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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
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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
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Section I
Self-Esteem and Student Achievement
SE 1
Changing the Way We Do Business in the Village through Parent/Family Empowerment
Raising Achievement & Closing Gaps Section
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
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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
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What is Self-Esteem?
It’s a word we use to describe howwe feel about ourselves.
Self-Esteem & Student Achievement
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Activity
“How is Self-Esteem Developed?”
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 4
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Activity
“Ways Parents Can Build Their Own 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 Instruction SE 5
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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.
Self-Esteem & Student Achievement
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Elements of Building Self-Esteem
A. Security
B. Identity
C. Belonging
D. Purpose
E. Competence
Self-Esteem & Student Achievement
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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.
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 8
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Maslow’s Hierarchy of Needs
Sense of Belonging to a Group, Acceptance of Other People, Love and Affection
Self-Esteem & Student Achievement
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
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Activity
“Saving Danny”
Self-Esteem & Student Achievement
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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 Instruction SE 11
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
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Activity
“Ways I Can Help My Child Build Self-Esteem”
Self-Esteem & Student Achievement
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Take-home Activity
“Building Self-Confidence”
Self-Esteem & Student Achievement
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Section II
Managing Behavior and PromotingSelf-Discipline
MB 1
Changing the Way We Do Business in the Village through Parent/Family Empowerment
Raising Achievement & Closing Gaps Section
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
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You just got to love them!
Managing & Promoting Self-Discipline
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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.
Managing & Promoting Self-Discipline
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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.
Managing & Promoting Self-Discipline
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Examining Our Attitudes about Challenging Behavior
•What behaviors make you crazy orpush your buttons?
•How do these behaviors make you feel?
Managing & Promoting Self-Discipline
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Activity
“Identifying Responsible, Irresponsible and Replacement Behaviors”
Managing & Promoting Self-Discipline
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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.
Managing & Promoting Self-Discipline
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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
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Eight Traits ofCharacter Education•Courage•Good judgment•Integrity•Kindness
•Perseverance•Respect•Responsibility•Self-discipline
Managing & Promoting Self-Discipline
Source: Public Schools of North Carolina. Character Education Informational Handbook and Guide. Raleigh, NC. NCDPI, 2002.
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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.
Managing & Promoting Self-Discipline
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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.
Managing & Promoting Self-Discipline
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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.
Managing & Promoting Self-Discipline
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“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)
Managing & Promoting Self-Discipline
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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.
Managing & Promoting Self-Discipline
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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.
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If behaviors are learned. . .then how do children
learn behaviors?
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Discipline vs. Punishment
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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.
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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.
Managing & Promoting Self-Discipline
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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.
Managing & Promoting Self-Discipline
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The DOs of Intervention
Managing & Promoting Self-Discipline
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Three Types of Parenting Styles
•Permissive
•Authoritative
•Mentoring/Affirmative
www.4parents.gov
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Take-home Activity
“What type of parent are you?”
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Section V
Relationships are
Key to Motivating Children
to Become Self-governing
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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?
Managing & Promoting Self-Discipline
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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
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 Instruction MB 26
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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.
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 27
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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!”
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 28
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Effective Parent/Teacher Conferences
Section III
Changing the Way We Do Business in theVillage through Parent/Family Empowerment
Raising Achievement & Closing Gaps Section
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
PT 1
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Objectives
Effective Parent/Teacher Conferences
•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
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Objectives (continued)
•Identify and use effective communication skills during parent/teacher conferences.
•Identify questions parents should ask during the parent/teacher conference.
Effective 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 InstructionPT 3
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The Purposes of Parent/Teacher Conferences
Activity
Effective Parent/Teacher Conferences
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You Have the Right to…
•review records,
•take time off for school-related matters, and
•talk with your child’s teacher.
Effective 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 5
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Activities
“Preparing for the Parent/Teacher Conference”
Effective 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 InstructionPT 6
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The Importance of Basic Communication Skills in a
Parent/Teacher Conference
Effective 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 7
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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.
Effective 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 InstructionPT 8
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Active Listening Skills•Focused attention
•Verbal feedback
•Open mindedness
•Questioning techniques
•Expressed interest
Effective 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 9
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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
Effective 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 10
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Activity
“Just the Facts”
Effective Parent/Teacher Conferences
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Activity
“Active Listening”
Effective 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 12
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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
Effective 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 InstructionPT 13
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What SHOULD I Ask?
Effective 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 14
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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.)
Effective 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 InstructionPT 15
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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?
Effective 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 InstructionPT 16
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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)?
Effective 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 17
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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?
Effective 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 InstructionPT 18
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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)?
Effective 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 InstructionPT 19
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Section VSection IV
Home Study Skills
Providing Home Learning Experiences
Changing the Way We Do Business in theVillage through Parent/Family Empowerment
Raising Achievement & Closing Gaps Section
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
HSS 1
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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
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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 3
Objectives (continued)
•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.
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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
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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
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 5
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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
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 6
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Home Study Skills
What’s the RightAmount of Homework?
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 7
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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
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 8
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Home Study Skills
SELF-EVALUATION
Helping Your Child with Homework
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 9
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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
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 10
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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.
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 11
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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
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 12
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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?
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 13
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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)
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 14
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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.
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 15
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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
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 16
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Home Study Skills
Time Management Football
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 17
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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
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 18
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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.
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Section VHome 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 20
What is Your Learning Style?
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Home Study Skills
Study Strategies Basedon Your Learning Style• Visual – seeing• Auditory – hearing• Expression – reading and writing• Kinesthetic – doing
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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.
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Home Study Skills
Trouble-Shooting Case Studies
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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
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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
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Home Study Skills
You Can Make a Difference!
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Section V
LanguageDevelopment
Section V
Changing the Way We Do Business in theVillage through Parent/Family Empowerment
Raising Achievement & Closing Gaps Section
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
LD 1
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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?
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• 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
Language Development
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VocabularyBrainstorming Activity
Language Development
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Blueberry
Language Development
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Atherosclerosis
Language Development
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Eucharist
Language Development
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Develop Extraordinary
Language in Ordinary Ways
Language Development
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Language Development
It is what you say
and
How you say it
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Let’s Practice!Change the simple commands in column 1 into language rich commands that express “the what, why, and how”.
Language Development
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!”
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•Culture
•Parenting Styles
•Socio-Economic Background
Language Development
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“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!”
Language Development
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Words heard per hour…
0
500
1000
1500
2000
2500
Welfare
Working
Professional
Hart and Risley, American Educator 2003
Language Development
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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
Language Development
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It is never too late to impact
the language development
of your child!
Language Development
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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
Language Development
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 16
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Registers of Language
Language Development
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.
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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
Language Development
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Know the Difference!
Language Development
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What did he say?
What did he mean?
Language Development
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 20
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NOW WHAT?
Language Development
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Strategies
Language Development
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TV time should be limited
Language Development
Tips from www.kidshealth.org
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Speak to me in complete
sentences.…No Baby Talk!
Language Development
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Language Development
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 25
• 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
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• 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
Language Development
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A book is a book, right?
Language Development
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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).
Language Development
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Make Every Word Count
Language Development
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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
Language Development
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• Point to the words as you read
• Read a little…wonder a little
• Read with expression
During Reading…
Language Development
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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.
Language Development
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Practice Makes Perfect!
Language Development
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Build Vocabulary with Word Walls
Language Development
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Graphic Organizers
Language Development
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Language Development
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http://www.edhelper.com/teachers/graphic_organizers.htm
Language Development
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“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
Language Development
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Knowledgeis Power
Changing the Way We Do Business in theVillage through Parent/Family Empowerment
Raising Achievement & Closing Gaps Section
PUBLIC SCHOOLS OF NORTH CAROLINA State Board of Education | Department of Public Instruction
Section VI
KIP 1
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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
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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
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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
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 4
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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 5
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ABCs of Public Education
•Accountability
•Mastery of Basic Skills
•Local Control
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 6
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Student Accountability StandardsGateways•Grade 3•Grade 5•Grade 8•High School
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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 7
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Student Accountability Standards
Personalized Education Plan
Most include…•Diagnostic evaluation• Intervention strategies•Monitoring component
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 8
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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
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 9
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MyThoughts
andFeelings
Conversations About Accountability
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 10
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What About All Those Letters?(Activity)
ABC ELL EOC IPT LEP ADM
IPT SAT AYP
TIMS SCS
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 11
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What SHOULD I Ask?
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 12
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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
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 13
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Empowering Questions Parents andAdvocates Should Ask Schools (continued)
•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
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 14
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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)?
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 15
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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 16
• 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.)
Empowering Questions Parents andAdvocates Should Ask Schools (continued)
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•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
Empowering Questions Parents andAdvocates Should Ask Schools (continued)
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 17
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• 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
Empowering Questions Parents andAdvocates Should Ask Schools (continued)
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 18
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“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
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 19
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Knowledge is Power
You Can Make a Difference!
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 20