1. Advocating for your student

2.  Person who speaks out for another  Knows child well, talks to him/her often and sees him/her everyday  A person who believes in the child  Wants him/her to soar and can step in if falling behind

3. The more families can be advocates for children and support their progress, the better their children do, and the longer they stay, in school.

4.  Know how system works  Set high expectations and follow their children’s progress, monitoring attendance, homework, grades and test scores  Help the student set goals and plan for the future  Work with school staff to plan for children’s future  Guide children through the system, selecting courses and programs that match his or her goals

5.  Know where to get help when needed, such as tutoring, medical attention or counseling  Monitor the student’s out-of-school time and make sure it is spent in constructive activities  Line up other educational activities, such as sport, recreation, drama and music lessons  Speak out for other parents

6.  Requesting a certain teacher, with the particular needs of their child in mind  Questioning a student’s placement in a program, such as a remedial program  Requesting that a student be moved to a higher-level group, program or class with extra support

7.  Talking to the principal of administrator about problems with a teacher, policy or program  Suggesting that curriculum or instruction be modified to meet a special need  Questioning discipline policy on methods and requesting a hearing with an impartial advocate  Requesting that their child be excused from reading a book or doing a project that is offensive the family’s culture or religion

8.  When there will be an orientation to get to know the entire school staff, including custodians  Ask for a diagram or chart of the school’s organization if not found in the handbook, including instructions for contacting the principal, teachers, counselors and other staff  Ask for step by step instructions for how to resolve an issue or concern

9.  A catalog of all the programs in the school including how to apply and who is eligible, offer Title I information, special education, gifted and honors programs, vocational and career education  Current information be posted on school web site including district information such as key district staff, and parent groups parent committees that they join

10.  What should children know and be able to do at each grade level?  How are a student’s report card grades connected to standards?  What does the state test measure and how are the results used?  What is a portfolio and how is it used to assess students? What is a rubric?

11.  What is the chain of command-whom should parents contact if there’s a problem  Where do they go next if the problem isn’t settled at that level?  How can they work with teachers to define and solve problems and ensure that student’s rights, opinions and needs are respected?

12.  Pg 168-169 Preparing Parent Advocates to Focus on the Main Thing: Achievement

13.  Ask your school about transition support between grade levels and schools  School and district opportunities for college planning and post secondary options

14. Teresa Guerrero 225-3215 Teresa.Guerrero@TUSD1.org