Unifying Your Community Around Education HANDOUT SWSXedu 0514 TASB SA FTW 0614Chris Shade
As the power of community involvement is demonstrated in grassroots projects—urban gardening, local art installations, creative workspaces—we should be asking ourselves a question: how can we translate this excitement and teamwork into education? Learn how Denton, Texas, unified the city, school district, non-profits, faith-based organizations, and parents to enact a vision: a free pre-K education for Denton's children and a mentorship program for 10,000 of Denton's most at-risk students.
American kids are out of shape, tuned out and stressed out because they’re missing something essential to their health and development, unstructured time playing outdoors.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
Three Ways Nature and Outdoor Time Improve Your Child’s Sleep: A Guide for Parents and Caregivers.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
Be Out There takes an in-depth look at how to balance screen time with green time in the report, Friending Fresh Air: Connecting Kids to Nature in a Digital Age. Here, we offer insight on how to use technology you already love and still connect your kids to nature.
According to a 2012 survey of 1000 parents commissioned by National Wildlife Federation (NWF), weather topped the list of barriers to getting kids outdoors. Sixty-one percent of those surveyed cited weather as most problematic, over concerns about strangers (38%), homework (31%), and a busy schedule (5%).
Parents protect their kids; it’s their job. So, it’s natural when the weather turns really nasty or dangerous to keep children inside. But, children are far more adaptable, resilient and hearty than we modern parents give them credit for. Two decades ago, kids routinely ran in the sprinkler to cool off on a sweltering day, made igloos when it snowed, splashed in puddles when it rained. How many do that now? Not many, statistics say. Modern children spend only minutes each day outside in unstructured activities.
Unifying Your Community Around Education HANDOUT SWSXedu 0514 TASB SA FTW 0614Chris Shade
As the power of community involvement is demonstrated in grassroots projects—urban gardening, local art installations, creative workspaces—we should be asking ourselves a question: how can we translate this excitement and teamwork into education? Learn how Denton, Texas, unified the city, school district, non-profits, faith-based organizations, and parents to enact a vision: a free pre-K education for Denton's children and a mentorship program for 10,000 of Denton's most at-risk students.
American kids are out of shape, tuned out and stressed out because they’re missing something essential to their health and development, unstructured time playing outdoors.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
Three Ways Nature and Outdoor Time Improve Your Child’s Sleep: A Guide for Parents and Caregivers.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
Be Out There takes an in-depth look at how to balance screen time with green time in the report, Friending Fresh Air: Connecting Kids to Nature in a Digital Age. Here, we offer insight on how to use technology you already love and still connect your kids to nature.
According to a 2012 survey of 1000 parents commissioned by National Wildlife Federation (NWF), weather topped the list of barriers to getting kids outdoors. Sixty-one percent of those surveyed cited weather as most problematic, over concerns about strangers (38%), homework (31%), and a busy schedule (5%).
Parents protect their kids; it’s their job. So, it’s natural when the weather turns really nasty or dangerous to keep children inside. But, children are far more adaptable, resilient and hearty than we modern parents give them credit for. Two decades ago, kids routinely ran in the sprinkler to cool off on a sweltering day, made igloos when it snowed, splashed in puddles when it rained. How many do that now? Not many, statistics say. Modern children spend only minutes each day outside in unstructured activities.
This article illustrates how getting dirty outdoors benefits kids. Who would have thought something we spend so much time wiping, sweeping, and mopping away could be so good for kids’ health? Spending time outside is great for kids, and studies show that getting dirty while they’re out there might be even better. Studies have shown benefits to immune systems, hearts and skin, as well as kids’ emotional well-being and learning skills.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
Offering sufficient outdoor time improves the overall health of our children while lengthening attention spans, diminishing aggressiveness, improving test scores and ultimately advancing learning. This guide addresses those concerns.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
Genetic research shows there are clusters of genes that may be involved in ASD but suggests that environmental triggers are significant as well. This article asks if child restraint and concomitant time in child seats could be a one of those triggers.
A Parent’s Guide to Overcoming Common Obstacles for Kids and Outdoor Play.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
Almost half of the children in the U.S. are deprived of the lifelong benefits of two parents who share the parenting throughout the first 18 years of their children’s lives. Who are children living with? FACT: The vast majority of children say they want – or wanted - more time with their fathers after their parents stopped living together. Kids want more shared parenting.
Our society holds a curious double standard when it comes to encouraging hands-on shared parenting. For instance, we want dads involved with their infants and toddlers—diapering, feeding, bathing, putting to bed, soothing in the middle of the night, cuddling in the morning. But when parents separate, some people think that young children need to spend every night in one home, usually with mom, even when this means losing the care their dad has been giving them. Despite all strides in cracking gender barriers, many of us still think that it is primarily the mother’s role to care for infants and toddlers, and that we jeopardize young children’s wellbeing if we trust fathers to do the job.
When Children are Forced to reject a Parent Whom They LoveDialogue in Growth
Presentation was given to the University of Adelaide symposium on Parental Alienation in 2017. Attended by the general public, targeted-alienated parents and grandparents, and academics, this presentation outlines parental alienation as both a psychological and social phenomenon.
Parental Alienation at the Intersection of Family Law, Social Science and Liv...Dialogue in Growth
Presentation on Parental Alienation assessment and intervention given to the Australian Family Law Pathways Network (FLPN) in May 2018. This presentation was attended by family law practitioners, independent children's lawyers (ICL) and family consultants (custody evaluators).
The scope of the presentation covered definitions of parental alienation, how parental alienation is situated in family law and family violence, evaluation, assessment and evidence-based intervention to remediate parent-child relationships.
In 2011, Denton ISD partnered with the local United Way organization and Ready Rosie to form an Early Childhood Coalition. The goal was to reach all parents and community members with tools that would get all 0-6 year olds ready for success in school. We reached all 10,000 families with MOBILE video content that went straight to their mobile devices. This session will share the data and success of
that coalition plus resources that can work in any community.
This article illustrates how getting dirty outdoors benefits kids. Who would have thought something we spend so much time wiping, sweeping, and mopping away could be so good for kids’ health? Spending time outside is great for kids, and studies show that getting dirty while they’re out there might be even better. Studies have shown benefits to immune systems, hearts and skin, as well as kids’ emotional well-being and learning skills.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
Offering sufficient outdoor time improves the overall health of our children while lengthening attention spans, diminishing aggressiveness, improving test scores and ultimately advancing learning. This guide addresses those concerns.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
Genetic research shows there are clusters of genes that may be involved in ASD but suggests that environmental triggers are significant as well. This article asks if child restraint and concomitant time in child seats could be a one of those triggers.
A Parent’s Guide to Overcoming Common Obstacles for Kids and Outdoor Play.
National Wildlife Federation (NWF) created the Be Out There movement to give back to American children what they don’t even know they have lost: their connection to the natural world. In the process, NWF aims to help reverse alarming health trends and help families raise happier, healthier children. Signs everywhere show the spirit of the movement taking hold.
For more information, go to www.beoutthere.org/join
Almost half of the children in the U.S. are deprived of the lifelong benefits of two parents who share the parenting throughout the first 18 years of their children’s lives. Who are children living with? FACT: The vast majority of children say they want – or wanted - more time with their fathers after their parents stopped living together. Kids want more shared parenting.
Our society holds a curious double standard when it comes to encouraging hands-on shared parenting. For instance, we want dads involved with their infants and toddlers—diapering, feeding, bathing, putting to bed, soothing in the middle of the night, cuddling in the morning. But when parents separate, some people think that young children need to spend every night in one home, usually with mom, even when this means losing the care their dad has been giving them. Despite all strides in cracking gender barriers, many of us still think that it is primarily the mother’s role to care for infants and toddlers, and that we jeopardize young children’s wellbeing if we trust fathers to do the job.
When Children are Forced to reject a Parent Whom They LoveDialogue in Growth
Presentation was given to the University of Adelaide symposium on Parental Alienation in 2017. Attended by the general public, targeted-alienated parents and grandparents, and academics, this presentation outlines parental alienation as both a psychological and social phenomenon.
Parental Alienation at the Intersection of Family Law, Social Science and Liv...Dialogue in Growth
Presentation on Parental Alienation assessment and intervention given to the Australian Family Law Pathways Network (FLPN) in May 2018. This presentation was attended by family law practitioners, independent children's lawyers (ICL) and family consultants (custody evaluators).
The scope of the presentation covered definitions of parental alienation, how parental alienation is situated in family law and family violence, evaluation, assessment and evidence-based intervention to remediate parent-child relationships.
In 2011, Denton ISD partnered with the local United Way organization and Ready Rosie to form an Early Childhood Coalition. The goal was to reach all parents and community members with tools that would get all 0-6 year olds ready for success in school. We reached all 10,000 families with MOBILE video content that went straight to their mobile devices. This session will share the data and success of
that coalition plus resources that can work in any community.
Colleagues Responses
Colleagues responses
Assignment 4 8080 Part 2
. Interact with 3 colleagues and respond to them by sharing additional insights, comparing experiences, and posing questions that further promote dialogue. (Post to each colleague in 150 words.)
Colleague 1 response:
Posted by DeQuanda Cummings
Optimizing Brain Development
The first few years of a child’s life are critical for healthy brain development. Brain development begins during the prenatal period and continues through early childhood. Although the brain continues to develop into adulthood, the first eight years builds the foundation for learning and success (CDC, 2021). Brain development depends on many factors such as, prenatal care, experiences, and exposures to toxins and infections. “Nurturing and responsive care for the child’s body and mind is the key to supporting healthy brain development” (CDC, 2021). Positive and negative experiences help shape a child’s brain.
How the brain grows is highly affected by the child’/ s experiences with people and the world. Children depend on interactions with parents and their caregivers to be responsive to their needs. Children thrive in environments where they can explore and play in a safe environment. Their needs ought to be met and not neglected. They do not need to be exposed to stress. As a parent and/or caregiver to support healthy brain development you can constantly talk to the child, read to your child, meet their needs, and offer them a safe place to explore and play. Speaking and reading to children increase their language and communication skills. “Nurturing a child by understanding their needs and responding sensitively helps to protect children’s brains from stress” (CDC, 2021). Exposure to stress can negatively affect brain development. When children are at risk, it can cause them a delay in accomplishing developmental milestones. They will distrust people if their needs are not constantly being met.
This topic is important to me because in the school that I work at we have a high population of students who needs are not being met. When they get into the classroom, before I can teach them anything I have to meet their needs whether it be feeding them or giving them extra attention. I have even gone as far to buy clothes and shoes for students. This affected the students’ learning. They were usually the ones that were below grade level in the classroom. When having conversations with the parents, they want better for their children but did have the resources or just did not know.
I will need support from pediatricians, early childhood educators, and counselors to help inform parents and caregivers about the importance of brain development and optimizing brain development.
Reference
CDC. (2021, February 22). Early Brain Development and Health. Centers for Disease Control and Prevention. https://www.cdc.gov/ncbddd/childdeve ...
Presentation by Dr Jan Macvarish, entitled The Uses and Abuses of Biology: Neuroscience, Parenting and British Family Policy, given to the conference of the same name on Friday 28 March 2014, Birkbeck, London University. The conference was organised by the Centre for Parenting Culture Studies, the University of Kent.
Week One Learning ResourcesThe following are required readings .docxtroutmanboris
Week One Learning Resources:
The following are required readings and viewings for Week One:
_______________________________
1. notes for Week One:
New Possibilities for Parenting Newborns:
As social and behavioral scientists have enriched our views of parenting over recent decades, neuroscientists have been equally busy learning about brain architecture in babies and children and learning about wonderful possibilities for responsive parenting that help construct the richest possible outcomes, including adult outcomes, that result from sensitive responses to our newborns and toddlers.
This course focuses on a new view of parenting and of children. Child development has a long history of adherence to a very successful medical model began around 1900 from the developments of knowledge about sanitation, germ theory of disease, conquering childhood illness with vaccines, and the development of therapies that address mental health problems and misbehaviors. If you look carefully at these topics, they rest on the belief that what matters in child development is pathology, and correcting pathology is the whole picture. There is a reading list of medical model topics in child development found under Resources for Parenting References, just under Syllabus in our course. I placed the only two books I recommend (but do not require) for our course. The rest of the information there is a fine list medical model references about pathology that can be used in other sections of BEHS 343.
Starting early in the twentieth century our first American child psychologist, G. Stanley Hall coined a phrase that has taken over child development beliefs about adolescence. Hall was descriptive, for in the early twentieth century there were no theories of child development. He coined the now-famous phrase of “storm and stress” to characterize adolescence. Even today, as psychologist Richard Lerner says, (and as you will read in this course), parents continue to define their teens in terms of a “pathology” If asked how their teen is doing, they will often answer, “Well, at least he hasn’t crashed the car.” Or “At least he is not into drugs.” Or, at least she is not pregnant and she hasn’t dropped out of school.” That is, teens are being measured against a whole Pandora’s box of expected pathology: “storm and stress.” And, in this course, many parents mention they are dreading adolescence as their children are growing older.
The new viewpoint comes from a question that has been around for decades. Neurologists and psychologists have quietly been inquiring about many topics, including that of the storm and stress of adolescence: “Isn’t well-being of adolescents (and all of us) more than just the absence of pathology? Isn’t well-being more than these negative descriptions parents use to describe their teens? Methods and measures of well-being did not exist until quite recently, as development of much more sensitive brain scans have become able to measure activities d.
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This is a more serious project then the previous ones I have uploaded where humour reigned supreme. Please view it for the contents are worthy information.
111Impact of Child Homelessness on Mental HealSantosConleyha
1
11
Impact of Child Homelessness on Mental Health and Academic Performance
Literature Review
Iriana Pinto
Department of Counseling, Webster University
COUN 5850: Research and Program Evaluation
Helen Singh Benn, PhD., LMHC
February 8, 2021
Literature Review
Ironically, homelessness itself a kind of mental torture which automatically creates distress in a person's mind and bitterness about life. A person without having shelter feels uncomfortable; unsatisfied with his life that he cannot feed his family, even the state's policies are not fair enough to support homeless families. Here, in this paper, we discuss child homelessness which is a great threat to child health in terms of mental distress and academic performance (Vostanis, 1998). In a recent survey, there were 1.4 million children experienced homelessness worldwide, about 75% of children experienced homelessness by doubling-up with other families. On the other hand, 15% of children were in shelters, hotels/motels percentage calculated as 7%, and those were who didn't have shelter to live were 4%. The data has been collected from 2016-17 survey regarding measuring the child homelessness in all over the world according to which appropriate measures could be taken to ensure the provision of shelters, homes, education to homeless children effectively and efficiently. The data mentioned above is being reported from two sources, i.e. school districts required to report based on the number of homeless students they serve. In contrast, others belong to the consensus of federally funded homeless shelters and temporary housing programs conducted by the U.S. Department of Housing and urban development.
Child Homelessness Statistics and Survey
Furthermore, the most important thing noticed during this survey is that overall child homelessness affects the mental health of the children and their academic performance. They do not feel comfortable while studying with 13-14 other family members, unsatisfied mind creates mental trouble and become the reason of destruction in overall academic performance. The explanations behind vagrancy in this get-together are extraordinary: many are overcomers of local violence, four and the get-together moreover consolidates uprooted individual families, generally in U.S. Homeless young people are on a very basic level more plausible than everyone, or assessment kids in stable housing, to have conceded development, six learning difficulties, seven and higher speeds of mental prosperity issues (social issues, for instance, rest agitating impact, eating issues, ill will, and overactivity, and energetic issues, for instance, despairing, anxiety, and self-harm).6,8–10 Such issues are not express to down and out families. They occur in various families living in trouble. They are related to threatening life events that rush vagrancy, for example, family breakdown, abuse, receptiveness to for ...
1
11
Impact of Child Homelessness on Mental Health and Academic Performance
Literature Review
Iriana Pinto
Department of Counseling, Webster University
COUN 5850: Research and Program Evaluation
Helen Singh Benn, PhD., LMHC
February 8, 2021
Literature Review
Ironically, homelessness itself a kind of mental torture which automatically creates distress in a person's mind and bitterness about life. A person without having shelter feels uncomfortable; unsatisfied with his life that he cannot feed his family, even the state's policies are not fair enough to support homeless families. Here, in this paper, we discuss child homelessness which is a great threat to child health in terms of mental distress and academic performance (Vostanis, 1998). In a recent survey, there were 1.4 million children experienced homelessness worldwide, about 75% of children experienced homelessness by doubling-up with other families. On the other hand, 15% of children were in shelters, hotels/motels percentage calculated as 7%, and those were who didn't have shelter to live were 4%. The data has been collected from 2016-17 survey regarding measuring the child homelessness in all over the world according to which appropriate measures could be taken to ensure the provision of shelters, homes, education to homeless children effectively and efficiently. The data mentioned above is being reported from two sources, i.e. school districts required to report based on the number of homeless students they serve. In contrast, others belong to the consensus of federally funded homeless shelters and temporary housing programs conducted by the U.S. Department of Housing and urban development.
Child Homelessness Statistics and Survey
Furthermore, the most important thing noticed during this survey is that overall child homelessness affects the mental health of the children and their academic performance. They do not feel comfortable while studying with 13-14 other family members, unsatisfied mind creates mental trouble and become the reason of destruction in overall academic performance. The explanations behind vagrancy in this get-together are extraordinary: many are overcomers of local violence, four and the get-together moreover consolidates uprooted individual families, generally in U.S. Homeless young people are on a very basic level more plausible than everyone, or assessment kids in stable housing, to have conceded development, six learning difficulties, seven and higher speeds of mental prosperity issues (social issues, for instance, rest agitating impact, eating issues, ill will, and overactivity, and energetic issues, for instance, despairing, anxiety, and self-harm).6,8–10 Such issues are not express to down and out families. They occur in various families living in trouble. They are related to threatening life events that rush vagrancy, for example, family breakdown, abuse, receptiveness to for ...
Similar to Unifying Your Community Around Education Handout (16)
Chris Shade BS MEd MS LPC-Associate "Presume" (What Do I Do?)Chris Shade
What do I do?
While working in education, I created a "presume" about my work, and it was viewed over 35K times. It was also featured by CareerSherpa as one of the "3 Inspiring Visual Resume Examples on SlideShare": https://careersherpa.net/3-inspiring-visual-resume-examples-on-slideshare/
Now that I'm in the field of counseling, I created a new presume sharing what I do now. Check it out.
If interested, here is a link to the original: https://www.slideshare.net/chrisshade/chris-shade-presume-what-do-i-do
Growth mindset: Which is more important: “growth” or “mindset?” The answer is both, but let’s flip the terms. First, a leader must have the right mindset, and only then can a leader nurture growth. Jack Welch, longtime CEO of GE, said, “Before you are a leader, success is all about growing yourself. When you become a leader, success is all about growing others.” Discover ways to flourish in education in this engaging session on leadership and the growth mindset.
Leaders accomplish their visions through personal growth and personnel growth. How?
Discover 6 ways to grow the team(s) you lead.
Learn the 1 thing teams need to be the "perfect" team.
Uncover the real meaning and importance of vulnerability for success in the workplace.
High Quality Family Engagement The Equity Issue of Our Time HandoutChris Shade
Evaluate this session
Under ESSA, schools are no longer confined to “core academic subjects” as the only measure of student success. Previous educational reforms did not sufficiently address the social and emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a “well-rounded education” including activities in social emotional learning, skills essential to academic success. ESSA provides balance where the focus had become too narrow under NCLB; and it encourages means to ensure access and equity for all students. While many focus on what educators can do to ensure equitability, there is no substitute for parents’ role as a child’s first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.
ESSA Parent & Family Engagement Beyond Checking the Box WebinarChris Shade
For years, Denton Independent School District schools offered the typical parental involvement activities Dr. Karen L. Mapp of Harvard calls “random acts of parent involvement” in her article, Unlocking Families’ Potential. Our schools had good intentions, but the results didn’t always quite live up to expectations. While the events weren’t bad in and of themselves, activities were a one-time event and not necessarily sustainable. When I learned of what ReadyRosie offered, a product unlike any I’d ever seen, I knew we had uncovered a way to link parent and family engagement to student learning and development, the essential component of an effective program. Not only did ReadyRosie strengthen engagement, it helped address a number of requirements of the Every Student Succeeds Act in our efforts to improve student achievement.
September 20th at 12pm CT we will be hosting a free webinar to share more about how Denton ISD is using ReadyRosie to meet ESSA requirements in a meaningful way.
Perhaps no other book has been cited in educational circles
recently than Mindset by Carol Dweck. But what is mindset;
and how does it impact student success? Discover how
mindset relates to goal setting, effort, strategy, grit, and
[learning from] failure; uncover how the words educators
and parents use impact children’s mindset in addition to
ways to reframe challenging situations; and learn how to
implement growth mindset strategies at school.
High Quality Family Engagement: 2018 National Title I ConferenceChris Shade
Under ESSA, schools are no longer confined to “core academic subjects” as the only measure of student success. Recent educational reforms did not sufficiently address the socio-emotional factors crucial in learning. States, districts, and schools now have the flexibility to provide a “well-rounded education” including activities in social emotional learning, skills essential to academic success. ESSA provides opportunities to encourage balance where the focus had become too narrow —and to do so in ways that ensure access and equity for all students. While many focus on what educators can do to ensure true equitability, there is no substitute for parents’ role as a child’s first teacher. To close the opportunity gap, districts and schools must find, develop, and deploy practical and scalable solutions to empower parents and families to be an active part in eliminating barriers. Discover how ReadyRosie offers research-based strategies to help close that gap.
#BLC17 Rebranding through Social Media HandoutChris Shade
The foundation of a PLC rests upon the four pillars of mission, vision, values, and goals. A PLC begins by exploring these questions: Why do we exist, or what is our mission? What must our school become to accomplish our vision? How must we behave—what values must we demonstrate—to achieve our vision? And how we will mark our progress toward our goals? While the PLC process is often a campus-based process, Denton ISD took the lead in embracing it to drive the district mission, vision, values, and goals.
To answer the first question, Denton ISD embraced the power of social media (i.e. Facebook Twitter, YouTube, etc.) and rebranded its mission using feedback from its stakeholders. Using crowdsourcing, a concept embedded in the mission statement, the district involved contributors from all over the world to create its logo. In determining its values, DISD used the power of technology to reach out to 30,000 members of its community. What followed was a set of values the district used to develop an alternative community accountability report (in addition to the state ratings system based on standardized assessment, the lowest rated community value). The interactive report not only reflects the community’s values, but drives the district goal setting process.
How did the district do it? How did the district do it with a ZERO budget? Find out in this session led by Chris Shade, the Coordinator of District Improvement and Innovation.
I had a remarkable idea the other day; and I decided to pitch it at the ACET conference.
We currently spent upwards of $2,000 to print parent compacts just to check a box on the NCLB/ESSA compliance report and store them for 7 years in the highly unlikely event TEA will audit our compacts. Compacts are printed on duplicate as a matter of principle. (It seems odd to have a parent sign an agreement and turn around and take it away from them to store in a box.) If I’m being generous in my assumptions, 99.9% of parents toss the compact in the trash. (As a parent, I did.)
Then I got to thinking…what if we took a different approach? What if we tied the ReadyRosie videos to the compact (i.e. When parents ask, what can I do to help my child?, we can answer by guiding them to use the videos.).
While crafting the presentation I did on the topic at ACET, Make Compacts Great Again (see attached) or go to . I shared some of the videos with my wife, Tenille, a fourth grade English/Language Arts/Reading teacher (and now an ELAR consultant/coach for ESC Region 11) who said (several times), “Wow. That’s what teachers do. Those are great!” Two of our district coordinators/coaches (reading and math) worked alongside Ready Rosie to align RR videos to our curriculum units of study had the same opinion.
And for our younger grades, what if we included what parents could do to contribute to their child reading on grade level by third grade? In my presentation, I cited research that noted that 4 out of the 5 greatest predictors of 3rd grade reading are a result of what happens OUTSIDE the classroom in children’s home and community experiences. (According to The Annie E. Casey Foundation’s report, Early Warning Confirmed: A Research Update on Third Grade Reading, research points to five main factors that contribute to third grade reading proficiency: School Readiness, Chronic Absence, Summer Learning, Family Stressors, and High Quality Teaching.)
Further, I wondered, what if we made it simple? What if we merely asked parents to do three things. Read. Play. Talk.
Granted, this is not an original idea. I initially heard the phrase from Mesquite ISD, but I've found it’s being used in some variation by a number of other places such as the U.S. Department of Ed, Boston, Kansas City, and as far away as Scotland, so I don’t necessarily feel bad using the idea.
A couple of other notes to consider. Compacts do NOT have to be signed. There is nothing in the ESSA law that requires a signature or even a piece of paper. Thus, it can be electronic. A rep from the TEA sponsored Title I statewide school support and family and community engagement office attended the session and supported the idea and concurred it could be electronic.
Think about how much longer the current model of education can sustain itself. The industrialized model of education is nearing its end. Is this frightening or exciting? It’s no more fearful than how the farmers must’ve felt when leaving the fields for the factory. And look how that turned out. America became the world’s most prosperous nation. We are on the cusp of another breakthrough, but it requires another seismic shift in thought.
Play with these ideas and come prepared to stretch your thoughts and challenge assumptions, while pondering some of the biggest questions facing the future of education.
Think about how much longer the current model of education can sustain itself. The industrialized model of education is nearing its end. Is this frightening or exciting? It’s no more fearful than how the farmers must’ve felt when leaving the fields for the factory. And look how that turned out. America became the world’s most prosperous nation. We are on the cusp of another breakthrough, but it requires another seismic shift in thought.
Play with these ideas and come prepared to stretch your thoughts and challenge assumptions, while pondering some of the biggest questions facing the future of education.
Education as we know it is in its final days. Are these scary or exciting times? To me, it's the latter as I believe we are entering a new age and the change is no more frightening than how the farmers must've felt when people left the fields for the factories. In the days ahead, we must challenge not only the status quo, but the foundation structures that have been a part of our operating system for well over 150 years. These times call for bold leaders. Join me moving into the unknown.
This presentation is designed for DOI campus reps and principals to share with their campuses. In addition to sharing the presentation, DOI members serve as the note taker on the DOI Barriers and Innovative Ideas Google Docs spreadsheet during the campus discussions.
The PowerPoint presentation identifies the external barriers identified thus far including a few videos explaining the rationale for each exemption. The idea of the campus discussion is NOT to discuss these barriers further or offer solutions, but to A) share these as examples of barriers and to B) collect additional, unidentified barriers to 1) teaching and learning, 2) student opportunities, 3) school culture and climate, and 4) growth and management.
More information regarding the DOI process can be found at
• DOI Overview: http://www.dentonisd.org/Page/84561
• DOI Resources: http://www.dentonisd.org/Page/87758
• DOI Colloquy 09/27/16 Minutes and Notes: http://www.dentonisd.org/Page/88729
• DOI Colloquy 09/13/16 Minutes and Notes: http://www.dentonisd.org/Page/88228
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Overview on Edible Vaccine: Pros & Cons with Mechanism
Unifying Your Community Around Education Handout
1. Page 1 of 20
Unifying Your Community Around Education
Presented by Chris Shade, Gary Henderson, Kevin and Emily Roden
SXSWedu Austin, TX 03/05/14
1
.
The City of Denton will deliver outstanding quality services and products
through collaboration, innovation, and efficient use of resources.
Empowering lifelong learners to be engaged citizens who positively impact
their local and global community.
3
United Way: Our mission is to improve lives in Denton Co.
2. Page 2 of 20
35,537 economically disadvantaged students live in Denton Co.
Deficits in these areas inhibit the production of new brain cells, alter the
path of maturation, and rework the healthy neural circuitry in children’s
brains, thereby undermining emotional and social development and
predisposing them to emotional dysfunction. 16
Currently, 1 in 3 or 32,381 students in Denton Co. are at risk of dropping
out of school.
37% of children living in poverty are under the age of 5 (8,217 children).
3. Page 3 of 20
% of adults 25+ years with no HS diploma:
Denton (city) 15%
Sanger 12%
Lewisville 14%
Highland Village 1%
Little Elm 12%
Minimum wage is $7.25 an hour. The cost of living is approximately
double that amount or $14.90 an hour.
Beginning at birth, the attachment formed between parent and child
predicts the quality of future relationships with teachers and peers and
plays a leading role in the development of such social functions as
curiosity, arousal, emotional regulation, independence, and social
competence.
4. Page 4 of 20
Much of the new information about childhood and poverty uncovered by
psychologists and neuroscientist can be daunting to anyone trying to
improve outcomes for disadvantaged children. We now know that early
stress and adversity can literally get under a child’s skin, where it can
cause damage that lasts a lifetime. But there is also some positive news in
this research. It turns out that there is a particularly effective antidote to
the ill effects of early stress, and it comes not from pharmaceutical
companies or early-childhood educators but from parents. Parents and
other caregivers who are able to form close, nurturing relationships with
their children can foster resilience in them that protects them from many
of the worst effects of a harsh early environment. This message can sound
a both warm and fuzzy, but it is rooted in cold, hard science. The effect of
good parenting is not just emotional or psychological, the neuroscientists
say; it is biochemical.
Much of the new information about childhood and poverty uncovered by
psychologists and neuroscientist can be daunting to anyone trying to
improve outcomes for disadvantaged children. We now know that early
stress and adversity can literally get under a child’s skin, where it can
cause damage that lasts a lifetime. But there is also some positive news in
this research. It turns out that there is a particularly effective antidote to
the ill effects of early stress, and it comes not from pharmaceutical
companies or early-childhood educators but from parents. Parents and
other caregivers who are able to form close, nurturing relationships with
their children can foster resilience in them that protects them from many
of the worst effects of a harsh early environment. This message can sound
a both warm and fuzzy, but it is rooted in cold, hard science. The effect of
good parenting is not just emotional or psychological, the neuroscientists
say; it is biochemical.
Gary Evans, [a] Cornell scientist, found the higher the environmental –risk
score, the higher the allostatic-load score—unless a child’s mother was
particularly responsive to her child. If that was the case, the effect of all of
those environmental stressors, from overcrowding to poverty to family
turmoil, was almost entirely eliminated. If your mom was particularly
sensitive to your emotional state during a game of Jenga, in other words,
all the bad stuff you faced in life had little to no effect on your allostatic
load. When we consider the impact of parenting on children, we tend to
think that the dramatic effects are going to appear at one end or the other
of the parenting-quality spectrum. A child who is physically abused is
going to fare far worse, we assume, than a child who is simply ignored or
discouraged. And the child of a supermom who gets lots of extra tutoring
and one-on-one support is going to do way better than an average well-
loved child. But what Blair’s and Evan’s research suggests is that regular
good parenting – being helpful and attentive during a game of Jenga – can
make a profound difference for a child’s future prospects.
5. Page 5 of 20
Emotional needs include attunement (parents' reactiveness to their
children's emotions); attachment (safe, trustworthy relationships which
builds faith in others); and emotional punctuation (to help the brain
identify what’s correct, positive and worth saving).
Emotional needs include attunement (parents' reactiveness to their
children's emotions); attachment (safe, trustworthy relationships which
builds faith in others); and emotional punctuation (to help the brain
identify what’s correct, positive and worth saving).
6. Page 6 of 20
Recent evidence (Harris, 2006) suggests that the complex web of social
relationships students experience—with peers, adults in the school, and
family members—exerts a much greater influence on their behavior than
researchers previously assumed. This process starts with students’ core
relationships with parents or primary caregivers in their lives, which form
a personality that is either secure and attached or insecure and
unattached. Securely attached children typically behave better in school
(Blair et al., 2008)
To grow up emotionally healthy, children need
• A strong, reliable primary caregiver who provides consistent and
unconditional love, guidance, and support.
• Safe, predictable, stable environments.
• Ten to 20 hours each week of harmonious, reciprocal interactions. This
process, known as attunement…helps them develop a wider range of
healthy emotions including gratitude, forgiveness, and empathy.
• Enrichment through personalized, increasingly complex activities.
Beginning at birth, the attachment formed between parent and child
predicts the quality of future relationships with teachers and peers and
plays a leading role in the development of such social functions as
curiosity, arousal, emotional regulation, independence, and social
competence.
7. Page 7 of 20
Using measures of early parenting only and ignoring the students’ own
characteristics and abilities, the researchers found they could have
predicted with 77 percent accuracy, when the children were not yet four
years old, which ones would later drop out of high school.
Those first few years are critically important in the development of a
child’s brain. But the most significant skills he is acquiring during those
years aren’t ones that can be taught with flashcards. The most profound
discovery this new generation of neuroscientists has made is the powerful
connection between the infant brain chemistry and adult psychology.
Lying deep beneath those noble, complex human qualities we call
character, these scientists have found, is the mundane, mechanical
interaction of specific chemicals in the brains and bodies of developing
infants. These scientists have demonstrated that the most reliable way to
produce an adult who is brave and curious and kind and prudent is to
ensure that when he is an infant, his hypothalamic-pituitary-adrenal axis
functions well. And how do you do that? It’s not magic. First, as much as
possible, you protect him from serious trauma and chronic stress; then,
even more important, you provide him with a secure, nurturing
relationship with at least one parent and ideally two. That’s not the whole
secret, but it is a big, big part of it.
620
1250
2150
VOCABULARY GAP
Welfare Working Class Professional
Words per hour
9. Page 9 of 20
Until recently, though, there has never been a serious attempt to use the
tools of science to peel back the mysteries of childhood, to trace, through
experiment and analysis, how the experiences of our early years connect
to outcomes in adulthood. That is changing, with the efforts of this new
generation of researchers. The premise behind the work is simple, if
radical: We haven’t managed to solve these problems because we’ve been
looking for solutions in the wrong places. If we want to improve the odds
for children in general, and for poor children in particular, we need to
approach childhood anew, to start over with some fundamental questions
about how parents affect their children; how human skills develop; how
character is formed.
Over 90% of parents of 0-6 year old children across economic levels are
online at least once a day, based on a ResearchNow study on internet
usage across the state of Texas. (ResearchNow, 2012).
10. Page 10 of 20
That seems less complicated. Sometimes, as parents we just need an idea.
A prompt. And that’s what I really like about Ready Rosie. Each day,
parents receive a two minute video of activities using simple household
objects such as rocks and coins.
In other videos, it has activities with food such as counting sugar packets
or gummy bears. Others take place reading in the floor at the local used
bookstore or searching for sounds at the store. And it’s real parents
teaching real children in real places like a restaurant, the city bus, the
grocery store, the doctor’s office, the playground, etc. Places where
authentic learning occurs. Since there’s not a parenting how-to manual,
sometimes it’s nice just to see how others are doing it.
11. Page 11 of 20
This is in part why Ready Rosie was created. Founder, educator, and
parent Emily Roden said in an article in the Denton Record Chronicle that
she struggled to come up with ideas for teaching her two children and
thought a quick video everyday would be an easy way to solve the
dilemma. And it is not overly complex. Videos are sent by email to a
smartphone, home computer, or the public library computer. The video
activities come in both English and Spanish. For those interested, each
segment also includes an “expert” video explaining the “why” behind the
activity
Sample video in English
Sample video in Spanish
12. Page 12 of 20
To ensure that our children are prepared for school, Denton Independent
School District, United Way of Denton County, and the City of Denton
have created a “Pre-K Coalition”. Our first effort is the implementation of
Ready Rosie, which is an innovative, online school readiness resource that
sends a daily email to parents, caregivers, and teachers with a short video
of an interactive activity that can be done with young children to
encourage learning foundational skills. These skills include problem
solving and math, foundations of literacy, essential life skills, and
vocabulary. The program is designed to teach adults how to affectively
engage their children in learning in every environment.
The first phase of this effort is to connect with families near five
elementary schools: Borman Elementary, Ginnings Elementary, Hodge
Elementary, Lee Elementary and Rivera Elementary.
The United Way of Denton County Community Needs Assessment
indicated that one in three students in the Denton County community are
at-risk of dropping out of school. Additionally, there are 8,217 Denton
County children living in poverty, with 37% of these children under the age
of five. Research shows that when these children enter school, they are
behind in basic but critical skills, such as reading, math and vocabulary.
Access to quality pre-school education has been proven to have long term
effects on students including increased graduation rates, and decreases in
behavior problems, crime, and delinquency.
To ensure that our children are prepared for school, United Way of
Denton County, the Denton Independent School District, and the City of
Denton have created Denton County's first Pre-K Coalition and are
implementing projects and programs to address our community’s needs.
The goals of the Coalition's community partners are to increase
kindergarten readiness, provide equal access to parent resources, and to
promote lifelong learning and success.
Members of the coalition include
Denton ISD
United Way
13. Page 13 of 20
City of Denton (including the mayor and city council members)
Parents
Denton Public Library
University of North Texas
Denton ISD Parks and Recreation
Denton County Housing
City of Denton Community Development Center
UNT Global Leadership Class
DAAEYC/UNT
The Big Event - UNT
Upward Bound at UNT
Workforce Solution
The Village Church
Serve Denton
Cook Children’s Hospital
Communities in Schools
First United Methodist Church
First Baptist Church
Interfaith Ministries
Children’s Advocacy Center
Denton County Housing
Southeast Denton News
W.I.C.
Target
North Central Texas College
Court Appointed Special Advocates
First State Bank
Various child care centers
Etc.
School Zone Teams are made up of community volunteers led by United
Way. Well over 100 volunteers from community organizations are now
participating.
Denton ISD Team strategizes to enroll current young students. Eight
departments have joined together in this effort.
14. Page 14 of 20
Maps of the school boundaries, apartment complexes, and agencies were
provided so volunteers could target the neighborhoods identified by the
five elementary schools that the Pre-K Coalition selected. As an example,
Lee Elementary School's Spanish-speaking parents, supported by the
organization Concilio, hit the streets in their neighborhood to spread the
word about Ready Rosie.
Posters were hung in each campus that receives Title I and the two district
schools for young children as well as across the city. Students wore
“stickers” home to alert parents of the opportunity to enroll.
17. Page 17 of 20
Ready Rosie is a program paid by Denton ISD
through its Title I, Part A funds for parents of
current and potential Denton ISD students at no
charge. The program is designed to serve
students from birth to age six. Funding meets
the requirement to address the needs of
preschool children through section II.D. of the
Title I, Part A “Assurances Relating to the Title I
Program Plan” guidance and the needs of
parental involvement through section VI.A. of
the Title I, Part A “Assurances Relating to
Parental Involvement” guidance.
Ready Rosie is a program paid by Denton ISD through its Title I, Part A
funds for parents of current and potential Denton ISD students at no
charge. The program is designed to serve students from birth to age six.
Funding meets the requirement to address the needs of preschool
children through section II.D. of the Title I, Part A “Assurances Relating to
the Title I Program Plan” guidance and the needs of parental involvement
through section VI.A. of the Title I, Part A “Assurances Relating to Parental
Involvement” guidance.
II. Assurances Relating to the Title I Program Plan
The LEA assures the following:
D. The LEA will coordinate and integrate Title I, Part A, services with
other educational services at the LEA or individual campus level, such as
Even Start, Head Start, Reading First, Early Reading First, and other
preschool programs, including plans for the transition of participants in
such programs to local elementary school programs and services for
children with limited English proficiency; children with disabilities;
migratory children; neglected or delinquent youth; Indian children
served under of Title VII, Part A; homeless children; and immigrant
children in order to increase program effectiveness, eliminate
duplication, and reduce fragmentation of the instructional program. [P.L.
107–110, Section 1112(b)(1)(E)]”
II. Assurances Relating to the Title I Program Plan
The LEA assures the following:
D. The LEA will coordinate and integrate Title I, Part A, services with other
educational services at the LEA or individual campus level, such as Even
Start, Head Start, Reading First, Early Reading First, and other preschool
programs, including plans for the transition of participants in such
programs to local elementary school programs and services for children
with limited English proficiency; children with disabilities; migratory
children; neglected or delinquent youth; Indian children served under of
Title VII, Part A; homeless children; and immigrant children in order to
increase program effectiveness, eliminate duplication, and reduce
fragmentation of the instructional program. [P.L. 107–110, Section
1112(b)(1)(E)]”
VI. Assurances Relating to Parental Involvement.
The LEA assures the following:
A. If the LEA’s Title I, Part A, entitlement is more than $500,000, the LEA
shall reserve at least 1% of its Title I, Part A, entitlement for parental
involvement activities, including promoting family literacy and parenting
skills.
J. To ensure effective involvement of parents and to support a
partnership among the campus involved, parents, and the community to
improve student academic achievement, each campus and the LEA will
do the following:
ii. Provide materials and training, such as literacy training and using technology, to
help parents work with their children to improve their achievement, as
appropriate, to foster parental involvement
iv. to the extent feasible and appropriate, coordinate and integrate parent
involvement programs and activities with Head Start, Reading First, Early Reading
First, Even Start, the Home Instruction Programs for Preschool Youngsters, the
Parents as Teachers Program, and public preschool and other programs, and
conduct other activities, such as parent resource centers, that encourage and
support parents in more fully participating in the education of their children
VI. Assurances Relating to Parental Involvement.
The LEA assures the following:
A. If the LEA’s Title I, Part A, entitlement is more than $500,000, the LEA
shall reserve at least 1% of its Title I, Part A, entitlement for parental
involvement activities, including promoting family literacy and parenting
skills.
J. To ensure effective involvement of parents and to support a partnership
among the campus involved, parents, and the community to improve
student academic achievement, each campus and the LEA will do the
following:
ii. Provide materials and training, such as literacy training and using
technology, to help parents work with their children to improve their
achievement, as appropriate, to foster parental involvement
iv. to the extent feasible and appropriate, coordinate and integrate parent
involvement programs and activities with Head Start, Reading First, Early
Reading First, Even Start, the Home Instruction Programs for Preschool
Youngsters, the Parents as Teachers Program, and public preschool and
other programs, and conduct other activities, such as parent resource
centers, that encourage and support parents in more fully participating in
18. Page 18 of 20
the education of their children
Joe Ader As a parent of two active boys that do not seem to
pay attention well, today's video was reassuring to me that I am
not alone and not failing as a parent. Thanks for posting a video
with intelligent active kids.
Chaun'ta Laurent-Chriss
I have to admit that I have
enjoyed helping my daughter
with her counting. She gets
off track easily and helping
her touch each item
definitely helps.
Facebook
Comments
from Parents
Anyah Brittain Martinez In response to the contest.... I've created an account and
will be excited to share these lessons with my little bug once he's big enough. My bigs
are TOO big for it! But they're great little mini lessons for any parent to do with his or
her child. Great job RR!
Elena Goldsmith Thanks for all
of the great videos. My girls and I
watch them together in English
and then in Spanish before we do
the activity!!
Facebook
Comments
from Parents
19. Page 19 of 20
AN ESTIMATED 10,000 STUDENTS IN THE DENTON PUBLIC SCHOOLS ARE
AT RISK OF FAILING, DROPPING OUT, OR FALLING THROUGH THE CRACKS.
WHAT IF WE FOUND 10,000 MENTORS FOR THESE STUDENTS?
WE'RE ALL IN THIS TOGETHER - LET'S FIX THIS.
http://www.mentordenton.org/
What do academic mentors do?
• Role model passion in learning
• Offer resources regarding learning strategies
• Affirm relationships with students
• Demonstrate interest in course content
• Refer students to services as needed (56 in handout)
Relationship checklist:
• An assigned mentor for every student (or were you going to wait until
they drop out)
• A collective school family (the first day of class is perfect for this)
• A team/group or club to belong to (team creates a sense of belonging)
• An activity for each student to learn names and more about of every
student in class since they are unlikely to do it on their own) (55 in
handout)
Compared to control group, the mentored students:
• Were more optimistic about their academics
• Were 32% less likely to hit someone
• Skipped 78% fewer days
• Were in fewer antisocial activities
20. Page 20 of 20
• Missed a day of school 52% less
• Had a higher GPA
• Skipped class 37% less
• Were 37% less likely to lie to a parent
• Experienced better peer relationships
• Were less likely to initiate alcohol use by 27%
• Were less likely to initiate drug use by 46%
• More likely to give emotional support
Jekielek, S., Moore, K. Hair, E. and Scarupa, H. (2002) Mentoring: A
Promising Strategy for Youth Development. Child Trends Briefing. (56 in
handout)
cshade@dentonisd.org www.dentonisd.org/federalprograms
eroden@readyrosie.com www.readyrosie.com