Parent Information Being a parent to a teenager can be as time consuming and as difficult as parenting a toddler. While a teenager is much more independent, physically bigger and stronger, and more verbal than a toddler, a teen still needs time and direction with his/her parent. Parenting is about leadership. It is important that the parent communicates the parental expectations, the family values, and the role the teen plays in helping the family function. Parents will want to use the Parent Portal to monitor student grades. Instead of teachers using grade books (the old fashion way), teachers now record grades on the computer and parents have daily access to the grades as teachers record them. Sign up for parent portal by: 1) making sure the parent email address (keep the school notified if the address changes) is listed under parent information with the school (see the guidance counselor or Mrs. Gray in guidance), 2) go to the district website (www.richland2.org) and click on Parent Portal in the middle of the page, and 3) request to set up a parent portal account. Once the parent submits a parent email address a day later the district sends the parent a password to the email address. At this point the parent can change the password to something else if preferred. From that point forward the parent can sign on to check a student’s grades. Interim and report card grades are given to students during first period. The student is expected to take it home to the parents. Only the final report card of the year is sent home. If parents would like an additional copy of an interim or report card, then the parent can contact the guidance counselor to make arrangements to come by and pick up a copy. The names of students who complete a course(s) at the end of 1st semester with excessive absences will be posted outside of guidance. Students see Administrator Mr. Williamson to make arrangements to pay and make up hours in order to receive credit. An FA on the report card means no credit due to excessive absences. What students need: Limited hours on the computer per day Limited hours on the cell phone per day Around 8 hours of sleep per night Breakfast Limited TV (Talk about the message and/or content of shows that are viewed.) A quiet place to study—one with no distractions from TV, computer, phone Family meals where there is a discussion of what took place during the day, current events, what the student learned in class, etc. Family activities that do not cost money Parent-teen talk (know your teen) Communication with the parents of your teen Get to know the friends of your teen Responsibilities that make the teen a contributing member of the family Read: model reading and/or read with your teen Model and/or teach organizational skills Communicate with your teen’s teachers: Ex. Guidance counselor is- khandel@rnh.richland2.org -- find the teacher’s email address on the Richland Northeast website (www.rnh@richland2.org) --- look under faculty Check to see if he/she is attending after school tutoring—students sign in when they attend tutoring after school Encourage your student to tutor at lunch with a teacher if your student is in need of tutoring. Most teachers will tutor at lunch if they are notified ahead of time unless they are scheduled for lunch duty or a meeting. Interesting article from the New York Times: Disorganized Boys Giving Disorganized Boys the Tools for Success Published: January 1, 2008 She requires her clients to have a three-ring, loose-leaf binder for each academic subject, to divide each binder into five sections — notes, homework, handouts, tests and quizzes, and blank paper — and to use a hole puncher relentlessly, so that every sheet of school-related paper is put into its proper home. Students must maintain a daily planner; they are required to number the order in which they want to do each day’s homework and draw a box next to each assignment, so it can be checked off when completed. Homework must be done in a two-hour block in a quiet room, with absolutely no distractions: no instant messaging, no Internet, no music, no cellphone, no television. While some girls need help getting organized, at least three-quarters of her students are boys, Ms. Homayoun said. Girls usually adopt her methods more quickly. “Girls pick up on this much faster,” said Ms. Homayoun, 28, who has a relaxed but firm manner and a gift for diplomacy with teenagers and their parents. “Boys, you still have to be on them for a while. They’re not going to pick up on it immediately. You have to roll with it.” Two seniors arrived for weekly appointments, expecting to complete their college applications and file them online. But the tutor discovered that one boy left out sections of basic personal information on his application, while the other missed a requirement for three short essays by the University of Virginia. Each was disappointed that there was more work to do. “Sorry,” she consoled one. “It’s like thinking you’ve finished a marathon and finding out you have three miles left.” With guidance and constant follow-up, boys can make significant progress, Ms. Homayoun said. Ernie McMillan, 17, a high school senior who has been working with her since the summer before his junior year, is one example. He created orderly binders, kept on top of his daily planner, took notes while reading and even agreed to eliminate distractions during homework. In the spring of his sophomore year, Mr. McMillan had a 2.8 grade-point average, a B-minus. After working with Ms. Homayoun, he raised his average to 3.1 in the first semester of his junior year. Last spring, he brought it up to 3.5, a B-plus. “I was really happy about that,” he said. “I always thought I could do it, and I didn’t understand why I couldn’t. I just needed that backing, that structure. I was turning in my assignments on time. I was working ahead on my classes. I was organized in a way I never had been before.” Mr. McMillan stopped for a moment, before adding, “She totally reworked my backpack, too.” She requires her clients to have a three-ring, loose-leaf binder for each academic subject, to divide each binder into five sections — notes, homework, handouts, tests and quizzes, and blank paper — and to use a hole puncher relentlessly, so that every sheet of school-related paper is put into its proper home. Students must maintain a daily planner; they are required to number the order in which they want to do each day’s homework and draw a box next to each assignment, so it can be checked off when completed. Homework must be done in a two-hour block in a quiet room, with absolutely no distractions: no instant messaging, no Internet, no music, no cellphone, no television. While some girls need help getting organized, at least three-quarters of her students are boys, Ms. Homayoun said. Girls usually adopt her methods more quickly. “Girls pick up on this much faster,” said Ms. Homayoun, 28, who has a relaxed but firm manner and a gift for diplomacy with teenagers and their parents. “Boys, you still have to be on them for a while. They’re not going to pick up on it immediately. You have to roll with it.” Two seniors arrived for weekly appointments, expecting to complete their college applications and file them online. But the tutor discovered that one boy left out sections of basic personal information on his application, while the other missed a requirement for three short essays by the University of Virginia. Each was disappointed that there was more work to do. “Sorry,” she consoled one. “It’s like thinking you’ve finished a marathon and finding out you have three miles left.” With guidance and constant follow-up, boys can make significant progress, Ms. Homayoun said. Ernie McMillan, 17, a high school senior who has been working with her since the summer before his junior year, is one example. He created orderly binders, kept on top of his daily planner, took notes while reading and even agreed to eliminate distractions during homework. In the spring of his sophomore year, Mr. McMillan had a 2.8 grade-point average, a B-minus. After working with Ms. Homayoun, he raised his average to 3.1 in the first semester of his junior year. Last spring, he brought it up to 3.5, a B-plus. “I was really happy about that,” he said. “I always thought I could do it, and I didn’t understand why I couldn’t. I just needed that backing, that structure. I was turning in my assignments on time. I was working ahead on my classes. I was organized in a way I never had been before.” Mr. McMillan stopped for a moment, before adding, “She totally reworked my backpack, too.” couldn’t. I just needed that backing, that structure. I was turning in my assignments on time. I was working ahead on my classes. I was organized in a way I never had been before.” Mr. McMillan stopped for a moment, before adding, “She totally reworked my backpack, too.”