MPM Volume II, Issue IV

modern
parents
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 MODERNPARENTSMAGAZI NE. COM
your resource for
Join us on Facebook.com/modern.parents and Twitter.com/Mod_Parents_Mag
MODERN PARENTS MAGAZI NE 3
6
Responding Appropriately
14
Dr. Deborah Jewell-Sherman
Harvard University
Graduate School of Education
17
Modern Parents Magazine-
United States Department of Education
PARENT POWER Forum
22
Finance Guru, Suze Orman
24
Musical Icon, Yolanda Adams
PREGNANCY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Promoting a Healthy Pregnancy
I NFANT/TODDLER . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Responding to Your Child in an Appropriate Manner
HOME- SCHOOL RELATI ONS . . . . . . . . . . . . . . . . . 7
Developing a Successful Family-School Relationship
PRESCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Milestones
ELEMENTARY SCHOOL . . . . . . . . . . . . . . . . . . . . . . . 9
Fun-Matics
MI DDLE SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Bridging the Great Homework Divide
HI GH SCHOOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
My Space, My Time: How to Study
COLLEGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Seven Keys to Better Grades
SPECI AL NEEDS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Do You Agree with Your Childs IEP
MODERN EDUCATOR. . . . . . . . . . . . . . . . . . . . . . . 14
Dr. Debra Jewell-Sherman
PARENT TOOLKI T . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Learning Styles Chart
EN ESPAOL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
El poder los padres para trazar el camino
EDUCATORS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Five Key Behaviors of Effective Teaching
MODERN PARENT. . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Ms. 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
13
Parental Rights
_MPM Volume II, Issue IV-Final:Layout 1 1/25/12 7:56 AM Page 3
About Us
The mission of MODERN PARENTS
Magazine is to connect home & school and
to build parent capacity and efficacy.
MODERN PARENTS provides a fresh, relevant
connection between the academic world and
the parenting world by providing innovative, re-
search-based parenting strategies and tech-
niques. In addition, we serve as a valuable
resource for educators by showcasing Best Prac-
tices and the most effective instructional strate-
gies and techniques. Exposing parents to
effective 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 the
quality of life for families in our society. Readers
gain access to information from expert practi-
tioners and associations. From school to home
and all that lies between, MODERN PARENTS is
your source for the most innovative parenting
and instructional strategies and techniques.
MODERN PARENTS Magazine voices the most
pertinent issues and concerns of todays par-
ents. By providing trusted information to our au-
dience, and featuring content that is driven by
our readers, MODERN PARENTS is the premier
resource and choice for todays parent.
We help parents make better decisions
about their most valuable investment ...
their children.
MODERN PARENTS welcomes letters, articles, artwork and
photographs from our readers and the community. MODERN PARENTS
is not responsible for the return of unsolicited materials.
MODERN PARENTS Magazine is published quarterly by the National Family Development 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 copy
orders. 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 EDITOR
Please include your full name, title and contact information. Letters are
limited to 200 words and may be edited for space and clarity.
Send to info@modernparentsmagazine.com.
CHICAGO OFFICE
8515 Constance Avenue
Chicago, IL 60617
1.866.994.4242
HOUSTON OFFICE
10710 Desert Springs
Houston, TX 77095
1.866.994.4242
NEW ORLEANS OFFICE
2536 Delta Pointe Drive
Marrero, LA 70072
504.339.5310
TRADUCTORA DE ESPAOL
Victoria Bastani
CONTRIBUTING MEDIA CONSULTANT
Dennis Joseph
Kristin Armstrong
Rachel Paxton
Karen Plumley
Maria Zain
EDITOR
Temia Griffin
ADVISORY BOARD
Florence Townsend, Ph.D
Belinda Alexander, MD
Myrna Nickens, MD
Tammie Causey-Konate, Ph.D
Adele London, JD
Anthony White
PUBLISHER/EDITOR-IN-CHIEF
Carol Alexander-Lewis
CONTRIBUTING WRITERS
SPECIAL THANKS TO:
God
Harvard University, Graduate School of Education
Southern University at New Orleans
David Lewis
VICE-PRESIDENT, MARKETING
Julian Stafford, Ed.D
CONTRIBUTING EDITOR
Rhodesia Douglas
modern
parents
ASSISTANT TO THE PUBLISHER
Jennifer Davis
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-Lewis
Publisher
clewis@modernparentsmagazine.com
inFanTs &Toddlers
U. S. Department of Health & Human Services
National Institute of Child Health & Human Development
http://www.nichd.nih.gov
Caroline and Abby (Age 1 1/2 )
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 they can 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 Abby is 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?
hoMe-sChool relaTions
Developing a Successful
Family-School Relationship
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 posture
may suggest anger or disapproval. Always listen attentively
and show your enthusiasm.
Guideline 7: Remain open and supportive throughout the
conference.
Try not to become defensive or confronting; otherwise the
outcome 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 of
other problems, try to remain objective. This can be difficult
when it is your child, but he may experience as many or more
difficulties if you and the teacher do not try to find a way to
work together to solve these problems.
Guideline 8: Make sure suggestions are provided to in-
crease your child's growth.
If your child is doing well, find out what you can do to ensure
continued success and progress. If he/she has difficulties,
make sure the teacher goes beyond merely pointing out a
problem. The teacher needs to provide ideas for eliminating
or reducing the difficulty. Many parents become discouraged
or aggravated if a teacher points out problems, but does not
provide 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 been
made, 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 answer
every 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 can
get 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 best
guess 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
Milestones
PresChool
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
3
Milestones
eleMenTary sChool
Fun-Matics
Mathematics is such a part of our everyday lives
that adults sometimes forget that numbers can be
a mystery to children. It is important that your child
begins early to feel comfortable with numbers. You
can demonstrate the importance of math and help
develop math concepts as you and your child per-
form everyday tasks. Try to slip activities like these
into your daily routines to transform mathematics
to funmatics.
uWrite addition, subtraction, multiplication or
division facts on construction paper or an index
card. 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 card
during daily routines, like toothbrushing, or at bed-
time. When your child masters the old facts, tape
up a new set of facts.
vWhen you and your child go shopping together,
give your child the job of selecting the number of
items of a particular kind that you need. Make up
addition 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?
wMake up your own stories about things that
happen around you. For example, There are 10
riders on the bus. If 5 people get off at the next stop,
how many will be left?
Middle sChool
National Education Association
It is important for parents and teachers to work as a team when
it comes to students' completing homework and receiving a
quality education and life-long learning experiences. Ensuring
students' success is a shared responsibility. We have compiled
some tips to help ease the challenges of the homework transition
for middle school students:
1. Be prepared
Assume your child will have studying to do every
night. 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, suggest
that they study for upcoming tests, do background research for
long 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. The
kitchen table, provided there is proper lighting, a clean work
surface, and a supportive chair, can be an ideal place. If other
family members are using this common area, setting up a desk
in your child's room may be the answer. You and your child can
pick 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 red
pens, highlighters, graph paper, calculators, and three-hole
punches. 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 and
preferences when setting up a regular homework time. Many
middle school students have an assortment of outside activities
that may leave them few opportunities for doing homework. Try
to make it easier by establishing a routine homework time.
Some children have a better attention span in the afternoon or
evening and can order their priorities based on their family
schedules.
Help your child get organized. It is a good ideaand
often a teacher's requirementfor your child to keep a schedule
planner. Encourage your child to write down all assignments
daily and even use the planner to maintain a longer-term "to-
do" list. Students may enjoy checking off assignments as they
are 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 the
class Web site at the beginning of the school year or new se-
mester. Review the expectations together and have your child
keep the summary in a personal binder or in a safe place at
home that is easily accessible.
Encourage your child to ask questions. Some middle
school students are nervous about asking their teachers about
assignments or instructions they don't understand. Reinforce
the notion that teachers want students to ask questions before
leaving the classroom or school for the day so that they have the
information 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, at
lunch, or after school. If students are still having trouble un-
derstanding homework assignments, encourage them to take a
few minutes to discuss homework questions with the teacher
when 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, and
may want to watch a TV show or run errands, it can benefit you
both if you are nearby while they do homework. You may con-
sider using this time to read, pay bills, or do paperwork that you
can 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 are
the best source of motivation for students. You may serve as a
sounding board as your child works through interesting ideas or
challenging problems.
Show interest in your child's schoolwork and discuss
what your child is learning. Although they might not admit it,
middle school students still like to know that their parents are
interested in what they do. Ask questions about school that day,
new homework assignments, or what your child likes or does
not like about a particular lesson, class, or subject.
Watch for signs of failure or frustration. If you sense
that 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 the
best advice you can give. Offer to talk through the problem fol-
lowing the break. Your positive attitude about working through
frustrations also can be part of the learning process. You will be
helping your child to develop a healthy ability to stick with prob-
lems until they can be solved.
high sChool
ed.gov
Here are a few tips for your high school student to follow at
home.
Build your space
Although studying can be a challenge, it must be done if you
want to achieve academic success. Studying improves your
grades, makes attending class more pleasant, and can even help
you 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, or
another location. Beyond the basics (a chair, a hard surface to
place your working materials on, and proper lighting), include
items 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 your
best friend or your biggest enemy in studying. Avoid the temp-
tation to procrastinate.
When you plan your study schedule, set up a specific time and
stick 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. Some
people work more effectively early in the morning, others in the
evening. Do what works best for you, but do it consistently. Study
only as long as you have to, and take some quick breaks to keep
yourself 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 into
their studies and keep their grades up if they fail to spend qual-
ity time with friends and family. Don't burn yourself out. Set
your limits, and work within those boundaries.
My Space, My Time: How to Study
AIE
College
www.college-cram.com
It would be outstanding if you could mix a few chemicals and make
a potion that would help your college student to get better grades.
Fortunately, there are some best practices that can help. Share the
following tips with your college student.
Make these seven keys your new semester goals and you'll have a
better grade point average at the end of the semester.
G Show up -- You'd be amazed at how much credit you can get
just for showing up to each class, and how much you can lose for
skipping. (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 late
for the rest.) Showing up tells your instructor that you're at least
willing to make some effort in the class, and that counts.
GListen -- This is 'Part B' of the first key. While you're in the class
every day, listen to what's going on. Again, when taking a test,
you'd be surprised what you'll recall from some lecture.
GParticipate -- Say you have five friends and only two doughnuts
left. Assuming you've had your fill, you'll typically give doughnuts
to the two friends that you like best, right? Well, it's sort of the
same thing with teachers. They generally want to give out good
grades and are often willing to give you a break, and letting them
know who you are makes that easier. Ask questions in class, vol-
unteer answers, and offer comments. If the teacher knows who
you are, chances are you'll get a break when you need one. (Just
don't set anything on fire...)
GPace yourself -- Spend a little time after each class organizing
your 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 spend
a lot of time at the end.
G Leave some breathing room -- When putting together your
course schedule, keep from getting swamped by limiting yourself
to only one or two tough courses per semester. Better yet, if you
have 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 so
many hours in the day -- you don't want to plan on overloading
yourself before you've even attended the first class.
GBe the Boss -- Attending school is like running your own busi-
ness, so treat it as such. There's always room for socializing and
making life-long friends, but once in a while you need to roll up
your sleeves a get to work. How well your business performs will
be dictated by how seriously you take your courses, so it's your
choice -- 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't
slow down you might miss it." On the flip side, don't end up like
Anthony Michael Hall's character on the Breakfast Club. He con-
templated suicide because his 'perfect' grades were threatened by
shop class. The bottom line is, work hard but remember to have
fun. Your college years may seem tough, but they can be the most
enjoyable 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.
sPeCial 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 the
majority of services in his/her childs IEP, but
disagrees with the provision of a particular
service or services, such as physical therapy
or occupational therapy, the public agency
should work with the parent informally to
achieve 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 with
the provision of a particular special education
or related service, and the parent and public
agency later agree that the child would be
provided 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 and
the public agency disagree about whether the
child would be provided with FAPE if the
child did not receive a particular special edu-
cation or related service with which the par-
ent disagrees, and the parent and public
agency cannot resolve their differences infor-
mally, the parent may use the procedures in
subpart E of the IDEA regulations to pursue
the issue of whether the service with which
the parent disagrees is not appropriate for
their child. This includes the mediation pro-
cedures in 34 CFR 300.506 or the due
process procedures in 34 CFR 300.507
through 300.516. For more detailed informa-
tion on these regulations and IDEA, please
visit www.ed.gov.
Modern eduCaTor
Today we continue our
informative conversa-
tion with Dr. Deborah
Jewell-Sherman of the
Harvard Un i v e r s i t y ,
Gr a d u a t e S c h o o l of
Education.
Modern Parents: Lets
move along to innovative
strategies shall we.
Dr. Jewell-Sherman: Innovative strategies. Ok, I have thought of a
few. I know in our district we used Parent Link, a type of software
that enables schools to send messages to a parent contact number.
With Parent Link, if there was an upcoming event we could have
that 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 day
Parent 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 not
something that school personnel would be able to do. Those kinds
of technologies allow us to get information to parents and also to
reach out to parents with information that they need to know. On-
line, we can place curriculum so that parents know what students
are learning, what the objectives are or what the essential learning
is, and whether there are engagement strategies that they might
use to supplement their childrens learning. For every objective that
we want to teach we can post those online as well. For example, if
its probability and statistics being taught to second graders (and we
do, 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. What
is 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 use
technology to help parents understand the curriculum instead of
trying 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 want
to show what they dont know. But if theres a homework hotline
and a parent encourages his/her child to access it, they dont even
have to demonstrate that they dont know. Theyre showing their
support 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 was
email. Email is a wonderful innovation. I would only use it for good
news. Often parents dont get the good news about their children.
I believe that for every one time you have to tell a parent what his
or her child is not doing well or right, there should be 3 or 4 or even
5 communications that point out the success of the child. And so,
email allows you to do that more easily. For problems, I would only
use email to say, Im concerned about Carols math. Would you
email me and tell me when it would be convenient for you to come
in? I think that problems should be discussed face to face, if at all
possible or at least by telephone. The human voice or the human
face can soften the impact or communicate caring in a way that an
email might not. I dont know that technology is ever going to take
the place of that.
Modern Parents: Wow, those were great and quite practical, which
is right on target when youre speaking about and to parents.
Sherman: Right. Well, Im glad you think so. I was the associate
superintendent for community engagement for the first three years
I was in Richmond, and worked extensively with involving not just
the business community, and communities of faith, and of course
our internal stakeholders, but very, very importantly our parents.
I always felt that parents were an integral part of the success we
were going to see with children. We only have them for a year as a
teacher 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 who
becomes an advocate for his or her child is his or her best teacher
and 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 going
to exponentially improve public education. We cannot do it without
parents.
Join us as we continue
our conversation
with Dr. Sherman
in the next issue.
Dr. Deborah Jewell-Sherman
Harvard University,
Graduate School of Education
Join us Facebook.com/modern.parents and Twitter.com/Mod_Parents_Mag
ParenT ToolkiT
This chart helps to determine your learning style; read the word in the left
column and then answer the questions in the successive three columns to
see how you respond to each situation. Your answers may fall into all three
columns, but one column will likely contain the most answers. The domi-
nant column indicates your primary learning style. Have fun using this chart
to 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 phonetic
approach?
Do you write the word
down to find if it
feels right?
Talk
Do you dislike
listening for
too 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 use
expressive movements?
Do you prefer words such
as feel, touch, and hold?
Concentrate
Do you become
distracted by
untidiness or
movement?
Do you become
distracted by sounds
or noises?
Do you become
distracted by activity
around you?
Read
Do you like
descriptive scenes or
pause to imagine
the actions?
Do you enjoy dialog and
conversation or hear the
characters talk?
Do you prefer action
stories or are not
a keen reader?
Do something new
Do you like to see
demonstrations,
diagrams, slides, or
posters?
Do you prefer verbal
instructions or talking
about it with
someone else?
Do you prefer to jump
right in and try it?
Put something
together
Do you look at the
directions and the
picture?
Do you ignore the
directions and figure it
out as you go along?
Promoting a Healthy Pregnancy
PregnanCy
What can a woman do to promote a
healthy pregnancy?
Many health care providers recommend that a woman who is
thinking about becoming pregnant see a health care provider to
ensure she is in good preconception health. There are steps a
woman can take to reduce the risk of certain problems during
pregnancy:
1. Folic acid The U.S. Public Health Service recommends that
women of childbearing age get at least 400 micrograms of folic
acid every day, through food and/or supplements. Many health
care providers recommend supplementing the diet with folic
acid for 3 months before getting pregnant and at least the first
3 months of pregnancy.
2. Proper immunizations for the mother Women who are
thinking about getting pregnant should make sure they have
been properly vaccinated for certain diseases that could harm a
developing fetus (such as chicken pox or rubella). It is impor-
tant to get these vaccinations before becoming pregnant because
they can harm a developing fetus.
3. Healthy behaviors Having a healthy weight and diet and
getting regular physical activity can help both the mother and
fetus during pregnancy. Avoiding smoking, alcohol, or drug use
is also important. In addition, certain medications and expo-
sures in the environment can be harmful to the fetus and it is
important to avoid them during pregnancy.
-National Institute of Child Health & Human Development
National Institutes of Health
Infant-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 evening
In a perfect world, you could spend all day every day with
your 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 make
time for this kind of interaction with your child every day.
The specifics of where, how, or when you spend time with
your child arent as important as the actual time you
spend with your child.
If your child wont sit in a highchair for very long, put
some toys on the floor and let him/her play there while
youre in the kitchen. If youre driving here and there, talk
to your child as you drive, pointing out things you see or
singing songs. If you see your child in the mornings, get
into a routine for getting dressed together so that you can
interact with him/her. You can also include the other peo-
ple in your family in this time together, so that your child
becomes more comfortable in the family setting. The im-
portant part is getting to know your child and letting your
child get to know you.
Join us Facebook.com/modern.parents and Twitter.com/Mod_Parents_Mag
What is the PARENT POWER Forum?
The PARENT POWER Forum
is a day of workshops pre-
sented by national speakers and
experts, as well as state and
local experts. Workshops will
address educational, finan-
cial and health issues as
they relate to students and
parents.
What are the benefits of
attending?
Attendees will get to see real
professionals in action, learn
how to present their own par-
ent workshops, become fa-
miliar with current issues and best practices in
parent involvement, become aware of available re-
sources to assist parents in becoming parent lead-
ers, get ideas to share with other parents, network
with individuals who share a like-minded passion
for parent involvement, and get a chance to interact
with people who are excited about parent involve-
ment and looking for ways to transform schools into
parent-friendly professional learning communities.
How will schools benefit
from sending a parent?
Parents, parent advisors or li-
aisons, and educators who at-
tend the workshops will learn
strategies that they can use to
increase parental involve-
ment at their schools, engage
other parents in attending
school meetings and activi-
ties, and train parents to lead
school-based capacity build-
ing parental involvement ac-
tivities. The skills acquired at
the conference will help to
form a strong foundation for attendees knowledge
base and get them fired up to return to schools and
the community to become informed catalysts for
helping to improve parental involvement and fam-
ily engagement.
For further information,
email nfdi@live.org or visit www.nfdinstitute.org
WHEN:
March 3, 2012
WHERE:
Southern University
at New Orleans
6400 Press Drive,
New Orleans, LA
TIME:
9:00 a.m.
Modern Parents Magazine
and
The U.S. Department of Education
present:
The 2012 PARENT POWER Forum
MODERNPARENTSMAGAZI NE 17
18 MODERN PARENTS MAGAZI NE
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 each
test.
Use a soft lead No. 2 pencil with a good eraser. Do not use a mechanical
pencil 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 no
penalty for guessing.
If you complete a test before time is called, recheck your work on that
test.
Mark your answers properly. Erase any mark completely and cleanly
without smudging.
Do not mark or alter any ovals on a test or continue writing the essay
after time has been called. If you do, you will be dismissed and your an-
swer document will not be scored.
Questa Independent Schools
Questa, New Mexico
Albert Martinez, Superintendent
February 17, 2012:
No School - Staff & Students
February 20, 2012:
March 5-9, 2012:
March 23, 2012:
Parent Teacher Conferences
8:00 a.m. - 5:00 p.m.
April 6, 2012:
April 9, 2012:
April 20, 2012:
Staff Only Full Day
May 4, 2012:
Staff Only Full Day
May 18, 2012:
Last Day of School for
Students
4/14/12
ACT NATIONAL TEST DATE
Audience:
Juniors and Seniors
Posted by:
Questa Schools
Registration Deadline:
March 9, 2012
6/9/12
ACT 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
Source: Infoplease Homework
El poder de los padres
Para trazar el camino
hacia 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 muy
importante en sus buenos resultados, que incluye la reduccin de las
desigualdades entre los grupos diferentes de estudiantes.
Cmo puede lograr esto? Al adoptar los siguientes principios y tomar
las medidas sealadas para cada grupo etario, podr ayudar a su hijo
a aprender en cada paso del trayecto y as asegurar su xito en la es-
cuela
y en la vida.
Sea responsable.
Acepte su papel de padre o madre y haga que la educacin sea una
prioridad 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 comentarios
positivos.
Tenga paciencia.
Mustrele a su hijo que se preocupa por l, a travs de su dedicacin
y 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 que
su hijo lleve a casa de la escuela y gurdelo en un archivo. Aydelo a
corregir los errores.
Concntrese en los logros.
Obtenga informacin del desempeo escolar de su hijo. Guarde
apuntes 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 esos
resultados.
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 su
hijo o hija. Est presente para dar apoyo cuando sea necesario.
U. S. Department of Education
eduCaTors
20 MODERN PARENTS MAGAZI NE
Five Key Behaviors of Eective Teaching
Approximately ten teacher behaviors show promis-
ing relationships to describable student performance,
primarily as measured by achievement on classroom
and standardized tests. Another five have had some
support and appear logically related to effective
teaching. The first of the five we will call key be-
haviors because they are considered essential for
effective teaching. The second five we will call help-
ing behaviors that can be used in combinations to
implement the key behaviors. The five key behaviors
are:
1. Lesson Clarity
2. Instructional Variety
3. Task Orientation
4. Engagement in the Learning Process
5. Student Success
Lesson Clarity
This key behavior refers to how clear and inter-
pretable a presentation is to the class. Assume for the
moment 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 oral
delivery to the class clear, audible, intelligible, and
free of distracting mannerisms?
Instructional Delivery
This key behavior refers to the variability or flexibil-
ity of delivery during the presentation of a lesson. Re-
search indicates increased student achievement from
the use of variety in instructional materials and tech-
niques, the frequency and variety of reinforcements
used, 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 the
most obvious: the use of learning materials, equip-
ment, displays, and space in your classroom. The
physical texture and visual variety of your classroom
can actually encourage student involvement with les-
son content. The display of reading materials, use of
audio and visual devices, demonstration materials,
and the organization of reference materials and
learning resources can all contribute to instructional
variety.
Task Orientation
The key behavior refers to how much classroom time
the teacher devotes to the task of teaching an aca-
demic subject. The more time dedicated to the task of
teaching a specific topic, the greater the opportunity
students have to learn. Some task-related questions
a teacher must answer are: (1) How much time do I
spend lecturing, asking questions, and encouraging
students to inquire or think independently? (2) How
much time do I spend organizing for teaching and
getting my students ready to learn?
Engagement in the Learning Process
This key behavior refers to the amount of learning
time devoted to an academic subject. Engagement
rate is the percentage of time devoted to learning
when the student is actually on-task, engaged with
the instructional materials and benefiting from the
activities being presented.
Student Success
This key behavior refers to the rate at which students
understand and correctly complete exercises. A cru-
cial aspect of the research on task orientation and
student engagement has been the level of difficulty
of the material presented. In these studies, level of
difficulty was measured by the rate at which students
understood and correctly completed exercises. Three
levels of difficulty are:
high success, in which the student under
stands the task and makes only occasional
careless errors;
moderate success, in which the student
has partial understanding but makes some
substantive errors, or
low success, in which the student does not
understand the task at all.
Findings indicate that task orientation and student
engagement are closely related to level of difficulty, as
measured by success rate. Consistently, instruction
that produces a moderate-to-high success rate results
in increased achievement, because more content is
covered at the learners current level of understand-
ing.
Source: Effective Teaching Methods by Gary Borich
Dr. Constance Collins,
Superintendent
iMPorTanCe oF ParenTal inVolVeMenT
The Round Lake Area District 116 school district is
located in Round Lake, IL. Round Lake Area Dis-
trict 116 is currently led by Dr. Constance Collins.
Superintendent Collins speaks with us today about
the importance of parental involvement.
Modern Parents: Thank you for speaking with us
today, Dr. Collins. Can you talk to us about your
view of parental involvement?
Dr. Collins: I believe that parental involvement is a
very important component of student and school
success. The definition of parental involvement has
changed over the years and an involved parent is
not always one who is able to volunteer in the
schools 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 is
critical to children being successful in school.
Modern Parents: What advice would you give parents to help improve their childs performance in
school?
Dr. Collins: Partner with your childs school, teachers and administration to create a positive learning
environment 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 seek
help 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 child
toward higher levels of achievement. Communicate the importance of a high quality education to your
child and make this evident through your actions within the home and school. Speak positively about
the school, its leadership and the adults within the classroom.
We will continue our conversation
with Dr. Collins in the next issue.
Finance Expert
SUZE ORMAN
In these tough economic
times, the advice of finance
experts 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 putting
away 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 to
college, 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.
MODERN PARENTS MAGAZI NE 23 Join us on Facebook.com/modern.parents and Twitter.com/Mod_Parents_Mag
Phone Registration: Call 504.339.5310. Visa, MasterCard are accepted.
Mail-in Registration: Send the registration formwith credit card information, check or money order
payable 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 rst-paid, rst-served basis. Call 504.339.5310 to conrm space
availability. Payment is required to reserve a seat in the Forum.
Accommodations for people with disabilities will be provided if requested at least one week prior
to Forum.
Questions? Call 504.339.5310/ 1.866.994.4242, or email info@modernparentsmagazine.com
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 ________
parents
CONNECIING HOME & SCHOOL
PARENT POWER Forum Registration $25.00
Modern ParenT
Yolanda
Adams
MODERN PARENTS Magazine
S
U
G
G
E
S
T
E
D
U
S
E
S

Focus on one article at a time. Create a parent
interaction system that allows parents to re-
spond to the most helpful components of the
magazine.
Designate one article as the topic of discussion
at your parent meetings.
Create a parent quiz based on articles.
Have students share how MPM strategies are
used, and/or the differences they are making, at
home.
Name one parent an Expert in a designated
topic after she/he reads and creates a parent 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 how
MPM strategies are used at home, thus show-
casing active home-school interaction.
Place a copy of MPM on the office counter and
in 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 refreshing
change of pace.
Compile parent and/or teacher suggestions on
innovative ways to use the publication. Submit
your suggestions to MPM for possible publica-
tion. Imagine having your school featured in a
national publication.
Use MPM to nurture, develop or support par-
ent writers; include teachers and students, as
well. Submit for possible publication. Be sure to
indicate your school.
Log the topics/articles that garner the greatest
response. Document the greatest area of growth
in your parents.
Use MPM content during Family Night activi-
ties. The use of MPM in your school sends the
message that your school supports its parents
and is dedicated to developing well-informed
parents.
Use MPM to highlight exceptional parents and
special events or achievements.
Display a Parent Enlightenment or Parent
Growth Chart in your school to showcase areas
of parental growth or enlightenment.
List MPM in your School Improvement Plan. It
meets parent/family involvement requirements.
Contact us for additional uses for
MODERN PARENTS Magazine
CAN YOUR CHILD ANSWER THE
FOLLOWING 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 are
left 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 Ariel
have left?
7-2=________
7+2=________
Answers: a) 9-4=5, b) 8+3=11, c) 7-2=5
MODERN PARENTS MAGAZI NE 27 Join us on Facebook.com/modern.parents and Twitter.com/Mod_Parents_Mag
Dr. James Meza, Superintendent
Jeerson Parish Public Schools
iMPorTanCe oF ParenTal inVolVeMenT
Today we speak with the leader of the
largest school district in the state of
Louisiana. Dr. James Meza is the
Acting Superintendent of Jeffer-
son Parish Public Schools. Dr. Meza
speaks with us about the states
largest school district and parental
involvement.
Modern Parents: Thank you for
speaking with us today, Dr. Meza.
How are you?
Dr. Meza: Im doing fine, Carol.
Modern Parents: So can you tell us a
little bit about Jefferson Parish Pub-
lic Schools? Whats on the horizon,
your view of parental involvement
overall and for the district?
Dr. Meza: Well, the Jefferson Parish
School System is the largest public school system in the state of
Louisiana. We have 89 schools, ranging from Early Childhood to
High School. We have several alternative schools and two charter
schools, 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 our
system, its changed over the last 20 years. Weve moved from a
predominately 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 that
are 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 times
they 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 year
olds. 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 retention
rates. If we get all children to read by third
grade, we will see an immediate reduction
in retention. If we were able to focus on the
child early on hopefully we will have chil-
dren to stay in school much longer. Cur-
rently, only one out of three of our students
who enter high school graduate. We have
to do much better than that.
Modern Parents: Do you see the family
playing a role in that?
Dr. Meza: Family is just so critical. Its a leg
of our triangle. We call it the education tri-
angle-the school, the parent, and, of course,
the child. We cannot be totally successful
without parents being directly involved in
their childs education. We know our par-
ents. There are two things we know about
our parents-they love their children, re-
gardless of what kind of parent they are;
and secondly, they want their child to be successful. But schools
can 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 for
a certain portion of the day. Its whats happening in the home en-
vironment, in the community and the time that they are not in
school that is so very important. So we need that level of continu-
ity and support. Many times our parents unfortunately were not
successful in school, so they dont look at school as a friendly place.
So its hard for them sometimes to return to a place where some
of 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 and
reach 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, we
will support you; whether its medical, whether its dental, whether
its support services, or special needs. Some of our parents dont
know how to navigate the bureaucracies to support their child. We
need to do a much better job of communicating to them, inviting
them in. These are their schools. We want them to be part of the
solution.
We look forward to continuing our conversation with Dr. Meza
in the next issue.
A message from Entergy New Orleans, lnc. and Entergy Louisiana, LLC 2011 Entergy Services, lnc. All Rights Reserved.
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 house! Compare energy use of electronics like
big-screen TVs before you buy. You will also nd 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 tools to lower your Entergy bill. Our ENsight website h e W

re giving you the tools to lower your Entergy bill. Our ENsight website h

p l e re giving you the tools to lower your Entergy bill. Our ENsight website h

s p

, Engineer Jelinda Allen
control of your bill at
s before you buy. Y big-screen TV
appliances or your entire house! Compare energy use of e

, Engineer
entergy.com/savemoney control of your bill at
ou will also nd our easy c s before you buy. Y
appliances or your entire house! Compare energy use of e

.
T . s p i t s g n i v a s - t s o ou will also nd our easy c
e k i l s c i n o r t c e l appliances or your entire house! Compare energy use of e

e k a T

word
search
g n i h C u o T l
e l T e h Me i a
l 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 l a T
a i i g X C r C o
T n e Me V o Mr
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 you
nd these
words?
modern
parents
AUDI T ORY
HE ARI NG
L E ARNI NG
L I S T E NI NG
MOVE ME NT
RE ADI NG
TACT I L E
TAL KI NG
T OUCHI NG
info@modernparentsmagazine.com
MODERN PARENTS MAGAZI NE
_______ PRINT SUBSCRIPTION
_______ DIGITAL SUBSCRIPTION
BILLING INFORMATION
YES! Please enter my subscription to this
quarterly publication for $24.95 for one year.
YES! Please enter my subscription to this
quarterly 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
DIGITAL
SUBSCRIPTIONS
School District Fee
(District Wide Access for All Parents)
$4,995.00
LIMITED TIME ONLY
Districts Receive the Following Deliverables
with 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 Digest
each 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 Magazine is a proud partner of the
CONNECTI NG HOME & SCHOOL

VOLUME I ISSUE III
Chorocter|st|cs
o| Aut|sm
lmpcrIcnce
cf MenIcring
DKNY:
Donno Koron
cn EcuccIicn
Amer|con
kecovery &
ke|nvestment
Act ond
Educot|on
Vc|ume l, l::ue lV
subscribe
TODAY!
go
online!
wraw.modernparentsmagazine.com
~ or ~
Contact us:
504.339.5310 or 1.866.994.4242
~ or ~
Mail subscriptions to:
Modern ParenTs Magazine
2536 delta Pointe drive
Marrero, la 70072
MODERN PARENTS MAGAZI NE
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 your
children. Has your child made noteworthy progress at school? Have you captured a snapshot
of him or her during a particularly funny moment? If so, MPM
would love to feature your photographs or anecdotes in an
upcoming issue.
Please send all photographs as a jpeg attachment.
Stories may be sent in the body of the e-mail to:
A

P
h
o
t
o

I
n
v
i
t
a
t
i
o
n
go
online!
wraw.modernparentsmagazine.com
~ or ~
Contact us:
504.339.5310 or 1.866.994.4242
~ or ~
Mail subscriptions to:
Modern ParenTs Magazine
2536 delta Pointe drive
Marrero, la 70072

MPM Volume II, Issue IV

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

MPM Volume II, Issue IV

Uploaded by

Copyright:

Available Formats

modern

You might also like