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This website was created during non-work hours using donated software, hardware and web hosting. It is intended for discussion, modification and eventual adoption by the Roseville Joint Union High School District (California). Until such process is completed, the opinions expressed on this website are the opinions of the author alone.

Parent Involvement

Title I Parent Involvement Programs

The Roseville Joint Union High School District encourages parental involvement in its programs and governance committees. It maintains a parental involvement policy with a number of specific features encouraging parental involvement. The applicable school board policy and related staff rule may be accessed by clicking on the links below.

RJUHSD School Board Policy 6020

RJUHSD Staff Rule 6020

Theoretical and Research Base

Why Parent Invovlement?

Higher levels of parental involvedment are associated with higher levels of student achievement. With this as the research base, the federal department of education supports parental involvement ptorgrams in the schools.

"The results of the meta-analysis indicate that parental involvement is associated with higher student achievement outcomes. These findings emerged consistently whether the outcome measures were grades, standardized test scores, or a variety of other measures, including teacher ratings." (Jeynes 2005)

The Research on Parent Invovlement

Williams (2007) notes that in schools with similar demographics, the schools that engage and support parents have higher levels of test scores, even when

Parent involvement is a key component for promoting high achievement. The district seeks to have a high level of parent involvement using Joyce Epsteins' six "Keys to Parent Invovlemtn" as the reserach ase for parent involvement. Parents are involved in

    • TYPE 1--PARENTING: Assist families with parenting and child-rearing skills, understanding child and adolescent development, and setting home conditions that support children as students at each age and grade level. Assist schools in understanding families.
    • TYPE 2--COMMUNICATING: Communicate with families about school programs and student progress through effective school-to-home and home-to-school communications.
    • TYPE 3--VOLUNTEERING: Improve recruitment, training, work, and schedules to involve families as volunteers and audiences at the school or in other locations to support students and school programs.
    • TYPE 4--LEARNING AT HOME: Involve families with their children in learning activities at home, including homework and other curriculum-linked activities and decisions.
    • TYPE 5--DECISION MAKING: Include families as participants in school decisions, governance, and advocacy through PTA/PTO, school councils, committees, and other parent organizations.
    • TYPE 6--COLLABORATING WITH THE COMMUNITY: Coordinate resources and services for families, students, and the school with businesses, agencies, and other groups, and provide services to the community.

(from "A Research-based Family Involvement Framework: Epstein’s Six Types of Family Involvement" )

Parent Involvement in the Roseville Joint Union High School District

District Parent Involvement Policy

The Roseville Joint Union High School District’s Governing Board recognizes that parents/guardians are their children's first and most influential teachers and that sustained parent involvement in the education of their children contributes greatly to student achievement and a positive school environment. The Superintendent or designee shall work with staff and parents/guardians to develop meaningful opportunities at all grade levels for parents/guardians to be involved in district and school activities; advisory, decision-making, and advocacy roles; and activities to support learning at home. (RJUHSD Board Policy 6020)

District Parent Involvement

The English Learner Program and Title I program operate several parental involvement programs. The programs are summarized below.

Program

Description

New Parent Orientation

The New Parent Orientation is intended for the parents of English Learners who are new to the school.

Parent Tours

The Parent Tours are tours of the school and an orientation about the school, the school rules and how to help the student be successful in high school.

English Learner Advisory Committee (ELAC)

English Learner Advisory Committee meetings are held at Adelante, Antelope, Oakmont, Roseville and Woodcreek High Schools. Meetings are held at least four times per year, with Adelante, Antelope, Oakmont and Roseville High holding ELAC meetings monthly. The meetings are important forums for parents to discuss issues of programs for English learners.

District English Learner Advisory Committee (DELAC)

District English Learner Advisory Committee meetings are monthly. Meetings are open to the public. The puprose of the meetings is to discuss and inform the district on issues relating to English Learners. The DELAC holds the legal responbility for developing the Mater Plan for English Learners.

Parent Institute for Quality Education (PIQE)

PIQE is a nine-week program that focuses on teaching parents how to navigate the school system in order to support their children going to college. Classes are genearlly run for the benefit of both English-speaking and Spanish-speaking audiences. The District, in conjunction diwht the Roseville Audlt School, has run two PIQE courses each of the last two years (and one course the previous year).

Yes We Can!

Yes We Can is a parent education program offered annually at various schools in the district. The curriclum is intented to teach parents about the critial compenents for a student to be prepared for college.

Roseville Connected

Roseville Connected is a program funding through the generosity of the city of Roseville Citizen's Benefit Fund. The program offers a computer course throught he Roseville Adult School which trains parents on how to use computers and the Internet with the purpose of connecting the families to the school through the district's HomeLink service.

For more information, see the main Roseville Connected website at http://eldroseville.net/Roseville_Connected/Welcome.html

Parent Ambassadors

Parent Ambassadors is a program funding through the generosity of the city of Roseville Citizen's Benefit Fund. . The is designed to be an outreach to families to help them undersnatd what they can do to support their children's education. Part of the program is to show families the types of data that can be accessed through the Internet using the district's HomeLink service.

Vision

The district seeks to coordinate efforts with other agencies due to our shared interests involving families. We have cooperated with the Placer County Office of Education and the Roseville City School district in offering the PIQE program. The English learner program maintains a cooperative working relationship with the Latino Leadership Council and well as St. Rose Catholic Church. The program welcomes expanded cooperative efforts with other community groups.

Contact and More Information

For more information about these programs, please contact

Ted Herr
Coordinator of Intervention and Support
125 Berry Street
Roseville, CA 95678
(916) 786-0793 x1364
therr@rjuhsd.us

References

Author unknown. "A Research-based Family Involvement Framework: Epstein’s Six Types of Family Involvement" Accessed 11 July 2009 at www.ode.state.or.us/opportunities/grants/nclb/fitoolkitpdf.pdf

California Comprehensive Center. Title I Parental Involvement Information and Resources http://www.cacompcenter.org/cs/cacc/print/htdocs/cacc/parentalinvolvementinfo.htm

California Department of Education. California Departmnent of Education. Title I, Part A Parent/Family Involvement

Jeynes, William (2005). Parental Involvement and Student Achievement: A Meta-Analysis. Harvard Family Research Project, Family Involvement Research Digests, December 2005.

Roseville Joint Union High School District. "Board Policy 6020" RJUHSD Board Policy 6020

Roseville Joint Union High School District. "Staff Rule 6020" RJUHSD Staff Rule 6020

Williams, T., Hakuta, K., Haertel, E., et al. (2007). Similar English Learner Students, Different Results: Why Do Some Schools Do Better? A follow-up analysis, based on a large-scale survey of California elementary schools serving low-income and EL students. Mountain View, CA: EdSource. http://www.edsource.org/iss_research_SimStu_initial.html (Accessed November 24, 2009).