent-teacher conferences scheduled at convenient times?
  • Do we have strategies for reaching parents unable or unwilling to attend conferences?


Do we listen to parents?

  • Do we have a parent suggestion box?
  • Do parents have representation and a voice on our school's decision-making committees?
  • Are parents trained to be effective committee members?
  • Do we have a parent group or association?
  • Do we go beyond our school's walls, into the community, to reach more parents?

 

Do parents have status at our school?

  • Do we sponsor events to honor parents and grandparents?
  • Do we look for opportunities to have parents share their skills at out school?
  • Do parents get awards, too?
  • Do we have a parent volunteer program?
  • Are parent volunteers entrusted with significant responsibilities? Do they feel important?

 

Do we provide useful parent services?

  • How do we assess the needs of parents?
  • Are our attempts at parenting workshops perceived as helpful or judgmental? Why?
  • Do we provide resources to help parents work with their children at home?
  • Do we try to make parent meetings enjoyable and inviting?
  • Do we have an agency referral system in place?
  • Have we established effective links with community and/or religious organizations that serve our families?

Parental Involvement Requirements for NCLB Programs

Little Cypress-Mauriceville CISD Title I Parent Involvement Policy

Little Cypress Elementary School Title I Parent Involvement Policy

Little Cypress Intermediate School Title I Parent Involvement Policy

Mauriceville Elementary School Title I Parent Involvement Policy'

Little Cypress Elementary School Title I School/Parent Compact

Little Cypress Intermediate School Title I School/Parent Compact

Mauriceville Elementary School Title I School/Parent Compact

Little Cypress Elementary School Title I Program Description  

Little Cypress Intermediate School Title I Program Description uriceville Elementary School Title I Program Description