Post on 18-Mar-2016
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modernparents
CONNECTING HOME & SCHOOL
modernparentsmagazine.com
NFL MomTalks Parenting
HELPFULHOMEWORK
TIPS
READINGMilestones
Volume III, Issue IVolume III, Issue II
2 modernparentsmagazine.com
modern parentsyour resource for
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modern parents magazine 3
15Dr. Richard ElmoreHarvard University Graduate School of Education
18Modern Parents Magazine-United States Department of EducationPARENT POWER Forum
23Dr. Sheila Harrison-Williams, SuperintendentHazel Crest School District
25NFL MomMrs. Shonda Ingram
“What we have to learn to do, we learn by doing." — Aristotle
24Welcome: New School District
PREGNANCY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Eating Healthy
INFANT/TODDLER . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Reading Milestones
HOME-SCHOOL RELATIONS . . . . . . . . . . . . . . . . .7Successful Family-School Relationships
PRESCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8How to Raise a Reader
ELEMENTARY SCHOOL . . . . . . . . . . . . . . . . . . . . . . .9Hot Homework Tips
MIDDLE SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . .10Characteristics of Effective Teachers
HIGH SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Preparing for College
COLLEGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Funding the College Years
SPECIAL NEEDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Autism
MODERN EDUCATOR . . . . . . . . . . . . . . . . . . . . . .15Dr. Richard Elmore
PARENT TOOLKIT . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Vision for the Future
EN ESPAñOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Trastorno por Déficit de Atención con Hiperactividad (ADHD)
EDUCATORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Best Practices
MODERN PARENT. . . . . . . . . . . . . . . . . . . . . . . . . . .25Shonda Ingram
4 modernparentsmagazine.com
About Us
The mission of MODERN PARENTS
Magazine is to connect home & school whilebuilding parent capacity and efficacy.
MODERN PARENTS provides a fresh, relevantconnection between the academic world andthe parenting world by providing innovative, re-search-based parenting strategies and tech-niques. In addition, we serve as a valuableresource for educators by showcasing Best Prac-tices and the most effective instructional strate-gies and techniques. Exposing parents toeffective instructional strategies not only broad-ens parenting strategies, but also provides thetools needed to ensure their children are receiv-ing quality educational experiences.
MODERN PARENTS Magazine is dedicated to increasing global literacy and enhancing thequality of life for families in our society. Readersgain access to information from expert practi-tioners and associations. From school to homeand all that lies between, MODERN PARENTS isyour source for the most innovative parenting andinstructional strategies and techniques.
MODERN PARENTS Magazine voices the mostpertinent issues and concerns of today’s parents.By providing trusted information to our audience,and featuring content that is driven by our read-ers, MODERN PARENTS is the premier resourceand choice for today’s parent.
We help parents make better decisions abouttheir most valuable investment ...
their children.
MODERN PARENTS welcomes letters, articles, artwork and photographs from our readers and the community. MODERN PARENTS
is not responsible for the return of unsolicited materials.
MODERN PARENTS Magazine is published quarterly by the National Family Development Institute.2536 Delta Pointe’ Drive, Marrero, LA 70072. Copyright 2014. Due to audit regulations, any re-quests for a change of address must be submitted in writing. Other subscription-related inquiriesmay use the same address, or telephone 504.339.5310/1.866.994.4242. Subscription rates: $24.95for one year; single copies $6.95. Pre-payment required for single copy orders. Address all sin-gle-copy requests and sample inquiries to the above address. Manuscripts must be accompa-nied by a self addressed envelope and return postage. Publisher assumes no responsibility forreturn of unsolicited manuscripts of art. All rights reserved. Reproduction without permission isstrictly prohibited.
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TRADUCTORA DE ESPAñOL
Victoria Bastani
CONTRIBUTING MEDIA CONSULTANT
Dennis Joseph
Talisa BeasleyRachel Paxton
Karen PlumleyMaria Zain
ADVISORy BOARD
Florence Townsend, Ph.DBelinda Alexander, MD
Myrna Nickens, MDTammie Causey-Konate, Ph.D
Adele London, JDAnthony White
PUBLISHER/EDITOR-IN-CHIEF
Carol Alexander-Lewis
CONTRIBUTING WRITERS
SPECIAL THANKS TO:
God
United States Department of Education
Harvard University, Graduate School of Education
Southern University at New Orleans:
College of Education and Human Development
VICE-PRESIDENT, MARKETING
Julian Stafford, Ed.D
CONTRIBUTING EDITORS
Adele LondonGrant Burns
CONNECTING HOME & SCHOOL
modernparents
modernparentsmagazine.com
dearreader
I was invited to attend and cover the Har-
vard University, Urban Superintendents
Program (USP) 20th anniversary celebra-
tion. This weekend of festive activities was
surreal. Going to the Mecca of the field of ed-
ucation, and being welcomed by some of the
nation’s greatest minds was nothing short
of amazing. This was one of the most humbling experiences of my lifetime.
During each conversation and photo, I thought of you. I wished there was some
way I could have had each of you with me during this life changing experi-
ence. My primary thought as I posed each question was, “What would readers
want to know, and ask?” During each photograph I thought, “I hope the read-
ers will like this shot.” It will take some time to share coverage of the entire
event, however I hope you enjoy receiving it as much as I will enjoy sharing
it. After all, it was done especially for you. Please enjoy.
Bountiful Blessings and Happy Parenting!
Carol Alexander-LewisPublisher
clewis@modernparentsmagazine.com
modern parents magazine 5
Dr. Richard Elmore-Harvard University, Graduate School of Education
6 modernparentsmagazine.com
INFaNTS & TOddLErS
reading MILESTONES
6 months:
Exci ted by picture
books; tries to touch,
grab and put them into
mouth.
9 months:
Enjoys finding-games
such as, “Where is ..?”
You point to a picture
and say, “There it is!”
This is a reading version
of hide-and-seek.
12 months:
Holds book with help,
turns several pages at a
time.
15 months:
Moves around and may
not sit long for a story.
18 months:
Points to pictures and
enjoys interactions
during book time.
24 months:
Carries book around
house and “reads” to
dolls and others.
30 months:
Parent relates the ac-
tions in the book to a
child’s life; child wants
same story repeatedly.
3 years:
Holds book without
help, sits for a 5-minute
story or longer, likes
rhymes and nonsense
words.
4 years:
Turns pages one at a
time,retells familiar sto-
ries, pretends to read and
write, and makes up
“tall tales.”
hOME-SchOOL rELaTIONS
successful Family-School relationships
modern parents magazine 7Join us on Facebook.com/modern.parents and Twitter.com/Mod_Parents_Mag
In this issue, we conclude our series on guidelines for
successful and productive home-school relationships.
Guideline 11: Once agreement is reached, discuss
the next topic.
During the conference,
you may want the teacher
to understand certain
things about your child,
or you may have a special
request. Once your point
is understood and the
teacher has agreed, it is
wise not to continue the
same discussion. It may
present new questions
which may reverse your
previous agreement.
Once a decision is made,
it is best to start dis-
cussing the next point.
You will find the confer-
ence to be much more
productive.
Guideline 12: Make sure you understand the infor-
mation the teacher is supplying.
Often teachers use educational jargon, not realizing par-
ents may not understand. Don't be afraid to ask for an ex-
planation or definition. Make sure when the conference
ends you have understood all the information reported. If
you are unclear or uncertain about any aspect of the con-
ference, your child may not benefit and learning may be
hindered. After all, don’t you encourage your child(ren)
to ask questions when they do not understand? Simply
follow your own advice
here.
Guideline 13: Keep
conferences short.
Conferences that run
more than 40 minutes
can be tiresome for
both parent and teacher.
If you can not accom-
plish all that has been
planned, ask for another
conference. By schedul-
ing a future conference,
you will have an oppor-
tunity to follow up on
previous agreements
and revise them, if nec-
essary.
Remember, your child will benefit from an amicable, en-
thusiastic relationship between parent and teacher. One
should function as the support system for the other. After
all, this is one of the most important relationships you
have as it relates to your child.
8 modernparentsmagazine.com
PrESchOOL
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How to raise a reader
“Reading” willchange as yourchild grows–chewing books,turning pages,pointing outpictures, nam-ing things they recognize, pretending toread, mastering the complex process oflearning to read words and sentences andeventually whole stories.
Interesting stories, more than mastering
the mechanics early on, will encourage
children to be lifelong readers. So do your
part to make sure the books are enjoyable
for your individual child. This can be find-
ing a book with silly rhymes, fantastic il-
lustrations, a special subject, pictures and
pages made by
your child, or a
special trip to the
library or book-
store (or your pe-
diatrician.) Try to
combine books
your child selects with ones you think your
child may love.
Most importantly, remember that your
daily involvement will determine whether
reading is fun – the snuggling next to you,
the voices you give to the characters, the
little games you play by changing words
and stories, your undivided attention, and
your overall attitude toward reading. Have
fun.
3
modern parents magazine 9
ELEMENTary SchOOL
Five Hot homework Tipsfor parents
Learning doesn’t stop when the last bell rings
at school. When students bring work home,
it is a great time for parents to play a role in
their child’s education. Homework has many
benefits, such as providing extra time for re-
search or practice, helping students develop
study skills and teaching time management
skills. Here are five tips to help your child
benefit by the time spent on assignments and
maximize learning.
Study space: Set up a quiet, well-lit area for
your child to complete his or her homework.
Try to remove any distractions from the sur-
rounding area, like televisions, computers
(unless used for the assignment) and loud
conversations.
Imitation: Children imitate their parents.
When your child is focusing on homework,
join him or her in a similar, focused activity.
Crack open a favorite novel while they com-
plete their reading assignment, or balance
your checkbook while they work through
their multiplication tables.
Time management: Teach your child how
to manage their time. Schedule events,
homework, and tasks at home. For instance,
after school, set a specific time as “home-
work time” and for tasks at home give them
time limits.
Encourage independence: Some home-
work assignments are meant to be done by
the student alone, and hovering can take
away from the child’s learning process. Try
to step back, and if intervention is really
needed, make sure to provide guidance, not
just answers.
Tackle a challenge: Teach your child how
to identify the difference between the “hard”
homework questions and the “easy” ones.
Have him or her set aside the easier ques-
tions for later and tackle the hard ones first.U. S. Department of Education
ed.gov
10 modernparentsmagazine.com
MIddLE SchOOL
characteristics of Effective middle school teachers
What makes a great teacher at the middle school level?
At the middle-school level, teaching is a most challeng-
ing and daunting job, due partly to the rapid physical and
emotional maturation of this student population. Teach-
ers should have in-depth knowledge of their subject
matter, curriculum, and standards. There should be a
high level of enthusiasm, a positive attitude and a thirst
for knowledge. Teachers should be skilled in how to ap-
propriately discipline and manage a classroom with di-
verse needs and personalities. They must be confident
that their efforts make a difference in the lives of ado-
lescents. A few research-based characteristics of an ex-
cellent middle-school teacher are as follows:
1) They expect that all students can and will achieve and
thrive in their classroom, and they do not give up on un-
derachievers.
2) Effective teachers have lesson plans that give students
a clear idea of what they will be learning, what the as-
signments are and what the grading policy is. Assign-
ments have learning goals and give students ample
opportunity to practice new skills. Effective teachers are
consistent in grading and returns work in a timely man-
ner.
3) They are in their classrooms early and ready to teach.
They present lessons in a clear, concise and structured
way. Their classrooms are stimulating and organized in
such a way as to minimize distractions.
4) Effective teachers use facts as a starting point, not an
end point; they ask “why” questions, look at all sides and
encourage students to predict what will happen next.
They ask questions frequently to make sure students are
following along. They try to engage the whole class, small
groups, and they do not allow a few students to domi-
nate the class. They keep students motivated with var-
ied, lively approaches.
5) They reach parents through conferences and frequent
written reports home. The do not hesitate to email, text
and/or pick up the telephone to call a parent about a stu-
dent.
modern parents magazine 11
hIgh SchOOL
ed.gov
Today we continue
our advice from the
United States Depart-
ment of Education to
high school parents.
Encourage your child
to take more Ad-
vanced Placement
(AP) courses in high
school.
Advanced Placement
courses are classes that
high school students
take to prepare them for
college, or post-sec-
ondary education. Stu-
dents receive actual
college credit while still
in high school. This op-
portunity can also help
parents financially. The
AP courses that students take in high school will re-
duce the number of credit hours they are required to
take during the fresh-
man year. As a result,
students can likely take
classes ahead of sched-
ule. This could result in
an earlier graduation
date, thus saving par-
ents college costs.
How does the curricu-
lum of an AP course
differ from the "nor-
mal" high school
course? AP courses
provide the equivalent
of first-year college in-
troductory courses.
Students are given the
responsibility to rea-
son, analyze, and un-
derstand for
themselves. AP courses include content as described in
The College Board overview and course syllabi.
Preparing for college in high School
Join us on Facebook.com/modern.parents
hEaLTh
G ” w” oa”
U R What U Eat Food supplies the nutrients needed to fuel your body so you can perform your best. Go, Slow, Whoa is a simple way to recognize foods that are the smartest choices.
Foods: Eat almost anytime (Most often) — they are lowest in fat, added sugar, and calories Foods: Eat sometimes (Less often) — they are higher in fat, added sugar, and/or calories
Foods: Eat once in a while (Least often) — they are very high in fat and/or added sugar, and are much higher in calories
Food Groups GO SLOW WHOA Fruits Whole fruits (fresh, frozen, canned, dried) are smart choices. You need 2 cups of fruit a day. 1 cup is about the size of a baseball.
Vegetables Adding fat (butter, oils, and sauces) to vegetables turns them from Go foods to Slow or Whoa foods.You need 2 ½ cups of vegetables a day. Dark green and orange vegetables are smart choices.
Grains Try to make at least half of your servings whole grain choices and low in sugar. An ounce of a grain product is 1 slice of bread, 1 cup of dry cereal, or ½ cup of cooked rice or pasta.You need about 6 ounces a day.
Milk Milk products are high in vitamins and minerals. Fat-free and low-fat milk and milk products are smart choices. About 3 cups are needed each day; 1 cup of milk,1 cup of yogurt or 1 ½ ounces of natural cheese count as 1 cup.
Meats & Beans Eating 5 ½ oz. a day will give you the protein, vitamins and minerals you need. Limit meats with added fat. Smart choices include beans (¼ cup cooked), nuts (½ oz.) and lean meats (1 oz.) baked or broiled.
The amounts of foods recommended per food group are based on a 2,000-calorie diet, the approximate number of calories for most active boys and girls ages 9-13. U.S. Department of Agriculture, Center for Nutrition Policy and Promotion.
We Can! and the We Can! logo are trademarks of the U.S. Department of Health & Human Services (DHHS). U.S. Department of Health & Human Services.
WU R
hat U WWhat U E
at U E Eat
WG
wao
U R
GO
hat U WWhat U E
at U E Eat
WHO
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WHO
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ommended per food grects of foods rhe amounT
es. vicert of Health & Human Stmenepar DU.S.es (DHHS). vicerS
t of Health & Human tmenepar Dof the U.S.ademarks e tr logo aran!e C Can!WWe C and the an!e C Can!WWe C
the appr,e based on a 2,000-calorie dietoup arommended per food gr
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er for Nutrition Pten C,egriculturt of Atmenepar D U.S.ys and girls ages 9-13.
omotion. ry and Policer for Nutrition P
12 modernparentsmagazine.com
modern parents magazine 13
cOLLEgE
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What are the eligibility requirements for a parent to get a Direct
PLUS Loan?
■ You must be the biological or adoptive parent (or, in some
cases, the stepparent) of the student for whom you are borrowing.
■ Your child must be a dependent undergraduate student who is
enrolled at least half-time at a school that participates in the Direct
Loan Program. Generally, your child is considered dependent if
he or she is under 24 years of age, has no dependents, and is not
married, a veteran, a graduate or professional degree student, or a
ward of the court.
■ You cannot have an adverse credit history (a credit check will
be done).
■ In addition, you and your child must be U.S. citizens or eligible
noncitizens, not be in default on any federal education loans, not
owe an overpayment on a federal education grant, and meet other
general eligibility requirements for the federal student aid pro-
grams.
NOTE: To receive a PLUS loan, both you and your child must meet all general
eligibility requirements. You can find more information about these requirements
at StudentAid.gov or by contacting the school’s financial aid office.
How can Direct Loans help pay for college or career school ex-
penses?
Direct Loans are federal loans to help you pay for the cost of your
child’s education at a four-year college or university, community
college, or trade, career, or technical school. The lender is the U. S.
Department of Education (ED) rather than a bank.
Direct Loans are:
■ Simple—You borrow directly from the federal government.
■ Flexible—You can choose from several repayment plans that aredesigned to meet your needs, and you can switch repayment plans
if your circumstances change.
Funding the college Years
studentaid.ed.gov
SPEcIaL NEEdS
Autismspeaks.org
Today we continue our series on Autism. In our
previous issue, Family Therapist, Kathryn Smer-
ling, Ph.D., provided tips for parents. In this in-
stallment of the series, Smerling shares tips for
siblings.
Tips for Brothers & Sisters
Remember that you are not alone. Every fam-
ily is confronted with life's challenges… and yes,
autism is challenging… but, if you look closely,
nearly everyone has something difficult to face
in their families.
Be proud of your brother or sister. Learn to
talk about autism and be open and comfortable
describing the disorder to others. If you are com-
fortable with the topic…they will be comfortable
too. If you are embarrassed by your brother or
sister, your friends will sense this and it will make
it awkward for them. If you talk openly to your
friends about autism, they will become comfort-
able. But, like everyone else, sometimes you will
love your brother or sister, and sometimes you
will hate them. It's okay to feel your feelings.
And, often it's easier when you have a profes-
sional counselor to help you understand them –
someone special who is here just for you! Love
your brother or sister the way they are.
Spend time with your Mom and Dad alone.
Doing things together as a family with and with-
out your brother or sister strengthens your fam-
ily bond. It's OK for you to want alone time.
Having a family member with autism can often
be very time consuming, and attention grabbing.
You need to feel important too. Remember, even
if your brother or sister didn't have autism, you
would still need alone time with Mom and Dad.
Find an activity you can do with your brother
or sister. You will find it rewarding to connect
with your brother or sister, even if it is just put-
ting a simple puzzle together. No matter how im-
paired they may be, doing something together
creates a closeness. They will look forward to
these shared activities and greet you with a spe-
cial smile.
14 modernparentsmagazine.com
modern parents magazine 15
MOdErN EdUcaTOr
dr. richard ElmoreHarvard University,
graduate school of education
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Today, we continue our conversation with the
Director of the Doctor in Educational Lead-
ership (Ed.L.D.) program at the Harvard
Graduate School of Education, Dr. Richard
Elmore.
Dr. Elmore: Educators have to be mindful
of how families handle discipline issues and
how the school handles issues. They won't
always be the same. In certain circumstances
there will be certain disagreements about
what is and what is not appropriate behavior.
I would make the following proposal; which
is that we open up children’s experiences in
school more to parents inspection and par-
ticipation. Parents have a lot of competing
demands on their time, which means they
won’t always be able to come to school at the
times that are convenient for educators. They
won’t always be able to come to school dur-
ing the regular school day, but to the extent
possible, I think parents should experience
some of the things that their children are
doing in school, in real time. Unless you have
a very clear idea of how your child is partici-
pating in school, being a good parent in rela-
tion to the school is always going to be very
difficult.
Schools should check in with parents about
grades, academic performance and discipline
issues, invite parent participation, and partic-
ipate in parent organizations. Each of these
things is vitally important. We look forward to hearing more from Dr. Elmore in upcoming issues.
16 modernparentsmagazine.com
ParENT TOOLkIT
ed.gov
mY VISION For tHe FUTUrE
This activity uses art to create a picture of the future. This is a
great opportunity to share thoughts, feelings and visions you may
have for your child.
1. Get two large pieces of construction paper -- one for you and
one for your child.
2. Use crayons and/or markers to draw, or cut out, pictures to
show how you think your child’s future will look. Have him show
how he sees his own future.
3. Creatively glue your selected pictures to construction paper.
Enjoy and discuss your visions of the future.
WHAT YOU WILL NEED:
R Construction Paper
R Glue
R Crayons, markers, and/or
colored pencils
R Magazines, newspapers
PrEgNaNcy
Join us Facebook.com/modern.parents and Twitter.com/Mod_Parents_Mag modernparentsmagazine 17
Breastfeeding has many health benefits
for moms and babies. For example,
breastfeeding will:
✤ Help protect your baby from in-fection and illness
✤ Give you and your baby time to beclose and bond
✤ Save your family money
By making healthy food choices, you’ll
help you and your baby get the nutri-
ents you both need.
Most people can get all the nutrients
they need by making healthy food
choices. If you are worried about get-
ting enough nutrients while breast-
feeding, ask your doctor about taking a
multivitamin.
Make your calories count.
To get the nutrients you need while
breastfeeding, make sure to include
these foods in your diet:
✤ A variety of vegetables and fruits
✤ Seafood, poultry, lean meats, eggs, beans, and nuts
✤ Fat-free or low-fat milk or soy products with addedcalcium
✤ Brown rice, 100% whole-wheat bread, and otherwhole grains
✤ Fortified cereals (cereals with added iron and folicacid)
Limit foods and drinks high in “empty calories” from
added sugars and solid fats. Foods and drinks with lots
of empty calories include desserts, fatty meats, fried
foods, and sugar-sweetened drinks.
Eat 8 to 12 ounces of seafood each week.
Fish and shellfish have nutrients that can
help your baby see and learn better. Eat
seafood 2 to 3 days a week. Be sure to in-
clude a variety of healthy choices, like:
✤ Salmon
✤ Catfish
✤ Cod
✤ Herring
✤ Canned light tuna
✤ White (albacore) tuna – no more than6 ounces a week.
Avoid fish that are high in mercury, espe-
cially swordfish, tilefish, shark, and king
mackerel. Mercury is a metal that can hurt
your baby’s development.
Drink plenty of fluids.
Your body needs extra fluids, like water and
fat-free or low-fat milk, when you are
breastfeeding. Limit or avoid drinks that
are high in caffeine or added sugars. Try drinking a glass
of water every time you breastfeed.
If you choose to drink alcohol, follow these safety tips.
✤ Wait until your baby is at least 3 months old and hasa breastfeeding routine.
✤ Plan ahead for how you’ll feed your baby if he getshungry. For example, pump (express) some breast milk
before having any alcohol.
✤ Drink only in moderation – for women, this meansno more than 1 drink a day.
✤ Wait at least 4 hours after having a drink beforebreastfeeding. (Any alcohol that’s in your blood when
you breastfeed will pass into your breast milk.)
eat Healthy While Breastfeeding: Quick tips
U.S. Department of Health and Human Services
18 modernparentsmagazine.com
Dr. Louise Kaltenbaugh-Associate Professor-College of Education &
Human Development, Southern University at New Orleans
Dr. Pamela Wanga,
Director-
Child
Development
& Family Studies.
Southern
University
at New Orleans
Distinguished panel of presenters: L-R: Anthony White, Sr.-CEO, Parental Involvement Exchange (New Jersey);
U.S.Congressman-Cedric Richmond; OPSB School Board Member-Ira Thomas; Carol A. Lewis-Publisher, Mod-
ern Parents Magazine; Southern University at New Orleans Faculty: Chancellor Victor Ukpolo, Dr. Louise
Kaltenbaugh-Associate Professor-College of Education & Human Development, Dr. Pamela Wanga-Director-
Child Development & Family Studies
modern parents magazineU. s. department of education
ParENT POWEr Forum
Seguir centrando su atención en la
necesidad de estructura y rutina para
diario de su niño.
Recordatorios tangibles:
vUn reloj en la habitación;
vLos gráficos para tareas domésticas;
vAsignación de notas para registrarlas tareas escolares y una carpeta es-
pecífica para trabajar en al terminar;
vObtener la atención del niño antes
de hablar con él o ella. Haga que el
niño vuelva a repetir las instrucciones
para las cosas que son realmente im-
portantes.
Evitar lo siguiente:
vAdministrar consecuencias sin avisoprevio y sin que el niño comprender
por qué él o ella reciben; y
vRespuesta incoherente a compor-tamientos inapropiados.
Consejos para el hogar
Trastorno por déficit de atención conhiperactividad (adhd)
U. S. la secretaría de Educación
ESPEcIaL NEcESITa
modernparentsmagazine 19
20 modern parents magazine
common core content standards
What are Common Core State Standards?
Common Core State Standards (CCSS) is not a cur-
riculum. Common Core State Standards do not tell
the teacher or school how to teach, but they do tell
what knowledge students should have and what skills
they should be able to do throughout their K-12 ed-
ucation. CCSS are standards written to prepare chil-
dren for 21st century college and career expectations.
The following tips will help you to help your child.
1. Find Out for Yourself.
Go to the website and review the CCSS. (It may be
good to read through them with a friend or even
have your child read the standards with you.)
Reading Writing, Listening, and Speaking Standards:
http://www.corestandards.org/ela-literacy
Mathematics Standards:
http://www.corestandards.org/math
2. Make Sure That Your Child is Academically
Challenged.
Review your child’s school assignments. Check to see
if your child’s school work mirrors the kind of things
that you read about in the CCSS. If it does not,
make an appointment with your child’s teacher and
find out why your child’s work is different.
3. Learn More. Reduce Fears About CCSS and
What is Expected at School.
Reduce your child’s anxiety about testing by becom-
ing familiar with the standards your child will be
asked to execute. The majority of the assessment
questions will be text dependent. This means that
your child will be asked to read and analyze texts, di-
agrams, and charts; and, then use the information to
answer, support reasons, or interpret.
The National Governors Association and the Council of Chief State School Officers ask states to voluntarily
adopt common core standards and assessments. The aim of adopting common core standards was to promote
uniformity in how students are educated throughout the United States. The common core standards are in-
tended to increase accountability for principals, teachers, and students. The goal of the standards are to help
students demonstrate knowledge needed for 21st century success and to compete globally with students and
adults in other parts of the world.
Author: John McCrary, Lead Consultant, SWD Education Consulting, LLC (225) 361-5647, (770) 403-5516. sweducationconsult@yahoo.com
EdUcaTOrS
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Why Are Best Practices Important?
Thomas L. Friedman, author of The
World Is Flat, refers to a Twenty-first
Century world that will be very differ-
ent from the one in which we were ed-
ucated. To survive in a new, globally
competitive world, today's children will
need creativity, problem-solving abili-
ties, a passion for learning, a dedicated
work ethic and lifelong learning oppor-
tunities. Students can develop these
abilities through instruction based on
Best Practice teaching strategies.
What Are Best Practices?
Best practices are an inherent part of a
curriculum that exemplifies the con-
nection and relevance identified in ed-
ucational research. They interject rigor
into the curriculum by developing
thinking and problem-solving skills
through integration and active learning.
Relationships are built through oppor-
tunities for communication and team-
work. Best practices are applicable to
all grade levels and provide the build-
ing blocks for instruction.
Best practices motivate, engage and
prompt students to learn and achieve.
Students who receive a balanced cur-
riculum and possess the knowledge,
skills and abilities to transfer and con-
nect ideas and concepts across disci-
plines will be successful as measured by
standardized tests and other indicators
of student success. Four best practices
for teachers include teaching a balanced
curriculum, teaching an integrated cur-
riculum, differentiating instruction to
meet individual student needs and pro-
viding active learning opportunities for
students to internalize learning. Join us as we continue this article in the next issue.
North Carolina Public Schools
ncpublicschools.org
Best practices
modernparentsmagazine 21
22 modern parents magazine
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Take advantage of Dillard’s Avenue of Opportunity:
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modernparentsmagazine.com 23
IMPOrTaNcE OF ParENTaL INVOLVEMENT
Dr. Sheila Harrison-Williams
is the Superintendent of
Hazel Crest School District
152.5 in Hazel Crest, Illinois.
Dr Harrison feels that
parental involvement is a
contributing factor to student success. We
are delighted to share her heartfelt view.
Modern Parents Magazine (MPM):
Please share your view of parental involve-
ment with our readers.
Harrison-Williams: First, I view our par-
ents as partners in the educational process.
I view parental involvement as the level of
parental support and participation a parent
has in their child’s education. The research
shows, and we know as experienced educa-
tors, that parental involvement in a child’s
education greatly improves the academic
success of the student.
MPM: How can schools
use parental involvement to
increase student achieve-
ment?
Harrison-Williams: When
parents are involved in their child’s education
at home, the child does better in school. Stu-
dents should be encouraged to practice read-
ing at home by reading to their parents.
Parents that read to their children and have
books available in the home, contribute to
student achievement. Schools should offer a
parental involvement program that will lead
to increased student achievement. This
should include seminars/workshops de-
signed to teach parents how to help children
with studying and completing assignments at
home and helping parents to reinforce aca-
demic skills. Schools should encourage par-
ents to volunteer in their child’s class and/or
school; provide workshops on parenting
skills; and provide opportunities for parents
to continue their education.
dr. sheila Harrison-Williams, superintendent Hazel crest school district
24 modern parents magazine Join us on Facebook.com/modern.parents and Twitter.com/Mod_Parents_Mag
WELcOME: ST. Mary PUBLIc SchOOLS
The St. Mary Parish school district represents a highly progressive, dynamic, educa-
tional organization focused on the academic achievement of all students. The dis-
trict’s journey in realizing its educational goals has served as the driving force behind
the deployment of resources, selection of instructional programs, and assignment of
personnel.
Through deliberate, collaborative action, St. Mary Parish has realized significant
growth in various student groupings including a considerable narrowing of the
achievement gap among elementary students. The district’s instructional staff pro-
vides a stable foundation promoting learning and building a climate for students to
realize success.
The magnitude of this academic progress has been a direct result of our dedicated
instructionally-focused personnel. The steadfast efforts of all stakeholders have en-
abled our district to become one in which all students and teachers are valued as in-
dividuals and stretched to achieve their fullest potential.
I invite you to virtually explore our district. In addition to overall district informa-
tion, the webpage also provides an overview of each school’s accomplishments, cur-
rent endeavors, and future directions. While our district remains a work in progress,
the culture has truly evolved into a data-driven, academically responsive school sys-
tem wherein teaching and learning take precedence.
- Dr. Donald Aguillard, Superintendent
St. Mary Parish Schools
http://www.stmary.k12.la.us/
“B” Performance Status
modernparentsmagazine.com 25
NFL MomsHonda ingram
MOdErN ParENT
Today, we continue our conversation with
Mrs. Shonda Ingram. Shonda is the mother
of New Orleans Saints Running Back, Mark
Ingram. Ingram continues to provide insight
on the development of the son she nurtured
into an NFL player.
Modern Parents Magazine (MPM): We
know you are the mother of a successful
NFL player, but please tell us a little about
you.
Ingram: Sure, I am a high school social
worker. My mother was a school teacher. So,
from an early age, education was always very
important. Going to school and having good grades
were part of Mark’s upbringing. We valued education
early. That was instilled in him as part of his upbring-
ing. He had to have a 3.0 (we should have made it
higher) in order to participate in sports. If he got a
“C” he wouldn’t play and his team would be mad at
him.
MPM: Amazing, and cute. When he was a young
child, did he always gravitate toward sports? How did
you know he really loved it?
Ingram: He was always interested in sports. He was a
busy little child. He was always into something. He
loved to play outside. He was always outside. He
would play on the trampoline, play basketball, he was
just busy. If you put him with other kids, it would al-
ways turn into a competition. “Oh, I can jump higher
than you.” He was always very competitive. He started
playing organized sports at about three or four, flag
football. He just loved it. He played football. He did
Kae Twon Do. He did swimming. He did golf. He just
loved all the sports. Anything with a ball and anything
to compete, he just loved.
MPM: There appears to be a common thread among
children who go on to become professional athletes.
Of course there are exceptions. Your thoughts.
Ingram: You can’t really teach it. Some people are just
born with it. Some kids are born just wanting to thrive,
wanting to compete. He and his dad used to play bas-
ketball together. He was little, and his dad would never
let him win, so he became pretty good out there.
MPM: That’s great. Then I’m sure he was very in-
strumental in developing his skill set.
INGRAM: Yes, yes, yes
Mark Ingram poses for photographs with guests, including his mother Shonda, left, and uncle William Nelson,
rear left, after he was selected by the New Orleans Saints in the first round of the NFL football draft in New York.
26 modern parents magazine
MOdErN ParENTS MagazineSUGGESTED
USES
•Focus on one article at a time. Create a parent interaction system that allows parents to respond to the most help-
ful components of the magazine.
•Designate one article as the topic of discussion at your parent meetings.
•Create a parent quiz based on articles.
•Have students share how MPM strategies are used, and/or the differences they are making at home.
•Name one parent an “Expert” in a designated topic after she/he reads and creates a parent activity revolving
around an MPM strategy or technique.
•MPM is a must for all parent rooms and PTO/PTA’s.
•Designate a section in your school to reflect how MPM strategies are used at home, thus showcasing active home-
school interaction.
•Place a copy of MPM on the office counter and in the teacher’s lounge.
•Cite MPM data in school newsletters and correspondences.
•Have a Parent Quiz Bowl or MPM-related activity at your next PTO meeting for a refreshing change of pace.
•Compile parent and/or teacher suggestions on innovative ways to use the publication. Submit your suggestions
to MPM for possible publication. Imagine having your school featured in a national publication.
•Use MPM to nurture, develop or support parent writers; include teachers and students, as well. Submit for pos-
sible publication. Be sure to indicate your school.
•Log the topics/articles that garner the greatest response. Document the greatest area of growth in your parents.
•Use MPM content during Family Night activities. The use of MPM in your school sends the message that your
school supports its parents and is dedicated to developing well-informed parents.
•Use MPM to highlight exceptional parents and special events or achievements.
•Display a Parent Enlightenment or Parent Growth Chart in your school to showcase areas of parental growth or
enlightenment.
•List MPM in your School Improvement Plan. It meets parental/family involvement requirements.
Contact us for additional uses for MODERN PARENTS Magazine
Join us on Facebook.com/modern.parents and Twitter.com/Mod_Parents_Mag
modernparentsmagazine.com 27
Families in the know
Dr. Diane Bordenave, Child Development and Family Studies
Southern University at New Orleans
dbordenave@suno.edu
You’ve heard the expression, “Knowledge
is Power!” When it comes to you and your
child with special needs, knowledge about
issues related to children with disabilities
can empower your family and the commu-
nity in which you live. The following are
ten “need to know” items that can help
you create and implement your own action
plan built on best practices and available
resources. Your role is vital. It is through
the actions of parents and family members
like you, that legislation and organizations
have improved the lives of all children and
families.
1. Know the Law
There are four key pieces of legislation to
know that have the most impact on stu-
dents with special needs and their families:
Individuals with Disabilities Education Act
(IDEA); No Child Left Behind Act
(NCLB); Section 504 of the Rehabilitation
Act; and Americans with Disabilities Act
(ADA). State laws usually mirror these
federal statutes.
2. Know the Process
Each law mandates the process to follow
if you have a child you suspect has special
needs or who has a documented disability.
You must know the steps in the process
from the start, because you and your fam-
ily must live with the end results.
3. Know Your Rights
IDEA and other legislation give families
certain rights, starting with requesting an
evaluation, being a part of the decision
making team, and the right to contest the
decisions made for your child. A copy of
your rights must be given to you, so make
sure you read it!
4. Know the Language
IEP, LRE, BIP, accommodations or mod-
ifications....can seem like a second lan-
guage. Know the lingo. Research the
terms and know what they mean so you
can participate fully in the process.
5. Know Who Qualifies
IDEA defines specific criteria for cate-
gories of disabilities. Know who qualifies
for services under IDEA, but don’t stop
there. It is possible that your child can
have his needs met through Section 504 or
other laws.
Join us as we will continue this article in the next issue.
28 modern parents magazine
BECOME A MEMBER. Membersh ip is
open to any ind iv idua l o r o rgan iza t ion
in teres ted in the hea l th o f the i r
Southeast Lou is iana communi t ies .
MEETINGS are he ld on the four th
Wednesday o f every month .
LOCATION var ies and ro ta tes between
Or leans, S t . Bernard , Je f fe rson, and
P laquemines par ishes.
V is i t our WEBSITE to learn more about
our p rograms a t :
www.gu l fcoastenv i ronmenta lhea l th .com
Crescent Region Collaborative Coalition
Helping communit ies f ind solut ions to their problems
Coal i t ion Overv iew A guiding principle of public health is
to address community priority health
concerns and engage community
members in coming to a resolution -
problem-solving solutions. Using this
public health fundamental as a
springboard the Crescent Region
Collaborative Coalition was
developed. The CRC Coalition is a
coalition of organizations and
community stakeholders who bring
their ideas and actions together to
promote environmental & health
education.
The integration of the coalition and
the collaborative problem solving
framework into the Tulane
University Center for Environmental
Health, Leadership, and Strategic
Initiatives is an evolutionary step to
create more meaningful
relationships with our neighbors in
the community, enabling us to
work more closely to effect
change.
W W W . G U L F C O A S T E N V I R O N M E N T A L H E A L T H . C O M 1440 Canal Street Suite 1172 New Orleans, LA 70112 504.988.1923 tcarter6@tulane.edu
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29 modern parents magazine modernparentsmagazine.com 29
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