W
elcome to the Summer edition of P2P: Parent2Parent Magazine brought to you by the
Chicago Public School’s Office of Leadership and Learning. P2P is written for parents by parents. In collaboration with the True Star Foundation, parents participate in a journalism class, offered in one of our five Parent University locations across the city. The final product of this class is our quarterly P2P Magazine, available in English and Spanish in both print and digital formats. P2P is designed to keep caring adults within CPS abreast of current educational trends and best practices in supporting student learning. It is our hope by keeping our parents informed they will serve as positive stewards in their child’s education. In this edition, our parent contributors share helpful information on academics, ways parents can support their children at home and at school as well as promising practices from around the community. Our cover story highlights summer learning opportunities for both students and parents, CPS Connects Summer Learning Challenge and Learn 24/7. Through the use of technology in these challenges, students and parents can have a shared learning experience all summer long. We look forward to taking this educational journey with you. It is our hope that in each edition you will find at least one nugget of wisdom, words of encouragement and best practices that you can utilize. If you have good news stories, events, programs or other information that other parents should know about, please share for possible inclusion in the next edition. To submit your information visit www.goo.gl/forms/pz8822aZfa or email us at parentuniversity@cps.edu. fadaf
Best, Dr. Shawn L. Jackson
Chief Officer of the Office of Leadership and Learning
“It’s not only children who grow. Parents do too. As much as we watch to see what our children do with their lives, they are watching us to see what we do with ours. I can’t tell my children to reach for the sun. All I can do is reach for it, myself.” - Joyce Maynard
Contributors
Front Row Left to Right: Esther Valades / Claudia Hernandez / Rosalba Saldaña Back Row Left to Right: Marisol Reyes / Elena Bolaños / Alondra A. Acosta / Yessica de Anda Alondra A. Acosta, a mother of three, has participated as a volunteer for nine years in CPS. Currently, she is a mentor parent as part of the program SWOP and the PAC secretary. Esther Valades is an active member of the LSC and has two children in elementary school. Claudia Hernández, a mother of three, volunteers in CPS schools as president of the Bilingual Committee and is a PAC and LSC member. Elena Bolaños, is a mom of three, a former PAC member and currently volunteers as a mentor parent. Rosalba Saldaña is a mother of four, coordinates the mentor parent program and she is a PAC member. Marisol Reyes volunteers as a mentor parent and has four children in elementary school. Yessica de Anda volunteers in the mentor parents Program and has three children.
Special Thanks Forrest Claypool, CEO of Chicago Public Schools Dr. Janice Jackson, CEdO of Chicago Public Schools Denise Little, Senior Advisor to the CEO of Chicago Public Schools Arnie Rivera, Chief Officer of Public Policy of Chicago Public Schools
True Star Foundation Executive Directors DeAnna McLeary Sherman & J. Na-Tae’ Thompson Managing Editor Marti Parham Copy Editor Christina Rodriguez Copy Translation Stephanie Manriquez Art Direction Design & Illustration Angel D’Amico-Bauer
Table of Contents ACADEMICS 6: The Difference Between PARCC & Common Care - Elena Bolaños 7: Speaking Two Languages For A Better Education - Alondra A. Acosta 8-9: What’s The Best School For Your Child? - Alondra A. Acosta
SCHOOL & HOME ENVIRONMENT 12: Following Rules - Rosalba Saldaña 13: Technology, A Double-edged Sword - Esther Valades 14-15: The Power Of Authority In The Classroom - Claudia Hernandez
COVER STORY 16: A Summer Of Learning 18: Parent University Makes A New Home In The Pullman Community
PARENT SUPPORT & INVOLVEMENT 20: Tips To Boosting Your Child’s Confidence - Yessica de Anda 21: Guiding Your Child To A Successful Academic Future - Marisol Reyes
PROMISING PRACTICES 22: Laura Cervantes Speaks On Title 1 Benefits- Esther Valades 23: Juan Maldonado Encourages Parents To Keep Learning - Marisol Reyes 24: Making The Most Of Community Programs - Yessica de Anda 25: One Mom’s Mission To Unite Parents - Rosalba Saldaña 26: Lee Is The Place To Be- Claudia Hernandez & Elena Bolaños 28: Calendar Of Events Parent 2 Parent 5
ACADEMICS
The Difference BETWEEN
PARCC & COMMON CORE BY ELENA BOLAÑOS
S
ome of us continue to be confused and misinformed when it comes to PARCC (Partnership for Assessment of Readiness for College and Careers) and Common Core. With that in mind, in this issue of Parent2Parent Magazine, we took it upon ourselves to gather information and create more digestible terms in order to clear away any doubts. It is understood that Common Core is a group of educational standards and activities that encourages children in abilities like analyzing (critical thinking), questioning (communication) and creativity. These are designed to create expectations of what our children need to learn at each grade level in order to successfully continue on their path to higher education. On the other hand, PARCC is a set of computerized tests taken from 3rd to 12th grade that evaluate language arts, reading, and writing in English, as well as math, in compliance with State Common Core Standards. Since 2015, the tests (PARCC) have replaced the exam known as ISAT. In summary, PARCC is a culminating assessment that takes into account what has been learned throughout the year supported by Common Core standards.
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Some interesting details to note about both concepts: PARCC
• Replaced the ISAT and PSAE since 2015. • It is mandatory in the state of Illinois. • Teachers and parents collaborate to prepare students for testing. • No university utilizes the grades provided by these exams, but the State of Illinois is demanding that PARCC be administered in schools in order to graduate from high school. • The State of Illinois require PARCC be administered via computer in two sessions. • March and May - for approximately nine hours per child.
Common Core
• It is implemented in all schools in Illinois including Magnet and Charter schools. • Focuses on preparing students for a constantly changing world. • It creates equal learning expectations for all students regardless of where they live.
For more information on Common Core visit www.corestandards.org or for PARCC visit www.parcconline.org.
Speaking TWO LANGUAGES
FOR A BETTER EDUCATION
BY ALONDRA A. ACOSTA
O
ne of the benefits of a magnet school is the dual language program, where students develop two languages simultaneously. An example of this type of school is the InterAmerican Magnet School, where my children have belonged for four years. The bilingual program is implemented during the school year is by having one semester focused on Spanish and another in English, beginning in preschool and kindergarten. It includes children that are not fluent in Spanish. The results are excellent as they pass each grade and the children are also motivated to not only do their homework and school work in Spanish, but also to communicate with their teachers and classmates in this language. The school has a great academic impact, being a level 1+ and having a high average on their MAP and NWEA exams despite their focus being on the Spanish language. This means that the children are not confused and are able to master both languages. The school is open for all children that live in the Chicago area, although their selection is by lottery and gives priority to those with advanced
Spanish; this way, both Latino students and nonSpanish speaking students can take advantage of the program. Frequently, in other schools within Latino communities, there is an erroneous idea about bilingual teaching. It is believed if they are in that specific zone, teaching is in Spanish, which is confused with the ESL program (English as a Second Language). The ESL program within CPS tries to provide materials in Spanish to students that don’t master English, providing them support with the aid of a bilingual teacher. The students in the ESL program can be delayed in this program for three to five years until they master the language, depending on each individual case. For example, if each student comes from a different country, they are given the option of doing their homework in their native language, in this case Spanish, until they feel comfortable with the English language. If the student has weak English because another language is spoken at home, then they are asked to do homework and schoolwork in English. Both are asked to do their classroom lectures in the language in which they feel most comfortable. Parent 2 Parent 7
What is The Best
SCHOOL FOR YOUR CHILD? BY ALONDRA A. ACOSTA
H
ave you asked yourself how Chicago public schools function or what the best school option is for your child? Can your child be enrolled in another school if it’s outside your current school zone? Recently I had some uncertainty regarding whether the school in my zone was the right one for my children and/or if I had any other options. My three children have always participated in Chicago Public Schools (CPS). Previously, my children had the opportunity of attending a bilingual magnet school where they learned to master two languages - English and Spanish - perfectly. When we moved, however, we had to change schools and that’s when my worry began regarding maintaining that same level of teaching and acquiring similar skills. This is when I gave myself the assignment of researching how different schools function with the Chicago Public School system. I wanted to know about the difference in school qualities and the requirements for specific enrollment. 8 Parent 2 Parent
• NEIGHBORHOOD - This is your first option assigned to you by zip code and/ or home address. For pre-school, you don’t need to pertain to a certain area. • CHARTER - Open to all children that live in the Chicago area. To enroll in these schools, each child must apply and go through the process of random selection. • CLASSICAL - This school provides a challenging course within liberal arts instruction for students with a high academic potential. Enrollment requirements include application and admission testing. • CONTRACT - Contract schools are public schools open to all CPS students. These schools are operated by private entities under contract with CPS to provide an additional education option for students. • MAGNET - These schools specialize in a specific subject area, such as Montessori, International Baccalaureate, math/science, Humanities, or dual language immersion. Enrollment requires an application and is based on a computerized lottery system.
• REGIONAL GIFTED CENTERS - These schools provide services for children considered gifted. Their programs are designed to increase reasoning, thought processes, creativity and problem resolution. When children grades K-4 apply, they are given an admission test. Children in 5th to 8th grade need their grades from the NWEA and MAP exams in mathematics and reading for eligibility as well as taking an admissions test. Students with a 504 or IEP are also accepted as long as they have a 50 percent in one subject (mathematics or reading) and 40 percent in another subject in order to be eligible.
• SMALL - These focus on environmental studies, technological services, peace, leadership, ventures, international studies, art or the Socratic method. (Priority is given to students that live in the school zone.) Currently my children study in their assigned zoned school, which is a Level 1, and their outstanding abilities are mathematics and art. I am very happy with my children’s progress in this new school. I recommend that you investigate what is the best option for your child and you will feel more confident that they are on the right path toward academic success. For more information, visit these sites: www.cpsoae.org http://cps.edu/Schools/Elementary_schools/ Pages/Elementaryschools.aspx
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SCHOOL & HOME ENVIRONMENT
Following The Rules
BY ROSALBA SALDANA
A
s a parent mentor at Richard Henry Lee Elementary School, I’ve had the opportunity to participate within the classroom acting as support for teachers, especially in kindergarten and first grade. Because of this, I’ve noticed that on occasion the behavior of certain students within the classroom is not always appropriate. This makes me wonder about the seriousness with which we as parents take our student’s education at home when we don’t encourage good behavior or good manners. Parents need to be aware that we are our children’s first example and their primary teacher. However, what is being reflected in the classroom is a sad reality; the behavior and the way certain students act with others makes me think about what could be happening at home. Sometimes children are simply looking to entertain themselves, ignoring the teacher or an adult, or trying to engage fellow students to the point of conflict. Sometimes I’ve seen it escalate in the cafeteria, especially when certain students don’t get what they want. I’ve seen students throw themselves on the floor, throw food at other students and parents, and even start physical fights. What does that tell us about their frustration toward others? What can we determine from their behavior? 12 Parent 2 Parent
Parents, let’s make a conscience effort to work together with educators and teach our children, when they are little, to follow basic rules and the essentials of good behavior. Making good behavior a norm at home transfers into the classroom for positive interactions with other students and teachers. This also provides an opportunity to create a sense of solidarity within the community. If parents encouraged children to show respect toward others daily and to treat others as they would like to be treated, we could change the direction of our society. Even encouraging these simple principles can make a difference: • Are you arriving? Greet those you encounter. • Are you leaving? Make sure to say goodbye. • Did you borrow something? Return it. • Do you have something? Share it. • Were you helped? Express thanks. Let’s shape our children for a better quality of life by creating positive habits, good behavior, and by showing them love and a good example every day. We can’t give all the responsibility to schools. They provide their academic education, while we continue to provide them with teachings at home for proper behavior so that together we can provide a better life for our children.
Technology,
A Double-Edged Sword
BY ESTHER VALADES
Here are some of the advantages and disadvantages that technology provides our children:
ADVANTAGES
T
echnology serves our children as an academic tool for exams, homework and projects. It has also changed the manner in which educators teach and present schoolwork. It has created a new form of learning for a new generation of students. However, why might technology be considered a double-edged sword? Technology cannot be categorized as positive or negative; it depends on individual use and the balance it provides toward each person’s education, culture or society. Children are now growing up side by side with electronic gadgets and within a new cyber world which can sometimes interrupt the educational process due to excessive time being spent in social media circles or playing games. There are also other dangers like cyber-bullying or access to inappropriate content.
• The use of computers and tablets creates more interaction within the classroom through the use of videos and virtual activities that make schoolwork less tedious. • The use of a flash drive or USB eliminates the need to carry the extra weight of books and backpacks since so much information can be carried on this little gadget. • The search for information is more effective and more accessible. The majority of families today have Internet service at home, which facilitates schoolwork and improves the elaboration of projects.
DISADVANTAGES
• Without adult supervision, children can spend too much time online without any physical activity. • Spending too much time connected online can lead a child or young adult to become dependent on things like video games and social media circles. • In other instances, this can lead a child or young adult to depression since they are isolating themselves socially by not engaging face-to-face with others. • Without adult supervision, they can be exposed to information not apt for their age. Don’t let technology take control. Instead take control of it by learning to use it as a positive tool. Parent 2 Parent 13
The Power
OF AUTHORITY
IN THE CLASSROOM BY CLAUDIA GOMEZ
B
ringing together the interaction of teacher-student-classroom and the terms “power and authority,” German thinker, Max Weber, visualized the classroom as the stage where the teacher and student exert the strength of their power relations. Authority is not imposed, it is created; therefore, the key for a teacher to achieve this is knowing how to simultaneously generate order and motivation among students. Some of the biggest challenges a teacher encounters in the classroom can include: understanding what is behind each child’s behavior; each family’s way of thinking; the manner in which the child is being educated; and, finding the resources necessary to confront the different behaviors of each child. On the other hand, it’s a fragile theme to discuss and question how our children are disciplined in the classroom since one cannot generalize. Each student, teacher and classroom is distinct, with distinct scenarios. For example: in some cases, the teacher will ask a student the reason for their bad behavior, followed by asking them to behave or respectfully leave the classroom, depending on the fault.
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I would like to know the point of view of a teacher that encounters these authority and power situations on a daily basis. The reading and social studies teacher from Richard Henry Lee Elementary, Marisol Guzmán, answered my questions as follows: • How should a teacher respond to a disciplinary situation with a student in the classroom? • Ethically, how should the student be disciplined? • What are the codes of conduct for a student within CPS? • And, what is the role a teacher plays within the classroom? Her answers were brief, concise and quite adequate. Guzmán began by saying that before any discipline is taken with a child, a teacher should obtain all their information. In all schools, there are rules that need to be followed and the consequences for each action taken by a student, which are measured based on the gravity level of the problem or situation.
“IN ALL SCHOOLS, THERE ARE RULES THAT NEED TO She explained each student is to follow the CPS code of conduct. At the beginning of each school year the classroom comes to an agreement on its norms. For example, in Guzman’s class, they are given a demerit, and at three demerits are given a detention. The dynamic of each classroom may be different because students work together with the teacher to create an environment not solely focusing on the negative behavior but also celebrating their positive behavior. Guzmán concludes with the importance of the teacher and the role they play in the classroom. Their responsibility is high because they are in charge of teaching students while also having them follow school standards.
BE FOLLOWED AND THE CONSEQUENCES FOR EACH ACTION TAKEN BY A STUDENT, WHICH ARE MEASURED BASED ON THE GRAVITY LEVEL OF THE PROBLEM OR SITUATION.” -MARISOL GUZMÁN
As a parent, I believe it is necessary to become involved and have the confidence to speak with our children and their teachers in order to become a team, working together to ease any tensions that our children may encounter in their classrooms.
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COVER STORY
A Summer OF LEARNING
T
he Chicago Public Schools’ Office of Leadership and Learning is offering two learning opportunities that will support learning for both parents and students. Students Taking Learning Beyond the Classroom… Chicago Public Schools has partnered with The Chicago City of Learning (CCOL) program to launch CPS Connects, which joins together free learning opportunities for young people in a way that allows them to think about, pursue and develop their interests. This empowers young people to take ownership of their personalized learning experiences. In addition, it allows students to continue their education even when school’s out. This summer, students have the opportunity to participate in CPS Connects Summer Learning Challenge. The 10-week challenge will take place from June 27 through September 3. 16 Parent 2 Parent
Through www.chicagocityoflearning.org, students will connect to digital curriculum from Khan Academy covering themes including history, language and arts, math, science and computer science/coding. While all content will be available throughout the summer, every two weeks a different theme will be highlighted. Unlock incentives like Chromebooks and tablets Students who complete the interactive exercises and videos throughout the summer will earn CPS Connects digital badges on the CCOL website which will unlock additional incentives to support their learning like Chromebooks and tablets. Students will also be able to monitor their own progress through the CPS Connects summer learning leaderboard housed on the CCOL website. At the end of summer, students that top the leaderboard will be recognized and will be able to celebrate their achievements in a culminating ceremony.
Get started at www.chicagocityoflearning.org sign-in to create a CCOL account or if you are a current user, dive right into the challenge. Adult Learning Opportunities that Mirrors Learning for Students… Parent University is proud to partner with lynda.com to offer free online classes through our program, Learn 24/7. Lynda.com helps anyone learn business, software, technology and creative skills to achieve personal and professional goals. It is accessible anytime/ anywhere, even on a smartphone. Parents can sign up for lynda.com at one of our Parent University campuses or anywhere you have Internet. Participants have access to all content on the website but Parent university has curated 19 themed playlists just for you including: • COMMUNICATION ESSENTIALS • EDUCATION • JOB READINESS • MONEY MANAGEMENT • PERSONAL DEVELOPMENT • TECHNOLOGY BASICS 101 Parents and community members will receive digital badges for completing virtual classes. In addition to professional skills and job marketability, participants can unlock additional opportunities such as live learning opportunities like a visit to the Microsoft offices, certificates, trophies and other awards.
Visit your local Parent University or email parentuniversity@cps.edu for information on how to get started with Learn 24/7. Learn 24/7 will run concurrently with CPS Connects Summer Learning Challenge. Participants will also be eligible for free incentives and at the end of the summer, parents and community members will be recognized in a culminating celebration along with the students. Side-by-Side Learning The implementation of both CPS Connects Summer Learning Challenge, and Learn 24/7 provide the opportunity for parents and students to have a shared learning experience. By offering learning opportunities for both parents and students via a digital platform, the generational learning gap that often exist between parent and child begins to diminish. Technology is a major driving force of how students learn both in and outside the classroom. By offering parents these same opportunities, it gives them a better understanding of what their child’s learning experience feels like. In turn, they can help support this type of learning environment at home. Parent 2 Parent 17
Parent University
MAKES A NEW HOME IN
The Pullman Community
M
ay 4, 2016 marked the opening of the fifth Parent University across Chicago. Mayor Rahm Emanuel and Chief Education Officer, Janice Jackson, joined school and community leaders to welcome parents into the new space. Corliss High School in the Pullman neighborhood is happy to welcome Parent University. “It is an honor to be able to provide parents in the Pullman and Roseland communities, as well as on the far south-side, with accessibility to state-ofthe-art technologies, professional development trainings, and educational enrichment opportunities ranging from health and wellness to learning how to speak Spanish, at no cost., said Corliss Principal, Dr. Leonard Harris. 18 Parent 2 Parent
By opening the Pullman campus at Corliss High School, the hope is it will meet the needs of parents and empower them with the essential skills and knowledge, not only to enhance their family, but to continue their journey as a lifelong learner. Dr. Harris says, “The essential component of parent engagement is invoking in a child the desire to learn by modeling.”
Corliss’ goal is to work closely with the Parent University to provide students and their parents with opportunities to learn together. In addition, the hope is the Pullman campus will be a place of vibrant ideas and community discourse. The Pullman campus is equipped with a computer lab, a parent resource/activity room, and an office area. “The entire community is welcome to come to and actively participate in the free resources offered not only to parents but
grandparents, aunts, uncles and community partners.�, said Campus Manager and proud Corliss High School alum, Thyatriria Towns. Visit www.cpsparentu.org for a list of upcoming classes. If you are interested in improving your writing skills and learning more about journalism, join the next class of parents writing the fall issue of P2P. The class begins in late June and is limited to 15 people. Those interested should email Thy Towns at tatowns@cps.edu today. Parent 2 Parent 19
PARENT SUPPORT & INVOLVEMENT
Tips TO BOOSTING YOUR CHILD’S CONFIDENCE
BY YESSICA DE ANDA
D
o you know if your child participates in class? What motivates or impedes their participation in front of other students? The following factors are just some of the ways that can influence the confidence of a child and their development within the classroom.
CREATE CONFIDENCE IN THEM Accept and love your child as they are, taking into consideration their abilities and working with them on their weaknesses in order to forge a more participatory personality. Remember to show your appreciation and demonstrate love and affection to your child. GIVE THEM ATTENTION Set time aside for your child so they feel that they are important to you. Look them in the eyes when they speak so they know you are listening. Stop whatever you’re doing so they can feel your undivided attention. If there’s a moment when time is short, let them know but always meet their needs first. Spend a few minutes listening to what they have to say, but then explain that you also have something to do - for example, getting dinner ready. This way they learn to value the time you spend together. CELEBRATE THE POSITIVE Every day recognize something good your child has done. Express this with enthusiasm or share it with family and friends. The child will enjoy the positive comments and will feel good about 20 Parent 2 Parent
their achievements, which will strengthen their self-esteem and they will also learn to recognize what they do well. DON’T COMPARE THEM TO OTHERS Comparing always leads to remembering imperfections and your child may feel embarrassed, jealous or pressure to compete. If you tell your child you appreciate them as they are, it’s more likely that your child will learn to appreciate themselves more. GIVE THEM THEIR OWN SPACE Don’t hover. You must give your child the opportunity to do things on their own so they learn decision making as well as improving from any mistakes made. BE AN EXAMPLE It’s important that you demonstrate self-assurance and self-confidence in your abilities as a parent because your child learns from what you say and do. Remember that you are the example they will follow! Remember that a child’s positive self-esteem and overall positive reinforcement can help define their individual personality.
How To Guide YOUR CHILD TOWARD A SUCCESSFUL ACADEMIC FUTURE BY MARISOL REYES
T
he academic success of our children plays an important role in their lives both socially and emotionally. It has been shown that parents of successful students are more aware of their children’s studies as well as more active when it comes to participation in school activities, whether being present at parentteacher conferences or through volunteering. On the other hand, parents that don’t actively participate may see this reflected in their child’s school performance. The reasons for poor school participation by some parents can include lack of time, work conflicts, differing situations at home or even due to a language barrier. For example, some parents that don’t speak English or don’t have a legal standing in this country may think they don’t have the same rights as other parents, but that is false. This should not be an impediment for becoming more involved with your child’s academic life. As parents, we don’t need to be teachers or have a certain profession. The most important thing is to move forward and try to improve ourselves on a daily basis, which empowers us to provide the necessary tools our children need for their future.
Becoming connected in your child’s academic life: • Attend parent-teacher conferences. Create consistent communication with your child’s teacher whether in person or by electronic mail. • Find out if the school provides educational classes or workshops for parents. • Become involved in school activities like volunteering during recess, breakfast, in the classroom or on field trips. • Participate in classes for parents at your child’s school. Tell your children about your progress! Remember that your child’s education begins at home - be the example! • Chicago’s public schools have distinct committees, councils and volunteer opportunities that parents can involve themselves with. We can present our worries or ideas for school improvement and the implementation of new programs for students and parents. Our voice can represent that change and be the difference in the academic life of our children. Let’s be an active part of our child’s academic life! Let the motivation toward success start today!
To learn are how you can volunteer schools around the District, visit: www.cps.edu/FACE/Pages/ Here some tips to VolunteerPrograms.aspx
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PROMISING PRACTICES
Laura Cervantes
SPEAKS ON TITLE I BENEFITS BY ESTHER VALADES
I
n a telephone conversation with Laura Cervantes, President of PAC at Durkin Park Elementary School, she enthusiastically spoke about all the programs for parents that have been implemented at the school thanks to Title I. At P2P Magazine, we wanted to know how this has functioned as a program at Durkin Park Elementary School, so we spoke at length with Cervantes. This is a recap of how she responded. Title I is a program that has been designed for the participation and direct intervention of parents in schools that their children attend, under the motto “No child left behind,” a law put into effect in 2001 by President George W. Bush. Its function is to provide parents a variety of opportunities for training, including workshops and conferences. These workshops must be used in support of academic achievement of our children. I’ve been part of PAC since 2013 and we’ve managed to obtain our own school supplies and equipment, to a projector and audio. This budget is designed for use with each resource, so in addition we also have conferences with a psychologist, English classes, computer classes, and workshops focused on how to help our children in math and reading. There has been a noticeable change in both parents and students since the program began. When, as parents, we learn how to help our children, and what recourses to use, our selfesteem grows as do our children’s achievements. 22 Parent 2 Parent
Personally, since I began to participate at my daughters’ school, it’s incredible how my life has changed. I believe that participating and serving other parents is important. Your children feel proud of you and that means so much, especially being a good example for them. My life is very busy, but thanks to that I’m learning every day and my children’s academic achievements are my greatest satisfaction. Thankfully, as a parent I made that decision to be part of the program that pertains to us and soon realized that we need to continue fighting so it doesn’t end. Let’s fight so our children aren’t left behind, and neither are we!
Juan Maldonado ENCOURAGES PARENTS TO KEEP LEARNING BY MARISOL REYES
J
uan Maldonado integrated himself to Parent University four years ago when this program arrived at Spencer Elementary Academy, on the West Side of the city, where he worked as a science teacher. With an invitation from his principal, once a month he began helping a group of parents that needed assistance in Spanish to look for online resources. Maldonado now coordinates the Parent University program at Roberto Clemente High School. His duties are to tutor parents, provide them with resources, and motivate them every day with different activities. He is also responsible for increasing parent attendance from the school and surrounding schools, and he encouraging parents to come to the program to practice their computer literacy knowledge at least twice a week. “Parent University is to me, a very strong resource in technology. In these times, students learn faster than their parents – technology speaking,” says Maldonado. “Parent University is not only about showing parents what is happening at their children’s schools, but to update them on today’s technology.” Maldonado says that the benefits of this program, obtained by parents, students and the schools, are based in the importance given to technology to create a better connection in academic issues that both parents and students are learning at the same time. Learning together
opens up conversations between parents and children. When the parent feels empowered, it gives him/her credibility towards the child’s topic. This is a positive effect developed at Parent University. Maldonado is always on top of the interests and needs of each adult in order to provide workshops and/or resources that keep them growing. At the same time, he stays available for them to help answer questions to their needs, because he says, “We are here to help.” During the monthly meetings, school events, or with flyers, Maldonado is constantly motivating parents, and the community in general, to get involved in the Parent University programs. His goal is to let them know that participating in Parent University benefits the entire community since it represents true success for the future of many parents that are looking for personal growth. Parent University can be found in five different locations including Davis, Coleman, Spencer, Clemente and the most recent location Corliss, on the city’s South Side. Parent 2 Parent 23
Making the Most OF Community Programs
BY YESSICA DE ANDA
B
ased on the brief interview we had with Nilda Dueñas, Program Supervisor at Metropolitan Family Services, we have seen how important these programs are in schools and their communities. They have a great impact on family, bringing them closer together, raising student’s academic levels, while at the same time keeping them away from the streets. P2P: What afterschool programs does Metropolitan Family Services offer for parents and students? Nilda Dueñas: In the Community Schools Program we offer classes for students before and after school and focus on improving academic grades and test scores in math and reading, art, sports, cooking, dance, technology, robotics, SEL, and more. For parents we have programs like Zumba, GED and ESL, as well as workshops on nutrition, domestic violence, and financial planning among others things. P2P: How long have the programs been in place at Metropolitan Family Services? ND: Metropolitan Family Services has worked with community schools since 1996. For us, this is a strategy that helps accomplish our mission to provide and mobilize services that are needed to fortify our families and the community. P2P: As far as attendance, how have parents and students responded? 24 Parent 2 Parent
ND: We have definitely seen an increase in participation from both. Depending on the size of the school, we have served at least 40 percent of enrolled students (and in some cases even more) and we continue to see an increase in parent interest. Each year we conduct surveys with both groups in order to know if we’re satisfying the needs of these families with the programs we provide. P2P: How important is the impact of these programs on families? ND: By acting as a center for the community, it helps bring families together and keeps them away from the streets. We have also seen an increase in our student’s academic results; there’s been an improvement in student and adult communication; and the adults are more involved in the education of their children. To finalize the interview, Dueñas left us a last piece of advice: “It’s important to value these types of programs that help our students and families. Let’s talk and participate together with our school principals, board of directors and councils, in order to ensure that our school has the best programs for our personal growth.”
One Mom’s MISSION TO UNITE PARENTS
“TOGETHER AS PARENTS, WE ARE STRONGER AND WE WILL MAKE A DIFFERENCE IN BY ROSALBA SALDAÑA
M
argarita Alcala, originally from Zacatecas, México, from a very young age had to work to support her family, even after she was married. Within her role as wife and mother of four children, in addition to working, she takes care of her house and her children, a role many of us can identify with as women. Despite having such an active life, in 2011 her life took a new turn when she began to assist the meetings at her children’s school, Eberhart Elementary. Inspired with these meetings, she decided to volunteer, overseeing the arrival of children in the mornings and opening doors, making sure each student arrived in school safely and securely. Alcala began to involve herself more until she became an actual member of the Local School Council and part of the parentmentor program. As a parent-mentor she assists teachers in their classroom for at least two hours. Afterward, she stays at school until the end of the day because she truly admires the teachers and all the great work they do with the children, understanding the need to create a team as parents and teachers. She considers the role of parents to be
EACH CHILD.”
fundamental in the academic life of children so they should be more involved with their growth and development. The academic community needs parents to be united. Alcala’s desire is to learn from everyone she encounters and her inspiration is to see how a child grows and moves forward after having helped or assisted them. For her, that is a big achievement. Also, she is passionate about helping in different ways, not only with students at Eberhart Elementary, but also its families and her community. That is why she is also involved with other programs like the program designed to help families and victims of domestic violence, ALAS. Alcala’s family is very proud of the work she does. In conversation, she mentions, “I still expect more from myself.” Her mission is to unite parents in participating more because together parents can achieve great things, for example, maintaining a healthy family and home so children are motivated in their studies in order to obtain great achievements. With that in mind, she mentions: “Together as parents, we are stronger and we will make a difference in each child.” Parent 2 Parent 25
Lee IS THE
Place to Be
BY CLAUDIA HERNANDEZ & ELENA BOLAÑOS
L
isa Epstein, the principal at Richard Henry Lee Elementary School, says with great pride that “Lee is the place to be,” which is the catchphrase that currently represents the actual status of the school. As of 2012, with the arrival of Epstein, there was immediate change within the school staff which has been firmly reflected in the academic progress of the students, especially in reading and mathematics. Technology was implemented as a basic tool for learning and the school has attained Level 1 status. For a school to receive this honor, there needs to exist: great effort on behalf of the students, the teachers and those in charge; quick academic progress of students; teachers that are more prepared through continued learning; an excellent attendance rate among teachers and 26 Parent 2 Parent
students (the attendance at Lee is at 95 percent of 850 students, majority Latino); and, finally, an efficient plan of work creating the principals. Additionally, the school has received a platinum certification as a healthy school, providing meals low in calories, sugar and carbohydrates. This also means students get to experience a new vegetable twice a week, something rare that they have never tried before, as a way of promoting healthy eating at school and at home. Epstein emphasizes and insists on working in teams and in making her students and staff feel safe and comfortable in order to obtain better results. This way, the Lee team continues to sow great achievements. The school forms part of the Adopt-A-School program since the 2013-2014 cycle when it was chosen by BMO Harris Bank and the Chicago Bulls. Since 2015, they have
teachers. Epstein has accepted the opportunities and challenges that have presented themselves for the strengthening of parents at Lee with the opening of the Center for Parent Participation and the proposed pilot program focused on developing the journalistic side of parents with Parent2Parent Magazine. She believes, that with enough capable parents, the school can achieve the ultimate mission: engaging parents in the education of their students.
also participated in the Special Olympics where teamwork is appreciated and pride is also taken in the work achieved by individual efforts. Â In addition to those achievements, Lee has created a social compromise with her community and with those most in need. Helping your neighbor provides a valuable lesson for our children and Epstein knows this. Because of that, in 2016, she created a challenge to work as a team within the school community, the residents of West Lawn and local schools, in order to collect water in support of the victims of the contaminated water crisis in Flint, MI. Because of this, our children and the community learned to create a community conscience. Finally, another point to highlight is the consistent involvement of parents as volunteers in school activities, as parent mentors, and the participation in the different committees such as BAC, PAC and LSC, facts that help to increase better communication between parents and
In this new phase at Richard Henry Lee Elementary School, the school and parents have learned that together they can continue to make this school grow, individually and as members of the community, and that’s why
LEE IS THE PLACE TO BE! Parent 2 Parent 27
28 Parent 2 Parent
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Online Summer Registration opens April 4-5 In-person Summer Registration opens April 9 For more information about your Chicago Park District visit www.chicagoparkdistrict.com, or call 312.742.7529 or 312.747.2001 (TTY).
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City of Chicago, Rahm Emanuel, Mayor 32 Parent 2 Parent
Chicago Park District Board of Commissioners Michael P. Kelly, General Superintendent & CEO