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«A Resource Guide for Parents and Teens Developed and Compiled by the Youth Council of the DuPage Workforce Board A Letter to Parents: Your teen’s ...»

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Remedial classes are basic skills courses for students who are not adequately prepared for college level courses. Remedial classes are required for students who do not score high enough on college placement tests. These courses are not credit bearing, but they will cost you money. Also, college readiness requires more than just completing coursework. In addition, your child has to develop strong work habits, study skills, and interpersonal and social skills, which we call academic behaviors.

These behaviors will help him/her to perform at the high level required to prepare for multiple options after high school.

Today, career options are very different. Our world is driven by innovation and technology. Jobs, occupations, and careers require, at the very least, specific specialized training beyond high school, while the better paying jobs require a college or post-college degree. In other words, a student with

just a high school education will have fewer opportunities. More education results in the following:

• More and better job choices and opportunities

• Higher income potential

• Increased chances of employment and job stability

• More benefits such as health insurance

• More competitive options in the job market.

Higher Education Levels Increase Income Opportunities Most of the fastest-growing 21st century jobs require education beyond high school

Average income based on education levels:

 High School Dropout $23,088  High School Diploma $32,552  2-year College Degree $39,884  4-year College Degree $53,976  Professional Degree $83,720 Source: U.S. Department of Labor, U.S. Bureau of Labor Statistics, 2011.

FYI – Student college debt has become an increasingly important issue. Be sure to review Calculating College Debt in Module 3 or refer to www.gradsense.org for a valuable financial calculator to evaluate postsecondary options.

Get Your Child Ready for Life and Work after High School Serve as your child’s best coach and mentor.

 Foster your child’s independence, and continue to be aware of and support your child’s studies and after-school activities.

 Continue to stay involved with the school as your child progresses through high school.

Know what your high school child needs to succeed.

 Look for programs designed to help students succeed in college and in a career–those that teach study skills, provide tutoring to enhance skills and knowledge and help students choose the right courses to succeed.

 Provide structure. Show your child how to manage time for studies, activities, friends and family.

Know that counselors:

 Handle class registration and schedules;

 Can help if there are problems at home, such as divorce or illness, which could affect your child’s school work;

 Have checklists of how to apply to college and where to get college financial aid; and  Can tell you when college entrance exams are given, especially the SAT and the American College Test (ACT).

Consider safety  Pay attention to your child’s behavior and friends.

 Tell your child to leave valuables at home and to keep belongings locked up, as theft is the most common school crime.

 Be aware if your child’s grades drop or if your child is sad or angry.

 Talk to your child about any concerns you may have.

 Consult with counselors, social workers, school psychologists or others trained in and helpful with solving adolescents’ problems.

Stay involved with the school  Be informed through your school’s parent-teacher organization and the school newsletter or Web site.

 Continue to be an advocate for your child and other students in the process.

Tips on paying for college  Loans, grants and work-study aid are available for low-income students through the Federal Student Aid program.

 The maximum Pell Grant award for the 2010–11 award year is $5,550.

When your child turns 18  Be aware that when your child turns 18 years old or enters a college or university at any age, the rights under the Family Educational Rights and Privacy Act The following resources for parents are available from the U.S. government and other organizations. http://www.free.ed.gov Module Two ACADEMICS The following are student behaviors and skills linked to success in academics and careers: Does your child follow the habits shown by successful students?

Parent Check List

Attendance  Regular attendance except when really sick?

 Does he/she go to school without a fight?

 Does he/she claims a day is “off” when school is open?

(Get a school calendar from the ROE website, a Parent Coordinator, or the guidance office. Check dates of holidays, exams, half days, and parent-teacher conferences) Punctuality  Is he/she ready on time for events?

(Set up an area near the door for school gear and a jacket for easy access. In the evening, see that clothing, a school bag, and any papers are ready for the next day).

Cooperation/Collaboration  Does he/she work with others on homework and projects?

 Does he/she do his/her fair share when working in a group?

(Give age appropriate jobs at home to be done with someone else. Help set up a “phone book” of classmates. Welcome your child’s friends to your home to share work on projects.

Effective communication  Does he/she give an answer or ask for additional information?

 Does he/she speak clearly and use words that are easy to understand?

(Make eye contact when speaking to someone else, including your child. Be as clear as you can when giving directions. Encourage reading to build vocabulary.) Respect for self and others  Does he/she listen to others and not interrupt?

 Does he/she follow rules at home, in games, and at school?

(Show your child YOU hear people out; don’t rush to say what you want.

With your child, talk out a problem; state both sides of the case) Reliability - meets commitments and responsibilities  Does he/she work without many reminders?

 Does he/she complete tasks as promised?

 Does he/she give you school notices without being asked?

With your child, write a list of all steps for a particular assignment or job. Have him/her check off each step as he/she finishes it. Make a place for all school notices so your child knows where to put them. Try to be sure to clear them out each day.

Study skills: ability to work to improve understanding of academic content, focus on the tasks assigned, and perform well in oral and written work  Does he/she review notes from classes daily?

 Does he/she use textbooks (or other materials given by the teacher) at home?

 Does he/she work on assignments without a cell phone, TV, or computer (except when needed to complete the assignment)?

(Set aside a place for your child to do homework nightly. Check notebook for neatness.

Subjects should be in separate sections and work should be organized by date. Have your child explain the day’s lessons to you. Help your child set up a school/homework planner and calendar. Make sure your child studies all academic subjects and does not neglect homework assignments for any class. Encourage trying the most difficult homework first, not last) Work ethic: desire to complete tasks fully and on time, even when the job is difficult or dull  Does he/she start work without a reminder?

 Does he/she complete assignments daily?

 Does he/she make progress on long-term projects well before they are due?

(Encourage your child to begin assignments as soon as they are given. Reinforce the need to do his/her best every time. Allow time every day for home study).

Motivation: seeks extra educational enrichment  Does he/she participate in extracurricular activities?

 Does he/she visit cultural institutions?

(Help your child explore interests in the community or by joining clubs at school.

Arrange family visits to libraries, museums, historical sites, etc.) Self-reflection: ability to recognize areas of strength and weakness as well as what works best in a variety of settings; readiness to try to improve skills  If your child has stated career goals, do they match his/her best skills? (A student interested in a medical career, for example, must be good in science and math.)  Does he/she try the most difficult homework first, then “easier” subjects? Your child should switch the order until he/she finds the best, most time efficient or comfortable method for him/her.

Help your child try different ways to structure a study time and place. Recognize when he/she needs help. Reach out for help. Accept requests as part of a normal learning process. Allow breaks, snacks, and even music if it helps your child to focus.

Illinois High School Graduation Requirements 2014  Four years of language arts  Two years of writing  (Intensive courses, one year of which must be offered as an English language arts course and may be counted toward meeting one year of the four year English language arts requirement.

The writing courses may be counted toward the fulfillment of other state graduation requirements, when applicable, if writing intensive content is provided in a subject area other than English language arts)  Three years of mathematics, one of which must be Algebra 1 and one of which must include Geometry content  Two years of science  Two years of social studies, of which at least one year must be the history of the United States or a combination of the history of the United States and American government  One year chosen from any of the following:

Art Music Foreign language, which shall include American Sign Language Career and Technical Education  One semester Consumer Education Frequently Asked Questions Overview What are educational standards?

Educational standards help teachers ensure their students have the skills and knowledge they need to be successful by providing clear goals for student learning.

What is the Common Core State Standards Initiative?

The Common Core State Standards Initiative is a state-led effort that established a single set of clear educational standards for kindergarten through 12th grade in English language arts and mathematics that states voluntarily adopt. The standards are designed to ensure that students graduating from high school are prepared to enter credit bearing entry courses in two or four year college programs or enter the workforce.

The standards are clear and concise to ensure that parents, teachers, and students have a clear understanding of the expectations in reading, writing, speaking and listening, language and mathematics in school.

Who leads the Common Core State Standards Initiative?

The nation’s governors and education commissioners, through their representative organizations the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) led the development of the Common Core State Standards and continue to lead the initiative. Teachers, parents, school administrators and experts from across the country together with state leaders provided input into the development of the standards.

Why is the Common Core State Standards Initiative important?

High standards that are consistent across states provide teachers, parents, and students with a set of clear expectations that are aligned to the expectations in college and careers. The standards promote equity by ensuring all students, no matter where they live, are well prepared with the skills and knowledge necessary to collaborate and compete with their peers in the United States and abroad. Unlike previous state standards, which were unique to every state in the country, the Common Core State Standards enable collaboration between states on a national basis.

What guidance do the Common Core State Standards provide to teachers?

The Common Core State Standards are a clear set of shared goals and expectations for the knowledge and skills students need in English language arts and mathematics at each grade level to ultimately be prepared to graduate college and career ready. The standards establish what students need to learn, but they do not dictate how teachers should teach. Teachers will continue to devise lesson plans and tailor instruction to the individual needs of the students in their classrooms.

Will there be tests based on the Common Core State Standards?

Yes. States that adopted the Common Core State Standards are currently collaborating to develop common assessments that will be aligned to the standards and replace existing end of year state assessments. These assessments will be available in the 2014-2015 school year.

In particular, the following criteria guided the development of the standards:

Alignment with expectations for college and career success  Clarity  Consistency across all states  Inclusion of content and the application of knowledge through high-order skills  Improvement upon current state standards and standards of top-performing  nations Reality-based, for effective use in the classroom  Evidence and research-based studies 

Are the standards internationally benchmarked?

Yes. International benchmarking played a significant role in both sets of standards. In fact, the college and career ready standards include an appendix listing the evidence that was consulted in drafting the standards and the international data used in the benchmarking process is included in this appendix.

Were teachers involved in the creation of the standards?

Yes. Teachers have been a critical voice in the development of the standards. The Common Core State Standards drafting process relied on teachers and standards experts from across the country. The National Education Association (NEA), American Federation of Teachers (AFT), National Council of Teachers of Mathematics (NCTM), and National Council of Teachers of English (NCTE), among other organizations were instrumental in bringing together teachers to provide specific, constructive feedback on the standards.

What grade levels are included in the Common Core State Standards?

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