Search the Community

Are you considering private schools in your school search? Do you have concerns about the cost of tuition? Or, have you dismissed the possibility due to affordability? This session is for you! Hear from some of Chicago's best private schools about affordability, grants, and financial aid. You will learn, about general needs and timelines when you apply for financial aid. In addition, details on affordability and alternative support options for each school on the panel.

It's that time of year again, school search time! Schools are welcoming prospective families for in-person tours and open houses. What type of questions are appropriate to ask during a tour or open house? Do you have questions about discipline, diversity, inclusion and bullying? Are any subjects off limits? Whether you are looking for a preschool, an elementary school, looking to transfer to a new school or searching for a high school, this session is for you. In this session, our panelists will discuss why it is important to ask all questions, how to ask sensitive questions, and what are good follow up questions. They will also give examples of comprehensive answers. Our esteemed panelists are: Erin Woodhams, Director of Marketing, Admissions, and Communications, British International School of Chicago, Lincoln Park Tami Doig, Head of School, Daystar Academy Laura Maheshwary, Director of Enrollment (PreK - 2nd), Bennett Day School Sarah Cudnik, Owner, Kids Work Chicago Riverview Thank you to our Presenting Sponsor, British International School of Chicago, Lincoln Park By registering for this event, you agree that NPN may share your name and email address with our presenting sponsor. Free for NPN members

Held every fall, NPN’s Annual Preschool & Elementary School Fair has been the No. 1 resource for school-searching parents for over 20 years! Parents can chat with reps from Chicago preschools and private elementary schools and attend breakout sessions about Chicago public schools. This year our school fair is virtual and runs from Saturday, September 25th through Saturday, October 16th. See the list of participating schools here. This year's fair consists of smart, organized, and one-of-a-kind resources and virtual events. FREE for NPN members! (Members, login to register). Register now to access: 1. Updated and new information in our School and Daycare Directory - File downloads - Videos - Photos - And more 2. An open house calendar - No need to search all over for dates, we pull them together for you in one simple document - Updated weekly as schools confirm/add dates - Register now to receive the link to the calendar 3. Live, virtual coffee talks with schools - Meet private school representatives - Watch a short, live presentation by the school - Ask questions - Register now for the schedule and links 4. Breakout sessions that explain everything you need to know about Chicago Public Schools 10/8/21 12:00 - 1:00pm CPS 101: Questions & Answers (FREE with school fair registration, receive the Zoom link in your school fair confirmation email) 10/15/21 12:00 - 1:00pm CPS 201: Selective Enrollment Elementary Schools Questions & Answers (FREE with school fair registration, receive the Zoom link in your school fair confirmation email) 10/22/21 12:00 - 1:00pm CPS 301: Selective Enrollment High Schools & Choice Programs (FREE for NPN members, REGISTRATION REQUIRED, register here) Registration required > FREE for NPN members > $35 non-members, comes with NPN membership to be activated November 1, for new members only. Does not apply to membership reactivations. >> Or join NPN now for $25 using promo code school21 and access the school fair, and everything NPN has to offer, for free! << Questions? Email Executive Director Amy Johnson at director@npnparents.org. NPN is a 501(c)(3) organization. We rely on the support of our members, partners, supporters, and sponsors to bring exceptional programming like this to parents. We would like to thank our Preschool & Elementary School sponsors for their support:

he challenges of balancing children’s needs and wants when it comes to technology/electronic devices has become all the more intense as so many kids have grown so dependent on using them for everything from everyday schoolwork to keeping connected to friends, in addition to their social media and recreational uses. This session will provide strategies for parents to manage their children’s uses of technology in ways that ensure their safety and wise use while promoting family trust and sustaining healthy relationships. This is a free event. RSVP required. Please go here to register. This is an external partner event. Please contact the organization directly with any questions or concerns: amber.guenther@smartlovefamily.org

Join NPN moderator Meredith, and Grace Lee Sawin of Chicago School GPS in this live webinar for parents of students entering Chicago Public Schools in grades Kindergarten through 8th grade, and parents who are curious about the selection process in CPS. When Chicago Public Schools elementary school notifications come out, what does it all mean? Parents might receive multiple offers, one offer, no offers, and wait list numbers for their child. Join us for a chat about how to understand that notifications that you receive and how to handle multiple offers and wait lists. Because of the current pandemic, parents may be unable to tour schools or meet face to face with principals and current school families, typical strategies that parents use to get a "feel" of a school and make a decision. While the impact of COVID-19 is still playing out, we will also discuss alternative ways to get a sense of a school before making a decision. We are looking forward to answering your questions as you navigate your decisions after notifications! Feel free to send in any questions prior to the webinar to mmarzano@npnparents.org. RSVP to reserve your spot today. You will receive a webinar link with your instructions prior to the live session. Free for NPN members. Please log in to register. $15 for non-members Grace Lee Sawin, Chicago School GPS: Not being a native of Chicago, Grace Lee Sawin had no idea how daunting it would be to find a great school fit for her girls. She quickly discovered how confounding the process was. After years of research and a few different schools for her daughters, she founded Chicago School GPS to help other families successfully navigate the ever-changing Chicago school landscape, from preschool to high school.

Now that it's warming up, The Nicholson School invites you to join us for Story Time ! Gathered children will enjoy story telling followed by arts and crafts inspired by the tale! Listening to stories helps support children’s language and literacy development. Recommended for children ages birth to 5. This program is free of cost. RSVP required, please contact administration@nicholsonschool.org to register. This is a repeating event, and will take place again on Saturday, June 5, 2021, from 10:00am to 10:30am. This is an external partner event. Please contact the organization directly with any questions or concerns: administration@nicholsonschool.org

My Art House Studio is offering sample classes to help families get to know us. This month we're featuring two MAHS favorites, Pop Dance Party and Story Time! Story Time! | 2:30-3pm CST | Ages 3-6 This class takes reading to new heights! In this sample class, artists will read along to a new book followed by integrated movement, fun dance combinations, and themed games. This month we're reading GIRAFFES CAN'T DANCE. Pop Dance Party | 3:30-4pm CST | Ages 7-11 We'll dance to chart topping pop songs. Like pop music, our moves will be inspired by Hip-Hop and Jazz dance styles. Learn original combinations, music video choreography from your favorite pop songs, and create moves of your own! This is a free event. RSVP required: Please go here to register This is an external partner event. Please contact the organization directly with any questions or concerns: hello@myarthousestudio.com

While Chicago is replete with hundreds of school choices ranging from public options (open enrollment, magnet, selective enrollment) to private religious and independent options, all schools will require some forethought in planning except one school into which you are automatically accepted and there is never a deadline: your assigned neighborhood Chicago Public School. Each Chicago address is guaranteed an assigned neighborhood elementary (K-8th grade) and high school (9th–12th grade) that allows for immediate enrollment any time of year. Find your assigned school. All other schools (including other neighborhood schools) can be viable options for families but typically do require at least an application to be filled out and, in the case of private schools, can require a lengthy, multi-step process that begins one year before your child will start the program. Some private schools do have rolling admissions, but most schools start their application processes one year prior to enrolling. The key for families is to be prepared and not to miss their window of opportunity, with the “entry year” (i.e., age or grade a program starts) of a school typically being the time when most spots may be available. Most Chicago schools also have a fairly strict cutoff date of Sept. 1, so if a school accepts students who are 3 by September 1, you should apply the fall when your child is 2 by Sept. 1. With the exception of Suder, Drummond and Mayer (start at 3 years old.) and Inter-American (starts at 4 years old), CPS schools start in kindergarten, when your child is 5 by Sept. 1. Private elementary schools typically start at 3 or 4 years old. While Chicago Public Schools (CPS) have a centralized application portal (www.go.cps.edu) with a set open and closing date for applications (typically the 1st Monday in October to the 2nd Friday in December), private schools have varying application deadlines that can start in late August and end in February. Be sure to check with each private school to determine application requirements and deadlines. Public schools may offer tours and open houses, but attendance is not a requirement for admissions. Their applications are also straightforward with one for up to 20 non-selective programs and another for up to 6 selective (test-based) programs. Private schools, however, typically do require participation in a coffee/tour, as well as require a playdate or shadow day, parent interviews, and recommendations. While some private schools share online documents (via Ravenna or similar online platforms), each has its own application requirements and deadlines, so it’s important to keep track along every step. Whichever schools or programs you are interested in, the key is to be ready to apply by understanding the timeline. It really is a process that requires at least a year foresight so we recommend families of any age visit NPN’s Preschool & Elementary School Fair to ask about entry years and find the open house dates and deadlines for each school they are interested in.

Overwhelmed by school options in the city? Chicago parents have many choices (and questions!) when it comes to private preschools & elementary schools. How do you know which school will be the right fit for your child? How will you fit in as a parent? How can you put your best foot forward during the application process? What do you want to know about financial aid but are afraid to ask? How do you find a "right-fit" school during a pandemic? Join us for an intimate panel discussion with admissions directors from some of the city's most sought-after private schools. We'll talk about different educational environments, how to find the best fit for your child and family, managing the application process, financial aid, school during a pandemic, and much more. Schools represented on the panel include: Bennett Day School Daystar Academy Latin School of Chicago Near North Montessori University of Chicago Laboratory School Thank you to our presenting sponsor, Bennett Day School. The video is available to NPN members only. Not a member? Learn about the many member benefits and join now. Member-only video

As the new school year approaches amid the Covid pandemic, we all find ourselves approaching it with a heightened sense of apprehension with a new normal of social interaction. The previous school year concluded with distance learning and parents temporarily thrust into educator roles and many are anxiously wondering what will happen this fall. It’s impossible to know what the future holds, and with no clear roadmap, parents who have been managing anxiety are now struggling. The coronavirus has caused significant disruptions to everyone’s daily life, and children are particularly feeling all of these changes as the new “normal” continues to shift. These changes come with a mix of new emotions as the new school year quickly approaches. Some may be hopeful with the excitement of in-person while others may be fearful of returning to the social stressors. Regardless, it is our job as caregivers to support our children in exploring their many feelings while providing a sense of calm to ease anxiety. But how can we do that in a time like this? [Related: 4 tips for managing your kids' coronavirus anxiety] We often try to soothe our children’s anxieties by having “all” the answers, and you may feel exhausted by trying to force things to be certain. In this situation, it is important to let go of control as nobody is sure of what the future of school looks like. Become a safe space for your child by bringing awareness to the uncomfortable feeling of uncertainty that we are all experiencing. This will be tough but worth it, as figuring out how to manage anxiety and tolerate the uneasy feeling are essential skills for everyone these days. Here are some tips on how to navigate conversations about the upcoming school year with your child. Empathize and validate. Encourage your child to express any fear or anxiety while letting them know that what they are feeling is normal. Use curiosity. Children may have fears revolving around bullying, e-learning, conflicts with friends, or being separated from you. Ask open questions and actively listen while talking through strategies to help your child improve problem-solving skills and feel empowered. Emphasize what is predictable. With the uncertainties of the method of schooling these days, focus on what a child can expect—learning new things, interacting with a teacher, etc. Continue practicing. Have the family wear a face mask at home in a variety of situations. This can be playing a board game, coloring, or watching a family movie. Doing this will help with not only the potential to return to classrooms but going to places like the grocery store. Shift back into a routine. Routines promote feelings of safety and can give a child a sense of control. Create an expected school routine by following bedtimes, getting ready in the morning, etc. [Related: Will my relationship survive this virus?] Provide reassurance. Revisit the safety measures in place to help keep children and teachers safe. This can ease anxiety about their safety in public spaces. Be honest. It’s okay not to have all the answers! We cannot solve all of our children’s problems, but sometimes they don’t need solutions—just to feel understood and supported. Admit that you wish you knew what the future of school looked like, but the reality is that you don’t. You are unable to make all the decisions now, but you will when you have the information you need. With honesty, you are sure not to make promises you can’t keep. Acknowledge the uneasiness. It is difficult to sit in the uncomfortable feeling of anxiety as we tend to avoid or resist it. Begin to notice and gently observe what is happening in your body to increase your ability to handle it. By doing this with your children, it will model that it is okay to feel this way—even grownups do! Focus on what you can control. It’s easy to get caught up in the unknown and “what ifs?” Notice when this is happening and gently shift to focusing on what is within your control to stay in the present moment. Be kind to yourself. Being a parent in the best of times is already the hardest job in the world. It is impossible to avoid anxiety right now but doing the best you can is all you can do!.

For Chicago parents who have applied for Chicago Public School (CPS) seats at Open Enrollment, Magnet, Magnet Cluster and Selective Enrollment Elementary Schools for the 2019-2020 school year, the countdown is underway for the CPS notification date. Let the nail-biting begin! Notification letters for preK–eighth grade will be released on April 22. An email and a robocall will be sent to the contact information on the student’s online application file with directions on how to access the online notifications and how to accept an offer, if applicable. Are you a first-time CPS applicant, or just curious about the process? Here’s a quick run-down on what to expect from your notification(s): Magnet, magnet cluster and open enrollment lottery applicants: Once results are available, online applicants at GoCPS will see a “View Application Status” button next to each student’s name on the Student Dashboard. The results screen will list all of the schools you applied for and next to each school’s name, an indication of whether your child was offered a seat or waitlisted. If waitlisted, there will be a number indicating your child’s waitlist number. It is possible to receive offers from more than one school, and it's also possible to be waitlisted at every school. If your child is on a waitlist that is not the general waitlist, this will be indicated as well (e.g., sibling, proximity, tier). You can also click on “View & Print Notification Letter” to see the traditional CPS letter showing the same information. Selective enrollment elementary school (SEES) applicants: All SEES applicants who have completed the testing requirement for the program(s) they have applied to (Classical and/or Regional Gifted Center) will receive either ONE offer or no offers. No multiple offers are given to SEES applicants applying to early elementary grades. Thus, the GoCPS portal will include your child’s test score(s) and which, if any, SEES program to which your child has been offered a seat. It will also indicate if your child has not been offered a seat yet and additional information regarding subsequent acceptance rounds. You can click “View & Print Notification Letter” to see the traditional CPS letter showing the same information. For all programs, your GoCPS portal will indicate a deadline by which you must accept or decline your child’s seat at any of the offered schools. This year’s deadline is May 6 for first-round offers, and the waitlist process opens on May 10. You should use this time to visit or re-visit those schools to help make or confirm your decision. Schools should post open house dates for accepted students and parents on the event calendar at the CPS website, go.cps.edu, or check each individual’s school website for more details. For lottery-based (non-selective enrollment) schools, acceptance at one school does not remove your child’s name from the acceptance and/or waitlists at any of the other lottery-based schools. In other words, you may accept an offer you received and if you later receive an offer from a school where your child was waitlisted, you may accept that offer instead. For those accepted to a SEES program, accepting your child’s seat at that program will remove your child’s name from the applicant list at all other SEES programs ranked on his/her application. If you decline an offered seat, your child’s name will remain on the applicant list(s) for all other schools ranked on their application. Accepting or declining a seat in a SEES program has no bearing on your child’s separate non-selective lottery application, if applicable. Bear in mind that after this initial notification period, waitlists will continue to move and offers will be given via phone and/or GoCPS (not mail) through the spring and into summer (and sometimes fall). It’s also important to note that when parents of waitlisted students are contacted, they are given only 48 hours (or as little as 2 hours in late summer) to accept or decline a seat. A second-round application process (End-of-Year Citywide Options Program) will also be available from May 22–29 to fill any open seats at magnet, magnet cluster and open enrollment schools. Please note that selective enrollment schools are NOT typically part of this process. Want more info? Visit go.cps.edu to learn more about CPS acceptance and notification and follow the CPS conversations on the NPN Discussion Forum. Plus, check out School Resources Map to help you make your final school decision. New to CPS applications? NPN members can watch a 4-part video on everything you need to know about CPS. Grace Lee Sawin is a co-founder of Chicago School GPS (ChiSchoolGPS.com). Chicago School GPS helps Chicago families navigate the often confusing world of public and private school searches, from preschool to high school, so that they can arrive at their school destination, no matter when they begin their journey.

Is your child starting kindergarten next year? Consider taking a proactive approach to ensuring he or she is ready to arrive at kindergarten and learn. Evidence increasingly suggests that the areas most critical to young children’s long-term educational success are approaches to learning and self-regulation, language and literacy, math, and social and emotional development. While early childhood education is instrumental in supporting a child’s learning and development, family engagement may even be paramount. In 2017, the Illinois State Board of Education (ISBE) released the Kindergarten Individual Development Survey (KIDS) which is a new tool that teachers in Illinois are required to use to observe and document students’ “kindergarten readiness” based on these areas of development. Following are suggested activities and examples for how families can support their children in becoming ready-to-learn. Approaches to learning and self-regulation There is a strong connection between these two areas of development. The approaches to learning skills include engagement and persistence and curiosity and initiative. The self-regulation skills include self-control of feelings and behavior and shared use of space and materials. Young children sometimes have a tough time sticking to a task that is hard to do. You can encourage your child to complete tasks by breaking one big task into smaller steps, like suggesting, “Let’s clean up the toys one at a time.” If your child feels overwhelmed by tasks, you can set a timer and suggest, “Let’s clean up the toys in the next five minutes, and then you can go color.” And, tasks may seem easier to the child with teamwork, such as, “Let’s work with your brother or sister to clean up the toys.” Young children also are learning how to express their feelings through words and actions. You can help your child learn that feelings have words — happy, sad, jealous and angry. Describe the behavior you want to see: “It’s nice you are petting the dog so gently.” Express your feelings back to your child, for example, “I was frustrated when…” And, help your child learn that everyone has feelings by pointing out others’ expressions such as, “Look at the smile on that little boy’s face.” Language and literacy development Language and literacy skills are the foundation for learning English and can be demonstrated in any form of communication. Among the best ways to help children develop in this area are to listen, talk more and learn. Start out your day by talking through the activities you will do: “First, we’re going to eat breakfast, then we’ll get dressed.” As you read with your children, encourage them to describe what they see and develop new ideas. As you move throughout the day, ask your child, “What do you see?” and help them expand his or her vocabulary by adding descriptions, such as, “This apple is crunchy.” Math The math learning domain includes knowledge or skills in classification, number sense of quantity, number sense of math operations, measurement, patterning and shapes. Sorting, organizing and classifying objects, ideas, smells and like items are important skills for young children to develop. Ask your child to help you unload the silverware from the dishwasher and sort the knives, forks and spoon in the right place. Use egg cartons to create an activity where children can sort like objects like coins, crayons or sticks. Or, ask them to help you cook and sort food by fruits and vegetables or colors. You can also help your child make sense of numbers and discover how they can be added, subtracted, multiplied and divided by bringing numbers into conversation. For example, ask your child to count how many crackers or grapes they start with. After eating some, count again. You can talk about how many animals you see, such as “three birds” that have “six wings.” And, you can ask your child to help you set up an activity for a playdate with siblings or friends and create equal amounts of materials for each person participating. Social and emotional development Social and emotional development includes a child’s abilities to understand and interact with others and to form positive relationships with nurturing adults and their peers. At an early age, it is important for children to make friends, to work and play with other children who have different ideas and experiences, and to simply get along. You can support your child in working and playing well with other by setting a good example — most notably, by treating others kindly and with respect. Encourage your child to play with others and foster engagement with kids by pretending, building or talking together. Teach your children about the importance of sharing and positively reinforce them by saying, “You did such a great job sharing with your friends today.” And, help your child talk through his or her feelings and how other children may feel different about a situation. These are just a few ideas about how to engage with your children in the most important areas of development. You can access more tools and resources at www.isbe.net/kids.

It’s the time of year again! Chicago Public Schools (CPS) begins its applications for the 2021-2022 school year on Monday, October 12, and close on Friday, January 8, 2021. Students entering kindergarten through 8th grade may apply for open seats at schools across the city, with a limited number of pre-k options available as well. Learn about Universal Pre-K status. [Related: 9 questions parents should be asking schools] In CPS, there are two main types of schools to which you can apply: 1. Magnet schools and lottery admission programs – These include magnet schools, magnet cluster schools and open enrollment schools. A completed Choice Elementary Application is required; seats are determined via computerized lottery with no testing involved. 2. Selective Enrollment Elementary Schools (SEES) – These include Classical Schools, Regional Gifted Centers (RGC) and Academic Centers for middle schoolers. A completed SEES application is required; students are selected through a testing process. For kindergarten entry at any CPS school, children must be age 5 by September 1 of the year they are entering kindergarten. (The only exception is via the Illinois Accelerated Placement Act.) Here's an abbreviated guide to getting the application process started in 5 manageable steps: 1. Activate an account (if applying online). Go to go.cps.edu to request a CPS ID for each child who is new to CPS. Each applying student needs a CPS ID to open an online CPS application. Paper applications do not require a CPS ID. All applications are due by January 8, 2020. 2. Apply. Select the schools for which you want to apply via Choice Elementary (lottery) and/or SEES (test required) applications. For the Choice Elementary application, you can choose up to 20 schools with no ranking required for the lottery. For the SEES application, you can select up to 6 Classical and/or Regional Gifted Center (RGC) schools and must rank them in order of preference. 3. Schedule a test date. If you wish to have your child tested for SEES, you will be asked to choose a test date via your portal at go.cps.edu after applying to any SEES programs. There are separate tests for Classical Schools and RGCs. If applying to kindergarten for both types of schools, each test will be administered on the same day. If applying for both types for older grades, your child will be tested on separate dates. Testing will occur from November 2020 through February 2021, or until all applicants have been tested. Students who take their test in November will receive their test results before the January 8, 2021, deadline. 4. Submit your application by 11:59pm CST on January 8, 2021 (or received by 6pm at CPSOAE for paper applications). You should receive instant confirmation of your online application and sending via certified mail is recommended for paper submissions. Notification letters and test results (for students who took their exam(s) after November 2020) will be posted to your online application portal (or mailed to paper applicants) in April 2021. 5. VIRTUALLY visit the schools you are most interested in. This is a very important step in the process and ideally should be done before you select schools and submit your application. Check out NPN School Directory to get an overview of each school, contact schools for virtual tour dates and open houses, and try to connect with parents whose children attend the schools you’re considering. Bear in mind that the “hottest” schools might not be the best fit for your child. Also, don’t underestimate your own neighborhood school, as it may be a “hidden gem” and the perfect place for your child—and for you and your family to become part of an active school community. [Related: CPS 101 video (members only)] These are just the basic steps in the CPS application process. Please note that there may be variations to these steps, depending on the particular programs and/or grades your child is applying to. Visit go.cps.edu for more information and details. Remember: No application or deadline is required for your neighborhood school. Every street address in the city is assigned to a neighborhood school where your child is guaranteed a seat. However, keep in mind that the public school nearest to your home may not necessarily be your neighborhood school (even if it’s right across the street!). Enter your primary residential address on the CPS School Locator to determine your neighborhood school. Then contact the school directly for a registration timeline and other pertinent information for incoming students and families. Looking ahead to the 2021-2022 school year (or beyond)? Keep your eye on the NPN Chicago School Choice events on the calendar for our next round of CPS 101 presentations, which offer more guidance and tips for learning about CPS and successfully navigating the public school selection and application process. NPN members can also access the four-part CPS 101 video series. Want more info? Visit go.cps.edu to learn more about CPS acceptance and notification and follow the CPS conversations on the NPN Discussion Forum.

To school or not to school? Wait, is that even a question? For hundreds of Chicago-area parents and many more across the nation, it is a very real one. In the past decade, there has been a nationwide surge in parents choosing to homeschool, unschool, or choose a non-traditional school without a fixed curriculum or grades. But why? Self-Directed Education Proponents believe that unschooling provides opportunities for children to explore their interests without the limits of a traditional classroom. Unschooling allows children the freedom to direct their own education and learn at their own pace, without fear of disapproval from teachers or bad grades. It helps preserve the natural love of learning that people are born with, and helps children develop skills of creativity, initiative, leadership, independence, collaboration, and self-confidence. [Related: How to apply for CPS preschools] Some parents, like myself, dip their toe in the water of unschooling by choosing a play-based preschool, where children’s interests drive the classroom experience and there is no preset curriculum. At that age, it is a broadly accepted philosophy that children are born with a natural ability and desire to learn. Many parents continue to follow this philosophy after preschool by homeschooling or unschooling their children. Still others are intrigued by the tenets of unschooling or homeschooling but it’s not the right fit for their family financially or logistically. They seek out one of the many non-traditional schools putting down roots across the Chicagoland area. These schools are hybrids of unschooling and traditional school. They follow the philosophy of self-directed education, but add a level of structure to the student experience and a general expectation of student attendance during school hours. My Story I had two bright and happy children who were doing fine in our excellent local public school. However, as they approached upper elementary grades, their zest for learning was starting to wane. As standardized testing pressures ramped up and homework loads increased, school started to become more of a battle and less of a joy. I did some research into alternative options and, as an educator myself, was intrigued by homeschooling. I longed for the ability to personalize the learning experience for my children’s abilities and interests. Unfortunately, despite my promise of a long recess, my kids did NOT share my interest in homeschooling. [Related: Getting into Harvard doesn't need to start in preschool] Luckily, we were able to find a non-traditional school that met most of my homeschooling objectives but gave my children the separation from me that they craved. While the fear of taking the path less traveled was pretty intense for all of my family members, we took the leap into self-directed education and haven’t looked back. My kids are ahead of a traditional school curriculum in some subjects, and behind in others, but spend every day learning about something that interests them, so we are all content. Best of all, they now wake up every morning excited about going to school. Options For every story like mine, there is one with a different ending. Every family has a unique set of needs. The great news is that there are so many education options in Chicago and support networks for those trying them out. Take the time to explore and see if self-directed education might be best for your family. Learn more about homeschooling through local networks like the Chicago Homeschool Network and Northside Unschoolers Group. Find schools with a self-directed education mindset on the NPN website or by talking to schools at the NPN School Fair (it’s where I found my children’s first school!).

We’ve been telling students and families that doing well in school creates opportunities—that showing up, doing the work, and meeting teachers’ expectations will prepare them for their futures. Unfortunately, that’s a myth. That’s the subject of The Opportunity Myth: What Students Can Show Us About How School Is Letting Them Down—and How to Fix It, a new research report we at TNTP, a national nonprofit dedicated to ending the injustice of educational inequality, published last month. The Opportunity Myth unpacks a big question: Why are so many students graduating from high school ill-prepared for college and careers? Nationwide, 40 percent of college students take at least one remedial course. (That number is even higher for students of color: 66 percent of Black students and 53 percent of Latinx students, for example, end up in remedial courses.) Those courses add time and money to students’ higher education, and put them at greater risk of dropping out altogether. We wanted to understand why that was happening, and what we—all of us who work in and around schools—could do to change it. We believed that a better understanding of what students experience in school every day would help us do that. So, we went straight to the source: students themselves. We partnered with five school systems to observe nearly 1,000 lessons, analyze nearly 5,000 assignments and more than 20,000 student work samples, and collect nearly 30,000 student surveys conducted in real-time during their classes. We conducted focus groups and interviews with teachers and school leaders and interviewed more than 50 students in greater depth. The young people in our sample reflect the richly diverse fabric of our public schools in every way. But they have a few things in common: The vast majority (94 percent overall) told us they intend to go to college. And among high schoolers, roughly 70 percent specifically aspire to careers that require at least a college degree. Unfortunately, another thing they have in common is that most are not getting what they need to meet those goals. Across all five school systems, students were missing out on four key in-school resources: grade-appropriate assignments, strong instruction, deep engagement, and teachers who hold high expectations. Students spent more than 500 hours per school year on assignments that weren’t appropriate for their grade and with instruction that didn’t ask enough of them—the equivalent of six months of wasted class time in each core subject. And middle and high school students reported that their school experiences were engaging less than half the time. Underlying those weak experiences were low expectations: While more than 80 percent of teachers supported standards for college readiness in theory, less than half had the expectation that their students could reach that bar. We also found that while daily school experiences were unacceptable for most students in our sample, they were notably worse for students of color, those from low-income families, English language learners, and students with mild to moderate disabilities. For example, classrooms that served predominantly students from higher-income backgrounds spent twice as much time on grade-appropriate assignments and five times as much time with strong instruction, compared to classrooms with predominantly students from low-income backgrounds. But critically, we found that students from every demographic background had roughly the same success rates on grade-level work, when they were given the opportunity to try it. More than half met the bar for grade-level standards when their assignments asked them to. Moreover, when students had greater access to the four key resources, students from all groups—and especially those who started the school year academically behind—gained months of additional learning compared to students in classrooms with less access the key resources. What this data tells us, indisputably, is that students’ success in school is not dependent on their abilities, their income background, or their race or ethnicity. The key variable is actually adults’ decisions. As a parent or family member, you have the opportunity to be an invaluable partner in shaping your child’s school experiences. You have the right to know what’s happening in your child’s classroom and school, and to raise questions and concerns. To advocate for improvements in students’ school experiences like those discussed in The Opportunity Myth, visit our website to download a collection of tools and resources to support productive conversations with your child’s teachers, school leaders, and district leaders. TNTP is a national nonprofit dedicated to ending the injustice of educational inequality. Learn more at tntp.org.

“When is the best time to begin my school search?” is a question often posed by families looking to start the always dreaded but ultimately necessary rite of passage known as the “Chicago School Search.” Sometimes the question is followed up by a plaintive, “Oh my goodness! Am I too late?!” Rest easy, Chicago families. The answer is not as cut-and-dried as one would think — and ultimately, you are never “too late.” [Related: Getting into Harvard doesn't need to start in preschool] As the third largest city in the U.S., Chicago is home to a vast range of school types, sizes, options, and admissions processes. Even within Chicago Public Schools (CPS), there are various pathways for entry from preschool to high school. Overlaid with the multitude of private and parochial schools, there are always choices for parents whenever they embark on their school search. That being said, one of the keys to increasing your odds in any endeavor is to know when those odds are at their best. “Entry Year” odds For school admissions, when a program begins is known as the “entry year” of a school (e.g., a K-8 school’s entry year is kindergarten). This is typically the time when the school has the most spots available. But it can have the most applicants, as well. For example, a school with two kindergarten classrooms of 25 students each will have 50 spots to fill, and perhaps 500 applicants (a 10% admit rate). Conversely, that same school’s first-grade class may have just one spot open, but only five students applying — so it could have a 20% admit rate in a non-entry year. Considering how difficult it is to predict if any upper-year spots may be available, a good strategy is to be in the applicant pool of the entry year for your desired school. Some common or little-known entry points are: Infants (6 weeks: Montessori Academy of Chicago, GEMS World Academy) 3-year-olds (University of Chicago Lab School, Frances Xavier Warde, many Montessori schools) 4-year-olds (Chicago City Day School, Inter-American Magnet) 5-year-olds (most CPS schools) 5th grade (additional spots at Latin School) 6th grade (additional spots at Francis Parker) 7th grade (CPS Academic Centers) 9th grade (high schools) [Related: Want to make your community better? Consider your neighborhood school] September 1 cut-off Most preschool and early elementary programs have a strict age cutoff date of September 1, so keep that in mind when determining your child’s entry year. Once a school’s entry point is confirmed, be sure to apply one year before the program starts to be in the running for available seats. In other words, if you are interested in a school that begins at 3 years old, then plan to apply that fall when your child is 2 years old. Whatever year you enter a school, you are allowed to stay until the school ends, which is typically 8th or 12th grade. Targeting the entry year can increase your odds of acceptance at a school of your choice. Good luck with your school search journey, and may the odds be with you!

When you ask your kids the question, “How was school today?”, count yourself lucky if you get an “OK” or “fine.” As parents, we all want to know: Are they having fun? Are they playing nicely with others? Are they nurturing healthy relationships with their friends and peers? And the one that worries us the most, Are they eating lunch? Every day, tons of us suffer from not being able to communicate effectively with our children. As a mother of three and a parent educator, I’ve had to learn how to communicate with young children, especially after school. Here are some tips and examples to get the communication between you and your child started. Be mindful. Know that they have been sitting for most of the day (at least six hours!), and some days they may be frustrated about the day and not ready to talk. Bite your tongue and resist the urge to wear your FBI hat. Do not interrogate them. You may want to wait until dinner or bedtime to ask. In the meantime, concentrate on making the time fun and relaxing by asking easy questions, e.g., example “What would you like to eat for dinner?” Ask open-ended questions and be specific: “Tell me about something new you learned in Math today.” “Where is the coolest place in the school? Why?” “Who is the funniest person in your class? Why?” Share something about your day and ask about theirs: “I had a tuna sandwich for lunch. What about you?” “I am getting ready for a meeting tomorrow and need to create an agenda. When is your next exam and what is it going to include?” Use their artwork as a conversation starter: “Which technique did you use here?” “What were you feeling when you drew this?” Ask silly/fun questions: “Tell me something that made you laugh today.” “If you could be the teacher tomorrow, what would you teach and how would you teach it?” Know the school schedule: “Today is Thursday: Tell me about the new song you are learning in music class today.” Don’t forget the not-so-nice questions: “Tell me about something that made you sad today.” “Is there someone in your class that needs a time-out? Why?” “What can you do when you feel sad or frustrated in school?” Finally, listen. As soon as your child gets in the car, stop whatever you are doing and be present in the moment. Let them be the first to say anything and do not come up with conclusions before you hear the entire story. Children gain confidence as they relate their day and you affirm them. Be aware of signs. Your child may be showing off more than just having a bad day. Remember to stay in constant communication with the teacher. Teaming with the teacher helps the child be successful because after all, it takes a village! Nilmari Donate is the founder of HKC Parenting and School Consulting Services. She holds a BA in Public Health and an MA in Parenting Education and Support from DePaul University. She is the mother of three young bilingual and multicultural children.

Kindergarten is a pivotal year for kids and families. Leading up to the big send-off, many parents feel tremendous pressure and spend countless hours worrying about where their child will go to school, if they are making the best educational choices for their family and how they will juggle a new schedule. Meanwhile, kindergarten students transition from their early childhood environment—whether it’s a childcare center, preschool or at home—to a more structured approach to learning in the classroom with new classmates, a new teacher and often a new school. As families experience this educational milestone, it is critical to ensure that every child entering kindergarten is ready to learn. A young child’s development in language and literacy, math, social and emotional learning, and skills such as curiosity, creativity, and perseverance, are predictors of a child’s long-term success. Understanding kindergarten students’ strengths in these areas as they begin their “formal” educational journey allows teachers and families to build a strong foundation for children to learn and grow through school. This year, for the first time in Illinois, all teachers in public and charter schools are required to use a new tool called the Kindergarten Individual Development Survey (KIDS) to observe and document students’ development in four domains—Approaches to Learning and Self-Regulation, Social and Emotional Development, Language and Literacy Development and Math. KIDS is based on observation, meaning teachers will collect information while students are going about their daily routines of learning and playing. (Chances are that students in the classroom won’t even notice what their teachers are doing!) KIDS will provide the state and districts with consistent and comprehensive data on how well students are prepared to learn upon arriving to kindergarten. Ideally, teachers will use information from KIDS to guide conversations with parents and families about their own child’s needs to ensure instruction throughout kindergarten is developmentally appropriate for all children in the class. KIDS also will connect Illinois to a national movement to deepen understanding of children’s development at the state level. Having this information will the allow state and districts to: Better understand how educators and communities can best collaborate across grade levels—from early childhood through elementary school; Establish stronger partnerships with schools and families to support individual children’s growth and development in-school and at-home; Inform policymakers on the most effective ways to allocate resources to best support all kids and communities across the state. Prior to KIDS, the first evaluation of student learning was typically in third grade when they are required to take a state-mandated standardized test. While test scores are a significant input into evaluating a student’s overall skills and abilities, they do not consider other areas of development, including social and emotional, that are key to lifelong success in school and the workplace. Evidence increasingly suggests that the early years may be the most important time for children to acquire proficiencies in these areas. Whether you have a child approaching kindergarten or is in kindergarten, it is important to support your child’s learning and development at home. You can find a toolkit including suggested activities and resources to support family engagement in the key learning domains at https://www.isbe.net/Pages/KIDS_Parents_Families.aspx. As KIDS enters the second year of implementation, advocates and educators hope that the initiative brings more awareness, focus and resources on the importance of kindergarten readiness among communities and policymakers and deepens the commitment across the state to ensuring every Illinois child arrives at kindergarten ready to learn. Here is a short informational video about KIDS; you can also learn more at www.isbe.net/KIDS.

This Trib article outlines the impact school choice has had on CPS neighborhood schools. While I haven't seen updated numbers, it's unlikely the trend has changed: Less than half of CPS students attended their assigned, in-boundary neighborhood school last year. The proliferation of charters is just one cause. Every spring on NPN we see the frenzy around trying to decide whether to take a spot at Awesome Elementary School or gamble on the wait list for Super Awesome Elementary School. Many of us elect to skip the CPS maze altogether and seek out the best private school option. While I don't intend to deprive anyone of all that fun, I just want to make a plea to anyone preparing for the next school year to consider your CPS neighborhood public school. It's easy to follow discussions on the NPN forum about school applications and individual schools and draw the conclusion that there are only a few good options for educating our kids. There are so many little neighborhood school gems that barely get airtime on this site and one of them may be walking distance from your home. Last year I posted a question about my neighborhood school, New Field in Rogers Park, and literally had zero responses from NPN members. I also looked on the Great Schools site and saw nothing. So I decided to visit and absolutely fell in love with this amazing school that was on no one's radar. We've since gotten really involved with a beautiful school community and my son is thriving, loves school, and has a classroom experience that is every bit as great as the pricey private school he attended. I wish someone had suggested to me what I'm asking of you: if you're currently fretting about what to do about school consider your neighborhood public school, too. Opting out of your neighborhood school has a real impact on that school. Funding is driven by enrollment—your child brings what is likely a substantial per-pupil dollar amount to whatever public school he or she attends. An overwhelming majority of CPS schools lost enrollment last year resulting in reduction of resources and for some, the threat of underutilization and closure. A school's success is driven, in large part, by the community that rallies around it. A supportive and engaged parent group and LSC means the world to administrators, teachers and students alike. And a thriving public neighborhood school is one of the biggest drivers in making a community great! I fully support anyone making the choice that's best for their children and family. I know there are religious reasons, special needs and other important considerations that drive where you send your kids to school. But if you're weighing your options, please make sure you pay your local neighborhood school a visit, talk to your neighbors who have children attending, sit in on an LSC meeting. Please to go forward fully informed. You may find your own little neighborhood school gem and have a big impact on that school community! This article first appeared as a post in the NPN discussion forum. Become an NPN member to join conversations Chicago parents are having about school choice, parenting, relationships and more!

As Chicago parents, we have many, many questions about our children’s education. These questions start before our little ones are even born: Should I send my child to CPS, look at private schools, or move to the suburbs? What is my local school? Is it “good”? Parents of diverse learners face many more questions as their children grow: How will my child get her needs met once she is in school? Is CPS up to the challenge? How do I start the process of enlisting school support? More questions arise once your child is in school. You may start to hear teacher concerns or have your own concerns about reading, behavioral difficulties, attention, etc. Some of these questions may be: Can my child’s needs be met in her current classroom? Will he have to leave his friends and teacher? Will she be labeled or seen as “different”? Will he qualify for special-education support? In my years as a school social worker and a diverse-learner clinical staff member, I have seen how daunting these questions can be for parents. Here are some key points to help you through the process of engaging support for your diverse learner: IEP (Individual Education Plans) and 504 plans are different. An IEP is a plan based upon an educational diagnosis that is determined due to a school-based educational need. A 504 is a medical plan based upon a student’s medical diagnosis. An IEP carries with it support from a special education teacher or speech pathologist; a 504 does not. But they do look a lot alike. Students on a 504 can receive educational accommodations and modifications, such as extended time on tests. Conversely, students can have medical accommodations provided through an IEP. CPS schools are not inherently “bad” places for special education. As in suburban schools, CPS schools have uninspired, bitter teachers who are waiting to retire, and they also have knowledgeable, passionate, miracle-worker teachers who make significant gains with diverse learners. Teachers and members of clinical staff do what they do for the kids. Don’t be afraid to raise your voice. I am a social worker, not a speech therapist or school psychologist. After more than a decade on the job, I am not ashamed to say that I do not fully understand every clinical assessment of every child. As clinicians present their evaluations, please feel free to stop us to ask questions. If you disagree with our findings, let us know. Determining eligibility for support is a collaborative process. We want to make sure that we have all of the facts before making this important decision. Know where to park your squeaky wheel. Are you having an issue with your child’s special education placement? Were you told that your child would require a paraprofessional, yet this position has not been approved at your school? Ask school staff (typically the school counselor) for the name of the person who is in charge of these decisions. If that person does not call you back, contact their supervisor. Some overarching decisions do not come from your local school. You will increase your odds of getting action when you reach out to those in charge rather than rely upon school staff. Parents wield much more power than they know. Your child is your child, not anyone else’s. If you tell other parents, family members, neighbors, etc., about your child and her needs, you will find that everyone has a story about a diverse learner and the school support that the child has or has not received. Please know that this experience is not your experience or that of your child. Try to start from a place of trust, believing that your child’s school support team will do all that they can for your child. Please remember that you are not in this alone. You are your child’s life-long advocate, but you are also a member of his or her school support team. Your questions, thoughts, feelings and hopes for your child are important for the school team to know and take into account.

One of the things I both love and find infuriating about raising kids in the city of Chicago is school choice. I grew up in a small suburb outside of Boston and you simply went to the school that was assigned to your neighborhood—one of the three that were available. A few outliers went to one of the local Catholic schools, and even fewer attended the private boarding school down the road. Raising, and educating, children in the city of Chicago is an entirely different animal, but having gone through the early preschool and elementary years generally unscathed I can tell you: Take a deep breath and relax, because it all somehow works out. I think one of the biggest lessons I had to learn was that I might not get this school thing right on the first try, and changing schools is not the end of the world. Kids are resilient, kids will not remember their 3-year-old preschool friends if that is not who they end up going to school with for elementary school, and it is most certainly okay to make a change if the school is not the right fit—that’s what choice is all about. Here are what I feel are the top three things to keep in mind when deciding where to send your child to school: Location – I’m putting this one first because the initial preschool we decided to send my oldest son to was exactly the right school on paper, except it was 3.5 miles from my house. Now, 3.5 miles does not sound very far, but at 8:30am in Chicago rush-hour traffic (even without snow or rain or construction) this is a 25-30 minute commute. My naïve younger self thought this was no big deal. Wrong! This is a huge deal. First of all, getting a toddler out the door is no easy feat in and of itself, never mind his or her younger siblings, then to drive close to half an hour for a two-hour toddler program. No, thank you. Lesson learned. We switched to the preschool we could walk to. Price – School tuition for both the preschool and the elementary years runs the gamut from free to more than some colleges. The tuition-based preschool program for 3- to 5-year-olds via CPS is approximately $14,000 for the year for 2017-18 – for a 10-hour day. If you need that type of coverage during the school year this is an excellent tuition. And, of course, there are many other schools at a lower or higher price point that should work within your budget. Curriculum – This is another area that I had strong opinions about. Although I did want my children in school at age 3, I did not want them sitting at a desk. I wanted a play-based curriculum for them that focused more on having fun and socializing than academics. Of course, this changed for us for elementary school where I wanted them to be pushed academically, but nurtured socially. Having been through this process and finally finding the right fit for our family for elementary school, I can’t reiterate enough that although the process can be exhausting, it does all work out in the end. Our family did not take a straight path from A to Z to find our school but rather meandered through three different preschools and two different elementary schools, running the gamut from public to private to Catholic. Do I wish it were easier? Of course, but at the same time I’m glad I made the changes and found the schools that were right for my kids. Remember, deep breaths.

It’s your kids who are starting school, but for many parents searching for schools feels like being in the classroom all over again! You’re taking notes on various schools, coming across brand-new terms you’ve never seen before and—gasp!—maybe even compiling a spreadsheet to keep everything straight. It’s overwhelming, and the urge to play hooky to escape all this is tempting. But we at NPN are here to ease some of the anxiety that comes with finding the right school for your child with our Preschool & Elementary School Fair, CPS 101 classes and more. Let’s drill down on the basics: a lesson on elementary school terms. Charter (adj.): a school that gets both private and public funding but is not subject to the same regulations and school-board policies as traditional public schools. Students must apply, and the schedule and curriculum may be different from other public schools. Used in a sentence: I have one child in a CPS school and another in a charter school, and even though their days off don’t always align, it’s still the best option for our family. Lottery (n.): a computerized student-selection process that is, on its face, random, but is actually influenced by a few factors. If your child has a sibling in the school; if you live within 1.5 miles from the school; and/or if you live in an area that, according to U.S. census data, is considered to be in a low socioeconomic tier, your child moves up on the list. Used in a sentence: I am praying to the lottery gods that our proximity to the school will grant my son a spot. Magnet (adj.): a school that specializes in certain subjects, such as math and science, or teaching and learning styles, such as Montessori. Students are selected via lottery (see: lottery). Used in a sentence: The school right across the street from me is a magnet, so I can’t count on my daughter getting in. Magnet cluster (adj.): a neighborhood school (see: neighborhood school) that specializes in certain subjects or teaching styles and accepts students based on attendance boundaries. Students who live outside the boundary may apply, and they’re selected through a lottery (see: lottery). Used in a sentence: Affordable real estate surrounding Lakeview’s Blaine Elementary, a highly rated CPS magnet cluster school that focuses on the fine arts, is hard to come by. Neighborhood school (n.): the CPS school your child is automatically accepted into, based on your address. Used in a sentence: The CPS School Locator tells you what your neighborhood school is. Selective enrollment (adj.): schools for academically advanced students; testing is required for acceptance. Used in a sentence: Bob and Judy have been using math flashcards with their daughter since she was 6 months old in hopes she’d test into a selective enrollment school.

Whether you’re attending the NPN School Fair or you’re going on a school tour, asking the right questions of a school representative is one of the most important ways of determining whether a school is right for your child. But what should you ask? Below are some of the most common questions parents ask when chatting with school reps, along with why their answers are so important. 1. What is the education philosophy? You’ll want to know whether it lines up with what you believe and how you want your child to learn. 2. What is the average class size, and what is the teacher-to-child ratio? An obvious question, but an important one: The smaller the class size and teacher-to-child ratio, the more attention each student receives. 3. What specials does the school have? Specials are classes in areas such as music, art, gym, drama, band and foreign language. Not every school offers them, so if any of these subject areas are important to you, make sure they’re also important to the school. 4. Is there recess? Recess is not a given, and if a school does have it, it may not be as frequent or as long as you or your child would like. Better to set your expectations now, or use this factor as a tipping point in choosing a school with a longer recess if that’s a priority for you. 5. Does the school have before- and after-school care? If you’re a working parent, this question is crucial. Find out if the hours of the before- and after-school care work for your schedule, and if the cost works for your budget. Some schools offer care on-site, but others contract it out, which will likely have your child walking or being bused to another location. 6. What is the approach to standardized testing, and how have test scores grown over the years? This answer to this question will reveal the school’s academic priorities and how the school handles students’ stress when it comes to testing. How a school’s test scores are improving shows you its potential. If the scores are improving every year, that’s obviously a good sign. Even if the school’s test scores are not where you want them to be right now, they might be there by the time your child is in school. 7. How do teachers support students who are working above or below grade level? If students are excelling or struggling, some schools give individual work suited to their level, but other schools expect all children to move at the same pace as the rest of the class. Parents should ask this question so they can be prepared to supplement their advanced child’s learning at home with enrichment activities or, for struggling students, spending extra time on homework or hiring a tutor. 8. What is the discipline policy? Many schools use a strategy called “restorative justice,” which eschews punishment for mediation and agreement to solve problems. Others go the traditional detention and suspension route. How a school handles discipline reflects its culture and, with a few more questions (e.g., How many detentions and suspensions were handed out last year? At what point would the teacher or principal call a parent?), you can get a sense for how nurturing the administration is and how safe the environment is. 9. What opportunities are there for parents to get involved in the school? In many ways, a school’s success depends on parent involvement, from fundraising to helping their kids with homework to advocating for improvements. It also gives you a feel for “extra” activities a school might provide, such as movie nights, dances and winter celebrations, which often are organized by parents.

Right now my Facebook feed is filled with pictures of smiling (and I’m not going to lie, some frowning) photos of kids standing with signs that declare their first day of school. They are absolutely adorable in their best “first day of school” outfits, filled with nervous anticipation of what is to come for the upcoming school year. But I always wonder what these pictures would look like if there was a parent standing with an adorable personalized “back to school” sign. I mean, would anyone be brave enough to publicize their true feelings? I most definitely am, and will be rocking my own version of a “back to school” board in a few weeks—be sure to follow me on Instagram to check out the finished product. Until then, here are 10 thoughts that will go through a parent’s head on the first day of the school year: FREEDOM. Sweet, sweet freedom. My baby! How is my baby so grown up? I can remember bringing him/her home from the hospital like it was yesterday…where has the time gone?!? Where does everyone keep getting all of those cute “back to school” chalkboard signs? I’m lucky enough if I find a black marker and a blank piece of paper that doesn’t have toddler scribbles all over it. Look at that, we are actually on time for the first day of school. I’m totally going to be on time every morning. I mean, it’s really easy. I’ll just have to stay up until midnight getting everything ready the night before. No big deal, right? Speaking of prep work, that lunch I slaved over last night better get eaten. I mean, I cut the sandwich into a fish for crying out loud. I should have taken a picture of it to put on Instagram. Think I have enough time to take a quick picture before the bell rings? I’m officially old. Old enough to have a child in school. I used to be young, hip and totally cool. THIS. IS. DEPRESSING. Pictures! I have to take a picture. Wait, what? Storage full?!?! NOOOOOOOOOO. I really hope my child gets the teacher who doesn’t believe in giving homework. No, I’m not crying. It’s allergies. Haven’t you heard of fall allergies? Does anyone have any tissues? Ok, you officially managed school drop off without completely freaking out and making a fool of yourself. Now just don’t forget to get to school pick up on time!

Back-to-school is an exciting, emotional, often hectic time for families. The unending texts about teacher assignments and after-school schedules make this time of year one filled with great anticipation. As we ready our kids for class with new backpacks, new shoes and new pencils, we need to help them emotionally prepare for the year ahead. Combat fear of the unknown Help your child visualize and practice her first day of school, including how she will get there, who she will see—even what the classroom looks like. Fear of the unknown can fuel anxiety so help keep those concerns at bay by taking part in back-to-school activities like a practice bus ride or “meet the teachers” event. Talk to older kids who are familiar with your child’s soon-to-be teacher to learn about their experiences and what to expect. Get to know the teacher Regular parent-teacher communication is key to a child’s success, but sometimes it’s hard to know when and how to strike the right balance. It’s ok to ask your child’s teacher his or her feelings about a reasonable amount of communication. Does she prefer email or phone calls, and when does she want to hear from you or the student? Ask the teacher about her take on homework and if parent assistance is appropriate. We might be tempted to help but if the assignment is a review of classroom work, it’s important to resist the temptation so the teacher can have an accurate assessment of your child's progress. Make good homework habits And while we’re on the subject of homework (cue the moaning!), set up good habits from day one. Involve your children in the process of setting up and stocking their homework stations with supplies. Homework should be done in your line of vision, especially if she’s using the Internet to study, but not in the busiest spot of the house (e.g., the kitchen table). Set up a schedule that works well for your family. After getting home from school, take a 15-minute snack break and then begin homework with the easiest assignment first, then the hardest, then everything else. Be ready to be hands-on—even bossy—during the first few weeks to set good habits early. Get help early on If you or the teacher notice your child struggling, it’s vital to address it early on. The process of setting up an intervention is emotional and can take months to create and implement. Regardless of your child’s grade level it is important—and within your parental rights—to determine a timeline for help, intervention and evaluation, and then hold the school to it. If pre- and post-testing will be done for evaluation, know when the testing will take place, when data will be available and at what point new learning strategies are implemented. You don’t want to lose precious time—or see your child’s confidence drop—because of issues that are not addressed. Preparation, practice and communication are key on the first day and all days of the school year. Together we can make it great!