_MPM Volume II, Issue IV lr

modernparents

CONNECTING HOME & SCHOOL

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Volume II, Issue IV

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6

Responding Appropriately

14Dr. Deborah Jewell-Sherman Harvard University Graduate School of Education

17Modern Parents Magazine-United States Department of EducationPARENT POWER Forum

22Finance Guru, Suze Orman

24Musical Icon, Yolanda Adams

PREGNANCY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Promoting a Healthy Pregnancy

INFANT/TODDLER . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Responding to Your Child in an Appropriate Manner

HOME-SCHOOL RELATIONS . . . . . . . . . . . . . . . . .7Developing a Successful Family-School Relationship

PRESCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Milestones

ELEMENTARY SCHOOL . . . . . . . . . . . . . . . . . . . . . . .9Fun-Matics

MIDDLE SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . .10Bridging the Great Homework Divide

HIGH SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11My Space, My Time: How to Study

COLLEGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Seven Keys to Better Grades

SPECIAL NEEDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Do You Agree with Your Child’s IEP

MODERN EDUCATOR. . . . . . . . . . . . . . . . . . . . . . .14Dr. Debra Jewell-Sherman

PARENT TOOLKIT . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Learning Styles Chart

EN ESPAñOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19El poder los padres para trazar el camino

EDUCATORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Five Key Behaviors of Effective Teaching

MODERN PARENT. . . . . . . . . . . . . . . . . . . . . . . . . . .24Ms. Yolanda Adams

“In the end, children succeed because somewhere along the way, a parent or teacher in-

stills in them the belief that they can. That they’re able to. That they’re worth it.”

-Pres. Barack Obama

13Parental Rights


About UsThe mission of MODERN PARENTS

Magazine is to connect home & school andto build parent capacity and efficacy.

MODERN PARENTS provides a fresh, relevant connection between the academic world andthe parenting world by providing innovative, re-

search-based parenting strategies and tech-niques. In addition, we serve as a valuable

resource 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 the

tools 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 home

and all that lies between, MODERN PARENTS isyour source for the most innovative parentingand instructional strategies and techniques.

MODERN PARENTS Magazine voices the mostpertinent issues and concerns of today’s par-

ents. By providing trusted information to our au-dience, and featuring content that is driven byour readers, MODERN PARENTS is the premier

resource and choice for today’s parent.

We help parents make better decisions about their 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 In-stitute. 2536 Delta Pointe’ Drive, Marrero, LA 70072. Copyright 2010. Due to audit regulations,any requests for a change of address must be submitted in writing. Other subscription-re-lated inquiries may use the same address, or telephone 504.339.5310/1.866.994.4242. Sub-scription rates: $24.95 for one year; single copies $6.95. Pre-payment required for single copyorders. Address all single-copy requests and sample inquiries to the above address. Manu-scripts must be accompanied by a self addressed envelope and return postage. Publisher as-sumes no responsibility for return of unsolicited manuscripts of art. All rights reserved.Reproduction without permission is strictly prohibited.

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limited to 200 words and may be edited for space and clarity. Send to [email protected].

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CONTRIBUTING WRITERS

SPECIAL THANKS TO:God

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Harvard University, Graduate School of Education

Southern University at New Orleans

David Lewis

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CONTRIBUTING EDITORRhodesia Douglas


modernparents


ASSISTANT TO THE PUBLISHERJennifer Davis

Parenting, in today’s economy, has

caused many of us to become more re-

flective as it relates to family financial decisions. For some, the

impact has effected family grocery decisions; for others, vaca-

tion plans; for countless others, education choices. It has become

necessary for many to re-evaluate previous choices and plans

for the future. Who better to provide insight on this matter than

the guru of finance, Ms. Suze Orman.

Bountiful Blessings and Happy Parenting!

Carol Alexander-LewisPublisher

[email protected]


Responding to Your Child in an Appropriate Manner


inFanTs & Toddlers

U. S. Department of Health & Human Services

National Institute of Child Health & Human Development

http://www.nichd.nih.gov

Caroline and Abby (Age 1 1/2 )

What’s the Story? Abby spends the day at a day care cen-

ter while Caroline is at work; Caroline drops her off at 7:30am

and returns for her at 5:30pm. When they get home in the

evening, Caroline gets dinner ready while Abby sits in her high

chair. Caroline keeps the chair turned so that Abby is facing

her while she cooks, so that they can watch, smile at, and talk

to each other.

It takes Caroline a little longer to make dinner because she

often stops to play peek-a-boo or bends down to talk to Abby

at her eye level. They have their own conversations, in which

Abby “talks” and Caroline “answers.” If Abby is cranky or

upset, Caroline uses this time to calm her down and figure

out why she’s being fussy. Caroline has found many ways to

keep Abby calm as a result of this dinnertime contact, that are

also helpful when the two are out of the house running er-

rands.

Caroline says: That time with Abby, while I’m cooking is re-

ally important to me. I can connect with her, get to know her

better. I look forward to it, even after a full day at work. It has

helped me to learn what she likes and what she doesn’t.

What’s the Point? Caroline is right about the importance

of her dinnertime contact with Abby. Research shows that

children need to spend positive, engaging, playful time with

their parents each day. This “special” time allows parents to

bond with children, to learn what makes them smile or laugh,

what kinds of noises they respond to, how they respond, and

what feelings their toddlers’ “words” convey. Early and con-

sistent communication between parent and child is essential

to forming attachments, as well as to building better emo-

tional, intellectual, and social development. Setting aside this

kind of time every day also lets kids learn about their parents.

They can tune in to facial expression, body language, and

tone-of-voice to know their caretakers better. (con’t on p. 16)

The example below will give you a better idea of what it means to respond to your child in an

appropriate manner. As you read, think about these questions:

* Is the parent in the story reacting or responding?

*Is her response appropriate to the child’s age?

*Is her response appropriate to the situation?

*How might you respond to your child in the same situation?

hoMe-sChool relaTions

Developing a Successful Family-School Relationship

modern parents magazine 7Join us on Facebook.com/modern.parents and Twitter.com/Mod_Parents_Mag

In this issue we continue our series on guidelines for suc-cessful home-school relations.

Guideline 6: Display a positive attitude during the confer-ence.

Be aware that not only what you say reflects your attitude,but also your tone of voice, facial expression, and body lan-guage. A loud voice may imply dominance. Rigid posturemay suggest anger or disapproval. Always listen attentivelyand show your enthusiasm.

Guideline 7: Remain open and supportive throughout theconference.

Try not to become defensive or confronting; otherwise theoutcome of the conference may be unfruitful. Strive for co-operation with your child's teacher. Even if the teacher pres-ents a negative side of your child's behavior or informs you ofother problems, try to remain objective. This can be difficultwhen it is your child, but he may experience as many or moredifficulties if you and the teacher do not try to find a way towork together to solve these problems.

Guideline 8: Make sure s u g gestions are provided to in-crease your child's growth.

If your child is doing well, find out what you can do to ensurecontinued success and progress. If he/she has difficulties,make sure the teacher goes beyond merely pointing out aproblem. The teacher needs to provide ideas for eliminatingor reducing the difficulty. Many parents become discouragedor aggravated if a teacher points out problems, but does notprovide solutions. Do not allow this situation to occur. If im-mediate suggestions can not be provided, then a follow-upconference is needed.

Guideline 9: Ask for examples of daily work to better un-derstand your child's strengths and weaknesses.

By reviewing your child's work, you will learn if progress hasbeen made since the last conference. Have any weak-nesses become more severe? If improvement has not beenmade, are other methods or materials an option? Inquirewhat you can do at home with your child.

Join us as we continue this series in our next issue.

1. Reassure your child that he or she does not have to answer all the questions correctly to pass. It is not expected that students answerevery question correctly.

2. Tell your child to attempt to answer all of the questions and not to leave any blanks. There is no penalty for guessing, and students canget partial credit on the open-ended items.

3. Remind your child that the test is important.

4. Explain to your child the importance of using time wisely. If your child gets stuck on a question, encourage him or her to make the bestguess or place a mark in the test booklet by that item and go back to it after finishing that section of the test.

5. Make certain your child gets a good night’s sleep and a good breakfast before taking the test.

6. Try to make the morning of the test a pleasant one. Do not add to your child’s stress.

7. Get your child to school on time the day of the test.

8. Remind your child to listen carefully to the instructions from the teacher and to read the directions and each question carefully.

9. Encourage your child to stay focused on the test, even if other students finish early.

10. Remind your child that it is okay to mark in the test booklet as a help in taking the test -- i.e., underlining important words, etc. -- but

to mark all answers on the answer sheet.

Test-taking Tips

LA Department of Education


Milestones

PresChool


Three Years

•Builds tower of 4-5 blocks

•Walks up steps, alternating feet

• Turns pages in a book one at a time

•Pays attention for about three minutes

•Remembers what happened yesterday

•Knows some numbers, but not always in

the right order

•Looks through a book alone

•Likes to be read to

•Counts 2-3 objects

•Follows simple one-step commands

•Uses 3-5 word sentences

•Asks short questions

•Names at least one color correctly

•Knows first and last name

•Recognizes & understands most com-

mon objects & pictures

Four Years Old

•Starts copying letters

•Tries to write name

•Builds tower of 7-9 blocks

•Puts together simple 4-12 piece puzzle

•Walks downstairs using handrail and alter-

nating feet

•Knows some basic colors

•Sorts by shape and color

•Counts up to 5 objects

•Follows three instructions given all at

once

•Has large vocabulary

•Wants to know “why” and “how”

•Knows own age and name of hometown

•Asks direct questions

•Speaks well enough for strangers to un-

derstand

•Has large vocabulary

•Uses sentences of 5 or more words

Five Years Old

•Uses knife and fork well

•Walks downstairs without a handrail, al-

ternating feet

•Balances on one foot for five seconds

•Prints some letters

•Copies shapes and patterns

•Knows most basic colors

•Wants to know what words mean

•Recites own address and phone number

•Copies own name

•Identifies some letters of the alphabet

•Counts up to 10 objects

•Interested in cause and effect

•Uses 6 words in a sentence

•Uses “and,” “but,” and “then” to make

longer sentences

•Invents make believe games with simple

rules

3


eleMenTary sChool

Fun-Matics

Mathematics is such a part of our everyday livesthat adults sometimes forget that numbers can bea mystery to children. It is important that your childbegins early to feel comfortable with numbers. Youcan demonstrate the importance of math and helpdevelop math concepts as you and your child per-form everyday tasks. Try to slip activities like theseinto your daily routines to transform mathematicsto funmatics.

u Write addition, subtraction, multiplication ordivision facts on construction paper or an indexcard. Tape it in a high traffic area, such as the mir-ror above the bathroom sink; or wall near the bed.Encourage your child to review the facts on the cardduring daily routines, like toothbrushing, or at bed-

time. When your child masters the old facts, tapeup a new set of facts.

vWhen you and your child go shopping together,give your child the job of selecting the number ofitems of a particular kind that you need. Make upaddition problems about the kinds of food you se-lected. For example, say, “We have 5 plums and ba-nanas. How many pieces of fruit do we have?”

w Make up your own stories about things thathappen around you. For example, “There are 10riders on the bus. If 5 people get off at the next stop,how many will be left?”


Middle sChool

Bridging the Great Homework Divide

National Education Association

It is important for parents and teachers to work as a team whenit comes to students' completing homework and receiving aquality education and life-long learning experiences. Ensuringstudents' success is a shared responsibility. We have compiledsome tips to help ease the challenges of the homework transitionfor middle school students:

1. Be prepared

• Assume your child will have studying to do everynight. Even if they do not have a specific assignment to com-plete, establish and maintain regular homework time. If stu-dents do not have any homework on a particular night, suggestthat they study for upcoming tests, do background research forlong term assignments, review notes from class, or read a book. • Set up a comfortable location for doing homework.Students need a distraction-free place to do homework. Thekitchen table, provided there is proper lighting, a clean worksurface, and a supportive chair, can be an ideal place. If otherfamily members are using this common area, setting up a deskin your child's room may be the answer. You and your child canpick out lighting, a seat cushion, and other accessories together. • Make sure your child has the necessary supplies.Many middle school teachers require specific tools, such as redpens, highlighters, graph paper, calculators, and three-holepunches. They may also expect students to have access to a com-puter and the Internet, which most school and public librariesmake available for everyone's use. • Work with your child’s outside activity schedule andpreferences when setting up a regular homework time. Manymiddle school students have an assortment of outside activitiesthat may leave them few opportunities for doing homework. Tryto make it easier by establishing a routine homework time.Some children have a better attention span in the afternoon orevening and can order their priorities based on their familyschedules. • Help your child get organized. It is a good idea—andoften a teacher's requirement—for your child to keep a scheduleplanner. Encourage your child to write down all assignmentsdaily and even use the planner to maintain a longer-term "to-do" list. Students may enjoy checking off assignments as theyare completed, allowing them to easily see the progress madeover time in keeping up with their work.

2. Understand teachers' policies and expectations

• Ensure that your child knows each teacher's home-work policy. Most middle school teachers either hand out a

printed summary of homework expectations or post it on theclass Web site at the beginning of the school year or new se-mester. Review the expectations together and have your childkeep the summary in a personal binder or in a safe place athome that is easily accessible. • Encourage your child to ask questions. Some middleschool students are nervous about asking their teachers aboutassignments or instructions they don't understand. Reinforcethe notion that teachers want students to ask questions beforeleaving the classroom or school for the day so that they have theinformation they need to complete assignments properly. • Remind your child to visit teachers if needed. Teach-ers often make a point to be in the classroom before school, atlunch, or after school. If students are still having trouble un-derstanding homework assignments, encourage them to take afew minutes to discuss homework questions with the teacherwhen they can talk one-on-one.

3. Be available and teach by example

• Make yourself available during homework time.While you've probably had a long day, just like your child, andmay want to watch a TV show or run errands, it can benefit youboth if you are nearby while they do homework. You may con-sider using this time to read, pay bills, or do paperwork that youcan easily set aside if your child needs assistance with home-work. Once everyone's work is done, maybe that walk outside orfavorite family activity can be a treat for you all to share. • Stop by and check in while your child does homework,offering your support and advice. Teachers believe parents arethe best source of motivation for students. You may serve as asounding board as your child works through interesting ideas orchallenging problems. • Show interest in your child's schoolwork and discusswhat your child is learning. Although they might not admit it,middle school students still like to know that their parents areinterested in what they do. Ask questions about school that day,new homework assignments, or what your child likes or doesnot like about a particular lesson, class, or subject. • Watch for signs of failure or frustration. If you sensethat your child is getting frustrated or discouraged, try to pro-vide guidance without necessarily providing answers. Some-times suggesting that your child take a short break can be thebest advice you can give. Offer to talk through the problem fol-lowing the break. Your positive attitude about working throughfrustrations also can be part of the learning process. You will behelping your child to develop a healthy ability to stick with prob-lems until they can be solved.


high sChool

ed.gov

Here are a few tips for your high school student to follow athome.

Build your space

Although studying can be a challenge, it must be done if youwant to achieve academic success. Studying improves yourgrades, makes attending class more pleasant, and can even helpyou make new friends.

The first thing to consider is setting up your own study space.Make it a place devoted only to studying, used only for that pur-pose. It can be the corner of your bedroom, a place in the den, oranother location. Beyond the basics (a chair, a hard surface toplace your working materials on, and proper lighting), includeitems that help you stay focused.

Some things you want to eliminate from your study space in-clude: the telephone, television, chairs or sofas that are too comfy(can't study when you're napping), video games, and other dis-tracting items.

Make a schedule

Depending on whether you use it or waste it, time can be yourbest friend or your biggest enemy in studying. Avoid the temp-tation to procrastinate.

When you plan your study schedule, set up a specific time andstick to it. It should be a time when you're energetic but not fidg-ety, when you can concentrate but are not bored or sleepy. Somepeople work more effectively early in the morning, others in theevening. Do what works best for you, but do it consistently. Studyonly as long as you have to, and take some quick breaks to keepyourself mentally alert (usually 5-minute breaks every 30 min-utes is a good rule to follow).

Finally, don't forget about your social life. No one can dive intotheir studies and keep their grades up if they fail to spend qual-ity time with friends and family. Don't burn yourself out. Setyour limits, and work within those boundaries.

My Space, My Time: How to Study

AIE


College


Seven Keys to Better Grades

www.college-cram.com

It would be outstanding if you could mix a few chemicals and makea potion that would help your college student to get better grades.Fortunately, there are some best practices that can help. Share thefollowing tips with your college student.

Make these seven keys your new semester goals and you'll have abetter grade point average at the end of the semester.

G Show up -- You'd be amazed at how much credit you can getjust for showing up to each class, and how much you can lose forskipping. (I had an 8am class in my freshman year; I lost a full let-ter grade just because I skipped a few classes and showed up latefor the rest.) Showing up tells your instructor that you're at leastwilling to make some effort in the class, and that counts.

G Listen -- This is 'Part B' of the first key. While you're in the classevery day, listen to what's going on. Again, when taking a test,you'd be surprised what you'll recall from some lecture.

G Participate -- Say you have five friends and only two doughnutsleft. Assuming you've had your fill, you'll typically give doughnutsto the two friends that you like best, right? Well, it's sort of thesame thing with teachers. They generally want to give out goodgrades and are often willing to give you a break, and letting themknow who you are makes that easier. Ask questions in class, vol-unteer answers, and offer comments. If the teacher knows whoyou are, chances are you'll get a break when you need one. (Justdon't set anything on fire...)

G Pace yourself -- Spend a little time after each class organizingyour notes, reading the materials, or otherwise reviewing what

was covered in class. Jot down in the back of your notebook any-thing covered that you think might make a good essay question.Spend a little time during the semester so you won't need to spenda lot of time at the end.

G Leave some breathing room -- When putting together yourcourse schedule, keep from getting swamped by limiting yourselfto only one or two tough courses per semester. Better yet, if youhave any that you expect to be killer (like pre-calculus was for me)try to take it by itself during the summer. Face it, you only have somany hours in the day -- you don't want to plan on overloadingyourself before you've even attended the first class.

G Be the Boss -- Attending school is like running your own busi-ness, so treat it as such. There's always room for socializing andmaking life-long friends, but once in a while you need to roll upyour sleeves a get to work. How well your business performs willbe dictated by how seriously you take your courses, so it's yourchoice -- do you want to be an Apple or an Enron?

G Have Fun -- Two great 1980’s teen movies sum this up quitenicely. As Ferris Bueller said, "Life moves too fast. If you don'tslow down you might miss it." On the flip side, don't end up likeAnthony Michael Hall's character on the Breakfast Club. He con-templated suicide because his 'perfect' grades were threatened byshop class. The bottom line is, work hard but remember to havefun. Your college years may seem tough, but they can be the mostenjoyable experience of your lives.

By itself, no trick or technique is going to be a magic bullet. Still,following these seven keys will get you better grades next semes-

ter.


sPeCial needs

U.S.Department of Education

What recourse is available to parents who consent to the initial provi-sion of special education and related services but who disagree with a

particular service or services in their child’s IEP?

In situations where a parent agrees with themajority of services in his/her child’s IEP, butdisagrees with the provision of a particularservice or services, such as physical therapyor occupational therapy, the public agencyshould work with the parent informally toachieve agreement. While the parent and pub-lic agency are attempting to resolve their dif-ferences, the agency should provide theservice or services that are not in dispute.

In situations where a parent disagrees withthe provision of a particular special educationor related service, and the parent and publicagency later agree that the child would beprovided with FAPE if the child did not re-ceive that service, the public agency could de-cide not to provide the service with which the

parent disagrees. If, however, the parent andthe public agency disagree about whether thechild would be provided with FAPE if thechild did not receive a particular special edu-cation or related service with which the par-ent disagrees, and the parent and publicagency cannot resolve their differences infor-mally, the parent may use the procedures insubpart E of the IDEA regulations to pursuethe issue of whether the service with whichthe parent disagrees is not appropriate fortheir child. This includes the mediation pro-cedures in 34 CFR §300.506 or the dueprocess procedures in 34 CFR §§300.507through 300.516. For more detailed informa-tion on these regulations and IDEA, pleasevisit www.ed.gov.


Modern eduCaTor

Today we continue ourinformative conversa-tion with Dr. DeborahJewell-Sherman of theHarvard U n i v e r s i t y ,G r a d u a t e S c h o o l ofEducation.

Modern Parents: Let’smove along to innovativestrategies shall we.

Dr. Jewell-Sherman: Innovative strategies. Ok, I have thought of afew. I know in our district we used Parent Link, a type of softwarethat enables schools to send messages to a parent contact number.With Parent Link, if there was an upcoming event we could havethat information sent out via phone calls to homes. If a child is ab-sent for more than a day or even if a child doesn’t get in on that dayParent Link enables the attendance clerk to input that information,phone calls go home to parents not just during the day when chil-dren can be home to pick up the phone and make sure that the par-ent never gets it, but also in the evening and of course that’s notsomething that school personnel would be able to do. Those kindsof technologies allow us to get information to parents and also toreach out to parents with information that they need to know. On-line, we can place curriculum so that parents know what studentsare learning, what the objectives are or what the essential learningis, and whether there are engagement strategies that they mightuse to supplement their children’s learning. For every objective thatwe want to teach we can post those online as well. For example, ifit’s probability and statistics being taught to second graders (and wedo, that strand goes all the way up to high school) then there are ac-tivities that we in Richmond have access to that a parent could dowith their child as they shop or as they are doing their bills, any-thing to engage children in how things work. Sports events. Whatis the probability that the Red Soxs are going to beat the Yankees?I hope zero, because I’m a Yankees fan, but at any rate, you can usetechnology to help parents understand the curriculum instead oftrying to keep it a secret. Homework hotlines are just as advanta-geous to parents as they are to children. Sometimes what we’re ask-ing children to do, parents are intimidated by and they don’t wantto show what they don’t know. But if there’s a homework hotlineand a parent encourages his/her child to access it, they don’t even

have to demonstrate that they don’t know. They’re showing theirsupport of education by ensuring that their children use the serv-ice. The last one that I thought of just off the top of my head wasemail. Email is a wonderful innovation. I would only use it for goodnews. Often parents don’t get the good news about their children.I believe that for every one time you have to tell a parent what hisor her child is not doing well or right, there should be 3 or 4 or even5 communications that point out the success of the child. And so,email allows you to do that more easily. For problems, I would onlyuse email to say, “I’m concerned about Carol’s math. Would youemail me and tell me when it would be convenient for you to comein?” I think that problems should be discussed face to face, if at allpossible or at least by telephone. The human voice or the humanface can soften the impact or communicate caring in a way that anemail might not. I don’t know that technology is ever going to takethe place of that.

Modern Parents: Wow, those were great and quite practical, whichis right on target when you’re speaking about and to parents.

Sherman: Right. Well, I’m glad you think so. I was the associatesuperintendent for community engagement for the first three yearsI was in Richmond, and worked extensively with involving not justthe business community, and communities of faith, and of courseour internal stakeholders, but very, very importantly our parents.I always felt that parents were an integral part of the success wewere going to see with children. We only have them for a year as ateacher or for a short period of time as a principal. In the same dis-trict a child might move in and out of the district, but a parent whobecomes an advocate for his or her child is his or her best teacherand will be there for life. The degree to which we can empower par-ents to see themselves in that role is the degree to which we’re goingto exponentially improve public education. We cannot do it withoutparents.

Join us as we continue our conversation

with Dr. Sherman in the next issue.

Dr. Deborah Jewell-Sherman

Harvard University, Graduate School of Education

Join us Facebook.com/modern.parents and Twitter.com/Mod_Parents_Mag


ParenT ToolkiT

This chart helps to determine your learning style; read the word in the leftcolumn and then answer the questions in the successive three columns tosee how you respond to each situation. Your answers may fall into all threecolumns, but one column will likely contain the most answers. The domi-nant column indicates your primary learning style. Have fun using this chartto help determine the learning style of your child and yourself.

When you.. Visual Auditory Kinesthetic & Tactile

SpellDo you try to see

the word?Do you sound out the

word or use a phoneticapproach?

Do you write the worddown to find if it

feels right?

Talk

Do you dislike listening for too long?

Do you favor wordssuch as see, picture,

and imagine?

Do you enjoy listening?Do you prefer words

such as hear, tune, andthink?

Do you gesture and useexpressive movements?

Do you prefer words suchas feel, touch, and hold?

ConcentrateDo you become

distracted by untidiness or movement?

Do you become distracted by sounds

or noises?

Do you become distracted by activity

around you?

ReadDo you like

descriptive scenes orpause to imagine

the actions?

Do you enjoy dialog andconversation or hear the

characters talk?

Do you prefer action stories or are not a keen reader?

Do something new Do you like to seedemonstrations,

diagrams, slides, orposters?

Do you prefer verbal instructions or talking

about it with someone else?

Do you prefer to jumpright in and try it?

Put something together

Do you look at the directions and the

picture?

Do you ignore the directions and figure it out as you go along?

Promoting a Healthy Pregnancy

PregnanCy


What can a woman do to promote ahealthy pregnancy?

Many health care providers recommend that a woman who isthinking about becoming pregnant see a health care provider toensure she is in good preconception health. There are steps awoman can take to reduce the risk of certain problems duringpregnancy:

1. Folic acid – The U.S. Public Health Service recommends thatwomen of childbearing age get at least 400 micrograms of folicacid every day, through food and/or supplements. Many healthcare providers recommend supplementing the diet with folicacid for 3 months before getting pregnant and at least the first3 months of pregnancy.

2. Proper immunizations for the mother – Women who arethinking about getting pregnant should make sure they havebeen properly vaccinated for certain diseases that could harm adeveloping fetus (such as chicken pox or rubella). It is impor-tant to get these vaccinations before becoming pregnant becausethey can harm a developing fetus.

3. Healthy behaviors – Having a healthy weight and diet andgetting regular physical activity can help both the mother andfetus during pregnancy. Avoiding smoking, alcohol, or drug useis also important. In addition, certain medications and expo-sures in the environment can be harmful to the fetus and it isimportant to avoid them during pregnancy.

-National Institute of Child Health & Human Development National Institutes of Health

Responding to Your Child in an Appropriate MannerInfant-Toddler (con’t)

I would love to do this with my child, but...... my child just won’t sit still that long... I don’t have time to cook, so we eat out most of the time... my kitchen is too small for everyone to fit... my child eats dinner with another caretaker... I sometimes work the afternoon and evening shift and am not always home for dinner... I have to drive my other children to their after-school activities...I don’t get home from work until late in the evening

In a perfect world, you could spend all day every day withyour child, never missing a meal or a moment of together-ness. In the real world, however, this is often not the case.Regardless of how you manage it, you should try to maketime for this kind of interaction with your child every day.The specifics of where, how, or when you spend time withyour child aren’t as important as the actual time youspend with your child.

If your child won’t sit in a highchair for very long, putsome toys on the floor and let him/her play there while

you’re in the kitchen. If you’re driving here and there, talkto your child as you drive, pointing out things you see orsinging songs. If you see your child in the mornings, getinto a routine for getting dressed together so that you caninteract with him/her. You can also include the other peo-ple in your family in this time together, so that your childbecomes more comfortable in the family setting. The im-portant part is getting to know your child and letting your

child get to know you.

Join us Facebook.com/modern.parents and Twitter.com/Mod_Parents_Mag

What is the PARENT POWER Forum?

The PARENT POWER Forumis a day of workshops pre-sented by national speakers andexperts, as well as state andlocal experts. Workshops willaddress educational, finan-cial and health issues asthey relate to students andparents.

What are the benefits ofattending?

Attendees will get to see realprofessionals in action, learnhow to present their own par-ent workshops, become fa-miliar with current issues and best practices inparent involvement, become aware of available re-sources to assist parents in becoming parent lead-ers, get ideas to share with other parents, networkwith individuals who share a like-minded passionfor parent involvement, and get a chance to interactwith people who are excited about parent involve-

ment and looking for ways to transform schools intoparent-friendly professional learning communities.

How will schools benefitfrom sending a parent?

Parents, parent advisors or li-aisons, and educators who at-tend the workshops will learnstrategies that they can use toincrease parental involve-ment at their schools, engageother parents in attendingschool meetings and activi-ties, and train parents to leadschool-based capacity build-ing parental involvement ac-tivities. The skills acquired atthe conference will help to

form a strong foundation for attendees’ knowledgebase and get them fired up to return to schools andthe community to become informed catalysts forhelping to improve parental involvement and fam-ily engagement.

For further information,email [email protected] or visit www.nfdinstitute.org

WHEN:March 3, 2012

WHERE:Southern University

at New Orleans6400 Press Drive, New Orleans, LA

TIME:9:00 a.m.

Modern Parents Magazineand

The U.S. Department of Educationpresent:

The 2012 PARENT POWER Forum

modernparentsmagazine 17

18 modern parents magazine

Carefully read the instructions on the cover of the test booklet.

Read the directions for each test carefully.

Read each question carefully.

Pace yourself—don't spend too much time on a single passage or ques-tion.

Pay attention to the announcement of five minutes remaining on eachtest.

Use a soft lead No. 2 pencil with a good eraser. Do not use a mechanicalpencil as they are not usually No. 2 lead; if you do, your answer docu-ment cannot be scored accurately.

Answer the easy questions first, then go back and answer the more diffi-

cult ones if you have time remaining on that test.On difficult questions, eliminate as many incorrect answers as you can,then make an educated guess among those remaining.

Answer every question. Your scores on the multiple-choice tests arebased on the number of questions you answer correctly. There is nopenalty for guessing.

If you complete a test before time is called, recheck your work on thattest.

Mark your answers properly. Erase any mark completely and cleanlywithout smudging.

Do not mark or alter any ovals on a test or continue writing the essayafter time has been called. If you do, you will be dismissed and your an-swer document will not be scored.

Questa Independent Schools Questa, New Mexico

Albert Martinez, Superintendent

February 17, 2012: No School - Staff & Students

February 20, 2012: No School - Staff & Students

March 5-9, 2012: No School - Staff & Students

March 23, 2012:Parent Teacher Conferences 8:00 a.m. - 5:00 p.m.

April 6, 2012:No School - Staff & Students

April 9, 2012: No School - Staff & Students

April 20, 2012: Staff Only Full Day

May 4, 2012: Staff Only Full Day

May 18, 2012: Last Day of School for Students

4/14/12ACT NATIONAL TEST DATE

Audience: Juniors and Seniors

Posted by: Questa Schools

Registration Deadline:March 9, 2012

6/9/12ACT NATIONAL TEST DATE

Audience: Juniors and Seniors

Posted by: Questa Schools

Registration Deadline:May 4, 2012

New Mexico Public Education Department

Tips for Taking the ACT

Source: Infoplease Homework

El poder de los padresPara trazar el camino

hacia el éxito


Padres, no podemos exigir a nuestros hijos que se desempeñen bien en la escuela si no les damos apoyo cuando llegan a casa. La crianza de los hijos

no puede ser delegada por contrato. Para que nuestros hijos se superen, tenemos que aceptar nuestra responsabilidad de ayudarlos a aprender. Eso

significa apagar el Xbox y procurar que nuestros hijos se acuesten a una hora razonable. Significa asistir esas conferencias entre padres y maestros

y leerles a nuestros hijos, y ayudarlos con sus tareas escolares. —Presidente Barack Obama

en esPañol

Como padre o madre, tutor o encargado del cuidado, usted puede ayu-dar a su hijo al establecer una conexión con su escuela, para enter-arse de lo que necesita para asegurar el éxito y saber qué puede hacerpara ayudarlo a alcanzar esa meta. Los estudios sobre las escuelas ex-itosas informan que la particpación de los padres es un factor muyimportante en sus buenos resultados, que incluye la reducción de lasdesigualdades entre los grupos diferentes de estudiantes.

¿Cómo puede lograr esto? Al adoptar los siguientes principios y tomarlas medidas señaladas para cada grupo etario, podrá ayudar a su hijoa aprender en cada paso del trayecto y así asegurar su éxito en la es-cuelay en la vida.

Sea responsable.Acepte su papel de padre o madre y haga que la educación sea unaprioridad en su hogar.

Comprométase.Una vez que comience a trabajar con su hijo, continúe haciéndolo du-rante todo el año.

Sea positivo.Los elogios surten un gran efecto en los niños, especialmente en aquél-los que experimentan dificultades en la escuela. Haga comentariospositivos.

Tenga paciencia.Muéstrele a su hijo que se preocupa por él, a través de su dedicacióny aliento.

Preste atención.Intervenga inmediatamente cuando se presente algún mal compor-tamiento. Muéstrele qué hacer y déle la oportunidad de hacerlo cor-rectamente. La disciplina debe ser adecuada y consistente.

Sea preciso.Provea instrucciones claras y directas.

Preste atención a los errores.Lleve cuenta del desempeño de su hijo. Verifique todo el trabajo quesu hijo lleve a casa de la escuela y guárdelo en un archivo. Ayúdelo acorregir los errores.

Concéntrese en los logros.Obtenga información del desempeño escolar de su hijo. Guardeapuntes sobre conferencias con los maestros, solicite informes de pro-greso y lea detenidamente los informes con las calificaciones y los re-sultados de las pruebas de logros. Haga preguntas sobre esosresultados.

Sea diligente.Trabaje con su hijo y maestro desde el principio hasta el final del año.

Sea innovador.Mantenga la enseñanza animada y dinámica.

ESTÉ PRESENTE.Simplemente esté presente para responder a las preguntas, escuchar,dar consejos, alentar y hablar de manera positiva sobre la vida de suhijo o hija. Esté presente para dar apoyo cuando sea necesario.

U. S. Department of Education

eduCaTors

20 modern parents magazine Join us on Facebook.com/modern.parents and Twitter.com/Mod_Parents_Mag

Five Key Behaviors of Effective Teaching

Approximately ten teacher behaviors show promis-ing relationships to describable student performance,primarily as measured by achievement on classroomand standardized tests. Another five have had somesupport and appear logically related to effectiveteaching. The first of the five we will call “key be-haviors” because they are considered essential foreffective teaching. The second five we will call “help-ing behaviors” that can be used in combinations toimplement the key behaviors. The five key behaviorsare:1. Lesson Clarity2. Instructional Variety3. Task Orientation4. Engagement in the Learning Process5. Student Success

Lesson ClarityThis key behavior refers to how clear and inter-pretable a presentation is to the class. Assume for themoment that you are the teacher and ask yourself:Are your points understandable? Are you able to ex-plain concepts clearly so your students are able to fol-low in a logical step-by-step order? Is your oraldelivery to the class clear, audible, intelligible, andfree of distracting mannerisms?

Instructional DeliveryThis key behavior refers to the variability or flexibil-ity of delivery during the presentation of a lesson. Re-search indicates increased student achievement fromthe use of variety in instructional materials and tech-niques, the frequency and variety of reinforcementsused, and the types of feedback given to students.

One of the most popular and effective ways of creat-ing variety during instruction is to ask questions. An-other aspect of variety in teaching is perhaps themost obvious: the use of learning materials, equip-ment, displays, and space in your classroom. Thephysical texture and visual variety of your classroomcan actually encourage student involvement with les-son content. The display of reading materials, use ofaudio and visual devices, demonstration materials,and the organization of reference materials andlearning resources can all contribute to instructional

variety.

Task OrientationThe key behavior refers to how much classroom timethe teacher devotes to the task of teaching an aca-demic subject. The more time dedicated to the task ofteaching a specific topic, the greater the opportunitystudents have to learn. Some task-related questionsa teacher must answer are: (1) How much time do Ispend lecturing, asking questions, and encouragingstudents to inquire or think independently? (2) Howmuch time do I spend organizing for teaching andgetting my students ready to learn?

Engagement in the Learning ProcessThis key behavior refers to the amount of learningtime devoted to an academic subject. Engagementrate is the percentage of time devoted to learningwhen the student is actually on-task, engaged withthe instructional materials and benefiting from theactivities being presented.

Student SuccessThis key behavior refers to the rate at which studentsunderstand and correctly complete exercises. A cru-cial aspect of the research on task orientation andstudent engagement has been the level of difficultyof the material presented. In these studies, level ofdifficulty was measured by the rate at which studentsunderstood and correctly completed exercises. Threelevels of difficulty are:

high success, in which the student understands the task and makes only occasional careless errors;moderate success, in which the student has partial understanding but makes some substantive errors, orlow success, in which the student does notunderstand the task at all.

Findings indicate that task orientation and studentengagement are closely related to level of difficulty, asmeasured by success rate. Consistently, instructionthat produces a moderate-to-high success rate resultsin increased achievement, because more content iscovered at the learner’s current level of understand-ing.

Source: Effective Teaching Methods by Gary Borich


Dr. Constance Collins,Superintendent

iMPorTanCe oF ParenTal inVolVeMenT

The Round Lake Area District 116 school district islocated in Round Lake, IL. Round Lake Area Dis-trict 116 is currently led by Dr. Constance Collins.Superintendent Collins speaks with us today aboutthe importance of parental involvement.

Modern Parents: Thank you for speaking with ustoday, Dr. Collins. Can you talk to us about yourview of parental involvement?

Dr. Collins: I believe that parental involvement is avery important component of student and schoolsuccess. The definition of parental involvement haschanged over the years and an involved parent isnot always one who is able to volunteer in theschools every day. Instead, in most instances, suc-cessful students come from homes which empha-size the importance of education and learning in allenvironments. I believe parental involvement iscritical to children being successful in school.

Modern Parents: What advice would you give parents to help improve their child’s performance inschool?

Dr. Collins: Partner with your child’s school, teachers and administration to create a positive learningenvironment for your child. As a parent, you should hold high expectations and communicate theseexpectations regarding achievement to both your child and the school. You should immediately seekhelp for your child when there are signs of struggle and do all that you can to create a positive learn-ing environment within and outside of school. Support the school and its efforts to move your childtoward higher levels of achievement. Communicate the importance of a high quality education to yourchild and make this evident through your actions within the home and school. Speak positively aboutthe school, its leadership and the adults within the classroom.

We will continue our conversationwith Dr. Collins in the next issue.


Finance ExpertSUZE ORMAN

In these tough economic

times, the advice of finance

experts can be quite valuable

to most households. We are

fortunate to bring you words

of wisdom from the consum-

mate finance expert of our

day, Ms. Suze Orman. The

host of CNBC, The Suze

Orman Show speaks with us

today about planning for col-

lege.

Modern

Parents:

What advice would you give parents regarding

establishing a college fund for their kids.

Suzy Orman:

Today, economic times have changed. They have

changed people and it’s not going to get any bet-

ter for quite awhile. So when you are setting up

money to take care of a child’s college education,

what you are in essence saying is that the college

education for that child is more important than

feeding yourself. It’s more

important than putting

away money for your retire-

ment. It’s more important

than having a house you can

have. It’s more important

than that car you can drive,

more important than you

having money when you get

sick. I have to say, giving

where the economy is going,

you put a fortune into a

child’s education so that

they then graduate and get what? What job, at

what cost, at what pay scale. What is wrong with

community colleges? What is wrong today with

sending your child there to get an education.

They don’t have to go to an expensive school.

These private schools are getting absurd. Why

not stress a little bit of self sufficiency, where we

take care of ourselves. You graduate from high

school and if that means you have to go out and

work until you save enough money to then go to

college, then consider the wait. We can no longer

be a debtor society. With a debtor society you

are in prison, nobody has the keys anymore to let

us out. That’s what I think about it.


Phone Registration: Call 504.339.5310. Visa, MasterCard are accepted.Mail-in Registration: Send the registration form—with credit card information, check or money orderpayable to the National Family Development Institute—to 2536 Delta Pointe Dr., Marrero, LA 70072.Fax Registration: Fax the registration form with payment/credit card information to 504.522.7948.Online Registration: www.nfdinstitute.org. Click PARENT POWER Forum.Regular Registration- Deadline February 20, 2012. Early Registration - $20.00. Must be received byFebruary 1, 2012.• Our workshops are open to the public.• Limited space available on a first-paid, first-served basis. Call 504.339.5310 to confirm spaceavailability. Payment is required to reserve a seat in the Forum.• Accommodations for people with disabilities will be provided if requested at least one week priorto Forum.• Questions? Call 504.339.5310/ 1.866.994.4242, or email [email protected]

Name: ____________________________________________________________________________________

Address: __________________________________________________________________________________

City: ______________________________________________ State: ____________ Zip: _________________

Phone: ____________________ E-mail: ________________________________________________________

Please check one: ____Parent ____Parent Liaison ____Educator ____Administrator____Community Member _____Institution _____Organization _____Other_______________________

School/Institution/Organization:____________________________________________________________________________________________

Title: _______________________________________________________________________________________

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Total Enclosed: $_______________________ Check_______ Money order______ Credit card ________

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PARENT POWER Forum Registration $25.00


Modern ParenT

YolandaAdams

Yolanda and daughter, Taylor


MODERN PARENTS MagazineSUGGESTED

USES

•Focus on one article at a time. Create a parentinteraction system that allows parents to re-spond to the most helpful components of themagazine.

•Designate one article as the topic of discussionat your parent meetings.

•Create a parent quiz based on articles.

•Have students share how MPM strategies areused, and/or the differences they are making, athome.

•Name one parent an “Expert” in a designatedtopic after she/he reads and creates a parent ac-tivity revolving around an MPM strategy or tech-nique.

•MPM is a must for all parent rooms andPTO/PTA’s.

•Designate a section in your school to reflect howMPM strategies are used at home, thus show-casing active home-school interaction.

•Place a copy of MPM on the office counter andin the teacher’s lounge.

•Cite MPM data in school newsletters and cor-respondences.

•Have a Parent Quiz Bowl or MPM-related ac-tivity at your next PTO meeting for a refreshingchange of pace.

•Compile parent and/or teacher suggestions oninnovative ways to use the publication. Submit

your suggestions to MPM for possible publica-tion. Imagine having your school featured in anational publication.

•Use MPM to nurture, develop or support par-ent writers; include teachers and students, aswell. Submit for possible publication. Be sure toindicate your school.

•Log the topics/articles that garner the greatestresponse. Document the greatest area of growthin your parents.

•Use MPM content during Family Night activi-ties. The use of MPM in your school sends themessage that your school supports its parentsand is dedicated to developing well-informedparents.

•Use MPM to highlight exceptional parents andspecial events or achievements.

•Display a Parent Enlightenment or ParentGrowth Chart in your school to showcase areasof parental growth or enlightenment.

•List MPM in your School Improvement Plan. Itmeets parent/family involvement requirements.

Contact us for additional uses for MODERN PARENTS Magazine



CAN YOUR CHILD ANSWER THE FOLLOWING QUESTIONS?

Read each problem. Cross out the number sentence that does not fit the problem.Solve the correct number sentence.

a. Jasmine picks 9 flowers. She puts 4 flowers in a vase. How many flowers areleft in her hand?

9-4=________

9+4=________

b. There are 3 pups on the chair. There are 8 more pups on the floor. How manypups are there in all?

3-8=________

8+3=________

c. Ariel finds 7 starfish . She gives 2 to Flounder. How many starfish does Arielhave left?

7-2=________

7+2=________

Answers: a) 9-4=5, b) 8+3=11, c) 7-2=5


Dr. James Meza, SuperintendentJefferson Parish Public Schools

iMPorTanCe oF ParenTal inVolVeMenT

Today we speak with the leader of thelargest school district in the state ofLouisiana. Dr. James Meza is theActing Superintendent of Jeffer-son Parish Public Schools. Dr. Mezaspeaks with us about the state’slargest school district and parentalinvolvement.

Modern Parents: Thank you forspeaking with us today, Dr. Meza.How are you?

Dr. Meza: I’m doing fine, Carol.

Modern Parents: So can you tell us alittle bit about Jefferson Parish Pub-lic Schools? What’s on the horizon,your view of parental involvementoverall and for the district?

Dr. Meza: Well, the Jefferson ParishSchool System is the largest public school system in the state ofLouisiana. We have 89 schools, ranging from Early Childhood toHigh School. We have several alternative schools and two charterschools, currently. We have a budget of $520 million. In essence,we are one of the largest corporations in the state when you com-pare us to business. We have 7,000 employees and 46,000 stu-dents, so we’re a major organization. Also, when you look at oursystem, it’s changed over the last 20 years. We’ve moved from apredominately white system to a predominately minority system,particularly serving many children whose families have low in-comes. Almost 75% of our district serves those who are consid-ered free & reduced lunch students, so we serve many families thatare in financial need.

Modern Parents: Interesting. Do you think the needs of those stu-dents differ from your traditional students in the past?

Dr. Meza: Well, first of all there is no difference in their potential.Their strengths are unique. The real challenge is that many timesthey have less resources and their level of readiness is behind.Therefore, my objective is that we have to push for more funding,support and resources to families and children early on in the ed-ucational process; starting with 4 year olds, 5 year olds, 6 yearolds. We want every child to be able to read by third grade. Cur-rently, we have some major problems. They stem from the dropout

rate, overaged children, and high retentionrates. If we get all children to read by thirdgrade, we will see an immediate reductionin retention. If we were able to focus on thechild early on hopefully we will have chil-dren to stay in school much longer. Cur-rently, only one out of three of our studentswho enter high school graduate. We haveto do much better than that.

Modern Parents: Do you see the familyplaying a role in that?

Dr. Meza: Family is just so critical. It’s a legof our triangle. We call it the education tri-angle-the school, the parent, and, of course,the child. We cannot be totally successfulwithout parents being directly involved intheir child’s education. We know our par-ents. There are two things we know aboutour parents-they love their children, re-gardless of what kind of parent they are;

and secondly, they want their child to be successful. But schoolscan only do so much. We need to have that support. A child’s wak-ing hours are outside of the classroom. They are only in school fora certain portion of the day. It’s what’s happening in the home en-vironment, in the community and the time that they are not inschool that is so very important. So we need that level of continu-ity and support. Many times our parents unfortunately were notsuccessful in school, so they don’t look at school as a friendly place.So it’s hard for them sometimes to return to a place where someof them sometimes may have had negative experiences. So we re-ally have to do more parent education. And I think your publica-tion can help us do that. School has to be open to parents andreach out to parents. We can’t just expect parents to come in.Schools have to assume a level of responsibility for reaching outand saying whatever you need to help educate the whole child, wewill support you; whether it’s medical, whether it’s dental, whetherit’s support services, or special needs. Some of our parents don’tknow how to navigate the bureaucracies to support their child. Weneed to do a much better job of communicating to them, invitingthem in. These are their schools. We want them to be part of thesolution.

We look forward to continuing our conversation with Dr. Mezain the next issue.


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The next star of MODERN PARENTS Magazine could be. . . your child!

Hi Modern Parents,

Modern Parents Magazine invites you to send in the most interesting photos or stories of yourchildren. Has your child made noteworthy progress at school? Have you captured a snapshot

of him or her during a particularly funny moment? If so, MPMwould love to feature your photographs or anecdotes in anupcoming issue.

Please send all photographs as a jpeg attachment. Stories may be sent in the body of the e-mail to: [email protected]

A Photo Invitati

on

_MPM Volume II, Issue IV lr

Documents

Transcript of _MPM Volume II, Issue IV lr