Parent Involvement

Ways for Parents to Be Involved at Lighthouse Preparatory Academy

  • Watch DOGS
  • Volunteer at the school
  • Helping with Student Council or other clubs
  • Serving with the Booster Club
  • Serving on different committees (Hospitality, Technology, etc.)

Parental Roles in the University-Model®

There are different roles that parents serve in a University-Model School. In most cases, though not all, the parent’s direct academic role lessens as grade levels increase, coinciding with a student’s natural path toward great independence, a process that needs to occur gradually and under parental guidance and mentoring.

Guide for Dependent Study (Kindergarten – 5th grade)

For elementary students, parents take on a role as co-instructor. Parents with this role will receive instructions from the classroom teacher on a regular basis outlining homework assignment, follow-up study over covered material, and preparation or review needed for their next class. They will also bear the primary responsibility for direct instruction in some aspects of the course, such as spelling, and monitoring their child’s academic progress (including the timely submission of all assignments).

Guide for Independent Study (6th – 8th grade)

Students are at a dependent age where disciplined study habits must be developed through positive encouragement and through the students’ growing awareness of personal consequences. Students will begin to assume some independence from the co-teacher in the completion of assignments. In order for these classes to be successful, the teacher is dependent upon the parent to make certain that their son or daughter keeps up with the course material assigned and to communicate to the teacher if difficulties should arise. In some cases, private tutoring might even be necessary. Parents should read each assignment sheet, structure time and place for completing the assignments, offer assistance as needed, and verify that each assignment is completed. Parents may spot-check work to check for understanding the practiced concept but should not “pre-grade” assignments. Teachers use this opportunity for independent practice as an indicator of whether or not there is a need for re-teaching the concept.

Guide for Independent Study (9th – 10th grade)

Students in the 9th – 10th grades will require supervision in order to help them develop disciplined study habits and personal responsibility for the completion of assignments in a timely manner. Parents will supervise student work, monitor student assignments, and discuss content as required. Parents should provide opportunity for independence based on the maturity and success of their students. If students have problems turning work in on time or understanding the subject matter, it is the parents’ responsibility to enforce stricter accountability and provide the extra help that is needed–either by the parent or a tutor. Parents should maintain a “satellite classroom” environment for the student on days not attending Lighthouse. Parents are responsible for monitoring student grades as a reflection of the students’ learning and participation in each course and providing necessary incentives or consequences if grades are not acceptable.

Guide to Independent Study (11th – 12th grade)

Students in the 11th – 12th grades study independently, as required in post-secondary education programs. Parents should be available to assist as needed with organization, accountability, and spiritual guidance. Parents should review assignment sheets often enough to monitor all major assignments and make sure the student is investing the time necessary to completing these assignments. In some courses, the student may need a tutor to help with home assignments if the parent is unable to review the material. It is crucial that parents make sure that students maintain a “satellite classroom” schedule on the days not attending Lighthouse (work should be secondary to school). Although the parental role changes as the student matures, parental involvement is still expected by teachers in these final years of high school.

Interactive Discussion

In courses utilizing this role, parents are expected to interact with their student on teacher-directed topics throughout the semester. Students will then reflect on those interactions through class discussions and written assignments. These courses are designed in such a way as to place emphasis on the parent-student relationship by emphasizing and reinforcing the values parents are teaching within their home. These courses also provide families with the opportunity to explore and interact on issues that are of importance especially during the teen years.

Course Monitor

Some courses will involve equipment or expertise which necessitates that teaching be done in the classroom and leaves little for the parent at home. This role, therefore, will require the least amount of time by the parent, but its importance cannot be understated. The primary responsibility of the parent is to track the progress of their son or daughter and to monitor how well they are doing. Are they becoming discouraged? Are they enjoying the class? What are the activities being done each day in class? What are they learning? In short, parents need to show an interest and express this to their children. If problems should develop, then the teacher needs to know immediately.

Project Assistant

The primary responsibility of the parent in this role is to track the progress of their son or daughter and to monitor how well they are doing. They need to have a sincere interest in their child’s class activities and express that interest to their children. Furthermore, help at home might be needed occasionally in support of a particular subject. If problems should develop, then the teacher needs to know immediately.

Parent Coach

The role of the parent coach is to provide individual practice and instruction to their son or daughter at home. The director or team coach will organize the group activity (choir, band, team sport, etc.), direct practices, and communicate to the parent-coaches information and directions concerning regular home practices on individual skills. This role is primarily with student athletes in grades 6-8 and possibly 9-10.

The Active Supporter

This parental role usually involves competitive extracurricular activities designed for 11th and 12th grade students (and possibly 9th and 10th grade as well.) In a competitive high school, programs preparing students for college, condition training, practice, and work on individual skills goes beyond the expertise of most parents. As a result, parents are instead required to actively support their children through regular attendance at games, performances, and even at practices or rehearsals. Parents are also encouraged to show their support by participating at booster club activities which usually play a vital role in supporting high school extracurricular programs.