section v changing the way we do business in the village through parent/family empowerment raising...

Section VChanging the Way We Do

Business in the Village through Parent/Family

Empowerment

Raising Achievement & Closing Gaps Section

NC Department of Public Instruction

Third Edition

Changing the Way We Do Business in the Village through Parent/Family Empowerment | Raising Achievement & Closing Gaps SectionPUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction

i

Table of Contents

SECTION I Self-Esteem & Student Achievement

SECTION II Managing Behavior &

Promoting Self-Discipline

SECTION III Effective Parent/Teacher Conferences

SECTION IV Home Study Skills

SECTION V Language Development

SECTION VI Knowledge is PowerChanging the Way We Do Business in the Village

through Parent/Family EmpowermentRaising Achievement & Closing Gaps Section

PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction

ii

Section I

Self-Esteem and Student Achievement

SE 1

Changing the Way We Do Business in the Village through Parent/Family Empowerment



Objectives •Define self-esteem and the relationship between self-esteem and academic achievement.

•Discover how self-esteem is developed

•Understand the important role of parents’ self-esteem in the development of their child’s self-esteem.

•Identify specific ways parents can build their child’s self-esteem.

Self-Esteem & Student Achievement

Changing the Way We Do Business in the Village through Parent/Family Empowerment | Raising Achievement & Closing GapsPUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public InstructionSE 2

What is Self-Esteem?

It’s a word we use to describe howwe feel about ourselves.



Activity

“How is Self-Esteem Developed?”



Activity

“Ways Parents Can Build Their Own Self-Esteem”


Changing the Way We Do Business in the Village through Parent/Family Empowerment | Raising Achievement & Closing GapsPUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction SE 5

Self-Esteem andAcademic Achievement •When self-esteem is high, children learn and retain more.

•Children with a high self-esteem are able to cope more creatively with life.



Elements of Building Self-Esteem

A. Security

B. Identity

C. Belonging

D. Purpose

E. Competence



Why is Self-Esteem Important?

•How a child feels about himself/herself will impact his/her outlook on life.

•A child’s success or failure may be contingent upon personal self-esteem.



Maslow’s Hierarchy of Needs

Sense of Belonging to a Group, Acceptance of Other People, Love and Affection


Protection from Physical Harm, Freedom from Anxiety and Fear

Achievement of Independence, Self-Esteem, Recognition, Confidence, Deserved Respect

SELF-FULFILLMENT NEEDS

EGO NEEDS

SOCIAL NEEDS

SECURITY NEEDS

PHYSIOLOGICAL NEEDS Food, Shelter, Clothing, Sleep

Sense of Accomplishment, Sense of Achievementat Full Capacity, New Challenges, Broadeningof Horizons of Interest/Self-Actualization


Activity

“Saving Danny”





Ways Parents Can Build Self-Esteem in their Children

A. Understanding and accepting our children’s learning problems and demystifying these problems for them

B. Teaching children how to solve problems and make decisions

C. Reinforcing responsibility by having children contribute

D. Learning from rather than feeling defeated by mistakes

E. Special needs or feeling special

Activity

“Ways I Can Help My Child Build Self-Esteem”



Take-home Activity

“Building Self-Confidence”



Section II

Managing Behavior and PromotingSelf-Discipline

MB 1

Changing the Way We Do Business in the Village through Parent/Family Empowerment



You just got to love them!

Managing & Promoting Self-Discipline

Changing the Way We Do Business in the Village through Parent/Family Empowerment | Raising Achievement & Closing GapsPUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public InstructionMB 2

Objectives• Identify annoying behaviors and their relationship to the environment.• Identify responsible and irresponsible behaviors and the goal of

behaviors.• Identify key social and emotional skills children need.• Identify 40 Developmental Assets® and develop an understanding of

the importance of each in relation to a child’s behavior.

• Identify and understand the importance of Eight Traits of Character Education.

• Gain insight into certain truths about behavior.• Identify key facts about challenging behaviors.



Objectives (continued)

• Identify ways behaviors are learned.• Define discipline, punishment, positive reinforcement and their

affects on behavior management. Identify factors that influence children’s behavior and define prevention.

• Identify strategies for intervening when irresponsible behaviors are displayed.

• Identify three types of parenting styles (permissive, author-itative, mentoring/affirming) and characteristics of each.

• Identify the importance of positive relationships.• Discover questions children can use for self-reflection during

discipline.• Practice teaching a behavior or intervention.



Examining Our Attitudes about Challenging Behavior

•What behaviors make you crazy orpush your buttons?

•How do these behaviors make you feel?


Changing the Way We Do Business in the Village through Parent/Family Empowerment | Raising Achievement & Closing GapsPUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction MB 5

Activity

“Identifying Responsible, Irresponsible and Replacement Behaviors”



Key Social and EmotionalSkills Children Need

•Key Skills- Confidence- Capacity to develop good relationships with peers- Concentration and persistence on challenging tasks- Ability to effectively communicate emotions- Ability to listen to instructions and be attentive

•When children don’t have these skills, they often exhibit challenging behaviors.

•We must focus on teaching the skills!! “Promoting the Social Emotional Competence of Young Children.”

The Center on the Social and Emotional Foundations for Early Learning. 2003.



40 Developmental Assets® (Activity)

•External Assets- Support- Empowerment- Boundaries & Expectations- Constructive Use of Time

Source: Search Institute

•Internal Assets- Commitment to Learning- Positive Values- Social Competencies- Positive Identity



Eight Traits ofCharacter Education•Courage•Good judgment•Integrity•Kindness

•Perseverance•Respect•Responsibility•Self-discipline


Source: Public Schools of North Carolina. Character Education Informational Handbook and Guide. Raleigh, NC. NCDPI, 2002.


What is True about Behavior?

•Behavior is learned.

•Behavior is escalated through successive interactions or repeated practice.

•Behavior can be changed through an instructional approach.



What is True about Behavior? (continued)

•Challenging behavior is most often related to some underdeveloped skill (e.g., language, social).

•Behavior that persists over time usually has some payoff for the child.

•When we have positive relationships with children, supportive home environments, and when we focus on teaching social and communication skills, we reduce the likelihood of challenging behavior.



What is True about Behavior?(continued)

•Children’s behavior is influenced by the relationship and interactions between adults and children in varied settings.

•Managing behavior is not simply about adults having control over a child.



“If a child doesn’t know how to read, we teach.”“If a child doesn’t know how to swim, we teach.”“If a child doesn’t know how to multiply, we teach.”“If a child doesn’t know how to drive, we teach.”“If a child doesn’t know how to behave, we……..... ……….teach? ………punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

Tom Herner (NASDE President, Counterpoint 1998, p.2)



Challenging Behavior is…•any repeated pattern of behavior that

interferes with learning or engagement in pro-social interactions with peers and adults;

•any behavior that is not responsive to the use of developmentally appropriate guidance procedures.

“Promoting the Social Emotional Competence of Young Children.” TheCenter on the Social and Emotional Foundations for Early Learning. 2003.



Why Some Children Engage in Challenging Behavior • Children engage in challenging behavior

because “it works” for them.

• Challenging behavior results in thechild gaining access to something or avoiding something.



If behaviors are learned. . .then how do children

learn behaviors?



Discipline vs. Punishment



Positive Reinforcement…•shapes behavior by setting clearand appropriate expectations, recognizing when they are displayed, and acknowledging the accomplishment; and

•helps the adult create a positive environment that allows others to discourage irresponsible behavior in children.



Identify Factors ThatInfluence Children’s Behavior•Be conscious of the child’s body language.

•Recognize possible triggers for the child.

•Take into consideration outside factors andinfluences on the child’s behavior:- an argument at school or in the neighborhood;- an incident on the bus;- difficulties with siblings, peers, etc.



Focusing On Prevention Means:1. intervening early in a proactive manner;

2. recognizing triggers or patterns of behaviorand routines that preface the display of irresponsible behavior;

3. pre-correcting frequently before the irresponsible behavior occurs; and

4. praising the child for displaying theresponsible behavior.



The DOs of Intervention



Three Types of Parenting Styles

•Permissive

•Authoritative

•Mentoring/Affirmative

www.4parents.gov



Take-home Activity

“What type of parent are you?”



Section V

Relationships are

Key to Motivating Children

to Become Self-governing



Questions for the Child’sSelf-reflection during Discipline•What did you do?

•When you did that, what did you want?

•What are a few other things you couldhave done instead?

•What will you do the next time?



Activity (Optional)•Develop a method for teaching a

desired behavior

•Develop and present a role-play activity demonstrating either:- Intervention prior to the display of irresponsible behavior- Intervention during the display of an irresponsible behavior- Teaching a desired behavior



Teaching Self-Discipline . . .•may be stressful at times;

• requires planning and preparation;

•may be time consuming;

•may involve more than the childand the parent;

• requires the use of multiple strategiesand interventions; and

• is necessary for success in school and in life.



Section V

“Promoting the Social Emotional Competence of Young Children.”The Center on the Social and Emotional Foundations for Early Learning. 2003.

Managing Personal Stress:Thought Control

Calming Thoughts“This child is testing to see where the limits are. My job is to stay calm and help him learn better ways to behave.”

“I can handle this. I am in control. [My child has] just learned some powerful ways to get control.I will teach [him] moreappropriate ways to behave.”

Upsetting Thoughts

“That child is a monster. This is getting ridiculous. He’ll never change.”

“I’m sick of putting out fires!”



Effective Parent/Teacher Conferences

Section III

Changing the Way We Do Business in theVillage through Parent/Family Empowerment



PT 1

Objectives


•Identify the purposes ofparent/teacher conferences.

•Identify the rights of parents/guardians.

•Develop and use strategies to prepare for parent/teacher conferences.

Changing the Way We Do Business in the Village through Parent/Family Empowerment | Raising Achievement & Closing GapsPUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction PT 2


•Identify and use effective communication skills during parent/teacher conferences.

•Identify questions parents should ask during the parent/teacher conference.


Changing the Way We Do Business in the Village through Parent/Family Empowerment | Raising Achievement & Closing GapsPUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public InstructionPT 3

The Purposes of Parent/Teacher Conferences

Activity



You Have the Right to…

•review records,

•take time off for school-related matters, and

•talk with your child’s teacher.



Activities

“Preparing for the Parent/Teacher Conference”



The Importance of Basic Communication Skills in a

Parent/Teacher Conference



Active Listening…•tends to be more difficult than most realize;

•requires the listener to focus on the speaker in order to understand the speaker’s message; and it

•requires the listener to suspend judgments and direct her energy into listening attentively.



Active Listening Skills•Focused attention

•Verbal feedback

•Open mindedness

•Questioning techniques

•Expressed interest



10 Suggestions to Improve Listening Skills• Stop talking.• Concentrate on the speaker.• Put the other person at ease.• Remove distractions.• Be patient.• Hold your temper.• Do not argue; reserve your criticism.• Make eye contact.• Ask questions.• Stop talking.

Adapted from the University of Minnesota Extension Servicewww.Extension.umn.edu/parentsforever



Activity

“Just the Facts”



Activity

“Active Listening”



Put Another Way

Do Don’t

• Use active listening skills • Yell

• Remain calm • Use profanity

• Write a thank-you note • Threaten anyone

that reflects the outcome • Throw tantrums

of the meeting



What SHOULD I Ask?



Empowering Questions Parents and Advocates Should Ask Schools•At what level is my child performing on the End-of-

Grade or End-of-Course Tests? What is my child’s scale score within that level? (Note: If your child is performing at Level I or Level II, say, “I wish to review my child’s Personal Education Plan.” If there is not one, insist that one be written with parental input.)



Empowering Questions Parents and Advocates Should Ask Schools•On what grade level is my child being taught?

•Who is my child’s counselor and what does he/she do with my child?

• Is my child in rigorous and challenging classes? What does the school do to get more minority and other diverse students in these types of classes? What supports are given to these students – academically and socially?



Empowering Questions Parents andAdvocates Should Ask Schools (continued)

•How does my child perform in class, academically, behaviorally, and with regard to completion of homework?

•Did our school make its ABC goals? What is the level of performance of our school? Did all of our school’s subgroups make Adequate Yearly Progress (AYP)?



Empowering Questions Parents and Advocates Should Ask Schools (continued)

•How is the school using its “at-risk” funds, Title I funds, the Student Accountability Standards funds, or other funds to assist students who are functioning below grade level? (Ask specifically about your child if your child is performing at Level I or Level II.)

•Does our school use “ability grouping” to track students? If so, what is the percentage of minority students and other diverse students (African-American, American Indian, Hispanic, Free/ Reduced Lunch students) in those advanced classes or groups?



Empowering Questions Parents and Advocates Should Ask Schools (continued)

•What can I do to help my child? When can I schedule a time that my child and I can meet with all of my child’s teachers? How do I contact the teacher? The Principal? Central Office? Administrators? The Superintendent?

•How do I join the school’s parent organization(e.g. PTA, PTSA, PTSO, etc)?



Section VSection IV

Home Study Skills

Providing Home Learning Experiences




HSS 1

Objectives•Determine why teachers assign homework, how

much is appropriate and characteristics of effective homework.

•Determine how to help children with homework by learning techniques to monitor homework and by emphasizing the value of education.

•Explore ways to provide homework guidance for children.

Home Study Skills

Changing the Way We Do Business in the Village through Parent/Family Empowerment | Raising Achievement & Closing GapsPUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction HSS 2

Home Study Skills



•Learn how to help develop study strategies by using a child’s preferred learning style in order to strengthen his/her study skills.

•Determine how to maximize children’s success at home and school through communication between students, parents and teachers.

•Discover the top homework challenges and ways in which to trouble-shoot these behaviors and eliminate them.

Why Do TeachersAssign Homework?

Home Study Skills

Changing the Way We Do Business in the Village through Parent/Family Empowerment | Raising Achievement & Closing GapsPUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public InstructionHSS 4

Home Study Skills

Why Do Teachers Assign Homework?• Review and practice• Get ready for the next day’s class• Learn to use resources• Explore subjects more fully• Extend the learning• Integrate students’ learning• Teach independence and encourage

self-discipline• Communication


The BIG Question for the Day…Does Homework Really Help?

YES IF ASSIGNMENTS ARE…

• meaningful• completed successfully• returned with

constructive comments from the teacher

Home Study Skills


Home Study Skills

What’s the RightAmount of Homework?


Home Study Skills

Percentage of Time Spent on Homework (2004)

21

3

59

13

5

20

6

40

26

8

26

13

28

22

11

0

10

20

30

40

50

60

70

None Didn't doassignment

Less than onehour

1-2 hours More than 2hours

Time Spent on Homework

Percentage

4th-graders

8th-graders

12th-graders


Home Study Skills

SELF-EVALUATION

Helping Your Child with Homework


How Can I Show MyChild the Importance of Education and Homework?• Set a regular time for homework.• Pick a place.• Remove distractions.• Provide supplies and resources.• Set a good example.• Be interested and interesting.

Home Study Skills


Home Study Skills

What is the Best Wayto Monitor Homework?

• Ask about the school’s homework policy.• Be available.• Praise efforts.• Review completed assignments.• Monitor time spent viewing television and

playing video games.


Percentage of TV Watched Each Day by 4th-Graders

6 or more hours18%

5 hours 6%

4 hours11%

3 hours17%

1 hour or less23%

2 hours23%

None2%

Home Study Skills


Home Study Skills

What Do Teachers Want? Think?(monitoring homework)

Asked to teachers: • Which role should parents play when it

comes to the homework you typically assign the students in your classes?

• And as far as you can tell, which do most of your students’ parents typically do when it comes to their children’s homework?


10

6

34

44

57

30

2

9

0 10 20 30 40 50 60

Check the work tomake sure it was

done correctly

Get involved inhelping them do the

work

Ask student if workwas done andleave it at that

Leave homeworkup to the student

Percentage

What teachers think parents ACTUALLY do What teachers think parents SHOULD do

Home Study Skills

What Do Teachers Want? Think?(monitoring homework)


Home Study Skills

How to Provide Guidance?

• Help the child get organized.• Encourage good study habits.• Talk about the assignment(s).• Watch for frustration.• Give praise.


Which Quotation Applies to You?

1. “Parkinson's Law states that work always expands to fill the time set aside for it.”

2. “We must use time as a tool, not as a couch.”

3. “Never before have we had so little time in which to do so much.”

4. “The Law of Trivialities states that wespend the greatest time on the least important events.”

Home Study Skills


Home Study Skills

Time Management Football


Organization and Time Management Skills• Write down assignments/activities.• Prioritize.• Create a schedule/calendar/plan.• Follow the plan.• Reward.

Relax – you are in control of your time.

Home Study Skills


Home Study Skills

Study Strategies

• Start early and study over several days.• Study briefly but study hard.

– Note cards

– SQ3R method

• Make it meaningful.• Don’t forget the “big picture”.• Study using your learning style.


Section VHome Study Skills


What is Your Learning Style?

Home Study Skills

Study Strategies Basedon Your Learning Style• Visual – seeing• Auditory – hearing• Expression – reading and writing• Kinesthetic – doing


Home Study Skills

What Can Parents Do toMaximize Their Child’s Success at Home and at School?

• Convey their concerns to the teacher.• Work with the teacher.


Home Study Skills

Trouble-Shooting Case Studies


Home Study Skills

When it comes to your children's homework, have the following ever happened?

50

34

22

0 10 20 30 40 50 60

Have had a seriousargument over

homework with childin the past year

Has become asource of struggleand stress with you

and child

Done part of yourchild's homework

because it was toodifficult or they were

too tired


Home Study Skills

Top HomeworkChallenges for Parents• Child does not bring home the right materials• Homework assignments are not written down• Child does not understand• Too much homework• Homework leads to a struggle and therefore

becomes stressful


Home Study Skills

You Can Make a Difference!


Section V

LanguageDevelopment

Section V




LD 1

I wonder…

Language Development

When does a childdevelop language?

Where do theylearn language?

How do theylearn language?

What is language?

Is language reallythat important for school success?

Changing the Way We Do Business in the Village through Parent/Family Empowerment | Raising Achievement & Closing GapsPUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public InstructionLD 2

• Recognize that language development is directly influenced by culture, experiences, and environment.

• Identify how individuals influence language development.

• Identify the registers of language and the impact they have on student achievement.

• Identify strategies parents, educators and parent groups can use to improve language development of children.

Objectives


Changing the Way We Do Business in the Village through Parent/Family Empowerment | Raising Achievement & Closing GapsPUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction LD 3

VocabularyBrainstorming Activity



Blueberry



Atherosclerosis



Eucharist



Develop Extraordinary

Language in Ordinary Ways




It is what you say

and

How you say it


Let’s Practice!Change the simple commands in column 1 into language rich commands that express “the what, why, and how”.


BASIC COMMANDUse language that clearly states what you want them to do, a reason why they should to do it, and a suggestion as to how they can do it.

•“Put your toys away!”•“Use your manners!”•“Use your turn signals!” or•“Be in by curfew!”


•Culture

•Parenting Styles

•Socio-Economic Background



“Jennifer, please pick the dirty silver fork up off the floor and put it in the kitchen sink so I can wash it after supper.”

“Pick that up!”

“I’m very disappointed and ashamed of your talking and playing during church services today.”

“You better stop all that talking in church!”



Words heard per hour…

0

500

1000

1500

2000

2500

Welfare

Working

Professional

Hart and Risley, American Educator 2003



Parent Affirmations and ProhibitionsResearch about language in children from ages 1 to 3 from stable households by economic groups

0

1

2

3

4

5

Affirmations Prohibitions

WelfareAverageProfessional

Hart & Risley 2003



It is never too late to impact

the language development

of your child!



Linguists identify features of register to include pronunciation, vocabulary and grammar.

Register is the way that language varies basedon what the individual is doing. Such variationsmay be affected by:

• What you are talking about;• To whom you are speaking;• Why you are talking;• What mode of communication you are using (e.g., written, spoken, or sign language); and• Your attitude to the situation.

Registers of Language



Registers of Language


Chart from Ruby K. Payne’s A Framework for Understanding Poverty

REGISTER DEFINITION

FrozenLanguage that is always the same. For example: Lord’s Prayer, wedding vows, etc.

FormalThe standard sentence syntax and word choice of work and school. Has complete sentences and specific word choices.

ConsultativeFormal register when used in conversation. Discourse pattern not quite as direct as formal register.

CasualLanguage between friends and is characterized by a 400- to 800-word not specific. Conversation dependent upon non-verbal assists. Sentence syntax often incomplete.

IntimateLanguage between lovers or twins. Language of sexual harassment.


I pledge allegiance to the flag of the United States of America,and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.

Pledge of Allegiance



Know the Difference!



What did he say?

What did he mean?



NOW WHAT?



Strategies



TV time should be limited


Tips from www.kidshealth.org


Speak to me in complete

sentences.…No Baby Talk!





• Read, speak, and sing to your

child in your native language.

• Read bi-lingual books to help– your child’s vocabulary and listening skills, and– increase your child’s ability to use language.

Read Daily to Your Child! Even if you don’t know English

Source: http://www.colorincolorado.org/families/home

• Three mothers in a research study on the effects of reading to children saw the following benefits after reading aloud to them:

- their children’s ability to learn letters and sounds increased,

- vocabulary expansion, and- their children began pretending to read.

• Other mothers reported that their children developed longer attention spans, greater imagination, and the ability to predict upcoming events.

Research conducted by Connie R. Green & Sharen Halsall

Head Start Families Sharing Literature, Early ChildhoodResearch & Practice Fall 2004: Vol 6 No 2



A book is a book, right?



A book is a book, right? continued

The following examples demonstrate the difference between language in pop culture books and noteworthy books:

Pop Culture Book:

"Her wicked stepmother and spoiled stepsisters made Cinderella do all the chores, day and night" (Findlay, 2004, unpaged).

Noteworthy Book/Language Rich:

"The girl had to do all the unpleasant tasks about the house, scrubbing and sweeping and keeping her stepsisters’ beautiful rooms clean and neat, while she herself slept on a wretched straw mattress in a little attic." (Perrault, 1999, unpaged).



Make Every Word Count



Reading Process…• Choose a book of interest to the child.

• Pre-reading activities - Predict the story line based on the book’s cover - Take a picture walk - Begin with the title page



• Point to the words as you read

• Read a little…wonder a little

• Read with expression

During Reading…



After Reading…•Retell the story (B, M, E).

•Ask questions at all levels of thinking.

•Question the characters’ emotions in the story.

•Solicit the child’sopinions of book.



Practice Makes Perfect!



Build Vocabulary with Word Walls



Graphic Organizers



http://www.edhelper.com/teachers/graphic_organizers.htm



“Not all readers are leaders, but all leaders are readers.”

Harry Truman

“The limits of my language means the limits of my world.”

Ludwig Wittgenstein



Knowledgeis Power




Section VI

KIP 1

Objectives• Identify significant aspects of the No Child Left Behind legislation.

•Understand North Carolina’s ABCs of Public Education.

• Identify North Carolina’s Student Accountability Standards.

• Identify acronyms used in education.• Identify powerful questions that parents and advocates should ask teachers and administrators.

Knowledge is Power

Changing the Way We Do Business in the Village through Parent/Family Empowerment | Raising Achievement & Closing GapsPUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public InstructionKIP 2

No Child Left Behind (NCLB)

•Adequate Yearly Progress (AYP)

•School Choice

•Supplemental Educational Services

•Reporting

•Highly Qualified Teachers

Knowledge is Power

Changing the Way We Do Business in the Village through Parent/Family Empowerment | Raising Achievement & Closing GapsPUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction KIP 3

The major goal of the federal No Child Left Behind law is for all public school children to perform at grade level in reading and math by the end of the 2013-14 school year.

• The School as a Whole• White• Black• Hispanic• Native American• Asian• Multicultural• Economically Disadvantaged Students• Limited English Proficient Students (LEP)• Students with Disabilities (SWD)

Knowledge is Power


Knowledge is Power


ABCs of Public Education

•Accountability

•Mastery of Basic Skills

•Local Control

Knowledge is Power


Student Accountability StandardsGateways•Grade 3•Grade 5•Grade 8•High School

Knowledge is Power


Student Accountability Standards

Personalized Education Plan

Most include…•Diagnostic evaluation• Intervention strategies•Monitoring component

Knowledge is Power


North Carolina Graduation Requirements

Knowledge is Power

Content Area Career Prep College Tech Prep

College/University Prep

Occupational

English 4 Credits 4 Credits 4 Credits 4 Credits

Mathematics 3 Credits 3 Credits 4 Credits 3 Credits

Science 3 Credits 3 Credits 3 Credits 2 Credits

Social Studies 3 Credits 3 Credits 3 Credits 2 Credits

Second Language 2 Credits

Computer Skills Proficiency Proficiency Proficiency Proficiency as specified in IEP

Health and Physical Education

1 Credit 1 Credit 1 Credit 1 Credit

Career/Technical 4 Credits 4 Credits 4 Credits

Arts Education 4 Credits Recommend 1 Credit

Recommend 1 Credit

Recommend1 Credit

Electives 2 Credits 2 Credits 3 Credits 6 Credits

Total 20 Credits 20 Credits 20 Credits 22 Credits


MyThoughts

andFeelings

Conversations About Accountability

Knowledge is Power


What About All Those Letters?(Activity)

ABC ELL EOC IPT LEP ADM

IPT SAT AYP

TIMS SCS

Knowledge is Power


What SHOULD I Ask?

Knowledge is Power


Empowering Questions Parents and Advocates Should Ask Schools•At what level is my child performing on the End-of-Grade or End-of-Course Tests? What is my child’s scale score within that level? (Note: If your child is performing at Level I or Level II, say, “I wish to review my child’s Personal Education Plan.” If there is not one, insist that one be written with parental input.)

Knowledge is Power



•On what grade level is my child being taught?

•Who is my child’s counselor and what does he/she do with my child?

•Is my child in rigorous and challenging classes? What does the school do to get more minority and other diverse students in these types of classes? What supports are given to these students – academically and socially?

Knowledge is Power



•How does my child perform in class, academically, behaviorally, and with regard to completion of homework?

•Did our school make its ABC goals? What is the level of performance of our school? Did all of our school’s subgroups make Adequate Yearly Progress (AYP)?

Knowledge is Power


Knowledge is Power


• How is the school using its “at-risk” funds, Title I funds, the Student Accountability Standards funds, or other funds to assist students who are functioning below grade level? (Ask specifically about your child if your child is performing at Level I or Level II.)


•Does our school use “ability grouping” to track students? If so, what is the percentage of minority students and other diverse students (African-American, American Indian, Hispanic, Free/ Reduced Lunch students) in those advanced classes or groups?

Knowledge is Power



• What can I do to help my child? When can I schedule a time that my child and I can meet with all of my child’s teachers? How do I contact the teacher? The Principal? Central Office? Administrators? The Superintendent?

• How do I join the school’s parent organization (e.g. PTA, PTSA, PTSO, etc)?

Adapted from Marvin Pittman’s “10 Questions to Ask Your School”. Mr. Pittman is Director of Middle Grades Education at NC DPI

Knowledge is Power



“Life is but one continual course of instruction. The hand of the parent writes on the heart of the child the first faint characters which time deepens into strength so that nothing can efface them.”

Rowland Hill (1744-1833)

Knowledge is Power


Knowledge is Power

You Can Make a Difference!


section v changing the way we do business in the village through parent/family empowerment raising...

Documents

sense of achievement

academic achievement

childs selfesteem

high selfesteem

selfesteem important

personal selfesteem

parentfamily empowerment

selfdiscipline section