RESTORATIVE PRACTICES THAT WORK

Harriet R. MacLean, Ed.D. is the principal of Davidson Middle School in San Rafael. She presented some of her strategies at a Call to Action Meeting for San Mateo County educational professionals. Among the many restorative practices her school has implemented are a “Where Everyone Belongs” (WEB) program and a “No One Eats Alone” lunch policy.

WEB is a middle school orientation and transition program that welcomes incoming students feel comfortable throughout the first year of their middle school experience. It helps increase student achievement, enhances character development and creates an anti-bullying environment. “I would say the leadership development it engenders in the upper graders who become WEB leaders is an unintended benefit from a program that provides support, guidance, and a welcoming hand to incoming sixth grade students, so everyone involved benefits,” Dr. MacLean said.

“No One Eats Alone” is a campaign to prevent social isolation at school. Like WEB, a cadre of students are trained as team leaders. These student leaders monitor the lunch hour making sure students are not being isolated. Excluding someone is a type of bullying and studies have shown that this type of isolation has a significant impact on kids way beyond the lunch room. Dr. MacLean sees another benefit “I think it is important to note that it has brought social isolation into the lexicon.”

By implementing various positive behavior supports Davidson Middle School has dramatically decreased the number of suspension while conversely increasing their Academic Performance.

National, state, and local data on suspensions and expulsions show that out-of-school suspension is used frequently for managing student discipline and is applied disproportionately with students in particular subgroup populations, including race, gender and disability status. Out-of-school suspensions are often associated with low achievement, increased risk for dropping out and a greater likelihood of juvenile justice involvement.

By providing proven and promising alternatives to out-of-school suspensions, school climate become more positive, bullying behavior is reduced and students do better academically – certainly proof to start implementing these strategies at schools throughout our County and Country.

Contact Margaret Lavin at elementarydays@gmail.com.

IS MARIJUANA THE NEXT BIG TOBACCO?

California was the first state to legalize marijuana for medical use in 1996. In 2010, Proposition 19 would have made California the first state to legalize non-medical marijuana, but voters defeated the measure by a 53.5-46.5 margin. However, lawmakers will try again. There are two major initiatives that have a very good chance of qualifying for the November ballot due to their financial backing and political support.

Researchers at the University of California, San Francisco (UCSF) recently released a new report that evaluates the retail marijuana legalization proposals in California from a public health standard. According to the study, recreational marijuana will likely lead to a new profit-driven industry similar to Big Tobacco that could impede public health efforts.

Researchers said they began their study with the premise that legalizing marijuana makes sense because its prohibition has caused excessive incarcerations and cost taxpayers too much money. However, they concluded that legalized recreational marijuana would replace a crime problem with a public health issue.

“Evidence from tobacco and alcohol control demonstrates that without a strong public health framework, a wealthy and politically powerful marijuana industry will develop and use its political clout to manipulate regulatory frameworks and thwart public health efforts to reduce use and profits,” the report states.

Rachel Barry and Stanton Glantz of the UCSF Center for Tobacco Control Research and Education and Philip R. Lee Institute for Health Policy authored the study. In an interview, Glantz expressed his concern that a new marijuana industry would spend large sums of money to curry favor with lawmakers. “I think a corporate takeover of the market ... is very, very hard to stop,” he said, adding. “They are already potent lobbyist in California.”

Jason Kinney is a spokesman for the coalition that wrote the law for the legalization campaign. “This report inexplicably chooses to ignore the extensive public-health protections and mandate included in our measure – as well as the child safeguards, the small business and anti-monopoly provisions and the unprecedented investments in youth prevention, education and treatment,” he said.

Lt. Gov. Gavin Newsom, a well-known backer, established a panel of experts that recommended the best approaches to legalization in a blue ribbon report. The commission urged caution, stating marijuana “should not be California’s next Gold Rush.”

Newsom and other leaders of the commission said in a prepared statement that while a ballot measure needs to provide a strong framework for regulation, “it must also preserve some flexibility in order to evolve those regulations over time.”

Abdi Soltani, executive director of the ACLU of Northern California and a member of the Newsom commission’s steering committee also weighed in. He said he agrees with some of the concerns raised in the report but ultimately believes the initiative protects the public. “My middle school child will not walk into a corner store where tobacco and alcohol are marketed and see marijuana for sale,” Soltani said.

I hope Soltani is right. As a parent and former middle school teacher, my concern is not about the profit margin, but rather how our children with be detrimentally affected. Study after study has proven that marijuana use alters sense of time, impairs body movement, impairs thinking and problem-solving, and impairs memory, all critical to success in school. Marijuana use has been linked to depression, anxiety, and suicidal thoughts among teens. Also, contrary to common belief, marijuana can be addictive.

It doesn’t take a blue ribbon panel to realize that smoking pot can cause great mental, social, and physical harm to teens and tweens. Further, like Big Tobacco, whether legalized recreational marijuana will hurt or help our communities will not be the concern of those profiting from its sale.

Contact Margaret Lavin at elementarydays@gmail.com.

PLAYING OUTSIDE IS GOOD FOR THE BODY AND MIND

Most of us know that it is good for kids to play outside because it keeps them happy and adults sane. But, there is so much more to making sure kids have time to play with Mother Nature.

Two  studies published by “Ophthalmology,” the journal of the American Academy of Ophthalmology, maintain that spending time outdoors may help prevent or minimize nearsightedness. This is a significant find considering in the United States, nearsightedness has increased by more than 65 percent since 1970.

That is not the only consequence of our children’s growing propensity to stay indoors. Childhood obesity rates have more than doubled in the last 20 years and we have become the largest consumer of ADHD medications in the world.

Kids need to connect with nature and each other in order to increase their physical fitness, improve concentration and reduce stress levels. Also, children who are exposed to natural settings receive benefits to their cognitive health, such as reduction of ADHD symptoms.

What steps can we take?

Start at school. Recess is an important part of the school day and should not be taken away as punishment. According to The American Academy of Pediatrics, unstructured recess provides psychosocial benefits where kids get to be creative and explore different things. It is a necessary break from the mental demands of a typical day at school. Loss of free time can also contribute to anxiety and depression.

“It is counter productive to take recess away from students because they need that time to refocus themselves,” said Melissa Vandermolen, 5^th grade teacher at Taft Elementary School in Redwood City, California. “I've found keeping students in class during recess only exacerbates problems and is not a long term solution.”

Andrea Garen is the Wellness Coordinator at the Redwood City School District in California. She advocates for outdoor recess and increased physical activities outdoors. “Students who play outdoors at recess are better able to concentrate and be attentive in school,” she said. “Some studies have also shown that regular time outdoors helps children develop better social skills and be better problem solvers.”

If your children will be in daycare or camps this summer, ask counselors about the amount of time spent on outdoor activities. You can also consider signing up the kids for an outdoor sport like soccer or softball. After a long day, there are benefits for children and adults alike to get some fresh air and a new scenic view. Start an after-dinner routine of riding bikes and taking walks with the whole family.

Also important is to set limits on the screen time. Kids may love wasting hours in various cyberworlds, but for their health and wellbeing, they need to spend more time out in the real one.

Contact Margaret Lavin at elementarydays@gmail.com.

FOOD ALLERGY CAUTION AND CONCERN

For many kids summer means long days exploring new places, meeting new friends and trying new things. Parental supervision can become a bit lax and, for the most part, that’s okay. Less adult oversight is healthy for children because it allows them to develop independence and fosters social competence. However, children suffering from food allergies need close dietary supervision.

This is becoming an increasing concern. According to a study in the journal Pediatrics, there is a growing problem of food allergies among young people. Eight percent of children under 18, or approximately 6 million children in the U.S. have at least one food allergy.

In children, the foods most likely to cause severe allergic reactions –anaphylaxis - are peanuts, other legumes, tree nuts, fish, shellfish, milk, and eggs.

Most people envision allergic reactions to food as a rash or a stomachache, but they can be life threatening. So when planning play dates, picnics or any event including treats, keep in mind some nutritional guidelines to ensure the safety of kids with food allergies.

First, if you suspect your child has food allergies, get him tested by a certified allergy physician. If the doctor has determined that your child may have a severe reaction to some foods, consider a medical alert bracelet or necklace.

Your pediatrician may prescribe a medicine device to carry with you at all times called an epinephrine auto-injector, more commonly known as an EpiPen. This tool is the size of a pen and can fit easily in your pocket or purse. It is especially necessary when eating out at restaurants or when on vacation.

When eating out, you can always ask the waiter about the ingredients in preferred choices. Buffets can be tricky, but when in doubt, avoid any questionable food.

Let everyone know about your child's food allergies. Tell it to all your family members, friends, neighbors, babysitters, camp counselors and summer school staff. Conversely, if you are providing meals for other children, inquire about any allergies.

Being out of school allows for more parties and neighborhood events so be sure to have safe foods on hand to send with your child. If a sleepover is involved, give and get medical information, medications and an insurance card.

Thankfully, there are many good substitutes for favorite foods, such as gluten free ice cream cones and organic corn spaghetti. Check your local grocery store or take advantage of the web. Several online specialty food stores can deliver substitutes right to your doorstep.

For much more advice, information and community support visit, www.foodallergy.org.

Continue to explore and enjoy the many joys of summer, just be extra conscientious when protecting kids from allergic reactions.

Contact Margaret Lavin at elementarydays@gmail.com.

    

SIX TIPS TO MAKE A GREAT SCHOOL YEAR

Here we go again! It’s time for shiny new shoes, logoed backpacks and bright-eyed kids excited to meet their new teacher and re-acquaint with schoolmates. Back to school optimism is contagious and we want to keep that positive momentum going beyond the first week of school. Here are six sure-fire ways to keep the school year successful and keep motivation high.

1.              Get the kids to school on time. Students who are consistently late miss curriculum. They often interrupt instruction and that can be embarrassing. It may even be punitive. The making of a pleasant morning starts the night before. Bedtime routine is as important in junior high as it is in kindergarten. According to The American Academy of Sleep Medicine, school-age kids need 10 to 11 hours of sleep a day.

2.              After school time must be supervised. Lollygagging in the playground after school is not time well spent; it can be dangerous for your child and a liability for the school. If your schedule does not allow a pick up by 3pm, arrange for an after school activity or program. Check to see if your school has after school care. Often the local library offers a homework club.

3.              Help with Homework. As a former teacher, I’m a firm believer that homework should be based on review curriculum and should be able to be completed unassisted. All teachers do not have this philosophy. Many times kids need parental involvement. Don’t hesitate to explain directions, read aloud information and solve math problems together. Ask your child’s teacher how much time should be spent on homework and discuss modifications if need be.

4.              Communicate often with teachers. No need to wait for the teacher to contact you. Be proactive. Many important announcements, permission slips, assignments, flyers and graded papers do not make it from the classroom to your kitchen table. This is especially true in middle school. A weekly or biweekly chat or email with the teacher will alleviate this potential problem.

5.              Share family news. No needs to get super personal but if something is affecting your child’s behavior, attitude or work habits, share it with his teacher. The more informed the teacher, the better able she is to empathize with your child and modify curriculum and/or class time and activities to ensure your child’s success and security.

6.              Get and keep your child organized. Checking backpacks at least once a week may reveal important papers and even half-eaten lunches. Keep a neat, well-supplied homework space and talk to your child about upcoming family and school events. A conspicuous calendar with relevant dates and the family agenda can be a lifesaver.

The stress and strain of helping the kids with homework, perusing mounds of paperwork and preparing clothes and lunches can be overwhelming but is well worth the time and energy. We all know that learning is not confined to the four walls of a classroom. Be kind and congratulatory to you kids and yourself. As parents we want to role model competence and hard work, but we also want to acknowledge that hard work leads to sweet rewards.

Contact Margaret Lavin at elementarydays@gmail.com.

INSTRUCTIONAL SUMMER

It may seem that summer has just started, however, most kids have been away from academic instruction for over a month. And, in just a few weeks you will be sending them back to new classrooms, teachers, books, and academic exercises. No doubt they will be excited about all the new curricula and a bit anxious about performing well.

It's important they are prepared and confident when starting the new school year. If children feel educationally empowered, they will do better both academically and socially.

Spending about thirty minutes a day on math and language arts skills will ready kids for the coming school year. Thirty minutes is a rule of thumb and it is perfectly understandable that sometimes other obligations take precedence. However, if you undertake some review at least a few times a week, your efforts will pay off. Come September, your child will be ahead of the game with sharpened academic skills and higher morale.

They are also learning an invaluable life lesson - practice equals preparedness and really does make perfect.

When or where your kids rev up their educational muscle isn't important - in the car, at the park or on the couch is fine. The value comes from progressing at the appropriate grade level and keeping the review stimulating. To choose the proper material, take another look at your child's last report card. There should be ample information on proficiency levels and what skills need improvement.

There are numerous grade-leveled workbooks and enrichment material at your local bookstore. Or you can go online. San Mateo County Library has special events and sites just for kids and teens. Check out http://kids.smcl.org.

A quick way to figure out if your child is able to read a book independently is to have them read about 20 words out loud. If they miss more than a few, it may be a bit too difficult. In that case, take turns reading the book together, making predictions, summarizing and discussing favorite characters and passages.

Reading aloud the classics can be entertaining and enlightening for the whole family. Discussing the stories and clarifying difficult words increases comprehension.

A summer journal and/or writing letters to friends and relatives strengthens printing, cursive, grammar and vocabulary development.

Coordinating and supervising these educational adventures takes time. If your schedule is too tight, you may consider procuring a tutor. Kids often respond better to those outside the family. Ask a local teenager if they would be willing to practice with your child or go to your local library and inquire there.

It's not difficult to conclude that children prepared for school will have more success and students who are successful in school are offered more opportunities. So purchase the new backpacks and school clothes, but also continue to give the gift of education throughout the summer months.

Contact Margaret Lavin at elementarydays@gmail.com.

EARLY EDUCATION TEACHERS UNDERVALUED THEN AND NOW

Early Education Teachers Undervalued Then and Now

The Center for the Study of Child Care Employment at UC Berkeley issued a report, titled, “Worthy Work, Still Unlivable Wages.” Written by researchers Marcy Whitebook, Deborah Phillips, and Carollee Howes, the report examines the working conditions of early childhood educators in the years following the 1989 National Child Care Staffing Study (NCCSS).”

The NCCSS study brought national attention for the first time to poverty-level wages and high turnover among early childhood teaching staff, and to the negative impact on children. Unfortunately, 25 years later, early educators are still under valued. According to the U.S. Bureau of Labor Statistics, childcare workers have experienced no increase in real earnings.  And, as was true in 1989, childcare workers still earn less than adults who take care of animals, and barely more than fast food cooks.

In California, the average hourly wage of childcare workers, who are responsible for babies and toddlers, was $11.86 in 2013, barely budging from an hourly wage of $11.26 in 1997 when controlled for inflation. California preschool teachers, tasked with preparing 3- to 5-year-olds for a strong start in school, earned an hourly wage of $16.46 in 2013 compared with $14.02 in 1997 when controlled for inflation.

This doesn’t just affect childcare workers and families with young children. We all pay the price. Despite childcare costs increasing two-fold since 1989, in 2012, nearly one-half (46 percent) of childcare workers resided in families enrolled in one or more public support programs such as Medicaid and Food Stamps. The skyrocketing cost to families is going somewhere other than to their children’s teachers and instead of for-profit childcare companies paying their employees a decent wage, they increase their profit on the backs of the public.

There is at least one exception. According to the “Worthy Work” report, The Department of Defense (DOD) sets teachers’ salaries in their early care and education programs at a rate of pay equivalent to those of other DOD employees with similar training, education, seniority, and experience. Over the twenty-five years this policy has been in place, the base pay of new hires among early childhood teaching staff in military child development centers has increased by 76 percent and turnover has drastically decreased. Those with bachelor’s degrees earn on par with other comparably educated military workers.

Armed with this new evidence, childcare workers should organize and demand livable, equitable, and dependable wages. They are one of the fastest growing industries in the nation and they have more power than their employees give them credit for. There needs to be major restructuring, but there is no need to reinvent the wheel - just follow the example of the Department of Defense, or almost any other industrialized nation.

For more information about the report, visit, http://www.irle.berkeley.edu/cscce.

Contact Margaret Lavin at elementarydays@gmail.com.

TEACHER SHORTAGE WILL LEAD TO GREATER INEQUITIES

Teacher Shortage Will Lead To Greater Inequities

The California Department of Education estimates the need for new teachers is approximately twice the current graduation rate in teacher preparation programs.

Enrollment in California teacher preparation programs fell from 719,000 in 2008-09 to 499,800 in 2012-13. The number of teaching credentials issued in special education dropped by 21 percent between 2011-12 and 2013-14. Over the past four years, the number of credentials issued to new math teachers dropped by 32 percent. As a result, districts have resorted to hiring teachers with less than full credentials. 

According to a new report by the nonprofit Learning Policy Institute, California school districts are grappling with teacher shortages. Credentials issued to new teachers are at an historic low at the very time districts have increased their hiring to expand programs and restore teaching positions eliminated during the Recession.

“When California last experienced severe teacher shortages in the late 1990s, it took a wide array of programs to begin to stabilize the teaching force,” wrote the authors of the report. “Most of these have, unfortunately, been discontinued or sharply reduced since then, leaving the state with few existing tools to use to address the current situation.”

Suggestions to assuage the shortage include recruiting new teachers from colleges, other states, and other careers. It also recommends offering teachers in high-shortage subject areas incentives, such as funds to cover tuition and living expenses or loan forgiveness.

Linda Darling-Hammond, president of the Learning Policy Institute, said in a statement that if California does not address its teacher shortage, it will only get worse and lead to “greater inequities among students in different communities.” This can clearly be predicted in the Bay Area where teacher salaries are much higher in affluent areas. Living in one of the most expensive places in the United States does not bode well for those considering a career in education, especially those passionate about educating children in low-income areas where teacher salaries are less and the work much more demanding.

As important as recruiting new teachers, is retaining the ones we have. Teaching may be one of the most fulfilling professions, but it is also one of the most undervalued. American teachers have been historically paid far less than other professions with comparable education requirements. Couple that with constant criticism. Politicians, parents, and pundits have been demonizing teachers for decades, blaming them for any number of societal struggles.

We need to start offering teachers and those passionate about becoming teachers both internal and external incentives. We need to show them financial and professional respect. We must stop scapegoating them for unsatisfactory test scores, unruly children, or any other blot on society. If we don’t, we won’t attract or retain worthy candidates. If you’re not convinced this is true, ask yourself this. Would you encourage your child to become a teacher?

For more information on The Leaning Policy Institute, visit, http://www.learningpolicyinstitute.org.

Contact Margaret Lavin at elementarydays@gmail.com.

PRIVATIZING THE PUBLIC SCHOOL SYSTEM - LESSONS FROM THE FRENCH

I am by no means a Francofile. I reluctantly admit I know very little about French culture outside of what I read in “A Tale of Two Cities” (great read by the way), and their food - croissants, brie cheese and frogs’ legs, (And yes, they do taste like chicken).  However, I am very interested in their public education system. 

France has over 50 years’ experience with privatizing their public school system. The Debre Act of 1959 made it possible to subcontract educational services to accredited private school, the equivalent of our charter schools. Like our charter schools, France’s reforms revolve around the importance of setting high educational standards through a national curriculum and the enforcement of rigorous testing. Also like our charter schools, France’s attempts at school reform have caused many financial and political-accountability problems. 

So how has France’s children faired? Not well. According to a report by Time Magazine, “One-fifth of 11-year-olds finishing primary school still have serious difficulty with reading and writing. By the age of 16, almost as many — about 18% — leave school with no formal qualifications whatsoever.” In a 2010 report by the Cour des Comptes, the French equivalent of the U.S. Government Accountability Office, French officials stated that although the annual budget for education is the single largest area of government spending, ahead even of defense, the system is failing as many of the 10 million children in its care. The report also stated, "The large number of young people with major problems at school shows that the educational system as it's constituted today isn't capable of responding to their needs. 

After more than a half century of privatizing public schools, France’s school system has not become the great societal leveler, but tragically, a place where children from poor backgrounds do far worse than kids from better-off backgrounds. It turns out that race and class are the major determining factor in student scores. Sound familiar?

So what lessons should take from France’s long standing educational experiment? Privatization of public schools is not the systemic reform that will ensure equitable and efficient public schools. Since the late 1980’s we have implemented similar tactics in the form of charter schools and have had the same results as France, often exacerbating existing inequalities in our schools.

Let’s not waste another 25 years. It is time – past time – to admit that charter school exemptions from public school accountability measures only increase inequality and stratification. We need to improve our existing public schools. Educators and policymakers need to develop future policies that will be more responsive to the needs of all children.

This is not a new message. Historian and Research Professor of Education at New York University Diane Ravitch is a passionate supporter of public schools and prolific opponent of charters, stating, “Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools.” I couldn’t have said it better.

Contact Margaret Lavin at elementarydays@gmail.com.