2019 BACK TO SCHOOL SUPPLEMENT
THE WASHINGTON INFORMER’S 2019 GUIDE TO SAFEGUARDING STUDENT SUCCESS
WORDS FROM THE EDITOR
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Lee Andrew Ross, Mississippi farmer and education advocate.
REPORTERS Stacy Brown (Senior Writer), Will Ford (Prince George’s County Writer), Hamil Harris, Tatyana Hopkins, Jade JamesGist, Kaja Rae Lucas, D. Kevin McNeir, Lauren Poteat, Lee Ross, Dorothy Rowley, Ronda Smith, Sophia Sparks, Sarafina Wright (General Assignment Writer)
PHOTOGRAPHERS John E. DeFreitas, Shevry Lassiter, Roy Lewis, Demetrious Kinney, Mark Mahonny, Lateef Mangum, Travis Riddick
Lee Ross and her son, Dr. Robert Edwards, III, following his law school graduation. (Photos courtesy of Ross Family)
I believe that every person – not just children – had an amazing capacity for learning, if only they allowed themselves the opportunity. While learning does begin at early ages, the ability to learn and grow has boundless possibilities – which means you can begin at any age. As the daughter of a Mississippi sharecropper, I was immersed in a culture of “onward, upward, always.” My mother reminded me often of her father being told he could not send any of his thirteen children to school or risk being put off the land on which they worked. In a show of defiance, my grandfather insisted that my mother and her older brother – the two youngest of the 13 – attend school. And so, they became the first to receive formal education and to complete high school. I am never far removed from the woman whose matriculation awards and merits under Jim Crow, refused to acknowledge the instruction with dignity – and instead announced her diplomas as certificates of participation at the “Colored Attendance Center.” The county refused to even call the school a school. Still, her passion for learning grew. What could have raised the ire of this family, instead turned into solid waves of uplift. My uncle, for instance made it a point of very respectfully going to seniors in the community – many of whom had also been denied access to education under threat of violence. This community of elders could not write or spell their own names, and he set aside time to work with each to ensure they could. These same elders would later use the workbooks of their grandchildren to open up a world of opportunities from which they believed their age and condition barred them. Today, as an educator, I press upon every person I meet to take a chance, lay a bet, make a wager – on your own educational uplift. There is no embarrassment in starting late, having to start again, or feeling as though you don’t have what it takes – as long as you get over that embarrassment! The reality is that not only do you have what it takes, you have it in surplus! So, what, you’re 17 and your reading is that of a 3rd grader? Let’s work to get it up to standard! So, what if you’re fifty and everyone else in the class is 20? None of you know the work that’s why you’re all in the same room! It’s one thing to be denied access by inhumane practices, as my grandparents were, it’s quite another to deny yourself a chance. My mother’s onward, upward, always spirit in 1967, inspired her two children to both become doctors – a JD and a PhD. My brother and I refuse to frame those degrees for our offices, and instead, humbly presented them to her, for her display. They are far more hers, than ours. Let us work this school year to ensure that every student – no matter their age – feel the love and support of a community of good people who want their uplift. Onward, Upward, Always! Dr. Shantella Sherman
www.washingtoninformer.com / 2019 BACK TO SCHOOL SUPPLEMENT
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Preparing Emotionally and Academically for the First Day of School By Stacy M. Brown WI Senior Writer @StacyBrownMedia It’s a new school year, and everyone is either excited, nervous or both. Jitters usually accompany the first day while teachers know they not only have to prepare students academically, but also, emotionally. “The first day of school sets the tone for a child's educational year,” said Kathryn Starke, an author, and urban literacy specialist. “Before the first day, many teachers send personal welcome letters to students. They also host a meet the teacher day, where they provide a tour of the classroom and the child's working space for the school year.” It’s important to create a classroom that promotes emotional and academic success, and children observe these things from the first day, she said. “It includes having a classroom
library, personalizing student areas, or displaying signs and books that celebrate motivation, diversity, and positive character traits. Creating a student-centered classroom leads to success. On the very first day, building relationships is imperative. Therefore, teachers should create lessons and activities that support personalized learning, diversity, community, and friendship,” she said. Activities like "math about me" or personal surveys about a child's likes, dislikes, and background serve to help children feel safe, comfortable, and accepted, according to education experts. “Once a child is emotionally successful, they will be more academically successful,” Starke said. Kaywanda Lamb, who taught Spanish for 14 years, said the first day should be used to “get to know each other.” “It should also be a day to lay out rules and expectations. Teachers should allow kids to help create class norms,” Lamb said. Dr. April J. Lisbon, a 20-year
veteran school psychologist who's worked in DC Public Schools, said there are five keys to helping teachers ensure that their students feel emotionally and academically successful on the first day. Lisbon worked with students ages 3 to 22 of varying backgrounds, including those who attended alternative educational institutions. “The first key is to know the correct pronunciation of your students' names. If you are unsure how to say it or if you say it incorrectly, apologize to the student and ask for the correct pronunciation,” Lisbon said. Second, she recommends that teachers let their students know that they’re excited to have them in the classroom. “This evokes a feeling of belonging for students,” Lisbon said. Third, teachers should ask questions and don't assume the worse.
A fourth key is wanting to be there. “Students are very smart, and they can recognize if their teacher wants to be there. Your actions and attitude on the first day will set the tone for the rest of the school year,” she said. Finally, teachers should have fun. “Yes, school is about learning and developing for all stu-
dents; however, learning shouldn't be boring,” Lisbon said. “On the first day of school, complete a learning assessment profile to see how your student learns information best. That will ensure that you are teaching towards the students’ preferred learning style and not their area(s) of weakness,” she said. BTS
Jitters usually accompany the first day while teachers know they not only have to prepare students academically, but also, emotionally.
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A New School Year Must Avoid Old Labels for African American Students By Stacy M. Brown WI Senior Writer @StacyBrownMedia As students prepare to go back to school, educators and others also must prepare for the many challenges that lie ahead. And, for students of color, discrimination remains a primary obstacle to navigate. Records have shown that African American students are disproportionately labeled “troubled” as a matter of behavior, rather than their ability to learn. Health experts said teachers and administrators must address any behavioral expectations and issues before anything occurs.
“Building relationships and showing respect to every child in the classroom from the very beginning decreases behavior issues,” said Kathyrn Starke, an urban literacy consultant. “Children like and need routine, structure, motivation, and positivity. Therefore, teachers need to adhere to these components daily.” When children are motivated and engaged in collaboration, critical thinking, and differentiated learning experiences, behavior issues also decrease, she said. “Teachers should constantly model good behavior and recognize the positive behavior of students. Communication with students and parents of expectations from the very beginning and throughout the school year is imperative,” Starke said. “That should be done not just to report negative behavior, but there should be one-onone conversations about steps to improving behavior issues. That makes the biggest difference in a successful emotional and academ-
ic school year.” Teachers should ask questions and don’t assume the worse about their students, said Dr. April J. Lisbon, a veteran school psychologist. “Sometimes, behaviors may reflect a lack of sleep or not having breakfast in the morning. If this is the case, ensure that the student gets something from the cafeteria or have approved snacks available in the classroom,” Lisbon said. In an email that reiterates a blog she posted, Dr. Cora Causey of the University of Alabama at Birmingham School of Education said social and emotional development are vital for students. Executive function, relationship development, coping, and self-regulation play essential roles in a child’s overall development. Most importantly it plays a role in their social-emotional development so that they can handle a collaborative environment, like kindergarten, Causey said. This includes sharing, taking turns, and learning when to speak and listen, and to do this respectfully, she said. “Everyday situations provide a platform for parents to work with their children in executive function,” Causey said. “Asking open-ended questions fosters the natural curiosity and wonder with
which kids are born. You can do this as you are riding in the car, going to the grocery store or any other activity throughout the day.” Find ways to have positive child and adult interactions that consist of back and forth conversational loops, she said. “Parents should not throw words at children, but create more of a narrative by asking questions,” Causey said. “Our goal should be to have more face-to-face interaction, rather than pixel-to-pixel interaction.” Children’s books author, Dr. Cherrye S. Vasquez, said teachers should not view students of color as troubled. Instead, teachers should spend quality time in determining the students’ likes and dislikes.
“They should do this while incorporating culturally responsive teaching practices into the student’s academic program,” Vasquez said. “When students sense that teachers want to get to know them, their culture, lifestyles and family life, students shine and excel,” she said. Finally, if a student requires more behavioral assistance than others, teachers should be able to discover the antecedents and observe and then analyze patterns, Vasquez said. “The teacher must investigate what prompted the unwanted behaviors. Negative behaviors may be due to many variables stemming from a multitude of areas like home life, environmental and other factors,” Vasquez said. BTS
Black students are disproportionately disciplined at school. (Photo by Alex Zimmerman/Chalkbeat)
Teachers want what students need and what parents want: ♦ Classrooms that have all the resources students and teachers need to do well ♦ Safe and healthy schools ♦ An end to the testing fixation and a real focus on learning ♦ Respect and dignity for teachers ♦ A collaborative culture that gives teachers a voice in their kids’ education
DCPS: Let’s discuss all of these at the bargaining table
Fund Our Future www.washingtoninformer.com / 2019 BACK TO SCHOOL SUPPLEMENT
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Always a Ripe Time for Learning By Lee Ross WI Staff Writer It took only a few days and a resolve to tackle the internet for Marnie Sands to rejoin the college set. Taking a quick tutorial from her grandson, Jonas, Sands learned how to navigate the Blackboard system of her university, set up her student account, and begin working through the extensive reading list of materials for her art history class. Sands,71, is among a growing number of seniors and elders who have returned to the classroom to prove they are still ripe for learning. It would surprise most readers that the majority of students seeking degrees in America are “adult learners,” over the age of 50. In fact, a 2018 national survey from Champlain College Online found that 60 percent of U.S. adults age 23 to 55 without
a bachelor’s degree have considered returning to school. “Years ago, as a woman, you did not attempt to juggle house and outside life, so after I got married, my husband and our children became my focus,” said Sands, who completed freshman year at Bennett College before marriage. “My husband worked full-time and attended college at night, which worked for us, but I always regretted not finishing my art degree.” Now, with grandchildren entering college, Sands said her husband persuaded her to go back and finish what she started. “I was worried about leaving him alone – we have such a routine with our walks and daily activities, but he joked that I was getting under his feet and should take a few courses to keep my mind sharp,” Sands said. “I wasn’t going to do it but found
this sneaky man had gone behind my back and enrolled me in school! Then it became a challenge to show him that I could do it. I cannot tell you how excited I am. I feel like a part of me just woke up.” Manuel Hernandes, a recruitment and retention specialist said older adults tend to make the best students in many cases simply because they’ve learned how to be patient with themselves and really experience the process of learning. “Learning is a lifelong process and what I see in many of the senior students that come through my doors is a willingness to try. They are not concerned with getting things incorrect – they know there are times when they will not understand, or need to problem-solve, and so their whole attitude is, ‘I want to try,’” Hernandes said. “They also tend
Seniors and elders are returning to the classroom in record numbers and showing off their abilities to learn at any age. (Courtesy photo) to inspire the teens and young adults in the classroom, because they see how much dignity there is in advocating for their own advancement – even when others believe you may be too ‘fill in the blank’ to be there.” Lifelong Learning and audit systems offered by many universities allow senior citizens to take courses for free – some for credit, eliminating the burden
of tuition. Additionally, many states require state-funded institutions to provide low-income senior citizens with free tuition. For example, The Senior Citizens Higher Education Act of 1974 permits Virginia residents age 60 or older with an annual income of less than $23,850 to take college courses for credit without paying for tuition. BTS
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2019 BACK TO SCHOOL SUPPLEMENT / www.washingtoninformer.com
Focus on the Fundamentals: The Blueprint for PGCPS
Submitted by PGCPS
Buoyed by a new chief executive and infusion of state funds, Prince George’s County Public Schools (PGCPS) is focusing on the fundamentals this academic year. Chief Executive Officer Dr. Monica Goldson has launched The Blueprint for PGCPS, a $53 million investment to improve teaching and learning in the state’s second-largest school system. PGCPS is also undertaking an innovative public-private partnership for school construction with the goal of building new facilities faster and at lower cost. Dr. Goldson envisions a schoolhouse that supports the whole child with high academic standards that prepare students for college, career and life while emphasizing grade-level fundamentals of literacy, math and science. “We work each day to ensure students and families in our community receive the highest quality teaching and leadership at every school. Our students come to us with a diverse set of needs — academic, social and emotional,” said Dr. Goldson, who was appointed in June to a full fouryear term by Prince George’s County Executive Angela D. Alsobrooks. “We must meet their needs with our best educators, administrators, resources and supports.” Prince George’s County educates the
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majority of African American and Latino students in Maryland. “We must ensure that students come to school ready to learn by providing them with the tools they need to be successful in the classroom and life,” she said. The Blueprint utilizes state funds to raise teacher compensation and expand prekindergarten and “wraparound" school services, such as additional social workers and counselors, extended learning time and student supports. Education leaders and county officials successfully advocated for the Blueprint for Maryland’s Future, based on the Kirwan Commission recommendations, which increased funding to school systems statewide. Dr. Alvin Thornton, Prince George’s County Board of Education Chair, noted, “The Board of Education shares the community’s concern about the need to assign high priority to social-emotional learning support systems, teacher and staff compensation enhancement and the expansion of programs to improve college and career readiness.”
THE BLUEPRINT HAS SEVERAL COMPONENTS:
High Needs Schools: Expanded wraparound services to 45 schools with the highest numbers of
students living in poverty to include additional health care practitioners, social workers and counselors, extended learning programs, transportation and other initiatives. ($11,197,485)
Prekindergarten Expansion: Increased access to full-day prekindergarten programming at nine schools, offering more families the chance to give their youngest learners a strong foundation. As part of the school system’s ongoing push towards making high-quality prekindergarten available to all families, a universal pre-k pilot program will be launched in 17 schools. ($14,026,871) Mental Health Services: Additional funding to 45 schools for certified mental health therapists. In addition, the PGCPS mental health coordinator will guide staff through mental health first aid training so anyone trusted with caring for a child can effectively do so. ($83,333)
Teacher Compensation: Restorative salary increase to all employees who lost steps between 2009 and 2012, yet remained with the school system, in recognition of staff sacrifices during the economic downturn. ($13,386,052) Supporting Students with Individualized Educational Programs: Focused funding on implementing
Dr. Monica Goldson was appointed to a full term as Chief Executive Officer by County Executive Angela D. Alsobrooks in June. Under the Blueprint for PGCPS, the school system will invest in academics, student supports and facilities.
individualized educational programs (IEP), more teacher planning time and system-wide staff training on compliance and supports. ($10,114,897) Support for Students Struggling with Reading: New digital literacy program focused on evidence-based strategies to help students who struggle with reading. Components include one-on-one tutoring, peer tutoring, screening and addressing literacy deficits and new technology in kindergarten through third grade classrooms at 53 schools. ($4,819,614)
Alongside academic investments, the school system is embarking on an ambitious facilities plan. The average county school building age is
nearly 50 years old, more than five years above the state average. With the support of County Executive Alsobrooks and the County Council, Prince George’s County will invest $25 million to $30 million annually for the next 30 years in school construction funds, the largest infrastructure investment in generations. Over the next decade, more than 30 schools will undergo renovations to enhance learning conditions. “Our infrastructure investment, paired with the Blueprint for PGCPS, is a bold statement of our commitment to improving learning environments inside and out,” said Dr. Goldson. “Through all of these measures, we are moving student achievement forward throughout Prince George’s County.” BTS
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Richard Wright Public Charter School for Journalism and Media Arts Our school is one of the most unique schools in the region. We focus on developing skills in journalism and media arts, real world application, and having a voice in the community. Richard Wright provides rich, balanced, and diverse opportunities to all students, supporting the mission and vision of the school, fostering intellectual, cultural, social growth, and promoting physical health and wellness. Students participate in various clubs, sports, activities, events, and trips that encourage students to utilize mental and physical practical application of concepts, skills, and processes they are continually learning both in and beyond the classroom. From professional organizations in the media industry, distinguished colleges and national educational associations,
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visiting artists and journalists, to an end of the year multimedia gala event, RWPCS continually provides unique opportunities for its students to enhance, supplement, and stimulate each student’s life holistically. The innovative programs and practices executed with consistency and efficacy by a dedicated, caring, and hardworking staff builds a working, learning environment that fosters creativity and exploration which students are excited to be a part of, the results demonstrated in a myriad of ways. Richard Wright aims to fortify its young people with the resounding impact of the education, to transform their lives and those around them, and uphold the vision of “re-writing the future, one student at a time.� BTS
Our Mission
The mission of Richard Wright Public Charter School for Journalism and Media Arts is to transform students in grades 8-12 into well-versed media contributors by providing a student-centered environment that connects them to the classics and modern languages and a curriculum focused on strong writing skills and vocabulary.
2019 BACK TO SCHOOL SUPPLEMENT / www.washingtoninformer.com
So, You Want to Go to Grad School? What Every Student Should Know
Dr. Sophia Sparks WI Staff Writer
Matriculation from an undergraduate to graduate education requires serious thought. It is not for everyone. The aim of this article is not to scare potential graduate students, but to ensure readers prepare for the journey beyond the Bachelors. Some professional degrees require up to twelve years of coursework, research, dissertation (book) writing, both oral and written comprehensive examinations, and residencies – before completion. Choosing wisely saves time, energy and tears, and sets up the well-prepared for an exceptional world of advanced learning. Is a graduate degree necessary? Do
not enter graduate school as a means to “command a higher wage.” This is not totally accurate. Practical experience may be more vital to career advancement than education. Do I possess all the admission requirements? Each school may have different requirements. For example, some schools require applicants secure a mentor before applying to the graduate program. What’s the timeline for admissions? Graduate applications are simple but require a lot of time and documents from different sources. Do I like research or the process of discovery? The vast majority of graduate programs involve research. For these programs, completing a research project is a large percentage
Matriculation from an undergraduate to graduate education requires serious thought.
of the requirements necessary to obtain the degree. Have you identified a field of interest? Grad school is not the time for academic exploration. The topic area chosen should keep your interest and be researchable. Still Considering Graduate School? Here are some additional tips and reflections from post-graduate students. How to choose a school Undergrads considering graduate school should apply for programs based on the professors’ reputations, rather than the schools. Many people know the names of Ivy League schools, but professionals are identified by their mentors. The best person in a particular field may not be at a prestigious school. Picking the right principal investigator (mentor) Choosing the right mentor is not about the short-term gain of a right fit for you. The best mentor may not make you feel good. Choosing a mentor is about the long-term access your mentor provides. Mentors are a tool. Carmen Lopez dropped out of her doctoral program and now conducts research for a major pharmaceutical
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Graduate school often separates students from scholars and requires much more planning and resilience than many believe. (Courtesy photo)
company. She warned the next generation to learn from her mistake. Lopez conducted lab interviews of various mentors and lab members. She asked about the support provided, lab culture, mentor’s management style, and how long it took graduate students to graduate on average. “While these questions were good, I did not heed the advice of the lab members concerning the advisor. I regret choosing my mentor for several reasons, including my mentor’s inability to help with job placement,” Lopez said. Research Look for a lab to join that aligns with your research interests as soon as you start the program. The longer it takes to find a lab to conduct research, the longer it will take to graduate. Dr. Gray Williams holds a doctorate degree in environmental microbiology and currently teaches introductory undergraduate science courses. She remembered a statement from her graduate advisor that graduate students’ research must add to the current information known about their chosen subject area. Thus, research what information is already known in that field of study before wasting time on a project that cannot be utilized towards graduating. “Since written communications about your research are requirements for graduation, publish early,” Lopez added. As a side note, Williams urged future grad students to recall that everyone’s project progresses at a different pace. So, don’t compare your works to someone else. Teaching Style Many undergraduate professors talk to students through PowerPoint lectures that assist with the connection between different concepts. If students do not read required material for class, it would not necessarily hamper their ability to participate in any in-class assignments. Graduate school, however, consists of self-policing. The class structure is not about lecturing over material that should have been read. Rather, classes are discussion-based.
The weight of the discussion is how the answer was derived and not the answer itself. All assigned reading materials are critical in graduate school. While reading, you should conduct a critical analysis of what was read to prepare for class. Ask yourself questions such as: What other alternatives could the author have explored? Why were other alternatives not explored? Does the information presented lead you to the same conclusion; why or why not? Reading is no longer optional and there is much to read. Make Connections Networking is a term emphasized in many settings. It will continue to be an important term for the rest of your life. The adage of it is not what you know but who you know still holds true. So, make time to meet with teachers and mentors. Attend guest lecturers, department events, and conferences. Create business cards and take them everywhere along with your prepared elevator speech. For those who want to remain in academia, becoming an editor for a journal is a good way to obtain name recognition. Mental Health and Support Everyone interviewed for this article expressed a moment when they wanted to give up. You will feel incompetent due to the editing and correcting process you are experiencing. Many isolate themselves at this time which is not helpful. Remember, graduate school is about teaching people how to think. Having colleagues in the program along with access to family members will help you continue to take strides towards graduation. A former support service employee in the California education system declares that support systems remind graduate students how their abilities have value. Although graduate school is not a social extension of undergrad, engaging in non-academic activities helps provide perspective and allows you to recognize non-traditional career paths. BTS
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What Your Teachers Won’t Tell You Professional Development Tips from the Field
Dr. Sophia Sparks WI Staff Writer Many colleges and universities offer courses in professional development to help students adapt from a campus and classroom environment to one that functions competitively around both spoken and unspoken rules of conduct and behavior. While most hit their marks in touting the use of crisp navy-blue suits, congenial attitudes, and teamwork, not a few miss important dos and don’ts. The Informer sat down with human resources directors from around the country to fill in a few of those blanks and offer readers insight into professional development strategies for college interns and fellows that their teachers left out. Make the most of the time you spend at the office by offering your service when possible. There might be days when you have down time. Instead of taking advantage and popping on social media, find opportunities to shine. Talk to other individuals in the department or another department and offer your ser-
vices. There is always something to do. This previous statement comes with a warning. Do not take on additional work until you can complete your current workload. What you say (attitude) and do (aptitude) is being monitored. Therefore, remain humble, and maintain an approachable body language. Aptitude is graded based upon the completion of goals. Focus on the objectives by being SMART (specific, measureable, attainable, realistic, and timely). Confer with your supervisor about expectations to ensure you have a clear understanding of your target. A poor final evaluation is often the result of poor performance. Thus, have regular conversations with your superior to boast about your successes and gain guidance through your challenges, which you have brainstormed and/or tried a possible solution prior to the meeting. The right informal education program (i.e. internship or practicum) can lead to a job. Betsy Johnson was a former intern at a mid-sized accounting
firm in Texas. Her summer internship was unpaid. She could have worked a paid summer job or studied abroad; instead, she completed four summers of unpaid work at the same accounting firm. After graduating with a Bachelors degree, Johnson was offered a job at the same accounting firm where she’d interned. Due to her work ethic and professional growth, Johnson started her career in middle management. The company honored the time she worked unpaid and considered her internship, relevant work experience. Her benefits package (time off, and retirement plan) and salary reflected this. Open yourself up for constructive criticism. Being a professional means learning to take constructive criticism as a tool to growth, rather than a personal attack. Do not react but listen for understanding. If you don’t understand something, you should ask questions for clarity. For example, you could ask for specific
examples to gain understanding. Becoming defensive or debating a point will not help your professional growth. Thus, you should acknowledge the feedback, determine if some points where isolated incidents, and implement a change of action to address the feedback. At the conclusion of the program, you should have expanded your network. Networking increases your visibility. Connect with your co-workers instead of hanging around other interns. Conduct informational
interviews to learn more about different roles in the company. Do your research so you may ask appropriate thought-provoking questions. You can also discuss topics you have in common. For example, you are delivering the mail and see a Texas A&M University pen on an executive’s desk, and you know something about Texas A&M. You should start a conversation about what you know about Texas A&M. Cultivate these relationships once your time with the company has expired. BTS
Developing meaningful interactions as an intern helps college students cultivate a true understanding of professional spaces and their potential roles within corporate cultures. (Courtesy photo)
WELCOME BACK TO SCHOOL!
Back to School Family Checklist Make sure immunizations are up-to-date Get your New 2019-20 Kids Ride Free Card Learn about your school policy/dress code Plan to go to school orientation or family night Learn how to engage with your school Visit dcpcsb.org to learn more about public charter schools.
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2019 BACK TO SCHOOL SUPPLEMENT / www.washingtoninformer.com
Recent & Recommended Books on Educational Success
By Lee Ross Special to the Informer
Never Too Late: The Adult Student’s Guide to College By Rebecca Klein-Collins Countless Americans drop out of school to start families, begin working, or simply losing interest. Many want to return as “non-traditional” undergraduate students and have in fact, become the new norm. Still, the bulk of college guides out there don’t include practical advice for the busy moms, frustrated employees, and ambitious adults who are applying to college or hoping to finish earning a degree. Never Too Late will help readers jump-start a new professional path or speed down the one they’re already on by guiding them through vital questions: What should I study? How can I afford the time and money required to get a college degree? How do I compare schools? This is the perfect guide for those who want to get back on the road to academics.
Raising Black Students' Achievement Through Culturally Responsive Teaching By Johnnie McKinley In this book, Johnnie McKinley presents the results of her in-depth study of a group of teachers in grades 3–8 who managed to radically narrow the achievement gap between their black and white students by using a set of culturally responsive strategies in their classrooms. McKinley uses the educators' own words and illustrative "virtual walkthroughs" of lessons in action to examine these strategies in detail. Educators have been struggling for decades to remedy the disparity in academic outcomes between black and white students. This book shows how one remarkable group of teachers harnessed the power of culturally responsive teaching to do just that. By following the path outlined in Raising Black Students' Achievement Through Culturally Responsive Teaching, you too can help your black students to become engaged, self-confident, and successful learners.
Success Skills for High School, College, and Career (Christian Edition) By Cary J. Green Successful students and employees have something in common: a well-developed skill set that transcends book smarts. The skills needed for success in the classroom and on the job can be honed with deliberate effort and the right resources. Christian students who combine their skills with their faith are equipped to achieve all that God calls them to achieve. This Christian edition expands the best-selling Success Skills for High School, College, and Career by incorporating more than 150 scriptural references, Biblical examples, and a Christian theme. Step-by-step guidelines and hands-on exercises enable you to enhance your academic performance and prepare for future career success.
Community College Success: How to Finish with Friends, Scholarships, Internships, and the Career of Your Dreams By Isa Adney While community colleges give financially disadvantaged students a chance to open the door to education, simply walking through that door is not enough. Once there, many students feel completely alone on their journey. In Community College Success, Isa Adney shares secrets for connecting with others that helped her win a $110,000 Jack Kent Cooke Foundation scholarship. This is the first book to combine a youthful and accessible author with networking strategies specifically targeted to first-generation and community college students.
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Back in Session
How to Make the School Year a Great One Dr. Sophia Sparks WI Staff Writer It’s that time again. The countdown to the first day of school. It is the day students will meet the highly-trained professionals charged with instructing and nurturing them for the academic year. A few may face this day with a mix of emotions from nervousness to excitement, but to put minds at ease, teachers conveyed eight tips to the Informer for students (and parents) in primary school to consider along with notes to the parents. Attend your school’s open house. Knowing how to move around your school will help take some of the nervousness away. It will prevent you from getting lost. So, go with your parent(s) to pick up your schedule. While there take a tour of the school (create a mental map to get from each class), and meet your teacher(s). Note to the parent(s): get an understanding of the environment that will be created to foster a positive learning environment. Have the teacher explain how support materials are made accessible. Find a friend. Talk to your friends and others in your neighborhood to see if any of them will be in your class. If you find someone you already know who will be in your class, you can reduce first-day anxiety. But, don’t let this prevent you from making new friends. You can learn a lot from people you don’t know. A safe way to make new friends is to partner with someone you don’t know for group projects. Look how you want to feel. Pick a comfortable outfit and hairstyle that makes your feel confident. When you feel confident, you can take on and accomplish a task. Your performance is also better when you are confident in yourself. Revisit the reading list. The materials handed out at the close of school to prep you for the new school year may be forgotten, especially if you read them at the beginning of the summer. Go back over the materials to refresh the details in your mind. This is the formation of disci-
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pline. Reviewing materials over and over again helps you prepare for upcoming classroom discussions, yielding higher marks on assignments. Think positively. Think about positive aspects of school before the first day. What new things could you experience? How many new friends you could gain? Positive thinking can combat depression. A positive attitude can help boost the memory function of the brain and in turn improve academic performance on tests. Note to parent(s): pack a comfort food snack or complete lunch to help boost your child’s mood. Be present. Get a good night’s sleep and eat breakfast. You cannot focus on the material if you are sleeping or your stomach is growling. If you manage to stay awake, your memory, creativity, and decision-making are reduced because you did not get enough sleep. Additionally, a lack of sleep also affects your outlook. Recall that maintaining a positive outlook helps boost your memory function. Note to parent(s): set a night-time schedule about two weeks to a month before school begins. You might need to phase your child into this night-time routine so plan accordingly. Motivation. Why do you go to school? There are many reasons but here are the two main reasons. School allows us to gain social skills. It is in school that we interact with people who do not think, act, or look like anyone in our families. School is also necessary to gain skills that help you transition into societal constructs. Sometimes, the reason you don’t understand or grasp information is because of what you are telling yourself about the importance of the tasks before you. Know what is expected of you. You have two expectations while at school. One is behavioral. Each school and classroom has guidelines for how you should act. The second expectation is academic. Develop goals (the desire or outcome), objectives (the specific action needed to achieve the goal), and tasks (steps necessary to complete the
objective) to meet or exceed the expectations. A final word specifically to parents: Talk to your child about their concerns and excitement and help them identify their motivation for going to school. Discuss how to resolve any issue that may arise. Your child should know that you support them and will resolve issues with adults on their behalf. When resolving issues with the teacher, please reserve judgement and action until after you have spoken to the teacher. BTS
Kicking off the school year on a positive note is the job of students, parents, and teachers. (Courtesy photo)
It’s that time again. The countdown to the first day of school.
Destined to Succeed Whatever your child wants to be is within reach when you are involved. Your engagement in their education will prepare them for the future. To learn more about the Every Student Succeeds Act (ESSA) and how you can advocate for your children, visit us at www.nnpa.org/essa Sign-up for our ESSA alerts at www.nnpa.org/essa
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