_MPM Volume II, Issue IV

8/3/2019 _MPM Volume II, Issue IV

1/32

modernparents

CONNECTING HOME & SCHOOL

modernparentsmagazine.com

Volume II, Issue IV

_MPM Volume II, Issue IV-Final:Layout 1 1/25/12 7:56 AM Page C1


2/32

2 modernparentsmagazine.com

your resource for

J Fcb.cm/m.pt Twtt.cm/M_Pt_M



3/32

modern parents magazine

6Responding Appropriately

14Dr. Deborah Jewell-ShermanHarvard UniversityGraduate School of Education

17Modern Parents Magazine-United States Department of EducationPARENT POWER Forum

22Finance Guru, Suze Orman

24Musical Icon, Yolanda Adams

PREGNANCY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Promoting a Healthy Pregnancy

INFANT/TODDLER . . . . . . . . . . . . . . . . . . . . . . . . . . . .6Responding to Your Child in an Appropriate Manner

HOME-SCHOOL RELATIONS . . . . . . . . . . . . . . . . .7Developing a Successful Family-School Relationship

PRESCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8Milestones

ELEMENTARY SCHOOL . . . . . . . . . . . . . . . . . . . . . . .9Fun-Matics

MIDDLE SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . .10Bridging the Great Homework Divide

HIGH SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11My Space, My Time: How to Study

COLLEGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12Seven Keys to Better Grades

SPECIAL NEEDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13Do You Agree with Your Childs IEP

MODERN EDUCATOR . . . . . . . . . . . . . . . . . . . . . . .14Dr. Debra Jewell-Sherman

PARENT TOOLKIT . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Learning Styles Chart

EN ESPAOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19El poder los padres para trazar el camino

EDUCATORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20Five Key Behaviors of Effective Teaching

MODERN PARENT . . . . . . . . . . . . . . . . . . . . . . . . . . .24Ms. Yolanda Adams

In the end, children succeed because somewhere along the way, a parent or teacher in-

stills in them the belief that they can. That theyre able to. That theyre worth it.

-Pres. Barack Obama

13Parental Rights

_MPM Volume II, Issue IV-Final:Layout 1 1/25/12 7:56 AM Page 3


4/32


About UsThe mission of MODERN PARENTSMagazine is to connect home & school andto build 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 Practices and the most effective instructional strate-

gies and techniques. Exposing parents toeffective instructional strategies not only broad-ens parenting strategies, but also provides the

tools 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 home

and all that lies between, MODERN PARENTS isyour source for the most innovative parentingand instructional strategies and techniques.

MODERN PARENTS Magazine voices the mostpertinent issues and concerns of todays par-

ents. By providing trusted information to our au-dience, and featuring content that is driven byour readers, MODERN PARENTS is the premier

resource and choice for todays parent.

We help parents make better decisionsabout their most valuable investment ...

their children.

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

is not responsible for the re turn of unsolicited materials.

MODERN PARENTS Magazine is published quarterly by the National Family Development In-stitute. 2536 Delta Pointe Drive, Marrero, LA 70072. Copyright 2010. Due to audit regulations,any requests for a change of address must be submitted in writing. Other subscription-re-lated inquiries may use the same address, or telephone 504.339.5310/1.866.994.4242. Sub-scription rates: $24.95 for one year; single copies $6.95. Pre-payment required for single copyorders. Address all single-copy requests and sample inquiries to the above address. Manu-scripts must be accompanied by a self addressed envelope and return postage. Publisher as-sumes no responsibility for return of unsolicited manuscripts of art. All rights reserved.Reproduction without permission is strictly prohibited.

LETTERS TO THE EDITORPlease 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].

CHICAGO OFFICE8515 Constance Avenue

Chicago, IL 60617

1.866.994.4242

HOUSTON OFFICE10710 Desert Springs

Houston, TX 77095

1.866.994.4242

NEW ORLEANS OFFICE2536 Delta Pointe Drive

Marrero, LA 70072

504.339.5310

TRADUCTORA DE ESPAOL

Victoria Bastani

CONTRIBUTING MEDIA CONSULTANT

Dennis Joseph

Kristin ArmstrongRachel Paxton

Karen PlumleyMaria Zain

EDITOR

Temia Griffin

ADVISORY BOARD

Florence Townsend, Ph.DBelinda Alexander, MD

Myrna Nickens, MDTammie Causey-Konate, Ph.D

Adele London, JD

Anthony White

PUBLISHER/EDITOR-IN-CHIEF

Carol Alexander-Lewis

CONTRIBUTING WRITERS

SPECIAL THANKS TO:

God

United States Department of Education

Harvard University, Graduate School of EducationSouthern University at New Orleans

David Lewis

VICE-PRESIDENT, MARKETING

Julian Stafford, Ed.D

CONTRIBUTING EDITOR

Rhodesia Douglas


modernparents


ASSISTANT TO THE PUBLISHER

Jennifer Davis



5/32

Parenting, in todays economy, has

caused many of us to become more re-

flective as it relates to family financial decisions. For some, the

impact has effected family grocery decisions; for others, vaca-

tion plans; for countless others, education choices. It has become

necessary for many to re-evaluate previous choices and plans

for the future. Who better to provide insight on this matter than

the guru of finance, Ms. Suze Orman.

Bountiful Blessings and Happy Parenting!

Carol Alexander-LewisPublisher

[email protected]




6/32

Responding to YourChild in an Appropriate Manner


inFanTs &Todders

U. S. Department of Health & Human Services

National Institute of Child Health & Human Development

http://www.nichd.nih.gov

Caroline and Abby (Age 11/2)

Whats the Story?Abby spends the day at a day care cen-

ter while Caroline is at work; Caroline drops her off at 7:30am

and returns for her at 5:30pm. When they get home in the

evening, Caroline gets dinner ready while Abby sits in her high

chair. Caroline keeps the chair turned so that Abby is facing

her while she cooks, so that theycan watch, smile at, and talk

to each other.

It takes Caroline a little longer to make dinner because she

often stops to play peek-a-boo or bends down to talk to Abby

at her eye level. They have their own conversations, in which

Abby talks and Caroline answers. If Abbyis cranky or

upset, Caroline uses this time to calm her down and figure

out why shes being fussy. Caroline has found many ways to

keep Abby calm as a result of this dinnertime contact, that are

also helpful when the two are out of the house running er-

rands.

Caroline says: That time with Abby, while Im cooking is re-

ally important to me. I can connect with her, get to know her

better. I look forward to it, even after a full day at work. It has

helped me to learn what she likes and what she doesnt.

Whats the Point? Caroline is right about the importance

of her dinnertime contact with Abby. Research shows that

children need to spend positive, engaging, playful time with

their parents each day. This special time allows parents to

bond with children, to learn what makes them smile or laugh,

what kinds of noises they respond to, how they respond, and

what feelings their toddlers words convey. Early and con-

sistent communication between parent and child is essential

to forming attachments, as well as to building better emo-

tional, intellectual, and social development. Setting aside this

kind of time every day also lets kids learn about their parents.

They can tune in to facial expression, body language, and

tone-of-voice to know their caretakers better. (cont on p. 16)

The example below will give you a better idea of what it means to respond to your child in an

appropriate manner. As you read, think about these questions:

* Is the parent in the story reacting or responding?

*Is her response appropriate to the childs age?

*Is her response appropriate to the situation?

*How might you respond to your child in the same situation?



7/32

hoMe-sChoo reaTions

Developing a SuccessfulFamily-School Relationship

modern parents magazineJ Fcb.cm/m.pt Twtt.cm/M_Pt_M

In this issue we continue our series on guidelines for suc-cessful home-school relations.

Guideline 6: Display a positive attitude during the confer-ence.

Be aware that not only what you say reflects your attitude,but also your tone of voice, facial expression, and body lan-guage. A loud voice may imply dominance. Rigid posturemay suggest anger or disapproval. Always listen attentivelyand show your enthusiasm.

Guideline 7: Remain open and supportive throughout theconference.

Try not to become defensive or confronting; otherwise theoutcome of the conference may be unfruitful. Strive for co-operation with your child's teacher. Even if the teacher pres-ents a negative side of your child's behavior or informs you ofother problems, try to remain objective. This can be difficult

when it is your child, but he may experience as many or moredifficulties if you and the teacher do not try to find a way to

work together to solve these problems.

Guideline 8: Make sure su ggestions are p rovided to in-crease your child's growth.

If your child is doing well, find out what you can do to ensurecontinued success and progress. If he/she has difficulties,make sure the teacher goes beyond merely pointing out aproblem. The teacher needs to provide ideas for eliminatingor reducing the difficulty. Many parents become discouragedor aggravated if a teacher points out problems, but does notprovide solutions. Do not allow this situation to occur. If im-mediate suggestions can not be provided, then a follow-up

conference is needed.

Guideline 9:Ask for examples of daily work to better un-derstand your child's strengths and weaknesses.

By reviewing your child's work, you will learn if progress has been made since the last conference. Have any weak-nesses become more severe? If improvement has not beenmade, are other methods or materials an option? Inquire

what you can do at home with your child.

Join us as we continue this series in our next issue.

1. Reassure your child that he or she does not have to answer all the questions correctly to pass. It is not expected that students answerevery question correctly.

2. Tell your child to attempt to answer all of the questions and not to leave any blanks. There is no penalty for guessing, and students canget partial credit on the open-ended items.

3. Remind your child that the test is important.

4. Explain to your child the importance of using time wisely. If your child gets stuck on a question, encourage him or her to make the bestguess or place a mark in the test booklet by that item and go back to it after finishing that section of the test.

5. Make certain your child gets a good nights sleep and a good breakfast before taking the test.

6. Try to make the morning of the test a pleasant one. Do not add to your childs stress.

7. Get your child to school on time the day of the test.

8. Remind your child to listen carefully to the instructions from the teacher and to read the directions and each question carefully.

9. Encourage your child to stay focused on the test, even if other students finish early.

10. Remind your child that it is okay to mark in the test booklet as a help in taking the test -- i.e., underlining important words, etc. -- but

to mark all answers on the answer sheet.

Test-taking Tips

LA Department of Education



8/32


Milestones

PresChoo


Three Years

Builds tower of 4-5 blocks

Walks up steps, alternating feet

Turns pages in a book one at a time

Pays attention for about three minutes

Remembers what happened yesterday

Knows some numbers, but not always in

the right order

Looks through a book alone

Likes to be read to

Counts 2-3 objects

Follows simple one-step commands

Uses 3-5 word sentences

Asks short questions

Names at least one color correctly

Knows first and last name

Recognizes & understands most com-

mon objects & pictures

Four Years Old

Starts copying letters

Tries to write name

Builds tower of 7-9 blocks

Puts together simple 4-12 piece puzzle

Walks downstairs using handrail and alter-

nating feet

Knows some basic colors

Sorts by shape and color

Counts up to 5 objects

Follows three instructions given all at

once

Has large vocabulary

Wants to know why and how

Knows own age and name of hometown

Asks direct questions

Speaks well enough for strangers to un-

derstand

Has large vocabulary

Uses sentences of 5 or more words

Five Years Old

Uses knife and fork well

Walks downstairs without a handrail, al-

ternating feet

Balances on one foot for five seconds

Prints some letters

Copies shapes and patterns

Knows most basic colors

Wants to know what words mean

Recites own address and phone number

Copies own name

Identifies some letters of the alphabet

Counts up to 10 objects

Interested in cause and effect

Uses 6 words in a sentence

Uses and, but, and then to make

longer sentences

Invents make believe games with simple

rules



9/32

3


eeMenTary sChoo

Fun-Matics

Mathematics is such a part of our everyday livesthat adults sometimes forget that numbers can bea mystery to children. It is important that your childbegins early to feel comfortable with numbers. Youcan demonstrate the importance of math and helpdevelop math concepts as you and your child per-form everyday tasks. Try to slip activities like theseinto your daily routines to transform mathematics

to funmatics.

uWrite addition, subtraction, multiplication ordivision facts on construction paper or an indexcard. Tape it in a high traffic area, such as the mir-ror above the bathroom sink; or wall near the bed.Encourage your child to review the facts on the cardduring daily routines, like toothbrushing, or at bed-

time. When your child masters the old facts, tapeup a new set of facts.

vWhen you and your child go shopping together,give your child the job of selecting the number ofitems of a particular kind that you need. Make upaddition problems about the kinds of food you se-

lected. For example, say, We have 5 plums and ba-nanas. How many pieces of fruit do we have?

w Make up your own stories about things thathappen around you. For example, There are 10riders on the bus. If 5 people get off at the next stop,how many will be left?



10/32


Midde sChoo

Bridging the Great Homework Divide

National Education Association

It is important for parents and teachers to work as a team whenit comes to students' completing homework and receiving aquality education and life-long learning experiences. Ensuringstudents' success is a shared responsibility. We have compiledsome tips to help ease the challenges of the homework transitionfor middle school students:

1. Be prepared

Assume your child will have studying to do everynight. Even if they do not have a specific assignment to com-plete, establish and maintain regular homework time. If stu-dents do not have any homework on a particular night, suggestthat they study for upcoming tests, do background research forlong term assignments, review notes from class, or read a book. Set up a comfortable location for doing homework.Students need a distraction-free place to do homework. Thekitchen table, provided there is proper lighting, a clean worksurface, and a supportive chair, can be an ideal place. If otherfamily members are using this common area, setting up a deskin your child's room may be the answer. You and your child canpick out lighting, a seat cushion, and other accessories together. Make sure your child has the necessary supplies.Many middle school teachers require specific tools, such as redpens, highlighters, graph paper, calculators, and three-holepunches. They may also expect students to have access to a com-puter and the Internet, which most school and public libraries

make available for everyone's use. Work with your childs outside activity schedule andpreferences when setting up a regular homework time. Manymiddle school students have an assortment of outside activitiesthat may leave them few opportunities for doing homework. Tryto make it easier by establishing a routine homework time.Some children have a better attention span in the afternoon orevening and can order their priorities based on their familyschedules. Help your child get organized. It is a good ideaandoften a teacher's requirementfor your child to keep a scheduleplanner. Encourage your child to write down all assignmentsdaily and even use the planner to maintain a longer-term "to-do" list. Students may enjoy checking off assignments as theyare completed, allowing them to easily see the progress made

over time in keeping up with their work.

2. Understand teachers' policies and expectations

Ensure that your child knows each teacher's home-work policy. Most middle school teachers either hand out a

printed summary of homework expectations or post it on theclass Web site at the beginning of the school year or new se-mester. Review the expectations together and have your childkeep the summary in a personal binder or in a safe place athome that is easily accessible. Encourage your child to ask questions. Some middleschool students are nervous about asking their teachers aboutassignments or instructions they don't understand. Reinforcethe notion that teachers want students to ask questions beforeleaving the classroom or school for the day so that they have theinformation they need to complete assignments properly. Remind your child to visit teachers if needed. Teach-ers often make a point to be in the classroom before school, atlunch, or after school. If students are still having trouble un-derstanding homework assignments, encourage them to take afew minutes to discuss homework questions with the teacherwhen they can talk one-on-one.

3. Be available and teach by example

Make yourself available during homework time.While you've probably had a long day, just like your child, andmay want to watch a TV show or run errands, it can benefit youboth if you are nearby while they do homework. You may con-sider using this time to read, pay bills, or do paperwork that youcan easily set aside if your child needs assistance with home-work. Once everyone's work is done, maybe that walk outside or

favorite family activity can be a treat for you all to share. Stop by and check in while your child does homework,offering your support and advice. Teachers believe parents arethe best source of motivation for students. You may serve as asounding board as your child works through interesting ideas orchallenging problems. Show interest in your child's schoolwork and discusswhat your child is learning.Although they might not admit it,middle school students still like to know that their parents areinterested in what they do. Ask questions about school that day,new homework assignments, or what your child likes or doesnot like about a particular lesson, class, or subject. Watch for signs of failure or frustration. If you sensethat your child is getting frustrated or discouraged, try to pro-vide guidance without necessarily providing answers. Some-

times suggesting that your child take a short break can be thebest advice you can give. Offer to talk through the problem fol-lowing the break. Your positive attitude about working throughfrustrations also can be part of the learning process. You will behelping your child to develop a healthy ability to stick with prob-lems until they can be solved.



11/32

modern parents magazine 1

high sChoo

ed.gov

Here are a few tips for your high school student to follow athome.

Build your space

Although studying can be a challenge, it must be done if you want to achieve academic success. Studying improves yourgrades, makes attending class more pleasant, and can even helpyou make new friends.

The first thing to consider is setting up your own study space.Make it a place devoted only to studying, used only for that pur-pose. It can be the corner of your bedroom, a place in the den, oranother location. Beyond the basics (a chair, a hard surface to

place your working materials on, and proper lighting), includeitems that help you stay focused.

Some things you want to eliminate from your study space in-clude: the telephone, television, chairs or sofas that are too comfy(can't study when you're napping), video games, and other dis-tracting items.

Make a schedule

Depending on whether you use it or waste it, time can be yourbest friend or your biggest enemy in studying. Avoid the temp-tation to procrastinate.

When you plan your study schedule, set up a specific time andstick to it. It should be a time when you're energetic but not fidg-ety, when you can concentrate but are not bored or sleepy. Somepeople work more effectively early in the morning, others in theevening. Do what works best for you, but do it consistently. Studyonly as long as you have to, and take some quick breaks to keepyourself mentally alert (usually 5-minute breaks every 30 min-utes is a good rule to follow).

Finally, don't forget about your social life. No one can dive intotheir studies and keep their grades up if they fail to spend qual-ity time with friends and family. Don't burn yourself out. Setyour limits, and work within those boundaries.

My Space, My Time: How to Study

AIE



12/32


Coege


Seven Keys to Better Grades

www.college-cram.com

It would be outstanding if you could mix a few chemicals and makea potion that would help your college student to get better grades.Fortunately, there are some best practices that can help. Share thefollowing tips with your college student.

Make these seven keys your new semester goals and you'll have abetter grade point average at the end of the semester.

G Show up -- You'd be amazed at how much credit you can getjust for showing up to each class, and how much you can lose forskipping. (I had an 8am class in my freshman year; I lost a full let-ter grade just because I skipped a few classes and showed up latefor the rest.) Showing up tells your instructor that you're at leastwilling to make some effort in the class, and that counts.

G Listen -- This is 'Part B' of the first key. While you're in the classevery day, listen to what's going on. Again, when taking a test,you'd be surprised what you'll recall from some lecture.

G Participate -- Say you have five friends and only two doughnuts

left. Assuming you've had your fill, you'll typically give doughnutsto the two friends that you like best, right? Well, it's sort of thesame thing with teachers. They generally want to give out goodgrades and are often willing to give you a break, and letting themknow who you are makes that easier. Ask questions in class, vol-unteer answers, and offer comments. If the teacher knows whoyou are, chances are you'll get a break when you need one. (Justdon't set anything on fire...)

G Pace yourself -- Spend a little time after each class organizingyour notes, reading the materials, or otherwise reviewing what

was covered in class. Jot down in the back of your notebook any-thing covered that you think might make a good essay question.Spend a little time during the semester so you won't need to spenda lot of time at the end.

G Leave some breathing room -- When putting together yourcourse schedule, keep from getting swamped by limiting yourselfto only one or two tough courses per semester. Better yet, if youhave any that you expect to be killer (like pre-calculus was for me)try to take it by itself during the summer. Face it, you only have somany hours in the day -- you don't want to plan on overloadingyourself before you've even attended the first class.

G Be the Boss -- Attending school is like running your own busi-ness, so treat it as such. There's always room for socializing andmaking life-long friends, but once in a while you need to roll upyour sleeves a get to work. How well your business performs willbe dictated by how seriously you take your courses, so it's yourchoice -- do you want to be an Apple or an Enron?

G Have Fun -- Two great 1980s teen movies sum this up quite

nicely. As Ferris Bueller said, "Life moves too fast. If you don'tslow down you might miss it." On the flip side, don't end up likeAnthony Michael Hall's character on the Breakfast Club. He con-templated suicide because his 'perfect' grades were threatened byshop class. The bottom line is, work hard but remember to havefun. Your college years may seem tough, but they can be the mostenjoyable experience of your lives.

By itself, no trick or technique is going to be a magic bullet. Still,following these seven keys will get you better grades next semes-

ter.



13/32


sPeCia needs

U.S.Department of Education

What recourse is available to parents who consent to the initial provi-sion of special education and related services but who disagree with a

particular service or services in their childs IEP?

In situations where a parent agrees with themajority of services in his/her childs IEP, butdisagrees with the provision of a particularservice or services, such as physical therapyor occupational therapy, the public agencyshould work with the parent informally toachieve agreement. While the parent and pub-lic agency are attempting to resolve their dif-ferences, the agency should provide the

service or services that are not in dispute.

In situations where a parent disagrees withthe provision of a particular special educationor related service, and the parent and publicagency later agree that the child would beprovided with FAPE if the child did not re-ceive that service, the public agency could de-cide not to provide the service with which the

parent disagrees. If, however, the parent andthe public agency disagree about whether thechild would be provided with FAPE if thechild did not receive a particular special edu-cation or related service with which the par-ent disagrees, and the parent and publicagency cannot resolve their differences infor-mally, the parent may use the procedures insubpart E of the IDEA regulations to pursue

the issue of whether the service with whichthe parent disagrees is not appropriate fortheir child. This includes the mediation pro-cedures in 34 CFR 300.506 or the dueprocess procedures in 34 CFR 300.507through 300.516. For more detailed informa-tion on these regulations and IDEA, please

visit www.ed.gov.



14/32


Modern eduCaTor

Today we continue ourinformative conversa-tion with Dr. DeborahJewell-Sherman of theHarvard Univers ity ,

G r a d u a t e S c h o o l of Education.

Modern Parents: Letsmove along to innovativestrategies shall we.

Dr. Jewell-Sherman:Innovative strategies. Ok, I have thought of afew. I know in our district we used Parent Link, a type of softwarethat enables schools to send messages to a parent contact number.With Parent Link, if there was an upcoming event we could havethat information sent out via phone calls to homes. If a child is ab-sent for more than a day or even if a child doesnt get in on that dayParent Link enables the attendance clerk to input that information,phone calls go home to parents not just during the day when chil-dren can be home to pick up the phone and make sure that the par-ent never gets it, but also in the evening and of course thats notsomething that school personnel would be able to do. Those kindsof technologies allow us to get information to parents and also toreach out to parents with information that they need to know. On-line, we can place curriculum so that parents know what studentsare learning, what the objectives are or what the essential learningis, and whether there are engagement strategies that they mightuse to supplement their childrens learning. For every objective thatwe want to teach we can post those online as well. For example, ifits probability and statistics being taught to second graders (and wedo, that strand goes all the way up to high school) then there are ac-tivities that we in Richmond have access to that a parent could do

with their child as they shop or as they are doing their bills, any-thing to engage children in how things work. Sports events. Whatis the probability that the Red Soxs are going to beat the Yankees?I hope zero, because Im a Yankees fan, but at any rate, you can usetechnology to help parents understand the curriculum instead oftrying to keep it a secret. Homework hotlines are just as advanta-geous to parents as they are to children. Sometimes what were ask-ing children to do, parents are intimidated by and they dont wantto show what they dont know. But if theres a homework hotlineand a parent encourages his/her child to access it, they dont even

have to demonstrate that they dont know. Theyre showing theirsupport of education by ensuring that their children use the serv-ice. The last one that I thought of just off the top of my head wasemail. Email is a wonderful innovation. I would only use it for goodnews. Often parents dont get the goodnews about their children.

I believe that for every one time you have to tell a parent what hisor her child is not doing well or right, there should be 3 or 4 or even5 communications that point out the success of the child. And so,email allows you to do that more easily. For problems, I would onlyuse email to say, Im concerned about Carols math. Would youemail me and tell me when it would be convenient for you to comein? I think that problems should be discussed face to face, if at allpossible or at least by telephone. The human voice or the humanface can soften the impact or communicate caring in a way that anemail might not. I dont know that technology is ever going to takethe place of that.

Modern Parents:Wow, those were great and quite practical, whichis right on target when youre speaking about and to parents.

Sherman: Right. Well, Im glad you think so. I was the associatesuperintendent for community engagement for the first three yearsI was in Richmond, and worked extensively with involving not justthe business community, and communities of faith, and of courseour internal stakeholders, but very, very importantly our parents.I always felt that parents were an integral part of the success wewere going to see with children. We only have them for a year as ateacher or for a short period of time as a principal. In the same dis-trict a child might move in and out of the district, but a parent whobecomes an advocate for his or her child is his or her best teacherand will be there for life. The degree to which we can empower par-ents to see themselves in that role is the degree to which were goingto exponentially improve public education. We cannot do it without

parents.

Join us as we continueour conversation

with Dr. Shermanin the next issue.

Dr. Deborah Jewell-ShermanHarvard University,

Graduate School of Education




15/32


ParenT TookiT

This chart helps to determine your learning style; read the word in the leftcolumn and then answer the questions in the successive three columns tosee how you respond to each situation. Your answers may fall into all threecolumns, but one column will likely contain the most answers. The domi-nant column indicates your primary learning style. Have fun using this chartto help determine the learning style of your child and yourself.

When you.. Visual Auditory Kinesthetic & Tactile

Spell

Do you try to see

the word?

Do you sound out the

word or use a phoneticapproach?

Do you write the word

down to find if itfeels right?

Talk

Do you dislike

listening fortoo long?

Do you favor words

such as see, picture,

and imagine?

Do you enjoy listening?Do you prefer words

such as hear, tune, and

think?

Do you gesture and useexpressive movements?

Do you prefer words such

as feel, touch, and hold?

ConcentrateDo you become

distracted byuntidiness or

movement?

Do you becomedistracted by sounds

or noises?

Do you becomedistracted by activity

around you?

Read

Do you like

descriptive scenes orpause to imagine

the actions?

Do you enjoy dialog and

conversation or hear thecharacters talk?

Do you prefer action

stories or are nota keen reader?

Do something new

Do you like to see

demonstrations,diagrams, slides, or

posters?

Do you prefer verbal

instructions or talkingabout it with

someone else?

Do you prefer to jumpright in and try it?

Put something

together

Do you look at the

directions and thepicture?

Do you ignore the

directions and figure itout as you go along?



16/32

Promoting a Healthy Pregnancy

PregnanCy


What can a woman do to promote ahealthy pregnancy?

Many health care providers recommend that a woman who isthinking about becoming pregnant see a health care provider toensure she is in good preconception health. There are steps a

woman can take to reduce the risk of certain problems duringpregnancy:

1. Folic acid The U.S. Public Health Service recommends thatwomen of childbearing age get at least 400 micrograms of folicacid every day, through food and/or supplements. Many healthcare providers recommend supplementing the diet with folicacid for 3 months before getting pregnant and at least the first3 months of pregnancy.

2. Proper immunizations for the mother Women who arethinking about getting pregnant should make sure they have

been properly vaccinated for certain diseases that could harm adeveloping fetus (such as chicken pox or rubella). It is impor-tant to get these vaccinations before becoming pregnant becausethey can harm a developing fetus.

3. Healthy behaviors Having a healthy weight and diet andgetting regular physical activity can help both the mother andfetus during pregnancy. Avoiding smoking, alcohol, or drug useis also important. In addition, certain medications and expo-sures in the environment can be harmful to the fetus and it isimportant to avoid them during pregnancy.

-National Institute of Child Health & Human Development

National Institutes of Health

Responding to Your Child in an Appropriate MannerInfant-Toddler(cont)

I would love to do this with my child, but...... my child just wont sit still that long... I dont have time to cook, so we eat out most of the time... my kitchen is too small for everyone to fit... my child eats dinner with another caretaker... I sometimes work the afternoon and evening shift and am not always home for dinner... I have to drive my other children to their after-school activities

...I dont get home from work until late in the eveningIn a perfect world, you could spend all day every day withyour child, never missing a meal or a moment of together-ness. In the real world, however, this is often not the case.Regardless of how you manage it, you should try to maketime for this kind of interaction with your child every day.The specifics of where, how, or when you spend time withyour child arent as important as the actual time youspend with your child.

If your child wont sit in a highchair for very long, putsome toys on the floor and let him/her play there while

youre in the kitchen. If youre driving here and there, talkto your child as you drive, pointing out things you see orsinging songs. If you see your child in the mornings, getinto a routine for getting dressed together so that you caninteract with him/her. You can also include the other peo-ple in your family in this time together, so that your childbecomes more comfortable in the family setting. The im-portant part is getting to know your child and letting your

child get to know you.




17/32

What is the PARENT POWER Forum?

The PARENT POWER Forumis a day of workshops pre-sented by national speakers and

experts, as well as state andlocal experts. Workshops willaddress educational, finan-cial and health issues asthey relate to students andparents.

What are the benefits ofattending?

Attendees will get to see real

professionals in action, learnhow to present their own par-ent workshops, become fa-miliar with current issues and best practices inparent involvement, become aware of available re-sources to assist parents in becoming parent lead-ers, get ideas to share with other parents, networkwith individuals who share a like-minded passionfor parent involvement, and get a chance to interactwith people who are excited about parent involve-

ment and looking for ways to transform schools intoparent-friendly professional learning communities.

How will schools benefitfrom sending a parent?

Parents, parent advisors or li-aisons, and educators who at-tend the workshops will learnstrategies that they can use toincrease parental involve-ment at their schools, engageother parents in attendingschool meetings and activi-ties, and train parents to leadschool-based capacity build-

ing parental involvement ac-tivities. The skills acquired atthe conference will help to

form a strong foundation for attendees knowledgebase and get them fired up to return to schools andthe community to become informed catalysts forhelping to improve parental involvement and fam-ily engagement.

For further information,email [email protected] or visit www.nfdinstitute.org

WHEN:March 3, 2012

WHERE:Southern University

at New Orleans6400 Press Drive,New Orleans, LA

TIME:9:00 a.m.

Modern Parents Magazineand

The U.S. Department of Educationpresent:

The 2012 PARENT POWER Forum

modernparentsmagazine 1



18/32

18 modern parents magazine

Carefully read the instructions on the cover of the test booklet.

Read the directions for each test carefully.

Read each question carefully.

Pace yourselfdon't spend too much time on a single passage or ques-tion.

Pay attention to the announcement of five minutes remaining on eachtest.

Use a soft lead No. 2 pencil with a good eraser. Do not use a mechanicalpencil as they are not usually No. 2 lead; if you do, your answer docu-ment cannot be scored accurately.

Answer the easy questions first, then go back and answer the more diffi-

cult ones if you have time remaining on that test.On difficult questions, eliminate as many incorrect answers as you can,then make an educated guess among those remaining.

Answer every question. Your scores on the multiple-choice tests are

based on the number of questions you answer correctly. There is nopenalty for guessing.

If you complete a test before time is called, recheck your work on thattest.

Mark your answers properly. Erase any mark completely and cleanlywithout smudging.

Do not mark or alter any ovals on a test or continue writing the essayafter time has been called. If you do, you will be dismissed and your an-swer document will not be scored.

Questa Independent SchoolsQuesta, New Mexico

Albert Martinez, Superintendent

February 17, 2012:No School - Staff & Students

February 20, 2012:No School - Staff & Students

March 5-9, 2012:No School - Staff & Students

March 23, 2012:

Parent Teacher Conferences8:00 a.m. - 5:00 p.m.

April 6, 2012:No School - Staff & Students

April 9, 2012:No School - Staff & Students

April 20, 2012:Staff Only Full Day

May 4, 2012:Staff Only Full Day

May 18, 2012:Last Day of School forStudents

4/14/12ACT NATIONAL TEST DATE

Audience:Juniors and Seniors

Posted by:Questa Schools

Registration Deadline:March 9, 2012

6/9/12ACT NATIONAL TEST DATE

Audience:Juniors and Seniors

Posted by:Questa Schools

Registration Deadline:May 4, 2012

New Mexico Public Education Department

Tips for Taking the ACT



19/32

Source: Infoplease Homework

El poder de los padres

Para trazar el caminohacia el xito


Padres, no podemos exigir a nuestros hijos que se desempeen bien en la escuela si no les damos apoyo cuando llegan a casa. La crianza de los hijos

no puede ser delegada por contrato. Para que nuestros hijos se superen, tenemos que aceptar nuestra responsabilidad de ayudarlos a aprender. Eso

significa apagar el Xbox y procurar que nuestros hijos se acuesten a una hora razonable. Significa asistir esas conferencias entre padres y maestros

y leerles a nuestros hijos, y ayudarlos con sus tareas escolares. Presidente Barack Obama

en esPaol

Como padre o madre, tutor o encargado del cuidado, usted puede ayu-dar a su hijo al establecer una conexin con su escuela, para enter-arse de lo que necesita para asegurar el xito y saber qu puede hacer

para ayudarlo a alcanzar esa meta. Los estudios sobre las escuelas ex-itosas informan que la particpacin de los padres es un factor muyimportante en sus buenos resultados, que incluye la reduccin de lasdesigualdades entre los grupos diferentes de estudiantes.

Cmo puede lograr esto? Al adoptar los siguientes principios y tomarlas medidas sealadas para cada grupo etario, podr ayudar a su hijoa aprender en cada paso del trayecto y as asegurar su xito en la es-cuelay en la vida.

Sea responsable.Acepte su papel de padre o madre y haga que la educacin sea unaprioridad en su hogar.

Compromtase.Una vez que comience a trabajar con su hijo, contine hacindolo du-rante todo el ao.

Sea positivo.Los elogios surten un gran efecto en los nios, especialmente en aqul-los que experimentan dificultades en la escuela. Haga comentariospositivos.

Tenga paciencia.Mustrele a su hijo que se preocupa por l, a travs de su dedicaciny aliento.

Preste atencin.Intervenga inmediatamente cuando se presente algn mal compor-tamiento. Mustrele qu hacer y dle la oportunidad de hacerlo cor-

rectamente. La disciplina debe ser adecuada y consistente.

Sea preciso.Provea instrucciones claras y directas.

Preste atencin a los errores.Lleve cuenta del desempeo de su hijo. Verifique todo el trabajo quesu hijo lleve a casa de la escuela y gurdelo en un archivo. Aydelo acorregir los errores.

Concntrese en los logros.Obtenga informacin del desempeo escolar de su hijo. Guardeapuntes sobre conferencias con los maestros, solicite informes de pro-greso y lea detenidamente los informes con las calificaciones y los re-sultados de las pruebas de logros. Haga preguntas sobre esosresultados.

Sea diligente.Trabaje con su hijo y maestro desde el principio hasta el final del ao.

Sea innovador.Mantenga la enseanza animada y dinmica.

EST PRESENTE.Simplemente est presente para responder a las preguntas, escuchar,dar consejos, alentar y hablar de manera positiva sobre la vida de suhijo o hija. Est presente para dar apoyo cuando sea necesario.

U. S. Department of Education



20/32

eduCaTors

20 modern parents magazineJ Fcb.cm/m.pt Twtt.cm/M_Pt_M

Five Key Behaviors of Effective Teaching

Approximately ten teacher behaviors show promis-ing relationships to describable student performance,primarily as measured by achievement on classroomand standardized tests. Another five have had somesupport and appear logically related to effectiveteaching. The first of the five we will call key be-haviors because they are considered essential foreffective teaching. The second five we will call help-ing behaviors that can be used in combinations toimplement the key behaviors. The five key behaviorsare:1. Lesson Clarity

2. Instructional Variety3. Task Orientation4. Engagement in the Learning Process

5. Student Success

Lesson ClarityThis key behavior refers to how clear and inter-pretable a presentation is to the class. Assume for themoment that you are the teacher and ask yourself:

Are your points understandable? Are you able to ex-plain concepts clearly so your students are able to fol-low in a logical step-by-step order? Is your oraldelivery to the class clear, audible, intelligible, andfree of distracting mannerisms?

Instructional DeliveryThis key behavior refers to the variability or flexibil-ity of delivery during the presentation of a lesson. Re-search indicates increased student achievement fromthe use of variety in instructional materials and tech-niques, the frequency and variety of reinforcementsused, and the types of feedback given to students.

One of the most popular and effective ways of creat-ing variety during instruction is to ask questions. An-other aspect of variety in teaching is perhaps themost obvious: the use of learning materials, equip-

ment, displays, and space in your classroom. Thephysical texture and visual variety of your classroomcan actually encourage student involvement with les-son content. The display of reading materials, use ofaudio and visual devices, demonstration materials,and the organization of reference materials andlearning resources can all contribute to instructional

variety.

Task OrientationThe key behavior refers to how much classroom timethe teacher devotes to the task of teaching an aca-demic subject. The more time dedicated to the task ofteaching a specific topic, the greater the opportunitystudents have to learn. Some task-related questionsa teacher must answer are: (1) How much time do Ispend lecturing, asking questions, and encouragingstudents to inquire or think independently? (2) Howmuch time do I spend organizing for teaching and

getting my students ready to learn?

Engagement in the Learning ProcessThis key behavior refers to the amount of learningtime devoted to an academic subject. Engagementrate is the percentage of time devoted to learning

when the student is actually on-task, engaged withthe instructional materials and benefiting from theactivities being presented.

Student SuccessThis key behavior refers to the rate at which studentsunderstand and correctly complete exercises. A cru-cial aspect of the research on task orientation andstudent engagement has been the level of difficultyof the material presented. In these studies, level ofdifficulty was measured by the rate at which studentsunderstood and correctly completed exercises. Threelevels of difficulty are:

high success, in which the student understands the task and makes only occasionalcareless errors;moderate success, in which the studenthas partial understanding but makes somesubstantive errors, orlow success, in which the student does notunderstand the task at all.

Findings indicate that task orientation and studentengagement are closely related to level of difficulty, asmeasured by success rate. Consistently, instructionthat produces a moderate-to-high success rate resultsin increased achievement, because more content iscovered at the learners current level of understand-ing.

Source:Effective Teaching Methods by Gary Borich



21/32


Dr. Constance Collins,Superintendent

iMPorTanCe oF ParenTal inVolVeMenT

The Round Lake Area District 116 school district islocated in Round Lake, IL. Round Lake Area Dis-trict 116 is currently led by Dr. Constance Collins.Superintendent Collins speaks with us today aboutthe importance of parental involvement.

Modern Parents: Thank you for speaking with ustoday, Dr. Collins. Can you talk to us about yourview of parental involvement?

Dr. Collins: I believe that parental involvement is avery important component of student and schoolsuccess. The definition of parental involvement haschanged over the years and an involved parent isnot always one who is able to volunteer in theschools every day. Instead, in most instances, suc-cessful students come from homes which empha-size the importance of education and learning in all

environments. I believe parental involvement iscritical to children being successful in school.

Modern Parents:What advice would you give parents to help improve their childs performance inschool?

Dr. Collins: Partner with your childs school, teachers and administration to create a positive learningenvironment for your child. As a parent, you should hold high expectations and communicate these

expectations regarding achievement to both your child and the school. You should immediately seekhelp for your child when there are signs of struggle and do all that you can to create a positive learn-ing environment within and outside of school. Support the school and its efforts to move your childtoward higher levels of achievement. Communicate the importance of a high quality education to yourchild and make this evident through your actions within the home and school. Speak positively aboutthe school, its leadership and the adults within the classroom.

We will continue our conversationwith Dr. Collins in the next issue.



22/32


Finance ExpertSUZE ORMAN

In these tough economic

times, the advice of financeexperts can be quite valuable

to most households. We are

fortunate to bring you words

of wisdom from the consum-

mate finance expert of our

day, Ms. Suze Orman. The

host of CNBC, The Suze

Orman Show speaks with us

today about planning for col-

lege.

Modern

Parents:

What advice would you give parents regarding

establishing a college fund for their kids.

Suzy Orman:

Today, economic times have changed. They have

changed people and its not going to get any bet-ter for quite awhile. So when you are setting up

money to take care of a childs college education,

what you are in essence saying is that the college

education for that child is more important than

feeding yourself. Its more

important than puttingaway money for your retire-

ment. Its more important

than having a house you can

have. Its more important

than that car you can drive,

more important than you

having money when you get

sick. I have to say, giving

where the economy is going,

you put a fortune into a

childs education so that

they then graduate and get what? What job, at

what cost, at what pay scale. What is wrong with

community colleges? What is wrong today with

sending your child there to get an education.

They dont have to go to an expensive school.

These private schools are getting absurd. Why

not stress a little bit of self sufficiency, where we

take care of ourselves. You graduate from high

school and if that means you have to go out and

work until you save enough money to then go tocollege, then consider the wait. We can no longer

be a debtor society. With a debtor society you

are in prison, nobody has the keys anymore to let

us out. Thats what I think about it.



23/32

modern parents magazine 23J Fcb.cm/m.pt Twtt.cm/M_Pt_M

Phone Registration: Call 504.339.5310. Visa, MasterCard are accepted.Mail-in Registration: Send the registration formwith credit card information, check or money orderpayable to the National Family Development Instituteto 2536 Delta Pointe Dr., Marrero, LA 70072.Fax Registration: Fax the registration form with payment/credit card information to 504.522.7948.Online Registration: www.nfdinstitute.org. Click PARENT POWER Forum.Regular Registration- Deadline February 20, 2012. Early Registration - $20.00. Must be received by

February 1, 2012. Our workshops are open to the public. Limited space available on a first-paid, first-served basis. Call 504.339.5310 to confirm spaceavailability. Payment is required to reserve a seat in the Forum. Accommodations for people with disabilities will be provided if requested at least one week priorto Forum. Questions? Call 504.339.5310/ 1.866.994.4242, or email [email protected]

Name: ____________________________________________________________________________________

Address: __________________________________________________________________________________

City: ______________________________________________ State: ____________ Zip: _________________

Phone: ____________________ E-mail: ________________________________________________________

Please check one: ____Parent ____Parent Liaison ____Educator ____Administrator____Community Member _____Institution _____Organization _____Other_______________________

School/Institution/Organization:____________________________________________________________________________________________

Title: _______________________________________________________________________________________

Credit Card Number/Expiration Date: _______________________________________________________

Cardholders Name:________________________________________Signature: ______________________

Purchase Order Number: ____________________________________________________________________

Total Enclosed: $_______________________ Check_______ Money order______ Credit card ________

PARENT POWER Forum Registration $25.00



24/32


Modern ParenT

YolandaAdams



25/32


MOD ERN PARENTS MagazineSUGGESTED

USES

Focus on one article at a time. Create a parentinteraction system that allows parents to re-spond to the most helpful components of themagazine.

Designate one article as the topic of discussionat your parent meetings.

Create a parent quiz based on articles.

Have students share how MPM strategies areused, and/or the differences they are making, athome.

Name one parent an Expert in a designatedtopic after she/he reads and creates a parent ac-tivity revolving around an MPM strategy or tech-nique.

MPM is a must for all parent rooms and

PTO/PTAs.

Designate a section in your school to reflect howMPM strategies are used at home, thus show-casing active home-school interaction.

Place a copy of MPM on the office counter andin the teachers lounge.

Cite MPM data in school newsletters and cor-respondences.

Have a Parent Quiz Bowl or MPM-related ac-tivity at your next PTO meeting for a refreshingchange of pace.

Compile parent and/or teacher suggestions oninnovative ways to use the publication. Submit

your suggestions to MPM for possible publica-tion. Imagine having your school featured in anational publication.

Use MPM to nurture, develop or support par-ent writers; include teachers and students, aswell. Submit for possible publication. Be sure toindicate your school.

Log the topics/articles that garner the greatestresponse. Document the greatest area of growthin your parents.

Use MPM content during Family Night activi-ties. The use of MPM in your school sends themessage that your school supports its parentsand is dedicated to developing well-informedparents.

Use MPM to highlight exceptional parents and

special events or achievements.

Display a Parent Enlightenment or ParentGrowth Chart in your school to showcase areasof parental growth or enlightenment.

List MPM in your School Improvement Plan. Itmeets parent/family involvement requirements.

Contact us for additional uses forMODERN PARENTS Magazine




26/32


CAN YOUR CHILD ANSWER THEFOLLOWING QUESTIONS?

Read each problem. Cross out the number sentence that does not fit the problem.Solve the correct number sentence.

a. Jasmine picks 9 flowers. She puts 4 flowers in a vase. How many flowers areleft in her hand?

9-4=________

9+4=________

b. There are 3 pups on the chair. There are 8 more pups on the floor. How many

pups are there in all?

3-8=________

8+3=________

c. Ariel finds 7 starfish . She gives 2 to Flounder. How many starfish does Arielhave left?

7-2=________

7+2=________

Answers: a) 9-4=5, b) 8+3=11, c) 7-2=5



27/32

modern parents magazine 2J Fcb.cm/m.pt Twtt.cm/M_Pt_M

Dr. James Meza, SuperintendentJefferson Parish Public Schools

iMPorTanCe oF ParenTal inVolVeMenT

Today we speak with the leader of thelargest school district in the state ofLouisiana. Dr. James Meza is theActing Superintendent of Jeffer-son Parish Public Schools. Dr. Mezaspeaks with us about the stateslargest school district and parentalinvolvement.

Modern Parents: Thank you forspe aki ng with us today, Dr. Meza.How are you?

Dr. Meza: Im doing fine, Carol.

Modern Parents: So can you tell us alittle bit about Jefferson Parish Pub-lic Schools? Whats on the horizon, your view of parental involvementoverall and for the district?

Dr. Meza:Well, the Jefferson ParishSchool System is the largest public school system in the state ofLouisiana. We have 89 schools, ranging from Early Childhood toHigh School. We have several alternative schools and two charterschools, currently. We have a budget of $520 million. In essence,we are one of the largest corporations in the state when you com-pare us to business. We have 7,000 employees and 46,000 stu-dents, so were a major organization. Also, when you look at oursystem, its changed over the last 20 years. Weve moved from apredominately white system to a predominately minority system,particularly serving many children whose families have low in-comes. Almost 75% of our district serves those who are consid-ered free & reduced lunch students, so we serve many families thatare in financial need.

Modern Parents: Interesting. Do you think the needs of those stu-dents differ from your traditional students in the past?

Dr. Meza: Well, first of all there is no difference in their potential.Their strengths are unique. The real challenge is that many timesthey have less resources and their level of readiness is behind.Therefore, my objective is that we have to push for more funding,support and resources to families and children early on in the ed-ucational process; starting with 4 year olds, 5 year olds, 6 yearolds. We want every child to be able to read by third grade. Cur-rently, we have some major problems. They stem from the dropout

rate, overaged children, and high retentionrates. If we get all children to read by thirdgrade, we will see an immediate reductionin retention. If we were able to focus on thechild early on hopefully we will have chil-dren to stay in school much longer. Cur-rently, only one out of three of our studentswho enter high school graduate. We haveto do much better than that.

Modern Parents: Do you see the familyplaying a role in that?

Dr. Meza: Family is just so critical. Its a legof our triangle. We call it the education tri-angle-the school, the parent, and, of course,the child. We cannot be totally successfulwithout parents being directly involved intheir childs education. We know our par-ents. There are two things we know aboutour parents-they love their children, re-

gardless of what kind of parent they are;and secondly, they want their child to be successful. But schoolscan only do so much. We need to have that support. A childs wak-ing hours are outside of the classroom. They are only in school fora certain portion of the day. Its whats happening in the home en-vironment, in the community and the time that they are not inschool that is so very important. So we need that level of continu-ity and support. Many times our parents unfortunately were notsuccessful in school, so they dont look at school as a friendly place.So its hard for them sometimes to return to a place where someof them sometimes may have had negative experiences. So we re-ally have to do more parent education. And I think your publica-tion can help us do that. School has to be open to parents andreach out to parents. We cant just expect parents to come in.Schools have to assume a level of responsibility for reaching out

and saying whatever you need to help educate the whole child, wewill support you; whether its medical, whether its dental, whetherits support services, or special needs. Some of our parents dontknow how to navigate the bureaucracies to support their child. Weneed to do a much better job of communicating to them, invitingthem in. These are their schools. We want them to be part of thesolution.

We look forward to continuing our conversation with Dr. Mezain the next issue.



28/32


Were giving you the tools to lower your Entergy bill. Our ENsight website helps

you save energy and money. Check the power consumption of individual

appliances or your entire hou se! Compare energy use of electronics like

big-screen TVs before you buy. You will also find our easy cost-savings tips. Take

control of your bill at entergy.com/savemoney.

Jelinda Allen, Engineer

How can I lower

my Entergy bill?

re giving you the

e tools to lower your Entergy plebill. Our ENsight website h

s

, Enginelinda Allen

control of your bil

s befbig-screen TV

ppliances or yo

er

entergy.com/savemoneyl at

ou will also findore you buy. Y

ur entire house! Compare e

.

.

.pisgnivtoour easy c

ekicinortcelergy use of e

eka



29/32


wordsearch

g n i h C u o T

e T e h Me i a

e k a F n s Mu

i a F r s T u d d

T r C i e T P V i

C n g n i k a T

a i i g X C r C o

T n e M e V o M r g g n i d a e r y

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

Can youfind thesewords?


modernparents



A U D I T O R YH E A R I N G

L E A R N I N GL I S T E N I N G

M O V E M E N TR E A D I N GT A C T I L ET A L K I N G

T O U C H I N G



30/32

_______ PRINT SUBSCRIPT ION

_______ DIGITAL SUBSCRIPTION

BILLING INFORMATION

YES! Please enter my subscription to thisquarterly publication for $24.95 for one year.

YES! Please enter my subscription to thisquarterly publication for $34.95 for two years.

NAME

_____________________________________________________________________

STREET ADDRESS

__________________________________________________________________________

__________________________________________________________________________

PHONE

_________________________________________________________________________

EMAIL

________________________________________________________________________

Please make checks payable to: National Family Development Institute.Credit Cards processed at wraw.modernparentsmagazine.com.

SCHOOL/DISTRICT/ORGANIZATION

__________________________________________________________________________

CONTACT PERSON/TITLE

__________________________________________________________________________

ADDRESS

__________________________________________________________________________

__________________________________________________________________________

PHONE

_______________________________________________________________________

EMAIL

_________________________________________________________________________

QUANTITY__________________________________

Discount Available for Bulk Orders

DIGITALSUBSCRIPTIONSSchool District Fee

(District Wide Access for All Parents)

$4,995.00LIMITED TIME ONLY

Districts Receive the Following Deliverableswith District-Wide Digital Subscriptions:

*Districts will receive digital issues of Modern Parents Maga-zine each quarter for each parent

*Districts will receive digital issues of Modern Parents Digesteach month for each parent

*Districts will receive a special access code for unlimited use

for all families, as well as reprint permission

*Districts will receive monthly digital newsletters

*Districts will receive a special access code for Teleconfer-ences with the United States Department of Education

*Districts will receive coverage in each issue

*MPM will provide the district with research and parent feed-back, upon request

Modern Parents Ma gazine is a proud partner of theUnited States Department of Education



subscribeTODAY!

gol!

ww.mptmz.c

~ or ~

Ctct :

clw@mptmz

504.339.5310 1.866.994.424

~ or ~

Ml sbcpt t:

Modern ParenTs Mz

2536 dlt Pt dvM, a 70072



31/32

[email protected] parents magazine

The next star of MODERN PARENTS Magazine could be. . . your child!

Hi Modern Parents,

Modern Parents Magazine invites you to send in the most interesting photos or stories of yourchildren. Has your child made noteworthy progress at school? Have you captured a snapshot

of him or her during a particularly funny moment? If so, MPMwould love to feature your photographs or anecdotes in anupcoming issue.

Please send all photographs as a jpeg attachment.Stories may be sent in the body of the e-mail to:[email protected]

APhotoInvitation



32/32


Documents

_MPM Volume II, Issue IV