School, Family, & Parent
Community Services
Parent
Engagement
Toolkit
1 LAUSD © 10/6/09
ACKNOWLEDGEMENTS
The Parent Engagement Toolkit is a compilation of much hard work accomplished by those who are passionate about serving the diverse needs of our students, parents, and families. We thank the willingness of so many to share what they have learned through years of working with our families and community members. We are grateful for the leadership and support offered by our Board of Education Vice-President, Yolie Flores-Aguilar, who initiated the current Parent Engagement Steering Committee as the Parent Engagement Leadership Task Force. This group was instrumental in producing the District’s Strategic Plan for Parent Engagement and Involvement, which included the development of the Parent Center Toolkit as a critical training resource for schools. The Parent Engagement Steering Committee continues to provide guidance, input, oversight, and support in order to strengthen the District’s efforts to implement true partnerships with parents and community at each school site.
A very special thank-you is given to Charlotte Castagnola, Program Associate, Parents as Learning Partners, Local District 2, for allowing us to include the parent center materials and parent education curriculum she has developed throughout her years serving parents and parent center directors and for serving as “Director” for the production of the Parent Center video. This toolkit and video would not have been possible without her expertise and knowledge. Local District 2’s Parents as Learning Partners Program is to be recognized as a model for what quality parent engagement should look like, throughout the District.
Much of what is in the Parent Center Handbook was taken from For the Benefit of Our Children – Voices of Parents on Engaging Parents for Student Achievement , which was prepared for our District by Beverly Ryder, William Espinosa, Charlotte Castagnola, and Patrice K. Gibson in October, 2008. We thank you for capturing the enthusiastic and honest voices of parents throughout the District. These voices serve as a guide for our work.
We would also like to thank the following organizations, parent committees, and offices that contributed to the creation of this toolkit:
Academic English Mastery Program—Mary Campbell and Aresa Allen Adult Education—Carol Okuno Associated Administrators of Los Angeles (AALA)—Michael O’ Sullivan Community Advisory Committee District Advisory Committee District English Learner Advisory Committee Early Childhood Education—Michael Shannon and Ruth Yoon Families in Schools (FIS)—Maria Casillas, Jo Carcedo and Kathleen Mooney Local District 2 Parent Unit—Sandra Lopez-Caukin and Susanna Martinez, Laura Gonzalez, Marienela Sardelich, Rhonda Bradley, Laura Calderon and Shakeh Ayvazian MALDEF—Araceli Simeon-Luna Parent Collaborative Parent Organization Network (PON)—Goldie Buchanan PTA – 10 th & 31 st Districts Special Education Multicultural Advisory Committee The School Volunteer Program—Dale Petrulis and Susan Snelgrove United Teachers Los Angeles (UTLA)—Juan Parrino and Jose Govea
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ACKNOWLEDGEMENTS (cont.)
Finally, thank you to the staff members of the Parent Community Services Branch, for their dedication and commitment to parents and for their training support of this tool.
Please know that this toolkit is part of an ongoing effort to establish a different type of relationship between parents, students, and teachers than is currently found in many of our schools. We look forward to continuing the collaboration with our many partners to work and learn together for the common purpose of building respect, trust, and effective communication between schools, families, and communities for the benefit of all our students.
Rita Caldera Chris Downing Assistant Superintendent Administrator School Family and Parent/Community Services School Family and Parent/Community Services
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Background/Introduction LAUSD Strategic Plan for Parent Engagement and Involvement
The Los Angeles Unified School District Board of Education passed Board Resolution 10 in July 2007, which mandated that a survey take place to identify barriers and solutions to improving parent engagement and involvement within the District. To accomplish this goal, the District established the Office of Civic Engagement, which conducted Focus Groups across the District to engage parents and community members in identifying ways to improve the District’s outreach efforts to parents.
In 2008 the School, Family and Parent/Community Services was created to ensure that the partnership between the District and parents and community members is fostered; that all schools and offices within LAUSD provide a warm and welcoming environment; and that a three-year plan for parent engagement and involvement was developed and implemented.
On November 20, 2008, the LAUSD Strategic Plan for Parent Engagement and Involvement was shared with the Board of Education. This plan was based on a compilation of research, parent/community at large input, central advisory committee input, and community based organization input. The plan establishes a clear direction for District staff to partner with parents and the community and focuses on the goals of Welcoming Environment at each school site; providing opportunities for parent Training and Learning ; improving Communication between parents and schools; developing parent Leadership and Advocacy ; involving parents in Decision-Making as equal partners ; engaging Community Partners ; and establishing Accountability.
This Parent Engagement Toolkit, Parent Center Handbook, and Parent Education Curriculum are the centerpieces of this three-year plan. This plan also contains an outline of the process and training that will be used by the District to train administrators, teachers, and classified staff to better engage parents at school sites. A copy of the District’s Strategic Plan for Parent Engagement and Involvement is provided in the Federal, State, District and Community Resources section of this Parent Engagement Toolkit.
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TABLE OF CONTENTS
Acknowledgements Background/Introduction of LAUSD Strategic Plan for Parent Engagement and Involvement
Section I – Parent Center Handbook • What is a Parent Center? • Why Support Parent Centers? • Parent Engagement Theory of Action • Parent Center Guidelines, Programming o Understand the Gifted and Talented Education (GATE) program o Understand Section 504 of the Rehabilitation Act o Understand the Individualized Education Program (IEP) • Job Descriptions o Parent/Family Center Director o Parent Resource Liaison o Community Representative ••• Parent Center Director Interview Protocols o Interview Questions o Parent Center’s Director Criteria Chart o Parent/Family Center Director’s Rubric Scoring Criteria • Culturally Relevant Parent Centers • Parent Center Tools o Principles for Effective Adult Learning o School-wide Policies to Encourage Parent Engagement o Tips for Working with Teachers • Parent Center Director’s Portfolio • End of Year Report – Elementary • End of Year Report – Secondary • Keeping the Record Straight – Parent Center Director’s Incentive Program • School Volunteers o Establishing and Administering School Volunteer Programs o Health and Safety Guidelines o Volunteer Processing Procedures o Responsibilities of Principals, Designated Coordinators, Teachers and Volunteers o Type of School Volunteering Programs o School Volunteer Application – English o School Volunteer Application – Spanish o LAUSD Clinic Sites o School Volunteer Fingerprint Application – English o School Volunteer Fingerprint Application – Spanish o Training Opportunities for School Volunteers o Academic Programs for Parent Centers Section II - Parent Center Video
5 Table of Contents (cont.) Section III - K-12 Parent Education Curriculum • Kindergarten Curriculum o Check List o Language Arts Games o Math Games ••• High Frequency Words (K-3 + Secondary SAT words) • Family Story Time (K-5) o Family Story Time Certificate of Excellence – English o Family Story Time Certificate of Excellence – Spanish • Family Math (K-12) • College Awareness/Preparation Program (6-8) o Workshop 1: Introduction o Workshop 2: Why College is important o Workshop 3: Exploring Careers o Workshop 4: Communication o Workshop 5: Self Esteem o References o Acknowledgements • Transition – Preparation for School Success o Kindergarten Transition Event o Other Transition Activities o First Week of School o Transition Timeline
Section IV – Information for Parents of Exceptional Children ••• Gifted and Talented Education (GATE) Program ••• Section 504 under the Rehabilitation Act of 1973 ••• Individuals With Disabilities Education Act (IDEA) for Special Needs Students
Section V –Federal, State, District and Community Resources • Federal • State • District • Community
Section VI – LAUSD Strategic Plan for Parent Engagement and Involvement ••• Goal 1: Welcoming Environment ••• Goal 2: Training & Learning ••• Goal 3: Communication ••• Goal 4: Leadership and Advocacy ••• Goal 5: Decision-Making ••• Goal 6: Community Partners ••• Goal 7: Accountability
LAUSD © 6 What is a Parent Center?
Research has shown that Parent Centers are a critical and essential link toward creating an integrated and inclusive school environment. A well run Parent Center may serve as a teacher, social worker, and parent advocate; and has an important role in breaking down barriers, addressing issues of parent self-esteem, and providing knowledge and information to parents in a language they can understand. The Parent Center should also support teachers to access the parents of their students.
Parent Centers provide a safety net for parents to gain knowledge across a broad spectrum without embarrassment, provide basic language and social skills and can help parents assimilate to a new culture. The Parent Center also provides a portal, which links the surrounding community to the school and vice-versa. In short, the Parent Center is a critical enabler at schools to help parents expand their capacity to support their children emotionally, socially, and intellectually.
Parent Center Values
Work in the Parent Center should be based on the following values:
∗∗∗ Student achievement is defined as every student reaching their full potential
∗∗∗ Respect is defined as fostering the inherent worth of every individual
∗∗∗ A strong bond between Parent, Student, and Teacher is critical to achievement
∗∗∗ Every school has a unique relationship with its community that can facilitate parent- student-teacher collaboration
∗∗∗ Parent Centers should welcome parents from their school community and conform to their schedules and languages, and provide a list of resources and services
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Why Support Parent Centers?
It is the District’s expectation that all school leaders will implement high-quality parent engagement programs that:
∗∗∗ Authentically build a school culture which openly welcomes parents as collaborative participants in their child’s education, respects their skills and intentions, and doesn’t subordinate them
∗∗∗ Create an environment where a parent is respected as an equal partner and valued as the child’s first teacher
∗∗∗ Value the communities where the children and their parents live, honor the cultures they are from, and treat parents’ skills, at whatever level, as an asset
∗∗∗ Emphasize the importance of the Parent-Student-Teacher relationship
Given the demographic and socio-economic profile of LAUSD families, we believe that the investment in the creation, resourcing and development of parent centers and the staff that supports them at every school is critical and indispensable in building and supporting sustainable student achievement. Parent centers would have the primary responsibility of enhancing parent capacity and would have an individual character of the community surrounding the school. To achieve scalability and equity, we recommend that each school’s Parent Center possess a required “footprint” which provides a minimal level of resources and trained staff at each school (i.e., computer, printer, phone, fax, supplies).
LAUSD is advocating that parent engagement and the development of vibrant Parent Centers at every school remain a top priority in the district’s strategic planning efforts. Even during these severe economic times, we believe that a deliberate integrated and coordinated effort between the schools, the local districts, central office, community non-profits and agencies can provide the supplemental funding and resources to create a vibrant Parent Center at every school. We also believe that parents at each school can be creative advocates in their communities to access funds and resources.
There is no question that when schools actively engage parents the results are improved student achievement. The visual on the following page provides the District’s Parent Engagement Theory of Action. The Theory of Action simply states why all schools should support and implement effective Parent Centers.
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Los Angeles Unified School District
Parent Engagement Theory of Action
Parent Parent Parent Involvement Engagement Empowerment By School At Home and
School
Leads to Improved Student: Attendance Self esteem and Motivation Positive Behavior
Academic Achievement
Graduation Rates College/Career Choices
Effective Parent Engagement by schools leads to increased parent involvement at home and in
schools which results in empowered parents capable of guiding and monitoring their children’s
education towards academic achievement and lifelong success.
LAUSD © 9 Parent Center Guidelines Creating Parent Centers
We recommend the following strategies for creating Parent Centers:
∗∗∗ Establish Parent Centers in facilities on the campus or adjacent to every school with programs aimed at increasing parent support for student achievement
∗∗∗ Include at each facility classroom space for parent education workshops, room to offer child care for workshop participants, space for a parent education and children’s literature checkout library, a volunteer workspace, sufficient security, and office space to conduct organizational and outreach activities
∗∗∗ Fully equip centers with a computer/printer, dedicated telephone line, fax/answering machine and adult-sized furniture
∗∗∗ Provide educational toys/activities for use with childcare, and age appropriate literature and parent education materials for the lending library such as books that reflect the parents’ languages and cultures, DVDs or magazines
∗∗∗ Provide staff and volunteers who can facilitate meetings, lead workshops, translate, advocate, and guide parents through the school organization
∗∗∗ Identify an operating budget for training materials, consumable supplies, refreshments, and utilities
∗∗∗ Provide budgetary support that will provide staffing for a minimum of six hours a day. Hours should be flexible and should reflect the needs of the parents in the school community for morning, afternoon and evening services
∗∗∗ Provide professional development to parent center staff on such items as building positive school relationships, communication skills, facilitation skills, leadership development, and outreach strategies and techniques. The goal of this training would be to enable staff to become responsible for developing, coordinating, and leading the programs offered in their school’s center
∗∗∗ Offer professional development that would enable staff to search out and partner with community-based programs in order to provide access to services that will diminish the barriers to education that are faced by the families they serve
∗∗∗ Provide training for staff on the most effective strategies for accelerating outreach to new, uninvolved or only marginally engaged parents
∗∗∗ Provide each center with the capability to translate for non-English speaking parents
∗∗∗ Encourage partnerships with community agencies that can provide supplemental social services
∗∗∗ Provide professional development that would enable parent center staff to offer parent education workshops that would empower parents to help their children in academic areas and also engage teachers, coordinators and coaches in presenting academic workshops for parents ∗∗∗ Hold the Parent Center accountable by setting measurable goals & tracking the measurable data for an End of Year report 10 LAUSD © Programming Parents want Parent Center programs that will lead to increased parent support for student achievement by giving them the knowledge and skills needed to:
o Locate resources in the community o Support their child’s growth and development o Survive their child’s teenage years o Prepare their child for college o Guarantee their child’s safety o Participate in decision making o Strengthen their family o Volunteer in their child’s school o Communicate with their child’s teacher and counselor o Help their child succeed o Speak, read and write English
Parents who participated in Focus Groups identified the following additional goals for their Parent Centers:
••• Identify and implement Family Literacy programs that are specifically designed to meet the needs of immigrants and English language learners
••• Improve the knowledge of parents and families to help them to develop a belief in themselves and their ability to become educated, successful adults
••• Offer a variety of programs a minimum of five days per week. A Center’s goal should be to offer two academic and one health and human services workshops per week. The Center would also offer direct services to parents and provide assistance to families with individual concerns
Evaluation of Parent Center Activities Develop and institute the use of a rubric to evaluate parent activities. The rubric should look at three possible effects of the activities implemented at Parent Centers:
••• The potential impact on student achievement
••• Increase in the number of parents involved in their child’s learning
••• Positive, long-term effect on the lives of families in the school community
Parent Center activities should be data driven, research based, and outcome oriented. Their effectiveness should be measured using these characteristics. Student performance data from the school could help determine what types of workshops, classes, and information the parent center would provide to parents.
Parent Centers should promote full democratic participation of all stakeholders. They should move relationships in the school community from advocacy that results in confrontation to partnerships that result in collaboration
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Funding/Resources:
••• School general fund: Salary support and benefits for staff; training and professional development
••• School foundation
••• NCLB Title I & Title III funds: salary support for Parent Center staff; training
••• Economic Impact Aid (EIA) – State Compensatory Education and Limited English Proficient
••• Parent and other volunteers
••• Philanthropic and corporate foundations: in-kind grants for technology and equipment; grants for staff support, specific programs, parenting education
••• Community non-profits: parent workshops or parenting classes; services for families such as health and social services, financial services, employment opportunities, etc.
••• Community colleges and adult education: skill building
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JOB DESCRIPTIONS
13 LAUSD © LOS ANGELES UNIFIED SCHOOL DISTRICT PARENT/FAMILY CENTER DIRECTOR
Job Description
Definition A Parent/Family Center Director is usually a community person. It is their responsibility to operate a Parent/Family Center program for parents at a local school site and conduct outreach to include an increasing number of parents and community agencies in the school. They also serve as an adviser/consultant to the local school administrator on matters regarding parental involvement and the community.
Recruitment and Selection ∗∗∗ Recruitment of a Parent/Family Center Director is the responsibility of the school/center that is to use their services
∗∗∗ An applicant for initial employment with the District must complete the packet for Community Representative C or for the Parent Resource Liaison
∗∗∗ Applicants must complete the attached application and submit to an interview by the hiring committee at the local school site
∗∗∗ Hiring is for the period of one year and is renewable based upon satisfactory performance
∗∗∗ Performance evaluation will be the responsibility of the local school site
Responsibilities
∗∗∗ Communicate regularly with the site administrator, keep them informed regarding community concerns/issues
∗∗∗ Promote, organize, support and encourage parent participation/community partnerships activities that promote student achievement and are linked to instructional goals
∗∗∗ Provide input and outreach, support and direction for the implementation of the school’s Parent Engagement Action Plan as described in the Single Plan for Student Achievement
∗∗∗ Meet regularly with Local District Staff and fellow parent center directors to gain, sustain and increase the knowledge and skills necessary for outstanding job performance
∗∗∗ Participate in professional development activities
∗∗∗ Promote, organize, support activities that will enhance communication between parents/community and teachers and other school staff
∗∗∗ Promote, organize and support activities that ease the transition from one school level to another (transition from elementary to middle school, middle to high school or from high school to college)
∗∗∗ Present parent education workshops as part of a trainer of trainers model
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Responsibilities (Cont.)
∗∗∗ Organize/facilitate parent meetings and parent education workshops i.e., reserve room(s), speakers, refreshments, conduct outreach activities such as phone calls, disseminate flyers, etc.
∗∗∗ Recruit, organize, train and recognize school volunteers
∗∗∗ Identify local community agencies and businesses that are willing to provide services and support to the school site and facilitate their involvement with the school
∗∗∗ Organize child care providers (personnel, space, supplies and equipment)
∗∗∗ Attend meetings such as categorical advisory councils, Healthy Start, community forums, and disseminate information to the principal and the appropriate stakeholder groups
∗∗∗ Assist with program evaluation, which includes but is not limited to: Document activities using a visual portfolio (sign-in sheets, flyers, pictures, calendars, etc.)
∗∗∗ Conduct written evaluations of parent meetings and parent education workshops
∗∗∗ Survey parents/community and school personnel on a yearly basis to assess the effectiveness of the school’s Parent Engagement Program
∗∗∗ Participate in the review and revision of the required School-Parent Compact, Parent Involvement Policy and annual parent involvement planning as an element of the Single Plan for Student Achievement.
Qualifications
∗∗∗ High school diploma, GED, or equivalent from another country, or two years experience as a volunteer in schools
∗∗∗ Ability to communicate successfully with teachers, parents, administrators and students, bilingual preferred
∗∗∗ Computer literacy
∗∗∗ Cultural sensitivity and experience working in a multicultural setting
∗∗∗ Experience in collaborative leadership
∗∗∗ Successful at including a variety of adults in planned activities
∗∗∗ Knowledge of school system and school reform efforts
∗∗∗ Ability to advocate for children and parents
∗∗∗ Ability to handle conflict in a fair, just and open manner
∗∗∗ Good organizational skills
∗∗∗ Ability to work with a variety of individuals/groups, being welcoming and inclusive to all parents, community members and staff. 15
LAUSD © LOS ANGELES UNIFIED SCHOOL DISTRICT PERSONNEL COMMISSION
Class Code 5515
PARENT RESOURCE LIAISON
DEFINITION Assists in providing support to a program or a parent or community center of a school by providing information to parents and the public and coordinating, organizing, and participating in various parent workshops, orientations, and training programs.
TYPICAL DUTIES
∗∗∗ Organizes, coordinates, and schedules parent education classes and workshops
∗∗∗ Participates in training and workshops and/or presents approved information in topics such as effective home-school communications, effective parenting, basic computer skills, nutrition, physical health, testing, high school graduation requirements, and other LAUSD programs
∗∗∗ Assists in preparing and organizing workshop and training materials
∗∗∗ Assists in planning school activities such as field trips to colleges and universities, parent conferences, open houses, Back-to-School Nights, recognition activities, and community meetings
∗∗∗ Assists in arranging for volunteers, speakers, subject matter experts, discussion leaders, or masters of ceremonies
∗∗∗ Answers telephones, types memos, and creates forms, flyers, and brochures
∗∗∗ Keeps track of inventory of forms, office supplies, and equipment
∗∗∗ Maintains various records and files
∗∗∗ May assist parents with issues such as health coverage for children, social services, immigration, and basic needs such as food, clothing, and transportation
∗∗∗ May maintain routine bookkeeping records
∗∗∗ May assist in securing childcare services for parents and guardians attending the parent education classes
∗∗∗ May attend community meetings, recruit parent volunteers, and conduct parent satisfaction surveys
∗∗∗ May transport parents, staff, and meeting materials
∗∗∗ Performs related duties as assigned
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DISTINGUISHING CHARACTERISTICS AMONG RELATED CLASSES A Parent Resource Liaison assists in maintaining a program or a parent or community center of a local school by providing various resources and information to parents through workshops and training.
A Parent Community Facilitator assists the certificated administrator in the organization of meetings and acts as a resource to parents and District staff regarding the Court-ordered Integration Program and categorical programs.
A Parent Network Liaison Coordinator provides training and acts as a resource to parents and District staff, including Parent Community Facilitators, regarding the Chanda Smith Consent Decree.
SUPERVISION General supervision is received from a certificated employee. Work direction may be exercised over lower-level clerical staff and parent volunteers. No supervision is exercised?
CLASS QUALIFICATIONS
Knowledge of:
••• Los Angeles Unified School District academic and parent assistance programs
••• Pertinent issues affecting local schools
••• Basic training methods and techniques
••• Basic English composition and arithmetic
••• Office practices and procedures
••• Operation of various office machines
••• Microsoft Windows operating system or Macintosh/Apple operating system
Ability to:
••• Understand, interpret, and apply pertinent laws, rules, regulations, and procedures
••• Organize files and keep accurate records
••• Work effectively with employees, students, and the public
••• Address large groups of students, parents, community members, and administrators
••• Operate and use a computer
••• Communicate effectively orally and in writing (bilingually if community needs)
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ENTRANCE QUALIFICATIONS
Education:
Graduation from high school or evidence of equivalent educational proficiency.
Experience:
160 hours of paid experience or verifiable volunteer experience in a parent or community center of a public school or other parent/community involvement program.
Special:
••• A valid California Driver License.
••• Use of an automobile may be required for some positions.
SPECIAL NOTES
Willingness to work irregular hours. Ability to speak, read, and write in a language other than English may be required for some positions.
This class description is not a complete statement of essential functions, responsibilities, or requirements. Requirements are representative of the minimum level of knowledge, skill, and/or abilities. Management retains the discretion to add or change typical duties of a position at any time.
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LOS ANGELES UNIFIED SCHOOL DISTRICT CLASS DESCRIPTION COMMUNITY REPRESENTATIVE
SERVICE: Unclassified COMMUNITY REPRESENTATIVES ISSUED BY: Pers. Research (6-24-87) REPLACES: PG: E 3 (2-26-82) REFERENCE: Education Code Section 45258 CHANGES: Assignment limitation modified to 90 working days or a total of 720 hours per fiscal year effective 1-1-85. Section 5.d. and 6.a. expanded. Section 6.b. modified.
1. Definition A Community Representative is a community person, employed in an Unclassified Service position, who serves as an adviser or consultant to the District.
2. Recruitment and Selection
a. Recruitment and selection of Community Representatives is the responsibility of the school, center, section, branch, division or region that is to utilize their service.
b. Budget authorization must precede recruitment and selection.
3. Classification (See Policy Guide: S 11 for salary rates.)
a. Community Representative E (Class Code 8104) identifies the highest level of responsibility within the Community Representative series. Primarily, services involve direction by the individual of a group effort relative to school-community matters. (District and Region assignment; not a school-based assignment.)
b. Community Representative D (Class Code 8103) identifies the next-to-highest level of responsibility within the Community Representative series. Primarily, services involve participation by the individual in a group effort relative to school-community matters. (District and Region assignment; not a school-based assignment.)
c. Community Representative C (Class Code 8102) identifies the third highest level of responsibility within the Community Representative series. Primarily, services involve participation as a neighborhood resource adviser to principals, teachers, parents or project personnel concerned with school-community relations. (Local school or center assignment.)
d. Community Representative A (Class Code 8100) identifies the lowest level of responsibility within the Community Representative series. Primarily, services are limited to advice or interpretation involving local school or classroom relationships. (Local school or center assignment.)
LAUSD © 19 4. Typical Duties
a. Assists in identification and resolution of school-community problems.
b. Participates in or leads discussions or workshops.
c. Interprets to individuals or groups the neighborhood attitudes, needs, and desires as they relate to the local educational process.
d. Incorporates neighborhood attitudes and ideas into suggestions and proposals regarding the most effective utilization of facilities, methods, and materials to meet local educational needs.
e. Participates with committees as members or advisers in matters concerning school programs and the community.
f. Participates in meetings and individual discussions with pupils, parents, community and ethnic organizations regarding District policies and local school programs.
g. Writes or speaks on school-community relations matters.
h. Performs related duties as assigned.
5. Assignment Limitations.
a. Community Representatives are limited to 90 working days or a total of 720 hours in a fiscal year. The maximum assignment as a Community Representative is eight (8) hours per day and is limited to 79 hours per pay period.
b. An individual may serve in only one Community Representative assignment at a time.
c. Regular employees (permanent or probationary), whether classified or certificated, may serve as Community Representatives only outside their regular assigned basis.
d. Non-regular employees (not permanent or probationary), whether classified or certificated, may serve as Community Representatives outside their assigned working hours or during off-basis periods.
The total of any combination of assignments for a non-regular employee who serves as a Community Representative may not exceed 160 hours per pay period; nor may the total assigned hours exceed 8 hours a day or 40 hours a week for classified employees not exempt from the overtime positions of the Fair Labor Standards Act.
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6. Processing.
a. The applicant must complete the following forms:
••• Employment application (Form 8414) ••• Certificate of Information (For 8203) ••• Name and Address Card (Form 8201) ••• Withholding Statements (W-4) and (DE-4) ••• Oath of Allegiance or Support (Form 8204)) ••• Warrant Recipient Designation Card (Form 60.467) ••• Statement Acknowledging Legal Requirements and District Policy Concerning Child Abuse Reporting ••• Employment Eligibility Certification (INS Form I-9).
b. The school or region sponsor will send the completed documents to School Fiscal Services, Business Services, Room 113. Other sponsors will send the completed documents to the Certificated Assignment Unit (Dept. B), Personnel Division.
7. Time Reporting. Time must be reported for each hour worked (Use Status Maximum hours per day is eight (8), not to exceed a total of 720 hours in a fiscal year.
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Parent Center Director
Interview Protocols
22 LAUSD © LOS ANGELES UNIFIED SCHOOL DISTRICT Parent/Family Center Director
Application
Name ______Social Security # ______
Home Address
Street ______Appt. #______
City ______Zip Code______
Home Telephone ______Cell Phone______
Current Employer
Name of Business ______Telephone ______
Business Address ______
City ______Zip Code ______
LAUSD Employee Number ______(if applicable)
Position Held ______Number of Years in this Position ______
What are your responsibilities: ______
______
Education
Name last educational institutional attended ______
K-12 Diplomas Earned: ______
Elementary______Middle School______High School______
Post Secondary Diplomas ______AA ______BA ______MA ______
or # of Units Earned _____
Languages
Spanish written ______English written ______(Other) written ______
Spanish oral ______English oral ______(Other) oral ______
23 LAUSD © PARENT CENTER DIRECTOR Interview Questions
1. Please tell us about your most successful experiences as a volunteer working with parents. How would the parents at your school describe their experiences working with you?
2. Please tell us about your experiences working with diverse populations. How have you addressed the differences amongst the various groups? What have you done to encourage the sharing of cultural values and traditions by parents with whom you interact?
3. Tell us something about your experiences working as part of a collaborative team. What have you worked on individually?
4. Please describe a time when you planned collaboratively with other parents? What processes did you use and what were the results? What methods did you use to share the results with the larger group of parents?
5. What experiences have you had working with the different parent committees?
6. Tell us what you think the purpose is of a parent center. What types of activities should be offered for parents by a parent center?
7. What subjects have you attended workshops about in the parent center? What were the main points you learned from the most recent workshop you attended? What were you able to do differently with your child?
8. Tell us about your experience working with teachers?
9. Tell us about your experience evaluating a project you worked on?
10. Is there anything else you would like to tell us either about your previous work with parents or about your vision for parent engagement and what you would bring to your role as a parent center director?
11. Have you ever worked with a budget?
LAUSD © 24 PARENT CENTER’S DIRE CTOR CRITERIA CHART
PARENT CENTER PROGRAMS LEADERSHIP How does the program offered to parents support What leadership skills must an effective parent instruction? center director have?
Workshops in Instructional Areas - Family/Mother Communication Skills - shares accurate Read, Success for All, Family and Child Guidance, information/concerns Latino Family Literacy, Read with Me, Reading Starts Organizational Skills - can create a well-developed plan with Us, Celebrating Literacy, Open Court Training, Reading by Nine, Kindergarten Curriculum, Wonder of and is able to implement the plan in a coordinated Reading, Family Math, DOVE Workshops, Home manner Visits, Homework Club, Science Fair Knowledgeable - attends informational meetings and
Using School Staff/Expertise - coaches, teachers, professional development workshops and shares what administrators, coordinators to make presentations they learn with others
Visionary - has a clear view of what they want to Using Community Resources to Provide Workshops accomplish in the parent center and how to go about Friends of the Family, Families in Schools, LA Times, making their vision a reality. GEAR UP, LA Bridges, LA’s BEST, KYDS, businesses, Shows Initiative - uses resources effectively, creative, other community based organizations, etc. innovative and asks question Parents as Learners – ESL, GED, CBET, Computer, Parenting, Citizenship, etc. Collaborates and Delegates - is inclusive of others, works together with parents, staff and community, is Communication and Outreach – bulletin board, flexible, and respects others and their ideas calendar of events, newsletter, flyer, telephone calls, emails, etc. Decisive/Objective - bases decisions on information, takes into account how the decision affects others, makes decision with others
ATTITUDE INFORMATION How does a successful Parent Center Director What information and resources do you know about behave? in your school and community?
Positive - open-minded, enthusiastic, flexible, School-based Information - volunteer/parent groups, available, communicates with all, makes parents feel teachers, support staff, after school programs, Healthy welcome Start School Police, School Psychologist, Nurse, etc.
Receptive - to new ideas, criticism, able to keep Instructional Programs - Special Education, confidences Intervention, Intersession, Advanced Placement, Magnet, Academies, Small Learning Communities, English Self Control - is friendly, patient, understanding Learner Program, and Section 504, etc.
Sensitive to Others - cultures, languages, other School Policies - uniforms/dress code, viewpoints/perspectives, respectful, listens homework/discipline, Uniform Complaint Process, Parents Rights and Responsibilities, Gifted and Talented Professional - is punctual, reliable, follows-up, Education (GATE responsible, well groomed, and always ready to be of assistance Community Support Services - health care providers, churches, hospitals, elected representatives, social Motivated - believes their work is important and enjoys services, nonprofit organizations, parks and recreation, it, sets daily and long-term goals libraries, colleges and universities, police, fire, etc.
Two-way Communication Strategies - calendars, flyers, telephone calls, posters, marquee, parent/staff conversations, e-mail, Internet, etc
25 LAUSD © LOS ANGELES UNIFIED SCHOOL DISTRICT SCORE PARENT/FAMILY CENTER DIRECTOR’S RUBRIC SCORING CRITERIA
ATTITUDE – Always maintains a positive, professional attitude. Demonstrates a strong belief in parents as partners. Is respectful of other viewpoints/perspectives and communicates with all. Is receptive to new ideas, and maintains confidences. PARENT CENTER PROGRAMS – The center is always busy, and concentrates on offering on-going programs that support instruction. Workshops are very well attended due to quality outreach efforts. The center is viewed as the “heart of the school”. Staff and administration are very supportive and are willing workshop presenters. An abundance of community resources are used to enhance parent center offerings. 4 INFORMATION – Knows all staff, programs and resources available in the school and community. Is always able to refer parent to appropriate
people and services. All communication is two-way, up to date, and accurate. LEADERSHIP – Has a vision/plan and is capable of involving ot hers in its implementation. Excels in communication and collaboration with all stakeholders. Is viewed as an effective leader by the entire school community.
ATTITUDE – Usually maintains a positive, professional attitude. Is generally friendly, patient, understanding and sensitive to others.
PARENT CENTER PROGRAMS – Most offerings are supportive of the instructional program. Uses outreach strategies that are usually successful. Usually available and accessible. Most staff members are supportive. INFORMATION – Is generally knowledgeable about staff, programs and resources. Can find the answer if they don’t know. Most information is 3 updated, timely and based on needs. Most communication is two-way. LEADERSHIP – Collaborates and communicates with most stakehol ders. Is recognized by parents as a leader. Is capable of good program implementation.
ATTITUDE – May not realize the importance of the work. Sometimes does not include others. Demonstrates some difficulty in working with
particular individuals/groups. Satisfied with the same routine. Has some difficulty demonstrating professionalism. Is not always available PARENT CENTER PROGRAMS – Offers some classes that focus on instruction. Has tried outreach with little success. Has some administrative support. Has limited space, supplies and equipment. 2 INFORMATION – Has some knowledge of school programs, staff and resources. When asked specific questions may not know the answer or where to find the necessary information. LEADERSHIP – Has difficulty carrying out their responsibilities. Engages in limited collaboration and communication with others. Limited interest/participation in school activities.
ATTITUDE – Negative, unprofessional, partial to one group, insensitive to others, gossips or encourages gossip. Doesn’t understand parent
needs. Does not gather and share information. Is uncommunicative. Is not engaged in the work. PARENT CENTER PROGRAMS – No evidence of parent classes that focus on instruction. No outreach. Does not use resources that are available. Sterile environment. No information offered. Does not have access to supplies and offers no childcare services. 1 INFORMATION – No knowledge of school staff, resources or progr ams. Provides inaccurate information. Does not seek to become more knowledgeable. LEADERSHIP – Works only with selected groups. Does not communicate with others. Cannot make an informed decision. Shows no initiative or interest in school activities. 26 LAUSD ©
Culturally Relevant Parent Centers
27 LAUSD © Culturally Relevant Parent Centers
Tenet 4 and the 14 Targeted Action Steps
Tenet 4 of the Los Angeles Unified School District’s Action Plan for a Culturally Relevant Education that Benefits African American Students and All Other Students calls for substantive engagement and involvement of African American, Latino, and other parents in the education of their children. It is the recommendation of Tenet IV that parents be given the opportunity and tools to be the most effective educational advocates for their children. To this end, it is recommended that the district continue to support the efforts of its schools to engage parents in the education of their children through improved communications between schools-teachers and parents, and appropriate education for African American, Latino and other parents and the educators who interface with them.
Tenet IV presents the following performance goals and action steps for increasing the engagement of parents as partners in the work of educating students:
Tenet IV Performance Goals:
••• The district will increase parent involvement and effectiveness as partners in the education of their children and as advocates on behalf of their children by creating alliances with in-school organizations, religious institutions, and community organizations
••• The district will devise strategies to use parents‘ cultural knowledge and experience in the way schools function on behalf of their children and specifically to support learning in African American and Latino students
Tenet IV Action Activities/Steps:
1. Have school staffs with the assistance of Local District staff develop parent advisory group, training sessions and leadership guidance for parents.
2. Provide training for parents by literacy and math coaches on how to help their children with grade level reading and math.
3. Encourage and organize means for parents, teachers, students and administration to work collaboratively to improve student achievement.
4. Survey parents about how best the schools can communicate with them.
5. Assist schools in taking the cultural/language relevance of parents into full account in order to achieve the desired needs and performance targets.
6. Require each school to have a plan to communicate curricular matters to parents and insure that the parents know what the school plans are for their children.
7. Have district organize an advisory group of African American community leaders, researchers, and parents to provide continually current information on the cultural relevance of students.
LAUSD © 28 Tenet IV Action Activities/Steps:
8. Implement periodically, as a first step, parent -teacher, teacher-parent themed “teach- ins” for teachers to listen to and learn and feedback relevant information to those issues raised by parents while parents will share their ideas, concerns and strategies for improving the way schools function on behalf of their children.
9. Provide parent training in the following areas: parent practices that positively influence African American students’ achievement and attendance; and revised models that make wise use of time, such as reading, watching educational/cultural programs, hobbies.
10. Increase parent involvement through effective systematic communication that establishes positive home and school partnerships through regularly scheduled newsletters, student letters, internet, etc.
11. Increase parent leadership skills through recruiting them and training them to become leaders and then organizing them to reach out to other parents in order to advance the curriculum of the home.
12. Have deputy superintendent assign the responsibility for researching and developing a set of lesson plans tailored for each grade level that will require: students to solicit from their parents their life experiences and knowledge (i.e., survey or interviews) on diverse issues such as the police, criminal justice, etc.; taking the information and contextualizing it within our society’s institutions and history; and, share the outcome/analysis of classes with parents as an educational and empowerment tool (parents would see their life experience as valid object of study by school.
13. Involve students in the acquisition of African cultural and historical information through such programs as the Festival of African Royalty for grades K-12.
14. Have the principal at each school with a high percentage of African American students meet with African American parents and community groups to plan at least three parent involvement workshops.
Parent Information/Involvement Centers
The Office of Academic English Mastery/Proficiency Plus is committed to helping parents develop the skills they need to support the acquisition of language and literacy skills and increased academic achievement. Using special teaching methods and activities, the Office supports the work of AEMP Parent/Community Representatives and the implementation of AEMP Parent Information/Involvement Centers (PICs). It is the responsibility of the Parent/Community Representatives to assist parents and work collaboratively with educators to assist and encourage greater student achievement. The PIC serves as a resource center for parents at the school site and as a training site. Parent/Community Representatives conduct workshops for parents and assist parents in working as partners with teachers to increase student success in school.
For more information on creating a culturally relevant parent center, please call the office of Academic English Mastery Program at (213) 241-3340.
LAUSD © 29
PARENT CENTER TOOLS
30 LAUSD © LOS ANGELES UNIFIED SCHOOL DISTRICT Principles for Effective Adult Learning
The following is based upon the assumption that all learners come with both experiences and personal perceptions of the world and that they all deserve respect as participants in a learning dialogue.
∗∗∗ Needs Assessment: Listening to the learner’s wants and needs helps shape a program that has immediate usefulness to adults. Adults will commit to learning something when the goals and the objectives are considered realistic and important to the learner, that is, perceived as being immediately useful and relevant to their personal and professional needs.
∗∗∗ Safe Environment: Adult learning is ego involved. There is always fear of external judgment that we adults are less than adequate, this produces anxiety during new learning experiences. Therefore, we should: 1) allow time for small group work so learners can find their voices; 2) sequence events beginning with simple, clear and relatively easy tasks before advancing to more complex; 3) make the environment non-judgmental.
∗∗∗ Respect for Learners: Adults come to any new learning experiences with a wide- range of previous experiences, knowledge, skills, self-direction, interests, and competence. It is important to demonstrate respect, trust and concern for the life experience, needs and questions of adult learners.
∗∗∗ Sequence of Content: When we work diligently to design learning tasks that are in a simple and sound sequence and that reinforce previous and new learning, we address the disparity in power more directly.
∗∗∗ Learning by Doing: Teach by having learners do something with their new knowledge, practice their new skills, and then reflect on what they have just done. Learning tasks should be designed as participatory and engage learners in the issue being addressed.
∗∗∗ Learners as Decision Makers: Engaging adults in their own learning means involving them in the selection of objectives, content, activities, and assessment. Adults reject prescriptions developed by others for their learning, especially when what is prescribed is viewed as an attack on what they are presently doing.
∗∗∗ Immediacy of the Learning: Adults need to see the results and the usefulness of their efforts and need to receive accurate feedback about progress toward their goals.
∗∗∗ Team Learning: Learning is enhanced by interaction with peers. Adult learners will work energetically in small groups.
∗∗∗ Accountability: Learners are accountable to themselves to create the content so it is immediately useful in their own life. The learner must produce their own motivation; all one can do is encourage and create conditions which will nurture their desire to learn.
Based upon the work of Judith Warren Little and Jane Vella
LAUSD © 31
School-wide Policies to Encourage
Parent Engagement in Student Learning
Academics ∗∗∗ Connect parent programs to the instructional program ∗∗∗ Assign interactive homework on a regular schedule ∗∗∗ Assign homework every weekday and require the parent’s signature on completed homework ∗∗∗ Implement the use of “Home Reading Logs” by grade level PreK-5
Parent Education
∗∗∗ Organize parent education programs into a grade level curriculum for parents ∗∗∗ Offer workshops during evenings and on weekends ∗∗∗ Target outreach to small easily identifiable groups of parents ∗∗∗ Offer programs to increase parents’ understanding of learning standards and that offer ideas for parents to use to support their child’s efforts
Teachers ∗∗∗ Ask teachers to make a positive phone call to each parent during the first two weeks of school. ∗∗∗ Use professional development time to increase staff knowledge and skills about parent involvement ∗∗∗ Ensure that there are an adequate number of teachers on the “Parent Involvement Team” ∗∗∗ Provide professional articles on research and successful practice in the area of parent involvement ∗∗∗ Set parent involvement as a school-wide and an individual goal and then assess your progress on an ongoing basis
LAUSD © 32 LOS ANGELES UNIFIED SCHOOL DISTRICT
Tips for Working with Teachers
∗∗∗ Welcome teachers back to school and thank them for all that they do for the children in your community. Introduce yourself and tell them briefl y about your vision for engaging parents.
∗∗∗ Emphasize how important teachers are and how they are respected by the community. Share your enthusiasm about working with parents and teachers this year.
∗∗∗ Explain when and how you plan to communicate with teachers this year to share with them information about parent activities that will support their efforts to raise student achievement.
∗∗∗ Present your first month’s calendar and how your activities are designed to meet your mutual goals.
∗∗∗ Describe planned activities that are designed to assist teachers and support classroom efforts
∗∗∗ Describe planned activities that require teacher involvement and explain how they can indicate their willingness to be involved.
∗∗∗ Assure teachers that parent volunteers will do the organizational items required for a successful workshop. i.e. outreach, room set up, sign ins, refreshments etc.
∗∗∗ Invite teachers to ask questions or ask for assistance from the center
∗∗∗ Be sure to express your confidence in working as a team!
Be Sure To:
∗∗∗ Discuss all plans to include teachers with your school administrator, coordinator and parent involvement action team before approaching teachers
∗∗∗ Ask secondary teachers for their syllabus and keep a copy in the Parents Center
∗∗∗ Ask teachers when they like to meet with parents and keep a list in the Parent Center
∗∗∗ Respect a teacher’s time with students, and do not ask teachers to use instruction time to work with parents.
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LOS ANGELES UNIFIED SCHOOL DISTRICT PARENT CENTER DIRECTOR’S
Portfolio
Action Team Meetings Outreach Activities ••• Agenda ••• Telephone Call Logs ••• Sign In Sheets ••• Scripts ••• Notes/Minutes ••• Monthly Summary ••• Monthly Calendars Sheet
Workshops/Meetings Direct Services ••• Summary Sheet ••• Sign In Sheets
••• Flyers ••• Service Logs ••• Sign-In Sheets ••• Evaluations ••• ••• Agendas Summary Sheets ••• Participant ••• Photographs Evaluations
••• Planning Sheets ••• Facilitator Evaluations Adult Learning ••• Class Schedules ••• Sign Ins Events ••• Evaluations ••• Summary Sheet ••• Photographs ••• Flyers ••• Sign-In Sheets ••• Agendas • •• Participant Volunteers Evaluations ••• Sign in/Sign out ••• Planning Sheets Sheets ••• Facilitator Evaluations ••• Work Accomplished ••• Photographs ••• Monthly Summary
LAUSD © Sheet 34
LOS ANGELES UNIFIED SCHOOL DISTRICT Elementary Parent Center
END OF THE YEAR REPORT
School Name______Principal’s Name______
Parent Center Director______# of hours per pay period ______
Parent Center Director______# of hours per pay period ______
CALENDARS
Calendars for the following months are attached:
July___ August___ September___ October___ November___ December___
January___ February___ March___ April___ May___ June___
TELEPHONE OUTREACH
Names of Outreach Team Members:
1. ______2. ______3. ______
4. ______5. ______
Number of parents contacted each month:
July___ August___ September___ October___ November___ December___
January___ February___ March___ April___ May___ June___
VOLUNTEERS
Number of volunteers and hours contributed toward the following activities:
Preparation of classroom materials ______# volunteers ______# hours
Preparation of materials for Parent Center ______# volunteers ______# hours
Working with students ______# volunteers ______# hours
Other ______# volunteers ______# hours
Activities per month are attached:
July___ August___ September___ October___ November___ December___
January___ February___ March___ April___ May___ June___
LAUSD © 35
COMMUNICATION ACTIVITIES
Title Facilitators Date # of Parents
1. ______
2. ______
3. ______
ACADEMIC WORKSHOPS Literacy, Math, Science, History, Cultural, Homework, Standards, Assessment, Progress Reports, College Awareness
Literacy Workshops
Title Presenter # of Sessions # of Parents
1. ______
2. Family Story Time ______
3. High Frequency Words ______
4. Kindergarten Curriculum ______(Literacy)
5. Family Literacy Night ______
Math Workshops
Title Presenter # of Sessions # of Parents
1. ______
2. ______
3. ______
4. Kindergarten Curriculum ______(Math)
5. Family Math Night ______
Science Workshops
Title Presenter # of Sessions # of Parents
1. ______
2. ______
3. ______
4. Science Fair ______
5. Family Science Night ______36
LAUSD ©
ACADEMIC WORKSHOPS (Cont.)
Art Workshops
Title Presenter # of Sessions # of Parents
1. ______
2. ______
3. ______
KIDS LEARN LA Workshops
Title Presenter # of Sessions # of Parents
1. ______
2. ______
3. ______
Standards, Assessment, Progress Reports, College Awareness
1. California State Standards ______
2. Testing and Assessments ______
3. Parent Teacher Conferences ______
4. College Awareness Event ______
5. Other ______
Parenting Workshops Discipline, Attendance, Safety, Nutrition, Health Issues, Fire, Police, Substance Abuse, Gangs
Blueprints for Living
Title Presenter # of Sessions # of Parents
1. Responsibility ______
2. Trust ______
3. Caring ______
4. Respect ______
5. Honesty/Courage ______
6. Celebration ______
LAUSD © 37
Discipline, Attendance, Safety
Title Presenter # of Sessions # of Parents
1. ______
2. ______
3. ______
Health Issues, Nutrition, Counseling
Title Presenter # of Sessions # of Parents
1. ______
2. ______
3. ______
Substance Abuse, Police, Fire
Title Presenter # of Sessions # of Parents
1. ______
2. ______
3. ______
Workshops/Direct Services to Families
Title Organization/Facilitator Date(s) # of Parents Served
1. Health Fair ______
2. Healthy Kids ______
3. Financial ______
4. Other______
Adult Learning
Title Facilitator Schedule/ # of Parents Served Frequency
1. INEA Classes ______
2. Adult ESL ______
3. GED ______
4. Citizenship ______
5. CBET ______
6. Computer Literacy ______
38 LAUSD ©
Programs Unique to Our School
1. Our most unusual and creative Parent Involvement Activity is:
______
# of parents participate in this program______
What makes this activity so unique is:
______
2. Our most successful Parent Involvement Activity is:
______
# of parents participate in this program______
The reason we consider this our most successful program is:
______
______
______
3. Please describe your end of the year celebration and recognition event for parents:
______
______
______
4. Please list the areas in which you would like additional assistance during the next year:
______
______
______
LAUSD © 39
LOS ANGELES UNIFIED SCHOOL DISTRICT Secondary Parent Center
END OF THE YEAR REPORT
School Name______Principal’s Name______
Parent Center Director______# of hours per pay period ______
Parent Center Director______# of hours per pay period ______
CALENDARS
Calendars for the following months are attached:
July___ August___ September___ October___ November___ December___
January___ February___ March___ April___ May___ June___
TELEPHONE OUTREACH
Names of Outreach Team Members:
1. ______2. ______3. ______
4. ______5. ______
Number of parents contacted each month:
July___ August___ September___ October___ November___ December___
January___ February___ March___ April___ May___ June___
VOLUNTEERS
Number of volunteers and hours contributed toward the following activities:
Preparation of classroom materials ______# volunteers ______# hours
Preparation of materials for Parent Center ______# volunteers ______# hours
Working with students ______# volunteers ______# hours
Other ______# volunteers ______# hours
Activities per month are attached:
July___ August___ September___ October___ November___ December___
January___ February___ March___ April___ May___ June___
LAUSD © 40
COMMUNICATION ACTIVITIES
Title Facilitators Date # of Parents
1. ______
2. ______
3. ______
ACADEMIC WORKSHOPS Literacy, Math, Science, History, Cultural, Homework, Standards, Assessment, Progress Reports, College Awareness
Literacy Workshops
Title Presenter # of Sessions # of Parents
1. ______
2. ______
3. ______
Math Workshops
Title Presenter # of Sessions # of Parents
1. ______
2. ______
3. ______
Science Workshops
Title Presenter # of Sessions # of Parents
1. ______
2. ______
3. ______
4. Science Fair ______
5. Family Science Night ______
LAUSD © 41
ACADEMIC WORKSHOPS (Cont.)
Art Workshops
Title Presenter # of Sessions # of Parents
1. ______
2. ______
3. ______
Standards, Assessment, Progress Reports, College Awareness
Title Presenter # of Sessions # of Parents
1. California State Standards ______
2. Testing and Assessments ______
3. Articulation ______
4. Choosing Your Child’s Classes______
5. College Awareness Event ______
6. Preparing for College ______
7. Other ______
Parenting Workshops Discipline, Attendance, Safety, Nutrition, Health Issues, Fire, Police, Substance Abuse, Gangs
Blueprints for Living
Title Presenter # of Sessions # of Parents
1. Responsibility ______
2. Trust ______
3. Caring ______
4. Respect ______
5. Honesty/Courage ______
6. Celebration ______
LAUSD © 42
Discipline, Attendance, Safety
Title Presenter # of Sessions # of Parents
1. ______
2. ______
3. ______
Health Issues, Nutrition, Counseling
Title Presenter # of Sessions # of Parents
1. ______
2. ______
3. ______
Substance Abuse, Police, Fire
Title Presenter # of Sessions # of Parents
1. ______
2. ______
3. ______
Workshops/Direct Services to Families
Title Organization/Facilitator Date(s) # of Parents Served
1. Health Fair ______
2. Healthy Kids ______
3. Other______
Adult Learning
Title Facilitator Schedule/ # of Parents Served Frequency
1. INEA Classes ______
2. Adult ESL ______
3. Citizenship ______
4. CBET ______
5. Computer Literacy ______
LAUSD © 43
Programs Unique to Our School
5. Our most unusual and creative Parent Involvement Activity is:
______
# of parents participate in this program______
What makes this activity so unique is:
______
6. Our most successful Parent Involvement Activity is:
______
# of parents participate in this program______
The reason we consider this our most successful program is:
______
______
______
7. Please describe your end of the year celebration and recognition event for parents:
______
______
______
8. Please list the areas in which you would like additional assistance during the next year:
______
______
______
LAUSD © 44
KEEPING THE
RECORD
STRAIGHT
Parent Center Director’s Incentive Program
LAUSD © 45
WHY SHOULD I KEEP RECORDS?
There are many reasons why you should keep records at your Parent Center: to document who has presented; who attended the workshop; when you had activities; what resources in addition to
workshops your center offers, etc.
Any of these reasons by themselves is important enough to ensure we take a second look at our bookkeeping skills. However, the main reason we ask you to keep accurate records is accountability.
WHAT IS ACCOUNTABILITY?
Wikipedia defines accountability as a “concept in ethics”. It is used
synonymously with answerability, responsibility, liability and other terms associated with the expectation of account giving.
In leadership roles, accountability is the acknowledgment and assumption of responsibility for actions, products, decisions, and
policies including the administration, governance and implementation within the scope of the role or employment position and encompassing the obligation to report, explain and be
answerable for resulting consequences.
AM I ACCOUNTABLE?
As a professional public servant, you are accountable to norms and codes established in the light of public interest… namely: “Our
students”.
LAUSD © 46
WHAT DOCUMENTS SHOULD I KEEP?
We ask that you keep a folder with calendars, fliers, and sign-ins. You
should keep them for at least 5 years.
It is also recommended that you keep a log of phone calls and services provided, as well as volunteer sign-up and hours of service provided.
In addition to these documents, although not required; you may keep a
scrapbook with pictures of events and newsletters. This is especially good whenever you have Open House or other activities where people may want to look at, but not necessarily research, your data.
HOW DO I ORGANIZE MY DATA?
It’s as easy as 1… 2…3!
First, you will need a binder for each school year, and monthly tabs
beginning with the month of July if you have a Year-Round Calendar; or September if your school is Traditional Calendar. Behind each month’s tab you will include the Parent Center Calendar
of Activities for that month.
For every activity that is announced on your calendar you must include a flier or ConnectED message stapled to the corresponding sign-in sheet.
WHAT DO I DO WITH THE RECORDS?
You will keep them in your Parent Center. You can share them with your Principal. If your school is audited, you can present these records as activities available for Parent Involvement at your school.
You will also share these records with the School Site Council, if you wish to request additional funding.
47
LAUSD ©
Incentive Program
Schools may offer small tokens along the way that parents can save, and cash out for gifts at the regular meeting
What to expect...
We will recognize your efforts to:
••• Increase Parent Participation
••• Do Outreach
••• Have a Volunteer Program
We will recognize your presentations and facilitation skills when you apply what you have learned at the Local District Trainings, i.e., Family Story Time, Family Math, Science, etc.
You will be recognized for Perfect Attendance at the monthly Local District Parent Center Director’s Meeting.
We will recognize families of schools for excellence and providing support to one another.
We Will ‘Catch’ You Being Great!
LAUSD © 48
SCHOOL
VOLUNTEERS
LAUSD © 49
LOS ANGELES UNIFIED SCHOOL DISTRICT
ESTABLISHING AND ADMINISTERING SCHOOL VOLUNTEER PROGRAMS
As of July, 2009, the School Volunteer Program Office has been closed due to the District’s budget crisis. Schools will now be responsible for establishing, recruiting, processing, and training their own school volunteers. The Parent Community Services Branch will be responsible for keeping an up to date central data base of all school volunteers. It will be the responsibility of schools to submit a copy of the application form to the Parent Community Services Branch once the processing of volunteers has been completed.
PURPOSE OF THE SCHOOL VOLUNTEER PROGRAM
School volunteers enable teachers to provide students with individualized instruction and enrichment activities by offering them volunteers to assist in classrooms, thereby allowing teachers to give special attention to students needing more help.
A. To free other school personnel to meet the needs of students more effectively by providing volunteer assistance.
B. To strengthen school- community relations by providing a menu of opportunities for interested parents and community members to participate effectively in school programs.
C. To help parents and community members learn more about District and school objectives and program by providing volunteer orientations and training .
D. To introduce school volunteerism to corporations hold a personal stake in the success of our students: the future workforce.
E. To broaden students’ experiences through interaction with volunteers by providing adult role models to assist the students with tutoring and mentor opportunities.
F. To provide enriching intergenerational experiences for students and senior citizens that help educate students about the lifelong process of growing up
LAUSD © 50
HEALTH AND SAFETY GUIDELINES
1. Mandatory Volunteer Application Processing :
a. All LAUSD volunteers must complete an LAUSD School Volunteer Application, signed by the principal (See Attachment A) .
b. Volunteers serving at more than one LAUSD school must have completed applications on file at the Parent Community Services Branch for each school.
c. Continuing volunteers serving at the same school are not required to reapply.
d. Volunteers will be covered by Workers’ Compensation Insurance under the following conditions:
••• Volunteer has a completed School Volunteer Application and tuberculosis clearance on file at the Parent Community Services Branch.
••• Volunteer is injured during the course of a volunteer assignment.
e. Once the volunteer applications are processed by the school, the school should send a Welcome Letter and an official LAUSD School Volunteer ID card to his/her home (See Attachments B & C) .
f. This excludes volunteers who assist in one-time activities such as proms, field trips, clerical functions, one-time speaking engagements, job-shadowing events, or other one- time activities at the school where the volunteer will have limited contact with students or staff and will be supervised by a District certificated employee to constitute a risk. All volunteers must sign-in at the school office when entering the school premises.
2. Tuberculosis Clearance Requirements:
a. In addition to a completed School Volunteer Application, tuberculosis clearance must take place within six months of beginning a volunteer assignment. Volunteers must have written documentation of tuberculosis clearance on file at the school prior to beginning an assignment. (See Attachments D & E) .
b. Initial Clearance for Tuberculosis
••• The initial examination must consist of a Mantoux Skin Test (not a chest X-ray). Multiple puncture tests (Tine, Monovac, Sclavo, etc.) are not acceptable.
••• Volunteers with documented positive skin tests must then have a chest X-ray and show proof of a negative chest X-ray. X-Rays are permissible and required only for volunteers with a documented positive Mantoux skin test.
c. Volunteers who are unable to take the Mantoux skin test or receive a chest X- ray due to medical circumstances must provide a signed statement (dated within six months prior to beginning volunteer assignment) from a licensed doctor stating that the volunteer is not believed to be carrying the TB virus and is not at risk of spreading TB to the greater population. Signed statements must be recertified at the beginning of each school year.
LAUSD © 51
Tuberculosis Clearance Requirements (Cont.):
d. The TB testing requirement excludes volunteers who assist in one-time activities such as proms, field trips, clerical functions, one-time speaking engagements, job-shadowing events, or other one-time activities at the school where the volunteer will have limited contact with students or staff to constitute a risk.
3. Repeat TB Clearance for Continuing Volunteers
••• Continuing volunteers with negative skin tests must repeat the Mantoux skin test every four (4) years
••• Volunteers with positive skin tests and normal chest X-rays must furnish written proof from a health provider every four (4) years showing he/she is free from active tuberculosis
4. Sex Offender Statement and Megan’s Law
In accordance with District policy, school administrators will check all volunteer applicants against the California Megan’s Law online database for sex offender clearance.
http://www.meganslaw.ca.gov/
5. Fingerprinting Requirements (Background Clearance):
LAUSD incorporates State statutes pertaining to supervised volunteerism in public schools.
a. Fingerprinting by the Department of Justice (DOJ) and the Federal Bureau of Investigation (FBI) is required for the following volunteers:
••• ALL individuals volunteering in childcare centers prior to their presence in a facility or having any contact with children.
••• School volunteers working without the direct supervision of an LAUSD certificated employee, such as mentors and one-on-one tutors.
••• Non-employee volunteer coaches.
b. School administrators who provide volunteer and mentoring programs at their schools where there is no direct supervision by an LAUSD credentialed employee must ensure that fingerprints by the DOJ and FBI are completed prior to beginning the volunteer assignment.
c. LAUSD has official sites where fingerprinting is available for a nominal fee. To arrange to have a volunteer fingerprinted through LAUSD, schools may contact Employee Relations at (213) 241-6591 (ATTACHMENT F).
NOTE: As of October, 2008, the fingerprinting fee is $56.00. (Money order or cashier’s check only.) The cost is not covered by LAUSD or the school.
LAUSD © 52
VOLUNTEER PROCESSING PROCEDURES
Local school staff must mail/fax/ or e-mail copies of the completed LAUSD School Volunteer Applications signed by the principal and volunteer to the:
Parent Community Services Branch 1360 West Temple Street Los Angeles, CA 90026 FAX (213) 481-3392
Incomplete applications received without State Education Code requirements will be returned to the school for correction.
LAUSD School Volunteer Application Checklist:
Principal’s Signature Legible Address Volunteer Signature Current Application Current TB Clearance General Legibility School Name
Volunteers serving at more than one LAUSD school must have completed applications on file for each school.
Continuing Volunteers are not required to reapply. They need only to submit updated Mantoux TB tests every four years.
ESTABLISHING A VOLUNTEER PROGRAM AT AN INDIVIDUAL SCHOOL
Principal/Designee
∗∗∗ Organizes the volunteer program within the school.
∗∗∗ Selects a staff, parent or community volunteer to coordinate the on-site program. Once selected, this person should select 2 or 3 people as assistants.
∗∗∗ Meets with the staff to assess the needs of teachers who want to utilize volunteer services.
∗∗∗ Contacts the Parent Community Services Branch for legally updated forms and requests all volunteers to complete and submit LAUSD School Volunteer Applications (See ATTACHMENTS A), and signs each application to indicate approval. Applications are available in five languages: English, Spanish, Chinese, Korean and Armenian.
∗∗∗ Requests all volunteers in regularly scheduled contact with students to submit documented TB clearances. (See ATTACHMENT D).
∗∗∗ When required (as in mentoring programs), requests mentor volunteer to complete and submit a criminal background check. (ATTACHMENT F).
∗∗∗ Ensures regular opportunities for volunteer recognition. 53 LAUSD ©
RESPONSIBILITIES OF PRINCIPAL, DESIGNATED COORDINATOR, TEACHER AND VOLUNTEERS
A. Principal or Designated Coordinator:
∗∗∗ Organizes the volunteer program within the school.
∗∗∗ Assures that a completed SVP application and proof of tuberculosis clearance form has been sent to the Parent Community Services Branch.
∗∗∗ Works with staff to utilize volunteers constructively and effectively by assigning specific responsibilities and duties.
∗∗∗ Maintains a record of attendance and sign-in sheet for volunteers so their presence on campus is documented.
∗∗∗ Meets with teachers and volunteers to evaluate the programs.
∗∗∗ Arranges events for the recognition and appreciation of volunteers.
∗∗∗ Terminates a volunteer, when necessary.
∗∗∗ Schedules Orientation Sessions for new volunteers to:
••• Review school policies and procedures with volunteers, including but not limited to confidentiality, school safety and classroom behavior.
••• Provide guidance and supervision for volunteers.
••• Orient school volunteers to the cultural environment of students and the school community.
••• Schedule training classes for volunteers (through Adult and Continuing Education Division)
B. Teacher
∗∗∗ Assigns and clearly explains specific duties to volunteers.
∗∗∗ Supervises volunteer activities.
∗∗∗ Includes volunteers in school team.
∗∗∗ Assists the administrator in evaluating volunteer effectiveness.
∗∗∗ Demonstrates and encourages appreciation for volunteer efforts.
LAUSD © 54
RESPONSIBILITIES OF PRINCIPAL, DESIGNATED COORDINATOR, TEACHER AND VOLUNTEERS (Cont.)
C. School Volunteer
∗∗∗ Completes LAUSD School Volunteer Application signed by principal. For the physical safety and protection of students in the school environment, *all volunteers must have an application on file at the school prior to placement. *EXCEPTION : This excludes volunteers who assist proms, occasional student body events, duplicating materials, and other intermittent or solitary tasks.
∗∗∗ Must have the required initial and repeat tuberculosis clearance.
∗∗∗ Agrees to abide by District policies and procedures.
∗∗∗ Must be able to work cooperatively with school personnel.
∗∗∗ Must show responsibility and commitment to a volunteer assignment.
∗∗∗ Must possess adequate communication skills in a language spoken by students.
∗∗∗ Must be flexible in dealing with people and situations.
LAUSD © 55
TYPES OF SCHOOL VOLUNTEER PROGRAMS
A. Volunteer Tutorial Programs – Volunteers provide students with individual help in learning. These programs may be sponsored by the school, interested students, parents or community organizations. These programs include in-school, cross-age, peer and after school. In some cases, off-school sites may be used.
B. Parent/Community Volunteer Programs – Trained parents and community members assist schools at many levels. For example, volunteers may assist in the office, playground, library, cafeteria, book room, lab or workroom, or may assist with supervision of extracurricular events or maintaining of security.
C. Community Resource Project – Individuals or group members with special expertise are recruited to make presentations at schools on a special-request basis.
D. Student Volunteer Programs – Secondary and other students make worthwhile contributions to the school and community by working as volunteers. They encounter many real-life experiences and opportunities for personal and social development and vocational exploration. Examples include in-school tutoring, peer counseling, school beautification, clean campus projects, and community involvement. These experiences are beneficial in assisting students with college requirements and recommendations as well as work applications.
E. Doves Programs – The DOVES Program (Dedicated Older Volunteers in Educational Service) is designed to meet two major needs: (1) for students to obtain individual help and (2) for retirees and older adults to be utilized in productive community involvement through their contributions of time, cultural enrichments, life experiences and expertise from the work world. The DOVES Program gives students the opportunity to interact with the older generation. The DOVES Program can provide schools with enrichment and carefully selected and trained senior citizens to supplement the work of professional teachers.
For additional information please contact the:
Parent Community Services Branch 1360 West Temple Street Los Angeles, CA 90026 Telephone (213) 481-3350 FAX (213) 481-3392
LAUSD © 56 Attachment A-1 Los Angeles Unified School District School Volunteer Application PARENT ____ STUDENT*____ COMMUNITY____ D.O.V.E.S. ** ____ STAFF: _____ ORG. /PARTNERSHIP: ______(At Child’s School) (LAUSD K-12) (other Adult) (Age 55 +) (LAUSD Employee’s) (Other than LAUSD)
TO BE COMPLETED BY LAUSD SCHOOL PERSONNEL OR PARTNERSHIP/ORGANIZATION: TO BE COMPLETED BY THE Date application received by coordinator: Month ______Day ______Year______PARENT COMMUNITY New Volunteer: ______Continuing Volunteer Previous School Name ______Year:______SERVICES BRANCH: If volunteer is a LAUSD employee please submit (his/her) employee number: ______Organization / Partnerships: ______MAILING LIST (date) School volunteer is assigned to: ______District/Division ______Date of skin test: Month ______Day ______Year______/ Date of X-Ray: Month ______Day ______Year______WELCOME LETTER AND Volunteer's assignment: ______Classroom number______ID SENT (date)
Student name: ______
Volunteer Coordinator: ______(by)
Dear potential volunteer, In order to complete your application, please submit this form with your completed TB results to your school. It is necessary to register all school volunteers with the Parent Community Services Branch so they may be considered for coverage under LAUSD Workers’ Compensation Insurance policy in case of injury on school premises.
Circle One: Mr. Mrs. Miss Ms. Other: ______First Name: ______
Last Name: ______Address: ______City: ______State______
Zip: ______Phone: ( ) ______Bus. Phone: ( ) ______Birth Date: ______
In case of an EMERGENCY, please call : ______Phone: ( ) ______
Two references (No family members):
Name: ______A ddress:______City:______State:______Ph: ( )______
Name: ______Address: ______City:______State:______Ph: ( )______
How were you recruited? Circle appropriate item : Newspaper Radio School Flyers TV Web/Internet Other ______
Education and Experience : ______
Degrees Achieved: ______Language(s) Spoken: ______
Work Experiences: ______
Employed? If so, employed at ______Occupation: ______
Volunteer experiences ______
Placement (Please Circle): Where Needed Near Home I can serve : Morning___ Afternoon____ Evening ____ Days of Week I Can Serve: Mon. Tue. Wed. Thu. Fri. Sat. Max. # Of Hours per Day I Can Serve : ______Volunteer Service (Circle all that apply): I can help with: Reading English Math Social Studies Foreign Language Art Library Music Science Office Work Computer Other: ______
Grade level : Pre-School & K Elem. (1-3) Elem. (4-5) Middle Sr. High Adults
Special Programs : Adult Ed. After-School Children Center Continuation Special Ed. SRLDP ESL Health Services
Magnet Program Other: ______
The Board of Education of the City of Los Angeles and the California State Board of Education require that all school volunteers and employees be tested for exposure to tuberculosis every four years. In accordance with Health and Safety Code §121545 volunteers must show proof of tuberculosis clearance within six months prior to volunteering. The initial examination must consist of a Mantoux skin test. Volunteers may be tested by their own physician or visit a Los Angeles County Health Center. K-12 LAUSD students are exempt from this TB test requirement.
I certify under penalty of perjury and in conformance with Education Code section §35021 that I am not required to register as a sex offender pursuant to Penal Code section 290. I understand that, in accordance with District policy, school administrators will verify this information via the California Megan’s Law database.
My Signature: ______Date: ______
Principal's signature______School:______
*Parent's Signature (LAUSD K-12 Students Only): ______
**Dedicated Older Volunteers in Educational Services
Attachment A-1
Los Angeles Unified School District School Volunteer Application PADRES ______ESTUDIANTE* ______COMUNIDAD ______D.O.V.E.S.**______Personal______ORG/Socios______(Con hijos en la esuela) (K-12 LAUSD) (Otro Adulto) (Edad 55+) (Empleado de LAUSD) (Aparte de LAUSD)
TO BE COMPLETED BY LAUSD SCHOOL PERSONNEL OR PARTNERSHIP/ORGANIZATION: TO BE COMPLETED BY THE Date application received by coordinator: Month ______Day ______Year______PARENT COMMUNITY New Volunteer: ______Continuing Volunteer Previous School Name ______Year:______SERVICES BRANCH: If volunteer is a LAUSD employee please submit (his/her) employee number: ______Organization / Partnerships: ______MAILING LIST (date) School volunteer is assigned to: ______District/Division ______Date of skin test: Month ______Day ______Year______/ Date of X-Ray: Month ______Day ______Year______WELCOME LETTER AND Volunteer's assignment: ______Classroom number______ID SENT (date)
Student name: ______
Volunteer Coordinator: ______(by)
Estimados Voluntarios Con el fin de diligenciar su solicitud, por favor entregue este formulario con los resultados de su examen de tuberculosis a su escuela. Es necesario registrar a todos los voluntarios escolares con el Centro de Recursos para la Escuela, la Familia y la Comunidad de manera que lo puedan considerar bajo la cobertura de la póliza del Seguro de Compensación al Trabajador de LAUSD en caso de sufrir algún daño en instalaciones escolares.
Marque con un círculo Sr. Sra. Srta. Otro: ______Primer Nombre: ______
Apellido: ______Dirección: ______Ciudad: ______Estado: ______
Zip: ______Teléfono: ( ) : ______Teléfono de negocios: ( ) : ______Fecha de Nacimiento: : ______
En caso de una EMERGENCIA, Por favor llame a: ______Teléfono: ( ) ______
Dos referencias (que no sean parientes):
Nomre:______Dirección:______Ciudad:______Estado:______Tel: ( )______
Nomre:______Dirección:______Ciudad:______Estado:______Tel: ( )______
¿Como fue seleccionado? (Por favor marque con círculo): Periódico Radio Escuela Volante TV Red Electrónica/Internet
Otro ______Educación y Experiencia: Nivel de educación obtenido: ______Iidiomas que habla: ______
Experiencia de trabajo: ______
¿Está empleado? ¿Adonde? ______Ocupación ______
Experiencia como voluntario: ______
Dónde preferiría colaborar (Por favor marque con un círculo): Donde se me necesite Cerca de casa Puedo ayudar: Mañana Tarde Noche Días de la semana en que puedo ayudar: Lunes Martes Miércoles Jueves Viernes Sábado Máximo de horas que puedo ayudar por día: _____
Preferencias para servir como Voluntario (Por favor marque con un círculo): Puedo ayudar en: Lectura Inglés Matemáticas Ciencias Sociales
Idioma Extranjero Arte Biblioteca Música Ciencias Trabajo de oficina Computadoras Otros______
Nivel escolar que prefiero : Preescolar y Kínder Primaria. (1-3) Primaria. (4-5) Secundaria (6-9) Secundaria (10-12) Adultos
Programas especiales : Educación para adultos Después de clase Centro de niños Continuación Educación Especial SRLDP
Inglés como segundo idioma Servicios de salud Escuela Especializada Otro: ______Es un requisito de la Junta de Educación que todo empleado y voluntario escolar se someta a la prueba de la tuberculosis cada cuatro años. Los voluntarios deberán presentar el informe de resultados negativos de estas pruebas, las cuales no deberán haber sido obtenidas más de seis meses antes del servicio voluntario. La prueba inicial deberá ser la prueba cutánea de Mantoux. Las pruebas de los voluntarios pueden ser realizados por sus médicos particulares o por uno de los Centros de Salud del Condado de Los Ángeles. Los estudiantes del LAUSD de Kínder al grado 12 están exentos de someterse a esta prueba.
Declaro, so pena de perjurio y según lo estipula el Artículo 35021 del Código de Educación que no se me exige registrarme por delitos de índole sexual conforme al Artículo 290 del Código Penal. Entiendo que, de acuerdo con la política del Distrito, administradores escolares verificarán esta información con la base de datos de la Ley Megan de California.
Mi firma: ______Fecha: ______
Firma del Director: ______Escuela: ______
Firma del padre (sólo para estudiantes de Kínder al grado 12 del LAUSD):______
LOS ANGELES UNIFIED SCHOOL DISTRICT (School Name)
Dear Volunteer:
Welcome to the School Volunteer Program of the Los Angeles Unified School District. We are delighted that you decided to become a School Volunteer at (Name of School) and share your time, your caring and special skills with our students.
If you have any questions or concerns please feel free to call me at (telephone) at any time.
Enclosed with this letter is your Volunteer Identification Card. Please complete the card with the requested information. This card will identify you as an LAUSD School Volunteer.
Best wishes and thank you for your support and help.
Sincerest regards,
School Volunteer Coordinator
Enclosure: Volunteer Identification Card
LAUSD © 62
DISTRITO ESCOLAR UNIFICADO DE LOS ÁNGELES (Nombre de la Escuela)
Estimado Voluntario:
¡Bienvenidos al Programa de Voluntarios Escolares del Distrito Escolar Unificado de Los Ángeles! Estamos encantados de que haya decidido hacerse un Voluntario de la Escuela (nombre de la Escuela) y dar de su tiempo, atención y destrezas especiales a nuestros estudiantes.
Si tiene alguna pregunta o inquietud, por favor llámeme al (número telefónico) en cualquier momento.
Adjunto se encuentra su Tarjeta de Identificación de Voluntario. Por favor llene la tarjeta con la información necesaria. Esta tarjeta lo identifica como Voluntario de una Escuela de LAUSD.
Mis mejores deseos, y gracias por su apoyo y ayuda.
Mis saludos más sinceros,
Coordinador de Voluntarios Escolares
Adjunto: Tarjeta de Identificación de Voluntario Escolar
LAUSD © 63
LOS ANGELES UNIFIED SCHOOL DISTRICT
Tuberculosis physician/clinic form: Date: ______
Dear Volunteer:
All volunteers must be free of active tuberculosis before they start work. A TB skin test (Mantoux) is mandatory, as stated in California Health and Safety Code §121545 TB Test School Volunteers. This must be done within 6 months prior to service. Multiple puncture tests are not acceptable. If the Mantoux test is positive, a chest X-ray will be required. Chest X-rays without a history of a previous positive Mantoux cannot be accepted.
Please take this form to a private physician, clinic, or public health agency. If you are unable to pay the fee required by a public health agency, you may request to have the fee waived.
______Principal
TO BE COMPLETED BY PHYSICIAN/CLINIC:
PATIENT’S NAME ______DATE OF BIRTH ______
SCHOOL ______
THERE IS NO EVIDENCE OF ACTIVE TUBERCULOSIS AS DETERMINED BY:
_____ MANTOUX SKIN TEST (5 TU PPD)
_____ CHEST X-RAY (ACCEPTABLE ONLY IF MANTOUX POSITIVE)
DATE GIVEN ______DATE READ ______DATE OF X-RAY ______
GIVEN BY ______RESULT (mm) ______
X-RAY IMPRESSION ______
_____ HISTORY OF POSITIVE MANTOUX
______SIGNATURE OF PHYSICIAN/RN DATE REPORT SIGNED
______PRINT NAME OF PHYSICIAN/RN DEGREE STATE LICENSE NUMBER
BUSINESS ADDRESS ______STREET CITY ZIP CODE
TELEPHONE (_____) ______
LAUSD © 64
Distrito Escolar Unificado de Los Ángeles
Formulario del médico/clínica de Tuberculosis Fecha: ______
Estimado Voluntario,
Ningún voluntario puede tener tuberculosis activa al inicio de su trabajo. La prueba epidérmica de tuberculosis (Mantoux) es obligatoria, según el Código de Salud y Seguridad de California §121545, la prueba TB para Voluntarios de Escuelas. Esto se tiene que hacer dentro de los 6 meses previos al inicio del servicio voluntario. No se aceptan exámenes de punción múltiple Si la prueba de Mantoux resulta positiva, se exigirán radiografías del pecho. No se aceptan radiografías tomadas antes del resultado positivo de la prueba Mantoux.
Por favor lleve este formulario a un médico privado, a una clínica o a una entidad de salud pública. Si no puede cubrirla tarifa que cobra la entidad de salud pública, se le puede exceptuar de hacer ese pago.
______Director
Para uso del médico/clínica solamente:
Nombre del Paciente ______Fecha de Nacimiento ______
Escuela ______
No hay evidencia de Tuberculosis activa según el resultado de
_____ Prueba epidérmica MANTOUX (5 TU PPD)
_____ Radiografía de pecho (Solo se acepta si la prueba MANTOUX resultó positiva)
Fecha en que se administró ______Fecha de lectura: ______Fecha de la radiografía: ______
Administrado por: ______Resultado (mm) ______
Impresión de rayos X ______
_____ Resultado positivo de la prueba MANTOUX
______Firma del Médico Fecha en que se firmó el reporte
______Nombre en imprenta del médico Grado Estado Número de Licencia
Dirección de la entidad ______Calle Ciudad Código postal
Teléfono (_____) ______
LAUSD © 65
Attachment E LOS ANGELES UNIFIED SCHOOL DISTRICT
CLINIC SITES Los Angeles Area
Name Address Zip Phone Fee
CENTRAL HEALTH CENTER 241 N. Figueroa St., L.A 90012 (213) 240-8204 Free HOLLYWOD/WILSHIRE HEALTH CTR 5205 Melrose Ave., L.A. 90038 (323) 769-7808 Free HOLLYWOOD SUNSET FREE CLINIC 3504 W. Sunset Blvd., L.A. 90026 (323) 660-2400 Free
LOS ANGELES FREE CLINIC 6043 Hollywood Blvd., L.A. 90028 (323) 462-8632 Free
LOS ANGELES FREE CLINIC 8405 Beverly Blvd., L.A. 90048 (323) 653-8622 Free
LONG BEACH CITY HEALTH DEPT. 2525 Grand Ave., Long Beach 90815 (562) 570-4000 $15.00
MONROVIA HEALTH CENTER 330 West Maple Ave., L.A. 91016 (626) 256-1600 Free
PACOIMA HEALTH CENTER 13300 Van Nuys Blvd. 91331 (818) 896-1903 Free
POMONA HEALTH CENTER 750 South Park Ave., Pomona 91766 (909) 868-0235 Free
TEMPLE HEALTH CENTER 3834 S. Western Ave., L.A. 90062 (323) 295-6571 $15.00
Riverside Area
RIVERSIDE HEALTH CLINIC 7140 Indiana Street, Riverside 92504 (951) 358 -6000 $15.00
San Bernardino Area
SAN BERNARDINO HEALTH DEPARTMENT 799 East Rialto Avenue, S. Bern 92415 (909) 383 -3287 $20. 00 REDLANDS PUBILC HEALTH CLINIC 800 E. Lugonia Avenue. Suite F 92374 (909) 793 -6399 $20.00 Redlands, CA
Call District Nursing at (213) 765-2800 with further questions regarding TB requirements for LAUSD volunteers.
66 LAUSD ©
Attachment F APPLICANT FINGERPRINT INFORMATION FORM Please prin t neatly and legibly in black ink
______School/Work Location of Applicant Position of Applicant
______Last Name First Middle
______Maiden Name Date of Birth
______Sex Eyes Height Weight Hair
______City of Birth State of Birth
______Country of Citizenship Social Security Number
______Driver License Number
______Home Address Apt. # (if applicable)
______City State Zip
______Telephone Number
______Signature of Applicant Date
REPORT OF CONVICTION(S) AND/OR PENDING CRIMINAL COURT CASE(S)
A record of conviction(s), current arrests and pending/or criminal court case(s) does not necessarily disqualify an applicant from employment. However failure to disclose all conviction(s) and/or pending criminal court case(s) on Form 6087 will result in disqualification and/or dismissal.
You must request and complete Form 6087 if you have ever been convicted of any violation of criminal law, whether or not you were fined, placed on probation, given a suspended sentence, or forfeited bail and regardless of any subsequent court dismissal or expungement. You must also report any pending criminal court case(s). (Do not include minor traffic violations such as parking or speeding.)
No Yes I have a conviction or a pending criminal court case to report and hereby request Form 6087.
______Signature of Applicant Date
……………………………………..……………………Office Use Only…………………………...……………………………
______Signature of Official Taking Fingerprints Date
LAUSD © 67
LOS ANGELES UNIFIED SCHOOL DISTRICT (School Name)
(Date)
Dear Volunteer:
We welcome you to the Los Angeles Unified School District’s School Volunteer Progra, one of the largest and most productive school volunteer programs in the Unitied States. We are very proud of each and every volunteer and the support they represent to the students and teachers of the Los Angeles Unified School District. We know you will enjoy being a part of the educational team dedicated to helping children learn.
This Introduction to Volunteer Services is designed to familiarize volunteers witht the volunteer process in individual schools, and to clarify duties and responsibiliteis. Information includes:
••• The background and purpose of the School Volunteer Prgoram ••• Volunteer requrirements and purpose ••• Volunteer Ethics ••• Tips on tutoring students ••• Self Evaluation ••• Code of Conduct with Students
If you have any questions or need assistance, please call (contact name) at (telephone). Good luck to you in your new volunteer assignment!
Sincerely,
(Principal/School Volunteer Coordinator)
LAUSD © 68
WHAT IS THE PURPOSE OF VOLUNTEERS IN LAUSD?
∗∗∗ To assist the classroom teacher, allowing him or her to provide all students with more individualized instruction and give special attention to those requiring more help.
∗∗∗ To free other school personnel to meet the needs of students more effectively by providing volunteer assistance.
∗∗∗ To strengthen school-community relations by providing a menu of opportunities for interested parents and community members to participate effectively in school programs by providing volunteer orientation and training.
∗∗∗ To help parents and community members learn more about District and school objectives and programs by providing volunteer orientations and training.
∗∗∗ To introduce school volunteerism to corporations and their employees through mentoring experiences so that corporations hold a personal stake in the success of our students: the future work force.
VOLUNTEERS ARE #1!
Volunteering in a school is a unique and exciting experience and a privilege for both the school and the volunteer. It is designed to promote and maintain a supportive relationship for students, teachers and school staff.
Remember:
BE HONEST ... in your approach and attitude. Students will trust and respect you when you are “on the level.”
BE PATIENT …when working with students. Give the program time to get established and for you to find your niche.
BE FAIR ... avoid comparisons between students, between teachers, between schools.
BE FLEXIBLE ... in adapting to special situations.
WHO CAN VOLUNTEER?
1. Parents, students, individuals from the private sector and business community. People of all ages, from all walks of life who share an interest in helping children.
2. People who feel the need to support and help the schools in their effort to educate each child to meet his or her full potential.
3. Those individuals who recognize that well-educated children are our greatest natural resource.
4. Anyone who has a skill or talent that can enrich the school program.
5. Someone who wants to learn about their own community and help to create better conditions.
6. People who want to experience the rich satisfaction of helping children.
LAUSD © 69
POSITIVE VOLUNTEERISM
Volunteers should regard what they see and hear at the school as confidential ; only to be discussed with the principal, volunteer coordinator or appropriate teacher. In addition, volunteers should:
1. Complete an application form which will be kept on file at the school and the School, Family, and Community Resource Center. The Volunteer Application Form serves to protect the volunteer and the safety of LAUSD students and teachers. The form is official proof of volunteer participation at an LAUSD school, providing volunteers with Worker’s Compensation Insurance in case of injury at a school site.
2. Show proof of tuberculosis clearance within six months prior to starting a volunteer assignment. The initial examination must consist of a Mantoux skin test. Volunteers with documented positive skin tests must show proof of a negative chest X-ray. Continuing volunteers with negative skin tests must repeat the skin test every four years.
3. Be dependable and punctual.
4. Have a positive attitude and be enthusiastic and cheerful.
5. Set good examples for students.
6. Like children and show it.
7. Work cooperatively with school personnel.
8. Be flexible.
9. Wear a volunteer identification name tag or badge.
10. Sign in and out at the beginning and end of each daily volunteer assignment.
11. Let the teacher or person in charge know how the volunteer assignment is progressing.
12. Praise the students honestly and frequently.
13. Call the school if you cannot complete your volunteer service for the day.
LAUSD © 70
NEGATIVE VOLUNTEERISM
Volunteers Should NOT:
1. Discipline students.
2. Take students from school grounds without permission.
3. Countermand a teacher’s instructions.
4. Gossip about students or school personnel (including other volunteers).
5. Ask a child to do anything which may be physically hazardous, such as to open or close windows, stand on chairs, or carry very heavy objects.
6. Fail to fulfill an assignment without first notifying the teacher.
7. Use the teacher’s class time to discuss plans or problems.
Volunteers who feel the need to discuss problems or possible changes in assignments should first confer with the school’s Volunteer Staff Coordinator, the Principal or the School Volunteer Program Office. Although every effort is made to assign volunteers to responsibilities that are both suitable and enjoyable life changes do occur and sometimes this requires changes in assignments. It is better to ask for a different assignment than to leave the School Volunteer Program altogether. Volunteer help is appreciated and everyone will cooperate enthusiastically to ensure your success as a volunteer and the success of the Volunteer Program in the school you are serving. AMWORK!
LAUSD © 71
IMPORTANT VOLUNTEER INFORMATION:
Worker ’ s Compensation Coverage Worker’s Compensation Insurance covers all volunteers who regularly perform service at any Los Angeles Unified School District site for three hours or more per week, and who have been processed and have an application on file.
Volunteers Should NOT:
1. Discipline students.
2. Take students from school grounds without permission.
3. Countermand a teacher’s instructions.
4. Gossip about students or school personnel (including other volunteers).
5. Ask a child to do anything which may be physically hazardous, such as to open or close windows, stand on chairs, or carry very heavy objects.
6. Fail to fulfill an assignment without first notifying the teacher.
7. Use the teacher’s class time to discuss plans or problems.
Volunteers who feel the need to discuss problems or possible changes in assignments should first confer with the school’s Volunteer Staff Coordinator, the Principal or the School, Family and Community Resource Center. Although every effort is made to assign volunteers to responsibilities that are both suitable and enjoyable life changes do occur and sometimes this requires changes in assignments. It is better to ask for a different assignment than to leave the School Volunteer Program altogether. Volunteer help is appreciated and everyone will cooperate enthusiastically to ensure your success as a volunteer and the success of the Volunteer Program in the school you are serving.
VOLUNTEER TIPS FOR TUTORING
Math Tips
1. Use games to encourage drill.
2. Don’t assume too much about your student; make sure he or she recognizes the different numbers before going to more difficult exercises.
3. Try a novel approach to learning multiplication tables; try relating the learning to something the student is interested in. A certain amount of drill is unavoidable, but keeping charts of the student’s progress may help keep his or her interest and motivation up.
4. Get the student physically involved by providing sticks or buttons for him or her to work with in solving problems. Have fun with learning games!
5. Try to devise practical problems for the child to solve, i.e., what is the shortest route form school to your home?
LAUSD © 72
VOLUNTEER TIPS FOR TUTORING
Reading Tips
1. Find a book or story that your student is interested in. Discuss what you read. Sit beside the student, if possible, so they can read over your shoulder. If the student can see what you’re reading it will help him recognize words. Talk about what you’ve read. Use questions that will help increase their comprehension.
2. Listen to your student read.
3. Play games with your student.
4. Help your student get a library card from the public library nearest you.
5. Encourage the student to go to the library as often as possible.
6. Talk to your student about subjects that are interesting to him or her.
7. Listen to your student.
HOW AM I DOING AS A VOLUNTEER?
1. Do I plan for the activity to which I have been assigned?
2. Do I make myself helpful by offering my services to the teacher when there is an obvious need for help?
3. Do I observe closely to determine children’s likes, dislikes, preferences, enthusiasms?
4. Do I find opportunities for giving children choices or do I tell them what to do?
5. Do I observe closely the techniques used by the teacher, and follow through when I am working with the group?
6. Do I emphasize the times when children behave well and minimize the times when they fail to do so?
7. Do I really listen to what children have to say?
8. Do I evaluate myself at intervals?
9. Do I accept criticisms and suggestions without becoming emotionally upset?
10. Do I follow directions of the classroom teacher
11. Do I try to develop a friendly attitude with all of my co-volunteers?
LAUSD © 73
LOS ANGELES UNIFIED SCHOOL DISTRICT (School Name)
(Date)
Queridos Voluntarios:
Les damos la bienvenida al Program de Voluntarios de las Escuelas del Distrito Escolar Unificado de Los Angeles, uno de los programas más productivos de voluntarios en las escuelas en toda la nación. Estamos muy orgullosos de cada uno de los voluntarios y del apoyo que les brindan a los estudiantes y a los maestros del Distrito Escolar Unificado de Los Angeles, Sabemos que se sentirá feliz de participar en un programa educativa que esta dedicado al aprendizaje de los ni ńos.
Este manual esta dese ńado para familiarizar a los voluntarios con los procedimientos que se llevan a cabo para ser voluntario en las varios escuelas y tambi ėn define los deberes y las responsabilidades de los voluntarios. La información incluida es la siguiente:
••• Formación y el propósito del Programa de Volunatrios en las escuelas.
••• Requisitos y deberes de los voluntarios.
••• Ėtica para los voluntarios
••• Consejos para cuando el voluntario les brinde instrucción particular a los estudiantes.
Si usted tiene alguna pregunta or si necesita ayuda, por favor comuniquese con nuestra oficina al (telefono).
¡Le deseo buena suerte en la nueva responsabilidad que asume al actuar como voluntario!
Atentamente,
(Directora or coordinadora de los servicios volunatarios)
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¿CUAL ES EL PROPÓSITO DE LOS VOLUNTARIOS EN LAUSD?
∗∗∗ Asisten a los maestros en las aulas y esto permite que dicho maestro le pueda dedicar más tiempo a los estudiantes que necesitan más atención.
∗∗∗ Permiten que el personal de la escuela tenga el tiempo de satisfacer más eficazmente las necesidades de los estudiantes.
∗∗∗ Fortalecen los vínculos entre la escuela y la comunidad al brindarle diferentes oportunidades a aquellos padres y miembros de la comunidad que están interesados en ayudar eficazmente cuando participan en los programas escolares, dicha eficacia se adquiere a través de la orientación y la capacitación provista por el programa de voluntarios.
∗∗∗ Ayudan a los padres y a los miembros de la comunidad a aprender más sobre el distrito y sobre los objetivos del programa de voluntarios. El programa les brinde orientación y capacitación a los voluntarios.
∗∗∗ Les presentan el programa de voluntarios a las corporaciones y a los empleados de estas corporaciones y actúan como mentores de los empleados, de esta manera las corporaciones tienen un interés personal en el éxito académico de los estudiantes: los trabajadores del futuro.
∗∗∗ Amplían las experiencias de los estudiantes por medio de la interacción con los voluntarios, al ser un buen ejemplo para los estudiantes cuando los ayudan por medio de la instrucción particular.
∗∗∗ Le brindan a los estudiantes experiencias enriquecedoras entre una generación y la otra, que les enseña a los estudiantes sobre el proceso de crecer.
¿¿¿QUIEN PUEDE SER VOLUNTARIO?
∗∗∗ Padres, estudiantes, individuos del sector privado y personas de la comunidad; personas de todas edades con diferentes conocimientos.
∗∗∗ Personas que sienten la necesidad de apoyar y de ayudar a las escuelas en su esfuerzo para educar a cada niño para resolver su capacidad máxima.
∗∗∗ Personas que reconocen que los estudiantes que reciben mejor educación serán el mas grande recurso para nuestro futuro.
∗∗∗ Cualquiera que tenga una habilidad o el talento que puede enriquecer el programa de voluntarios.
∗∗∗ Personas que quieren aprender acerca de la ayuda a la comunidad para mejorar las condiciones.
∗∗∗ Las personas que quieren experimentar la satisfacción de ayudar a los niños.
∗∗∗ Todos aquellos que tienen el tiempo para servir como voluntarios.
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¡¡¡LOS VOLUNTARIOS SON #1!
Ser voluntario en una escuela es una experiencia extraordinaria y emocionante y un privilegio para la escuela y el voluntario. El programa es diseñado para promover y mantener una relación que apoya a los estudiantes, el personal de maestros y escuela.
Recuerde:
SEA HONESTO ... con su actitud. los estudiantes lo respetaran cuando usted los entiende.
SEA PACIENTE ... cuando este con los estudiantes. usted se acostumbrara al programa.
SEA JUSTO ... evite las comparaciones entre estudiantes, entre maestros, entre escuelas.
SEA FLEXIBLE ... adáptese a situaciones especiales.
SEA CONSISTENTE ... aplique las mismas reglas todos los días.
SEA CONSIDERADO ... trate a todos con respeto y cortesía.
SEA AMISTOSO ... una sonrisa o un “gracias” puede alcanzar milagros.
VOLUNTARIOS POSITIVOS
Deberían considerar que lo que ven y oyen en la escuela es confidencial , solo pueden conversar sobre esto con el director, el cordinador de los voluntarios y el maestro apropiado. Además, el voluntario debería hacer lo siguiente:
1. Llenar una solicitud que se mantendrá archivada en la sección del programa de voluntarios. La solicitud es el comprobante que demuestra que el voluntario esta ayudando en la escuela, le proporciona seguro de indemnización laboral al voluntario mientras que dicho voluntario se encuentra en la escuela y asegura que se le agradezca al voluntario a fin de año por los servicios prestados o/y tenerlo en cuenta para las oportunidades de curso de capacitación. Además, el trámite de llenar la solicitud se lleva a cabo para la seguridad y protección de los estudiantes en la escuela.
2. Comprobar que no padece de tuberculosis por medio de una radiografía o de una prueba Mantoux administrada por un medico particular o por el Centro de Salud del Condado de Los Ángeles. Esto es para proteger la salud de los estudiantes, para que no se contagien con tuberculosis. El Centro de Salud de Los Ángeles cobra aproximadamente $5.00 dólares por las pruebas de piel Mantoux. Si el examen indica tener tuberculosis, el voluntario tendrá que ser examinado por medio de radiografía. La prueba de tuberculosis tiene cuatro años de vegencia.
3. Sea responsable y puntual.
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VOLUNTARIOS POSITIVOS (Cont.)
4. Tenga una actitud positiva y sea entusiasta y alegre.
5. Sea un buen ejemplo para los estudiantes.
6. Disfrute a los niños y demuéstrelo.
7. Trabaje en forma conjunta con el personal de la escuela.
8. Sea flexible.
9. Use una etiqueta o una insignia con su nombre, esto indica que usted es voluntario.
10. Firmar al entrar y al salir al principio y fin de cada asignación voluntaria diaria.
11. Hágale saber al maestro o a la persona a cargo su opinión sobre el progreso de la tarea asignada.
12. Cumpla con las reglas y los reglamentos de la escuela.
13. Alabe a los estudiantes honestamente y con frecuencia.
14. Asegúrese de llamar a la escuela si no puede cumplir con su tarea como voluntario.
VOLUNTARIOS NEGATIVOS
Los Voluntarios No Deberían:
1. Disciplinar a los estudiantes.
2. Retirar a los estudiantes del plantel escolar sin haber obtenido permiso.
3. Contradecir a las instrucciones de un maestro.
4. Criticar a los alumnos o al personal.
5. Pedirle al estudiante que lleve a cabo una actividad que podría ser físicamente peligrosa, como abrir y cerrar ventanas, pararse sobre una silla o cargar objetos muy pesados.
6. No cumplir con su tarea sin antes haber notificado al maestro o maestra.
7. Conversar con el maestro o la maestra, acerca de proyectos o problemas durante el horario de clases.
Los voluntarios que sienten que necesitan conversar sobre problemas o cambio posibles con respeto a las tareas asignadas deberían reunirse con el director del programa de voluntarios o el coordinador del personal voluntario de la escuela, si resulta necesario. Por más que nos esforzamos, lo máximo posible para asignarles responsabilidades a los voluntarios que son adecuadas y agradables, es posible que surjan problemas. Es preferible pedir otra asignación y no abandonar el programa de voluntarios. La ayuda provista por los voluntarios es apreciada y todos cooperaran con entusiasmo para asegurar el éxito académico del programa de voluntarios.
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Información importante del Voluntario:
••• Covertura de Compensación al trabajador
••• El Seguro de Compensación al trabajador cubre a todos los voluntarios que realizan regularmente el servicio en cualquier Escuela del Distrito Escolar
••• Unificado de Los Angeles por tres horas o más a la semana, y que ha sido procesado una aplicación en el archivo.
Sugerencias Para Voluntarios
Matemáticas:
1. Utilicé juegos de aprendizaje.
2. Asegúrese que el estudiante reconozca los diferentes números antes de proceder a los ejercicios de aprendizaje mas difíciles.
3. Trate un enfoque nuevo para el aprendizaje de las tablas de multiplicación; trate de relacionar el aprendizaje a algo que el estudiante este interesado. Mantenga nota del progreso del estudiante para poder enseñarle a el o a ella que si esta progresando.
4. Mantenga un interés positivo para que los estudiantes puedan resolver los problemas. ¡Diviértase con los juegos de aprendizaje!
5. El voluntario debería de crear juegos de aprendizaje que sean practicos para el estudiante.
Lectura:
1. Encuentre un libro que sea interesante para el estudiante. Empiece un dialogo con los estudiantes sobre lo que usted leyó. Siéntese al lado del estudiante si es posible para que ellos puedan leer fácilmente. Si el estudiante puede ver lo que usted lee lo ayudara a reconocer palabras.
2. Escuche cuando su estudiante lea.
3. Juege juegos con su estudiante.
4. Ayude a su estudiante obtener una tarjeta de la biblioteca publica mas cercana a usted.
5. Recomiende que el estudiante frecuente la biblioteca a menudo.
6. Hable a su estudiante acerca de los sujetos que le interesan a el o a ella.
7. Escuche al estudiante.
8. Aparte un tiempo especial de lectura diariamente.
9. Hágale saber al estudiante que para usted es importante asistirle.
10. Permita que los otros estudiantes escuchen o que lean aunque ellos ya sepan como leer.
11. Busque donde el estudiante pueda tener su propio lugar para guardar libros.
12. Escríbale notas al estudiante para que aprenda a comunicarse por lectura.
13. Ayude al estudiante a escribir notas y cartas.
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¿¿¿ME ESTOY DESEMPEÑANDO BIEN?
1. ¿Planifico para la actividad a la cual se me ha asignado?
2. ¿Soy voluntarioso y le ofrezco mi ayuda al maestro cuando obviamente se necesita que alguien ayude?
3. ¿Observo a los niños cuidadosamente para determinar lo que les gusta, lo que no les gusta, lo que prefieren, lo que los entusiasma?
4. ¿Busco poder brindarle alternativas a los niños o les digo siempre lo que deben hacer?
5. ¿Observo de cerca las técnicas que utiliza el maestro, y los utilizo cuando estoy trabajando con un grupo pequeño?
6. ¿Alabo a los niños cuando se portan bien y no soy demasiado duro cuando se portan mal?
7. ¿Realmente le presto atención a los niños cuando me conversan?
8. ¿Me evaluó cada tanto?
9. ¿Acepto críticas y sugerencias y no me las tomo personalmente?
10. ¿Cumplo con las instrucciones del maestro o maestra?
11. ¿Trato de tener una buena relación con todos mis colegas?
12. ¿Le aviso a los maestros con suficiente anticipación si voy a estar ausente, le informo de ello o a la oficina antes de que comience el día lectivo?
13. ¿Le brindo demasiada ayuda a los niños en vez de darles suficiente tiempo para pensar?
14. ¿Evito interponerme entre el maestro y el alumno a menos que se me pida hacerlo?
15. ¿Evito criticar a los niños, al maestro y a la escuela?
16. ¿Soy generoso con mi alabanza cuándo un estudiante realmente intenta?
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DACE Department of Parent Education TRAINING OPPORTUNITIES FOR SCHOOL VOLUNTEERS
ADULT AND CAREER EDUCATION TRAINING CLASSES :
Helping Your Child Succeed in School/Family Mathematics: 12 Hrs. Course # 51-07-71
Helping Your Child in School/Elementary School: 18 Hrs. Course #51-02-59
Helping Your Child Succeed in School/Grade 2 Intervention/Reading & Mathematics: 16 Hrs. Course # 51-03-56
Parenting the Child with Special Needs/Introduction: 15 Hrs. Course # 51-06-50
Orientation to Computers: 30 Hrs. Course # 21-01-54
Parent Volunteer Training/Schools: 30 Hrs. Course # 51-08-53
Orientation Volunteer Practicum Volunteer Tutoring Techniques Helping Children Read Classroom Materials and Helping Children with Math Resources Learning Games
Transition Mini Courses: Each Course 9 Hrs.
Helping Your Child Succeed in School/Transitioning to Elementary School # 51-03-59
Helping Your Child Succeed in School/Transitioning to Middle School # 51-03-60
Helping Your Child Succeed in School/Transitioning Into High School # 51-03-61
For Parent or Volunteer Traini ng: Contact your local Adult School or the
Dept. of Parent Education (213) 241-3168 Maximizing parent and volunteer potential to improve student achievement!
80 LAUSD ©
LA USD © Parents are Locate Welcome Help your resources in our community child succeed
Support your child’s growth & Speak, read & write English development
Communicate Survive your child’s Parent Center with your child’s teenage years Where you can learn how to … teacher
Prepare your Volunteer in your child for college child’s school
Guarantee your Strengthen your child’s safety family’s values Participate in decision making
LOS ANGELES UNIFIED SCHOOL DISTRICT Academic Programs for Parent Centers
Kindergarten Curriculum – This is a program designed to empower parents and demonstrate to them their ability to support their child’s education. Parents are taught a series of educational games in the areas of literacy and math. Parents are encouraged to play the games with their children as a way of reinforcing what their children learn in school. Activities were developed in collaboration with kindergarten teachers and support the California State Kindergarten Learning Standards.
High Frequency Words (K-3 + Secondary SAT words) – This program provides parents of primary students with a list of 300 of the most frequently used words in the English Language. Parents are taught word games to use with their children to help them to recognize the words and pronounce them. The word list is aligned to Open Court and should be used with students K-3. In addition, secondary students are provided with a list of words drawn from the SAT College Entrance Exam . The goal is for the students to learn the words and their definition.
Family Story Time (K-5) – This is a family literacy program that motivates parents and gives them support for reading and communicating with their children at home. The Parent Center Director with the support of a Parent Community Facilitator conducts the program. Parents are invited to come to a series of workshops where they can experience quality children’s literature and learn about strategies that will help their children become good readers. Books in both English and Spanish are provided for parents to check out.
Family Math (K-12) – These Family Math activities have been aligned with grade level standards, Scott Foresman’s: California Mathematics and the LAUSD Mathematics Instructional Guide (K-Algebra I) and include opportunities for parents and students to develop problem- solving skills and to build an understanding of mathematics with “hands-on” materials. Parents will learn to use such math strategies as: looking for patterns, drawing a graph/picture, working backwards, working together (cooperative learning), and eliminating possibilities. The goals are for parents to learn: how to help their child with math at home, what grade level math standards their child will learn in school this year and how to make math fun.
College Awareness/Preparation Program (6-8) – This program is designed to encourage and support students, who have the potential to become the first in their family to pursue and complete a college education. The program aims to create a partnership between parent and child that values education and encourages the students to improve their academic and life skills, develop leadership qualities and pursue professional careers.
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Kindergarten Curriculum
Kindergarten Curriculum is a program based on standards that
empower parents of incoming kindergarten students, to support from their home, what's being taught in the classroom. It also provides a better understanding on how a strong partnership
between the home, school and teacher, will result in higher academic success for their own children. Parent Center Directors should make an effort to provide outreach to determine if there is a need for a specific workshop for parents of disabled/gifted students.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
CHECK LIST
A MONTH BEFORE THE PRESENTATION: Talk to Principal About Program ∗∗∗ Based on standards ∗∗∗ Empowers parents to help their children succeed ∗∗∗ Outreach/Target incoming Kindergarten parents ∗∗∗ Promotes Home-school partnerships Request School Support ∗∗∗ Set presentation dates ∗∗∗ Request an appointment to speak with Kindergarten teachers ∗∗∗ Reserve a site for presentation (with tables and chairs) ∗∗∗ Flyers/outreach phone calls to parents (access to roster) ∗∗∗ Packets with materials (reproduce and collate) ∗∗∗ Crayons, scissors, glue ∗∗∗ Refreshments ∗∗∗ Childcare Talk to Kindergarten Teachers ∗∗∗ Explain program (how it supports what they are teaching) ∗∗∗ Ask them to review the material & comment on additions they believe would be beneficial to the program ∗∗∗ Ask them to encourage parent participation in both workshops. A Week Before the Presentation: ∗∗∗ Run flyers, send home and give to teachers ∗∗∗ Inform office staff about workshop (date, time and location) ∗∗∗ Reproduce and collate material packets ∗∗∗ Prepare activities/visual aids ∗∗∗ Sign-in sheets ∗∗∗ Evaluations A Day Before the Presentation: ∗∗∗ Make phone calls as reminder to parents ∗∗∗ Remind teacher of presentation ∗∗∗ Purchase refreshments ∗∗∗ Prepare room for presentation ∗∗∗ Obtain, crayons, scissors, glue ∗∗∗ Materials for childcare (video, TV, crayons, coloring books, toys, etc. The Day of the Presentation: ∗∗∗ Get there early ∗∗∗ Set refreshments ∗∗∗ Post signs advertising the workshop (gates, kindergarten area, pavilion) ∗∗∗ Set up sign-in sheets ∗∗∗ Ambassador to greet parents ∗∗∗ Evaluations ∗∗∗ Relax…. You are going to do great!!! After the Presentation: ∗∗∗ Debrief presentation ∗∗∗ Send copy of sign-in to teacher
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LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
Language Arts Games
Play ball: How long has it been since you went to the park and played ball with your kids? How about jump rope? Have you built a sandcastle? Or a road with blocks? Enjoy playing time with your kids, and at the same time help them prepare to learn. Children need to practice gross motor skills and fine motor skills before they master them. If your child has trouble holding a pencil… build some necklaces with clay!!!
Juego para Artes de Lenguaje
Juguemos a la pelota!: Hace cuánto tiempo que no va al parque a jugar a la pelota con sus niños? Ha saltado cuerda con ellos? Qué tal construir un castillo de arena? O un camino de bloques? Diviértase jugando con sus niños y a la vez prepárelos a
aprender. Los niños deben practicar sus destrezas psicomotoras, tanto aquellas donde utilizan los músculos mayores, como también los que involucren los músculos
menores, antes de lograr dominio sobre ellas. Si su niño tiene dificultad sosteniendo un lápiz… construya collares con masa para moldear!!!
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LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
Language Arts Games
Read me a book: What is your favorite book or story? When was the first time you read or heard it? Books are windows to the world… you can learn about anything you can imagine… and the best thing about them, is that with some of them, you don't even need to know how to read. 1
Standard supported : 1Concepts about print, students will tell which is the front cover, back cover, and title page of a book. Students will follow words from left to right and from top to bottom on the printed page. Students will tell letters apart from words. (California reading standard- Word analysis, fluency and systematic vocabulary 1.0/1.1-1.2-1.5)
Juegos para Artes de Lenguaje
Léame un libro: Cuál es su libro o historia favorita? Cuando fue la primera vez que la leyó o se la leyeron? Los libros son ventanas del mundo… usted puede aprender sobre cualquier cosa que usted pueda imaginarse… y lo mejor de todo, es que para leer algunos libros no necesita saber leer. 1
Norma académica que apoya : 1Conceptos de escritura. Los estudiantes sabrán cuales son las pastas y título del libro. Podrán seguir las palabras de izquierda a derecha y de arriba hacia abajo. Podrán distinguir entre letras y palabras (Norma académica de lectura de California- Análisis de palabras, fluidez y vocabulario sistemático 1.0/1.1-1.2-1.5)
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LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
Language Arts Games
Alphabet hopscotch: Using chalk, wri te letters of the alphabet along the sidewalk. Say the name of the letters as you hop on them. 1
Standard supported : 1 Concepts about print. Recognize and name all lowercase and uppercase letters of the alphabet. (California reading standard- Word analysis, fluency and systematic vocabulary 1.0/1.6)
Juegos para Artes de Lenguaje
Avión alfabético: Usando gis (tiza), escriba las letras del alfabeto en la banqueta. Diga los nombres de las letras cuando salte de una a otra. 1
Norma académica que apoya : 1Conceptos de escritura. Los estudiantes podrán reconocer y nombrar todas las letras del alfabeto (mayúsculas y minúsculas). (Norma académica de lectura de California- Análisis de palabras, fluidez y vocabulario sistemático 1.0/1.6)
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LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
Language Arts Games
Alphabet race: In billboards or newspapers, look for the letters of the alphabet (in order); see who can go through the alphabet first. 1
Standard supported: 1Concepts about print. Recognize and name all lowercase and uppercase letters of the alphabet. (California reading standard- Word analysis, fluency and systematic vocabulary 1.0/1.6)
Juegos para Artes de Lenguaje
Carrera alfabética: Busque en letreros publicitarios o en periódicos las letras del 1 alfabeto (en orden), el primero en encontrar todas las letras gana.
Norma académica que apoya : 1Conceptos de escritura. Los estudiantes podrán reconocer y nombrar todas las letras del alfabeto (mayúsculas y minúsculas). (Norma académica de lectura de California- Análisis de palabras, fluidez y vocabulario sistemático 1.0/1.6)
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LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
Language Arts Games
I spy: One player looks around and selects a secret object, such as a bed. This player announces to the rest of the players, "I spy with my eyes something that begins with b." (or they can say… "begins with the sound b") The other players ask questions that can be answered yes or no. The person that guesses the answer gets to spy the next object. 1
Standard supported : 1Develop an understanding that letters stand for sounds and sounds make up spoken words. (California reading standard- Word analysis, fluency and systematic vocabulary 1.0/1.9)
Juegos para Artes de Lenguaje
Yo espío: Un jugador selecciona un objeto, por ejemplo una mesa. Este jugador
anuncia al resto de los jugadores " Yo espío con mis ojos, algo que comienza con m" (o puede también decir… " empieza con el sonido m") Los otros jugadores pueden hacer preguntas que pueden contestarse solamente con un sí o un no. La persona que adivina le toca ser espía al siguiente juego. 1
Norma académica que apoya : 1Comprender que las letras son sonidos y los sonidos componen palabras. (Norma académica de lectura de California- Análisis de palabras, fluidez y vocabulario sistemático 1.0/1.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
Language Arts Games
Bingo: Write nine words from the list in the boxes provided, do not repeat the words. A person calls out words randomly; the first person to have all the words that have been read wins the game. 1
Standard supported : 1Read simple one-syllable words and sight words. (California reading standard- Word analysis, fluency and sy
Juegos para Artes de Lenguaje
Bingo: Escriba nueve palabras de la lista en los cuadrados que se proveen, sin repetir las palabras. Una persona dice las palabras de la lista, sin ningún orden previo, la primera persona que llena su tarjeta gana el juego. 1
Norma académica que apoya : 1Leer palabras unisílabas y de alta frecuencia. (Norma académica de lectura de California- Análisis de palabras, fluidez y vocabulario sistemático 1.0/1.15) tematic vocabulary 1.0/1.15
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LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
Language Arts Games
Labels: With your child, label items that are common. Spell them out when you see 1 them. E.g. Can you pass me the milk, m-i-l-k, milk please.
Standard supported : 1Identify words in basic categories such as colors, shapes, and foods. (California reading standard- Word analysis, fluency and systematic vocabulary 1.0/1.17)
Juegos para Artes de Lenguaje
Etiquetas: Con su hijo/a póngale etiquetas a objetos que son comunes, cada vez que lo vean, diga el nombre y deletree la palabra. Por ejemplo: Milk, m-i-l-k, milk. 1
Norma académica que apoya : 1Identificar palabras en las categorías básicas, como son colores, formas y comidas. (Norma académica de lectura de California- Análisis de palabras, fluidez y vocabulario sistemático 1.0/1.17)
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LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
Language Arts Games
Simon says: Say to your child: "Simon says show me your left hand." Your child has to show his/her left hand, repeat commands and have your child act them out. If you do not say "Simon says" and your child acts the command, he/she losses and gets to be Simon. For a challenge add two step directions .1
Standard supported : 1Understand and follow one- and two - step oral directions. (California reading standard- Listening and speaking strategies 1.0/1.1)
Juegos para Artes de Lenguaje
Simon dice: Dígale a su hijo/a "Simon dice, muéstrame tu mano izquierda." Su niño/a debe mostrarle la mano izquierda repita estas órdenes para que su hijo/a las
haga. Si no dice "Simon dice" y su hijo/a hace la orden, el/ella pierde y le toca ser 1 Simon. Como desafío haga órdenes dobles. ,
Norma académica que apoya : 1Entender y seguir indicaciones de uno o dos pasos. (Norma académica de lectura de California- Estrategias para oír y hablar 1.0/1.1)
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LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
Language Arts Games
Fish, duck game: Follow instructions on page.
Standard supported : 1Directional prepositions. (California reading standard- Written and oral language conventions 1.0/1.1)
Juegos para Artes de Lenguaje
Pato/pez: Siga las indicaciones de la página.
Norma académica que apoya : 1Preposiciones direccionales. (Norma académica de lectura de California- Convención del lenguaje oral y escrito 1.0/1.1)
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LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
The And Of A To In Is You That If He For Was On Are As Said His They At Be This From I Have
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LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
Math Games
Card game: War! Players begin with an equal amount of cards stacked facedown. Each player flips over the top car so both players can see it. The card with the greater value captures the pair. If the cards are equal, each player covers their card with a new card, whoever has the greatest value at this time, captures the pile. The
player with the most cards at the end of the game wins.
Standard supported: Compare two or more sets of objects and tell which set is equal to, more than, or less than the other. (California math standard- Number sense 1.0/1.1)
Juegos de matemáticas
Juego de cartas: Guerra ! Los jugadores comienzan con la misma cantidad de cartas volteadas hacia abajo. Cada jugador da vuelta una carta para que ambos puedan verla. La carta con el número más alto captura ambas cartas. Si el número
es el mismo, cada jugador voltea una carta nueva, el que tenga el número mayor se queda con todas las cartas. El jugador con el mayor número de cartas al final del juego es el que gana.
Norma académica que apoya: Comparar dos o más grupos de objetos y decir cual es igual, mayor o menor que el otro. (Norma académica de matemáticas de California- Sentido numérico 1.0/1.1)
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
Math Games
My new car game: When traveling by car, or walking to or from school, players pretend they will win a new car! The first player picks a two-digit number, then counts the passing cars. When you reach the selected number, this will be your new car. Was it a Porsche or an old junker? 1 Add pizzazz to the game… choose a color. 2
Standard supported : 1Count, recognize, and put in order a number of objects up to 30.. (California math standard- Number sense 1.0/1.2) 2Identify and sort common words in basic categories (e.g., colors, shapes, oods). (California reading standard - Word analysis, fluency and systematic
Juegos de matemáticas Mi auto nuevo: Cuando viajen en auto, o caminen hacia y desde la escuela, los
jugadores pretenden que van a ganarse un auto nuevo! El primer jugador elije un número de dos dígitos, y luego cuenta los autos que pasen. Cuando llega al número elegido, este será su nuevo auto. ¿Es un Porsche o una cacharra? 1 Agréguele sabor al juego… elija además un color. 2
Normas académicas que apoya: 1Contar, reconocer, y poner en orden hasta 30 objetos (Normas académicas de matemáticas de California - Sentido numérico 1.0/1.2) 2Identificar y ordenar palabras comunes en categorías básicas (ej. colores, formas, comidas). (norma académica de lectura de California - Análisis de palabras, fluidez y desarrollo de vocabulario sistemático 1.0/1.17) LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
Math Games Rats!: This game is played with a pair of dice. The object is to be the first player to reach the cheese. The first player rolls the dice. If a mouse turns up, the turn ends with a score of
zero (rats!). If no mouse turns up, the player moves as many spaces as the dice show 1.
Then it is the next players turn. Look out- if you roll a double mouse, you lose all of your 2 points and have to go back to start. Variation… when one mouse turns up, move backwards instead of forward. Materials for game: 2 dice and Game Board
1Understand simple addition and subtraction for two numbers that are each less than 10. (California math standard- Number sense 2.0/2.1) 2Follow rules, such as sharing and taking turns, and know the consequences of breaking them. (California social science- Students understand that being a good citizen involves acting in certain ways. K.1/1)
Juegos de matemáticas
Ratas!: Este juego se juega con un par de dados. El objetivo del juego es ser el
primero en llegar al queso. El primer jugador tira los dados. Si le sale un ratón, termina su turno con cero puntos (ratas!). Si no sale ratón, el jugador mueve tantos 1 espacios como muestren los dados . Entonces es turno del siguiente jugador. Cuídado!!!- si le salen dos ratones, pierde todos los puntos y debe regresar al comienzo. 2 Variación… cuando le sale un ratón, mueva hacia atrás en vez de adelantar.
Materiales para el juego: 2 dados, Tablero Norma de aprendizaje apoyada: 1Comprender sumas y restas simples donde el sumando es menos de 10. (Norma de aprendizaje de matemáticas de California - Sentido numérico 2.0/2.1) 2Seguir reglas, como compartir y tomar turnos, y conocer las consecuencias de quebrar las reglas. (Normas académicas de ciencias sociales de California- Los estudiantes comprenden el significado de ser un buen ciudadano es actuar de ciertas formas. K.1/1) LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
Math Games Step, thumb, etc.: Choose a non-standard measuring unit, such as steps, thumbs, graham crackers or toothpicks. Have your child measure a table, a chair, the 1 distance from the kitchen to the bedroom, using thi s units. For a challenge, have the 2 child estimate how many units will be needed to measure the size or distance.
Standard supported : 1Compare objects by length, weight, or volume. (California math standard- Measurement and Geometry 1.0/1.1) 2 Students use estimation strategies in computation and problem solving that involve numbers that use the ones and tens places. (California math standard- Number sense
3. 0)
Juegos de Matemáticas
Paso, pulgar, etc.: Elija una unidad que no sea estándar de medir, como son los pasos, pulgares, galletas o mondadientes. Pídale a su hijo que mida la mesa, silla, distancia entre el baño y la cocina, utilizándo éstas unidades. 1 Como desafío, dígale al niño/a que estime el número de unidades que se van a necesitar para medir la 2 distancia. Norma de aprendizaje apoyada: 1Compare objetos en base a largo, peso o volúmen. (Norma académica de matemáticas de California - Medidas y geometría 1.0/1.1) 2 Los estudiantes utilizan estratégias para estimar el resultado de problemas y computaciones, con números en unidades y decenas. (Norma académica de matemáticas de California - Sentido numérico 3.0)
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
Math Games
Clock, Calendar: Help your child learn about measuring time as you discuss events of significance to your family. For example, you can mention that breakfast is in the
morning at 7:00, lunch is at noon, playtime is at 3:00 in the afternoon, and bedtime is at 8:00 at night. Understanding a calendar is another facet of measuring time. You can plan ahead for holiday celebrations with your child, counting the days, weeks, and months before the big day that is prominently marked on the calendar. Teach your child to name days of the week and months of the year, in order. Write them on separate index cards and have your child practice reading the words and putting the 1 cards in order.
Standard supported : 1Demonstrate an understanding of concepts of time. (California math standard- Measurement and Geometry 1.0/1.2-1.3-1.4)
Juegos de Matemáticas
Reloj, Calendario: Ayude a su hijo/a a aprender como medir el tiempo, conversando acerca de eventos que son importantes para su familia. Por ejemplo, puede mencionar que el desayuno se hace a las 7:00 de la mañana, almuerzo es al mediodía, juegan a las 3:00 de la tarde, y se van a dormir a las 8:00 de la noche.
Poder comprender un calendario es otra faceta de medir el tiempo. Ustedes pueden planear una celebración o día festivo con su hijo/a, contar los meses, semanas o días que falten para el gran día anunciado en el calendario. Enséñele a su hijo/a a nombrar los días de la semana y meses del año. Escríbanlos en tarjetitas y practiquen leyendo o poniéndolos en orden. 1
Norma académica apoyada: 1Demostrar comprensión de conceptos de tiempo. (Norma académica de matemáticas de California - Medidas y geometría 1.0/1.2-1.3-1.4) LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
Math Games
Fish game: Place the fish with the words, colors or shapes facing down, child uses
fishing pole to catch a fish, if he or she is able to identify the fish, s/he gets to keep it, otherwise parent names the fish and it goes back into the pond.
Standard supported : Identify shapes and colors. (California math standard- Measurement and Geometry 2.0/2.1)
Juegos de matemáticas
Juego de pececitos: Ponga el pez con las palabras, color o forma hacia abajo, el niño/a utiliza la caña de pescar para agarrar un pez, si el o ella puede identificar el pescadito, puede quedarse con el, de otro modo el padre dice el nombre del pescado y lo devuélve al lago.
Norma académica que apoya : Identificar formas y colores. (Normas académicas de matemáticas de California- Medidas y geometría 2.0/2.1)
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
Math Games
Patterns: Can you guess the next card? Or movement? Lets see… 1,2,3…1,2,3… 1,2,3… ???? Clap, step-step, clap, step-step…??? Red, blue, blue, green, red, blue, blue…????
Standard supported : Identify, describe, and extend simple patterns (such as circles or triangles) by referring to their shapes, sizes, or colors. (California math standard- Statistics, data analysis, and probability 1.0/1.2)
Juegos de Matemáticas
Patrones: Puedes adivinar la siguiente carta? O movimiento? Veamos… 1,2,3…1,2,3… 1,2,3… que sigue? Aplauso, paso-paso, aplauso, paso-
paso…que sigue? Rojo, azul, azul, verde, rojo, azul, azul…que sigue?
Norma académica que apoya: Identificar, describir y extender patrones simples (como son círculos o triángulos) basándose en su forma, tamaño o color. (Norma académica de matemáticas de California- Estadísticas, análisis de datos y probabilidad 1.0/1.2)
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
1 2 3 1 2 3 1 2 3 1 2 3
Clap Step Step Clap Step Step Clap Step Step Clap Step Step
1 2 3 1 2 3 1 2 3 1 2 3
Clap Step Step Clap Step Step Clap Step Step Clap Step Step
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
One 1 G
Two 2 GG
Three 3 GGG
Four 4 GGGG
Five 5 GGGGG
Six 6 GGGGGG
Seven 7 GGGGGGG
Eight 8 GGGGGGGG
Nine 9 GGGGGGGGG
Ten 10 GGGGGGGGGG
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LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
0 0 0 0 1 1 1 1 2 2 2 2 3 3 3 3 4 4 4 4 5 5 5 5
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LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
6 6 6 6
7 7 7 7
8 8 8 8
9 9 9 9
10 10 10 10
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LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
11 11 11 11
12 12 12 12
13 13 13 13
14 14 14 14
15 15 15 15
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LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
16 16 16 16
17 17 17 17
18 18 18 18
19 19 19 19
20 20 20 20
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LOS ANGELES UNIFIED SCHOOL DISTRICT Kindergarten Curriculum
Sample Workshop Announcement Your school name here
Exciting workshop for parents of Kindergarten students Do you want academic success for your child? This is a workshop you can't miss!
Come learn fun and exciting ways to help your child in the areas of mathematics and language arts. Support your child's learning from home while playing fun games with them. You will learn about the skills and standards your child will learn in kindergarten, and how you can reinforce these skills through games you will make and take home to play with your child. Please don't miss this great opportunity to help your child become successful.
∗∗∗ Math: (Date)
∗∗∗ Language arts: (Date)
∗∗∗ Both sessions will be from: (Time) , at (Location)
Fascinante taller para padres de niños en Kindergarten ¿Desea que su hijo alcance éxito académico? Este es un taller que no puede perder!! Venga y aprenda formas entretenidas y divertidas para ayudar a su hijo con las matemáticas y el arte del lenguaje. Apoye el aprendizaje de su hijo desde su hogar
mientras juegan y comparten momentos de diversión. Usted aprenderá las destrezas y normas de aprendizaje que su niño/a deberá alcanzar durante este año escolar y podrá apoyar y reforzar estas destrezas por medio de juegos que armará y llevará a su hogar. Por favor no pierda esta oportunidad de ayudar a su hijo a tener éxito estudiantil.
∗∗∗ Matemáticas: (Date)
∗∗∗ Artes del Lenguaje: (Date)
∗∗∗ Ambas sesiones serán: (Time) , en (Location)
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT High Frequency Words
HIGH FREQUENCY WORD PROJECT DESCRIPTION
This project engages parents in helping their child to learn the most commonly used words in the English language. One of the benefits of this project is that the mastery of the words by students is measurable, it’s easy for parent to administer and results can be seen quickly over time. The project uses the dolche word list, the “Open Court” word list, (or any other list of frequently used words). The words are prepared in large letters (72 point) on card stock, ten words per page and distributed to parents at a workshop. Parents then cut the words apart so that each word appears on an individual flashcard. Three hundred words in all. Each card is hole-punched in the upper right hand corner and strung together twenty at a time on a metal ring.
Parents spend 5-10 minutes a day reviewing the first ten words with their child. They continue working with these ten words until their child can read them quickly without hesitation. Each time their child learns a set of ten words; they should acknowledge their achievement and move on to the next ten words and repeat the process. It is important for them to continue to review all of the words that a child has learned so they don’t forget them.
The way to make this project successful is for parents to keep it fun! This can be accomplished by playing games with the words.
1. Word Hunts – Have your child find the ten words in a newspaper, magazine, cereal boxes or any printed materials and circle them. They can count how many times they find each word.
2. Concentration – Place all ten cards face down. They pick up one card at a time. If they know it, they get to keep the card. If they miss the word, they put it face down again.
3. Funny Name Game – Each member of the family picks one of the ten cards and pins it to his or her shirt or hangs it around his or her neck. This word becomes his or her name for the day or the week!
4. Stars or Stickers – Each time your child learns a set of ten new words, put a sticker or star on their name card.
This process can be used to learn words in any language. For parents who do not speak the language that their children are learning words can be audio-taped. One of the side benefits of the project is that parents also learn new words in a new language.
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT High Frequency Words
LOGISTICS AND SUPPLIES
The following is a generic plan that might be helpful to you when planning parent meetings for the High Frequency Words Project.
Please feel free to revise in any way!
LOGISTICS:
••• Sign-ins which include parent name, student name, grade level, room #, and phone number
••• Flyers with RSVP slips
••• Telephone calls as reminders
••• Childcare
••• Food set-up
••• Meeting time/length
SUPPLIES:
••• Scissors
••• Newspapers
••• Crayon, or markers for “word hunt”
••• Lists of K-5 words
••• Steel rings for flashcards
••• Instructions for administering tests, and handouts
••• Labels or nametags for “funny Name Game”
••• Sticks, yarn, magnets for “fishing Game”
••• Hole puncher
••• Paper clips
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT High Frequency Words
DIRECTIONS FOR THE PRESENTER
Welcome and Introduction Start by introducing the Parent Center Director and others who may be involved with the project.
Purpose of the High Frequency Words Project The purpose of this project is to help children to read fluently. The words used in the project are the most frequently used words in reading and children are using them in the “Open Court Program”. Parent Center Directors have prepared lists of the high frequency words along with a packet of parent instructions for the word games to play with the children.
Workshops Some schools have held these workshops by grade levels and others do it with all grade levels together. It is up to the school to decide how they want to do it. Also, in some schools they have had contests by grade level and the classroom that gets the most students to learn the most high frequency words gets a prize.
••• Distribute the appropriate word list and supplies to each participant.
••• Parent Center Directors model the steps to the games that are explained on the instruction sheet for parents.
••• Provide time for parents to prepare the materials for their child to use i.e. cut out the flashcards and hole punch them for the rings.
••• Presenters should practice playing the games with the parents. It is CRITICAL to allow enough time for parents to practice the games and other activities.
Collecting Data A check sheet is included to use to administer pre and post tests to the students. Parents may administer the tests to follow the progress of their children so that they will know when their child has mastered a particular word and they may move on to include the next words. Schools might also want to collect the data to illustrate the progress that students make when parents are involved.
Parent Center Directors Please do not worry about making mistakes! The most important goal is to encourage parents to work with their children in an enjoyable, productive way.
And Please Have Fun!
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT High Frequency Words
SAMPLE AGENDA
Welcome and Introductions
••• Ice Breaker
••• Autographs
Program Description and Goals
••• Newspaper Activity
Directions on how to use the words with your children
••• Distribute word list
••• Pre-test and find your first ten words
••• Daily review of words on Cards
Word games to play
••• Concentration/Purple
••• Word Bingo/Yellow
••• Go Fish/volunteers
Have Fun!!
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT High Frequency Words
Secondary
SAMPLE AGENDA
Welcome and Introductions
••• Ice Breaker
••• Autographs
Program Description and Goals
••• Secondary Word Review
Directions on how to use the words with your children
••• Distribute word list
••• Pre-test
••• Daily review of words
Word games to play
••• Concentration/Memory Activity
••• Dictionary Activities
Have Fun!!
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT High Frequency Words
DIRECTIONS FOR PARENTS
Directions 1. Ask your child to try reading the words on list #1
2. Continue testing them on the words until they have missed a total of ten words
3. These ten words are the ones that you will begin working with at home
4. Even though these are the ten words that your child will study first, continue testing him or her on all of the remaining words on the list.
5. Record the number of words they could read fluently and automatically on the attached tear-off.
6. You will spend 5-10 minutes daily reviewing the first ten words with your child (See #3 above)
7. It is recommended that each word be printed on a separate card or piece of paper so that you can show them to your child one word at a time.
8. Continue working with these ten words until your child can read them quickly without hesitation.
9. Each time your child learns a set of ten words, return to the list and identify the next set of ten unknown words and follow the same steps as above.
10. Make sure that you continue to review all the words your child has learned so that he or she does not forget them.
How to Make It Fun 1. Word Hunts – have your child find the ten words in a newspaper, magazine, cereal boxes or any printed materials and circle them. They can count how many times they find each word.
2. Concentration – Place all ten cards face down. They pick up one card at a time. If they know it, they get to keep the card. It they miss the word, they put it face down again.
3. Funny Name Game – Each member of the family picks one of the tem cards and pins it to his or her shirt or hangs it around his or her neck. This word becomes his or her name for the day or the week.
4. Stars or Stickers – Each time your child learns a set of ten new words, put a sticker or star on a name card.
5. Keep it fun and do not spend more that 5-10 minutes daily on these words.
LAUSD ©
High Frequency Words
Funny Name Game Autographs
1. ______9. ______
2. ______10. ______
3. ______11. ______
4. ______12. ______
5. ______13. ______
6. ______14. ______
7. ______15. ______
8. ______16. ______
LAUSD ©
High Frequency Words
Concentration Game JUEGO DE CONCENTRACION
1 2
the of
3 4
and a
5 6
to in
7 8
is you
9 10
that it
LAUSD ©
High Frequency Words
BINGO
1 2
3 4
5 6
7 8
9 10
LAUSD ©
High Frequency Word List #1
WAS OF
HAS KNEW
LAUSD © High Frequency Word List #2
three must
because does
part even
place veil
such here
take why
LAUSD ©
High Frequency Word List #3
mean English
rest perhaps
certain six
feel fire
ready green
yes built
LAUSD ©
is said
you his
that they
it at
he be
for this
was from
on I
are have
as
LAUSD ©
Family Story Time LOS ANGELES UNIFIED SCHOOL DISTRICT Acknowledgements
Blanca Diaz Miriam Karasikis Roscoe Elementary
Lourdes Torres Fernangeles Elementary
Martha Mejia Canterbury Elementary
Patricia Vidales Sharp Elementary
Inspiration for the project was provided by: Katie Del Monte Latino Family Literacy Project
Created and Developed by Charlotte Castagnola Program Associate Parents as Learning Partner
Funding by: Weingart Foundation LAUSD, District 2
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT
Family Story Time
This program is committed to enhancing the literacy skills of children by providing a quality bilingual family literacy program to Spanish, Armenian and English-speaking parents with children ages five to eight years old. The program is designed to establish a family reading routine and provide books, materials, and art projects, which are culturally and linguistically relevant to the lives of our culturally diverse group of families. The components of the program are:
••• Teaching parents strategies for sharing books at home with their children
••• Completing a family story album for parents to share with their children
Trained parent center leaders will present the program. Once a week, parents will attend a 2-hour session and will be introduced to a new children’s book. They are given the opportunity to read the book and discuss how it relates to their lives. They then take home and read it with their children. The books are returned the following session and parents are provided the opportunity to discuss their experiences reading with their children. All books are bilingual so as to include the linguistic and literacy skills of the entire family. Books are reflective of a variety of cultures, families, values, and traditions. This helps to maintain parent interest in reading with their children.
Each book is accompanied with a writing and art activity which reflects the lives of the participants and which will contribute to the making of a family album. During the 2-hour sessions, parents create a descriptive text of their family photos to use to complete a family album. Activities may be taken home to complete with their children and brought back the next week.
By providing parents with simple tools to assist them in reading with their children and encouraging parents to establish a family reading routine, parents become more skilled at helping their children in their literacy learning. As a result of new skills, time committed to practicing their new skills, and a forum to discuss their reading experiences with their child, parents feel more confident in their ability to support their children and participate in their literacy experiences.
The writing exercises, family album creation, and group discussions are designed to allow parents to reflect on their parenting skills, family traditions, and family goals. The group environment becomes a natural place where parents can discuss their own parenting styles and exchange ideas for parenting.
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Literacy Program Goals
∗∗∗ To create a link between the home and school environments that promotes the value of reading and discussing books
∗∗∗ To strengthen parent/child interaction
∗∗∗ To promote parental involvement and parent-teacher partnerships that support family literacy
∗∗∗ To establish and support a family reading routine
∗∗∗ To help parent understand and gain confidence in the key role they play in making reading an enjoyable and rewarding experience for their children
∗∗∗ To advance a genre-strategy approach to reading that develops active readers and thinkers
∗∗∗ To challenge and empower parents to improve their own literacy skills
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Program Benefits
For Children
∗∗∗ Children who are read to regularly want to become readers
∗∗∗ Children who are read to regularly have a greater chance for reading success
∗∗∗ Children acquire information as well as an understanding of the reading process
∗∗∗ Children’s ability to express themselves is enhanced
For Parents
∗∗∗ Parents learn enjoyable ways to read and talk about books with their children
∗∗∗ Parents form stronger bonds with their children and enhance their own confidence about reading
∗∗∗ Parents develop a network of support
∗∗∗ Parents strengthen communication ties with their children’s school
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Principles for Effective Adult Learning
The following is based upon the assumption that all learners come with both experiences and personal perceptions of the world and that they all deserve respect as participants in a learning dialogue. ∗∗∗ Needs Assessment: Listening to the learner’s wants and needs helps shape a program that has immediate usefulness to adults. Adults will commit to learning something when the goals and the objectives are considered realistic and important to the learner that is, perceived as being immediately useful and relevant to their personal and professional needs.
∗∗∗ Safe Environment: Adult learning is ego involved. There is always fear of external judgment that we adults are less than adequate, this produces anxiety during new learning experiences. Therefore, we should: 1) allow time for small group work so learners can find their voices; 2) sequence events beginning with simple, clear and relatively easy tasks before advancing to more complex; 3) make the environment non-judgmental.
∗∗∗ Respect for Learners: Adults come to any new learning experiences with a wide-range of previous experiences, knowledge, skills, self-direction, interests, and competence. It is important to demonstrate respect, trust and concern for the life experience, needs and questions of adult learners.
∗∗∗ Sequence of Content: When we work diligently to design learning tasks that are in a simple and sound sequence and that reinforce previous and new learning, we address the disparity in power more directly.
∗∗∗ Learning by Doing: Teach by having learners do something with their new knowledge, practice their new skills, and then reflect on what they have just done. Learning tasks should be designed as participatory and engage learners in the issue being addressed.
∗∗∗ Learners as Decision Makers: Engaging adults in their own learning means involving them in the selection of objectives, content, activities, and assessment. Adults reject prescriptions developed by others for their learning, especially when what is prescribed is viewed as an attack on what they are presently doing.
∗∗∗ Immediacy of the Learning: Adults need to see the results and the usefulness of their efforts and need to receive accurate feedback about progress toward their goals.
∗∗∗ Team Learning: Learning is enhanced by interaction with peers. Adult learners will work energetically in small groups.
∗∗∗ Accountability: Learners are accountable to themselves to create the content so it is immediately useful in their own life. The learner must produce their own motivation; all one can do is encourage and create conditions which will nurture their desire to learn.
Based upon the work of Judith Warren Little and Jane Vella
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Benefits of Different Types of Stories
FOLKTALES 1. Helps readers identify with their own culture and introduces them to different cultures 2. Encourages the use of your imagination 3. Creates a family tradition 4. Encourages readers and listeners to create their own story 5. Stretches the imagination 6. Brings out many emotions 7. We can learn about life’s lessons 8. Teaches the history of a particular group of people 9. Stories are passed on generation to generation
FAMILY STORIES 1. Stories are more memorable 2. Helps to distinguish between what is real and not real 3. Promotes communication about important and difficult situations 4. Encourages readers to share their experiences with others 5. Teaches children about family values 6. Relates peoples lives to literature 7. Develops growth of imagination 8. Promotes predictions of stories 9. Encourages readers to share their experiences with others
WORDLESS PICTURE BOOK 1. Develops the imagination 2. Children predict by looking at the cover, the beginning/end of a story 3. Visualization skills are enhanced. The use of art promotes learning. 4. Colors stimulate or affect the person’s moods/feelings 5. Develops descriptive vocabulary 6. Everyone can create their own story (be authors) 7. Learn to follow a sequence of events 8. Learn to observe details in greater depth 9. Learn to discover emotion of characters
POETRY 1. Promotes word play and creativity 2. Practices repetition, rhythm, patterns, rhyming 3. Promotes creative thinking 4. Promotes the use of metaphors 5. Promotes the use of imagination and imagery 6. Promotes use of expressive language 7. Descriptions used in different ways 8. Use of Emotions 9. Open for interpretation
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Key Features of a Workshop for Parents
∗∗∗ Uses a language and vocabulary that parents can understand
∗∗∗ Uses a lesson that requires materials that are readily available in the home
∗∗∗ Uses an opening activity that will serve to make parents feel comfortable.
∗∗∗ Uses a simple format (recipe) that can be used with additional lessons.
∗∗∗ Structures the lesson so that parents have an opportunity to respond to questions either in pairs or small groups.
∗∗∗ Provides a way to receive feedback from parents on their experiences interacting with their child regarding the lesson.
∗∗∗ Uses a lesson that refers to things that are common to every day life or to the experiences of the parents in your community.
∗∗∗ Provides parents with step-by-step written directions to take home.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
RESEARCH ON PARENTS’ EFFECT ON STUDENT READING
Reading is the foundation for both student success and school success. For children learning to read, parental involvement is crucial. This is the powerful but overlooked resource that so many schools fail to exploit fully.
∗∗∗ 40% of nine-year-olds read below their grade level.
∗∗∗ Every additional hour parents encouraged their children to read at home results in a one- half-point increase in test scores.
∗∗∗ Of all the elements in the educational process, increasing parental involvement is the most effective, as well as the easiest to draw upon and the least expensive.
∗∗∗ If parents don’t provide support for their children’s reading efforts at home, even the best schools and the best teachers cannot compensate for that lost opportunity.
∗∗∗ 92% of all parents express a high level of interest in how their kids are doing in school.
∗∗∗ Overwhelmingly, parents say they would do more to help their kids with reading, if they understood what specific actions to take.
∗∗∗ Parents need guidance, the steps to take, specific directions and concrete recommendations about how they can help their children become better readers.
∗∗∗ Kids spend most of their time at home, not in a classroom. The family provides the child’s primary educational environment and parents are their first teachers.
∗∗∗ Parents should read aloud to their kids, and kids should read aloud to parents.
∗∗∗ The groundwork for reading is established in the earliest years (1-6).
∗∗∗ How the parent interacts with the child in the formative years is one of the best predictors of reading skills and achievement levels.
∗∗∗ A significant relationship exists between parental involvement and reading comprehension test scores of fourth graders.
∗∗∗ Where involvement is low, the average mean of classrooms is 46 points below the national average. Where it’s high, the scores are 28 points above the national average.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Get to Know the Parents and Children at Your School
Existing Knowledge
Knowing who your families are is very important in providing a successful family literacy program. Both parents and children have existing knowledge that they bring to any learning environment. Drawing out their existing knowledge is your job as a facilitator. In this way, parents quickly know that you respect them for knowing and that you are not there to deposit your knowledge on to them.
Acculturation Acculturation is the process of learning and living in a different culture other than your own. How long a family has been living in the United States may affect their participation in a program. Those families, who have been living here for a while or all their lives, may be more familiar with participating in an adult group at a learning institution. Newly arrived families may not be as familiar to ways of relating to print, to the group dialogue, and the activities and materials provided in the program.
Language Skills Latinos are diverse in their language skills. Some families may speak Spanish; some may speak Spanish and English, while others may speak only English. It is important to know which language your parents speak with their children and which language they prefer to speak in a group environment. Try to maintain a bilingual group if you see that it meets the skills of the entire group. Draw on each participant’s language skills and make sure that they understand what is being discussed in the group. Literacy Skills Literacy skills vary greatly in the Latino community. Some may have strong literacy skills and understanding while some may not know how to read written text. Not knowing how to read can be very humiliating for a parent. If a parent in your group cannot read or write, try to allocate an assistant or another parent who can work with that parent in filling out information and with the writing projects. Remind everyone that if they struggle with reading that there are ways to relate to a book without reading the written text. Give them examples how they can talk with their children about the illustrations, the characters, what is happening in the story, and what will happen next .
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Preparation Steps for “Family Story Time”
Recruiting Participants (15 per workshop series)
••• Begin recruiting participants at least 2 weeks before the start date.
••• Have the teachers send home flyers with their students and encourage them to have their parents attend the class.
••• Consider targeting one grade level at a time and focus all of your energies on recruiting from just those classrooms.
••• Put up posters or copies of the flyer where parents will see them.
••• Call parents from targeted classrooms and invite them to attend.
••• Use a tear-off on your flyer to help you identify potential participants and call those who return the tear-off the day before the class begins to remind them.
The Classroom Set-up
1. Take a look around your parent center classroom. Make sure that it is clean, attractive, and comfortable. Post welcome signs and add center-pieces to the tables.
2. It is ideal to have the tables and chairs set up in a U shape or a square so that participants can see each other. One of your goals is to encourage the parents to become a support network for each other.
3. Be sure to set up a cassette/CD player and have music playing while the parents enter
and sign in. You can also play music during the activity part of each workshop.
4. Be sure to have the supplies that you need for each workshop handy and ready to
distribute to the participants.
What You Need for Each Workshop - Your Manual
o The book you will use that day o Supplies for the day’s activities o Sign-in Sheet o Refreshments o Cassette/CD Player and Music
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Creating a Welcoming Environment
“The way schools care about children is reflected in the way schools care about the children’s families. If educators view children simply as students , they are likely to see the family as separate from the school. That is, the family is expected to do its job and leave the education of children to the schools. If educators view students as children , they are likely to see both the family and the community as partners with the school in children’s education and development. Partners recognize their shared interests in and responsibilities for children, and they work together to create better programs and opportunities for students.” (Epstein et al School Family and Community Partnerships , 2002)
A welcoming school climate is open, encouraging and appreciative of the involvement of parents, other caring adults, and community businesses and organizations. This attitude of grateful inclusion is modeled in a variety of ways. Being greeted warmly at the front gate or office counter strengthens the commitment that others have to supporting the school. Partners are assured from the beginning that they are going to find their involvement with the school enjoyable and they will return again and again. Those who contribute their time, talent and caring to the school and to their own child’s academic efforts value the school’s, teacher’s and student’s expressions of gratitude. These expressions of gratitude can take a written form i.e. notes from students or staff, mention in the newsletter, or they could be an announcement over the public address system, or even certificates or other types of awards at annual recognition events.
Creating a welcoming environment will bring many benefits to the school. Among these are parents who understand what their children are learning, engage their children in positive conversations about schoolwork at home; and, result in improvement in homework completion, readiness for class-work, attitudes, attendance and students’ self-discipline.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Specific actions that a school can take to become A parent/community friendly school
∗∗∗ It starts at the school entrance with welcome signs and directions to the most commonly sought locations clearly marked (appropriate languages). Posters announcing upcoming events or with expressions of gratitude to recent “contributors” are also very effective.
∗∗∗ The front office is often the first hurdle and has a huge impact on the future involvement of visitors to the school. Welcome signs and welcoming smiles can go a long way towards accomplishing your goal of inclusion. Also effective are bulletin boards with pictures, goal statements, calendars of events, volunteer opportunities, and words of thanks etc. Brochures with visitor information and volunteer opportunities are also important.
∗∗∗ Many campuses have a parent or family center. These centers should have convenient easily recognizable entrances. They should be colorful and comfortable with a welcoming smile and a friendly hello always in evidence. Successful centers are a beehive of activity including parent education classes, checkout libraries with both child rearing resources and children’s literature available, and direct services for families.
∗∗∗ Class rooms should display welcoming signs, have an adult size chair for parents’ use, and display sample notes home and expressions of gratitude for parents’ contributions. Evidence of parents’ sharing their talents and knowledge within the classroom are also effective.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Aligning Family Story Time and Open Court
Family Story Time Genre Children’s Usefulness Open Court Usefulness Reading Book Comprehension Reading Strategy Comprehension Strategy Folkta le “The Doorbell Rings” Making Predictions By anticipating what Predicting What will happen “The Little Red Hen” will happen next kids next based on clues gain a sense of story in the text structure Family “We Are Rainbow” Relating reading to Children learn about Making Between what is Stories “A Gift from Papá Diego” personal feelings life as they relate the Connections being read and own and experiences story to their own Summarizing experiences or “Carlos and the Squash lives previous readings Plant” “My Name is Esperanza” The Spirit of Tio Fernando “Too Many Tamales” Wordless “Don’t let the Pigeon Drive Creating a story Children develop oral Setting Reading What information will Picture Book the Bus” from pictures and language skills Goals you learn/What Asking Questions expressing what they Predicting happens next based see Asking on pictures Questions Poetry “My Name is Esperanza” Rereading Children gain new Monitoring Reread for Visualizing understanding each Clarifying understanding and time they read or Visualizing to identify unknown listen to its rhythm vocabulary
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Family Story Time Sample Parent Letter
Dear Parents,
The success of your children in school will help them have a better future. To triumph in school it is necessary to have the right tools. The four basic tools of learning are: speaking, writing, reasoning, and reading. If our children know how to speak their home language well, it will facilitate their learning English. Learning while in school includes listening and paying attention to their teacher. If our children are accustomed to being read to, told stories or family memories, then when they go to school they will listen and it will be easier for them to learn. For these reasons it is very important for parents to talk to them, tell them stories and read them some great children’s literature.
Children need to practice thinking, problem-solving and reasoning. As parents we should explain everything and encourage them to ask questions. It is important for us to relieve their doubts and uncertainties so they can follow their dreams. Children who read fluently, do well in school. Help your children to be good readers. Attend Family Story Time Training and learn how to do your part.
With Care,
(Your Name)
“Family Story Time”
Workshop for Parents
DATE:
TIME:
LOCATION:
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Family Story Time Sample Student Letter
Dear Boys and Girls,
Reading is a great adventure! Books can take us to many magical places. Books allow us to travel forward or backward in time and have all kinds of friends from a sweet little cuddly deer to a monstrous dragon. Books also make good friends. They are always waiting for us, books don’t get mad if we leave them and they greet us with welcoming smile every time we open them. When I was a girl, I loved to read! I would read my favorite books over and over. I had almost memorized many of them and I knew the characters better than if they were living. I know that throughout my life the teachings of these books have helped me make good decisions.
Now, I still love to read, but most of all, I like working with your parents to help them, so that they may help you read well and have a successful future. A book is a gift you can open again and again. Your books will always “be there” for you.
With Care,
(Your Name)
PS. Ask your mom or dad to attend the “Family Story Time” training that will take place in the parent center here at school.
“Family Story Time”
Workshop for Parents
DATE:
TIME:
LOCATION:
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
My Name is Esperanza
Book summary : A book-excerpt that demonstrates how important a person’s name is and how it is reflective of who and what they are.
1. Welcome everyone and review the program components and goals. (Please refer to the introduction included in your binder) Remind the group of the steps to becoming readers and writers.
2. Self-introductions. Introduce yourself. Ask participants to introduce themselves. It is a good idea to ask them to also say how many children they have and how old they are.
3. Ice Breaker – The Candy Game Give each person a piece of candy. Ask them to hold the candy infront of them with their elbows straight and eat the candy. (See instructions) Be sure to reflect upon the importance of working together and participating together.
4. Inspiration. My favorite story. Ask participants to remember their favorite story from their childhood. Using the directions, ask participants to share the name of their story with each other. Talk about the impact stories have on our lives, even years after we have heard/read them.
5. Introduce the book excerpt. Before beginning the excerpt review the process that will be used to distribute, read, discuss, and review books before sending them home to be read with children. Begin the excerpt by introducing the title, author, illustrator, etc. You may then ask members of the class to take turns reading a paragraph from the excerpt.
6. Discuss the book. Ask questions about the story: What did you think about the story? What did you like best about the story? What do you think the main message of the story is? Ask participant’s to think about their own name and where it originated? What about their children’s names? Do their children know how their names were chosen and why?
7. Activity. My name is… Hand out the questionnaire. Ask participants to respond to the questions. This can be done in writing or verbally. Ask participants to share their answers with their partner. With a small group. With the entire class.
8. Creating a Nameplate. Hand out cardstock and discuss making a nameplate with the group. Ask them to be as creative as possible. Explain that their nameplate will be used at their place for the remainder of the class and then will be added to their “Family Album”
9. Go over the description of the Family Album. Remind the group that they will be working on their album every week.
Remind the group that they are to take this week’s book-excerpt home to share with their children. Ask the group to bring in some photos to include in their album. Remind participants to leave classroom supplies in the parent center.
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Mi Nombre es Esperanza (My Name is Esperanza)
Resumen del libro : Un extracto del libro que demuestra la importancia del nombre de una persona y como refleja quien y que somos.
1. Bienvenida y repaso de los componentes y metas del programa. (Favor de referirse a la introducción incluída en su carpeta) Recuerdele al grupo los pasos necesarios para convertirse en lectores y escritores.
2. Auto-presentaciones. Presentese al grupo. Pidale a los participantes que se presenten al grupo. Es buena idea pedirles que digan cuantos hijos tienen y sus edades.
3. Actividad Interactiva – El Juego de los Dulces Reparta a cada persona un dulce. Digales que detengan el dulce directamente enfrente de ellos con los brazos extendidos y que se coman el dulce. (Vea las instrucciones) Asegurese de refleccionar sobre la importancia de trabajar unidos y participar juntos.
4. Inspiración. Mi cuento favorito. Preguntele a los participantes que piensen en su cuento favorito de la infancia. Usando las instrucciones pidale a los participantes que compartan el nombre de su cuento. Platique del impacto que tienen los cuentos en nuestras vidas, aún después de años de haberlos oído o leído.
5. Presente el extracto del libro. Antes de empezar, repase el proceso que se seguirá para distribuir, leer, discutir, y repasar los libros antes de mandarlos a casa para que los lean con los ninos. Empieze el extracto presentando el título, autor, ilustrador, etc. Puede pedirle a los miembros de la clase que tomen turnos en leer los parrafos del extracto.
6. Discusión sobre el libro. Haga preguntas sobre el cuento: ¿Qué piensa del cuento? ¿Que le gusto más del cuento? ¿Qué cree que es el mensaje principal del cuento? Pidale a los participantes que piensen en su nombre y de dónde es originario. ¿Y los nombres de sus hijos? ¿Sus hijos saben cómo y porqué escogieron sus nombres?
7. Actividad #1. Mi nombre es… Reparta el cuestionario. Pidale a los participantes que respondan a las preguntas. Esto se puede hacer por escrito u oralmente. Pidale a los participantes que compartan sus respuestas con su compañero, con un grupo pequeño, o con toda la clase.
8. Actividad #2 Creando una placa con su nombre. Reparta cartulina (papel de tarjeta) y platíque con el grupo sobre como crear placas con sus nombres. Pidales que sean lo más creativos posible. Explíqueles que su placa se usará para identificar su asiento durante el resto de las clases y luego se agregarán a sus “Álbumes Familiares”.
9. Repase la descripción del Álbum Familiar. Recuerdeles que trabajarán en sus álbumes cada semana.
10. Recuerdele al grupo que deben llevar el extracto del libro a la casa para compartirlo con sus hijos. Pidale al grupo que traigan fotos para incluirlas en sus álbumes. Recuerdele a los participantes que deben dejar los materiales en el centro de padres.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Script
Introduction to Family Story Time
Welcome to Family Story Time. During the next ___ weeks you will have the opportunity to learn how to share some delightful new books with your children. The books in this program are very special. They are books that reflect family traditions. They have wonderful illustrations and they include at least two languages on each page. The benefits of having this program designed to be multi-language are that it will allow everyone to participate and it will provide each of us the opportunity to practice all of the major languages here in the east San Fernando Valley, i.e., Spanish, English, and Armenian.
The main goal of this program is to establish a family reading routine. We will help to do this by introducing a new book every week and then allowing you to take a copy of the book home to read with your children. Then when we return to class the following week we will discuss your experiences sharing the book at home.
Each of you will also create a “Family Album”. Next week, you will bring with you snap shots of your family. You will have opportunities to think and write about your goals for your family. You will be reminded of how special your children and your family are and how important it is to maintain values and traditions in your home.
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Guión
Introducción al Tiempo Familiar para Cuentos
Bienvenidos al Tiempo Familiar para Cuentos (Family Story Time). Durante las próximas ___ semanas Ustedes tendran la oportunidad de aprender como compartir con sus hijos unos libros nuevos y encantadores. Los libros de este programa son muy especiales. Son libros que reflejan tradiciones familiares. Tienen ilustraciones maravillosas e incluyen por lo menos dos idiomas en cada página. Los beneficios de que este programa este diseñado con múltiples idiomas son que permitirá que todos participen y dará la oportunidad de practicar los idiomas de mayor presencia en el este del Valle de San Fernando, como lo son el español, inglés y armenio.
La meta principal de este programa es establecer una rutina de lectura familiar. Para ayudarlos a hacer esto presentaremos un libro nuevo cada semana y lo podrán llevar a casa para leerlo con sus hijos. Al reunirnos la siguiente semana compartiremos nuestras experiencias durante la lectura en casa con nuestros hijos.
Cada uno de Ustedes también creará un “Álbum Familiar”. La próxima semana, traerán retratos de sus familias. Tendrán oportunidades para pensar en y escribir sus metas para su familia. Se les recordará lo especial que son sus hijos y sus familias y la importancia de mantener valores y tradiciones en su hogar.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Family Story Time Album
Purpose
Family Story Time classes were designed to reflect the life experiences and cultural backgrounds of the participants. It is their own rich history that makes the classes, and the reading time with their children come “alive”. To capture this personal story participants are asked to create an album that reflects their own unique experiences and traditions to share with their families. Activities are included with each book title that will enable participants to recall and graphically represent their “Life’s Story”. They are also asked to have their children and other family members participate in building their Family’s Storybook.
Procedure
1. Provide each participant with an album cover. Ask them to decorate this cover in anyway they deem appropriate. It should somehow relate to their family’s experience.
2. Provide as wide a variety of art medium as possible. (markers, colored and textured papers, templates, cutouts, fabric and sewing notions, etc.)
3. Arrange an extra day a week when participants can come in and work on their album, or allow participants to drop by and work at their own convenience, or allow participants to take their albums home to work on them during the week.
4. Optional: provide “throw-away” cameras for participants to use to photograph their family. The resulting photos can be used in their albums.
5. Display the completed albums at graduation and/or hold one or more “extra” workshops to provide an opportunity for participants to share their albums with each other.
6. Encourage participants to share their albums with their children, spouses and other family members.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Icebreaker
The Candy Game This activity should be used to help a group become comfortable with the idea of participating in a workshop and to illustrate the importance of working together. It may be done either sitting or standing depending on the set up of the room and the size of your group.
∗∗∗ Ask everyone to choose a partner. Assist participants with this process, if necessary. Make sure that no one is left out. ∗∗∗ Give each participant a piece of wrapped candy. ∗∗∗ Ask them not to eat the piece of candy until you give them directions. ∗∗∗ Now, ask each person to hold his or her arms straight out in front of their chest and instruct them not to bend their elbows. Demonstrate this action for them with your own piece of candy. (Be sure to put your own piece of candy down after demonstrating this part of the directions) ∗∗∗ When everyone’s arms are extended ask them to unwrap their piece of candy and put the piece of candy in their mouth without bending their elbows . ∗∗∗ Encourage them to do what you have asked. Be prepared for all kinds of actions as they try to follow you directions. ∗∗∗ Eventually, someone will “get it” and they will include their partner in their efforts. Each of the two participants will face their partner with their arms extended towards them and will place their piece of candy in their partner’s mouth. ∗∗∗ Slowly, others will catch on to the “secret” and they will all begin to help each other. ∗∗∗ After at least 75% of the group has solved the dilemma ask the participants to sit (if standing) and begin to debrief the activity.
Debriefing the Activity ∗∗∗ What happened? Encourage pairs to share their personal experience. ∗∗∗ How did you “discover” the “secret”? ∗∗∗ What did you learn? ∗∗∗ Make sure that the comments include phrases such as: Two heads are better then one; things work out better when you work together; it’s more fun when you are working with someone else; creative thinking comes from participating with others. ∗∗∗ Include these thoughts in your introduction to “The Workshop”
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Actividad Interactiva
El Juego del Dulce Esta actividad se debe usar para ayudar a un grupo a sentirse agusto con la idea de participar en un taller y para ilustrar la importancia de trabajar juntos. Se puede hacer sentados o de pie según la organización del salón y el tama ňo del grupo.
∗∗∗ Pidale a cada miembro del grupo que escoja un compañero. Si es necesario, ayudele a los participantes a formar parejas. Asegurese de que nadie se quede afuera del juego. ∗∗∗ Entregue a cada participante un dulce envuelto. ∗∗∗ Pidales que no se coman el dulce hasta que reciban las instrucciones. ∗∗∗ Ahora, pidale a cada persona que extiendan sus brazos directamente en frente de su pecho y digales que no pueden doblar los codos. Demuestre esta acción con su propio dulce. (Asegurese de dejar su dulce sobre la mesa después de demostrar esta parte de las instrucciones) ∗∗∗ Ya que todos tengan sus brazos extendidos digales que abran la envoltura de su dulce y se lo coman sin doblar los codos . ∗∗∗ Animelos para que hagan lo que les ha pedido. Este preparada para todo tipo de acciones mientras tartan de seguir las instrucciones. ∗∗∗ Finalmente, alguien “descubrirá el secreto” e incluira a su compañero en sus esfuerzos. Los participantes se pondran enfrente de su pareja con los brazos extendidos y pondrán su dulce en la boca de su compañero. ∗∗∗ Lentamente los demás descubriran el “secreto” y todos empezaran a ayudarse uno a otro. ∗∗∗ Después que un 75% del grupo haya resuelto el dilema pidale a los participantes que se sienten (si estan parados) y de inicio a la discusión sobre la actividad.
Discusión sobre la Actividad ∗∗∗ ¿Qué paso? Anime a las parejas a compartir su experiencia personal. ∗∗∗ ¿Cómo “descubrieron” el “secreto”? ∗∗∗ ¿Qué aprendieron? ∗∗∗ Asegurese de que los comentarios incluyan frases tales como: dos cabezas piensan mejor que una; las cosas resultan mejor cuando trabajamos unidos; es más divertido cuando trabajas con otra persona; los pensamientos creativos resultan cuando participamos con otras personas. ∗∗∗ Inclu ya estos pensamientos en su introducción al “Taller”
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Story Time Tips for Parents
Read with your child everyday. (If possible at the same time each day.)
∗∗∗ Read the title, browse through the illustrations and discuss what you think the story is about.
∗∗∗ After reading a book, talk about what it said
∗∗∗ Pretend that you wrote the story and tell us why you wrote this particular story
∗∗∗ State three things that you learned from reading the story
∗∗∗ Tell how you would change the ending of the story
∗∗∗ Think up a different way for the main character to solve his or her problem
∗∗∗ If the book could talk, what would it say about itself?
∗∗∗ Tell another story about the main character
∗∗∗ Draw things that you see in the book.
∗∗∗ List the three best parts of the book.
∗∗∗ Make up a poem about the book.
∗∗∗ Role-play one of the characters.
∗∗∗ Dress up as one of the characters.
∗∗∗ Draw a picture of what happens in one scene or of your new ending.
∗∗∗ Let your child retell the story to you or another family member.
∗∗∗ Let your child turn the pages.
∗∗∗ Ask questions about the story.
••• “Which part of the book did you like best?”
••• “What do you think will happen on the next page?”
••• “Which part was the funniest? The saddest? The scariest?”
∗∗∗ Children like to hear the same stories over and over again. Let them!
∗∗∗ Look at the illustrations and make up stories together.
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Consejos de Lectura para los Padres
∗∗∗ Lea con su hijo/a todos los días. (Si es posible hagalo a la misma hora cada día.)
∗∗∗ Lea el título, hojee las ilustraciones y platiquen de que creen que se tratará el cuento.
∗∗∗ Después de leer un libro platiquen de lo que dice el libro
∗∗∗ Imaginese que Usted escribio el cuento y diganos porque escribio ese cuento en particular
∗∗∗ Afirme tres cosas que aprendio al leer el cuento
∗∗∗ Explique como cambiaria el final del cuento
∗∗∗ Piense en diferentes maneras en que el personaje principal podria resolver su problema
∗∗∗ Si el libro pudiera hablar, ¿qué diria de sí mismo?
∗∗∗ Cuente otra historia sobre el personaje principal.
∗∗∗ Dibuje cosas que ve en el libro.
∗∗∗ Haga una lista de las tres mejores partes del libro.
∗∗∗ Escriba un poema sobre el libro.
∗∗∗ Actue como uno de los personajes.
∗∗∗ Vistase como uno de los personajes.
∗∗∗ Haga dibujos de lo que pasa en una de las escenas o de su nuevo final.
∗∗∗ Permita que su hijo le cuente el cuento a Usted o a otros miembros de la familia.
∗∗∗ Permita que su hijo/a de vuelta a las páginas.
∗∗∗ Haga preguntas sobre el cuento.
••• “¿Cuál parte del libro te gusto más?”
••• “¿Qué piensas que pasará en la siguiente página?”
••• “¿Cuál parte fue la más chistoso? triste? de miedo?”
∗∗∗ A los niños les gusta oír repetidamente los mismos cuentos. Dejelos!
∗∗∗ Observen las ilustraciones e inventen cuentos juntos.
∗∗∗ Anime a su hijo/a para que escriba y haga dibujos sobre los cuentos.
∗∗∗ Asegurese de que su hijo/a lo observe leyendo por gusto. Sea un buen ejemplo a seguir.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
My Favorite Story
Think back to when you were a child. Remember a favorite story that one of your family members shared with you. Try to remember a specific occasion when you heard the story. Can you picture it in your head? Now turn to your partner and respond to some of the questions listed below. Now let your partner respond to the same questions. ••• Where are you? At home? In a Park? On a trip? ••• Where are you sitting? In a chair? On a bed? In a car? ••• Are you on someone’s lap? ••• Who is sharing the story with you? Did they share stories with you often? ••• What was the story about? What kind of a book is it? What was your favorite part? ••• Why did you choose this particular story? ••• How did you feel when you got to share a story with someone special? ••• REMEMBER THAT SPECIAL FEELING. THAT IS HOW WE WANT OUR CHILDREN TO FEEL.
Now go around the room and let everyone tell the group: ••• Their name, ••• The name of the story they chose, and ••• Why they chose that particular story.
Debrief the Activity Talk to the group about the similarities and differences of the stories they chose and about their experiences sharing the stories with someone special.
Additional Optional Questions ••• Who do you share books with today? ••• Do you have to read the book together? Is it okay for you to read the book separately and then discuss what you have read together?
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Mi Cuento Favorito
Recuerde cuando Usted era un niño/a. Piense en uno de sus cuentos favoritos que algún miembro de su familia compartio con Usted. Intente recordar una ocasión específica cuando le contaron el cuento. ¿Lo puede visualizar en su cabeza? Ahora, voltiese hacia su pareja y trate de contestar algunas de las siguientes preguntas. Luego permita que su pareja conteste las mismas preguntas.
• ¿Dónde estás? ¿En la casa? ¿En un parque? ¿En un paseo? • ¿Dónde estás sentado? ¿En una silla? ¿En una cama? ¿En un carro? • ¿Estás sentado en las piernas de alguien? • ¿Quién está compartiendo el cuento contigo? ¿Compartian cuentos contigo seguido? • ¿De qué se trata el cuento? ¿Qué tipo de libro es? ¿Cuál es tu parte favorita? • ¿Porqué escogiste este cuento en particular? • ¿Cómo te sentias cuando tenias la oportunidad de compartir un cuento con una persona especial? • RECUERDA ESE SENTIMIENTO ESPECIAL. ASI ES COMO QUEREMOS QUE SE SIENTAN NUESTROS HIJOS.
Ahora recorre el salón para que cada persona se presente al grupo
Su nombre, • El nombre del cuento que escogieron y • Porqué escogieron ese cuento en particular.
Conversación después de la actividad Platique con el grupo sobre las semejanzas y diferencias entre los cuentos que escogieron y sus experiencias al compartir cuentos con alguien especial.
Preguntas Adicionales y Opcionales • ¿Hoy en día con quién compartes libros? • ¿Tienen que leer el libro juntos? Es acceptable que lean el libro por separado y luego platiquen sobre lo que han leído?
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
My Name Is Esperanza
From The House on Mango Street By Sandra Cisneros
In English my name means hope. In Spanish it means too many letters. It means sadness, it means waiting. It is like the number nine. A muddy color. It is the Mexican records my father plays on Sunday mornings when he is shaving, songs like sobbing.
It was my great-grandmother’s name and now it is mine. She was a horse woman too, born like me in the Chinese year of the horse – which is supposed to be bad luck if you’re born female – but I think this is a Chinese lie because the Chinese, like the Mexicans, don’t like their women strong.
My great-grandmother, I would’ve liked to have known her, a wild horse of a woman, so wild she wouldn’t marry until my great-grandfather threw a sack over her head and carried her off. Just like that, as if she were a fancy chandelier. That’s the way he did it.
And the story goes she never forgave him. She looked out the window all her life, the way so many women sit their sadness on an elbow. I wonder if she made the best with what she got or was she sorry because she couldn’t be all the things she wanted to be…Esperanza. I have inherited her name, but I don’t want to inherit her place by the window.
At school they say my name funny as if the syllables were made out of tin and hurt the roof of your mouth. But in Spanish my name is made out of a softer something, like silver, not quite as thick as my sister’s name Magdalena which is uglier than mine. Magdalena, who at least can come home and become Nenny. But I am always Esperanza.
I would like to baptize myself under a new name, a name more like the real me, the one nobody sees. Esperanza as Lisandra, or Maritza, or Zeze the X. Yes! Something like Zeze the X will do.
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Mi nombre es Esperanza
Extracto del libro La Casa en Mango Street Por Sandra Cisneros
Mi nombre en inglés significa esperanza. En español significa demasiadas letras. Significa tristeza, espera. Es como el número nueve. Como el color del barro. Me recuerda a los discos que tocaba mi padre los domingos en la mañana mientras se afeitaba, cantos que parecían sollozos.
Era el nombre de mi bisabuela y ahora me pertenece a mí. Ella era también una mujer caballo. Nació, igual que yo en el año chino del caballo lo cual supuestamente es mala suerte si uno es mujer, pero yo pienso que esto es un invento de los chinos, porque a ellos, igual que a los mexicanos, no les gusta que sus mujeres sean fuertes.
Mi bisabuela. Me hubiera gustado haberla conocido, una yegua salvaje de mujer, tan arisca que no se hubiera casado si mi abuelo no le hubiera amarrado un saco sobre la cabeza y se la hubiera llevado. Así de simple, como si fuera un candelabro de lujo. Así lo hizo él.
Según cuentan, ella nunca lo perdonó. Toda la vida se la pasó mirando por la ventana, igual que muchas mujeres, apoyando la tristeza sobre los codos. Me pregunto si ella sacó el mayor provecho de lo que tenía o sentía pesadumbre por no haber podido ser todo lo que quiso ser. Esperanza. Heredé su nombre pero no quiero heredar su lugar junto a la ventana.
En la escuela pronuncian mi nombre de una forma rara, como si las sílabas estuvieran hechas de aluminio y lastimaran el paladar. Pero en español mi nombre está hecho de algo más suave, como la plata, no tan pesado como el nombre Magdalena de mi hermana, que es más feo que el mio. Magdalena, que por lo menos puede llegar a la casa y convertirse en Nenny. Yo siempre soy Esperanza.
Me gustaría poderme bautizar con otro nombre, un nombre que fuera más como soy yo en verdad, la que nadie nota. Esperanza como Lisandra o Maritza o Zeze pronunciado con una X. Algo como Zeze estaría bien, la X estaría bien.
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
My Name Is…
What does your name mean?
What number does it remind you of?
What color/shape/music is it?
How did you get your name? Where did it come from?
How does your name describe you?
How do you feel about your name? Do you like your name?
Do you have any nicknames? How did you get them?
What name would you choose for yourself? Why?
LAUSD ©
Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Mi nombre es...
¿Qué significa tu nombre?
¿A qué número te recuerda tu nombre?
¿De qué color, forma o tipo de música es?
¿Cómo recibiste tu nombre? ¿De dónde viene?
¿De qué manera te describe tu nombre?
¿Qué sientes por tu nombre? ¿Te gusta tu nombre?
¿Tienes algún apodo o sobrenombre? ¿Cómo lo recibistes?
¿Qué nombre escogerías para tí? ¿Porqué?
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
My Name is Esperanza
Creating Your Own Nameplate
Materials that you will need
••• One sheet of card stock for each participant ••• Felt-tip markers
(Optional) ••• Stickers ••• Picture from Magazines ••• Etc.
Directions
1. Fold the Card stock in half length-wise (4 1/4 x 11) 2. Distribute card stock 3. Ask each person to write their name and decorate their own name plate 4. Use the nameplates at each workshop 5. At the end of the workshop series nameplates may be displayed in the family album.
Optional Activity
Participants may ask their family members to make their own name signs too. These can then be displayed in the family album.
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Mi Nombre es Esperanza
Creando Su Placa con su Nombre
Materiales necesarios
••• Una hoja de papel grueso para cada participante ••• Marcadores
(Opcional) ••• Etiquetas decorativas (Stickers) ••• Fotos de revistas ••• Etc.
Instrucciones
1. Doblar la hoja de papel grueso por la mitad a lo largo (4 1/4 x 11) 2. Distribuir el papel grueso 3. Pidale a cada persona que escriba su nombre y decore su placa 4. Use las placas en cada taller 5. Al concluir la serie de talleres las placas pueden formar parte del álbum familiar.
Actividad Opcional
Los participantes pueden pedirle a los miembros de sus familias que creen su propia placa también. Estas también se pueden integrar al álbum familiar.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
We are a Rainbow
Book summary : A book that demonstrates a simple comparison of people from different cultures and how they can have a lot in common. The message is universal as it builds cultural bridges
1. Welcome everyone and review the program components and goals. (Please refer to the introduction included in your binder) Remind the group of the steps to becoming readers and writers. 2. Self-introductions. Re-introduce yourself. Ask participants to introduce themselves (using the nameplate that they created with last week’s lesson). It is a good idea to ask them to also say how many children they have and how old they are. 3. I am. Hand out the paper entitled I am. Ask participants to complete each sentence. (Don’t give too much time. Remind the group that this is not a test.) If you think that some will have trouble reading or writing the page, read each sentence out-loud and also have participants respond orally. 4. Informal assessment. (optional) Begin by informally talking about their reading habits with their children. Ask: Who reads with their children? Who finds it hard to read with their children? Why? In what language do you read with your children? How much time do you spend reading with your child? Where do you find the books you read with your children? 5. Introduce the book to take home. Before beginning the book review ideas for reading with children. Refer to the handout from lesson one “Tips for Reading with Children”. Begin the book by introducing the title, author, illustrator, etc. You may then ask members of the class to take turns reading a page from the book. 6. Discuss the book. Ask questions about the book: what did you think about the book? What did you like best about the story? What do you think the main message of the story is? Can you tell me what is your favorite illustration (picture)? Ask for comments regarding: Where the participants are from, how they feel about their home country, what are their favorite foods, what are the differences between their home language and English? 7. Activity. Hand out the materials for creating a cover for their “Family Albums”. Explain that we will be working on our albums each week and adding pages to our albums based on the book we are using each week. Ask the participants to begin their album cover using the theme from “We are a Rainbow” to help them design their cover. (Inform parents that they may want to add pictures to their covers later.) 8. Read the Poem “Children are Different”. Reflect upon the meaning of the poem and ask the group to share about how their own children are different from each other. Ask group members to think of one word to describe each of their children. i.e, self-motivated, energetic, thoughtful, etc. 9. Read the Reflection entitled “Children are…”. This is a good place to conclude today’s workshop. This reflection will give participants a great deal to think about during the coming week.
Remind the group that they are to take this week’s book home to share with their children. They should also take home their album cover to complete, if extra time is needed. Ask the group to bring in some photos to include in their album. Remind participants to leave classroom supplies in the parent center.
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Somos un Arco Iris
Resumen del libro : Un libro que demuestra una comparación sencilla entre personas de diferentes culturas y lo mucho que pueden tener en común. El mensaje es universal ya que crea enlaces culturales.
1. Dar la bienvenida a todos y repasar los componentes y metas del programa. (Favor de referirse a la introducción incluida en su carpeta) Recuérdele al grupo los pasos para convertirse en un lector y escritor. 2. Auto-presentaciones. Preséntese de nuevo. Pídale a los participantes que se presenten al grupo (usando la placa con su nombre que crearon durante la lección de la semana pasada). También es buena idea pedirles que digan cuantos hijos tienen y sus edades. 3. Yo Soy. Reparta la hoja titulada “Yo Soy”. Pídale a los participantes que terminen cada oración. (No les de demasiado tiempo. Recuérdeles que no es un examen.) Si cree que alguna persona tendrá dificultad en leer o escribir, entonces lea cada oración en voz alta y también invite a los participantes que contesten en voz alta. 4. Evaluación Informal. (opcional) Empieze platicando informalmente sobre los hábitos de lectura que comparten con sus hijos. Pregunte: ¿Quién lee con sus hijos? ¿A quién se le hace difícil leer con sus hijos? ¿Por qué? ¿En qué idioma lee con sus hijos? ¿Cuánto tiempo pasa leyendo con sus hijos? ¿En dónde obtiene los libros que lee con sus hijos? 5. Presente el libro que llevarán a casa. Antes de empezar el libro repase ideas de como leer con los niños. Haga referencia a la hoja informativa, “Consejos de como leer con los niños”, que aparece en la primera lección. Empiece el libro presentando el título, autor, ilustrador, etc. Luego puede pedirle a los miembros de la clase que tomen turnos en leer una página del libro. 6. Discusión sobre el libro. Haga preguntas sobre el libro: ¿Qué piensa del libro? ¿Qué le gusto más del cuento? ¿Qué cree que es el mensaje principal del cuento? ¿Cuál es su ilustración (foto) favorita? Pida comentarios sobre: de dónde son los participantes, qué sienten por su país natal, cuáles son sus comidas favoritas, cuáles son las diferencias entre su idioma natal y el inglés? 7. Actividad. Reparta el material para crear la caratula de los “Álbumes Familiares”. Explique que trabajaran en sus álbumes cada semana y que añaderán páginas cada semana basadas en el libro que se use esa semana. Pidale a los participantes que empiezen la caratula de su álbum usanda el lema de “Somos un Arco Iris” para diseñarla. (Comentele a los padres que podrán agregar fotos a las caratulas después.) 8. Lea el poema “Los Niños Son Diferentes”. Refleccione el significado del poema y preguntele al grupo que compartan como sus propios hijos son diferentes uno del otro. Pidale a los miembros del grupo que escojan una palabra para describir a cada uno de sus hijos. Ejemplos; auto-motivado, energetico, atento, etc. 9. Lea la reflección titulada “Los ni ňos son…”. Este es un buen momento para terminar el taller del día. Esta reflección le dara a los participantes mucho en que pensar durante la semana.
Recuerdele al grupo que deben llevar el libro de la semana a casa y compartirlo con sus hijos. También deben llever la caratula de su albúm para terminarla si necesitan más tiempo. Pidale al grupo que traigan fotos para incluirlas en sus álbumes. Recuerdele a los participantes que deben dejar los materiales en el Centro de Padres.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
I am…
I am ______
I ask myself ______
I hear ______
I see ______
I want______
I am ______
I imagine myself ______
I feel ______
I touch ______
I worry ______
I cry ______
I am ______
I understand ______
I say ______
I dream ______
I try to ______
I have ______
I am ______
LAUSD ©
Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Yo Soy…
Yo soy______
Yo me pregunto______
Yo oigo______
Yo veo ______
Yo quiero______
Yo soy ______
Yo me imagino______
Yo siento______
Yo toco ______
Yo me preocupo______
Yo lloro______
Yo soy ______
Yo entiendo______
Yo digo ______
Yo sueño ______
Yo trato de ______
Yo tengo______
Yo soy______
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Children are Different
Each child develops from his own plan of life.
Each child grows in his own space
Each child matures in his own time.
Children are different. Each child is different
Each child gives best within his own capabilities.
Each child learns best at his own pace.
Each child responds best from his own understanding.
Children are different. Each child is different.
Each child expresses his own special qualities.
Each child fulfills his own design for living
Each child deserves to follow his own star.
Children are different. Each child is different.
Each child is a unique event in the world.
Every child makes a difference in the world.
Dorothy L. Nolte
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
A Gift from Papa Diego
Book summary: Little Diego loves his grandfather, but they don’t they each other often because Papa Diego lives in Mexico. Little Diego asks for a Superman outfit for his birthday – he wants to fly across the border to Mexico to be with his grandfather. His parents buy him one, but will Little Diego be able to fly? How will he be able to enjoy one of his happiest birthdays ever?
1. Discuss how reading with their children went at home. Ask participants about their child’s experience: Did you remember to read with your child? Did your child like the book? Was your child able to sit through the entire book? Did your child ask questions about the book? Allow time for participants to share their own experiences. Ask participants: How did you feel reading this book? Was the book easy to read? Was it difficult? Did you remember to read the title of the book? The author? The illustrator? Did you talk about the meaning of the book with your child?
2. Ice Breaker Collecting Autographs. Distribute the sheet for collecting autographs. Ask participants to collect the signature of another class member who can respond positively to each statement. It is a good idea to limit the number of times each participant may sign an individual’s autograph sheet. The first person to collect autographs to fill every blank, wins! Be sure to have some small prize to give to the “winner”. Ask the group what they learned about each other? What surprised them? What was most unusual? Etc.
3. Inspiration Kahil Gibran’s “Our Children are not Our Children”. Read the poem by Gibran. Ask participants to share what they think the poem means. How can our children not belong to us? If not their parents, then who do they ultimately belong to? Why do you think that Gibran thought this was an important point? How might we know what our children are thinking and dreaming about?
4. Introduce the book to take home. Before beginning the book review ideas for reading with children. Refer to the handout from lesson one “Tips for Reading with Children”. Begin the book by introducing the title, author, illustrator, etc. You may then ask members of the class to take turns reading a page from the book.
5. Discuss the book. Ask questions about the book: what did you think about the book? What did you like best about the story? What do you think the main message of the story is? Can you tell me what is your favorite illustration (picture)? Ask for comments regarding: Where the participants are from, how they feel about their home country, what are their favorite foods, what are the differences between their home language and English
6. Activity # 1. Building our Family Tree. Hand out the supplies for making a family tree. You have three types included in your training manual. You may choose to use one of them or you may use two of them together and transfer the information from the page entitles “My Family Tree” to either the picture page of to the 5-sided book.
7. Activity #2. Writing a letter to a Family Member. Have participants think about their families, their siblings, and their relationship with their children. Perhaps they live in a different country or city. Introduce the idea of writing a letter. You may want to write an example on the board. Allow participants to be creative as possible. They can write this in any way that makes sense to them. If they don’t finish this in class, they can write it with their children at home.
8. Activity #3. Write a journal entry on the suitcase provided describing a real or imaginary trip “home”. What did the landscape look like? Who did you visit? What was your favorite thing to do while you were there? Etc. Make colorful travel stickers for the outside of your “suitcase”.
Remind the group that the items they are working on will be included in album. Ask them to be sure to take their book home to share. Invite them to continue to work on their album pages during the week.
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Un Regalo de Papa Diego
Resumen del libro: El Pequeño Diego adora a su abuelo, pero no se ven seguido porque Papá Diego vive en México. El Pequeño Diego pide un traje de Superman para su cumpleaños – él quiere volar y cruzar la frontera a México para estar con su abuelo. Sus padres le compran uno, pero ¿podrá el Pequeño Diego volar? ¿Cómo podrá disfrutar uno de sus cumpleaños más felices?
1. Compartir las experiencias de la lectura en casa con sus hijos. Preguntele a los participantes sobre la experiencia con sus hijos: ¿Se acordo de leer con su hijo/a? ¿Le gusto el libro a su hijo/a? ¿Estuvo entretenido su hijo/a durante todo el libro? ¿Hizo preguntas su hijo/a sobre el libro? Permita tiempo para que los participantes compartan sus experiencias. Preguntele a los participantes: ¿Qué piensa de este libro? ¿Fue fácil leer el libro? ¿Fue difícil? ¿Se acordo de leer el título del libro? ¿El autor? ¿El ilustrador? ¿Platicaron del significado del libro con su hijo?
2. Actividad Interactiva - Colectando Autografos. Distribuya la hoja para colectar autografos. Pidale a los participantes que colecten las firmas de otros miembros de la clase que puedan responder positivamente a cada declaración. Es buena idea limitar el número de veces que cada participante puede firmar la hoja de autografos de un individuo. La primer persona en colectar todos los autografos, ¡gana! Esté segura de tener un pequeño premio para el “ganador”. Preguntele al grupo que aprendieron el uno del otro. ¿Qué les sorprendio? ¿Qué fue lo más fuera de lo común? Etc.
3. Inspiración por Kahil Gibran “Nuestros Hijos No Son Nuestros Hijos” (“Our Children are not Our Children”). Lea el poema por Gibran. Pidale a los participantes que compartan lo que creen que significa el peoma. ¿Cómo puede ser que nuestros hijos no nos pertenezcan? Si no a sus padres, entonces a quién pertenecen? ¿Por qué piensa que Gibran considero este un punto importante? ¿Cómo podemos saber lo que nuestros hijos piensan y sueñan?
4. Presente el libro que llevarán a casa. Antes de empezar el libro repase las ideas de como leer con niños. Haga referencia a la hoja informativa, “Consejos para Leer con sus Hijos”, que aparece en la primera lección. Empieze el libro presentando el título, autor, ilustrador, etc. Puede pedirle a los miembros de la clase que tomen turnos leyendo el libro.
5. Discusión sobre el libro. Haga preguntas sobre el libro: ¿Qué piensa del libro? ¿Qué le gusto más del cuento? ¿Cuál cree que sea el mensaje principal del cuento? ¿Cuál es su ilustración (foto) favorita? Pida comentarios sobre: el lugar de origen de los participantes, que sienten por su país de origen, cuáles son sus comidas favoritas, cuáles son las diferencias entre su idioma natal y el inglés.
6. Actividad # 1. Construyendo Nuestro Árbol Genealógico. Distribuya el material para hacer el árbol genealógico. En su manual de entrenamiento están incluidos tres diferentes formatos. Usted puede elegir usar uno o dos de ellos y transferir la información de la página títulada “My Family Tree” a una de las páginas para fotos del libro de 5 lados.
7. Actividad #2. Escribiendo una carta a un miembro de la familia. Pídale a los participantes que piensen en sus familias, sus hermanos, y su relación con sus hijos. Tal vez vivan en una ciudad o país diferente. Presente la idea de escribir una carta. Usted puede escribir un ejemplo en el pizarrón. Permita que los participantes expresen su creatividad. Lo pueden escribir de cualquier manera que tenga sentido para ellos. Si no la terminan en clase, pueden escribirla en casa con sus hijos.
8. Actividad #3. Escriba una narrativa describiendo un viaje real o imaginario a “casa” en la maleta proveída. ¿Cómo se ve el paisaje? ¿A quién visito? ¿Cuál fue su actividad favorita de hacer mientras estubo ahí? Etc. Diseñen etiquetas adhesives (“stickers”) divertidas que reflejen su viaje
para pegar por afuera de su “maleta”. Recuerdele al grupo que los artículos que están preparando serán incluidos en su álbum. Pidales que lleven su libro a casa y lo compartan. Animelos a que continuen trabajando en las páginas de su álbum durante la semana
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Collecting Autographs
Below are some descriptions. Try to find someone who fist a description and have that person sign his or her name on the corresponding line. You may use each name only once. Your may sign on one line yourself.
1. Has been to Washington D.C. ______
2. Speaks two languages other than English ______
3. Knows how to change a tire ______
4. Has won an award or trophy ______
5. Can say their driver’s license number ______
6. Is the eldest child in their family ______
7. Got up before 5 o’clock this morning ______
8. Plays a musical instrument ______
9. Reads poetry ______
10. Enjoys gardening ______
11. Has been stung by a bee ______
12. Has the same hobby I do ______
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Autógraphs
Aquí hay algunas descripciones. Trate de encontrar a alguien del grupo que responda afirmativamente a una de estas descripciones y pidale que escriba su nombre en la linea correspondiente. Solamente puede usar cada nombre una vez. Usted puede escribir su nombre.
1. Ha visitado Washington D.C. ______
2. Habla dos idiomas además de inglés ______
3. Sabe como cambiar una llanta ______
4. Ha ganado un mérito o un trofeo ______
5. Puede decir el número de su licencia de manejar ______
6. Es el hijo mayor de su familia ______
7. Se levantó antes de las 5 de la mañana hoy ______
8. Toca un instrumento musical ______
9. Le gusta leer poesía ______
10. Le encanta trabajar en el jardín ______
11. Ha sido picado por una abeja ______
12. Tiene el mismo pasa-tiempo que yo ______
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
“The Prophet”
Your children are not your children . They are the sons and daughters of Life’s longing for itself. You may give them your love, but not your thoughts, For they have their own thoughts. You may strive to be like them, but seek not to make them like you. For life goes not backward nor tarries with yesterday.
Kahil Gibran
“The Prophet”
Nuestros hijos no son nuestros. Son hijos del anbelo de la vida. Podremos darles nuestro amor mas no nuestro pensamientos. Porque ellos tienen los suyos propios. Podremos esforzarmos para llegar a ser como ellos mas no intentemos Hacerlos como nosotros. Porque la vida no retrocede ni se detiene con el ayer.
Kahil Gibran
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Carlos and the Squash Plant
Book summary: Carlos enjoys tilling the rich brown earth on his parents’ farm in northern New Mexico, but his dislike of baths leads him to ignore his mother’s warnings about what will happen if he doesn’t wash the dirt out of his ears. What a surprise Carlos gets when the itching in his right ear turns out to be a sprouting plant that grows longer and longer and gets more and more difficult to fit under his hat.
1. Ice Breaker “Cross Cultural Greeting” Ask everyone to stand and face a partner. Let them know that we are going to greet each other as people would in different parts of the world. Name each country in turn and ask the participants to greet each other as people would who live in that country. Describe to them how this is done. There will be a lot of laughter. Move on to the next country when you have given the group a few moments to respond. Debrief by asking the group how they felt? Which “hello” mode them the most uncomfortable? Ask them how they have responded to unusual expectations? Remark about the opportunities for misunderstanding amongst people if even saying “hello” is done in such a diverse way.
2. Inspiration: “Children Learn What They Live”. Talk about the meaning of the poem. Ask the participants if they think that the main idea of the poem is true for their child? Ask participants to share antidotes about their children that illustrate the point of the poem.
3. Discuss how reading with their children went at home. Ask participants about their child’s experience: Did you remember to read with your child? Did your child like the book? Was your child able to sit through the entire book? Did your child ask questions about the book? Allow time for participants to share their own experiences. Ask participants: How did you feel reading this book? Was the book easy to read? Was it difficult? Did you remember to read the title of the book? The author? The illustrator? Did you talk about the meaning of the book with your child?
4. Introduce the book to take home. Before beginning the book review ideas for reading with children. Refer to the handout from lesson one “Tips for Reading with Children”. Begin the book by introducing the title, author, illustrator, etc. You may then ask members of the class to take turns reading a page from the book.
5. Discuss the book. Ask questions about the book: what did you think about the book? What did you like best about the story? What do you think the main message of the story is? Can you tell me what is your favorite illustration (picture)? Ask for comments regarding: Where the participants are from, what are some of the traditional dishes from their country, how do the members of their family share the work?
6. Activity #1 Write a letter to your child. Include something about your efforts to teach them things that will help them in life.
7. Activity #2 Share some traditional recipes from your country of origin. Ask the group to share names of dishes that they recall with fondness. Why are they their favorites? List the names of favorite dishes on the board. Ask members of the group to volunteer to bring their favorite recipe and perhaps prepare a sample of the dish to share next week. Let the participants know that they will be sharing recipes.
Remind the group that the items they are working on will be included in their album. Ask them to be sure to take their book home to share. Invite them to continue to work on their album pages during the week.
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Carlos y la planta de calabaza
Resumen del libro: Carlos disfruta labrando la rica tierra cafe del rancho de sus padres en la parte norte de Nuevo México, pero su disgusto por los baños lo lleva a ignorar las advertencias de su madre sobre lo que pasará si no se lava y saca la tierra de los oídos. La sorpresa que se lleva Carlos cuando la comezón en su oído derecho resulta ser una planta que está brotando y que crece más larga cada vez y se vuelve más y más difícil de esconder bajo su sombrero.
1. Actividad Interactiva - “Saludos en diferentes culturas” Pídale a todos que se paren y volteen a ver a su pareja. Infórmeles que se van a saludar como lo hacen en diferentes partes del mundo. Nombre cada país y pida a los participantes que se saluden como lo harían las personas viviendo en ese país. Descríbales como se hace. Habrá muchas risas. Continué con el siguiente país después de darles unos momentos para responder. Platique con el grupo y pregúnteles como se sintieron. ¿Cuál de los “saludos” los hizo sentir más incómodos? Pregúnteles cómo han respondido a expectativas fuera de lo común. Señale como existen las oportunidades para malos entendidos entre las personas cuando hasta el decir “hola” se hace de maneras tan diversas.
2. Inspiración: “Los niños aprenden lo que ellos viven”. Hable del significado del poema. Pregúntele a los participantes si ellos creen que la idea central del poema es cierta y se aplica a su hijo/a. Pídale a los participantes que compartan anécdotas sobre sus hijos que demuestren los puntos que hace el poema.
3. Compartir las experiencias de la lectura en casa con sus hijos. Pregúntele a los participantes sobre la experiencia de sus hijos: ¿Se acordó de leer con su hijo/a? ¿Le gusto el libro a su hijo/a? ¿Se quedo su hijo/a sentado durante la lectura del libro entero? ¿Hizo preguntas su hijo/a sobre el libro? Permita tiempo para que los participantes compartan sus experiencias. Pregúntele a los participantes: ¿Cómo se sintió al leer este libro? ¿El libro fue fácil de leer? ¿Fue difícil? ¿Se acordó de leer el título del libro? ¿El autor? ¿El ilustrador? ¿Habló sobre el significado del libro con su hijo/a?
4. Presente el libro que llevarán a casa. Antes de empezar el libro repase ideas de como leer con los niños. Haga referencia a la hoja informativa, “Consejos de como leer con los niños”, que aparece en la primera lección. Empiece el libro presentando el título, autor, ilustrador, etc. Luego puede pedirle a los miembros de la clase que tomen turnos en leer una página del libro.
5. Discusión sobre el libro. Haga preguntas sobre el libro: ¿Qué piensa del libro? ¿Qué le gusto más del cuento? ¿Qué cree que es el mensaje principal del cuento? ¿Cuál es su ilustración (foto) favorita? Pida comentarios sobre: de dónde son los participantes, cuáles son algunos de los platillos tradicionales de sus países, cómo comparten los miembros de sus familias el trabajo.
6. Actividad #1 Escriba una carta a su hijo/a. Incluya algo sobre sus esfuerzos por enseñarle cosas que le servirán en la vida.
7. Actividad #2 Comparta unas recetas tradicionales de su país de origen. Pídale al grupo que compartan los nombres de algunos platillos que recuerdan con cariño. ¿Por qué son sus favoritos? Haga una lista de los nombres de los platillos favoritos en el pizarrón. Pida a los miembros del grupo que traigan su receta favorita y tal vez podrían preparar una muestra para compartir la próxima semana. Avísele a los participantes que estarán compartiendo recetas.
Recuérdele al grupo que los artículos que están preparando serán incluídos en su álbum. Pídales que lleven su libro y lo compartan. Invítelos a que continúen trabajando en las páginas de su álbum durante la semana.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Cross Cultural Greetings
ALASKA Rub Noses
CHINA Bow (one arm across your waist in front and one in back) and say Nei ho mah (Hello, how are you)
ETHIOPIA Three kisses of friendship on alternate cheeks (with either sex)
FRANCE Bonjour and gentlemen kiss the back of the ladies hand
HAWAII Offer Lei (a flower garland) and say Aloha
JAPAN Bow (with hands held palms together just under your chin) and say kon-nichi wa (Hello)
JALISCO, Hug and pat on the back with all ten fingers open for ten good MEXICO wishes
NATIVE Say Hau with your right hand raised (my heart is happy to see AMERICAN you)
NIGERIA Mountain tribesmen greet each other by clapping their hands to show respect
TIBET Make a funny face and stick out their tongue to show affection
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Saludos en Diferentes Culturas
ALASKA Frotarse las narices
CHINA Inclinarse (un brazo cruzado enfrente por la cintura y una por atrás) y decir Nei ho mah (Hola, ¿cómo estás?)
ETHIOPIA Tres besos amistosos – alternando las mejillas (con ambos sexos)
FRANCE Bonjour y un beso ligero a la mano de las damas
HAWAII Ofrecer un Lei (collar de flores) y decir Aloha
JAPAN Inclinarse (con las dos manos juntas justa abajo de la barbilla) y decir kon-nichi wa (Hola)
JALISCO, Abrazo y palmada en la espalda con la mano abierta – los diez MEXICO dedos representado diez buenos deseos
INDIGENA Decir Hau con la mano derecha alzada (mi corazón está AMERICAN contento de verte)
NIGERIA Los hombres de las tribus en las montanas se saludan aplaudiendo para mostrar respeto
TIBET Hacer una cara chistosa y sacar la lengua para mostrar afecto
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Children Learn What They Live
If a child lives with criticism, He learns to condemn.
If a child lives with hostility, He learns to fight
If a child lives with ridicule, He learns to be shy.
If a child lives with shame, He learns to feel guilty.
If a child lives with tolerance, He learns to be patient.
If a child lives with encouragement, He learns confidence.
If a child lives with praise, He learns to appreciate.
If a child lives with fairness, He learns justice.
If a child lives with security, He learns to have faith.
If a child lives with approval, He learns to like himself.
If a child lives with acceptance and friendship, He learns to find live in the world.
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Los Niños Aprenden Lo Que Ellos Viven
Si un niño vive con criticismo. El aprende a condenar.
Si un niño vive con hostilidad, El aprende a pelear.
Si un niño vive con ridiculez, El aprende a ser tímido.
Si un niño vive con verguenza, El aprende a sentirse culpable.
Si un niño vive con tolerancia El aprende a ser paciente.
Si un niño vive con animo, El aprende a confidencia.
Si un niño vive con elogio El aprende a apreciar.
Si un niño vive con imparcialidad, El aprende a ser justo.
Si un niño vive con seguridad, El aprende a tener fe.
Si un niño vive con aprobación, El aprende a aceptarse el mismo.
Si un niño vive con aceptación y amistad,
El aprende a encontrar amor en el mundo.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Don’t Let the Pigeon Drive the Bus
Book summary: A story about a young pigeon’s dream of getting to drive a bus and his persistence in pursuit of that dream. The story also addresses the idea of embracing new dreams that are even bigger and better.
1. Discuss how reading with their children went at home. Ask participants about their child’s experience: Did you remember to read with your child? Did your child like the book? Was your child able to sit through the entire book? Did your child ask questions about the book? Allow time for participants to share their own experiences. Ask participants: How did you feel reading this book? Was the book easy to read? Was it difficult? Did you remember to read the title of the book? The author? The illustrator? Did you talk about the meaning of the book with your child?
2. Ice Breaker Before your participants arrive place a copy of the communication cartoon provided, or a different one that you have found, at each participant’s place. Encourage people to read and discuss the cartoon while you are waiting for everyone to arrive. When you are ready, read the cartoon aloud. (Using a great deal of emphasis and dramatics) Ask the group what they think the message of the cartoon is? Try to get several responses.
3. Inspiration “I Have a Dream” by Martin Luther King Jr. Read the selection. Ask the participants about the power of dreams. If you can dream (imagine) it, you can accomplish it. Talk about the importance of having dreams (aspirations). What are some of the participant’s dreams. What should parents teach their children about dreams?
4. Introduce the book to take home. Before beginning the book review ideas for reading with children. Refer to the handout from lesson one “Tips for Reading with Children”. Begin the book by introducing the title, author, illustrator, etc. You may ask members of the class to take turns reading a page from the book. This book is only in English, but it makes a great picture book. Read it thru, asking the questions for each page that are in your FST binder and then ask the group to practice reading the book by using only the illustrations.
5. Discuss the book. Ask questions about the book: What did you think about the book? What did you like best about the story? What do you think the main message of the story is? Can you tell me what is your favorite illustration (picture)? Ask participants about dreams that have come true. Then ask them about dreams that were unattainable. Ask them how they responded when they realized their dream wasn’t going to come true?
6. Activity #1 Dreams. Distribute 3x5 cards to participants and ask them to write a dream (goal) from their childhood on one side of the card. Ask them to turn the card over and write about a dream (goal) they have now. Ask the group to share their dreams one at a time with a partner. When everyone has had an opportunity to share with their partner then ask for volunteers to share with the entire group.
7. Activity #2 Illustrating Your Dreams. Ask members of the group to illustrate each of their dreams (then and now) on a nice piece of paper to be included in their family album. Participants might want to take this home to complete or add photographs. You can also suggest that they have each of their children make a “dream page” for the album.
Remind the group that the items they are working on will be included in their album. Ask them to be sure to take their book home to share. Invite them to continue to work on their album pages during the week.
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
No Permita que la Paloma Maneje el Camión (Don’t Let the Pigeon Drive the Bus)
Resumen del libro: Un cuento sobre el sueño de una joven paloma por conducir un camión y su empeño por lograr ese sueño. El cuento también trata el tema de adoptar sueños nuevos que son más grande y mejores.
1. Discusión sobre como fue la lectura con sus hijos en casa. Preguntele a los participantes sobre las experiencias de sus hijos: ¿Se acordo de leer con su hijo/a? ¿Le gusto el libro a su hijo/a? ¿Se mantuvo interesado su hijo/a durante todo el libro? ¿Hizo preguntas su hijo sobre el libro? Permita tiempo para que los participantes compartan sus experiencias. Preguntele a los participantes: ¿Cómo se sintio al leer este libro? ¿Fue fácil leer el libro? ¿Fue difícil? ¿Se acordo de leer el título del libro? ¿El autor? ¿El ilustrador? ¿Platico sobre el significado del libro con su hijo/a?
2. Ice Breaker Antes de que lleguen los participantes coloque una copia de la caricatura de comunicación proveída, o una diferente que Usted encuentre, en el asiento de cada participante. Aliente a los participantes a que lean y comenten sobre la caricatura mientras esperan que lleguen los demás. Cuando esten listos, lean la caricatura en voz alta. (Usando mucho énfasis y drama). Preguntele al grupo qué piensan que es el mensaje de la caricatura? Trate de obtener varias respuestas.
3. Inspiración “Yo Tengo un Sueño” por Martin Luther King Jr. Lea la selección. Preguntele a los participantes sobre el poder de los sueños. Si uno puede soñarlo (imaginarlo), uno lo puede lograr. Hable sobre la importancia de tener aspiraciones. ¿Cuáles son algunos de los sueños de los participante? ¿Qué le deben enseñar los padres a los hijos sobre los sueños?
4. Presente el libro que llevarán a casa. Antes de empezar el libro repase las ideas de como leer con niños. Haga referencia a la hoja informativa de la primera lección, “Consejos para Leer con sus Hijos”. Empieze el libro presentando el título, autor, ilustrador, etc. Puede pedirle a los miembros de la clase que tomen turnos leyendo el libro. Este libro es solo en inglés, pero es un buen libro para usar sin palabras. Leanlo, haciendo las preguntas que están en su cuaderno de FST para cada página y luego digale al grupo que practique leyendo el libro utilizando únicamente las ilustraciones.
5. Discusión sobre el libro. Haga preguntas sobre el libro: ¿Qué piensa del libro? ¿Que fue lo que más le gusto del cuento? ¿Que cree que es el mensaje principal del cuento? ¿Cuál es su ilustración (foto) favorita? Preguntele a los participantes sobre sus sueños que se han realizado. Luego pregunteles sobre sueños que fueron inalcanzables. Pregunteles como reaccionaron cuando se dieron cuenta de que su sueño no se realizaría.
6. Actividad #1 Sueños. Distribuya tarjetas de tamaño 3x5 a los participantes y pidales que de un lado escriban un sueño (meta) de su niñez. Pidales que voltien la tarjeta y escriban un sueño (meta) que tienen ahora. Pidale al grupo que compartan sus sueños con un compañero del grupo. Cuando todos hayan tenido la oportunidad de compartir con su compañero pida voluntarios para que compartan con el grupo entero.
7. Actividad #2 Ilustrando Sus Sueños. Pidale a los miembros del grupo que ilustren cada uno de sus sueños (en el pasado y ahora) en una hoja de papel que se incluirá en su álbum familiar. Tal vez los participantes quieran llevar esta tarea a casa para terminarla o agregar fotos. También puede sugerir que cada niño haga una “página de sueños” y se incluya en el álbum.
Recuerdele al grupo que los articulos que están creando serán incluídas en su álbum. Pidales que lleven el libro a casa para compartirlo. Animelos para que trabajen durante la semana en las páginas de sus álbumes.
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LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
I Have a Dream By Martin Luther King Jr.
Delivered on the steps at the Lincoln Memorial in Washington D.C. on August 28, 1963
I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident: that all men are created equal." I have a dream that one day on the red hills of Georgia the sons of former slaves and the sons of former slaveowners will be able to sit down together at a table of brotherhood. I have a dream that one day even the state of Mississippi, a desert state, sweltering with the heat of injustice and oppression, will be transformed into an oasis of freedom and justice. I have a dream that my four children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today.
I have a dream that one day the state of Alabama, whose governor's lips are presently dripping with the words of interposition and nullification, will be transformed into a situation where little black boys and black girls will be able to join hands with little white boys and white girls and walk together as sisters and brothers. I have a dream today. I have a dream that one day every valley shall be exalted, every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight, and the glory of the Lord shall be revealed, and all flesh shall see it together. This is our hope. This is the faith with which I return to the South. With this faith we will be able to hew out of the mountain of despair a stone of hope. With this faith we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.
This will be the day when all of God's children will be able to sing with a new meaning, "My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrim's pride, from every mountainside, let freedom ring." And if America is to be a great nation, this must become true. So let freedom ring from the prodigious hilltops of New Hampshire. Let freedom ring from the mighty mountains of New York. Let freedom ring from the heightening Alleghenies of Pennsylvania! Let freedom ring from the snowcapped Rockies of Colorado! Let freedom ring from the curvaceous peaks of California! But not only that; let freedom ring from Stone Mountain of Georgia! Let freedom ring from Lookout Mountain of Tennessee! Let freedom ring from every hill and every molehill of Mississippi. From every mountainside, let freedom ring.
When we let freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual, "Free at last! free at last! thank God Almighty, we are free at last!"
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Yo Tengo un Sueño Por Martin Luther King Jr.
Discurso leido en las gradas del Lincoln Memorial en Washington D.C., el 28 de agosto de 1963
Sueño que un día esta nación se levantará y vivirá el verdadero significado de su credo: "Afirmamos que estas verdades son evidentes: que todos los hombres son creados iguales". Sueño que un día, en las colinas rojas de Georgia, los hijos de los antiguos esclavos y los hijos de los antiguos dueños de esclavos, se puedan sentar juntos a la mesa de la hermandad. Sueño que un día, incluso el estado de Mississippi, un estado desértico, que se sofoca con el calor de la injusticia y la opresión, se transformará en un oasis de libertad y justicia. Sueño que mis cuatro hijos vivirán un día en una nación donde no serán juzgados por el color de su piel, sino por los rasgos de su personalidad. ¡Hoy tengo un sueño!
Sueño que un día el estado de Alabama, cuyo gobernador escupe frases de interposición y anulación, se transforme en un sitio donde los niños y niñas negros podrán unir sus manos con las de los niños y niñas blancos y caminar unidos, como hermanos. ¡Hoy tengo un sueño! Sueño que algún día todos los valles serán engrandecidos, y las colinas y montañas serán llanos, los sitios más escarpados serán nivelados y los torcidos serán enderezados, y la gloria de Dios será revelada, y se unirá todo el género humano. Esta es nuestra esperanza. Esta es la fe con la cual regreso al Sur. Con esta fe podremos extraer de la montaña de la desesperanza una piedra de esperanza. Con esta fe podremos trasformar el sonido discordante de nuestra nación, en una hermosa sinfonía de hermandad. Con esta fe podremos trabajar juntos, rezar juntos, luchar juntos, ir a la cárcel juntos, defender la libertad juntos, sabiendo que algún día seremos libres.
Ese será el día cuando todos los hijos de Dios podrán cantar con un nuevo significado, "Mi país es tuyo. Dulce tierra de libertad, a tí te canto. Tierra donde mis antesesores murieron, tierra orgullo de los peregrinos, de cada costado de la montaña, que repique la libertad". Y si America ha de ser una gran nación, esto tendrá que hacerse realidad. Por eso, ¡que repique la libertad desde la cúspide de los montes prodigiosos de Nueva Hampshire! ¡Que repique la libertad desde las poderosas montañas de Nueva York! ¡Que repique la libertad desde las alturas de las Alleghenies de Pennsylvania! ¡Que repique la libertad desde las Rocosas cubiertas de nieve en Colorado! ¡Que repique la libertad desde las cumbers curvilíneas de California! Pero no sólo eso: ¡Que repique la libertad desde la Montaña de Piedra de Georgia! ¡Que repique la libertad desde la Montaña Lookout de Tennessee! ¡Que repique la libertad desde cada pequeña colina y montaña de Misisipí! "De cada montaña, que repique la libertad".
Cuando permitamos que repique la libertad, cuando la dejemos repicar en cada pueblo y en cada aldea, en cada estado y en cada ciudad, podremos acelerar la llegada del día cuando todos los hijos de Dios, negros y blancos, judíos y cristianos, protestantes y católicos, puedan unir sus manos y cantar las palabras del viejo espiritual negro: "¡Libres al fin! ¡Libres al fin! Gracias a Dios todopoderoso, ¡somos libres al fin!"
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Don’t Let the Pigeon Drive the Bus
I Have a Dream Materials that you will need:
••• One sheet of paper suitable for album for each participant ••• One 4x6 card for each participant ••• Felt-tip Markers ••• Craft Supplies
Directions Step One ∗∗∗ Distribute 4x6 cards ∗∗∗ Ask participants to think back to their dreams for the future when they were children. ∗∗∗ Ask them to write their childhood dream on the card ∗∗∗ Ask them to think of a symbol or picture to represent their dream ∗∗∗ Now ask them to turn their card over and write the dream that they have for their future now. ∗∗∗ Ask them to think of a symbol or picture to represent their dream
Step Two ∗∗∗ Distribute the sheet of paper for inclusion in their family album ∗∗∗ If there is time they may start transferring their information from their 4x6 card during the workshop. ∗∗∗ If they are unable to complete their album page during the workshop they may take it home to complete and bring back next week. ∗∗∗ Tell them that the more creative they are in representing their dreams the nicer their album will be.
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
No Permita que la Paloma Maneje el Camión (Don’t Let the Pigeon Drive the Bus)
Yo Tengo un Sueño Materiales que se necesitarán: ••• Una hoja de papel apropiada para el albúm de cada participante ••• Una tarjeta 4x6 para cada participante ••• Marcadores de colores ••• Materiales para manualidades
Instrucciones
Paso Uno ∗∗∗ Distribuya las tarjetas 4x6 ∗∗∗ Pidale a los participantes que piensen de cuando eran niños y los sueños que tenian para su futuro. ∗∗∗ Pidales que escriban su sueño de cuando eran niños en la tarjeta ∗∗∗ Pidales que piensen en un símbolo o foto que represente su sueño ∗∗∗ Ahora pidales que den vuelta a la tarjeta y escriban el sueño que ahora tienen para su futuro. ∗∗∗ Pidales que piensen en un símbolo o foto que represente su sueño
Paso Dos ∗∗∗ Distribuya las hojas de papel para ser incluídas en los álbumes familiares. ∗∗∗ Si hay tiempo durante el taller pueden empezar a transferir la información de su tarjeta (4x6). ∗∗∗ Si no terminan la hoja para su albúm durante el taller pueden llevarla a casa, terminarla y traerla la próxima semana. ∗∗∗ Digales que mientras más creativos sean al representar su sueño mejor quedará su albúm.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Margaret and Margarita
Book summary: Margaret and Margarita go with their mothers to the park to play. At first they are shy because they don’t speak the same language. Soon they start saying a few words in each other’s language and before they know it they are becoming best friends and bilingual. This book does an excellent job of showing how to form friendships across languages and cultures.
1. Discuss how reading with their children went at home. Ask participants about their child’s experience: Did you remember to read with your child? Did your child like the book? Was your child able to sit through the entire book? Did your child ask questions about the book? Allow time for participants to share their own experiences. Ask participants: How did you feel reading this book? Was the book easy to read? Was it difficult? Did you remember to read the title of the book? The author? The illustrator? Did you talk about the meaning of the book with your child?
2. Ice Breaker Similarities and Differences. Divide the group into smaller groups. Have each group find five things that are true about everyone in the group and one thing that is true about each of them that is not true about anyone else in the group. Be sure to comment about how the things we share are much more plentiful and are easier to discuss. They bring about feelings of togetherness and shared experience. Be sure to talk about how our uniqueness enriches the group.
3. Introduce the book to take home. Before beginning the book review ideas for reading with children. Refer to the handout from lesson one “Tips for Reading with Children”. Begin the book by introducing the title, author, illustrator, etc. You may then ask members of the class to take turns reading a page from the book.
4. Discuss the book. Ask questions about the book: What did you think about the book? What did you like best about the story? What do you think the main message of the story is? Can you tell me what is your favorite illustration (picture)? Ask for comments regarding: where the participants are from. What language they speak? What was it like when you first heard another language that was not your language? How did you communicate? How did you make new friends?
5. Activity #1 Build a Lotto Game and Learn to Play it. Give instructions and supplies for building the Lotto Game. When participants have completed their game give them the opportunity to practice playing with each other.
6. Activity #2 Write a memory of making a new friend. Ask participants to share a memory with each other as pairs or in small groups. After having shared orally with each other ask participants to write about making a new friend and include their memory in their family album.
7. Activity #3 Build and design a Picture House book. Let the participants decorate their “House” in whatever way pleases them. Encourage the participants to collect pictures of their family to display on the pages of the book. Also ask them to decorate the pages to reflect the personality of the person pictured on that page. This will be their “Family Brag Book” so that they can share pictures of their family with new friends.
8. Activity #4 Build and design a “Friends Number Book. Decorate the cover of the book. Ask them to collect the numbers of members of the class so that they can stay in touch after the class has ended. Attach the parts of the book together and include in their family album.
9. Extra Activity “Complete a Word”. Have parents share this activity with their children. The puzzle provides a way for parents and children to practice the new English words used in the story about Margaret and Margarita.
10. Give directions for completing the family story time album and plan your end of the program celebration. Remind the group that the items they are working on will be included in their album. Ask them to be sure to take their book home to share. Invite them to continue to work on their album pages during the week.
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Margarita y Margaret (Margaret and Margarita)
Resumen del libro: Margarita y Margaret van con sus mamás a jugar al parque. Al principio son tímidas porque no hablan el mismo idioma. Pronto empiezan a decir algunas palabras una en el idioma de la otra y sin darse cuenta se convierten en mejores amigas y bilingües. Este libro da un excelente ejemplo de como formar amistades sin importar idioma y cultura.
1. Compartir las experiencias de la lectura en casa con sus hijos. Preguntele a los participantes sobre la experiencia con sus hijos: ¿Se acordo de leer con su hijo/a? ¿Le gusto el libro a su hijo/a? ¿Estuvo entretenido su hijo/a durante todo el libro? ¿Hizo preguntas su hijo/a sobre el libro? Permita tiempo para que los participantes compartan sus experiencias. Preguntele a los participantes: ¿Cómo se sintio al leer este libro? ¿El libro fue fácil de leer? ¿Fue difícil? ¿Se acordo de leer el título del libro? ¿El autor? ¿El ilustrador? ¿Platico sobre el significado del libro con su hijo/a? 2. Actividad Interactiva - Semejanzas y Diferencias. Divida al grupo en grupos pequeños. Cada grupo debe identificar cinco cosas que son verdades sobre todos los del grupo y una cosa que sea única a cada persona y no se comparta con nadie más en el grupo. Asegurese de comentar sobre el hecho de que las cosas que compartimos son abundantes y mucho más fáciles de discutir. Promueven sentimientos de unidad y experiencias compartidas. Asegurese de dar validez a la importancia de ser individuales y todo lo que esto aporta al grupo. 3. Presente el libro que llevarán a casa. Antes de empezar el libro repase las ideas de como leer con niños. Haga referencia a la hoja informativa, “Consejos para Leer con sus Hijos”, que aparece en la primera lección. Empieze el libro presentando el título, autor, ilustrador, etc. Puede pedirle a los miembros de la clase que tomen turnos leyendo el libro. 4. Discusión del libro. Haga preguntas sobre el libro: ¿Qué piensa del libro? ¿Qué le gusto más del cuento? ¿Cuál cree que es el mensaje principal del cuento? ¿Cuál es su ilustración (foto) favorita? Pida comentarios sobre: El país de origen de los participantes, los idiomas que hablan, su experiencia la primera vez que escucharon un idioma que no era el suyo, como se comunicarón, como iniciaron nuevas amistades? 5. Actividad #1 Crear un juego de lotería y aprender a jugarlo. Reparta las instrucciones y materiales para crear el juego de lotería. Cuando los participantes hayan terminado de crear su juego de les la oportunidad de practicar jugando juntos. 6. Actividad #2 Escribir un recuerdo de cuando conocieron un nuevo amigo. Pídale a los participantes que compartan un recuerdo en pares o grupos pequeños. Después de haber compartido oralmente dirija a los participantes a que escriban un recuerdo de cuando conocieron a un nuevo amigo y que lo incluyan en su álbum familiar. 7. Actividad #3 Diseñar y crear una Casa de Fotos (“Picture House”). Permita que los participantes decoren su “Casa” en la manera que prefieran. Anime a los participantes a que reunan fotos de sus familiares para exponerlas en las páginas del libro. También pídales que decoren las páginas para que reflejen la personalidad de la persona en la foto. Este será su “Libro de Orgullo Familiar” para que puedan compartir fotos de su familia con sus nuevos amigos. 8. Actividad #4 Diseñar y crear un “Libro de Números de Amistades”. Decoren la caratula del libro. Pídales que coleccionen los números de teléfono de los miembros de la clase para que puedan mantenerse en comunicación ya que las clases hayan terminado. Adjunten las partes del libro e incluyanlo en su álbum familiar. 9. Actividad adicional “Completar la Palabra”. Los padres deben compartir esta actividad con sus hijos. El rompecabezas provee una manera para que los padres e hijos practiquen las palabras nuevas en inglés que aparecen en el cuento de Margarita y Margaret. 10. De instrucciones para terminar el álbum familiar y Hagan planes para su celebración de fin del programa.
Recuérdele al grupo que los artículos que están preparando seran incluídos en sus álbumes. Pídales que lleven su libro a casa y lo compartan. Animelos para que continuen trabajando en las páginas de sus álbumes durante la semana.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Ice Breaker
Similarities and Differences
Procedure Organize participants in groups consisting of 5-8 people, ask each group to find five things that are true about everyone in the group; i.e. we are all parents, we all take ballet lessons, etc.
Have each group report on their list of similarities. Then staying with the same groups ask them to discover one thing that is true about each of them that is NOT true about anyone else in the group.
Note You will find that the groups will find that discovering those things that are unique about them is a much more difficult task.
If time permits ask each person to report on what was unique about him or her.
Debrief
••• What happened when you were discussing things that you had in common? How did you feel, individually? As a group?
••• What did you notice when you were looking for your differences? Was this easier? Harder?
Closing Comments Be sure to comment about how there are many more things that we hold in common than that separate us. That the things we share are much more plentiful and are easier to discuss and bring about feelings of togetherness and shared experience. Be sure to validate how important our uniqueness is and how much it adds to and enriches the group.
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Actividad Interactiva
Semejanzas y Diferencias
Procedimiento Organice a los participantes en grupos de 5 a 8 personas, pídale a cada grupo que descubran cinco (5) cosas que sean verdaderas sobre todos los miembros del grupo; ejem. todos somos padres, todos tomamos clases de baile, etc.
Pídale a cada grupo que de un reporte sobre sus semejanzas. Luego trabajando en los mismos grupos pídales que descubran una cosa que sea verdadera para cada uno pero NO sea compartida por nadie más en el grupo.
Nota Los grupos descubrirán que es más difícil encontrar las cosas que son únicas a uno mismo.
Si el tiempo lo permite pídale a cada persona que comparta la característica que es única a él/ella.
Resumen
• ¿Qué pasó cuando hablarón de las características en común? ¿Individualmente cómo se sintio cada uno? ¿como grupo?
• ¿Qué notaron cuando buscaban sus diferencias? ¿Fue más fácil? ¿más difícil?
Comentarios de Clausura Este seguro de comentar sobre el hecho de que tenemos muchas más características en común que las que nos separan. Que las cosas que compartimos son abundantes, mucho más fáciles de discutir y promueven sentimientos de unidad y experiencias compartidas. Asegurese de dar validez a la importancia de ser individuales y todo lo que esto aporta al grupo.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Margaret and Margarita Building a Friend’s Number Book
1. Hand out a silhouette of a Telephone (front and back) printed on card stock.
2. Let the participants decorate their “Telephone” in any way that they choose.
3. Have participants cut out their telephones (front and back) to use covers for their “Friend’s Number Book”.
4. Encourage participants to collect numbers from class participants
5. They may also want to decorate the pages
6. Have them put together the book using brads.
7. This will be their “Friend’s Number Book” so that they can call their new friends.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Margaret and Margarita
Making a New Friend
1. Ask each participant to draw a picture of the house in which they grew up.
2. Ask them to think about memories from their childhood. You may ask them to think about only good memories if you would like.
3. Make sure that each participant has a partner with which to share one of their memories.
4. You may then ask the group to share in small groups or with the large group depending on size and time available.
5. Distribute “special” paper for participant to write or draw pictures about their memory to add to their “family album”.
6. Talk to the group about sharing and developing new friendships
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Margaret and Margarita
Building a Family Brag Book
1. Hand out a silhouette of a house (front and back) printed on card stock.
2. Let the participants decorate their “House” in any way that they choose.
3. Have participants cut out their houses (front and back) to use covers for their “brag book”.
4. Encourage participant to collect pictures of family members and events and have them attach them to pages for their book.
5. They may also want to decorate the pages.
6. Have them put together the book using brads.
7. This will be their “Family Brag Book” so that they can share their pictures and additional stories with their new friends.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Margaret and Margarita Complete a Word
Using the twenty-six letters in the alphabet to help you complete the words below.
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
1. PU_ _ _ E
2. _ AT
3. _ E _ _ OW
4. _ _ OES
5. B _ UE
6. _ _ E _ S
7. _ _ EEN
8. _ I _ _ ON
9. _ EN
10. S _ _ _ E
11. _ _ O _ N
12. E _ ES
13. _ _ IE _ D
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Embracing the Cross Cultural Experience
Help others discover their own riches; don’t judge others as poor because they lack what you have.
Help others to discover their chains; don’t judge others as slaves by the types of shackles you wear.
Be patient with all people; don’t judge others as backward simply because they don’t follow your stride.
Be patient with the pace of others; don’t judge others as lazy or frenzied simply because they don’t follow your tempo.
Respect the symbols of others; don’t judge them as ignorant because they don’t read your signs.
Be with others; proclaim and share with them the richness of your own life.
Be with others; be open to what they can give you.
Be with others as a companion-walking neither behind them nor in front, as together you journey through life.
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Aceptando la Experiencia Multi-Cultural
Ayude a otros a descubrir sus propias riquezas; no los juzgue pobres por no tener lo que Usted tiene.
Ayude a otros a descubrir sus cadenas; no los juzgue esclavos basandose en el tipo de grilletes que Usted lleva.
Sea paciente con toda la gente; no los juzgue extraños simplemente porque no siguen sus pasos.
Sea paciente con el ritmo de los demás; no los juzgue flojos o frenéticos simplemente porque no siguen su ritmo.
Respete los símbolos de los demás; no los juzgue ignorantes por no leer sus señales.
Esté con otros; proclame y comparta con ellos las riquezas de su vida.
Esté con otros; sea receptivo a lo que le pueden ofrecer.
Esté con otros como compañero – caminando no atrás ni adelante de ellos, si no juntos en el recorrido de la vida.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time The Spirit of Tio Fernando
Book summary: A celebration of the Latin tradition of “The Day of the Dead”. This is a perfect discussion book for comparing celebrations in the United States and celebrations in the participant’s countries of origin.
1. Discuss how reading with their children went at home. Ask participants about their child’s experience: Did you remember to read with your child? Did your child like the book? Was your child able to sit through the entire book? Did your child ask questions about the book? Allow time for participants to share their own experiences. Ask participants: How did you feel reading this book? Was the book easy to read? Was it difficult? Did you remember to read the title of the book? The author? The illustrator? Did you talk about the meaning of the book with your child? 2. Ice Breaker “ Who am I?” Tape picture cards to each participants back and let them ask questions of each other until they can guess who or what is on the picture taped to their back. (With this book it would be important to have the pictures on the cards depict characters/items from different holiday traditions. I.e. Santa Claus.) 3. Inspiration “Tumba de la Calavera”. Read this poem or a similar one. Ask participants to share what they think the poem means. Does the poem reflect the way they celebrate The Day of the Dead? What are the differences between how this holiday was celebrated in other countries and in the United States? Where did the traditions in the United States come from? How do we help our children understand and honor the traditions of both countries? 4. Introduce the book to take home. Before beginning the book review ideas for reading with children. Refer to the handout from lesson one “Tips for Reading with Children”. Begin the book by introducing the title, author, illustrator, etc. You may ask members of the class to take turns reading a page from the book. 5. Discuss the book. Ask questions about the book: What did you think about the book? What did you like best about the story? What do you think the main message of the story is? Can you tell me what is your favorite illustration (picture)? Ask for comments regarding where the participants are from, how they feel about their home country, what are their favorite holidays/traditions? What differences do they see between the way their favorite holidays are celebrated in their home country and the way they are celebrated here? What are the similarities? 6. Activity #1 Write a letter to your children reminding them of one of your family’s traditions and explaining to them why it is important for them to keep traditions in your Family. Ask participants to think about their families and the traditions they would like to maintain. Introduce the idea of writing about their expectations for the family /children. What are some of the things they want to pass on to their children? Traditions? Values? What are their aspirations and hopes for their children? You may want to ask them for some ideas and write them on the board. Allow participants to be as creative as possible. They may draw, or color or add pictures to illustrate their ideas. The can write this in any way which makes sense to them. If they don’t finish this in class, they can write it at home and add it to their album. If their children live elsewhere they may want to make a copy to send to them or wait until they visit and share the copy in the family album with them. 7. Activity #2 Making “Pan de Muerto”. Make the basic coffee cake batter. Give a small amount of batter to each child. Have them mold their own skull and crossbones out of the batter and sprinkle with topping. Serve with warm milk, hot chocolate, or coffee. 8. Activity #3 Making Skeleton Puppets. Give copies of the skeleton templates to each participant. (If possible run off copies on card stock.) Color and decorate each puppet. Cut out the puppet parts and attach with small brads. Attach a string for hanging as decorations.
Remind the group that the items they are working on will be included in their album. Ask them to be sure to take their book home to share. Invite them to continue to work on their album pages during the week.
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
El Espíritu del Tio Fernando
Resumen del libro: Una celebración de la tradición Latina del “Día de los Muertos”. Este libro es perfecto para iniciar una plática comparando las celebraciones en los Estados Unidos y los países de origen de los participantes.
1. Compartir las experiencias de la lectura en casa con sus hijos. Preguntele a los participantes sobre la experiencia con sus hijos: ¿Se acordo de leer con su hijo/a? ¿Le gusto el libro a su hijo/a? ¿Estuvo entretenido su hijo/a durante todo el libro? ¿Hizo preguntas su hijo/a sobre el libro? Permita tiempo para que los participantes compartan sus experiencias. Preguntele a los participantes: ¿Cómo se sintio al leer este libro? ¿El libro fue fácil de leer? ¿Fue difícil? ¿Se acordo de leer el título del libro? ¿El autor? ¿El ilustrador? ¿Habló sobre el significado del libro con su hijo/a? 2. Actividad Interactiva - “¿Quién Soy?” Con cinta adhesiva pegue una foto a la espalda de cada participante y deje que se hagan preguntas hasta que adivinen de quién o qué es la foto que tienen en su espalda. (Con este libro sería importante que las fotos representarán personajes/cosas de diferentes días festivos, por ejemplo: Santa Claus.) 3. Inspiración “Tumba de la Calavera”. Lea este poema o uno similar. Pidale a los participantes que compartan lo que ellos creen que significa el poema. ¿Refleja el poema la manera en la que ellos celebran el Día de los Muertos? ¿Cuáles son las diferencias entre como se celebra este día festivo en nuestros países de origen y aquí? ¿Dónde originaron las tradiciones en los Estados Unidos? ¿Cómo podemos ayudar a nuestros hijos a entender y respetar las tradiciones de ambos países? 4. Presente el libro que llevarán a casa. Antes de empezar el libro repase las ideas de como leer con niños. Haga referencia a la hoja informativa, “Consejos para Leer con sus Hijos”, que aparece en la primera lección. Empieze el libro presentando el título, autor, ilustrador, etc. Puede pedirle a los miembros de la clase que tomen turnos leyendo el libro. 5. Discusión del libro. Haga preguntas sobre el libro: ¿Qué piensa del libro? ¿Qué le gusto más del cuento? ¿Qué cree que es el mensaje principal del cuento? ¿Cuál es su ilustración (foto) favorita? Pida comentarios sobre los países de origen de los participantes, lo que sienten por su país de origen, y cuáles son sus días festivos y tradiciones favoritos. ¿Qué diferencias existen entre la manera en que sus días festivos se celebran en su país de origen y aquí? ¿Cuáles son las similaridades? 6. Actividad #1 Escribale una carta a sus hijos recordandoles una de las tradiciones de su familia y explicandoles porque es importante que ellos mantengan las tradiciones de su familia. Pidale a los participantes que piensen en su familia y las tradiciones que les gustaría conservar. Presente el concepto de escribir sus expectativas para la familia y sus hijos. ¿Cuáles son algunas de las cosas que les gustaría transimitirle a sus hijos? ¿Tradiciones? ¿Valores? ¿Cuáles son sus aspiraciones y deseos para sus hijos? Puede pedirles ideas y escribirlas en el pizarrón. Permita que los participantes expresen al maximo su creatividad. Pueden dibujar, colorear o agregar fotos para ilustrar sus ideas. Esto lo pueden escribir de cualquier manera que tenga sentido para ellos. Si no lo terminan en clase, lo pueden terminar en casa y agregarlo a su álbum. Si sus hijos no viven con ellos pueden hacer una copia y mandarselas o esperar hasta que los visiten para compartir la carta incluida en el álbum familiar. 7. Actividad #2 Haciendo “Pan de Muerto”. Haga la receta básica de pan (coffee cake). Dé una pequeña porción a cada niño. Deje que cada niño moldee su propia calavera y huesos con la masa y los decore. Sirvala con leche caliente, chocolate caliente o café. 8. Actividad #3 Haciendo Titeres de Esqueletos. Reparta copias del patron del esqueleto a cada participante. (Si le es posible haga las copias en papel grueso.) Permita tiempo para colorear y decorar cada titere. Recorten las partes del titere y adjuntenlas con sujetapapeles (“brads”) pequeños. Peguele un liston para colgarlos como decoraciones.
Recuerdele al grupo que las cosas que están creando serán incluídas en su álbum. Pidales que lleven su libro a casa para compartirlo. Animelos para que trabajen durante la semana en las páginas de sus álbumes.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Tio Fernando Pan de Muerto
A plain coffee cake recipe can be used for this purpose. Should you lack such a recipe, the following is a simplified version.
2 cups Bisquick mix 2 tbsp sugar 1 egg 2/3 cup of water or milk 10 drops of anise extract
Heat oven to 400 Grease a large cookie sheet
1. mix all ingredients except topping with spoon; beat vigorously for ½ minute 2. Give a small amount to each child and have them mold out their own crossbones or skulls. Sprinkle with topping 3. Bake for 20-25 minutes 4. Serve warn with milk
Topping Combine ¼ cup of brown sugar, 1 tbsp of all-purpose flour, 1 tsp of ground cinnamon, 1 tbsp of melted butter
Café de Olla
An earthenware pot 1 cup of water 3 tbsp dark-roasted, coarsely ground coffee 1 inch stick of cinnamon Dark brown sugar to taste (Piloncillo)
In an earthenware pot, bring the water to a boil. Add the dark-roasted coffee, the cinnamon stick and the dark brown sugar to taste. Bring to a boil twice, then strain and serve.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Too Many Tamales
Book summary: Maria loves to take part in her family’s traditions, especially at Christmas. She is also intrigued by her mother’s ring and longs to have a chance to wear it. While making the family’s Christmas tamales her mother removes her ring and Maria tries it on. Sometime later she discovers that the ring is missing from her finger. It must be in one of the tamales. The remainder of the story is about Maria trying to recover the ring.
1. Discuss how reading with their children went at home. Ask participants about their child’s experience: Did you remember to read with your child? Did your child like the book? Was your child able to sit through the entire book? Did your child ask questions about the book? Allow time for participants to share their own experiences. Ask participants: How did you feel reading this book? Was the book easy to read? Was it difficult? Did you remember to read the title of the book? The author? The illustrator? Did you talk about the meaning of the book with your child?
2. Ice Breaker. What is your favorite holiday? Perhaps it is Christmas, Hanukkah, Halloween, or etc. What is special about your family’s celebration? How did your family’s tradition come to be? Ask participants to use their creative talents to represent their family’s celebration through art, with colors, textures, and a variety of mediums. Share the results with your partner, small group or entire class explaining about your family’s tradition.
3. Inspiration “I Dreamed…” Read the selection to the group. Ask the participants about the benefits for our children when parents work with the school. What has been their experience? How has their child benefited? In the past? From this class? How might they benefit in the future?
4. Introduce the book to take home. Before beginning the book review ideas for reading with children. Refer to the handout from lesson one “Tips for Reading with Children”. Begin the book by introducing the title, author, illustrator, etc. You may then ask members of the class to take turns reading a page from the book or give a copy of the book to one or two participants the week ahead of time (so they can practice) and then have them read to the class.
5. Discuss the book. Ask questions about the book: what did you think about the book? What did you like best about the story? What do you think the main message of the story is? Can you tell me what is your favorite illustration (picture)? Ask for comments regarding: Where the participants are from and how their family celebrates Christmas or other holidays. Ask the participants to share a personal experience of a time when they were in trouble as a child? Or now? What happened? How did it turn out? What did you learn from the experience?
6. Activity # 1.Making a Recipe Book. Hand out the supplies for making a Recipe Book. Be sure to include both a front and back cover and pages for the inside. Encourage creativity and ask participants to include their treasured family recipes in the book during the next week.
7. Activity #2. Let’s make Tamales. Have participants share their recipes for Tamales and their experiences making Tamales with their families. Have them measure the dry ingredients for Tamales into a mason jar with a seal. Let participants decorate the mason jar in a manner that would be suitable for a gift.
8. Activity #3. Sharing Tamales. Have participants bring samples of their own tamale recipe to cut up and share. Make it a “tasting party”. Let the group share their recipes. As a variation the parent center director could buy tamales to share with the group and ask the participants to provide the side dishes. Remind the group that the items they are working on will be included in their album. Ask them to be sure to take their book home to share. Invite them to continue to work on their album pages during the week.
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
¡Que Monton de Tamales!
Resumen del Libro: A María le encanta participar en las tradiciones de su familia, especialmente durante la Navidad. Ella está facinada con el anillo de su mamá y anela una oportunidad para usarlo. Al hacer los tamales navideños para la familia, su mamá se quita el anillo y María se lo prueba. Un rato después se da cuenta de que el anillo ha desaparecido de su dedo. Tiene que estar en uno de los tamales. El resto del cuento se trata de los intentos de María por recuperar el anillo.
1. Compartir las experiencias de la lectura en casa con sus hijos. Pregúntele a los participantes sobre la experiencia con sus hijos: ¿Se acordo de leer con su hijo/a? ¿Le gusto el libro a su hijo/a? ¿Estuvo entretenido su hijo durante todo el libro? ¿Hizo preguntas su hijo/a sobre el libro? Permita tiempo para que los participantes compartan sus experiencias. Pregúntele a los participantes: ¿Cómo se sintio al leer este libro? ¿El libro fue fácil de leer? ¿Fue difícil? ¿Se acordo de leer el título del libro? ¿El autor? ¿El ilustrador? ¿Habló sobre el significado del libro con su hijo/a? 2. Actividad Interactiva. ¿Cuál es su día festivo favorito? Tal vez es navidad, hanukah, halloween, o etc. ¿De qué forma es especial la celebración de su familia? ¿Cómo se desarrolló su tradición familiar? Pregúntele a los participantes que usen sus talentos creativos para representar artísticamente su celebración familiar; usando colores, texturas, y una variedad de medios. Compartan su producto final con su compañero, en grupos pequeños o con la clase entera incluyendo una explicación de su tradición familiar. 3. Inspiración “Yo Soñe…” Lea la selección al grupo. Preguntele a los participantes cuáles son los beneficios que reciben los niños cuando los padres trabajan cooperativamente con la escuela. ¿Cuáles han sido sus experiencias? ¿De qué manera ha sido beneficiado su hijo/a? ¿En el pasado? ¿De esta clase? ¿De qué manera se beneficiarán en el futuro? 4. Presente el libro que llevarán a casa. Antes de empezar el libro repase las ideas de como leer con niños. Haga referencia a la hoja informativa, “Consejos para Leer con sus Hijos”, que aparece en la primera lección. Empieze el libro presentando el título, autor, ilustrador, etc. Puede pedirle a los miembros de la clase que tomen turnos leyendo el libro o prestele el libro a uno o dos de los participantes la semana anterior (para que puedan practicar) y que ellos lo lean a la clase. 5. Discusión del Libro. Haga preguntas sobre el libro: ¿Qué piensa del libro? ¿Qué le gusto más del cuento? ¿Cuál cree Usted que es el mensaje principal del cuento? ¿Cuál es su ilustración (foto) favorita? Pida comentarios sobre: el lugar de origen de los participantes y como celebran sus familias la navidad u otros días festivos. Pídale a los participantes que compartan experiencias personales de una ocasión en la que se metieron en problemas cuando eran niños. ¿Qué pasó? ¿Cómo se resolvio? ¿Qué aprendio de la experiencia? 6. Actividad # 1. Creando un Libro de Recetas. Reparta material para crear un Libro de Recetas. Asegurese de incluir portadas y páginas. Anímelos a ser creativos y pídales que incluyan sus recetas familiares favoritas durante la semana. 7. Actividad #2. ¡Hagamos Tamales! Pídale a los participantes que compartan sus recetas para hacer Tamales y sus experiencias al hacer Tamales con sus familias. Permita que los participantes midan los ingredientes secos para Tamales, los pongan en un frasco y lo cierren. Permita que los participantes decoren el frasco de una manera apropiada para ser un regalo. 8. Actividad #3. Compartiendo Tamales . Pídale a los participantes que traigan muestras de su receta de tamales y los compartan. Que sea una “fiesta de probaditas”. Permita que el grupo comparta sus recetas. Otra opción es que la directora del centro de padres compre los tamales y le pida al grupo que traigan platillos de acompañamiento.
Recuerdele al grupo que los artículos que están preparando serán incluidos en sus álbumes. Pídales que lleven su libro a casa para compartirlo. Animelos a trabajar en las páginas de sus álbumes durante la semana.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Ice Breaker My Favorite Family Holiday Tradition
Procedure
1. Ask the members of the class to think about the way their family celebrates different holidays. Name some of the holidays slowly, letting the participants have an opportunity to think about each holiday that you name. Ask them to think about how they celebrated as a child, and how they celebrate now. Ask them to choose one of their favorite family traditions that centers on a holiday celebration. If they can’t think of one then ask them to dream about how they think a special family holiday should be celebrated.
2. Distribute an eclectic supply of art and craft items to the group, along with a piece of art paper of a good size for inclusion in their family albums.
3. Ask participants to make an artistic representation of how they celebrate. Encourage creativity.
4. Ask the members of the group to share their creations and the family celebration traditions they represent with the rest of the group.
5. Participants may want to take their picture home to continue working on it or may want to come to the parent center on another day to continue working on their creation.
6. You may also want to suggest that participants ask their children about their favorite holiday tradition before reading this week’s story “Too Many Tamales”.
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Actividad Interactiva Mi Tradición Familiar de Día Festivo Favorito
Procedimiento
1. Pídale a los miembros de la clase que piensen en las maneras en que sus familias celebran diferentes días festivos. Nombre algunos de los días festivas lentamente, dandole a los participantes la oportunidad de pensar en cada día festivo que nombre. Pídales que piensen en como celebraban cuando eran niños y como celebran actualmente. Pídales que escojan una de sus tradiciones familiares favoritas que se enfoque en la celebración de un día festivo. Si no pueden escoger una digales que imaginen como creen que se debe celebrar un día festivo familiar.
2. Distribuya material ecléctico para manualidades al grupo incluyendo papel del tamaño del álbum familiar.
3. Pídale a los participantes que preparen una representación artística de su celebración. Animelos a ser creativos.
4. Pídale a los miembros del grupo que compartan con el grupo entero sus creaciones y la celebración y tradiciones familiares que representan.
5. En algunas ocasiones los participantes querrán llevar su arte a casa para continuar trabajando o tal vez quieran regresar al centro de padres otro día y continuar trabajando en su creación ahí.
6. También puede sugerirle a los participantes que le pregunten a sus hijos sobre sus tradiciones festivas favoritas antes de leer el cuento de la semana, “¡Que Monton de Tamales”.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Holiday Favorites Dias Festivos Favoritos
Stories/Cuentos ______
Carols/Villancicos ______
Movies/TVShows/Peliculas/Programas ______
Poems/Poemas ______
Books/Libros ______
Special Moments to Treasure Momentas Inolvidables
Photos and other Holiday Memorabilia Fotos y recuerdos de dias festivos
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Too Many Tamales
Activity #1 Recipe Book
Procedure
1. Ask each participant to think about some of their favorite family recipes that they serve at holiday meals. Ask them about who was the original person who started making each dish. Do they know where the recipe came from? Where did they get it? Why do they like it? Ask them to describe how it tastes, how and when it is served? What are some of the main ingredients? How long has the recipe been in their family?
2. Distribute supplies to use in making a family recipe book. Be sure to include: front and back cover, recipe pages, and art supplies to decorate the cover.
3. Ask participants to decorate the cover.
4. Ask the members of the group to gather their favorite recipes during the next week and write them on the pages provided for inclusion in the book.
5. Optional: Ask group members to prepare one of their recipes and bring the results to share with the group next week. (You may want to do this sharing on graduation day.)
Activity #2 Tamale Jar
Procedure 1. Have the group participate in selecting a “common” tamale recipe.
2. Using their math skills have the group help to figure out how much you will need to purchase of each dry ingredient to give each participant enough to make (4) tamales.
3. Give participants a jar and lid and ask them to measure out the needed dry ingredients into the jar. Seal the jars.
4. Let the participants use a variety of arts and craft supplies to decorate their jars and lids so that they are suitable for gift.
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
¡Que Monton de Tamales!
Actividad #1 – Libro de Recetas
Procedimiento
1. Pídale a los participantes que piensen en algunas de sus recetas familiares favoritas que sirven en las cenas de los días festivos. Pregunteles quién fue la primer persona que preparó cada platillo. ¿Saben de dónde viene la receta? ¿Dónde la encontraron? ¿Porqué les gusto? Pídales que describan el sabor, como y cuando se sirve. ¿Cuáles son algunos de los ingredientes principales? ¿Cuánto tiempo tiene su familia con la receta?
2. Distribuya material para crear un libro de recetas familiares. Asegurese de incluir: portadas (enfrente y atrás), páginas para las recetas, y material de manualidades para decorar la portada.
3. Pídale a los participantes que decoren la portada.
4. Pídale a los miembros del grupo que junten sus recetas favoritas durante la semana y las escriban en las páginas proveídas para incluirlas en su libro.
5. Opcional: Pídale a los miembros del grupo que preparen una de sus recetas y la traigan para compartir con el grupo la próxima semana. (Esta convivencia se puede hacer el día de la graduación.)
Actividad #2 - Frasco de Tamales Procedimiento
1. Organice al grupo para que juntos escojan una receta “común” para hacer tamales.
2. Usando sus destrezas en matemáticas, facilite que el grupo determine la cantidad de cada ingrediente seco que se necesita comprar para darle a cada participante lo necesario para hacer (4) tamales.
3. Entregue a los participantes un frasco y una tapadera. Pídales que midan la cantidad necesaria de cada ingrediente y lo pongan dentro del frasco. Cierren los frascos.
Permita que los participantes usen una variedad de materiales para decorar sus frascos y tapaderas como regalos.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
The Doorbell Rang
Book Summary: A book that shows children how to build character in a simple, yet poetic language. Its illustrations are colorful and include children from multiple races and nationalities. We can make predictions and we can also use opportunities to present challenges to children by changing the outcomes of the story.
1. Discuss how reading with their children went at home. Ask participants about their child’s experience: Did you remember to read with your child? Did your child like the book? Was your child able to sit through the entire book? Did your child ask questions about the book? What comments did your child make about the book? Allow time for participants to share their own experiences. Continue asking: How did you feel reading this book? Did the book bring out memories from your childhood? Was the book easy or difficult to read? Did you remember to read the title, author, illustrator, and editor of the book? Any other comments?
2. Ice Breaker
3. Introduce the book to take home. Before beginning the book review ideas for reading with children. Refer to the handout from lesson one “Tips for Reading with Children.” Remember to begin the book by introducing the title, author, illustrator, etc. This book, The Doorbell Rang , includes comprehension strategies that are aligned with Open Court reading strategies, such as: predicting, repeating/rereading, gaining new understanding each time they read or listen to the poetic rhythm, and it connects to real life, feelings, and experiences.
4. Discuss the book. Ask questions about the book: what did you think about the book? What did you like best about the story? What do you think the main message of the story is? Which is your favorite illustration? Ask for comments regarding: do the participants identify with the story? Did they like the outcome of the story? Do they feel comfortable sharing this story with their children?
5. Activity # 1. Sharing at my House. Hand out supplies for making a recipe and for writing their sharing experience. This activity includes writing.
6. Activity # 2. Photo page to include in Album . Hand out a few colored papers and cut outs of various sizes to use as frames for their family photos. One is entitled “Our Family Shares,” Another could be used for “Siblings Sharing,” and a space for a recipe called “Stretching the Pot for Unexpected Company.”
7. Activity # 3. Writing a Poem. Have participants think about an experience they have had in their childhood or an experience with their family now in which sharing was expressed. It could include sharing food with other family members, sharing toys among siblings, or sharing love with their loved ones. Participants should write in the language in which they are most comfortable. Hand out a pretty paper with artwork already stamped on it or colored paper with art supplies for coloring to each participant. If possible, have pretty stickers available for participants to use.
8. Remind participants that the activity items used today will be included in their albums .
9. Sharing Poem . This activity ends the day with an inspirational note. Everyone likes to feel a sense of accomplishment. Writing even a simple poem is a big feat for anyone. Enjoy.
10. Review and Homework: Remind participants that they can take this week’s book home to share with their children. Remind participants that classroom supplies are to remain in the parent center. They can take their pages to finish at home. Participants should bring photos and all their activity pages to the last class so that they can finish and share their albums with the rest of the class.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Llaman a la Puerta
Resúmen del libro: Este libro muestra a los niños como forjar carácter en un lenguage simple, pero poético. Sus dibujos son coloridos e incluyen a niños de varias razas y nacionalidades. Podemos hacer predicciones y también podemos usar oportunidades para presentar retos a los niños al cambiar el final del cuento.
1. Compartir las experiencias de la lectura en casa con sus hijos . Pregúntele a los participantes sobre la experiencia con sus hijos. ¿Se acordó de leer con su hijo/a? ¿Le gustó el libro a su hijo/a? ¿Estuvo atento al libro su hijo/a durante todo el libro? ¿Hizo preguntas su hijo/a sobre el libro? ¿Qué comentarios le hizo su hijo/a sobre el libro? Permita tiempo para que los participantes compartan sus experiencias. Continúe preguntando: ¿Qué piensa de este libro? ¿Le trajo memorias de su niñez el libro? ¿Fue fácil o dificil leer el libro? ¿Se acordó de leer el título, autor, ilustrador, y editor de este libro? ¿Algunos otros comentarios? 2. Rompehielos 3. Presente el libro que llevarán a casa. Antes de empezar el libro repase ideas de como leer con los niños. Haga referencia a la hoja informativa, “Consejos de como leer con los niños.” Recuerde de empezar el libro presentando el título, autor, ilustrador, etc. Este libro, Llaman a la Puerta, incluye estrategias de comprensión que están alineadas con las estrategias de lectura del Foro Abierto, como son: predicción, repetición/releer, aumentando nuevas maneras de entendimiento cada vez que leen o escuchan el ritmo poético, y pueden hacer conecciones a la vida real, los sentimientos, y las experiencias. 4. Discusión sobre el libro. Haga preguntas sobre el libro. ¿Qué piensa sobre el libro: ¿Qué le gustó más del cuento? ¿Qué cree que es el mensaje principal del cuento? ¿Cuál es su ilustración (dibujo) favorita? Pida comentarios como: ¿Se identifican los participantes con el cuento? ¿Les gustó el final del cuento? ¿Se sentirían cómodos compartiendo este cuento con sus hijos/as? 5. Actividad #1. Compartiendo en Nuestro Hogar. Reparta el material para crear una receta y para escribir us experiencias. Esta actividad usa escritura. 6. Actividad #2. Página para fotos para el Album. Reparta unas pocas hojas de various colóres y recortes de varios tamaños para usar como marcos para fotos familiares. Uno se titúla “Nuestra Familia Comparte,” Otro se puede usar para “Hermanos Compartiendo,” y hay un espacio para recetas “Agrandando la Olla para visitas Inesperadas.” 7. Actividad # 3. Escribiendo un Poéma. Invite a los participantes a pensar en una experiencia que han tenido en su niñez o una experiencia con su familia en el presente en la cual han compartido algo. Podría incluir compartiendo los alimentos con otros miembros de la familia, compartiendo juguetes entre hermanos, o compartiendo el cariño con sus seres queridos. Los participantes pueden escribir en el idioma en el cual se sienten más cómodos. Reparta un papel bonito con dibujos ya impresos en él o papél de color con artículos de arte (lápices de colores, acuarela, plumones, etc.) a cada participante. Si es posible, tenga a su disposición etiquetas (calcomanias) llamativas para el uso de los participantes. 8. Recuerde a los participantes que las actividades en las que han participado hoy serán incluídas en sus álbums. 9. Compartiendo un Poéma . Esta actividad ayuda que el día termine en un tono de inspiración. A todos nos gusta experimentar un sentido de cumplimiento. El escribir aunque sea un simple poéma es una gran hazaña para cualquiera de nosotros. Disfruten. 10. Repaso y Taréas: Recuerdele a los participantes de que pueden llevarse el libro de esta semana a sus casas para compartir con sus hijos. Recuerden a los participantes que los materiales de la clase deben permanecer en el centro de padres. Ellos pueden terminar sus hojas en su casa. Los participantes deben traer fotos y todas sus hojas de actividades a la última clase para que puedan terminar y compartir sus álbums con el resto de la clase.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
The Doorbell Rang
By Pat Hutchins
“I’ve made some cookies for tea,” said Ma. “Good,” said Victoria and Sam. “We’re starving.” “Share them between yourselves,” said Ma. “I made plenty.”
“That’s six each,” said Sam and Victoria. “They look as good as Grandma’s,” said Victoria. “They smell as good as Grandma’s,” said Sam.
“No one makes cookies like Grandma,” said Ma as the doorbell rang.
It was Tom and Hannah from next door. “Come in,” said Ma. “You can share the cookies.”
“That’s three each,” said Sam and Victoria. “They smell as good as your Grandma’s,” said Tom. “And look as good,” said Hannah.
“No one makes cookies like Grandma,” said Ma as the doorbell rang.
It was Peter and his little brother. “Come in,” said Ma. “You can share the cookies.”
“That’s two each,” said Victoria and Sam. “They look as good as your Grandma’s,” said Peter. “And smell as good.”
“Nobody makes cookies like Grandma,” said Ma as the doorbell rang.
It was Joy and Simon with their four cousins.
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The Doorbell Rang (cont.)
“Come in,” said Ma. “You can share the cookies.”
“That’s one each,” said Sam and Victoria. “They smell as good as your Grandma’s,” said Joy. “And loook as good,” said Simon.
“No one makes cookies like Grandma,” said Ma as the doorbell rang.
And rang.
“Oh dear,” said Ma as the children stared at the cookies on their plates.
“Perhaps you’d better eat them before we open the door.” “We’ll wait,” said Sam.
It was Grandma with an enormous Tray of cookies.
“How nice to have so many friends to share them with,” said Grandma. “It’s a good thing I made a lot.”
“And no one makes cookies like Grandma,” said Ma as the doorbell rang.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Llaman a la Puerta
Por Pat Hutchins
Traducido por Aída E. Marcuse
“Hice estas galletitas para la merienda,” dijo Mamá. “!Qué bueno!” dijeron Victoria y Santiago. “¡Tenemos hambre!” “Hice muchas. Repártanlas entre los dos,” dijo Mamá.
“Nos tocan seis a cada uno” dijeron Santiago y Victoria. “Parecen tan deliciosas como las que hace Abuela,” dijoVictoria. “Y huelen tan bien como las de ella,” dijo Santiago.
“Nadie hace las galletitas tan ricas como Abuela,” dijo Mamá. En ese momento, llamaron a la puerta.
Eran Tomás y Ana, nuestros vecinos. “Adelante,” dijo Mamá. “Llegan a tiempo para merendar.”
“Hay tres galletitas para cada uno,” dijeron Santiago y Victoria. “Huelen tan bien como las que hace tu abuela,” dijo Tomás. “Y parecen igual de deliciosas,” dijo Ana.
“Nadie hace las galletitas tan ricas como Abuela,” dijo Mamá. En ese momento, llamaron a la puerta.
Eran Pedro y su hermanito. “Adelante,” dijo Mamá. “Llegan a tiempo para merendar.”
“Hay dos galletitas para cada uno,” dijeron Victoria y Santiago. “Parecen tan deliciosas como las que hace tu abuela,” dijo Pedro. “Y huelen igual de bien.”
“Nadie hace las galletitas tan ricas como Abuela,” dijo Mamá. En ese momento, llamaron a la puerta.
Eran Juana, Simón y sus cuatro primos.
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Llaman a la Puerta (cont.)
“Adelante,” dijo Mamá. “Llegan a tiempo para merendar.”
“Hay una galletita para cada uno,” dijeron Santiago y Victoria. “Huelen tan bien como las que hace tu abuela,” dijo Juana. “Y parecen igual de deliciosas,” dijo Simón.
“Nadie hace las galletitas tan ricas como Abuela,” dijo Mamá. En ese momento, llamaron a la puerta.
El timbre sonó y sonó. “Vaya,” dijo Mamá. Cada niño miró la galletita que tenía en su plato.
“Será mejor que se coman las galletitas antes de que abra la puerta.” “No, Mamá, preferímos esperar,” dijo Santiago.
Era Abuela, y traía una enorme bandeja llena de galletitas. “!Qué bueno que puedan compartirlas conn tantos amigos!” dijo Abuela. “!Por suerte hice muchísimas!”
“!Y , por supuesto, nadie hace las galletitas tan ricas como Abuela!” dijo Mamá. En ese momento, llamaron a la puerta.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
SHARING
Fill in the spaces below things you share with the following people:
∗∗∗ Spouse/Significant Other
∗∗∗ Children
∗∗∗ Relatives (parents, grandparents, etc.)
∗∗∗ Friends
∗∗∗ Neighbors
∗∗∗ Others
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
COMPARTIENDO
Llene los espacios con las cosas que comparte con las siguientes personas:
∗∗∗ Esposo/Persona Especial
∗∗∗ Hijos/as
∗∗∗ Parientes (padres, abuelos, etc.)
∗∗∗ Amistades
∗∗∗ Vecinos
∗∗∗ Otras personas
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Using the letters of your name, write a short poem about sharing. For example, in English:
M A R I A N E L A
En Español:
M A R I A N E L A
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
“I Dreamed…”
I dreamed I stood in a studio And watched two sculptors there. The clay they used was a young child’s mind And they fashioned it with care. One was a teacher; the tools he used Were books, music and art.
One was a parent, who worked with a Guiding hand and a gentle loving heart. Day after day the teacher toiled With a touch that was deft and sure; While the parent labored by his side And polished and smoothed it o’er. And when at last their task was done, They were proud of what they had wrought. For the things they had molded into the child Could neither be sold nor bought. And they agreed that each would have failed, If they had worked alone. For behind the teacher stood the school And behind the parent, the home…
Cleo Victoria Swarat
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
“Yo Soñe…”
Soñe que estaba en un estudio Y observaba a dos escultores. El barro que usaban era la mente de un niño Y la moldeaban con cariño Uno era un maestro; la herramienta que usaba Eran libros, música y arte. El otro era un padre, quién trabajaba con Mano dirigente y un corazón tierno y amoroso.
Día tras día el maestro se afanaba Con un trazo que era diestro y seguro; Mientras el padre trabajaba a su lado Y “lo” o “la” pulía y refinaba. Y Cuando al fin terminaron su labor, Estaban orgullosos de lo que habían forjado, Porque lo que habían moldeado en el niño No podía venderse ni comprarse. Y estuvieron de acuerdo en que cada Uno de ellos hubiera fracasado, Si cada uno hubiera trabajado sólo. Porque detrás de un maestro está la escuela Y detrás de un padre, el hogar.
Cleo Victoria Swarat
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
Graduation! – Celebration! Ideas
Books 1. Display the books that were read during the class. 2. Have students select their favorite book and share the reason for their choice. 3. Ask students to share their favorite thing that happened while they were reading with their children. 4. If there are funds available to provide replacement items, reward each participant with a book to keep.
Albums 1. Display albums for everyone to browse through. 2. Ask each participant to open their album to their favorite page. 3. Ask participants to share their favorite story from their album.
Food 1. Ask each participant to bring their favorite dish and to write out the recipe to share with the others. 2. Prepare or purchase tamales (from Too Many Tamales) 3. Ask participants to bring only deserts, or only salads, or only “finger foods” (appetizers) 4. Be prepared for the parent center to supply paper goods and drinks.
Guests 1. Invite District 2 Parent Unit Staff, and/or administrators. 2. Invite school principal, assistant principal, coordinators, and anyone on the school staff who assisted with class preparations. 3. Invite family members 4. Invite members of the school community. (Politicians, potential funders, agency representatives, etc.)
Recognition 1. Use the template provided in your Family Story Time manual. 2. Buy fancy paper to print certificates. 3. Ask one of your local politicians to provide certificates. 4. If budget allows purchase a token/book for each participants 5. Write a personal message/card for each participant. 6. Ask participants to draw names and purchase a token gift for each other.
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
¡Graduación! – ¡Celebración! Ideas
Libros 1. Exponga los libros que se leyerón durante las clases. 2. Pídale a los estudiantes que escojan su libro favorito y que compartan la razón. 3. Pídale a los estudiantes que compartan algo especial que les paso al leer con sus hijos. 4. Si hay fondos disponibles para reemplazar material, premie a cada participante con un libro.
Álbumes 1. Exponga los álbumes para que todos los puedan mirar. 2. Pídale a cada participante que abra su álbum a su página favorita. 3. Pídale a los participantes que compartan su historia favorita de su álbum.
Comida 1. Pídale a cada participante que traiga su platillo favorito y que escriba la receta para compartirla con el grupo. 2. Prepare o compre tamales (de ¡Que Montón de Tamales!) 3. Pídale a los participantes que traigan únicamente postres, ensaladas o aperitivos. 4. Esté preparado para que el centro de padres provea los platos, vasos, servilletas y bebidas.
Invitados 1. Invite al personal de la Unidad de Padres del Distrito 2 y/o administradores. 2. Invite al director de la escuela, asistente de director, coordinadores y cualquier otra persona en la escuela que ayudo con las preparaciones para la clase. 3. Invite a los miembros de las familias. 4. Invite a miembros de la comunidad escolar. (Políticos, posibles patrocinadores, representantes de agencias locales, etc.)
Reconocimiento 1. Use la forma proveída en el manual de Tiempo Familiar para Cuentos. 2. Compre papel elegante para imprimir los certificados. 3. Pídale a uno de los políticos locales que le provea certificados. 4. Si su presupuesto lo permite compre un libro para cada participante. 5. Escriba un mensaje o tarjeta personal a cada participante. 6. Pídale a los participantes que escojan al azar el nombre de un compañero y le compren un pequeño regalo.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
I, too, Sing America
I am the darker brother They send me to eat in the kitchen When company comes, But I laugh, And eat well, And grow strong.
Tomorrow, I’ll be at the table When company comes. Nobody’ll dare Say to me, Eat in the kitchen, Then.
Besides, They’ll see how beautiful I am And be ashamed…
I, too, am America.
Langston Hughes
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
Yo, también, Canto América
Yo soy el hermano más oscuro Ellos me mandan a comer en la cocina Cuando llegan los invitados, Pero yo me rió, Y como bien, Y me pongo fuerte.
Mañana, Yo me sentare a la mesa Cuando lleguen los invitados. Nadie se atreverá A decirme, Que coma en la cocina, Entonces.
Además, Verán lo hermoso que soy Y se sentirán avergonzados…
Yo, también, soy América.
Langston Hughes
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Story Time
THE ROAD NOT TAKEN
Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I- I took the one less traveled by, And that has made all the difference
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Distrito Escolar Unificado de Los Ángeles Tiempo Familiar para Cuentos
EL CAMINO NO SEGUIDO
Dos caminos se cruzan en el bosque amarillo, Y triste de no poder viajar por los dos Y ser un solo viajero, me detuve un largo rato Y mire a lo largo de un camino Hasta donde se dobla la maleza; Luego tome el otro, igual de bueno, Y teniendo tal vez una mejor reclamación, Por que tenía césped y deseo se ser usado; Aunque el paso por ahí los habia desgastado igualmente, Y esa mañana los dos estaban igualmente Llenos de hojas que no habían sido pisadas. ¡Oh, deje el primero para otro día! Sin embargo sabiendo como un camino lleva hacia otro, Dude que jamás regresara. Contare esto con un suspiro Algún día distante: Dos caminos se cruzaron en el bosque, y yo- Yo tome el menos viajado, Y eso ha hecho toda la diferencia.
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Family Story Time CongratuCongratulationslations To
______
Thank you for setting a great example for your family. Your participation has shown that when you believe in yourself The sky’s the limit
______
Date
______District Parent Center Director
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Tiempo Familiar para Cuentos Felicita a
______
Gracias por ser un excelente ejemplo para su familia. Su particpación demuestra que usted cree en sí mismos el cielo es el limite.
______Fecha
______Distrito Directora de Centro de Padres
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Math
Family Math (K-12)
Creating a Home that Supports Math Enjoyment
∗∗∗ Let your children know that you believe they can succeed
∗∗∗ Be ready to talk with your children about mathematics
∗∗∗ Listen to your children talk about mathematics
∗∗∗ Be more concerned with the processes of doing mathematics rather than with getting a correct answer.
∗∗∗ Try not to tell children how to solve the problem.
∗∗∗ Practice estimation with your children whenever possible
∗∗∗ Provide a special place for study
∗∗∗ Encourage group study
∗∗∗ Expect that homework will be done
∗∗∗ Don’t expect that all homework will be easy
∗∗∗ Seek out positive ways to support your child’s teacher
∗∗∗ Find positive ways to support your child’s school
∗∗∗ Ask the teacher to give you a course outline
∗∗∗ Find time to sit in on your child’s classes
∗∗∗ Look carefully at the standardized test results
∗∗∗ Ask the teacher at the beginning of the term how placement decisions are made
∗∗∗ Try not to drill your child on math content
∗∗∗ Model persistence and pleasure with mathematics
∗∗∗ Above all, enjoy mathematics!
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Math
MATHEMATICS
FUN FACTS AND ACTIVITIES
SHAPE HUNT Start the fun by pointing to one of the shapes on your chart. Tell children that you are going to set a timer for thirty seconds. Have them look around the room and find as many objects as they can with a matching shape. When the time is up, they share their answers. Repeat this for the other shapes.
RIDDLE GAME Give clues and see if children can guess the shape that you are describing. For example: “I am thinking of a shape that has four sides and four corners that are all the same size. This shape rhymes with bear.” Encourage children to make up their own riddles to challenge their friends.
CREATIVE COOKIES Bring in cookie cutters of different shapes. Using frozen cookie dough or your own recipe and make a batch of cookies. Children con color-code the shapes by frosting them and sprinkling on colored toppings. (You can easily create various colored icings by mixing vanilla frosting and food coloring.)
SPONGE PRINTS Cut sponges into various shapes and dip them into paint for print-making fun.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Math
Home School Connection
Kindergarten children need to work on all aspects of number sense. Counting, sequencing and quantity are the basis for all future progress in math. Parents can provide the frequent practice needed to develop a firm understanding of numbers and how they work.
In addition, they can point out numbers in the environment (7-11, 31 Flavors), give the child many ways to use manipulatives and teach using songs and rhymes from their own childhoods and cultures.
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Math
Math I Outline
Standard Activity Group Process Materials K-1 Number Sense Ten Little Indians Team Tag Boards with numbers demonstration 1-10 Indian Head Bands Literacy to access Five Little Group Volunteers Copies of Book for each math Monkeys Choral Reading Book on Visualizer Monkey Masks/finger puppets K-1 Sorting Egg Carton Small Group Egg Cartons / Beans > less than Numbers (plastic bag) < more than Round stickers / markers Extension Plastic Eggs / paints / 1/2 cartons K-1 Shapes and Shape Ring Craft Activity Heavy paper / patterns/ Patterns scissors/”D” Ring Shapes in a Bag Lunch bags/Styrofoam shapes Extensions Paint/yarn/household examples Upper Grade Addition & The Sum What Small Groups 2 dice/playing strips/ Substraction Dice Game Beans (pg. 37) Pencil/Paper
Value of Words Individual/sm. Grp Paper/pencil (pg 33) Value Chart Shapes and Tangrams Individual & Tangram patterns Patterns (pg 42/43) sm grp Art and craft
All Estimation How many are Small groups Centerpieces there?
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Math
Math II Outline
Standards Activity Group Process Materials Ice Breaker Book Cover Pairs Book Cover How many can you find? Literature “The Math Curse” Full Group Kids in the Class Connection Lunch Social Studies K Patterns Pasta Necklace Individual Pasta and String 2-3 Home School Review Standards Full group Overhead Connection Standards 2-3 Number Sense The Button Box Full Group Book Sorting Read and create activity Small Group Buttons
2-3 Shapes How Many can you see? Small Group Rings, Card Stock Pattern Ring Brown bags Guess the Shape/Bag Copied Pages Shape Hunt 2 Place Value Tens and Ones Individual Beans/Toothpicks Pairs Card and String 3 Measurement How many toothpicks? Small Group Toothpicks
3 Measurement Homework Assignment Individual Homework sheets How does your house measure? Problem solving: Measurement 3 Measurement How ma ny toothpicks? Small Group Toothpicks 3 Measurement How does your house Small Group Measuring tool measure? 3 Measurement Problem Solving Individual Homework sheet Measurement 4 Mathematical I love my neighbor Small Group Reasoning 5 Measurement and Finding the Perimeter Individual Graph Paper Geometry 6 Proportions 3 Bean Salad Small Group Beans, 10 red, 10 white, 10 black
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6 Standards Sixth Grade Standards Full group Standards/highlighter Individual Overhead 6 Addition The sum wh at dice game Small Group Dice Mental arithmetic Number strip Pinto Beans 6 Estimation Value of words Small Group Letter Value Chart Arithmetic 6 Spatial Relations Tangrams Individual Cardstoci Small group Scissors 6 Proportions 3 Bean Salad Full Group Beans, red, white, Review black Small Group 6 Fractions Fraction Kit Small Group Fraction Strips
Literacy The Math Curse Full Group Pages from book Connection 9-12 High school math courses
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LOS ANGELES UNIFIED SCHOOL DISTRICT Family Math
Math II Supply List
Book Covers
∗∗∗ Beans ••• Red ••• White ••• Black ∗∗∗ Highlighters ∗∗∗ Dice ∗∗∗ Number Strips ∗∗∗ Pinto Beans ∗∗∗ Letter Value Chart ∗∗∗ Scissors ∗∗∗ Books ∗∗∗ Buttons ∗∗∗ Rings ∗∗∗ Shapes ∗∗∗ Brown Bags ∗∗∗ Beans ∗∗∗ Toothpicks ∗∗∗ 3x5 Cards ∗∗∗ String ∗∗∗ Homework Sheets ∗∗∗ Centerpieces
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College Awareness/Preparation Program (6-8)
TABLE OF CONTENTS
Workshop 1: Introduction…………………………………………………………
Workshop 2: Why College is Important...…………………………………………
Workshop 3: Exploring Careers...... ………………………………………
Workshop 4: Communication……………………......
Workshop 5: Self Esteem………………………………...... …………
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Los Angeles Unified School District College Awareness/Preparation Program (6-8)
Workshop 1: Introduction
1. Welcome and Introductions (20 minutes)
Welcome everyone and briefly introduce yourself. (5 minutes) Congratulate and acknowledge the parents for participating in the program. Ask each parent to briefly introduce themselves. (15 minutes) Each parent should mention the following: ••• My name is……………….. ••• My family includes……………. ••• I am participating in this program because…………..
2. Why is the Parent/Child College Preparation Program Important? (20 minutes) Begin by asking the parents why they think the College Preparation Program is necessary. Write their responses on the board. (5 minutes) Share the following statistics with the group. (10 minutes)
••• The high school graduation rate for Students of color is lower than for students in the majority racial or ethnic group and the graduation rate is lowest of all for students with disabilities.
••• Students of color and students with disabilities are proportionately the least likely groups to complete a bachelor’s degree.
••• Active parental involvement increases student achievement and enrollment in post secondary education.
••• Parents exert a powerful influence on their children and consequently have the potential of influencing their educational and career choices.
Note: Share other appropriate statistics with the group.
Ask them why they think these statistics are true. (5 Minutes)
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3. Review Program Goals (10 minutes) Remind parents that the goal of the Parent/Child College Preparation Program is to encourage and support children who would be the first in their family to graduate from college. Tell them that the program also aims to empower parents so they can support their children’s pathway to college. (5 minutes)
Tell them that they will: ••• Learn how to successfully support their children academically ••• Learn about careers ••• Receive an introduction regarding the “college basics” ••• Form a partnership with their daughter to start planning for college
Briefly review the structure of the program. (5 minutes) ••• 2-4 parent meetings ••• Two joint parent/child meetings ••• Field trips ••• University conference ••• Culmination
4. Review Program Expectations (20 minutes) Distribute the Parent/child College Preparation Program Expectations for Mothers handout and briefly review it. Tell them that this program is going to involve a strong commitment from each parent/child team. Stress that all their hard work is going to be worth it. (5 Minutes)
Program Expectations for Parents: (5 Minutes) ••• Form a partnership with your child to start planning for college together. ••• Attend each scheduled parent meeting and joint parent/child meeting . ••• Participate in field trips and a Saturday college pre/career conference. ••• Ensure that your child attends each scheduled meeting and completes all assignments . ••• Take notes at each meeting and learn as much as possible. ••• Ask questions and contribute to the workshop discussions. ••• Participate in the program culmination. ••• Make new friends. ••• Have fun!
Note: Each participating school should set their own policy regarding unexcused absences.
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Ask the group if they have any questions. (5 minutes) Distribute the Parent/Child College Preparation Program Expectations for Students handout
and briefly review it. Ask the group if they have any questions. (5 minutes) Stress that in order for each parent/child team to get the most out of this program they should attend all the meetings and take advantage of this unique learning opportunity. 5. Overcoming Barriers (20 minutes) Ask the group to identify barriers that might interfere with their child’s plans to go to college. Write their responses on the board and explain how they can overcome these barriers. Possible responses may include: My child can’t go to college because we cannot afford it. Financial aid, scholarship and loans are available to students to pay for college expenses such as tuition, room and board, etc. More information regarding financial aid will be covered in Module 4, Preparing My Children for College.
My child can’t go to college because she might not fit in. Students with certain interests or backgrounds can join college clubs and organizations such as the Hiking Club, Chess Club, etc. College is the ideal place to meet new people and to explore other cultures.
My child can’t go to college because it is not safe. Most colleges have a police department to serve and protect students, faculty and staff. Escort service at night is also available for students who request it.
My child can’t go to college because my husband will not allow it. At times it is difficult for certain parents to let go when their children are ready to take an important step in life like going away to college. A realistic compromise for some families is to have the daughter attend a local university or college and live at home.
My child can’t go to college because she is undocumented. Tuition is now more affordable for undocumented students. Thanks to the passage of AB 540 in 2001 non-resident students will be exempt from payment of “non-resident tuition” if they have attended a public or private high school in California for three or more years. This applies to public colleges and universities in California. Unfortunately, undocumented students remain ineligible for state and federal financial aid.
The DREAM Act will provide legal status for undocumented students that are between the ages of 12-21 who have lived in the U.S. for five years or more. This also applies to students under the age of 25 who are enrolled in a college or university.
The Student Adjustment Act provides students who are applying for immigration relief the opportunity to access college grants and loans. Both the Dream Act and the Student Adjustment Act are pending federal legislation.
At this time scholarships are available for all students regardless of immigration status. See the MALDEF website, maldef.org for scholarship resources.
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Los Angeles Unified School District College Awareness/Preparation Program (6-8)
Workshop 2: Why College is Important
1. Ice Breaker: Dare to Dream Big (25 minutes) Conduct an icebreaker exercise so that parents get to know each other and the group develops a sense of cohesiveness. Begin by telling them that dreaming can help people figure out what they want out of life. Share one of your dreams with the group. (5 minutes) Ask the group to close their eyes for a few minutes. Dare them to “dream big” by imagining what kind of future they would like for themselves. To help them structure their thoughts, use the following prompt:
I dream that someday I will ……………………
Give them a few minutes to share their dreams with a partner or the person sitting next to them. Ask some of the parents to share their dreams with the larger group. (5 minutes) Encourage them to think about their hopes and dreams for their child. To help them structure their thoughts, use the following prompt: I believe my child will have many opportunities in life and I dream that some day she/he will …… Give them a few minutes to discuss their dreams with a partner. Ask some of the parents to share their dreams for their child with the larger group. (5 minutes) Ask the group the following questions: (10 minutes) ••• Are your dreams for yourself different than the dreams you have for your child? If so, why?
••• Why do you think that it is important to encourage your children to “dream big”?
2. Why go to College? (30 minutes) Ask the mothers why their child should go to college. (Discussion) Write their responses on the board. (5 minutes) Remind the parents to take notes and distribute The Benefits of a College Education handout. For the next 10 minutes review the handout and explain that a college degree can provide their children with many opportunities in life such as: a. More job opportunities b. Greater knowledge c. Greater potential
Role Playing (10 minutes) Emphasize that parents should explain to their children on a regular basis why it is important to go to college. Demonstrate how to tell a child why college is important. Encourage parents to do the same by role-playing with the person sitting next to them. Each person should get a chance to be the parent and the child. (5 minutes)
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3. Earning Potential (30 minutes) Give each parent a different amount of “play money.” Tell them that the money they received represents one week’s worth of wages for a person who is meeting the minimum wage of $8.00 per hour. Give the parents five minutes to figure out how they would use the money to pay for general living expenses for a family of four people. Find out how many parents ran out of money and what they were not able to afford. Find out how many parents had enough to cover their expenses. (20 minutes)
Ask the parents if they think a college degree will affect what their child will earn after they graduate from high school?
Distribute and review the handout, Education Continues to be the Ticket to Higher Earnings . Tell them that college graduates earn a lot more money than those who have not gone to college. Stress that college graduates benefit from greater earning potential over the course of their lifetime. (5 minutes)
For example, a nurse earns an average yearly income of $60,000 a year. A cashier at McDonalds earns an average yearly income of $15,000. Ask them to consider which job they would prefer their child to have. Provide other examples to demonstrate the earning potential of college graduates. (5 minutes)
Tell them that people with a college degree have greater job satisfaction. Also share that college graduates have an easier time finding new jobs because it’s easier for them to be retrained since nowadays people change jobs 4-5 times in their lifetime.
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Los Angeles Unified School District College Awareness/Preparation Program (6-8)
Workshop 3: Exploring Careers
1. Ice Breaker (15 minutes) Conduct an icebreaker exercise so that parents get to know each other and the group develops a sense of cohesiveness. Give each parent a penny and make sure you get one as well. (Each penny should have a different date.). Begin the discussion by mentioning the date on your penny. Share with the group something about yourself that happened in that year. (5 minutes) Ask each parent to do the same with the person sitting next to them . (5 minutes). Tell each person to select another partner and repeat the process. (5 minutes) 2. Review (10 minutes) Begin by asking the group why is college important. Write their responses on the board. 3. Introduction to Careers (45 minutes) Remind the group that people with a college degree have more job opportunities than those who have not gone to college. Distribute the handout, Examples of Jobs Which Require a College Education . Review some of the careers listed on the handout and the recommended or required degrees. (10 minutes)
Career Choices Tell them that the right career choice depends on what a person’s interests and strengths or what a person is good at doing. (5 minutes) For example, a person who likes to draw and has a strong interest in art can prepare for a career as an Animator, Fine Artist or Illustrator. A person who loves science and math can prepare for a career as a Scientist, Engineer, Architect, etc. Share with the group your interests and strengths and why you chose your profession. Encourage them to consider their childs’ interests and strengths and the type of careers that might work for them. Ask them to think about careers they would like their child to pursue. Give them a few minutes to share their career choices for their daughter with the person sitting next to them. Ask some of the parents to identify their career choices for their child and write them on the board. (15 minutes) Careers and Gender Ask the group to identify jobs usually held by men. (5 minutes) Possible answers include: ••• Engineer ••• Architect ••• Scientist ••• Computer Programmer ••• Pharmacist
Ask the parents if they think it is important to break gender stereotypes and encourage their daughters to pursue jobs usually held by men. (5 minutes)
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Ask the parents to name women who are successful in jobs thought of as traditionally male fields. (5 minutes) Possible answers include: ••• Gloria Morgan, Architect ••• Sandra Day O’Connor, Supreme Court Judge ••• Isabel Allende, Writer ••• Margaret Thatcher, Former Prime Minister of England
4. Career Exploration (25 minutes) Distribute the handout, Careers in Demand and review. Encourage parents to explore careers with their children that are in high demand. These careers provide fast growth, high pay, and low unemployment. (10 minutes) Ask the parents to identify careers in demand about which they would like to learn more. Write their responses on the board. (5 minutes) Emphasize that most 5 th graders have not made a career choice but it’s important to help their child to start exploring the possibilities now. Distribute and review the handout, Career Exploration Strategies . (10 minutes) They can help their child learn more about careers by: ••• Reading books on specific careers ••• Researching a particular career on the Internet ••• Shadowing a professional for a day – observing what they do at work ••• Interviewing a professional and asking her questions such as: o Why did you choose this career? o What was your major in college? o Which degrees did you need to earn in order to obtain your job? o What is a typical day like for you at work? o What do you love most about your job? o What do you like least about your job?
5. Homework: Exploring Careers with My Child (15 minutes) Distribute and review the handout Exploring Careers with My Child Review the instructions. Encourage them to find out more about their child’s career interests by using the career exploration strategies above. Remind the group that this assignment is due at the next meeting.
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Los Angeles Unified School District College Awareness/Preparation Program (6-8)
Exploring Careers with My Child
Pick a time and location to meet with your child where you will not be interrupted by other siblings, family members or friends. With your child’s help complete each section below.
PART I Ask your child to list what she/he enjoys doing. ______
Ask your child to list what interests her/him. ______
PART II Ask your child to list the careers about which she/he would like to learn.
1. ______4. ______2. ______5. ______3. ______6. ______
PART III Explore three different careers by using one or more of the strategies below. STRATEGIES:
Read a book on a specific career.
Research a career using the Internet.
Observe a professional for a day.
Interview a professional.
List the careers you explored together and the strategy that you used .
Career No. 1 ______What strategy did you use? ______What did you learn? ______
Career No. 2 ______What strategy did you use? ______What did you learn? ______
Career No. 3 ______What strategy did you use? ______What did you learn? ______
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Los Angeles Unified School District College Awareness/Preparation Program (6-8)
CAREER EXPLORATION STRATEGIES
Read books on specific careers.
Research a particular career on the Internet.
Observe a professional for a day.
Interview a professional. Ask them the following questions:
o Why did you choose this career?
o What was your major in college?
o Which degrees did you need to earn in order to obtain your job?
o What is a typical day like for you at work?
o What do you love most about your job?
o What do you like least about your job?
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Los Angeles Unified School District College Awareness/Preparation Program (6-8)
Preparing My Children for College Now
5th Grade ∗∗∗ Work in partnership with your children. ∗∗∗ Make sure your children maintain good grades. ∗∗∗ Read and learn about college. ∗∗∗ Ask questions and seek the help of people who have gone to college. ∗∗∗ Remind your children to choose their friends carefully. ∗∗∗ Visit college campuses. ∗∗∗ Write to different colleges/universities. ∗∗∗ Start saving for college. 6th Grade ∗∗∗ Ensure your children take college preparation courses. ∗∗∗ Develop an academic plan with your children and your children’s school counselor. ∗∗∗ If your student has an IEP, discuss the transition process with your Special Education Administrator and prepare a plan for work or college to carry into high school. ∗∗∗ Learn about financial aid, scholarship opportunities and educational loans to help you pay for college. ∗∗∗ Enroll your children in academic support programs to help them prepare for college. ∗∗∗ Enroll your children in summer and intersession enrichment programs. ∗∗∗ Encourage your children to get involved in school. ∗∗∗ Encourage your children to volunteer for a community group or organization. ∗∗∗ Continue visiting college campuses with your children.
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Los Angeles Unified School District College Awareness/Preparation Program (6-8) Workshop 4: Communication
1. Introductions Each parent will introduce their child and each child will introduce their parent. Begin by saying your name and then say your parent’s/child's name. Then complete the following sentence:
One thing that makes my parent/ (child) special is:
2. Getting to Know You
Handout: How well do you know each other?
Have each parent and child work individually to complete the handout. After everyone has finished, asked the parents and children to compare answers. Follow up by asking how well everyone did and what they learned about their parent or child.
3. Communication Exercises
Exercise 1: In this exercise, children will ask their parents the following questions. After the parent answers, the parent can ask the child the same questions. It is important that the parents answer the questions thoroughly. Remind participants to use this opportunity to have a conversation with each other, to have a dialogue and not just an interview. These questions should be the beginning of a conversation not just a question and answer session.
••• What was the best thing that happened to you today? ••• What did you not like about today? ••• What do you hope will happen tomorrow?
Exercise 2: Have participants sit with their parent/child and complete the following sentences:
1. I like . . . 2. I laughed today when . . . 3. I felt angry when . . . 4. I wish . . . 5. I was embarrassed when. ... 6. I remember . . .
Like in the previous exercise, participants should use this opportunity to have a dialogue and ask more questions/share experiences.
Ask the participants what they learned about each other:
Children: What did you did you learn about your mother? Parents: What did you learn about your daughter?
4. Homework During the next month, have the parent/child pairs complete each exercise at least two more times. They should find a time to have a dialogue and make it a goal for the day to have a conversation.
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Los Angeles Unified School District College Awareness/Preparation Program (6-8)
How well do you know each other? ¿Qué tan bien se conocen?
Parent/Padre Child/Hija/o Favorite Color Color Favorito Favorite Food Comida Favorita Favorite TV Show Program de Televisión Favorito Something I always say Algo que siempre digo Best friend's name Nombre de mi mejor amiga I like to read . . . Me gusta leer . . . Favorite Holiday Dia Festivo Favorito How well do you know each other? ¿Qué tan bien se conocen?
Parent/Padre Child/Hija/o Favorite Color Color Favorito Favorite Food Comida Favorita Favorite TV Show Program de Televisión Favorito Something I always say Algo que siempre digo Best friend's name Nombre de mi mejor amiga I like to read . . . Me gusta leer . . . Favorite Holiday Dia Festivo Favorito
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Los Angeles Unified School District College Awareness/Preparation Program (6-8)
Workshop 5: Self Esteem
∗∗∗ Review last joint meeting or event (5 minutes) Remind the mothers and daughter about their last meeting/event. Ask each person to think about what they liked best about the experience. What was their favorite thing that happened? After they have had a few minutes to think about their answer to the question have them share their answer with their mother or daughter. Ask if anyone would like to share with the whole group. Ask if they were surprised by the other ones’ answer, or if they could have predicted their answer.
∗∗∗ What do we mean by self-esteem or a good self-concept? (5 minutes) Self-concept is about what you think about you. It is about whether or not you think of yourself as being capable and loveable. Having a good self-concept or “self-esteem” means that you think highly of your self. You believe that you are capable of “great things”. A person with high self-esteem has the courage to try new things. They are willing to take risks and become excellent students.
∗∗∗ “Me Collage” (25 minutes) Provide each participant with a 12”x18” sheet of thick construction paper. They should collect and cut out pictures, words, and symbols that are representative of themselves – things they like to do, things they own, things they would like to own, places they’ve been, people they admire, etc. Then they are to paste these pictures, words, and symbols onto their sheets of construction paper to make a collage. After the collages are completed have the mother daughter pairs share their collages with each other. Ask them to explain to each other what the different symbols and pictures represent. Ask the participants if they learned anything new about themselves and about each other. Did anything surprise them? Were there similarities and were there differences ? Share the following quote with the group. Caterpiller: “…and who are you?” Alice: “…I hardly know, Sir, just at present-at least I know who I was when I got up this morning, but I think I must have changed several times since then.” Lewis Carroll, Alice in Wonderland
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∗∗∗ I am a worthwhile person (20 minutes) Give each participant a sheet of paper and have them write the word “self-worth” on it in large letters. Have each person hold his paper up in front of them. Tell them that our signs indicate how good we feel about ourselves. Our feelings about ourselves are often affected by how other interact with us. If somebody is nasty to us, teases us rejects us, etc. then a piece of our “self-worth” sign is destroyed. Illustrate by tearing a small piece off of your sign.
Tell the group that you are going to tell them a story to illustrate how this happens in everyday life. Here is a possible outline for a story. Please feel free to adapt, add to, change, and embellish it in any way you would like.
A young girl named Maria is still lying in bed three minutes after her alarm goes off. All of a sudden her mother calls to her, “Maria, you lazy-head, get your body our of bed and get out here before I send your father in there!” (rip!) Maria gets out of bed, goes to get dressed, and can’t find a clean pair of socks, Her mother tells her she’ll have to wear yesterdays pair. (rip!) She goes to brunch her teeth and her older sister, who’s already locked herself in the bathroom, tells her to drop dead! (rip!) She goes to breakfast to find soggy cereal waiting for her. (rip!) As she leaves for school, she forgets her lunch and her mother calls to her, “Maria you’ve forgotten your lunch; you’d forget your head if it weren’t attached!” (rip!) As she gets to the corner she sees her ride pull away from the curb so she has to walk to school. (rip!) She’s late to school and has to get a pass from the principal who gives her a lecture. (rip!)
Continue the story through the school day with appropriate examples. Some possibilities are: Forgetting her homework Being called on for the only homework question she can’t answer Being picked last to play ball at P E.
When Maria gets home from school some typical negative events can be described relative to homework, chores, leisure activities, etc. End the story by showing that Maria is going to bed with a “self-worth” sign about as big as a quarter!
Use the following questions to guide a discussion: ••• How does it feel when your sign gets torn up? ••• What do you do that destroys the “self-worth” sign of others? What can we do to help people to enlarge their signs rather than make them smaller?
Tell a similar story related to a mother’s experience. I.e. cooking all day and having nobody eat (or like) their dinner. Have each member of the mother daughter pair tell the other one thing that they are going to do to help the other build their “self-worth”
∗∗∗ Remind mothers and daughter about the next joint activity.
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Los Angeles Unified School District College Awareness/Preparation Program (6-8)
Expectations for Students
∗∗∗ Form a partnership with your mother or parent/guardian.
∗∗∗ Attend each scheduled meeting.
∗∗∗ Bring your parent/guardian to each joint meeting.
∗∗∗ Follow the ground rules.
∗∗∗ Learn as much as possible.
∗∗∗ Take notes.
∗∗∗ Ask questions and contribute to the workshop discussions.
∗∗∗ Complete all writing assignments, homework and special projects.
∗∗∗ Compile a college portfolio.
∗∗∗ Serve as a college ambassador for your school. (Optional)
∗∗∗ Participate in the program culmination.
∗∗∗ Get to know your teacher mentor.
∗∗∗ Make new friends.
∗∗∗ Have fun!
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Los Angeles Unified School District College Awareness/Preparation Program (6-8)
Expectations for Parents
∗∗∗ Form a partnership with your child and start planning for college together.
∗∗∗ Attend each scheduled parent meeting and joint meeting.
∗∗∗ Participate in field trips and a Saturday conference.
∗∗∗ Ensure that your student attends each scheduled meeting and completes all assignments.
∗∗∗ Take notes at each workshop and learn as much as possible.
∗∗∗ Ask questions and contribute to workshop discussions.
∗∗∗ Participate in the program culmination.
∗∗∗ Make new friends.
∗∗∗ Have fun!
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LAUSD Ready for School
What is the Los Angeles Unified School District Ready for School Program? First 5 Los Angeles and First 5 California have partnered with local communities to implement services, to families with children from before birth to five years old, in order to improve children’s school readiness. The LAUSD and its partners are working with schools, local communities, parents, families and community organizations to run nine Ready for School centers within the LA Unfired School District. The mission of the LAUSD Ready for School Collaborative is to partner with families, communities and providers to create and sustain a cohesive and inclusive school readiness support system for children age 0 to 5 years old and their families The end result of Ready for School is children entering LAUSD kindergarten classes academically, socially, emotionally and physically ready for school
Where are the Ready for School Centers be located? ••• The LAUSD Ready for School Centers serve children 0-5 and their families in the communities surrounding the following schools: o Broadous Elementary School/Early Education Center o Canoga Park Elementary School/Early Education Center o Compton Ave Elementary School/Early Education Center o Elizabeth Learning Center o Hyde Park Elementary School/Early Education Center o Locke Early Education Center /107 th Street Elementary School o Queen Anne Elementary School/Early Education Center o Wilmington Park Elementary School/Early Education Center o Bill Cruz Early Education Center/10 th Street Elementary School
If you have any questions, or need additional information, please contact the Ready for School office at (213) 241-8112.
Please click on link to begin
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References
Nurss, Joanne. Readiness for Kindergarten. ERIC Digest. ERIC Clearinghouse on Elementary and Early Childhood Education. IL., 1987
California Department of Education. Continuity for Young Children: Positive Transitions to Elementary School. CA, 1997
National Education Association, A Parent’s Guide to A Successful Kindergarten Transition. National PTA. Wash. D. C. 2005
Ramey, S. L, & Ramey, C. T,. Going to School: Connecting Families to Schools/Teachers. New York: Goddard Press. 1999
The San Mateo County Office of Education. Getting Ready for Kindergarten. CA, 2005
Websites:
National PTA www.pta.org
The National Education Association www.nea.org
Tool You Can Use www.nea.org/parents/tools
National Association for the Education of Young Children www.naeyc.org
www.ed.gov
www.lausd.net
www.serve.org/TT/
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Acknowledgements
This Toolkit is a compilation of the ongoing hard work of many individuals, schools and early education centers. We are grateful for the leadership and support of Whitcomb Hayslip, Assistant Superintendent of Early Childhood Education. We would like to particularly thank the Articulation and Transition committee:
Ana Mena Barbara Baldwin Diana Linares Felecia Johnson Ezequiel De la Torre Michael Shannon Nikki Dana Ruth Yoon Sara Vasquez
We would also like to thank the schools that contributed documents for the creation of this toolkit:
Bill Cruz Early Education Center 107 th Street Elementary School Broadous Early Education Center Locke Early Education Center Broadous Elementary School Olympic Primary Center Canoga Park Early Education Center Queen Anne Early Education Center Canoga Park Elementary Queen Anne Elementary School Compton Avenue Early Education Tenth Street Elementary School Center Wilmington Park Early Education Compton Avenue Elementary School Center Elizabeth Learning Center Wilmington Park Elementary School Hyde Park Early Education Center Hyde Park Elementary School Michael Shannon Ready for School
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Transition: Preparation for School Success
Transition refers to the events and activities of children and their families, initiated by educators, to bridge the gap between preschool or home and Kindergarten and the years beyond.
This toolkit suggests and has material for the following transition activities:
o Kindergarten Transition Event – This is a special event that brings together school staff, as well as collaborative partners and is aimed at informing families about Kindergarten expectations, requirements and other issues related to transition o First Week of School – This refers to the first week of school for incoming Kindergarten students and their parents. It has materials for Kindergarten Orientation on Day 1. On Days 2- 5 parents visit their child’s classroom and are engaged in interactive activities with their child. o Other Transition Activities – These are other transition activities that could take place prior to the start of the new school year, including:
••• Parent Education Classes – DACE brochure to assist in organizing other parent education classes ••• School Tours/Classroom Visits – Kindergarten teachers make their classrooms available for parents of incoming Kindergarten students to visit ••• Parent Transition Tips – Practical ideas to send home to parents regarding transition. ••• Special Needs – CA Department of Education : Handbook on Transition From Early Childhood Special Education Programs , and a link to Division of Special Education-Infant and Preschool Support Services : http://sped.lausd.net/sepg2s/pg3_infantpreschool.htm ••• Kindergarten Academy – A 3-4 week class targeting incoming Kindergarten students with no prior pre-k experience
To access the material for the above mentioned activities, click on the above links
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Kindergarten Transition Event
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Kindergarten Academy
The Kindergarten Academy provides instruction to English Learners who are in the year prior to beginning kindergarten but have not been in a formal preschool program. It also provides support for the primary caregiver of these children.
Most children ages 0-5 are cared for during the day by parents, unlicensed or license- exempt home childcare providers with little education and no organized support. Research suggests that a formal preschool experience improves student adjustment and achievement in kindergarten and in that this benefit continues through school. This program provides a preschool experience for English Learners including an integrated parent/caregiver education component.
The Academy has two interrelated strands – one for children and one for caregivers. The Pre-Kindergarten Academy strand for preschool children and parents is a four week, three hours per day, five day per week preschool experience for English Learners who have not been in a formal preschool program in conjunction with an interrelated parenting education program.
Kindergarten Transition Event
This is a one morning event, for all potential incoming kindergarten students that is held at least five months prior to the beginning of the school year. This event is best run using several simultaneous small group stations that allow greater interaction with families. Parents can be provided a “passport” that is taken to each station, which includes a station to receive enrollment forms and an appointment to register.
Consider using one station as the first session of a six hour Division of Adult and Career Education (DACE) Transition Class. Use of the adult education class provides the elementary school an additional trained staff member from DACE who can teach parents what they should do to prepare their child for kindergarten. The Division of Adult and Career Education class would continue for two additional parent sessions.
This large event provides the opportunity to… ••• Engage parents in the school and the preparation of their child for kindergarten. ••• Inform parents about kindergarten expectations, health and immunization requirements etc. ••• Provide parent activities to help parents maximize their support for their child’s social, emotional, cognitive, language and literacy development, with the assistance of DACE class resource. ••• Allow children and parents to see the kindergarten classes and meet the teachers. ••• Help children learn what to expect in kindergarten and become more comfortable in the environment.
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School Tours/Classroom Visits
Another Kindergarten transition activity could come in the form of classroom visits. Kindergarten teacher can make their classroom available to incoming Kindergarten students and their parents. Some suggestions for organizing these visits are:
••• Invite parents that participated in the Kindergarten Transition event as well as parents of children participating in an early education program to visit the kinder classrooms during Open House. Generally, open house takes place near the end of the school year and thus, serves as a good opportunity to invite incoming kinder students and their parents.
••• Establish a Pre-Kinder to Kinder articulation day, whereby the early education teachers escort their students to visit the Kindergarten classrooms. Parents may also be invited to participate as well.
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Kindergarten Transition Event Station Activities & DACE Course Alignment
Stations Activity Suggested Lead Helping Your Child Succeed in School/ Person Transitioning to Elementary School (51-03-59) 1. Commun ity Adult Enroll participants DACE instructor and A1. Define class conte nt and structure. School transition into DACE 1 class and school staff or A6. Discuss ways that parents are their child’s class information describe class volunteers for first and most important teacher. station content and clerical support structure. (Requires staff for enrollment) 2. K-standards/ Provide information Literacy/Math coach A7. Discuss techniques to motivate a child to curriculum and handouts on K and/or K-teachers be successful in academic courses. station standards and B6. Discuss California State Standards. curriculum and B7. Describe grade level curriculum. introduce parent compacts 3. Parent/child Provide interactive Pre -K/K teachers or A4. Identify the growth and development of activities activities with parent school coordinators elementary school children. station(s) and child to support with support from A6. Discuss ways that parents are their child’s growth and local community reps first and most important teacher. development
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1 DACE – LAUSD Division of Adult and Career Education
4. Health station Provide information School nurse, local A4. Identify the growth and development of on health district nurse, local elementary school children. requirements (i.e. district nurse C9. Describe health programs. immunizations, practitioner, LAUSD- dental screenings), Child Health Access as well as and Medi-Cal information on Program worker insurance enrollment (CHAMP) and on growth and development 5. Parent -School Provide informat ion School coordinator, C1. Discuss how parent involvement can Partnership/ on school Parent organization reinforce information learned at school. School Services volunteering, after- rep. and/or C2. Describe various volunteer opportunities. station school programs, community rep. C4. Describe school organizations (PTA, school councils, etc. Friends, etc.) C7. Identify after-school programs (STAR, Carney, etc.) 6. K-enrollment Provide enrollment Office staff information and packet and schedule appointment appointments, as station (this is the well as to check exit station) “proof of participation” and give incentives (if available) ***Optional Stations*** Stations Activity Suggested Lead Person 1. Community Resource table of Representatives from Resource outside providers that outside agencies station can provide resources for transitioning students and their families
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2. Mental health Provide information on School psychologist/ station available mental health mental health services, including specialist, outside information on agency rep. children with special needs 3. Additional Additional interactive Literacy coach/ literacy activities coordinator/teacher activities station
4. Additional Additional interactive Math coach, math activities activities coordinator, teacher station
5. Health To provide Outside agency or provider (if immunizations and local district nurse available in dental screenings on- practitioner your site or make community) appointments 6. K classroom Visits to K -classrooms Coach, coor dinator, visits or demonstrations by teachers, parent/ K teachers community rep. or volunteers
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LOS ANGELES UNIFIED SCHOOL DISTRICT [School Name]
Kindergarten Transition Event Stations Menu
Table Assignment Activity Possible Partners Check -in Prospective K Parents register • Parent Volunteers to participate and receive a • Community Representatives certificate of participation 1. Adult School Station Enroll Participants into DACE • DACE-Parent Educator class and define class content • Office Technician and structure. (Requires lots of • Parent Volunteers clerical support) • Community Representatives 2. K - standards/curriculum Explain Kindergarten • Kindergarten Teachers and/or station Expectations, State Standards • Literacy/Math Coach and distribute learning activity handouts 3. Parent/child activities Provide interactive activities • Pre-K Teachers station(s) with parent and child • Kindergarten Teachers • School Coordinators • Community Representatives • Parent Volunteers 4. Health Station Provide information on health • School Nurse requirements (i.e. • LAUSD-Local District Nurse immunizations, dental • LAUSD-Local District Nurse screenings), as well as Practitioner information of insurance enrollment and on growth and development 5. Parent -School Provide information on school • School Coordinator Partnership Station volunteering, after-school • PTA Representative programs, school councils, etc. • Community Representative 6. K-enrollment information Provide enrollment packet and • Office Staff and appointment station schedule appointments, as well to check (Certificate of Participation” and give incentives (if available)
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***Optional Stations***
Stations Activity Possible Partners 1. Outside Agency Resource table of outside • Community Pre-Schools Station providers that can provide • Summer Camp Programs resources for transitioning • After School Programs • Job Training Programs-DACE • LAUSD-Health Start • Government Officials or their Representatives • Nutrition Programs 2. Mental Health Provide information on available • School Psychologist Station mental health services, including • Mental Health Specialist information on children with • Outside Mental Health Agency special needs 3. Additional Literacy Additional Interactive Literacy • Literacy Coach Activities Station Activities • School Coordinator • School Librarian • Teacher 4. Additional Math Additional Interactive Math • Math Coach Activities Station Activities • School Coordinator • Teacher 5. Health Provider (if To provide immunizations and • Local Hospital available in your dental screenings on-site or make • Community Health Clinics community appointments • Local District Nurse Practitioner 6. K-tour Station Tour to K -classrooms or • Coach demonstrations by K teachers • Coordinator • Teacher • Parent Volunteer • Community Representative
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Prior to Event CHECK ACTIVITY LEAD PERSON
Create event planning team (or use an existing school team.)
Select date, time and location of event.
Contact local community adult school to coordinate and schedule DACE class (including location and time for remaining class sessions)
Select stations and staffing (refer to “station assignment menu” for options.)
Create map for event to review station location and traffic flow
Order and prepare needed materials and supplies
Develop outreach plan -Existing LAUSD pre-school classes -Early Education Center -Head Start -Other Preschools in your area -Include flyer in materials sent to all enrolled students Create and distribute promotional flier Display poster/banner (if desired.) Determine release of needed teachers, shortened school day or substitute coverage for event. -Use Connect ED -Send home event reminders immediately prior to event
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Day of Event CHECK ACTIVITY LEAD PERSON
Set-up station tables based on plan
Station facilitators report to station 30 minutes prior to start for set-up.
Monitor DACE registration
Monitor crowd control/traffic flow
Monitor and replenish materials as needed
Ensure families have attended all stations
Post- Event CHECK ACTIVITY LEAD PERSON
Debrief with planning team and partners
Send-out thank you notes to partners, sponsors and volunteers
Follow-up with parents for remaining six hours of DACE class
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LOS ANGELES UNIFIED SCHOOL DISTRICT {Your School}
{Date}
Kindergarten Transition Event
Certificate of Participation
1 2 3
DACE Kindergarten Pa rent/Child Curriculum/Standard Activities
4 5 6
Health Parent/School K-enrollment Partnership Information LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT {Your School}
{Date}
Evento de Transicional Kindergarten
Certificado de Participacion
1 2 3
DACE Currículo/Normas Escolares Actividades de Kinder Padres/Niño
4 5 6
ό Salud Colaboraci n Padres/ Información Inscripci όn
Escuelas de Kinder LAUSD ©
Other Transition Activities
These are other transition activities that could take place prior to the start of the new school year, including:
∗∗∗ Parent Education Classes – DACE brochure to assist in organizing other parent education classes
∗∗∗ School Tours/Classroom Visits – Kindergarten teachers make their classrooms available for parents of incoming Kindergarten students to visit
∗∗∗ Parent Transition Tips – Practical ideas to send home to parents regarding transition.
∗∗∗ Special Needs – CA Department of Education: Handbook on Transition From Early Childhood Special Education Programs and a link to Division of Special Education-Infant and Preschool Support Services:
http://sped.lausd.net/sepg2s/pg3_infantpreschool.htm
∗∗∗ Kindergarten Academy – A 3-4 week class targeting incoming Kindergarten students with no prior pre-k experience
To access the material for the above mentioned activities, click on the above links
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT
(Your school)
Date:______
Dear Community Partner:
In joint collaboration, ______Elementary School and Early Education Center are pleased to announce that there will be a Transition Fair.
DATE:
TIME:
LOCATION:
This event will provide an opportunity for prospective kindergarten parents and community members to receive information regarding academic achievement support, health and social services. As a community agency partner, we would greatly appreciate your participation at the fair. A table will be set up for you to provide information about your program to our families.
We hope that you or a representative from your organization will be able to provide your services. The families of our community will benefit from your participation.
Please fill out the response form and fax it to (_____) ______-______.
Attention ______or ______.
Should you have any questions, please contact ______or
______by phone or email.
Sincerely,
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT Your School Address
Phone# (___) ___-____ FAX (___) ___-____
Response Form Transition Fair
______, ______Day Date
Please respond by ______. FAX to (___) ______-______.
______Yes, I am available and want to participate in the Kindergarten Transition
Fair on ______, ______from ______. Day Date Time
______No, I am not interested in participating in this event.
I will provide the following information or items at the fair: ______
______
______
______
Program Name
Representative/Contact Person
Phone Number and Extension
Please respond by ______, _____ by FAX (___) ______-______.
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LOS ANGELES UNIFIED SCHOOL DISTRICT [School Name] [School Address] [School phone]
Kindergarten Transition Event [School Location]
[Day] [Date] [Time]
For parent and child who is entering kindergarten in September 20__. Information on enrolling your child in school.
Meet the Kindergarten Teachers Learn about the services at [School Name]!
Register now for the Kindergarten Transition Event. Should you have any questions, call [contact name] at [number].
Please return this form to the office at [school name].
Registration Form—Kindergarten Transition Event
Name: ______Phone______
Address______City/Zip: ______
Name and ages of children entering kindergarten Name Birth date Age
______
______
What languages do you speak?
______
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LOS ANGELES UNIFIED SCHOOL DISTRICT [School Name] [School Address] [School phone]
Kindergarten Transition Event [School Location]
[Day] [Date] [Time]
Para padres con niños que comenzarán Kinder en septiembre 2009.
¡Asegúrese de asistir!
Conozca las maestros de Kinder y aprenda acerca de los servicios que se proveen en______!
Inscríbase ahora para el Evento de Transici όn al Kinder. Si tiene alguna pregunta, llame a [contact name] al [contact phone].
Favor de completar la inscripción y devolverla a [school name] School.
Forma de Inscripción—Evento de Transición al Kinder
Nombre:______Teléfono______
Domicilio______Ciudad/zona postal:______
Nombre y apellido de niños entrando a kinder
Nombre Fecha de Nacimiento Edad
______
______
¿Qué idiomas habla usted?______
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First Week of School
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT
(Your school) SAMPLE
Kindergarten Transition – First Week of School
Schedule
Purpose: To outline the activities for parents during the transition week (first week of school)
I. Day 1: Kindergarten Orientation
II. Day 2: 1:30 – 2:30pm
a. Parent/Student Activity: Name Activity
III. Day 3: 1:30 – 2:30pm
a. Parent/Student Activity: Sorting Activity
IV. Day 4: 1:30 – 2:30pm
a. Parent/Student Activity: Pattern Activity
V. Day 5: 1:30 – 2:30pm
a. Parent/Student Activity: Book Activity
VI. 8:15 am – 9:00 am Introductions Parents and students convene in auditorium. Teachers are introduced to parents and students. Students are then united with their teachers and taken to their new classrooms
VII. 9:00 am – 10:30 am Parent Orientation Principal and other school officials are invited to orient parents on school policy.
VIII. 10:30 am – 11:30 am Classroom Orientation Parents proceed to student’s classroom and are oriented to classroom policy and are engaged in activity with students.
If this day has been selected as a minimum day, parents stay in classroom until dismissal time. Otherwise, parents are excused and asked to return during regular dismiss
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT
(Your school)
Transition Week
To the Parents/Guardians of______,
This letter is to inform you that your participation is requested during you child’s first week of school, {Date}. Our attempt is to ease your child’s transition into Kindergarten by having you participate in class with him for 1 hour in the afternoon at {Time}. Your attendance on that first week will be as follows:
Day Time
{Date for day 1} {Time}
{Date for day 2} {Time}
{Date for day 3} {Time}
{Date for day 4} {Time}
{Date for day 5} {Time}
We ask that you make every effort to attend at these specified times. If you are unable to attend, an adult family member (at least 18 years of age) may come in your place.
Thank you for your attention in this matter. If you have any questions you may call me at ( )______. Phone number
Sincerely,
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT
(Your school)
Semana de Transición
Para los Padres de______,
Por medio de la presente, se solicita su presencia durante la primera semana de escuela de su hijo/a. Nuestra intención es de facilitarle la transición de su hijo/a al kinder por medio de su participación en la clase con de su hijo/a por 1 hora en la tarde {Time}. Su asistencia durante la primera semana será:
Día Tiempo
{Date for day 1} {Time}
{Date for day 2} {Time}
{Date for day 3} {Time}
{Date for day 4} {Time}
{Date for day 5} {Time}
Le pedimos que haga todo lo posible por asistir en estos días. Si no puede asistir, un adulto de su familia (mayor de 18 años) puede asistir.
Muchas gracias por su atención y si tiene alguna pregunta, favor de llamar al ( )______. Phone number
Sinceramente,
LAUSD ©
First Week of School Sample Activities
Name Activity On large sentence strip, write student’s first name in blue or black marker. Students, with parent’s help, proceed to glue beans, outlining the letters in their name.
Number Activity Fold small size construction paper into four parts. Write a number in each square, using numbers 1 – 4. Child, with parent’s help glues the correct number of small squares next to each number.
Book Mark Activity In advance, cut railroad board into bookmark sizes. Child, with parent’s help decorates bookmark using different materials such as markers, construction paper pieces, crayons, etc.
Shape Book Prepare books in advance. Pre-cut shapes in advance or have child cut shapes. Child, with parent’s help glues a different shape on each page.
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Transition Timeline
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT
(Your school)
Transition Sample Implementation Timeline
□ First Week of School activities – September (July)
□ Identify the planning team – September (July)
□ Schedule planning team meetings – September (July)
□ Select activities and develop yearly calendar – October (August)
□ Kindergarten Transition Event – April-June
□ DACE Parent Transition classes – April-June
□ Plan First Week of School activities – May-June
Single Track (Year-round)
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Kindergarten Transition Plan Overview
The outcomes for the kindergarten transition process are that: o Children are ready for school. o Schools are ready for children. o Parents, School District and Community Partners are prepared to support children’s readiness.
The Kindergarten Transition School Toolkit is divided into three areas. The areas are:
1. Planning 2. Transition 3. Resources
Everyone should plan and then choose activities that meet your community needs. Each section has groups of materials to assist you in your work in that area.
1. Planning – Planning and development of a timeline is always the right place to begin. This section has suggestions to determine the participants, activities you choose to implement and timeline.
2. Transition – Children and their families transition into kindergarten, frequently at an unfamiliar school. This section has materials on activities and events to help children adjust and parents to become involved in their elementary school.
3. Resources – This section has additional materials that can be helpful if you are interested in expanding your activities
Children who experience positive transition to school…
o Enter with a sense of confidence in their abilities o Feel trust in their families and teachers who have helped them with new roles. o Have positive, cooperative, self-directed classroom behaviors. 2
“Children who do better in Kindergarten tend to maintain that advantage as they move 3 into first grade and beyond. ”
2 K. Margetts, 2000; Establishing Valid Measures of Children’s Adjustment to the First Year of Schooling
3 Denton and West, 2002
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Kindergarten Transition Plan
Transition Resources Planning Team
Kindergarten Transition Activities
Transition First Week of Other Transition Event School Activities
LAUSD ©
Kindergarten Transition
Team Planning
Task Worksheet
START COMPLETION TASKS RESPONSIBILITY DATE DATE NOTES
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First Week of School Overview
The First Week of School is a crucial step for the student in the kindergarten transition process. It expands the usual first day orientation into a first week parent engagement opportunity. This is done by having the parents return to their child’s classroom for an hour after lunch for structured activity. During this time the kindergarten teachers engage the parents in a parent/child learning experience. At the end of the week parents are provided the opportunity to become regular volunteers on campus.
Expected Outcomes:
1. Children experience a quicker and more positive adjustment to school 2. Kindergarten teachers and parents establish positive relationships 3. Kindergarten parents become more comfortable with their child’s school and classroom 4. Kindergarten parents recognize importance of volunteering
Description:
1. Day 1 (Orientation)
o This first day of school will continue to be the Kindergarten Orientation that the elementary school carries out already. o During this orientation, parents are reminded to return for days 2-5. o Parents engage in a parent/child activity in their child’s classroom following the orientation.
2. Days 2-5
o Parents return to their child’s classroom after lunch during these remaining 4 days o Kindergarten teachers engage parents in an activity that the students and parents can do together during this time. (Please refer to sample activities included.) o It would be advisable to send a letter, at least a week prior to the start of the school year, outlining the schedule for the week o If school volunteers are available, it would also be advisable to recruit several of them to assist in those classrooms that have smaller turnouts. o Finally, remind teachers to encourage the parents to become regular school volunteers.
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Kindergarten Transition Planning Team
In order to assist in the planning of your kindergarten transition activities, it is recommended that you form a kindergarten transition planning team. You may use an existing school team and include the transition activities as part of their responsibilities.
Planning Team members may include:
o Principal/Assistant Principal o Community Representative/Parent Center Director o Coordinator o Kindergarten Teacher o Early Education Teacher o Parent
Planning Team Functions:
o Create an Implementation Calendar o Assign Roles and Responsibilities o Coordinate and Oversee Implementation
LAUSD ©
Information for
Parents of
Exceptional Children
Gifted and Talented Education Program (GATE)
Welcome Welcome to a very large family of parents, students, teachers and administrators whose overall goal is to ensure that students who demonstrate outstanding ability or potential are helped to make the most of their unique talents and capabilities. LaRoyce Bell, District Coordinator
••• The GATE application for the Los Angeles Unified School District is available by going to this link:
http://www.lausd.k12.ca.us/lausd/offices/GATE/GATE_STATE_APPLICATION.pdf
••• Go to this link to view current GATE Standards:
http://www.lausd.k12.ca.us/lausd/offices/GATE/gate05standards.pdf
Purpose Gifted/Talented Programs creates high end learning opportunities which allow students to flourish in stimulating academic and social environments. In designing challenging educational opportunities, we strive to raise the floor, remove the walls and eliminate the ceiling on learning.
Ceilings are for rooms not students Philosophy The philosophy of Gifted/Talented Programs is integrally connected to the District mission statement. The District's instructional programs for gifted and talented students are based on the principles that all students are to receive an education appropriate to their individual capabilities, interests, and needs, and that students have learning opportunities that help develop their abilities to the highest level. Because gifted and talented students generally demonstrate high performance or capacity for high performance beyond age/grade expectations, they are atypical learners who require specialized learning experiences beyond the regular curriculum.
District Mission Statement
Los Angeles Unified School District will provide high quality instruction and a coherent and rigorous curriculum in every classroom to facilitate student learning and achievement.
Major Categories of Identification Gifted/Talented students exhibit excellence or the capacity for excellence far beyond that of their chronological peers. Students whose abilities fall into one or more of the categories below may be considered for participation in the Gifted/Talented Programs.
Intellectual Ability Students whose general intellectual development is markedly advanced in relation to their chronological peers. At least one semester of observation by the staff in the school of current enrollment and supportive descriptions of intellectual behavior are required.
High Achievement Students who consistently function for two consecutive years at highly advanced levels in English-Language Arts/reading/EL* (elementary) or English/EL* (secondary), and mathematics.
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Specific Academic Ability Students who consistently function for three consecutive years at highly advanced levels in either English-Language Arts/reading/EL* (elementary), English/EL* (secondary), or mathematics. Students in Grades 9-12 may also be considered in either science or social science.
Ability in the Performing or Visual Arts Students who originate, perform, produce, or respond at exceptionally high levels in either dance, music (voice), drama, or in drawing or painting.
Creative Ability Students who characteristically perceive significant similarities or differences within the environment, challenge assumptions, and produce unique alternative solutions .
Leadership Ability Students who show confidence and knowledge; influence others effectively; have problem- solving and decision making skills; express ideas in oral or written form clearly; show sense of purpose and direction. *English Learners (EL)
Process for Identification Identification is accomplished through an assessment process consisting of the following components:
1. Search and referral 2. Screening 3. Committee review 4. District verification.
Here are the initial steps: ••• The school develops an initial list of potential candidates through the process of search & referral. ••• The school administrator or designee screens students by collecting data from existing sources, such as, the cumulative record and progress report card. ••• The local school Screening Committee makes a recommendation for consideration of eligibility of students. ••• When appropriate, an intellectual assessment or an evaluation of academic abilities, or audition in the performing arts, or a demonstration in the visual arts may be required. ••• A designated District staff member reviews all screening and assessment materials and determines the eligibility of students.
Qualifying students who reside within the LAUSD boundaries may request assessment through the local school of residence or school of attendance.
The administrator of independent charter schools within LAUSD boundaries must contact the Charter School's office to start the fee-for-service process for students to be assessed.
A Parent Consent for Assessment must be signed and returned to the referring school.
For more information contact: LAUSD Gifted/Talented Programs Phone (213) 241-6500 Central Administrative Offices FAX (213) 241-8975 333 S. Beaudry Ave., 25th Floor Los Angeles, CA 90017
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Section 504 of the Rehabilitation Act
The following information is from the LAUSD Educational Equity Compliance (EEC) site and can be accessed at this link:
http://www.lausd.k12.ca.us/lausd/offices/eec/section504.htm
No otherwise qualified individual with a disability...shall, solely by reason of his or her disability, be excluded from the participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance." Section 504 of the rehabilitation act of 1973
Section 504 is a civil rights law. To meet the criteria for Section 504 protections, a child must...
••• Have a physical or mental impairment that substantially limits one or more major life activities; ••• Have a record of such impairment, or ••• Be regarded as having such an impairment.
Under Section 504, a plan may be developed to assist students with disabilities that require accommodations in order to access the general education program.
Frequently asked questions about Section 504: What is a Major Life Activity? Major life activities include: walking, seeing, hearing, speaking, breathing, learning, working, caring for oneself, and performing manual tasks.
What are some examples of disabilities that might substantially limit a major life activity?
••• Attention Deficit Disorder ••• Chronic Asthma ••• Diabetes ••• Severe Allergies ••• Cancer ••• Physical disabilities ••• Temporary disabilities
Who decides if a student meets the criteria under Section 504 of the Rehabilitation Act of 1973? The school's Section 504 team conducts an evaluation to determine if the student meets the three prong criteria as disabled under federal law, by:
••• Determining if the student has a potentially limiting mental or physical disability ••• Determining if the student's disability impairs a major life activity; and ••• Determining if the student's physical or mental impairment substantially limits the major life activity.
Some examples of assistance that can be provided in a Section 504 plan are:
••• Providing additional time for homework assignments ••• Changing the way tests are given ••• Seating in the front of the class ••• Creating a behavior support plan
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What rights do Parents/Guardians have under Section 504 of the Rehabilitation Act?
••• Written notification of any decisions concerning the identification, evaluation, and/or accommodations ••• Information needed to appeal any such decisions; and ••• Examination of relevant records
How are Section 504 Complaints made? Written Section 504 complaints that involve the following may be taken to the site administrator and/or Section 504 designee.
••• Disagreements with decisions or actions taken or not taken in regard to a student's Section 504 evaluation or plan and/or ••• Discrimination/harassment that is based on a student's actual or perceived disability.
Please note that discrimination/harassment complaints must be filed within six (6) months from the date that the last incident(s) occurred.
Local school site resolutions are encouraged. However, if the complaint cannot be resolved, a written complaint may be filed with the Local District's Section 504 designee.
Where Can I Obtain Further Information or Assistance?
••• At your school site ••• At your Local District; and ••• At the Educational Equity Compliance office - call or write to:
Sue Spears, Director and District Title IX and Section 504 Coordinator Educational Equity Compliance 333 South Beaudry Avenue , 20th Floor Los Angeles, California 90017 Telephone: (213) 241-7682 Fax: (213) 241-3312
Resources: ••• Serving Students Under Section 504 (Power Point Presentation) Or access at this link: http://www.lausd.k12.ca.us/lausd/offices/eec/504comprehensive.htm
••• Special Education Office Assistant/Clerk On-Line Training Or access this link: http://www.lausd.k12.ca.us/lausd/offices/eec/training/5041.html
Section 504 and Students with Disabilities Brochure - English / Spanish Or use this link for English: http://www.lausd.k12.ca.us/lausd/offices/eec/pdfs/edueqeng.pdf This link for Spanish: http://www.lausd.k12.ca.us/lausd/offices/eec/pdfs/edueqspa.pdf
Section 504 and Students with Disabilities Policy - Bulletin No. BUL-4045 Or use this link: http://www.lausd.k12.ca.us/lausd/offices/eec/pdfs/BUL_4045.pdf
Section 504 Reference Manual - English Or use this link: http://www.lausd.k12.ca.us/lausd/offices/eec/pdfs/504RefManual.pdf
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Individuals With Disabilities Education Act (IDEA) for Special Needs Students
Special Education Eligibility
The following information is from the Los Angeles Unified School District’s (LAUSD) Division of Special Education, “Special Education Eligibility” site and can be accessed at this link:
http://sped.lausd.net/sepg2s/pg2_eligibility.htm
Special education is a program designed to meet the unique educational needs of children with disabilities who meet eligibility criteria under the law. Special education services can begin at birth and continue until the age of twenty-two (22). Children may receive special education services under one of the following eligibilities:
••• Autism or autistic-like behaviors ••• Deaf-blindness ••• Deafness ••• Emotional disturbance ••• Hearing impairment ••• Mental retardation ••• Multiple disabilities ••• Orthopedic impairment ••• Other health impairment ••• Specific learning disabilities ••• Speech or language impairment ••• Traumatic brain injury ••• Visual impairment including blindness
Preschool children, ages 3 to 5 years old, may qualify for special education services if they have one of the the previously listed eligible disabilities or an "established medical disability." An "established medical disability" is a disabling medical condition or congenital syndrome very likely to require special education services.
In California, children with disabilities younger than three (3) years of age may also qualify for early intervention, which helps enhance their development. Children who qualify for early intervention services will receive services from the District if they have solely a visual, hearing, or severe orthopedic impairment. All other children in this age range who exhibit developmental delays or have established risk conditions with harmful developmental consequences will receive early intervention services from their local regional center.
If your child is eligible to receive special education services, you have the right to be informed about all available public and non-public schools or programs. The law requires that to the maximum extent appropriate, children with disabilities be educated with children without disabilities. This placement is called "the least restrictive environment."
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The Special Education Process
The following information is from the Los Angeles Unified School District’s Division of Special Education, “The Special Education Process” site and can be accessed at this link:
http://sped.lausd.net/sepg2s/pg2_gettingstarted.htm
The special education process determines whether or not your child is eligible for special education services and if so, what special education services are most appropriate for your child. There are four (4) basic steps in the special education process: 1. Referral for Assessment 2. Assessment 3. Development and Implementation of an Individualized Education Program (IEP) 4. IEP Review
Step 1: Referral For Assessment In many cases, parents or guardians refer their child for assessment for special education services. Teachers, other school personnel, and community members may also refer a child for assessment. Within fifteen (15) days, not counting school vacations greater than five (5) days, of the receipt of a referral for assessment, you will receive a written response from the District. If the District determines that an assessment of your child is not appropriate, you will receive a written notice of this decision. If the District determines that an assessment is appropriate, you will receive an Assessment Plan.
An Assessment Plan describes the types and purposes of the assessments which may be used to determine your child's eligibility for special education services. Before your child can be assessed, you must consent to the assessment by signing the Assessment Plan. You have at least fifteen (15) days from the receipt of the Assessment Plan to consent to and sign it. The school has sixty (60) days, not counting school vacations greater than five (5) days, of the receipt of your signed Assessment Plan to complete the assessment and hold an Individualized Education Program (IEP) meeting.
Step 2: Assessment An assessment involves gathering information about your child to determine whether your child has a disability and, if he or she is eligible, the nature and extent of special education services that your child may need. Assessments may include individual testing, observation, of the child at school, interviews with the child and school personnel who work with the child, and review of school records, reports and work samples.
Guidelines for Assessment When your child is assessed, the following guidelines will be followed:
••• Your child will be assessed only after you consent to the Assessment Plan. ••• Your child will be assessed in all areas related to his and her suspected disability. ••• The Assessment will be administered in your child's primary language or a qualified interpreter will be provided. ••• The assessment must include a variety of appropriate tests to measure your child's strengths and needs. The persons administering these tests must be qualified to do so. ••• The assessment will be adapted for students with impaired sensory, physical or speaking skills. ••• A multidisciplinary team, including at least one teacher or other specialist with knowledge in the area of your child's suspected disability, will assess your child. ••• Testing and assessment materials and procedures must not be racially, culturally or sexually discriminatory.
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You have the Right to an Independent Educational Assessment of Your Child.
If you disagree with the school's assessment of your child, you may obtain an independent educational assessment of your child. Upon your request, the school must give you information about how to obtain this independent assessment by a qualified examiner who is not employed by the District.
You have the right to request that the District pay for the independent educational assessment of your child.
Whenever the District pays for an independent educational assessment, the criteria under which the assessment is obtained, including location of the assessment and the qualifications of the examiner, must be the same criteria used by the District when it initiates an assessment.
The District may initiate a due process hearing to show its assessment was proper.
If the final decision of the hearing offices is that the District's assessment was proper, you still have the right to an independent educational assessment, but your will be required to pay for that assessment. If you obtain and independent educational assessment at your own expense, the results of the assessment must be considered by the District in any decision made concerning your child's education, and may be presented as evidence at a due process hearing regarding your child.
If a hearing officer requests and independent educational assessment as part of a hearing, you will not have to pay for that assessment.
Step 3: Development & Implementation of an INDIVIDUALIZED EDUCATION PROGRAM (IEP)
After your child has been assessed, an INDIVIDUALIZED EDUCATION PROGRAM (IEP) meeting will be held. The IEP meeting must be held at a time and place convenient for both you and the school's representatives. At this meeting, the IEP team will discuss the assessment results and determine whether your child is eligible for special education services. If your child is eligible, then an IEP will also be developed during the meeting.
The following people are members of the IEP team:
••• You, as the child's parent or guardian, and/or your representative; ••• A school administrator or qualified representative who is knowledgeable about program options appropriate for your child; ••• Your child's present teacher. If a student does not presently have a teacher, a teacher with the most recent and complete knowledge of the student and who has observed the student's educational performance will participate as an IEP team member. If a teacher with the most recent and complete knowledge of the student is not available, the teacher on the IEP team will be a special education teacher qualified to teach a student of his or her age; ••• Other persons, such as your child, whom you or the school wish to invite; and ••• When appropriate, the person(s) who assessed your child or someone familiar with those assessment procedures.
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What is an IEP?
The IEP is the written plan that describes a child's abilities and needs, and the placement and services designed to meet the child's unique needs. Your child must have an IEP before he or she receives special education services. Your child's IEP must be implemented as soon as possible after the IEP meeting. In addition, your child's IEP must be reviewed and, if necessary, revised once a year or more often upon request. If your child is found to be eligible for special education services, the IEP will contain:
••• Annual goals and short-term objectives focusing on your child's current level of performance; ••• The services that your child will receive; ••• When services will begin, how often they will be provided, and for how long; ••• The instructional program(s) where these services will be delivered; ••• The amount of time your child will spend in general education. If your child is not educated completely in general education, it should state why; and ••• How the school will measure your child's progress.
Children with disabilities should attend the school they would ordinarily attend if they were not in special education. This requirement may be waived when a student's IEP requires it & states why.
You will receive a copy of the IEP at the IEP meeting.
If you do not attend the IEP meeting, a copy will be mailed to you. You have the right to agree or disagree with any part of the IEP. The school is required to get your consent to the IEP before your child receives special education services. Upon your request, you must be given a copy of the IEP in your primary language, whenever possible.
Will I Receive Notice of the IEP Meeting?
The school must provide you with notice of the IEP meeting within a reasonable time prior to the meeting. This notice will include: the date, time, and place of the meeting; the reason for the meeting; who will be at the meeting; and a statement of the right of participants to electronically record the meeting. If you are unable to attend the meeting, you may call the school to reschedule.
When Must an IEP Meeting be Held?
An IEP meeting must be held:
••• Once a year to review your child's progress and placement and to make any needed changes to the IEP; ••• Every three years to review the results of a mandatory comprehensive reevaluation of your child's progress; ••• After your child has received a formal assessment or reassessment; ••• If you or a teacher feel that your child demonstrates significant educational growth or a lack of anticipated progress; ••• When you or a teacher request a meeting to develop, review, or revise the IEP; ••• To develop a transition plan, beginning at age sixteen (16) or younger, if appropriate; and/or ••• To determine whether a student's misconduct was a manifestation of his or her disability before expelling or suspending the student from school for more than ten (10) school days.
If your child is already enrolled in a special education program and you request an IEP meeting, you must do so in writing. Once your request is received, the meeting must be held within thirty (30) days, not counting school vacations greater than five (5) days.
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What are Transition Services?
Transition services are a set of coordinated activities to assist a student's movement from school to post-school activities. These services are designed to help your child adjust to life after he or she is no longer eligible for school-related services. The law requires that transition services be provided to all students with disabilities, beginning at fourteen (14) years of age or younger, if appropriate. When appropriate, the IEP team will plan and oversee the implementation of these transition services.
The law also requires that coordinated activities for transition include instruction, community experiences, and the development of employment and other post-school living skills. If services in any of the previously listed areas are not needed by your child, your child's IEP must state so and why. The coordinated activities for transition must be based on your child's individual needs and take into account his or her preferences and interests. If appropriate, the coordinated activities may also include the acquisition of daily living skills and/or functional vocational evaluation.
If transition services are going to be discussed at an IEP meeting, the notice of the IEP meeting will include the following information:
••• Indicate that the meeting will discuss transition services; ••• Indicate that the student will be invited; and ••• Identify any agency representatives that the school invited who may be able to pro-' vide and/or pay for transition services.
If any agency representatives cannot be at the meeting, the District will attempt to obtain their input through other means. (See the section: “SPECIAL EDUCATION SUPPORTS AND SERVICES, Related Services, Transition” for more detailed information).
Step 4: IEP Review
If your child is receiving special education services, his or her IEP will be reviewed in an IEP meeting at least once a year to determine how well it is meeting his or her needs. In addition, every three years, your child will be reassessed and his or her IEP reviewed as part of an overall comprehensive reevaluation of your child's progress.
If there are concerns that your child's educational needs are not being met, either you or school personnel may request a reassessment or an IEP meeting to review the IEP at any time during the year. You may request an IEP meeting to review the IEP at anytime during the year. You may request an IEP meeting by sending a written request to the school. Once your request is received, the meeting must be held within thirty (30) days, not counting school vacations greater than five (5). You may request a reassessment by sending a written request to the school or completing a Request for Special Education Assessment which can be obtained at any District school. The school must get your permission before it reassesses your child.
Suggestions for Parent Center Directors
Parent Center Directors should be aware of the following materials in order to help guide parents who may have questions about their special needs child and the Independent Education Program (IEP) process. All school sites should have copies of these brochures, guides and booklets. If not, encourage them to print and have some available for the main office & your resource center.
Assistance for workshops relating specifically to students with disabilities can be found through the Division of Special Education Parent/Community Liaison’s office: (213) 241-6701 or visit the Division of Special Education website at: http://sped.lausd.net
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Special Education Supports and Services
The following information is from the Los Angeles Unified School District’s Division of Special Education, “Special Education Supports and Services” site and can be accessed at this link: http://sped.lausd.net/sepg2s/pg2_services.htm#program_services or you can ask to be connected to any of these Program Services offices by calling this main number: (213) 241-6701
The Division of Special Education provides a range of program and related services to students found eligible for special education. Service and support is also provided to schools and parents in a variety of areas included, but not limited to:
PROGRAM SERVICES
••• Autism ••• Deaf and Hard of Hearing ••• Inclusion ••• Infant/Pre-School (Early Education) ••• Visually Impaired
RELATED SERVICES
••• Adapted Physical Education ••• Assistive Technology Program ••• Audiological Services ••• Instruction in Home or Hospital ••• Physical Therapy and Occupational Therapy ••• School Physical Therapy ••• School Occupational Therapy ••• Speech and Language ••• Transition Services
For more information contact:
Division of Special Education Los Angeles Unified School District 333 South Beaudry Avenue, 17th Floor Los Angeles, CA 90017 Phone (213) 241-6701, Fax: (213) 241-8915, TTY (213)241-6854 Email: [email protected]
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Federal, State, District and Community Resources
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FEDERAL RESOURCES
FEMA http://www.fema.gov/ On March 1, 2003, the Federal Emergency Management Agency (FEMA) became part of the U.S. Department of Homeland Security (DHS). The primary mission of the Federal Emergency Management Agency is to reduce the loss of life and property and protect the Nation from all hazards, including natural disasters, acts of terrorism, and other man-made disasters, by leading and supporting the Nation in a risk-based, comprehensive emergency management system of preparedness, protection, response, recovery, and mitigation
500 C Street S.W. Washington, D.C. 20472
Department of Housing and Urban Development http://www.hud.gov/ HUD's mission is to increase homeownership, support community development and increase access to affordable housing free from discrimination. To fulfill this mission, HUD will embrace high standards of ethics, management and accountability and forge new partnerships--particularly with faith-based and community organizations--that leverage resources and improve HUD's ability to be effective on the community level.
U.S. Department of Housing and Urban Development 451 7th Street S.W., Washington, DC 20410 h: (202) 708-1112 TTY: (202) 708-1455
Center for Personal Assistance Services http://www.pascenter.org/home/index.php The Center for Personal Assistance Services provides research, training, dissemination and technical assistance on issues of personal assistance services (PAS) in the United States. U.S. Government Services Information by Topics
U.S. Government http://www.usa.gov/ Call 1 (800) FED INFO 1-800-333-4636) for any Question about Government
U.S. Department of Education http://www.ed.gov/ ED was created in 1980 by combining offices from several federal agencies. ED's mission is to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. ED's 4,200 employees and $68.6 billion budget are dedicated to: ••• Establishing policies on federal financial aid for education, and distributing as well as monitoring those funds. ••• Focusing national attention on key educational issues. ••• Prohibiting discrimination and ensuring equal access to education. ••• Collecting data on America's schools and disseminating research.
1-800-USA-LEARN (1-800-872-5327) Spanish speakers available (se habla español) TTY: 1-800-437-0833
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Office of Special Education Programs (OSEP) http://www.ed.gov/about/offices/list/osers/osep/index.html
The Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children and youth with disabilities ages birth through 21 by providing leadership and financial support to assist states and local districts. The Individuals with Disabilities Education Act (IDEA ) authorizes formula grants (link: http://www.ed.gov/fund/grant/about/formgrant.html ) to states, and discretionary grants (link: http://www.ed.gov/fund/grant/about/discgrant.html ) to institutions of higher education and other non-profit organizations to support research, demonstrations, technical assistance and dissemination (link: http://www.ed.gov/parents/needs/speced/resources.html ), technology and personnel development and parent-training and information centers (link: http://www.taalliance.org/ptidirectory/ ).
The Individuals with Disabilities Education Improvement Act of 2004 (link: http://frwebgate.access.gpo.gov/cgibin/getdoc.cgi?dbname=108_cong_public_laws&docid=f:publ 446.108 ) was signed into law by President George W. Bush on December 3, 2004. As the nation's special education law, IDEA serves approximately 6.8 million children and youth with disabilities.
IDEA News, Information and Resources This site was created by OSEP to provide a one-stop shop for resources related to IDEA and its implementing regulations : http://idea.ed.gov/
NAACP http://www.naacp.org From the ballot box to the classroom, the dedicated workers, organizers, and leaders who forged this great organization and maintain its status as a champion of social justice, fought long and hard to ensure that the voices of African Americans would be heard. For nearly one hundred years, it has been the talent and tenacity of NAACP members that has saved lives and changed many negative aspects of American society.
NAACP National Headquarters 4805 Mt. Hope Drive, Baltimore MD 21215 Toll Free: (877) NAACP-98 Local: (410) 580-5777
STATE RESOURCES
State of California http://www.ca.gov/ Resources by the state of California for Californians
California Department of Education http://www.cde.ca.gov/ The Core Purpose of the California Department of Education is to lead and support the continuous improvement of student achievement, with a specific focus on closing achievement gaps.
California Department of Education 1430 N Street Sacramento, CA 95814-5901 General: 916-319-0800 TTY/TDD: 916-445-4556
Specialized Programs – Special Education http://www.cde.ca.gov/sp/se/ This site provides information and resources to serve the unique needs of persons with disabilities so that each person will meet or exceed high standards of achievement in academic and nonacademic skills.
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California Disability http://www.disabilityaccessinfo.ca.gov/ The purpose of this site is to provide information and links on the major laws, regulations and areas of interest regarding disability rights and access for Californians with disabilities and other interested persons.
You will find references to laws, resources for services and referrals to organizations that can help you with your access concerns.
California Department of Rehabilitation http://www.rehab.cahwnet.gov/ The California Department of Rehabilitation works in partnership with consumers and other stakeholders to provide services and advocacy resulting in employment, independent living and equality for individuals with disabilities.
California Department of Housing and Community Development http://www.hcd.ca.gov/ The Division of Housing Policy Development accomplishes this mission by identifying California's housing needs and developing policies to meet those needs. HPD prepares and implements the federal consolidated planning and performance reporting requirements for HUD, ensuring California's receipt of millions of federal housing and community development dollars. HPD also administers state housing element law, including the review of local general plan housing elements; prepares numerous state plans and reports and conducts research to facilitate housing development and improvement, including an annual report on redevelopment agencies housing activities; and provides a wide range of technical assistance to local governments, public and private housing providers, business and industry groups, housing advocates and interested citizens.
1800 Third Street Sacramento, CA 95811-6942 Ph: (916) 445-4782
California State University http://www.calstate.edu/ The CSU is a leader in high-quality, accessible, student-focused higher education. With 23 campuses , almost 450,000 students , and 47,000 faculty and staff , we are the largest, the most diverse, and one of the most affordable university systems in the country. We offer unlimited opportunities to help students achieve their goals. We prepare graduates who go on to make a difference in the workforce. We engage in research and creative activities leading to scientific, technical, artistic and social advances. And we play a vital role in the growth and development of California's communities and economy.
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California Department of Veteran Affairs http://www.cdva.ca.gov/ To Serve California's Veterans & their Families.
More specifically, to provide California veterans and their families with aid and assistance in presenting their claims for veterans' benefits under the laws of the United States; to provide them with beneficial opportunities through direct low-cost loans to acquire farms and homes; and to provide the state's aged or disabled veterans with rehabilitative, residential, and medical care and services in a home-like environment at the California Veterans Homes.
This mission is based upon the philosophy that programs of benefits for veterans fulfill necessary, proper, and valid public purposes by promoting patriotism, by recognizing and rewarding sacrifice and service to country, and by providing needed readjustment assistance to returning veterans and their families, whose lives were interrupted when they responded to their country's call to military service.
1227 O Street Sacramento, CA 95814 1 (800) 952-5626 1 (800) 324-5966 (TDD) 1 (800) 221-8998 (Outside California)
U.S. Department of Urban Development-California http://www.hud.gov/offices/cpd/about/local/ca/index.cfm
Department of Community Affairs 1800 - 3rd Street, Suite 330 Sacramento, CA 95811 Ph: (916) 327-2862 Fax: (916) 319-8488
California Housing Finance Agency http://www.calhfa.ca.gov/ For over 30 years, California Housing Finance Agency (CalHFA) has supported the needs of renters and first-time homebuyers by providing financing and programs that create safe, decent and affordable housing opportunities for individuals within specified income ranges. Established in 1975, CalHFA was chartered as the State’s affordable housing bank to make low interest rate loans through the sale of tax-exempt bonds. A completely self-supporting State agency, bonds are repaid by revenues generated through mortgage loans, not taxpayer dollars. Sacramento Headquarters Los Angeles Office 1415 L Street, Ste. 500 100 Corporate Pointe, Ste. 250 Sacramento, CA 95814 Culver City, CA 90230 877-9-CalHFA (877.922.5432) (310) 342-1250
California State PTA http://www.capta.org/ The California State PTA (California Congress of Parents, Teachers, and Students, Inc.) is a branch of the National PTA, serving as a connecting link between the national organization and its membership within the state.
2327 L Street Sacramento, CA 95816-5014 Ph: (916) 440-1985 Fax: (916) 440-1986
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California Community Colleges http://www.cccco.edu/ Our vision is to build a better future for California by providing exceptional leadership, advocacy and support for the Board of Governors and California’s community colleges. These efforts will foster access, success and lifelong learning for all students while simultaneously advancing the state’s interests in a skilled workforce and an educated citizenry. We will secure and use resources effectively and forge partnerships with local districts and colleges, public policy makers, and members of the business, non-profit, K-12 and higher education communities while ensuring accountability and serving as conscientious stewards of the public trust.
The System Office will deliver valuable human and financial resources to support college programs, research, policy development and the use of emerging technology throughout the California community colleges.
System Office 1102 Q Street, 4th Floor Sacramento, CA 95811 Ph: ( 916) 445-8752
InmigrantInfo.org http://www.immigrantinfo.org/index.html IRIS strives to improve the lives of immigrants and all residents of Santa Clara County by recognizing and appreciating the contributions of immigrants, educating all Santa Clara County residents about the backgrounds, values, and life conditions of immigrants in Santa Clara County, and fostering multicultural community. By assessing and addressing the specific human needs of immigrants and by maximizing collaboration, IRIS seeks to enhance the potential and enrich the lives of all county residents.
2310 North First Street, Suite 104 San Jose, CA 95131 Ph: (408) 792-2300 Fax: (408) 297-2463
CABE http://www.bilingualeducation.org/ The California Association for Bilingual Education (CABE) is a non-profit organization incorporated in 1976 to promote bilingual education and quality educational experiences for all students in California. CABE has 5,000 members with over 60 chapters/affiliates, all working to promote equity and student achievement for students with diverse cultural, racial, and linguistic backgrounds. CABE recognizes and honors the fact that we live in a rich multicultural, global society and that respect for diversity makes us a stronger state and nation.
16033 E. San Bernardino Road Covina, CA 91722-3900 Ph: (626) 814-4441 Fax: (626) 814-4640
Disability Services
City of Los Angeles Department on Disabilities: http://www.lacity.org/DOD/ The Department on Disability, on behalf of the City of Los Angeles, is committed to ensuring full access to employment, programs, facilities and services; through strategic management and partnership education, advocacy, training, research and improved service delivery; for the benefit of persons with disabilities, providers of essential resources and policymakers.
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Los Angeles County Commission on Disabilities 500 W. Temple Street Los Angeles, CA 90012 (213) 974-1053 Fax: (213) 633-5102 Monday - Friday: 8:00 am - 5:00 pm English, All ages, Free Provides referrals for services available to disabled persons in Los Angeles County. Serves as advisory body to County Board of Supervisors; conducts studies of the needs of persons with disabilities.
Social Security Administration 11000 Wilshire Boulevard, Suite 10203 Los Angeles, CA 90024 (800) 575-9464 (800) 772-1213 www.ssa.gov Monday - Friday: 9:00 am - 4:00 pm English, Farsi, Spanish, Italian, Vietnamese, All ages, Free Assists individuals with Social Security benefits, Supplemental Security Income (SSI) and Medicare.
Access Paratransit P.O. Box 71684 Los Angeles, CA 90071-0684 (800) 827-0829 TDD: (800) 827-1359 Fax: (213) 270-6057 www.asila.org Monday - Friday: 8:00 am - 5:00 pm English, Spanish All ages with disabilities are eligible, based on functional ability to use accessible bus service Sliding scale fee structure Provides ADA paratransit, curb-to-curb, and share-ride service for Los Angeles County.
Braille Institute of America, Inc. 741 N. Vermont Avenue Los Angeles, CA 90029 (323) 663-1111 (800) BRAILLE for information and referrals Fax: (323) 663-0867 www.brailleinstitute.org Monday - Friday: 8:30 am - 5:00 pm English, All ages, Free Individuals with visual impairment are eligible Offers devices to maximize remaining vision, talking-book records, cassettes, Braille books, large-print materials, 200+ instructional courses, counseling, adult recreation programs, transportation information, employment services, and volunteer opportunities.
Braille Institute of America, Inc. Braille Institute Library Services 741 N. Vermont Avenue Los Angeles, CA 90029 (323) 660-3880 Fax: (323) 663-0867 www.brailleinstitute.org
LAUSD ©
City Ride P.O. Box 866003 Los Angeles, CA 90086 (310) 808-7433 Monday - Friday: 8:00 am - 5:00 pm English, Spanish (others available) Ages 65 and older, or individuals with mobility impairments Sliding scale fee structure Transportation service for Los Angeles residents. Los Angeles Department of Transportation provides paratransit and shared taxicab rides, MTA bus passes and private lift van service.
Monday - Friday: 8:30 am - 5:00 pm English, All ages, Free Blind, visually impaired, or reading disabled individuals are eligible Provides library services on audio cassettes or in Braille format to ten county areas.
Center for the Partially Sighted 12301 Wilshire Boulevard, Suite 600 Los Angeles, CA 90025 (310) 458-3501 Fax: (310) 576-2749 www.low-vision.org Monday - Friday: 8:30 am - 5:00 pm English, Spanish (others available), All ages Sliding scale fee structure, Medicare, Medi-Cal accepted Provides optometric evaluations, prescription of devices to maximize remaining sight, counseling, orientation, mobility training, adaptive living skills, diabetic education, and transportation.
Computer Access Center 6234 W. 87th Street Los Angeles, CA 90045 (310) 338-1597 Fax: (310) 338-9318 Monday - Friday: 9:00 am - 5:00 pm (Thursday until 6:00 pm) English, Spanish, All ages, Free Seniors and individuals with a disability are eligible Teaches seniors or disabled individuals about computer technology: how to use computers and what to use them for. Alternative ways of accessing computers available.
County of Los Angeles Department of Public Social Services In-Home Supportive Services 12860 Crossroads Parkway South City of Industry, CA 91746 (562) 908-8400 Fax: (562) 908-0459 http://dpssweb.co.la.ca.us Monday - Friday: 8:00 am - 5:00 pm All languages, Ages 65 and older, or disabled and blind individuals, Free Individuals eligible for, or who met, SSI/SSP criteria, except for income or citizenship/immigration status, are eligible Provides financial assistance for in-home services, including: cleaning, laundry, meals and personal care.
LAUSD ©
County of Los Angeles Department of Public Social Services Special Circumstances Program 12860 Crossroads Parkway South City of Industry, CA 91746 (562) 908-8400 Fax: (562) 908-0459 http://dpssweb.co.la.ca.us Monday - Friday: 8:00 am - 5:00 pm All languages, All ages, Free Recipients of SSI/SSP, In-Home Supportive Services, or Cash Assistance Program for Immigrants (CAPI) are eligible Pays for certain special needs after a catastrophe or to maintain safe and healthful housing (home repair, cookstove, refrigerator, etc.).
Deaf and Disabled Telecommunications Program California Telephone Access Program 505 14th Street, #400 Oakland, CA 94612 (510) 302-1100 Fax: (510) 302-1130 www.ddtp.org Monday - Friday: 9:00 am - 5:00 pm English, Spanish, American Sign Language, All ages, Free Applicants must have signature of certifying agent (i.e.: physician, audiologist, rehabilitation counselor) Provides telephone equipment and services for California residents with functional limitations of hearing, vision, speech, mobility and cognition.
Disability Rights California Los Angeles Regional 3580 Wilshire Blvd., Suite 902 Los Angeles, CA 90010-2512 (213) 427-8747 http://www.pai-ca.org/ Disability Rights California works to bring about fairness and justice for people with disabilities. To reach those goals of fairness and justice, we may: 1. File lawsuits on behalf of individuals or groups, 2. Investigate charges of abuse and neglect, 3. Build peer/self advocacy groups, 4. Forge community partnerships, 5. Advocate for change in laws, regulations, and public policy, and 6. Provide information to those who may not know about their rights.
Greater Los Angeles Council on Deafness, Inc. GLAD 2222 Laverna Avenue Los Angeles, CA 90041 Voice/TTY: (323) 478-8000 Fax: (323) 550-4205 www.gladinc.org Monday - Friday: 8:30 am - 5:00 pm English, Spanish, American Sign Language, Signing Exact English, All ages, Free Dedicated to improving the quality of life of deaf and hard-of-hearing individuals in areas of health, employment and human services.
LAUSD ©
Regional Centers Regional centers are nonprofit private corporations that contract with the Department of Developmental Services to provide or coordinate services and supports for individuals with developmental disabilities. They have offices throughout California to provide a local resource to help find and access the many services available to individuals and their families.
Eastern Los Angeles Regional Center 1000 South Fremont Alhambra, CA 91802-7916 Mailing Address : P.O. Box 7916 Alhambra, CA 91802-7916 (626) 299-4700 Serves: Eastern Los Angeles County including the communities of Alhambra and Whittier
Frank D. Lanterman Regional Center 3303 Wilshire Boulevard, Suite 700 Los Angeles, CA 90010 (213) 383-1300 Serves: Central Los Angeles County including Burbank, Glendale, and Pasadena
Harbor Regional Center 21231 Hawthorne Boulevard Torrance, CA 90503 (310) 540-1711 Serves: Southern Los Angeles County including Bellflower, Harbor, Long Beach, and Torrance
North Los Angeles County Regional Center 15400 Sherman Way, Suite 170 Van Nuys, CA 91406-4211 (818) 756-1900 Serves: Northern Los Angeles County including San Fernando and Antelope Valleys
San Gabriel/Pomona Regional Center 761 Corporate Center Drive Pomona, CA 91768 (909) 620-7722 Serves: Eastern Los Angeles County including El Monte, Monrovia, Pomona, and Glendora
South Central Los Angeles Regional Center 650 West Adams Boulevard, Suite 200 Los Angeles, CA 90007-2545 (213) 744-7000 Serves: Southern Los Angeles County including the communities of Compton and Gardena
Westside Regional Center 5901 Green Valley Circle, Suite 320 Culver City, CA 90230-6953 (310) 258-4000 Serves: Western Los Angeles County including the communities of Culver City, Inglewood, and Santa Monica
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COMMUNITY-BASED ORGANIZATIONS
211 L.A. County http://www.211lacounty.org/Index.asp 211 LA County is dedicated to providing an easy-to-use, caring, professional source of guidance, advocacy, and 24 hours 7 days per week access to a comprehensive range of human services to the people of Los Angeles.
211 is an easy to remember three-digit dialing code that enables a caller to access over 28,000 health and human service programs throughout Los Angeles County 24 hours per day, 7 days per week and is TTY accessible.
ABUELITOS DE BOYLE HEIGHTS http://www.abuelitos.org/ Our Mission is to assist in the integration and assimilation of legal aliens from all countries of origin in order that they may live better through their personal realization of "The American Dream." There are three basic components involved with this realization.
2130 First Street - Suite 305 Los Angeles, CA 90033 Ph: (323) 526.-615 Fax: (323) 265-4196
Advancement Project http://www.advanceproj.org/ We are an innovative civil rights law, policy, and communications “action tank” that advances universal opportunity and a just democracy for those left behind in America. We believe that sustainable progress can be made when multiple tools—law, policy analysis, strategic communications, technology, and research— are coordinated with grassroots movements
1541 Wilshire Blvd, Suite 508 Los Angeles, CA 90017 Ph: (213) 989-1300 Fax: (213) 989-1309 Email: [email protected]
Bridges http://www.bridgescommunity.org/ Bridges is a nonprofit Community & Economic Development Corporation that builds partnerships among business and community leaders for the betterment of communities throughout Los Angeles County.
For more information on BRIDGES and its programs, call: Ph: (310) 538-9185 Email: [email protected] .
LAU SD ©
Brotherhood Crusade http://www.brotherhoodcrusade.org/ Since 1968, the Brotherhood Crusade has had a legacy of providing a range of community-based services to the City of Los Angeles and the surrounding areas. From scholarships for the economically disadvantaged, to providing direct grants to other non-profit agencies, the benefits to the community have been immeasurable.
200 E. Slauson Avenue Los Angeles, California 90011 Ph: (323) 846-1649 Fax: (323) 235-5536
Build L.A. http://clnet.sscnet.ucla.edu/community/intercambios/buildla.htm Building Up Los Angeles is an unprecedented collaboration of over 60 community based organizations, colleges and universities, and human service agencies implementing the largest state commissioned National Service project in the Los Angeles area. Building Up is coordinating 150 full and part time AmeriCorps members to provide vital services addressing the most critical needs of our local neighbor hoods.
2510 E. 6th Street Los Angeles CA 90023 Ph: (213) 265-7135 Fax: (213) 265-2817
Catholic Charities L.A. www.CatholicCharitiesLA.org Catholic Charities is committed to manifesting Christ's spirit through collaboration with diverse communities: ••• by providing services to the poor and vulnerable ••• by promoting human dignity ••• by advocating for social justice
Catholic Charities of Los Angeles, Inc. 1531 James M. Wood Blvd., P.O. Box 15095, Los Angeles, CA 90015 Ph: (213) 251-3400 Fax: (213) 380-4603 E-mail: [email protected]
Central City Community Outreach http://www.lacentralcity.org/ This is an exciting time for Central City Community Outreach as our program expands and we offer more services to more families than ever before. Our dynamic and caring staff, alongside committed volunteers, continues to love and serve the community of Skid Row and build stable and positive relationships with the children, youth and mothers. The Skid Row community is in a time of transition, as we have seen more public, political and media attention given to the area than ever before. We hope and pray that with the exposing of the difficulties of living downtown, many more will partner with Central City in raising families out of poverty and homelessness and into a place of dignity and hope.
419 E. 6th Street P.O. Box 13273 Los Angeles, CA 90013 Ph: (213) 689-1766 Fax: (213) 689-1789
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Community Build http://www.communitybuild.org
We are dedicated to the revitalization of our community through human investment and commercial economic development. We strive to empower our communities and the young people of today by investing, training, and equipping them with the skills, resources, confidence and encouragement they need to become active participants in the process of rebuilding our community.
Corporate and Administrative Office Youth and Community Center 4305 Degnan Blvd., Suite 105. 8730 South Vermont Ave. Los Angeles, CA 90008 Los Angeles, CA 90044 Ph: (323) 290-6560 (323) 789-9950 (main) Fax: (323) 294-2812 (323) 759-2412 (fax)
Families in Schools http://www.familiesinschools.org/site/ Families In Schools (FIS) was created in 2000 by the Los Angeles Annenberg Metropolitan Project (LAAMP) to continue the promising work initiated by the Annenberg Challenge in Los Angeles. The research by LAAMP and others on this subject confirms that when parents are engaged in the education of their children, performance on a variety of academic indicators significantly improves. In shaping the work of the organization, FIS was guided by Dr. Joyce Espstein and by Dr. Anne Henderson, two renowned experts in the field of parent involvement.
1545 Wilshire Blvd. Suite 811 Los Angeles, CA 90017 Ph: (213) 484-2870 Fax: (213) 484-3845
Healthy City http://www.healthycity.org/ Welcome to Healthy City, the largest online source of community resource information and demographic, economic, and health data in LA County. Use this website to: ••• Search for community services ••• Map community level data ••• Inform policy decisions
1541 Wilshire Blvd, Suite 508 Los Angeles, CA 90017 Ph: (213) 989-1300
Inner City Struggle http://www.innercitystruggle.org/ InnerCity Struggle has worked with youth, parents and community residents for the past 15 years to promote safe, healthy, and non-violent communities in the Eastside. We involve youth, families and community members that work together for change in their communities. We provide positive after- school programs and parent leadership trainings.
2811 Whittier Blvd. Los Angeles, Ca 90023 Ph: (323) 780-7605 Fax: (323)780-7608 E-mail: [email protected]
LAUSD ©
Los Angeles Urban League The Los Angeles Urban League has provided services and programs for LA communities for more than 88 years. The League offers touch points of intervention throughout the lives of the traditionally underserved. The League is governed by the leadership of President & CEO Blair H. Taylor and a 44- member Board of Directors. While remaining true to its mission as an African American advocacy and civil rights organization, the League champions cross-cultural solutions and leading-edge approaches to assist employers and prospective employees with job training and readiness through its WorkSource Centers and it has implemented a holistic change model for communities through Neighborhoods@Work and the Greater Crenshaw Educational Partnership (GCEP). With 300 employees in the LA region, the League serves more than 100,000 customers per year focusing on education, employment, health, housing and safety from its seven offices and 36 Head Start locations.
Los Angeles Urban League Headquarters: 3450 Mount Vernon Drive, LA , CA 90008; (323) 299-9660 Neighborhoods@Work (N@W) Greater Crenshaw Education Partnership (GCEP)
MALDEF http://maldef.org/ Founded in 1968, MALDEF is the nation’s leading non-profit Latino legal organization. Often described as the “law firm of the Latino community,” MALDEF promotes equality and justice through litigation, advocacy, public policy, and community education in the areas of employment, immigrants’ rights, voting rights, education, and language rights.
634 S Spring St Los Angeles, CA 90014 Ph: (213) 270-6952
North Valley Caring Services http://www.nvcsinc.org/ The agency’s goals are to ensure that: (1) disadvantaged children and youth develop physical health and positive self esteem, complete their education, participate in wholesome activities, and transition into stable, thriving adults; (2) parents can provide a safe and healthy home environment for their children; and (3) homeless and low income neighbors can achieve health and alleviate hunger.
North Valley Caring Services, Inc. 15453 Rayen Street North Hills, CA 91343, USA Ph: (818) 891-0481 Fax: (818) 830-2007 E-mail: [email protected]
Parent Organization Network The Parent Organization Network is convened by the Los Angeles Multicultural Educational Collaborative (LAMEC), which is comprised of the Asian Pacific American Legal Center (APALC), the Los Angeles Urban League and the Mexican American Legal Defense and Educational Fund (MALDEF). LAMEC aims to create multiracial unity and develop educational solutions that impact the organizations’ respective populations across ethnic, racial, class and cultural lines. For more information on the Parent Organization Network, please contact:
c/o Asian Pacific American Legal Center 1145 Wilshire Blvd. 2 nd Fl. Los Angeles, CA 90017 Ph: (213) 977-7500, Ext. 272 PON Manager: Goldie Buchanan
LAUSD ©
The Parent Institute for Quality Education http://www.piqe.org/ The Parent Institute began in 1987 when Rev. Vahac Mardirosian (retired pastor & community activist) and Dr. Alberto Ochoa (SDSU professor & activist) invited parents to discuss their social conditions, the school system, and the low academic achievement of their children. Sherman Elementary (99% Latino students) was then ranked at the bottom of the 109 elementary schools of the San Diego Unified School District. What was initially expected to be a two hour dialogue with a dozen parents evolved into eight weeks of two hour weekly sessions with over ninety parents from that school.
PIQE Los Angeles 3370 San Fernando Rd., # 105 Los Angeles, CA 90065 Ph: (323) 255-2575 Fax: (323) 255-5120
Pueblo Nuevo http://www.pueblonuevo.org/ The mission of Pueblo Nuevo Development is to provide opportunities for economic and educational advancement for the residents of the greater MacArthur Park neighborhood
Philip J. Lance PresidentLAUSD & Executive © Director of Pueblo Nuevo Development Founder & President of Camino Nuevo Charter Academy
PO Box 17778 Los Angeles, CA 90017 Ph: 213-413-3838, ext. 112 E-mail: [email protected]
The San Fernando Valley Faith Coalition http://www.sfvfc.org/ The San Fernando Valley Faith Coalition (SFVFC) is a joint effort between the Los Angeles Police Department and San Fernando Valley faith organizations to preserve lives, marriages, and families through prayer, outreach, and crisis response
Sierra Service Project http://www.sierraserviceproject.org/index.html Sierra Service Project (SSP) is a non-profit organization providing life-changing experiences through acts of service repairing homes in Native American and urban communities and building homes in Honduras. We invite high school age youth and young adults to experience the profound power of serving people who have a culture and life experience different from their own.
PO Box 992, Carmichael, CA 95609 Ph: (916) 488-6441 Fax: (916) 484-0917
LAUSD ©
The Asian Pacific American Legal Center of Southern California http://www.apalc.org/ The Asian Pacific American Legal Center of Southern California (APALC) is the nation's largest legal organization serving the Asian and Pacific Islander (API) communities. Founded in 1983, APALC is a unique organization that combines traditional legal services with civil rights advocacy and leadership development.
The mission of APALC is to advocate for civil rights, provide legal services and education and build coalitions to positively influence and impact Asian Pacific Americans and to create a more equitable and harmonious society.
1145 Wilshire Blvd, 2nd Floor Los Angeles, CA 90017 Ph: (213) 977-7500 Fax: (213) 977-7595 E-mail: [email protected]
TransParent TransParent® was organized in 2009 with a mission to educate and inform parents with children in public schools. We help parents to navigate the public school system, to develop the skills to be equal partners with schools, to effect education policy and practice, to advocate for their children and to share what they learn with other parents. We offer a variety of learning opportunities from beginning, intermediate and advanced workshops to multi-day training events designed to build capacity and create viable parent leadership in our schools.
TransParent® 2118 Wilshire Blvd. Suite 336 Santa Monica, Ca. 90403 www.transparentschools.org Phone: 310 600 2015 Fax: 310 828-0427 email: [email protected]
LAUSD ©
District Resources
Academic English Mastery and Proficiency http://notebook.lausd.net/portal/page?_pageid=33,186035&_dad=ptl&_schema=PTL_EP
The mission of the Los Angeles Unified School District's Office of Academic English Mastery and Proficiency Plus, which is a part of the Language Acquisition Branch, is to assure equity in access to rigorous standards-based, college preparatory, curricula for Standard English Learners, English Learners and other underperforming students in the Los Angeles Unified School District. The work of the office is comprehensive and research-based and is an important component of the Superintendent's "Theory of Action" intended to eliminate disparities in educational outcomes for historically underachieving students. This office in partnership with local district and central office staffs supports implementation of the district's Action Plan and other Initiatives for moving all students to levels of proficiency plus. The Office of Academic English Mastery and Proficiency Plus provides direct support to Academic English Mastery Program schools through ongoing, comprehensive professional development and training for administrators, teachers, coaches, parents and other support staff relative to meeting the cultural, linguistic, and academic needs of students and eliminating achievement and proficiency gaps.
333 South Beaudry Ave. 25th Floor Los Angeles, CA 90017 Phone: (213) 241-3340 FAX: (213) 241-8495
Language Acquisition Branch http://notebook.lausd.net/portal/page?_pageid=33,217440&_dad=ptl&_schema=PTL_EP
The Language Acquisition Branch is comprised of a central office and another unit of professionals committed to improving services for the District’s English learners. This unit is the Asian Pacific and Other Languages (APOLO) and Dual Language Programs Office. The Language Acquisition Branch promotes academic excellence, equity, and access for the District’s 326,893 English learners. The District has developed a variety of instructional programs to best meet the needs of these students. The programs are designed to close the achievement gap between English learners and native English speaking students. The District’s Master Plan for English Learners describes the programs and services that assist English learners to:
••• Achieve academic proficiency in all dimensions of the English language ••• Attain academic achievement in all content areas ••• Develop a positive self-image by acknowledging the linguistic and cultural gifts English learners and their families contribute to the teaching and learning act ••• Function effectively and harmoniously in a multicultural society
333 South Beaudry Ave. 25th Floor Los Angeles, CA 90017 Phone: (213) 241-5582 FAX: (213) 241-7561
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Federal and State Education Programs http://www.lausd.k12.ca.us/lausd/offices/instruct/sfp/
Welcome to the Los Angeles Unified School District, Federal and State Educational Programs, Branch. As you navigate and scroll through the Website, look for hyperlinks that will allow you to visit and download technical data from our different web pages and sites.
333 South Beaudry Ave. 16th Floor Los Angeles, CA 90017 Ph: (213) 241-6990 Fax: (213) 241-8032
Early Childhood Education http://notebook.lausd.net/portal/page?_pageid=33,181210&_dad=ptl&_schema=PTL_EP The mission of Early Childhood Education is to provide a high quality early education program to maximize school readiness.
333 South Beaudry Ave., 16th Floor Los Angeles, CA 90017 Ph: (213) 241-8172 Fax: (213) 241-6853
Student Integration Services http://sfpc.lausd.k12.ca.us/sis/
The Office of Student Integration Services is in charge of the District’s court-ordered integration programs such as Magnet and Permits With Transportation Programs and seven Predominantly Hispanic, Black, Asian, And Other Non-Anglo (PHBAO) programs; Medical-Counseling, Organizing and Recruiting (Med- COR), a collaborative with the University of Southern California for students interested in the health care fields.
333 South Beaudry Ave., 16th Floor Los Angeles, CA 90017 Ph: (877) 462-4798
Network for Healthy California http://www.healthylausd.net/ Welcome! Join the Network for a Healthy California—LAUSD in our mission to increase healthy eating and physical activity among pre-K through 12th grade students throughout the Los Angeles Unified School District. Our goal is to motivate children to eat more fruits and vegetables and enjoy 60 minutes of physical activity every day. This Web site is designed to provide everyone – whether you’re a teacher, parent or kid – all of the tools needed to get moving toward a healthier lifestyle!
6651-C Balboa Blvd. Van Nuys, CA 91406 Ph: (818) 609-2550 Fax: (818) 609-2580
LAUSD ©
District Nursing Services http://notebook.lausd.net/portal/page?_pageid=33,130071&_dad=ptl&_schema=PTL_EP
The Mission of Los Angeles Unified School District Nursing Services is to strengthen and facilitate the educational process by improving and protecting the health status of children and by identifying and assisting in the elimination or modification of health-related barriers to learning.
1430 S. San Julian St. # 1, 2 Los Angeles, CA 90015-3142 Ph: (213) 765-2800 Fax: (213) 749-0553
Transportation Branch http://transportation.lausd.net
The Transportation Branch supports the District's academic programs by providing safe, dependable, and cost-efficient transportation services. The Branch strives for 100% on-time arrival of school buses to pick-up and drop-off students. The Branch also engages in the following tasks:
••• Process requests, schedule buses, and track expenditures for 97,000 auxiliary bus trips ••• Operate 5 major garage facilities required to service approximately 3,400 District owned buses, trucks, autos, vans, and 3,000 specialized power equipment ••• Respond to District emergencies, resolve service problems and concerns from parents, school administrators, and the public ••• Provide a continuous program for the training of District bus drivers that exceed the requirements mandated by California law ••• Maintain fleet inventory documentation, including registration, ownership and licensing records, ensuring compliance with the California Department of Motor Vehicles and other regulatory agencies ••• Operate the largest compressed natural gas (CNG) school bus fleet in California with more than 172 CNG buses
2710 Media Center Drive, Suite 100 Los Angeles, CA 90065 1-800-LA-Buses E-Mail: [email protected]
LAUSD ©
Parent Community Services Branch
www.lausd.net/parent-services The Los Angeles Unified School District Parent Community Services will promote increased student academic achievement by building the capacities of local schools and communities to train, educate, and support parents as partners in their children's education. PCSB services include:
••• Providing leadership and support for all Compensatory Education Programs
••• Providing School Site Councils with documentation and assistance
••• Providing technical assistance in local school elections of the Compensatory Education Advisory Committee (CEAC), the English Learner Advisory Committee (ELAC) and the School Site Council (SSC)
••• Providing information to the representatives of the Parent Community Advisory Councils (PCAC’s) through the Parent Collaborative
••• Conducting District parent training conferences and facilitating attendance at state, national, and local educational conferences.
••• Training parents regarding the formation and function of councils/committees
••• Linking community social services
••• Providing incentives for the implementation of parent centers
••• Providing information regarding District policies and procedures as they relate to parents and student achievement
••• Monitoring District parent involvement processes through certification forms, minutes, meeting procedures, rules and responsibilities for parents
••• Providing parent information on District instructional programs
••• Publishing the Parent Press newsletter
••• Conducting annual needs assessment surveys regarding instructional needs
••• Facilitating the District-wide annual Parent Summit
••• Providing parent training classes
••• Coordinating Central District Advisory Committee (DAC) and District English Learner Advisory Committee (DELAC) and the Parent Collaborative
Parent Community Services Branch 1360 W. Temple, Suite # 103 Los Angeles, CA 90026 Phone: (213) 481-3350 Fax: (213) 481-3392
LAUSD ©
LOCAL DISTRICT PARENT UNITS
Judy Skinder Local District 1 (818) 654-3600 [email protected] Fax (818) 654-3669
Sandra Caukin Local District 2 (818) 755-5300 [email protected]
Fax (818) 755-5382 Cynthia Paulos Local District 3 (310) 253-7100 [email protected] Fax (310) 253-7827
Wi lliam Masis Local District 4 (213) 241-0105 [email protected] Fax 213) 241-3392 Patricia Reynosa (323) 224 -3100 Local District 5 (323) 224-3184 [email protected] Fax
Anna Carrasco Local District 6 (323) 278-3994 [email protected] Fax (323) 278-3993
Flora Obie
Local District 7 (323) 242-1300 [email protected]
Fax (323) 242-1393
Patricia Korn Local District 8 (310) 354-3400 [email protected] Fax (310) 630-8047
TENTH DISTRICT PTA (Los Angeles County) Address: 1000 Venice Boulevard Los Angeles, CA 90015-3232 Phone: (213) 745-7114 FAX (213) 745-6426 Hours: Monday - Friday 7:30 a.m. - 4:00 p.m. President: Silvia Flores Financial/Office Manager: Elaine Black Total Councils: 8, Units: 119 District E-Mail: [email protected]
THIRTY-FIRST DISTRICT PTA (Los Angeles County) Address: 17445 Cantlay Street Van Nuys, CA 91406 Phone: (818) 344-3581 FAX (818) 344-7230 Hours: Monday - Friday 9:00 a.m. - 4:00 p.m. President: Dell Goodman Office Manager: Dell Goodman Total Councils: 7, Units: 131 District E-Mail: [email protected]
LAUSD ©
LOS ANGELES UNIFIED SCHOOL DISTRICT DIVISION OF ADULT AND CAREER EDUCATION Parent and Family Life Education Department Adult Education
Parent Education Mini-Courses/Workshops
Course Title Course Number Hours
Helping Your Child Succeed in School 51-02-56 6
Helping Your Child Succeed in School/ Parent Participation 51-02-58 16
Helping Your Child Succeed in School/ Elementary School 51-02-59 18
Helping Your Child Succeed in School/ Middle and High School 51-02-60 18
Parent Education/Caring for Young Children 51-03-52 30
Parent Education/Anger Management 51-03-53 30
Helping Your Child Succeed in School/ Grade 2 Intervention/ Reading and Mathematics 51-03-56 16
Helping Your Child Succeed in School/ Grade 8 Intervention/Reading 51-03-57 16
Helping Your Child Succeed in School/ Transitioning to Elementary School 51-03-59 9
Helping Your Child Succeed in School/ Transitioning to Middle School 51-03-60 9
Helping Your Child Succeed in School/ Transitioning to High School 51-03-61 9
Helping Your Child Succeed in School/ Tutoring the Elementary School- Age Child/CBET 51-03-62 34
Early Intervention Parenting/ Preventing Child Abuse 51-05-56 15
Drug and Alcohol Prevention: An Overview 51-05-57 3
Substance Abuse Prevention: The Basic Course 51-05-58 6
LAUSD ©
Parent Education Mini-Courses/Workshops
Course Title Course Number Hours
Making Healthy Choices: Substance Abuse Prevention for Families 51-05-59 9
Parenting the Child with Special Needs: Introduction 51-06-50 15
Home/School/Community Alliances/ Current Issues 51-07-55 30
Parent Education through Parent/Child Participation/S.R.L.D.P. 51-07-56 30
Parent and Child Self-Esteem for School and Community Involvement 51-07-57 30
Grandparents Parenting 51-07-63 30
Helping Your Child Succeed in School/ Elementary Mathematics 51-07-70 16
Helping Your Child Succeed in School/ Family Mathematics 51-07-71 12
Parent Education/Parent Involvement for School Success 51-07-81 3
Parent Education/Each Parent as Teacher 51-07-82 3
Parent Education/The Developmental Stages of Childhood 51-07-83 3
Parent Education/Emotional Development/ Communication 51-07-84 3
Parent Education/Emotional Development/ Anger Management 51-07-85 3
Parent Education/Emotional Development/ Self-Esteem 51-07-86 3
Parent Education/The Now and Future Parent (Distance Learning-work done at home.) 51-07-93 10 sections
Parent Volunteer Training/Schools 51-08-53 30
LAUSD ©
LAUSD ©
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Homeless Resources DISTRICT HOMELESS RESOURCE GUIDE
EDUCATION:
LAUSD/Homeless Education Program Serving: Homeless children 0-22 yrs. and their families Assist in school enrollment and placement, advocacy, transportation assistance, resolution of school enrollment disputes, backpack and school supplies, school clothing, and referrals to mental health and social services.
Contact: Angela Chandler - Homeless Education Counselor/Advocate Local District 1 1430 South San Julian Street, Building 7 Los Angeles, Ca 90015 Ph: (213) 765-2880 Fax: (213) 765-3867
School on Wheels Serving: School age children Provides afterschool tutoring services and school supplies to homeless youth throughout Los Angeles County. Utilizes volunteer tutors to provide one to one and group tutoring to homeless youth. Tutors travel to homeless student or student can go to school on wheels learning center.
Contact: Matt Raab, Lead Regional Coordinator P.O. Box 86133 Los Angeles, Ca 90086 Ph: (213) 896-9200 Fax: (213) 896-9222
Beyond The Bell Los Angeles Unified School District 333 S. Beaudry Ave. 29th Floor Los Angeles, CA 90017 Ph: (213) 241-6160
SHELTER:
African Community Resource Center, Inc. http://www.acrcintl.org
Overview: The agency provides cultural awareness, domestic violence services, employment services, homeless support services, immigration services, and shelter for people who live in Los Angeles County. Services are targeted, but not restricted, to newly-arrived African immigrants and refugees. There are no geographic restrictions. Site Hours: Monday through Friday, 8:00am to 5:00pm.
3540 Wilshire Blvd. Suite 804 Los Angeles, CA 90010 Ph: (213) 637-1450 (Service/Intake and Administration) Ph: (800) 496-2525 (Service/Intake) (Refugee Safe Haven) Fax: (213) 382-6166
LAUSD ©
Alexandria House The agency provides education services for families in the community and shelter for single women and women with children in Los Angeles County. There are no geographic restrictions. Site Hours: Monday through Sunday, 24 hours per day.
426 S. Alexandria Ave. Los Angeles, CA 90020 Ph: (213) 381-2649 (Service/Intake and Administration) Fax: (213) 382-4517
Alpha- Client Services http://www.apla.org The agency provides HIV/AIDS services, housing services and volunteer opportunities for people of all ages who live in Los Angeles County. Individuals must be HIV+ or have AIDS for some services. Services are provided at multiple locations; see site list for details. Geographic restrictions apply for some services. Site Hours: Monday through Friday, 9:00am to 5:00pm.
Davis Geffen Center 611 S. Kingsley Dr. Los Angeles, CA 90005 Ph: (213) 201-1600 (Service/Intake) Ph: (213) 201-1582 (TDD)
American Philanthropy Association – Lillie of The Valley Shelter The agency provides emergency food and shelter for single women and men who live in Los Angeles County. Services are provided from two locations (see site lists for details). There are no geographic restrictions. Site Hours - Monday through Sunday, 24 hours per day.
8311 S. Western Ave. Los Angeles, CA 90047 Ph: (323) 753-1900 (Service/Intake) (Single Adult Shelter)
California Council For Veteran Affairs The agency provides advocacy, education services, emergency food, employment services, shelter and support services for female veterans and their families. Services are targeted, but not restricted to people who live in South Central Los Angeles. There are no geographic restrictions. Site Hours - Monday through Friday, 9:00am to 2:00pm.
2501 W. Florence Los Angeles, CA 90043 Ph: (323) 750-9967 (Service/Intake) Fax: (323) 750-8034
LAUSD ©
Center For The Pacific Asian Family http://www.cpaf.info The center provides child abuse services, domestic violence services, shelter, sexual assault services, volunteer opportunities, and welfare-to-work support services. Services are targeted, but not restricted, to Asian Pacific Islanders. Services are provided from two locations; see site list for details. There are no geographic restrictions. Site Hours - Monday through Friday, 9:00am to 5:00pm.
543 N. Fairfax Ave. Rm 108 Los Angeles, CA 90036 Ph: (323) 653-4045 (Administrative) Toll Free: (800) 339-3940 (Service/Intake and Hotline) (Hotline-24 Hour) Ph: (323) 653-4042 (Service/Intake and Hotline) (Hotline-24 Hour) Fax: (323) 653-7913
Children of the Night, Inc. http://www.childrenofthenight.org The agency provides runaway services and a shelter for youth who have a history of prostitution who are in Los Angeles County. Age restrictions apply; there are no geographic restrictions. Site Hours - Monday through Sunday, 24 hours per day.
14530 Sylvan St. Van Nuys, 91411 Ph: (818) 908-4474 Fax: (818) 908-1468 Service/Intake and Hotline: (800) 551-1300 (24-Hour)
Faithful Service Outreach The agency provides shelter for homeless women and their children who are in the city of Los Angeles. There are no geographic restrictions. Site Hours: Monday through Friday, 9:00am to 5:00pm.
1412 W. 37 th Street Los Angeles, CA 90018 Ph: (323) 730-0763 (Service/Intake and Administration) Fax: (323) 730-9823
1736 Family Crisis Center http://www.1736fcc.org The agency provides case management, counseling services, domestic violence services, family support services for low income families, runaway services, emergency and transitional shelter for battered women and their children, shelter for runaway/homeless youth, and welfare-to-work support services. Services are provided at two community service center locations in South Los Angeles and Torrance, an emergency youth shelter in Hermosa Beach, and four confidentially located domestic violence shelters. There are no geographic restrictions. Site Hours: Monday through Friday, 8:30am to 5:30pm; evenings and Saturdays by appointment.
2116 Arlington Ave. Suite 200 Los Angeles, CA 90018 Ph: (323) 737-3900 (Service/Intake and Administration) (Community Service Center) (Service/Intake and Hotline) (24 Hrs-Crisis Hotline): (213) 745-6434, (310) 370-5902, (562) 388-7652 (310) 379-3620, (213) 222-1237 Fax: (323) 737-3993
LAUSD ©
Girls & Boys Town – Los Angeles http://www.boystown.org The agency provides runaway services and runaway shelter for youth in crisis who are in Los Angeles County. There are no geographic restrictions. Site Hours: Monday through Sunday, 24 hours per day.
Price Family Campus 3741 W. 27 th St. Los Angeles, CA 90018 Ph: (323) 732-2600 (Service/Intake and Administration) (Female Youth)
The Harbor – San Fernando Valley Community Mental Health http://www.sfvcmhc.org The center provides mental health services, residential mental health services, welfare-to-work support services and shelter primarily for adults, adolescents and families who live in the San Fernando Valley communities of Encino (91436), Burbank, Sherman Oaks, North Hollywood, Studio City, Universal City and Van Nuys (91401 to 91423). Some programs serve a wider geographical area. Site Hours - Monday through Sunday, 24 hours per day.
5519 Elmer Avenue North Hollywood, 91601 Ph: (818) 980-7576 (Service/Intake and Administration) Fax: (818) 753-8355
Jewish Family Service of Los Angeles-Family Violence Project http://www.jfsla.org The project provides domestic violence services, shelter and welfare-to-work support services for victims of domestic violence. Services include shelter for battered women and their children. There are no geographic restrictions. Site Hours - Monday through Thursday, 8:30am to 5:00pm; Friday, 8:30am to 3:30pm.
13949 Ventura Blvd. Suite 320 Sherman Oaks, CA 91423 Ph: (818) 789-1293 (Administrative) Ph: (818) 505-0900 (Service/Intake and Hotline) (24 Hr. Hotline and Main Intake) Ph: (310) 858-9344 (Service/Intake and Hotline) (24 Hour) Fax: (818) 789-7581
Los Angeles International Airport Branch http://www.tasla.org The agency provides emergency assistance for people of all ages in Los Angeles County who are in transition, including homeless and runaway youth. Services are provided from three locations (see site list for details) and include emergency food, motel vouchers, runaway services, stranded travelers assistance and volunteer opportunities. There are no geographic restrictions. Site Hours: Monday through Friday, 8:30am to 5:00pm.
205 World Way Los Angeles, CA 90045 Ph: (310) 646-2270 (Service/Intake)
LAUSD ©
Los Angeles Youth Network Beachwood Home The agency provides housing services for youth in Los Angeles County. Age restrictions apply; there are no geographic restrictions. Site Hours - Monday through Sunday, 24 hours per day.
2471 N. Beachwood Drive Los Angeles, 90068 Ph: 323-962-0430 (Service/Intake and Administration) Fax: 323-962-3866
Lutheran Social Services of Southern Calif. San Fernando Valley/Antelope Valley Area Office The area office provides administrative support for the programs of Lutheran Social Services in the San Fernando Valley area. It helps to plan, coordinate and evaluate these programs and services, and also provides direct services to low-income people of the surrounding communities. Services provided at this site include case management, emergency food, holiday assistance, motel vouchers, personal goods, utility bill assistance and volunteer opportunities. Geographic restrictions apply for some services. Site Hours - Intake and distribution hours are Tuesday through Friday, 10:00am to 2:45pm. The office is closed during lunch.
6425 Tyrone Ave. Van Nuys, 91401 Ph: (818) 901-9480 (Service/Intake and Administration: Area Director) Ph: (818) 901-9487 (Service/Intake: Poverty Reduction - J. Aguilar) Ph: (818) 901-9480, 102 (Service/Intake: Motel Vouchers) Fax: (818) 901-9482
Missionary Brothers of Charity – Casa san Juan Diego The agency provides emergency food, homeless support services and personal goods for young adults who are homeless in the Los Angeles County area. There are no geographic restrictions. Site Hours - Monday, Wednesday and Friday, 9:30am to 2:30pm.
1345 Alvarado Terrace Los Angeles, CA 90006 Ph: (213) 251-9707 (Service/Intake and Administration)
People Assisting The Homeless-Regional Homeless Center 340 N. Madison Ave. Los Angeles, CA 90004 Phone: 323-644-2200 (Administrative) 323-644-2216 (Service/Intake) (P.A.T.H.) Website: http://www.epath.org Overview: The organization provides shelter for homeless and at-risk adults and volunteer opportunities in Los Angeles County. Income restrictions apply for some services; there are no geographic restrictions. Site Hours: Monday through Friday, 7:30am to 4:00pm.
LAUSD ©
San Fernando Valley Rescue Mission http://www.erescuemission.org The mission provides emergency food, holiday assistance, homeless support services, shelter, thrift shops and volunteer opportunities for people in the San Fernando Valley. There are no geographic restrictions. Site Hours - Monday through Friday, 8:00am to 4:30pm.
13422 Saticoy St. North Hollywood, 91605 Ph: (818) 785-4476, 5030 (Service/Intake and Administration) (answering machine) Ph: (800) 417-5678, 2 (Service/Intake) (Donations Pick-ups) Ph: (818) 474-1297 (Service/Intake) (Temporary # until old phone # is working) Fax: (818) 785-4562
Women’s Care Cottage-Resource Center http://www.womenscarecottage.org The agency provides homeless support services, personal goods and shelter for homeless women and women with children who are primarily in the San Fernando Valley area. There are no geographic restrictions. Site Hours - Monday, Tuesday, Wednesday and Friday,8:30am to 5:00pm; Thursday, 11:30am to 7:00pm.
6040 Vineland Ave. North Hollywood, 91606 Ph: (818) 753-0606 (Administrative) Ph: (818) 753-4580 (Service/Intake) (Resource Center) Ph: (877) 922-4966 (Service/Intake) (877-WCC-4-WMN) Fax: 818-753-0602
Year Round Shelter-Los Angeles Family Housing http://www.lahsa.org
The agency provides shelter, motel vouchers and transportation to homeless individuals and families. The program operates throughout the year. There are no geographic restrictions. Administrative Hours - Monday through Friday, 8:00am to 5:00pm.
7843 Lankershim Blvd. North Hollywood, 91605
TRANSITIONAL HOUSING:
Transitional Housing For Parolees with HIV/Aids http://www.tarzanatc.org
The center provides domestic violence services, health services, HIV/AIDS services, mental health services for adults, residential treatment for substance abuse, shelter, substance abuse services, and welfare-to-work support services for people of all ages who live in Los Angeles and Ventura Counties. Services are provided at ten locations; (see site list for details). Some services are restricted to Los Angeles County residents. Site Hours - Monday through Sunday, 24 hours per day.
7101 Baird Ave. Reseda, 91335 Ph: (818) 342-5897 (Service/Intake and Administration: All services) Fax: (818) 345-6256
LAU SD ©
FOOD PANTRY’S:
Calvary Baptist Church/Pacoima Social Services-Valley Food Bank http://www.erescuemission.org The mission provides emergency food, holiday assistance, homeless support services, shelter, thrift shops and volunteer opportunities for people in the San Fernando Valley. There are no geographic restrictions. Administrative Hours - Monday through Friday 8:00am to 4:30pm. Site Hours - Monday, 3:00pm to 5:00pm.
12928 Vaughn St. San Fernando, 91340 Ph: (818) 899-5818 (Service/Intake) (By Appointment Only)
Chabad Russian Synagogue and Jewish Community Cente The agency provides donor services, emergency food, and holiday assistance that are targeted to the Russian Jewish population of West Los Angeles. There are no geographic restrictions. Site Hours - Monday through Friday, 8:00am to 5:00pm.
7636 Santa Monica Blvd. Los Angeles, 90046 Ph: (800) 572-5433 (Service/Intake) (Children's Fund - Car Donation) Ph: (323) 848-2999 (Service/Intake) (Emergency food) Ph: (800) 462-4274 (Service/Intake) (Children's Fund - Car Donation) Fax: 323-848-9703
Cornerstone Christian Ministry The agency provides emergency food for people in Los Angeles County. Service includes ongoing emergency food assistance. There are no geographic restrictions. Site Hours - Thursday, 9:00am to 10:00am.
11449 Sproule Avenue Pacoima, 91331 Ph: (818) 899-5900 (Service/Intake and Administration)
East Valley Community Action Group-Valley Food Bank http://www.erescuemission.org
The mission provides emergency food, holiday assistance, homeless support services, shelter, thrift shops and volunteer opportunities for people in the San Fernando Valley. There are no geographic restrictions. Site Hours - Wednesday and Thursday, 9:30am to 12:00 noon.
11210 Otsego St. North Hollywood, 91601 Ph: (818) 980-7370 (Service/Intake)
Eliza Shanks Home , Inc. The agency provides emergency food and personal goods for people in Los Angeles County. There are no geographic restrictions. Administrative Hours - Monday through Friday, 9:00am to 3:00pm. Site Hours - Last Friday of each month at 12:00 noon
13055 Weidner St. Pacoima 91331 Ph: (818) 335-1233 (Service/Intake and Administration)
LAUSD ©
Family Rescue Center This agency provides emergency food, personal goods and volunteer opportunities for people who live in the West San Fernando Valley. Services are provided from two locations; see the site list. Service is restricted to residents of zip codes 90290, 91301, 91302, 91303, 91304, 91306, 91307, 91311, 91324, 91335, 91356, 91364, 91367 and 91371. Site Hours - Monday through Friday, 9:00am to 1:00pm.
22103 Vanowen St. Canoga Park, 91303 Ph: (818) 884-7587 (Service/Intake)
Fish of the West Valley The agency provides emergency food for people in Chatsworth zip code 91311. Geographic restrictions apply. Site Hours - Monday and Tuesday, 2:30pm to 4:00pm.
c/o Congregational Church 20440 Lassen St. Chatsworth, 91311 Ph: (818) 882-3474 (Service/Intake and Administration)
Holy Rosary Church The agency provides emergency food, holiday assistance and personal goods for people in the Sun Valley area. Geographic restrictions apply. Site Hours - Monday through Friday, 9:00am to 5:00pm.
7800 Vineland Ave. Sun Valley, 91352 Ph: (818) 765-3350 (Information Only) Ph: (818) 982-2372 (Service/Intake)
Iglesia Misionera Antioquia Siloe-Valley Food Bank http://www.erescuemission.org The mission provides emergency food, holiday assistance, homeless support services, shelter, thrift shops and volunteer opportunities for people in the San Fernando Valley. There are no geographic restrictions. Site Hours - Monday, 1:30pm to 2:30pm.
8235 Lankershim Blvd. North Hollywood, 91352 Ph: (818) 768-4859 (Service/Intake)
Interfaith Food Pantry Coalition http://www.vic-la.org The agency administers a variety of services and programs for low-income individuals and families, and for adults 60 years and older, who are in the San Fernando Valley. Services are targeted, but not restricted, to San Fernando Valley residents. There are age, income and geographic restrictions for some programs. Site Hours - Tuesday, 8:30am to 1:30pm and by appointment.
Greater Community Church 11076 Norris Ave. Pacoima, 91331 Ph: (818) 718-6460 (Service/Intake: Ileene Parker - Program Director)
LAUSD ©
LA County Css – San Fernando Valley Service Center http://dcss.co.la.ca.us/srvc/sanfernandotxt.htm The Center provides emergency food, and information and referral services for people in need in the San Fernando Valley. There are income restrictions for some programs; the service area is the San Fernando Valley. Site Hours - Monday through Friday, 8:00am to 5:00pm
7555 Van Nuys Blvd. Van Nuys, 91405 Ph: (818) 901-3501 (Service/Intake) Fax: (818) 901-3506
LaVoz Sylmat-Valley Food Bank http://www.erescuemission.org The mission provides emergency food, holiday assistance, homeless support services, shelter, thrift shops and volunteer opportunities for people in the San Fernando Valley. There are no geographic restrictions. Site Hours - Tuesdays, 7:15pm to 8:45pm
13550 Herron St. Sylmar, 91342 Ph: (818) 833-0336 (Service/Intake)
Loaves & Fishes Ii – Van Nuys This program provides clothing, emergency food, employment services, utility bill assistance and volunteer opportunities. Services are targeted to CalWORKs participants and low-income people, including people who are homeless. Services are restricted to Van Nuys zip codes 91343, 91401, 91402, 91403, 91405, 91406, 91411, 91423, 91436, 91316, 91605 and 91607; North Hollywood; Panorama City; Sherman Oaks; and Encino residents. Site Hours - Monday, Wednesday, Friday, 10:00am to 2:00pm.
7555 Van Nuys Blvd. Van Nuys, 91405 Ph: (818) 997-0943 (Service/Intake) Fax: (818) 997-0867
Lutheran Social Services of Southern Calif. San Fernando Valley/Antelope Valley Area Office The area office provides administrative support for the programs of Lutheran Social Services in the San Fernando Valley area. It helps to plan, coordinate and evaluate these programs and services, and also provides direct services to low-income people of the surrounding communities. Services provided at this site include case management, emergency food, holiday assistance, motel vouchers, personal goods, utility bill assistance and volunteer opportunities. Geographic restrictions apply for some services. Site Hours - Intake and distribution hours are Tuesday through Friday, 10:00am to 2:45pm. The office is closed during lunch.
6425 Tyrone Ave. Van Nuys, 91401 Ph: (818) 901-9480 (Service/Intake and Administration: Area Director) Ph: (818) 901-9487 (Service/Intake: Poverty Reduction - J. Aguilar) Ph: (818) 901-9480, 102 (Service/Intake: Motel Vouchers) Fax: (818) 901-9482
LAUSD ©
Manna From Heaven (Valley Vineyard)-Valley Food Bank http://www.erescuemission.org The mission provides emergency food, holiday assistance, homeless support services, shelter, thrift shops and volunteer opportunities for people in the San Fernando Valley. There are no geographic restrictions. Site Hours - Saturday and Sunday, 12:00 noon to 1:00pm.
6642 Reseda Blvd. Reseda, 91335 Ph: (818) 343-3626 (Service/Intake)
Meet Each Need With Dignity http://www.mendpoverty.org The agency provides education services, emergency food, employment services, health services, holiday assistance, household goods, and personal goods for low-income people who live in the northeast part of the San Fernando Valley. Services are restricted to Arleta, Lake View Terrace, Mission Hills, North Hills, Pacoima, San Fernando and Sylmar residents. Site Hours - Monday through Thursday, 9:00am to 8:30pm; Friday, 9:00am to 5:00pm.
10641 N. San Fernando Rd. Pacoima 91331 Ph: (818) 896-0246 (Service/Intake) Ph: (818) 897-2443 (Service/Intake) Fax: (818) 897-0128
North Hollywood Interfaith Food Pantry http://www.vic-la.org The agency provides emergency food and information and referral for people who live primarily in North Hollywood, Studio City, Sun Valley and surrounding areas. There are no geographic restrictions. Site Hours - Monday and Friday, 9:00am to 1:00pm.
4387 Troost Ave. North Hollywood, 91604 Ph: (818) 760-3575 (Service/Intake and Administration) (Emergency Food) Ph: (818) 980-1657 (Service/Intake) (HELP LINE)
NOLP North Hollywood http://www.apla.org The program provides HIV/AIDS services for low-income persons who have AIDS or HIV illness in Los Angeles County. Services are available at four sites, see site list for details; and through The Catalyst Foundation; see separate entry. There are no geographic restrictions. Site Hours - Thursday, 10:00am to 5:00pm.
7336 Bellaire Ave. North Hollywood, 91606 Ph: (818) 255-0080 (Service/Intake)
North Valley Caring Services, Inc. http://www.nvcsinc.org The agency provides child care, education services, emergency food, holiday assistance, homeless support services and recreational programs for people who live in North Hills. There are no geographic restrictions. Site Hours - Monday through Friday, 8:00am to 5:00pm.
15435 Rayen St. North Hills, 91343 Ph: (818) 891-0481 (Service/Intake) Fax: (818) 830-2007
LAUSD ©
Our Lady of Peace Catholic Church http://www.mendpoverty.org The agency provides education services, emergency food, employment services, health services, holiday assistance, household goods, and personal goods for low-income people who live in the northeast part of the San Fernando Valley. Services are restricted to Arleta, Lake View Terrace, Mission Hills, North Hills, Pacoima, San Fernando and Sylmar residents. Site Hours - Second and fourth Friday, 9:00am to 12:00pm.
15444 Nordhoff North Hills, 91343 Ph: (818) 894-1176 (Service/Intake)
Pacoima Community Center http://www.mendpoverty.org The agency provides education services, emergency food, employment services, health services, holiday assistance, household goods, and personal goods for low-income people who live in the northeast part of the San Fernando Valley. Services are restricted to Arleta, Lake View Terrace, Mission Hills, North Hills, Pacoima, San Fernando and Sylmar residents. Site Hours - Every third Saturday, 9:00am to 12:00pm.
11243 Glenoaks Blvd. Pacoima 91331 Ph: (818) 896-0246 (Service/Intake)
Panorama Baptist Church of Pacoima-Valley Food Bank http://www.erescuemission.org The mission provides emergency food, holiday assistance, homeless support services, shelter, thrift shops and volunteer opportunities for people in the San Fernando Valley. There are no geographic restrictions. Site Hours - Wednesday, 4:00pm to 6:00pm.
8767 Woodman Ave. Arleta, 91331 Ph: (818) 894-2281 (Service/Intake)
Prince of Peace 5700 Rudnick Ave. Woodland Hills, 91367 Ph: (818) 346-5554
Redeemer Lutheran Church http://www.our-redeemer.org
The agency provides emergency food and homeless support services for low-income people who live in Canoga Park, Chatsworth, Granada Hills, Northridge, Reseda, Tarzana and Winnetka. Emergency food services are restricted to Canoga Park, Chatsworth, Granada Hills, Northridge, Reseda, Tarzana and Winnetka residents; there are no geographic restrictions for homeless support services. Site Hours - Wednesday through Friday, 10:00am to 2:30pm.
20025 Chase Street Winnetka, 91306 Ph: (818) 341-1629 (Service/Intake) Fax: (818) 341-1634
LAUSD ©
Rock of The Valley-Church of Christ in God – Valley Food Bank http://www.erescuemission.org
7722 Kester Ave. Van Nuys, 91405 Ph: (818) 781-4156 (Service/Intake)
The mission provides emergency food, holiday assistance, homeless support services, shelter, thrift shops and volunteer opportunities for people in the San Fernando Valley. There are no geographic restrictions. Site Hours - Tuesday, 4:00pm to 5:30pm
Salvation Army Corps. San Fernando Valley http://www.salvationarmy-socal.org This agency provides emergency food and holiday assistance for residents of San Fernando Valley zip codes 91401, 91402, 91403, 91405, 91406, 91411, 91423 and 91436. Services are restricted to San Fernando Valley zip codes 91401, 91402, 91403, 91405, 91406, 91411, 91423 and 91436 residents. Site Hours - Monday, Tuesday and Thursday, 9:30am to 12:00 noon and 3:30pm to 6:30pm; Friday, 9:30am to 12:00 noon.
14917 Victory Blvd. Van Nuys, 91411 Ph: (818) 781-5739 (Service/Intake)
Salvation Army Service Extension Office-Newhall The agency provides emergency food, holiday assistance, personal goods and recreational programs for people who live in Aqua Dulce, Newhall, Santa Clarita, Saugus, Val Verde and Valencia. Geographic restrictions apply for some services. Site Hours - Monday through Friday, 8:30am to 4:00pm.
24271 San Fernando Rd. Newhall, 91321 Ph: (661) 254-0080 (Service/Intake) (Salvation Army)
Santa Clarita Valley Food Pantry http://www.scvfoodpantry.org The agency provides emergency food for low-income families in the Santa Clarita Valley, including people who are homeless or homebound. Services are restricted to Santa Clarita Valley residents. Site Hours - Monday through Thursday, 9:00am to 12:00 noon.
24133 Railroad Ave. Newhall, 91321 Ph: (661) 255-9078 (Service/Intake and Administration) Fax: (661) 255-2331
Santa Rosa Community Center The center provides emergency food, financial assistance and personal goods for residents of City of San Fernando, Granada Hills, Mission Hills and Sylmar. Site Hours - Monday through Friday, 9:00am to 5:00pm.
511 Kalisher St. San Fernando, 91340 Ph: (818) 365-3194 (Service/Intake) (For All Services)
LAUSD ©
Sova Food Pantry-Valley The agency provides emergency food and volunteer opportunities for people who live in Central and West Los Angeles and the San Fernando Valley. There are no geographic restrictions. Site Hours - Monday and Wednesday, 10:00am to 1:45pm; Friday, 10:00am to 1:15pm; Sunday, 9:30am to 11:45am. First time clients must be at the food pantry at least 1 hour prior to closing.
16439 Vanowen Blvd. Van Nuys, 91406 Ph: (818) 988-7682 (Service/Intake and Administration) Ph: (818)988-7682, 108 (Service/Intake) (Rental Assistance - ext. 108)
Spirit of Hope Church-Valley Food Bank http://www.erescuemission.org The mission provides emergency food, holiday assistance, homeless support services, shelter, thrift shops and volunteer opportunities for people in the San Fernando Valley. There are no geographic restrictions. Site Hours - Wednesday and Thursday, 10:30am to 3:00pm.
18019 San Fernando Mission Rd. Granada Hills, 91344 Ph: (818) 660-2164 (Service/Intake)
St Charles Service Center The center provides clothing, emergency food and household goods for families who live within parish boundaries which extend north to Oxnard Blvd., south to Mulholland, east to Hollywood Way and west to Laurel Canyon, including people who are undocumented. Some services are available for people who are homeless. Services are restricted to parish boundaries residents. Site Hours - Tuesday, Wednesday, Thursday and Saturday, 9:00am to 11:45am; no Saturday hours during July or August.
10825 Moorpark St. North Hollywood, 91604 Ph: (818) 985-7365 (Service/Intake and Administration)
St. Cyril’s Catholic Church This church provides emergency food and personal goods for people in Los Angeles County, including people who are undocumented, who are homeless, or who receive government assistance. There are no geographic restrictions. Site Hours - Monday, Tuesday and Thursday, 9:00am to 12:00 noon.
15520 Ventura Blvd. Encino, 91436 Ph: (818) 986-8234 (Administrative) (Church Office) Ph: (818) 981-6832 (Service/Intake) (Christian Srvs. - Food Intake)
St. Didacus Church Parish Center http://www.mendpoverty.org The agency provides education services, emergency food, employment services, health services, holiday assistance, household goods, and personal goods for low-income people who live in the northeast part of the San Fernando Valley. Services are restricted to Arleta, Lake View Terrace, Mission Hills, North Hills, Pacoima, San Fernando and Sylmar residents. Site Hours - Every other Saturday, 12:00 noon to 3:00pm.
14339 Astoria St. Sylmar, 91342 Ph: (818) 896-0246 (Information Only)
LAUSD ©
St Elisabeth Service Center Distribution Site This agency provides emergency food and personal goods for people who live in Van Nuys. Services are restricted to Van Nuys residents. Site Hours - Tuesday through Thursday, 11:00am to 1:00pm.
6640 Cedros St. Van Nuys, 91405 Ph: (818) 779-1775 (Service/Intake)
Sunland-Tujunga Temporary Aid Center The agency provides emergency food for people who live in Lakeview Terrace, Shadow Hills and Sunland-Tujunga, including people who are homeless or undocumented. Service is restricted to Lakeview Terrace, Shadow Hills and Sunland-Tujunga residents. Site Hours - Intake and distribution is Wednesday through Friday, 9:00am to 11:30am in back of building.
7747 Foothill Blvd. Tujunga,91402 Ph: (818) 352-2421 (Service/Intake and Hotline)
Tujunga United Methodist This agency provides clothing, emergency food, holiday assistance, homeless support services, medical supply loans for people in La Crescenta, Lake View Terrace, Montrose, Sunland and Tujunga, including people who are undocumented or who are homeless. Services are restricted to La Crescenta, Lake View Terrace, Montrose, Sunland and Tujunga residents. Site Hours - Monday through Friday, 11:00am to 1:00pm.
9901 Tujunga Canyon Blvd. Tujunga, 91402 Ph: (818) 352-1481 (Service/Intake and Administration)
Valley Beth Shalom http://www.vbs.org The agency provides emergency food for people in the San Fernando Valley, including people who are undocumented, homeless or receive government assistance. Services are restricted to San Fernando Valley residents. Site Hours - Monday through Thursday, 9:00am to 3:00pm.
15739 Ventura Blvd. Encino, CA 91436 Ph: (818) 788-6000 (Service/Intake and Administration) Fax: (818) 995-0526
Valley Lighthouse Church http://www.valley-lighthouse.org This church provides emergency food for people in Los Angeles County. There are no geographic restrictions. Site Hours - Saturday, 8:00am to 10:00am.
6159 Tyrone Ave. Van Nuys, 91401 Ph: (818) 780-8334 (Service/Intake and Administration)
West Hollywood Presbyterian Church http://www.wehopres.org The agency provides emergency food for homeless people in the Hollywood area. There are no geographic restrictions. Site Hours - Monday through Thursday, 10:00am to 3:00pm.
7350 Sunset Blvd. Los Angeles, 90046 Ph: (323) 874-6646 (Service/Intake and Administration)
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West Valley Food Pantry This agency provides emergency food, personal goods and volunteer opportunities for people who live in the West San Fernando Valley. Services are provided from two locations; see the site list. Service is restricted to residents of zip codes 90290, 91301, 91302, 91303, 91304, 91306, 91307, 91311, 91324, 91335, 91356, 91364, 91367 and 91371. Site Hours -Monday through Thursday, 10:00am to 3:00pm; Friday 10:00am to 12:00 noon
5700 Rudnik Ave. Woodland Hills, 91367 Ph: (818) 346-6968 (Administrative) (Church office number) Ph: (818) 346-5554 (Service/Intake) (Food pantry number)
Zoe Christian Fellowship of San Fernando-Valley Food Bank http://www.erescuemission.org The mission provides emergency food, holiday assistance, homeless support services, shelter, thrift shops and volunteer opportunities for people in the San Fernando Valley. There are no geographic restrictions. Site Hours - Second and fourth Wednesday of the month, 10:00am to 2:00pm.
7143 Baird Ave. Reseda, 91335 Ph: (818) 472-6674 (Service/Intake)
DOMESTIC VIOLENCE SHELTERS
Jewish Family Services www.jfsla.org Ph: (818) 505-9000 - 24 hour crisis line
Safe Passage www.safepassagehome.org Ph: (818) 232-7476
HOMELESS PREVENTION/TENANT RIGHTS PROGRAMS :
Alliance for Children’s Rights Advocacy for children in all areas of their lives including healthcare, social services, foster care, guardianship, and emancipation. 333 Wilshire Blvd., Ste 550 Los Angeles, Ca 90010-4111 Ph: (213) 368-6010 Fax: (213) 368-6016
Legal Aid Foundation of Los Angeles Serving: low income people - Provides access to legal assistance in many including housing/eviction defense and immigration. 1550 W. 8 th Street Los Angeles, Ca 90017 Ph: (213) 640-3881 Toll Free: (800) 399-4529
Public Counsel Law Center Homeless Prevention/Children’s Rights/Immigration/Social Service Assistance/Referrals 601 South Ardmore Avenue Los Angeles, CA 90005 Ph: (213) 385-2977 Toll Free: (800) 870-8090 Fax: (213) 385-9089
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BASTA for Justice Ph: (213) 736-5050
Bet Tzedek Ph: (323) 939-0506 Community Legal Services Ph: (800) 834-5001
Eviction Defense Network Ph: (213) 385-8112 Fair Housing Foundation Ph: (323) 295-3302 or (310) 572-9234
Housing Rights Center Ph: (213) 387-8400 Inner City Law Center Ph: (213) 891-2880 Los Angeles Center for Law and Justice Ph: (323) 980-3500 Los Angeles Housing Law Project Ph: (213) 613-2760 or (213) 481-0134
HOMELESS PREVENTION MENTAL HEALTH SERVICES :
County of Los Angeles Department of Mental Health/Full Service Partnership FSP All FSP programs are targeting those populations at high risk of experiencing homelessness. Full Service Partnership for Children 0-15 yrs. Program is designed to address the total needs of a family member (and possibly other family members) is experiencing significant emotional, psychological or behavioral problems. Site Hours – 24hrs. Full Service Partnership for Transition Age Youth TAY 16-25 yrs Full Service Partnership for adults 26-59 yrs
Contact: Maggie Cabrera, Community Worker Ph: (213) 471-0431
MEDICAL / DENTAL (free/low cost)
Los Angeles Free Clinic Ph: (323) 653-1990 or (323) 653-8622 Los Angeles Mission Community Clinic Ph: (800) 956-0885 or (213) 893-1960 St. Anthony Medical Center Ph: (213) 384-4555, (213) 755-9555 or (323) 469-5555
SOCIAL SERVICES : Department Public Social Services DPSS www.ladpss.org Temporary financial assistance and employment services for families and individuals. Free and low- cost health care insurance for families with children, pregnant women and aged/blind/disabled adults; Food benefits for families and individuals; Homeless Case Management.
CHATSWORTH OFFICE – 01 Medi-Cal 21615 Plummer Street 21615 Plummer St. Chatsworth, CA 91311-4131 Chatsworth, CA 91311 Ph: (818) 718-4351 or (213) 744-4477 General Information (818) 718-5000 IHSS Applications: (888) 944-4477 Help Line (818) 718-5227 Fax: (818) 576-9106 Or (818) 718-5228 (Spanish speaking)
EAST VALLEY DISTRICT OFFICE – 11 SAN FERNANDO BRANCH OFFICE - 32 14545 Lanark Street Panorama City, CA 91402 SAN FERNANDO GROW OFFICE – 10 Ph: (818) 901-4120 or (818) 901-3186 9188 Glenoaks Street Sun Valley , CA 91352 WEST VALLEY DISTRICT OFFICE – 82 (818) 394-3700 CalWORKs Help Line (818) 394-3700 21415 Plummer St. (818) 394-3700 (GROW Office) Chatsworth, CA 91311
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PTA IN LAUSD PTA - the Parent Teacher Association - has its roots in Los Angeles . The first California chapter in what would be the National PTA was formed in the Los Angeles City Schools in 1899 - only two years after the national organization was founded in 1897.
PTA continues to be the largest independent children’s advocacy group in the nation - a voice for parents and teachers and students - a single voice for all children. PTA has over 6 million members, almost a million in California; in LAUSD with about 70,000 card-carrying PTA and PTSA members from Sunland to San Pedro, from East LA to Venice - many secondary schools include Students, the ‘S’ in PTSA, as full members.
PTA units exist independent of LAUSD, but we are nonetheless a part of the tapestry that is public education in this district: Educating parents and advocating for the health, welfare and education every child, in every language - but with one strong, united voice.
PTA in LA is a part of supports the work of the Parent Engagement Task Force, the Parent Community Services Branch and the authors of this Toolkit. Much of this work is based upon PTA’s National Standards for Family School Partnerships and on the California State PTA publication: The PEP (Parents Empowering Parents) Guide - made specific for the unique situation that is our school district. You don’t need to be a PTA member or work within an organized PTA to utilize the powerful tools in the
PEP Guide - it’s just easier that way! The PEP Guide is available online: Download the entire PEP Guide (in English). [2.5MB, pdf] http://www.capta.org/sections/resources/downloads/PEP-allchs.pdf
Download the entire PEP Guide (in Spanish). [3.3MB, pdf] http://www.capta.org/sections/resources/downloads/PEP-allchs-es.pdf
For further information about joining PTA or forming a PTA or PTSA at your school contact: In Local Districts 1 and 2:
THIRTY-FIRST DISTRICT PTSA CALIFORNIA STATE PTA Address: 17445 Cantlay Street 2327 L Street Van Nuys , CA 91406 Sacramento , CA 95816-5014 Phone: (818) 344-3581 FAX (818) 344-7230 Telephone: (916) 440-1985 Hours: Monday - Friday 9:00 a.m. - 4:00 Fax: (916) 440-1986 p.m. www.capta.org District E-Mail: [email protected] In Local Districts 3 - 8: NATIONAL PTA PTA National Headquarters LOS ANGELES TENTH DISTRICT PTSA 541 N Fairbanks Court Address: 1000 Venice Boulevard Suite 1300 Los Angeles , CA 90015-3232 Chicago , IL 60611-3396 Phone: (213) 745-7114 FAX (213) 745-6426 Phone: (312) 670-6782 Hours: Monday - Friday 7:30am-4:00pm Toll-Free: (800) 307-4PTA (4782) District E-Mail: [email protected] Fax: (312) 670-6783 E-mail PTA at [email protected]
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HOTLINES-HOMELESS RELATED ISSUES
California Youth Crisis Line Ph: (800) 843-5200 Child Abuse/DCFS Ph: (800) 540-4000 Domestic Violence/Sexual Assault Ph: (800) 339-3940 Elder Abuse Ph: (800) 992-1660 Fathersheart Line Ph: (877) 716-8000 HIV/AIDS Ph: (800) 342-2437 Independent Living Program (ILP) Ph: (213) 351-0100/0101, probation: (323) 226-8877 InfoLine Ph: (800) 339-6993 Mental Health ACCESS Ph: (800) 854-7771 Parents Anonymous Ph: (800) 339-6993 Parents Without Partners Ph: (800) 775-3895 Parent Outreach Hotline Ph: (800) 901-4565 Substance Abuse Ph: (800) 564-6600 Suicide Prevention and Servivor Ph: (877) 727-4747 or (310) 391-1253 Teen Line Ph: (310) 855-4673 (6-10 p.m.) The Parent Stress Line Ph: (800) 632-8188 Winter Shelter Hotline Ph: (800) 548-6047 Youth Crisis Hotline Ph: (800) 843-5200
WEBSITES FOR HOMELESS SERVICES :
www.healthycity.org Healthy City is a web-based resource search engine providing a wide range of resources and services such as housing assistance and other basic needs. Results can be arranged by address or intersection, zip code, city, census boundaries, service planning area, L.A. County Health Districts, Political Boundaries, and LAUSD School Attendance Boundaries.
www.lacountyhelps.org Los Angeles County website that automatically determines eligibility for a variety of county programs
www.lacdc.org Los Angeles County Housing Authority website that provides information and applications for both Section 8 tenant assistance and Public Housing Rental Assistance programs.
www.infoline-la.org Los Angeles County Info Line Provide information and referrals for all types of services Ph: 211 or (800) 339-6993
www.socialserve.com Social Serve is a private non-profit website providing free housing search engine for affordable rentals.
www.worthwhilereferralsources.com Ph: (818) 995-6646
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California One-Stop Career Centers
Canoga Park-West Hill WorkSource Center 21010 Vanowen Street Canoga Park, 91303 Ph: (818) 596-4448
Van Nuys – North Sherman Oaks WorkSource Center 15400 Sherman Way Suite 140 Van Nuys, 91406 Ph: (818) 781-2522
Chatsworth-Northridge WorkSource Center 20500 Nordoff Street Chatsworth, 91311 Ph: (818) 701-9834
Sun Valley WorkSource Center 9024 Laurel Canyon Blvd. Sun Valley, 91352 Ph: (818) 504-0334
Northeast San Fernando Valley Worksource Center 11623 Glenoaks Blvd. Pacoima, 91331 Ph: (818) 890-9400
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LOS ANGELES UNIFIED SCHOOL DISTRICT School, Family, and Parent/Community Services LAUSD Strategic Plan for Parent Engagement and Involvement
Communication Decision-making
Training & Community Learning Accountability Partnership
Leadership Welcoming & Environment Advocacy
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LOS ANGELES UNIFIED SCHOOL DISTRICT STRATEGIC PLAN FOR PARENT ENGAGEMENT & INVOLVEMENT Presented to the Board of Education, November 20, 2008
Vision: Every school embraces a collaborative culture for students, parents, teachers, staff and community that sustains quality parental involvement and promotes the social, emotional, and academic growth of our children.
Mission: The District will build capacity and create tools to foster partnerships among families, schools, and communities that result in shared responsibilities for student, school, and community success.
Core Values: Respect; Equity; Diversity; Collaboration; Trust; Honesty; Initiative; Integrity; Transparency; and Accountability
Beliefs: ••• Parents are their children’s first teacher and should be respected as valuable and necessary assets to their children’s education. ••• Parents and schools have a shared responsibility for the academic achievement of their children. ••• Parents, regardless of education level, socio-economic status, ethnicity or culture, must be empowered by schools to support their child’s education. ••• Parents have the right to be involved and informed about school policies and their children’s academic progress. ••• Parents have the right to hold schools accountable for a welcoming, safe and quality learning environment. ••• Parents have a right to be meaningfully engaged in the decision-making process of the school. ••• Parents and families benefit when schools serve as a resource for the entire community and the community serves as a resource for schools.
Goals: 1. Welcoming Environment : School staffs will create a customer service driven, warm and welcoming environment and collaborative relationships with parents of all students and members of the community. 2. Training & Learning : Schools will provide multiple learning opportunities to enable parents/community to navigate the educational system and to support their children’s learning (PreK-12).
3. Communication: Schools and parents will engage in regular, two-way communication about school programs, student progress, and student needs, in a language and format that provides equal access for all participants. 4. Leadership & Advocacy: Schools will support parents/community as advocates for their own children’s education, the school’s performance, and community issues that affect outcomes for all students.
5. Decision-Making: Schools will create and ensure an inclusive culture whereby the participation and decision-making of all stakeholders, including parents and community, is valued and intentional.
6. Community Partners: Schools will engage and partner with community/business organizations to plan and implement services and strategies to improve student achievement.
7. Accountability: The District will implement a shared and transparent accountability system which holds central, local districts, and schools responsible for engaging parents/community, increasing parental involvement, and building community partnerships that support high levels of achievement for all students. LAUSD ©
Goal One: Welcoming Environment
Major Strategy: Develop a Quality Customer Service Program that will build the capacity of all to create a warm and welcoming environment and provide outstanding customer service to all stakeholders including students, parents, community, and employees in every school and district office.
Organization/Person Proposed Action Steps Benchmarks TimeLine Responsible Expenditures YEAR 1: 2008 -09 • Establish a Quality Customer Service Division of Professional N/A Committee formed 9/08 Planning Committee with representation of Development and all District stakeholder groups. Leadership
• Determine Quality Customer Service Quality Customer Service N/A Program Components 10/08 Program components based on customer Committee/Div. of determined service needs: Professional Development -Customer Service Standards and Leadership -Training for All -Accountability -Recognition
• Develop agreed upon Customer Service Quality Customer Service N/A Standards developed 11/08 Standards Committee/Div. of Professional Development and Leadership
• Develop/select content, tools, and model of Quality Customer Service N/A Research private sector 12/08 delivery for Quality Customer Service Committee/Div. of models of training professional development Professional Development -Link to student achievement and Leadership Training curriculum and 1/09 to 4/09 -Customer Service Standards model of delivery -Best Practices identified -Oral/Written Communications 5/09 -Welcoming Physical Environment Training tools and -Recognition materials developed -Accountability
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Organization/Person Proposed Action Steps Benchmarks TimeLine Responsible Expenditures
• Develop customer satisfaction surveys and Quality Customer Service To be determined Research private sector monitoring protocols, including the Committee/Div. of Prof. customer service surveys 4/09 “Mystery Customer” assessment aligned Development and to the customer service standards for Leadership Metrics and monitoring schools and district offices protocols developed
• Determine criteria, rewards, and Quality Customer Service N/A Evidenc e of established 6/09 recognition opportunities for schools and Committee/Div. of Prof. Customer Service offices demonstrating outstanding Development and Incentive program Customer Service. Leadership • Provide trainer of trainers professional Quality Customer Service To be determined Evidence of PD provided 5/09 – 6/09 development to certificated and classified Committee/Div. of Prof. central, local district and school Development and leadership teams on the Quality Customer Leadership Service Curriculum
• All schools and district offices will District Offices/ Schools To be determined Surveys Administered 6/09 administer satisfaction surveys to establish customer service baseline
Goal One: Welcoming Environment YEAR 2: 2009-2010 • Provide professional development to all School Leadership Teams School site budgets Evidence of PD provided 8/0 9-10/09 school staffs on the Customer Service Curriculum. • Provide professional development for all Div. of Prof. Development N/A Evidence of PD provided 7/09 -10/09 district office personnel on the Customer and Leadership Service Curriculum. • Provide training for “Mystery Customers” Div. of Prof. Development To be determined Evidence of training 10/09 -12/09 who will conduct random visits at and Leadership/Parent conducted schools/offices and provide feedback on Community Services Branch effectiveness of program. • Conduct “Mystery Customer” visits at Div. of Prof. Development To be determined Evidence of Mystery 1/10 -5/10 randomly selected schools and offices. and Leadership Customer visits Feedback reports submitted
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Organization/Person Proposed Action Steps Benchmarks TimeLine Responsible Expenditures
• Provide results of the customer Div. of Prof. Development To be determined Results provided to Board 06/10 satisfaction surveys and Mystery and Leadership of Education, Supt., LD Customer reports to all schools and supts, and all schools and district offices to drive improvement offices efforts. Schools/offices will use feedback to determine yearly goals for improved customer service. • Implement outstanding customer service Div. of Prof. Development To be determined Evidence of Recognition: 6/10 Recognition Program for schools and and Leadership Board meetings, District district offices. website, KLCS, certificates, Parent Press, etc. • Enhance tools and training as necessary Div. of Prof. Development N/A Training and tools 9/09 -9/10 and Leadership reviewed and revised Goal One: Welcoming Environment YEAR 3: 2010-2011 • Continue trainer of trainers professional Div. of Prof. Development To be determined Evi dence of PD provided 9/10 -6/11 development to certificated and classified and Leadership central, local district and school leadership teams on the Quality Customer Service Curriculum based on identified needs • Provide results of the customer Div. of Prof. Development To be determined Results provided to Board 6/11 satisfaction surveys and Mystery and Leadership of Education, Supt., LD Customer reports to all schools and supts, and all schools and district offices to drive improvement offices efforts and determine yearly goals for customer service. • Continue outstanding customer service Div. of Prof. Development N/A Evidence of Recognition: 7/10 -6/11 Recognition Program for schools and and Leadership Board meetings, District district offices. website, KLCS, certificates, Parent Press, etc. • Enhance tools and training as necessary Div. of Prof. Development N/A Tools and training 9/10-6/11 and Leadership reviewed and revised
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Goal Two: Training & Learning
Major Strategy: Develop the capacity of staff to implement research-based parent engagement programs that bring about quality parent/community involvement and improved student achievement.
Organization/Person Proposed Action Steps Benchmarks TimeLine Responsible Expenditures YEAR 1: 2008 -09 • Develop a three-year professional Parent Community Services N/A Three -year professional 11/08 - 4/09 development program that will Branch, Div. of Professional development plan incorporate the professional development Dev. and Leadership, developed. needs across all seven Strategic Plan Central Parent Advisory goals and differentiate the training for Committees, each stakeholder group. Community Partners
• Identify most effective training delivery Parent Community Services N/A Training delivery system 4/09 system for each stakeholder group. Branch, Div. of Professional identified. Dev. and Leadership, Central Parent Advisory Committees • Provide research-based professional Parent Community Services TBD PD provided to central 12/08 - 4/09 development to Central and Local District Branch, office and local district staff to understand the relationship Div. of Professional Dev. parent engagement units. between parent engagement and student and Leadership, Central achievement. Training will build capacity Parent Advisory Committees PD provided to Local 4/09 - 5/09 to implement effective parent engagement District superintendents, programs that are culturally relevant and Directors and increase parental involvement at home Administrators of and at school. Involve parents in training Instruction. design and delivery.
• Develop a PreK-12 Parent Education Parent Community Services To be determined Pre -K curriculum 2/09 Curriculum that is grade level specific, Branch, developed cultivates a college-going culture, and Curriculum, Instruction and 2/09 includes knowledge about critical School Support, Elem curriculum transition periods (Pre-K to K, elementary Early Childhood ED, Adult developed to middle, middle to high school, and high Ed, Central Parent Advisory 4/09 school to college). Committees, MS curriculum developed Community Partners SH curriculum developed 6/09 LAUSD ©
Organization/Person Proposed Action Steps Benchmarks TimeLine Responsible Expenditures • Include a component in the Parent Parent Community Services N/A 21 st Century Parent Skills 2/09 Education Curriculum that includes Branch, Central Parent Component developed “twenty-first century parent skills” such Advisory Committees, as the importance of positive parent-child Community Partners communication, and how to identify risk factors – drugs, gang involvement, etc. (Urban Parent Recasting Model).
• Collect video of all professional Paren t Community Services To be determined Video catalog compiled 6/09 development and exemplary parent Branch, centers for compilation into a Parent Local District Parent Engagement tool kit to be shared with all Engagement Units, school sites. KLCS
• Provide on-going training, facilitation, and Parent Community Services To be determined Monthly evidence of 12/08 – 6/09 technical assistance to local district Branch training and technical parent engagement units to support their assistance provided efforts in increasing parent engagement at schools linked to academic success.
• Identify and develop partnerships with Parent Community Services N/A Da tabase compiled of 11/08 – 2/09 community–based organizations that are Branch, external partners that experienced and capable of assisting Local District Parent provide parent education District efforts by providing parent Engagement Units, training, resources and education training, resources, and Central/LD Parent Advisory materials materials. Committees Training partners selected 2/09
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Goal Two: Training & Learning YEAR 2: 2009-10 • Provide research-based professional development to school site leadership Parent Community Services To be determined Evidence of training 8/09 – 1/10 teams to understand the relationship Branch, Local District Parent provided during monthly between parent engagement and student Engagement Units, local district principal achievement. Training will build capacity Central/LD Parent Advisory meetings to implement effective parent engagement Committees, Community programs that are culturally relevant and Partners increase parental involvement at home and at school. Involve parents in delivery of training. • Develop the capacity of local district Parent Community Serv ices, N/A Trainer of trainers PD 8/09 – 12/09 parent engagement staff to organize, LD staff, Community provided at monthly provide training and coach school parent Partners meetings with Local center staff to implement the Pre-K – 12 District Parent Parent Education Curriculum. Engagement Units • Develop consistency across the District Parent Community Services N/A Parent Center policy and 7/09 – 6/10 about the purpose, mission, and role of Branch, Local District Parent procedures developed Parent Centers and staff in ensuring Engagement Units, Parent and disseminated effective parent engagement in the and Community Partners school. ••• Prepare and provide a Parent Center Parent Community Services To be determined Toolkit developed and 12/09 Toolkit to central, local district, and Branch, Curriculum training provided to local parent center staff to ensure that parent Instruction and School district parent units. centers have the following: Support, Early Childhood o Criteria and guidelines for activities Ed, Adult Ed, Parent and Local Districts provide 1/10 – 3/10 o Best practices Community Partners training and disseminate o Parent Ed Curriculum Toolkits to Parent Center o Culturally relevant strategies staff. o District resources for parents o Community resources, services and supports • Provide training for parent/community Parent Community Services To be determined Training provided for 4/10 volunteers to assist parent center staff. Branch, Office of Civic volunteers Engagement
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• Utilize the agreed upon indicators and Parent Community Services To be determined Assessment completed 6/10 metrics to assess the effectiveness of the Branch, training, tools, resources, and parent Research and Planning education curriculum delivered to date. Branch Goal Two: Training & Learning YEAR 3: 2010-11 • Provide research-based professional School Leadershi p Teams School Site Budget Evidence of training 6/11 development to school site staffs to provided to all school understand the relationship between staff members; parent engagement and student achievement. Training will build capacity to implement effective parent engagement programs that are culturally relevant and increase parental involvement at home and at school. Involve parents in training design and delivery.
• Develop a video of best practices to be Parent Community Services Existing PCSB budget Video produced and 2/11 shared with all schools which showcases Branch, Local District Parent To be determined disseminated to all effective parent engagement strategies as Engagement Units, KLCS schools a sustainability tool for future years. • Expand the professional development Parent Community Services Updated and expanded 3/11 portfolio and parent education curriculum Branch, Curriculum To be determined professional development to meet the varied and diverse needs of all Instruction and School portfolio.
parents. Support, Adult Ed, Parent Updated and revised and Parent Education 3/11 Community Partners curriculum • Utilize the agreed upon indicators and Parent Community Services To be determined Assessment completed 6/11 metrics to assess the effectiveness of the Branch, training, tools, resources, and parent Research and Planning education curriculum delivered to date. Branch
Parent Community Services N/A Tools and training 7/10 – 6/11 • Enhance tools and training as necessary Branch reviewed and revised
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Goal Three: Communication
Major Strategy: Provide for mutual communication between the home and school so that parents receive information about their child’s progress, resources available to support learning, and that build positive relationships and respect for the family’s assets and culture.
Organ ization/Person Proposed Action Steps Benchmarks TimeLine Responsible Expenditures YEAR 1: 2008 -2009 ••• Ensure that parent engagement Parent Communit y Services N/A Techniques, strategies, 11/08 – 6/09 professional development for local district Branch, and materials prepared and school staffs includes the tools, Div. of Professional Dev. and integrated into the protocols, and sample materials to And Leadership, Customer Service implement the following best practices: Local District Parent professional • Systems to inform parents about Engagement Units, development, Parent academic goals, class work, grades, and Central Parent Advisory Engagement professional homework. Committees, development, Pre-K to 12 • Communication in a format and language Community Partners Parent Ed Curriculum, parents understand. and Parent Leadership • Clear two-way channels for Development training. communications from home to school and from school to home. • Facilitation for broad parent participation by providing interpreters and translated materials, setting convenient meeting times, and seeking parent input via surveys about how to best communicate with them. • Mechanisms for parents to document concerns and for concerns to be addressed. • Processes to enable families to share information with schools about background culture, talents, and goals. • Ample opportunities for parents and teachers to communicate and build positive relationships.
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• Train central and local district Parent Parent Community Services N/A Report Card t raining 12/08 – 3/09 Engagement Staff and parent/community Branch, Report Card provided to local district leaders on the use of the new Report Card Working Group, Report Card Parent Engagement Units and the School Accountability (SARC) to Project Manager and parent/community be utilized as effective communication leaders tools with parents about their school’s performance. • Expand the use of Connect Ed at all levels Central and local district N/A – District Schools and offices 1/09 – 6/09 of the District to provide timely and useful offices, and school sites Sponsored increase usage as per information to parents. annual usage reports. • Provide training for Parent Resource Parent Community Services N/A Training provided for 4/09 -6/09 Liaisons and Community Representatives Branch, Local District Parent each local district’s to more effectively perform their duties in Engagement Units parent center staff. facilitating open communication between school and home and helping to create positive home/school relationships. (Urban Parent Recasting Model) Goal Three: Communication YEAR 2: 2009-2010 ••• Continue to provide parent engagement Parent Community Services N/A Techniques, strategies, 9/09 -6/10 professional development that includes Branch, and materials prepared the techniques, strategies, protocols, and Div. of Professional Dev. and integrated into the materials to implement best practices for And Leadership, Customer Service promoting open communication between Local District Parent professional parents/community and schools. Engagement Units, development, Parent Central Parent Advisory Engagement professional Committees, development, Pre-K to 12 Community Partners Parent Ed Curriculum, and Parent Leadership Development training. • Provide human relations/cross-cultural Human Relations, Diversity N/A ••• Local Districts 8/09 training to build positive, open two-way and Equity determine method to communication and healthy working Program Office select schools; relationships between all stakeholders at 9/09 the school. ••• Local Districts submit
a priority list for
training
10/09 – 6/10 ••• Training provided to schools according to LAUSD ©
priority
• Conduct school-community orientations Local District and school School site budgets Evidence of orientations 10/09 -6/10 to practice open, two-way communication. administrators occurring at schools Staff will learn about the community’s receiving Human strengths and needs and how to best Relations training. support children’s learning; families will learn how the school works, and what is expected of both parents and students.
• Redesign the Parent-Student Handbook to Parent Community Services To be determined Redesigned Parent 4/10 make it more user-friendly. Branch, School Handbook available for Operations, 2010-2011 Communications
• Redesign/expand the parent component Communications, Parent N/A Parent component of 9/09 of the District website and include links Community Services Branch District website for parent engagement resources and redesigned and expanded materials.
• Provide a parent-based programming Communications, KLCS, To be determined o Program Format and 7/09 – 9/09 series on KLCS. Parent Community Services Goals Determined Branch, and o Budget Needs/Funding 10/09 Parent/Community Partners Source Determined o Planning for Spring 11/09-1/10 2010 production o Pilot Program 2/10 o Ongoing Topic 3/10-6/10 Identification/ Scheduling of Guests
• Provide baseline Parent Survey data for Parent Community Services To be determined Data provided to all 11/09 schools to use in assessing how well the Branch schools school is communicating with parents and community and identifying goals for Planning and Assessment
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improvement.
• Enhance tools and training as necessary Parent Community Services N/A Tools and training 7/09 -6/10 Branch reviewed and revised
Goal Three: Communication YEAR 3: 2010-2011 • Continue to provide human Human R elations, Diversity N/A Training provided to 9/10 – 6/11 relations/cross-cultural training to build and Equity schools according to positive two-way communication and Program Office priority list established healthy working relationships between all stakeholders at the school.
• Conduct school-community orientations Local District and school School site budgets Evidence of orientations 9/10 – 6/11 to practice open, two-way communication. administrators occurring at schools Staff will learn about the community’s receiving Human strengths and needs and how to best Relations training. support children’s learning; families will learn how the school works, and what is expected of both parents and students.
• Update the parent component of the Communications, Parent N/A Updated District website 9/10 District website Community Services Branch
• Utilize agreed upon metrics to measure Parent Community Services To be determined Assessment completed 6/10 progress in improving two-way Branch, communication between Research and Planning parents/community and schools and Branch identifying goals for improvement.
• Enhance tools and training as necessary Parent Com munity Services N/A Tools and training 7/10 -6/11 Branch reviewed and revised
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Goal Four: Leadership and Advocacy
Major Strategy: Provide opportunities for parents to assume leadership roles as informed and confident advocates for their children’s education, for their school’s performance and for the quality of life within the community.
Organization/Person Proposed Action Steps Benchmarks TimeLine Responsible Expenditures YEAR 1: 2008 -09 • Prepare Parent Leadership Development Parent Community Services To be determined Training modules & 1/09 -3/09 modules that may be used as training Branch, Central Parent materials completed tools by schools for parents to become Advisory Committees, student advocates. Training modules will Community Partners be based on the Urban Parent Recasting Model, the PTA’s Parent Empowering Parents Program, and the Center for Parent Leadership Model. • Provide trainer of trainers professional Parent Community Services To be determined Evidence of training 3/9 – 4/09 development to central/local district Branch, Central Parent provided parent units and parent leaders on the Advisory Committees, Parent Leadership Development model Community Partners which will include the following topics: - the school system and how to navigate it - standards-based curricula and assessments - how to gain access to and interpret data - how to use data to address problems and set priorities - how to have effective parent/teacher conferences - how to access district and other resources - parent’s role, rights, and responsibilities as partners with the school
• Map services of district offices which Parent Community Services N/A Services of district offices 2/09 support parents as advocates for their Branch and Curriculum, compiled for training and children. Include in Parent Leadership Instruction, and School dissemination through Development training. Support local districts and parent
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Organization/Person Proposed Action Steps Benchmarks TimeLine Responsible Expenditures
centers.
• Identify proven strategies for parent Parent Community Services N/A Strategies included in 2/09 access to teachers and counselors and Branch; Curriculum, Parent Leadership best practices for teachers to use Instruction, and School Development and staff conference time effectively. Include in Support training. Parent Leadership Development training for parents and training for central/local district parent engagement units. • Ensure that Report Card training is Parent Communit y Services N/A Evidence of appropriate 1/09 – 3/09 focused on supporting parents as Branch, Report Card parent training materials advocates for their children and school Working Group, Report Card prepared and delivered. success. Project Manager Goal Four: Leadership and Advocacy YEAR 2: 2009-2010 • Provide Parent Leadership Development Central and local distric t School site parent Training provided; 8/09 -6/010 training at school sites which will include parent engagement units involvement budgets evidence collected from the following topics: local district by Parent - the school system and how to navigate it Community Services - standards-based curricula and Branch on a quarterly assessments basis. - how to gain access to and interpret data - how to use data to address problems and set Priorities - how to have effective parent/teacher conferences - how to access district and other resources - parent’s role, rights, and responsibilities as partners with the school • Form “Action Teams” of educators, Local district directors, School site parent Evidence of Action Teams 8/09 -6/10 parents, and community partners who parent ombudspersons, involvement budget formed as described in work together to involve all families in the school principal the Single Plan for school in productive ways. Student Achievement; monitored by local district
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Organization/Person Proposed Action Steps Benchmarks TimeLine Responsible Expenditures
• Provide training to Action Teams to Parent Community Services To be determined Evidence of training 6/10 develop and implement parent Branch, local district parent completed in each local engagement plans for school, family, and engagement units; district for school site community partnerships, linked to the local district categorical categorical coordinators; schools’ academic goals and coordinators Parent engagement plans 6/10 incorporated into the Single Plan for in Student Achievement. each school’s Single Plan • Provide training to experienced parent Parent Community Services N/A Training provided at 8/09 -9/09 leaders on how to mentor, coach and Branch; local district parent central and local district transfer their skills to upcoming parent engagement units level to parent leaders • Utilize the agreed upon indicators and Parent Community Ser vices To be determined Assessment completed 6/10 metrics to assess the effectiveness of the Branch, training, tools, materials, and resources Research and Planning delivered to date. Branch • Enhance tools and training as necessary. Parent Community Services N/A Tools and training 7/09 -6/10 Branch reviewed and revised Goal Four: Leadership and Advocacy YEAR 3: 2010-2011 • Provide “refresher” Parent Leadership Parent Community Services N/A Training Provided 9/10 Development trainer of trainers Branch, Central Parent professional development for central and Advisory Committees, local district parent units. Community Partners • Continue Parent Leadership Development Local district parent School site parent Training provided and 10/10 - 6/11 training at all school sites. engagement units; parent involvement budget evidence collected by center staff local district • Continue training for school Action Teams Parent Community Services N/A Training provided for 10/10 - 12/10 to develop and implement parent Branch, local district parent school site categorical engagement action plans. engagement units; local coordinators district categorical coordinators • Utilize the agreed upon indicators and Parent Community Services To be determin ed Assessment completed 6/11 metrics to assess the effectiveness of the Branch, training, tools, materials, and resources Research and Planning delivered to date Branch • Enhance tools and training as necessary Parent Community Services N/A Tools and training 7/10 -6/11 Branch reviewed and revised
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Goal Five: Decision-making
Major Strategy: Develop and provide training programs and tools that support an equal partnership among the school, parents, and community to improve academic achievement and ensure the effective and intentional engagement of parents in the leadership and decision-making of their schools.
Organization/Person Proposed Action Steps Benchmarks TimeLine Responsible Expenditures Year 1: 2008 -2009 • Include best practices in professional Parent Community Services N/A Best practices provided 3/09 development for school staffs on how to Branch, local district parent to local district parent promote active parental engagement in engagement units; engagement units for shared decision-making and congruent local district categorical training with school staffs home-school support for students’ coordinators learning. • Create a supportive atmosphere and School principals. School Tra ining provided to local 6/09 culture of inclusion by actively recruiting coordinators N/A district staff to support diverse council and committee members School identified parent school site that reflect every child in the school (all leaders implementation ethnicities and programs). • Re-establish Parent Community Advisory Local District Local District Budgets Parent Community 1/09 Councils in each Local District to serve as Superintendents, local Advisory Councils conduits linking the Local Districts with district parent engagement established parents, community, and business units; partners. • Review and revise, as needed, purpose, Local District N/A Parent Community 2/09 functions, and responsibilities of Parent Superintendents, local Advisory Councils Community Advisory Councils with all district parent engagement purpose, functions and stakeholder groups. units; responsibilities reviewed Parent/community leaders and revised • Provide School Site Council training and Parent Community Services To be determined Training provid ed at 9/08 -12/08 support to parents and all stakeholder Branch, UTLA, AALA, central and local district groups about how to effectively carry out central parent advisory level to school their responsibility to develop the Single committees, local district stakeholder groups Plan for Student Achievement by utilizing a parent engagement units; cycle of continuous monitoring and local district categorical improvement aligned to the school’s coordinators, central and academic goals. local district fiscal specialists LAUSD ©
Organization/Person Proposed Action Steps Benchmarks TimeLine Responsible Expenditures
• Identify and support experienced parent Parent Community Services N/A Leaders identified 1/09 leaders at the central, local district and Branch, local district parent school level who will mentor and build engagement units; Training provided 2/09 – 6/09 capacity of new parents to serve effectively local district categorical on the school’s governance and advisory coordinators committees. • Provide parent training that is focused on Parent Community Services N/A Training provided at 3/09 -5/09 the development of a school budget to Branch, central parent central and local district support the plan of action described in the advisory committees, local level to advisory school’s Single Plan for Student district parent engagement committee/SSC parent Achievement. units;local district participants categorical coordinators, central and local district fiscal specialists • Ensure that state-mandated committees at Parent Community Services N/A PCSB monitoring report ongoing the school and district levels exist and are Branch, local district parent of all state-mandated functioning as required. engagement units; local committees at school and district categorical district level coordinators Local district parent engagement unit monitoring reports • Ensure consistent implementation of Parent Community Services N/A Monitoring report of all ongoing federal, state, and district requirements, Branch, local district parent state-mandated policies, and procedures at all central, engagement units; local committees at school and local district, and school level decision- district categorical district level making councils and advisory committees. coordinators Monthly training provided to local district parent engagement unit staffs • Provide ongoing training, facilitation and Parent Community Services N/A Monthly training provided ongoing technical assistance to local district parent Branch to local district parent engagement units on the purpose, engagement unit staffs roles/responsibilities, governance and operational procedures of the School Site Council and advisory committees.
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Organization/Person Proposed Action Steps Benchmarks TimeLine Responsible Expenditures Goal Five: Decision -making Year 2: 2009-2010 • Include best practices in professional Parent Community Services N/A Training pro vided at 3/09 – 6/09 development for school staffs on how to Branch, local district parent central and local district promote active parental engagement in engagement units; local level during regularly shared decision-making and congruent district categorical scheduled LD principal, home-school support for students’ coordinators assistant principal and learning. coordinator meetings • Create a supportive atmosphere and School principals. School N/A Orientations provided at 7/09 – 11/09 culture of inclusion by actively recruiting coordinators, School all schools diverse council and committee members identified parent leaders that reflect every child in the school (all ethnicities and programs). • Provide Parent Leadership Development Parent Community Services N/A Training provided at 1/09 -6/09 training and resources to Branch, local district parent central and local district parents/community members to become engagement units; local level to school site parent proficient in: district categorical representatives during - identifying common goals coordinators monthly advisory - using group and decision-making committee meetings processes - resolving conflict • Include parents as policymakers with School principals. School N/A Local district parent ongoing respect to home-school practices and coordinators, School engagement unit policies by establishing family/community- identified parent leaders monitoring reports school Action Teams. • Provide School Site Council and advisory School principals. School N/A Orientations provided at 7/09 -9/09 committee orientation to all new parent & coordinators, School all schools community members to understand their identified parent leaders roles, rights & obligations as members • Provide School Site Council training and Parent Community Services N/A Training provided by 7-09 -9/09 support to parents and all stakeholder Branch, local district parent Local district parent groups about how to effectively carry out engagement units; engagement their responsibility to develop the Single local district categorical Units and categorical Plan for Student Achievement by utilizing a coordinators coordinators cycle of continuous monitoring and improvement aligned to the school’s academic goals. LAUSD ©
Organization/Person Proposed Action Steps Benchmarks TimeLine Responsible Expenditures
• Provide parent training that is focused on Parent Community Services N/A Training provided at 3/10 -5/10 the development of a school budget to Branch, local district parent central and local district support the plan of action described in the engagement units; local level to advisory school’s Single Plan for Student district categorical committee/SSC parent Achievement. coordinators participants • Provide training in cross-cultural Human Relations, Diversity, N/A Training provided at local 9/09 -6/10 communication and consensus-building to and Equity Program Office district level school staff identified to coordinate parent engagement activities. • Ensure that state-mandated committees at Parent Community Services N/A PCSB monitoring report ongoing the school and district levels exist and are Branch of all state-mandated functioning as required. committees at school and district level; local district parent engagement unit monitoring reports • Monitor to ensure that local districts Parent Community Services Local District Budgets PCSB monitoring report ongoing provide annual training to support all Branch of all state-mandated School Site Councils and advisory committees at school and committees. district level; local district parent engagement unit monitoring reports • Provide ongoing training, facilitation and Parent Community Services N/ A Monthly training provided ongoing technical assistance to local district parent Branch to local district parent engagement units on the purpose, engagement unit staffs roles/responsibilities, governance and operational procedures of the School Site Council and advisory committees. • Evaluate effectiveness of training, tools, Parent Community Services To be determined Evaluation report 7-10 – 10 -10 and materials and their impact on Branch, Planning and completed including parents as authentic partners in Research Training, tools and decision-making. Redesign and enhance materials revised and training and tools as necessary. enhanced as needed. • Continue all training programs to ensure Parent Community Services N/A Training is established ongoing the effective and intentional engagement of Branch, Local District Parent and continual parents in the decision-making processes Engagement Units, of their schools. Parent/Community Partners
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Goal Six: Community Partners
Major Strategy: Create community partnerships to utilize all available resources to better serve the needs of children and families and to share in the responsibility and accountability for effective schools.
Proposed Action Steps Person Responsible Benchmarks TimeLine Expenditures YEAR 1: 2008 -2009 • Train central and local district parent Assistant Superintendent: N/A Identify appropriate 1/09 engagement units to build partnerships School, Family, and partner(s) to provide with community based organizations, Parent/Community Services, training agencies, and businesses to support Health and Human Services student learning and address unmet needs Training provided 3/09 of families. • Provide technical assistance to local Parent Community Services N/A Resources identified 2/09 district parent engagement units, to learn Branch, Health and Human how to use resources that are accessible Services, Parent/Community Technical assistance 3/09 on the web, i.e., Healthy City and the Partners provided Education Coordinating Council. Local district staff to provide information and technical assistance to school administrators and parent center staff. • Organize a Provider Fair and invite Parent Community Services N/A List of invitees compiled 12/08 community partners and organizations Branch, Local District Parent who can provide training, support, and Engagement Units, Central Provider Fair Organized 12/08 – 1/09 resources in implementing key elements of Parent Advisory Committees this parent engagement plan. Provider Fair Completed 2/09 • Develop a clearinghouse process to screen Assistant Superintendent: To be determined Clearinghouse Process 1/09 potential community organizations for School, Family, and Developed quality of service and effectiveness before Parent/Community Services working directly with schools.
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Goal Six: Community Partners YEAR 2: 2009-2010 • Train school leadership to utilize the Central/Local District Parent To be determined Trai ning provided at local 11/09 -6/10 assets of their school communities, Engagement Units, Health district monthly develop partnerships with community and Human Services, Parent administrator meetings organizations, businesses and agencies to and Community partners support student learning, address unmet needs of families, and create mentors for students and parents. • Map resources available in communities Parent Community Services N/A Resource Lists Compiled 9/09 and disseminate information to school Branch, Health and Human parent centers about pertinent supports, Services, Curriculum, Resource Information 10/09 services, programs, and options to meet Instruction and School Distributed to school the diverse needs of families. Support parent centers • Continue to seek, develop, and promote Central and local district N/A Non -traditional Ongoing community support and family parent engagement units, partnerships identified involvement through non-traditional communications, KLCS and utilized forums (local media, businesses, faith- based organizations, non-profit organizations, community-based organizations, and service organizations). • Organize 2 nd Annual Provider Fair and Parent Community Services N/A List of invitees compiled 12/09 invite community partners and Branch, Local District Parent organizations who can provide training, Engagement Units, Central Provider Fair Organized 12/09 – 1/10 support, & resources in implementing key Parent Advisory Committees elements of this parent engagement plan. Provider Fair Completed 2/10 • Initiate a feasibility study for the School, Family, and N/A Determine Goals & 12/09 development of a collaborative Family Parent/Community Services, Programs Resource Center in each Local District Health and Human Services, Identify Space 1/10 – 2/10 where health, mental health, social Parent/Community Partners Determine Personnel 2/10
services, and educational support and Needs/Responsibilities resources can be provided to families. Determine Budget 2/10 Needs/Funding Source Planning Process Begins 3/10-6/10 • Evaluate effectiveness of training, support, Parent Community Services To be determined Training and resources 6/10 resources, and outreach provided and Branch, Local District Parent revised and enhanced. enhance as needed. Engagement Units, Research and Planning
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Goal Six: Community Partners YEAR 3: 2010-2011 • Continue training, as needed, for school Central/Local District Parent To be determined Training provided at local 8/10 -12/10 leadership to utilize the assets of their Engagement Units, Health district monthly school communities, develop partnerships and Human Services, Parent administrator meetings with community organizations, businesses and community partners and agencies to support student learning, address unmet needs, and create mentors for students and parents.
• Organize 3 rd Annual Provider Fair and Parent Community Services N/A List of invitees compiled 12/10 invite community partners and Branch, Local District Parent organizations who can provide training, Engagement Units, Central Provider Fair Organized 12/10 – 1/11 support, and resources in implementing Parent Advisory Committees key elements of this parent engagement Provider Fair Completed 2/11 plan.
• Work with partners to design and equip a School, Family, and To be determined Family Resource Center 1/11 Family Resource Center in each Local Parent/Community Services, designed and equipped, District to be open and functioning by mid Health and Human Services, personnel selected and school year. Parent/Community Partners assigned, schedules developed, partners’ memorandums of understanding established
• Develop evaluation process to determine School, Family, and To be determined Evaluation Process 6/11 effectiveness of Family Resource Centers Parent/Community Services, Determined Health and Human Services, Planning and Research • Evaluate effectiveness of training, support, Parent Community Services To b e determined Training and resources 6/11 resources, and outreach provided and Branch, Local District Parent revised and enhanced. enhance as needed. Engagement Units, Research and Planning
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Goal Seven: Accountability
Major Strategy: Develop and implement metrics that will measure progress and hold all stakeholders accountable in increasing parental/community involvement at all levels of the District.
Organization/Person Proposed Action Steps Benchmarks TimeLine Responsible Expenditures YEAR 1: 2008 -2009 • Create metrics and monitoring protocols, Parent Community Services To be determined Metrics and measurement 3/09 including surveys, rubrics, and Branch, Research and tools developed observation tools to measure the progress Planning, Parent Metrics and measurement 4/09 in increasing parental involvement and the Committees, and Community tools piloted effectiveness of parent engagement Partners Metrics and measurement 5/09 activities. tools finalized • Conduct a Parent Survey to provide Parent Community Services To be determined Parent Survey Conducted 5/09 – 6/09 baseline data for schools to use in Branch, Report Card Project planning parent engagement improvement Manager efforts. • Provide parents with an annual School Planning and Assessment, N/A Report Card Distributed 1/09 Report Card regarding student academic Report Card Working Group, progress and other indictors of school Report Card Project Manager success and areas for improvement. • Develop and implement monitoring Parent Community Services N/A Mo nitoring System 2/09 - ongoing system to ensure that all schools comply Branch Developed and with district, state, and federal parental Implemented through LDs involvement requirements. • Evaluate & update the District’s Title One Parent Community Services N/A District’s Title I Parent 6/08 and Parent Involvement Policy, in consultation Branch, District Advisory Engagement Policy annually with parents on an annual basis. Committee Evaluated and Updated • Develop a Title I Parent Involvement Policy Parent Com munity Services, N/A School level policies and 6/08 and and a School-Parent Compact at each LD parent ombudspersons compacts reviewed at LD annually school site, in consultation with parents, and categorical coordinators level and included in the to be evaluated and updated annually. Single Plan for Student Achievement • Establish a District Parent Engagement Assistant Superintendent: N/A Parent Engagement 12/08 Steering Committee to support, evaluate, School, Family, and Steering Committee 3/09, 6/09 and monitor the implementation progress Parent/Community Services Established of this Strategic Plan. with representation of all Quarterly Meetings Held 3/09, 6/09
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Organization/Person Proposed Action Steps Benchmarks TimeLine Responsible Expenditures stakeholder groups Progress Reports Given • Hold district staff accountable for Central, local district, and N/A Parent Engagement Spring 2009 and implementing effective parental school site administrators included in Performance ongoing engagement through the Performance Evaluation process Evaluation process. • Provide training to central, local district, Local District N/A Training provided 7/09 -11/09 and school staff on the parent engagement Superintendents, Central/LD metrics and assessment tools, roles and Parent Engagement units, responsibilities, and accountabilities for school administrators each stakeholder in increasing parental involvement.
• Conduct Parent Survey to measure school Local District To be determined Parent Survey Conducted Spring 2010 progress in parent satisfaction with parent Superintendents, School engagement opportunities and parent Administrators involvement at home and at school.
• Provide recognition to schools who Superintendent To be determined Recognition Program 6/10 demonstrate welcoming, collaborative Local District Supt Established school environments and an increase in Div of Professional Dev and parental involvement. Leadership
• Utilize School Report Card to measure School Leadership Teams N/A School Report Cards data 9/ 09 – 6/10 progress in student outcomes, information used by achievement, and school culture, and school as part of the student and parent connections and to continuous improvement plan for improvement. planning cycle. • Revise metrics and measurement tools as Parent Community Services N/A Metrics and measurement 6/10 needed. Branch, Research and tools revised Planning
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Organization/Person Proposed Action Steps Benchmarks TimeLine Responsible Expenditures
Goal Seven: Accountability YEAR 3: 2010-2011 • Continue training, as needed, to central, Local District N/A Training provided 7/09 -11/09 local district, and school staff on the Superintendents, Central/LD parent engagement metrics and Parent Engagement units, assessment tools, roles and school administrators responsibilities, and accountabilities for each stakeholder in increasing parental involvement.
• Conduct Parent Survey to measure Local District To be determined Parent Survey Conducted Spring 2010 school progress in parent satisfaction Superintendents, School with parent engagement opportunities Administrators and parent involvement at home and at school. • Provide recognition to schools who Superintendent To be determined Recognition Provided 6/11 demonstrate welcoming, collaborative Local District Supt school environments and an increase in Div of Professional Dev and parental involvement. Leadership • Revise metrics and measurement tools as Parent Community Services N/A Metrics and measurement 6/10 needed. Branch, Research and tools revised Planning
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