Page 25 - The Standard Volume 4

• Never wavered from God’s expectation for his life
• Was able to articulate and communicate his thoughts
well
• Invested in developing his intellect
• Prayer was synonymous with breathing
• The king of a foreign land favored Daniel
should be familiar with, so that when issues arise, you can use the language that the district is abiding by. Please consider a few of the following questions to ask staff members over time through multiple interactions:
• What do you like about my child?
• What do you know about my child?
• How would you describe my child?
• Are there any observable gifts/talents you think my
child has that can be developed?
• How does my child interact with you? Classmates?
• How can I partner with you to ensure my child’s
success in your class and beyond?
• Due to our faith convictions, my child may think
differently than some other students. Is my child free to express their thoughts like anyone else and not be viewed as bigoted or narrow-minded?
• During some portions in the school year, my child may decide to participate in prayer and fasting. Is there a space where students can go to observe their faith practices?
• In regard to some sensitive topics, there are some conversations where we like to be the primary facilitators. I’d like to speak with you about your content related to (insert example) so that we can decide if we want our child to be a part of it. In addition, we may opt out of some of those conversations. We expect that our child will not be penalized for their faith convictions.
With Daniel as our example, parents would be wise to consider a few points when supporting your child and navigating a public school education. Regarding the school and district, please consider:
1. Knowing the district policies and procedures that are relevant to your child. A policy in layperson's terms is an expectation or standard by which a school district will operate. The procedure should outline the steps or general nature of how the policy will be implemented or enacted. If possible, try your best not to make your faith and religion the issue. Rather, how is the school ensuring that each student (including yours) is safe, welcomed and being included in the educational experience without negative bias?
2. Staying in consistent communication with your child's teachers and administration. This doesn’t have to be a daunting task, but quarterly check-ins through emails or each trimester is helpful. It’s important that the staff members know that there is an engaged adult who is consistently advocating for their child. It may be advantageous to send an email to each teacher and principal in the beginning of the school year so that they understand your faith convictions upfront. In addition, this introductory email or conversation should be a positive meet and greet. This exchange is focused on how your child's presence will add value to that school space, and that your family makes the environment better through your engagement. It’s vital to state that your child is academically focused, and that you want to be contacted about positive interactions as opposed to just hearing about issues if and when they arise. Each school district should have a student and/or family handbook that you
WHAT HAPPENED AT SCHOOL?
Regarding support for your child, please consider having daily conversations with your child about their experience. Children will naturally say they didn’t learn anything, so go beyond the obvious. Start by talking about what would be of interest to them. Here’s a few recommendations (use them interchangeably, and on different days):
• What was fun or funny today at school?
• Who did you eat with? What did you all talk about?
• What were your interactions like with the adults in the
building today?
June 2022 | THE STANDARD 25