volume iii, issue ii

modernparents

CONNECTING HOME & SCHOOL

modernparentsmagazine.com

NFL MomTalks Parenting

HELPFULHOMEWORK

TIPS

READINGMilestones

Volume III, Issue IVolume III, Issue II

2 modernparentsmagazine.com

modern parentsyour resource for

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

modern parents magazine 3

15Dr. Richard ElmoreHarvard University Graduate School of Education

18Modern Parents Magazine-United States Department of EducationPARENT POWER Forum

23Dr. Sheila Harrison-Williams, SuperintendentHazel Crest School District

25NFL MomMrs. Shonda Ingram

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

24Welcome: New School District

PREGNANCY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Eating Healthy

INFANT/TODDLER . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Reading Milestones

HOME-SCHOOL RELATIONS . . . . . . . . . . . . . . . . .7Successful Family-School Relationships

PRESCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8How to Raise a Reader

ELEMENTARY SCHOOL . . . . . . . . . . . . . . . . . . . . . . .9Hot Homework Tips

MIDDLE SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . .10Characteristics of Effective Teachers

HIGH SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11Preparing for College

COLLEGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Funding the College Years

SPECIAL NEEDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14Autism

MODERN EDUCATOR . . . . . . . . . . . . . . . . . . . . . .15Dr. Richard Elmore

PARENT TOOLKIT . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Vision for the Future

EN ESPAñOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Trastorno por Déficit de Atención con Hiperactividad (ADHD)

EDUCATORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Best Practices

MODERN PARENT. . . . . . . . . . . . . . . . . . . . . . . . . . .25Shonda Ingram


About Us

The mission of MODERN PARENTS

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

MODERN PARENTS provides a fresh, relevantconnection between the academic world andthe parenting world by providing innovative, re-search-based parenting strategies and tech-niques. In addition, we serve as a valuableresource for educators by showcasing Best Prac-tices and the most effective instructional strate-gies and techniques. Exposing parents toeffective instructional strategies not only broad-ens parenting strategies, but also provides thetools needed to ensure their children are receiv-ing quality educational experiences.

MODERN PARENTS Magazine is dedicated to increasing global literacy and enhancing thequality of life for families in our society. Readersgain access to information from expert practi-tioners and associations. From school to homeand all that lies between, MODERN PARENTS isyour source for the most innovative parenting andinstructional strategies and techniques.

MODERN PARENTS Magazine voices the mostpertinent issues and concerns of today’s parents.By providing trusted information to our audience,and featuring content that is driven by our read-ers, MODERN PARENTS is the premier resourceand choice for today’s parent.

We help parents make better decisions abouttheir most valuable investment ...

their children.

MODERN PARENTS welcomes letters, articles, artwork and photographs from our readers and the community. MODERN PARENTS

is not responsible for the return of unsolicited materials.

MODERN PARENTS Magazine is published quarterly by the National Family Development Institute.2536 Delta Pointe’ Drive, Marrero, LA 70072. Copyright 2014. Due to audit regulations, any re-quests for a change of address must be submitted in writing. Other subscription-related inquiriesmay use the same address, or telephone 504.339.5310/1.866.994.4242. Subscription rates: $24.95for one year; single copies $6.95. Pre-payment required for single copy orders. Address all sin-gle-copy requests and sample inquiries to the above address. Manuscripts must be accompa-nied by a self addressed envelope and return postage. Publisher assumes no responsibility forreturn of unsolicited manuscripts of art. All rights reserved. Reproduction without permission isstrictly prohibited.

LETTERS TO THE EDITOR Please include your full name, title and contact information. Letters are

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

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TRADUCTORA DE ESPAñOL

Victoria Bastani

CONTRIBUTING MEDIA CONSULTANT

Dennis Joseph

Talisa BeasleyRachel Paxton

Karen PlumleyMaria Zain

ADVISORy BOARD

Florence Townsend, Ph.DBelinda Alexander, MD

Myrna Nickens, MDTammie Causey-Konate, Ph.D

Adele London, JDAnthony White

PUBLISHER/EDITOR-IN-CHIEF

Carol Alexander-Lewis

CONTRIBUTING WRITERS

SPECIAL THANKS TO:

God

United States Department of Education

Harvard University, Graduate School of Education

Southern University at New Orleans:

College of Education and Human Development

VICE-PRESIDENT, MARKETING

Julian Stafford, Ed.D

CONTRIBUTING EDITORS

Adele LondonGrant Burns


modernparents


dearreader

I was invited to attend and cover the Har-

vard University, Urban Superintendents

Program (USP) 20th anniversary celebra-

tion. This weekend of festive activities was

surreal. Going to the Mecca of the field of ed-

ucation, and being welcomed by some of the

nation’s greatest minds was nothing short

of amazing. This was one of the most humbling experiences of my lifetime.

During each conversation and photo, I thought of you. I wished there was some

way I could have had each of you with me during this life changing experi-

ence. My primary thought as I posed each question was, “What would readers

want to know, and ask?” During each photograph I thought, “I hope the read-

ers will like this shot.” It will take some time to share coverage of the entire

event, however I hope you enjoy receiving it as much as I will enjoy sharing

it. After all, it was done especially for you. Please enjoy.

Bountiful Blessings and Happy Parenting!

Carol Alexander-LewisPublisher

[email protected]


Dr. Richard Elmore-Harvard University, Graduate School of Education


INFaNTS & TOddLErS

reading MILESTONES

6 months:

Exci ted by picture

books; tries to touch,

grab and put them into

mouth.

9 months:

Enjoys finding-games

such as, “Where is ..?”

You point to a picture

and say, “There it is!”

This is a reading version

of hide-and-seek.

12 months:

Holds book with help,

turns several pages at a

time.

15 months:

Moves around and may

not sit long for a story.

18 months:

Points to pictures and

enjoys interactions

during book time.

24 months:

Carries book around

house and “reads” to

dolls and others.

30 months:

Parent relates the ac-

tions in the book to a

child’s life; child wants

same story repeatedly.

3 years:

Holds book without

help, sits for a 5-minute

story or longer, likes

rhymes and nonsense

words.

4 years:

Turns pages one at a

time,retells familiar sto-

ries, pretends to read and

write, and makes up

“tall tales.”

hOME-SchOOL rELaTIONS

successful Family-School relationships

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

In this issue, we conclude our series on guidelines for

successful and productive home-school relationships.

Guideline 11: Once agreement is reached, discuss

the next topic.

During the conference,

you may want the teacher

to understand certain

things about your child,

or you may have a special

request. Once your point

is understood and the

teacher has agreed, it is

wise not to continue the

same discussion. It may

present new questions

which may reverse your

previous agreement.

Once a decision is made,

it is best to start dis-

cussing the next point.

You will find the confer-

ence to be much more

productive.

Guideline 12: Make sure you understand the infor-

mation the teacher is supplying.

Often teachers use educational jargon, not realizing par-

ents may not understand. Don't be afraid to ask for an ex-

planation or definition. Make sure when the conference

ends you have understood all the information reported. If

you are unclear or uncertain about any aspect of the con-

ference, your child may not benefit and learning may be

hindered. After all, don’t you encourage your child(ren)

to ask questions when they do not understand? Simply

follow your own advice

here.

Guideline 13: Keep

conferences short.

Conferences that run

more than 40 minutes

can be tiresome for

both parent and teacher.

If you can not accom-

plish all that has been

planned, ask for another

conference. By schedul-

ing a future conference,

you will have an oppor-

tunity to follow up on

previous agreements

and revise them, if nec-

essary.

Remember, your child will benefit from an amicable, en-

thusiastic relationship between parent and teacher. One

should function as the support system for the other. After

all, this is one of the most important relationships you

have as it relates to your child.


PrESchOOL


How to raise a reader

“Reading” willchange as yourchild grows–chewing books,turning pages,pointing outpictures, nam-ing things they recognize, pretending toread, mastering the complex process oflearning to read words and sentences andeventually whole stories.

Interesting stories, more than mastering

the mechanics early on, will encourage

children to be lifelong readers. So do your

part to make sure the books are enjoyable

for your individual child. This can be find-

ing a book with silly rhymes, fantastic il-

lustrations, a special subject, pictures and

pages made by

your child, or a

special trip to the

library or book-

store (or your pe-

diatrician.) Try to

combine books

your child selects with ones you think your

child may love.

Most importantly, remember that your

daily involvement will determine whether

reading is fun – the snuggling next to you,

the voices you give to the characters, the

little games you play by changing words

and stories, your undivided attention, and

your overall attitude toward reading. Have

fun.

3


ELEMENTary SchOOL

Five Hot homework Tipsfor parents

Learning doesn’t stop when the last bell rings

at school. When students bring work home,

it is a great time for parents to play a role in

their child’s education. Homework has many

benefits, such as providing extra time for re-

search or practice, helping students develop

study skills and teaching time management

skills. Here are five tips to help your child

benefit by the time spent on assignments and

maximize learning.

Study space: Set up a quiet, well-lit area for

your child to complete his or her homework.

Try to remove any distractions from the sur-

rounding area, like televisions, computers

(unless used for the assignment) and loud

conversations.

Imitation: Children imitate their parents.

When your child is focusing on homework,

join him or her in a similar, focused activity.

Crack open a favorite novel while they com-

plete their reading assignment, or balance

your checkbook while they work through

their multiplication tables.

Time management: Teach your child how

to manage their time. Schedule events,

homework, and tasks at home. For instance,

after school, set a specific time as “home-

work time” and for tasks at home give them

time limits.

Encourage independence: Some home-

work assignments are meant to be done by

the student alone, and hovering can take

away from the child’s learning process. Try

to step back, and if intervention is really

needed, make sure to provide guidance, not

just answers.

Tackle a challenge: Teach your child how

to identify the difference between the “hard”

homework questions and the “easy” ones.

Have him or her set aside the easier ques-

tions for later and tackle the hard ones first.U. S. Department of Education

ed.gov


MIddLE SchOOL

characteristics of Effective middle school teachers

What makes a great teacher at the middle school level?

At the middle-school level, teaching is a most challeng-

ing and daunting job, due partly to the rapid physical and

emotional maturation of this student population. Teach-

ers should have in-depth knowledge of their subject

matter, curriculum, and standards. There should be a

high level of enthusiasm, a positive attitude and a thirst

for knowledge. Teachers should be skilled in how to ap-

propriately discipline and manage a classroom with di-

verse needs and personalities. They must be confident

that their efforts make a difference in the lives of ado-

lescents. A few research-based characteristics of an ex-

cellent middle-school teacher are as follows:

1) They expect that all students can and will achieve and

thrive in their classroom, and they do not give up on un-

derachievers.

2) Effective teachers have lesson plans that give students

a clear idea of what they will be learning, what the as-

signments are and what the grading policy is. Assign-

ments have learning goals and give students ample

opportunity to practice new skills. Effective teachers are

consistent in grading and returns work in a timely man-

ner.

3) They are in their classrooms early and ready to teach.

They present lessons in a clear, concise and structured

way. Their classrooms are stimulating and organized in

such a way as to minimize distractions.

4) Effective teachers use facts as a starting point, not an

end point; they ask “why” questions, look at all sides and

encourage students to predict what will happen next.

They ask questions frequently to make sure students are

following along. They try to engage the whole class, small

groups, and they do not allow a few students to domi-

nate the class. They keep students motivated with var-

ied, lively approaches.

5) They reach parents through conferences and frequent

written reports home. The do not hesitate to email, text

and/or pick up the telephone to call a parent about a stu-

dent.


hIgh SchOOL

ed.gov

Today we continue

our advice from the

United States Depart-

ment of Education to

high school parents.

Encourage your child

to take more Ad-

vanced Placement

(AP) courses in high

school.

Advanced Placement

courses are classes that

high school students

take to prepare them for

college, or post-sec-

ondary education. Stu-

dents receive actual

college credit while still

in high school. This op-

portunity can also help

parents financially. The

AP courses that students take in high school will re-

duce the number of credit hours they are required to

take during the fresh-

man year. As a result,

students can likely take

classes ahead of sched-

ule. This could result in

an earlier graduation

date, thus saving par-

ents college costs.

How does the curricu-

lum of an AP course

differ from the "nor-

mal" high school

course? AP courses

provide the equivalent

of first-year college in-

troductory courses.

Students are given the

responsibility to rea-

son, analyze, and un-

derstand for

themselves. AP courses include content as described in

The College Board overview and course syllabi.

Preparing for college in high School

Join us on Facebook.com/modern.parents

hEaLTh

G ” w” oa”

U R What U Eat Food supplies the nutrients needed to fuel your body so you can perform your best. Go, Slow, Whoa is a simple way to recognize foods that are the smartest choices.

Foods: Eat almost anytime (Most often) — they are lowest in fat, added sugar, and calories Foods: Eat sometimes (Less often) — they are higher in fat, added sugar, and/or calories

Foods: Eat once in a while (Least often) — they are very high in fat and/or added sugar, and are much higher in calories

Food Groups GO SLOW WHOA Fruits Whole fruits (fresh, frozen, canned, dried) are smart choices. You need 2 cups of fruit a day. 1 cup is about the size of a baseball.

Vegetables Adding fat (butter, oils, and sauces) to vegetables turns them from Go foods to Slow or Whoa foods.You need 2 ½ cups of vegetables a day. Dark green and orange vegetables are smart choices.

Grains Try to make at least half of your servings whole grain choices and low in sugar. An ounce of a grain product is 1 slice of bread, 1 cup of dry cereal, or ½ cup of cooked rice or pasta.You need about 6 ounces a day.

Milk Milk products are high in vitamins and minerals. Fat-free and low-fat milk and milk products are smart choices. About 3 cups are needed each day; 1 cup of milk,1 cup of yogurt or 1 ½ ounces of natural cheese count as 1 cup.

Meats & Beans Eating 5 ½ oz. a day will give you the protein, vitamins and minerals you need. Limit meats with added fat. Smart choices include beans (¼ cup cooked), nuts (½ oz.) and lean meats (1 oz.) baked or broiled.

The amounts of foods recommended per food group are based on a 2,000-calorie diet, the approximate number of calories for most active boys and girls ages 9-13. U.S. Department of Agriculture, Center for Nutrition Policy and Promotion.

We Can! and the We Can! logo are trademarks of the U.S. Department of Health & Human Services (DHHS). U.S. Department of Health & Human Services.

WU R

hat U WWhat U E

at U E Eat

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cOLLEgE


What are the eligibility requirements for a parent to get a Direct

PLUS Loan?

■ You must be the biological or adoptive parent (or, in some

cases, the stepparent) of the student for whom you are borrowing.

■ Your child must be a dependent undergraduate student who is

enrolled at least half-time at a school that participates in the Direct

Loan Program. Generally, your child is considered dependent if

he or she is under 24 years of age, has no dependents, and is not

married, a veteran, a graduate or professional degree student, or a

ward of the court.

■ You cannot have an adverse credit history (a credit check will

be done).

■ In addition, you and your child must be U.S. citizens or eligible

noncitizens, not be in default on any federal education loans, not

owe an overpayment on a federal education grant, and meet other

general eligibility requirements for the federal student aid pro-

grams.

NOTE: To receive a PLUS loan, both you and your child must meet all general

eligibility requirements. You can find more information about these requirements

at StudentAid.gov or by contacting the school’s financial aid office.

How can Direct Loans help pay for college or career school ex-

penses?

Direct Loans are federal loans to help you pay for the cost of your

child’s education at a four-year college or university, community

college, or trade, career, or technical school. The lender is the U. S.

Department of Education (ED) rather than a bank.

Direct Loans are:

■ Simple—You borrow directly from the federal government.

■ Flexible—You can choose from several repayment plans that aredesigned to meet your needs, and you can switch repayment plans

if your circumstances change.

Funding the college Years

studentaid.ed.gov

SPEcIaL NEEdS

Autismspeaks.org

Today we continue our series on Autism. In our

previous issue, Family Therapist, Kathryn Smer-

ling, Ph.D., provided tips for parents. In this in-

stallment of the series, Smerling shares tips for

siblings.

Tips for Brothers & Sisters

Remember that you are not alone. Every fam-

ily is confronted with life's challenges… and yes,

autism is challenging… but, if you look closely,

nearly everyone has something difficult to face

in their families.

Be proud of your brother or sister. Learn to

talk about autism and be open and comfortable

describing the disorder to others. If you are com-

fortable with the topic…they will be comfortable

too. If you are embarrassed by your brother or

sister, your friends will sense this and it will make

it awkward for them. If you talk openly to your

friends about autism, they will become comfort-

able. But, like everyone else, sometimes you will

love your brother or sister, and sometimes you

will hate them. It's okay to feel your feelings.

And, often it's easier when you have a profes-

sional counselor to help you understand them –

someone special who is here just for you! Love

your brother or sister the way they are.

Spend time with your Mom and Dad alone.

Doing things together as a family with and with-

out your brother or sister strengthens your fam-

ily bond. It's OK for you to want alone time.

Having a family member with autism can often

be very time consuming, and attention grabbing.

You need to feel important too. Remember, even

if your brother or sister didn't have autism, you

would still need alone time with Mom and Dad.

Find an activity you can do with your brother

or sister. You will find it rewarding to connect

with your brother or sister, even if it is just put-

ting a simple puzzle together. No matter how im-

paired they may be, doing something together

creates a closeness. They will look forward to

these shared activities and greet you with a spe-

cial smile.



MOdErN EdUcaTOr

dr. richard ElmoreHarvard University,

graduate school of education

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

Today, we continue our conversation with the

Director of the Doctor in Educational Lead-

ership (Ed.L.D.) program at the Harvard

Graduate School of Education, Dr. Richard

Elmore.

Dr. Elmore: Educators have to be mindful

of how families handle discipline issues and

how the school handles issues. They won't

always be the same. In certain circumstances

there will be certain disagreements about

what is and what is not appropriate behavior.

I would make the following proposal; which

is that we open up children’s experiences in

school more to parents inspection and par-

ticipation. Parents have a lot of competing

demands on their time, which means they

won’t always be able to come to school at the

times that are convenient for educators. They

won’t always be able to come to school dur-

ing the regular school day, but to the extent

possible, I think parents should experience

some of the things that their children are

doing in school, in real time. Unless you have

a very clear idea of how your child is partici-

pating in school, being a good parent in rela-

tion to the school is always going to be very

difficult.

Schools should check in with parents about

grades, academic performance and discipline

issues, invite parent participation, and partic-

ipate in parent organizations. Each of these

things is vitally important. We look forward to hearing more from Dr. Elmore in upcoming issues.


ParENT TOOLkIT

ed.gov

mY VISION For tHe FUTUrE

This activity uses art to create a picture of the future. This is a

great opportunity to share thoughts, feelings and visions you may

have for your child.

1. Get two large pieces of construction paper -- one for you and

one for your child.

2. Use crayons and/or markers to draw, or cut out, pictures to

show how you think your child’s future will look. Have him show

how he sees his own future.

3. Creatively glue your selected pictures to construction paper.

Enjoy and discuss your visions of the future.

WHAT YOU WILL NEED:

R Construction Paper

R Glue

R Crayons, markers, and/or

colored pencils

R Magazines, newspapers

PrEgNaNcy

Join us Facebook.com/modern.parents and Twitter.com/Mod_Parents_Mag modernparentsmagazine 17

Breastfeeding has many health benefits

for moms and babies. For example,

breastfeeding will:

✤ Help protect your baby from in-fection and illness

✤ Give you and your baby time to beclose and bond

✤ Save your family money

By making healthy food choices, you’ll

help you and your baby get the nutri-

ents you both need.

Most people can get all the nutrients

they need by making healthy food

choices. If you are worried about get-

ting enough nutrients while breast-

feeding, ask your doctor about taking a

multivitamin.

Make your calories count.

To get the nutrients you need while

breastfeeding, make sure to include

these foods in your diet:

✤ A variety of vegetables and fruits

✤ Seafood, poultry, lean meats, eggs, beans, and nuts

✤ Fat-free or low-fat milk or soy products with addedcalcium

✤ Brown rice, 100% whole-wheat bread, and otherwhole grains

✤ Fortified cereals (cereals with added iron and folicacid)

Limit foods and drinks high in “empty calories” from

added sugars and solid fats. Foods and drinks with lots

of empty calories include desserts, fatty meats, fried

foods, and sugar-sweetened drinks.

Eat 8 to 12 ounces of seafood each week.

Fish and shellfish have nutrients that can

help your baby see and learn better. Eat

seafood 2 to 3 days a week. Be sure to in-

clude a variety of healthy choices, like:

✤ Salmon

✤ Catfish

✤ Cod

✤ Herring

✤ Canned light tuna

✤ White (albacore) tuna – no more than6 ounces a week.

Avoid fish that are high in mercury, espe-

cially swordfish, tilefish, shark, and king

mackerel. Mercury is a metal that can hurt

your baby’s development.

Drink plenty of fluids.

Your body needs extra fluids, like water and

fat-free or low-fat milk, when you are

breastfeeding. Limit or avoid drinks that

are high in caffeine or added sugars. Try drinking a glass

of water every time you breastfeed.

If you choose to drink alcohol, follow these safety tips.

✤ Wait until your baby is at least 3 months old and hasa breastfeeding routine.

✤ Plan ahead for how you’ll feed your baby if he getshungry. For example, pump (express) some breast milk

before having any alcohol.

✤ Drink only in moderation – for women, this meansno more than 1 drink a day.

✤ Wait at least 4 hours after having a drink beforebreastfeeding. (Any alcohol that’s in your blood when

you breastfeed will pass into your breast milk.)

eat Healthy While Breastfeeding: Quick tips

U.S. Department of Health and Human Services


Dr. Louise Kaltenbaugh-Associate Professor-College of Education &

Human Development, Southern University at New Orleans

Dr. Pamela Wanga,

Director-

Child

Development

& Family Studies.

Southern

University

at New Orleans

Distinguished panel of presenters: L-R: Anthony White, Sr.-CEO, Parental Involvement Exchange (New Jersey);

U.S.Congressman-Cedric Richmond; OPSB School Board Member-Ira Thomas; Carol A. Lewis-Publisher, Mod-

ern Parents Magazine; Southern University at New Orleans Faculty: Chancellor Victor Ukpolo, Dr. Louise

Kaltenbaugh-Associate Professor-College of Education & Human Development, Dr. Pamela Wanga-Director-

Child Development & Family Studies

modern parents magazineU. s. department of education

ParENT POWEr Forum

Seguir centrando su atención en la

necesidad de estructura y rutina para

diario de su niño.

Recordatorios tangibles:

vUn reloj en la habitación;

vLos gráficos para tareas domésticas;

vAsignación de notas para registrarlas tareas escolares y una carpeta es-

pecífica para trabajar en al terminar;

vObtener la atención del niño antes

de hablar con él o ella. Haga que el

niño vuelva a repetir las instrucciones

para las cosas que son realmente im-

portantes.

Evitar lo siguiente:

vAdministrar consecuencias sin avisoprevio y sin que el niño comprender

por qué él o ella reciben; y

vRespuesta incoherente a compor-tamientos inapropiados.

Consejos para el hogar

Trastorno por déficit de atención conhiperactividad (adhd)

U. S. la secretaría de Educación

ESPEcIaL NEcESITa

modernparentsmagazine 19

20 modern parents magazine

common core content standards

What are Common Core State Standards?

Common Core State Standards (CCSS) is not a cur-

riculum. Common Core State Standards do not tell

the teacher or school how to teach, but they do tell

what knowledge students should have and what skills

they should be able to do throughout their K-12 ed-

ucation. CCSS are standards written to prepare chil-

dren for 21st century college and career expectations.

The following tips will help you to help your child.

1. Find Out for Yourself.

Go to the website and review the CCSS. (It may be

good to read through them with a friend or even

have your child read the standards with you.)

Reading Writing, Listening, and Speaking Standards:

http://www.corestandards.org/ela-literacy

Mathematics Standards:

http://www.corestandards.org/math

2. Make Sure That Your Child is Academically

Challenged.

Review your child’s school assignments. Check to see

if your child’s school work mirrors the kind of things

that you read about in the CCSS. If it does not,

make an appointment with your child’s teacher and

find out why your child’s work is different.

3. Learn More. Reduce Fears About CCSS and

What is Expected at School.

Reduce your child’s anxiety about testing by becom-

ing familiar with the standards your child will be

asked to execute. The majority of the assessment

questions will be text dependent. This means that

your child will be asked to read and analyze texts, di-

agrams, and charts; and, then use the information to

answer, support reasons, or interpret.

The National Governors Association and the Council of Chief State School Officers ask states to voluntarily

adopt common core standards and assessments. The aim of adopting common core standards was to promote

uniformity in how students are educated throughout the United States. The common core standards are in-

tended to increase accountability for principals, teachers, and students. The goal of the standards are to help

students demonstrate knowledge needed for 21st century success and to compete globally with students and

adults in other parts of the world.

Author: John McCrary, Lead Consultant, SWD Education Consulting, LLC (225) 361-5647, (770) 403-5516. [email protected]

EdUcaTOrS


Why Are Best Practices Important?

Thomas L. Friedman, author of The

World Is Flat, refers to a Twenty-first

Century world that will be very differ-

ent from the one in which we were ed-

ucated. To survive in a new, globally

competitive world, today's children will

need creativity, problem-solving abili-

ties, a passion for learning, a dedicated

work ethic and lifelong learning oppor-

tunities. Students can develop these

abilities through instruction based on

Best Practice teaching strategies.

What Are Best Practices?

Best practices are an inherent part of a

curriculum that exemplifies the con-

nection and relevance identified in ed-

ucational research. They interject rigor

into the curriculum by developing

thinking and problem-solving skills

through integration and active learning.

Relationships are built through oppor-

tunities for communication and team-

work. Best practices are applicable to

all grade levels and provide the build-

ing blocks for instruction.

Best practices motivate, engage and

prompt students to learn and achieve.

Students who receive a balanced cur-

riculum and possess the knowledge,

skills and abilities to transfer and con-

nect ideas and concepts across disci-

plines will be successful as measured by

standardized tests and other indicators

of student success. Four best practices

for teachers include teaching a balanced

curriculum, teaching an integrated cur-

riculum, differentiating instruction to

meet individual student needs and pro-

viding active learning opportunities for

students to internalize learning. Join us as we continue this article in the next issue.

North Carolina Public Schools

ncpublicschools.org

Best practices

modernparentsmagazine 21


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modernparentsmagazine.com 23

IMPOrTaNcE OF ParENTaL INVOLVEMENT

Dr. Sheila Harrison-Williams

is the Superintendent of

Hazel Crest School District

152.5 in Hazel Crest, Illinois.

Dr Harrison feels that

parental involvement is a

contributing factor to student success. We

are delighted to share her heartfelt view.

Modern Parents Magazine (MPM):

Please share your view of parental involve-

ment with our readers.

Harrison-Williams: First, I view our par-

ents as partners in the educational process.

I view parental involvement as the level of

parental support and participation a parent

has in their child’s education. The research

shows, and we know as experienced educa-

tors, that parental involvement in a child’s

education greatly improves the academic

success of the student.

MPM: How can schools

use parental involvement to

increase student achieve-

ment?

Harrison-Williams: When

parents are involved in their child’s education

at home, the child does better in school. Stu-

dents should be encouraged to practice read-

ing at home by reading to their parents.

Parents that read to their children and have

books available in the home, contribute to

student achievement. Schools should offer a

parental involvement program that will lead

to increased student achievement. This

should include seminars/workshops de-

signed to teach parents how to help children

with studying and completing assignments at

home and helping parents to reinforce aca-

demic skills. Schools should encourage par-

ents to volunteer in their child’s class and/or

school; provide workshops on parenting

skills; and provide opportunities for parents

to continue their education.

dr. sheila Harrison-Williams, superintendent Hazel crest school district

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

WELcOME: ST. Mary PUBLIc SchOOLS

The St. Mary Parish school district represents a highly progressive, dynamic, educa-

tional organization focused on the academic achievement of all students. The dis-

trict’s journey in realizing its educational goals has served as the driving force behind

the deployment of resources, selection of instructional programs, and assignment of

personnel.

Through deliberate, collaborative action, St. Mary Parish has realized significant

growth in various student groupings including a considerable narrowing of the

achievement gap among elementary students. The district’s instructional staff pro-

vides a stable foundation promoting learning and building a climate for students to

realize success.

The magnitude of this academic progress has been a direct result of our dedicated

instructionally-focused personnel. The steadfast efforts of all stakeholders have en-

abled our district to become one in which all students and teachers are valued as in-

dividuals and stretched to achieve their fullest potential.

I invite you to virtually explore our district. In addition to overall district informa-

tion, the webpage also provides an overview of each school’s accomplishments, cur-

rent endeavors, and future directions. While our district remains a work in progress,

the culture has truly evolved into a data-driven, academically responsive school sys-

tem wherein teaching and learning take precedence.

- Dr. Donald Aguillard, Superintendent

St. Mary Parish Schools

http://www.stmary.k12.la.us/

“B” Performance Status


NFL MomsHonda ingram

MOdErN ParENT

Today, we continue our conversation with

Mrs. Shonda Ingram. Shonda is the mother

of New Orleans Saints Running Back, Mark

Ingram. Ingram continues to provide insight

on the development of the son she nurtured

into an NFL player.

Modern Parents Magazine (MPM): We

know you are the mother of a successful

NFL player, but please tell us a little about

you.

Ingram: Sure, I am a high school social

worker. My mother was a school teacher. So,

from an early age, education was always very

important. Going to school and having good grades

were part of Mark’s upbringing. We valued education

early. That was instilled in him as part of his upbring-

ing. He had to have a 3.0 (we should have made it

higher) in order to participate in sports. If he got a

“C” he wouldn’t play and his team would be mad at

him.

MPM: Amazing, and cute. When he was a young

child, did he always gravitate toward sports? How did

you know he really loved it?

Ingram: He was always interested in sports. He was a

busy little child. He was always into something. He

loved to play outside. He was always outside. He

would play on the trampoline, play basketball, he was

just busy. If you put him with other kids, it would al-

ways turn into a competition. “Oh, I can jump higher

than you.” He was always very competitive. He started

playing organized sports at about three or four, flag

football. He just loved it. He played football. He did

Kae Twon Do. He did swimming. He did golf. He just

loved all the sports. Anything with a ball and anything

to compete, he just loved.

MPM: There appears to be a common thread among

children who go on to become professional athletes.

Of course there are exceptions. Your thoughts.

Ingram: You can’t really teach it. Some people are just

born with it. Some kids are born just wanting to thrive,

wanting to compete. He and his dad used to play bas-

ketball together. He was little, and his dad would never

let him win, so he became pretty good out there.

MPM: That’s great. Then I’m sure he was very in-

strumental in developing his skill set.

INGRAM: Yes, yes, yes

Mark Ingram poses for photographs with guests, including his mother Shonda, left, and uncle William Nelson,

rear left, after he was selected by the New Orleans Saints in the first round of the NFL football draft in New York.


MOdErN ParENTS MagazineSUGGESTED

USES

•Focus on one article at a time. Create a parent interaction system that allows parents to respond to the most help-

ful components of the magazine.

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

•Create a parent quiz based on articles.

•Have students share how MPM strategies are used, and/or the differences they are making at home.

•Name one parent an “Expert” in a designated topic after she/he reads and creates a parent activity revolving

around an MPM strategy or technique.

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

•Designate a section in your school to reflect how MPM strategies are used at home, thus showcasing active home-

school interaction.

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

•Cite MPM data in school newsletters and correspondences.

•Have a Parent Quiz Bowl or MPM-related activity at your next PTO meeting for a refreshing change of pace.

•Compile parent and/or teacher suggestions on innovative ways to use the publication. Submit your suggestions

to MPM for possible publication. Imagine having your school featured in a national publication.

•Use MPM to nurture, develop or support parent writers; include teachers and students, as well. Submit for pos-

sible publication. Be sure to indicate your school.

•Log the topics/articles that garner the greatest response. Document the greatest area of growth in your parents.

•Use MPM content during Family Night activities. The use of MPM in your school sends the message that your

school supports its parents and is dedicated to developing well-informed parents.

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

•Display a Parent Enlightenment or Parent Growth Chart in your school to showcase areas of parental growth or

enlightenment.

•List MPM in your School Improvement Plan. It meets parental/family involvement requirements.

Contact us for additional uses for MODERN PARENTS Magazine



Families in the know

Dr. Diane Bordenave, Child Development and Family Studies

Southern University at New Orleans

[email protected]

You’ve heard the expression, “Knowledge

is Power!” When it comes to you and your

child with special needs, knowledge about

issues related to children with disabilities

can empower your family and the commu-

nity in which you live. The following are

ten “need to know” items that can help

you create and implement your own action

plan built on best practices and available

resources. Your role is vital. It is through

the actions of parents and family members

like you, that legislation and organizations

have improved the lives of all children and

families.

1. Know the Law

There are four key pieces of legislation to

know that have the most impact on stu-

dents with special needs and their families:

Individuals with Disabilities Education Act

(IDEA); No Child Left Behind Act

(NCLB); Section 504 of the Rehabilitation

Act; and Americans with Disabilities Act

(ADA). State laws usually mirror these

federal statutes.

2. Know the Process

Each law mandates the process to follow

if you have a child you suspect has special

needs or who has a documented disability.

You must know the steps in the process

from the start, because you and your fam-

ily must live with the end results.

3. Know Your Rights

IDEA and other legislation give families

certain rights, starting with requesting an

evaluation, being a part of the decision

making team, and the right to contest the

decisions made for your child. A copy of

your rights must be given to you, so make

sure you read it!

4. Know the Language

IEP, LRE, BIP, accommodations or mod-

ifications....can seem like a second lan-

guage. Know the lingo. Research the

terms and know what they mean so you

can participate fully in the process.

5. Know Who Qualifies

IDEA defines specific criteria for cate-

gories of disabilities. Know who qualifies

for services under IDEA, but don’t stop

there. It is possible that your child can

have his needs met through Section 504 or

other laws.

Join us as we will continue this article in the next issue.


BECOME A MEMBER. Membersh ip is

open to any ind iv idua l o r o rgan iza t ion

in teres ted in the hea l th o f the i r

Southeast Lou is iana communi t ies .

MEETINGS are he ld on the four th

Wednesday o f every month .

LOCATION var ies and ro ta tes between

Or leans, S t . Bernard , Je f fe rson, and

P laquemines par ishes.

V is i t our WEBSITE to learn more about

our p rograms a t :

www.gu l fcoastenv i ronmenta lhea l th .com

Crescent Region Collaborative Coalition

Helping communit ies f ind solut ions to their problems

Coal i t ion Overv iew A guiding principle of public health is

to address community priority health

concerns and engage community

members in coming to a resolution -

problem-solving solutions. Using this

public health fundamental as a

springboard the Crescent Region

Collaborative Coalition was

developed. The CRC Coalition is a

coalition of organizations and

community stakeholders who bring

their ideas and actions together to

promote environmental & health

education.

The integration of the coalition and

the collaborative problem solving

framework into the Tulane

University Center for Environmental

Health, Leadership, and Strategic

Initiatives is an evolutionary step to

create more meaningful

relationships with our neighbors in

the community, enabling us to

work more closely to effect

change.

W W W . G U L F C O A S T E N V I R O N M E N T A L H E A L T H . C O M 1440 Canal Street Suite 1172 New Orleans, LA 70112 504.988.1923 [email protected]

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