Parental Preparation for the Common Core State Standards 2013.doc

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/January 2013 By: Lonnie Tucker, CHE, CSWMs. Donna Wells, BSW, PCWS

Common Core State Standards, Partnerships and Cultural Knowledge

The Strive Partnership is focused on the success of our children: every child, every step, from cradle tocareer. The Strive Partnership unites common providers around shared issues, goals, measurementsand results, and then actively supports and strengthens strategies that work.

Breaking the cycle of poverty is to that all kids show up to kindergarten are prepared and ready to readsuccessfully from the 1st, 2nd, and 3rd grades in all targeted schools is part of the CCS EducationReform. The NEW Common Core Standards will seek Feedback from school students and teachersopinions as the state roll-out of the Common Core Standards education reform.

The ChallengeThe involve parents and communities in their childrens education and learning achievements aslifelong successes in education. Students will have all the opportunities, materials, and learningresources to succeed in school, their communities and home-life. Preparing all student for a Globalsociety and Multi- Cultural engagement for learning in a safe learning environment and mix of multi-

cultural activities that values, the engagement of civic responsibilities, cultural guidance, practices andbeliefs;

The challenge is for all stakeholders to change for : Inclusion that Respects, to Education, and Embracethe Acceptance of all Differences of Diversity with Understanding for All to Learn by Listening toeach others life experiences, expectations, exposure to cultural differences.This is the Challengesnow and ahead for all Families to be engaged in those schools initiative that engages students andfamilies building partnerships for all student success.

Cultural Knowledge

Cultural Knowledge engaging parents and their children learning academic milestones aimed atimproving the outcomes for all children, with specific focuses on building the comprehension, andconfidence where parents can be a strong and powerful advocates in the lives of their children based onsuccessful modeled evidenced based learning and basic training program that real work in a multi-cultural society.

IMPACT: All programs are grounded in parent engagement literature and community engagementexperiences. The programs engages the values of the community, families and individuals commonfocus for partnership with the district, school administrators, and community leadership involve in thesuccesses measured from data as evidence and best practices framework that will enhance betterunderstanding of what parents, schools, students, educators, communities and stakeholders believe isimportant for the success for all students.

Rolling out Common Core

The Ohio Department of Education says the transition to the Common Core State Standards should beunderway.

Students in grades K-2 should be working with the standards now. Full implementation should be inplace for all grade levels during the 2013-2014 school year, the department says. The timeline for thedevelopment and implementation of assessments aligned to the Common Core State Standards is:

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2012-13 school year: First-year pilot/field testing and related research and data collection 2013-14 school year: Second-year pilot/field testing and related research and data collection 2014-15 school year: Full operational administration of state assessments Summer 2015: Set achievement levels, including college-ready performance levelsSubject: The Common Core Standards; Over the next three years will focus on what students islearning, but even more important, how they are learn is going to change a frequently..

Ohio basically wants adults to be informed.

The Ohio Graduation Tests (OGT) is trying to do things differently. In a nutshell, there are certainthings students in all those states should know and be able to do that will make them really ready forcollege, a trade school or a community college and eventually a job.The quest is to avoid students who went to college and then had to take extra classes because theywerent prepared enough, or graduated and looked for a job and couldnt find one because they didnthave the right skills?

Whats supposed to happen is teachers will slow down the pace a little, probably not cover as much,but give assignments and tests, too that make all students think, research and analyze and evenmake conclusions. Students will be reading and writing in all classes, spending more time workingwith nonfiction texts, sources of information, research and applying math skills learned about real-lifeproblems and situations.

The experts behind this keep saying a typical assignment might be to ask a student to write an editorial,and show what went into writing one:

Members of the editorial board informally talked about the topic, debated if now was the timeto write about the Common Core, then landed on the approach of writing the editorial as amemo to students.

Next, we looked over our notes from discussions with experts and read past stories.

Then we went to the Ohio Department of Education website for basic information, along withthose of other state departments of education and then to other education groups, includingsome typically critical of traditional approaches.

We dug around at the scholarly level for a while, looking at the history, theories and researchbehind the Common Core movement.

We wanted to hear from the ground level real people who are going to have to use the

standards so we called a smattering of local school districts. Then we thought about what weve seen with our own children, and from our own experience

with schools.

We made our peace with a few aspects of this process that we didnt like that we cant give adefinitive opinion on this topic because its still evolving, that the tests arent developed yet,that there may not be money in the state budget to do this thing right.

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We wrote this with words we dont usually use, like stuff and guys because we wanted toengage a special audience you.

We thought about breakout boxes that would graphically set apart special information, in thiscase the timeline for rolling out the Common Core Standards.

We passed a rough draft among us, made revisions and sent it to the copy editors.

This is the kind of stuff that real-life employers will want students to know, how to do and how tocollaborate; to get things done in the workplace. The experts say Ohio students need to write andpresent information in ways that convince people of something. They are interested in what peoplehave to say about it; And they want to hear from students, teachers and parents about the roll-out of theStandards by giving them feedback, by blog, email, online or by writing an opinion; or invite you to sitin with us on editorial board meetings or news meetings as we shape our coverage of education reform.

Send your name, school, whether youre a student or teacher and a short paragraph or two why youdlike to be one of our on-the-ground observers. Shoot the email to Editorial Page Editor David Holthausat [email protected].

For more information on Ohios standards, you can go tohttp://www.ode.state.oh.us/For more on Kentucky standards, go to http://www.education.ky.gov/For information on national standards, http://www.corestandards.org/

Parental Preparation for the Common Core State StandardsWhen we discuss collaboration and inclusion, most professionals jump or leap out with what we havelearned academically, and we forget to let other have their say. This is like putting on two left-shoes,only one fit. If we can apply the knowledge and strategy outcome expectations to real world challengesfor change, at the table will be the voices of students, parents, faith-based groups, and investorsrealizing that, we all want to be part of the decision making process of inclusion.

How many of us Listen to Learn?Sharing our experiences to success can we bridge the communication gaps lost between schools &parents; district & community; teachers & students/parents; stakeholders & elected officials

NOTE: What have been your keys to the process of closing the gaps, especially around emotionaldiscussions of collaboration and inclusion? Most professionals jump or leap out there with what wehave learned and lectured on academically. We forget to learn by listening from what others have tosay. (for the most part we scare them off) with academic verse overload. This is like putting on twoleft-shoes, only one will fit.

If we can apply the silence of knowledge and the patience of strategies, our outcomes and expectationsto fit real world challenges for change will bring out the balance needed as we all sit at the table ofvoices-of-reasoning (moving for inclusive solutions) with: students, parents, faith-based groups, andinvestors hopefully all realizing that, we all want to be part of the decision making process ofinclusion. After all, we will find out with consent and collectively analysis, that we all value and wantthe same common goals for academic success; highly qualified professionals, informed supportiveresponsible parents, accountable leadership, invested stakeholders and a community partnershipsresponsibility ,Invested in the sustainability of our educators, our children, our families, and ourcommunities.

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mailto:[email protected]://www.ode.state.oh.us/http://www.ode.state.oh.us/http://www.education.ky.gov/http://www.corestandards.org/mailto:[email protected]://www.ode.state.oh.us/http://www.education.ky.gov/http://www.corestandards.org/


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Your response are all welcome, negative or positive. After several decades of the distractions back andforth, we need to get this right.

Parental Preparation for the Common Core State Standards {101}The Common Core State Standards Initiative places an emphasis on inquiry-based learning. Accordingto the standards, students learn best when teachers coach them on how to learn, rather than provide

them with a steady stream of content, which they can easily forget in time. If we teach students how todiscover, research, ask questions, and think critically on their own, we will successfully prepare themto be lifelong learners and the expectations for what parents should be engaged in learning providethat partnership link for their child (s) prepared path from college to specific careers.

Primarily parents should be inclusive in the beginning stage of the process along side of educators tounderstand their roles as primarily navigators for ensuring their child(s) are in an engaged safe learningenvironment. Assignment inquiry-based learning involves less in-depth research student now Googlesearch a question and that knowledge for how it all came together their curiosity is lost in not exploringthe complete problem solving process. This we call Surface Skimming Learning. Doing justenough to say, something on the subject matter was done for the purpose of understanding a little about

the global world around them.

The challenge for parent and educators partnership is determine what resources should be available tosupport all students explorations, making sure that the materials represent different points of view.Although its important to have some of these in your classroom, students need opportunities to learnhow to locate and secure appropriate resources as well. Also, dont neglect the benefits of hands-onactivities such as interviews with experts, observations, and field trips

Parents can take advantage of the extended partnerships with the teacher by asking the question athome, what did the child learn in the class today? (in Science, Social Studies, Math and the Arts) thisbegan the evidence base of children responding to what they have learned and how teach can measure

the getting through points with all students. (Profile on each child)

Although inquiry of the childs day of learning is a marginally base to gain knowledge of studentslearning, parents and teachers partnership will play an important role in the guidance success of theeducation and career planning ahead.. The process begins with our perspective about on theknowledge, skills, experiences, cultural interactions and activity interests of students. As parents wenavigate our children through the system that allows them to become master of their careers with avoice of ownership for education and learning.

Learners support Learning.

Classroom material for developing cognitive skills, and critical thinking and comprehension whereparents and other stakeholders can contribute to a classroom climate that:

Have a generous supply of informational texts and other reading materials on a variety oftopics, which provide students with plenty of mind experiences, listening to learn reading,cultural students interactions, where with books, magazines, newspapers, posters, bookmarkedInternet sites, videos, photographs, maps, and artifacts blend the global of understandingtogether.

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Decide how the studies will be initiated: What are the various students shared cultural beliefsand experiences are; mind pictorial of far away places to explore as topics and subjects theme.What arouse their curiosity, so they will pose questions, research, and investigated answer;make it mandatory for all students participation in teams. Where the topics are focus onstudents questions or interests (these are baseline indicators for curricula changes, and policyadjustment)

Decide to create a whole-class model of small-group, or individual Learners support learninggroups (peer to peer tutoring). The strength of a class learners support Learning is forteacher to model best practices of the curricula with out violating the intent of the process andguidance for all students engagement in the workthe Common Core State Standardsrequires. It also provides class members with a common focus, which supports each othercombined collaboration which allows slower or moderate individuals or groups to catch upwith the class methods of interests by pursuing their related topics and theme aligned with theintent ofthe Common Core State Standards. (Wining them over) of course this also takesinto account the students developmental skills.

The Common Core State Standards has roused the expectations for reading comprehension. Youveprobably heard the statement every teacher a teacher of reading. To meet the new Standards,everyone is responsible for raising the Common Core expectations for reading. (critical thinking skills,problem solving) As partners everyone is responsible for teaching reading skills and strategies withinall Common Core State Standards areas.

Parents and teachers need to feel a sense of adequate competence in preparation for the expected outcome of these Common Core State Standards. Since decade of learning are now opportunities foreffective learning and achievements, practical steps and real world circumstances are the triggers thattowards specific leadership teams; get the resource and guidance to assist in being an asset, with theability and skills to evaluate, monitor, assess, adjust and succeed in implementing those literacy skills

for students improvement initiatives and parental partnership as the extension of the classroom thatsupport teaching instruction by

(1) Navigating the steps to assess and improve literacy skills and cognitive and critical thinking,and comprehension,(2) Identify the data to collect and how to do it, and use it(3) Include the partnerships as strength for support to achieve next steps for all studentsimprovement meeting or aligned with the States standards mandates.

Parent are responsible for that extension from the classroom of standards at home, by being involvedand engages with schools and as partner with teachers.

Professional educators who are looking for quality literacy resources that guide, motivate and movesliteracy forward with practical informative resources based on evidence-based best practices,designed for leaders who want at the ready those resources and tools to improve and transform literacylearning and achievement for all students.

Collaboration and combined best practices and parental engagement can narrow down those resourcesthat the leadership and lead teams should begin with by determining teachers learning needs are tostart addressing those areas for high-quality professional development. This should also include theasset of the professionals in the community parents and invested committed stakeholders working with

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internal expertise to create book studies; high-quality workshops; role play simulations and trainingwebinar presentations.Professional development should go beyond Surface Skimming Learning of internet page research toinclude library look-ups, as a more in-dept course of study that brings more to an awareness levelwhich ensures: indicators, evaluations, and measured gains from professional development align in allCommon Core Areas.

With recent shifts brought about by the Common Core State Standards, perhaps there is no better

time to develop a common literacy language as it applies to each level and content area.In addition to developing a common language, secondary teachers have a lot on their plate when itcomes to helping adolescent students tackle increasingly difficult-to-comprehend informational text(Nonfiction Matters).

To begin, teachers may need to rethink how to deal with their own feelings of uneasiness aroundcultural diversity education(that is taught everyday) teaching minority students read and creatingadditional teaching techniques for specific reading needs place a stressful hardship on those demandsfor vocabulary, comprehension and English deficiency students. The struggle to fit in for readingcomprehension and independent reading is believed to produce more struggles for those specific needsthat diverse slow learners are required to achieve.

Speaking and Listening

Professional educator and parents must provide better understanding for the unique needs outside thebox aligned with those requirements of adolescent readers. Students must learn reading strategies, andindependent reading to help them:

Learn to read, write and become skilled at research and information gathering, evaluate

sources, and recite project materials accurately

Examine, understand and defend what they understands about the project material they haveread and researched

Speak publicly, clearly and appropriately to have listeners undivided attention during the

presentation, findings and evidence Build their presentation from other presenters from the process of presenting good ideas and in

context with their ideas being expressed in a persuasive manner.

It is believed the Common Core State Standards will kill the love of reading, as students feel thatthey are rewritten the very books they are reading, needless to say many instruction educators attemptto keep those adjustment aligned with the Common Core State Standards contents know that therewill be great challenges ahead

Parents too should be properly trained and volunteer time in the schools working with educators as theasset extension for quality resources that assist in guiding, motivating, and moving the literacy plan

forward from practical informative resources based on the evidence-based best practices, of theleaders who want the help and assistance at the ready to improve the transformation of how all studentslearn literacy paradigms for successful academic achievements.

Parents must change the conversation to bring sustained changes needed to for working with teachers;teachers must change their attitude and climate to be more cultural open and understanding to learningand sharing which allow their partners to express their concerns, This will create working partnershipsthat allows all stakeholders to educate each other; provide best practices for teaching instructions; and

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it brings open transparency to needed for discussing critical, urgent, immediate and valued importantissues.

Common Core State Standards Parental Workshops Common Core State Standards Awareness & Engagement Workshops Common Core State Standards (CCSS).Higher-level Awareness Conversations Sessions Common Core State Standards Team Leadership Accountability Common Core State Standards Parental Partnership Responsibility Standards ( Engaging

your teachers and leaders around accountability and responsibility) Common Core State Standards Work Groups (discussion, recommendations and

implemented action Plan) Common Core State Standards Experts Workshops (specific expert assistance for

implementing the English/Language Arts Mapping the Common Core English/Language Arts Standards Common Core State Standards Vocabulary Strategies for Building Academic Common Core State Standards Information Strategies for Building Better Comprehension

Readers

The Common Core State Standards Toolkit must-have resources:

A go-to Common Core E/LA Cheat Sheet A Common Core Resource Sheet with 40+ key resources A highly informative Common Core Training Webinar on each ofthe Common Core State

Standards areas of;

Math ELA Science Technology Engineering Social Studies World Languages ESL Art and Music Business/Computers Home & Careers/Technology Physical Education/Health

LEARNING BY LISTENING

Laryngitis is the bet way to allow a professional to learn abbot given others a chance to express their

views without the feeling being overpower and afraid to ask or make a statement or comment.

Normally, these persons are fearful of their feeling being challenged from a lack of knowledge

where highly educated speakers mostly also cut them with comments that are chastising, leading to

a social thrashing let down that also lead to embarrassment for seeking an answers or have them

quietly at another time submit their questions anonymously.

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Parental Preparation for the Common Core State Standards

Parents need to be partners in this process as the continuum and extension to learning retention, taskcompletions, critical thinking, problem solving research methods and (the pulling it apart and thearrival point of completion) this avoid the current system of surface learning access that shorten in-

depth research for content answers to learn moreThe Guide includes:

Key items that children should be learning in English language arts and mathematics in each grade,once the standards are fully implemented.Activities that parents can do at home to support their child's learning.Methods for helping parents build stronger relationships with their child's teacherTips for planning for college and career (high school only)

Parents, students, teachers, and other invested stakeholders are uniquely positioned as an influence andunified voice for advancing the Common Core State Standards as a partners ensuring a higheracademic expectations for all students is aligned with those public and local policy priorities foraccess, equity and opportunity for every child.

The standards will be the benchmarks that ensure all students are;

Held to consistent expectations that will prepare them from high school to college to careers.

To have a committed school district leaders, community advocates, an professional parents allengaged in meeting other invested stakeholders from local communities and state agencies

Lead by accountable administrators to discuss their plans to implement the standards for a jointparental partnership

Will get the support from partnerships that works, educates, consolidated and collaborate allefforts with recommendations that brings shared guidance for solutions

Engaged with parents, child caregivers, and committed investors on how they all can be in apartnership that benefits and create working relationships to allows all stakeholders to beeducate around best practices and training

Will have designed ready resources and tools for academic improvements for transformliteracy learning and achievement for all students

At the table with those partnerships for teaching instructions; open transparency and neededdiscussing that are critical, urgent, immediate and valued important issues for all studentsachievements

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An Overview to Students Literary Comprehensions and Cultural Knowledge

From High School Readiness-to- College-to-Career Preparedness

High School Level English

To become ready from high school-to-college-to-career preparation all high school students willlearn to evaluate intricate arguments and surmount the challenges posed by complex written materialsindependently and confidently. Through wide and deep reading of literature and literary nonfiction ofsteadily increasing sophistication, students expand their literary and cultural knowledge and betterunderstand references and images.

Students will develop the flexibility, concentration, and fluency to produce high-quality, first drafts ofwriting under tight deadlines. They are able to revisit and make improvements to a piece of writingover multiple drafts if needed, by re-writing and participating in a variety of conversations, they assertand defend as to their comprehension claims that shows what they know about a subject matter usingappropriate explanations examples and evidence. They master the essential rules of standard writtenand spoken English and resolve usage issues by consulting style and usage guides by:Reading

Understanding more from and making fuller use of written materials, including using a widerrange of evidence to support an analysis

Making more connections about how complex ideas interact and develop within a book, essay,or article

Evaluating arguments and specific claims, assessing whether the reasoning is valid and theevidence is sufficient, and as appropriate, detecting inconsistencies and ambiguities

Analyzing the meaning of foundational U.S. documents (the Declaration of Independence, the

Preamble to the Constitution, the Bill of Rights)Writing

Making an argument that is logical, well-reasoned, and supported by evidence Writing a literary analysis, report, or summary that develops a central idea and a coherent focus

and is well supported with relevant examples, facts, and details Conducting several research projects that address different aspects of the same topic, using

more complex books, articles, and other sources

These Academic standards are important because they help ensure that all students, no matter wherethey live, are prepared for success in college and the workforce. Standards provide an important first

step to a clear roadmap for learning for teachers, parents, and students

Having clearly defined goals Helps parents, families and teachers work together to ensure that students are succeeding Help all students to develop critical thinking skills that will prepare them for college-to-careers

College-to-Careers begins at the high school level. Parents, caregivers, or stakeholders must sit downwith the students teachers, counselor or other advisor to discuss what it will take for your students tograduate; the students goals, and their college and career plans after high school. Create a plantogether to help them reach these goals to include:

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Talking to Your Childs Teacher An appropriate course timeline sequence to meet their goals The most appropriate extracurricular activities for them The joint plan to help the students prepare for college-to-career. For example, if your child is

interested in a particular field, look to see if internships exist to build their confidence, thatmotivates them towards work experience in that subject area

Finding ways to pay for college or advanced training.

Talking to the Teacher

When you talk to the teachers, dont worry about covering everything, keep the conversation focusedon the most important topics for what skills the students need in high school, these should include:

Becoming skilled at gathering information, evaluating sources, and citing material accurately Asserting and defending claims, conveying what he or she understands about what he or she

has read and researched

Speaking clearly and appropriately, listening attentively when discussing findings andevidence, and building on others good ideas while expressing his or her own ideas withpersuasively

Speaking and Listening

Responding thoughtfully to diverse perspectives; synthesizing comments, claims, and evidencemade on all sides of an issue; and resolving contradictions when possible

Sharing research, findings, and evidence clearly and concisely Making strategic use of digital media (e.g., animations, video, websites, pod-casts) to enhance

understanding of findings and to add interest

LanguageDetermining or clarifying the meaning of words and phrases, choosing flexibly from multiplestrategies, such as using context, Greek and Latin roots (e.g., as in benefactor or benevolent), patternsof words (conceive, conception, conceivable), and consulting specialized reference materials.Interpreting figures of speech (e.g., hyperbole, paradox) in context and analyzing their role in thewritten materials

High School Math

Numerical skill and quantitative reasoning remain crucial even as students move forward with algebra.Algebra, functions, and geometry are important not only as mathematical subjects in themselves butalso because they are the language of technical subjects and the sciences. And in a data-rich world,

statistics and probability offer powerful ways of drawing conclusions from data and dealing withuncertainty. The high school standards also emphasize using mathematics creatively to analyze real-world situations

These activities are sometimes called mathematical modeling.

The high school standards are organized into six major content areas: Number and Quantity;Algebra; Functions; Modeling; Geometry; and Statistics and Probability. Number and Quantity

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Working with rational and irrational numbers, including working with rational exponents (e.g.,rewriting (53)1/2 as 55)

Solving problems with a wide range of units and solving problems by thinking about units (e.g.,The Trans Alaska Pipeline System is 800 miles long and cost $8 billion to build. Divide one ofthese numbers by the other.

What is the meaning of the answer?

Greenland has a population of 56,700 and a land area of 2,175,600 square kilometers.By what factor is the population density of the United States, 80 persons per square mile,larger than the population density of Greenland?)

Algebra (sample equations)

Solving real-world and mathematical problems by writing and solving nonlinear equations,such as quadratic equations (ax2 +bx + c = 0)

Interpreting algebraic expressions and transforming them purposefully to solve problems (e.g.,in solving a problem about a loan with interest rate r and principal P, seeing the expressionP(1+r)n as a product of P with a factor not depending on P)

.Students going from high school-to-college-to careersbegin with sitting down with the parents,teachers, counselor, work-study career placement advisors or other advisor to discuss what it will takefor the students to graduate, their career goals after high school. The career track plans should helpstudents reach their goals and should include:

An appropriate course sequence of accomplishments towards the students meeting their careergoals

All students must get a clear appropriate direction for extracurricular activities required as partof those goal objectives

The direction should help the students prepare for college-to-career(s). For example, if astudent is interested in a particular technological or industrial filed, investigate to see if thereare opportunities for internship to build their work experience in that particular subject field orcareer work area.

Get the Experts Advice or Opinions

Talk with the school guidance, teachers and job recruiters, prepare a list of questions based on thecareer path the students wants, keep the conversation focused on the most important things as:

Is the subject matter being taught, where the student is comfortable in using algebra orgeometry in classes

Are they passing their courses? Can the student comprehend the need to identify the part of dismantling a complex probleminto parts that applies to each subject such as math, science, engineering, technology etc, or canthey apply that same problem to an outside situation from the subject being presented? (criticalthinking)

Does the student have the knowledge to learn advanced mathematics and technology after highschool before landing that career job?

Review the students classroom work, projects, etc, ask the teacher about the students samplework

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Inquirer about the teachers beliefs of the students work and can they do better or if there areother areas of learning that could help the student get on track with their college-to-career plans

Ask the teachers the students current classroom work satisfactory? And what can be done tomake it better if need be/?

As the parents what can you do to help improve or excel the student in these subject study area?

Study Functions

The student analyzing functions of algebraically and graphical processes and workingfunctions presented in different forms (e.g., given a graph of one quadratic function and analgebraic expression for another, say which has the larger maximum)

The student working with function similarities to understanding their behavior (such as linear,quadratic, and exponential functions)

Study Modeling

Student analyzing real-world situations using mathematics to understand tasks for appliedsituation to better optimize, troubleshoot, review or make an informed decision as needed (e.g.,estimating water and food needs in a disaster area, or using volumes, and formulas and graphsto find the optimal size for an industrial package to present from analytical conclusions)

Geometry

Proving theorems about triangles and other figures (e.g., that the angles in a triangle add to180o)

Using coordinates and equations to describe geometric properties algebraically (e.g., writingthe equation for a circle in the plane with specified center and radius) Statistics and Probability

Making inferences and justifying conclusions from sample surveys, experiments, andobservational studies

Working with probability and using ideas from probability in everyday situations (e.g.,comparing the chance that a person who smokes will develop lung cancer to the chance that aperson who develops lung cancer smokes)

Why Are Academic Standards Important?

Academic standards are important because they help ensure that all students, no matter where they live,are prepared for success in college and the workforce. Standards provide an importantIf students are meeting the expectations outlined in the standards, they will be well prepared forsuccess after graduation

Common Core State Standards is now use as a clear roadmap for learning and engagement of allteachers, parents, and other invested stakeholders for all students success. These clearly defined goalscan helps families, teachers and communities work together to ensure that students continuouslysucceed. The Common Core State Standards will help all students develop critical thinking skills,reading comprehension and an informed cultural connected individual to be well prepared for theircollege-to-careers futures.

Family involvement promotes student success.

Students with involved parents are more likely to earn higher grades and pass their classes,12


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Attend school regularly and have better social skills Go on to postsecondary education.

When families, schools, and communities work together

Student achievement improves Teacher morale rises Communication increases,

When family, school, and community build connections and communicate, the students Academicachievement multiplies. And the combined collaboration will be paramount to the studentsprogressive learning.

High school-to-college-to-careers are theplan and preparation for each students opportunity toadvanced in those skills and technical as the industry grows. Students need to learn from parents,caregivers and other invested stakeholders of the values from learning and education as important toolthat will pay off as they mature. When parents are involved in their children's educations, studentachievement improves.

With the parents help will bring motivate the students to succeed by providing at homeencouragements for learning and supports for the students well being; their physical, mental, andemotional development. This will help them to achieve and be successful in school.Working With Schools and Communities

Parents must be engaged and involved with teacher partnerships to ensure homework or attendingschool functions are a commitment of their child (s). Communicating with teachers and schooladministrators is a crucial element for maintaining parental involvement. Knowing how to effectivelytalk with teachers about the progress of students can pay big dividends in their future college-to-careers. Understanding what to ask at parent-teacher conferences can produce better results.

Partnering with the school building leadership can go a long way toward improving studentachievement and build more effectively communications with teachers and school administrators forthe benefit of this connection loop where everyone is on the same page for all students achievements.These types of relationships should begin with:

1. All children getting a good breakfast before the start of the school

2. The children should all get a big hug to start their day before they ventures out the door andparents out to work

3. Tell children how proud you are about them. This builds self-confidence, assurance andsecurity to help them do well in school, at home and in life.

4. Dont forget the child's lunchbox filled with a healthy lunch and a snacks( this will be replenishthe alertness and learning potential as their energy gets low)

5. Remember the children's homework

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6. Create predictable routines for children when they arrive home back form school

7. All parents should be alert for phone call or emergency call as a practice measure to say intouch with both student and school educators

8. Parents must remind children why school is important and why their childs learning is aresponsibility and commitment for them

9. Instruct the child to ask questions if they do not understand the lesson material assure them thatyou and the teacher understands together, that they want to motivate all students to askquestions if they dont understand the material being taught

10. Parents must ask the child(s) what they do in school that day and be prepared to stop and payattention to them by listening to their explanation about their day, before you check phonemessages, read the mail, call a friend or begin cooling dinner

11. Create a specific homework space that's clutter-free and quiet. Encourage editing and double-checking work, but allow your kids to make mistakes for the quality of their work

12. Create a predictable end of day routines before bed time allow at-lease an hour for them towind-down (optional) to be calm and peaceful

13. Be consistent in maintaining a schedule that allows the child to prepare for school, commitmentto classroom participation, coming home and homework studies, to getting the proper reset forthe next day.

14. Parents must ensure that their child(s) read daily, appropriate materials and books that provideanswers and adventures to real life's questions. (public or school library is an excellentresource)

15. Parents if the child is sick, please do not sent them to school

16. Parents must be a partner with teachers especially around issue and concerns the parent noticeprivately, not in front of the child. Make a point never to criticize children in front of theteacher, their friends or classmates

17. Create a calendar of family events and outing to avoid unexpected family planning

18. Parents may want to leave a Love Note weekly (optional) in the lunch box to remind thechildren that they are very special, loved and missed when they are not home with you.

19. Parents must explain to their children that that like their curiosity, for asking questions andencouraging, however they must at all time must be respectful about others

20. Parents must over-fill their children with praise, love, and joy that demonstrate why theirchildren learning about life is so important to their familys lives

Things Schools/Teachers Wish Parents Would Do

1. Establish a daily family routine, including healthy eating and sleeping habits

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2. Build their childs self-esteem by expressing interest in the childs schoolwork and affirmingthe childs worth through positive messages.

3. Communicate openly with the school and contact the school when they are aware of issuesconcerning their childs school success

4. Set high and realistic standards for their child.

5. Check on homework regularly and ask questions about their childs work

6. Read or talk with their child. Connect everyday experiences to what is being learned in school.

7. Express higher achievements but realistic expectations for their child

8. Use community learning opportunities. Expose their child to the library, museums, the theater,concerts, etc. Encourage their child to join clubs, scouts, after-school sports or fine arts, andother community programs

9. Monitor out-of-school activities and set expectations for appropriate behavior

10. Model learning at home by playing games, reading newspapers or magazines, and discussingcurrent events.

Health Checks:

Healthy behaviors, such as eating nutritious foods and increasing physical activity, have been shown toincrease academic performance. Parents as advocates for healthy nutritious school meals and qualityphysical education can provide tips for ensuring healthy options are available at home, and modelinghealthy behaviors, parents can help reverse the trend of childhood obesity within their families andschool communities.

Nearly one in three children in America are overweight or obese. Obesity has potentially devastatingconsequences for youth, increasing the risk of health problems such as heart disease, high bloodpressure, asthma, and cancer. Children who are obese also miss more school than other kids. The maincauses of our present obesity epidemic are poor diet and lack of physical activity. We know whatcauses obesity; Parents can work to prevent it, and make a tremendous difference in their children'slives by promoting healthy lifestyles at school and at home.

Even better: Healthy behaviors, such as eating nutritious foods and increasing physical activity, havebeen shown to increase academic performance. Parents and advocates for nutritious school meals andquality physical education, ensuring healthy options are available at home, and modeling healthy

behaviors, parents can help reverse the trend of childhood obesity within their families and schoolcommunities. Together, we can create a brighter, healthier future for all of our children

The Arts reflect and encourage students to explore and become expressive about themselves from thepositive experiences of cultural awareness, music, arts and from their fellow students that are differentand from different countries and nationalities. This type of Art and Cultural exposure bring positivediscussions of difference as life enriching effort where all students will benefit from. This is why theARTS and Cultural Experiences of Differences are so important in the common core standards forpromoting and reflecting opportunities in the Arts and Culture of America the melting pot of mosaic &beauty in cultural education.

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Students of all cultures are exposed to each other and their creative theme-based artworks in dance,choreography, musical instruments, film production, radio broadcasting, literature, musiccompositions, marching band, jazz & dance band, symphony orchestra, photography and visual arts.These are the many times missing parts that bring that well-roundedness all students need fore beingculturally competent and globally savvy about others cultures.

These achievements for (ALL), include special needs students, physically challenged students andlimited students whose physical, cognitive, or mental health challenges meet the American DisabilitiesAct guidelines. Qualifying students can create their own artwork, aligned to their functional abilitieswith some accommodation or assistance from an adult as arts category accommodation entriesreflected back to the intent of the program that the Arts are the encouragement for students to exploreand express themselves by giving positive experiences of worldly awareness of fellow students.

Building Family-School Partnerships

Building successful partnerships starts with raising awareness about the power of family and

community involvement Taking action to cultivate involvement through specific programs and practices Celebrating success as your school sees increased involvement and its impact Discover the power of partnerships at schools

Family-School Partnerships Standards

Standard 1: Welcoming of all families into the school district and communityFamilies are active participants in the life of the school, and feel welcomed, valued, andconnected to each other, to school staff, and to what students are learning and doing in class.

Standard 2: Communicating effectivelyFamilies and school staff engage in regular, two-way, meaningful communication about studentlearning.

Standard 3: Supporting all students successesFamilies and school staff continuously collaborate to support students learning and healthydevelopment both at home and at school, and have regular opportunities to strengthen theirknowledge and skills to do so effectively.

Standard 4: Having your voice Heard - Speaking up for every child Familiesare empowered to be advocates for their own and other children, to ensure that students aretreated fairly and have access to learning opportunities that will support their success.

Standard 5: Sharing powerFamilies and school staff are equal partners in decisions that affect children and families andtogether inform, influence, and create policies, practices, and programs

Standard 6: Collaborating with community combining assetsSchool and District Leadership collaborating with families and the community membersconnect the values students, families, and staff need to expanded learning opportunities towards

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community services, and civic participation This includes our gratitude for working asadvocates for our military-connected families

Raising Awareness

Raising awareness involves continually educating school stakeholders about the importance of familyand community involvement in childrens academic experience, and the vital roles they can play.Stakeholders include parents, extended family members, other caregivers, teachers, school staff and

administrators, community leaders, local businesses and organizations, and more.

Parents can get the messages out through school groups, local service, social clubs, town meetings,church groups, and staff employees of the schools, etc. Tell them how they can help improve raisestudent achievement, and benefit the rest of the community.

As you talk about roles and opportunities, introduce the National Standards and the BuildingSuccessful Partnerships process as tools for increasing involvement, by reaching out to groups andindividuals, parents are building from trust, ownership and transparency where support is gained formpartnerships with schools, and students and the challenges ahead for a collective process.

Parents building trust with developing successful partnerships.

Step one is to build trust and confidentiality

Step two is to have an Action Plan to cultivate other parents and invested stakeholdersinvolvement with specific programs aligned with their expertise including practices, andpolicies.

Step three is sharing a clear understanding of what it takes for students to be successful inschool, with the school and with community leaders ready to take action.

Step four is a voluntary commitment to see the tasks through to completion ( from, discussion,present consolidated solutions, consensus recommendations and implementation to action,mentoring , evaluating adjustment, and benchmarking improvements and successes to bestpractices.

Step five work with principals to create an action team that reflects the school community.(team may include a teacher, librarian, parent, grandparent, student council president, neighborfrom the community, representative from law enforcement and the faith-based communityorganizations, and others invested stakeholders

Step six collective evaluation the progress of the current state of families, children and theschool-communitys partnerships( Identify the strengths and weaknesses from the data, as wellas incentives and barriers to bring other partnership involvements)

Step seven is using the school improvement plan as a reference, discuss how the strengths andweaknesses of the data to implement impact students achievements and instructionalprofessional development ( a review of clear data)

Step eight is a review of the clear data that create a clear compelling mission objective for aninitiative that is Inclusive, Respectful, Educate to Embrace the Acceptance of al cultural

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Differences in the community with Understanding for how we must Listen to Learn howfamilies, the school, the community and other Faith-based groups and invested stakeholders canwork together for all student successes

Step nine applying the State and National Common Core State Standards communitysunique situation for families and children

Step ten make the missions objective a reality, align to real life and real world develop action

plan with policies, programs, and best practices.(this will address the weakness and barriers thedata identified, as strengths toward reinforcements needs that ensures a corrective action plan,that define measurable goals and outcomes

Step eleven periodically assess the progress to determine where improvements have been madeand make those adjustments for the work to be done.(culturally many communitiesdemographics change, these cultural composition needs to also continually change_

Step twelve used the parents leaders, community leaderships and professional assets to form thepartnership buy in from more collaboration

Step thirteen recruit other stakeholders for building successful partnerships

Step fourteen celebrate the Common Core State Standards Successes and improvements withacknowledgements and rewards of appreciations of the partnerships

Step fifteen review, discuss, evaluate, adjust, monitor, document and improve the process toprogress for Listening to Learn

The Importance of Community -Schools PartnershipsWhat is on the verge of being a collaborative effort?

Families, schools, and communities work together Student achievement improves Teacher morale rises Communication among parents, teachers, and administrators increases Family, school, community and service based groups and organizations connections multiply

How do we combined and consolidation community asset to collaborate with educators to ensure theadequate yearly progress of students improves for four consecutive years at all buildings?

Partnerships Building Success & Process Allow the sharing of Power to access, data, and operations planning Create other Partnerships

Why is Professional & Cultural Development getting the individualized attention to bring culturalcompetency for the needs of early learners?

Awareness Parental engagement Open Communication of trust and confidentiality Building Trust Celebrating successes

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Why are partnerships critical to students being ready to learn more about high school-to-college-to-career?

Evidence based in students success

Documented in all students soaring in academic subjects

Recognition

All students grades and school pride excels

Collaboration brings other Achievement Discoveries

It includes all diverse cultures (doesnt matter who you are or where youre from)

Engages family involvement at home, in schools and volunteering to promote students success

Documents the benchmarks that backs-up data progress Collaborative build communications that informs the school community for their involvement

in childrens development and achievements

Connect the community and district to maximize conversations, engagement and collaborationand involvements into Actions (Involvement doesnt just happen; it must be encouraged withsensitivity and cultivated as an inclusive process)

Allow adjustment to policies and programs that focus on what families, schools, andcommunities together can support in student progress

It is a crucial component to partnerships to develop, evaluate, and improve involvementpractices to build successful school partnerships

Present and honor those celebration for family involvement that promote student success

It celebrate the community knowledge which shows the links between involvement,achievement, and excellences in success

Celebrating the cultural experience of Differences, motivated by accomplishments in thecommunitys aimed values to outstanding partnerships for maintaining schools of excellence

with standards to follow.

Seven Community-Schools Partnerships Standards

Standard 1 Community -Schools Partnerships Standards is a Collaborating withCommunity. Families and school staff collaborate with community members to connect students,families, and staff to expanded learning opportunities, community services, and civic participation andframework for how families, schools, and communities should work together to support studentsuccess. Each of these standards is rooted in the value of mutual respect, trust, and courtesy.

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Standard 2 Be a Welcoming Community for all families in the school communityFamilies are active participants in school districts when they feel welcomed, valued, connected to eachother, to school staff, and ask for their opinions especially when they have a child in the school system

Standard 3 Have Community Conversation to Communicating effectivelyFamilies and engaged school staff must have and maintain courteous, yet sensitive approach for a trust

building relationship regularity, which invites two-way meaningful communication about their child orother students learning

Standard 4 Be Responsible and Supportive for All Student SuccessFamilies and school staff must continuously collaborate and combine their assets and professionalefforts to support all students learning; their health development; their commitment to be educated athome and in school; And provide regular opportunities for them to strengthen their knowledge andskills with challenge materials for effective reading comprehension

Standard 5 Parents and Invested Stakeholders Must Speaking up for every childFamilies are empowered to be advocates and motivators for all children, by navigating and protecting

them to learn in a safe learning environment; where all students are treated fairly with access tolearning opportunities that will support their current and future success from high school-to-college-careers

Standard 6 Equal Partnership Sharing Accountability of PowerParents, students, teachers, other invested stakeholders and school staff should be equal partnersin all decisions that affect children, families and communities. As collaborative partners together muststay informed, influential, supportive by creating policies, best practices, and programs which ensuresall children and professional staff achieving to their fullest potentials

Standard 7 Collaboration

Collaborations between district and community are at the forefront of community conversations whichencourages razing awareness; rallying around students good study habits; community and familyservices; district operations; community values from financial support; and family, community, andbusiness engagements programs that make out school and community safe learning and livingenvironments by:

Continually engaging and educating all school personnel, parents, teachers and other investedstakeholders about the importance of family, children and community around the academicneeds of all children experiences, expectations and vital roles we all play in their futures.

Stakeholders include parents, extended family members, other caregivers, faith-based group,

social services agencies, teachers, school staff and administrators, community leaders, localbusinesses and organizations, and elected officials

The collaborative message is to spread the word beyond the normal citizens who show up butto reach out and bring the massage to those who arent heard from in the community. Ourmessage is motivating and clear we are ready and prepared to bring our meeting to them atregular schedule school meetings, to local audience service and social clubs, to town hallmeetings, faith-based organizations and in the homes.

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Collectively individuals and professional groups will be identified or be a willing participantsand committed stakeholder. They may come with experiences and backgrounds in education orbe a neighbor who just want to volunteer, or someone who want to take leading roles inbuilding and recruiting other partners for all students success

The message is to get to listen to their voices of how we all can collectively how they can help improve

our school district, improve student achievement, professional development need to know and how weban all as resident benefit as a community for the roles and opportunities, introduce ourselves; buildtrust and gaining the support needed for maintaining our school of excellence with the work aheadfrom the mandates of the Common Core State Standards from the State Board of Education.

At each step of this recruitment process and bring communication awareness all of our communitystakeholders will be given an opportunity to contribute according to their interests expertise,volunteerism, and abilities to serve on focus group, help in putting together events or serving on theaction team, talking one-on-one with potential community partners, holding at their homes communityconversation of awareness meetings, or something entirely different as a partner in the district andcommunity success.

There will be handouts, with specific tips for parents and teachers supporting student learning, sharednewsletters and websites information; and school events announcements.

Each action steps have collaborative understanding and consensus planning from discussions, solutionsand recommendations that will be taken for students to be successful in school.Principals are the lead team that will guide each building direction on a subject matterThe principal will create an action team that reflects the school community needs to team membersconsisting of teachers, librarian, parents, a business rep, students. And someone from a faith-basedorganization

Evaluating the current state of family-school-community partnership needs at the school; .Identify the strengths and weaknesses, as well as incentives to remove barriers for involvements;Using the school improvement plan as a reference, discuss how the strengths and weaknesses are goingto impact student achievement.

Next, create a clear, compelling vision for how families, the school, and the community can worktogether for student success. Keep in mind the Common Core State Standards (CCSS) in thesecommunitys are unique situations.

Collaborations with member of the districts advisory team who meets with the school superintendentregarding ongoing issues you may be unaware of to improve student achievement;

Involve parents and the community challenge with Title I schools Use the real realities of creating programs that will not get off the ground or approve, however

document them as part of the discussion Introduced after-school programs Adult education, and resources to help families support learning at home

The school has become a community hub, for parents to have meeting and to gained confidence oftheir ability to be partner in the education of children. The benefits of these exchanges can be to

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improved what the data clearly illustrate where improvement may be or could be upgraded across theboard, and how we as a school can continue in a four year cycle to make adequate yearly progress

To make your vision a reality, develop an action plan to align policies, programs, and practices withany action plan, are sure to define measurable goals. Reviews and periodically assessments andevaluation that are evidence based on the progress being made or determined where improvementshave been made and where the work must be done. Remember the community is a composition ofcomplex needs and sensitivity should be applied to those changes affecting certain groups, special

needs and marginalized individuals.

All identified needs should be continually in cycle demonstrating changes as assessments becomerelevance to the work ahead for understanding and transparent information on progress.

Evidence based for Best Practice

Put into those best practice those evaluations that being used to communicated as practices being usedor found among other things, where consistent method are shared in classroom instructions andinformation with parents. After looking at some example of other district or school see how that canbecome a point to facilitate the type of teacher-parent communication, for the action team planapproved by the principal. This could d or may become the district or school-wide method forcommunicating homework, contact, tests, and other classroom activities. This way parents also ownsthe partnership process with teachers in supporting student learning and achievements

Celebrate Success

The more you promote students successes, the more people will want to get involved and the morestudents would want to succeed

Capitalize on the accomplishments big or small

Publish stories in school and district newsletters Send out or email press releases to local media Post pictures and outcomes online to give stakeholders real-life proof of their involvements

power which improving schools does benefit all students Success stories will show school leaders and current and potential partners, donors,

stakeholders, and partnering faith-based organizations why their involvement and collaborationis critical to all student successes.

With past and current reductions for both instructional staff and increased classroom sizes thestakeholders must collaborated with families and school staff to explore solutions to the maxed-outclassrooms; then, present to the school district board of education a proposal. The board should

responded with the steps it will take to ensure that the students at all levels would receive the guidanceand attention they needed to succeed regardless of classroom students to teachers ratios

The Importance of Community -Schools Partnerships is a collaborative effort for connecting tojoint combined efforts, where process gives rise to flexible, cultural respect, and district-wideaccomplishments. This open approach for achieving the goals and consolidated asset of professionalknow-how, and parental intellect, becomes the expertise needed for bring an effective community,family friendly, school partnership.

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The plans are in the mission and visions where the realities for collaboration are the chargedresponsibilities, accountabilities and sustainabilitys are the stakeholders. This consensus in unity willmake a difference for all students in their academic successes along with professional & culturaldevelopment as the Welcoming community atmosphere that values and celebrate its communities andschools of excellence with success.

Dr. Kimberly TysonWebinar TRAINING :

Webinar are ideal for parents to benefit from by becoming more aware of the instructionalimplications, extended help for students, and specific enforcement to learning, thinking andcomprehending instruction in the classroom.

The common core standards have direct implications for English/Language Arts Instruction. In thiscomplimentary webinar, will take you inside the common core standards and: discuss the mostimportant underlying ideas of the CCSS identify the ways the common core standards will impactliteracy instruction offer strategies for adapting instruction to the new content and learning paradigms

Improving student achievement through research-based literacy practices is at the heart of schoolimprovement efforts. Implementing effective reading and writing practices requires a multi-dimensional approach focused on assessing, improving, monitoring, and sustaining effective literacyinstruction. Attend this session to learn the four-step approach to assess and improve literacypractices. When implemented, this four-step approach provides both the foundation for professionaldevelopment as well as a sustainable model for unifying a school or district around research-basedpracticing, and moving literacy initiatives forward.

Literacy by Design is a perfect session for teachers, school improvement teams, and building anddistrict leaders who seek to successfully lead improvement initiatives that will result in improved

reading and writing achievement.Common Myths Surrounding the English/Language Arts Standards

Are you a teacher or administrator who finds yourself scrambling to implement the common-coreEnglish/language arts standards?.

Unfortunately, there are many misconceptions that surround the English/Language Arts standardsMisconceptions about the meaning of text complexity and the use of pre-reading activities, forexample, have in many cases led to unnecessary anxiety and even resentment among teachers. In thiswebinar, Dr. Kimberly will discuss and help resolve several common myths and misconceptions

surrounding the ELA standards. In her practical manner, she will help educators better align theirinstruction to the goals of the standards.In this fast-paced and popular session, Dr. Kimberly will share classroom-based strategies for effectivevocabulary instruction! Participants will walk away with the important reasons why vocabularyinstruction is so important and practical strategies that they can use tomorrow to boost vocabularyinstruction in their classroom. This session is perfect for administrators who understand the importanceof research-based vocabulary instruction and its impact on comprehension and for teachers who needmore vocabulary strategies in their toolbox! All templates will be available after the workshop on theLearning Unlimited website in Teacher Toolbox.

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Training Dates to follow:

Reference and Content ContributionsEditor David Holthaus, [email protected].

Dr. Kimberly Tyson

Donna Wells, PCWS, BSWODEOhio defense FundThe National Center for LearningLearning united

Parental Preparation for the Common Core State Standards 2013.doc

Documents

Transcript of Parental Preparation for the Common Core State Standards 2013.doc