HALLOWEEN FACTS AND FICTION

Soon ghost and goblins will be playing tricks and eating treats, prancing down neighborhood streets and causing chaotic fun with family and friends. However, parents may have some apprehension about letting their little witches and warlocks roam the night because of the continual retelling of myths and urban legends surrounding Halloween.

Reports of razor blades hidden in apples and candy have been haunting parents for decades. These ridiculous and malicious rumors have caused many people to ban trick-or-treating and stop handing out candy treats altogether. The sad fact is the only cases of tampered-candy killing children on Halloween were of relatives poisoning family members on purpose.

I remember my own mom dumping our pillowcases of candy on the kitchen floor, putting on her gardening gloves and meticulously fanning the loot across the tile. She knelt over mini candy bars and popcorn balls, searching for evidence of tampered treats. Inevitably she threw out two or three pieces. I suspect now it was to assure herself that her efforts were not in vain.

Another common and misguided belief is that excess consumption of sugar-laden candy will make kids hyperactive. We can all agree that devouring mounds of sugar is not good for any of us. Candy is nothing but empty calories and eating too much can lead to bad eating habits, dental cavities and health issues. However, after countless studies, the American Medical Association has found that sugar in the diet does not affect children’s behavior. Most likely it’s not the sweets but the situation that causes kids to throw caution and parental imperatives to the wind. 

While the sadistic tales of evil people poisoning our sugar-crazed kids are false, there are some real dangers that can easily be avoided.

We should be concerned about motor vehicle accidents. Roughly four times as many children aged 5-14 are killed while walking on Halloween evening compared with other evenings of the year.

Make sure drivers can see your child and vice versa. Give kids flashlights and glow sticks. Also, use makeup rather than masks so children have a clear, unobstructed view of their surroundings. Young trick-or-treaters should be accompanied by an adult and all should know to only cross at the crosswalks and stay on the sidewalk.

Nearly 6 million or 8% of children have food allergies. To be safe, hand out treats that are free of dairy, wheat and eggs - the most common food allergens. Some options include: Smarties, gum, mints, hard candy or jellybeans. Consider handing out trinkets such as stickers, pencils or coins. Enforce a ‘no eating while trick-or-treating’ policy and pass on candy and treats that do not have ingredients labeled.

To avoid eye injuries, cuts and bruises, use costume knives and swords that are flexible, not rigid or sharp and make sure children can walk comfortably in their costume.

 

Don’t worry about unknown or unfounded dangers. Instead, eat, drink and be scary tonight, while taking a few precautions to protect your children from the easily averted hazards.

           

Contact Margaret Lavin at elementarydays@gmail.com.

OUT-OF-SCHOOL SUSPENSIONS HAVE NO ACADEMIC BENEFIT

OUT-OF-SCHOOL SUSPENSIONS HAVE NO ACADEMIC BENEFIT

National data on suspensions and expulsions show that out-of-school suspension is not only a frequently used option for managing student discipline, but is also applied disproportionately with students in particular subgroup populations, including race, gender and disability status.

Research also indicates that frequent use of out-of-school suspensions is often associated with low achievement, increased risk for dropping out and a greater likelihood of juvenile justice involvement. In other words, out-of-school suspensions do the exact opposite of what they are intended to do.  

Even so, according to data collected by the California Department of Education, during the 2009/2010 school year, California schools issued 765,000 out-of-school suspensions. That’s enough students suspended out-of-school to fill every seat in all the professional baseball and football stadiums in the state, with no guarantee of any adult supervision.

As shocking as these statistics are, the point remains that if, however, out-of-school suspensions are making schools safer and more productive for the non-suspended students thus enabling them to stay in school longer, learn more, and graduate at higher rates then, perhaps the collateral damage can be justified. They do not.

States with higher suspension rates have lower NAEP (National Assessment of Educational Progress) scores in math, reading, and writing. Also, higher suspending schools have below average test scores compared to scores in demographically similar schools.

The quagmire remains how do we get students to spend more time in school while also keeping the school environment safe and productive so all students can learn.  The solution is a school wide positive behavior support system. It is a decision-making framework that guides selection, integration and implementation of the best evidenced-based practices for improving behavior outcomes for all students.

One way to begin this process is through a school climate survey of staff and students to assess school safety, fairness and clarity of rules and behavior expectations. This information should be shared with parents and other stakeholders in the community. Once new programs and interventions have been implemented, they should be regularly evaluated for effectiveness. 

The goal is to review resources that can be used to monitor district/school behavior data, identify current site/district practices that provide additional interventions and support and engage in conversations that lead to improved outcomes for students. You can be part of the solution by asking for your children's school suspension policy and data regarding which students are being suspended and why. For example, you may want to know if students can be suspended for a non-violent infraction. If so, perhaps there could be an in-house suspension policy in place. 

 

Victor Hugo, writing in the 19^th Century, maintained, “He who opens a school door, closes a prison.” This shrewd adage holds true today.

Contact Margaret Lavin at elementarydays@gmail.com.

HEADS UP ON LICE

Soon after reading this insightful expose you will be scratching your head, not in wonderment of my philosophical contemplations, but because unwittingly you will be thinking about tiny rodents crawling and nesting on your scalp.  I know this because I have been discussing head lice with parents and co-workers and the reaction is always the same. Inevitably everyone in hearing distance gets the willies.

Lice are parasitic insects that live on the scalp and feed off tiny amounts of blood sucked from the scalp. Head lice often lay eggs called “nits” which appear similar to dandruff, but unlike dandruff, maintain a firm grip on the hair shafts. Itchy yet?

Why, you ask, am I conversing about these varmints? Because, if lice have a season, this is it. Back at school, kids are congregating and co-mingling, working and playing with their heads close together. In spite of parents admonition to the contrary, they are sharing hoodies, hats and hair accessories. This is why fall seems to coincide with the outbreak of head lice. Outbreaks at the beginning of the school year are very common and this year is no exception, so lets get the facts straight and endeavor to rid ourselves of these omnipotent, maddening parasites.

First and foremost, don’t panic. If your child contracts lice, you do not need to replace your furniture, wash your entire wardrobe, cut off your hair or set your house on fire. Getting rid of the pesky buggers can be a nuisance, but they are not a health threat and children diagnosed with head lice do not need to be sent home early from school or miss numerous days of instruction. They can go home at the end of the day, be treated, and return to class after appropriate treatment has begun.

Once you know your child has lice, inform your school and friends to avoid further cross. Don’t concern yourself with what others might think or worry about ruining your reputation. Lice do no discriminate; they cross all socioeconomic boundaries and have nothing to do with hygiene. They do, however, prefer long hair so if your kids have lengthy locks, make sure to have it braided or in a ponytail at school. Also, regularly remind your kids not to share combs, brushes, hats or hoodies.

There are many over-the-counter treatments, prescription medications and homeopathic remedies available. Checking the hair and combing it with a nit comb every 2 to 3 days for at least a week or two is essential for all treatment solutions.

Youtube has many demonstrative videos on how to rid yourself and others of lice. If do-it-yourself is not appealing, there is Hair Fairies That specializes in lice removal. For more information, visit their website, www.hairfairies.com.

If you have questions about your school’s policies, ask your child’s teacher or an administrator. Because of the many misconceptions regarding head lice, it would be prudent for every school site to update and educate their staff and community members about the prevention of and treatments.

Contact Margaret Lavin at elementarydays@gmail.com.

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.