MPM_VI by Modern Parents

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CONNECTING HOME & SCHOOL

parents

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GAYLE KING on Parenting

Volume II, Issue II

your resource for

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“What we have to learn to do, we learn by doing." — Aristotle

features

7 Learning Readiness

14 Dr. Susan Moore Johnson, Harvard University Graduate School of Education

17 School Success for your Child ToolKit for Hispanic families

18 PARENT POWER forum

departments P R E G N A N C y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 How to Read a Nutrition facts Label I N fA N T / T O D D L E R . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Childproofing your Home: 10 Tips to Keep your Infants and Toddlers Safe HO M E - S C H O O L R E L AT I O N S . . . . . . . . . . . . . . . . . 7 Monitoring School Work PRESCHOOL ..................................8 Ensure that your Child is Ready to Learn

Questa Independent Schools

E L E M E N TA Ry S C H O O L . . . . . . . . . . . . . . . . . . . . . . . 9 Help your Kids Reach Their Potential

Be There for your Child in the formative years

MIDDLE SCHOOL

. . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Gayle King H I G H S C H O O L . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 The ACT: How Soon is Too Soon? 10

C O L L E G E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Tips for Parenting College Students

formative years

S P E C I A L N E E D S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Educational Options for Struggling Students M O D E R N E D U C AT O R . . . . . . . . . . . . . . . . . . . . . . . 14 Dr. Susan Johnson, Harvard University PA R E N T T O O L K I T . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Progress Reports E N E S PA ñ O L

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E D U C AT O R S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 0 Strategies for Involving Hard-to-Reach Parents

modern parents magazine

CONNECTING HOME & SCHOOL

PUBLISHER/EDITOR-IN-CHIEf

Carol Alexander-Lewis ADVISORy BOARD

florence Townsend, Ph.D Belinda Alexander, MD Myrna Nickens, MD Tammie Causey-Konate, Ph.D Adele London, JD

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About Us

EDITOR

Lindsay Mack CONTRIBUTING EDITOR

Rhodesia Douglas

VICE-PRESIDENT, MARKETING

Julian Stafford, Ed.D CONTRIBUTING WRITERS

Kristin Armstrong Rachel Paxton

Karen Plumley Maria Zain

CONTRIBUTING MEDIA CONSULTANT

Dennis Joseph TRADUCTORA DE ESPAñOL

Victoria Bastani

NEW ORLEANS OffICE 2536 Delta Pointe Drive Marrero, LA 70072 504.339.5310

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SPECIAL THANKS TO: Jesus United States Department of Education Harvard University, Graduate School of Education Southern University at New Orleans

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 2010. Due to audit regulations, any requests for a change of address must be submitted in writing. Other subscription-related inquiries may use the same address, or telephone 504.339.5310/1.866.994.4242. Subscription rates: $24.95 for one year; single copies $6.95. Pre-payment required for single copy orders. Address all single-copy requests and sample inquiries to the above address. Manuscripts must be accompanied by a self addressed envelope and return postage. Publisher assumes no responsibility for return of unsolicited manuscripts of art. All rights reserved. Reproduction without permission is strictly prohibited.

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The mission of MODERN PARENTS Magazine is to connect home & school and to build parent capacity and efficacy. MODERN PARENTS provides a fresh, relevant connection between the academic world and the parenting world by providing innovative, research-based parenting strategies and techniques. In addition, we serve as a valuable resource for educators by showcasing Best Practices and the most effective instructional strategies and techniques. Exposing parents to effective instructional strategies not only broadens parenting strategies, but also provides the tools needed to ensure their children are receiving quality educational experiences. MODERN PARENTS Magazine is dedicated to increasing global literacy and enhancing the quality of life for families in our society. Readers gain access to information from expert practitioners and associations. from school to home and all that lies between, MODERN PARENTS is your source for the most innovative parenting and instructional strategies and techniques. MODERN PARENTS Magazine voices the most pertinent issues and concerns of today’s parents. By providing trusted information to our audience, and featuring content that is driven by our 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.

Dr. Susan Johnson and Carol

dear

reade r The opportunity to visit the oldest educational institution in the United

States to conduct a series of interviews for you was more than a pleasure. Founded in 1636, Harvard University is one of the worldâ&#x20AC;&#x2122;s oldest and most distinguished institutions of higher learning. The atmosphere of this institution is overwhelming. What is even more overwhelming is the opportunity to interact with this auspicious faculty and to inform you that faculty members of the Harvard University, Graduate School of Education were excited to speak to you. The series of interviews we conducted for you took us to various parts of this breathtaking, vibrant and historic institution. While the weather was dreary, the spirit of the university was the polar opposite. The hustle and bustle of students trekking across campus in the most innovative ways, the centuries old architecture and the myriad of cultural activities were sights to behold. In this issue, we will speak with Dr. Susan Moore Johnson. Please enjoy.

Bountiful Blessings and Happy Parenting! Carol Alexander-Lewis Publisher clewis@modernparentsmagazine.com

modern parents magazine

inFants

& toddler s

Childproofing your Home: 10 Tips to Keep your Infants and Toddlers Safe The world is a new, exciting place to little ones; objects in your home present

• Appliance latches: Prevent them from opening the oven, refrigerator or dish-

exploration opportunities, some safe, some not. Follow these steps to baby

washer.

proof and childproof your home to keep your children safe as they learn and

• Bumpers for tables and fireplace hearths: Despite your warnings to not run

grow.

in the house, they inevitably will. Cover these corners with rubber bumpers to reduce the risk of injury.

1. Explore the house from your child’s perspective. Before you start the child-

3. Keep all cords out of reach. If you have floor-length blinds or window treat-

proofing process, view your house as your child does. Get down on your hands

ments with cords close to cribs and other furniture, shorten them so they aren’t

and knees and actually crawl around. Place all fragile and potentially danger-

accessible to your children. Cut through any looping cords.

ous objects out of reach. 4. Keep pots and pans out of reach. Use the back burners and turn the pot han2. Purchase childproofing products. Many products are available to childproof

dles in so little ones can’t reach up and pull the hot contents down.

your home. Consider purchasing some of these items: 5. Store cleaning products and medicine bottles out of reach. While most med• Doorknob covers: These special covers require coordination to open doors

icine bottles have childproof caps, not all do, and even those may fail at times.

that little hands have not yet developed. Put these covers on all exterior doors

Cleaning products also contain dangerous chemicals. Move these products to

as well as doors into rooms that you haven’t childproofed.

higher cabinets or install secure cabinet locks.

• Gates: Block rooms and stairs by installing baby gates. Make sure gates covering the stairs are screwed into the wall and not just held by pressure to en-

6. Turn your water heater to no higher than 120 degrees Fahrenheit. Reduce

sure they stay in place.

the risk of scalding by lowering the temperature of the water in your home.

• Power outlet plates with sliding covers: Keep little fingers out of electrical

However, you should always test the water before putting a child into a bath

sockets with these special plates rather than the old plastic inserts, which can

or washing his hands. Test the water with your wrist, which is more sensitive

be removed and are choking hazards.

than your hands.

• Cabinet locks: Keep children out of cabinets that contain dishes, silverware or cleaning agents by installing locks.

7. Secure top-heavy furniture. Toddlers who are starting to crawl and climb may try to scale bookshelves or TV stands. If possible, bolt these to the wall, rearrange them to put the weight at the bottom or get rid of the furniture altogether if it can’t be made more secure. 8. Get rid of poisonous houseplants. Children love to explore with their mouths, so don’t keep poinsettias, aloe plants or other poisonous greenery around. 9. Move floor lamps behind larger pieces of furniture. These can easily be knocked over, leaving a lot of broken glass. Additionally, if the lamp has decorative shelves or features, children may be tempted to climb them or play with them. 10. Keep a close eye on the floor. Your baby spends a lot of time playing and crawling on the floor. Vacuum and/or sweep regularly to pick up coins, pins or other small objects that could be choking hazards.

Kristin Armstrong is a Senior SEO Associate at Rosetta, the largest interactive agency in the country. Armstrong received an M.A. in Communications from the University of Dayton and has five years of experience in marketing. www.articlecity.com

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home-school relations

Monitoring School Work What can I do at home to help my child succeed in school?

How can I tell how well my child is doing in school?

0 Parents help children succeed by working with teachers 0 Create a home environment that encourages learning and schoolwork. Establish a daily family routine of mealtimes with time for homework, chores and bedtime, as well as time for family activities. 0 Show your child that the skills he is learning in school are an important part of the things he will do as an adult. Let him see you reading books, newspapers and computer screens; writing reports, letters, e-mails and lists; using math to figure change or to measure for new carpeting; and doing things that require thought and effort.

0 Make sure that your home has lots of reading materials that are appropriate for your child. Keep books, magazines and newspapers in the house. You can find many good books and magazines for your child at yard or library sales. Books make good gifts. 0 Encourage your child to use the library. Ask the librarian to tell your child about special programs that she might participate in, such as summer reading programs and book clubs and about services such as homework help.

and schools to make sure they provide curricula and use teaching methods that are based on strong scientific evidence about what works best in helping children learn.

0 Ask your child to show you his school work, and note the grades and any comments made by the teacher. 0 Check report cards carefully for subject grades, attendance and conduct. Ask the teacher or school counselor for other kinds of information about your child's performance, such as test scores and teacher observations.

0 In the course of the school year, your child may take a variety of standardized tests, including tests for state standards. Your child's scores and other information may be sent home with her or mailed directly to you. Check with your child's teacher about when these tests are given and when to expect results. 0 Ask teachers to show you examples of successful work and

0 Limit TV viewing on school nights. Be aware of the shows

compare it to your child's work. Listen to the teacher's comments about your child's work and what she needs to do to improve. Plan with the teacher how you can work together to help your child do better work.

your child likes to watch and discuss his choices with him. The same goes for video games.

0 Use homework hot-

0 Help your child learn to use the Internet properly and effectively.

0 Encourage your child to be responsible and to work independently. Taking responsibility and working independently are important qualities for school success.

lines, school Web sites, and other dial-in services to get information about school activities or to ask teachers and school personnel questions. Attend parentteacher conferences that are scheduled during the year.

0 Show an interest in what your child does in school. Support her special interests by attending school plays, musical events, science fairs or sporting events. 0 Offer praise and encouragement for achievement and im-

U.S.Department of Education

provement.

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preschool

Ensure That your Child is Ready to Learn

To ensure that your child is ready to learn, make sure your child’s: Physical needs are met with a healthy diet, enough sleep and rest, exercise and good medical care

Introduce young children (3-5 years) to language. Talk to your young child often and encourage your child to speak by asking questions and talking about what happened during the day.

Social and emotional needs are met

Show your child new things, making sure you name them, and teach your child new words every day.

Confidence, independence, and cooperation skills are built

Every child is different. Know your child’s unique talents, skills, abilities and special needs.

Discipline is appropriate and consistent

Children can enjoy learning and possess a healthy curiosity. Take advantage of learning opportuni ties. Use this checklist as a guide to lead your child to success.

Play is stimulating Questions are answered Caregiver or preschool teacher has books to read to your child and does read to your child every day Day is filled with different learning activities

Read aloud each day, even if it is just for a short time. Teach your child the alphabet. Check your local public library for books made es pecially for 3- to 5-year-olds.

You can also be part of your child’s educational experience by teaching and reinforcing the skills your child needs and enhancing those taught in the classroom.

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Parent Power www.ed.gov Join us at Facebook.com/modernparents

elementary school

Help your Kids Reach Their Potential Nobody likes a pushy parent. On the other hand, no one has more genuine interest in your child’s success than you do. How can you help your kids reach their full potential? We asked Annmarie Edwards, author of the book, 50 Ways to Maximize Your Potential, for advice on nurturing a child’s strengths and building their skills. Here are her tips:

1 2

Set goals: Ask your kids about their dreams, whether they be short-term or long-term. Then help them figure out some steps they can take to get there. Before someone can be an Olympic breaststroker, they need to learn how to swim. Help them learn to manage their time: Show older kids how to make daily and weekly checklists of tasks they need to accomplish, and to check them off as they complete them.

Teach persistence: Slow and steady wins the race. Help your children stay focused on their goals, no matter the obstacles. Encourage them not to give up. Persistence pays off, but kids need to believe in themselves to stay the course. Foster creativity: Engage your children in creative activities or help them look at things in new ways. Get outside: Breathe fresh air. Take a stroll and enjoy nature. This can offer time for reflection and inspiration. Reprinted with permission from Education.com. –www.education.com

“Parents will always be a child's first and most important teacher. And parenting is the most important job that every parent takes on. No other activity in our lives carries the same degree of responsibility or influence.” -Arne Duncan, Secretary of Education

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middle school

Be There for your Child in the formative years Reading in the middle school years Reading is an important part of the middle school years. Many of the subjects your child studies in middle school involve much more reading than in elementary school. Check with your child’s school counselor to see what your child’s reading level is. If your child reads below grade level, check with the school to see what additional reading programs are available to help improve your child’s skills. Transitioning Help your child transition from elementary to middle school. Discuss the concerns he or she may have before starting middle school, such as learning from many teachers, getting to class on time, finding his or her locker, getting on the right bus, knowing where the cafeteria is, navigating crowded hallways and doing more homework. Talk to your child about the physical and social changes and the social pressures that often occur in the middle school years. Parental involvement Communicate often with your child, the teachers, and the principal, vice-principal or both. Visit the school. Be knowledgeable about the place where your child learns. You may want to ask the following questions of your child’s teachers: Is there a transition program for students leaving elementary school and entering middle or junior high school? Are counselors available who can help your child transition to middle school?

Are teachers and principals accessible to parents? When are the parents’ nights, sports and art events, and other times when parents are invited to visit the school? When can parents volunteer at the school? Help your child organize a schedule. Help your child set goals with a time limit for completing particular tasks. Listen to what your child tells you and is really saying between the lines. Be sensitive to any fears your child might have. Sometimes it is helpful to reserve comments and actions until you have facts about a situation and know how your child thinks and feels about it. Discuss peer pressure. Communication is the key to being helpful to your child in the pre-teen years. Welcome and get to know your child’s friends.

Did you know? Research shows that preteens (and teens) do better in school when their parents are involved.

Become aware of physical and emotional changes in your child.

Parent Power ed.gov

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high school

The ACT: How Soon Is Too Soon? The traditional senior year of high school is typically marked by preparation and anticipation for such staples as the Senior Prom, Senior Trip, Graduation, etc. Typically, an additional staple is preparation for college entrance exams. However, with strategic planning and dedication, this is one hurdle that high school seniors can jump before the senior year is underway. Leaving the remainder of this eventful year to such monumental decisions as what to wear to the prom, which senior ring to choose, and more importantly - which date. One of the most unfortunate myths regarding college entrance exams is that students can only take them in the senior year of high school. Students can take the ACT as early as their sophomore year. In fact, this is the optimal time to begin taking college entrance exams. In that, generally, the highest score achieved will be recorded, it behooves high school students to become familiar with college entrance exams, as soon as possible. The earlier students begin taking the test, the sooner they can get into the minds of the test makers. In addition, early exposure will allow students to realize which courses they should give special attention.

The junior year of high school may be the optimal time to dedicate to beating college entrance exams. ACT actually lists advantages to testing in the junior year. They contend that by the time a student has reached the junior year, (s)he has probably completed the coursework corresponding to the test material. Another advantage is the fact that students will have their test scores in time to influence their senior year. This can allow students to take additional classes in areas where test scores were low. Most importantly, students will have the opportunity to retest if they feel their scores don't accurately reflect their ability. ACT research shows that of the students who took the ACT more than once-55% increased their Composite score! Remember: The early bird usually gets the worm. It’s never to soon. Achieving the desired test score early can give students the edge needed to get into the school of their dreams. Test early and often.

ACT recommends the following Core Courses: four (4) years of English; three (3) years of Mathematics (Algebra and higher); three (3) years of natural sciences; and three (3) years of social sciences. According to ACT, the ideal is to take Biology, Chemistry and Physics, plus Algebra II, Trigonometry and/or Calculus. “Students who take at least the recommended high school core curriculum earn higher ACT scores than those who don’t take those courses.”

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college

Tips for Parenting College Students Tip #1: Don't Ask Them If They Are Homesick The power of association can be a dangerous thing. "The idea of being homesick didn't even occur to me with all the new things that were going on, until my mom called one of the first weekends and asked, "Are you homesick?' Then it hit me." The first few days/weeks of school are activity-packed and the challenge of meeting new people and adjusting to new situations takes a majority of a freshman's time and concentration. So, unless a well-meaning parent reminds them of it, they'll probably be able to escape the loneliness and frustration of homesickness. And even if they don't tell you during those first few weeks, they do miss you. Tip #2: Ask Questions (But Not Too Many) College freshmen are "cool" and have a tendency to resent interference with their newfound lifestyle. But most still desire the security of knowing that someone is still interested in them. Parent curiosity can either be intrusive and alienating, or relief-giving and supportive, depending on the attitudes of the person involved. "I-have-a-right-to-know" tinged questions with ulterior motives, should be avoided. However, honest inquiries and other "between friends" communication and discussions will do much to further the parent-freshman relationship. Keep conversations positive and avoid small arguments. Focus on your child's achievements. Tip #3: Expect Change (But Not Too Much) Your student will change (either drastically within the first months, or slowly over four years, or more likely somewhere inbetween). It's natural, inevitable, and can be inspiring and beautiful. The University and the experiences associated with it can effect changes in social, vocational and personal behavior and choices. An up-to-now "wallflower" may become a budding student leader; a pre-med student may discover that biology is not her thing after all; or a high school radical may join a fraternity or the marketing club. You can't stop change; you may not even understand it; but it is within your power (and to your advantage and your student's advantage) to accept it. Remember that your freshman will end up being basically the same person that you sent away to school, aside from some interest changes and new experiences. Maturation is not an instantaneous or overnight process. Be patient. Tip #4: Don't Worry (Too Much) About "Desperate" Phone Calls, Letters or Emails Parenting can sometimes be a thankless job, especially during the college years. It can be a lot of give and only a little take. Often when troubles become too much for a freshman to handle (a flunked test, ended relationship and shrunken T-shirt all in one day) the only place to turn may be home. Often, unfortunately, this is the only time that the urge to communicate is felt so strongly, so you never get to hear about the "A" paper, the new boyfriend/girlfriend or the domestic triumph ("Gee, I

12 m o d e r n p a r e n t s m a g a z i n e . c o m

washed my whites and they came out white!"). In these "crisis" times your student can unload trouble or tears and, after the catharsis, return to his/her routine relieved and lightened, while you inherit the burden of worry. Be patient with those "nothing-isgoing-right-I-hate-thisplace" communications. You're providing a real service as a sympathetic ear. Tip #5: Visit (But Not Too Often) Visits by parents (especially when accompanied by shopping sprees and/or dinners out) are another part of the first-year events that freshmen are reluctant to admit liking but appreciate greatly. These visits give the student a chance to introduce some of the important people in both of his/her now-important worlds (home and school) to each other. Additionally, it's a way for parents to become familiar with (and, it is hoped, more understanding of) their student's new activities, commitments, and friends. Spur-of-the-moment "surprise visits" are usually not appreciated. Tip #6: Do Not Repeatedly Tell Your Student That These Are The Best Years Of His/Her Life The freshman year can be full of indecision, insecurities, disappointments and, most of all, mistakes. They're also full of discovery, inspiration, good times and new friends (typically, friendships made in the first year are maintained throughout the undergraduate years, and often afterwards). The beauty of our memory process is that it downplays the negative and enhances the positive, so we have forgotten those bad times, and we typically only pass on the good times. Tip #7: Take Care of Yourself Having your child begin their college career can be a stressful experience for parents. Attend to your own emotional needs and find support for dealing with whatever emotions you are feeling. Make "wellness" a goal for yourself with enough sleep, healthy diet, and adequate exercise. Find a new creative outlet for yourself and spend some time "recharging" by doing special things for yourself. Many parents find it helpful to relish in the fact that providing your child with the opportunity to go to college is a wonderful gift. These parenting tips are taken from "Letting Go: A Parent's Guide to Understanding the College Years" by Karen Coburn and Madge Treeger. Article appeared on reinhardt.edu.

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special needs:

INfORMED CONSENT

Educational Options for Struggling Students When a student is struggling in school due to a learning disability or ADD, teachers and parents can try these creative educational options. Individualized Education Plans Individualized Education Plans (IEPs) provide legal rights and support for students with disabilities in school. If a child qualifies for special needs services, a team of school faculty, administrators, parents, psychologists or pediatricians will meet to come up with the best strategies and accommodations in order to help the child with special needs meet necessary academic and behavioral goals. The student’s teacher can offer many educational options and suggestions for the struggling student. Basically, a child with a learning disability or attention deficit disorder may respond better to an alternative way of learning. A teacher may want to try her hand at a new teaching method or parents may consider changing a student’s environment in order to better match their child’s personality and learning style. Classroom Options for Kids with Special Needs Teachers in an inclusive classroom setting, or special education teachers with struggling students may want to change the structure of their classroom to better meet all students’ needs. An effective classroom design is an important way to help students having trouble with academics. Structure and organization are vital for all students, as well as clear rules, clearly posted steps, work centers, and thoughtful seating arrangements.

Remember that things can be changed if they are not working, but a warning to students that there will be a structure or seating change coming in the near future will highly benefit those students who have trouble with transitions and adaptation. Tutors and Teacher Aides in the Classroom Teachers may appeal to the IEP team of a student who continues to struggle in the classroom, and request a part time or full time aide for the child. An aide can monitor and provide support to the student, giving the immediate feedback necessary for kids with ADD and other disorders. An aide can keep a child with special needs on track with behavior, as well as provide special attention to academic areas of struggle. The classroom teacher may also want to suggest to parents that an athome tutor may help the student retain newly learned skills outside the classroom, as well as keep a child on task with homework. Tutors are not always cheap, but if approved as a necessary measure to achieve IEP goals, the school district may be able to provide one. A summer tutor should be a consideration for parents as well, because kids with special needs who are behind in school often lose more of their learned academic skills during their extended time away from the classroom. Tutors and aides will be great assets for young students in particular, as other kids at that age will not stigmatize the child who needs extra help. Karen Plumley is a freelance writer and mother of two from Pelham, New Hampshire. She can be reached at aisie_12@fastmail.fm. This article was originally published on suite101.com. http://www.suite101.com/profile.cfm/papaya42

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modern educator

Dr. Susan Moore Johnson, Harvard University Modern Parents Magazine (MPM): Hi Readers! We’re here at Harvard University with Dr. Susan Moore Johnson of the Harvard University, Graduate School of Education. Today we are going to discuss teacher support. Dr. Johnson will talk to us about what she does here at Harvard University, and how we can retain and support teachers. Dr. Johnson: Thank you. One of the things I do in my work here is to study teachers who are entering the profession. Starting about the year 2000 was the beginning of a big period of turnover in the schools where teachers who were hired in the late 1960s and early 1970s started retiring, and it created a great demand for new teachers. What’s interesting about this period of time is that when I entered teaching, I came with a very large cohort of people. At that time for women, for all women, and for men of color, other lines of work were not as open. So, yes, you could be an engineer, or you could be a lawyer, but there wasn’t a recruitment effort trying to get us all in. And so teaching was the field you could enter as a profession, become well-educated, and expect to have a steady career. Because of that, schools could always count on this subsidy of teachers who would be there, who were well-educated, and would stay in the classroom for a while, or for their entire career. What has happened now though is that currently the same groups of people who once were this certain source of teachers no longer are, because they are basically being recruited by so many other fields and so many other lines of work. In fact, some of the fields that were actually kind of offlimits for the people who would be teachers in the 1960s are now recruited actively. So for the first time schools have to really compete seriously for the talent that they have; there’s not a certainty that people will elect to teach. And so that has really created unusual circumstances for schools. Obviously there are a large range of schools with many different kinds of working conditions, and what we wanted to understand was what it was new teachers were looking for as they entered teaching. What we found, and what the factors were that seem to make a difference in whether they stayed or didn’t stay was that the idea that you would recruit someone into teaching didn’t mean that that person would stay. Many teachers were quick to move on to other things. And so we did a lot of interviews and surveys to try and understand that, and what we found was that new teachers ex-

14 m o d e r n p a r e n t s m a g a z i n e . c o m

pressed the same reasons for wanting to be teachers as the veteran teachers had--they wanted to work with children and youth, and they wanted to work with the subject matter. So the reasons behind entering were the same. But because they knew that they had other employment options, they were much quicker to leave if they felt they couldn’t achieve in their work the kinds of goals and, really, successes that they had expected to find. If they work in a school that’s very dysfunctional, if they work in a school where they don’t get support for all kinds of things, where there are curricular, discipline, and/or professional development matters they don’t believe they have to stay. And so what we see are transfers of teachers from some schools to schools that they feel are more functional, and where they can have more success. It’s quite clear that we have to do a lot when new teachers enter schools. We have to help them see what good teaching looks like, because a great deal of them have not had a great deal of experience in practice teaching before they begin teaching in the classroom. We have to give them feedback about their teaching and create ways that they can work with other teachers in the building to be effective, and that takes a lot of thoughtful effort on the part of the school. But what we have found is that if teachers don’t get the supports they need, our schools are not going to be able to keep them. And they certainly, if they do stay they are not going to do their best work in those situations. This is the big lesson that we’ve learned, that we can’t assume that just because we have attracted people to teaching, just because we’ve hired people and assigned them a classroom, that they’ll do a good job on their own, without a lot of support, or that they’ll choose to stay if they don’t feel they’re very successful. MPM: What are some things that we can do as districts, central office staff, or administrators, to help retain and support those teachers? Stay tuned for the rest our interview with Dr. Johnson in the next issue. Or, to hear the rest of Dr. Johnson’s interview, please find her video at http://www.modernparentsmagazine.com.

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parent toolkit

Progress Reports A Progress Report can be a valuable tool for parents. Many parents may not realize that they, in fact, have the right to know how their child is progressing in school, at any point, throughout the school year. This simple form may be sent to your child’s teacher on a regular basis (monthly, weekly, daily), or as you see fit. It can give you an inside view of your child’s progress, before it is too late to make interventions to improve your child’s grades. This simple form can be created in any word processing program (i.e.- Microsoft Word, WordPerfect, etc.) by using the Table function on your tool bar. Simply insert the number of columns and rows desired. you may create, or customize, the categories to ensure they address your areas of concern.

Weekly Progress Report Dear ____(Insert teacher’s name)__________________________ Please rate __________(Insert your child’s name)_____________ in the following areas: Date_________________________________________________ 5-Excellent

4-Good

3-fair

2-Needs 1-Unacceptable Improvement

BEHAVIOR CLASSWORK HOMEWORK CLASS PARTICIPATION OTHER _____________

Missing Assignments(s)? ______ no ______yes: __________________________ Teacher Comments:

Thank you, ___(Insert parent’s name)_______ ___(Insert contact number and/or email)______ modern parents magazine

pregnancy

How to Read a Nutrition facts Label What do you look for when you’re checking out the nutrition facts on that macaroni and cheese box? Whether you’re one to zoom in on total calories or total carbs, you might be missing the real picture. Nutrition facts should be a part of your decision in what to eat or even what to buy. But interpreting the facts requires a bit of know-how, so make sure you aren’t misleading yourself. Understand the Power of "Serving Size" The most important rule is to know your serving size and the number of servings in the package or can. If the label says "one cup" per serving size and "two servings per container," that means there are two cups in the whole package. If you know you’ll eat the whole package by yourself, you are going to consume two cups (1 cup x 2 servings/container = 2 cups). That means that you must double all the nutrition facts measurements to know your total intake of each nutrient – the good and the bad. Using the mac and cheese example, eating the whole package means you will have consumed 500 calories, 220 of which are from fat. You will have consumed 24 grams of fat, of which 6 grams are saturated fat. The only time you can avoid doing the math is when you eat the exact serving size that is listed. Always compare the listed serving size to how much food you think you’ll eat and compute calories from there. Crack the Code in "Percent Daily Value" Confused by what all those percents really mean? The percents refer to "percent daily value" and they’re a bit trickier to interpret. The FDA bases these percents on a 2,000-caloriea-day diet. Looking at cholesterol on the mac and cheese label, the FDA says that you are getting 30 milligrams per serving, or 10% of the recommended amount of cholesterol for a person eating about 2,000 calories per day. (Remember, you’re getting 20% if you eat the whole package.) So how do you know if 10% is a good or bad number? For ease of explanation, let’s break this down into a guide that will help us look at a percent and immediately know if it is high or low for one food source. The magic numbers are 5 and 20%. Anything listed in the percent daily value column that is 5% or less is a low number for nutrients. This is a good range for things that you want to limit (fat, saturated fat, cholesterol, and sodium), but too low for things you want to eat plenty of (fiber, calcium, and vitamins). Anything listed as 20% or more is high. This is a bad range for things that you 16 m o d e r n p a r e n t s m a g a z i n e . c o m

want to limit (fat, saturated fat, cholesterol and sodium), but a good range for things you want to eat plenty of (fiber, calcium, and vitamins). Look at "Total Fat" on the mac and cheese label. The 18% daily value is close to the high point, but if you ate the whole package, you actually ate 36% of the recommended daily amount of fat (well above our benchmark of 20%). That amount, coming from just one source of food in a day, contributes a lot of fat to your daily diet. It would leave you 64% (100% - 36% = 64%) of your fat allowance for all other meals, drinks, and snacks you would eat that day. The percent daily value also offers a great way to watch your diet without completely giving up your favorite foods. For example, if you ate one serving of macaroni and cheese but ensured you had a low fat intake for all other foods you ate that day, you made a successful trade off. When you really want a food that is high in fat, always balance it with healthy low-fat foods in the same day. Quick Interpretation Guide Start at the top with Serving Size and Servings Per Container. Adjust all measurements below this point according to the serving size you will eat. Look at the number of calories per serving (including how many calories are from fat). Limit these nutrients: total fat (including saturated and trans fat), cholesterol, and sodium. Get plenty of these nutrients: fiber, vitamins, calcium, and iron. Use the % Daily Value to determine what is a high or low number for your daily diet. 5% or less is low; 20% or more is high. Don’t just use the nutrition facts to track the nutrients you want to cut back on. Use it to track the nutrients you want to increase (like fiber, calcium and vitamins)! Whether you’re a stickler for tracking every fat gram and calorie per day or someone who just wants a rough estimate of her daily nutrient intake, the nutrition facts label is a handy tool. Learn how to use it for foods you eat frequently and anything new that you are tempted to incorporate into your regular meal plan. Article reprinted from SparkPeople.com

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School Success for your Child ToolKit for Hispanic families

Every child has the power to succeed in school and in life, and every parent, family member and caregiver can help. The question is: How can we help our children succeed?

Encourage Your Child to Be Responsible and to Work on His Own. Help your child choose activities that build knowledge, responsibility and independence, and be aware of his activities after school, in the evenings and on weekends.

We know, for example, that children tend to follow their parents' example. Children watch what we say and do. Parents are truly their children's first teachers, and this role lasts a lifetime. When we show our children that we value education, it gives them a powerful model for success. At home, we can take steps to support our children's education. Also, research shows that when parents and families are involved in their children's schools, the children are more likely to succeed.

Communicate With Your Child. Have daily conversations with your child about his or her school day. Praise Your Child. Provide consistent, encouraging words to help motivate young children.

WORKING WITH TEACHERS AND SCHOOLS WHAT YOU CAN DO AT HOME

Encourage Your Child to Read. It's the single most important thing you can do to help your child succeed in school. Read aloud to your baby right from the start, and make reading together part of your daily routine.

Encourage Healthy Habits. Research shows that regular sleeping times, good eating habits and physical exercise are critical for student success. Monitor Homework, TV Viewing, Computer Use and Video Game Playing. Have a special place and regular time for your child to study, and check to see if your child needs help. Set limits on time spent watching TV, using the computer and playing video games.

Learn everything you can about your child's school. You know your child best and understand her needs. Ask for a school handbook and read it over. Ask the principal and teachers about the school's expectations of your child and how it will prepare your child to succeed in life. Visit the school's Web site for more information. Ask for information in your native language.

As a parent or caregiver, no one cares more about your child's education than you. Get involved in your child's education at home. Here are simple tips that may be useful to you:

Talk with your child's teacher early and oftenâ&#x20AC;&#x201D;and start talking right at the beginning of the school year. Contact the teacher immediately if you notice a change in your child's behavior or school performance or if your child doesn't understand an assignment. If you don't understand a school rule or the teacher's assignments, set up a meeting to talk about the issue. Stay involved in your child's school activities. Attend school events. Go to sports events, back- to-school nights and parent-teacher meetings. Volunteer in your school. U.S.Department of Education modernparentsmagazine

MODERN PARENTS MAGAZINE PARENT POWER forum

DENNIS BEGA, U.S.Department of Education

CARRIE JASPER, U.S.Department of Education

ELIZABETH BARTLETT, OďŹ&#x192;ce of United States Senator Mary Landrieu

KIM HICKS, U.S.Department of Education

fORUM Presenters: Cynthia Arceneaux, Margaret Brolin, Carrie Jasper, Laura Nata, Carol AlexanderLewis, Robin Clark, Gladys Walters

Workshop Session, Videotaped by Host SiteSouthern University at New Orleans

OPSB Board Member, District 2 CyNTHIA CADE

OPSB Board Member, District 1, IRA THOMAS 18 modern parents magazine

en español

Como Supervis ar La Tarea Escolar ¿Qué puedo hacer en casa para ayudar a mi hijo a

¿Cómo puedo darme cuenta si le está yendo bien a

triunfar en la escuela?

mi hijo en la escuela?

Crear un ambiente en el hogar que promueva el aprendizaje

Los padres pueden ayudar a sus hijos a triunfar en la es-

y la tarea escolar. Establecer una rutina diaria para la fa-

cuela trabajando junto con los maestros y las escuelas para

milia que consiste en un horario de comidas, tiempos fijos

asegurarse de que los mismos proporcionen planes de estu-

para la tarea escolar, el quehacer doméstico y para dormir,

dios y empleen métodos de enseñanza que tengan base en

así como para actividades con la participación de toda la fa-

pruebas científicas que demuestren sin lugar a duda que son

milia.

efectivos para ayudar a los niños a aprender.

Enseñar a su hijo que las aptitudes que está aprendiendo en la escuela forman una parte importante de lo que él hará

Pídale a su hijo que le muestre su tarea escolar, y fíjese en

como adulto. Dejar que lo vea a usted leyendo libros, per-

la nota y cualquier comentario que escriba el maestro.

iódicos, cartas, correos electrónico y listas; usando la matemática para calcular el cambio o midiendo para una al-

Al recibir sus calificaciones, fíjese bien en las notas de cada

fombra nueva; y haciendo actividades que requieran la re-

materia, la asistencia y la conducta. Pídale al maestro o al

flexión y el esfuerzo.

orientador de la escuela otros tipos de información sobre el rendimiento de su hijo, tales como los puntajes en los

Animar a su hijo a usar la biblioteca. Pedirle al bibliotecario

exámenes y pruebas y las observaciones de los maestros.

que le cuente a su hijo de los programas especiales en los que puede participar, tales como los programas de lectura

En el transcurso del año escolar, su hijo puede tomar di-

de verano y los clubes de libros, y los servicios como la

versas pruebas estandarizadas, incluyendo el examen de cri-

ayuda en la tarea escolar.

terios estatales. Los puntajes de su hijo y otra información pueden llegarle por medio de su hijo, o bien, directamente

Limitar el tiempo de ver la televisión a un máximo de una

por correo. Consulte con el maestro de su hijo para

hora en las noches antes de clases. Conocer los programas

averiguar cuándo se dan estos exámenes y cuándo debe es-

de televisión que le gusta ver a su hijo y conversar con él

perar recibir los resultados.

sobre su elección de programas. Se debe hacer lo mismo con los juegos de video.

Use las líneas telefónicas especiales sobre la tarea escolar,

Ayudar a su hijo a aprender a usar Internet de manera

por conexiones telefónicas para obtener información sobre

apropiada y eficaz.

las actividades de la escuela o para hacerles preguntas a los

los sitios Web de la escuela, y otros servicios disponibles

maestros y al personal de escuela. Alentar a su hijo a ser responsable y trabajar en forma independiente. Asumir la responsabilidad y trabajar por su

Asista a las reuniones individuales entre los padres y el

cuenta son cualidades importantes para el triunfo en la es-

maestro que se programan durante el año escolar.

cuela. Mostrar interés en lo que hace su hijo en la escuela. Apoyar sus intereses especiales asistiendo a las obras teatrales de la escuela, los eventos musicales, las exposiciones de ciencias, o a los eventos deportivos. Dar elogios y ánimos para la superación y el mejoramiento.

Source: Infoplease Homework

ed.gov

19 modernparentsmagazine.com

educators

Strategies for Involving Hard-to-Reach Parents Schools reporting success in reaching hard-to-reach parents (those who do not attend school events regardless of any efforts or invitations) are succeeding by "taking the schools to the community." Hard-toreach parents are not confined to metropolitan areas, ethnic groups or socioeconomic levels. They are found in all types of school districts. Some strategies that may work include: H Ask a person who is respected among the group to host an informal social time in their home with the purpose of getting to know the principal/superintendent. Dress down and show up with positive news that you want to share with the group about what's happening at school. Your "agenda" is to try and have a positive, interpersonal interaction with each person. Try and learn one unique thing about each parent personallyâ&#x20AC;&#x201D;strive to make connections. Keep your formal presentation to a minimum and allow plenty of time for a more informal question and answer time. Be as open and honest as possible in responding. Invite participants to help brainstorm ideas for solving challenging issues facing the school/district. H Be available at local sites. Ask the administrative team in your school/district to commit to two hours each month to make themselves available in the community at places parents typically gather (think local "hot spots" like the coffee shop, grocery store, etc.) Announce ahead of time that you will be there (be sure to get the permission of the business owner) and want to meet parents and answer questions.

clergy for support and suggestions in reaching key groups in the congregation that you haven't been successful in reaching previously. H Develop a key communicator network of key opinion leaders in the communityâ&#x20AC;&#x201D;including representatives of those groups that you've been previously unsuccessful in reaching. The purpose of the network is to have a key group of individuals that you can turn to for input and information dissemination when issues arise. Meet with the group ahead of time and explain their role. Make a special effort to include representation from disenfranchised groups. H Have someone "shop" your school. Invite five people you know from outside your community to come and "shop" your school building posing as a new parent. Ask them to report back to you their experiences and perceptions beginning with the first person who greets them and including the perceptions they have of the physical grounds and facilities. Gather the feedback and sit down with staff to discuss improvements where needed.

ÂŠ School Administrators of Iowa. All rights reserved. Reprinted with permission from School Administrators of Iowa." Adapted from the School Communications Workshop Kit; National School Public Relations Association.

H Ask for the help from clergy. Work with clergy in setting up opportunities for parents and community residents to talk about the schools and ways to help students. Ask the

20 modern parents magazine

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HOME IMPLEMENTATION Correspondence Sheet

Dear Parent, Please take a few minutes of your valuable time to complete the following correspondence sheet and return to your child’s school or to Modern Parents Magazine (info@modernparentsmagazine.com). This form will document the innovative changes you are making regarding parenting strategies and techniques. We all need, and deserve, a pat on the back for our efforts (just like our kids, right.) This document will allow schools to highlight innovative strategies employed by parents. In addition, feel free to submit this correspondence to MODERN PARENTS Magazine for possible publication in future issues. It is our goal to showcase positive parental involvement. Article(s): Issue

Date

What practices have you implemented at home after reading the above article(s):

What can your child’s school do to increase your personal level of parental involvement?

OPTIONAL: Please provide your suggestions on ways in which schools can support your efforts in implementing the strategies (practices) you listed above or any other areas.

Name

Phone/Email

Child’s School

School Address/Phone

Use additional sheets, if necessary.

21 modernparentsmagazine.com

WELCOME Modern Parents Magazine Welcomes Our Newest School District

Questa Independent School District Questa, New Mexico QISD Vision and Mission VISION STATEMENT: The vision of the Questa Independent School District is for the students to become law-abiding citizens who are aware of their own heritage and of cultural diversity and who are proﬁcient in reading, writing, math, bilingual skills, and life skills through the involvement and eﬀorts of parents, teachers,administrators, board members, and community members. MISSION STATEMENT: The mission of the Questa Independent School District is to provide a learning environment that is educationally sound, stimulating, rigorous, safe, and challenging.

SUPERINTENDENT’S NEWSLETTER fROM THE OffICE Of ERIC V. MARTINEZ Parental Involvement Parents who set high expectations for their children will receive the desired academic results from their children – student(s) success. Parents with high expectations of their children, teachers, and school considerably inﬂuence their child’s ability to succeed both in education and in life. A quality education for children will facilitate opportunities for children in the future. Parent involvement is necessary to ensure a child is successful in school. Please take advantage of all the opportunities to participate in your child’s education. This includes attending school with your child, attending special days with your child, attending ﬁeld trips with your child and any activity that invites parent involvement. Please become involved with your child’s education. It is what is best for your child. The District will be providing parents a subscription to “Modern Parents Magazine” quarterly. Please take advantage of this resource.

your child. Teachers from Rio Costilla and Alta Vista Elementary Schools have been provided 20 days of professional development in the content areas of Math, Reading, Writing and Bilingual Education. Professional development consists of curriculum alignment of Standard-based education grades K-6. By aligning curriculums and engaging in meaningful professional conversations in these content areas, staﬀ will surely improve professionally and competently. This professional development is ongoing and intended to improve instruction for children. Commitment The Questa Board of Education is committed to providing the best education for children in the Questa Independent School District. The Questa Board of Education is also committed to providing children with the best educational opportunities. Please assist the Questa Board of Education, the Administration and the staﬀ with this commitment to a quality education. your children deserve it.

School Improvement The staﬀ in the Questa Independent School District intends to provide the best quality instruction for

QUESTA INDEPENDENT SCHOOLS.... making a diﬀerence

Congratulations to Alta Vista Elementary (K-3) and Questa Junior High School (7-8) for meeting AyP!

modern parents magazine

J J J J J

J J

United States Department of Education and Modern Parents Magazine

J J J J

J J J J J

Hosted by Southern University at New Orleans

J "Parents can serve in at least one of three roles:

Partners in learning, advocates and advisors who push for better schools, and decision-makers who choose the best educational options for their children . . . " --Secretary Arne Duncan

J J

Topics: J Parentsâ&#x20AC;&#x2122; rights and advocacy J J

Turning Around the Lowest Performing Schools

Reauthorization of ESEA (Elementary and Secondary Education Act)

The forum encouraged parents to partner with teachers and help their children close the achievement gap. Representatives from the U. S. Department of Education, LA Department of Education, LA Parent Information Resource Center, and the Parent Training Institute presented the forum. This forum is a product of the new partnership between MODERN PARENTS Magazine and the U.S. Department of Education.

Special Thanks to Southern University at New Orleans 23 m o d e r n p a r e n t s m a g a z i n e . c o m

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modern parent

Gayle King Today we continue our conversation with Editor-at-Large of O: The Oprah Magazine & O at Home, host of “The Gayle King Show” on SIRIUS XM Radio’s Oprah and Friends and all around role model, Ms. Gayle King.

appointed me. They never wanted to disappoint me. Because when they did something that made me happy, it was clear that I was happy about it. I believe when they are little, if they are going to touch something that’s hot, you can say, “No, don’t do that” and you can reemphasize that point, but I don’t believe that children Modern Parents Magazine (MPM): What about have to be spanked. Not when they can speak the teenage years? Can you touch on that rough English or whatever language you are speaking patch? in your home.

Gayle King: Well, I braced myself. People said, “Oh, wait until they become teenagers… it’s going to be a problem.” I believe this Carol, I don’t think you have to go through Terrible Two’s or Terrible Teens if you start at a very early age giving them boundaries, showering them with love, teaching them the right from wrong and what is acceptable and not acceptable in your home. So I never had any rebel teen years, let me knock on wood. I’m not saying that they were angels, but I never had anything like…police never had to be called, no restraining order was ever issued, I was never called to a jail cell by a police officer ever, and I never to my knowledge had a problem with drugs or alcohol with my kids. I think one of the best ways to parent a child is to let them know that they can disappoint you. I never had to hit my children, I can look at them, I can talk to them and one of the things that would effect them more than anything is the feeling that they had dis-

MPM: What about the high school, and even the college years? Do you think parental involvement is still necessary at that stage? King: Well it’s supposed to be. I’m hoping that I’ll always be necessary. I mean I love it when my kids call me today and ask my opinion about anything; whether it’s decorating, whether it’s grades, whether it’s dating. I love the fact that they value my opinion and I hope that that never changes. I’m one of those parents that when they went away to college, I thought I would need professional therapy, because I love them so much. I really do. I could eat them up. I would say to them, “I love you, not just because you are my children, but I like you as people. I would want to be your friend.” But growing up I wasn’t one of those mothers that was trying to be a friend to my child. I had very clear rules. I am the parent and you are the child. This is a democracy, but I have final say. modern parents magazine

D STE E GG SES U S U

MODERN PARENTS Magazine

•Focus on one article at a time. Create a parent

your suggestions to MPM for possible publicainteraction system that allows parents to re- tion. Imagine having your school featured in a spond to the most helpful components of the national publication. magazine. •Use MPM to nurture, develop or support par•Designate one article as the topic of discussion ent writers; include teachers and students, as at your parent meetings. well. Submit for possible publication. Be sure to indicate your school. •Create a parent quiz based on articles. •Log the topics/articles that garner the greatest •Have students share how MPM strategies are response. Document the greatest area of growth used, and/or the differences they are making, at in your parents. home. •Use MPM content during Family Night activi•Name one parent an “Expert” in a designated ties. The use of MPM in your school sends the topic after she/he reads and creates a parent ac- message that your school supports its parents tivity revolving around an MPM strategy or tech- and is dedicated to developing well-informed nique. parents. •MPM is a must for all parent rooms and PTO/PTA’s.

•Use MPM to highlight exceptional parents and special events or achievements.

•Designate a section in your school to reflect how •Display a Parent Enlightenment or Parent MPM strategies are used at home, thus show- Growth Chart in your school to showcase areas casing active home-school interaction. of parental growth or enlightenment. •Place a copy of MPM on your office counter and

•List MPM in your School Improvement Plan. It

teacher’s lounge.

meets parent/family involvement requirements.

•Cite MPM data in school newsletters and correspondences.

•Have a Parent Quiz Bowl or MPM-related ac-

tivity 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

25 m o d e r n p a r e n t s m a g a z i n e . c o m

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Questa Independent Schools Board of Education

Mr. David Zimmerman, dzimmerman@questa.k12.nm.us Mr. Herman Medina, hmedina@questa.k12.nm.us Mr. Matt Ortega, msortega@questa.k12.nm.us Mr. Bernie Torres, btorres@questa.k12.nm.us Mr. Dwayne Ortega, dortega@questa.k12.nm.us Mrs. Nancy Gonzalez, ngonzalez@questa.k12.nm.us

The following dates are regular scheduled board meetings: Tuesday, Dec. 21, 2010 Tuesday, Jan. 4, 2011 Tuesday, Jan. 18, 2011 Tuesday, Feb. 1, 2011 Tuesday, Feb. 15, 2011 Tuesday, March 1, 2011 Tuesday, March 15, 2011 Tuesday, April 5, 2011 Tuesday, April 19, 2011 Tuesday, May 3, 2011 Tuesday, May 17, 2011 Tuesday, June 7, 2011 Tuesday, June 21, 2011

Mr. Joe A. Cisneros, jacisneros@questa.k12.nm.us

Contact Information

Administrative Office Questa High School Questa Junior High Alta Vista Elementary Rio Costilla Elementary Red River Valley Charter Roots and Wings Charter

575-586-0421 575-586-1604 575-586-1604 575-586-0541, 586-0032 575-586-0089 575-754-6117 575-586-2076

modern parents magazine

adVertisement PARENTS LEfT BEHIND Parents Left Behind is an in-depth analysis of the policy implementation process for Section 1118 of the No Child Left Behind (NCLB) federal legislation. Section 1118 was designed to increase parental involvement in local schools. years after being signed into law, the question of how Section 1118 is understood and is being implemented by selected stakeholders, from the local, state, and federal levels were not answered in the available literature. This multi-level case study began the examination effort by describing how parental involvement programs were being implemented according to federal mandates in NCLB and how policy decisions to implement this law were made and interpreted by public actors at each governmental level to the street level context of the New Orleans Public School District. findings from this study suggest that resources for implementation, were, at best, inadequate; communications and translations of the policy have been slow; and, parents and teachers have been left behind, not having been signiďŹ cantly involved in or informed about the policy. The study provides insights and recommendations for federal policymakers, State Education Authorities (SEA), and Local Education Authorities (LEA) to improve implementation and monitoring in future iterations of the law. Available at www.universal-publishers.com

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28 m o d e r n p a r e n t s m a g a z i n e . c o m

word

CONNECTING HOME & SCHOOL

modern parents

modernparentsmagazine.com

W F

W X

W d

W Z

W h

W a

ACTIVITIES CONCEPTS ENGAGEMENT ENGLISH HISTORy HOMEWORK

MATH PARENTS SCIENCE STUDy UNDERSTANDING WRITING

Can you ďŹ nd these words?

Reprinted by Permission of WordSearchfun.com, where you can create your own Word Search puzzles for free.

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