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Standard 1: Communicating 10 Ways to Communicate With Parents 1- Newsletter A newsletter is a printed report giving news or information of interest to a special group. The class newsletter will consist of things that we are going to be doing in class that week, the subject that the students are learning about and special events that are happening at school. How is it two-way and meaningful ? The newsletter is two way and meaningful because it lets the parents be informed about what is going on with their students education. Also, in the newsletter I will provide a section that has readers comments. The parents can write a letter about anything that they would like to ask or are concerned about and send the letter with their child. Barriers A barrier that might occur when doing these newsletter is that the parents that are Spanish speaking might not be able to read the newsletter. One thing that can be done to help the parents are is to make the news letter bilingual. 2- School-to-home notebooks These notebooks are communication books to share information with parents, particularly for children who have special learning needs. The notebook can be sent at the end of the week and come back the following Monday or go home everyday if needed. The parents and teachers can write about how the student is doing that week or day or their concerns for that student. How is it two-way and meaningful? The notebook is shared by both the teacher and the parents so both parties are being given the opportunity to share their thoughts and concerns. The parents will really feel that the teachers cares about what the parents think and are feeling. Barriers A barrier that there might be is that the parent does know how to write in English, so what can be done to overcome this barrier is to have the parent write in their native language and the teacher can find a way to translate what the parents is saying. 3- Letter to parents before the start of the school year Letters will be sent to the parents before the start of the school the letter will consist of what we will be learning about that year. Also, it will give the parents a little autobiography of me and ways to communicate with me if they need it. How is it two-way and meaningful? The letter is meaningful because the teacher is introducing themselves to the parents before the school year starts. Also, the letter provides ways for the parents to be able to communicate with the teacher before the school year even begins. Barriers A barrier that might occur when doing these letter is that the parents that are Spanish speaking might not be able to read the letter. One thing that can be done to help the parents are is to make the letter bilingual. 4- Phone calls home Teacher can call called the parents of each child in her class monthly to discuss concerns or to answer questions How is it two-way and meaningful? Phone calls are very meaningful because anyone can write a note home but a phone call takes time and it shows that you actually care enough to call and talk about the student, whether it be about concerns or to just let the parents know what a joy it is to have them in the class. The parents can also call and talk to the teachers about their concerns or just to check how their student is doing. Barriers A parent might not know how to speak English well or not at all so they will not be able to communicate very well but what can be done is find someone that is bilingual and call the parents for the teacher. 5- Parent-teacher conference Parent-teacher conferences are an opportunity to create a successful partnership between the teacher and the parents. It is a time where the teacher can communicate to the parent how their student is doing and talk about anything that they are concerned about and the parents can do the same. How is it two-way and meaningful The teacher and parent are there face to face and are able to discuss the whatever they need to about the student or whatever else that they feel comfortable about talking about. It is more meaningful when you are able to talk one on one with one another. Barrier A parent might not know how to speak English well or not at all so they will not be able to communicate very well but what can be done is find someone that is bilingual and have them translate at the parent-teacher conference. 6- Notes Home Teachers can send a note home to the students parents. It can be as simple as letting the parent know what a joy it is to have their child in the class or asking a question that they might have. How is it two-way and meaningful Simple little notes can be meaningful because it is showing the parents that you want to communicate with them even if it is through a little note. The parents can do the same and send notes back to the teacher. Barrier The parent might not know how to write in English but that should not discourage the parents, have the parents write in their native language and then the teacher can translate it. Also, you could have the student tell you what the parent is wanting to communicate. 7- Technology Internet, video tapes, audio tapes, emails,..etc. Teachers may create a group e-mail messages to students’ families to quickly notify them of upcoming events or to survey them for input on a variety of topics. How is it two-way and meaningful It shows the parents again how dedicated you are to the students of the class and how you take the time to send an email. The parents can also send emails back if they have computers . Barriers Parents of ESL students might not know how to type or use the computer but you could have provide them a list of places where they can access a computer or have them write the email in their language. 8- Back-to School Night/Open house At these activities, parents meet the teachers, followed by teachers shouldering much of the direction for the evening, explaining their hopes and plans for the school year. How is it two-way and meaningful It is meaningful in the way that teachers and parents are able to meet each other and the parents get to see who their child’s teacher is and what that person is going to do to educate their students and make sure they succeed. The teachers also get to meet the parents and who the parents of their students are. Barriers A barrier might be that teachers might have some parents that speak Spanish and do not understand much English or have a parent of a different language. The teacher could see if they can find a translator for those parents or have the students translate for them. 9- Home visits In home visits the teacher goes to the students at their home. How is it two way and meaningful In these visits it can help build rapport with the family, and also can help you as a teacher learn about the students personal characteristics from the family’s perspective. The teacher can also learn about the family’s worldview and their funds of knowledge. The parents can also learn about the teacher better Barrier The parents might not want the teacher to come because they do not know how to speak English and therefore will not be able to communicate effectively with the parents. The teacher can see if they can obtain a translator to join them at the visit. 10- Problem –Solving Meetings When student are experiencing difficulties at school it may be appropriate to arrange meetings with family members to discuss how to them. How is this two way and meaningful The parents might have the same concerns that the teacher has and this meeting could be the perfect way for the teacher and parent to talk about what is bothering them and what they can do to help the student. The teacher and parent work together as a partnership. Barriers A parent might not know how to speak English well or not at all so they will not be able to communicate very well but what can be done is find someone that is bilingual and have them translate at the problem-solving meeting. Standard II: Parenting Parenting Programs for parents to develop better parenting skills 1- Parents ToolshopK programs The goal/philosophy of Parents ToolshopK programs is to empower parents to think for themselves by teaching them a unique, reliable problem-solving method that helps them find individualized solutions to their parenting challenges. Only Parents Toolshop'sK Universal BlueprintTM programs teach this problem-solving method and 100+ practical tools parents can use at each step of their response. These skills are based on sound parenting theories that have been known to parent educators for decades and include the most practical and effective parenting tools every parent needs to know and use. Parents also learn how to apply these steps and skills to any relationship — including non-parenting adult relationships. Parents get practical solutions they can use every time, every day — with lasting results! With over 10 years outcome-focused skill assessment results and long- term follow-up, the Parents Toolshop model has been proven effective with thousands of parents nationwide. Website http://www.parentstoolshop.com/index.htm Barriers A barrier that this program might have is that they will not have anyone that speaks a foreign language to help those parents that want help but do not speak English. One thing that can be done is ask the program if they could provide someone that is bilingual. 2- The Nurturing Skills Parenting Program The Nurturing Parenting Programs are evidenced based programs that have proven effectiveness in treating and preventing the recurrence of child abuse and neglect. The Programs are designed to be family based with a highly structured series of sequenced lessons. To maximize the potential in achieving the results of years of research with the Nurturing Program, fidelity to the program content, sequence of lessons, program length and manner of implementation should be followed rigorously. The Nurturing Programs work best with families identified as abusive and/or neglecting. The strength of the Nurturing Programs is that skills and competencies are taught to all families in a predetermined sequenced manner. The Nurturing Programs are recognized for their effectiveness in preventing the recurrence of child abuse and neglect. Website http://www.nurturingparenting.com/nurturing_skills.php Barrier A barrier that this program might have is that they will not have anyone that speaks a foreign language to help those parents that want help but do not speak English. One thing that can be done is ask the program if they could provide someone that is bilingual. 3- Be Happy in Life : Life coaching classes At Be Happy in LIFE, we believe that better parenting skills can be learned. Unfortunately, we don't learn them in a structured manner during our life. Therefore, we react to uncomfortable situations, rather than having a clear vision of our desired family life. If you ask any parent in the world what they want for their kids, they will say "to be happy". Happiness is, no doubt, the most valuable feeling we can give our kids. Yet, since being a role model is our greatest tool to pass on our beliefs to our kids, it will be very hard to pass on happiness until we are happy ourselves. Our Better Parenting Skills Program is a future-focused coaching course for parents who want to break free from the common self fulfilling prophecy that "parenting kids is hard and that kids are terrible, cost lots of money and are never grateful for what their parents do for them". It is the best program for parents who feel they are blaming or justifying, but understand they only project their fears and anxieties on their kids and are willing to take control over their own and their kids' wellbeing. In our Better Parenting Skills Program, we teach parents to coach themselves and their family towards positive thinking, self acceptance, appreciation, self confidence, love and caring. You'll learn new ways, integrate them into your life and get the philosophy and the principles behind them in order to be able to use them when needed, long after you have completed the coaching course. Website http://www.behappyinlife.com/parentingclasses.php Barriers A barrier that this program might have is that they will not have anyone that speaks a foreign language to help those parents that want help but do not speak English. One thing that can be done is ask the program if they could provide someone that is bilingual. 4- CICC ( Center for Improvement of Child Caring) These programs are designed to improve parental effectiveness by providing a clear parenting philosophy and a set of positive parenting skills and strategies that can be used immediately to address a variety of child-rearing challenges and problems. Research has shown that these programs Increase parental confidence Reduce parental stress and anxiety Improve parenting skills Reduce or eliminate spanking and hitting Improve parent-child relations Reduce child behavior problems Improve child cooperation Improve child self-esteem Improve child adjustment Improve child academic performance Strengthen families The vast majority of programs are taught by professional instructors who have received specialized training in how best to teach them Website http://www.ciccparenting.org/ParSkillBuildingPrograms.aspx Barriers A barrier that this program might have is that they will not have anyone that speaks a foreign language to help those parents that want help but do not speak English. One thing that can be done is ask the program if they could provide someone that is bilingua 5- Love and Logic This program is known as Parenting with Love and Logic, a philosophy founded by Jim Fay and Foster W. Cline, M.D., and based on the experience of a combined total of over 75 years working with and raising kids. Many parents want their kids to be well prepared for life, and they know this means kids will make mistakes and must be held accountable for those mistakes. But these parents often fail to hold the kids accountable for poor decisions because they are afraid the kids will see their parents as being mean. The result is they often excuse bad behavior, finding it easier to hold others, including themselves, accountable for their children's irresponsibility. Jim Fay teaches us that we should "lock in our empathy, love, and understanding" prior to telling kids what the consequences of their actions will be. The parenting course Becoming a Love and Logic Parent teaches parents how to hold their kids accountable in this special way. This Love and Logic method causes the child to see their parent as the "good guy" and the child's poor decision as the "bad guy." When done on a regular basis, kids develop an internal voice that says, "I wonder how much pain I'm going to cause for myself with my next decision?" Kids who develop this internal voice become more capable of standing up to peer pressure. What more could a parent want? Isn't that a great gift to give your child? Parent child relationships are enhanced, family life becomes less strained, and we have time to enjoy our kids instead of either feeling used by them or being transformed from parent to policeman. Website http://www.loveandlogic.com/ Barrier A barrier that this program might have is that they will not have anyone that speaks a foreign language to help those parents that want help but do not speak English. One thing that can be done is ask the program if they could provide someone that is bilingual. Annotated Bibliographies for Articles on Better Parenting Adamsons, K., & Buehler, C. (2007). Mothering versus Fathering versus Parenting: Measurement Equivalence in Parenting Measures. Parenting: Science & Practice, 7(3), 271-303. Arditti, J., Burton, L., & Neeves-Botelho, S. (2010). Maternal Distress and Parenting in the Context of Cumulative Disadvantage. Family Process, 49(2), 142-164. Demby, S. (2009). Interparent Hatred and Its Impact on Parenting: Assessment in Forensic Custody Evaluations. Psychoanalytic Inquiry, 29(6), 477-490. García, F., & Gracia, E. (2009). Is Always Authoritative The Optimum Parenting Style? Evidnece From Spanish Families. Adolescence, 44(173), 101-131. Retrieved from Academic Search Premier database. Klelin, M.B, & Pierce, J.D. (2010). Parental care aids, but parental overprotection hinders, college adjustment. Journal of College Student Retention: Research, Theory and Practice , 11(2), 167-181. Lugo-Gil, J., & Tamis-LeMonda, C. (2008). Family Resources and Parenting Quality: Links to Children’s Cognitive Development Across the First 3 Years. Child Development, 79(4), 1065-1085 Morawska, A., Winter, L., & Sanders, M. (2009). Parenting knowledge and its role in the prediction of dysfunctional parenting and disruptive child behavior. Child: Care, Health & Development, 35(2), 217-226. Skinner, E., Johnson, S., & Snyder, T. (2005). Six Dimensions of Parenting: A Motivational Model. Parenting: Science & Practice, 5(2), 175-235. Smith, R. (2010). TOTAL PARENTING. Educational Theory, 60(3), 357-369. Weisskirch, R. (2009). Parenting by Cell Phone: Parental Monitoring of Adolescents and Family Relations. Journal of Youth & Adolescence, 38(8), 1123-1139. doi:10.1007/s10964-008-9374- Adamsons, K., & Buehler, C. (2007). Mothering versus Fathering versus Parenting: Measurement Equivalence in Parenting Measures. Parenting: Science & Practice, 7(3), 271-303. The measurement equivalence of three commonly used parenting constructs (acceptance, psychological intrusiveness, and harshness) was examined across mothers and fathers. Design: A sample of 832 married individuals (416 mothers and 416 fathers) was used to test seven types of equivalence for each measure: configural, metric, scalar, unique variance, factor variance, factor mean, and functional. Results: Acceptance demonstrated configural, factor mean, and functional equivalence but not metric, scalar, unique variance, or factor variance equivalence. Psychological intrusiveness demonstrated equivalence at all levels except unique variance equivalence. Parental harshness demonstrated equivalence at all levels except factor variance equivalence. Conclusion: Investigations of measurement equivalence should be conducted before drawing substantive conclusions regarding mothering and fathering and their effects on children's development. Arditti, J., Burton, L., & Neeves-Botelho, S. (2010). Maternal Distress and Parenting in the Context of Cumulative Disadvantage. Family Process, 49(2), 142-164. This article presents an emergent conceptual model of the features and links between cumulative disadvantage, maternal distress, and parenting practices in low-income families in which parental incarceration has occurred. The model emerged from the integration of extant conceptual and empirical research with grounded theory analysis of longitudinal ethnographic data from Welfare, Children, and Families: A Three-City Study. Fourteen exemplar family cases were used in the analysis. Results indicated that mothers in these families experienced life in the context of cumulative disadvantage, reporting a cascade of difficulties characterized by neighborhood worries, provider concerns, bureaucratic difficulties, violent intimate relationships, and the inability to meet children's needs. Mothers, however, also had an intense desire to protect their children, and to make up for past mistakes. Although, in response to high levels of maternal distress and disadvantage, most mothers exhibited harsh discipline of their children, some mothers transformed their distress by advocating for their children under difficult circumstances. Women's use of harsh discipline and advocacy was not necessarily an ―either/or‖ phenomenon as half of the mothers included in our analysis exhibited both harsh discipline and care/advocacy behaviors. Maternal distress characterized by substance use, while connected to harsh disciplinary behavior, did not preclude mothers engaging in positive parenting behaviors. Demby, S. (2009). Interparent Hatred and Its Impact on Parenting: Assessment in Forensic Custody Evaluations. Psychoanalytic Inquiry, 29(6), 477-490. The concept of parental conflict, as it is used in the custody evaluation literature, rarely conveys the motivational complexity of chronic parental acrimony. The concept of pathological hatred better describes and explains why some parents continue bitter fighting years after their divorce. Kernberg's classificatory schema of pathological hatred is applied to high-conflict divorces in which such hatred may be viewed as an effort to destroy, while at the same time desperately needing, the other parent. Difficulties mourning the lost marital relationship, stemming from either character pathology or childhood trauma, create a fertile breeding ground for pathological hatred. The concept of parental competence is also frequently oversimplified in the custody evaluation literature, where it is viewed as an assortment of unrelated skills. García, F., & Gracia, E. (2009). Is Always Authoritative The Optimum Parenting Style? Evidnece From Spanish Families. Adolescence, 44(173), 101-131. Retrieved from Academic Search Premier database. The aim of this paper is to establish which parenting style is associated with optimum youth outcomes among adolescents of Spanish families. A sample of 1, 416 teenagers from 12 to 17 years of age, of whom 57.2% were females, reported on their parents' child-rearing practices. The teenagers' parents were classified into one of four groups (authoritative, authoritarian, indulgent, or neglectful). The adolescents were then contrasted on four different outcomes: (1) self-esteem (academic, social, emotional, family and physical); (2) psychosocial maladjustment (hostility/aggression, negative self-esteem, negative self-adequacy, emotional irresponsiveness, emotional instability, and negative worldview); (3) personal competence (social competence, grade point average, and number of failing grades); and (4) problem behaviors (school misconduct, delinquency, and drug use). Results showed that both the indulgent and authoritative parenting styles were associated with better outcomes than authoritarian and neglectful parenting. Overall, our results supported the idea that in Spain the optimum style of parenting is the indulgent one, as adolescents' scores in the four sets of youth outcomes were equal or better than the authoritative style of parenting. Klelin, M.B, & Pierce, J.D. (2010). Parental care aids, but parental overprotection hinders, college adjustment. Journal of College Student Retention: Research, Theory and Practice , 11(2), 167- 181. In this article it talks about how when students have troublesome relationships with their parents they are at a higher risk for poorer college adjustment. In the study, they focused on the balance between two key aspects of parenting style, parental care and overprotection, as they affect the transition to college life. The article’s main focus is showing the readers that they way parents handle their children is going to determine how they do in college. Both the mother and father’s roles were critical for successful college adjustment. The results have important implications for understanding how familial issues powerfully influence college adjustment and student retention, and provide compelling evidence of the need for limits to parental support in students entering college Lugo-Gil, J., & Tamis-LeMonda, C. (2008). Family Resources and Parenting Quality: Links to Children’s Cognitive Development Across the First 3 Years. Child Development, 79(4), 1065- 1085. Reciprocal associations among measures of family resources, parenting quality, and child cognitive performance were investigated in an ethnically diverse, low-income sample of 2,089 children and families. Family resources and parenting quality uniquely contributed to children’s cognitive performance at 14, 24, and 36 months, and parenting quality mediated the effects of family resources on children’s performance at all ages. Parenting quality continued to relate to children’s cognitive performance at 24 and 36 months after controlling for earlier measures of parenting quality, family resources, and child performance. Similarly, children’s early cognitive performance related to later parenting quality above other measures in the model. Findings merge economic and developmental theories by highlighting reciprocal influences among children’s performance, parenting, and family resources over time. Morawska, A., Winter, L., & Sanders, M. (2009). Parenting knowledge and its role in the prediction of dysfunctional parenting and disruptive child behavior. Child: Care, Health & Development, 35(2), 217-226. There is a scarcity of research on the relationship between parental knowledge, parenting and parenting self-efficacy, and some inconsistencies have been reported in the literature. Method Parent knowledge of effective parenting strategies was assessed among 68 parents from a non-clinic sample, who also completed questionnaires relating to parenting confidence, quality of parenting and child behavior. Results Parents with greater knowledge tended to be less dysfunctional, and reported significantly higher education and income levels. Parenting confidence explained a significant proportion of the variance in reported frequency of disruptive child behavior while knowledge did not independently contribute to the prediction. However, the relationship between parenting confidence and dysfunctional parenting was moderated by the level of knowledge. There was a stronger negative relationship between confidence and dysfunctional parenting when knowledge level was low than when it was high. Post hoc analyses indicated that the relationship between parenting knowledge and disruptive child behavior was moderated by the level of parenting dysfunction. Parenting knowledge and reported frequency of disruptive behavior were positively related when the level of dysfunction was low, but were unrelated when it was high. Conclusions Parents with low levels of knowledge and confidence in their parenting may be at greater risk of dysfunctional parenting and might benefit from interventions designed to enhance both knowledge and confidence. Results are interpreted in relation to inconsistencies with previous research and implications for future methodologies. Skinner, E., Johnson, S., & Snyder, T. (2005). Six Dimensions of Parenting: A Motivational Model. Parenting: Science & Practice, 5(2), 175-235. A motivational conceptualization provided the basis for identifying 6 core features of parenting style (warmth, rejection, structure, chaos, autonomy support, and coercion) and constructing 2 measures to assess them (1 for parents and 1 for children). Design. Self-report data were collected from independent samples of parents (N = 1212, 645 mothers and 567 fathers) and adolescent children (N = 3,752). Results. Models of multiple (unipolar) dimensions provided a significantly better fit than traditional models of bipolar dimensions. Moreover, correlations among dimensions suggested that dimensions can be aggregated in several ways. Conclusion. The conceptual framework and measures can contribute to future work on parenting, including research designed to map the many constructs that describe parenting, and studies that explore how parenting style shapes child and adolescent outcomes. Smith, R. (2010). TOTAL PARENTING. Educational Theory, 60(3), 357-369. In this essay, Richard Smith observes that being a parent, like so much else in our late- modern world, is required to become ever more efficient and effective, and is increasingly monitored by the agencies of the state, often with good reason given the many recorded instances of child abuse and cruelty. However, Smith goes on to argue, this begins to cast being a parent as a matter of ―parenting,” a technological deployment of skills and techniques, with the loss of older, more spontaneous and intuitive relations between parents and children. Smith examines this phenomenon further through a discussion of how it is captured to some extent in Hannah Arendt's notion of ―natality‖ and how it is illuminated by Charles Dickens in his classic novel, Dombey and Son. Weisskirch, R. (2009). Parenting by Cell Phone: Parental Monitoring of Adolescents and Family Relations. Journal of Youth & Adolescence, 38(8), 1123-1139. doi:10.1007/s10964-008- 9374- In the article it talks about how cell phones provides the means for parents to monitor where their children are at and what they are doing. Also, adolescents can do the same and communicate back with the parents. Cell phones may seem to be a great thing but it can also lead to bad things. Greater frequency in parental calls also was associated with less adolescent-reported truthfulness. From multiple regression analyses, for parents, calls when upset were associated with less parental knowledge and poorer family relations. For adolescents, the same was true; however, adolescents who made calls seeking social support and to ask and confer with parents reported greater perceived parental knowledge and better family relationships. Standard III: Student Learning 10 Language Arts Homework Assignments for First Grade Students 1- Build me a Sandwich. The students will be given directions on how to make a sandwich and students must draw the sandwich as directed in the instructions. The parents can help by being the ones that read the instructions on how to make a sandwich. Barriers A barrier that may occur with single-parents is that they might not have enough time in the day to sit with their child and do the homework with them. One thing that can be done is give that students more time so that they can do it with the parent on the days they have off from work or have time. The students could also ask a grandparent or aunt or uncle to help. 2- Read with a parent Student take twenty to thirty minutes to sit down with their parent or guardian and read to them. The student could read to the adult for the full time or they can switch back and forth, taking turns in reading. Barriers A barrier that might occur when doing this assignment is that not all children live with their parents. Some students might live with the grandparents, aunts or uncles. Make sure to let the students know that they can read to whoever is home with them so they do not feel bad. 3- Identify that punctuation The students will be given a passage to read to the parent or any family member. When the student gets to a punctuation mark they must stop, identify the punctuation maker and tell what it does. The parents must check the students if they get it wrong or right and they will write down the results. In doing this it will let me see what punctuation marks the students are struggling with. Barriers A barrier that might occur when doing this assignment is that not all children live with their parents. Some students might live with the grandparents, aunts or uncles. Make sure to let the students know that they can read to whoever is home with them so they do not feel bad. 4- Count the Name The students will get all the names that are in their household and count the syllables that are in the name. Record the findings. Have the students count the syllables to the parents, the parents can check if they are doing it correctly. Barriers A barrier that might occur when doing this assignment is that not all children live with their parents. Some students might live with the grandparents, aunts or uncles. Make sure to let the students know that they can read to whoever is home with them so they do not feel bad. 5- Interactive language arts skill builders Give the students a website online where they can go and practice language arts skills. Make sure to tell the students to go online with their parents or guardians. http://www.internet4classrooms.com/skill_builders/alphabetize_language_arts_first_1 st_grade.htm http://www.tickettoread.com/ Barriers Sometimes students live with their grandparents and their grandparents do not know much about technology so they cannot help the students on the computer. Let those student know that they can have their cousin or someone that they know is good on the computer to help them. 6- Book reports Have the students pick a book that they would like to do a book report on. Give them ideas that they could use and have the students work together with their parents to think of a project that they could do for the book report. Barriers Sometimes students have only one parents and that one parent does not have enough time because they are working. One thing that can be done is I would ask the parent it they would like me to take time after school or before school to help this student with the book report. 7- Spelling Have the students practice their spelling for that week by writing them three times or having them do practice spelling with their parents or guardian. The adult in the household can administer a practice test to the child and then correct it after that. Barriers A barrier that may occur with single-parents is that they might not have enough time in the day to sit with their child and do the homework with them. One thing that can be done is give that students more time so that they can do it with the parent on the days they have off from work or have time. The students could also ask a grandparent or aunt or uncle to help. 8- Label it Have the students label things around the house. Parents or guardians should help the students with spelling of the words and reaching high places if the students cannot reach. Barriers A barrier that might occur when doing this assignment is that not all children live with their parents. Some students might live with the grandparents, aunts or uncles. Make sure to let the students know that they can read to whoever is home with them so they do not feel bad. 9- Parent editor When students need to write a paragraph or a few sentences. I would like the parent to be the editor and read through the paragraph and mark any errors that they might see and write me a note telling me what they see. Barriers A barrier that may occur with single-parents is that they might not have enough time in the day to sit with their child and do the homework with them. One thing that can be done is give that students more time so that they can do it with the parent on the days they have off from work or have time. The students could also ask a grandparent or aunt or uncle to help. 10- ABC books Students will create an ABC book with the help of their parents or family member. They will make the ABC book out of whatever material they want and then bring it back to class so that we will have a collection in our classroom library. Barriers A barrier that might occur when doing this assignment is that not all children live with their parents. Some students might live with the grandparents, aunts or uncles. Make sure to let the students know that they can read to whoever is home with them so they do not feel bad. Standard IV: Volunteering Two ways to make classroom welcoming When opening the door for the students, stand by the door and greet each student with a smile and a hand shake and make sure to tell them that you are happy that they came to class today. Also, greet the parents as they drop of the students. Have a wall in the classroom that is all about the families of the students. The wall can consist of pictures that have been brought in by the students. When it comes to parent-teacher conference you can show the wall to the parents. Decorate the class in a way that you believe would make someone feel welcomed. Barriers A barrier that might occur with students who are living in poverty is that they might not have a camera to take pictures of their families for the family wall. The way this barrier can be overcome is having the teacher go and take pictures of the parents, so that everyone’s picture can be included on the wall. Five ways to solicit and invite parents to volunteer In the weekly news paper announce signup for parent volunteers. Have the students ask the parents to help Give the parents a phone call telling that you would appreciate help in the classroom. At Open House have a signup sheet for the parents to sign up to volunteer Email Barriers For the parents who live in poverty it might be hard for them to find a time to volunteer because they are working all the time. A thing that can be done to still include these parents is tell them that they can volunteer anyway that they can even if they can’t come to the classroom. Two ways you will involve parents in the classroom Ask the parents to do presentations about their family of what they do to the class. In doing this the class will get to know the parents of their classmates and also make the parents feel welcomed and cared for in that class. When doing centers in the class, ask parents if they would like to come help and be in charge of one of the centers. Also, you could have the parents help with decorating the classroom so that they feel more connected to their child’s class. Barriers For the parents who live in poverty it might be hard for them to find a time to volunteer because they are working all the time. A thing that can be done to still include these parents is tell them that they can volunteer anyway that they can even if they can’t come to the classroom. It could be that the teacher sends a note home talking about how their child is doing and you can ask the parent to write back. Standard V: School Decision Making and Advocacy Involving Parents in Developing the Classroom Policies When coming up with the procedures or classroom policies of the class, I would like the parents of the students to be involved so I would do a couple to things to make sure that I get their input when making these decisions. I want the parents to know how I expect the students to behave so that they will not have any surprises when their students get in trouble or do not follow the policies. One thing that I would involve the parents in developing the policies and procedures is when I send a letter to my students welcoming them to my classroom I will send a letter explaining to the parents that I would like them to list some classroom policies that they think I should have in my classroom. I will give them my address so that they can send the letter back before that school year starts. When I have received the lists and have seen the things that the parents have written I will pick then ones that were most popular. After I have chosen the policies at Open House I will present them the policies that I have chosen, and if there are any questions or concerns I will answer them then. A barrier that I might have when doing this is that I might have parents that are ESL. It will not matter I will write them in Spanish or whatever language they speak and I will tell them to write me in their native language and I will translate it. Also, when I present to the parents at Open-House I will translate what I am saying for them or have a translator if I can get one. Standard VI : Collaborating with Community Children’s Justice Center Contact Number: (435)634-1134 Address: 463 East 500 South, St. George, UT 84770 Web Site: http://www.cjcwc.org/index.php Purpose of Agency: The Children’s Justice Center is a homelike facility which serves children and families who are experiencing the crisis and chaos that comes with the disclosure of significant physical or sexual abuse of a child. The Center is designed to help children feel safe and comfortable so that they may begin to deal with the difficult and often frightening issues that surround abuse. Traditionally, Investigation of child abuse required multiple interviews of the child victim by the police, social services, medical personnel, psychologists and attorneys. Each interview occurred at a different place and rarely in a setting that was familiar or comfortable for the child. The Children’s Justice Center is place for the child with a homelike environment, where the necessary interviews can occur in an atmosphere that is non-threatening to the child. The goal is to produce a comprehensive response in exploring allegations, to provide recommendations to parents regarding the safety or treatment needs of the child, and to stabilize the crisis often experienced by the family. Target Clients: serves children and families Divisions of Children and Family Service Contact Number: (435) 862-652-2960 Address: 359 E Riverside Dr ,Saint George, UT 84790 Web Site: http://www.dcfs.utah.gov/index.htm the link to http://www.dspd.utah.gov/docs/agency%20overview.pdf Purpose of Agency: Our goal is to have communities where children grow up safe from abuse, neglect, and dependency, where adults are protected from domestic violence, and where parents can be strengthened in their capacity to keep their family safe. The Mission of Child and Family Services is to protect children at risk of abuse, neglect, or dependency. We do this by working with families to provide safety, nurturing, and permanence. We lead in a partnership with the community in this effort. Target Clients: Children dealing with abuse in the home. Head Start Contact Number: 435-628-5641 Address: 494 E 900 S ,Saint George, UT 84790 Web Site: http://www.headstartwashco.org/ Purpose of Agency: The overall goal of head Start is to increase social competence of young children in low income families. Social competence takes into account the social, emotional, cognitive and physical development of children and leads to effectiveness in dealing with the present environment and later responsibilities in school and life. Target Clients: Pregnant women, children age 0-5, and their families D.S.P.D ( Department of services for people with disabilities) Contact Number: (435) 647-3961 Address: 377 E Riverside Dr ,Saint George, UT 84790 Web Site: http://www.dspd.utah.gov/index.htm# Purpose of Agency: We promote opportunities and provide support for persons with disabilities to lead self- determined lives. We oversee home and community-based services for more than 4,000 people who have disabilities. Support includes community living, day services, supported employment services, and support for people with disabilities and their families. We also provide services to about 250 people at the Utah State Developmental Center (USDC), a state operated Intermediate Care Facility for people with Mental Retardation (ICF/MR). Target Clients: Children and adults with specific disabilities Southwest Center ( Mental Health Services) Contact Number: (435) 634-5600 Address: 474 West 200 North Suite 300 ,Saint George UT 84770 Web Site: http://www.southwestcenter.com/ Purpose of Agency: The mission of Southwest Center is to promote, restore, and maintain well being by providing treatment, education, and advocacy services appropriate to the mental health and substance abuse needs of our communities. All services will be consumer oriented, collaborative and performed in a quality manner. Target Clients: Everyone in general Hope Pregnancy Center Contact Number: (435)- 652-8343 Address : 427 West 100 South, Suite B, St. George, UT 84770 Web Site: http://hopepregnancyutah.org/ Purpose of Agency: Hope Pregnancy Care Center is a non-profit organization that is dedicated to helping women in the Washington County area who are facing a crisis pregnancy. The purpose of Hope is to counsel and educate girls and women who are facing a crisis pregnancy, or who think they may be pregnant. All of our services are free and confidential. At Hope we provide pregnancy tests, peer counseling, complete information on options, abstinence presentations, community referrals, post-abortion support, material resources, and parenting programs. Target Clients: Women Teenage mothers Dixie Care and Share Contact Number: (435) 628-3661 Address: 131 N 300 W, St George, UT 84770 Web Site: http://dixiecareandshare.org/ Purpose of Agency: Dixie Care & Share, a 501(c)(3) charity based in St. George Utah, is an organization of community, an idea created to help those who need help. The facility creates a way to bring together community resources to operate food banks and emergency shelters in St. George and Hurricane. It also helps those who need education about how to work with others, those who need to be healed, and those who need to learn about a new job or a new path in life. Target Clients: All those who need food, shelter. Families and individuals Erin Kimball Foundation Contact Number: (435) 6730-1659 Address: 321 N. Mall Drive, Suite M-102, St. George, UT 84790 Web Site: http://www.erinkimball.org/ Purpose of Agency: According to its mission statement, the H.O.M.E. program is intended to those fleeing domestic violence, abuse and polygamy. In the time that the H.O.M.E. program has been operating, all program participants have been women. All have minor children living with them, and all have experienced domestic violence, either recently or in the past. Target Clients: Almost all of the families we serve are homeless, or at risk of becoming homeless Child Care Resource Center Contact Number: (435) 628- 4843 Address: 1070 West 1600 South, Building B, St. George, UT 84770 Web Site: http://www.childcarehelp.org/contact.htm Purpose of Agency: To improve the quality of life for the children in Southern Utah who are enrolled in child care programs and provide support for their families and child care providers. Offer the following services: Services for Families Free referrals to and information about child care programs, tailored to meet families' specific child care needs Free information on how to choose quality child care, given over-the-phone, through-the- mail and on-line Free child care data and contact information to programs that support families Services for Providers Start-up support, including grants, for new child care providers Free listings on our referral database Low- or no-cost training to instruct and encourage providers and center staff in offering quality child care Unlimited access to curriculum lending library and children's books Free quarterly newsletter featuring upcoming training, grant opportunities, and activities for children Services for Community and Business Partners Useful data about child care services in local areas Collaboration with a variety of agencies interested in family and child care issues, including a yearly early childhood conference Employer presentations on work-life policies, including ways to support employees with their child care needs, as well as brown-bag seminars for employees on a variety of topics. Target Clients Parents and their children that need help with child care. United Way Contact Number: 435-674-5939 Address: 1070 W. 1600 S., Building B ,Saint George, UT 84770 Web Site: http://www.dixieunitedway.org/ Purpose of Agency: United Way works every day to solve the most pressing problems facing residents by attending community meetings and sitting on local councils to find out where the areas of need are the greatest. Target Clients: Residents of the city in which they live in.
"Parent and Family Involvement Pl"