PERS

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Eric.ed.gov – Parent Engagement Representatives (PERS), 2015-2016. Research Educational Program Report

Posted on by Troels Gannerup Christensen - Læst 8 gange

eric.ed.gov har udgivet: Parent, school, and community engagement is widely established as a collaborative strategy to improve the school experience and educational outcomes for children and youth (Epstein & Sanders, 2006; SEDL, 2013; Weiss, Lopez, & Rosenberg, 2011; Barr & Saltmarsh, 2014). Consistent with this viewpoint, the Houston Independent School District (HISD), through the Family and Community Engagement (FACE) Department, initiated the Parent Engagement Representatives (PERs) program. The PERs program is funded by the Title I, Part A Parent Involvement grant. The program was aligned with the Dual Capacity-Building Framework for Family-School Partnerships. This home to school partnership model incorporates activities that are designed to enhance parent/teacher conference participation and parent awareness of district and community programs and resources. PERs partnered with school staff at 20 HISD elementary, middle, and… Continue Reading →

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Eric.ed.gov – Parent Engagement Representatives (PERS), 2016-2017. Research Educational Program Report

Posted on by Troels Gannerup Christensen - Læst 9 gange

eric.ed.gov har udgivet: The Houston Independent School District’s (HISD) Family and Community Empowerment (FACE) Department implements strategies that are designed to improve communication between parents and the school community, enhance parent/teacher conference participation, increase parent awareness of district and community programs and resources; and ultimately, increase student achievement and attendance. Over the past two years, FACE has helped schools build their capacity to reach parents through its Parent Engagement Representatives (PERs) program. The PERs program was funded by the Title I Parent Involvement grant. Key findings include: (1) During the 2016-2017 academic year, PERs documented 3,669 hours conducting parent involvement activities, which reflected a substantial increase in documented time from the 2015-2016 academic year of 1,468 hours; (2) There were statistically significant increases in the mean scale scores on the… Continue Reading →